Development of Vernacular Education

During the early 19th century vernacular education was in a sorry state of affairs. It was mostly dependent on contributions from wealthy zamindars.

1835, 1836, 1838 : William Adam’s reports on vernacular education in Bengal and Bihar pointed out defects in the system of vernacular education.

1843-53 : James Jonathan’s experiments in North- West Provinces (UP), as the lieutenant-governor there, included opening one government school as model school in each tehsildari and a normal school for teachers’ training for vernacular schools.

1853 : In a famous minute, Lord Dalhousie expressed strong opinion in favour of vernacular education.

1854 : Wood’s Despatch made the following provisions for vernacular education:

1. Improvement of standards

2. Supervision by government agency

3. Normal schools to train teachers

These gave impetus to the cause of vernacular education 1854-71 : The government paid some attention to secondary and vernacular education. The number of verna-

cular schools increased by more than five-fold.

1882 : The Hunter Commission held that State should make special efforts for extension and improvement of vernacular education. Mass education was to be seen as instructing masses through vernaculars.

1904 : Education policy put special emphasis on vernacular education and increased grants for it.

1929 : Hartog Committee presented a gloomy picture of primary education.

1937 : These schools received encouragement from Congress ministries.