Growth of Modern Education in Odisha

Growth of Modern Education in Odisha: Traditional education systems prevailed in Odisha throughout ancient and medieval times. However, the British period introduced modern education, leading to the decline of the traditional system. Under the East India Company, Christian missionaries pioneered this change, printing the Old and New Testaments in Odia and establishing the first primary school in 1822.

The introduction of English education was a significant long-term consequence of British rule. While the British had goals of modernization, their efforts to expand education in Odisha ultimately catalyzed progress. This shift in education represented a watershed moment in the state’s history.

Education in pre-British Odisha

Prior to 1803, the year of British occupation, Odisha’s education system was largely decentralized. Learning centers (Pathasala) were found in temples, Sanskrit Tols, Bhagavat Tungis, and the homes of affluent individuals. Avadhanas (teachers) emphasized reading, writing, basic mathematics, and traditional knowledge. Students studied Odia literature, including the works of Jagannatha Das and other Puranas. Notably, there were no state-administered Odia schools during this period. While functional, the education system in pre-British Odisha had significant limitations.

The factors that have contributed to the spread of English education

The following factors contributed to the expansion of English education. Initially, the East India Company was indifferent to the development of English education in Odisha. They eventually realised that if the populace is not fluent in English, their administration and entire system will fail to function properly. As a result, they took an interest in the development of English education in Odisha.

• On the other hand, Charles Grant, a member of the British Parliament, and Lord Minto, the Governor-General, took an active interest in the spread of English education among Indians in order to help officials understand the British administration and carry out their duties.
• Christian missionaries sought to elevate the Odisha people through education in order to spread Christianity. The primary objective of these missionaries was to preach the gospel of Jesus Christ to the indigenous people. In 1804, missionaries compiled the Odia alphabet and printed the first Odia Bible. Pandit Mrutyunjay Vidyalankar translated the New Testament in 1809. This translation was made possible by the efforts of three missionaries, specifically Me. Carr, Marshman, and Ward.
• The British believed that appointing the Odias to the government service would benefit them because they would receive a much lower salary than others.
• At the time, the British administration required the assistance of educated elites. This was true for all of India’s provinces, and Odisha was not an exception. As a result, the British government desired to bring modern education to Odisha.

Macauley’s Minutes and Odisha’s education

In 1835, a significant debate shaped the future of education in India. Lord Macaulay, heading the General Committee of Public Instruction, advocated for the use of English as the language of instruction for European knowledge. This decision, influenced by the Anglicists, had far-reaching consequences.

Within Odisha, the groundwork for this shift had begun with Christian missionaries, who established successful English medium schools. The first mission school in northern Odisha opened on June 1, 1822, with the government later assuming responsibility for fifteen indigenous schools.

Building upon this foundation, the British officially established the first English school in Puri in 1836. While the Cuttack English School was initially founded by missionaries in 1823-24, the government took over its management in 1836. The Cuttack Missionary School gained popularity, whereas the Puri English School closed within two years.

The British continued to expand their educational presence. In 1853, they established an English School in Balasore alongside reviving the Puri School. Zilla Schools in Balasore, Puri, and Cuttack followed, designed to create a cadre of English-speaking Odias to assist the British administration.

Under Wood’s Despatch, education expanded

In the educational history of Odisha, the Wood’s Despatch marked a significant turning point. Sir Charles Wood, serving as President of the Board of Control, crafted a plan known as Wood’s Despatch in 1854, during Lord William Bentinck’s Governor-Generalship. This plan was often referred to as the ‘Magnacarta’ of the English educational system in India. It put forth the idea of creating new schools while also keeping existing ones running.

As a result of this despatch, another Zilla School was established in Berhampur in 1855. Dated 19th July 1854, the despatch aimed to assess the educational history and progress of the region. It offered several insightful recommendations that led to significant changes, improving the state of education in the area.

By 1858-59, there were 30 schools, a number that grew to 63 by 1868 and then to 95 by 1870. Following Wood’s Despatch, schools began to emerge in the more remote parts of the province. For instance, Kendrapara welcomed a school with 35 students, while Puri saw the establishment of another. Similarly, schools popped up in Bhadrak, Balasore, Mahanga, and Hariharpur.

One challenge faced by the educational system was the issue of school fees. The structure sometimes posed a barrier, leading to instances where students had to drop out due to the high fees.

Vernacular Education’s Spread in Odisha

After the implementation of Wood’s Despatch, the Zilla School in Sambalpur was upgraded to the status of an Anglo-Vernacular School. This move was part of a policy to establish Middle English Schools with a focus on the local language, which greatly helped in spreading the use of English among the Odia people.

T. E. Ravenshaw played a crucial role in managing the 832 Pathasalas, also known as indigenous village schools. This effort significantly boosted the expansion of primary education throughout Odisha.

An important figure in the establishment of primary education in Odisha was Maharaja Krushna Chandra Gajapati of Paralakhemundi. Thanks to these combined efforts, by 1947, Odisha boasted a total of 6,998 primary schools.

Secondary education in British-ruled Odisha

Wood’s Despatch not only revitalized primary education in Odisha but also gave a fresh impetus to secondary education. Various types of schools—Middle Vernacular, Middle English, and High Schools—were established to advance education in the region.

In Middle Vernacular Schools, English was not a mandatory subject. These schools offered an additional two years of education beyond the upper primary stage. On the other hand, at Middle English Schools, English was a compulsory subject, and they typically provided four-year programs. Upon completing their studies at the Middle English School level, students could move on to High Schools, which also offered four years of education.

This led to the establishment of private high schools in Cuttack. For instance, the Pyari Mohan Academy, which started as a Middle School in 1875, was upgraded to a High School in 1879. Similarly, in 1888, the Victoria School in Cuttack was also elevated to the status of a High School.

By the end of the nineteenth century, North Odisha boasted 12 high schools and 82 Middle English schools, while South Odisha had four high schools and 26 Middle English schools. This expansion and diversification of secondary education options marked a significant step forward in Odisha’s educational landscape.

Lord Ripon and the Hunter Commission

In 1882, Lord Ripon, the Viceroy of India, appointed a commission led by W.W. Hunter, famously known as the Hunter Commission. This commission’s recommendations led to the establishment of private schools and colleges in various towns across Odisha.

In response to the commission’s findings, Pandit Gopabandhu Das founded the Satyavadi Bakula Vanvidyalaya in Sakshigopal in 1909. This school was established with the aim of uniting Odia-speaking regions and advancing education in the state. Prominent figures of modern Odisha, known as the Panchasakhas, including Pandit Gopabandhu Das, Acharya Harihara, Pandit Nilakantha Das, Pandit Godavarish Mishra, and Pandit Krupasindhu Mishra, took charge of this institution to further the cause of education in Odisha.

The formation of Odisha as a separate province ignited a strong desire among its leaders to promote education throughout the region. By 1947, Odisha boasted a total of 42 high schools and 61 Middle English schools, marking significant progress in the state’s educational landscape.

Odisha’s higher education sector is thriving

After the devastating 1866 Famine, the British Government turned its attention towards the advancement of higher education in Odisha. This marked a significant shift, and in 1868, the establishment of Ravenshaw College heralded a new era for higher education in the region.

In 1868, the Cuttack Zilla School transformed into a Collegiate School, introducing the FA (First Arts) class, initially offering instruction up to the Intermediate standard. Following a recommendation by T.E. Ravenshaw, it was later upgraded to a Degree College. Maharaja Krushna Chandra Bhanja generously donated 20,000 rupees for the construction of a new college building in 1878. Ravenshaw College stood as Odisha’s sole institution of higher learning until that year.

Subsequently, in 1878, the Berhampur Zilla School transitioned into a Collegiate School with the addition of FA classes. Following the Hunter Commission’s encouragement of privatization, the school evolved into Berhampur Native College. Later, in 1893, it was renamed Khallikote College after Raja Harihar Mardaraj Dev, who granted land for its establishment.

In 1896, Maharaja Gourachandra Dev founded another college at Parlakhemundi, initially as a Junior (Second Grade) college until its upgrade in 1937.

Adding to the educational landscape, Cuttack also saw the establishment of S.B. Women’s College. In total, Odisha boasted seven renowned colleges during this period: Ravenshaw College in Cuttack, Khallikote College in Berhampur, S.K.C.G. College in Parlakhemundi, S.B. Women’s College in Cuttack, G.M. College in Sambalpur, S.C.S. College in Puri, and F.M. College in Balasore.

Alongside these institutions, a Training College was set up in Cuttack, later known as Radha Nath Training College. All these colleges were established during the British era in Odisha, aiming to provide higher education opportunities for the residents of the state.

Odisha’s Technical Education During the British Period

In addition to general education, the British administration in Odisha also recognized the importance of providing technical education to meet various needs. One notable institution was the Odisha School of Engineering, now known as the Bhubanananda Engineering School, which was established in Cuttack in 1923.

Meanwhile, the Boys’ Industrial School in Balasore, established by the American Baptist Mission, focused on practical skills such as carpentry, bookbinding, cane work, painting, and cement work, among others.

To promote the textile industry, weaving institutes were set up in the districts of Sambalpur and Cuttack, reflecting the British emphasis on developing local industries.

The Odisha Medical School, founded in 1876, later evolved into the prestigious S.C.B. Medical College and Hospital, a renowned institution for medical education and healthcare.

For traditional education, Prathama and Madhyama studies were available through Sanskrit tols (schools), maintaining the rich heritage of learning.

Recognizing the need for specialized education, the government established special schools. In 1917, Angul and Sambalpur saw the establishment of 35 special schools for Scheduled Castes and 19 schools for Scheduled Tribes, aiming to provide focused education to marginalized communities.

To train teachers for these diverse educational needs, a training college was established in Cuttack. This institution, later known as the Radha Nath Training College, played a crucial role in preparing educators to deliver quality education across various fields and communities.

The British Government’s Approach to Education in Odisha

Although the British were instrumental in establishing modern education in Odisha. However, it did not proceed quickly. There are several reasons for the British’s above approach to education in Odisha:

• The British were largely indifferent to the expansion of higher education in Odisha.
• While it desired that the people of Odisha learn English, it never desired to educate them to a high level. It desired only a working knowledge of English in order to create a clerical class of people, as it desired in India as well.
• Obtaining a higher education was prohibitively expensive. The British government has never desired to increase spending on education that benefits indigenous people. When the Bombay, Madras, and Calcutta Universities were founded in 1858, Odisha lacked a single college at the time.
• Odisha lacked an adequate number of schools and colleges. Thus, in the case of Odisha, the rise of the elite class was delayed.
• The British exploited the conservative views of the Odia people regarding education, and thus discouraged English education in Odisha.
• Despite the fact that Odisha was a land where agriculture was the primary occupation of the people, the British discouraged engineering education specifically related to agriculture. These were additional impediments to the growth of education in Odisha.

Conclusion

During the British colonial period, the introduction of modern education, particularly English education, marked a significant shift in Odisha. This transformation was initially driven by the missionaries, who aimed to spread education for evangelical purposes.

Over time, the British administration took the reins to introduce English education more widely in Odisha. This move was partly for administrative ease and also to provide certain benefits and employment opportunities to the people, thereby maintaining stability.

However, the progress of education in Odisha during this period was relatively slower compared to other parts of India. It was only after the end of British rule in India that English education truly began to flourish in Odisha, reflecting the broader trends of educational development across the country.