APPENDIX K- REPORT OF THE COMMITTEE APPOINTED BY THE CENTRAL ADVISORY BOARD OF EDUCATION TO CONSIDER THE REPORT ON EDUCATIONAL DEVELOPMENT PREPARED
The Central Advisory Board of Education at their twelfth meeting held in 1941 noted that the Report on Educational Development prepared by the Inter-Provincial Board for Anglo-Indian and European Education was not yet ready, and they accordingly, appointed a committee consisting of the following members to examine It as soon as it was made available
1. The Right Rev. G. D. Barne, C.I.E., D.D., V.D., Bishop
of Lahore (hairman)
2. Khan Bahadur Dr. M. Hassan, M.A., D.PHILL. (OXON.), BAR-
AT-LAW Vice-Chancellor, University of Dacca.
3. Rajkumari Amrit Kaur.
4. Dr. T. C. M. Royan, M.D., Minister for Education and
Public Health, Mysore.
5. The Educational Adviser to the Government of India.
6. Dr. S. R. U. Savoor, M.A., D.SC., I.E.S., Director of
Public Instruction,Madras.
7. L. G. D'Silva, Esq., O.B.E., Director of Public
Instruction, Central Provinces and Berar.
8. W. G. P. Wall, Esq., M.S.C., I.E.S., Director of Public
Instruction, United Provinces or his successor.
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2. The following persons were co-opted to the Committee:-
1. D.V.S Jha PH.D Director of Public Instruction Central
Provinces and Berar (rice Mr. D'Silva retired.)
2. Prof. N.K Sidhanta, M.A (Cantab.) Chairman, Inter-
University Board (vice Dr. Hassan in Pakistan.)
3. The Committee met in New Delhi on the 20th November 1947. The
following were present:-
1. The Right Rev. G.D Barne, C.I.E., D.D Bishop of Lahore
(Chairman)
2. Dr .V.S Jha PH.D., Director of Public Instruction,
Central Provinces and Berar.
3. The Hon'ble Rajkumari Amrit Kaur, Minister for Health,
New Delhi.
4. Rai Bahadur Chunni Lal Sahney, Director of Public
Instruction,United Provinces,
5. Prof. N.K Sidhanta, M.A (cantab.) Chairman Inter-
University Board India.
6. Dr. D.M Sen, O.B.E, M.A PH.D (London), Ministry of
Education (Secretary)
Mr. M. E Bartley, Joint Director, Ministry of Railways was also
present by invitation.
The following members were unable to attent:-
1. Sir Shanti Swarup Bhatnagar O.B.E D.S.E., F.R.S
Educational Adviser to the Government of India.
2. Dr. S.R.U Savoor M.A., D.SC., I.F.S Director of Public
instruction Madras
The committee noted with regret the untimely death of Dr. T.C M. Royan a member of the Committee and passed a resolution expressing their sense of loss sustained by the country and of appreciation of the services rendered by him to the Central Advisory Board of Education in particular.
4. The Committee then proceeded to consider the recommendations of the Commission appointed by the Inter-Provincial Board for Anglo- Indian and European Education (pp. 72-75 of Annexure A) Taking into account the views expressed by the Inter-Provincial Board theron (annexure B) and the interim report of the special Committee appointed by the Board with reference to recommendation No. 21 (annexure C). The decisions of the Committee are given seriatim according to the numbers of the recommendations made by the Inter-Provincial Board (Annexure B)
Recommendation Nos. 1 & 2. The Committee noted the standard and the the quality of training in the Schools hitherto maintained mainly for the Anglo Indian and European pupils had been greatly appreciated by the public in India, and that a good number of Indian children had competed and continued to compete for seats in such schools. The Committee, therefore, considered it in the interests both of Anglo- Indian and other children that such schools should continue as a part of the national educational system and foster their cultural background as also inculcate a sense of discipline among the puplis, etc. The Committee did not, however, consider it practicable to adopt the maximum of 40% recommended for puplis of other communities and felt that the case of each institution should be considered on merits. It was however, necessary that anglo-Indian should be given preference for admission to the schools and after their claims have been met the remaining seats may be allotted to other communities. At the same time steps should be take into improve other existing schools and being them up to the standard of the Europ and Anglo-Indian Schools
Recommendation No.- This was accepted.
* Not printed.
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Recommendation No. 4.-This was accepted with the proviso that the normal age range for education should appropriately be 5 to 17 as recommended in the Central Advisory Board's scheme, rather than 5 to 16.
Recommendation No. 5.-Regarding the first part of the recommendation the Committee thought that it would be in keeping with recommendation No. 3 already accepted if these schools gave more importance to creative activities particularly in the primary school stage in accordance with modern educational trends in the world. The Committee also agreed that where the numbers of the community warranted, special Technical Schools should be established with English as the medium of instruction, though the Schools need not necessarily be restricted to the Anglo-Indian community.
Recommendation No. 6.-In accepting the recommendation, the Committee felt that Anglo-Indian schools should aim at giving their pupils mastery of the Indian language in speech as well as in writing, so as to fit them for life, as well as for higher education which will eventually and may in the near future possibly be given through the regional language.
Recommendation Nos. 7, 8, 9.-The recommendations were accepted.
Recommendation No. 10 .-The recommendation was accepted with the omis sion of the words "for Anglo-Indians" at the end, as the Committee felt that it would be better that a certain number of scholarships were allotted to this type of school so that deserving members of other communities studying in them may also take advantage of them.
Recommendation No. 11-This, was accepted in the following modified form:-
"That in Anglo-Indian Girls' Schools efforts should be made to make known to girls the need of training as teachers particularly in Nursing, Kindergarten, Mathematics, and Natural, Domestic and Social Sciences".
Recommendation No. 12 .-The Committee accepted the recommendation but noted that the entrance qualifications will normally be the High School Certificate bough pupils should be encouraged to have a higher qualification.
Recommendation No. 12.-The Committee agreed that the qualifications for admission to Training Colleges should be as recommended. It was hoped that teachers for High Schools, would, as far as possible, be graduates.
It was however noted that Chelmsford Training College was in Pakistan.
Recommendation No. 14.-The recommendation was accepted subject to the proviso that the Provident Fund contribution would be on the usual approved Government rate. The Committee in this connection decided to recomend that the Central Advisory Board may reconsider their original recommendation as to (i) the percentage of contribution to the Provident Fund to be made by the Government and (ii) the pay scales of teachers which the Committee hoped would generally be raised considering the social value of the profession. The Committee also decided that no distinction should be made between men and women in the matter of scales of pay (e.g., Assistant Mistresses should get the same pay as Assistant Masters), in accordance with the principle of equal pay for equal work already accepted in India. The Committee also considered it necessary that where schools were situated in places with higher cost of living, for example, in Hill Stations or in any out of the way places suitable additions to the salary scales should be included.
Recommendation No. 15.-The Committee accepted the recommendation. but in regard to persons of non-Assiatic domicile they agreed that although special conditions of service may have to be prescribed they do not consider it necessary to specify-any particular allowances (e.g., passage or overseas allowances).
Recommendation Nos. 16, 17.-The recommendations were accepted. The Committee suggested that the scheme of Post-War Educational development shall be correctly described as the Central Advisory Board's scheme rather than the sargent Scheme.
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Recommendation No. 18.-This was accepted with the omission of the words "For Anglo-Indians" occurring at the end. It was also resolved that grants should be given only where the numbers studying in the school warrant it. Mr.Bartley, who was present as a representative of the Ministry of Railways, explained that it was the intention to transfer the Railway Schools to the appropriate Governments in due course. The Committee felt that though this may be ultimately desirable until the scheme of the Central Advisory Board of Education was in full operatio , ant] the general standard of schools had been raised, the railway schools should continue to be maintained at their present standards and improved where necessary.
Recommendation No. 19.-This was accepted by the Committee who felt that the words "if circumstances warranted" should be added at the end so that only needy cases may take advantage of it. It was explained that according to the Rail. way rules such subsidies can be continued, at certain recognized schools.
Recommendation No. 20.-This was accepted.
Recommendation No. 21.-The Committee noted that all the important aspect of this recommendation were covered by their. previous recommendations, particularly recommendations'1, 2 and 5, and that in the light of those views there would be really no need to reduce the number of existing schools of the type under discussion.
Recommendation No. 23.-The Committee decided then to accept recommendation No. 23 and to renumber it as 22.
Recommendation Nos. 24, 25 and 26.-The Committee felt that a Careers master (or Mistress) should be appointed on the staff of every Anglo-Indian School to assist the, school leavers to find suitable employment, and that employment Bureaux might, be organized for Anglo- Indians by their organisations if they thought it necessary. In regard to avenues of employment, the Committee hoped that the Anglo- Indian pupils would seek employment in all the fields open to nationals of the country and necessary Organisation should be set up to place them suitably. The Committee noted that their employment in the Defence Services would help them to develop a sense of responsibility tot he country of their birth. In any case, the Committee did not consider it necessary that special units should be formed in the Technical Branches of the Indian Army for the community only.
Recommendation No.27.-The Committee agreed that the constitutional responsibility for Anglo-Indian education should be on the same lines as responsibility for education of other Indians and that Provincial Governments should be responsible for the education equally of the Anglo-Indians and others, the necessary co-ordination being secured through the Inter-Provincial Board for Anglo-Indian and European education.
Recommendations Nos. 28 and 29-The recommendations really Concern the Inter-Provincial Board themselves. The Committee, however, felt that if proper co-ordination in the field is to be realised the Board which had been doing very good work should be strengthened and given adequate facilities for continuing its work more actively.
5. The Committee then considered the interim report (Annexre C) of the sub committee appointed in pursuance of recommendation No. 21 already dealt with and noted that their own recommendations given above covered the points raised in the report and that in particular there was no need to consider any reduction or economics in the schools of the type hitherto maintained for Anglo-Indian and European pupils ; nor was it desirable to have any form of central control, or reservation of a percentage of seats for Anglo-Indian pupils though it was emphasized their claims should be. let first in such schools.
The Committee have already recommended the strengthening of the Interprovincial Board to make it a more active and useful instrument. Opinion was unanimous that the Central Government and Provincial Governments should give adequate financial assistance to the Board to enable them to carry out their functions efficiently.
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In regard to the proposal for a Central Board for India and Pakistan the Committee were of the opinion that in the circumstances prevailing it was not a practicable suggestion,
ANNEXURE B
INTER-PROVINCIAL BOARD FOR ANGLO-INDIAN AND EUROPEAN EDUCATION. The Views of the Board on the Report of the Commission appointed for the impose a carrying out a Survey of Anglo-Indian Education in India with it view to its Posit War Reconstruction.
The Inter-Provincial Board for Anglo-Indian and European Education having considered at their meeting on the 6th March, 1947, a report from the Post-War Reconstruction Committee and a note from Mr. Anthony, President-in-Chief, AngloIndian Association, decided to record acceptance of the Report of the Commission in these terms and with these modifications:-
The Board thank Bishop Barne, Monsignor Theodore, Mr. Saiyidain, Mr. Doutre and Mr. Spillt for the manner in which they responded to the magnitude of the task they were invited to undertake and for their report on their investigations. The Board record their sense of the value of what the commission have done and of the generosity with which the member put aside other calls on their time and attention to devote themselves to this. The Board note with pleasure and gratitude that an, Indian educationist of the eminence in many fields of Mr. Saiyidain took his part in this large and, exacting service to a community which was not his own. They note also the admirable manner in which Mr. Spiller, a member of the Commission, discharged the heavy duties of Secretary in addition. Finally the Board record sialso their gratitude to all those in schools or otherwise throughout the country who gave the Commission their help.
The Board review the main recommendations on pages 72-75 of the Commission's Report and resolve as follows
(i) That Recommendation 1 be extended to read: `That the continued existence of Anglo-Indian schools is essential in the interest of the Anglo-Indian community, its special religious and cultural needs and of the other communities the school serve'.
(ii) That Recommendation 2 be amended to read: `That as a general rule admitting of variations according to local conditions from province to province, the enrolment of other than Anglo-Indian children in an Anglo-Indian school should not exceed 40 per cent'.
(iii) That Recommendation 3 be accepted without change to read: `That the Anglo-Indian education should fit into the general frame work of the Sargent Scheme for the post-war educational development of India'.
(iv) That Recommendation 4 be amended to read: `That the period of school education for every Anglo-Indian child should normally be extended from the age 5 to 16 and the period of free and compulsory education should be as in the, Sargent (Central: Advisory Board's) Scheme'.
(v) That the first part of Recommendation 5 be accepted without change to read: "That facilities, be provided for handicraft for boys and girls and house craft for girls' ; but that the second part be amended to read : `That pupils from Anglo-Indian schools should be entitled and enabled to go to technical schools set up under the Sargent Scheme, but in suitable centres where the Anglo-Indian community is large and contact with industry can be assured special technical schools for the community should be established in which the medium of instruction is English.
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(vi) That Recommendation 6 be amended and extended to read: `That (a) the teaching of an Indian language in Anglo-Indian schools should begin as early as possible, the ideal being to make a start in the Kindergarten, with instruction almost wholly oral and by play methods in the, first years ; (b) there should, be compulsion for learning the language, but not for examination in it until suitable equipment in books and competent instruction are achieved ; (c) more time should be devoted in school time-tables to Indian language instruction and less or none, to that in languages such as Latin and Greek ; and (d) the standard of instruction in an Indian language in Anglo-Indian Schools should approximate to that obtaining in schools for other Indian communities'.
(vii) That Recommendation 7 be extended to read : `That (a) the qualifications and status of Indian language teachers in Anglo- Indian schools should he raised and they should he placed on the same footing as other members of the staff ; (b) teachers, Anglo- Indian and others. wishing to teach Indian Languages should take adequate training in the teaching of these; and (c) school managements should insist, so far as possible, on all their teachers having adequate knowledge of an Indian language'.
(viii) That Recommendation 8 be extended to read : `That the teaching of .Indian History should be so orientated as to give the Anglo-Indian pupils a proper appreciation of Indian life and heritage ; and, as part of his study of history, he should be given some knowledge of India's administration and generally of the conditions that regulate civic life and determine the citizens' obligations and rights'.
(ix) That Recommendation 9 be changed to read : `That the curriculum Anglo-Indian schools should primarily be directed towards the local Indian School leaving examination for high schools, but, in addition, facilities should be provided for instruction to those pupils desirous of taking the Cambridge School Certificate Examination'.
(x) The Recommendation 10 be accepted without change to read: `That Governments be asked to provide a larger number of scholarships for technical, professional and university education for Anglo- Indians'.
(xi) Recommendation 11 be accepted without change to read: "That in Anglo-Indian Girls' schools efforts should be made to make known to girls the prospects of training as teachers in Kindergarten., Mathematics, Natural and Domestic Sciences'.
(xii) That Recommendation 12 be accepted without change to read: `That while there was no demand made for a higher qualification for entrance to Anglo-Indian training colleges for women than the Cambridge School Certificate or an equivalent examination, or for a general lengthening of the two year course, a three year course should always be available to permit attainment of Intermediate Arts, Intermediate Science or Cambridge Higher School certificate'.
(xiii) That Recommendation 13 be accepted without change to read: `That the qualification for admission to, the Chelmsford Training College should be Intermediate Arts or Intermediate Science or Cambridge Higher School Certificate, or Internatively, that the course be extended to three years to allow of longer profession atraining, and that, in this case, stipends at the College tenable for three years'.
(xiv) That Recommendation 14 be amended to road: `That standard salary scales not less than that at present sanctioned in the United Provinces be made applicable to Anglo-Indian schools throughout India, together with a Provident Fund on a 10 per cent. contributory basis by the teacher and 10 per cent. paid by Government ; where Government does not contribute as much as 10 per cent it should pay not less than half and the balance should be made good by the management of the school. These suggestions, if adopted, will bring about great improvement in Anglo-Indian schools'.
(xv) That Recommendation 15 be accepted without change to read: `That while recruitment to Anglo-Indian schools should still be open to teachers of non-
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Asiatic domicile, reservation posts for teachers of non-Asistic domicile should cease Asiatic domicile should not be a reason for lowering of the basicsalary of a post Passages and overseas allowances should, however, still be given to teachers of non Asiastic domicile.
(xvi) That Recommendation 16 be amended to read: `That the loss in fees resulting from the introduction of free and compulsory education in Anglo-Indian schools be made good by grants from Government.
(xvii) That Recommendation 17 be accepted without change to read: `That adequate grants-in-aid be given to recognised Anglo-Indian schools to maintain their,present standards and to provide for future development as envisaged in the Sargent Scheme'.
(xviii) That Recommendation 18 be clarified to read: `That Railway an Provincial Governments should continue to provide grants, and make them adequate for suitably maintaining and developing railway schools for Anglo-Indians'.
(xix) That Recommendation 19 be accepted without change to road: `That the rules for boarding subsidy grants to Anglo-Indian Railway employees be revised so as to assist them to continue the education of their children beyond the primary school stage at a suitable boarding school'.
(xx) That Recommendation 20 be accepted without change to read: `That reserve, funds be built up by managements of Anglo-Indian schools with a view to ensuring financial stability and independence'.
(xxi) That contrary to the view expressed in Recommendation 21 by the Commission, the Board agree with their Post-War Reconstruction Committee that what economics are possible are not in the control of individual schools, most of which live from hand to mouth, but in the larger organization and relation as between grades of schools, on which something is said in the Note, appended below. The Board therefore appoint Messrs. Wordsworth, Austin, Prater and Binnus as a committee', and direct them (1) to advise the Government of India regarding economies to be effected in keeping with this feeling of the Board and (2) to answer on behalf of the Board, any enquiries made by the Government of India on the post-war reconstruction of Anglo-Indian education.
(xxii) That Recommendation 22 be extended to read: That a Careers Master (Mistress) be appointed on the staff of every Anglo- Indian school to assist school leavers to find suitable employment; in the probable disorganization and reorganization of Indian industry in the next few years it may be expected that pupils of such schools will find plenty opportunities of employments'.
(xxiii) That Recommendation 23 be accepted without change to road: "That for the purpose of provincial domicile of Anglo-Indian no distinction be made between natives of the province and those who lave settled in it'.
(xxiv) That the Board make no remark on Recommendation 24.
(xxv) That recommendation 25 be accepted without change to read: That Anglo-Indians should seek employment in the field of industry and commerce and also in private, business organised on a cooperative basis'.
(xxvi) That Recommendation 26 be extended to road: `That the All-India Anglo-Indian Association be asked to undertake the organization of employment bureau for Anglo-Indians and that similar assistance in finding employment for, members of the community will be welcomed from other bodies such as the Churches Rotary Clubs, etc.'
(xxvi) That Recommendation 27 be accepted without change to read: `That centralization of the control of Anglo-Indian education, suggested from some quarters, is neither desirable nor necessary as the requisite co-ordination and uniformity are secured through the Provincial and Inter-Provincial Boards for Anglo-Indian and European Education.
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(xxviii) That Recommendation 28 be accepted without change, to read: "That the Inter-Provincial Board be empowered to co-opt as members not more than two persons prominent in public life`.
(xxix) That Recommendation 29 be extended to read: `That the representative of the Anglo-Indian community in the Central Legislature, or, if there are more than one representative, one nominated by the Government of India, be made a member of the Inter- Provincial Board'.
NOTE [Vide item (xxi) on page 3]
It is realised how difficult it was for the commission to make definite proposal it is disappointing that such an important matter Was not faced up too squarely.
There is much wasteful competition, and many schools are inefficient from the point of view of modern trends in education, as was evidenced by the conclusions of the Commission themselves regarding technical education. All our schools, girls,schools perhaps more so than boys' schools, are far too academic in outlook, are uneconomical as they are running with large overhead expenses despite their small numbers; they are inefficient as they have no Domestic Science Commercial classes no Biology or Science of any kind. There are day schools (mixed or other) with no Science or Handwork at all. There are too many small schools all of which cannot afford to make the necessary changes to keep pace with modern trends of thought in education. Numbers on rolls axe getting less, and will continue to get less. We wish (1) to keep the distinctive character of our schools, (2) to equip our schools better to make them more efficient.
To keep the distinctive character of your schools, it win be easier to maintain some only, to which a reasonable percentage of member of other communities should be admitted. At present too many schools with reduced numbers are trying to save themselves from sinking by admitting too many, in some cases well above forty per cent. members of other communities, hence converting themselves into schools for all communities, so that very soon they will not be able to qualify for grants so Anglo-Indian schools.
Consequently if it is possible to close down some schools, the money obtained by the sale of property could partly be used for endowments and partly to supply Science Laboratories catering for General Science, as well as a useful technical section for the more important schools. There could be a re-organiazation of schools, so that some would only be primary schools from where pupils could go to a secondary school which could be either academic or technical in outlook, or preferably both. That will make it possible to establish one or two technical schools for Anglo-Indians only where tine medium of instruction will be English.
The Commission's Report on technical education is summarised in the suggestion that a start should be made by making a room available as a, workshop where boys may familiarize themselves with the use of the palane, chisel, hammer, saw and other simple elementary tools under the supervision of a mistri. This is more playing at technical education as Mr. Saiyidain makes clear in his very valuable note commencing on page 77 of the Commission's Report.
Most schools have already gone a stop further. Technical education on the lines of "Trades Preparatory Schools" in England should be, establishend. One such school might meet the needs of several academic schools in the same district, where boys could be trained in metal work, carpentry, machanics, electricity, bookcraft, typewriting, shorthand, accountancy, with a view to fitting them to earn a livelihood as skilled technicians, mechanics, stenographers, accountants, etc. This type of school would be the jumping off ground for boys who require to complete courses in engineering yards or enter technical college, as such.
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What economics have the Commission recommended? None! Yet, on the other hand, more money is asked for from Government on all sides. Had more information boon supplied on amalgamation of schools as well as the closing down of other, the income thus released could be used to cover some of the schemes outlined above, and Government not be asked to make further grants, although, occasionally, it will be necessary to ask for some further grants to keep schools well supplied with up-to-date equipment, and also well qualified masters, who, as specialists, may have to be brought from Groat Britain in the first instance.
With regard to the fourth term of reference it is fair to say that the Commission did not carry out the intention of it at all. This may be because there was insufficient time at their disposal, or because they felt it was far more important to devote their time to interviewing those connected. with schools and the Anglo-Indian community n order that they could base the bulk of their report on the first two terms of reference.
ANNEXURE C
INTER-PROVINCIAL BOARD FOR ANGLO-INDIAN AND EUROPEAN EDUCATION.
INTERIM REPORT
of the Sub-Committee appointed by the Board to advise the Government of India on the possible economies that may he made by the closure of certain schools and amalgamation of others on the lines indicated in the note attached to the views of the Board on the recommendations of the Barne Commission.
In August of 1945 the Inter-Provincial Board for Anglo-Indian and European Education appointed a Commission, now known as the Barne Commission, to carry out a survey of Anglo-Indian education in India with a view to its post-war reconstruction. The third term of reference of this Commission was "to decide what rationalization and reorganisation are necessary in order to avoid wasteful competition, to eliminate unnecessary schools and to ensure that the money avilable for Anglo-Indian education is spent to the best advantage". The Barne Commission made no specific recommendations on this point. In paragraph 15 of Chapter IT of their report they make the ony direct reference to this matter when they conclude on the basis of the few specific cases brought to their notice. That the benefits of amalgamation would be doubtful and the inconvenience caused to parents considerable. In their final recommendations the only reference to any form of economy is the twenty-first. This recommends that school management$ should make every effort to examine reasonable means of effecting economies. As a contrast to this their tenth recommendation asks that Government, should provide a larger number of scholarships, their sixteenth that the loss of fees from the introduction of free compulsory education berween the ages of six and fourteen years should be made good by grants from Government, and their seventeenth that adequate grants-in-aid should be given to recognised Anglo-Indian schools to enable them to maintain their present standards and to provide for future developments
The feeling of the Inter-Provincial Board on this aspect of the Barne Commission report are given in the Note attached to the views on the report as a whole They regarded it as disappointing that the commission did not face the problems of effecting economies squarely, and that they should recommend not a single economy whilst, on the other hand, they asked more money from Government on all sides. In order to rectify this commission the Inter-Provincial Board appointed a sub-committee of Messrs. Wordsworth Austin, Prater and Binns and directed them to advise the Government of India regarding economies to be effected in keeping with the feeling of the Board, and to answer on behalf of the Board, any enquiries made by the Government of India on the post-war reconstruction of Anglo-Indian education. It is unfortunate that Mr. Wordsworth left Indi efore this sub-committee could meet. The remaining three members met at Naini
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Tal on the 5th of July, 1947 for the first time. Lack of adequate and complete statistics made it impossible to draw final- conclusion but, in view of the urgency of the matter, they are presenting this interim report.
STATISTICS The first term of reference of the Barne Commission is to survey the present position of the Anglo-Indian community, its numbers and location, and its educational Deeds, including the provision and implications of free and compulsory education and other recommendations of the Central Advisory Board's report on post-war educational development in India. Accurate and detailed information of the numbers and location of the community, particularly of the numbers of children of ages that may be subject to compulsion is a first essential and the basis upon which any scheme of recorganisation must be built. Such accurate and detailed figures are not given by the Barne Commission in its report. It gives the total census figures for the Anglo-Indian community, which are not accepted as correct by that community, and mentions only eight towns with regard to the location of the community. Such figures are pitifully inadequate.
More detailed figures were essential before the sub-committee could begin its work and it was decided to obtain such figures from the schools. The approach through the schools is not perfect as the figures obtained will be those only of children reading in the schools. The Anglo-Indian community is, however, almost cent-per-cent literate and the number of children in the schools is a fair ap- proximation to the total number of children. A form (attached to this report) was drawn up, printed and distributed to the officers in charge of Anglo-Indian schools in the various provinces and states by the lot April, 1947, with a request that they would distribute it to all schools under them, and also to any unrecognised institution in their area which catered for Anglo-Indian children. The form asks for the number of Anglo-Indian children in the school on the 1st April, 1947, divided horizontally according to the towns in which those children actually reside, and vertically according to their age groups. There is a further sub-division vertically of each age group into boys and girls and of each group of boys and girls into those belonging to the Roman Catholic Church and those belonging to other denominations. Further division by those denominations was considered unnecessary as it would add to greatly to the complexity of the form and as such other denominations are generally willing to combine. Schools were asked to return this form by the 15th April and the officers in charge of the various areas to send them on to the Inter- Provincial Board by the let of May, after collating the results for their area.
It is obvious that the success of this metods of obtaining reliable and detailed statistics depends upon the good-will and accuracy of the individual schools and the urgency and efficiency with which the matter is dealt with by the various officers in charge. It is a matter of profound regret that good will and accuracy appear to be lacking in some schools and the efficiency and urgency with which the matter has been treated leave much to be desired. When the committee met returns had not been received from any schools in Bombay, Bangalore and Baluchistan, they were still wanting from seventeen schools out of sixty-four in Bengal and from three of the six schools in Secunderabad. Individual schools in other provinces had also failed to send in any form. The committee was, therefore, unable to frame concrete proposals. It laid down certain principles to be followed in drawing up such proposals, based on the tendency the figures revealed, so far as they had been obtained, and it was left to the acting Chairman of the Inter-Provincial Board to frame tentative proposals when more figures were available. It is for this reason that the present report is of an interim nature.
Since the meeting of the committee returns have been received from all schools in Bangalore and from all except four of the schools in Bombay Presidency. There are still considerable lacunae and until these have been filled complete table of statistics and analysis of results cannot be given. The figures, however, an suffi-
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ciently complete to enable reasonable estimates of the missing results to be made and to obtain a general picture of the location and number of Anglo-Indian children at present attending school. In the table attached to this report the figures for those places marked with an asterisk are those most likely to require alteration when full returns are avilable hut the alteration is not like in to affect the general result and proposals made.
URGENCY OF THE PROBLEM. The Barne Commission was appointed in 1945 and completed its work early in 1946. It is not surprising that there should be an air of unreality about its report for there have been many and rapid changes since then. The complete absence of any political foresight is surprising. As early as 1945 it was obvious that a revolution in the manner and method of Government was imminent and though it could not be foreseen then what course the revolution would take some consideration might have been given to possible political changes. Now the shape of things to come is becoming daily more visible. The outline is still vague but some facts of over-reaching importance are very definite. Those most affecting Anglo-Indian education are the facts that division of the country into India and Pakistan will be an accomplished fact by August 15, involving partition of Bengal and the Punjab, and that by the same imminent date the doubtful protection afforded to Anglo-Indian education by the India Act of 1935 will cease to exist. It is essential that, within the, next thirty days, the full realisation of the effect of the partition of the country and of provinces on Anglo-Indian schools should be understood and plans approved to prevent disaster, and more, important still the community should be able to appeal with success to the reason and generosity of the major communities who will rule India and Pakistan for the preser- vation of their schools and culture. Though outside the terms of reference this report will deal with the immediate effects of partition, and it its hoped that the full report will furnish the community with those facts and figures upon which a successful appeal to reason must be based.
These are the immediate needs for urgency. There is one other. Unless the future shape of Anglo-Indian education can be framed and settled in the immediate future there will be no future because there will be no qualified teachers. to serve, in the schools. Other countries have their own plans for educational expansion. These all depend for their success upon the supply of great numbers of qualified teachers. The qualifications of trained Anglo-Indian teachers are accepted in those countries and such teachers are very welcome. It is not unnatural that such teacher's should go where they are welcome and where their future is assured. The continuing departure of the best teachers can be stopped only by assuring them of future in this country. This must be done now if it is to be of any use.
NATURE OF THE PROBLEM. The nature of the problem before the sub-committee is stated in part in the rote to the views of the Inter-Provincial Board on the recommendations of the Barne Commission. This note should be read in conjunction with this part of the sub-commission interim report. In the main it poses the problem of how certain schools can be closed so that the remaining schools may be rendered more efficiency and in particular how some of them may be converted into Technical High Schools. The basic nature of the problem is that of discovering what schools can be closed whilst still leaving sufficient schools to make full provision for the education. of all Anglo-Indian children. The committee feels, however, that the question of the actual closure of individual schools is a problem which can be satisfactorily solved only in consultation with, and with the agreement of the various bodies managing the schools. They have, therefore, approached the problem from another angle and have attemped to show the number of schools which must remain if full pro- vision is to be made in the most economical manner for all Anglo-Indian children
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CONDITIONS OF THE PROBLEM The conditions governing the solution of the problem may roughly be divided into two parts of which one is the question of finance and the other is that of the number and location of the children. These questions cannot be rigidly divided, they are inter-related when it is a matter of either providing a separate school for a few children or of giving them an expensive education in a Boarding School.
In dealing with matters of finance the figures given in the Barne, Commission report have been used. These are for the year 1944- 45 but, owing to section 83 in the Government of India Act, 1935, Government grants do not vary greatly from year to year and the figures of, the report may be taken as still valid. It is probable that there will have been considerable fall in fee income since 1944- 45, but the committee were concerned not so much about the fees being paid at present, but about the fees that Anglo-Indian parents may be able to afford in the future. They were helped in this consideration by the results of an enquiry made on behalf of the Bombay Provincial Board into the financial circumstances of the parents of the Anglo- Indian children enrolled in the schools of Bombay.
The facts are that in 1944-45 the income from fees amounted to Rs. 91,87,360 The enrolment of Indians amounted to 24% so it may be assumed that they contributed 1/4 of the amount, or Rs. 22,71,840. This left Rs. 69,15,520 as a contribution from the Anglo-Indian and European elements in the schools in the form of fees. it is quite clear that the Anglo-Indian community cannot afford such fees. There are 35000 Anglo-Indian children now in the schools and for them to raise a fee income of seventy lakhs would amount to an average fee of Rs. 200 per annum per child. The Bombay enquiry shows that the income of the great majority of Anglo-Indians does not exceed Rs. 200 per month. A man with three children cannot afford to spend 25% of his limited income on their education. The committee decid. ed that any reorganisation must be framed with a view to a reduction in fee income from Anglo-Indian parents of at least fifty lakhs. The reduction from seventy to twenty lakhs is drastic but it is a fair reflection of the reduced financial position of the Anglo-Indian communnity. The committee also felt most strongly that the fundamental right of every child to a free primary education is likely to be confined to children between the ages of six and eleven for some time to come, the number of children who cannot claim such a right at present is under 20,000, 18,423 to be more exact. To raise an income of twenty lakhs such children will be paying more than Rs. 100 per head per year. In view of the limited income of their parents this is the most that can be asked. The figure taken by the committee was Rs. 120 per annum, which, on a basis of 18,423 students, amount to Rs. 22,10,760.
The number and location of Anglo-Indian children cannot be taken as fixed definitely yet, but present figures show that of the total of 35,043 children in the schools
13,125 live in four towns with over 1,000 children each,
7,536 live in 11 towns with from 500 to 1,000 children,
4,732 live in 14 towns with from 250 to 500 children,
4,254 live in 29 towns with from 100 to 250 children,
1,344 live in 20 towns with from 50 to 100 children, and
4,052 live in 311 towns with less than 50 children each.
The committee considered that the economical number of children fo a Primary school having classes Kindergarten to IV was 125 (an average of 25 in each class) and that for a Secondary School with six classes V to X the least number economically desirable. was 180 but that it would be preferable to have a double section school of 360. Allowing for a 40% enrolment of other communities it would appea that 75 Anglo-Indian children of primary school age are necessary before a prmary school is justified and 112 children above primary age before an economica Secondary school is possible. Strictly applied this would mean that the majority of towns
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having less than 250 children could not support an Anglo-Indian school. This in turn would mean that nearly 10,000 children, in addition to orphans, would need. to be boarders, exclusive of the cost of tuition and the special cloting needed for a boarding school, would be Rs. 360 per annum (Rs. 40 per mensem for 9 months a the year or Rs. 36 per ton.) The total cost of Rs. 36,00,000 is more than paxents an afford to meet in fees. In such smaller towns the resident Anglo- Indians are usually employed in such capacities as shunters on the railway, Reserve Inspectors in the Police, or other subordinate officials. It is doubtful whether the average pay of such classes will amount to as much as Rs. 200 a month. It is a most unfortunate paradox that the better-paid parents who can afford to send their children to boarding schools and generally do so) live in the big cities where it is not necessary for them to do so.
PRINCIPLES Some of the principles on which the committee worked have already been mentioned, either directly or indirectly. That which they consider the basis of any scheme is the right of every child to receive a free primary education in its mother-tongue. Unless this fundamental right is conceded to the Anglo-Indian community by those who claim it so strongly for themselves, there is no point in considering any scheme or reorganisation. Putting it in another way the committee emphasise the first recommendation of the Barne Commission that the Continued existence of Anglo-Indian schools is essential to the interests of the community. It ought not to be necessary to state that the committee does not accept the recommendations of the Barne Commission, as modified by the views of the Inter-Provincial Board, to far as they are compatible with the changed situation and the facts that the statistics collected reveal. In particular they agree that
(a) Anglo-Indian education should fit in with the general
frame-work of post-war education development in India,
(b) the period of school education for every Anglo-Indian
child should be from five to sixteen,
(c) the teaching of an Indian language should begin as early
as possible the ideal being the Kindergarten, and
(d) standard salary scales not less than those at present
sanctioned in the United Provinces should be made
applicable throughout India.
They are unable to accept, in the light of facts, a rigid limitation of enrolment of non-Anglo-Indian to 40% though they do accept it generally, nor do they insist upon free compulsory Primary education being for the period laid down in the Sargent Scheme until it is generally adopted. For the present they accept the period aimed at in most provinces, for six to eleven years.
In accordance with (a) above the committee have worked on the assumption that there will be a distinct break between primary and secondary education, and that this break will take place at the age of about eleven. In view of (b) they have made no separate plans for education up to the age of fourteen, Anglo-Indian schools will consist only of primary schools and secondary school will begin where the primary school ends. Primary schools and secondary are considered as separate entities but there is no reason why both primary and secondary should not take place in the same building and under the same head, as they do at present. It is, in fact, probable that most of the proposed secondary schools, especially those which have only single sections, will have a primary school attached.
It is in accordance with (d) that the committee have fixed 125 as the minimum enrolment for a primary unit, and 360 (or 180) for a secondary. A primary unit with a headmistress and four assistants will have a salary bill, including provident fund contribution at 10% of Rs. 790 per month. Allowing 200 a mouth for other
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expenses, the cost will be Rs. 1,000 or Rs. 8 per head. It primary education is to be free this means that Rs. 100 per annum per child between the ages of six and eleven must be found, either by Government or by private sources, such as endowments. The most economical secondary unit of 360 boys will have a salary bill of Rs. 5,910 a month. If full provision is to be made for all subjects other expenses will not be less than Rs. 1,190, making total monthly expenditure Rs. 7,200. The charge per he d in this case amounts to Rs. 20 per mensem. The committee considered that on an average, the parent should contribute Rs. 10 of this (Rs. 120 a year) and the rest must be found by Government or other sources. It is pointed out that the committee do not suggest a flat rate of fee of Rs. 10 per month, they suggest that fees should be graded according to income, ranging from Rs. 20 down to nothing, it is only the average for Anglo-Indian children which will be Rs. 10. All who can afford it will pay Rs. 20, whether they are Anglo-Indian or not. The salary bill of a girls secondary unit will not be quite so much as above, but Girls' schools have much leeway to make up in introducing other subjects, it is they generally, who will not be able to have double section, and it is in their units more than those of boys, that the number in the top classes will lie much below the economical average, so for them too the tutional cost will be Rs. 20 per girl per mensem, of which the parent must find an average of Rs. 10.
It was consideration of (c) above, together with the strongly held view of the committee that Anglo-Indian schools should fit into the national scheme of education, should educate the children to be Indians as well as Anglo-Indians, that suggested a solution of providing primary schools in towns where the number of Anglo-Indian children was less than 100 (i.e. less than 50 of primary age). They suggest that in such places there should be Approved schools. The majority of the enrolment in such schools would belong to Indian communities other that the Anglo-Indian they would follow the curriculum prescribed in the Province except that English would be taught and would be, in part the medium of instruction. These schools should be, in fact, bilingual schools, the two languages being English and either the official language of the country or of the Province. It is probable that many of these schools would be run by -religious bodies, but the lay members should get the same pay as in other Anglo- Indian schools, trained teachers should be employed, Anglo-Indians should be admitted free in return for a per-capita grant of Rs. 100 per annum, and the schools should be subject to inspection by the Provincial inspectorate. Apart from the English language, these schools would be an integral part of the national scheme. Such schools are already being run privately in many towns. They are very popular with Indians and would become more so if they preserve their present features but became recognised and subject to inspection. The committee hold the view that the bilingual nature of the teaching would not be a handicap to Anglo-Indian children, but will be a very great help to them in their future in this country. Anglo-Indians must become bilingual, and the committee feel that it would be an advantage if all Anglo-Indian primary schools followed the same plan and were financed in the same way. The committee also feel that, except when the primary unit is joined on to a secondary unit, it might be advisable if all primary schools should be inspected by the same provincial agency and that there should not be separate Inspectorate for them.
In connection with this scheme for approved schools the committee are break. ing, not only from the 40% limitations but from the 18th recommendation. If such approved schools are accepted there will be no longer be the need for special Railway Schools. The committee feel that it might be more to the interest of the community if the buildings were made availabe for approved schools, when they are so required, and that the grants paid through the Railway Board should be transferred and paid for the benefit of the education of the community in general.
PROPOSALS The proposals resulting from the application of the above principles are tabu. lated in the appendices annexed, A different procedure has been followed in work
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ing out the number of secondary units. In general, it is proposed to have primary unit, either approved or Anglo-Indians, in as many towns as possible that would support such a unit. It is this which determines the number of such units. Detailed tables, showing the number of children in all towns with more than 10 Anglo-Indian children, upon the basis of which the number has been fixed, are not attached to this report in view of the lack of complete returns. They will be attached to the final report. When the number of units is fixed multiplication by 125 gives the economic enrolment and the difference between this and the number of Anglo-Indian children of primary age is the required enrolment of other communities It may be noted that this is just 33% of the total enrolment. The opposite procedure has been followed in fixing the number of secondary units. The maximum enrolment of other communities has first been fixed (2/3 of the number of Anglo-Indian children of secondary age so that it will be 40% of the total) and then the total possible enrolment. From this three figures have been found, the maximum number of units required at 180 to the unit, the minimum at 360 pupils to the unit; and the average. This is more the proposed number than an exact average. It is also pointed out that it is exceedingly unlikely that every school will have 40% of other communities so that the maximum enrolment is unlikely to be attained.
The other point that needs to be brought out here is that this table deals with units rather than with schools. The probable figures of 197 primary and 120 secondary units gives a total of 317, compared to a total of 316 in 1944-45. The actual facts show a considerable decrease in the number of institutions proposed. At present, with about two exceptions, every European school, whether designated as Primary, Middle or High, has some classes of the primary section, and generally has all, this means that there are, in actual fact, 314 primary units and 181 secondary, counting only full High Schools in the latter class. The proposed reduction, therefore, is of 117 primary units and 61 secondary. The actual decrease in the number of institutions will depend upon how many secondary units have primary units attached. It is probable that the number will be 76 (since there will be this number of single section schools). There will then be 121 separate primary schools, 76 combined primary and secondary, and 44 purely secondary schools, a total of 241 institutions. This means that 75 of the present schools have got to be closed if the proposals are adopted. It may mean more, for of the 197 primary units 66 will be approved schools and some at least of these will exist as private unrecognised institutions.
FINANCE The attached table gives the minimum grants that will be needed from Governments to finance the recognised scheme of schools. These have been worked out on a basic assumption that the maximum grants from Governments should not exceed the income from other sources. The total cost is calculated at a rate of Rs. 100 per head per annum for all primary school age children and Rs. 240 per head in the case of secondary school age children. To this figure is added a per capital cost of Rs. 360 per head for all children who must be boarders. The number of such children is not shown in the table but it is 4,916 about half what it would be if there were no approved schools. A further provision has been made for scholarships, roughly at the rate of Rs. 1,200 per annum for 1% of the total number of children, and provision has also been made for building and equipment grants, training of teachers, inspection and miscellaneous charges at an approximately cost of Rs. 2,000 per Anglo-Indian school. The total arrived at in this manner amounts to Rs. 1,00,37,960 of which Government is asked to supply 50% or Rs. 50,18,980, tuition fees from the 18,423 secondary pupils at Rs. 120 per head amount to Rs. 22,10,760 and other sources must supply the rest, 28,08,220. These axe the figures for the education of Anglo-Indians only, and, apart from just under 5,000 children, cover only tuitional expenses. The number of boarders cannot be ascertained but the cost of pupils of other communities, to be met by few, will
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amount to a total of Re. 37,70,720. These figures may be comapred with those of 1944-45as below
Grants Other Sources Fees Total
Rs. Rs. Rs. Rs.
1944-45 45,39,280 50,43,575 91,87,360 1,87,70,215
Proposals. 50,18,980 28,08,220 59,81,480 1,38,08,680
It should not be forgotten, however, that other sources in 1944- 45 include a contribution of Rs. 5,34,000 towards the maintenance of the various railway schools and a grant through the Defence Department of Rs. 5,00,000 or more towards the three Lawrence Royal Military Schools. It is assumed that the latter grant will cease with the withdrawal of all British troops, but it is suggested that the former grants should be continued. If this be done the proper figures for comparison for 1944-45 are Rs. 50,73,280 for Government grants, and Rs. 40,09,575 for other sources. There is therefore a reduction in the total Government grant. The reduction in the income from other sources is only apparent, It is highly desirable that some of the Secondary schools should become Technical High School and in addition to this provision must still be made for a large number of orphans and indigent children who, because of unsuitable home conditions must continue to be given a free residential education. Proper provision of these two needs alone will take up more than the apparent reduction of twelve lakhs.
The main features of the scheme, however, are that, without any increase in Government grants, a free primary education will be provided for all Anglo-Indian children between the ages of six and eleven, no matter where they reside, and that a secondary education will also be provided for all children between the ages of eleven and sixteen at monthly fees graded from nothing up to Rs. 20/-, again irrespective of the place of residence of the parents. Moreover the closure of 75 schools, and consequent gale of property will create a, large capital fund by means of which the provision in the remaining schools can be greatly improved and at least one big school in each large centre turned into a Technical High School.
IMPLICATIONS OF THE SCHEME The scheme has been stated in simple terms, but there are some very difficult problems to be solved before it can be implemented. The first is the matter of finance. Though the total amount required from Governments is less than that given in 1944-45, the distribution of the amount between the different Governments is vastly different. It will be further complicated if there is further redrawing of boundaries, or the creation of new provinces on a linguistic basis. Madras for instance, will be asked to increase its contribution by over four lakhs, whilst the United Provinces can decrease its share by five lakhs. It does not seem likely that Madras will make the increase, whilst it seems all too likely that the United Provinces will make the cut. The Provinces may be asked to continue grants at the present level and consent may be obtained for provision of a clause to this effect in the new Constitutions, but if they do so they will have the right to insist that the grants they make shall be confined to the education of Anglo-Indian children in the Province. This would prevent implementation of the scheme, for it is based on an All-India basis. If agreement to the continuance of the present level of grants is obtained there seem to be only two possible alternatives. The first is that Control and Finance of Anglo-Indian School should be taken over by the Central Government, either as a whole or in the case of the Secondary School only. This would appear to be the wore desirable solution, inspite of the 27th recommendation of the Barne Commission, but there is the objection that it would Strike at the root of provincial autonomy and provide a favoured treatment for one community. The argument is not perfectly valid, for the request of the, Anglo-Indian for unified control of his schools is based upon exactly the same, grounds as the demand of the provinces for complete autonomy in cultural and educational matters and can be supported by every argument which is used to justify the creation of new linguistic provinces. The English-speaking Anglo-
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Indian, unlike those whose mother tongue is Tamil, or Marathi or Gujrati, cannot demand a province of his own in which he can develop his own culture and language, but he can ask that there should be unified control of his schools. If this rational argument does not prevail the alternative is that, provided a clause can be got maintaining grants at their present level provision should be made in the constitutions making the education of Anglo-Indian children between the ages of six and eleven, in approved schools in which English is one of the media of instruction, and at a cost of Rs. 100 per capita per annum for tuition together with a grant of Rs. 360 per capita per annum for children residing in places where there are no approved schools, a first charge against the constitutional grant. The balance of the grant should be paid into the funds of a Central Board of Anglo-Indian Education, on which the Provinces along with other interests would be represented, and it should be the function of this Board to control, make grants to, and inspect Anglo-Indian Secondary schools.
Some Provinces may still object to financing the education of children residing in other provinces, but they would be doing directly only what they do indirectly at the present time. The United Provinces, for example, are already educating more than one thousand Anglo-Indian children belonging to other provinces. To some extent they make definite provision for this, for up to 20% of children from outside the province may benefit from the system of indigent grants to orphanages.
IMPLEMENTATION This scheme of reorganisation cannot be implemented unless both the total of grants remains unaltered and there is some system of central control of grants, either by the Central Government or by a Board. If it is decided that control of secondary education shall be by a Central Board it will be a matter for tulle Provinces to implement the Primary section. Provided that it is implemented in such a manner that the number of boarders receiving boarding grant is not excessive, the actual details matter little. The cost will depend only on the number of children to be educated in the primary stage, and this will be calculated at a fixed amount of Rs. 100 per head. The implementation of the secondary stage will involve the closure, or conversion into Primary schools, of 61 High Schools and 47 Middle Schools. Even when complete figures are obtained this committee cannot decide which of the schools are to remain . The first step will be for the scheme to be considered by the Central Board, or Central Government, when it is completely supported by facts. The controlling authority will then decide upon the maximum number of secondary institutions, their location, and their distribution between the different denominations. The number of schools purely for boys or girls and the number of mixed schools must also be fixed approximately. These decisions will be conveyed to the Churches and other bodies maintaining the schools and they will be asked to submit their own proposals by agreement amongst themselves. They should be helped in this by the officer or Officers of the Central Board (or Central Government). It will only be in the event of a failure to decide that the controlling authority will need to impose, arbitrary decision. This it will do by not paying any grants to the redundant schools and by withdrawing all recognition from them. Such a decision will only be taken after personal investigation at the spot.
If accepted it is suggested that the new arrangements should come into effect from 1st of April, 1948, but that the Central Board should be formed immediately. The constitution of this Board will depend upon whether it is to be fully responsible or only to advise the Central Government, but is should take over the present duties of the Inter-Provincial Board and, until new arrangements are made, the extra cost should be a charge on the Central Government.
EFFECT OF PARTION It would be a matter of profound satisfaction if India and Pakistan could agree to one Central Board, but this does not seem possible at the moment. It there is no agreement the case for central control in Pakistan Booms almost
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unanswerable. It seems absurd to split 28 units amongst five provinces, especially when two of them have not really sufficient children for a single institution. That, however, will be a matter for the Pakistan Assembly to decide. What is most desirable, however, is that there should be a standstill arrangement With regard to all matters regarding anglo-Indian Schools until suitable reorganisation can be made, in some cases, such as those of students from India in the Training College at Muree, the only Training College for men, until December 1948, when those now in the College will have completed their training. Such an arrangement is essential especially in the Punjab where partition had divided the schools almost equally but the children most unequally. The East Punjab has 11 Schools for 237 children, many of whom are in schools in the West Punjab or the United Provinces, whilst the West Punjab has 13 schools for 1,109 children. The children cannot be removed from the present schools in the middle of the session, and it would be better if they were allowed to finish their careers in the schools of their choice if they are, emongst the residue. The closure of 75 institutions is going to cause a great deal of hardship to many children and parents. There is every reason why this should not be added to unnecessarily.
Sd. A. E. BINNS, Sd. S. H. PRATER,
Member. Member.
Sd. W. M. AUSTIN,
Chairman.
INTER-PROVINCIAL BOARD FGR ANGLO-INDIAN AND EUROPEAN EDUCATION.
NUMBER OF PUPILS AND SCHOOLS REQUIRED FOR THEM
Province. Number of anglo-Indian Primary units requir- Secondary Units Required Minimum
Children ed Govern-
ment grant
Primary Second- Total No. Econo- Enrol Maximum Maximum Number Required
ary mic En- ment of Indian total En- Max. Min Aver
rolment Indians Enrol- rolment age
ment Rs.
SIND 363 391 754 4 500 137 260 651 3 2 2 94,150
N.W.F.P 30 26 56 1 125 95 18 44 1 .. 1 20,100
BALUCHISTAN* 59 62 121 1 125 66 41 103 .. .. .. 19,450
WEST PUNJAB 519 590 1109 8 1000 481 400 990 5 3 4 1,68,450
EAST BENGAL 296 237 533 3 375 79 158 395 2 1 2 75,960
Total for
Pakistan 1267 1306 2573 17 2125 858 877 2183 11 5 9 3,78,110
ASSAM 93 110 203 2 250 157 74 184 1 .. 1 27,480
WEST BENGAL* 3388 3809 7197 32 4000 612 2540 6349 34 17 23 7,92,560
BIHAR 585 651 1236 14 1750 1165 438 1089 6 3 4 3,30,170
C.P 842 1122 1964 11 1375 533 748 1870 10 5 7 3,03,880
BOMBAY* 1632 1847 3479 20 2500 866 1232 3079 17 8 12 5,12,720
MADRAS 4672 4945 9617 51 6375 1703 3296 8241 46 2 32 13,47,360
ORISSA 118 99 217 2 250 132 66 165 1 .. 1 62,480
DELHI&
AJMER 610 643 1253 6 750 140 428 1071 6 3 4 1,23,860
EAST PUNJAB 102 155 257 3 375 273 102 257 1 1 1 79,240
U.P 1700 1836 3536 22 2750 1050 1224 3060 17 8 14 5,26,750
Total for
India 13742 15217 28959 163 20375 6633 10148 25365 139 68 99 41,06,000
MYSORE 1002 1286 2288 10 1250 248 858 2144 12 6 8 2,80,860
OTHER
STATES 609 614 1223 7 875 266 410 1024 6 3 4 2,54,010
GRANT
TOTAL 16620 18423 35043 197 24625 8005 12293 30716 168 82 120 50,18,980
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