Sir Madhava Rao (1828–1891) and his Schemes on Education
The princely states of Travancore and Baroda made admirable contributions to public education at the turn of the twentieth century. In 1920–21, only 1 in 6 children in British-administered territories attended school, whereas, in these states, two out of every three children did.
In 1906, the state of Baroda was the first in India to implement free, mandatory primary education. When this photograph was taken, motorized vehicles were uncommon. Maharaja Sayajirao Gaekwad III of Baroda is remembered for introducing 500 such mobile public libraries.
He advocated for the education and training of individuals, such as Dr. Ambedkar and Vitthal Ramji Shinde, who he believed would succeed in life. During one of his visits to England, he met Sri Aurobindo and immediately offered him a position at Baroda College.
Similarly, Maharaja Moolam Thirunal Rama Varma of Travancore opened and categorized schools throughout the entire state, with education beginning at the primary level and progressing to specialized colleges. Free primary education was granted to the backward classes.
Another step of great consequence was the introduction of free education for the fishing community. The Victoria Medical School with an attached hospital for women was put up in Kollam. A ‘Normal School’ for girls was experimentally started in 1887–88.
What, if anything, do you believe these educational reforms in two distinct regions of the country had in common? The presence of Sir Madhava Rao, who mentored the rulers of both of these princely states, served as a unifying factor between them.
Sir Madhav Rao wrote extensively about education in his monograph titled, “Hints on the Art and Science of Government.” He stated that it was the responsibility of the government to ensure the intellectual and moral development of the people.
He argued that the state or government must play a leading role in the education of the people. If the state did nothing, the people would contribute very little to the public education cause. He made it obligatory for the state to prioritize educational spending.
He advocated for English as the language of instruction in higher education. He believed that those who obtained higher education in this manner would be the most enlightened members of society and the most effective proponents of progress.
According to him, the highest English school should be located in the capital, with a number of Anglo-Vernacular feeder schools established in both the capital and the districts. The number of schools should increase gradually. Both English and Vernacular schools should have the same curriculum.
At the English school, only Englishmen should teach English literature, science, and philosophy. The temptation to appoint natives to these positions must be firmly resisted, and should only be appointed as assistants to English professors teaching mathematics & natural sciences.
Cramming should be discouraged and professors should pay greater attention to the object of making youth orderly and useful citizens. No special religious education should be given in state-sponsored schools.
The schools in the towns may well be entirely state schools. Those in the villages may be grant-in-aid schools. A judicious system of grant-in-aid will permit the state, at a relatively low cost, to exert a great deal of control over the education of the populace.
The vernacular schools include schools for girls. One special school for Eurasian children should be in the capital. Sanskrit learning must not be allowed to perish from neglect. Hence, they should be run with and at the cost of well-endowed Hindu temples.
The Maharaja should encourage sardars and others to send their children to school, and educated men should be favored in the service. Scholarships for higher education should be provided to those who want to move to Poona or Bombay for their education.
The Maharaja should preside at educational functions, encourage libraries, and become a moral example. Public libraries, reading rooms, lectures, and all other similar educational agencies should be assisted and encouraged.
