Category Archives: English education

Bengal National College, Calcutta, 1906

October 4, 2015Applied Education, Bengal Renaissance, Educational Institution, English education, Hinduism, Vernacular Educationacademic club, ananda coomaraswamy, aurobindo ghosh, bengal national college and school, bengal technical institute, bhupendra nath bose, binay sarkar, bipin pal, bowbazar street, brain-killing, brajendra kishore roychowdhury, calcutta, calcutta university senate, calcutta university syndicate, field and academic club, gurudas bandyopadhyay, hirendranath dutta, jatiyo siksha parishad, khirode prasad vidyabinode, landholders’ society, life-shortening machine, lord curzon, manindra chandra nandy, national council of education, national university, nationalist agitation, nationalist ideas, nilratan sircar, park street, rabindranath tagore, radhakumud mukhopadhyay, raja subodh chandra mullick, ramendrasundar trivedi, rashbehari ghosh, sakhram ganesh deuskar, satish chandra mukherjee, society for promotion of technical education, suryya kanto acharya choudhury. chitta ranjan das, taroknath palit, town hall, universities act of 1904অযান্ত্রিক

SubodhmullickHouse12WellingtonSq — PLACE OF ORIGIN

বঙ্গীয় জাতীয় মহাবিদ্বালয়, কলকাতা, ১৯০৬

The urge for setting up an institution that would impart education along nationalist lines was strongly felt by the early 20th century intelligentsia when Bengal was torn apart by the Curzon administration to reinforce British dominance politically and culturally. Backed by the Universities Act of 1904 the Calcutta University Senate and Syndicate were reshuffled co-opting more white members to ensure sufficient government control in policy making. The government also decided to disaffiliate certain new private colleges, which were looked upon by them as hotbeds of nationalist agitation. These offensive measures of the then Government frustrated the sentiment of educated middle class and incited a move for alternative systems of education.

A protest meeting was organized on November 5, 1905 under the auspices of the Dawn Society of Satish Chandra Mukherjee. The meeting was addressed by Rabindranath, Satish Chandra Mukherjee and Hirendranath Datta urging the students to severe all connections with the Government controlled university.
On November 9, a mass meeting was held at the Field and Academy Club. In that meeting it was decided that if it is the aim of the British government to destroy the freedom movement and if they exert such tyranny and oppression on young students, the people of the country would establish a national university. Subodh Chandra Mullick pledged a donation of one lakh Rupees.

Many others came forward to donate generously for the cause, including some native kings and princes and other like-minded dignitaries like Brojendra Kishore Roy Choudhury, Maharaja Suryya Kanto Acharya Choudhury. Leaders like Chitta Ranjan Das, Bipin Pal, Ramendrasundar Trivedi began to address Subodh Chandra as the ‘Raja’. Rabindranath congratulated the endeavour saying that after a long time, the Bengalis received a gift. Subodh Chandra’s contribution to the nationalist education movement seems however far greater than the sum he donated. He committed to establishing nationalist university even before its idea mooted, played a critical role in designing the institution incognito, and remained a part of its history ever since.

To challenge the British rule over education a huge meeting was sponsored by the Landholders’ Society at Park Street on November 16, 1905, attended by around 1500 delegates together with Rabindranath Tagore, Aurobindo Ghosh, Raja Subodh Chandra Mullick and Brajendra Kishore Roychowdhury.

Bengal National College-191_bowbazar_streetxtr2x — 191/1 Bowbazar Street where BNC held its classes

Minutes. Exec Committee Meeting July 21, 1906

On 11th March, 1906, the National Council of Education, Bengal, or Jatiyo Siksha Parishad was founded to provide a platform for ‘a system of education – literary, scientific & technical – on national lines & under national control’ following a declaration made in a meeting held in Bengal Landholders’ Association. With Dr. Rashbehari Ghosh as the president, plans were afoot to establish a national college & school in Calcutta. In a public meeting, held on the 14th August, 1906 at the Town Hall, the Bengal National College & School was inaugurated.
The institution started to work from 15th August, 1906 in a rented house on 191/1, Bowbazar Street with Sri Aurobindo Ghosh as Principal and Sri Satish Chandra Mukherjee as an Hony. Superintendent. The institution had four departments – Literary, Scientific, Technical & Commercial. Scholars like Sakhram Ganesh Deuskar, Radhakumud Mukhopadhyay, Binay Sarkar, Khirode Prasad Vidyabinode voluntarily agreed to serve this new university. Rabindranath agreed to lecture on literature, Ananda Coomaraswamy on Oriental Art, Sir Gurudas Bandyopadhyay on Mathematics, Hirendranath Dutta on Upanishads.

The same time, another nationalist body, the Society for Promotion of Technical Education in Bengal, was set up with contending ideas by Taroknath Palit under patronage of Maharaja Manindra Chandra Nandy, Bhupendra Nath Bose, Nilratan Sircar and others who laid stress on the technical education alone. Under its management the Bengal Technical Institute was establish on July 25, 1906 with the objectives of spreading technical education among the masses.
In 1910 the two societies merged. The two colleges were virtually the faculties of “Humanities and Science” and of “Technology” of the National Council of Education. Several national schools also were founded in this period at different places in Bengal. Even after the merger, it was painfully observed that ‘not a student cared to come for a literary and scientific instructions along national lines’ See S. N. Sen

Sri Aurobindo clinically analyzed the conditions that failed the nationalist education movement originated in 1905. Some of the major causes of its collapse he pointed out were given here in a nutshell. To the majority of Council members, he thought, Nationalist Education was merely an interesting academic experiment, and regarded it merely as the ladder by which they climb and busy trying to kick it down. To others the only valuable part of it was the technical instruction given in its workshops. They really were shutting off the steam, yet expect the locomotive to go on. He also stressed on the unrealistic approach of its planning and designing. Curriculum of the Council is extraordinarily elaborate and expensive, as it was on the vicious Western system of driving many subjects at a time, serving as ‘a brain-killing and life-shortening machine’. See Sri Aurobindo –

The institution had many ups and downs in its struggling history before being reincarnated in the form of the present-day Jadavpur University.

The photograph featured at the top shows the house of Raja Subodh Chandra Mullick, at 12 Wellington Square. This was where the idea of national university in nationalist line was seeded and grown into Bengal National College with the initiative and care of Subodh Chandra and Aurobindo who stayed with him as his honourable guest. When he served as the Principal, Aurobindo would go from the Bengal National College to the evening gathering at this house to exchange views and plans in nationalist line.

Calcutta School-Book Society, Calcutta, 1817

August 18, 2015Educational Institution, English education, Primary Education, Vernacular Educationasiatic languages, bengalis, calcutta, calcutta book society, calcutta school society, Calcutta School-Book Society, cecil beadon, d. elliott, David Hare, educational committee 1835, edward hyde east, English education, english learning, fort william college, h woodrow, hindu college, hindus, j h harrington, j wanger, j. parson, kalikrishna bahadur, kashiprasad ghosh, marquis wellesley, maulvi abdul hamid. william carey, maulvi abdul wahid, maulvi karam hussain, muslims, nineteenth century bengal, oriental seminary, pundit mrityunjay vidyalankar, Radhakanta Deb, Ramgopal Ghosh, ramkamal sen, school book society, school-book associations, t. tomason, tarinicharan mitra. maulvi aminullah, vernacular class books, vernacular languages, vernacular literature society, w gordon young, w. n leer, w.b. bayleyঅযান্ত্রিক

কলকাতা স্কুল-বুক সোসাইটি, ১৮১৭

The thriving desire among the Bengali communities for learning English and western sciences marked the beginning of the 19th century Bengal with the establishment of Fort William College in 1800 by Marquis Wellesley. For Bengali Hindus, in particular, the urge for English education was so desperate that they went to establish institutions at their own cost. It was largely because of the fact that English was the language of the Rulers, and their language brought many occupational and professional advantages. This trend of thoughts led to the founding of the Hindu College and the Oriental Seminary in early part of 19th century. Further move toward educational progress was taken place with the establishment of a School Book Society in Calcutta in 1817. [See Salauddin Ahmed]

The want of elementary books in Bengali and Hindustani languages had for some time been experienced at Fort William College. An establishment of an independent Institution to take charge of such business was being considered in the light of existing trend of thoughts. Presumably, some enthusiast within the circle of Fort William College, like a David Hare, might have actually initiated the idea and helped in forming an association for careful inquiry and deliberation on the subject.
The association set up for this purpose led to a more extended meeting in the month of May 1817, at the College of Fort William, when some preliminary rules were framed for the Institution, proposed to be established under the name of the Calcutta Book Society. A provisional Committee was appointed, with Sir Cecil Beadon, Esq as its President, and eight Members, namely D. Elliott, W Gordon Young, W. N Leer, J Wanger, H Woodrow, Kalikrishna Bahadur, Kashiprasad Ghosh, and Ramgopal Ghosh. The Bank of Bengal was the Treasurer. The Committee was formed: to take measure for making its purpose known to public; to procure it pecuniary support of all classes of the community; and to gather ‘the aid of labours and advice of learned men’. On receiving the report of the Provisional Committee, the School Book Society was finally organized and ‘instituted’ on the 4th July of 1817 with a set of operative statements of objectives, such as,
That the Institution was to be denominated ‘The Calcutta School-Book Society’;
That the Society was to manage preparation, publication, and cheap or gratuitous supply of works useful to Schools and Seminaries of learning;
That the Society was not to furnish religious books but free to supply of moral tracts non-interfering with religious sentiments of anyone;
That the Society was to furnish books of school instructions in English and Asiatic languages; and more.
The remaining objectives defined the constitution of the Society, delineated the rights and privileges of its members, ‘who may be of whatever nation, subscribing any sum annually to the funds of the Society’, and allowed formation of School-Book Associations auxiliary to the Society for the benefit of obtaining school books worth full amount of their annual subscriptions at cost price. [See Provisional Committee Report]

‘The Calcutta School-Book Society, in fact, was the first institution of its kind, which was sponsored by a number of public spirited individuals belonging to different religious denominations and situations.’ Thus the first managing committee of the Society for the year 1817-18 included orthodox Hindus like Pundit Mrityunjay Vidyalankar, Radhakanta Deb, Ramkamal Sen and Tarinicharan Mitra. The Muslim members of the Committee were Maulvi Aminullah, Maulvi Karam Hussain, Maulvi Abdul Wahid and Maulvi Abdul Hamid. The missionaries and churchmen were represented by William Carey and the Rev. J. Parson and the Rev. T. Tomason; while among the officials were W.B. Bayley, who was elected President of the Society, Sir Edward Hyde East and J H Harrington. The two Indian secretaries of the Society were Tarinicharan Mitra and Maulvi Abdul Wahid. The Society was patronized and subscribed to by the Governor-General Lord Hastings and his wife and many English officials and businessmen and also by a considerable number of Hindu and Muslim zamindars and merchants. Even the orthodox Hindu and Muslim communities were so much enthused over the prospect of English education that they unhesitatingly joined hands with the Christian missionaries and Britishers in developing the Society. [See Charles Lushington]

Shortly, it became clear that the objectives of the Society could not be advanced proficiently unless a sufficient number of schools was there to utilize Society’s publications. Hence the Calcutta School Society came into existence in September 1818 to set up elementary schools and support those already existed. [See puronokolkata]
The Second Annual General Meeting of the Calcutta School Book Society was held on September 21, 1819 at the Town Hall, Calcutta with the Honourable Chief Justice W.B. Bayley as the Chairman. It was reported that last year an amount of Rs. 5290 as donation and Rs 2935 as subscription were collected by the Society. During its initial four years, the Society produced and distributed as many as 126446 copies useful works in different languages without financial support of the Government. However, an annual Government Grant of Rs.7000 was made available from 1821 onward. On the motion of Rev. Dr. Carey it was ‘Resolved unanimously, that the special thanks of this meeting be presented to the Native gentlemen, whether in or out of the Committee, for their seasonable and zealous exertions in the various departments of the Society’s undertakings, without whose valuable cooperation the numerous works described in report could never have been accomplished.’
In July 1830, the Society obtained permission to reprint books published by the London Society for Diffusion of Useful Knowledge. The same year, Calcutta Christian Observer openly admired the Society as a ‘truly valuable Institution’ while reviewing its 10th Annual Report, and reported that the copies issued from the depository within the given period, 1832-33, amounted to 26,380. Of these no fewer than 14,792 were books in the English language. They also noted with some pleasure the decrease in the demand for books in the Sanskrit, Arabic, and Persian languages, being the spoken language of no one. [See Calcutta Christian Observer. V.3]
The Society gained its importance on two grounds: Preparation of School Books, and Procurement of School Books. “The elementary Class-Books in English which are used in the Government Schools were for the most part compiled under the direction of the Calcutta School Book Society. They consist of a series of English Headers, and of Treatises on Arithmetic, Geography and History. It does not appear that any difficulty whatever was experienced by the Society in procuring books. The Branch Depositories of the Calcutta School Book Society in every part of the country supplied all the ordinary Class-Books; and such other books as were required could easily be procured in Calcutta or direct from England”.
In regard to Vernacular Class Books, James Kerr reported, “The preparation of classbooks in the Vernacular languages, was one of the first objects that engaged the attention of the friends of Native Education. Long before the re-organization of the Educational Committee in 1835, the Calcutta School Book Society had commenced its useful labours, and had published and brought into circulation many thousands of class books. The Society still exists, and has only relaxed in its efforts, because a large number of books, all those are most useful for the purpose of a good elementary education, have now been prepared.” [See James Kerr]

Much later, the Calcutta School-Book Society and the Vernacular Literature Society was amalgamated on the 22nd April. The stock of books of the Vernacular Literature Society was taken over next October. The current address of the Society was no.9 Government Place East. The Society’s Depository was removed from Lower Circular Road to 12 Lal Bazar next month.
As it was amply verified, by the old records and reviews available today, that the Calcutta School-Book-Society admirably served the purpose for which it was started.

The above colored acquaint painted by James Baillie Fraser in 1826 depicts the Town Hall of Calcutta, erected in 1813, where most of the meetings of the Calcutta School-Book Society took place.

Oriental Seminary, Calcutta, 1829

August 1, 2015Educational Institution, English educationakshay kumar datta, alexander duff, anglicizers, Auckland, belghoria, benshohata, bethune, bhaktisiddhanta sarasvati, bhowanipur, calcutta school society, Calcutta School-Book Society, chitpore road, chitpur, christian missionaries, d.l. richardson, David Hare, derozian, edward ryan, girish chandra ghosh, gooroodas banerjee, gourmohun addy, grish chandra ghose, henry seton, hermann geoffroy, hindu college, hurrakisto auddy, jocelyn, kailash chandra bose, krishnadas pal, lawrence peel, lord carmichael, martin burn, oriental seminary, orientalists, sambhunath pandit, sanskrit college, turnbull, womesh chandra bonnerjeeঅযান্ত্রিক

গৌরমোহন আঢ্যের ওরিয়েন্টাল সেমিনারি, কলকাতা, ১৮২৯

In 1813 the renewal of Company Charter brought about a change that affected both language and culture of Indian people. Knowledge of English became the key to professional services, and business careers. The Hindu College (1816) introduced instructions attuned to the viewpoints of the Orientalists and the Anglicisers both. The Calcutta School Book Society (1817) and the Calcutta School Society (1818) came into existence chiefly to promote education beyond the government initiatives. The Government supported Sanskrit College (1824) taught English and western science, besides classical literature. The Oriental Seminary, the first private English school in India was founded in 1829 by an extraordinary man, Gourmohun Addy. This school was different on many counts. See Jones.

OrientalSeminary-Lantern — Lantern. Seminary Archives

This was the oldest, the largest, and the most respectable independent native school in Bengal. “Though Oriental Seminary was in no degree dependent on Government support, or that of any public society, or distinguished individual, it has never been unnoticed or uncommended by those whose approbation was an honor”. [See Manmathanath Ghosh: Forgotten citizens of Calcutta, 2013] The British dignitaries like Sir Edward Ryan, Sir Henry Seton, Sir Lawrence Peel, Lord Auckland, Lord Jocelyn, Mr. Bethune, graced school events with their royal presence, and admiration. Their patronage provided moral support to the institution from the beginning.
Oriental Seminary, primarily a Hindu-supported school, was open to all castes. It was first housed at Benshohata, changed locations thereafter thrice before moving into its own building on Chitpore Road. The building, now a heritage structure, was constructed by Martin Burn, and inaugurated by the then Governor, Lord Carmichael in 1914. Later three branches of the institution were set up in Chitpur, Bhowanipur and Belghoria.

orientalSeminaryGlobe2x — Globe. Seminary Archives

The founder of the Seminary, Gourmohun was a self-taught man of strong natural abilities. He soon acquired a sufficient knowledge of English literature and Science to enable him to direct the studies of the school, and see that his several teachers did their duties in effectual manner. He took full share of teaching also. Though a strict disciplinarian, and having to do with the boys whose attendance is dependent on their own will, he commanded the respect of all, and was beloved by many. See Cal Rev, 1850
Good spoken and written English skills being his prerogative, Gourmohan did not hesitate to invite reputed British teachers like the eminent Shakespearean scholar Captain D.L. Richardson and others. Richardson also taught English in the school later. He appointed Eurasians for the junior classes and Bengali teachers in the intermediate classes, and for the upper classes he appointed highly qualified Englishmen or Bengalis. When the student rolls exceeded 200, Gourmohun took a Mr. Turnbull into partnership. After the death of his colleague Gourmohun conducted the school himself. He was rather fortunate in enlisting Hermann Geoffroy, a frustrated barrister, as Headmaster. Geoffroy was a Frenchman of great learning and master of several languages. During his tenure the school rose to great importance.
On the death of Gourmohun on Feb 23rd 1845, his brother, Hurrakisto Addy, took over the charge of the Seminary and worked most devotedly for betterment. He regulated all the details of the school, and took part in teaching as well. There were 913 pupils on the rolls. Most of those in the upper school required to pay monthly fees of 3 to 4 rupees, and 8 annas in Pathsala. The overall school expenses were on so large a scale that the income was not more than equal to the outlay. With its shoestring budget the Seminary managed to achieve enduring reputation for its high teaching standard and was considered most justly as “the one next in excellence to the Hindu College”. See Oriental Seminary. Annual Report, 1854
In the history of English education in Bengal, the position of Oriental Seminary remains stand out ever for its brand of tutoring design responsive to the emergent needs of the contemporary Hindu society. Oriental Seminary came in at a critical juncture when “many Hindoo parents, while apprehending the usefulness of English education, showed reluctance in sending their boys to English schools.” They felt insecured having seen the way the Derozians of the Hindoo School recklessly disregard Hindu values and customs, and how Dr. Alexander Duff and other Christian missionaries were insidiously shaking the faith of Hindoo boys in the name of imparting high English education. [See Manmathanath]. At this time of uncertainty and turmoil the Oriental Seminary of Gourmohun appeared with an alternative environment and reassured the Hindu parents of the best English education in his school. The school “had for its object the instillation into the young mind of wholesome principle of morality and the formation of a strong groundwork for useful knowledge, amiable manners and social virtues. In fine it aimed at making sensible men and worthy citizens.” [See Hindoo Patriot 16 Mar1854] A few examples of the illustrious personalities it produced are: Akshay Kumar Datta, Sambhunath Pandit, Kailash Chandra Bose, Grish Chandra Ghose, Krishnadas Pal, Girish Chandra Ghosh, Bhaktisiddhanta Sarasvati, Womesh Chandra Bonnerjee, Gooroodas Banerjee, and many others.
Oriental Seminary still exists. Long back its creator Gourmohun passed away untimely in 1845 leaving no portrait behind for us to commemorate the great man as “a pioneer of English education in Bengal … [who] deserves to be ranked with those of Hare and Duff”. See Madge & Dhur

Hindu College, Gol Dighi, Calcutta, 1817

February 22, 2015Educational Institution, English education, Vernacular Educationatmiya sabha, calcutta, chief justice colvile, chitpur, college square, dakhinaranjan mookherjee, David Hare, de'rozio, diwan baidya nath mukherjee, edward hyde east, firinghi kamal bose, francis irvine, garanhata, goldighi, gopee mohun thakur, gorachand basak, hindu, hindu college, j a harrington, joseph baretto, krishnamohan banerjee, maha patshala, maharajah of burdwan, old calcutta, pathsala, Radhakanta Deb, ram gopal ghose, rammohun, ramtanu lahiri, tarachand chakravarty, tejchand bahadur, young bengalঅযান্ত্রিক

হিন্দু কলেজ, গোল দিঘী, কলকাতা, ১৮১৭
“Previous to 1835, all the larger educational establishments supported by Government, with the exception of Hindu College of Calcutta, were decidedly oriental in character” [Review/ James Kerr] . The Hindu College, Calcutta was the earliest institution of higher learning in the modern sense in Asia.
The idea of setting up institution like the Hindu College dawned in the minds of Bengal intelligentsia a year after the Court of Directors of the Company had expressed concern about two distinct propositions – first, the encouragement of the learned natives of India for the revival and improvement of literature; and secondly, the promotion of a knowledge of the sciences amongst the inhabitants of that country. The Board advised the Indian Government not to take initiative in the matter of the education of the people of this country. It was the people themselves who had to take the initiative and to do the needful. See
Sometime in April 1815, Raja Rammohun Roy discussed among few friends about the pressing need for uplifting the society from the swamp of idolatry and superstitions to a higher moral plane and the critical role the proposed Atmiya Sabha might play there. David Hare differed from Raja’s views and suggested founding a College for the education of native youths in Western literature and science, which would be a far more effective means of enlightening them with rational understanding of truth. The proposal was earnestly accepted by Rammohun. Mr. Hare himself soon after drafted a proposal for establishing the College. The proposal was handed over to Sir Edward Hyde East by Baboo Baidyanath Mukherjee, a close associate of Rammohun. On 14th May 1816, Sir Hyde East called a meeting of distinguished native gentlemen and pundits at his house and it was resolved “that an establishment be formed for the education of native youth”. See
The meeting proved to be quite satisfying to Sir Hyde East. Four days after he wrote to J A Harrington, his friend, that one of the singularities of this meeting was that it had brought together members belonging to various castes whom nothing else could have done. This letter did no mention of the name of David Hare, though he was the ‘originator of the plan’, neither the meeting papers did. That might be because of Hare’s usual reluctance to come in the forefront. The case of Raja Rammohun Roy however was different. Although his august name has almost always been found in history books in association with the Hindu College, the fact remains that “Rammohun retired, even before the foundation of the College was formally resolved upon.” He decided to step aside to ensure cooperation and supports of the orthodox Hindus who were not in a mood to help the cause if Raja Rammohun remains connected. The meeting was received with unanimous approbation of all those present including the most eminent pundits, who sanctioned their express support. A large sum of money was immediately subscribed. The fund was later multiplied by the donations presented by Maharaja Tej Chand of Burdwan (Rs 12,000), Gopee Mohun Tagore of Pathuriaghata (Rs 10,000), and the Mullicks of Burrabazar (Rs 25,000). The second meeting, held on Tuesday the 21st May 1816, resolved that the name of the proposed institution was to be “Hindoo College”, and a General Committee was to be appointed for setting its objectives. The Committee was composed of 10 Europeans and 20 Indians – all elite and enlightened members. In its next meeting on the 27th May, Lt.-Col. Francis Irvine and Dewan Baidyanath Mukherjee were appointed as the European and ‘Native’ Secretaries, respectively. The European members, however, withdrew themselves in a body when the Committee met next on 11th June. Their withdrawal was volunteered in accordance with the contemporary governmental policy of non-interference with the local educational affairs, as indicated earlier. Committee continued to work at the same venue. On the 25th June, a sub-committee was appointed, which worked out the Rules for the College, and submitted those on 20th August 1816 to the General Committee for finalization. The Rules, 34 in number, were divided in 3 sections, viz. Tuition, Funds & Privileges, and Government. The primary objective of the institution was defined under the Rule 1 as “the tuition of the sons of the respectable Hindoos, in the English and Indian languages and in the literature and science of Europe and Asia. The set of Rules provided the essential functional framework for the College to begin with. It stated that “the College would include a School designated ‘Pathsala’, and an Academy, designated ‘Mahapathsala’”; that “the work of the school should commence first”; that “the English language shall not be taught to boys under eight years of age, without the permission of the managers in each particular instance.”; that “In the school shall be taught English and Bengali, Reading, Writing, Grammar and Arithmetic by the improved method of instruction”; that “in the Academy besides the study of such language as cannot be so conveniently taught in the School, instruction shall be given in History, Geography, Chronology, Astronomy, and Mathematics, Chemistry, and other sciences”; and many other.
The Committee met on December 12th 1816 to settle appointments of teachers. In its next two meetings on the 6th and the 13th of January 1817 the Committee completed the groundwork for the College to take off. The first batch consisting of 20 male students,13 of them as ‘free scholars’, hailing from Bengali Hindu families, attended their class in a rented house of Gorachand Basak at 304 Chitpur Road, Garanhata, marking the beginning of Hindu College. Between the year 1817 and 1823, the school moved about from place to place. From Basak’s the class shifted to the house of Roopchand Roy in Chitpur Road, and thereafter to the house of Firinghi Kamal Bose, a friend of Rammohun, at 51 Upper Chitpur Road, the place where the General Assembly’s Institution publicly started later. Its next flight was into the heart of the Bow Bazar, and from there the College moved off to a scarcely more congenial vicinity — the well known Tiretta Bazar. In the mean time the Government had resolved to establish a Sanskrit College supported by an annual grant of Rs 30 thousand. The building was planned by B. Buxton and constructed by Burn & Mackintosh. See the – hindu-college--019PHO0000247S3U00003000[SVC2] Hand-coloured photo-print, by Frederick Fiebig in c.1852 Agreeing with the proposal initiated by David Hare, the Government decided later to accommodate the pathsala and the Mahapathsala sections of the Hindu College under the same roof of the proposed two-storied Sanskrit College building in its two one-storied wings. For the erection of the building the Government granted Rs. 1,24,000 and “Mr. David Hare gave up for the benefit of the College the piece of land he owned on the north side of the Gol Dighi. The foundation stone of the building was laid on the 25th February 1824. Three years elapsed before it was ready for the reception of the students. [C. R., June, 1852, pp. 346-48].

On 15th June 1854, the upper section of the school, the Hindu Mahapathshala or the Hindu College, was made an open center for modern liberal education and was separated as Presidency College. The junior section, Pathsala, gained independent status as ‘Hindu School’ – a national heritage of institutional education, history and reform.
The Hindu College, produced the brilliant flowers of ‘Young Bengal’. Kindled by the teachings of their tutor Vivan Derozio, youngmen like Dakhinaranjan Mookherjee, Ram Gopal Ghose, Tarachand Chakravarty, Krishnamohan Banerjee, Ramtanu Lahiri and many others, brought out a revolutionary change in the society by their thoughts and deeds. By them, “a powerful and gigantic social movement was unleashed in Bengal the repercussions of which were felt all over India”.
See

Above, the black and white sketch of the three-part building, captioned HINDU COLLEGE, with the pond GOL DIGHI in front, was drawn by an anonymous contemporary artist.

Hindu School, Gol Dighi, Calcutta, 1817

February 8, 2015English education, Vernacular Educationatmiya sabha, calcutta, chief justice colvile, chitpur, college square, dakhinaranjan mookherjee, David Hare, de'rozio, diwan baidya nath mukherjee, Educational Institution, edward hyde east, garanhata, goldighi, gopee mohun thakur, gorachand, hindu, hindu college, joseph baretto, krishnamohan banerjee, maha patshala, maharaja radhakanta deb, maharajah of burdwan, old calcutta, pathsala, ram gopal ghose, rammohun, tarachand chakravarty, tejchand bahadur, young bengalঅযান্ত্রিক

হিন্দু স্কুল, গোলদিঘী, কলকাতা, ১৮১৭
Hindu School, the junior section of the Hindu College, is reputed to be the oldest and leading institution in India to impart modern education to the young students in European and Oriental subjects. The School, designated Pathsala, was established in 1817 along with the Hindu College, designated Mahapathsala, by stalwart educationalists like David Hare, Diwan Baidya Nath Mukherjee, Maharaja Radhakanta Deb, and others in a ahead-of-era intent.
It all started in the year 1815 when Raja Rammohun Roy entertained a few friends at his house and suggested the establishment of Atmiya Sabha for improving the moral conditions of our countrymen. The Raja was animated with a fervent desire to lift the society from the swamp of idolatry and superstitions to a higher moral plane. David Hare differed from his views and suggested establishment of a College. It was Hare’s considered opinion that education of native youths in Western literature and science would be a far more effective means of enlightening them with rational understanding of truth. The proposal was enthusiastically accepted by Rammohun. That was how the idea of Hindu School and College sprouted.

The General Meeting was held on the 21st May 1816, in a house on the Old Post Office Street that was lately occupied by Chief Justice Colvile, and tenanted afterwards by Messrs. Allen Judge and Banerjee, and a conclave of other lawyers. Among those who did not attend the meeting was Raja Rammohun Roy. Though he had heartily entered into the plans of David Hare, and zealously aided in their development, Rammohun willingly allowed himself to be laid aside lest his active co-operation should mar the accomplishment of the project, saying— “If my connection with the proposed college, should injure its interests, I would resign all connection.” The meeting resolved that an institution for promoting education be established. The institution shall include a Patshala, or a School, and an Academy, Maha Patshala, The former to be established immediately, the latter as soon as may be practicable. The primary object of this Institution is the tuition of the sons of respectable Hindus in English and Indian language, and in the literature and science of Europe and Asia. The English language shall not be taught to boys less than eight years of age, without Manager’s permission. The school shall teach English and Bengali, Reading, Writing, Grammar and Arithmetic by the improved method of instruction. On January 20th , 1817 , The first batch consisting of 20 male students hailing from affluent Bengali Hindu families of Calcutta, met at the rented house of Gorachand Basak at 304 Chitpur Road in Garanhata marking the beginning of Hindu School.

In 1825, with the help of the British Government, a school building was built for 1 lakh 24 thousand rupees, towards the north of Goldighi, now College Square, on a land donated by David Hare. Dewan Baidya Nath Mukherjee was deputed to collect the subscriptions for the new school. Sir Edward Hyde East, Chief Justice of the Calcutta Supreme Court was invited to chair the committee and Joseph Baretto became the Treasurer. The principal donors being the Maharajah of Burdwan Tejchand Bahadur and Gopee Mohun Thakur, each contributing Rupees 10,000. On the opening day there were 20 pupils on the rolls but within the next three months the number swelled to 69.

On 15th June 1854, the upper section of the school, the Hindu Mahapathshala or the Hindu College, was made an open center for modern education including eastern and western philosophy and science and was separated as Presidency College. The junior section, Pathsala, gained independent existence as Hindu School – a national heritage of institutional education, and educational reform. Here, in this Hindu College, by De’rozio and other teachers, a group of young men of Bengal was baptised with the teachings of modern science and social philosophy. It produced Dakhinaranjan Mookherjee, Ram Gopal Ghose, Tarachand Chakravarty, Krishnamohan Banerjee and others, the brilliant flowers of Young Bengal, the makers of Modern Bengal. The tree of education had already taken root and the blossoms everyone could see around. By these students of Hindu College, a powerful and gigantic social movement was unleashed in Bengal the repercussions of which were felt all over India.
See Pearychand Mitra. 1877

The Sketch of the Hindu College building is reproduced from the Calcutta Christian Observer, v. 2, 1833

Calcutta School Society, Calcutta, 1818

December 28, 2014Educational Institution, English education, Vernacular Education, Welfare Institutionsarpuly lane, arpuly pathshala, belayet hossain, calcutta, calcutta maps, calcutta school society, calcutta streets, champatala school, champatola lane, David Hare, dervesh ali, education, kolutola school, mirza kazim ali khan, normal schools, nurunnabi, old calcutta, Radhakanta Deb, radhamadhab bandyopadhyay, rasomaya dutta, schools, thanthania school, umacharan bandyopadhyay, william careyঅযান্ত্রিক

কলকাতা স্কুল সোসাইটি, কলকাতা, ১৮১৮
With the change of socio-political scenario and as an impact of the growing influences of the orientalist movement, the policy guidelines of the Calcutta Free School Society founded in 1789 raised a serious question as to the extent of benefits it may provide to the indigenous people. Shortly after the renewal of the Charter of the East India Company the Court of Directors wrote In their letter to the Governor-General in Council of Bengal, dated 3rd June 1814, that they apprehend neither of the two government propositions, about (1) the revival and improvement of literature; and (2) promotion of knowledge of the sciences amongst the inhabitants be obtained through the medium of public colleges, if established upon a plan similar to those that have been founded at our Universities. That is because the natives of caste and of reputation will not submit to the subordination and discipline of a college. So the Indian Government did not take the initiative in the matter of the education of the people of this country. It was the people themselves who had to take the initiative and to do the needful.
An independent educational institution, The Calcutta School Society, set up in Calcutta on 1 September 1818. Like the Calcutta School-Book Society (1817), it was established jointly by Europeans and educated Indians. The Calcutta School Society was largely an initiative of David Hare and William Carey. Its aim was to introduce identical teaching methods at different schools, reconstruct and develop old schools, and build new ones if necessary. In the beginning, the managing committee of the School Society consisted of 24 members, of which 8 were Indians like Moulvi Mirza Kazim Ali Khan, Moulvi Belayet Hossain, Moulvi Dervesh Ali, Moulvi Nurunnabi, Babu Radhamadhab Bandyopadhyay, Babu Rasomaya Dutta, Babu Radhakanta Deb, and Babu Umacharan Bandyopadhyay. Mirza Kazim Ali and M Montaigue were its secretary and corresponding secretary, respectively. To bring the Bengali Schools under direct and systematic supervision, the city was divided into four districts,—to Baboo Doorga Churn Dutt was given the control of 30 schools having nearly 900 boys, to Baboo Ramchunder Ghose, 43 schools possessing 896 boys, to Baboo Oomanundun Thakoor, 36 schools possessing nearly 600 boys, and to Radhacaunt Deb, 57 schools posseasing 1136 boys. It is said “that these gentlemen entered very warmly into the views of the Society and expressed their entire willingness to take charge of their respective divisions.
The Calcutta School Society was a brainchild of David Hare. Hare, Raja Radhakanta Deb, and William Carrey were the main force behind its success in assisting and improving existing institutions, and preparing select pupils of distinguished talents by superior instruction for becoming teachers and instructors. It established two regular or, as they were termed, “normal” schools, rather to improve by serving as models than to supersede the existing institutions of the country. They were designed to educate children of parents unable to pay for their instruction. Both the Tuntuneah and the Champatollah school, চাঁপাতলা স্কুল, were attended with remarkable success. The former was situated in Cornwallis Street, nearly opposite the temple of Kali, ঠনঠনে কালীবাড়ি, and consisted of a Bengali and English department. The latter was held in the house afterwards occupied by Babu Bhoobun Mohim Mitter’s school, and which was entirely an English school. The two schools were amalgamated at the end of 1834. The amalgamated school was known as David Hare’s School. After a few years of successful running, the society fell into financial difficulties. However, it was given a government donation of Rs. 6000 and managed to continue for some time longer. In 1824, 66 schools with 3487 students were brought under the supervision of the society. The change in government regulations concerning language and teaching, the internal conflict among those following eastern and western ideologies, and the lack of initiative and enthusiasm on the part of Indians were some of the reasons why this private institution lost its importance and eventually ceased to exist in 1833. See
It may however be remembered that the tirelessly endeavor of a man like David Hare, who not only established some schools but gainfully experimented with new methods of teaching, at such places as Thanthania, Kalitala and Arpuly,আরপুলি পাঠশালা, where he visited everyday and met almost every student. It was much later that Alexander Duff or Henry Louis Vivian Derozio came on the scene and influenced the course of events. This Society contributed substantially to the flowering of the Bengal Renaissance.
Champatola-Colootola-map-(Plan of Calcutta. Survey of India.1854) where Calcutta School Society had their base

General Assembly’s Institution, Calcutta, 1830

October 27, 2014Christianity, Educational Institution, English education, Establishmentsalexander duff, brajendra nath seal, calcutta, capt. john thomson, christian mission, church of scotland, derozians, education, English education, feringhi kamal bose, free church institution, garanhata, general assembly's institution, gorachand bysack, henry lawrence, henry louis vivian derozio, james outram, jorasanko, Krishna Mohan Banerjee, lal behari dey, macfarlon, missionary college, old calcutta, raja rammohan roy, scottish churches college, scottish missionaries, upper chitpur road, viscount hardinge, young bengalঅযান্ত্রিক

জেনেরেল অয়াসেম্বলি’স ইন্সটিট্যুশন, কলকাতা, ১৮৩০
The college founder, Rev. Alexander Duff, was the first missionary to India from the Church of Scotland. His idea was to set up an institution which linked western education with Christian mission and the eventual progress of the people. Years later, Duff committed himself to building education institutions aiming at academic excellence along with social awareness and character building.

Duff opened his first school in a house located at upper Chitpur Road in the Jorasanko neighborhood of Calcutta. Feringhi Kamal Bose, an affluent Hindu, made the house available. The school soon expanded into a missionary college, known as the General Assembly’s Institution that was founded by Duff and his fellow Scottish missionaries with the help of Raja Rammohan Roy, the illustrious social reformer in 1830. In 1834, Duff returned to Britain broken in health. During that sojourn, he succeeded in securing the approval of his church for his educational plans and in arousing much interest in the work of missions in India. In 1836, the Calcutta institution was moved to Gorachand Bysack’s house in the Garanhata neighborhood. On 23 February 1837, Mr. MacFarlon, the Chief Magistrate of Calcutta, laid the foundation stone for a new building belonging to the mission itself. John Gray designed the building while Capt. John Thomson supervised the construction, both of the British East India Company. The construction of the building was completed in 1839. In 1840, Duff returned to India. At the Disruption of 1843, he sided with the Free Church and gave up the college buildings, with all their effects. With unabated resolve he set to work to provide a new institution, later known as the Free Church Institution. After the unification of the Church of Scotland in 1929, these two institutions – General Assembly’s Institution and the Free Church Institution later merged to form the Scottish Churches College. Duff had the support of Sir James Outram, Sir Henry Lawrence, and the encouragement of seeing a new band of converts, including several young men born of high caste. In 1844, governor-general Viscount Hardinge opened government appointments to all who had studied in institutions similar to Duff’s institution. In the same year, Duff co-founded the Calcutta Review, of which he served as editor from 1845 to 1849.

It is important to mention hereabout the equation of Duff with the Derozians – the Young Bengal group of radical Bengali free thinkers emerging from Hindu College – named after their firebrand teacher, Henry Louis Vivian Derozio (1809 – 1831). The Young Bengal Movement peripherally included Christians such as Reverend Alexander Duff, and his students like Lal Behari Dey (1824–1892), who went on to renounce Hinduism. Because of their irreconcilable westernized stand, these argumentative scholars of Duff’s college were branded as ডেঁপো – a Bengali ascription coined after the name of Duff. Latter-day inheritors of the legacy of the Young Bengal Movement include scholars like Brajendra Nath Seal (1864–1938), who went on to be one of the leading theologians and thinkers of the Brahmo Samaj. Duff regarded the Derozians as rootless egoistic sophists with no ultimate care save for their own interests.. From their ranks, however, he hoped would come the leaders of the new India. But first they must replace their volatile skepticism with a more securely based commitment, that in Duff’s view, could only be adherence to Christianity. See

Several important Indian figures were products of Duff’s Institutions. Most notably, Rev. Lal Behari Dey, who wrote two books (Folk Tales of Bengal and Bengal Peasant Life) that were widely distributed among Indian schools, and Krishna Mohan Banerjee, who became registrar at the University of Calcutta and later became a co-founder of the Indian National Congress. Through the years a long line of illustrious personalities have been educated in these hallowed halls of learning. The splendorous architecture of the College including its magnificent prayer hall is eloquent testimony to its timeless heritage and the pioneering vision of its founding fathers. See

St Xavier’s College and the Collagiate School, Calcutta, 1860

October 17, 2014Educational Institution, English education, Missionary Worksamerican army, belgian jesuits, belgians, catholic church, catholics, chadwick, chowringhee, colleges, education, educational institutions, English education, english jesuits, goethals library, koppes, mgr olliffe, moorghyhatta, old calcutta, park street, s.j, sans souci, schools, st xavier’s college, year mgr carewঅযান্ত্রিক

সেন্ট জেভিয়ার্স কলেজ এবং স্কুল, কলকাতা, ১৮৬০

A quarter of a century before the the Belgian Jesuits set up the present St Xavier’s College in 1860, an international group of Jesuits commissioned by the English Jesuit Province landed in Calcutta to look after the interests of the Catholics. The team was headed by Dr Robert St Leger. The College of St Francis Xavier was opened at Moorghyhatta by Fr Chadwick, an English Jesuit in 1834. Next year, the college was shifted to 3 Park Street, and thereafter to 22 Chowringhee, where the Indian Museum now stands, to accommodate increasing number of students. Incidentally, the same year Mgr Carew took the charge of the affairs of the Catholic Church. In 1846, due to the feud between the Jesuits and Mgr Carew, the College was closed and the Jesuits left for their home shores.
At the demise of Mgr Carew in 1855, Mgr Olliffe took charge as the new bishop. Being an admirer of the Jesuits, he with the active support of some of his prominent associates, appealed the Belgian Jesuits to come to Calcutta to look after the education of the Catholic community! Click to See More
In response to the appeal of the English Jesuits, a host of seven Belgian Jesuits under the leadership of Henri Joseph Depelchin, SJ, then only 37, arrived at Calcutta in November 1859, . Within a fortnight, Depelchin announced in the newspapers that College of St. Francis Xavier would be opening on 6 January 1860. A prospectus, designed by a Brother Koppes, S.J., had already been published and distributed. The College opened eight days later than planned, with Father Jean Devos, S.J., as its first Rector. Within weeks, The college was moved to 30 Park Street where the Sans Souci theatre was located, before 1843, when a fire broke out, leaving nothing but ashes.
[The Sans Souci Theatre of Calcutta. c.1840. One of the earliest known examples of a daguerreotype picture taken in Calcutta, which has survived only as a reproduction]
This address where the present day college campus stands tall, is an amalgamation of numbers 10 and 11 of Park Street. Premise number 11, was bought for Rs 45,000.00, by Fr. Depelchin. These funds were made possible with the generous donations of the Anglo-Indians and with help from the home Province of Belgium. The very first class had as few as 40 students. Later, in 1862, the college was affiliated to the Calcutta University. Soon, for the expansion work in terms of class rooms and facilities, the authority felt the need for development funds. They appealed to the public of Calcutta in newspapers for generous assistance and was responded with magnanimity by well wishers of the city in 1864. Besides Father Depelchin, S.J., and his assistant, Brother Koppes, S.J., the architect of the new school, went around personally collecting funds. The present imposing 5 storied building was built in an interval of 6 years, from 1934 to 1940 at a cost of Rs 9 lakhs, which was collected partly from the public of Calcutta, assistance from Belgium, and the huge rental received from the American army that occupied the building during the Second World War. See Evan Cotton. Calcutta, Old and New
The Goethals library, which is located above the College Chapel, houses some of the oldest periodicals, journals and books. The treasures were inherited, in 1908, by the Jesuit Fathers from the then Archbishop of Calcutta, Paul Goethals, S.J. Today, the treasures are well preserved and the library has become a spot of historical significance.

Calcutta Boys’ School, Calcutta, 1877

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ক্যালকাটা বয়েস’ স্কুল, কলকাতা, ১৮৭৭
THE ORIGIN of The Calcutta Boys’ School is closely linked with the establishment of the Methodist Episcopal Church (now the MCI) in India.
It was Bishop J.M. Thoburn (1836-1922) who founded The Calcutta Boys’ School in 1877. The same year, he was also given the charge of the Calcutta Girls School, which Lord Canning had established much earlier in 1856.
The Calcutta Boys School was first located on the rear veranda of the Thoburn Church Parsonage, then located on Dharamtalla Street opposite the site of Methodist Episcopal Church, subsequently occupied by B.H. Smith & Co., with its opening in Mott’s Lane. Afterward the school moved in a room on Corporation Street near Whiteaway’s, and then shifted to the room at the corner of Princep Street opposite Wellington Square while the resident students continued to live in the Parsonage.

The school finally acquired its own building at the current location on S.N. Banerjee Road in 1893, thanks, in large measure, to the generosity of a man who could be regarded as the chief patron of the school : Sir Robert Laidlaw KT (1856-1917). Sir Robert Laidlaw, the founder-chairman of the great business houses Whiteaway, Laidlaw and Co. and the Duncan Durian Rubber Estate, Ltd., donated the land and erected the Main building in 1893 (see above photograph), and the Renfrew House in 1902.

He endowed the school with the 3 magnificent ‘Waverley Mansions’ in 1903 and established The Calcutta Boys’ School Endowment Trust in 1904.
The main objective was to impart quality education. Initially the school was known mostly for extracurricular activities, however studies picked up after Mr Clifford Hicks joined in. An educationist, later nominated a Member of the Legislative Assembly, Mr. Hicks , took over the reigns as principal. He introduced the motto “Two yards outside the school gates the jungle begins”. Mr. Hicks believed that the guardians of the students were required to be interviewed more rigorously than the students themselves, and during his tenure, this principle was adhered to strictly.
He took the school to new heights of academic fame, and the school became one of the top educational institutions in the city. During Clifford Hicks’ time as principal the newest of the three buildings that currently house the school was built. Named the “New Building,” the construction was made possible by donations collected by the students of the school. See for more

Calcutta Free School Society, Lal Dighi, Calcutta, 1789

October 2, 2014Anglo Indian, British, Company Rule, Educational Institution, English education, Welfare Institutionsanglo-indians, Charity School, col. w. forbes, earl cornwallis, european, free school, free school society, jaun bazar, justice le maistre, justice le maitre, kidderpore house, lottery committee, mission church, mission row, old calcutta, old charity school, school, school book society, st thomas church, st thomas schoolঅযান্ত্রিক

কলকাতা ফ্রি স্কুল সোসাইটি ভবন, লালদীঘি, ১৭৮৯
“On the 21st day of December, 1789, a society was formed in Calcutta, for the purpose of providing the means of education for all children, orphans, and others, not object of the care of the (Military) Orphan Society. The management of this new society was confided, under the patronage of the Governor-general, to twelve governors, viz., the chaplains, churchwardens. Sidemen, and six other gentlemen resident in Calcutta chosen by the subscribers. The governors visit the school in rotation, and meet monthly. The funds were to be raised by a ratable contribution from the civil servants of the Company, and such other contributions as might be procurable: the superintending masters and teachers, male and female, to be elected by the governors: the plan of education to be that usually followed in free schools : the children to be recommended by the subscribers.
As the benefits of the school were designed to be extensively enjoyed, the Governor-generalin Council, at the request of the governors, undertook to communicate the plan and objects of the plan throught the Bengal provinces, and to the governors of Chinsurah and Chandernagore, It was also ordered that the Company’s surgeons should attend the school, whenever it would be necessary, gratuitously; and that such medicines as might be required should be furnished, gratis from the Company’s dispensary. In further promotion of the objects of the institution, the Government consented to allow the sum of Rs. 60 per mensem, for the purpose of employing moonshees, capable of teaching the native languages to the children.” See More

With the change of socio-political scenario and due the growing influences of the orientalist movement, the policy guidelines of the Calcutta School Society raised a serious question as to the extent of benefits it provides to the indigenous people. The Society’s policy was a reflection of the mood of the then Government of India. The Court of Directors also did not encourage the Government of India to do anything for the diffusion of education among the inhabitants. The Marques of Hastings was Governor-General of India when the Charter of the East India Company was renewed in 1813. In their letter to the Governor-General in Council of Bengal, dated 3rd June 1814, the Court of Directors wrote :— “The Clause presents two distinct propositions for consideration ; first, the encouragement of the learned natives of India, and the revival and improvement of literature ; secondly, the promotion of a knowledge of the sciences amongst the inhabitants of that country. “Neither of these objects is, we apprehend, to be obtained through the medium of public colleges, if established under the rules, and upon a plan similar to those that have been founded at our Universities, because the natives of caste and of reputation will not submit to the subordination and discipline of a college. So the Indian Government did not take the initiative in the matter of the education of the people of this country. It was the people themselves who had to take the initiative and to do the needful. See More
The featured picture above represents the view of the Old Court House inside Fort William, Calcutta – the first fortress built by the British after their establishment in Bengal. Though this building is commonly known as the Old Court House, it actually did belong to the Charity School, where the old Court, and also the Town Hall were mere impermanent occupants.
The painting is one of the ’24 Views in Indostan(sic)’ composed by WilliamOrme based on a work by Francis Swine Ward (1736-94).

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