In support of his opinion he quotes the following pertinent observation of Mr. Samuelson:
“In conclusion, I have to state my deep conviction that the people of India expect and demand of their government the design, organization and execution of systematic technical education and there is urgent need for it to bestir itself, for other nations have already sixty years’ start of us, and have produced several generations of educated workmen. Even if we begin to-morrow the technical education of all the youths of twelve years of age, who have received sound elementary education, it will take seven years before these young men can commence the practical business of life and then they will form but an insignificant minority in an uneducated mass. It will take fifteen years before those children who have not yet begun to receive an elementary education shall have passed from the age of 7 to 21 and represent a completely trained generation; and even then they will find less than half of their comrades educated. In the race of nations, therefore, we shall find it hard to overtake the sixty years that we have lost. To-morrow, then let us undertake with all our energy our neglected task; the urgency is twofold—a small proportion of our youth has received elementary education, but no technical education: for that portion let us at once organize technical schools in every small town, technical colleges in every large town and a technical university in the metropolis. The rest of the rising generation has received no education at all, and for them let us at once organize elementary education, even if compulsory.”
To provide for a new department of experts on a lavish scale before making an adequate provision for general education is putting the cart before the horse. This has been pointed out in a very able article by one of our premier scientists (who has taken a leading part in the development of Indian industries) published in the Modern Review, Calcutta, for March, 1919.
Says Sir P. C. Roy:
“We always begin at the wrong end. I should be the last person to disparage the necessity for scientific research. The simple fact is, however, overlooked that our agricultural population, steeped in ignorance and illiteracy and owning only small plots and scattered holdings, are not in a position to take advantage of or utilize the elaborate scientific researches which lie entombed in the bulletins and transactions of these Institutes. Mr. Mackenna very rightly observes: The Famine Commissioners, so long ago as 1880, expressed the view that no general advance in the agricultural system can be expected until the rural population had been so educated as to enable them to take a practical interest in agricultural progress and reform. These views were confirmed by the Agricultural Conference of 1888. The most important and probably the soundest proposition laid down by the Conference was that it was most desirable to extend primary education amongst agricultural classes. Such small countries as Denmark, Holland and Belgium are in a position to send immense supplies of cheese, butter, eggs, etc., to England, because the farmers there are highly advanced in general enlightenment and technical education and are thus in a position to profit by the researches of experts. The peasant proprietors of France are equally fortunate in this respect; over and above the abundant harvest of cereals they grow vine and oranges and have been highly successful in sericulture; while the silk industry, in its very cradle, so to speak, namely Murshidabad and Malda, is languishing and is in a moribund condition.
“Various forms of cattle plague, e.g., render pest, foot and mouth disease, make havoc of our cattle every year and the ignorant masses steeped in superstitions, look helplessly on and ascribe the visitations to the wrath of the Goddess Sitala. It is useless to din Pasteur’s researches into their ears. As I have said before, our Government has the happy knack of beginning at the wrong end. An ignorant people and a costly machinery of scientific experts ill go together.
“The panacea recommended for the cure and treatment of all these ills is the foundation or re-organization of costly bureaus and Scientific and Technical services, the latter with the differentiation of “Imperial” and the ‘Provincial’ Services, which are in reality hotbeds for the breeding of racial antipathies and sedition. For the recruitment of the Scientific Services the Commissioners coolly propose that not only senior and experienced men should be obtained at as early an age as possible, preferably not exceeding 25 years. What lamentable ignorance the Commissioners betray and what poor conception they have of this vital question is further evident from what they say:
“‘We should thus secure the University graduate, who had done one or perhaps two years’ post-graduate work whether scientific or practical, but would not yet be confirmed in specialization. We assume that the requisite degree of specialization will be secured by adopting a system whereby study leave will be granted at some suitable time after three years’ service, when a scientific officer should have developed the distinct bent.’ In other words, secure a dark horse and wait till he develops a distinct bent! The writer of this article naturally feels a little at home on this subject and it is only necessary to cite a few instances to illustrate how, under the proposed scheme Indians will fare. At the present moment there are four young Indian Doctors of Science of British universities, three belonging to that of London. Two of them only have been able to secure Government appointments, but these only temporary, drawing two-thirds of the grade pay. One has already given up his post in disgust because he could get no assurance that the post would be made permanent. In fact, both of them have been given distinctly to understand that as soon as the war conditions are over, permanent incumbents for these posts will be recruited at “home.” In filling up the posts of the so-called experts one very important factor is overlooked. As a rule, only third rate men care to come out to India. The choice lies between the best brains of India and the mediocres of England and yet the former get but scant consideration and justice.... The creation of so many Scientific “Imperial” services means practically so many close preserves for Europeans.”
In the chapter dealing with Industrial and Technical training the Commission observes:
“The system of education introduced by the Government was, at the outset, mainly intended to provide for the administrative needs of the country and encouraged literary and philosophic studies to the neglect of those of more practical character. In the result it created a disproportionate number of persons possessing purely literary education, at a time when there was hardly any form of practical education in existence. Naturally, the market value of the services of persons so educated began eventually to diminish. Throughout the nineteenth century the policy of the Government was controlled by the doctrine of laissez-faire in commercial and industrial matters, and its efforts to develop the resources of the country were largely limited to the provision of improved methods of transport and the construction of irrigation works. Except in Bombay, the introduction of modern methods of manufacture was almost entirely confined to the European community. The opportunities for gaining experience were not easy for Indians to come by, and there was no attempt at technical training for industries until nearly the end of the century, and then only on an inadequate scale. The non-existence of a suitable education to qualify Indians for posts requiring industrial or technical knowledge was met by the importation of men from Europe, who supervised and trained illiterate Indian labor in the mills and factories that were started. From this class of labor it was impossible to obtain the higher type of artisan capable of supervisory work.”