83, 627 (I) _Method of recruitment._--The first question on which I have
been asked to give my opinion is as regards the method of recruitment. I
think that a high standard of scholarship should be the only
qualification insisted on. Graduates of well-known Universities,
distinguished for a particular line of study, should be given the
preference. I think the prospects of the Indian Educational Service are
sufficiently high to attract the very best material. In colonial
Universities they manage to get very distinguished men without any
extravagantly high pay. Possibly the present departmental method of
election does not admit of sufficiently wide publicity of notice to
attract the best candidates.
83, 628 (II) _System of training and probation._--As regards probation
and training, Educational officers should first win a reputation as good
teachers before the appointment is confirmed as they are transferred to
important colleges.
83, 629 (IV) _Conditions of Salary._--As regards conditions of Salary,
the pay should be moderately high, but not extravagant, and settled once
for all under some simple and well-defined rules. It is not only very
humiliating but degrading to a true scholar to be scrambling for money.
The difference between the pay of the higher and lower services should
be minimised.
83, 630 (VI) _Conditions of pension._--With reference to pension, I
think it is very unfair that more favourable terms are offered, when the
pensioner elects to retire in England.
83, 631 (VII) _Such limitations as exist in the employment of
non-Europeans._--Passing on to the question of limitations that exist in
the employment of Indians in the higher service, I should like to give
expression to an injustice which is very keenly felt. It is unfortunate
that Indian graduates of European Universities who have distinguished
themselves in a remarkable manner do not for one reason or other find
facilities for entering the higher Educational Service.
As teachers and workers it is an incontestable fact that Indian officers
have distinguished themselves very highly, and anything which
discriminates between Europeans and Indians in the way of pay and
prospects is most undesirable. A sense of injustice is ill-calculated to
bring about that harmony which is so necessary among all the members of
an educational institution, professors and students alike.
83, 632 (VIII) _Relations of the service with the Indian Civil Service
and with other services._--As regards the relations with the Indian
Civil Service, I am under the impression that they are somewhat
strained, but of this I have no personal experience.
83, 633 (IX) _Other points._--I have endeavoured to give my opinion on
the definite questions which have been asked. There is another aspect of
educational work in India which I think of the highest importance,
though I am not exactly sure whether it falls within the terms of
reference to the Royal Commission. I think that all the machinery to
improve the higher education in India would be altogether ineffectual
unless India enters the world movement for the advancement of knowledge.
And for this it is absolutely necessary to touch the imagination of the
people so as to rouse them to give their best energies to the work of
research and discovery, in which all the nations of the world are now
engaged. To aim at anything less will only end in a lifeless and
mechanical system from which the soul of reality has passed away. On
this subject I could have said much, but I will confine myself to one
point which I think at the present juncture to be of importance. The
Government of Bengal has been foremost in a tentative way in encouraging
research. What is necessary is the extension and continuity of this
enlightened policy.
83, 634. _Supplementary Note._--I would like to add a few remarks to
make the meaning of paragraphs 83, 627 and 83, 631 in my note more
explicit.
At the present recruitment in the Indian Educational Service is made in
England and is practically confined to Englishmen. Such racial
preference is in my opinion, prejudicial to the interest of education.
The best man available, English or Indian should be selected
impartially, and high scholarship should be the only test.
It has been said that the present standard of Indian Universities is
not as high as that of British Universities, and that the work done by
the former is more like that of a sixth form of public schools in
England. It is therefore urged that what is required for an Educational
officer is the capacity to manage classes rather than high scholarship.
I do not agree with these views: (1) there are Universities in Great
Britain whose standards are not higher than ours; I do not think that
the Pass Degree even of Oxford or Cambridge is higher than the
corresponding degree here; (2) the standard of the Indian Universities
is being steadily raised; (3) the standard will depend upon what the men
entrusted with Educational work will make it. For these reasons it is
necessary that the level of scholarship represented by the Indian
Educational Service should be maintained very high.
In paragraph 83,631 I have stated that even these Indians who have
distinguished themselves in European Universities have little chance of
entering the higher Educational Service. I should like to add that these
highly qualified Indians need only opportunities to render service which
would greatly advance the cause of higher education. As regards
graduates of Indian Universities, I have known men among them whose
works have been highly appreciated. If promising Indian graduates are
given the opportunity of visiting foreign Universities, I have no doubt
that they would stand comparison with the best recruits that can be
obtained from the West.