Trends of Educational Development in Colonial Odisha from 1866 to 1947: A Retrospective


In ancient times, India had the Gurukul system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics. All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. This drawbacks of modern education system should be clearly understood and necessary rectification should be introduced. The purpose of the study is to point out the merits of the old education system and the defects of the English education which is continuing till now.

Authors and Affiliations

Umakanta Nayak


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  • EP ID EP428916
  • DOI -
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How To Cite

Umakanta Nayak (2018). Trends of Educational Development in Colonial Odisha from 1866 to 1947: A Retrospective. International Journal of Humanities and Social Science Invention, 7(12), 13-15.