द ब्यूटीफुल ट्री: १८वीं सदी में भारत की स्वदेशी गुरुकुल शिक्षा (धर्मपाल)

between the rulers and the ruled. A primary consideration in all British decisions from the very beginning, continued to be the aim of maximising the revenue receipts of Government and of discovering any possible new source which had remained exempt from paying any revenue to Government. III Instructions regarding the collection of information about the extent and nature of indigenous Indian education (including its contemporary state) were largely the consequence of the long debate in the House of Commons in 1813. This debate focussed on the clause relating to the promotion of ‘religious and moral improvement’ in India.³¹ Before any new policy could be devised, the existing position needed to be better known. But the quality and coverage of these surveys varied from Presidency to Presidency, and even from district to district. (This generally happens in the gathering of any such information, and more so when such collection of data was a fairly new thing.) The information which is thus available today, whether published, or still in manuscript form in the government records—as is true of the details of the Madras Presidency indigenous education survey—largely belongs to the 1820’s and 1830’s period. An unofficial survey made by G.W. Leitner in 1882 for the Punjab compared the situation there for the years before 1850, with that in 1882. Before highlighting the main points of information given by the surveys and then proceeding with its analysis, some preliminary observations about the data as a whole are in order. The first observation concerns the largely quantitative nature of the data presented and the fact that it concentrates largely on the institution of the school as we know it today. This, however, may help propagate wrong impressions. It is important to emphasize that indigenous education was carried out through pathshalas, madrassahs and gurukulas. Education in these traditional institutions—which were actually kept alive by revenue contributions by the community including 17