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

hundred years. (b) The Reports of William Adam on Vernacular Education in Bengal and Bihar 1835-38, and the legend of the ‘1,00,000 schools’, and (c) Dr G.W. Leitner and Education in the Panjab 1849-82. These were published in early 1939 by the Oxford University Press under the above title. In Memorandum ‘A’, using the low figures sent by A.D. Campbell for the district of Bellary, Hartog questioned Thomas Munro’s calculation that ‘the proportion of males educated in schools was nearer one-third than one-fourth.’ He countered instead ‘that Munro’s figures may have been over-estimates based on the returns of collectors less careful and interested in education than Campbell.’ Hartog’s conclusion at the end was that ‘until the action taken by Munro, Elphinstone, and Bentinck in the three presidencies, the British Government had neglected elementary education to its detriment in India. But I have found no evidence that it tried to destroy or uproot what existed.’ In a footnote, Hartog further observed: ‘In Great Britain itself it was not until 1833 that the House of Commons made a grant of 30,000 pounds for the purposes of education.’ He also praised various Indian personalities, and more so India’s quaint mixture of ‘most ancient and most modern’. In his Preface, after referring to ‘the imaginary basis for accusations not infrequently made in India that the British Government systematically destroyed the indigenous system of elementary schools and with it a literacy which the schools are presumed to have created’, Hartog observed: ‘When Mr Gandhi, in an address given at the Royal Institute of International Affairs on 20 October 1931, lent his powerful support to those accusations, and challenged contradiction, it was obviously necessary to re-examine the facts.’⁷⁶ 67