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The Arya Samaj movement is essentially a religious institution but became a significant force in India's religious and secular struggle for social and cultural self-determination. Its founding in 1875 presaged the creation of independent India in 1947. This work does not attempt a detailed examination of the movement but provides an outline of its growth and philosophy in the light of the work of its founder Swami Dayanand Sarasvati. the complex of institutions and upliftment programmes initiated by the Samaj and the major historical forces which acted to shape the movement are a cause for considerable pride. The Arya Samaj was one of several socio-religious movements which were founded in the nineteenth century. It was however responsible for constructing some of the best known educational institutions in north India. The repercussions of this were felt by emigrant Indian communities in such places as mauritius, South Africa and Guyana. What started then as a small religious sect has now grown into a religious denomination of considerable influence. In South Africa the Arya Pratinidhi Sabha is one of the best known Hindu organisations wielding influence among the north Indian segment of the Hindu population.
Study on the contribution of the Arya Samaj, Hindu reformist organization, to Indian education.
Study of the private control on education; based on data gleaned from seven colleges in Kanpur under the control of Kanpur University during the academic year 1974-75.
Rodeo researcher and writer Reba Perry Blakely discusses Indian history in the State of Washington, especially the Treaty of Walla Walla. She also attempts to interest the National Cowboy Hall of Fame in financing a book on the subject that she proposes to write and talks about her own family history.
Tracing the history of colonial education in the Punjab, the large province of Hindustan divided today between India and Pakistan, this book argues that the British-controlled system of colonial education in Hindustan failed well before the national movement challenged foreign educational practice in the early twentieth century. Drawing on extensive archival research in Great Britain, India and Pakistan, Allender shows how the early ideas of British officials generated a highly imaginative village system of schooling. Attempting to accommodate local language and religious sensitivities, this broad-based scheme offered possibilities to improve the lot of village boys. The revolt of 1857, and a well-meaning crusade against female infanticide, prompted officials to drop this scheme and to content themselves with city based schools. Christian missionary tensions with the government over their evangelising agenda also meant that their focus on poor students was limited to a mere 17 years. These developments helped to create a strong indigenous voice for educational innovations and change, notably represented in the Arya Samaj. In 1882, the Hunter Commission marked a recognition over the previous 30 years made it impossible for them to reach the general population with an effective European-led scheme of education.