Shiv Kumar Gupta’s ‘Renaissance in Education’ maps DAV educational movement

M Rajivlochan

This is a most informative book about a phenomenal educational movement in India. Driven by a strong desire to help Indians remain rooted to their culture, an educational movement was set up by people who weren’t rich or powerful. They persistently refused to take funds from the government, or to hire Englishmen to manage their educational efforts. Starting with 115 students in one school, their effort has grown into an organisation that runs almost a thousand educational institutions having almost 20 lakh students currently.

The Dayanand Anglo-Vedic (DAV) college system came into being when a handful of Punjabis came together in Lahore to launch a school based on the teachings of Swami Dayanand. Those were the times when worried Indians sought an alternative to the schooling being provided by the government and Christian missions. They hoped to ensure that while children got the ‘English education’ necessary for them to get ahead in life in colonial India, they also remained in touch with ‘Vedic instruction’.

“If a Mohammedan Anglo-Oriental College could be established as early as 1875 at Aligarh, why not an Anglo-Vedic College at Lahore?” asked the members of the Lahore Arya Samaj. They then went about raising funds. Common people came forward to contribute to this effort by the Aryas, for this is how the Arya Samajis were identified in those days. Within a few days, they had raised about Rs 10,000. This was sufficient to start a school but insufficient to keep it running. So, a plea was sent forth for people to make monthly contributions. The plea that education was to be provided for ‘cultural reclamation of Indians, as propounded by Swami Dayanand, who were being fast anglicised and were losing their own cultural moorings’ seemed to garner a sympathetic response. At the same time, there was unanimity that learnings in modern science, technology and philosophies were necessary for the growth of society and nation. What made the DAV system unique was its refusal to hire Englishmen.

‘We do not wish to transform Indians into sahibs’ was a constant refrain.

Three teenagers, recent graduates, offered their services to the cause without accepting any remuneration. These were Hans Raj, Guru Dutt and Lajpat Rai. None of them came from rich families. But, the families agreed that service of society was far more important than finding a well-paying government job. They agreed to provide funds for daily needs while the three looked after and managed the DAV school.

Every now and then, some grandee wished to send a son for the culturally-rooted education provided by DAV. He was immediately tapped for setting up permanent facilities that would be used by the young lad initially and then would become part of the DAV system. Thus, a number of buildings for housing students, libraries, etc, came up. It was only after India gained Independence that it was decided to accept grants from the government.

With over 20 lakh students in its schools, colleges and vocational training institutes spread all over India and abroad, the DAV movement has had a profound impact on modern India. Writing the history of a time of which people have personal experience puts a special constraint on the historian. There are many who have actually experienced the history which is being written and they can quickly point out gaps.

One that can be pointed out is about missing names. Far too many names have not been mentioned, especially of those who left a significant mark on the history of India and the manner in which the DAV movement functioned. Then there is the matter of expansion of DAV colleges. There is no historical depth in the randomly listed hundred-word notes on the numerous colleges. All these notes end with the sentence: “xyz is currently the Principal of the college”.

I would end by pointing out that books aren’t merely about information which the author puts into them. Books are also about design and aesthetics. This book is very badly designed and produced. There are far too many errors of copy and proof. The index is quite inadequate. As for the binding, one can only say that the review copy came apart at the first reading.