This study analyses the case of educational developments for secondary education in Bengal during the period of dyarchy. Mainly based on the public record files of the then Education Department of Bengal, the data findings of archival sources provide an insight into the impact of educational reforms in Bengal. The article first provides an account of the visions and structures signifying change in the scope of secondary education. The discussion then proceeds with how far the desired visions could be implemented in schools of Bengal during the dyarchy years. During the years of dyarchy, a number of courses for secondary curriculum were being introduced for the sake of keeping in check the excessively dominant university preparatory Matriculation examinations. The desired visions for vocationalisation versus general subjects in the mainstream secondary schools were being implemented through introducing scores of courses of practical utility, though the economic limitations were kept in mind while moving on further. As for adopting Western knowledge trends, some experimentation could be done for teaching subjects like history, science, geography, and language, etc. The teaching of different subjects in Madrassahs (religious schools) were also brought into line with the standards of the mainstream secondary schools. In Bengal, the dyarchy years had proven some progress but the period had ended with raised concerns among the educational administrators both British and Indian.
Key words: Dyarchy, Secondary Education in Bengal, Montagu-Chelmsford Reforms, Calcutta University Commission
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