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By:

Commodore S.L. Deshmukh

31 October 2024 at 3:00:19 am

The School That Changed India

In the closing decades of the 19th century, education in India was less a public good than a colonial instrument. The British administration had little interest in creating a broadly educated society. Inspired by the logic of the 1854 Wood’s Dispatch, it sought instead to cultivate a narrow English-speaking elite capable of staffing the lower rungs of the imperial bureaucracy. Schools and colleges produced clerks, not citizens. For the overwhelming majority of Indians, education remained an...

The School That Changed India

In the closing decades of the 19th century, education in India was less a public good than a colonial instrument. The British administration had little interest in creating a broadly educated society. Inspired by the logic of the 1854 Wood’s Dispatch, it sought instead to cultivate a narrow English-speaking elite capable of staffing the lower rungs of the imperial bureaucracy. Schools and colleges produced clerks, not citizens. For the overwhelming majority of Indians, education remained an unattainable privilege rather than a pathway to opportunity. Stifled Aspirations If men faced exclusion, women confronted near-total invisibility. The 1891 Census recorded female literacy at a microscopic 0.42 percent, compared with 8.44 percent for men. Formal education was largely confined to daughters of affluent, progressive urban households. For rural women and those from disadvantaged communities, schooling scarcely existed. Child marriage, rigid patriarchal customs and the confinement of women to domestic life combined to ensure that literacy remained a distant aspiration. Yet, history changes because individuals decide that prevailing assumptions deserve to be challenged. The latter half of the 19th century witnessed the emergence of Indian social reformers who questioned inherited orthodoxy. Figures such as Raja Ram Mohan Roy began attacking customs that denied women dignity and opportunity. Their campaigns met fierce resistance from conservative opinion while operating within the constraints of colonial rule. Nevertheless, they planted the intellectual foundations for one of modern India's most profound social transformations. Among those who carried that movement to its logical conclusion was Maharshi Dhondo Keshav Karve. Born in 1858 in Sheravali village in Maharashtra’s Ratnagiri district, Karve’s early life offered little indication that he would become one of India’s greatest educational reformers. Raised in modest circumstances, he pursued learning with remarkable determination, graduating in mathematics from Mumbai’s Elphinstone College before teaching at Pune’s Fergusson College. It was there that he confronted the grim realities facing widows and women denied even the most basic educational opportunities. At a time when widow remarriage invited social ostracism and women’s education was dismissed as dangerous, Karve devoted himself to both causes. His conviction rested on the deceptively simple proposition that a nation could not hope to progress while excluding half its population from education. Women’s education was no charity but an investment in national development. That belief acquired institutional form in 1896 with the establishment of the Maharshi Karve Stree Shikshan Samstha in Hingne in Pune’s Karve Nagar. Its beginnings could scarcely have been humbler. The institution functioned from a tiny hut, admitting just four girls, many of them child widows whom society had effectively abandoned. Resources were scarce, public support limited and opposition intense. Yet Karve understood that enduring reform begins not with grand declarations but with functioning institutions. Radical Experiment The experiment steadily expanded. A women's school followed in 1907, where Karve’s own widowed sister-in-law, Parvatibai Athavale, became its first student - a deeply personal affirmation of his ideals. His greatest achievement arrived in 1916 with the founding of SNDT Women’s University, India’s first university dedicated exclusively to women. Long before phrases such as “women's empowerment” entered official vocabulary, Karve had already translated the concept into educational practice. Today, the Maharshi Karve Stree Shikshan Samstha educates more than 32,000 girls through dozens of institutions across Maharashtra, serving students from disadvantaged communities, tribal populations and economically weaker families. What began with four pupils in a hut has become one of India’s largest networks devoted exclusively to women's education. Its expansion tells a larger story about India itself. Educational reform succeeds not merely because governments legislate it, but because visionary individuals create institutions that outlive them. Karve’s legacy survived changing political regimes, economic upheavals and shifting social attitudes precisely because it rested on durable foundations rather than passing slogans. That legacy is preserved in the Maharshi Karve Museum in Pune, established on his 150th birth anniversary. The museum displays his personal belongings and chronicles a life defined not by dramatic gestures but by extraordinary perseverance. Visitors encounter more than the biography of a reformer; they encounter the origins of an educational revolution that quietly reshaped Indian society. India today debates artificial intelligence and global university rankings. These conversations risk obscuring a more fundamental truth. The country’s educational transformation began not with technology or policy frameworks, but with a moral conviction that every individual deserves the opportunity to learn. And Karve recognised that principle long before it became fashionable. (The author is a retired naval aviation officer and a defence and geopolitical analyst. Views personal.)

Where Scientists Publish

In 1924, Satyendra Nath Bose sent his groundbreaking paper on quantum statistics directly to Albert Einstein. Recognising its significance, Einstein translated it into German and secured its publication, laying the foundation of Bose–Einstein statistics.
In 1924, Satyendra Nath Bose sent his groundbreaking paper on quantum statistics directly to Albert Einstein. Recognising its significance, Einstein translated it into German and secured its publication, laying the foundation of Bose–Einstein statistics.

In my previous article ‘Why Scientists Publish,’ I explained that scientists share their work not just to gain recognition, build their careers or secure promotions. The real reason is much deeper. Science advances only when knowledge is shared. Soon after the article appeared, many young researchers asked me another question: Where is the best place to publish? It is an important question, but I gradually realized that it is not the right one. Before deciding where to publish, we should first ask a more fundamental question: Where can this discovery make the greatest difference?


That simple shift in perspective changes the entire discussion. Scientific publishing is not a competition among journals. It is the system that allows discoveries to travel from one scientist to another, from one laboratory to the global scientific community and, eventually, into society. The success of a scientific publication depends not merely on where it appears, but on whether it reaches the people who can understand it, test it, challenge it and build upon it.


The Right Audience

The history of science offers a remarkable illustration. In 1924, Satyendra Nath Bose completed an extraordinary paper on quantum statistics. Instead of simply submitting it to a journal, he sent the manuscript directly to Albert Einstein, asking him to examine it. Einstein immediately recognized its originality, translated it into German, and arranged for its publication in Zeitschrift für Physik. The work laid the foundation of Bose-Einstein statistics, and today an entire family of elementary particles bears Bose’s name. Bose understood something every young scientist should remember. Before asking, “Which journal?” he asked, “Who needs to read this?” In other words, he chose his reader before choosing his journal.


Bose’s story shows why science never relies on journals alone. Each discovery phase creates different communication needs. A doctoral thesis, often seen just as a degree requirement, is one of the most vital scientific documents, capturing the full research journey of questions, methods, failures, and future directions. Journal articles highlight key advances, conferences allow idea scrutiny before becoming part of the scientific record, review articles synthesize multiple studies, books organize mature knowledge, and patents translate discoveries into technologies. These communication forms complement each other, aiding knowledge progression.


Science advances not only through discovery but also through criticism. Every important idea is strengthened by questioning, testing, and independent verification. Long before discoveries become accepted knowledge, they are debated in laboratories, seminars, and conferences. The famous Solvay Conferences remain among the finest examples of this tradition. Some of the twentieth century’s greatest physicists gathered there to debate relativity and quantum mechanics with extraordinary intellectual honesty. Their lasting contribution lay not in the conference proceedings but in how rigorous discussion sharpened scientific ideas. Good science grows stronger because it welcomes criticism.


The lesson is simple. Prestigious journals play an important role by providing visibility and upholding high editorial standards. Yet prestige alone does not determine the long-term importance of a discovery. A highly specialized piece of research may have greater influence in a respected specialist journal than in a famous multidisciplinary journal whose readers have little interest in the subject. The best place to publish is simply where the right audience is most likely to read, evaluate, and extend the work.


Wise Choices

The same principle applies to all forms of scientific communication. Some discoveries are best communicated through research papers. Others may have a broader impact through review articles, books, technical standards, patents, or policy documents. The choice should always be guided by purpose rather than prestige. Scientific publishing succeeds when knowledge reaches those who can make the best use of it.


Many researchers believe that publication in a prestigious journal marks the culmination of a scientific discovery. In reality, it marks the beginning of the discovery’s journey. Researchers also celebrate citation counts because citations show that other scientists have found the work useful. Yet citations represent only one stage in the life of a discovery.


Consider the work of Isaac Newton, Albert Einstein, Charles Darwin, Louis Pasteur, Ernest Rutherford, James Watson, Francis Crick and C. V. Raman. Their discoveries were first communicated to fellow scientists through publications. Today, however, they are taught in classrooms around the world. Millions of students understand Newton’s laws, the Theory of Relativity, Darwin’s theory of evolution, Pasteur’s germ theory, Rutherford’s model of the atom, the structure of DNA, and the Raman Effect without ever knowing the names of the journals in which those discoveries first appeared. The journals have become part of the history of science. The discoveries have become part of humanity’s shared understanding. Great discoveries eventually outgrow the journals that first published them.


That is perhaps the highest recognition a scientific discovery can receive. A journal announces a discovery. A textbook announces that the discovery has become accepted knowledge. When a scientific idea enters the classroom, it has moved beyond the research community and become part of civilization’s intellectual inheritance. The destination of every great scientific discovery is not another journal, but humanity’s shared knowledge. No citation count can fully capture that achievement.


Scientists should publish wherever their discoveries are most likely to be understood, tested, extended and used. The objective is not merely to publish in the most prestigious journal, but to ensure that knowledge travels as far as possible.


Every scientific discovery begins with a curious mind. Publication is only the beginning of its journey. Other scientists question it, test it and improve it. As evidence accumulates, the discovery becomes accepted knowledge, finds its way into books and classrooms, and eventually outlasts both its discoverer and the journal that first published it.


The true measure of a scientific publication is not where it appears or how often it is cited, but how far it advances human knowledge.


(The writer is an ANRF Prime Minister Professor at COEP Technological University, Pune, and former Director of the Agharkar Research Institute, Pune. Views personal.)

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