Education and Culture - I | Maharashtra State PSC (MPSC): Preparation - MPSC (Maharastra) PDF Download

 Page 1


 
 
139
    12 
 
 
 
EDUCATION AND CULTURE - I 
 
 
a) Progress in Education and Press  
b) Development in Theatre and Cinema, Architectural 
development in Mumbai 
 
 
a) Progress in Education and Press  
 
Unit Structure : 
 
12.0 Objectives 
12.1 Introduction 
12.2 Progress in Education 
12.3 Progress in Press 
12.4 Conclusion 
12.5 Questions 
 
12.0 OBJECTIVES 
 
After the study of this unit, the student was able to: 
 
 
INTRODUCTION 
 
 Edward Gibbon once said that social improvement can be 
summed up in three ways as poets and philosophers reflect society 
in their literary work. The advantages of law and order, the policy 
regarding the arts and sciences is ever lasting and generating 
educated generation that tries to promote the social interest. In 
such social scenario, useful and necessary pieces of arts and 
artifacts are created to support the nation and society in general. 
Although, a ruler tried to remove them after taking over a particular 
EDUCATION	AND	CULTURE	-	I	
Page 2


 
 
139
    12 
 
 
 
EDUCATION AND CULTURE - I 
 
 
a) Progress in Education and Press  
b) Development in Theatre and Cinema, Architectural 
development in Mumbai 
 
 
a) Progress in Education and Press  
 
Unit Structure : 
 
12.0 Objectives 
12.1 Introduction 
12.2 Progress in Education 
12.3 Progress in Press 
12.4 Conclusion 
12.5 Questions 
 
12.0 OBJECTIVES 
 
After the study of this unit, the student was able to: 
 
 
INTRODUCTION 
 
 Edward Gibbon once said that social improvement can be 
summed up in three ways as poets and philosophers reflect society 
in their literary work. The advantages of law and order, the policy 
regarding the arts and sciences is ever lasting and generating 
educated generation that tries to promote the social interest. In 
such social scenario, useful and necessary pieces of arts and 
artifacts are created to support the nation and society in general. 
Although, a ruler tried to remove them after taking over a particular 
EDUCATION	AND	CULTURE	-	I	
 
 
society, these developments being rooted deep into the soil and 
survived several tempects or storms can never be removed.  
 
 After the British conquest in 1818, also the same situation 
prevailed in Maharashtra. The British tried to remove the existing 
social scenario but could not succeed for a long. It was to make 
long lasting efforts in consonation with their interest.  
 
PROGRESS IN EDUCATION 
 
 On the eve of the British conquest, there were two types of 
schools which imparted instructions to the Hindus and the Muslims 
in Maharashtra. The education in Hindu society was limited to the 
upper classes mostly the Brahmins, Banias and the people who 
involved themselves in accounts of land lords, nobles and 
Government departments. In the same way, the Muslims had their 
schools held in mosque; and the instructions of Muslims were 
based on their holy book Quran.  
 
 Under the Marathas, emphasis was given to reading, writing 
and arithmetics based on routine calculations and dealings. The 
Higher education was based on religious text and was imparted 
only to Brahmins. The Peshwas granted inams and extended 
financial aid to such highly educated people that created burden on 
the state exchequer. The instructions regarding western education 
began under the British rule only mainly from 1813. Among the 
Governors of Bombay, Elphinstone paid much attention towards the 
education of natives. He wanted to improve the native schools, give 
them the knowledge of western sciences and acquire more funds 
for the educational plan of Maharashtra.  
 
 The Charter of 1833 laid down the policy of improving Indian 
administration clearly in which it was mentioned that no native of 
the British crown on the basis of his place of birth, religion, colour or 
descent be considered disable to any office or employment under 
the company. This led the people to scramble for English education 
in order to hold position of plum in the administration of the East 
India Company. The Resolution of 1835 said that the object of the 
British Government in India must be to promote European literature 
and science and the fund procured must be used for education in 
English language only. But the subsequent resolution tried to it 
encourages the people to take education in Vernauclar and 
classical languages of India.  
 
The Charter Act of 1853 and the popular dispatch of 1854 of 
Sir Charles Wood gave further encouragement to Indians to reap 
fruits of English education. These developments led to open 
several schools, colleges and affiliate to the newly established 
University of Bombay.  
Page 3


 
 
139
    12 
 
 
 
EDUCATION AND CULTURE - I 
 
 
a) Progress in Education and Press  
b) Development in Theatre and Cinema, Architectural 
development in Mumbai 
 
 
a) Progress in Education and Press  
 
Unit Structure : 
 
12.0 Objectives 
12.1 Introduction 
12.2 Progress in Education 
12.3 Progress in Press 
12.4 Conclusion 
12.5 Questions 
 
12.0 OBJECTIVES 
 
After the study of this unit, the student was able to: 
 
 
INTRODUCTION 
 
 Edward Gibbon once said that social improvement can be 
summed up in three ways as poets and philosophers reflect society 
in their literary work. The advantages of law and order, the policy 
regarding the arts and sciences is ever lasting and generating 
educated generation that tries to promote the social interest. In 
such social scenario, useful and necessary pieces of arts and 
artifacts are created to support the nation and society in general. 
Although, a ruler tried to remove them after taking over a particular 
EDUCATION	AND	CULTURE	-	I	
 
 
society, these developments being rooted deep into the soil and 
survived several tempects or storms can never be removed.  
 
 After the British conquest in 1818, also the same situation 
prevailed in Maharashtra. The British tried to remove the existing 
social scenario but could not succeed for a long. It was to make 
long lasting efforts in consonation with their interest.  
 
PROGRESS IN EDUCATION 
 
 On the eve of the British conquest, there were two types of 
schools which imparted instructions to the Hindus and the Muslims 
in Maharashtra. The education in Hindu society was limited to the 
upper classes mostly the Brahmins, Banias and the people who 
involved themselves in accounts of land lords, nobles and 
Government departments. In the same way, the Muslims had their 
schools held in mosque; and the instructions of Muslims were 
based on their holy book Quran.  
 
 Under the Marathas, emphasis was given to reading, writing 
and arithmetics based on routine calculations and dealings. The 
Higher education was based on religious text and was imparted 
only to Brahmins. The Peshwas granted inams and extended 
financial aid to such highly educated people that created burden on 
the state exchequer. The instructions regarding western education 
began under the British rule only mainly from 1813. Among the 
Governors of Bombay, Elphinstone paid much attention towards the 
education of natives. He wanted to improve the native schools, give 
them the knowledge of western sciences and acquire more funds 
for the educational plan of Maharashtra.  
 
 The Charter of 1833 laid down the policy of improving Indian 
administration clearly in which it was mentioned that no native of 
the British crown on the basis of his place of birth, religion, colour or 
descent be considered disable to any office or employment under 
the company. This led the people to scramble for English education 
in order to hold position of plum in the administration of the East 
India Company. The Resolution of 1835 said that the object of the 
British Government in India must be to promote European literature 
and science and the fund procured must be used for education in 
English language only. But the subsequent resolution tried to it 
encourages the people to take education in Vernauclar and 
classical languages of India.  
 
The Charter Act of 1853 and the popular dispatch of 1854 of 
Sir Charles Wood gave further encouragement to Indians to reap 
fruits of English education. These developments led to open 
several schools, colleges and affiliate to the newly established 
University of Bombay.  
 
 
Progress of Education in Maharashtra under the Crown  
 
 Although, the transfer of Indian Government from the East 
India Company to the British Crown took place due the Queen’s 
Proclamation of 1858 after the Uprising of 1857, it did not change 
the basic educational policy in India. On the contrary it helped to 
spread education not only in cities and towns but in district and 
taluka places also. The most important reason was the creation of a 
Department of Public Instruction under its Director, who was to 
conduct survey or periodic inspections of schools and recommend 
for Grant-in aid scheme to the Government. This helped mushroom 
educational institutions throughout Maharashtra. The work of social 
reformers like Mahatma Jyotiba Phule who established schools for 
girls and untouchables and made the provisions for training 
institutions for teachers also proved tremendous stimulus to private 
societies and individuals to open schools at various places. The net 
result of this spread of education was that the students began to 
prepare for the prestigious I. C. S examinations which were held in 
England at very young age and become successful in it.  
 
 The Hunter Commission of 1882-83 during the period of 
Lord Ripon assigned the responsibility of opening schools to the 
local boards. Consequently, the local societies like Aryan Education 
Society, Bombay, the Deccan Education Society, Pune, the 
Shikshan Prasarak Mandali, Pune and The Ahmednagar Education 
Society, Ahmednagar became very active and started various 
schools and colleges. The New English School established in Pune 
in 1881 had already prepared the ground for societies in Pune to 
open schools & colleges. This led the Deccan education Society, 
Pune to start a college, which popularly came to be known as 
Fergusson College. This college created many devoted graduates 
who involved themselves in the Indian National Movement and 
social reforms. The medical and legal education had already begun 
in India. Due to handsome donation from Jamshetji Tata, the 
Government of Bombay opened the Grand Medical College 
whereas the Indian High Court Act of 1861 and the preparation of 
the criminal procedure code started the legal profession in Bombay. 
M. G. Ranade had been the first L. L. B. pass of Bombay University 
in 1866, who contributed a lot to social reforms and the Indian 
National movement.  
 
 Although, establishment of these three Universities as the 
Bombay, Madras and Calcutta Universities claimed to be a brave 
act of the British Government, but it was not so because the 
Universities became only examining bodies only. They were not 
allowed to undertake teaching and research the essential functions 
of a University. The Universities Act of 1904 instead of bringing 
uniform system in education restricted the autonomy of universities 
and added to the discontent of the people. Although, some 
Page 4


 
 
139
    12 
 
 
 
EDUCATION AND CULTURE - I 
 
 
a) Progress in Education and Press  
b) Development in Theatre and Cinema, Architectural 
development in Mumbai 
 
 
a) Progress in Education and Press  
 
Unit Structure : 
 
12.0 Objectives 
12.1 Introduction 
12.2 Progress in Education 
12.3 Progress in Press 
12.4 Conclusion 
12.5 Questions 
 
12.0 OBJECTIVES 
 
After the study of this unit, the student was able to: 
 
 
INTRODUCTION 
 
 Edward Gibbon once said that social improvement can be 
summed up in three ways as poets and philosophers reflect society 
in their literary work. The advantages of law and order, the policy 
regarding the arts and sciences is ever lasting and generating 
educated generation that tries to promote the social interest. In 
such social scenario, useful and necessary pieces of arts and 
artifacts are created to support the nation and society in general. 
Although, a ruler tried to remove them after taking over a particular 
EDUCATION	AND	CULTURE	-	I	
 
 
society, these developments being rooted deep into the soil and 
survived several tempects or storms can never be removed.  
 
 After the British conquest in 1818, also the same situation 
prevailed in Maharashtra. The British tried to remove the existing 
social scenario but could not succeed for a long. It was to make 
long lasting efforts in consonation with their interest.  
 
PROGRESS IN EDUCATION 
 
 On the eve of the British conquest, there were two types of 
schools which imparted instructions to the Hindus and the Muslims 
in Maharashtra. The education in Hindu society was limited to the 
upper classes mostly the Brahmins, Banias and the people who 
involved themselves in accounts of land lords, nobles and 
Government departments. In the same way, the Muslims had their 
schools held in mosque; and the instructions of Muslims were 
based on their holy book Quran.  
 
 Under the Marathas, emphasis was given to reading, writing 
and arithmetics based on routine calculations and dealings. The 
Higher education was based on religious text and was imparted 
only to Brahmins. The Peshwas granted inams and extended 
financial aid to such highly educated people that created burden on 
the state exchequer. The instructions regarding western education 
began under the British rule only mainly from 1813. Among the 
Governors of Bombay, Elphinstone paid much attention towards the 
education of natives. He wanted to improve the native schools, give 
them the knowledge of western sciences and acquire more funds 
for the educational plan of Maharashtra.  
 
 The Charter of 1833 laid down the policy of improving Indian 
administration clearly in which it was mentioned that no native of 
the British crown on the basis of his place of birth, religion, colour or 
descent be considered disable to any office or employment under 
the company. This led the people to scramble for English education 
in order to hold position of plum in the administration of the East 
India Company. The Resolution of 1835 said that the object of the 
British Government in India must be to promote European literature 
and science and the fund procured must be used for education in 
English language only. But the subsequent resolution tried to it 
encourages the people to take education in Vernauclar and 
classical languages of India.  
 
The Charter Act of 1853 and the popular dispatch of 1854 of 
Sir Charles Wood gave further encouragement to Indians to reap 
fruits of English education. These developments led to open 
several schools, colleges and affiliate to the newly established 
University of Bombay.  
 
 
Progress of Education in Maharashtra under the Crown  
 
 Although, the transfer of Indian Government from the East 
India Company to the British Crown took place due the Queen’s 
Proclamation of 1858 after the Uprising of 1857, it did not change 
the basic educational policy in India. On the contrary it helped to 
spread education not only in cities and towns but in district and 
taluka places also. The most important reason was the creation of a 
Department of Public Instruction under its Director, who was to 
conduct survey or periodic inspections of schools and recommend 
for Grant-in aid scheme to the Government. This helped mushroom 
educational institutions throughout Maharashtra. The work of social 
reformers like Mahatma Jyotiba Phule who established schools for 
girls and untouchables and made the provisions for training 
institutions for teachers also proved tremendous stimulus to private 
societies and individuals to open schools at various places. The net 
result of this spread of education was that the students began to 
prepare for the prestigious I. C. S examinations which were held in 
England at very young age and become successful in it.  
 
 The Hunter Commission of 1882-83 during the period of 
Lord Ripon assigned the responsibility of opening schools to the 
local boards. Consequently, the local societies like Aryan Education 
Society, Bombay, the Deccan Education Society, Pune, the 
Shikshan Prasarak Mandali, Pune and The Ahmednagar Education 
Society, Ahmednagar became very active and started various 
schools and colleges. The New English School established in Pune 
in 1881 had already prepared the ground for societies in Pune to 
open schools & colleges. This led the Deccan education Society, 
Pune to start a college, which popularly came to be known as 
Fergusson College. This college created many devoted graduates 
who involved themselves in the Indian National Movement and 
social reforms. The medical and legal education had already begun 
in India. Due to handsome donation from Jamshetji Tata, the 
Government of Bombay opened the Grand Medical College 
whereas the Indian High Court Act of 1861 and the preparation of 
the criminal procedure code started the legal profession in Bombay. 
M. G. Ranade had been the first L. L. B. pass of Bombay University 
in 1866, who contributed a lot to social reforms and the Indian 
National movement.  
 
 Although, establishment of these three Universities as the 
Bombay, Madras and Calcutta Universities claimed to be a brave 
act of the British Government, but it was not so because the 
Universities became only examining bodies only. They were not 
allowed to undertake teaching and research the essential functions 
of a University. The Universities Act of 1904 instead of bringing 
uniform system in education restricted the autonomy of universities 
and added to the discontent of the people. Although, some 
 
 
commissions, reforms and schemes were brought to educate 
Indians but they were not executed properly and the objects 
prescribed were not fulfilled. The real progress in Maharashtra and 
India took place after the independence of country.  
 
 
 
 
 
 
 
 
 
 
 
PROGRESS IN PRESS 
 
 Press is one of the media of forming public opinions. It 
consists of daily news papers, weeklies, periodicals journals, 
magazines, leaflets and books. B. L. Grover says that the Press 
should take the Government policies to the people and bring back 
their reactions, which the Government needs to take proper action. 
Pandit Nehru had very high regard about the necessity of free 
press in the democratic governance. The Portuguese were the first 
Europeans, who established the first press in Goa in 1557. The 
British followed the Portuguese and established the press in 
Bombay in 1684 and gave birth to several newspapers in Bombay 
and other parts of the Presidency. It does not mean that before the 
British arrival, Maharashtra was devoid of learning. There was the 
oral tradition of learning due to the lacking of the availability of 
printed materials like books, newspapers, magazines and journals 
as are available today.  
 
In 1813, the American Mission set up a printing press at 
Bhendi Bazar under the supervision of Thomas Graham, who 
printed books in Marathi and Guajrati in order to stimulate the 
spread of Christianity. Ganpat Krishnaji, a Maharastrian Bhandari 
boy worked in the American Bhendi Bazar press for some initial 
years and when he learned the technique of the press, he opened 
his own printing press at Bori Bandar, in Bombay. He began to print 
all religious books in Marathi. Thus, the printing press began 
operating in Maharashtra. The Americans also established Litho 
press in the mofussil areas of the then Bombay Presidency. This 
Litho Press of Harne in Ratnagiri district was one of the popular and 
first press in that area.  
 
Page 5


 
 
139
    12 
 
 
 
EDUCATION AND CULTURE - I 
 
 
a) Progress in Education and Press  
b) Development in Theatre and Cinema, Architectural 
development in Mumbai 
 
 
a) Progress in Education and Press  
 
Unit Structure : 
 
12.0 Objectives 
12.1 Introduction 
12.2 Progress in Education 
12.3 Progress in Press 
12.4 Conclusion 
12.5 Questions 
 
12.0 OBJECTIVES 
 
After the study of this unit, the student was able to: 
 
 
INTRODUCTION 
 
 Edward Gibbon once said that social improvement can be 
summed up in three ways as poets and philosophers reflect society 
in their literary work. The advantages of law and order, the policy 
regarding the arts and sciences is ever lasting and generating 
educated generation that tries to promote the social interest. In 
such social scenario, useful and necessary pieces of arts and 
artifacts are created to support the nation and society in general. 
Although, a ruler tried to remove them after taking over a particular 
EDUCATION	AND	CULTURE	-	I	
 
 
society, these developments being rooted deep into the soil and 
survived several tempects or storms can never be removed.  
 
 After the British conquest in 1818, also the same situation 
prevailed in Maharashtra. The British tried to remove the existing 
social scenario but could not succeed for a long. It was to make 
long lasting efforts in consonation with their interest.  
 
PROGRESS IN EDUCATION 
 
 On the eve of the British conquest, there were two types of 
schools which imparted instructions to the Hindus and the Muslims 
in Maharashtra. The education in Hindu society was limited to the 
upper classes mostly the Brahmins, Banias and the people who 
involved themselves in accounts of land lords, nobles and 
Government departments. In the same way, the Muslims had their 
schools held in mosque; and the instructions of Muslims were 
based on their holy book Quran.  
 
 Under the Marathas, emphasis was given to reading, writing 
and arithmetics based on routine calculations and dealings. The 
Higher education was based on religious text and was imparted 
only to Brahmins. The Peshwas granted inams and extended 
financial aid to such highly educated people that created burden on 
the state exchequer. The instructions regarding western education 
began under the British rule only mainly from 1813. Among the 
Governors of Bombay, Elphinstone paid much attention towards the 
education of natives. He wanted to improve the native schools, give 
them the knowledge of western sciences and acquire more funds 
for the educational plan of Maharashtra.  
 
 The Charter of 1833 laid down the policy of improving Indian 
administration clearly in which it was mentioned that no native of 
the British crown on the basis of his place of birth, religion, colour or 
descent be considered disable to any office or employment under 
the company. This led the people to scramble for English education 
in order to hold position of plum in the administration of the East 
India Company. The Resolution of 1835 said that the object of the 
British Government in India must be to promote European literature 
and science and the fund procured must be used for education in 
English language only. But the subsequent resolution tried to it 
encourages the people to take education in Vernauclar and 
classical languages of India.  
 
The Charter Act of 1853 and the popular dispatch of 1854 of 
Sir Charles Wood gave further encouragement to Indians to reap 
fruits of English education. These developments led to open 
several schools, colleges and affiliate to the newly established 
University of Bombay.  
 
 
Progress of Education in Maharashtra under the Crown  
 
 Although, the transfer of Indian Government from the East 
India Company to the British Crown took place due the Queen’s 
Proclamation of 1858 after the Uprising of 1857, it did not change 
the basic educational policy in India. On the contrary it helped to 
spread education not only in cities and towns but in district and 
taluka places also. The most important reason was the creation of a 
Department of Public Instruction under its Director, who was to 
conduct survey or periodic inspections of schools and recommend 
for Grant-in aid scheme to the Government. This helped mushroom 
educational institutions throughout Maharashtra. The work of social 
reformers like Mahatma Jyotiba Phule who established schools for 
girls and untouchables and made the provisions for training 
institutions for teachers also proved tremendous stimulus to private 
societies and individuals to open schools at various places. The net 
result of this spread of education was that the students began to 
prepare for the prestigious I. C. S examinations which were held in 
England at very young age and become successful in it.  
 
 The Hunter Commission of 1882-83 during the period of 
Lord Ripon assigned the responsibility of opening schools to the 
local boards. Consequently, the local societies like Aryan Education 
Society, Bombay, the Deccan Education Society, Pune, the 
Shikshan Prasarak Mandali, Pune and The Ahmednagar Education 
Society, Ahmednagar became very active and started various 
schools and colleges. The New English School established in Pune 
in 1881 had already prepared the ground for societies in Pune to 
open schools & colleges. This led the Deccan education Society, 
Pune to start a college, which popularly came to be known as 
Fergusson College. This college created many devoted graduates 
who involved themselves in the Indian National Movement and 
social reforms. The medical and legal education had already begun 
in India. Due to handsome donation from Jamshetji Tata, the 
Government of Bombay opened the Grand Medical College 
whereas the Indian High Court Act of 1861 and the preparation of 
the criminal procedure code started the legal profession in Bombay. 
M. G. Ranade had been the first L. L. B. pass of Bombay University 
in 1866, who contributed a lot to social reforms and the Indian 
National movement.  
 
 Although, establishment of these three Universities as the 
Bombay, Madras and Calcutta Universities claimed to be a brave 
act of the British Government, but it was not so because the 
Universities became only examining bodies only. They were not 
allowed to undertake teaching and research the essential functions 
of a University. The Universities Act of 1904 instead of bringing 
uniform system in education restricted the autonomy of universities 
and added to the discontent of the people. Although, some 
 
 
commissions, reforms and schemes were brought to educate 
Indians but they were not executed properly and the objects 
prescribed were not fulfilled. The real progress in Maharashtra and 
India took place after the independence of country.  
 
 
 
 
 
 
 
 
 
 
 
PROGRESS IN PRESS 
 
 Press is one of the media of forming public opinions. It 
consists of daily news papers, weeklies, periodicals journals, 
magazines, leaflets and books. B. L. Grover says that the Press 
should take the Government policies to the people and bring back 
their reactions, which the Government needs to take proper action. 
Pandit Nehru had very high regard about the necessity of free 
press in the democratic governance. The Portuguese were the first 
Europeans, who established the first press in Goa in 1557. The 
British followed the Portuguese and established the press in 
Bombay in 1684 and gave birth to several newspapers in Bombay 
and other parts of the Presidency. It does not mean that before the 
British arrival, Maharashtra was devoid of learning. There was the 
oral tradition of learning due to the lacking of the availability of 
printed materials like books, newspapers, magazines and journals 
as are available today.  
 
In 1813, the American Mission set up a printing press at 
Bhendi Bazar under the supervision of Thomas Graham, who 
printed books in Marathi and Guajrati in order to stimulate the 
spread of Christianity. Ganpat Krishnaji, a Maharastrian Bhandari 
boy worked in the American Bhendi Bazar press for some initial 
years and when he learned the technique of the press, he opened 
his own printing press at Bori Bandar, in Bombay. He began to print 
all religious books in Marathi. Thus, the printing press began 
operating in Maharashtra. The Americans also established Litho 
press in the mofussil areas of the then Bombay Presidency. This 
Litho Press of Harne in Ratnagiri district was one of the popular and 
first press in that area.  
 
 
 
Marathi Periodicals 
 
 Although, the printing press gave stimus to English journals 
in then Bombay like Talegraph, Courier, Bombay Gazettee, 
Bombay Times and the Times of India. But there was no any 
Maratha journal being published. Bal Shastri Jambhekar was the 
first person, who edited and published the ‘Mumbai Darpan’ in 
1832. This was first Anglo-Marathi periodical based on the 
‘Samachar Darpan’ a Bangali periodical, which paved the way for 
all sorts of Marathi publications like books and magazines. In 1840 
Raghoba Janardhan Gawank popularly known as Vasaikar, edited 
and published the first Marathi monthly.  
 
Govind Vithal Alias Bhau Mahajan published ‘Prabhakar’ in 
1849 his weekly on every Sunday. It became very popular when 
Gopal Hari Deshmukh popularly known as Lokhitwadi published his 
hundred letters in it, which came to be known as shatpatre, were 
very critical about the evil practices in the Hindu religion. Bhau 
Mahajan also published ‘Dhumketu’ one more weakly to create 
awakening among the people simultaneously with the 
‘Vartamanpatra Deepika of Bhavani Vishwanath Kanade. Baba 
Padamnji, a compiler of Dictionary, who began to write his own 
experiences in Dhumketu after his conversion to Christianity. In 
addition to this Bhau Mahajan began to publish ‘Digdarshan’ a 
monthly Magazine to further the work of Balshastri Jambhekar who 
had taken endeavours towards the enlightenment of people. In 
1854, he also began to publish ‘Dyandarshan’, a quarterly 
magazine to counteract the Christian propaganda, which was 
earlier carried out in their Marathi magazine ‘Dyanodaya’. This   
periodial was started in 1842 and continued for a long time due to 
the help extended by the British.  
 
Major Periodicals  
 
 Charles Metcalfe succeeded William Bentinck as Governor 
General of India in 1835. The Indian Press Act of 1835, which he 
passed liberated Indian press from the obnoxious licence 
regulations of 1823. This Act of 1835 enhanced the growth & 
development of several news papers, periodical and magazines to 
their fullest extend through out India. Thus, Charles Metcalf is 
popularly known as ‘the Liberator of Indian Press’. 
 
 The then Bombay state did not lag behind in this competition 
and gave birth to several periodical, news papers and magazines. 
Among them were major three popular periodicals which created 
awakening about the contemporary issues in the state. They were 
1) Dyanodaya 2) Dyanprakash 3) Induprakash, which are briefed 
as under :