“A criticism with which we have become familiar in this country is that an alarmingly large number of students receiving university education, and the universities are responsible for wastage and unnecessary duplication of teaching arrangements…

… Take the whole of British India with a population of two hundred and sixty-three million. India has only sixteen universities and the number of their students will be about one lac and twenty thousand. The total expenditure on higher education in India is less than four crores rupees.

Let me now turn to other countries. The British Isles afford a good illustration for comparison from the point of view of population which is about is about forty five million; but the number of universities is as many as sixteen – what we have for the whole of India – and fifty-five thousand students receive instructions under their jurisdiction. About six crores and forty lacs of rupees are spent on higher education only in England and Wales. To universities alone within this area the state annually contributes two crores and twenty-seven lacs of rupees.”

— Syama Prasad Mookerjee

Speech delivered at Calcutta University Convocation on 22nd February 1936.
Source: one crore is equal to ten million
Source: ten lacs is equal to one million

Adopted from Wikiquote. Last update June 3, 2021. History

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Syama Prasad Mookerjee 16

Indian politician 1901–1953

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“Thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book. Do you realize that the cost of higher education has risen as fast as the cost of health care? And for the middle-class family, college education for their children is as much of a necessity as is medical care—without it the kids have no future. Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that the system is rapidly becoming untenable. Higher education is in deep crisis.”

Peter F. Drucker (1909–2005) American business consultant

Seeing things as they really are http://www.forbes.com/forbes/1997/0310/5905122a_7.html, Forbes (March 10, 1997)
1990s and later

“American universities are united in the view that foreign students enhance the research and education that we provide. Our country can only benefit by welcoming international talent.”

Robert J. Birgeneau (1942) Canadian physicist

“What is the matter with universities is that the students are school children, whereas it is of the very essence of university education that they should be adults.”

George Bernard Shaw Misalliance

Source: Misalliance

“In 1000 Muslim numbers in India were microscopic. In 1200 they were perhaps about three to four hundred thousand. By 1400 their number had risen probably to 3.2 million and they formed about 1.85 percent of the total population. In 1600 they were probably 15 million. And from the 1:9 to 1:10 Muslim-Hindu ratio in 1600 the proportion of Muslims to Hindus had gone up to about 1:7 by the year 1800…Thus at about the middle of the ninteenth century, the Muslim-Hindu ratio stood approximately at 1:6…. By the end of the nineteenth century, the ratio had changed to 1:5, and Stanely Lanepoole, whose Medieval India was first published in 1903, rightly observes: “The population of India in the present day is over three hundred millions, and every sixth man is a Muslim.””

K. S. Lal book Indian Muslims: Who Are They

Indian Muslims: Who Are They (1990)

“Everybody knows that the great reversed triangle of land, with its base in the north and its apex in the south, which is called India, embraces fourteen hundred thousand square miles, upon which is spread unequally a population of one hundred and eighty millions of souls. The British Crown exercises a real and despotic dominion over the larger portion of this vast country, and has a governor-general stationed at Calcutta, governors at Madras, Bombay, and in Bengal, and a lieutenant-governor at Agra.

But British India, properly so called, only embraces seven hundred thousand square miles, and a population of from one hundred to one hundred and ten millions of inhabitants. A considerable portion of India is still free from British authority; and there are certain ferocious rajahs in the interior who are absolutely independent.”

Jules Verne book Around the World in Eighty Days

<p>Personne n'ignore que l'Inde — ce grand triangle renversé dont la base est au nord et la pointe au sud — comprend une superficie de quatorze cent mille milles carrés, sur laquelle est inégalement répandue une population de cent quatre-vingts millions d'habitants. Le gouvernement britannique exerce une domination réelle sur une certaine partie de cet immense pays. Il entretient un gouverneur général à Calcutta, des gouverneurs à Madras, à Bombay, au Bengale, et un lieutenant-gouverneur à Agra.</p><p>Mais l'Inde anglaise proprement dite ne compte qu'une superficie de sept cent mille milles carrés et une population de cent à cent dix millions d'habitants. C'est assez dire qu'une notable partie du territoire échappe encore à l'autorité de la reine; et, en effet, chez certains rajahs de l'intérieur, farouches et terribles, l'indépendance indoue est encore absolue.</p>
Source: Around the World in Eighty Days (1873), Ch. X: In Which Passepartout Is Only Too Glad to Get Off with the Loss of His Shoes

“Dharampal, the noted Gandhian, used British data during the colonial period to show that in the ninetheenth century, the shudras comprised a larger student body than any other community did. … Besides the large number of schools at that time, there were also approximately a hundred institutions of higher learning in each district of Bengal and Bihar. Unfortunately, these numbers rapidly dwindled all across India during the nineteenth century under British rule. The British also noted that Sanskrit books were being widely used to teach grammar, lexicology, mathematics, medical science, logic, law and philosophy. …. Furthermore, in the early British period in India, British officials noted that education for the masses was more advanced and widespread in India than it was in England. …. According to Dharampal, the British later replaced this Sanskrit-based system with their own English-based one, the goal being to produce low-level clerks for the British administration.”

Dharampal (1922–2006) Indian historian

Rajiv Malhotra, The Battle for Sanskrit

“The notion that every well educated person would have a mastery of at least the basic elements of the humanities, sciences, and social sciences is a far cry from the specialized education that most students today receive, particularly in the research universities.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

“They say we must not on any account "Americanise" our institutions…They tell us in America numbers overwhelm property and education. Well, but numbers have not overwhelmed property and education in England, and yet look at legislation in England. Look at our wars, look at our debt, look at our taxes, look at this great fact—that every improvement of the last forty years has been an improvement which numbers, and numbers only, have wrested from the property, and what they call the education of the country. Our education is fairly represented by our Universities, but I say now, as I have said before, that if the Legislature of England, if the Parliament of England, had been guided for thirty years past according to the counsels of the representatives from the Universities, England, instead of being a country of law and of order, would have been long before this a country of anarchy and of revolution.”

John Bright (1811–1889) British Radical and Liberal statesman

Speech in Birmingham (27 October 1858), quoted in G. M. Trevelyan, The Life of John Bright (London: Constable, 1913), pp. 271-272.
1850s

“A study of business education in the United States was recently conducted by Professors Robert A. Gordon of the University of California (Berkeley) and John E. Howell of Stanford University. Their book, Higher Education for Business, has been published by Columbia University Press. Among their major recommendations are:
1 - An increase in the general-education content of undergraduate business education to more than 50 per cent…
2 - Elimination of "fields of concentration" in undergraduate business schools and "drastic streamlining of the number of required courses."”

Robert Aaron Gordon (1908–1978) American economist

"Business itself is enough specialized," Professors Gordon and Howell wrote...
Robert A. Gordon and James E. Howell. "Higher education for business." The Journal of Business Education 35.3 (1959): 115-117.

“Overall, most of the non-Chinese students do not experience any language and culture issues when they study in Taiwan. Furthermore, we (Ministry of Education) have also requested all the universities and colleges (in Taiwan) to provide suitable counselling arrangements for these students should they encounter any issues in adapting the study environment in Taiwan.”

Tsai Ching-hwa politician

Tsai Ching-hwa (2017) cited in " No issue for Malaysian non-Chinese students in adapting Taiwan education culture http://www.thesundaily.my/news/2017/07/09/no-issue-malaysian-non-chinese-students-adapting-taiwan-education-culture" on The Sun Daily, 9 July 2017

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Syama Prasad Mookerjee 16

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