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If we ask who are the most virtuous and special people in this world, we will all say the mothers who gave birth to us. Motherhood is a prerogative of women. In the early days of mankind, it was women who led society. It was in that feminine society that the goddesses of today appeared.

The male society initially restricted the development of knowledge for the female, establishing its hegemony in the power struggle that naturally occurs in the male-female relationship system. It has used many tactics for this. Child marriage imposed a lifestyle where women were taught that celebrating motherhood was childbearing. This hindered the development of women’s knowledge. became a burden to them.

Child marriage in particular has largely excluded girls from acquiring knowledge-based education. It is said that child marriage was introduced in Indian society to prevent young grown-up girls from joining Buddhism and Jainism in droves.

In this way, the male society has taken education as a source of knowledge development. And women’s knowledge is demeaning and ignorance is beauty for women. It made a woman think of herself as a mobile womb-sprouting biped.

Such a situation of Indian women started to change greatly due to the ‘educational policy’ of the Europeans, especially the British, who ruled India.

The British democratized education. They declared education for all without distinction of caste, creed, caste, and race. They said it was the same education. It is this one educational policy that has led to great changes and revolutions of thought in Indian society.

Although women excelled in education during the Vedic period, they were later denied education. As a result, women were gradually relegated to a lower position. This continued for several centuries.

During British rule, Christian missionaries and missionaries undertook various social reform works. Among the works undertaken by them, women’s education was a significant work.

Realizing the necessity of women’s education, Indian social reformers also worked with them. As a result, many educational institutions were opened.

The colonial administrators and religious groups were the most important part of British rule. 

Christian preachers started establishing schools for girls state by state. An academy for girls was started at Tarangaivasam at the beginning of the eighteenth century.

In 1715, the first Anglo-Indian girls’ school, St. Mary’s Charity School, was created in Chennai. Poor students belonging to the Protestant denomination started studying together in school. Eighteen of them were men. Twelve were women. In 1821, 654 girls and 4290 boys were educated in the schools belonging to this school group. 

In Tirunelveli, James Hugh established twelve schools in 1816. Three of them were launched for women. The girls’ school started at Nazareth and was the first girls’ high school recognized by the Madras Provincial Government.

In 1827 fifty female students were studying in the school which was started in 1823 at Nagercoil. In 1845, the first indigenous girls’ school was started in Chennai. This school became the forerunner of many girls’ schools later on.

In 1854, Madras State had 256 girls’ schools with 7878 female students. However, they have been denied permission to study after the ceremony. In 1891-92 only two out of 100 out of 3 lakh school girls were allowed to go to high school even after the ceremony. And this education also taught me how to live as a good student, a good mother, and a clean family maintainer.

The government started collecting a lot of data related to education with the aim of making educational reforms. Sir who was the Governor of Madras Province. Thomas Monro collected so much information and submitted a report in 1826. Accordingly, out of a total population of 1,34,76,923, 1,84,110 males and 4,540 females were studying.

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