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Dr. Rajendra Prasad Central Agricultural University, Pusa

In the imperial Gazetteer of India 1878, Pusa was recorded as a government estate of about 1350 acres in Darbhanba. It was acquired by East India Company for running a stud farm to supply better breed of horses mainly for the army. Frequent incidence of glanders disease (swelling of glands), mostly affecting the valuable imported bloodstock made the civil veterinary department to shift the entire stock out of Pusa. A British tobacco concern Beg Sutherland & co. got the estate on lease but it also left in 1897 abandoning the government estate of Pusa. Lord Mayo, The Viceroy and Governor General, had been repeatedly trying to get through his proposal for setting up a directorate general of Agriculture that would take care of the soil and its productivity, formulate newer techniques of cultivation, improve the quality of seeds and livestock and also arrange for imparting agricultural education. The government of India had invited a British expert. Dr. J. A. Voelcker who had submitted as report on the development of Indian agriculture. As a follow-up action, three experts in different fields were appointed for the first time during 1885 to 1895 namely, agricultural chemist (Dr. J. W. Leafer), cryptogamic botanist (Dr. R. A. Butler) and entomologist (Dr. H. Maxwell Lefroy) with headquarters at Dehradun (U.P.) in the forest Research Institute complex. Surprisingly, until now Pusa, which was destined to become the centre of agricultural revolution in the country, was lying as before an abandoned government estate. In 1898. Lord Curzon took over as the viceroy. A widely traveled person and an administrator, he salvaged out the earlier proposal and got London’s approval for the appointment of the inspector General of Agriculture to which the first incumbent Mr. J. Mollison (Dy. Director of Agriculture, Bombay) joined in 1901 with headquarters at Nagpur The then government of Bengal had mooted in 1902 a proposal to the centre for setting up a model cattle farm for improving the dilapidated condition of the livestock at Pusa estate where plenty of land, water and feed would be available, and with Mr. Mollison’s support this was accepted in principle. Around Pusa, there were many British planters and also an indigo research centre Dalsing Sarai (near Pusa). Mr. Mollison’s visits to this mini British kingdom and his strong recommendations. In favour of Pusa as the most ideal place for the Bengal government project obviously caught the attention for the viceroy.

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Author: E, NAVYASREE. × End date: 2024 × Start date: 2020 × Type: Thesis ×
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    ThesisItemOpen Access
    AN ASSESSMENT OF IMPACT OF EDUCATION ON EMPOWERMENT OF WOMEN
    (Dr.RPCAU, Pusa, 2022) E, NAVYASREE.; Kumari, Punam
    Education is widely regarded as the lever around which any country's rapid development revolves. We cannot raise the country's social and educational standards unless women are educated. The aims of Women's empowerment are “to achieve higher literacy and education levels, better health care for women and their children, equal ownership of productive resources, increased participation in economic and commercial sectors, awareness of their rights, improved standard of living, self-reliance, self-confidence, and self-respect among them.” Therefore, to see the effect of education on women empowerment empirically in the area of investigation the study was conducted in Morsand village of Samastipur District with an objective to understand the impact of education on empowerment of women. The researcher selected 120 women by using simple random sampling method. Further, data was collected with the help of an interview schedule. The data was analyzed with the help of statistical tools like frequency, percentage, and correlation analysis. The study found that education has a positive impact on empowering women socially, economically, politically, and psychologically. The study further concluded with suggestions that to bring women into the mainstream of the educational revolution; it is the duty of the government to make girls’ education accessible to all. Women candidates, particularly from rural areas should be given preference in admission to schools and training courses. Last but not least the mindset of society must be changed toward girls’ education.