London: The upcoming sale of Bonham’s Islamic and Indian Art will offer Indian miniatures this time. The auction, to be held on April 19 will display 315 items in several categories including glassware and ceramics, calligraphy and illustration, carving, bronze, carpets, miniatures and textiles.
Key highlights of the sale include 50 miniatures encapsulating a broad range of Indian painting from the 17th to the 19th century. The miniatures are part of the celebrated collection of Indian art belonging to New Yorkers Evelyn and Peter Kraus.
The miniatures depict traditional scenes painted in vibrant gouache and lavishly accented with gold leaf. One of the highlights of the collection is Maharaja Man Singh celebrating the festival of Holi, estimated at 20,000 to 30,000 pounds.
The painting, from the Jodhpur school, is characterised by the use of bright, glowing pigments, and it also employs a dynamic composition to represent the joyous carnival in celebration of the arrival of spring. Another notable work is of a Sikh ruler and several noblemen being entertained by musicians and dancers on a palace terrace, estimated at 10,000-15,000 pounds.
The works, from the tradition of Kangra painting, illustrate a precise yet lyrical narrative of 19 th century India in lustrous colours.
Agra Fort from the East, attributed to Sita Ram and painted circa 1815, estimated at 15,000-20,000 pounds, has a more muted colour scheme and shows a view of the red sandstone walls of the eastern gate of the Fort, with people and camels milling around in the foreground.
The collection also includes a group of 15 Company School studies of animals and plants, mostly painted in Calcutta (now Kolkata) in the early 19th century. Company painting developed as a result of Indian artists working in the manner of British artists for European and Indian patrons in the 18th century. Their eye for striking detail rendered in water colours make the works charming additions to the collection. The studies will be individually sold, with the estimated total value at 34,000-48,000 pounds.
‘These paintings show the incredible range of Indian painting across the centuries, from Mughal works and South Indian depictions of acrobats to scenes from the vibrant world of Hindu mythology,’ said Rukmani Kumari Rathore, a specialist in Indian and Islamic Art at Bonhams,
‘They also represent a spectacular age in the tradition of miniature painting. Their diversity in style and aesthetic shows how Indian artists were developing their technique over the centuries,’ she added
Both China and India started building their national education systems under comparable conditions in the late 1940s. Different policies and historical circumstances have, however, led them to different educational outcomes, with China outperforming India not just in terms of its percentage of literate population and enrollment rates at all levels of education, but also in terms of number of world-class institutions in higher education, and greater research output.
The roots of China’s successful education system date back to the Cultural Revolution (1966-1976), which unintentionally expanded access to the primary education through democratising the schooling system, which was previously elitist in character, thus addressing the problem of mass illiteracy.
In contrast, India continued to focus on its higher education system since independence and only realised the importance of basic education in 1986, keeping it behind China and many other countries in Asia in educational development. In terms of enrollment, China reached a 100 percent gross enrollment rate (GER) in its primary education in 1985, whereas, India attained that level only in 2000.
In terms of secondary school enrollment, India and China both started at the similar rates in 1985, with about 40 percent of their population enrolled in secondary schools. However, due to a wider base of primary school students, the rate of increase in China has been much faster than in India, with 99 percent secondary enrollment rate in China and 79 percent in India in 2017.
India is closing in on the Chinese rate in terms of access to education, but on the literacy level front, there is a huge gap in the percentage of literate populations in the two countries. In the age group of 15-24 years, India scores 104th rank on literacy and numeracy indicator, compared to China’s 40th rank.
The OECD Programme for International Student Assessment (PISA), which assesses after every three years the domain knowledge of 15-year-old students in reading, mathematics, science and finance, revealed that students in China performed above the OECD average in 2015. Moreover, one in four students in China are top performers in mathematics, having an ability to formulate complex situations mathematically. Further, China outperforms all the other participating countries in financial literacy, by having a high ability to analyse complex finance products. For India, the comparable data is not available as it was not a participating country in PISA 2015.
However, in India, the Annual Status of Education Report (ASER) 2017 provides data for rural youth, aged 14-18, with respect to their abilities to lead productive lives as adults. According to this survey, only about half of the 14-year-old children in the sample could read English sentences, and more than half of the students surveyed could not do basic arithmetic operations, like division. For basic financial calculations, such as managing a budget or making a purchase decision, less than two-thirds could do the correct calculations.
With regard to the higher education system, both India and China dominate the number of tertiary degree holders because of their large population size, but when it comes to the percentage of the population holding tertiary degrees, only about 10 per cent and 8 per cent of the population possess university degrees in China and India, respectively. By contrast, in Japan, almost 50 per cent of the population holds a tertiary degree, and in the United States, 31 per cent of the population hold a tertiary degree.
In terms of the international recognition of universities, the Times Higher Education (THE) World University Ranking for 2019 places seven of the China’s universities in the top 200, compared to none for India. The global university rankings, which are based on various performance metrices, pertaining to teaching, research, citations, international outlook and industrial income, shows progress for several of China’s low-ranked universities, largely driven by improvements in its citations.
In fact, the Tsinghua University has overtaken the National University of Singapore (NUS) to become the best university in Asia due to improvements in its citations, institutional income and increased share of international staff, students and co-authored publications.
While India has progressed in terms of massification of education, there is still a lot which needs to be done when it comes to catching up with the China’s educational outcomes. China’s early start in strengthening its primary and secondary education systems has given it an edge over India in terms of higher education. Moreover, Chinese government strategies are designed in line with the criterion used in major world university rankings, especially emphasis is on the two factors which weigh heavily in the rankings — publications and international students.
The relentless publications drive, which is very evident in China, is weak in India and has led to a growing gap in the number of publications contributed by the two countries. Further, China enrolled about 292,611 foreign students in 2011 from 194 countries, while India currently only has 46,144 foreign students enrolled in its higher education institutions, coming from 166 countries. The large number of international enrollments in China is a reflection of its state policies granting high scholarships to foreign students.
To catch up with China, India needs to lay emphasis on improving its educational outcomes. Massification drive for education has helped India raise its student enrollments, but a lot needs to be done when it comes to global recognition for its universities. Further, it needs to focus on building the foundation skills which are acquired by students at the school age, poor fundamental skills flow through the student life, affecting adversely the quality of education system. (IANS)