SCC Online Web Edition, Copyright © 2020

Page 1 Monday, April 20, 2020

Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

1959 SCR 995 : AIR 1958 SC 956

In the Supreme Court of India

(BEFORE SUDHI RANJAN DAS, C.J. AND N.H. BHAGWATI, T.L. VENKATARAMA AIYAR,
BHUVANESHWAR PRASAD SINHA, SYED JAFER I MAM, SUDHANSHU KUMAR DAS AND J.L. KAPUR,
JJ.)

IN RE THE KERALA EDUCATION BILL, 1957 REFERENCE UNDER

ARTICLE 143(1) OF THE CONSTITUTION OF INDIA.
Special Reference. No. 1 of 1958* , decided on May 22, 1958
Advocates who appeared in this case :
M.C. Setalvad, Attorney-General for India, C.K. Daphtary, Solicitor-General of India
and H.N. Sanyal, Additional Solicitor General of India, (G.N. Joshi and R.H. Dhebar,
Advocates, with them), for the President of India;
D.N. Pritt, Senior Advocate (C.M. Kuruvilla and Sardar Bahadur, Advocates, with
him), for the State of Kerala;
G.S. Pathak, Senior Advocate, (M.R. Krishna Pillai, Advocate, with him), for the
Kerala Christian Education Action Committee;
G.S. Pathak, Senior Advocate (J.B. Dadachanji, Advocate of Rajinder Narain & Co.,
with him), for the Kerala School Manager's Association;
G.S. Pathak, Senior Advocate, (V.O. Abraham and J.B. Dadachanji, Advocate of
Rajinder Narain & Co., with him), for the Aided School Managers' Association Badogara
and Quilandy, Catholic Union of India and Catholic Association of Bombay;
Frank Anthony and P.C. Aggarwala, Advocates, for the All India Anglo-Indian
Association;
Frank Anthony and P.C. Aggarwala, Advocates, for the Apostolic Carmel Education
Society and Roman Catholic Diocese;
Nur-ud-Din Ahmed, S.S. Shukla and P.G. Aggarwala, Advocates, for the All India
Jamiat-ul-Ulema-e-Hind;
B.K.B. Naidu, Advocate, for the Kerala State Muslim League;
G.C. Kaslival, Advocate-General for the State of Rajasthan, (R.H. Dhebar and T.M.
Sen, Advocates, with him), for the State of Rajasthan;
G.C. Mathur and C.P. Lal, Advocates, for the State of U.P.
S. Eswara lyer and K.R. Chaudhury, Advocates, for the Kerala Private Secondary
School Office Staff Association and Kerala Private Teachers' Federation.
The Opinion of the Court was delivered by
SUDHI RANJAN DAS, C.J.— This reference has been made by the President under
Article 143(1) of the Constitution of India for the opinion of this Court on certain
questions of law of considerable public importance that have arisen out of or touching
certain provisions of the Kerala Education Bill, 1957, hereinafter referred to as “the
said Bill”, which was passed by the Legislative Assembly of the State of Kerala on
September 2, 1957, and was, under Article 200, reserved by the Governor of Kerala for
the consideration of the President. After reciting the fact of the passing of the said Bill
by the Legislative Assembly of Kerala and of the reservation thereof by its Governor for
the consideration of the President and after setting out some of the clauses of the said
Bill and specifying the doubts that may be said to have arisen out of or touching the
said clauses, the President has referred to this Court certain questions hereinafter
mentioned for consideration and report. It is to be noted that the said Bill not having
yet received the assent of the President the doubts, leading up to this reference,
 SCC Online Web Edition, Copyright © 2020
Page 2 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
cannot obviously be said to have arisen out of the actual application of any specified
section of an Act on the facts of any particular case and accordingly the questions that
have been referred to this Court for its consideration are necessarily of an abstract or
hypothetical nature and are not like specific issues raised in a particular case brought
before a court by a party aggrieved by the operation of a particular law which he
impugns. Further, this reference has been characterised as incomplete and
unsatisfactory in that, according to learned counsel appearing for some of the
institutions it does not clearly bring out all the constitutional defects attaching to the
provisions of the Bill and serious apprehension has been expressed by learned counsel
before us that our opinion on these isolated abstract or hypothetical questions may
very positively prejudice the interests, if not completely destroy the very existence, of
the institutions they represent and, in the circumstances, we have been asked not to
entertain this reference or give any advisory opinion on the questions put to us.
2. It may be of advantage to advert, at the outset, to the ambit and scope of the
jurisdiction to be exercised by this Court under Article 143 of the Constitution. There is
no provision similar to this in the Constitution of the United States of America or in the
Commonwealth of Australia Constitution Act, 1900 (63 and 64 Vic. Ch. 12) and,
accordingly, the American Supreme Court as well as the High Court of Australia,
holding that the jurisdiction and powers of the court extend only to the decision of
concrete cases coming before it, have declined to give advisory opinions to the
executive or legislative branches of the State. Under Section 60 of the Canadian
Supreme Court Act, 1906, the Governor-General-in-Council may refer important
questions of law concerning certain matters to the Supreme Court and the Supreme
Court appears to have been held bound to entertain the reference and answer the
questions put to it. Nevertheless, the Privy Council has pointed out the dangers of
such advisory opinion and has, upon general principles deprecated such references.
Said the Earl of Halsbury, L.C., in Attorney-General of Ontario v. Hamilton Street
Railway1 :
“They would be worthless as being speculative opinions on hypothetical
questions. It would be contrary to principle, inconvenient, and inexpedient that
opinions should be given on such questions at all. When they arise, they must arise
in concrete cases, involving private rights; and it would be extremely unwise for
any judicial Tribunal to attempt beforehand to exhaust all possible cases and facts
which might occur to qualify, cut down, and override the operation of the particular
words when the concrete case is not before it.”
To the like effect are the observations of Lord Haldane in Attorney General of British
Columbia v. Attorney-General of Canada2 :
“… Under this procedure questions may be put of a kind which it is impossible to
answer satisfactorily. Not only may the question of future litigants be prejudiced by
the court laying down principles in an abstract form without any reference or
relation to actual facts, but it may turn out to be practically impossible to define a
principle adequately and safely without previous ascertainment of the exact facts to
which it is to be applied.”
Reference may, with advantage, be also made to the following observations of Lord
Sankey, L.C., in In re The Regulation and Control of Aeronautics in Canada3 :
“… It is undesirable that the Court should be called upon to express opinions
which may affect the rights of persons not represented before it or touching matters
of such a nature that its answers must be wholly ineffectual with regard to parties
who are not and who cannot be brought before it — for example, foreign
Government.”
Section 4 of the Judicial Committee Act, 1833 (3 and 4 William IV, Ch. 41) provides
that “It shall be lawful for His Majesty to refer to the said Judicial Committee for
 SCC Online Web Edition, Copyright © 2020
Page 3 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
hearing and consideration any such other matters whatsoever as His Majesty shall
think fit and such Committee shall thereupon hear and consider the same and shall
advise His Majesty thereon in manner aforesaid”. It is to be noted that it is made
obligatory for the Judicial Committee to hear and consider the matter and advise His
Majesty thereon. The Government of India Act, 1935, by Section 213(1), authorised
the Governor-General to consult the Federal Court, if at any time it appeared to the
Governor-General that there had arisen or was likely to arise a question of law which
was of such a nature and of such public importance that it was expedient to obtain the
opinion of the Federal Court upon it and empowered that court, after such hearing as
they thought fit, to report to the Governor-General thereon. This provision has since
been reproduced word for word, except as to the name of the court, in clause (1) of
Article 143 of our Constitution. That Article has a new clause, being clause (2) which
empowers the President, notwithstanding anything in the proviso to Article 131, to
refer a dispute of the kind mentioned in the said clause to the Supreme Court for
opinion and the Supreme Court shall, after such hearing as it thinks fit, report to the
President its opinion thereon. It is worthy of note that, while under clause (2) it is
obligatory on this Court to entertain a reference and to report to the President its
opinion thereon, this Court has, under clause (1), a discretion in the matter and may
in a proper case and for good reasons decline to express any opinion on the questions
submitted to it. In view of the language used in Section 213(1), on which Article 143
(1) of our Constitution is based, and having regard to the difference in the language
employed in clause (1) and (2) of our Article 143 just alluded to, the scope of a
reference made under Article 143(1) is obviously different from that of a reference
under Section 4 of the Judicial Committee Act, 1833 and Section 60 of the Canadian
Supreme Court Act, 1906, and this Court, under Article 143(1), has a discretion in the
matter and consequently the observations of Their Lordships of the Privy Council
quoted above are quite apposite and have to be borne in mind.
3. There have been all told four references by the Governor-General under Section
213(1) of the Government of India Act, 1935, and in two of them some of the Judges
of the Federal Court have made observations on the ambit and scope of such a
reference. Thus in In re Allocation of Lands and Buildings4 Gwyer, C.J., said:
“On considering the papers submitted with the case, we felt some doubt whether
any useful purpose would be served by the giving of an opinion under Section 213
of the Act. The terms of that Section do not impose an obligation on the Court,
though we should always be unwilling to decline to accept a Reference, except for
good reason; and two difficulties presented themselves. First, it seemed that
questions of title might sooner or later be involved, if the Government whose
contentions found favour with the Court desired, as the papers show might be the
case, to dispose of some of the lands in question to private individuals, and plainly
no advisory opinion under Section 213 would furnish a good root of title such as
might spring from a declaration of this Court in proceedings taken under Section
204(1) of the Act by one Government against the other.”
In In re Levy of Estate Duty5 Spens, C.J., said at p. 320 of the authorised report:
“It may be stated at the outset that when Parliament has thought fit to enact
Section 213 of the Constitution Act it is not in our judgment for the Court to insist
on the inexpediency (according to a certain school of thought) of the advisory
jurisdiction. Nor does it assist to say that the opinions expressed by the Court on
the questions referred “will have no more effect than the opinions of the law
officers”; Attorney General for Ontario v. Attorney General for Canada2 . That is the
necessary result of the jurisdiction being advisory.”
Referring to the objection that the questions related to contemplated legislation and
not to the validity or operation of a measure already passed, the learned Chief Justice
 SCC Online Web Edition, Copyright © 2020
Page 4 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
observed at p. 321:
“The fact that the questions referred relate to future legislation cannot by itself
be regarded as a valid objection. Section 213 empowers the Governor-General to
make a reference when questions of law are ‘likely to arise’…. In this class of cases,
the reference should, in the very nature of things, be made before the legislation
has been introduced and the objection based upon the hypothetical character of the
questions can have no force. We may, however, add that instances were brought to
our notice in which references had been made under the corresponding provision in
the Canadian Supreme Court Act when the matter was at the stage of a Bill.”
Zafrulla Khan, J., declined to entertain the reference and to answer the questions on
high authority quoted and discussed elaborately in his separate opinion. The learned
Judge, after pointing out in the earlier part of his opinion that it was “a jurisdiction the
exercise of which on all occasions must be a matter of delicacy and caution”,
concluded his opinion with the following observations at p. 350:
“In the state of the material made available to us I do not think any useful
purpose would be served by my attempting to frame answers to the questions
referred. Indeed, I apprehend, that any such attempt might result in the opinion
delivered being made the foundation of endless litigation hereafter, apart altogether
from any question relating to the vires of the proposed law, and operating to the
serious prejudice of persons whom it might be attempted to bring within the
mischief of that law. It is bound to raise ghosts far more troublesome than any that
it might serve to lay. For these reasons I am compelled respectfully to decline to
express any opinion on the questions referred.”
4. The present reference is the second of its kind under Article 143(1) of the
Constitution, the first one being concerned with the In Re Delhi Laws Act, 19126 . The
nature and scope of the reference under Article 143(1) was not discussed in the In Re
Delhi Laws Act case6 , but, we conceive, that the principles laid down by the Judicial
Committee and the Federal Court quoted above will serve as a valuable guide
indicating the line of approach to be adopted by this Court in dealing with and
disposing of the reference now before us. The principles established by judicial
decisions clearly indicate that the complaint that the questions referred to us relate to
the validity, not of a statute brought into force but of a Bill which has yet to be passed
into law by being accorded the assent of the President is not a good ground for not
entertaining the reference for, as said by Spens, C.J., Article 143(1) does contemplate
the reference of a question of law that is “likely to arise”. It is contended that several
other constitutional objections also arise out of some of the provisions of the Bill
considered in the light of other provisions of the Constitution, e.g. Article 19(1)(g) and
Article 337 and that as those objections have not been included in the reference this
Court should not entertain an incomplete reference, for answers given to the questions
put may be misleading in the absence of answers to other questions that arise. In the
first place it is for the President to determine what questions should be referred and if
he does not entertain any serious doubt on the other provisions it is not for any party
to say that doubts arise also out of them and we cannot go beyond the reference and
discuss those problems. The circumstance that the President has not thought fit to
refer other questions as to the constitutional validity of some of the clauses of the said
Bill on the ground that they infringe other provisions of the Constitution cannot be a
good or cogent reason for declining to entertain this reference and answer the
questions touching matters over or in respect of which the President does entertain
some doubt.
5. In order to appreciate the true meaning, import and implications of the
provisions of the Bill which are said to have given rise to doubts, it will be necessary to
refer first to certain provisions of the Constitution which may have a bearing upon the
 SCC Online Web Edition, Copyright © 2020
Page 5 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
questions under consideration and then to the actual provisions of the Bill. The
inspiring and nobly expressed Preamble to our Constitution records the solemn resolve
of the people of India to constitute India into a SOVEREIGN DEMOCRATIC REPUBLIC
and, amongst other things, to secure to all its citizens JUSTICE, LIBERTY, and
EQUALITY and to promote among them all FRATERNITY assuring the dignity of the
individual and the unity of the Nation. One of the most cherished objects of our
Constitution is, thus, to secure to all its citizens the liberty of thought, expression,
belief, faith and worship. Nothing provokes and stimulates thought and expression in
people more than education. It is education that clarifies our belief and faith and helps
to strengthen our spirit of worship. To implement and fortify these supreme purposes
set forth in the Preamble, Part III of our Constitution has provided for us certain
fundamental rights. Article 14, which is one of the articles referred to in two of the
questions, guarantees to every person, citizen or otherwise, equal protection of the
laws within the territory of India. Article 16 ensures equality of opportunity for all
citizens in matters relating to employment or appointment to any office under the
State. In order to avail themselves of the benefit of this article all citizens will
presumably have to have equal opportunity for acquiring the qualifications,
educational or otherwise, necessary for such employment or appointment. Article 19
(1) guarantees to citizens the right, amongst others, to freedom of speech and
expression [sub-clause (a)] and to practise any profession, or to carry on any
occupation, trade or business [sub-clause (g)]. These rights are, however, subject to
social control permitted by clauses (2) and (6) of Article 19. Under Article 25 all
persons are equally entitled, subject to public order, morality and health and to the
other provisions of Part III, to freedom of conscience and the right freely to profess,
practise and propagate religion. Article 26 confers the fundamental right to every
religious denomination or any section thereof, subject to public order, morality and
health, to establish and maintain institutions for religious and charitable purposes, to
manage its own affairs in matters of religion, to acquire property and to administer
such property in accordance with law. The ideal being to constitute India into a secular
State, no religious instruction is, under Article 28(1), to be provided in any educational
institution wholly maintained out of State funds and under clause (3) of the same
article no person attending any educational institution recognised by the State or
receiving aid out of State funds is to be required to take part in any religious
instruction that may be imparted in such institution or to attend any religious worship
that may be conducted in such institution or in any premises attached thereto unless
such person or, if such person is a minor, his guardian has given his consent thereto.
Article 29(1) confers on any section of the citizens having a distinct language, script or
culture of its own to have the right of conserving the same. Clause (2) of that article
provides that no citizen shall be denied admission into any educational institution
maintained by the State or receiving aid out of State funds on grounds only of religion,
race, caste, language or any of them. Article 30, clause (1) of which is the subject-
matter of Question 2 of this reference, runs as follows:
“30. (1) All minorities, whether based on religion or language, shall have the
right to establish and administer educational institutions of their choice.
(2) The State shall not, in granting aid to educational institutions, discriminate
against any educational institution on the ground that it is under the management
of a minority, whether based on religion or language.”
6. While our fundamental rights are guaranteed by Part III of the Constitution, Part
IV of it, on the other hand, lays down certain directive principles of State policy. The
provisions contained in that Part are not enforceable by any court, but the principles
therein laid down are, nevertheless, fundamental in the governance of the country and
it shall be the duty of the State to apply these principles in making laws. Article 39
enjoins the State to direct its policy towards securing, amongst other things, that the
 SCC Online Web Edition, Copyright © 2020
Page 6 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

citizens, men and women, equally, have the right to an adequate means of livelihood.
Article 41 requires the State, within the limits of its economic capacity and
development, to make effective provision for securing the right, inter alia, to
education. Under Article 45 the State must endeavour to provide, within a period of
ten years from the commencement of the Constitution, for free and compulsory
education for all children until they complete the age of fourteen years. Article 46
requires the State to promote with special care the education and economic interests
of the weaker sections of the people, and, in particular, of the Scheduled Castes and
the Scheduled Tribes, and to protect them from social injustice and all forms of
exploitation.
7. Part XVI of our Constitution also makes certain special provisions relating to
certain classes. Thus Article 330 provides for the reservation of seats for Scheduled
Castes and Scheduled Tribes in the House of the People. Article 331 provides for the
representation of the Anglo-Indian community in the House of the People.
Reservations are made, by Articles 332 and 333, for the representation for the
Scheduled Castes and Scheduled Tribes and the Anglo-Indians in the Legislative
Assembly of every State for ten years after which, according to Article 334, these
special provisions are to cease. Special provision is also made by Article 336 for the
Anglo-Indian community in the matter of appointment to certain services. Article 337
has an important bearing on the question before us. It provides that during the first
three financial years after the commencement of this Constitution, the same grants, if
any, shall be made by the Union and by each State for the benefit of the Anglo-Indian
community in respect of education as were made in the financial year ending on the
thirty first day of March, 1948 and that during every succeeding period of three years
this grant may be less by ten per cent than those for the immediately preceding
period of three years, provided that at the end of ten years from the commencement
of the Constitution such grants, to the extent to which they are a special concession,
shall cease. The second proviso to that article, however, provides that no educational
institution shall be entitled to receive any grant under this Article unless at least forty
per cent of the annual admissions therein are made available to members of
communities other than the Anglo-Indian community. This is clearly a condition
imposed by the Constitution itself on the right of the Anglo-Indian community to
receive the grant provided under this article. Article 366(2) defines an “Anglo-Indian”.
8. Presumably to implement the directive principles alluded to above the Kerala
Legislative Assembly has passed the said Bill in exercise of the legislative power
conferred upon it by Articles 245 and 246 of the Constitution read with Entry 11 of List
II in the Seventh Schedule to the Constitution. This legislative power is, however, to
be exercised under Article 245 “subject to the provisions of this Constitution”.
Therefore, although this legislation may have been undertaken by the State of Kerala
in discharge of the obligation imposed on it by the Directive Principles enshrined in
Part IV of the Constitution, it must, nevertheless, subserve and not override the
fundamental rights conferred by the provisions of the articles contained in Part III of
the Constitution and referred to above. As explained by this Court in the State of
Madras v. (Smt) Champakan Dorairajan7 and reiterated recently in Mohd. Hanif
Qureshi v. State of Bihar8 “The Directive Principles of State Policy have to conform to
and run as subsidiary to the Chapter on Fundamental Rights”. Nevertheless, in
determining the scope and ambit of the fundamental rights relied on by or on behalf of
any person or body the court may not entirely ignore these Directive Principles of State
Policy laid down in Part IV of the Constitution but should adopt the principle of
harmonious construction and should attempt to give effect to both as much as
possible. Keeping in view the principles of construction above referred to we now
proceed to examine the provisions of the said Bill in order to get a clear conspectus of
it.
 SCC Online Web Edition, Copyright © 2020
Page 7 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

9. The long title of the said Bill describes it as “A Bill to provide for the better
organisation and development of educational institutions in the State”. Its preamble
recites thus: “Whereas it is deemed necessary to provide for the better organisation
and development of educational institutions in the State providing a varied and
comprehensive educational service throughout the State”. We must, therefore,
approach the substantive provisions of the said Bill in the light of the policy and
purpose deducible from the terms of the aforesaid long title and the preamble and so
construe the clauses of the said Bill as will subserve the said policy and purpose. Sub-
clause (3) of clause 1 provides that the Bill shall come into force on such date as the
Government may, by notification in the Gazette, appoint and different dates may be
appointed for different provisions of this Bill — a fact which is said to indicate that
Government will study the situation and bring into force such of the provisions of the
said Bill which will best subserve the real needs of its people. Clause 2 contains
definitions of certain terms used in the said Bill of which the following sub-clauses
may be noted:
“(1) ‘aided school’ means a private school which is recognised by and is receiving
aid from the Government;
* * *
(3) ‘existing school’ means any aided, recognised or Government school
established before the commencement of this Act and continuing as such at such
commencement.
* * *
(6) ‘private school’ means an aided or recognised school;
(7) ‘recognised’ means a private school recognised by the Government under this
Act.”
Clause 3 deals with “Establishment and recognition of schools”. Sub-clause (1)
empowers the Government to “regulate the primary and other stages of education and
courses of instructions in government and private schools”. Sub-clause (2) requires
the Government to “take, from time to time, such steps as they may consider
necessary or expedient, for the purpose of providing facilities for general education,
special education and for the training of teachers”. Sub-clause (3) provides that “the
Government may, for the purpose of providing such facilities: (a) establish and
maintain schools; or (b) permit any person or body of persons to establish and
maintain aided schools; or (c) to recognise any school established and maintained by
any person or body of persons”. All existing schools, which by the definition mean any
aided, recognised or government schools established before and continuing at the
commencement of the Bill are, by sub-clause (4) to be deemed to have been
established in accordance with this Bill. The proviso to sub-clause (4) gives an option
to the educational agency of an aided school existing at the commencement of that
clause, at any time within one month of such commencement after giving notice to the
Government of its intention so to do, to opt to run the school as a recognised school
subject to certain conditions therein mentioned. Sub-clause (5) of clause 3, which
forms, in part, the subject-matter of two of the questions referred to runs as follows:
“3. (5) After the commencement of this Act, the establishment of a new school
or the opening of a higher class in any private school shall be subject to the
provisions of this Act and the rules made thereunder and any school or higher class
established or opened otherwise than in accordance with such provisions shall not
be entitled to be recognised by the Government.”
Clause 4 of the Bill provides for the constitution of a State Education Advisory Board
consisting of officials and non-officials as therein mentioned, their term of office and
their duties. The purpose of the setting up of such a Board is that it should advise the
Government on matters pertaining to educational policy and administration of the
 SCC Online Web Edition, Copyright © 2020
Page 8 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
Department of Education. Clause 5 requires the manager of every aided school on the
first day of April of each year to furnish to the authorised officer of the Government a
list of properties, moveable and immovable, of the school. A default in furnishing such
list entails, under sub-clause (2) of that clause, the withholding of the maintenance
grant. Clause 6 imposes restrictions on the alienation of any property of an aided
school, except with the previous permission in writing of the authorised officer of the
Government. An appeal is provided against the order of the authorised officer refusing
or granting such permission under sub-clause (1). Sub-clause (3) renders any
transaction in contravention of sub-clause (1) or sub-clause (2) null and void and on
such contravention the Government, under sub-clause (4), is authorised to withhold
any grant to the school. Clause 7 deals with managers of aided schools. Sub-clause
(1) authorises any education agency to appoint any person to be a manager of an
aided school, subject to the approval of the authorised officer, all the existing
managers of aided schools being deemed to have been appointed under the said Bill.
The manager is made responsible for the conduct of the school in accordance with the
provisions of this Bill and the rules thereunder. Sub-clause (4) makes it the duty of
the manager to maintain such record and accounts of the school and in such manner
as may be prescribed by the rules. The manager is, by sub-clause (5), required to
afford all necessary and reasonable assistance and facilities for the inspection of the
school and its records and accounts by the authorised officer. Sub-clause (6) forbids
the manager to close down any school without giving to the authorised officer one
year's notice expiring with the 31st May of any year of his intention so to do. Sub-
clause (7) provides that, in the event of the school being closed or discontinued or its
recognition being withdrawn, the manager shall make over to the authorised officer all
the records and accounts of the school. Sub-clause (8) provides for penalty for the
contravention of the provisions of sub-clauses (6) and (7). Clause 8 provides for the
recovery of amounts due from the manager of an aided school as an arrear of land
revenue. Sub-clause (3) of clause 8, which is also referred to in one of the questions,
runs as follows:
“8. (3) All fees and other dues, other than special fees, collected from the
students in an aided school after the commencement of this section shall,
notwithstanding anything contained in any agreement, scheme or arrangement, be
made over to the Government in such manner as may prescribed.”
Clause 9 makes it obligatory on the Government to pay the salary of all teachers in
aided schools direct or through the Headmaster of the school and also to pay the
salary of the non-teaching staff of the aided schools. It gives power to the Government
to prescribe the number of persons to be appointed in the non-teaching establishment
of aided schools, their salaries, qualifications and other conditions of service. The
Government is authorised, under sub-clause (3), to pay to the manager a maintenance
grant at such rates as may be prescribed and under sub-clause (4) to make grants-in-
aid for the purchase, improvement and repairs of any land, building or equipment of
an aided school. Clause 10 requires Government to prescribe the qualifications to be
possessed by persons for appointment as teachers in government schools and in
private schools which, by the definition, means aided or recognised schools. The State
Public Service Commission is empowered to select candidates for appointment as
teachers in government and aided schools according to the procedure laid down in
clause 11. Shortly put, the procedure is that before the 31st May of each year the
Public Service Commission shall select for each district separately candidates with due
regard to the probable number of vacancies of teachers that may arise in the course of
the year, that the list of candidates so selected shall be published in the Gazette and
that the manager shall appoint teachers of aided schools only from the candidates so
selected for the district in which the school is located subject to the proviso that the
manager may, for sufficient reason, with the permission of the Commission, appoint
 SCC Online Web Edition, Copyright © 2020
Page 9 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
teachers selected for any other district. Appointment of teachers in government
schools are also to be made from the list of candidates so published. In selecting
candidates the Commission is to have regard to the provisions made by the
Government under clause (4) of Article 16 of the Constitution, that is to say, give
representation in the educational service to persons belonging to the Scheduled Castes
or Tribes — a provision which has been severely criticised by learned counsel
appearing for the Anglo-Indian and Muslim communities. Clause 12 prescribes the
conditions of service of the teachers of aided schools obviously intended to afford some
security of tenure to the teachers of aided schools. It provides that the scales of pay
applicable to the teachers of government schools shall apply to all the teachers of
aided schools whether appointed before or after the commencement of this clause.
Rules applicable to the teachers of the government schools are also to apply to certain
teachers of aided schools as mentioned in sub-clause (2). Sub-clause (4) provides that
no teacher of an aided school shall be dismissed, removed, reduced in rank or
suspended by the manager without the previous sanction of the authorised officer.
Other conditions of service of the teacher of aided schools are to be as prescribed by
rules. Clause 14 is of considerable importance in that it provides, by sub-clause (1),
that the Government, whenever it appears to it that the manager of any aided school
has neglected to perform any of the duties imposed by or under the Bill or the rules
made thereunder, and that in the public interest it is necessary so to do, may, after
giving a reasonable opportunity to the manager of the educational agency for showing
cause against the proposed action, take over the management for a period not
exceeding five years. In cases of emergency the Government may, under sub-clause
(2), take over the management after the publication of notification to that effect in the
Gazette without giving any notice to the Educational agency or the manager. Where
any school is thus taken over without any notice the educational agency or the
manager may, within three months of the publication of the notification, apply to the
Government for the restoration of the school showing the cause therefor. The
Government is authorised to make orders which may be necessary or expedient in
connection with the taking over of the management of an aided school. Under sub-
clause (5) the Government is to pay such rent as may be fixed by the Collector in
respect of the properties taken possession of. On taking over any school the
Government is authorised to run it affording any special educational facilities which
the school was doing immediately before such taking over. Right of appeal to the
District Court is provided against the order of the Collector fixing the rent. Sub-clause
(8) makes it lawful for the Government to acquire the school taken over under this
clause if the Government is satisfied that it is necessary so to do in the public interest,
in which case compensation shall be payable in accordance with the principles laid
down in clause 15 for payment of compensation. Clause 15 gives power to the
Government to acquire any category of schools. This power can be exercised only if the
Government is satisfied that for standardising general education in the State or for
improving the level of literacy in any area or for more effectively managing the aided
educational institutions in any area or for bringing education of any category under
their direct control and if in the public interest it is necessary so to do. No notification
for taking over any school is to be issued unless the proposal for the taking over is
supported by a resolution of the Legislative Assembly. Provision is made for the
assessment and apportionment of compensation and an appeal is provided to the
District Court from the order passed by the Collector determining the amount of
compensation and its apportionment amongst the persons entitled thereto. Thus the
Bill contemplates and provides for two methods of acquisition of aided schools,
namely, under sub-clause (8) of clause 14 the Government may acquire a school after
having taken possession of it under the preceding sub-clauses or the Government
may, under clause 15, acquire any category of aided schools in any specified area for
 SCC Online Web Edition, Copyright © 2020
Page 10 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
any of the several specific purposes mentioned in that clause. Clause 16 gives power
to the Government to exempt immovable properties from being taken over or
acquired. Clause 17 provides for the establishment of Local Education Authorities, their
constitution and term of office and clause 18 specifies the functions of the Local
Education Authorities. Clauses 19 and 20 are important and read as follows:
“19. Recognised schools.—The provisions of sub-sections (2), (4), (5), (6), (7),
(8) and (9) of Section 7 shall apply to recognised schools to the same extent and in
the same manner as they apply to aided schools.
20. No fee to be charged from pupils of primary classes.— No fee shall be
payable by any pupil for any tuition in the primary classes in any government or
private school.”
Part II of the Bill deals with the topic of compulsory education. That part applies to the
areas specified in clause 21. Clause 23 provides for free and compulsory education of
children throughout the State within a period of ten years and is intended obviously to
discharge the obligation laid on the State by Article 45 of the Directive Principles of
State Policy. Clauses 24 and 25 deal with the constitution of Local Education
Committees and the functions thereof. Clause 26, which has figured largely in the
discussion before us, runs as follows:
“26. Obligation on guardian to send children to school.—In any area of
compulsion, the guardian of every child shall, if such guardian ordinarily resides in
such area, cause such child to attend a government, or private school and once a
child has been so caused to attend school under this Act the child shall be
compelled to complete the full course of primary education or the child shall be
compelled to attend school till it reaches the age of fourteen.”
We may skip over a few clauses, not material for our purpose, until we come to clause
33 which is referred to in one of the questions we have to consider. That clause
provides—
“33. Courts not to grant injunction.— Notwithstanding anything contained in the
Code of Civil Procedure, 1908, or in any other law for the time being in force, no
court shall grant any temporary injunction or make any interim order restraining
any proceedings which is being or about to be taken under this Act.”
Clause 36 confers power on the Government to make rules for the purpose of carrying
into effect the provisions of the Bill and in particular for the purpose of the
establishment and maintenance of schools, the giving of grants and aid to private
schools, the grant of recognition to private schools, the levy and collection of fees in
aided schools, regulating the rates of fees in recognised schools, the manner in which
the accounts registers and records shall be maintained, submission of returns, reports
and accounts by managers, the standards of education and course of study and other
matters specified in sub-clause (2) of that clause. Clause 37 is as follows:
“37. Rules to be laid before the Legislative Assembly.—All rules made under this
Act shall be laid for not less than fourteen days before the Legislative Assembly as
soon as possible after they are made and shall be subject to such modifications as
the Legislative Assembly may make during the session in which they are so laid.”
Under clause 38 none of the provisions of the Bill applies to a school which is not a
government or a private school i.e. aided or recognized school.
10. The above summary will, it is hoped, clearly bring out the purpose and scope of
the provisions of the said Bill. It is intended to serve as showing that the said Bill
contains many provisions imposing considerable State control over the management of
the educational institutions in the State, aided or recognised. The provisions, insofar
as they affect the aided institutions, are much more stringent than those which apply
only to recognised institutions. The width of the power of control thus sought to be
assumed by the State evidently appeared to the President to be calculated to raise
 SCC Online Web Edition, Copyright © 2020
Page 11 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
doubts as to the constitutional validity of some of the clauses of the said Bill on the
ground of apprehended infringement of some of the fundamental rights guaranteed to
the minority communities by the Constitution, and accordingly in exercise of the
powers vested in him by Article 143(1) the President has referred to this Court, for
consideration and report the following questions:
“(1) Does sub-clause (5) of clause 3 of the Kerala Education Bill, read with clause
36 thereof or any of the provisions of the said sub-clause, offend Article 14 of the
Constitution in any particulars or to any extent?
(2) Do sub-clause (5) of clause 3, sub-clause (3) of clause 8 and clauses 9 to 13
of the Kerala Education Bill, or any provisions thereof, offend clause (1) of Article 30
of the Constitution in any particulars or to any extent?
(3) Does clause 15 of the Kerala Education Bill, or any provisions thereof, offend
Article 14 of the Constitution in any particulars or to any extent?
(4) Does clause 33 of the Kerala Education Bill, or any provisions thereof, offend
Article 226 of the Constitution in any particulars or to any extent?”
On receipt of the reference this Court issued notices to persons and institutions who
appeared to it to be interested in the matter calling upon them to file their respective
statements of case concerning the abovementioned questions. Three more institutions
were subsequently, on their own applications, granted leave to appear at the hearing.
The Union of India, the State of Kerala and all the said persons and institutions have
filed their respective statements of case and have appeared before us by counsel and
taken part in the debate. A body called the Crusaders' League has by post sent its
views but has not appeared at the hearing. We have had the advantage of hearing
very full arguments on the points arising out of the questions and we are deeply
indebted to learned counsel appearing for the parties for the very great assistance
they have rendered to us.
11. It will be necessary, at this stage, to clear the ground by disposing of a point as
to the scope and ambit of Questions 1 and 2. It will be noticed that both these
questions challenge the constitutional validity, inter alia, of clause 3(5) of the said Bill
which has already been quoted in extenso. The argument advanced by the learned
Attorney-General and other learned counsel appearing for bodies or institutions
challenging the validity of the said Bill is that the provision of clause 3(5), namely,
that the establishment of a new school “shall be subject to the provisions of this Act
and the rules made thereunder” attracts all other clauses of the said Bill as if they are
set out seriatim in sub-clause (5) itself. Therefore, when Questions 1 and 2 challenge
the constitutional validity of clause 3(5) they, in effect, call in question the validity of
all other clauses of the said Bill. Learned counsel appearing for the State of Kerala,
however, opposes this line of argument on several grounds. In the first place, he
contends that clause 3(5) attracts only those provisions of this Bill which relate to the
establishment of a new school. When asked to specify what provisions of the said Bill
relate to the establishment of a new school which, according to him, are attracted by
clause 3(5), the only provision that he refers to is sub-clause (3) of clause 3. Learned
counsel for the State of Kerala maintains that clause 3(5) attracts only clause 3(3) and
the rules that may be made under clause 36(2)(a) and no other clause of the said Bill
and, therefore, no other clause is included within the scope of the questions unless, of
course, they are specifically mentioned in the questions, as some of the clauses are, in
fact, specifically mentioned in Question 2. If the mention of clause 3(5) in those
questions, ipso facto, attracted all other clauses of the said Bill, why, asks learned
counsel, were other clauses specifically mentioned in, say, Question 2? Learned
counsel also contends that after a school is established the other clauses will proprio
vigore apply to that school and there was no necessity for an express provision that a
newly established school would be subject to the other provisions of the Bill. As the
 SCC Online Web Edition, Copyright © 2020
Page 12 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
other clauses of the Bill will apply to all schools established after the Bill becomes an
Act without the aid of clause 3(5), a reference to that clause in the questions cannot
bring within their ambit any clause of the Bill which is not separately and specifically
mentioned in the questions. Finally learned counsel contends that even if clause 3(5)
attracts the other provisions of the Bill, it does not necessarily follow that the other
provisions also form the subject-matter of the questions. In our judgment, neither of
the two extreme positions can be seriously maintained.
12. The contentions advanced by learned counsel for the State of Kerala appear to
us to be open to several criticisms If the intention of sub-clause(5) of clause 3 was to
attract only those provisions of the Bill which related only to the establishment of a
new school and if sub-clause (3) of clause 3 was the only provision in that behalf,
apart from the rules to be framed under clause 36(2)(a), then as a matter of
intelligible drafting it would have been more appropriate to say, in sub-clause (3) of
clause 3, that the establishment of new schools “shall be subject to the provisions of
this clause and the rules to be made under clause 36(2)(a)”. Clause 3(5) is quite
clearly concerned with the establishment of new schools — Government, aided or
recognised schools, and says that after the Bill becomes law all new schools will be
subject to the other provisions of the Bill. So far as new government schools are
concerned, clause 3(5) certainly attracts clause 3(3)(a), for that provision authorises
the Government to establish new schools; but to say that clause 3(5) only attracts
clause 3(3) appears to be untenable, for that sub-clause does not in terms provide for
the establishment of new aided or recognised schools. As already observed, clause 3
(3)(a) specifically provides for the establishment and maintenance of new schools by
the Government only. Clause 3(3)(b) provides only for the giving of permission by the
Government to a person or body of persons to establish and maintain aided schools.
Likewise clause 3(3)(c) authorises the Government only to recognise any school
established and maintained by any person or body of persons. Clause 3(4) introduces
a fiction whereby all existing schools, which mean all existing government, aided or
recognised schools, shall be deemed to have been established in accordance with this
Bill. Then comes clause 3(5) which is couched in very wide terms It says inter alia,
that after the commencement of the operation of the said Bill the establishment of
new schools should be subject to the other provisions of the Bill and the rules made
thereunder. The rules to be framed under clause 36(2)(a), (b) & (c) appear to be
respectively correlated to clause 3(3)(a), (b) & (c). Bearing in mind the provisions of
clause 38 which places all schools other than government and private, i.e. aided or
recognised schools, outside the purview of the Bill, the establishment of what sort of
new schools, we ask, does sub-clause (5) contemplate and authorise? Obviously aided
or recognised schools established after the Bill becomes law. Clause 3(5), like clause 3
(3), has apperantly been very inartistically drawn, but reading the clause as a whole
and particularly the concluding part of it, namely, that any school established
otherwise than in accordance with such provisions shall not be entitled to be
recognised by the Government, there can be no doubt that clause 3(5) itself
contemplates and authorises the establishment of new schools as aided or recognised
schools. The opening of new schools and the securing of aid or recognition from the
Government constitute the establishment of new schools contemplated by clause 3(5)
read with clause 3(3). Reading clause 3(5) in the context of its setting, we have no
doubt that its purpose is not merely to authorise the establishment of new schools but
to subject the new schools to all the provisions of the said Bill and the rules made
thereunder. To accept the restrictive argument that clause 3(5) attracts only clause 3
(3) will be putting a too narrow construction on sub-clause (5) not warranted by the
wide language thereof or by the language of clause 3(3). We do not think that there is
much force in the argument that it was not necessary to expressly provide for the
application of the other provisions to new schools to be established after the Bill
 SCC Online Web Edition, Copyright © 2020
Page 13 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
became law and that the other clauses of the said Bill would by their own force and
without the aid of sub-clause (5) apply to such newly established schools, for having,
in terms, expressly made the new schools subject to the other provisions it is not open
to the State of Kerala now to say that sub-clause (5) need not have made the other
provisions of the said Bill applicable to new schools established after the said Bill
comes into operation or that it does not attract the other clauses although it expressly
purports to do or that it is not open to those who oppose the Bill to refer to any other
clause in support of their case. If clause 3(5) did not expressly attract the other
provisions, the President would perhaps have framed the questions differently.
13. If, therefore, it be held, as we are inclined to do, that clause 3(5) makes the
new schools subject to the other provisions of the said Bill, what will be the position?
If, as submitted by the learned Attorney-General and other counsel supporting him,
some of the clauses of the said Bill impinge upon the fundamental rights of the
members of the minority community or educational institutions established or to be
established by them and if clause 3(5) makes those clauses applicable to the new
schools they may establish after the Bill becomes law, then not only do those other
clauses violate their rights but clause 3(5) which openly and expressly makes those
other clauses apply to such new schools must also encounter the challenge of
unconstitutionality. In other words, the vice of unconstitutionality, if any, of those
other clauses must attach to clause 3(5) because it is the latter which in terms makes
the new schools subject to those objectionable clauses. Therefore, in a discussion on
the validity of clause 3(5) it becomes germane to discuss the validity of the other
clauses. In short, though the validity of the other clauses is not by itself and
independently, the subject-matter of either of those questions, yet their validity or
otherwise has to be taken into consideration in determining the constitutional validity
of clause 3(5) which makes those clauses applicable to the newly established schools.
It is in this sense that, we think, a discussion of the validity of the other clauses
comes within the purview of Questions 1 and 2. We do not, in the circumstances,
consider it right, in view of the language employed in this clause 3(5), to exclude the
consideration of the constitutional validity of the other clauses of the Bill from the
discussion on questions 1 and 2 which challenge the constitutional validity of clause 3
(5) of the said Bill. Indeed, in the argument before us frequent references have been
made to the other clauses of the said Bill in discussing Questions 1 and 2 and we have
heard the respective contentions of learned counsel on the validity or otherwise of
those clauses insofar as they have a bearing on the questions put to us which we now
proceed to consider and answer.
Re. Questions 1 and 3.
14. Question 1 challenges the constitutional validity of sub-clause (5) of clause 3 of
the said Bill read with clause 36 thereof on the ground that the same violates the
equal protection of the laws guaranteed to all persons by Article 14 of the Constitution.
Question 3 attacks clause 15 of the said Bill on the same ground, namely, that it is
violative of Article 14 of the Constitution. As the ground of attack under both the
questions is the same, it will be convenient to deal with them together.
15. The true meaning, scope and effect of Article 14 of our Constitution have been
the subject-matter of discussion and decision by this Court in a number of cases
beginning with the case of Chiranjit Lal Chowdhuri v. Union of India9 . In Budhan
Choudhry v. State of Bihar10 a Constitution Bench of seven Judges of this Court
explained the true meaning and scope of that article. Recently in the case of Ram
Krishna Dalmia v. Sri Justice S.R. Tendolkar11 the position was reviewed at length by
this Court by its judgment delivered on March 28, 1958, and the several principles
firmly established by the decisions of this Court were set out seriatim in that
judgment. The position was again summarised in the still more recent case of Mohd.
Hanif Qureshi v. State of Bihar2 in the following words:
 SCC Online Web Edition, Copyright © 2020
Page 14 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

“The meaning, scope and effect of Article 14, which is the equal protection clause
in our Constitution, has been explained by this Court in a series of decisions in
cases beginning with Chiranjit Lal Chowdhury v. Union of India3 and ending with the
recent case of Ram Krishna Dalmia v. Union of India (supra). It is now well
established that while Article 14 forbids class legislation it does not forbid
reasonable classification for the purposes of legislation and that in order to pass the
test of permissible classification two conditions must be fulfilled, namely, (i) the
classification must be founded on an intelligible differentia which distinguishes
persons or things that are grouped together from others left out of the group and
(ii) such differentia must have a rational relation to the object sought to be
achieved by the statute in question. The classification, it has been held, may be
founded on different bases, namely, geographical, or according to objects or the
occupations or the like and what is necessary is that there must be a nexus
between the basis of classification and the object of the Act under consideration.
The pronouncements of this Court further establish, amongst other things, that
there is always a presumption in favour of the constitutionality of an enactment and
that the burden is upon him, who attacks it, to show that there has been a clear
violation of the constitutional principles. The courts, it is accepted, must presume
that the legislature understands and correctly appreciates the needs of its own
people, that its laws are directed to problems made manifest by experience and
that its discriminations are based on adequate grounds. It must be borne in mind
that the legislature is free to recognise degrees of harm and may confine its
restrictions to those cases where the need is deemed to be the clearest and finally
that in order to sustain the presumption of constitutionality the Court may take into
consideration matters of common knowledge, matters of common report, the
history of the times and may assume every state of facts which can be conceived
existing at the time of legislation.”
In the judgment of this Court in Ram Krishna Dalmia case5 the statutes that came up
for consideration before this Court were classified into five several categories as
enumerated therein. No useful purpose will be served by reopening the discussion
and, indeed, no attempt has been made in that behalf by learned counsel. We,
therefore, proceed to examine the impugned provisions in the light of the aforesaid
principles enunciated by this Court.
16. Coming now to the main argument founded on Article 14, the Bill, it is said,
represents a deliberate attempt on the part of the party now in power in Kerala to
strike at the Christian church and especially that of the Catholic persuasion, to
eliminate religion, to expropriate the minority communities of the properties of their
schools established for the purpose of conserving their distinct language, script and
culture, and in short, to eliminate all educational agencies other than the State so as
to bring about a regimentation of education and by and through the educational
institutions to propagate the tenets of their political philosophy and indoctrinate the
impressionable minds of the rising generation. It is unfortunate that a certain amount
of heat and passion was introduced in the discussion of what should be viewed as a
purely legal and constitutional problem raised by the questions; but perhaps it is
understandable in the context of the bitter agitation and excitement provoked by the
said Bill in the minds of certain sections of the people of the State. We desire,
however, to emphasise that this Court is not concerned with the merit or otherwise of
the policy of the Government which has sponsored this measure and that all that we
are called upon to do is to examine the constitutional questions referred to us and to
pronounce our opinion on the validity or otherwise of those provisions of the Bill which
may properly come within the purview of those questions.
17. The doubts which led to the formulation of Question 1 are thus recited in the
 SCC Online Web Edition, Copyright © 2020
Page 15 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
order of reference which had better be stated in its own terms:—
“AND WHEREAS sub-clause (3) of clause 3 of the said Bill enables the Government
of Kerala, inter alia, to recognise any school established and maintained by any
person or body of persons for the purpose of providing the facilities set out in sub-
clause (2) of the said clause, to wit, facilities for general education, special
education and for the training of teachers;
AND WHEREAS sub-clause (5) of clause 3 of the said Bill provides, inter alia, that
any new school established or any higher class opened in any private school, after
the Bill has become an Act and the Act has come into force, otherwise than in
accordance with the provisions of the Act and the rules made under Section 36
thereof, shall not be entitled to be recognised by the Government of Kerala:
AND WHEREAS a doubt has arisen whether the provisions of the said sub-clause
(5) of clause 3 of the said Bill confer upon the Government an unguided power in
regard to the recognition of new schools and the opening of higher classes in any
private school which is capable of being exercised in an arbitrary and discriminatory
manner;
AND WHEREAS a doubt has further arisen whether such power of recognition of
new schools and of higher classes in private schools is not capable of being
exercised in a manner affecting the right of the minorities guaranteed by clause (1)
of Article 30 of the Constitution to establish and administer educational institutions
of their choice;”
Likewise the doubts concerning clause 15 are formulated in the following recitals in the
order of reference:
AND WHEREAS clause 15 of the said Bill empowers the Government of Kerala to
take over, by notification in the Gazette, any category of aided schools in any
specified area or areas, if they are satisfied that for standardising general education
in the State of Kerala or for improving the level of literacy in any area or for more
effectively managing the aided educational institutions in any area or for bringing
education of any category under their direct control it is necessary to do so in the
public interest, on payment of compensation on the basis of market value of the
schools so taken over after deducting therefrom the amounts of aids or grants given
by that Government for requisition, construction or improvement of the property of
the schools:
AND WHEREAS a doubt has arisen whether such power is not capable of being
exercised in an arbitrary and discriminatory manner;”
The legal aspect of the matter arising out of the two questions is further elaborated
thus by learned counsel appearing for the persons or institutions contesting the
validity of the Bill: Clause 3(5) makes all the provisions of the Bill applicable to new
schools that may be established after the Bill becomes law. Clause 3(5) gives the
Government an unguided, uncontrolled and uncanalised power which is capable of
being exercised “with an evil eye and an unequal hand” and the Government may, at
its whim or pleasure, single out any person or institution and subject him or it to
hostile and discriminatory treatment. The Bill does not lay down any policy or principle
for the guidance of the Government in the matter of the exercise of the wide powers so
conferred on it by the different clauses of the Bill. It is pointed out that clause 3 does
not lay down any policy or principle upon which the Government may or may not
permit any person or body of persons to establish and maintain an aided school or
grant recognition to a school established by any person. The Government may grant
such permission or recognition to persons who support its policy but not to others who
oppose the same. Clause 6 does not say in what circumstances the authorised officer
of the Government may or may not give permission to the alienation of the property of
an aided school. He may give permission in one case but arbitrarily withhold it in
 SCC Online Web Edition, Copyright © 2020
Page 16 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
another similar case. Likewise the authorised officer may not, under clause 7, approve
of the appointment of a particular person as Manager of an aided school for no better
reason than the prejudice or dislike of his Government for that particular person's
political views or affiliations. The Government may, under clause 9, pay the
maintenance grant to the Manager of one aided school but not to that of another.
Particular schools or categories of schools in particular areas may be singled out for
discriminatory treatment under clause 14 and 15 of the Bill. It is next pointed out that
if clause 3(5) is read with clause 21, 26 and 28 of the Bill the result will be palpably
discriminatory because in an area which it not an area of compulsion a new school
which may be established after the Bill comes into operation and which may not seek
recognition or aid can charge fees and yet attract scholars but a new school similarly
established in an area of compulsion will be hit directly by clause 26 and will have no
scholars, for no guardian will be able lawfully to send his ward to a school which is
neither a government school nor a private school and such a new school will not be
able to function at all, for it will have no scholar and the question of its charging fees
in any class will not arise. There is no force in this last mentioned point, for the
Legislature, it must be remembered, knows the needs of its people and is entitled to
confine its restriction to those places where the needs are deemed to be the clearest
and, therefore, the restrictions imposed in areas of compulsion are quite permissible
on the ground of classification on geographical basis. Whatever other provisions of the
Constitution, such restriction may or may not violate, which will be discussed later, it
certainly does not infringe Article 14.
18. A further possibility of discrimination is said to arise as a result of the
application of the same provisions of the Bill to all schools which are not similarly
situate. The argument is thus developed: The Constitution, it is pointed out, deals with
the schools established by minority communities in a way different from the way it
deals with other schools. Thus Anglo-Indian schools are given grants under Article 337
of the Constitution and educational institutions started by all minority communities
including the Anglo-Indians are protected by Articles 29 and 30. The educational
institutions of the minorities are thus different from the educational institutions
established by the majority communities who require no special privilege or protection
and yet the Bill purports to put in the same class all educational institutions although
they have not the same characteristics and place equal burdens on unequals. This
indiscriminate application of the same provisions to different institutions having
different characteristics and being unequal brings about a serious discrimination
violative of the equal protection clause of the Constitution. In support of this argument
reliance is placed on the decision of the American Supreme Court in Cumberland Coal
Co. v. Board of Revision12 . That decision, in our judgment, has no application to the
facts of the case before us. There the taxing authorities assessed the owners of coal
lands in the city of Cumberland by applying a flat rate of 50 per cent not on the actual
value of the properties but on an artificial valuation of $ 260 per acre arbitrarily
assigned to all coal lands in the city irrespective of their location. It was not disputed
that the value of properties which were near the riverbanks or close to the railways
was very much more than that of properties situate far away from the river banks or
the railways. The artificial valuation of $ 260 per acre was much below the actual value
of the properties which were near the riverbanks or the railways, whereas the value of
the properties situate far away from the riverbank or the railways was about the same
as the assigned value. The result of applying the equal rate of tax, namely, 50 per cent
on the assigned value was that the owners of more valuable properties had to pay
much less than what they would have been liable to pay upon the real value of those
properties. Therefore, the method of assessment worked out clearly to the
disadvantage of the owners of properties situate in the remoter parts of the city and
was obviously discriminatory. There the discrimination was an integral part of that
 SCC Online Web Edition, Copyright © 2020
Page 17 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
mode of taxing. That is not the position here, for there is no discrimination in the
provisions of the said Bill and consequently the principle of that decision can have no
application to this case. This does not, however, conclude the matter and we have yet
to deal with the main argument that the Bill does not lay down any policy or principle
for the guidance of the Government in the exercise of the wide powers vested in it by
the Bill.
19. Reference has already been made to the long title and the preamble of the Bill.
That the policy and purpose of a given measure may be deduced from the long title
and the preamble thereof has been recognised in many decisions of this Court and as
and by way of ready reference we may mention our decision in Bishambar Singh v.
State of Orissa13 as an instance in point. The general policy of the Bill as laid down in
its title and elaborated in the preamble is “to provide for the better organisation and
development of educational institutions providing a varied and comprehensive
educational service throughout the State”. Each and every one of the clauses in the
Bill has to be interpreted and read in the light of this policy. When, therefore, any
particular clause leaves any discretion to the Government to take any action it must be
understood that such discretion is to be exercised for the purpose of advancing and in
aid of implementing and not impeding this policy. It is, therefore, not correct to say
that no policy or principle has at all been laid down by the Bill to guide the exercise of
the discretion left to the Government by the clauses in this Bill. The matter does not,
however, rest there. The general policy deducible from the long title and preamble of
the Bill is further reinforced by more definite statements of policy in different clauses
thereof. Thus the power vested in the Government under clause 3(2) can be exercised
only “for the purpose of providing facilities for general education, special education
and for the training of teachers”. It is “for the purpose of providing such facilities” that
the three several powers under heads (a), (b) and (c) of that sub-clause have been
conferred on the Government. The clear implication of these provisions read in the
light of the policy deducible from the long title and the preamble is that in the matter
of granting permission or recognition the Government must be guided by the
consideration whether the giving of such permission or recognition will enure for the
better organistion and development of educational institutions in the State, whether it
will facilitate the imparting of general or special education or the training of teachers
and if it does then permission or recognition must be granted but it must be refused if
it impedes that purpose. It is true that the word “may” has been used in sub-clause
(3), but, according to the well known rule of construction of statutes, if the existence
of the purpose is established and the conditions of the exercise of the discretion are
fulfilled, the Government will be under an obligation to exercise its discretion in
furtherance of such purpose and no question of the arbitrary exercise of discretion can
arise. Compare Julius v. Lord Bishop of Oxford14 .) If in actual fact any discrimination is
made by the Government then such discrimination will be in violation of the policy and
principle deducible from the said Bill itself and the court will then strike down not the
provisions of the Bill but the discriminatory act of the Government. Passing on to
clause 14, we find that the power conferred thereby on the Government is to be
exercised only if it appears to the Government that the Manager of any aided school
has neglected to perform the duties imposed on him and that the exercise of the
power is necessary in public interest. Here again the principle is indicated and no
arbitrary or unguided power has been delegated to the Government. Likewise the
power, under clause 15(1) can be exercised only if the Government is satisfied that it
is necessary to exercise it for “standardising general education in the State or for
improving the level of literacy in any area or for more effectively managing the aided
educational institutions in any area or for bringing the education of any category under
their direct control” and above all the exercise of the power is necessary “in the public
interest”. Whether the purposes are good or bad is a question of State policy with the
 SCC Online Web Edition, Copyright © 2020
Page 18 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
merit of which we are not concerned in the present discussion. All that we are now
endeavouring to point out is that the clause under consideration does lay down a
policy for the guidance of the Government in the matter of the exercise of the very
wide power conferred on it by that clause. The exercise of the power is also controlled
by the proviso that no notification under that sub-clause shall be issued unless the
proposal for the taking over is supported by a resolution of the Legislative Assembly —
a proviso which clearly indicates that the power cannot be exercised by the
Government at its whim or pleasure. Skipping over a few clauses, we come to clause
36. The power given to the Government by clause 36 to make rules is expressly stated
to be exercised “for the purpose of carrying into effect the provisions of this Act”. In
other words, the rules to be framed must implement the policy and purpose laid down
in its long title and the preamble and the provisions of the other clauses of the said
Bill. Further, under clause 37 the rules have to be laid for not less than 14 days before
the Legislative Assembly as soon as possible after they are made and are to be subject
to such modifications as the Legislative Assembly may make during the session in
which they are so laid. After the rules are laid before the Legislative Assembly they
may be altered or amended and it is then that the rules, as amended become
effective. If no amendments are made the rules come into operation after the period of
14 days expires. Even in this latter event the rules owe their efficacy to the tacit
assent of the Legislative Assembly itself. Learned counsel appearing for the State of
Kerala submitted in picturesque language that here was what could be properly said to
be legislation at two stages and the measure that will finally emerge consisting of the
Bill and the rules with or without amendment will represent the voice of the Legislative
Assembly itself and, therefore, it cannot be said that an unguided and uncontrolled
power of legislation has been improperly delegated to the Government. Whether in
approving the rules laid before it the Legislative Assembly acts as the Legislature of
Kerala or acts as the delegatee of the legislature which consists of the Legislative
Assembly and the Governor is, in the absence of the standing orders and rules of
business of the Kerala Legislative Assembly, more than we can determine. But all that
we need say is that apart from laying down a policy for the guidance of the
Government in the matter of the exercise of powers conferred on it under the different
provisions of the Bill including clause 36, the Kerala Legislature has, by clause 15 and
clause 37 provided further safeguards. In this connection we must bear in mind what
has been laid down by this Court in more decisions than one, namely, that
discretionary power is not necessarily a discriminatory power and the abuse of power
by the Government will not be lightly assumed. For reasons stated above it appears to
us that the charge of unconstitutionality of the several clauses which come within the
two questions now under consideration founded on Article 14 cannot be sustained. The
position is made even clearer when we consider the question of the validity of clause
15(1) for, apart from the policy and principle deducible from the long title and the
preamble of the Bill and from that sub-clause itself, the proviso thereto clearly
indicates that the legislature has not abdicated its function and that while it has
conferred on the Government a very wide power for the acquisition of categories of
schools it has not only provided that such power can only be exercised for the specific
purposes mentioned in the clause itself but has also kept a further and more effective
control over the exercise of the power, by requiring that it is to be exercised only if a
resolution is passed by the Legislative Assembly authorising the Government to do so.
The Bill, in our opinion, comes not within category (iii) mentioned in Ram Krishna
Dalmia case5 as contended by Shri G.S. Pathak but within category (iv) and if the
Government applies the provisions in violation of the policy and principle laid down in
the Bill the executive action will come under category (v) but not the Bill and that
action will have to be struck down. The result, therefore, is that the charge of invalidity
of the several clauses of the Bill which fall within the ambit of Questions 1 and 3 on
 SCC Online Web Edition, Copyright © 2020
Page 19 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
the ground of the infraction of Article 14 must stand repelled and our answers to both
the Questions 1 and 3 must, therefore, be in the negative.
Re. Question 2:
20. Articles 29 and 30 are set out in Part III of our Constitution which guarantees
our fundamental rights. They are grouped together under the sub-head “Cultural and
Educational Rights”. The text and the marginal notes of both the articles show that
their purpose is to confer those fundamental rights on certain sections of the
community which constitute minority communities. Under clause (1) of Article 29 any
section of the citizens residing in the territory of India or any part thereof having a
distinct language, script or culture of its own has the right to conserve the same. It is
obvious that a minority community can effectively conserve its language, script or
culture by and through educational institutions and, therefore, the right to establish
and maintain educational institutions of its choice is a necessary concomitant to the
right to conserve its distinctive language, script or culture and that is what is
conferred on all minorities by Article 30(1) which has hereinbefore been quoted in full.
This right, however, is subject to clause 2 of Article 29 which provides that no citizen
shall be denied admission into any educational institution maintained by the State or
receiving aid out of State funds on grounds only of religion, race, caste, language or
any of them.
21. As soon as we reach Article 30(1) learned counsel for the State of Kerala at
once poses the question: what is a minority? That is a term which is not defined in the
Constitution. It is easy to say that a minority community means a community which is
numerically less than 50 per cent, but then the question is not fully answered, for part
of the question has yet to be answered, namely, 50 per cent. of what? Is it 50 per cent
of the entire population of India or 50 per cent of the population of a State forming a
part of the Union? The position taken up by the State of Kerala in its statement of case
filed herein is as follows:
“There is yet another aspect of the question that falls for consideration, namely,
as to what is a minority under Article 30(1). The State contends that Christians, a
certain section of whom is vociferous in its objection to the Bill on the allegation
that it offends Article 30(1), are not in a minority in the State. It is no doubt true
that Christians are not a mathematical majority in the whole State. They constitute
about one-fourth of the population; but it does not follow therefrom that they form
a minority within the meaning of Article 30(1). The argument that they do, if
pushed to its logical conclusion, would mean that any section of the people forming
under fifty per cent of the population should be classified as a minority and be dealt
with as such.
Christians form the second largest community in Kerala State; they form,
however, a majority community in certain area of the State. Muslims form the third
largest community in the State, about one-seventh of the total population. They
also, however, form the majority community in certain other areas of the State. [In
ILR (1951) 3 Assam 384, it was held that persons who are alleged to be a minority
must be a minority in the particular region in which the institution involved is
situated.]”
The State of Kerala, therefore, contends that in order to constitute a minority which
may claim the fundamental rights guaranteed to minorities by Articles 29(1) and 30
(1) persons must numerically be a minority in the particular region in which the
educational institution in question is or is intended to be situate. A little reflection will
at once show that this is not a satisfactory test. Where is the line to be drawn and
which is the unit which will have to be taken? Are we to take as our unit a district, or a
sub-division or a taluk or a town or its suburbs or a municipality or its wards? It is well
known that in many towns persons belonging to a particular community flock together
 SCC Online Web Edition, Copyright © 2020
Page 20 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
in a suburb of the town or a ward of the municipality. Thus Anglo-Indians or Christians
or Muslims may congregate in one particular suburb of a town or one particular ward of
a municipality and they may be in a majority there. According to the argument of
learned counsel for the State of Kerala the Anglo-Indians or Christians or Muslims of
that locality, taken as a unit, will not be a “minority” within the meaning of the articles
under consideration and will not, therefore, be entitled to establish and maintain
educational institutions of their choice in that locality, but if some of the members
belonging to the Anglo-Indian or Christian community happen to reside in another
suburb of the same town or another ward of the same municipality and their number
be less than that of the members of other communities residing there, then those
members of the Anglo-Indian or Christian community will be a minority within the
meaning of Articles 29 and 30 and will be entitled to establish and maintain
educational institutions of their choice in that locality. Likewise the Tamilians residing
in Karolbagh, if they happen to be larger in number than the members of other
communities residing in Karolbagh, will not be entitled to establish and maintain a
Tamilian school in Karolbagh, whereas the Tamilians residing in, say, Daryaganj where
they may be less numerous than the members of other communities residing in
Daryaganj will be a minority or section within the meaning of Articles 29 and 30. Again
Bihari labourers residing in the industrial areas in or near Calcutta where they may be
the majority in that locality will not be entitled to have the minority rights and those
Biharis will have no educational institution of their choice imparting education in Hindi,
although they are numerically a minority if we take the entire city of Calcutta or the
State of West Bengal as a unit. Likewise Bengalis residing in a particular ward in a
town in Bihar where they may form the majority will not be entitled to conserve their
language, script or culture by imparting education in Bengali. These are, no doubt,
extreme illustrations, but they serve to bring out the fallacy inherent in the argument
on this part of the case advanced by learned counsel for the State of Kerala. Reference
has been made to Article 350-A in support of the argument that a local authority may
be taken as a unit. The illustrations given above will apply to that case also. Further
such a construction will necessitate the addition of the words “within their jurisdiction”
after the words “minority groups”. The last sentence of that article also appears to run
counter to such argument. We need not, however, on this occasion go further into the
matter and enter upon a discussion and express a final opinion as to whether
education being a State subject being Item 11 of List II of the Seventh Schedule to
the Constitution subject only to the provisions of Entries 62, 63, 64 and 66 of List I
and Entry 25 of List III, the existence of a minority community should in all
circumstances and for purposes of all laws of that State be determined on the basis of
the population of the whole State or whether it should be determined on the State
basis only when the validity of a law extending to the whole State is in question or
whether it should be determined on the basis of the population of a particular locality
when the law under attack applies only to that locality, for the Bill before us extends to
the whole of the State of Kerala and consequently the minority must be determined by
reference to the entire population of that State. By this test Christians, Muslims and
Anglo-Indians will certainly be minorities in the State of Kerala. It is admitted that out
of the total population of 1,42,00,000 in Kerala there are only 34,00,000 Christians
and 25,00,000 Muslims The Anglo-Indians in the State of Travancore-Cochin before
the reorganisation of the States numbered only 11,990 according to the 1951 census.
We may also emphasise that Question 2 itself proceeds on the footing that there are
minorities in Kerala who are entitled to the rights conferred by Article 30(1) and,
strictly speaking, for answering Question 2 we need not enquire as to what a minority
community means or how it is to be ascertained.
22. We now pass on to the main point canvassed before us, namely, what are the
scope and ambit of the right conferred by Article 30(1). Before coming to grips with
 SCC Online Web Edition, Copyright © 2020
Page 21 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
the main argument on this part of the case, we may deal with a minor point raised by
learned counsel for the State of Kerala. He contends that there are three conditions
which must be fulfilled before the protection and privileges of Article 30(1) may be
claimed, namely, (1) there must be a minority community, (2) one or more of the
members of that community should, after the commencement of the Constitution,
seek to exercise the right to establish an educational institution of his or their choice,
and (3) the educational institution must be established for the members of his or their
own community. We have already determined, according to the test referred to above,
that the Anglo-Indians, Christians and Muslims are minority communities in the State
of Kerala. We do not think that the protection and privilege of Article 30(1) extend
only to the educational institutions established after the date our Constitution came
into operation or which may hereafter be established. On this hypothesis the
educational institutions established by one or more members of any of these
communities prior to the commencement of the Constitution would not be entitled to
the benefits of Article 30(1). The fallacy of this argument becomes discernible as soon
as we direct our attention to Article 19(1)(g) which, clearly enough, applies alike to a
business, occupation or profession already started and carried on as to those that may
be started and carried on after the commencement of the Constitution. There is no
reason why the benefit of Article 30(1) should be limited only to educational
institutions established after the commencement of the Constitution. The language
employed in Article 30(1) is wide enough to cover both pre-Constitution and post-
Constitution institutions. It must not be overlooked that Article 30(1) gives the
minorities two rights, namely, (a) to establish, and (b) to administer, educational
institutions of their choice. The second right clearly covers pre-Constitution schools
just as Article 26 covers the right to maintain pre-Constitution religious institutions.
As to the third condition mentioned above, the argument carried to its logical
conclusion comes to this that if a single member of any other community is admitted
into a school established for the members of a particular minority community, then the
educational institution ceases to be an educational institution established by the
particular minority community. The argument is sought to be reinforced by a reference
to Article 29(2). It is said that an educational institution established by a minority
community which does not seek any aid from the funds of the State need not admit a
single scholar belonging to a community other than that for whose benefit it was
established but that as soon as such an educational institution seeks and gets aid from
the State coffers Article 29(2) will preclude it from denying admission to members of
the other communities on grounds only of religion, race, caste, language or any of
them and consequently it will cease to be an educational institution of the choice of
the minority community which established it. This argument does not appear to us to
be warranted by the language of the article itself. There is no such limitation in Article
30(1) and to accept this limitation will necessarily involve the addition of the words
“for their own community” in the article which is ordinarily not permissible according
to well established rules of interpretation. Nor is it reasonable to assume that the
purpose of Article 29(2) was to deprive minority educational institutions of the aid
they receive from the State. To say that an institution which receives aid on account of
its being a minority educational institution must not refuse to admit any member of
any other community only on the grounds therein mentioned and then to say that as
soon as such institution admits such an outsider it will cease to be a minority
institution is tantamount to saying that minority institutions will not, as minority
institutions, be entitled to any aid. The real import of Article 29(2) and Article 30(1)
seems to us to be that they clearly contemplate a minority institution with a sprinkling
of outsiders admitted into it. By admitting a non-member into it the minority
institution does not shed its character and cease to be a minority institution. Indeed
the object of conservation of the distinct language, script and culture of a minority
 SCC Online Web Edition, Copyright © 2020
Page 22 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
may be better served by propagating the same amongst non-members of the
particular minority community. In our opinion, it is not possible to read this condition
into Article 30(1) of the Constitution.
23. Having disposed of the minor point referred to above, we now take up the main
argument advanced before us as to the content of Article 30(1). The first point to note
is that the article gives certain rights not only to religious minorities but also to
linguistic minorities. In the next place, the right conferred on such minorities is to
establish educational institutions of their choice. It does not say that minorities based
on religion should establish educational institutions for teaching religion only, or that
linguistic minorities should have the right to establish educational institutions for
teaching their language only. What the article says and means is that the religious and
the linguistic minorities should have the right to establish educational institutions of
their choice. There is no limitation placed on the subjects to be taught in such
educational institutions. As such minorities will ordinarily desire that their children
should be brought up properly and efficiently and be eligible for higher university
education and go out in the world fully equipped with such intellectual attainments as
will make them fit for entering the public services, educational institutions of their
choice will necessarily include institutions imparting general secular education also. In
other words, the article leaves it to their choice to establish such educational
institutions as will serve both purposes, namely, the purpose of conserving their
religion, language or culture, and also the purpose of giving a thorough, good general
education to their children. The next thing to note is that the article, in terms, gives all
minorities, whether based on religion or language, two rights, namely, the right to
establish and the right to administer educational institutions of their choice. The key to
the understanding of the true meaning and implication of the article under
consideration are the words “of their own choice”. It is said that the dominant word is
“choice” and the content of that article is as wide as the choice of the particular
minority community may make it. The ambit of the rights conferred by Article 30(1)
has, therefore, to be determined on a consideration of the matter from the points of
view of the educational institutions themselves. The educational institutions
established or administered by the minorities or to be so established or administered
by them in exercise of the rights conferred by that article may be classified into three
categories, namely, (1) those which do not seek either aid or recognition from the
State, (2) those which want aid, and (3) those which want only recognition but not
aid.
24. As regards the institutions which come within the first category, they are, by
clause 38 of the Bill, outside the purview of the Bill and, according to learned counsel
for the State of Kerala, nothing can be done for or against them under the Bill. They
have their right under Article 30(1) and they can, says learned counsel, exercise that
right to their heart's content unhampered by the Bill. Learned counsel appearing for
the institutions challenging the validity of the Bill, on the other hand, point to clause
26 of the Bill to which reference has already been made. They say that if the
educational institutions, present or future, which come within the first category
happen to be located within an area of compulsion they will have to close down for
want of scholars, for all guardians residing within such area are, by clause 26,
enjoined, on pain of penalty provided by clause 28, to send their wards only to
government schools or private schools which, according to the definition, means aided
or recognised schools. Clause 26, it is urged, abridges and indeed takes away the
fundamental right conferred on the minorities by Article 30(1) and is, therefore,
unconstitutional. The educational institutions coming within the first category, not
being aided or recognised are, by clause 38, prima facie outside the purview of the
Bill. None of the provisions of the Bill including those mentioned in the question apply
to them and accordingly the point sought to be raised by them, namely, the infraction
 SCC Online Web Edition, Copyright © 2020
Page 23 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
of their right under Article 30(1) by clause 26 of the Bill does not come within the
scope of Question 2 and we cannot, on the present reference, express any opinion on
that point.
25. As regards the second category, we shall have to sub-divide it into two classes,
namely, (a) those which are by the Constitution itself expressly made eligible for
receiving grants, and (b) those which are not entitled to any grant by virtue of any
express provision of the Constitution but, nevertheless, seek to get aid.
26. Anglo-Indian educational institutions come within sub-category (a). An Anglo-
Indian is defined in Article 366(2). The Anglo-Indian community is a well-known
minority community in India based on religion as well as language and has been
recognised as such by this Court in State of Bombay v. Bombay Education Society15 .
According to the figures set out in the statement of case filed by the two Anglo-Indian
institutions represented before us by Shri Frank Anthony, about which figures there is
no dispute, there are 268 recognised Anglo-Indian schools in India out of which ten
are in the State of Kerala. Anglo-Indian educational institutions established prior to
1948 used to receive grants from the Government of those days. Article 337,
presumbly in view of the special circumstances concerning the Anglo-Indian
community and to allay their natural fears for their future well being, preserved this
bounty for a period of ten years. According to that article all Anglo-Indian educational
institutions which were receiving grants up to the financial year ending on March 31,
1948, will continue to receive the same grant subject to triennial diminution of ten per
cent until the expiry of ten years when the grant, to the extent it is a special
concession to the Anglo-Indian community, should cease. The second proviso imposes
the condition that at least 40 per cent of the annual admissions must be made
available to the members of communities other than the Anglo-Indian community.
Likewise Article 29(2) provides, inter alia, that no citizen shall be denied admission
into any educational institution receiving aid out of State funds on grounds only of
religion, race, caste, language or any of them. These are the only constitutional
limitations to the right of the Anglo-Indian educational institutions to receive aid.
Learned counsel appearing for two Anglo-Indian schools contends that the State of
Kerala is bound to implement the provisions of Article 337. Indeed it is stated in the
statement of case filed by the State of Kerala that all Christian schools are aided by
that State and, therefore, the Anglo-Indian schools, being also Christian schools, have
been so far getting from the State of Kerala the grant that they are entitled to under
Article 337. Their grievance is that by introducing this Bill the State of Kerala is now
seeking to impose, besides the constitutional limitations mentioned in the second
proviso to Article 337 and Article 29(2), further and more onerous conditions on this
grant to the Anglo-Indian educational institutions although their constitutional right to
such grant still subsists. The State is expressly applying to them the stringent
provisions of clauses 8(3), and 9 to 13 besides other clauses attracted by clause 3(5)
of the Bill curtailing and, according to them, completely taking away, their
constitutional right to manage their own affairs as a price for the grant to which, under
Article 337, they are entitled unconditionally except to the extent mentioned in the
second proviso to that article and in Article 29(2). Learned counsel for the State of
Kerala does not seriously dispute, as indeed he cannot fairly do, that so far as the
grant under Article 337 is concerned the Anglo-Indian educational institutions are
entitled to receive the same without any fresh strings being attached to such grant,
although he faintly suggests that the grant received by the Anglo-Indian educational
institutions under Article 337 is not strictly speaking “aid” within the meaning of that
word as used in the Bill. We are unable to accept that part of his argument as sound.
The word “aid” has not been defined in the Bill. Accordingly we must give this simple
English word its ordinary and natural meaning. It may, in passing, be noted that
although the word “grant” is used in Article 337 the word “aid” is used in Article 29(2)
 SCC Online Web Edition, Copyright © 2020
Page 24 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
and Article 30(2), but there can be no question that the word “aid” in these two
articles will cover the “grant” under Article 337. Before the passing of the said Bill the
Anglo-Indian educational institutions were receiving the bounty formerly from the
State of Madras or Travancore-Cochin and after its formation from the present new
State of Kerala. In the circumstances, the amount received by the Anglo-Indian
institutions as grant under Article 337 must be construed as “aid” within the meaning
of the said Bill and these Anglo-Indian educational institutions in receipt of this grant
payable under Article 337 must accordingly be regarded as “aided schools” within the
meaning of the definitions in clause 2, sub-clauses (1) and (6). The imposition of
stringent terms as fresh or additional conditions precedent to this grant to the Anglo-
Indian educational institutions will, therefore, infringe their rights not only under
Article 337 but also under Article 30(1). If the Anglo-Indian educational institutions
cannot get the grant to which they are entitled except upon terms laid down by the
provisions of the Bill then, if they insist on the right of administration guaranteed to
them by Article 30(1) they will have to exercise their option under the proviso to
clause 3(4) and remain content with mere recognition, subject to certain terms therein
mentioned which may also be an irksome and intolerable encroachment on their right
of administration. But the real point is that no educational institution can in modern
times, afford to subsist and efficiently function without some state aid and, therefore,
to continue, their institutions they will have to seek aid and will virtually have to
surrender their constitutional right of administering educational institutions of their
choice. In the premises, they may, in our opinion, legitimately complain that so far as
the grants under Article 337 are concerned, the provisions of the clauses of the Bill
mentioned in Question 2 do in substance and effect infringe their fundamental rights
under Article 30(1) and are to that extent void. It is urged by learned counsel for the
State of Kerala that this Court should decline to answer this question until rules are
framed but if the provisions of the Bill are obnoxious on the face of them, no rule can
cure that defect. Nor do we think that there is any substance in the argument
advanced by learned counsel for Kerala that this Bill has not introduced anything new
and the Anglo-Indian schools are not being subjected to anything beyond what they
have been submitting to under the Education Acts and Codes of Travancore or Cochin
or Madras. In 1945 or 1947 when those Acts and codes came into operation there were
no fundamental rights and there can be no loss of fundamental rights merely on the
ground of non-exercise of it. There is no case of estoppel here, assuming that there
can be an estoppel against the Constitution. There can be no question, therefore, that
the Anglo-Indian educational institutions which are entitled to their grants under
Article 337 are being subjected to onerous conditions and the provisions of the said
Bill which legitimately come within Question 2 as construed by us infringe their rights
not only under Article 337 but also violate their rights under Article 30(1) in that they
are prevented from effectively exercising those rights. It should be borne in mind that
in determining the constitutional validity of a measure or a provision therein regard
must be had to the real effect and impact thereof on the fundamental right. See the
decisions of this Court in Rashid Ahmad v. Municipal Board Kairana case16 Mohd. Yasin
v. Town Area Committee, Jalalabad case17 and State of Bombay v. Bombay Education
Society case.
27. Learned counsel for the State of Kerala next urges that each and every one of
the Anglo-Indian educational institutions are getting much more than what they are
entitled to under Article 337 and that consequently, insofar as these Anglo-Indian
educational institutions are getting more than what is due to them under Article 337
they are, as regards the excess, in the same position as other Anglo-Indian
educational institutions started after 1948 and the educational institutions established
by other minorities who have no right to aid under any express provision of the
Constitution but are in receipt of aid or seek to get it. This takes us to the
 SCC Online Web Edition, Copyright © 2020
Page 25 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
consideration of the cases of the educational institutions which fall within sub-category
(b) mentioned above, namely, the institutions which are not entitled to any grant of
aid by virtue of any express provision of the Constitution but, nevertheless, seek to get
aid from the State.
28. We have already seen that Article 337 of the Constitution makes special
provision for granting aid to Anglo-Indian educational institutions established prior to
1948. There is no Constitutional provision for such grant of aid to educational
institutions established by the Anglo-Indian community after 1948 or to those
established by other minority communities at any time. The other minority
communities or even the Anglo-Indian community in respect of post 1948 educational
institutions have no constitutional right, fundamental or otherwise, to receive any
grant from the State. It is, however, well known that in modern times the demands
and necessities of modern educational institutions to be properly and efficiently run
require considerable expense which cannot be met fully by fees collected from the
scholars and private endowments which are not adequate and, therefore, no
educational institution can be maintained in a state of efficiency and usefulness
without substantial aid from the State. Article 28(3), 29(2) and 30(2) postulate
educational institutions receiving aid out of State funds. By the Bill now under
consideration the State of Kerala also contemplates the granting of aid to educational
institutions. The said Bill, however, imposes stringent terms as conditions precedent to
the grant of aid to educational institutions. The provisions of the Bill have already been
summarsied in detail in an earlier part of this opinion and need not be recapitulated.
Suffice it to say that if the said Bill becomes law then, in order to obtain aid from State
funds, an educational institution will have to submit to the conditions laid down in
clauses 3, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15 and 20. Clause 36 empowers the
Government to make rules providing for the giving of aids to private schools. Learned
counsel appearing for the educational institutions opposing the Bill complain that
those clauses virtually deprive their clients of their rights under Article 30(1).
29. Their grievances are thus stated: The gist of the right of administration of a
school is the power of appointment, control and dismissal of teachers and other staff.
But under the said Bill such power of management is practically taken away. Thus the
Manager must submit annual statements (clause 5). The fixed assets of the aided
schools are frozen and cannot be dealt with except with the permission of the
authorised officer (clause 6). No educational agency of an aided school can appoint a
manager of its choice and the manager is completely under the control of the
authorised officer, for he must keep accounts in the manner he is told to do and to
give periodical inspection of them, and on the closure of the school the accounts must
be made over to the authorised officer (clause 7). All fees etc. collected will have to be
made over to the Government [clause 8(3)]. Government will take up the task of
paying the teachers and the non-teaching staff (clause 9). Government will prescribe
the qualification of teachers (clause 10). The school authorities cannot appoint a single
teacher of their choice, but must appoint persons out of the panel settled by the Public
Service Commission (clause 11). The school authorities must provide amenities to
teachers and cannot dismiss, remove, reduce or even suspend a teacher without the
previous sanction of the authorised officer (clause 12). Government may take over the
management on being satisfied as to certain matters and can then acquire it outright
(clause 14) and it can also acquire the aided school, again on its satisfaction as to
certain matters on which it is easily possible to entertain different views (clause 15).
Clause 20 peremptorily prevents a private school, which means an aided or recognised
school, from charging any fees for tuition in the primary classes where the number of
scholars are the highest. Accordingly they contend that those provisions do offend the
fundamental rights conferred on them by Article 30(1).
30. Learned counsel appearing for the State of Kerala advances the extreme
 SCC Online Web Edition, Copyright © 2020
Page 26 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

contention that Article 30(1) confers on the minorities the fundamental right to
establish and administer educational institutions of their choice and nothing more.
They are free to exercise such rights as much as they like and as long as they care to
do so on their own resources. But this fundamental right goes no further and cannot
possibly extend to their getting financial assistance from the coffers of the State. If
they desire or seek to obtain aid from the State, they must submit to the terms on
which the State offers aid to all other educational institutions established by other
people just as a person will have to pay 15 naye paise if he wants to buy a stamp for
an inland letter. Learned counsel appearing for the two Anglo-Indian schools as well as
learned counsel appearing for the Jamait-ul-ulema-i-Hind, on the other hand, insist in
their turn, on an equally extreme proposition, namely, that their clients' fundamental
rights under Article 30(1) are, in terms, absolute and not only can it not be taken
away but cannot even be abridged to any extent. They draw our attention first to
Article 19(1)(g) which confers on the citizens the fundamental right to carry on any
business and then to clause 6 of that article which permits reasonable restrictions
being imposed on that fundamental right and they contend that, as there is no such
provision in Article 30(1) conferring on the State any police power authorising the
imposition of social control, the fundamental rights under Article 30(1) must be held
to be absolute and cannot be subjected to any restriction whatever. They reinforce
their arguments by relying on Articles 28(3), 29(2) and 30(2) which, they rightly
submit, do contemplate the grant of aid to educational institutions established by
minority communities. Learned counsel also strongly rely on Articles 41 and 46 of the
Constitution which, as Directive Principles of State Policy, make it the duty of the State
to aid educational institutions and to promote the educational interests of the
minorities and the weaker sections of the people. Granting of aid to educational
institutions is, according to learned counsel, the normal function of the Government.
The Constitution contemplates institutions wholly maintained by the State, as also
institutions receiving aid from the State. If, therefore, the granting of aid is a
governmental function, it must, they say, be discharged in a reasonable way and
without infringing the fundamental rights of the minorities. There may be no
fundamental right given to any person or body administering an educational institution
to get aid from the State and indeed if the State has not sufficient funds it cannot
distribute any. Nevertheless if the State does distribute aid it cannot, they contend,
attach such conditions to it as will deprive the minorities of their fundamental rights
under Article 30(1). Attaching stringent conditions, such as those provided by the said
Bill and summarised above, is violative of the rights guaranteed to the minorities by
Article 30(1). Surrender of fundamental rights cannot, they conclude, be exacted as
the price of aid doled out by the State.
31. We are thus faced with a problem of considerable complexity apparently
difficult of solution. There is, on the one hand the minority rights under Article 30(1)
to establish and administer educational institutions of their choice and the duty of the
Government to promote education, there is, on the other side the obligation of the
State under Article 45 to endeavour to introduce free and compulsory education. We
have to reconcile between these two conflicting interests and to give effect to both if
that is possible and bring about a synthesis between the two. The Directive Principles
cannot ignore or override the fundamental rights but must, as we have said, subserve
the fundamental rights. We have already observed that Article 30(1) gives two rights
to the minorities, (1) to establish and (2) to administer, educational institutions of
their choice. The right to administer cannot obviously include the right to
maladminister. The minority cannot surely ask for aid or recognition for an educational
institution run by them in unhealthy surroundings, without any competent teachers,
possessing any semblance of qualification, and which does not maintain even a fair
standard of teaching or which teaches matters subversive of the welfare of the
 SCC Online Web Edition, Copyright © 2020
Page 27 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
scholars. It stands to reason, then, that the constitutional right to administer an
educational institution of their choice does not necessarily militate against the claim of
the State to insist that in order to grant aid the State may prescribe reasonable
regulations to ensure the excellence of the institutions to be aided. Learned Attorney-
General concedes that reasonable regulations may certainly be imposed by the State
as a condition for aid or even for recognition. There is no right in any minority, other
than Anglo-Indians, to get aid, but, he contends, that if the State chooses to grant aid
then it must not say— “I have money and I shall distribute aid but I shall not give you
any aid unless you surrender to me your right of administration”. The State must not
grant aid in such manner as will take away the fundamental right of the minority
community under Article 30(1). Shri G.S. Pathak appearing for some of the institutions
opposing the Bill agrees that it is open to the State to lay down conditions for
recognition, namely, that an institution must have a particular amount of funds or
properties or number of students or standard of education and so forth and it is open
to the State to make a law prescribing conditions for such recognition or aid provided,
however, that such law is constitutional and does not infringe any fundamental right of
the minorities. Recognition and grant of aid, says Shri G.S. Pathak, is the
governmental function and, therefore, the State cannot impose terms as condition
precedent to the grant of recognition or aid which will be violative of Article 30(1).
According to the statement of case filed by the State of Kerala, every Christian school
in the State is aided by the State. Therefore, the conditions imposed by the said Bill
on aided institutions established and administered by minority communities, like the
Christians, including the Anglo-Indian community, will lead to the closing down of all
these aided schools unless they are agreeable to surrender their fundamental right of
management. No educational institution can in actual practice be carried on without
aid from the State and if they will not get it unless they surrender their rights they
will, by compulsion of financial necessities, be compelled to give up their rights under
Article 30(1). The legislative powers conferred on the legislature of the States by
Articles 245 and 246 are subject to the other provisions of the Constitution and
certainly to the provisions of Part III which confers fundamental rights which are,
therefore, binding on the State Legislature. The State Legislature cannot, it is clear,
disregard or override those provisions merely by employing indirect methods of
achieving exactly the same result. Even the legislature cannot do indirectly what it
certainly cannot do directly. Yet that will be the effect of the application of these
provisions of the Bill and according to the decisions of this Court already referred to it
is the real effect to which regard is to be had in determining the constitutional validity
of any measure. Clauses 6, 7, 9, 10, 11, 12, 14, 15 and 20 relate to the management
of aided schools. Some of these provisions e.g. 7, 10, 11(1), 12(1)(2)(3) and (5) may
easily be regarded as reasonable regulations or conditions for the grant of aid. Clauses
9, 11(2) and 12(4) are, however, objected to as going much beyond the permissible
limit. It is said that by taking over the collections of fees etc. and by undertaking to
pay the salaries of the teachers and other staff the Government is in reality
confiscating the school fund and taking away the prestige of the school, for none will
care for the school authority. Likewise clause 11 takes away an obvious item of
management, for the manager cannot appoint any teacher at all except out of the
panel to be prepared by the Public Service Commission, which, apart from the
question of its power of taking up such duties, may not be qualified at all to select
teachers who will be acceptable to religious denominations and in particular sub-
clause (2) of that clause is objectionable for it thrusts upon educational institutions of
religious minorities teachers of Scheduled Castes who may have no knowledge of the
tenets of their religion and may be otherwise weak educationally. Power of dismissal,
removal, reduction in rank or suspension is an index of the right of management and
that is taken away by clause 12(4). These are, no doubt, serious inroads on the right
 SCC Online Web Edition, Copyright © 2020
Page 28 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
of administration and appear perilously near violating that right. But considering that
those provisions are applicable to all educational institutions and that the impugned
parts of clauses 9, 11 and 12 are designed to give protection and security to the ill
paid teachers who are engaged in rendering service to the nation and protect the
backward classes, we are prepared, as at present advised, to treat these clauses 9, 11
(2) and 12(4) as permissible regulations which the State may impose on the
minorities as a condition for granting aid to their educational institutions. We,
however, find it impossible to support clauses 14 and 15 of the said Bill as mere
regulations. The provisions of those clauses may be totally destructive of the rights
under Article 30(1). It is true that the right to aid is not implicit in Article 30(1) but
the provisions of those clauses, if submitted to on account of their factual compulsion
as condition of aid, may easily be violative of Article 30(1) of the Constitution. Learned
counsel for the State of Kerala recognises that clauses 14 and 15 of the Bill may
annihilate the minority communities' right to manage educational institutions of their
choice but submits that the validity of those clauses is not the subject-matter of
Question 2. But, as already explained, all newly established schools seeking aid or
recognition are, by clause 3(5), made subject to all the provisions of the Act.
Therefore, in a discussion as to the constitutional validity of clause 3(5) a discussion of
the validity of the other clauses of the Bill becomes relevant, not as and by way of a
separate item but in determining the validity of the provisions of clause 3(5). In our
opinion, sub-clause 3 of clause 8 and clauses 9, 10, 11, 12 and 13 being merely
regulatory do not offend Article 30(1), but the provisions of sub-clause (5) of clause 3
by making the aided educational institutions subject to clauses 14 and 15 as
conditions for the grant of aid do offend against Article 30(1) of the Constitution.
32. We now come to the last category of educational institutions established and
administered by minority communities which seek only recognition but not aid from
the State. The extreme arguments advanced with regard to recognition by learned
counsel for the State of Kerala and learned counsel for the two Anglo-Indian schools
and learned counsel for the Muslim institutions proceed on the same lines as those
advanced respectively by them on the question as to granting of aid, namely, that the
State of Kerala maintains that the minority communities may exercise their
fundamental right under Article 30(1) by establishing educational institutions of their
choice wherever they like and administer the same in their own way and need not seek
recognition from the Government, but that if the minority communities desire to have
State recognition they must submit to the terms imposed, as conditions precedent to
recognition, on every educational institution. The claim of the educational institutions
of the minority communities, on the other hand, is that their fundamental right under
Article 30(1) is absolute and cannot be subjected to any restriction whatever. Learned
counsel for the two Anglo-Indian schools appearing on this reference, relying on some
decisions of the American Supreme Court, maintains that a child is not the creature of
the State and the parents have the right to get their child educated in educational
institutions of their choice. Those American decisions proceed on the language of the
due process clauses of the Fifth and the Fourteenth Amendments and have no
application to a situation arising under our Constitution and we need not, therefore,
discuss them in detail here. Adverting to the two conflicting views propounded before
us we repeat that neither of the two extreme propositions can be sustained and we
have to reconcile the two, if possible. Article 26 gives freedom to religious
denominations or any section thereof, subject to public order, morality and health, to
establish and maintain institutions for religious and charitable purposes. Article 29(1)
gives protection to any section of citizens residing in the territory of India having a
distinct language, script or culture of its own the right to conserve the same. As we
have already stated, the distinct language, script or culture of a minority community
can best be conserved by and through educational institutions, for it is by education
 SCC Online Web Edition, Copyright © 2020
Page 29 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
that their culture can be inculcated into the impressionable minds of the children of
their community. It is through educational institutions that the language and script of
the minority community can be preserved, improved and strengthened. It is,
therefore, that Article 30(1) confers on all minorities, whether based on religion or
language, the right to establish and administer educational institutions of their choice.
The minorities, quite understandably, regard it as essential that the education of their
children should be in accordance with the teachings of their religion and they hold,
quite honestly, that such an education cannot be obtained in ordinary schools
designed for all the members of the public but can only be secured in schools
conducted under the influence and guidance of people well versed in the tenets of
their religion and in the traditions of their culture. The minorities evidently desire that
education should be imparted to the children of their community in an atmosphere
congenial to the growth of their culture. Our Constitution makers recognised the
validity of their claim and to allay their fears conferred on them the fundamental rights
referred to above. But the conservation of the distinct language, script or culture is not
the only object of choice of the minority communities. They also desire that scholars of
their educational institutions should go out in the world well and sufficiently equipped
with the qualifications necessary for a useful career in life. But according to the
Education Code now in operation to which it is permissible to refer for ascertaining the
effect of the impugned provisions on existing state of affairs, the scholars of
unrecognised schools are not permitted to avail themselves of the opportunities for
higher education in the university and are not eligible for entering the public services.
Without recognition, therefore, the educational institutions established or to be
established by the minority communities cannot fulfil the real objects of their choice
and the rights under Article 30(1) cannot be effectively exercised. The right to
establish educational institutions of their choice must, therefore, mean the right to
establish real institutions which will effectively serve the needs of their community and
the scholars who resort to their educational institutions. There is, no doubt, no such
thing as fundamental right to recognition by the State but to deny recognition to the
educational institutions except upon terms tantamount to the surrender of their
constitutional right of administration of the educational institutions of their choice is in
truth and in effect to deprive them of their rights under Article 30(1). We repeat that
the legislative power is subject to the fundamental rights and the legislature cannot
indirectly take away or abridge the fundamental rights which it could not do directly
and yet that will be the result if the said Bill containing any offending clause becomes
law. According to the decisions of this Court referred to above, in judging the validity
of any law regard must be had to its real intendment and effect on the rights of the
aggrieved parties, rather than to its form. According to the Education Codes certain
conditions are prescribed — whether as legislative or as executive measures we do not
stop to enquire — as conditions for the grant of recognition and it is said, as it was
said during the discussion on the question of aid, that the said Bill imposes no more
burden than what these minority educational institutions along with those of other
communities are already subjected to. As we have observed, there can be no question
of the loss of a fundamental right merely by the non-exercise of it. There is no case
here of any estoppel, assuming that there can be any estoppel against the
Constitution. Therefore, the impugned provisions of the said Bill must be considered
on its merits.
33. By clause 19 the following clauses, namely, 7 (except sub-clause 1 and 3 which
apply only to aided schools), 10 and 20 were made applicable to recognised schools.
We are prepared to accept the provisions of sub-clause 2, 4 to 9 of clause 7 and the
provisions of clause 10 as permissible regulations but it is difficult to treat clause 20
as merely regulatory. That clause peremptorily requires that no fees should be charged
for tuition in the primary classes. There is no dispute that the number of pupils in the
 SCC Online Web Edition, Copyright © 2020
Page 30 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
primary classes is more than that in the other classes. The 1955-56 figures of school-
going children, as to which there is no dispute, show that of the age group of 6 to 11
cent per cent of boys attend classes, while 91 per cent. of girls of that age group do
the same. There is a drop in attendance when we come to age group 11 to 14. In that
age group 36.2 per cent of boys and 29 per cent of girls go to school. It is clear,
therefore, that although the rate of fees charged in primary classes is lower than those
charged in higher classes, the total amount collected from scholars attending primary
classes is quite considerable and forms an appreciable part of the total income of the
school. If this Bill becomes law, all these schools will have to forego this fruitful source
of income. There is, however, no provision for counterbalancing the loss of fees which
will be brought about by clause 20 when it comes into force. There is no provision,
such as there is in clause 9 which applies to aided schools only, that the State should
make good that loss. Therefore, the imposition of such restriction against the collection
of fees from any pupil in the primary classes as a condition for recognition will in effect
make it impossible for an educational institution established by a minority community
being carried on. It is true that clause 36(2)(c) empowers the Government to make
rules providing for the grant of recognition to private schools and we are asked to
suspend our opinion until the said Bill comes into force and rules are actually made.
But no rule to be framed under clause 36(2)(c) can nullify the constitutional infirmity
of clause 3(5) read with clause 20 which is calculated to infringe the fundamental
rights of minority communities in respect of recognised schools to be established after
the commencement of the said Bill.
34. Learned counsel for the State of Kerala referred us to the Directive Principles
contained in Article 45 which requires the State to endeavour to provide, within a
period of ten years from the commencement of the Constitution, for free and
compulsory education for all children until they complete the age of fourteen years and
with considerable warmth of feeling and indignation maintained that no minorities
should be permitted to stand in the way of the implementation of the sacred duty cast
upon the State of giving free and compulsory primary education to the children of the
country so as to bring them up properly and to make them fit for discharging the
duties and responsibilities of good citizens. To pamper to the selfish claims of these
minorities is, according to learned counsel, to set back the hands of the clock of
progress. Should these minorities, asks learned counsel, be permitted to perpetuate
the sectarian fragmentation of the people and to keep them perpetually segregated in
separate and isolated cultural enclaves and thereby retard the unity of the nation?
Learned counsel for the minority institutions were equally eloquent as to the sacred
obligation of the State towards the minority communities. It is not for this Court to
question the wisdom of the supreme law of the land. We the people of India have
given unto ourselves the Constitution which is not for any particular community or
section but for all. Its provisions are intended to protect all, minority as well as the
majority communities. There can be no manner of doubt that our Constitution has
guaranteed certain cherished rights of the minorities concerning their language,
culture and religion. These concessions must have been made to them for good and
valid reasons. Article 45, no doubt, requires the State to provide for free and
compulsory education for all children, but there is nothing to prevent the State from
discharging that solemn obligation through government and aided schools and Article
45 does not require that obligation to be discharged at the expense of the minority
communities. So long as the Constitution stands as it is and is not altered, it is, we
conceive, the duty of this Court to uphold the fundamental rights and thereby honour
our sacred obligation to the minority communities who are of our own. Throughout the
ages endless inundations of men of diverse creeds, cultures and races — Aryans and
non-Aryans, Dravidians and Chinese, Scythians, Huns, Pathans and Mughals — have
come to this ancient land from distant regions and climes. India has welcomed them
 SCC Online Web Edition, Copyright © 2020
Page 31 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
all. They have met and gathered, given and taken and got mingled, merged and lost in
one body. India's tradition has thus been epitomised in the following noble lines:
“None shall be turned away
From the shore of this vast sea of humanity
That is India”18
Indeed India has sent out to the world her message of goodwill enshrined and
proclaimed in our National Anthem:
“Day and night, thy voice goes out from
land to land,
calling Hindus, Buddhists, Sikhs and Jains
round thy throne
and Parsees, Mussalmans and Christians.
Offerings are brought to thy shrine by
the East and the West
to be woven in a garland of love.
Thou bringest the hearts of all peoples
into the harmony of one life,
Thou Dispenser of India's destiny,
Victory, Victory, Victory to thee.”19
It is thus that the genius of India has been able to find unity in diversity by
assimilating the best of all creeds and cultures. Our Constitution accordingly
recognises our sacred obligations to the minorities. Looking at the rights guaranteed to
the minorities by our Constitution from the angle of vision indicated above, we are of
opinion that clause 7 (except sub-clauses 1 and 3 which apply only to aided schools)
and clause 10 may well be regarded as permissible regulation which the State is
entitled to impose as a condition for according its recognition to any educational
institution but that clause 20 which has been extended by clause 3(5) to newly
established recognised schools, insofar as it affects educational institutions established
and administered by minority communities, is violative of Article 30(1).
Re. Question 4:
35. This question raises the constitutional validity of clause 33 of the said Bill. That
clause, which has hereinbefore been set out in full, provides that notwithstanding
anything contained in the Code of Civil Procedure, 1908, or any other law for the time
being in force no court shall grant any temporary injunction or make any interim order
restraining any proceeding which is being or about to be taken under the provisions of
the Bill when it becomes an Act. Article 226 of the Constitution confers extensive
jurisdiction and power on the High Courts in the States. This jurisdiction and power
extend throughout the territories in relation to which the High Court exercises
jurisdiction. It can issue to any person or authority, including in appropriate cases any
Government, within those territories, directions, orders or writs of the nature
mentioned therein for the enforcement of the fundamental rights or for any other
purpose. No enactment of a State Legislature can, as long as that article stands, take
away or abridge the jurisdiction and power conferred on the High Court by that article.
The question is whether clause 33 does so. The doubts which have arisen with regard
to clause 33 are thus formulated in the order of reference:
“AND WHEREAS clause 33 of the said Bill provides that, notwithstanding anything
contained in the Code of Civil Procedure, 1908, or any other law for the time being
in force, no courts can grant any temporary injunction or make any interim order
restraining any proceedings which is being or about to be taken under the Act;
AND WHEREAS a doubt has arisen whether the provisions of the said clause 33,
 SCC Online Web Edition, Copyright © 2020
Page 32 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
insofar as they relate to the jurisdiction of the High Courts, would offend Article 226
of the Constitution.”
The State of Kerala in their statement of case disowns in the following words all
intentions in that behalf:
“52. Kerala State asks this Honourable Court to answer the fourth question in the
negative, on the ground that the power given to High Courts by Article 226 remains
unaffected by the said clause 33.
53. Kerala State contends that the argument that clause 33 affects Article 226 is
without foundation.
54. The Constitution is the paramount law of the land, and nothing short of a
constitutional amendment as provided for under the Constitution can affect any of
the provisions of the Constitution, including Article 226. The power conferred upon
High Courts under Article 226 of the Constitution is an overriding power entitling
them, under certain conditions and circumstances, to issue writs, orders and
directions to subordinate courts, tribunals and authorities notwithstanding any rule
or law to the contrary.”
Learned counsel for the State of Kerala submits that clause 33 must be read subject to
Articles 226 and 32 of the Constitution. He relies on the well known principle of
construction that if a provision in a statute is capable of two interpretations then that
interpretation should be adopted which will make the provision valid rather than the
one which will make it invalid. He relies on the words “other law for the time being in
force” as positively indicating that the clause has not the Constitution in
contemplation, for it will be inapt to speak of the Constitution as a “law for the time
being in force”. He-relies on the meaning of the word “law” appearing in Articles 2, 4,
32(3) and 367(1) of the Constitution where it must mean law enacted by a legislature.
He also relies on the definition of “Indian law” in Section 3(29) of the General Clauses
Act and submits that the word “law” in clause 33 must mean a law of the same kind
as the Civil Procedure Code of 1908, that is to say, a law made by an appropriate
legislature in exercise of its legislative function and cannot refer to the Constitution.
We find ourselves in agreement with this contention of learned counsel for the State of
Kerala. We are not aware of any difficulty — and none has been shown to us — in
construing clause 33 as a provision subject to the overriding provisions of Article 226
of the Constitution and our answer to Question 4 must be in the negative.
36. In accordance with the foregoing opinion we report on the questions as follows:
Question 1: No.
Question 2: (i) Yes, so far as Anglo-Indian educational institutions entitled to
grant under Article 337 are concerned, (ii) As regards other minorities not entitled
to grant as of right under any express provision of the Constitution, but are in
receipt of aid or desire such aid and also as regards Anglo-Indian educational
institutions insofar as they are receiving aid in excess of what are due to them
under Article 337, clauses 8(3), and 9 to 13 do not offend Article 30(1) but clause 3
(5) insofar as it makes such educational institutions subject to clauses 14 and 15
do offend Article 30(1). (iii) Clause 7 (except sub-clause (1) and (3) which applies
only to aided schools) clause 10 insofar as they apply to recognised schools to be
established after the said Bill comes into force do not offend Article 30(1) but
clause 3(5) insofar as it makes the new schools established after the
commencement of the Bill subject to clause 20 does offend Article 30(1).
Question 3: No.
Question 4: No; clause 33 is subject to Article 226 of the Constitution.
T.L. VENKATARAMA AIYAR, J.— I agree that the answer to Questions 1, 3 and 4
should be as stated in the judgment of My Lord, the Chief Justice. But as regards
Question 2, I am unable to concur in the view expressed therein that Clause (20) of
 SCC Online Web Edition, Copyright © 2020
Page 33 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

the Bill is, in its application to educational institutions of minorities, religious or

linguistic, repugnant to Article 30(1) of the Constitution, and is, in consequence, to
that extent void. Clause (20) provides that:
“No fee shall be payable by any pupil for any tuition in the primary classes in any
Government or private school.”
Now, the question is whether this clause is violative of the right which Article 30(1)
confers on all minorities based on religion or language, to establish and administer
educational institutions of their choice. Ex facie, clause (20) does not prohibit the
establishment or administration of such institutions by the minorities; it only provides
that in private schools no fee shall be payable by students in the primary classes. On
the terms of this clause, therefore, it is difficult to see how it offends Article 30(1). But
it is contended by learned counsel who appeared for the minorities that in practice no
school could be run unless fees are collected from the students, that therefore clause
(20) must, if operative, result in the extinction of the educational institutions of
minorities, and that was a direct invasion of their right to establish and maintain those
institutions. It is no doubt the law that in deciding on the constitutionality of an
enactment, regard must be had not merely to its language but also to its effect on the
rights of the parties, not merely to what it says but to what it does. Even so, it is
difficult to see how clause (20) can be said to infringe Article 30(1). It applies only to
Government and private schools, and a private school is defined in clause 2(6) as
“meaning an aided or recognised school”. Clause (38) provides that,
“Nothing in this Act shall apply to any school which is not a government or a
private school.”
The result is that there is no prohibition against minorities, religious or linguistic,
establishing their own educational institutions and charging fees, so long as they do
not seek aid or recognition from the State. It is only when they make a demand on the
State for aid or recognition that the provisions of the Bill will become applicable to
them.
34. But it is argued that the right of the minorities to establish their own
educational institutions will be rendered illusory, if the students who pass out of them
cannot sit for public examinations held by the State or be eligible for recruitment to
State services, and that, it is said, is the effect of the non-recognition of the
institutions. It is accordingly contended that for the effective exercise of the rights
under Article 30(1), it is necessary to imply therein a right in the minorities to have
those institutions recognised by the State. That is the crucial question that has to be
determined. If there is no right in the minorities to have their institutions recognised
by the State, then the question whether clause (20) is an invasion of that right would
not arise for decision. It is only if we hold that such right is to be implied in Article 30
(1) that the further question will have to be considered whether clause (20) infringes
that right. Now, whether minorities, religious or linguistic, have a right to get
recognition for their institutions under Article 30(1) must depend on the interpretation
to be put on that article. There is nothing in it about recognition by the State of
educational institutions established by minorities, and if we are to accept the
contention of learned counsel appearing for them, we must read into the statute words
such as “and it shall be the duty of the State to recognise such institutions”. It is a
rule of construction well established that words are not to be added to a statute unless
they are required to give effect to its intention otherwise manifest therein, and that
rule must apply with all the greater force here, seeing that what we are interpreting is
a Constitution. Now, a reference to the relevant provisions of the Constitution shows
that such a right is not implicit in Article 30(1). Article 28(1) provides that no religious
instruction shall be provided in any educational institution maintained wholly out of
State funds. Article 28(3) enacts that no person attending any educational institution
 SCC Online Web Edition, Copyright © 2020
Page 34 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
recognised by the State or receiving aid out of State funds shall be required to take
part in religious instruction. Under Article 29(2), no person is to be denied admission
into any educational institution maintained by the State or receiving aid out of State
funds on grounds only of religion, race, caste, language or any of them. In Article 30
(2), there is express provision that in granting aid no discrimination should be made
against any educational institution on the ground that it is under the management of a
minority based on religion or language. It is clear from the above catena of provisions
that the Constitution makes a clear distinction between State-maintained, State-aided
and State-recognised educational institutions, and provides for different rights and
obligations in relation to them. If it intended that the minorities mentioned in Article
30(1) should have a fundamental right in the matter of the recognition of their
educational institutions by the State, nothing would have been easier than to have
said so. On the other hand, there is good reason to infer that it has deliberately
abstained from imposing on the State such an obligation. The educational institutions
protected by Article 30(1) might impart purely religious instruction. Indeed, it seems
likely that it is such institutions that are primarily intended to be protected by Article
30(1). Now, to compel the State to recognise those institutions would conflict with the
fundamental concept on which the Constitution is framed that the State should be
secular in character. If institutions which give only religious education can have no
right to compel recognition by the State under Article 30(1), how could educational
institutions established by minorities and imparting secular education be held to
possess that right? The contents of Article 30(1) must be the same as regards all
institutions falling within its ambit. Construing, therefore. Article 30(1) on its
language, it is difficult to support the conclusion that it implies any right in the
minorities to have their educational institutions recognised by the State.
35. The matter does not rest there. There is in the Constitution a provision which
seems clearly to negative the right, which is claimed on behalf of the minorities.
Article 45 provides that,
“The State shall endeavour to provide, within a period of ten years from the
commencement of this Constitution, for free and compulsory education for all
children until they complete the age of fourteen years.”
It is precisely this obligation laid on the State by the Constitution that is sought to be
carried out in clause (20) of the Bill. Now, it should be clear that if the right of the
minorities to establish and maintain educational institutions under Article 30(1) carries
with it an implied right to be recognised by the State, then no law of the State can
compel them to admit students free and therefore Article 45 can never become
operative, since what it provides is free education for all children and not merely for
children other than those who attend institutions falling within Article 30(1). It is
contended that the directive principles laid down in Part IV cannot override the
fundamental rights guaranteed by the Constitution, and that Article 45 cannot be
applied so as to defeat the rights conferred on minorities under Act 30(1). This is quite
correct. But the question here is, not whether a directive principle can prevail over a
fundamental right, but whether there is a fundamental right in the minorities to have
their educational institutions recognised by the State, and when there is nothing
express about it in Article 30(1) and it is only by implication that such a right is
sought to be raised, it is pertinent to ask, can we by implication infer a right which is
inconsistent with the express provisions of the Constitution? Considering the question,
therefore, both on the language of Article 30(1) and on the principle laid down in
Article 45, I find myself unable to accept the contention that the right of the minorities
is not merely to establish educational institutions of their choice but to have them
recognised by the State. That must be sufficient to conclude this question.
36. But then, it was argued that the policy behind Article 30(1) was to enable
minorities to establish and maintain their own institutions, and that that policy would
 SCC Online Web Edition, Copyright © 2020
Page 35 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

be defeated if the State is not laid under an obligation to accord recognition to them.
Let us assume that the question of policy can be gone into, apart from the language of
the enactment. But what is the policy behind Article 30(1)? As I conceive it, it is that
it should not be in the power of the majority in a State to destroy or to impair the
rights of the minorities, religious or linguistic. That is a policy which permeates all
modern Constitutions, and its purpose is to encourage individuals to preserve and
develop their own distinct culture. It is well known that during the Middle Ages the
accepted notion was that Sovereigns were entitled to impose their own religion on
their subjects, and those who did not conform to it could be dealt with as traitors. It
was this notion that was responsible during the 16th and 17th centuries for numerous
wars between nations and for civil wars in the Continent of Europe, and it was only
latterly that it came to be recognised that freedom of religion is not incompatible with
good citizenship and loyalty to the State, and that all progressive societies must
respect the religious beliefs of their minorities. It is this concept that is embodied in
Articles 25, 26, 29 and 30. Article 25 guarantees to persons the right to freely profess,
practice and propagate religion. Article 26 recognises the right of religious
denominations to establish and maintain religious and charitable institutions. Article
29(1) protects the rights of sections of citizens to have their own distinct language,
script or culture. Article 30(1) belongs to the same category as Articles 25, 26 and 29,
and confers on minorities, religious or linguistic, the right to establish and maintain
their own educational institutions without any interference or hindrance from the
State. In other words, the minorities should have the right to live, and should be
allowed by the State to live, their own cultural life as regards religion or language.
That is the true scope of the right conferred under Article 30(1), and the obligation of
the State in relation thereto is purely negative. It cannot prohibit the establishment of
such institutions, and it should not interfere with the administration of such
institutions by the minorities. That right is not, as I have already pointed out,
infringed by clause (20). The right which the minorities now claim is something more.
They want not merely freedom to manage their own affairs, but they demand that the
State should actively intervene and give to their educational institutions the
imprimatur of State recognition. That, in my opinion, is not within Article 30(1). The
true intention of that article is to equip minorities with a shield whereby they could
defend themselves against attacks by majorities, religious or linguistic, and not to arm
them with a sword whereby they could compel the majorities to grant concessions. It
should be noted in this connection that the Constitution has laid on the States various
obligations in relation to the minorities apart from what is involved in Article 30(1).
Thus, Article 30(2) provides that a State shall not, when it chooses to grant aid to
educational institutions, discriminate against institutions of minorities based on
language or religion. Likewise, if the State frames regulations for recognition of
educational institutions, it has to treat all of them alike, without discriminating against
any institution on the ground of language or religion. The result of the constitutional
provisions bearing on the question may thus be summed up:
(1) The State is under a positive obligation to give equal treatment in the matter
of aid or recognition to all educational institutions, including those of the minorities,
religious or linguistic.
(2) The State is under a negative obligation as regards those institutions, not to
prohibit their establishment or to interfere with their administration.
Clause (20) of the Bill violates neither of these two obligations. On the other hand, it is
the contention of the minorities that must, if accepted, result in discrimination by the
State. While recognised institutions of the majority communities will be subject to
clause (20), similar institutions of minority communities falling within Article 30(1)
will not be subject to it. The former cannot collect fees, while the latter can. This
surely is discrimination. It may be stated that learned counsel for the minorities, when
 SCC Online Web Edition, Copyright © 2020
Page 36 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-

pressed with the question that on their contention Article 45 must become a dead
letter, answered that the situation could be met by the State paying compensation to
the minority institutions to make up for the loss of fees. That serves clearly to reveal
that what the minorities fight for is what has not been granted to them under Article
30(2) of the Constitution viz. aid to them on the ground of religion or language. In my
opinion, there is no justification for putting on Article 30(1) a construction which
would put the minorities in a more favoured position than the majority communities.
37. I have so far discussed the scope of Article 30(1) on its language and on the
principle underlying it. Coming next to the authorities, cited before us, the
observations in City of Winnipeg v. Barrett: City of Winnipeg v. Logan20 would appear
to support the contention of the State of Kerala that clause (20) does not offend
Article 30(1). That was a decision on Section 22 of the Manitoba Act, 1870 which is as
follows:
“In and for the province, the said legislature may exclusively make laws in
relation to education, subject and according to the following provisions:
(1) Nothing in any such law shall prejudicially affect any right or privilege with
respect to denominational schools which any class of persons have by law or
practice in the province at the Union.”
Now, the facts are that there were in Manitoba denominational schools run by Roman
Catholics which were maintained with fees paid by students and donations from the
church. In 1890, the Provincial Legislature passed the Public Schools Act, and it
enacted that all Protestant and Roman Catholic school districts should be subject to
the provisions of this Act, and that all public schools should be free schools. A portion
of the legislative grant for education was to be allotted to public schools, and it was
provided that any school not conducted according to all the provisions of the Act or the
regulations of the Department of Education should not be deemed to be a public
school within the meaning of the Act and was not to be entitled to participate in the
grant. The validity of these provisions was challenged by the Roman Catholic
institutions on the ground that they contravened Section 22 of the Manitoba Act, and
infringed the rights and privileges guaranteed therein. The Supreme Court of Canada
upheld this contention; but this judgment was reversed by the Privy Council, and it
was held that the provisions of the Act did not offend Section 22 of the Manitoba Act.
Lord Macnaghten delivering the judgment of the Board observed:
“Notwithstanding the Public Schools Act, 1890, Roman Catholics and members of
every other religious body in Manitoba are free to establish schools throughout the
province; they are free to maintain their schools by school fees or voluntary
subscriptions; they are free to conduct their schools according to their own religious
tenets without molestation or interference.”
In the result, it was held that the Act did not infringe the rights of the denominational
institutions under Section 22. These observations appear to be very apposite to the
present contention. The position occupied by the minority institutions under Article 30
(1) is not dissimilar to that of the Roman Catholic schools of Manitoba under Section
22 of the Act of 1870, and the position created by clause (20) is precisely that which
the 1890 Act created in that province.
38. It remains to notice the contention advanced by Mr Pritt that the basis on,
which the arguments of the counsel for the minorities proceeded that students who
pass out of unrecognised institutions were at a disadvantage in the matter of eligibility
to sit at public examinations or to be admitted in the services to the State, was itself
without foundation, and that even if there was any substantial discrimination in
treatment between students who pass out of unrecognised schools and those who pass
out of government or recognised schools, that was the result of provisions of the
Education Codes in force in the State, that it might be that those provisions are bad as
 SCC Online Web Edition, Copyright © 2020
Page 37 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
infringing Article 30(1) of the Constitution, but that did not affect the validity of clause
(20) as that was inapplicable to unrecognised institutions by virtue of clause (38), and
that, in consequence, there was nothing in the Bill which could be said to offend
Article 30(1). The rules of the Education Code are not really before us, and they are
not the subject-matter of the present reference. In my view, there is much to be said
in favour of the contention that if Article 30(1) is at all infringed, it is by the rules of
the Education Code and not by clause (20). But it is unnecessary to pursue this aspect
further, as I consider that even otherwise, the vires of clause (20) is not open to
question. In my view, that clause does not offend Article 30(1) and is intra vires.
39. I agree that clauses (14) and (15) must be held to be bad, and the ground of
my decision is this: It may be taken — and indeed it is not disputed — that if the
State grants aid to an educational institution, it must have the power to see that the
institution is properly and efficiently run, that the education imparted therein is of the
right standard, that the teachers possess the requisite qualifications that the funds are
duly applied for the purpose of the institution and the like. In other words, the State
must have large powers of regulation and of control over State-aided educational
institutions. These powers must be liberally construed, and the decision of the
legislature as to what they should be is not to be lightly interfered with, as it is
presumed to know best the needs of the State the nature and extent of the evils
rampant therein and the steps that should be taken to remedy them. But the power to
regulate does not, in general, comprehend the power to prohibit, and the right to
control the affairs of an institution cannot be exercised so as to extinguish it. Now,
clauses (14) and (15) operate to put an end to the right of private agencies to
establish and maintain educational, institutions and cannot be upheld as within the
power of the State to regulate or control. The State is undoubtedly free to stop aid or
recognition to a school if it is mismanaged. It can, even as an interim measure,
arrange in the interests of the students to run that school, pending its making other
arrangements to provide other educational facilities. It can also resume properties
which had been acquired by the institutions with the aid of State grant. But it cannot
itself compulsorily take over the school and run it as its own, either on the terms set
out in clause (14) or clause (15). That is not a power which springs directly from the
grant of aid. To aid is not to destroy. Those clauses would, in my opinion, infringe the
right to establish and maintain institutions, whether such right is to be founded on
Article 19(1)(g) or Article 30(1).
40. I should add that in Question 2, the question of the validity of clause (20) or
clauses (14) and (15) is not expressly referred for our opinion. But it is said that the
reference to clause 3(5) attracts all the provisions of the Bill, because the
establishment of new institutions or schools is under that clause subject to the
provisions of the Bill and the rules made thereunder. I have grave doubts whether on
the terms of the reference, we are called upon to express our opinion on the validity of
all the provisions of the Bill. The reference is not generally on the vires of the
provisions of the Bill. It is limited to the validity of specified provisions, clauses 3(5), 8
(3) and 9 to 13. There has been no satisfactory answer to the question as to why if it
was intended that we should pronounce on the validity of all the provisions of the Bill,
clauses 8(3) and (9) to (13) should have been specifically mentioned. Moreover, the
reference is preceded by detailed recitals as to the doubts which had been raised in
the mind of the President as to the validity of certain provisions, and there is no hint
therein that there was any doubt concerning the vires of provisions other than those
expressly mentioned. If the maxim “Expressum facit cessare taciturn” can properly be
invoked in the construction of instruments, it must a fortiori be so, in interpreting a
document drawn up by the Union Government with great care and deliberation. And
having regard to the nature of the advisory jurisdiction under Article 143, the
reference should be construed narrowly rather than broadly. But this discussion is
 SCC Online Web Edition, Copyright © 2020
Page 38 Monday, April 20, 2020
Printed For: Ms Bhavya .
SCC Online Web Edition: http://www.scconline.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------
-
academic, as there have been full arguments on the validity of all the provisions, and
we are expressing our opinion thereon.
41. In the result, my answer to Question 2 is that, excepting clauses (14) and (15),
the other provisions of the Bill do not offend Article 30(1) of the Constitution.
42. As regards schools of the Anglo-Indian Communities, Article 337 provides for
aid being given to them on the conditions and to the extent specified therein. That is
outside Article 30(1) and independent of it, and I agree with my Lord, the Chief
Justice, that the provisions of the Bill are, to the extent they affect or interfere with
the rights conferred by that article, bad.
———
*
(Reference by the President of India under Article 143(1) of the Constitution of India on the Kerala Education
Bill, 1957).
1 LR (1903) AC 524, 529
2
LR (1914) AC 153, 162
3
LR (1932) AC 54, 66
4 (1943) FCR 20, 22
5 (1944) FCR 317, 320, 321, 350
6
(1951) SCR 747
7 (1951) SCR 525, 531
8 Petition No. 58 of 1956, decided on April 23, 1958.
9
1950) SCR 869
10 (1955) 1 SCR 1045
11 Civil Appeals Nos. 455 to 457 of 1957, decided on March 28, 1958
12 284 T.S. 23 : 76 L.Ed 146, 150

13 (1954) SCR 842, 855

14
LR (1880) 5 AC 214
15 (1955) 1 SCR 568, 583

16 (1950) SCR 566, 571

17 (1952) SCR 572, 577
18 LR (1903) AC 524, 529
19 Rabindranath Tagore
20
(1892) A.C. 445, 457
Disclaimer: While every effort is made to avoid any mistake or omission, this casenote/ headnote/ judgment/ act/ rule/ regulation/ circular/
notification is being circulated on the condition and understanding that the publisher would not be liable in any manner by reason of any mistake
or omission or for any action taken or omitted to be taken or advice rendered or accepted on the basis of this casenote/ headnote/ judgment/ act/
rule/ regulation/ circular/ notification. All disputes will be subject exclusively to jurisdiction of courts, tribunals and forums at Lucknow only. The
authenticity of this text must be verified from the original source.

1950-2020, © EBC Publishing Pvt.Ltd., Lucknow.