The colonial policy towards science education in India evolved gradually from neglect and indifference to selective encouragement, shaped primarily by the administrative, economic, and political interests of the British Empire rather than by any commitment to India's scientific advancement. Science education under colonial rule remained limited in scope, unevenly distributed, and largely subordinated to the needs of imperial governance. While British rule introduced modern scientific institutions, universities, laboratories, and technical education, these developments were neither comprehensive nor intended to promote independent scientific research or industrial modernization. The colonial state's educational policy produced a narrow class of educated Indians capable of serving the administrative machinery but failed to create a broad scientific culture necessary for national economic development. Before British intervention, India possessed rich traditions of scientific knowledge in mathematics, astronomy, metallurgy, medicine, agriculture, and engineering. However, these traditions were not systematically integrated into the colonial educational framework. The East India Company initially showed little interest in education, including science education, as its principal objective was commercial profit and political consolidation. Until the early nineteenth century, education remained largely under indigenous institutions, and scientific instruction continued in traditional forms without state support. The Charter Act of 1813 marked the beginning of state involvement in education by allocating funds for educational purposes. However, the debate between Orientalists and Anglicists dominated educational discussions rather than the promotion of scientific learning. The Orientalists favoured the preservation of traditional Indian learning, whereas the Anglicists advocated Western education through English. Science entered the educational agenda primarily through the Anglicist victory. Thomas Babington Macaulay's Minute on Education (1835) represented a turning point in colonial educational policy. Macaulay strongly advocated English education and dismissed indigenous systems of knowledge. Although his objective was not specifically scientific advancement, Western science became accessible through English-language education. The famous objective of creating "a class of persons Indian in blood and colour, but English in tastes, opinions, morals and intellect" reflected the utilitarian goal of producing administrative intermediaries rather than scientists or innovators. Lord William Bentinck accepted Macaulay's recommendations, and Western curricula including mathematics, physics, chemistry, and biology gradually entered educational institutions. However, science occupied a secondary position compared to literature, history, law, and humanities. The colonial administration considered literary education more suitable for producing clerks and civil servants required for administrative functions. Wood's Despatch of 1854 is often regarded as the Magna Carta of English education in India. It recommended a systematic educational structure, teacher training institutions, universities, and government schools. The Despatch recognized the importance of scientific education and encouraged the teaching of physical sciences. Nevertheless, implementation remained weak due to inadequate funding and limited government commitment. Most educational resources continued to favour general education rather than scientific or technical instruction. The establishment of the Universities of Calcutta, Bombay, and Madras in 1857 introduced modern university education. Science subjects were included in university curricula, but the universities functioned mainly as examining bodies. Laboratory facilities, experimental teaching, and scientific research remained poorly developed. Students generally memorized theoretical knowledge for examinations instead of acquiring practical scientific skills. The colonial government's educational expenditure remained consistently low. Science education required expensive laboratories, equipment, trained faculty, and research facilities. Since the British administration viewed education as a limited public responsibility, investment in scientific infrastructure remained inadequate. Consequently, science education developed slowly and reached only a small urban elite. The Hunter Commission of 1882 primarily examined primary education but paid limited attention to science. The Commission emphasized expanding elementary education while leaving