8th Class Social Science Arts and Cultural Movements Notes - Education Under the British Rule

 

Education Under the British Rule

 

 

As part of a history project the students of Class 8 were taken to the museum in the city. When they entered the museum, they were awed to see various artefacts from the past. There were inscriptions on papers and even on copper plates. The guide told them that these were the 'farmans' or the royal orders. They wanted to read what was written on the 'farman' but the language was undecipherable to them. Their teacher told them that these were written in Persian and Sanskrit. Monica said, 'Oh yes, I remember, Persian was the official language of the Mughals.' Lalit asked his teacher, 'Did children of that time have to study these languages?' 'Did they go to school just as we do now?' Mohit chipped in, 'Why don't we study Persian now?' The teacher replied, 'All your queries will be answered when we study the next history chapter in the class.'

 

Initially, when the East India Company established itself in India, it showed very little interest in the education of the Indians. The Company, was busy in expanding lts dominions and consolidating its rule. The education of Indians became a topic of interest among the East India Company officials only after the outset of the Company's rule in Bengal. The British felt that since they were ruling India, they need to 'civilise' Indians, who they considered were without values. This led to many conflicting opinions and debates as to how this could be done.

 

BRITISH POLICY OF EDUCATION

 

The Charter Act of 1813 finally looked into the problem of education and allotted a sum of Rs. 1 lakh to be spent on education in India. The British realised that it would be advantageous to have educated Indians in administrative positions. Also/ the educated Indians would form a class of loyalists towards the British. However/ it created a controversy between the Orientalists and the Anglicists on the medium of instruction.

 

THE ORIENTALISTS

 

The Orientalist school of thought wanted to encourage the indigenous system of education in India. Sir William Jones was an Orientalist. He was serving as a judge in the High Court at Calcutta. He was a linguist and had studied several languages like?Latin, Greek, French, English, Arabic, Persian and even Sanskrit. He admired India's culture and heritage. He also translated many traditional Hindu sacred texts into English. He was a great scholar and visionary. He realised that India had a very rich cultural heritage. Jones declared that the Sanskrit language is more perfect than any other language.

 

 

Henry Thomas Colebrooke was another admirer of Indian culture and heritage. He also studied Indian languages and translated Sanskrit and Persian works into English. William Jones together with Colebrooke and Nathaniel Halhed set up the Asiatic Society of Bengal. They published their findings in a journal called "Asiatic Researches". Together they worked to bring to the world the glory of India's rich past. They believed that the western civilisations had a lot to learn from India's past civilisations. Also, rediscovering their own heritage would instill a feeling of self-respect in Indians. H.P. Princep was the leader of the Orientalist group.

 

Along with them, many others felt that western education was not appropriate for India. They should study Indian languages and subjects. The Orientalist scholars realised that the British would be accepted by the Indians only when the medium of instruction would be an Indian language, instead of English.

 

 

Warren Hastings was respectful to the Indian culture and civilisation. He extended his full assistance to Sir William Jones. He was an Orientalist and was deeply involved in promoting various scholarly    enterprises, including   those   of translating Sanskrit and Persian literature into English. He was also instrumental in finding the 'Calcutta Madrasa' in 1781. In 1792, due to the efforts of Jonathan Duncan, the Benaras Sanskrit College was established for study of Hindu law and philosophy. This college was set up to provide a regular supply of qualified Indians to help the British administration.

 

 

History Reveals

Warren Hastings was responsible for directing Charles Wilkins to translate the Bhagawat Gita into English which was published in London under the title 'Bhagvat-Geeta'.

 

THE ANGLICISTS

 

The Anglicists had different views. They were critical of the Orientalist school of thought. They were in favour of English as a medium of instruction. They supported western education. According to them, education should be practical. Indians should be taught about science and technology of the west and not Persian and Sanskrit texts. They argued that the government spending on education should be exclusively for modern studies.

 

They believed that non-European societies had little to teach Europeans about civilisation, and that it was better to teach "natives" about European culture and civilisation than about their own civilisations. They insisted that the knowledge of the east was full of errors, unscientific and had no practical use. In general, Anglicists called for English to replace Persian as the language of higher education and administration in India, to the dismay of Orientalists. James Mill was an important Anglicist.

 

MACAULAY'S MINUTE

 

The Anglicists were supported by Lord Macaulay. He wrote a minute on 2nd February, 1835, in which he strongly criticised the Indian Education System. He considered English as the best medium of instruction. According to   him, "English was the key to modern knowledge and more useful than other languages". Lord Macaulay held the view that "Indian learning was inferior to European learning". He insisted that "a single shelf of a European library was worth the whole native literature of India and Arabia".

 

 

 

He held that English would enable the emergence of a class of people in the society who would be well-versed in English language, western ideology, culture and opinion. English became the most important language and was used by the ruling class. It would later become the language of commerce throughout the east. He advocated the National System of Education for India which could best serve the interest of the British Empire.

 

In the minute, Macaulay wrote: "We must at present do our best to form a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals and in intellect". 

 

The Minute is based on an idea that, English education is not just superior in 'science', but would also inculcate superior morals. Macaulay's contribution was appreciated as the torch bearer in the path of progress by some people. His minute was accepted by Lord Bentinck, the Governor-General of India in March 1835. He passed the resolution to accept English language as the medium of instruction for the Indian education system. Consequently, many district schools were established and the medium of instruction was English. The use of vernacular languages as a medium of instruction was barred.

 

Q. what were Lord Macaulay's views on education in India?

 

WOOD'S DESPATCH

 

 

By 1853, a number of problems concerning education   in   the country had risen. A definite education policy was needed for India. A committee was set up to make a survey in the field of education and suggest measures for reform.

Sir Charles Wood, the President of the Board of control/ issued an education declaration called the Wood's Despatch in 1854. This document was the first comprehensive plan for the spread of education in India. It presented a broad plan for the later development of the education system in the country. It gave the East India Company the total responsibility for education in India. It recommended English as the medium of instruction for higher studies and vernaculars at school level. The Despatch emphasised on the practical benefits of western education which would improve the moral character of Indians. They would become honest, hardworking and committed individuals. Also, Indians would develop British tastes and appreciate and buy British goods. They would also realize the importance of developing the natural resources. Its recommendations were:

 

?      Educating Indians to create educated Indian civil servants

?      Imparting western knowledge and information about western culture to the Indian people.

?      To promote the intellectual development and raise the moral character.

?      It laid stress on female and vocational education.

?      It recommended a system of grants-in-aid to encourage private enterprise.

 

In 1857, universities at Calcutta, Bombay and Madras were set up and later, departments of education were set up in all provinces. An Agriculture Institute at Pusa (Bihar) and an Engineering Institute at Roorkee were started. The ideals and methods of Wood's Despatch dominated the field for five decades which saw rapid westernisation of education system in India.

 

History Reveals

The Wood's Despatch has been described as the 'Magna Carta' of modern education in India.

 

THE WORK OF MISSIONARIES

 

During the 18th century, the Christian missionaries gave basic education to the Indian masses. In different parts of the country elementary schools were established by them. Their aim was to convert Indians to Christianity. They felt that moral education was very important and this could only be done through Christianity. When the East India Company came to India, they did not allow the missionaries to propagate religious teachings because they were afraid that the interference in the religious beliefs of the Indians, might hurt their religious sentiments. Therefore, till 1813, the Company did not permit any missionary activity in India. The first Missionary who established mission in Serampore was William Carey (1800). By their enthusiasm many primary schools came up in nearby places. They established a printing press and printed booklets in Bengali. An English school was also established in Serampore in 1818. This is now known as Serampore College.

 

 

There were protests against the East India Company that it was opposed to the teachings of Christ as a result of which it did not allow missionaries to impart Christianity to the Indians. The agitation was supported by many in England and ultimately laid to rest by introducing an education clause in the Charter Act of 1813. However, after the revolt of 1857, the British government did not directly support any missionary activity for fear of provoking the Indians.

 

INDIGENOUS EDUCATION IN INDIA

 

In 1835, Lord William Bentinck, the Governor General of India appointed William Adam to survey the state of education in Bengal and Bihar and to suggest reforms. According to the report submitted by him, no village in Bengal and Bihar was without a primary school. There were about one lakh of schools or pathshalas scattered in all the villages. Adam called all these places and homes where education was given. Each pathshala had less than twenty children but the total number of children going to school was more than 2 lakhs.

 

There were no fixed fees. The space for the school was also arranged by the village people. Adam's reports on indigenous education recorded, how the system was even then supported by local resources, including voluntary donations from interested and wealthy citizens, with even illiterate peasants.

 

History Reveals

William Adam was a Christian priest. He came into contact with Raja Ram Mohan Roy and both of them influenced each other. He was greatly impressed by Indian views regarding the existence of one almighty God. In due course he renounced Christian priesthood.

 

History Reveals

Sir Thomas Munroe of the Madras Presidency reported 'Every village in Madras Presidency had a. school'.

 

 

The pathshalas were open air spaces where children gathered and studied as well as played. There were no buildings and no textbooks were required. There was no fixed curriculum to follow. The teacher taught what he thought was important and there was no examination. Religious and moral instruction was also given. Reading and writing were combined. As a pupil spoke aloud a letter, he also wrote it with his finger on the ground in sand. The children wrote on palm leaves. Wooden boards and brazen plates were also used. The writing could be wiped off and the boards and slates were used again. Rote learning was practiced. Punishments given were mild and there were no fines. Schools were not meant for a particular caste or class of society. They were open to everyone who wanted to study. Also, no classes were held during the harvest time. So, the children from peasant families could help the parents during the harvest time which was a very busy time of the year and later resume their schooling.

 

Q. Compare your school to the indigenous schools that existed in pre-British India.

 

LOCAL SCHOOLS CHANGED

 

Initially, the Company was interested in promoting higher education and so the village schools functioned independently. However, after 1854 the situation changed. The Company made rules and changes in the functioning of the schools. Now the students had to pay fees, buy textbooks and the curriculum was fixed. They had to seat on seats and observe discipline. Examinations were introduced.

 

The government appointed pandits. Each pandit was in charge of about 5 schools. He looked into the working of the pathshalas. Also, the children had to attend school regularly. Now the children from peasant families could not help their families during the harvest time. All the pathshalas followed these rules to get government grants.

 

In October 1931, Gandhiji was invited to address the Royal Institute of International Affairs, London, where he made two observations. The first was that 'today India is more illiterate than it was fifty or hundred years ago'. Secondly, 'the British administrators began to root out the education system which existed, instead of looking after it'.

 

NATIONAL EDUCATION

 

After the partition of Bengal, the Swadeshi Movement was launched. Indians boycotted British schools and colleges. An impelling need was felt for Indian institutions. Consequently, the Swadeshi Movement also initiated another movement called the 'National Education Movement'. This was like a university established by renowned persons of our country. This infused a sense of pride in learning national traditions and culture in national languages. The demand for national education became a vital part of the Swadeshi Movement.

 

To organise a national education system- a National Council of Education was established in 1905. In 1906, National College and School of Bengal were established with Aurobindo Ghosh as its principal. Bengali was adopted as the medium of instruction and English was retained as a second language. Hindi, Marathi and Sanskrit were also taught. Many other schools were also opened in different parts of the country and women and students from lower castes were also enrolled. Thus, the impact of the Swadeshi Movement on education in India was very constructive.

 

Q. What is meant by National Education?

 

CONTRIBUTION OF OTHER REFORMERS

 

The English language was introduced by the British to serve their administrative and political needs. However, western education also enlightened the mind of the educated Indians who worked as social reformers and tried to inculcate pride in the national heritage.

 

 

Raja Ram Mohan Roy believed   that   progress was only possible through the western education. He supported induction of western learning into Indian education. In 1822, he founded the "Anglo Hindu School" and later, the "Vedanta College". Swami Vivekananda advocated for the spread of education for the upliftment of the masses. He founded the "Ramakrishna Mission" which was an efficient organisation of dedicated people.

 

 

Ishwar Chandra Vidyasagar was an eminent scholar who dedicated himself to innovations in education and endorsed   English as the medium of instruction.   Annie Besant was dedicated to the cause of education. She founded the Central Hindu College at Benaras in 1898.

 

Gandhi's Concept of Education

Gandhiji developed firm views on education. He was opposed to English education because he felt that giving English education to Indians was like enslaving them. Gandhiji declared that 'real freedom will come only when we free ourselves of the domination of Western education. Western culture and Western way of living which have been ingrained in us. Emancipation from this culture would mean real freedom for us'.

 

Gandhiji severely criticised the British education system that was being imposed in India. According to him, it was cutting the roots of the traditional gurukul system. Also, the British overlooked the mother tongue, customs and traditions of Indians. Education became expensive and it was customized to suit the needs of the British. He believed that teaching should be in one's own language. Indians would grow up opposing their own culture. Also, western education led to feelings of inferiority in the minds of Indians. He was in the favour of education which would lead to self respect. In Gandhiji's perception, education should aim at preparing not just a literate or educated a good society, but a good society. He was in the favour of holistic development of body, mind and soul.

 

 

According to Gandhiji's ideas, the introduction of productive handicrafts in the school curriculum was essential. He wanted schools to be as self supporting as possible. This was important in a poor country where the masses could not afford education. He insisted that education should be self supporting. It must enable one to earna living thus, rooting out employment. It would also lead to dignity of labour. Also, he was in the favour of education that aimed at educating a person in every aspect rather than concentrating on just one. This was Gandhiji's concept of Nai Talim or 'New Education'.

 

Shantiniketan

Rabindranath Tagore directed his efforts primarily at education with the foremost hope of promoting literacy. He was one of the first in India to argue for a humane educational system that was in touch with the environment and aimed at overall development of the personality. When Rabindranath Tagore was young, he felt that going to school was a torture. So, he tried to establish a school where children might be free inspite of the school.

 

 

He opened his first school at Shantiniketan in 1901 which was known as his "abode of peace". It was established in a beautiful spot, far away from town, where the children had the greatest possible freedom. It was an experimental place of learning with a classroom under the trees and a group of five pupils. He believed that learning in a natural environment would be more enjoyable and fruitful.

 

It aimed at teaching Indian traditions and culture along with modern values and development in one's own national language. He felt that a curriculum should revolve around nature with the classes held in the open air under the trees so that the child can appreciate die plaint and animal kingdoms, and seasonal changes- Children sat on hand-woven mats beneath the trees, which they were allowed to climb and run beneath between classes. Class schedules were made flexible to allow for shifts in the weather or special attention to natural phenomena- He believed that man can extend his horizons through creativity, art, music, literature, dance and drama. These were given great prominence in the daily life of the school.

 

Though the views of Gandhiji and Rabindranath Tagore on education were similar but there were differences also. Gandhiji was against the modem western education. Tagore on the other hand was of the view that the traditional knowledge should be combined with modem western education.

 

 

SIR SYED AHMED KHAN AND HIS ROLE IN EDUCATION

 

Sir Syed Ahmed Khan was a great Muslim reformer and educationist. He worked towards the upliftment of the Muslim community. He promoted education and thought of it as a means to progress. He first established a school in Moradabad in 1859 and at Ghazipur in 1863. Later, he founded the Scientific Society of Aligarh. Muslim scholars from different parts of the country assembled here for conferences and many educational texts were translated into Urdu.

 

 

In 1869, he visited England. He was awarded the "Order of the Star of India" from the British government. He was inspired by the educational institutions he visited in England. He established a school in Aligarh and later laid the foundation stone of the Mohammedan Anglo-Oriental College in 1875. He aimed at building a college which worked on similar lines as the British education system. The curriculum of the college involved scientific and western subjects as well as oriental subjects and religious education. This college progressed rapidly and became an important centre for learning. By 1920, the college was changed into Aligarh Muslim University. The Aligarh Movement launched by Sir Syed Ahmed Khan influenced the Muslims in the country and many educational institutions came up because of this movement

 

Around the World

 

 

The French people were unhappy with their ruler, King Louis XVI. The French government was facing a financial crisis but the king's nobles still led a luxurious life. The peasants and workers paid high taxes but they could barely afford food to eat. On July 14th, 1789, a crowd of poor people and soldiers attacked and captured an important prison in Paris called the Bastille. This dramatic event is known as storming of the Bastille. This event encouraged other people to rebel and rebellions soon broke out all over France. The revolution became violent and the queen along with many nobles were executed. The period from September 5th, 1793, to July 28th, 1794 came to be known as the Reign of Terror in the history of France.