Chapter 6: Civilising the “Native,” Educating the Nation
Introduction
British rule in India influenced various sections of society, including students and education.
The British aimed not only to control territory and revenue but also to "civilise" Indians according to British ideals.
This chapter explores British educational policies, the debates over how Indians should be educated, and the reactions of Indians to these policies.
British Views on Education in India
2.1 The Tradition of Orientalism
Orientalism: A scholarly approach that respected India’s ancient cultural heritage and focused on promoting traditional learning.
William Jones, a British linguist, arrived in Calcutta in 1783, learning Sanskrit and Indian philosophy, and setting up the Asiatic Society of Bengal with others like Henry Thomas Colebrooke.
Orientalists believed studying India’s past texts would help both British and Indians understand the "true spirit" of Indian culture.
2.2 Establishing Institutions for Traditional Learning
Following Orientalist ideals, the British established institutions to promote Indian learning:
A madrasa in Calcutta (1781) for studying Arabic, Persian, and Islamic law.
Hindu College in Benaras (1791) to promote Sanskrit studies.
2.3 Criticism of Orientalism
Some British officials, like James Mill, opposed Orientalist views. They argued that Oriental learning was outdated and irrelevant.
Mill promoted teaching Western science and practical knowledge, believing it would better "civilise" Indians and make them useful to British interests.
Debates on Educational Reform
3.1 Macaulay’s Minute on Education (1835)
Thomas Babington Macaulay criticized Oriental learning and advocated for English as the medium of instruction.
Macaulay argued that English education would expose Indians to Western literature, science, and thought, helping them "civilise" and adopt British values.
This led to the English Education Act of 1835, which promoted English in higher education and reduced support for Oriental institutions.
3.2 Wood’s Despatch of 1854
Charles Wood’s Despatch outlined a policy emphasizing the practical benefits of European learning for economic progress.
The Despatch aimed to:
Train Indians for jobs in the British administration.
Promote Western ideas to create demand for British goods.
Improve moral character by teaching loyalty and honesty.
3.3 Establishment of Universities
Following the 1854 Despatch, British India saw the establishment of universities in Calcutta, Madras, and Bombay in 1857, aimed at spreading Western education.
The Role of Missionary Education
Christian missionaries advocated for education that promoted moral character through Christian teachings.
Initially restricted by the British East India Company, missionaries set up schools and colleges, such as Serampore College in 1818.
Traditional Indian Schools and British Intervention
5.1 Pre-British Pathshalas
Pathshalas were traditional local schools supported by communities or wealthy individuals, especially common in Bengal and Bihar.
These schools had flexible schedules, no fixed fees, no formal classrooms, and followed oral teaching methods, adjusting to the needs of rural communities.
5.2 British Reforms in Vernacular Education
The British attempted to regulate vernacular education by introducing fixed timetables, textbooks, and annual exams.
Traditional pathshalas were encouraged to adopt these reforms, receiving government grants if they complied, while non-compliant schools lost support.
5.3 Impact on Peasant Families
The rigid schedules of reformed pathshalas made it difficult for rural children to attend school regularly, as many worked in the fields during harvest seasons.
Indian Perspectives on Education
6.1 Nationalist Demand for Education
Indian reformers and nationalists increasingly advocated for education that served national interests and promoted Indian values.
Many Indians believed Western education would help modernize India and urged the British to invest in more schools and universities.
6.2 Mahatma Gandhi’s Views on Education
Gandhi criticized British education for making Indians feel inferior, distancing them from their own culture, and focusing on rote learning rather than practical skills.
He emphasized learning through handicrafts and education in Indian languages to develop self-reliance and dignity.
6.3 Tagore’s Santiniketan
Rabindranath Tagore founded Santiniketan in 1901, envisioning a school where children could learn freely, close to nature.
Tagore believed in balancing Western science with Indian arts and values, emphasizing creativity and exploration over strict discipline.
Conclusion
The British education system in India sought to control and shape Indian society, but Indian reformers like Gandhi and Tagore envisioned an education system that would empower Indians with a strong sense of cultural identity.
The debate over the ideal form of education continued, influencing India’s educational policies even after independence.
