What Was the Britishers’ Motive Behind Introducing English Education in India?
History has told us that the British had always exploited and tormented the Indians and their culture. While it is true to an extent, it is also important to know that British colonialism also left a huge impact on the Indian education system. Yes, this is true that the Britishers thought that they had to ‘civilise the natives’ as a part of their cultural mission.
They wanted to change their custom and values by orienting a proper education system. They also believed that this would result in practical benefits in their favour. So, let’s delve into more details on how Britishers started educating the nation or if English education has enslaved us or not, etc.
Introduction to Educating the Nation
William Jones was appointed as a junior judge in the Supreme Court by the East India Company in 1783. He began studying ancient Indian books on law, philosophy, politics, and other topics. He studied morals, arithmetic, medicine, and other sciences as well.
In 1781, the British established a Madrasa in Calcutta. This encouraged students to learn Arabic, Persian, and Islamic law. The Hindu College was founded in Benaras in 1791. The goal was to inspire people to read and study old Sanskrit manuscripts. This would be beneficial to the country's management.
Many British authorities were dismissive of the Orientalist school of thought in the early nineteenth century. They said that knowledge of the East was riddled with inaccuracies and based on pseudoscience. They thought oriental literature was light-hearted. Orientalists were criticised by James Mill.
He believed that the goal of education was to teach what was helpful and practical and that Indians should be educated about the West's scientific and technological advancements. Another Orientalist critic, Thomas Babington Macaulay, considered India as an uncivilised country that needed to be civilised.
Education for Commerce
The educational dispatch, namely Wood's Despatch, was sent in 1854, emphasising the practical benefits of the European System of learning.
Wood's Despatch stated that Indians' moral character would improve as a result of their exposure to European culture. It would also make them reliable and honest, providing the corporation with civil servants who could be trusted upon.
Following the despatch, plans were made to set up a university education system. Attempts were made to bring about significant reforms in the school education system.
The Rise of Local Schools: William Adam’s Report on Indian Education
William Adam, a Scottish missionary, travelled the Bengal and Bihar districts in the 1830s. He delivered a report on educational development in vernacular schools. According to him, the educational system was adaptable, and local schools were referred to as pathshalas. There was no specified fee, no printed textbooks, and no separate school organisation.
There were no seats or benches in the schools, no blackboards, and no structure of different classes. In addition, they lacked roll-call records, annual examinations, and a consistent schedule. The teaching method was oral, and the guru chose what to teach based on the needs of the students. As a result, the British desired to alter India's whole native education system. They proposed that new routines and rules be implemented in Indian schooling.
Impact of William Adam’s Report on Indian Education
The East India Company decided to promote vernacular education by imposing rigorous order inside the system after realising the status of vernacular schools in 1854.
A number of government pandits were assigned to oversee four to five schools, and instruction was to be based on textbooks. An annual examination system was implemented. Only those schools that agreed to the new guidelines were given government funds. The new rules, on the other hand, had some ramifications. Students were expected to attend school on a regular basis, and failure to do so was considered indiscipline and an indication of a lack of willingness to be educated.
The Agenda behind National Education
Some Indians were enthralled by the progress made in Europe. They believed it was beneficial to the country. They believed that western education would aid India's modernisation. Rabindranath Tagore and Mahatma Gandhi both spoke out against the western education system. Raj Ram Mohan Roy as well as Sir Syed Ahmed Khan were some of the most prominent leaders who supported the Western education.
Gandhi’s View: “English Education has Enslaved us”
Colonial education, according to Mahatma Gandhi, fostered a sense of inferiority in Indians and subjugated them. He desired that education be taught in Indian languages. According to Mahatma Gandhi, Western education is "focused on reading and writing rather than oral knowledge; value textbooks rather than practical knowledge."
Rabindranath Tagore’s View: The Establishment of Shantiniketan
Shantiniketan was founded in 1901 by Rabindranath Tagore. He aspired to create schools where children could be free to be creative and express themselves. He perceived school as a time for self-improvement. He highlighted the importance of science and technology education. In Calcutta, he founded his own school, Shantiniketan, which he named an "abode of peace."
Conclusion
To sum up, this entire concept that has been discussed above, the British introduced a more contemporary, logic-based education system, which aided in the evolution of people's thinking and the abolition of many social evils in India. These changes have influenced the present Indian educational system.
If you want a little guidance in solving ‘civilising the native, educating the nation’ questions and answers or face any trouble while doing so, then you can refer to this article or our study materials for further help.
FAQs on Educating the Nation
1. What was the British idea of a “civilising mission” in the context of Indian education?
The British believed they had a cultural duty to 'civilise the natives' of India. In their view, this meant replacing what they considered superstitious and unscientific local traditions, customs, and knowledge with European culture, values, and education. They felt that introducing Western education was a moral obligation to uplift the Indian populace and make them better subjects of the British Empire.
2. What was the main difference between the 'Orientalist' and 'Anglicist' views on education for India?
The primary difference lay in the medium and content of education they promoted:
- Orientalists, like William Jones, believed in encouraging the study of ancient Indian texts in vernacular languages like Sanskrit and Persian. They respected Indian culture and felt that Indians should be educated in their own traditions.
- Anglicists, like Thomas Macaulay, strongly opposed this. They argued that Eastern knowledge was inferior and unscientific. They advocated for teaching Western sciences and literature exclusively through the medium of the English language.
3. Why did Thomas Macaulay argue so strongly for a European-centric education in India?
Thomas Macaulay believed that a single shelf of a good European library was worth the entire native literature of India and Arabia. He saw English as the key to modern knowledge and progress. His goal was to create a class of Indians who were "Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect." This class would serve as interpreters between the British rulers and the Indian masses, helping to administer the country and strengthen British rule.
4. What were the key features of the traditional Indian *pathshalas* before the British reforms?
The system of education in traditional *pathshalas* was highly flexible and informal. Key features included:
- No fixed fees; parents often paid the guru based on their income.
- No separate school buildings; classes were often held under a banyan tree or in a temple.
- No fixed curriculum or printed books; knowledge was transmitted orally.
- No regular timetable, annual examinations, or attendance registers. The guru decided what to teach based on the needs of the students.
5. What was the importance of the Wood's Despatch of 1854 in Indian education?
The Wood's Despatch, issued by Charles Wood, is often called the 'Magna Carta of English Education in India.' It was a landmark policy that outlined a comprehensive plan for education. Its key recommendations included promoting European learning, establishing a Department of Public Instruction in each province, setting up universities in major cities like Calcutta, Bombay, and Madras, and introducing a system of grants-in-aid for private schools.
6. What were Mahatma Gandhi's main criticisms of the Western education introduced by the British?
Mahatma Gandhi was a staunch critic of Western education. He believed it was sinful and had enslaved Indians. His main arguments were that it:
- Created a sense of inferiority and made Indians see Western civilisation as superior.
- Destroyed the pride Indians had in their own culture.
- Focused on textbook knowledge rather than practical skills and experience.
- Alienated the educated from the masses, as it was taught in a foreign language (English).
7. Why did Mahatma Gandhi insist that children should learn a craft as part of their education?
Mahatma Gandhi emphasised learning a craft like weaving or pottery because he believed education should be practical and self-sustaining. He argued that learning a handicraft would develop a person's mind and capacity to understand. It would teach dignity of labour and make individuals self-reliant, enabling them to earn a livelihood. This approach, known as 'Nai Talim' or basic education, aimed to connect learning with real life and work.
8. How did Rabindranath Tagore's vision for education at Shantiniketan differ from conventional schooling?
Rabindranath Tagore founded Shantiniketan to be a place where children could learn in a natural environment, free from the rigid structures of colonial education. His vision differed in several ways:
- He emphasised creative learning, encouraging self-expression through art, music, dance, and drama.
- He believed in learning in a natural setting, with many classes held in the open air.
- He wanted to combine the best elements of both Indian and Western traditions, rather than rejecting one for the other.
9. Beyond the 'civilising mission', what were the practical goals of the British in introducing English education?
While the 'civilising mission' was the ideological justification, the British had very practical administrative and economic needs. They required a large number of Indians to fill subordinate roles in their vast administration. Educating a select few in English was a cost-effective way to create a class of clerks, interpreters, and lower-level officials who would be loyal to the British Crown and help them govern the vast territories of India more efficiently.
10. What changes did the British introduce to regulate the *pathshala* system after 1854?
After 1854, the British Company decided to improve the system of vernacular education by imposing order. They appointed government pandits to supervise the *pathshalas*, introduced a system of routine and regular inspections, and implemented a fixed curriculum based on textbooks. A system of annual examinations was introduced, and *pathshalas* that accepted the new rules were given government grants, while those that did not were discouraged.
