6.1. How the British saw Education

Let us look at what the British thought and did, and how some of the ideas of education that we now take for granted evolved in the last two hundred years. In the process of this enquiry, we will also see how Indians reacted to British ideas, and how they developed their own views about how Indians were to be educated.

In this introductory section, we explore the historical context of British education policies in India. During the past two centuries, colonial rule led to various educational ideas, some of which have become standard today. Additionally, the section will address the reactions from Indians who began to form their own educational perspectives influenced by British ideas.

Imagine how today in globalized classrooms, different cultures influence each other through education. Just like how students learn different subjects from teachers of diverse backgrounds, India’s education system was reshaped by British policies while also being influenced by Indian values and traditions.

In 1783, a person named William Jones arrived in Calcutta. He had an appointment as a junior judge at the Supreme Court that the Company had set up...

William Jones played a significant role in introducing the field of Orientalism to the British colonial perspective. He not only studied local languages like Sanskrit but also immersed himself into Indian texts, shedding light on India's rich heritage. His engagement encouraged other British officials to appreciate and study Indian culture, marking a distinct shift in how the British viewed education and knowledge in India.

Think about a cultural ambassador who learns the local language and customs of a new country. Similarly, Jones became a vital link between British officials and Indian culture, illustrating the importance of cultural respect in effective communication.

Jones and Colebrooke came to represent a particular attitude towards India. They shared a deep respect for ancient cultures, both of India and the West...

The Orientalist approach taken by Jones and his contemporaries emphasized that Indian civilization had great historical accomplishments. However, they believed it had declined over time. Their aim was to revive this civilization’s heritage through education, suggesting that understanding ancient texts was crucial for India’s future development.

This approach can be likened to a student looking back at their family's history to learn valuable lessons. By studying what worked in the past, the student hopes to build a better future, just as British Orientalists sought to preserve and resurrect Indian heritage for future generations.

Not all officials shared these views. Many were very strong in their criticism of the Orientalists...

With the rise of critical thought, many British officials like James Mill and Thomas Babington Macaulay expressed strong disagreements with the Orientalist perspective. They dismissed the academic merit of Eastern literature, asserting that European education should dominate Indian learning. Macaulay viewed British literature and scientific knowledge as superior and intended for civilizing the Indian populace.

This situation mirrors debates in modern education where some argue for traditional curricula while others advocate for progressive methods. Each side believes passionately that their approach will better equip students for the future, similar to how British officials debated the best way to educate Indians.

Following Macaulay’s minute, the English Education Act of 1835 was introduced. The decision was to make English the medium of instruction for higher education...

The English Education Act marked a pivotal shift in educational policy, emphasizing English as the primary language of instruction for higher education. This decision revealed a belief among British officials that such a system would modernize India by exposing it to European advances in knowledge, science, and technology, while also reducing support for traditional Indian institutions.

Think about the transition some schools today undergo when they adopt a new language for instruction, believing it opens more global opportunities for their students, akin to how the introduction of English was seen as a path toward progress by British officials.

Wood’s Despatch also argued that European learning would improve the moral character of Indians...

Wood's Despatch highlighted the practical and economic benefits of Western education, suggesting that it would instill trustworthiness and moral integrity, essential for civil service. This underscores a belief that education was not only about intellectual enlightenment but also about cultivating character to serve the interests of British governance.

This is similar to how businesses invest in training that enhances employee skills and ethics, ensuring that the workforce is not only competent but also aligned with company values, reflecting how education was geared towards producing reliable civil servants in colonial India.

The argument for practical education was strongly criticised by the Christian missionaries in India in the nineteenth century...

Christian missionaries argued that education in India should aim to improve moral character through Christian teachings. Their efforts led to the establishment of many schools despite initial opposition from the British East India Company that dreaded potential backlash from local populations. The missionaries sought to instill values alongside academic learning, shaping a distinct educational philosophy.

Imagine a community service program where volunteers not only provide education but also teach values of kindness and accountability. Just like these programs, missionary efforts aimed at holistic education, intertwining morality with learning.

In the 1830s, William Adam, a Scottish missionary, toured the districts of Bengal and Bihar...

William Adam's reports on vernacular schools revealed that many informal learning environments were prevalent in rural areas of India. His findings illustrated a strong community-driven education system, with flexibility allowing students from peasant backgrounds to learn alongside their work commitments. This highlights the coexistence of traditional learning with British educational reforms.

This situation is akin to neighborhood tutoring efforts that adapt to children's after-school responsibilities, providing education in a way that respects their family's agricultural commitments while still allowing for personal development.

British officials were not the only people thinking about education in India. From the early nineteenth century, many thinkers from different parts of India began to talk of the need for a wider spread of education...

As national feelings grew, several Indian thinkers began advocating for an educational framework that reflected the nation’s cultural identity. They resisted the imposed systems and envisioned one that was inclusive of local traditions and languages, emphasizing the need to balance Western qualities with Indian values.

This scenario can be likened to various schools today that integrate local culture and languages into their curricula, providing students with a sense of pride in their heritage while also teaching global perspectives.

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