Civilising the “Native”, Educating the Nation
In this chapter, we explore how British colonial rule sought to transform Indian society through education. The British viewed education as a tool to not only assert territorial control but to instill their cultural values and create a class of loyal subjects. The ideas of prominent British figures, such as William Jones and Thomas Babington Macaulay, characterized the shifting policies on education in India.
Early Efforts and Orientalism
William Jones, arriving in 1783, epitomized the Orientalist approach, promoting the study of ancient Indian texts to foster respect for Indian culture while simultaneously asserting British superiority. The establishment of institutions like the Calcutta Madrasa and the Benaras Hindu College aimed to provide education steeped in Indian languages and literature.
Criticism of Orientalism
Despite early efforts, a significant counter movement emerged. Officials like James Mill and Macaulay criticized the Orientalist perspective, arguing that practical knowledge, particularly in English and Western sciences, was essential for India. This perspective reached a climax with the English Education Act of 1835, which replaced traditional education with a more Westernized curriculum.
The Shift to Western Model
Wood’s Despatch of 1854 marked a turning point, emphasizing European learning as a means to not only enhance trade but also to morally uplift Indians. This shift led to the establishment of government-regulated schools, but it often marginalized traditional forms of learning.
Indian Responses to British Education
In response to colonial educational policies, thinkers like Mahatma Gandhi and Rabindranath Tagore emerged. Gandhi critiqued the western education system for fostering a sense of inferiority among Indians, advocating for education that nurtured local crafts and cultures. In contrast, Tagore envisioned a synthesis of Indian tradition and modern scientific approaches in education, advocating for a creative and child-centered educational space in Santiniketan.
Ultimately, the chapter paints a complex picture of educational reform in colonial India, revealing the interplay between colonial control and the burgeoning national consciousness that called for a reimagined educational landscape.