British Education in Colonial India

Civilising the "Native", Educating the Nation

• British rule in India affected various groups, including students.
• British aims extended beyond territorial control and revenue; they also sought to "civilize" the native population, changing customs and values.
• British sought to understand how to educate Indians and make them "good subjects".
• The British believed their education methods could create good subjects.
• The British had differing views on education that were debated for many decades.
• William Jones arrived in Calcutta in 1783.
• Jones was a linguist with expertise in several languages including Greek, Latin, Arabic, and Persian.
• He was also skilled in Sanskrit.
• Jones studied Sanskrit grammar and subtleties with pandits.
• Jones established the Asiatic Society of Bengal, creating a journal called Asiatick Researches.
• Henry Thomas Colebrooke and Nathaniel Halhed were also involved in this work.
• Jones and Colebrooke valued ancient Indian and Western cultures.
• They believed earlier Indian civilization was glorious but declined.
• Studying ancient texts could reveal the true ideas and laws of Hindus and Muslims, enabling development in India.
• Company officials argued for promoting Indian learning over Western styles of education.
• They emphasized teaching ancient Indian texts, Sanskrit, and Persian.
• A madrasa was established in Calcutta in 1781.
• The Hindu College was established in Benaras in 1791.
• James Mill criticized the Orientalists, advocating practical and useful Western education.
• He believed that Indian learning contained errors and was not scientific.
• Thomas Babington Macaulay also criticized the Orientalists, advocating for English education.
• He believed English education would civilize Indians.
• Officials like Macaulay emphasized English language instruction, suggesting it could expose Indians to finer western literature and science.
• In 1835, the English Education Act was implemented.
• English became the medium of higher education.
• Oriental institutions like the Calcutta Madrasa and Benaras Sanskrit College were discontinued.
• The Wood's Despatch (1854) emphasized the practical benefits of European learning.
• It advocated that English learning would improve the moral character of Indians and be beneficial economically.
• Christian missionaries advocated moral education rather than solely practical education.
• They sought to disseminate Christian ideals and education.
• British government control over education increased, establishing education departments.
• Many schools followed new routines, including regular fees, class schedules and examinations.

Local Schools

• Pre-British schools (pathshalas) were flexible and accessible; no fixed fees, classes, or buildings.

• They relied on oral teaching and different levels of student engagement.

• Instruction occurred at the guru's home, local temples, or under trees.

• William Adam's report in the 1830s described pathshalas in Bengal and Bihar.

• Over 100,000 such schools existed, with over 200,000 students.

• Local communities or wealthy individuals supported these institutions.

• This system was responsive to local needs and seasonal demands.

The Demand for Moral Education

• Christian missionaries stressed the importance of moral character development.
• They differed from British officials who focused on practical education.
• Missionaries establish schools that emphasized Christianity.

English Education

• Mahatma Gandhi criticized British education, arguing it created inferiority and destroyed Indian culture.
• He felt it made Indians ashamed of their own traditions.
• Tagore, in contrast, had a different view.
• He wanted to create a more creative and fulfilling educational experience, one based on India's natural surroundings, encouraging creativity, self-reliance, and local crafts.