British Education Policies in India

The belief that European education is superior to traditional Indian learning systems and provides practical benefits.

The 1854 educational despatch by Charles Wood, outlining the educational policy that was to be implemented in India.

The idea that European education would enable Indians to understand and benefit from trade and commerce.

The argument that European education would improve Indian character, making them more honest and trustworthy, hence suitable as civil servants.

Indian dialects were considered inadequate for literary or scientific purposes, requiring enrichment from European languages.

The belief that introducing European ways of life would create a demand for British goods among Indians.

A primary emphasis on practical benefits of a system of European learning, rather than traditional Indian knowledge.

The argument for European education highlighting its potential to promote trade and commerce, improve moral character, and create a demand for British goods.

This document marked a shift in British education policy in India, favoring European knowledge over traditional Indian learning.

The British believed that traditional Indian literature was filled with errors and couldn't instill values like duty and work ethic.

British authorities wanted to introduce a system of European education that included subjects like science, arts, and philosophy.

The British established government departments dedicated to managing education in India, aiming to control all aspects of the system.

The British aimed to create universities in India to promote higher education based on Western ideals.

Despite the Sepoy Rebellion of 1857, British authorities continued their efforts to establish universities in major cities.

The British also attempted to change the existing school system in India, aiming to introduce European ideals and methods.

This phrase encapsulates the central goal of British education policy in India: to spread European arts, sciences, and philosophy.

Mahatma Gandhi believed that colonial education made Indians feel inferior and destroyed their pride in their own culture. He saw it as a tool of oppression that enslaved Indians and made them admire British rule.

Mahatma Gandhi advocated for an education that would restore Indians' dignity and self-respect. He believed it should be rooted in Indian languages and culture.

Mahatma Gandhi's message was that Indians, in order to resist British rule, should stop attending colonial schools and universities.

Gandhi argued that English education alienated Indians from their heritage and made them feel like strangers in their own land. It made them unable to connect with the common people.

Gandhi advocated for education in Indian languages. He believed that English education created a disconnect from Indian culture and hindered their understanding of their own society.

Mahatma Gandhi viewed colonial education as a form of 'poison' that instilled a sense of inferiority and admiration for Western culture.

A traditional Indian school, often conducted in informal settings like a banyan tree or a temple courtyard.

The pre-colonial Indian education system was flexible, accommodating to the needs of the students and local conditions. For example, classes weren't held during harvest time when children had to work in the fields.

The British East India Company initially focused on higher education for a select few, leaving the traditional pathshalas relatively untouched.

The Company started to introduce regulations and standardization in vernacular education after 1854, affecting the traditional pathshala system.

The Company appointed government pandits to supervise and regulate the newly introduced system of vernacular education.

The British East India Company aimed to impose order and structure in vernacular education by introducing routines, establishing rules, and ensuring regular inspections.

The British East India Company's efforts to introduce a structured and regulated educational system in India, particularly focusing on vernacular education, significantly changed the traditional pathshala model.

The introduction of the government-regulated pathshala system led to changes in the existing practices, introducing new routines and a more formalized approach to education.

The East India Company was opposed to missionary activities in India prior to 1813, fearing it would incite local unrest and suspicion of British presence.

Christian missionaries believed that education should focus on improving the moral character of people and that this could be achieved through Christian education.

Missionaries established a mission at Serampore under the control of the Danish East India Company, as they couldn't operate openly within British territories.

A printing press was established in 1800 and a college followed in 1818, solidifying the missionaries' commitment to education and spreading their message.

Throughout the 19th century, missionary schools were established across India, demonstrating their impact on the education landscape.

After 1857, the British government in India became hesitant about directly funding missionary education, taking a more indirect approach.

The argument for practical education was often challenged by Christian missionaries in India, who advocated for a more moral and religious-based approach.

Moral character was central to the missionaries' philosophy, and they believed that Christian education was essential for cultivating virtuous individuals.

This approach emphasizes understanding the 'why' and 'how' behind each step in a craft, not just rote memorization.

Gandhi believed that education should not just teach skills, but also help people understand the reasoning behind those skills.

The idea that education should be used to build a sense of national identity and purpose, separate from colonial influence.

Tagore's school, Santiniketan, was founded to provide a holistic and liberating education system that went beyond the rigid structures of colonial schooling.

Tagore hated the oppressive and confining nature of traditional schooling, where students had no freedom to explore their own interests.

Tagore's childhood experiences shaped his vision for a more liberating and student-centered approach to education.

The British imposed a system of education that emphasized European knowledge and values, often undervaluing traditional Indian learning.

The British colonial government sought to establish universities in India to promote Western education and create a new class of professionals.