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. Why did the British want to civilise the native?
The British saw themselves to be on a cultural mission. They needed to 'civilise the natives.' They desired to alter their traditions and values. That was the beginning of the British educational system.
2. What did not Mahatma Gandhi like about western education in India?
Mahatma Gandhi believed that English education instilled in Indians a sense of inferiority. After receiving an education in English, many Indians began to imitate Western ways of life. They began to look down on the Indians as well. He claimed that the Indians had been enslaved by English teaching. He also said that Western education would damage people's faith in their own culture and would also damage their dignity.
3. What were the features of Pathshalas in India?
The educational system in a pathshala was flexible. There was no fixed fee, no printed books, no separate school building, no benches or chairs, no blackboards, no separate class system, no attendance registers, no annual examinations, and no regular timetable.
4. Why did James Mill and Thomas Macaulay think that European education would play a crucial role in Indian civilisation?
James Mill and Thomas Macaulay backed European education because Mill was opposed to Orientalists and believed Western education was scientific and helpful. He believed that wasting government funds on poetry and literature was pointless. Asian literature, according to Macaulay, was not good enough to be compared to European literature. He wanted Indians to learn English so they could read the best literature the world had to offer.
