Anglicist and orientalist BY. Abbas Ali Bughio M.Sc National Institute of Pakistan Studies (NIPS) Quaid-i-Azam University (QAU), Islamabad 1.The east India Company In 1600, The British traders who came to India for the purpose of trade with Indian in spices, silks, germs, and other luxury items of the Asia and Queen Elizabeth 1 granted to company charter, those would have had their own boats and find the island in other countries without restriction on traders and it was her honor of Queen, so she signed the charter. (Jenny Sharpe, 1993) Company was gradually getting more revenue from India. It made its power strong with financial support and initial stage was not so affectively so, Mogul emperors were also dependent on the company’s military because they paved high revenue and salaries to soldiers. Indigenous were the supporter of British power. The British conflicts were French traders in near to sea route and made their own military and company get first control in Bengal after Bihar on company influence and British government gave loan to company to get full control in Bengal and company and civil servant made their own control before company’s communication Speeded the use of red sea mail route in 1800 (Jenny Sharpe, 1993) 2.The beginning of company educational policy In 1765, company becomes to get political power of India. The company offered thoughts that company should work for Indian people before Indians were deprived from Moguls rulers and Hindu kings that the company tried to educate Indians to come out into good conditions as well. Warren Hastings in 1780 made two colleges (Nancy & Adam 1971). Company itself as a political and commercial force in India. Company knew that it would be maintained the political policy in India soon parliament had supported the company’s thoughts. If it gave tremendous knowledge through educational support, therefore 1793 Proposal of Wilberforce and Charles grand’s protection of company in India; latter proposal was praised inn 1813. It would be raised or encouraged the protection for women (Nancy & Dennis 1971). Grant was only a Anglican wanted to give and promotion of missionary education to native Indians as well religion Christianity through churches if British teaches the English to them ,they will read and write easily so this would be difficult for missionaries which translated into native languages and supporter of native language (Thomas Macaulay and lord William Bentinck) who were conscious about English when Mongol came in India and they taught Persian in all administration institutions thoughts supported to Mongols and they were care to native language without abolition of Persian it will be remain same (Nancy & Dennis, 1971). After the resolution was passed on the basis of greedy British in parliament because there had been many wars. while getting actual political power in India and thoughts might be accepted and company brought Too much financial support in India monopoly would exploited to native feudal in India that British government knew appropriate conditions of increased companies support and monopoly were ended theory commercial. Indians trade was opened for all British Companies and much to determent of Indian manufactures. It had been protected from 1 exploitation of monopolist. It evolved educational funds and English education began as efficient in India (Nancy & Dennis1971, 160). 3. Rational View between Anglicist and Orientalist It was controversial patriotism in India of Hindu civilization. it was textual controversial view about utilitarianism and radicalism against controversies ideologies of the day which included orientalism (Raf-Gelder & Derde 2003). It was susceptible discipline for British orientalism, but priest was opposite and condemned British English’s. It was a preaching of bible on actual basis condition. Which was rational changed of British policy in India orientalism neither radical nor conservative in the political philosophical sense of early nineteenth century British scene s the result of Anglo-Indian interaction of British cultural policy pursued in India in 1830 the Controversy between anglicist and orientalism British policy maker encounter of cultural values (Raf-Gelder & Derde, 2003). Orientalist thought that it would be radical cultural must start the modern and formatting general in translation and produced primary school orientalism always stressed understanding tolerances in the western dealings with Asian people (Raf-Gelder & Derde 2003). 4. Orientalism and institution of Indian literature The role of new orientalist studies in emergence of intellectual and literally cultures of a romantic bent the west in the late eighteenth century and emergence of literature as such romantic and modern. (Thomas R. Metcalf 1965) The precise historical context for the birth of new orientalism in Calcutta however is more clearly colonial in an indicate sense namely in the ascending of British role of India in the seemed half of the eighteenth century and the conquest of Bengal in particular with the victory In the battle of Plessey in 1757. The British found themselves for the first time in the possession of the large contiguous territory populated by an expense of agriculturalist and heaving an Indian society, the economic dimension was described over forty years. (lance, and Robin 1890) 5. Anglicist and orientalist May hew’s position was located that anglicist they advocate the teaching of English literature and European sciences with English as medium of instruction and orientalist favoured that oriental cultural and learning in the educational institutions and Indians nature was not to be worshiped but should be understand and over powered (Tiwari, 1911). Macaulay did not look the west as being front of superiority culture. The student had learnt that processing of translating western notion of democracy in India. Would be equality and liberty had fail to rid colonial India of economic and political racism. (Suman, 2014). There was a board convenes among administrator indigenous language was derived of any inherent value that was little doubt and it is needed to be supported by western education the 2 teaching of four values. judge to be without merit and discontinued the governor revival the study of useful portion. The Marathi the translation of European medical works this was not exactly to bring Diverse of tradition medicine it to create a more complete body of knowledge. The superiority of western medicine was never a question. (Momma, 1999). 6. Orientalist and Anglicists world views Orientals thoughts were different from rest of the world. Theoretical way in medieval renaissance ideas about “mysterious east” on the basis of wealth and interrogative. The German Romantic Movement saw India as land the origin of civilization. British were known about glory civilization of India. Orientalist were Convinced by British superiority that it should rule in India and William Jones praised the Persian poet Jami, they had their personal point of views about Sanskrit language, sometimes orientalist would be attracted by beauty of thoughts and literature. So orientalist did not want to disturb the language policies of India but Anglicist was more aggressive on that point of views (Rehman, 1997). Anglicist belongs to new emerging of the world in England which the evangelism (the supporter of English) of William Wilber force “clap a sect” the utilitarianism of Bentham. Who worked for anglicistism as emerging that thought that Indian civilization was not rich in order to attract to other civilization as comparison between other countries. In that time Anglicist were growing the form of influential institute in India after this it was called “white man burden” as Kipling was called it. (Rehman, 1997). Anglicist had changed the educational policy of India in 1780 onward; they introduced the systematic way in India English had in the courses of Indian society it was first step of orientalist changed in Anglicist. (Rehman, 1997) 7. Orientalism views British literature represent the British 3000 years dominate in the world as well so it would not deny the society and had worked such as administration or merchant but orientalist introduced western eduation at there and Indian civilization and tradition were depried by British and orient list views were secularized ways as in 15th century it changed state and religion like this they were the supporter of radical rationalism ways as latter it was different views between them on the basis of good conditions. (Metcalf, 1965). 8. Western and oriental learning Parliament had given full power to director about the actual power in all social conditions and settled the controversies which were arisen in 1823, to be comprised the learning of oriental in the classical language of Sanskrit and Arabic and Bentinck’s accession to be court of director in 1828, the oriental about Practices, governor visited in Hindu college in Calcutta and spoke substitution for Persian as official language for India (Nancy & Dennis 1971). 3 Mid 1820, Anglicist opposed strongly against oriental learning it should be sought to reduce the subsidies of such schools and student to use to fund instruct to promote English education. The oriental faction led by H.T Prinsep secretary of Indian education developed and made up to members is government in India. Eastern and western culture was used for the classical Indian languages as medium of instruction in 1834, the quarrel had opposed on impasse with in a committee whose ten members were evenly divided between the two factions. Bentinck was provided with the means of solving the crises; Thomas Macaulay speeches in common, which Was brilliant appointed to orthographic post of law member of supreme of India, Bentinck appointed him as president of the committee of public instruction? The government pushed for decisions on the language education issue and Bentinck turned his law advisor and president of the committee for ruling. As for prejudice for Indian English education dismissed them by saying “the duty of the England is to teach Indians what is good for their health and not what is palatable to their test”. Macaulay was president of committee of public instruction did not end with his minute; he worked successfully for administration of committee establishing books into English language because it is appointed by British who was under their faction. Macaulay was one of the supporters of indigenous language but sometimes it was his ideas fruitful thoughts for both sides he sought that it could not get that duty, which had been given the actual forms. It was prestigious for him to handle languages if he had not been appointed president of this so he could not give any legacy to Anglicist faction. Bentinck is generally given the credit for political culmination of dispute over the mediums of instruction of India. In April 1835, he used in order to council which sanctioned everything that anglicist had demanded but controversies continued over minor points finally ending governor general lord Auckland minute in 1839 which order that fund to be given both English colleges. Perhaps the most important items in lord Auckland’s order were first official acceptance for long. And practiced policy was known as “the down ward filtration theory”. the minute order restricted extension of higher English education upper class of India, who have leisure for study and those culture the filter down the masses. At that Time Company increased many schools and expenditure on missionary’s schools and missionaries played major role in India. 9. British language and imperialism Language is the important tool of imperialism. It could be dominated on others. Some imperialist society came under through culture and power by elites and dominated language produced knowledge, culture and discussion for the social setup. (Rehman, 1997) 4 Let’s see how those people settled permanently countries without using language. When English and Spanish were speaking settled other part of world. The English in Australia, New Zealand’s and part of South Africa and the Spanish and Portuguese in Latin America and ignored their indigenous language. if you see indigenous language at that time were not given actual importance but New Zealand’s indigenous Morai language had been given some importance. (Rehman, 1997) Where European were not settled down permanently and they tried to rule on them, and language policies made by them for the rule of their interests and language tool was also used in African Countries by French empire because if you ignored the Indigenous language on countries through language politics it can be influenced with the concerned of elite’s natives .no one can influence permanently on them. (Rehman, 1997) The British had apparently used the English language on others. As to be settled and influenced as long period through introducing language policies. like India between 1780 and 1835. (Rehman 1997) The period of 1820 and 1835 is known as oriental and Anglicist controversy in writing on educational history. It was period that which came out about the languages in that time and it brought end the dominion. (Rehman, 1997) Anglicism and orientalist had conflicts between them. Oriental wanted to use in India indigenous so that Languages like Arabic, Sanskrit, and Persian out Anglicist. It was believed that English language introduced among elites their children would get actual position in India. 10. Anglicist pressure on oriental It was first time; the ideas of English should be taught and introduced in India. Charles Grant an admirer of William Wilber forced to director of east India company, who changed his thoughts on his personal behalf that English should be introduced in strong way so it would help the Indian the strong way .it would affect on British and otherwise they might have brought best way in British. Anglicist worked about these ideas so on conditions; English brought such a great development in Indian civilization so that Grant thought that if English should be taught in India, it will not affect the British rule. Grant wanted to introduced a bill of missionaries and school master sent to India but parliament reject it, they thought that Grant wanted so managed to get the Hailey bury college established in 1805 but was defeated and controversy between them and orientalist and anglicist to implement the Englishlization (English language) lord Cornwallis governor general between 1786 to 1793 had strength anglicist. The director letter of 18th February 1824 to the GCPI (General committee of The public instruction) they had influence on policies of orientalist and openly critics on them “in which condition would be implemented as well as in good fact, why oriental wanted to bind Hindu and Muhammad a literature (Rehman 1997). 5 11. Formation about using missionaries It was first time William Wilber forced to members of parliament and Charles Grant said that we should bring a missionaries to India for aware to lower as well as spreading the religion phenomena in India , so they gave this margin views , oriental’s used every time for the visualized the view about education as well and Sunday was pointed a day for defenders and workers , who would force from decent the work that they would come to religious places or their houses British purposed was that mind of religion point of views and they were still trying on Sundays schools and charity schools for the fifty years and those were run by churches but they made a concept on the basis about connection between churches and institutions for generating new thoughts in India (Katherine, 1890). 12. Twenty years’ period (1813 - 1833) controversy between Anglicist and oriental The twenty years were not being developed in India because at that time, British and company were interested to build and stable the power of company in India .it had been conflicts, wars, treaties, and social problems and British government did not take any decision to promote full support on the promotion on it. Some of people were known to western education, those had been favor west as well this was period of controversy over the subjects of educational policy, over the medium of institutions over the agencies for organizing school and over the methods of spreading educational policy (Nancy L. Adam and Dennis1971). Lord Bentinck governor general from 1823 - 1835, who represented the social, religion and he had begun to sufficient work in late eighteen centuries in England. The New work reformers also become conscious about the changing of power into hands of British. It was the Beginning of power in India. British had sent to younger to India to get well education so in 1820-1835; and the English begun to believe that they had made mission and presented a higher civilization and better religion. (Nancy and Dennis 1971) Bentinck had given the order medium of education in India that will be education for upper class and spread western education to Indians Lord Grey, who becomes Whig prime minister of England in 1830 he, gave views about western education in colonies to be influenced on every one on India. It made stuffiest progress for Indians but not appropriate well in educational and intellectual and Grey believed that “not merely train native to work and civilized them as well and further explained that if we maintained peace in India so education and commerce will be maintained as well. In between twenty years’ youngers came in India in the court of company director, they had made survival about the growing in religion influenced in India. It was possible that the director noticed the increased Productivity of educational workers, they reused on the work of improving in India as well in good condition as full zeal in India, director had collected a lot of money to established native schools in India. 6 13. New development in nineteenth century It has been argued that concept about imperial power. It was not necessarily of eighteenth century after nineteenth century oriental’s after 1800 calling them a modern oriental’s and Jones was “pre-modern” orientalist contributed to latter development of orientalism. Orintalist saved the language from abolition; which affected both conditions as well these were given some privileges too much to them. (Tiwari; 1911) 14. Indian intellectuals and European experience It was first school of thought this intellective a way into minds of Indian. There were many courts were there, how should be represent a way in form and a lower caste it was imperial point of view that it was Divided into sub-caste and would be introduced. Priest and moderate such as organization on society. it was imposed on society any social organization whatever had organized Hindu were scared their books later on it was translated and priest not be accepted all these, so a strange state affairs suggesting that Brahmin did not really about scared books, even more those who did seem to knows about the texts Sid not seem to understand (Raf-Gelder and Derde, 2003) Indians writers began to write their own story, they did not start from those experiences and they tried to make them intelligible India and they saw their own Religion of priest hierarchy of the caste system was due to priestly despotism. Merits 1. 2. 3. 4. 5. 6. a clear cut picture of the national education of the system in India emerged The system proved very helpful in promoting to objective for which was planned. English schools began to establish. English become the medium of the instruction. Western art and sciences become the popular. Filtration theory of education emerged. Demerits 1. 2. 3. 4. 5. Indian culture and philosophy receded to back ground. Vernacular languages began to neglect. Mass education was neglected. Western culture rapid strives Arabic and Sanskrit languages found very few takers. 7 Conclusion In the conclusion, I have reached the concept of British, who favored to indigenous languages for the the purpose of Indian civilization and native languages because oriental knew that this is not our county. Why should we impose languages policies to Indian so it means we are neglecting the civilization as well as history of India? It is their rights to learn native’s languages and Orientals came out for Indians against English supporter and British imperialism policies, and anglicize thought that if we introduced the language policies for Indian and they had civilized well. India is also not rich civilization and not well educated so they supported for introducing English language in India. 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