Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
English literature
1. English Teaching in India
presented by
Dr.Pradipta Sengupta
M.U.C.Women’s College Burdwan
East Burdwan
West Bengal; India-713104
2. Background
Education policy of the British: In pre-British days,
Hindus and Muslims were educated through
Pathsala and Madrassa respectively.
There was a network of education centers like
Pathshalas, Tols, Madarasas, and Maktabs in India
where the young kids learnt from the religious
texts , and other ancient literatures for various
kinds of knowledge in literature, art, science, law
etc, and there was no awareness of the scientific
advances happening throughout the world.
3. The Christian Missionaries introduced English
teaching in their independent way, but their
focus was to convert people to Christianity.
Some enlightened Indians like Rammohan Roy,
Madhusudan, Tagore, Tilak, Aurobindo,
among others, felt the import of English
education, and continued their study of
English in a personal way.
5. Charles Grant was the East India Company Chairman,
Director, Statesman, promoter of Evangelicalism in
the east. Charles Grant, a Scotch highlander, came to
Bengal in 1767 and began his career in the East India
Company's covenanted service.
He successively occupied the positions of Secretary
to the board of trade, commercial resident at Malda,
senior merchant and finally member of the Board of
Trade.
6. Charles Grant was one of those 'nabobs' who returned
home with an immense fortune made in Bengal and
are known to have converted their wealth into power
by holding parliamentary and other positions of
influence.
He returned home in 1790 and entered parliament in
1802. He also became a Director of the court of
directors(1804) and then its Chairman (1805).
He promoted evangelical organisations like the British
Bible Society, the Foreign Bible Society, and the
Propagation of Gospel and Church Missionary Society.
7. In 1792, Grant wrote a pamphlet entitled Observations
on the State of Society among the Asiatic Subjects of
Great Britain. He distributed the pamphlet among
members of the Court of Directors, board of control
and parliament.
Its purpose was to persuade the company to lift its ban
on the coming and operating of missionaries to British
India.
In the pamphlet Grant tried to portray Indian society as
not only heathen, but also “immoral, dishonest,
corrupt, licentious, profligate, depraved, lascivious and
wicked”.
8. He argued that it was the moral responsibility of
the company government to rescue the depraved
Indian society from the labyrinth of moral
degradation.
He argued that this goal might be achieved if the
company government allowed the Christian
missionaries to operate in India.
It was due to Grant's persistent lobbying that the
company and Parliament raised the prohibition
on European missionaries (1813) coming to India
for evangelical purposes.
9. Charles Grant's ideas about the British presence
in India were different from Lord Wellesley’s who
believed in physical annexations for building the
British Empire in India.
Charles, as a Member of Parliament and
Chairman of the Court of Directors was opposed
to Wellesley's policy of conquests and instead
advanced the idea of moral conquest of India
through missionary activities.
Grant sided with those parliament members who
tried unsuccessfully to impeach Wellesley.
10. The Court of Directors refused to endorse Wellesley's
project for the College of Fort William and instead
proposed to set up a similar college for the education
of the company's civilians in England.
Charles Grant had played the most direct and decisive
role in the Court and in parliament in the termination
of Wellesley's governor generalship, dismantling of the
College of Fort William, establishment of the East India
College at Haylebury and most importantly, permitting
missionary activities in India.
Grant's idea was to conquer India ideologically, not
politically.
11. 1813 Act & the Education
Charles Grant and William Wilberforce, who were
missionary activists, compelled the East India
Company to give up its non-invention policy and
make way for spreading education through
English in order to teach western literature and
preach Christianity.
Hence, the British Parliament added a clause in
the 1813 charter that Governor-General-in-
Council would not spend less than one lakh for
education and allowed the Christian Missionaries
to spread their religious ideas in India.
12. General Committee of Public
Instruction, 1823
This committee was formed to look after the
development of education in India which was
dominated by Orientalists who were the great
supporter of Oriental learning rather than the
Anglicans.
Hence, they created paramount pressure on the British
India Company to promote Western Education.
As a result, the spread of education in India got
discursive between Orientalist-Anglicist and Macaulay’s
resolution come across with a clear picture of the
British education system.
14. Lord Macaulay’s Education Policy,
1835
1. This policy was an attempt to create a system of education
that educates only the upper strata of society through English.
2. Persian was abolished as the court language and English
become the court language.
3.Printings of English books were made free and available at a
very low price.
4. English education was allotted more funds as compared to
oriental learning.
5. In 1849, JED Bethune founded Bethune School.
6. Agriculture Institute was established at Pusa (Bihar)
7. Engineering Institute was established at Roorkee.
15. Summary of Macaulay’s Minutes
He argued that the vernacular languages
contained ‘neither literary nor scientific
information’ and were thus too ‘poor and
rude’ to be used as instructional media.
Macaulay’s case for English was founded on
his belief in the intrinsic superiority of English
literature and science over Indian learning.
According to Macaulay, English stood pre-
eminent among the languages of the West.
16. The important political and economic role
which English was beginning to assume in
India also provided a strong justification for
promoting education in the language.
Macaulay sought justification for his plan by
arguing that Indians expressed a far stronger
desire to learn English than Sanskrit or
Arabic.
17. In setting out his case, Macaulay challenged
the Orientalist argument that the promotion
of Oriental studies helped to conciliate the
influential classes in Indian society.
Macaulay strengthened his argument by
showing that the policy of engraftment was
having quite the opposite effect.
18. For Macaulay, the ‘state of the market’ should
determine language policy: ‘……… we are
forced to pay our Arabic and Sanskrit students
while those who learn English are willing to
pay us’, he stated in his Minute.
Having presented his case for English,
Macaulay advanced the idea of ‘downward
filtration’, which proposed to cultivate a class
of anglicised Indians.
19. They would not only serve as cultural brokers
between the British and their Indian subjects,
but would also refine and enrich the
vernacular languages.
Macaulay wanted to create a class of Indian
who would be “Indian in blood and colour, but
English in taste” who would act as interpreters
between the Government and the masses.
20. He lampooned Indian knowledge and languages and
thought them completely worthless. For instance, he said
of Indian literature:
“…a single shelf of a good European library was worth the
whole native literature of India and Arabia.”
He also believed that western science was far superior to
Indian knowledge.
“It is, I believe, no exaggeration to say that all the
historical information which has been collected from all
the books written in the Sanskrit language is less valuable
than what may be found in the most paltry abridgments
used at preparatory schools in England.”
22. Charles Wood’s Dispatch, 1854
1. It is considered as the “Magna Carta of English
Education in India” and contained a comprehensive plan
for spreading education in India.
2. It states the responsibility of the State for the spread of
education to the masses.
3. It recommended the hierarchy education level- At the
bottom, vernacular primary school; at district, Anglo-
vernacular High Schools and affiliated college, and
affiliated universities of Calcutta, Bombay, and Madras
Presidency.
4. Recommended English as a medium of instruction for
higher studies and vernacular at school level.
23. Hunter Commission (1882-83)
It was formed to evaluate the achievements of
Wood Dispatch of 1854 under W.W Hunter in 1882.
1) It underlined the state’s role in the extension
and improvement of primary education and
secondary education.
2) It underlined the transfer of control to district
and municipal boards.
3) It recommended two division of secondary
education- (a.) Literary up to university; & (b.)
Vocational for commercial career.
24. It was formed to study on the problems Calcutta
University and their recommendations were
applicable to other universities also. Their
observations were as follows:
12-year school course
3-years degree after the intermediate stage
Centralised functioning of universities, unitary
residential-teaching autonomous body.
Recommended extended facilities for applied
scientific and technological education, teacher’s
training, and female education.
25. Role of Bentinck and Charles
Trevelyan in the Education Policy
The Orientalists were to remain the dominant
influence on education policy in Bengal until
1833, when Bentinck appointed Charles
Trevelyan to the General Committee of Public
Instruction (GCPI) in place of H.H.Wilson.
Once appointed, Trevelyan immediately set
about attacking the Oriental colleges
26. Trevelyan initiated a vigorous campaign
in support of the Anglicist cause in the
press.
He publicised his controversial scheme to
Romanise the Indian vernaculars.
He advocated the establishment of
‘British language, British learning, British
religion in India’.
27. Bentinck was sent to India with strict instructions to cut
administrative costs prior to the Charter renewal in
1833.
One of Bentinck’s principal means of achieving this was
to replace British expatriates with Indians in the judicial
and administrative branches of government.
To this end, Bentinck was able to secure the inclusion
of a clause in the 1833 Charter Act. This clause
suggests in opening up all government posts to
qualified persons “irrespective of religion, birth,
descent or colour”.
28. Bentinck’s scheme to make greater use of Indians
in the public sector was inextricably linked to his
policy to adopt English as the official language in
place of Persian.
The gradual introduction of English in
government during the 1830s, and the company’s
announcement in 1844 that English-educated
Indians would receive preferential treatment in
public-sector appointments, fuelled the already
existing demand for English in the centres of
British administration in India.
29. The Orientalist–Anglicist Controversy
The Orientalist–Anglicist controversy finally came
to a head in 1834, when Trevelyan and other
reformers on the GCPI proposed replacing
Sanskrit and Arabic studies with English-language
instruction at Agra College.
These proposals provoked a deep division of
opinion on the GCPI. Since the two factions were
unable to reconcile their differences, it was
decided that the dispute should be settled by the
Governor-General on the basis of policy
statements submitted by the two groups.
30. Arguments of the Anglicists
They argued that Western knowledge and ideas should
be imparted through the medium of English.
This is to enable Indians to engage in a direct
intellectual dialogue with Europeans, rather than by
means of translations, a process which they considered
to be slow and inefficient.
However the Anglicists’ English-medium immersion
programme was intended solely for the influential
classes rather than the masses.
They believed that the masses should be taught
through vernacular languages.
31. Arguments of the Orientalists
The Orientalists argued that the Anglicists’ plan to
divert funds from Arabic and Sanskrit studies to
courses in English literature and science
contravened the educational provisions of the
1813 Charter Act.
They further argued that the Anglicist plan
overturned the policy of engraftment of the GCPI.
On the question of language instruction, they
doubted if the mere teaching of English Language
would make the youth of India wiser or better.
32. Points of Commonalities
1) Both groups favoured the introduction and spread of
European literature and science.
2) They believed that the ultimate objective of British
policy should be the development of vernacular
education for the masses.
3) But this would be based on a vernacular literature
enriched by the infusion of Western knowledge and
ideas.
4) Both views agreed that the Indian vernacular
languages, in their present condition, were
inadequate media for the teaching of modern
subjects and
