Sunday Posts

My blogging is inextricably connected with Lord Macaulay. Indeed, the root of all this is my belief that even if India was made, the task of making Indians is still unfinished; an education that combine cultural confidence, economic emancipation and political imagination fit for nation-building is yet to be found. But, more directly, I caught onto blogging as I came across the well-known meme about Macaulay conspiring to destroy a prosperous India with English language, wrote a casual and rather amateurish post debunking it and then got drawn into a debate that continued for more than a decade. Truth be told, that engagement was central to how my interests changed from the technical nuances of delivering education to the cultural history of it and why I came to commit myself to history of ideas as my field of study. But, then, it's not just a personal fixation; with the Hindu nationalists in ascendance in India, it has become a nation one. He is the bogeyman of English education, w...

I have traced the development of Indian Higher Education under a series of posts under two sections - The Road to Macaulay and Since Macaulay. This final post is about the formation of the Calcutta University, which is a unique university as it was formed solely with the purpose of granting degrees which would qualify the recipients for government jobs. It followed the University of London model, but in the limitations of its purpose, it was rather unique. However, it was not inconsequential or a temporary affair, but, I think, the first consumer university in the world. Here is the story of its foundation.  -------------------------------------------------------------------------------------------------- Lord Hardinge’s administration enhanced the bureaucratic-educational connections further  by making English education as a qualification for government employment in 1844 .. it is highly desirable to afford it every reasonable encouragement by holding out to those who...

When he presented his Minutes in 1835, Macaulay’s mission was to align the educational funds, after its ten-fold increase, with the Utilitarian project of administrative and legal reforms. This was a break with the past, of all reverence towards any ‘ancient constitution’, but a reaffirmation of some continuities as well : The vision of a Military-Fiscal-Pedagogical state, a statement of moral confidence and recognition of a modernising mission. The Orientalist corpus of Indian antiquity supplied the idea of an antiquated India that needed to be transformed with European knowledge, just as Peter the Great effected on ancient Muscovy. The post-abolitionist confidence enabled Macaulay to transcend the fears of an reawakened Indian nation breaking off from the British, that constrained the thinking of earlier generations; rather, he celebrated such a possibility. Macaulay’s arguments were based on appeal to pragmatic reason, and part of his own project of creating Codes of Law for I...

By the end of 1820s, the initial abortive efforts of Sir Thomas Munro in Madras and Mountstuart Elphinstone’s in Bombay to revive traditional Indian education were being replaced by programmes to introduce ‘useful learning’. Lord William Bentinck, whose Governor Generalship began in 1828, carried with him the reputation of  "a man of a violent and haughty nature, imbued with English prejudice and regarding the English constitution as the salvation of the human race," and an earlier failure, as Governor of Madras that ended in a recall after the Vellore Mutiny of 1806 (sparked by, among other things, attempts to change Sepoy dress codes and discipline). Bentinck was a reformer, deeply impressed by the Utilitarian ideas of Jeremy Bentham (Bentinck, who met Bentham before he left for India, reportedly told the philosopher, “I am going to British India, but I shall not be Governor-General. It is you that will be Governor-General”) and his appointment marked a clean break with...

In 1813, when the Company’s charter came up for renewal, Company territories in India were already a vast empire and its supremacy, over all the regional rivals as well as the Mughal Emperor, had been decidedly established. The mercantile interests in England were a spent force and the combined demands of British and Indian merchants to abolish the Company’s monopoly and open the India trade were too powerful to be ignored again. The expansion of British manufacture made the demands for a reversal of trade flow - treating India as a market for the British products - the ascendant force against the quaint monopolist interests in Indian salt, tea and fabric. The Company Court duly resisted, but, unlike in 1793, it had to give up its monopoly (except for that on tea and China trade), setting in motion an economic transformation of India, opening its markets to the full force of competition from British textiles and other manufactured products. This economic change set off a new phase...

The Company state was in the middle of a rapid transformation in the 1790s. It was to be engaged in wars, with local rulers as well as in the broader global war with the French, for the next quarter century. Starting with Cornwallis’ wars with Tipu Sultan followed by Wellesley brothers’ wider conflicts across India and the Anglo-Maratha wars, the wars expanded the Company territories across the Indian peninsula and established the Company as the preeminent power in India. There were other changes equally as significant: The rise of evangelical christianity and the English nationalism rekindled by the French wars led to a separation between the English and the Indians in a much greater degree. Cornwallis’ administration had excluded Indians from all important government positions. The more moralistic positions of these administrations discouraged gambling, drinking, cohabitation with Indian women and embezzlement of government funds. Also, the conflicts between Indian and English ...

However, even when Hastings left Calcutta, forces that irreversibly altered India’s ‘ancient constitution’ were already ascendant. Paradoxically, the radical changes arose from the deeply conservative British attempts to preserve what they perceived to be the Indian culture and polity. The Asiatic Society of Bengal, an institution Hastings patronised, was established in 1784 and over the next half century, would take the lead in the production of ‘reliable legal knowledge’. William Jones, its Founder-President, with his colleagues and successors, would be engaged in a vast enterprise of translating ancient Hindu and Muslim legal texts, that would end up transforming India’s tradition and custom-based context-sensitive legal system (‘three thousand years of despotism’, as Macaulay would describe it in his speech) into an European-style legal code. In this ‘Orientalist’ enterprise, Jones and his colleagues were supported by Hindu and Muslim scholars, a collaboration that produced...

I wrote about the origin story of the Indian Education system (See An 'Indian' Education ) to argue that 'Indianness' of Education does not necessarily have to be regressive, ritualistic or religious. The current tendency of relegating any discussion about an Indian Education to obscurantism cedes the space to Hindu Fundamentalists, who are left free to promote their particular, limited and historically inaccurate ideas. However, a culturally congruent education is much needed at a time when Indian society is at a crossroad, the pains of globalisation is hurting and the crisis of identity is real and urgent. This post is a rejoinder to the earlier one. Here, I intend to expand my argument that the Indian system of education did not break out from its earlier, imperial, mode. This is a familiar argument that the cultural nationalists make all the time, but, since I didn't think that British imperial education was necessarily English-only (rather, it promoted ...

What would an Indian Education system look like? There are many interesting conversations about this in India. The primary reason for this is indeed the ascendancy of BJP, a Hindu Nationalist party, which now controls the Union and most State governments in India. In order to secure its rule, the BJP leaders know that they have to transform the education system. And, they are at it, with a clear agenda and intent - curbing the Western influence where they see it. Most of it has come in the form of petty settling of scores - removing people favoured by earlier administrations - and mindless government meddling in curriculum and governance. However, this has put 'Indianness of Education' as an issue to reckon with. This arises primarily as much of the current Indian Education system was shaped by the British Imperial administration. The British imperial rule did not just set up an Education system in India: It, at the same time, destroyed what was there, pushing S...

The Foundation of Asiatic Society In discussing Warren Hastings' role in the history of Indian Education, I mentioned his sponsorship of Asiatic Society of Bengal ( see the earlier post here ) deserve a separate discussion. This is because the Asiatic Society of Bengal was to become the key agency through which the 'Orientalist' activities in India commenced and were carried out right until Macaulay's time. The Society played a major role in shaping the British engagement with India, and shaped, through various Research and Translation projects, concepts about Ancient India, which would not only shape Colonial Historiography, but also the thinking of Indian Nationalist leaders later on.  Asiatic Society of Bengal was established on the 15th January 1784, and it was primarily the project of William Jones (portrait above). Jones was a Jurist trained in Oxford, who had already distinguished himself as a great legal mind. More importantly, Jones had a knack of l...

Introduction: Hastings in the history of Indian Education Whether or not one includes Warren Hastings in the history of Education in India is a matter of perspective. If writing the history of education means writing the history of schools, the impact of Hastings' administration would be quite limited. If anything, the rapid implosion of local rulers in Eastern, Southern and Northern India during Hastings' tenure had meant a bleak period for the indigenous education system, as patronage and funds would have dwindled away for many of them. The Company administration really concerned itself with the schooling of the natives only after 1813, as Nurullah and Naik rightly pointed out ( see my earlier post ) and one can legitimately start the story at this point. However, if history of Education in India is to encompass the transformation of Indian Scholarship, on which foundation the new, colonial, system of Education would be built, the story must start with Warren Hast...