Sunday Posts

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...

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 ...

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...