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DESTRUCTION OF THE INDIAN SYSTEM OF EDUCATION Part II

DESTRUCTION OF THE INDIAN SYSTEM OF EDUCATION Part II

The Cause of Degradation:

The Downward Filtration Method. But what happened in India? Foreign Christian missionaries even resented the nominal amount of one lakh rupees kept aside for the education of Indians. The British cut down the financial resources and brought in several regulations one after the other- regulations like “there has to be a ‘pucca’ building etc. That was not the end. They invited T.B. Macaulay to decide how to divert the money, what should be the medium of instruction and the mode of educating the Indian.

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He made English the medium of instruction and diverted the money for English education. G.D.Trevelyan writes in “Life of Lord Macaulay”(vol 1 pg164) “A new India was born in 1835″. What Alexander, Ashoka and the western missionaries had failed to do was accomplished by Macualay’s educational minutes, decreeing that India was to receive through English education, the language of the West. “The very foundations of her ancient civilization began to rock and sway. Pillar after pillar in the edifice came crashing down.” But Macaulay did a more harmful thing, which is not generally known. He adopted the “downward filtration method” for educating the Indians. What is this method? The problem facing Macaulay was that Indians were numerous and The British were a handful. How were they going to educate the Indians? How could this nation be weakened so that in self-forgetfulness it would support the British Raj?

The story goes that once when he was in Ooty, in his residence, he saw an Indian officer coming and touching the feet of a peon sitting outside his office (which was near his residence.) and was obviously surprised. Why was an officer touching the feet of a peon? He was told, “You don’t know, this Indian society is a peculiar one. Here the Brahmins are respected and the peon belongs to that caste.” The changes that Macaulay brought after this are well documented and authenticated in books.

The downward filtration method was formulated according to which the forward caste (even this was much later) was given preference in schools. To put it in his own words,” But it is impossible for us with our limited means to educate all in English. We must at present do our best to form a class of persons Indian in blood and colour but English in tastes, in opinion, in morals, and in intellect.’ To gauge how much he succeeded in his mission, we only need to look into the history of the Indian educated classes since that time onwards. The fact is that we have not tackled the Macaulayian issue even after Independence, and graver still, few realise that the problem exists at all.

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The system of giving preference to Brahmins in the govt. and missionary run schools went on for nearly hundred years. In the meantime other castes practicing any trade had lost their business due to the flooding of Indian markets with British goods and also due to the deliberate strangulation of their business by the British. Due to the land policy of the British, born out of their greed, the farmers had become landless labourers in their own lands, and the landlords the cruel stooges of the British. The systematic destruction of the Indian system of education deprived certain castes of education. Thus over a hundred years these castes had become impoverished and ignorant and the Brahmins who were supposed to lead the society became distorted in their understanding of things, due to foreign education.

DESTRUCTION OF THE INDIAN SYSTEM OF EDUCATION An article published in ‘Bharathi’, the cultural magazine of IIT-Madras contributed by V.Ravi Kumar (B.Tech, Mech. Engg.) based on a study of Kum.B.Nivedita’s “The Tormented Indian Spirit- Redemption or Regression

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