How the British Saw Education – Class 8 History Notes

NCERT class 8, History Chapter 6: Civilising the “Native”, Educating the Nation: The British saw education as a way to help them rule India and believed that educating Indians in Western knowledge and values would make them more loyal to the British Empire and less likely to rebel against British rule. They had two different views on education in India, the Anglist and the Orientalist views. The British also saw Western education as a way to spread Christianity in India.

In this article, we will look into what the British thought and did, and how some of the ideas of education evolved in the last two hundred years. It is an important concept of Class 8. Students can go through this article to get comprehensive notes on “How the British saw Education”.

British Colonial Policies on Education

British views on education in colonial India were shaped by their imperial objectives and their perception of the role of education in colonial governance. Education was seen as a tool for maintaining control over the indigenous population and advancing British economic interests. The British favored English education over indigenous languages and traditional Indian learning systems. They believed that English education would produce a class of Indians who were loyal to British interests and capable of assisting in the administration of the colony.

The Tradition of Orientalism

The tradition of Orientalism involves Western scholars studying and interpreting Eastern cultures, languages, and societies, often with a focus on imperialism, and Western superiority. It has shaped perceptions of the East and influenced colonial policies especially on education.

• William Jones and Orientalist Scholars: William Jones and other British officials like Henry Thomas Colebrooke were deeply interested in Indian culture and language. They studied Sanskrit, Persian, and Arabic texts to understand ancient Indian heritage.
• Asiatic Society of Bengal: Jones and Colebrooke established the Asiatic Society of Bengal and started the journal Asiatick Researches to share their findings about Indian culture and texts.
• Respect for Ancient Cultures: Orientalist scholars respected both Indian and Western ancient cultures. They believed that India had achieved greatness in the past which had subsequently declined. Understanding ancient texts was seen as important for understanding Indian society.
• Promotion of Indian Learning: Some British officials argued for the promotion of Indian learning over Western education. They believed that teaching Sanskrit and Persian texts would help Indians rediscover their heritage and earn British respect.
• Establishment of Educational Institutions: In line with these views, institutions like madrasas in Calcutta in 1781 and Hindu colleges in Benaras in 1791 were set up to promote the study of Arabic, Persian, Islamic law, and Sanskrit texts.

Criticism of Orientalists

British officials in the early 19th century criticized Orientalist learning as erroneous and non-serious, arguing against the emphasis on Arabic and Sanskrit studies.

• James Mill and later Thomas Babington Macaulay advocated for practical education focusing on Western scientific and technical advancements over Eastern literature.
• Macaulay famously argued that a single shelf of a good European library was worth more than the entire native literature of India and Arabia. He believed that English education was essential for civilizing Indians, changing their tastes, values, and culture.
• Macaulay’s influence led to the introduction of the English Education Act of 1835.
• This act made English the medium of instruction for higher education in India.
• It also stopped the promotion of Oriental institutions like the Calcutta Madrasa and Benaras Sanskrit College, which were seen as outdated. Instead, English textbooks began to be produced for schools.
• The aim was to align Indian education with Western ideas and values.
• The English Education Act aimed to create a class of Indians who would assist British administration and serve British interests.

Promotion of English Education in Colonial India

Promotion of English education in colonial India aimed to create a class of Indians loyal to British interests and capable of assisting in colonial administration, viewing English as a means of advancing Western values and controlling indigenous populations.

Wood’s Despatch of 1854

• In 1854, the British East India Company sent a significant document known as Wood’s Despatch to India.
• It emphasized the importance of European education over traditional Indian learning for practical purposes, especially in the realm of trade and commerce.

Promoting Trade and Commerce

• British authorities believed that European education would help Indians understand the benefits of trade expansion and economic growth.
• By introducing European ways of life and education, they aimed to create a demand for British goods in India, thus boosting trade relations between the two regions.

Changing Tastes and Desires

• Exposure to European education was expected to change Indian tastes and preferences, leading to increased consumption of British products.
• This change in consumer behavior was seen as vital for promoting British economic interests in India.

Spreading Christianity through Education

• Missionary organizations played a significant role in shaping colonial education policies, viewing schools and universities as sites for spreading Christianity and “civilizing” indigenous populations.
• Mission schools proliferated across colonial territories, offering education alongside religious instruction aimed at converting indigenous peoples to Christianity and eradicating traditional beliefs and practices.

Moral Improvement

• The British also argued that European education would improve the moral character of Indians.
• They believed that it would instill values like honesty and truthfulness, essential qualities for producing trustworthy civil servants who could assist the British administration.

Reforms in Education and Establishment of Universities

• Following Wood’s Despatch, the British introduced several reforms in the education system.
• This included setting up education departments to oversee educational matters and establishing universities in major cities like Calcutta, Madras, and Bombay.
• These institutions aimed to provide higher education opportunities in European subjects, preparing individuals for administrative and professional roles within the colonial bureaucracy.

Modernizing School Education

• Efforts were made to modernize school education by introducing new teaching methods and curriculum reforms.
• The aim was to equip students with the skills necessary for administrative roles and participation in the growing commercial economy.

Resistance and Response

• Indian responses to British education policies varied, with some accepting English education as a means of social mobility and others resisting cultural assimilation.
• Nationalist movements emerged in response to British colonial education policies, advocating for indigenous languages and cultural autonomy.

British Education System: Positive and Negative Impacts

The British education system in India had both positive and negative impacts. Some positive impacts include:

• Modern education: The British introduced a modern education system, including English language instruction and the establishment of schools and universities.
• Western knowledge: The British facilitated the spread of Western knowledge, including advancements in democracy and nationalism.
• National consciousness: English books and newspapers brought new ideas from the West to Indians.
• Common language: English became a common language that cut across the entire country.

Some negative impacts include:

• Literacy rate: The literacy rate in British India was 94% in 1911 and reduced to 92% in 1921.
• Women’s education: Women were deprived of education.
• Scientific and technical education: Scientific and technical education was ignored

Conclusion: “How the British saw Education”

In conclusion, the British viewed education in colonial India as a way to control and govern the country. They believed that teaching English would help them create a loyal class of people who would support British rule. While they thought English education would bring practical benefits for governance and economy, it also led to debates about cultural identity and the loss of traditional knowledge. Ultimately, British education policies shaped India’s educational system and had a significant impact on its society during colonial times.

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FAQs on How the British saw Education

How did the British saw the education?

The British believed that education would help them rule India, and that educating Indians in Western knowledge and values would make them more loyal to the British Empire and less likely to rebel against British rule. 

How was the British system of education?

The British education system in India introduced modern education and emphasized English, literature, and science, while ignoring traditional subjects. The system also introduced a formal approach with a defined curriculum, standardized textbooks, and examinations.

How did the British educate India?

The British established English-medium schools and universities to educate India. The schools taught Western science and literature, and the universities helped increase literacy.

Who is the father of English education?

Thomas Babington Macaulay (1800-1859) is credited with introducing English education in India.

Why did British educate Indians?

The British introduced modern education in India to help Indians administer the land and understand local customs and laws. The British also thought that educated Indians would be loyal to the British and would develop western habits, tastes, and buy western goods.

Who introduced education in India?

The British introduced modern education to India with the English Education Act of 1835, which reallocated funds for education and literature.

Who changed Indian education system?

Thomas Babington Macaulay is credited with introducing the modern school system to India in the 1830s.