The Pioneer
Chandrabhan Prasad
The Macaulay impact
As a profoundly ill-informed college students' union president in 1977,
I had led a demonstration to the District Collectorate. Our main grouse
was against Macaulay imposing a English, pro-rich education system for
India. It was also the fashion, those days, to identify Lord Macaulay
as the source of all the problems our education system has. Invariably
then, every student protest against education would target Macaulay.
But that was been taught about Macaulay till then. I had learnt that
Macaulay was hell-bent on creating a class of "Indians in blood,
colour... but British in taste...." Macaulay who wanted to create
clerks to serve the British", Indians as 'intellectual slaves' of the
Empire, preferring higher classes (Brahmins) over lower classes, etc.
We used to think in those days that Macaulay had planted the seeds of
inequality in our education.
I was a reluctant fool for having been taught these things by my
teachers, who often belonged to dominant dwija social category, and
also buttressing it with my own research, since I was also part of the
society that subtly suggested that Ambedkar was pro-British.
I already had some idea of Ambedkar, and revered him since my village
elders had formed a "Dr Ambedkar Kirti Club" when I was still in junior
high school. So I was was reluctant to condemn the British Raj, to
which Lord Macaulay also belonged.
Since Lord Macaulay had introduced the system that would first benefit
the dwijas / rich, it is not difficult to see why the anti-Macaulay
perception had gained ground. But, the truth, as we are discovering
now, is different. It is utterly rubbish to say that Macaulay created a
English (in terms of language) system of education. The fact is that,
he created a English (in terms of civilisation) or Western system of
education. Lord Macaulay sought to destroy the indigenous system of
education, and that task was accomplished by twin methods: by making
English education mandatory for Government positions. And by creating a
parallel English system of education. The indigenous system therefore,
had to die a logical death.
But, what if Macaulay had lost the battle in 1835 against the
indigenous system? What had been the Dalits' stake in the indigenous
system? Once we know the answer, we can be emancipated from our
ignorance.
When the British Parliament made it mandatory in 1813 that the East
India Company set aside at least Rs 1 lakh for the education of the
natives, the company administration begun looking at ways and means to
implement the directive. The first act was to understand the indigenous
education system. Several surveys were undertaken.
>From the Dalit view point, at least three reports are noteworthy.
Sir Thomas Munro, the Governor of Madras, launched a mammoth survey for
his province. The results were made public in June 1822. It was found,
amongst many other things, that, not a single untouchable, or tribal
was a student in the indigenous system. Mountstuart Elephinston, the
Governor of Bombay, too undertook a similar exercise in 1825, and found
that no untouchable or tribal student in the indigenous system. William
Adam, a missionary, with the Governor's approval, launched a similar
survey for Bengal and Behar. He did find a few untouchable students and
even teachers, but only a "few".
In the South Konkan district of Bombay province, there were 86 schools.
Of these, 25 were run in temples, and several in the homes of teachers,
who were often Brahmins.
Though I do not have documents to back my argument at the moment, I may
not be wrong in assuming that most indigenous schools were either run
in temples / mosques, or homes of the Brahmin teachers. Dalits,
therefore, were in no position to claim a place in the indigenous
system.
The English system of education was introduced in 1854. Within less
than four decades, in Madras Presidency alone, there were 24,618
untouchables, and 815 tribal students receiving education. By the time
the British left India, there were 17.4 lakh untouchable/tribals
receiving education.
The facts speak for themselves. Isn't it time we shed our foolishness
and ignorance and accept the truth?
proudt...@yahoo.com wrote:
> Article by a Dalit supporting the British rule of India!
>
> http://www.dailypioneer.com/columnist1.asp?main_variable=Columnist&file_name=PRASAD90.txt&writer=PRASAD&validit=yes
>
> The Pioneer
>
> Chandrabhan Prasad
>
> The Macaulay impact
>
> As a profoundly ill-informed college students' union president in 1977,
> I had led a demonstration to the District Collectorate. Our main grouse
> was against Macaulay imposing a English, pro-rich education system for
> India. It was also the fashion, those days, to identify Lord Macaulay
> as the source of all the problems our education system has. Invariably
> then, every student protest against education would target Macaulay.
>
> But that was been taught about Macaulay till then. I had learnt that
> Macaulay was hell-bent on creating a class of "Indians in blood,
> colour... but British in taste...." Macaulay who wanted to create
> clerks to serve the British", Indians as 'intellectual slaves' of the
> Empire, preferring higher classes (Brahmins) over lower classes, etc.
>
> We used to think in those days that Macaulay had planted the seeds of
> inequality in our education.
Has maculay's education removed inequality? In fact it has made us all
equal in ignorence and wisom-less.
>
> I was a reluctant fool for having been taught these things by my
> teachers, who often belonged to dominant dwija social category, and
> also buttressing it with my own research, since I was also part of the
> society that subtly suggested that Ambedkar was pro-British.
>
Didn't he and his bed-mates consider Indians to be his enemies like
british did? Don't his followers follow missionaries, and every traitor
group that have an agenda against Indians? Don't they follow the logic
of enemy of enemy is a friend?
> I already had some idea of Ambedkar, and revered him since my village
> elders had formed a "Dr Ambedkar Kirti Club" when I was still in junior
> high school. So I was was reluctant to condemn the British Raj, to
> which Lord Macaulay also belonged.
>
enemy of enemy is my friend - by same logic, your ilk have made even
traitors, missionaries, separatists, communists, naxalites and
terrorists as your friend.
> Since Lord Macaulay had introduced the system that would first benefit
> the dwijas / rich, it is not difficult to see why the anti-Macaulay
> perception had gained ground. But, the truth, as we are discovering
> now, is different. It is utterly rubbish to say that Macaulay created a
> English (in terms of language) system of education. The fact is that,
> he created a English (in terms of civilisation) or Western system of
> education. Lord Macaulay sought to destroy the indigenous system of
> education, and that task was accomplished by twin methods: by making
> English education mandatory for Government positions. And by creating a
> parallel English system of education. The indigenous system therefore,
> had to die a logical death.
>
To side with whoever is attempting to destory indegenious and native
seems to be strategy. And you wonder why your ilk is distrusted and
kept in the ground.
> But, what if Macaulay had lost the battle in 1835 against the
> indigenous system? What had been the Dalits' stake in the indigenous
> system? Once we know the answer, we can be emancipated from our
> ignorance.
>
Macauly has succeeded in his aims. How has it emancipated you folks
from anything?
> When the British Parliament made it mandatory in 1813 that the East
> India Company set aside at least Rs 1 lakh for the education of the
> natives, the company administration begun looking at ways and means to
> implement the directive. The first act was to understand the indigenous
> education system. Several surveys were undertaken.
>
> >From the Dalit view point, at least three reports are noteworthy.
>
> Sir Thomas Munro, the Governor of Madras, launched a mammoth survey for
> his province. The results were made public in June 1822. It was found,
> amongst many other things, that, not a single untouchable, or tribal
> was a student in the indigenous system. Mountstuart Elephinston, the
> Governor of Bombay, too undertook a similar exercise in 1825, and found
> that no untouchable or tribal student in the indigenous system. William
> Adam, a missionary, with the Governor's approval, launched a similar
> survey for Bengal and Behar. He did find a few untouchable students and
> even teachers, but only a "few".
>
That is because majority of Indians, not just dalits, did not see the
need for formal education in schools. People prized occupation skills
and socio-cultural proficieny that no school taught. They were learnt
within families and communities in social setting.
> In the South Konkan district of Bombay province, there were 86 schools.
> Of these, 25 were run in temples, and several in the homes of teachers,
> who were often Brahmins.
>
MOst they teached was slokas, mantras and wisdom concepts that
interested only few.
> Though I do not have documents to back my argument at the moment, I may
> not be wrong in assuming that most indigenous schools were either run
> in temples / mosques, or homes of the Brahmin teachers. Dalits,
> therefore, were in no position to claim a place in the indigenous
> system.
>
> The English system of education was introduced in 1854. Within less
> than four decades, in Madras Presidency alone, there were 24,618
> untouchables, and 815 tribal students receiving education. By the time
> the British left India, there were 17.4 lakh untouchable/tribals
> receiving education.
>
And what is the end product of that sucess - they still remain parasite
dependent on extortion, blackmail and reservations.
> The facts speak for themselves. Isn't it time we shed our foolishness
> and ignorance and accept the truth?
You wouldn't know truth even if it hits you on your head and make you
haul shit you promote.
<ime...@comcast.net> wrote in message
news:1156917403....@m73g2000cwd.googlegroups.com...
It almost goes against the principles of evolution. Evolution is where
one champions one's own immediate genetic circle first and foremost.
Yet we see pakistanis so eager to kill themselves in jehad for arabian
causes and arabs (islam being the worship of arabs & arab culture).
How can one willingly being a slave to another civilization? What's
the benefit from the point of evolution?
The root word of conversion is con and it is truly the world's biggest
con-game.
Cows act as speed-breakers on otherwise lousy roads and help prevent
speedsters from mowing down people. On the contrary roaches and rats
are total nusance and you should start eating them too. (many budhist
countries do that, you know)
By your logic all animals then should be made to act as "speedbreakers"
on india's pathetic roads. And we might as well have goats, donkeys and
other domesticated animals roaming the indian city streets to
complement the cows and prevent "speedsters" from mowing down
people...you could then make a study to see if all these animals were a
nuisance factor on india's roads or not..
By your logic all animals then should be made to act as "speedbreakers"
By logic all those brahimini racist bastards who patronize unlimited
animal proliferation should also be treated as enemy of planet earth
and eliminated !
<thok...@my-deja.com> wrote in message
news:1157182047.6...@e3g2000cwe.googlegroups.com...
So far, cows seems to be enough to get the job done. Cows don't need
any help from goats.
thoti you halfhindu machod,you want abu gharib and gitmo in
pakistan....i will be happy to keep you there,and treat you like the
americans...what a shameless life..have a look at your brothers
plight...you seem to like thiar jail,after surrendering e.pakistan,at
the feet of india army.
This people would like every Indian to be a foreigner's slave. This
sounds a good solution to any social problem lol!!!!!