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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
INTRODUCTION
During the time of the East India Company and later, in the British rule, there
seem to have been two motives working in the minds of the rulers: plundering the
wealth of this land and the 'white man's burden ' of civilizing the natives (the term
used by them to refer to all Indians). We shall see, how in order to achieve these
ends, the British so cleverly played their cards that even after fifty years of
independence we still continue to exist in a state of stupor, unable (and even
unwilling!) to extricate ourselves from one of the greatest hypnoses woven over a
whole nation.
Perhaps many of us do not know that India was the richest land till the British
came here. Whereas Britain's share in world exports before was only 9% as
against India's share of 19% today our share is only 0.5%. Most of the foreigners
came to India in search of her fabulous wealth. Ernest Wood, in the book "A
Foreigner defends Mother India" states, "In the middle of the eighteenth century,
Phillimore wrote that 'the droppings of her soil fed distant regions'. No traveller
found India poor until the nineteenth century, but foreign merchants and
adventurers sought her shores for the almost fabulous wealth, which they could
there obtain. 'To shake the pagoda tree' became a phrase, somewhat similar to
our modern expression 'to strike oil'."
In India 35% to 50% of village lands were revenue free and that revenue was
utilised for running schools, conducting temple festivals, producing medicines,
feeding pilgrims, improving irrigation etc. The British in their greed brought down
the revenue free lands down to 5%. When there was a protest they assured
Indians that the government would create an irrigation department to take care of
irrigation, an educational board to take care of education. etc. The initiative of the
people was destroyed. But the rulers found to their chagrin, that though they had
conquered this nation, it was still strongly rooted in its own culture. They found
that as long as the nation was aware and even proud of its traditions, their 'white
man's burden' remained as 'heavy and cumbersome as ever'! India had, at that
time, a very well spread system of education and that system had to be made
ineffective for their purposes. Now, most of us are taught to believe that the
education was in the hands of the Brahmins and in Sanskrit medium and that the
other castes had no education. But here are the facts about how the British
destroyed the Indian educational system and made one of the most literate
nations illiterate.
In the Round- table conference in 1931, Mahatma Gandhi in one of his speeches
said, "The beautiful tree of education was cut down by you British. Therefore
today India is far more illiterate than it was 100 years ago." Immediately, Philip
Hartog, who was a parliamentarian stood up and said, "Mr.Gandhi, it is we who
have educated the masses of India. And therefore you must take back your
statement and apologise or prove it." Gandhiji said he would prove it. But the
debate did not continue for lack of time. Later one of his followers, Shri
Dharampal, went to the British museum and examined the reports and archives.
He published a book "The Beautiful Tree" where this matter has been discussed
in great detail. By 1820, the British had already destroyed the financial resources
that supported our educational system- a destruction that they had been carrying
out for nearly twenty years. But still the Indians persisted in continuing with their
system of education. So, the British decided to find out the intricacies of this
system. Therefore a survey was ordered in 1822 and was conducted by the
British district collectors. In the survey it was found that the Bengal presidency
had 1 lakh village schools, in Madras there was not a single village without a
school, in Bombay, if the village population was near 100, the village had a
school. Teachers as well as students of all castes were in these schools. The
Brahmins accounted 7% to 48% of the teachers, and the rest of the teachers in
any district, came from other castes. Further all children had their education in
their mother tongue.
The equivalent of the present day primary education lasted 4 to 5 yrs. We all
know that it is universal primary education that is important for taking the nation
ahead, not just a few getting higher education. The British administrators admired
the dedication and capacity of the Indian teachers. By the time the students
came out of the schools they had acquired the capacity to be competitive, and to
understand and have proper insight into their own culture. One Mr.Bell, a
Christian missionary in Madras took the Indian system of education back to
England, and introduced it there. Until then, only the children of the nobles were
given education there and he started education for the masses in England. So,
we gather that it is from India that the British adopted the system for educating
the masses.
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. 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 selfforgetfulness
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. The system of giving preference to Brahmins in the govt. and
missionary run schools went on for nearly hundred yrs. 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.
THE DESIGNS OF MACAULAY FRUSTRATED
In Macaulay's letter dated 12th Oct.,1836, he wrote to his father:
"Our English schools are flourishing wonderfully; we find it difficult to provide
instruction to all. The effect of this education on Hindus is prodigious. No Hindu
who has received an English education ever remains sincerely attached to his
religion. It is my firm belief that if our plans of education are followed up, there will
not be a single idolater among the respected classes 30 years hence. And this
will be effected without our efforts to proselytize; I heartily rejoice in the prospect'
That was the confidence with which they set out. But the missionaries, after
years of toiling in vain realised that their efforts of proselytization had not been
successful. So after some years there was a conference of missionaries in India
in 1882. They sat together and discussed the effects of their education on the
Brahmins. They found that though to an extent they were successful in taking
away the Brahmins from their ideals, their conversion had not taken place. A
decision to slowly target the other castes and tribals in their educational
institutions, was taken. Till the British started ruling India most of the castes were
educated and prosperous but the delicate policies of the British are responsible
for their later condition. The Brahmins who were supposed to set the standards
of behaviour in the society were targeted, and when they strayed away from their
path they were blamed for the condition of the other castes. The point to note
here is that they are responsible not because they kept all the education to
themselves, as is generally believed, but because they allowed themselves to be
intellectually corrupted by the British and because they entered into all the
professions practiced by other castes. They also took on government jobs thus
paving the way for competition and hatred among castes in the society. Today
they stand discredited in general, and are no longer considered to be the
examples to be followed. But although the Brahmins became corrupted, it is to
the credit of all the other castes that though they too were targeted, they stood
firm, and thus foiled the designs of the British.
But as the poison induced by Macaulay continues to weaken this nation, we
hardly even care to know about "Indian thinking", Indian problems and Indian
models and solutions to these problems. The best brains and the best energies
are concentrated on evolving and applying western models and solutions. We
seem to know less and less about our own nation. After all how does a nation
die? One way is by physical destruction as the Europeans who settled in America
destroyed whole civilizations there. Another is that people lose faith in their own
way of life, their philosophies, their principles, their thought currents etc., and the
nation is destroyed. Take for example, the Greek and Roman civilizations. What
great civilizations they were! But there came a time when the intelligentsia lost
faith in their own way of life, in their own wisdom. They adopted a totally different
philosophy in their lives and where are these nations and their civilizations now?
In a sense, in the museums and monuments!
Compare that with India! The land with the most ancient cultural continuity, the
oldest living nation Greece did not physically die. People did not die. People now
in Greece, Italy and Persia are the descendants of those who were the
originators of those great civilizations. But today if we ask them what are the
ideals that sustained their nation they would say," we do not know, it is in the
books; it is in the museum; you may refer to it better there." That is how a nation
is destroyed, rather mummified. Now these countries are nothing more than
geographical or political entities trying to evolve a nation out of their statehood.
How does a nation get weakened? A nation gets weakened when the ignorance
of the people about their own roots increases, or when they become ashamed of
themselves or of their forefathers. Actually that is where real regression of a
nation starts. A nation which wants to forget about itself and imitate other nations
cannot redeem itself but is on the path of self-destruction. The regression is there
in our nation at present. And if we truly do not want to weaken ourselves as a
nation, we need to extricate our educational system out of its Macaulayian traits,
and obtain a fresh and untainted understanding of our ideals; for these have held
us together as a nation for nearly ten thousand years. Then put them up for
renewed enquiry before the younger generations so that if at all they are imbibed,
they are expressed with feelings that become stronger, nobler and grander with
time.

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