How English Education System spoiled Indian Education System?

Many people have described India as a rich country, where poor people live. That, the richness is due to our intellectual powers, bio-diversity, traditional knowledge, Science & Technology manpower and our institutions, and a whole range of other attributes. However, our inability to create wealth and social good out of these resources has kept us poor.

If we go through the history of India, it can be witnessed that India was the richest nation in the world till British ruled here. Both in terms of wealth as well as intellectual. During those period India used to contribute almost 24% of the global economy. But is that the situation today? Have you ever thought of the reason behind the same?

In my opinion, it is the present education system which we are following today is preventing India from its development. In spite of having a strong traditional education system which is much acknowledged and appreciated by the western countries, we are still following the education system which was implemented by Lord Macaulay in the British India.

Macaulay’s motives behind his educational policy were not only political, but also an inferiority complex that, British education system is inferior to that of Indian education system. Therefore, he demanded a change in the Indian education system.

In this regard, he argued that Western learning was superior, and currently could only be taught through the medium of English. There was therefore a need to produce – by English-language higher education -” a class of persons, Indian in blood and color, but English in taste, in opinions, in morals and in intellect” who could in their turn develop the tools to transmit Western learning in the vernacular languages of India. In order to achieve above mentioned administrative needs, the British so cleverly played their cards.

As a result, we Indians started thinking and speaking in English habitually, who are proud of their citizenship in the British Empire, who are devoted to English literature and whose intellectual life is almost entirely formed by the thought of the West. Large numbers of them enter government services, while the rest practice law, medicine or teaching, or take to journalism or business. We must also note that the powerful excitement which has sufficed to create the religious movements we have to deal with, is almost confined to those who have had an English education.

But, 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.

However, even in this 70th year of independence India 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.

Thus, the result is;

If we speak to the ordinary graduate of an Indian University, of the ideals of Mahabharata – he will hasten to display his knowledge of Shakespeare; talk to him of (Indian) religious philosophy – you find that he is an atheist of the crude type in Europe a generation ago, and that not only has he no religion, but is lacking in philosophy as the average Englishman; talk to him of Indian music – he will produce you a gramophone or harmonium, and inflict upon you one or both; talk to him of Indian dress or jewelry – he will tell you that they are uncivilized and barbaric; talk to him of Indian art – it is news to him that such a thing exists; ask him to translate for you a letter written in his own mother tongue he does not know it. HE IS INDEED A STRANGER IN HIS OWN LAND.