what were the reason that the British government felt the need for a different kind of education system in India
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Development of education system during the British period was determined by the
needs of the colonial powers. If we analyse the development, we will find that the
colonial interests of the British always shaped the then educational policies of India.
European trading companies began their commercial activities in India from 1600 A.D.
Gradually the Portuguese, the French, the Dutch and the English settled in some parts
and commercial centres of India. Among them the English East India Company was
ultimately able to establish their rule in India. Till the 19th century, they did not evolve
any definite educational policy (Ramana, 2012, p. 81).
One should not suppose that there had been no educational system before the coming of
the East India Company. When the British came to India and were gradually
establishing themselves in Bengal, they met such a system (Ghosh, 1989:2). F. W.
Thomas was of the opinion that “Education is no exotic in India. There is no country
where the love of learning had so early an origin or has exercised so lasting and
powerful an influence” (Thomas, 1891, p. 1).
The modern system of education came to be established in India during the British
period at the cost of the traditional indigenous system. Before the British established a
new system of education in India both the Hindus and the Muslims had their own
systems of education. Both the systems went into oblivion gradually and suffered a set
– back because of political turmoil and lack of a strong centralised political authority
and want of suitable patronage (Purkait, 1992, p.1). Indian education had always been
of a classical and spiritual rather of a practical nature. It was communicated through the
sacred classical languages of the Hindus and the Muslims, namely Sanskrit, Arabic and
Persian (Ghosh, 1989, p.2). The Tols and Madrassas were the highest seminaries of
learning meant for the specialists. These institutions were not meant for education of an
elementary kind
needs of the colonial powers. If we analyse the development, we will find that the
colonial interests of the British always shaped the then educational policies of India.
European trading companies began their commercial activities in India from 1600 A.D.
Gradually the Portuguese, the French, the Dutch and the English settled in some parts
and commercial centres of India. Among them the English East India Company was
ultimately able to establish their rule in India. Till the 19th century, they did not evolve
any definite educational policy (Ramana, 2012, p. 81).
One should not suppose that there had been no educational system before the coming of
the East India Company. When the British came to India and were gradually
establishing themselves in Bengal, they met such a system (Ghosh, 1989:2). F. W.
Thomas was of the opinion that “Education is no exotic in India. There is no country
where the love of learning had so early an origin or has exercised so lasting and
powerful an influence” (Thomas, 1891, p. 1).
The modern system of education came to be established in India during the British
period at the cost of the traditional indigenous system. Before the British established a
new system of education in India both the Hindus and the Muslims had their own
systems of education. Both the systems went into oblivion gradually and suffered a set
– back because of political turmoil and lack of a strong centralised political authority
and want of suitable patronage (Purkait, 1992, p.1). Indian education had always been
of a classical and spiritual rather of a practical nature. It was communicated through the
sacred classical languages of the Hindus and the Muslims, namely Sanskrit, Arabic and
Persian (Ghosh, 1989, p.2). The Tols and Madrassas were the highest seminaries of
learning meant for the specialists. These institutions were not meant for education of an
elementary kind
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