Major Features and Recommendations of Macaulay\'s Minute PDF

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The Minute of Lord Macaulay and the succeeding Resolution of Government of 1835 were part of a succession of educational developments that founded schools to study European literature and science. Because of the strong interest in English education demonstrated by certain educated Indians, particula...

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MAJOR FEATURES AND RECOMMENDATIONS OF MACAULAY'S MINUTE INTRODUCTION: The Minute of Lord Macaulay and the succeeding Resolution of Government of 1835 were part of a succession of educational developments that founded schools to study European literature and science. Because of the strong interest in English education demonstrated by certain educated Indians, particularly by leaders like Raja Ram Mohan Roy, these institutions quickly became popular. Macaulay was a brilliant academic. In 1834, he arrived in India as a Legislative Member of the Governor's Executive Council. It is hardly an exaggeration to call him the "Father of Modern Indian Education." His research on Indian society's psychology and the issues of British education in India was extraordinary. He also agreed with Elphinstone's theory of 'downward filtration,' saying, "In one aspect, I absolutely concur with the gentlemen whose general views I detest." I agree with them that trying to teach the entire population with our limited resources is difficult. We must now do our best to create a class of people who can serve as interpreters between us and the millions we govern, a class of

people who are Indian in blood and colour but English in tastes, morals, and intelligence. Macaulay's comment was loaded with meaning, and it reflected the goal of British education in India. The goal was not to foster the people of India's socioeconomic or cultural development, but rather to provide low-cost labour to run British enterprises in India and Britain, as well as to assist the rulers in governing the locals of this region. He was a strong proponent of delivering instruction in English and of the supremacy of western science and literature. Thomas Babington Macaulay was a famous essayist, historian, linguist, orator, politician, statesman, and thinker who is often regarded as the architect of India's educational system during British rule. He was considered one of the most important literary figures of his day. He created a name for himself in the British parliament as a legislator. In 1838, he arrived in India and joined the governor-executive General's council as a legal member. Governor General Lord William Bentinck also designated him as the president of the General Committee on Public Instruction.

On February 2, 1835, Macaulay published his famous minute, in which he strongly denounced practically everything Indian, including astronomy, culture,

history, philosophy, religion, and so on, while praising everything Western. On this basis, he argued for a national education system for India that would best serve the British Empire's interests. His minutes were accepted, and in March 1935, Lord William Bentinck issued his proclamation, putting an end to all the debates and paving the way for the establishment of a policy that would become the cornerstone of all educational programmes in India during the British reign. To achieve that purpose, Macaulay recommended using the entire educational grant, as well as existing oriental educational institutions for the promotion of western education. In his own unique approach, he addressed the concerns raised by the debate between Orientalists and Anglicists, as well as Section 43 of the Charter Act of 1913. The adjective of a learned native India' could also be ascribed to a person versed in Locke's philosophy or Milton's poetry, and the purpose of developing a knowledge of sciences could only be accomplished by adopting English as the medium of teaching, according to Macaulay. If this interpretation was rejected, Macaulay was prepared to introduce legislation repealing Section 43 of the Charter. In response to Indians' supposed prejudices against English education, Macaulay argued that it was England's responsibility to teach Indians what was

beneficial for their health, not what was acceptable to their taste. Even though the people's tastes should be considered, Macaulay claimed that Indians had already demonstrated their affection for English. In this way, the Anglicists triumphed in their battle for control over the Romans. Macaulay's Minute became an important guideline for future education in India under British rule, thanks to the Orientalists. His approach was not only backed by the government, but it was also largely accepted by educated Indians. As a result, it is regarded as a watershed moment in the history of Indian education.) The English language and western science have become increasingly important in all aspects of life. It taught the upper classes that material advancement was more essential than preserving traditional cultural values. Macaulay felt confident in his ability to achieve the necessary results.

BRITISH INDIA'S EDUCATIONAL SYSTEM

The foundation of the state system of education in India under British control may be traced back to 1813, when the East India Company was forced to accept responsibility for the education of Indians by force of circumstance. "It shall be lawful for the governor general in council to direct that out of any

surplus which may remain of rents, revenues, and profits arising from the said territorial acquisitions, after defraying the expenses of the military, civil, and commercial establishment and paying the interest of the debt, in manner hereinafter provided, a sum of not less than one lac of rupees in each year shall be set aside and applied to a sum of not less than one lac of rupees shall be set apart and applied

The 1813 charter act did not specify how to achieve the goals of nature revival and improvement, the encouragement of knowledgeable natives of India, and the introduction and development of scientific knowledge among the people of British territory in India. The ambiguity of clause 43 of the charter act of 1813 exacerbated the oriental-western educational divide in India. There had been two divisions among the company's officials since the dons of the nineteenth century. The orientlists or classists desired to promote Indian education through Sanskrit, Arabic, and Persian, whereas the anglicists or occidentalists wanted to foster western education in India through the medium of English. "We must at present try our utmost to develop a class of men Indian in blood and colour and English in taste, beliefs, morals, and intellect," Macaulay wrote in his minute.

ARGUMENTS IN FAVOUR OF ENGLISH BY MACAULAY

 Macaulay dismissed the claims of Arabic and Sanskrit in opposition to English, believing that English was superior to both. The following were some of the pro-English arguments: It is more valuable than Arabic or Sanskrit since it is the key to current understanding.

 2. It is the language of the governing class in India, and it is preeminent even among the languages of the west. It is likely to become the language of trade over the eastern seas.  3. It would usher in a renaissance in India, much like Greek or Latin did in England, or western European languages did in civilised Russia.  4. The indigenous want to study English and are not interested in learning Sanskrit or Arabic.  5. It is conceivable to develop good English scholars among the indigenous of this country, and our efforts should be oriented in that direction.  6. It was difficult to teach the entire population, but it was feasible to create "a class of folks Indian in blood and colour and English in taste,

opinions, morality, and intelligence" through English education, which would then flow down to the masses.

MERITS: I.

A comprehensive picture of India's national educational system developed. 2. The system performed admirably in achieving the goals for which it was designed.

II.

The establishment of English schools began.

III.

English was used as the language of instruction.

IV.

Popularity of Western arts and sciences.

V.

The education filtration idea was born.

DEMERITS:

a. Indian philosophy and culture faded into the background. b. The importance of vernacular languages began to wane. c. There was a lack of mass education. d. Western culture has progressed quickly. e. Few people are interested in learning Arabic or Sanskrit. f. Pathshalas in Arabic, maktabs, and Sanskrit have all but vanished.

RECOMMENDATIONS

a. Promotion of European literature: The council believed that the British government's main goal should be to promote European literature and science among Indian natives, and that all funds appropriated for educational purposes should be spent solely on English education.

b. Abolition of native colleges or schools: The council wished to eliminate any native college or school, notwithstanding the fact that the native population appeared to be willing to take advantage of the benefits. All existing teachers and students at all schools under the committee's supervision should continue to receive their stipends, it was proposed. No stipends shall be given to any student who may enter any of these institutions in the future; and that when any professor of oriental learning vacates his position, the committee shall report to the government the number and state of the class in order for the government to decide whether it is necessary to appoint a successor)

c. Cessation of financial assistance: The governor General-in-Council has learned that a considerable sum has been increased by the committee on the printing of oriental works, and His Lordship-inCouncil commands that no share of the money shall be used in this manner in the future.

d.

English as a medium of instruction: His Lordship-in-Council directs that all funds raised as a result of these reforms be made available to the committee. His lordship-in-council requests that the committee be employed in imparting a knowledge of English literature and science to the native population through the medium of the English language; and His lordship-in-council requests that the committee submit to government, with all exposition, a plan for accomplishing this purpose....