Western curriculum with English as the language of instruction. English becoming one of the languages of India, rather than simply the native tongue of its foreign rulers. He argued that Western learning was macaulay minute on indian education pdf, 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 colour, 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.
The Act itself, however, took a less negative attitude to traditional education and was soon succeeded by further measures based upon the provision of adequate funding for both approaches. Vernacular language education, however, continued to receive little funding. India, and for the introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories. By the early 1820s some administrators within the East India Company were questioning if this was a sensible use of the money. Calcutta set up by the company had been “to make a favourable impression, by our encouragement of their literature, upon the minds of the natives” but took the view that the aim of the company should have been to further not Oriental learning but “useful learning. English than that they were taught to appreciate classic poetry. Latin or Greek and were to end in an expansion of their curriculum to include modern subjects.
In the Indian situation a complicating factor was that the ‘classical education’ reflected the attitudes and beliefs of the various traditions in the sub-continent, ‘English education’ clearly did not, and there was felt to be a danger of an adverse reaction among the existing learned classes of India to any withdrawal of support for them. This led to divided counsels within the Committee of Public Instruction. Legal Member of the Council of India, and was to be President of the Committee, refused to take up the post until the matter was resolved, and sought a clear directive from the Governor-General on the strategy to be adopted. It should have been clear what answer Macaulay was seeking, given his past comments. Even in its errors I recognize a paternal feeling towards the great people committed to its charge. I see toleration strictly maintained.
Yet I see bloody and degrading superstitions gradually losing their power. I see the morality, the philosophy, the taste of Europe, beginning to produce a salutary effect on the hearts and understandings of our subjects. I see the public mind of India, that public mind which we found debased and contracted by the worst forms of political and religious tyranny, expanding itself to just and noble views of the ends of government and of the social duties of man. What is that power worth which is founded on vice, on ignorance, and on misery—which we can hold only by violating the most sacred duties which as governors we owe to the governed—which as a people blessed with far more than an ordinary measure of political liberty and of intellectual light—we owe to a race debased by three thousand years of despotism and priest craft?