Education in India

"It is my firm belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes of Bengal thirty years hence."

"Hindu [educational] institutions have no fundamental right to compensation in case of compulsory acquisition of their property by the state... a lasting solution to this problem lies only in amending Article 30 of the Constitution..."

"Dharampal, the noted Gandhian, used British data during the colonial period to show that in the ninetheenth century, the shudras comprised a larger student body than any other community did. ... Besides the large number of schools at that time, there were also approximately a hundred institutions of higher learning in each district of Bengal and Bihar. Unfortunately, these numbers rapidly dwindled all across India during the nineteenth century under British rule. The British also noted that Sanskrit books were being widely used to teach grammar, lexicology, mathematics, medical science, logic, law and philosophy. ....Furthermore, in the early British period in India, British officials noted that education for the masses was more advanced and widespread in India than it was in England. ....According to Dharampal, the British later replaced this Sanskrit-based system with their own English-based one, the goal being to produce low-level clerks for the British administration."

"The report praised the traditional pathashala system for its 'remarkably close contact between the teacher and the pupil' in which there was a transmission from human to human whereas in the modern system it is a mass production method of teaching. In the traditional system, education was personalized and 'there was no rigidity regarding time-table and curriculum'."

"The Lord Cherisher of the Faith learnt that in the provinces of Tatta, Multan, and especially at Benares, the Brahman misbelievers used to teach their false books in their established schools, and that admirers and students both Hindu and Muslim, used to come from great distances to these misguided men in order to acquire this vile learning. His Majesty, eager to establish Islam, issued orders to the governors of all the provinces to demolish the schools and temples of the infidels and with the utmost urgency put down the teaching and the public practice of the religion of these misbelievers.'.."

"Dr. Duff, therefore, conceived the plan of converting the Brahmans by means of English education saturated with Christian teaching and with the help of the English providing them with Government jobs. Dr. Duff’s example was followed by other Missionaries, and high schools and colleges were founded during the next fifty years in all parts of India with lavish aid from Government. The Government despatch of 1854 provided that the education imparted in the Government institutions should be exclusively secular. Canon Mozley, discussing the prospects of Christianity in the fifties of the last century, warmly supported the neutral attitude of the Government and argued that their “so-called Godless education left the Indian mind purged desiring to be filled. Several witnesses before the Parliamentary Committee of 1853 affirmed that Government schools were doing pioneer work for Christianity” (Mayhew: Christianity and Government of India : page 177). The underlying policy of the Educational Despatch was apparently that the Missionary institutions should impart the knowledge of Christian religion directly while the Government institutions were to do the same indirectly. With this object the Mission institutions came to receive grants as much as five times of all private institutions put together and they got control of almost all the secondary schools (ibid page 170). In the shaping of Government policy on education, there was a tendency to identify the interest of Government and Christian Mission…… the Missions definitely included the education of all kinds and grades among their instruments for the evangelisation of India."

"Education in general, and the process of curriculum development in particular, in many … developing countries which not long ago were part of the colonial rule, even now continue to be strongly influenced by the vestiges of the past."

"In the distant past, in India as in many other countries, all recognized branches of learning had had a religious and philosophic bias. Education was not merely a means for earning a living or an instrument for the acquisition of wealth. It was an initiation into the life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue."

"Universities are the intellectual sanctuaries of the inner life of the nation. They must train intellectual pioneers, seeking guidance from the past but providing dynamics to realise new dreams."

"All religious schools are equal, but some are less equal than others. This paraphrasing of George Orwell’s parodic commandment typifies the thinking of the State when it comes to Hindu-run schools and educational institutions. The Right to Education Act, or the RTE, is the proverbial Moses staff that makes sure this commandment is obeyed."

"To summarise the chain of events, the government applies RTE rules selectively to Hindu-run schools, orders them to maintain a 25 per cent EWS quota, does not provide fee reimbursement on time—so much so that back in 2019, as many as 4,000 schools threatened to go on a strike against the delays in fee reimbursement.” Unconcerned, governments threaten schools and blackmail them with land occupancy provisions just to escape paying the reimbursement. Schools are forced to hike fees for all pupils in order to escape debt and closure; the fee increase forces Hindu parents to shift their children to other schools. More and more Hindu parents take their children away from Hindu schools and these children are then welcomed by schools run by minorities, and by virtue of the religious obligations and directive principles of the Constitution laid down for the believers, where preaching, proselytisation and conversion are religious duties, these children are inevitably, sometimes subtly, sometimes directly, put under pressure to convert. Meanwhile, Hindu schools are forced to close down. A recent report estimates that the RTE is responsible for the closure of more than 10,000 Hindu-run schools."

"If there is only one thing more cruel than not allowing Hindu temples to run their own educational institutions without fear of State intervention and control, it is not allowing Hindus to run their own educational institutions without fear of State intervention and control. And if there is only one thing more cruel than the fact that both these cruelties are being subjected on the Hindus, it is that they are being subjected by the Hindus. Belonging to a Hindu government. In a Hindu Rashtra."

"Many similar views were also expressed in the Sanskrit Commission Report written under the Nehru government in the 1950s. That report declares: "The State in Ancient India, it must be specially pointed out, freely patronised education establishments, but left them to develop on their own lines, without any interference or control. It says that until the British disruption, the salient features of our traditional education included: 'oral instruction, insistence on moral discipline and character-building, freedom in the matter of the courses of study, absence of extraneous control...' ... We can never insist too strongly on this signal fact that Sanskrit has been the Great Unifying Force of India, and that India with its nearly 400 millions of people is One Country, and not half a dozen or more countries, only because of Sanskrit.'"

"No reasonable person will deny to the Hindus of former times the praise of very extensive learning. The variety of subjects upon which they wrote [in Sanskrit] prove that almost every science was cultivated among them. The manner also in which they treated these subjects proves that the Hindus learned men yielded the palm of learning to scarcely any other of the ancients. The more their philosophical works and law books are studied, the more will the enquirer be convinced of the depth of wisdom possessed by the authors."

"The West Bengal Board of Secondary Education had issued instructions in 1989 that ‘Muslim rule should never attract any criticism. Destruction of temples by Muslim rulers and invaders should not be mentioned. (...) With the sway which Marxists have ensured over the education department, each facet at every level will be subjected to the same sort of alterations and substitutions that we have encountered in Bengal – all that is necessary is that the progressives’ government remains in power, and that the rest keep looking the other way. ... In a word, no forcible conversions, no massacres, no destruction of temples. ... Muslim historians of those times are in raptures at the heap of Kafirs [sic] who have been dispatched to hell. Muslim historians are forever lavishing praise on the ruler for the temples he has destroyed, ... Law books like The Hedaya prescribe exactly the options to which these little textbooks alluded. All whitewashed away. Objective whitewash for objective history. And today if anyone seeks to restore truth to these textbooks, the shout, "Communal rewriting of history." ... As we have seen, the explicit part of the circular issued by the West Bengal government in 1989 in effect was that there must be no negative reference to Islamic rule in India. Although these were the very things which contemporary Islamic writers had celebrated, there must be no reference to the destruction of the temples by Muslim rulers, to the forcible conversion of Hindus, to the numerous other disabilities which were placed on the Hindu population. Along with the circular, the passages which had to be removed were listed and substitute passages were specified. The passages which were ordered to be deleted contained, if anything, a gross understatement of the facts. On the other hand, passages which were sought to be inserted contained total falsehoods: that by paying jizyah Hindus could lead ‘normal lives’ under an Islamic ruler like Alauddin Khalji! A closer study of the textbooks which are today being used under the authority of the West Bengal government shows a much more comprehensive, a much deeper design than that of merely erasing the cruelties of Islamic rule. ... *The position of these ‘academics’ in Bengal has, of course, been helped by the fact that the CPI(M) has been in power there for so long. But their sway has not been confined to the teaching and ‘research’ institutions of that state. It is no surprise, therefore, to see the same ‘line’ being poured down the throats of students at the national level. And so strong is the tug of intellectual fashion, so lethal can the controlling mafia be to the career of an academic that often, even though the academic may not quite subscribe to their propositions and ‘theses’, he will end up reciting those propositions. Else his manuscript will not be accepted as a textbook by the NCERT, for instance, it will not be reviewed…."

"The recent five-judge bench Supreme Court judgment in Chebrolu Leela Prasad Rao and Ors v State of AP and Ors, shows us once again how little the 5th Schedule of the Indian constitution which is meant to protect adivasi rights is understood. The reasoning in the judgment – which struck down an Andhra Pradesh government order from 2000 providing 100% reservation for Scheduled Tribe teachers in of the state – moves perilously close to dismantling the entire edifice of the 5th Schedule. If 100% reservation for teaching jobs is not permissible, the next step will be for someone to argue against the ban on alienation of tribal land, or overturn the Samata judgment prohibiting mining leases being given to non-tribals in 5th Schedule Areas in undivided Andhra Pradesh. After all, both these ‘discriminate’ against non-tribals. As non-adivasis from other districts flood scheduled areas leading to clear demographic change, the clamour to do away with the protective provisions of the 5th Schedule is only getting louder."

"The Andhra Pradesh G.O. of 2000 was aimed at promoting education in tribal areas and addressing the problem of rampant teacher . As anyone even slightly acquainted with the problems of tribal areas knows, non-tribal teachers are often reluctant to travel to or live in remote adivasi hamlets. Another big problem is language. Many non-tribals, including lower government officials, have lived for years in tribal areas without feeling the need to learn tribal languages. At the primary level, mutual incomprehension between non-tribal teachers and tribal students hampers the basic education of children. The judges tell us that “It is an obnoxious idea that tribals only should teach the tribals” (para 133), but for far too long, the really obnoxious idea that has pervaded the educational system and is reflected in judgments like this one is that only non-tribals should teach tribals, to “uplift and mainstream” them because “their language and their primitive way of life makes them unfit to put up with the mainstream and to be governed by the s” (para 107)."

"A standard view is that expressed by Justice S.B. Sinha in his (minority) judgment of the Andhra high court on the same issue in 2001, where non-tribal teachers are axiomatically assumed to be more efficient and meritorious (para 86); and “(f)or upliftment of the educationally backward people, it is necessary to impart education through teachers who are more informed and more meritorious regardless of their caste”(para 126). For the Supreme Court to say, “They are not supposed to be seen as a human zoo and source of enjoyment of primitive culture and for dance performances” (para 107 of Chebrolu) betrays a mentality that thinks of Scheduled Tribes precisely in those terms rather than as people with the right to define their own educational future. For far too long, education in India has been seen by the establishment as a ‘civilising’ mission designed to make adivasis and dalits into mental clones of the upper castes, even if they continue in their subordinate jobs. Merit is defined merely as efficiency in achieving this goal, rather than in terms of success in tapping indigenous ecological knowledge, preserving adivasi languages and culture and giving confidence to adivasi students by acting as s. Even though many adivasi teachers have also internalised this idea of non-tribal superiority, having hundred per cent adivasi teachers in Scheduled areas is a small step towards reversing this condescension."

"India's education had two aims, both organically linked. One was to strengthen our body and mind, our nerves and vitality.... There was yet another aim of Hindu learning to which we would make a barest reference here. The ancient seers would like to go to the principles of a thing, its source and foundation. They would not be satisfied with half-way houses. For example, in their system of education, their aim was not to seek or provide bits of information on random subjects, but to form and mould the mind itself which receives, processes and analyses all information. Similarly, in their search for knowledge, their aim was not just external half-knowledge about a stray subject. On the other hand, they sought knowledge of a deeper kind, and they sought that source-knowledge which is the fountain-head of all knowledge and all sciences. They thought and meditated and found that "mind is the uniting-point of all intentions"; and similarly, they found that the "heart is the uniting-point of all sciences and knowledge". So if mind is the source of all intentions and resolutions, then we could conquer the latter by conquering the former. Similarly, if heart is the source of all sciences and knowledge, we could master all sciences by entering into the heart. Many of the sciences came to India through this process, through this churning of the heart-ocean."

"It is true that in the decades in which India was ruled imperiously by the Congress, the task of writing history textbooks was allotted to Leftist historians who chose to view India’s past through a distorted lens. The most celebrated of these historians, Romila Thapar, has gone so far as to deny that Muslim invaders destroyed the temples of us idolatrous infidels. Undoubtedly, if she were writing about more recent history, she would deny that the Taliban blew up the Buddhas of Bamiyan — and would say that they fell to pieces of their own accord."

"[The British system of education led to...] “The rise of a class of young prigs for whom it became the done thing to denigrate everything Indian in an attempt at blind imitation of the customs and attitudes of western people”."

"It bothers me that I went to school and college in this country without any idea of the enormous contribution of Hindu civilisation to the history of the world. It bothers me that even today our children, whether they go to state schools or expensive private ones, come out without any knowledge of their own culture or civilisation […] You cannot be proud of a heritage you know nothing about, and in the name of secularism, we have spent 50 years in total denial of the Hindu roots of this civilisation. We have done nothing to change a colonial system of mass education founded on the principle that Indian civilisation had nothing to offer […] our contempt for our culture and civilisation […] evidence of a country that continues to be colonised to the core? Our contempt for who we are gets picked up these days by the Western press […]"

"The Indian State instead of the encouraging objective rendering of the history have encouraged few vested interests to hijack the historical narrative. This has resulted in present situation where the history, which is taught in our schools and colleges, is the British imperialist-sponsored one, with the intent to destroy our history... An accurate history should not only record the periods of glory but the moments of degeneration, of the missed opportunities, and of the failure to forge national unity at crucial junctures in time. It should draw lessons for the future generations from costly errors in the past... It is disturbing to read the amount of intellectual investment that has been made by the forces that are inimical to our country. These forces have penetrated into our democratic institutions to hollow them from inside... The present work brings to fore the impunity with which NCERT was compromised during UPA regime. During both the terms of the ousted alliance, history has been totally rewritten to serve the purpose of divisive forces, which are trying to uproot Hindu ethos of the country. Young and impressionable minds of the children are being hijacked to be more prone to accept the narrative of breaking India forces. It is high time the history text books are rewritten with clear directions to the historians that the narrative of our country should be depicted with honesty. Our nation’s past is full of cultural, social, economic and scientific achievements. The current history text books not only undermine the achievements but instead burden the country’s children with inferiority complex and hatred for each other. The social dissonance that these books create should be rectified."

"In 1970 Dr. Torcato published his book, Education: Its History and Philosophy, which caused an uproar in official Catholic circles and was immediately banned in Catholic colleges. In it he writes, "The religious organisations which control education in India openly discuss the motives and ideals of their religion-controlled educational institutions.... 76 The Catholic leaders do not hesitate to say publicly the reasons which motivated the opening of their educational establishments. The reasons are based on their dogmatic religious beliefs which they openly teach in all their educational establishments, howsoever crude their religious instruction may be. Besides, the religion-based educational organisations are meant also to be the chief means of most important contact with the finest elements of Hindu society and other societies as well. The Catholic leaders maintain that the main object of their schools, colleges and other educational institutions is the education of Catholic youth, and for this purpose they try to bestow greater care on the spiritual training based on dogmatic teaching of Roman Catholicism. "By means of Solidalities, Newman Clubs, Catholic University Students' Federation and Training Camps and such other extracurricular activities, the heads of these institutions make every effort to strengthen their religious beliefs and to deepen their spiritual life. This means in other words, the salvation of their own souls and indirectly the conversion of non-Catholic souls, for they are excluded from Heaven. Every effort possible should be made not ex officio but when the opportunity arises to show to fellow students the great sacramental efficacy of the door to salvation which in the theological language is called the sacrament of Baptism.... "This what is said about the educational establishments administered by Roman Catholics holds good mutatis mutandis of all other Christian sects and also of Muslims and other proselytizing religious organisations. They believe that they are commanded by their prophets and by the voice from above to save the souls of others whom they call infidels. This being the case, our main concern is to find out whether the right to impart education to Indians should be vested in the National Ministry of Education or in the religious and communal organisations. We know that they are bold to spread the errors and superstitions taking full advantage of the articles of the Constitution which empowers them to establish educational institutions and thus go ahead with their religious fairy tales and communal viruses to the great detriment of the most vital interests of the Indian Nation as a whole.""

"In these modern days there is a greater impetus towards higher education on the European lines, and the trend of opinion is strong towards women getting this higher education. Of course, there are some people in India who do not want it, but those who do want it carried the day. It is a strange fact that Oxford and Cambridge are closed to women today, so are Harvard and Yale; but Calcutta University opened its doors to women more than twenty years ago."

"No people probably appreciate more justly the importance of instruction than the Hindus... They sacrifice all the feelings of wealth, family pride and caste that their children may have the advantage of good education.... This desire is strongly impressed on the minds of all the Hindus. It is inculcated by their own system, which provided schools in every village.... [the] spirit of enquiry and of liberty has most probably been effected by the soodors [Shudras] who compose the great body of population, and who were in possession of the principal authority and property of the country."

"The Indian system of education was so economical, so effective that some of its features were exported to England and Europe. The "monitor", the "slate", the "group-study" were directly borrowed from the old Indian practice.... In this connection we have the testimony of Brigadier-General Alexander Walker, ... he says that the new British "system was borrowed from the Brahmans and brought from India to Europe. It has been made the foundation of the National Schools in every enlightened country. Some gratitude is due to a people from who we have learnt to diffuse among the lower ranks of society instructions by one of the most unerring and economical methods which has ever been invented". According to him, by this method, "the children are instructed without violence, and by a process peculiarly simple"."

"Muslim rule should never atttact any criticism. Destruction of temples by Muslim rulers and invaders should not be mentioned."

"By annihilating native literature, by sweeping away from all sources of pride and pleasure in their own mental efforts, by rendering a whole people dependent upon a remote and unknown country for all their ideas and the words in which to clothe them, we should degrade their character, depress their energies and render them incapable of aspiring to any intellectual distinction."

"I have no doubt that many of you here are fathers and mothers, and have boys and girls in Missionary schools even now. Frankly, do you not think that it is your duty to have them educated as Hindus? For the sake of Government jobs. Are you prepared to sacrifice the interest of your own blood, your own ancestral cultural inheritance, and your own religion? If your boys become doctors, or lawyers and cease to be Hindus, what is the benefit? Is that the ideal transmitted to you by the great Rishis?"

"The enrolment of Muslim children at the primary school level in the relevant period was 12.39 per cent as agai­nst the child population of 16.81 per cent."