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Chapter 04. Administrative Organisation and Social and Cultural Policy (Old NCERT History Modern India)

4. Administrative Organisation and Social and Cultural Policy

WE HAVE seen in the previous chapter that by 1784 the East India Company’s administration of India had been brought under the control of the British Government and that its economic policies were being determined by the needs of British economy. We will now discuss the organisation through which the Company administered its recently acquired dominion.
In the beginning the Company left the administration of its possessions in India in Indian hands, confining its activities to supervision. But it soon found that British aims were not adequately served by following old methods of administration. Consequently, the Company took some aspects of administration in its own hand Under Warren Hastings and Cornwallis, the administration at the top was overhauled and the foundations of a new system based on the English pattern was laid down. The spread of British power to new areas, mew problems, new needs, new experiences and new ideas led to the 19th century to more fundamental changes in the system of administration. But the overall objectives of imperialism were never forgotten.
The British administration in India was based on three pillars: the Civil Service, the Army and the Police. This was so for two reasons. For one, the chief aim of British Indian administration was the maintenance of law and order and the perpetuation of British rule. Without law and order British merchants and British manufacturers could not hope to sell their goods in every nook and corner of India. Again, the British, being foreigners, could not hope to win the affections of the Indian people: they, therefore, relied on superior force rather than on public support for the maintenance of their control over India. The Duke of Wellington, who had served in India under his brother, Lord Wellesley, remarked after his return to Europe:
The system of Government in India, the foundation of authority and the modes of supporting it and of carrying on the operations of government are entirely different from the systems and modes adopted in Europe for the same purpose. The foundation and the instrument of all power there is the sword.

Civil Services

The Civil Service was brought into existence by Lord Cornwallis. As we have seen in an earlier chapter, the East India Company had from the beginning carried on its trade in the East through servants who were paid low wages but who were permitted to trade privately. Later, when the Company became a territorial power, the same servants assumed administrative functions. They now became extremely corrupt. By oppressing local weavers and artisans, merchants and zamindars, by extorting bribes and gift from rajas and nawabs, by indulging in illegal private trade, they amassed untold wealth with which they retired to England. Clive and Warren Hastings made attempts to put an end to their corruption, but were only partially successful.
Cornwallis, who came to India as Governor-General in 1786, was determined to purify the administration, but he realised that the Company’s servants would not give honest and efficient service so long as they were not given adequate salaries. He, therefore, enforced the rules against private trade and acceptance of presents and bribes by officials with strictness. At the same time, he raised the salaries of the Company’s servants. For example, the Collector of a district was to be paid Rs 1500 a month and one per cent commission on the revenue collection of his district. In fact, the Company’s Civil Service became the highest paid service in the world. Cornwallis also laid down that promotion in the Civil Service would be by seniority so that its members would remain independent of outside influence.
In 1800, Lord Wellesley established the College of Fort William at Calcutta for the education of young recruits to the Civil Service. The directors of the Company disapproved of his action and in 1806 replaced it by their own East Indian College at Haileybury in England.

Till 1853 all appointments to the Civil

Services were made by the directors of the East India Company who placated the members of the Board of Control by letting them make some of the nominations. The directors fought hard to retain this lucrative and prized privilege and refused to surrender it even when their other economic and political privileges were taken away by Parliament. They lost it finally in 1853 when the Charter Act decreed that all recruits to the Civil Service were to be selected through a competitive examination.
A special feature of the Indian Civil Service since the days of Cornwallis was the rigid and complete exclusion of Indians from it. It was laid down officially in 1793 that all higher posts in administration worth more than £ 500 a year in salary were to be held by Englishmen. This policy was also applied to other branches of government, such as the army, police, judiciary and engineering. In the words of John Shore, who succeeded Cornwallis.
The fundamental, principle of the English had been to make the whole Indian nation subservient, in every possible way, to the interests and benefits of ourselves. The Indians have been excluded from every honour, dignity, or office, which the lowest Englishmen could be prevailed to accept.
Why did the British follow such a policy? Many factors combined to produce it. For one, they were convinced that an administration s based on British ideas institutions and practices could be firmly established only by English personnel. and then, they did not trust the ability and integrity of the Indians, for example, Charles Grant, Chairman of the Court of Directors, condemned the people of India as “a race of men lamentably degenerate and base; retaining but a feeble sense of moral obligation; and sunk in misery by their vices”. Similarly Cornwallis believed that “Every native of Hindustan is corrupt”. It may be noted that this criticism did apply to some extent to a small class of Indian officials and zamindars of the time. But, then, it was equally if not more true of British officials in India. In fact, Cornwallis had proposed to give them high salaries in order to help them resist temptations and to become honest and obedient But he never thought of applying the same remedy of adequate salaries to eradicate corruption among Indian officials.
In reality, the exclusion of Indians from higher grades of services was a deliberate policy. These services were required at the time to establish and consolidate British rule in India, Obviously the task could not be left to Indians who did not possess the same instinctive sympathy for and understanding of, British interests as Englishmen. Moreover, the influential classes of British society were keen to preserve the monopoly of lucrative appointments in the Indian Civil Service and other services for their sons. In fact, they fought tooth and nail among themselves over these appointments. The right to make them was a perpetual bone of contention between the directors of the Company and the members of the British Cabinet How could the English then agree to let Indians occupy these posts? Indians were, however, recruited in large numbers to fill subordinate posts as they were cheaper and much more readily available than Englishmen.
The Indian Civil Service gradually developed into one of the most efficient and powerful civil services in the world. Its members exercised vast power and often participated in the making of policy. They developed certain traditions of independence, integrity and hard work, though these qualities obviously served British and not Indian interests. They came to believe that they had an almost divine right to rule India. The Indian Civil Service has often been called the Steel frame which reared and sustained British rule in India. In course of time it became the chief opponent of all that was progressive and advanced in Indian life and one of the main targets of attacks by the rising Indian national movement.


The second important pillar of the British regime in India was the army. It fulfilled four important functions. It was the instrument through which the Indian powers were conquered; it defended the British Empire in India from foreign rivals; it safeguarded British supremacy from the ever-present threat of internal revolt; and it was the chief instrument for extending and defending the British Empire in Asia and Africa.
The bulk of the Company’s army consisted of Indian soldiers, recruited chiefly from the area at present included in UP and Bihar. For instance, in 1857, the strength of the army in India was 311,400 of whom 265,900 were Indians. Its officers were, however, exclusively British, at least since the days of Cornwallis. In 1856, only three Indians in the army received a salary of Rs 300 per month and the highest Indian officer was a subedar. A large number of Indian troops had to be employed as British troops were far too expensive. Moreover, the population, of Britain was perhaps too small to provide the large soldiery needed for the conquest of India. As a counterweight, the army was officered entirely by British officials and a certain number of British troops were maintained to keep the Indian soldiers under control. Even so, it appears surprising today that a handful of foreigners could conquer and control India with a predominantly Indian army. This was possible because of two factors. On the one hand, there was absence of modern nationalism in the country at the time. A soldier from Bihar or Awadh did not think and could not have thought, that in helping the Company defeat the Marathas or the Punjabis he was being anti-Indian. On the other, the Indian soldier had a long tradition of loyalty to the salt. In other words, the Indian soldier was a good mercenary and the Company on its part was a good paymaster. It paid its soldiers regularly and well, something that the Indian rulers and chieftains were no longer doing.

The third pillar of British rule was the police whose creator was once again Cornwallis. He relieved the zamindars of their police functions and established a regular police force to maintain law and order. In this respect, he went back to and modernised, the old Indian system of thanas. This put India ahead of Britain where a system of police had not developed yet. Cornwallis established a system of circles or thanas headed by a daroga, who was an Indian. Later, the post of the District Superintendent of Police was created to head the police organisation in a district. Once again, Indians were excluded from all superior posts. In the villages the duties of the police continued to be performed by village watchmen who were maintained by the villagers. The police gradually succeeded in reducing major crimes such as dacoity. The police also prevented the organisation of a large-scale conspiracy against foreign control and when the national movement arose, the police was used to suppress it. In its dealings with the people, the Indian police adopted an unsympathetic attitude. A Committee of Parliament reported in 1813 that the police committed “depredations on the peaceable inhabitants, of the same nature as those practised by the dacoits whom they were employed to suppress”. And William Bentinck, the Governor-General, wrote in 1832:
As for the police, so far from being a protection to the people, I cannot better illustrate the public feeling regarding it, than by the following fact, that nothing can exceed the popularity of a recent regulation by which, if a robbery has been committed, the police are prevented from making any enquiry into it, except upon the requisition of the persons robbed, that is to say, the shepherd is a more ravenous beast of prey than the wolf.

Judicial Organisation

The British laid the foundations of a new system of dispensing justice through a hierarchy of civil and criminal courts. Though given a Start by Warren Hastings, the system was stabilised by Cornwallis in 1793. In each district was established a Diwani Adalat, or civil court, presided over by the District Judge who belonged to the Civil Service. Cornwallis thus separated the posts of the Civil Judge and the Collector. Appeal from the District Court lay first to four Provincial Courts of Civil Appeal and then, finally, to the Sadar Diwani Adalat. Below the District Court were Registrars Courts, headed by Europeans and a number of subordinate courts beaded by Indian judges known as Munsifs and Amins. To deal with criminal cases, Cornwallis divided the Presidency of Bengal into four divisions, in each of which a Court of Circuit presided over by the civil servants was established. Below these courts came a large number of Indian magistrates to try petty cases. Appeals from the Courts of Circuit lay with the Sadar Nizamat Adalat; The criminal courts applied Muslim Criminal Law in a modified and less harsh form so that the tearing apart of limbs and such other punishments were prohibited. The civil courts applied the customary law that had prevailed in any area or among a section of the people since time immemorial. In 1831, William Bentinck abolished the Provincial Courts of Appeal and Circuit. Their work was assigned first to Commissions and later to District Judges and District Collectors. Bentick also raised the status and powers of Indians in the judicial service and appointed them as Deputy Magistrates, Subordinate Judges and Principal Sadar Amins. In 1865, High Courts were established at Calcutta, Madras and Bombay to replace the Sadar Courts of Diwani and Nizamat.
The British also established a new system of laws through the processes of enactment and codification of old laws. The traditional system of justice in India had been largely based on customary law which arose from long tradition and practice, though many laws were based on the shastras and shariat as well as on imperial authority. Though they continued to observe customary law in general, the British gradually evolved a new system of laws. They introduced regulations, codified the existing laws and often systematised and modernised them through judicial interpretation. The Charter Act of 1833 conferred all lawmaking power on the Governor-General in Council. All this meant that Indians were now to live increasingly under man-made laws, which might be good or bad but which had to be obeyed blindly and which could not be questioned as they were supposed to be divine and therefore sacred.
In 1833, the Government appointed a Law Commission headed by Lord Macaulay to codify Indian laws. Its labours eventually resulted in the Indian Penal Code, the Western-derived Codes of Civil and Criminal Procedure and other codes of laws. The same laws now prevailed all over the country and they were enforced by a uniform system of courts. Thus it may be said that India was judicially unified.

The Rule of Law

The British introduced the modern concept of the rule of law. This meant that their administration was to be carried out, at least in theory, in obedience to laws, which clearly defined the rights, privileges and obligations of the subjects and not according to the caprice or personal discretion of the ruler. In practice, of course, the bureaucracy and the police enjoyed arbitrary powers and interfered with the rights and liberties of the people. The rule of law was to some extent a guarantee of the personal liberty of a person. It is true that previous rulers of India had been in general bound by tradition and custom. But they always had the legal right to take any administrative steps they wanted and there existed no other authority before which their acts could be questioned. The Indian rulers and chiefs sometimes exercised this power to do as they wanted. Under British rule, on the other hand, administration was largely carried on according to laws as interpreted by the courts though the laws themselves were often defective, were made not by the people through a democratic process but autocratically by the foreign rulers and left a great deal of power in the hands of the civil servants and the police. But that was perhaps inevitable in a foreign regime that could not in the very nature of things be democratic or libertarian.

Equality before Law

The Indian legal system under the British was based on the concept of equality before law. This meant that in the eyes of laws all men were equal. The same law applied to all persons irrespective of their caste, religion, or class. Previously, the judicial system had paid heed to caste distinctions and had differentiated between the so-called high-born and lowborn. For the same crime lighter punishment was awarded to a Brahmin than to a non-brahmin. Similarly, in practice zamindars and nobles were not judged as harshly as the commoner. In fact, very often they could not be brought to justice at all for their actions. Now the humble could also move the machinery of justice.
There was, however, one exception to this excellent principle of equality before law for Europeans and their descendants had separate courts and even laws. In criminal cases they could be tried only by European judges. Many English officials, military officers, planters and merchants behaved with Indians in a haughty, harsh and even brutal manner. When efforts were made to bring them to justice, they were given indirect and undue protection and consequently light or no punishment, by many of the European judges before whom alone they could be tried. Consequently, miscarriage of justice occurred frequently.
In practice, there emerged another type of legal inequality. Justice became quite expensive as court fees had to be paid, lawyers engaged and the expenses of witnesses met. Courts were often situated in distant towns. Law suits dragged on for years. The complicated laws were beyond the grasp of the illiterate and ignorant peasants. Invariably, the rich could turn and twist the laws and courts to operate in their own favour. The mere threat to take a poor person through the long process of justice from the lower court to the highest court of appeal and thus to face him with complete ruin often sufficed to Bring, him to heel. Moreover, the widespread prevalence of corruption in the ranks of the police and the rest of the administrative machinery led to the denial of justice. Officials often favoured the rich. The zamindars oppressed the ryots without fear of official action. In contrast, the system of justice that had prevailed in pre-British times was comparatively informal, speedy and inexpensive. Thus, while the new judicial system marked a great step forward in so far as it was based on the laudable principles of the rule of law and equality before law and oh rational and humane man made laws, it was a retrograde step in some other respects: it was now costlier and involved long delays.

Social and Cultural Policy

We have seen that British authorities reorganised and regulated India’s economy in the interests of British trade and industry and organised a modern administrative system to guarantee order and security. Till 1813 they also followed a policy of non-interference in the religious, social and cultural life of the country, but after 1813 they took active steps to transform Indian society and culture. This followed the rise of new interests and new ideas in Britain during the 19th century. The Industrial Revolution, which had begun in the middle of the 18th century and the consequent growth of industrial capitalism, was fast changing all aspects of British society. The rising industrial interests wanted to make India a big market for their goods. This could not be accomplished merely by adhering to the policy of keeping peace and required the partial transformation and modernisation of Indian society. And so, in the words of the historians Thompson and Garratt, “the mood and methods of the old brigandage were changing into those of modern industrialism and capitalism”.
Science and technology also opened new vistas of human progress. The 18th and 19th centuries witnessed a great ferment of new ideas in Britain and Europe which influenced the British outlook towards Indian problems. All over Europe “new attitudes of mind, manners and morals were appearing”. The great French Revolution of 1789 with its message of Liberty, Equality, and.
Fraternity generated powerful democratic sentiments and unleashed the force of modern nationalism In the realm of thought, the new trend was represented by Bacon, Locke, Voltaire, Rousseau, Kant, Adam Smith and Bentham; in the realm of literature by Wordsworth, Byron, Shelley and Charles Dickens. The impact of the new thought — the product of the intellectual revolution of the 18th century, the French Revolution and the Industrial Revolution — was naturally felt in India and to some extent affected the official notions of government.
The three outstanding characteristics of the new thought were rationalism or faith in reason and science, humanism or love of man and confidence in the capacity of man to progress. The rational and scientific attitude indicated that only that was true which was in conformity with human reason and capable of being tested in practice. The scientific progress of the 17th, 18th and 19th centuries and the tremendous powers of production released by the application of science to industry were visible proofs of the power of human reason. Humanism was based on the belief that every human being was an end in himself and should be respected and prized as such. No man had the right to look upon another human being as a mere agent of his own happiness. The humanistic outlook gave binh to the doctrines of individualism, liberalism and socialism. According to the doctrine of progress, all societies must change with time nothing was or could be static. Moreover, man had the capacity to remodel nature and society on rational and just lines.
The new currents of thought in Europe came into conflict with the old outlook and produced a clash of attitudes among those who determined Indian policy or ran the Indian administration. The older attitude, known as the conservative or traditional attitude, was that of making as few changes in India as possible. The early representatives of this attitude were Warren Hastings and Edmund Burke, the famous writer and parliamentarian and the later, ones were the famous officials Munro, Malcolm and Metcalfe. The conservatives maintained that Indian civilisation was different from European civilisation but was not necessarily inferior to it. Many of them respected and admired Indian philosophy and culture. Realising that it might be necessary to introduce some Western ideas and practices, they proposed to introduce them very cautiously and gradually. Favouring social stability above all, they opposed any programme of rapid change. Sweeping or hasty innovations, they felt, would produce a violent reaction in the country. The conservative outlook remained influential in England as well as in India up to the very end of the British rule. In fact, the majority of British officials in India were generally of conservative persuasion.
By 1800, the conservative attitude was fast giving way to a new attitude which was sharply critical of Indian society and culture. Indian civilisation was condemned as static; it was looked down upon with contempt. Indian customs were considered uncivilised, Indian institutions corrupt and decadent and Indian thought, narrow and unscientific. This critical approach was used by most of the officials and writers and statesmen of Britain to justify political and economic enslavement of India and to proclaim that it was incapable of improvement and must therefore remain permanently under British tutelage. However, a few Englishmen known to Radicals, went beyond this narrow criticism and imperialistic outlook and applied the advanced humanistic and rational thought of the West to the Indian situation as they saw it. The doctrine of reason led them to believe that India need not always be a fallen country for all societies had the capacity to improve by following the dictates of reason and science. The doctrine of humanism Jed them to desire the improvement of Indian people. The doctrine of progress led them to the conviction that Indians were bound to improve. And so the Radicals, though few but representing the better elements of British society, desired to make India a part of the modern progressive world of science and humanism. To them, the answer to India’s ills appeared to lay in the introduction of modern Western sciences, philosophy and literature — in fact, in all out and rapid change along modern lines. Some of the Officials who came to India in the 1820s and after were deeply influenced by the Radical outlook. It must, however, be emphasised at this stage that such honest and philanthropic Englishmen were few and that their influence was never decisive so far as the British administration of India was concerned. The ruling elements in British-Indian administration continued to be imperialistic and exploitative. They would accept new ideas and adopt reformist measures only if and to the extent that, they did not come into conflict with commercial interest and profit motives and enabled economic penetration of India and the consolidation of British rule. Modernisation of India had to occur within the broad limits imposed by the needs of easier and more thorough exploitation of its resources. Thus modernisation of India was accepted by many English officials, businessmen and statesmen because it was expected to make Indians better customers for British goods and reconcile them to the alien rule. In fact many of the Radicals themselves no longer remained true to their own beliefs when they discussed Indian policy Instead of working for a democratic government, as they did in Britain; they demanded a more authoritarian regime, described by them as paternalistic. In this respect they were at one with the conservatives who too were ardent champions of paternalism which would treat the Indian people as children and keep them out of the administration. The basic dilemma before the British administrators in India was that while British interest in India could not be served without some modernisation, ftdl modernisation would generate forces which would go against their interests and would in the long run endanger British supremacy in the country. They had, therefore, to follow a delicately balanced policy of partial modernisation, that is, a policy of introducing modernisation in some respects and blocking and preventing it in other respects. In other words, modernisation of India was to be colonial modernisation, canted out within the parameters of and with a view to promoting, colonialism.
The policy of modernising Indian society and culture was also, encouraged by the Christian missionaries and religious minded persons such as William Wilberforce and Charles Grant, the Chairman of the Court of Directors of the East India Company who wanted to spread Christianity in India. They, too, adopted a critical-attitude towards Indian society but on religious grounds. They passionately believed that Christianity alone was the true religion anti that all other religions was false. They supported a programme of westernisation in the hope that it would eventually lead to the country’s conversion to Christianity. They thought that the light of western knowledge would destroy people’s faith in their own religions and lead them to welcome and embrace Christianity. They, therefore, opened modern schools, colleges and hospitals in the country. The missionaries were, however, often most unwilling allies of the rationalist Radicals whose scientific approach undermined not only Hindu or Muslim mythology but Christian mythology as well. As Professor H H. Dodwell has pointed out: “Taught to question the validity of their owin gods, they [the westernised Indians] questioned also the validity of the Bible and the truth of its narrative”. The missionaries also supported the paternalistic imperialistic policies since they looked upon law and order and British supremacy as essential for their work of religious propaganda. They also sought the support of British merchants and manufacturers by holding out the hope that Christian converts would be better customers for their goods.
The Radicals were given strong support by Raja Rammohun Roy and other like-minded Indians, who were conscious of the low state to which their country and society had sunk, who were sick of caste prejudices and other social evils and who believed that the salvation of India lay in science and humanism. We will discuss the outlook and activities of these Indians at length in the next chapter.
Other reasons why the Government of India followed a policy of cautious and gradual innovation and not of all out modernisation were continuous prevalence of the conservative outlook among the British officials in India and the belief that interference in their religious beliefs and social customs might produce a revolutionary reaction among the Indian people. Even the most ardent Radicals paid heed to this warning along with the other members of the British governing classes, they too desired most 6f all the safety and perpetuation of British rule in India. Every other consideration was of secondary importance. As a matter of fact, the policy of hesitant and weak modernisation was gradually abandoned after 1858 as Indians proved apt pupils, shifted rapidly towards modernisation of their society and assertion of their culture and demanded to be ruled in accordance with the modern principles of liberty, equality and nationality. The British increasingly withdrew their support from the reformers and gradually came to side with, the socially orthodox and conservative elements of society. They also encouraged casteism and communalism.

Humanitarian Measures

The official British efforts at reforming Indian society of its abuses were on the whole very meagre and therefore, bore little fruit. Their biggest achievement was the outlawing of the practice of sati in 1829 when William Bentinck made it a crime to associate in any way with the burning of a widow on her husband’s pyre. Earlier, the British rulers had been apathetic and afraid of arousing the angst the orthodox Indians. It was only after Rammohun Roy and other enlightened Indians and the missionaries agitated persistently for the abolition of this monstrous custom that the Government take this humanitarian step. Many Indian rulers in the past, including Akbar and Aurangzeb, the Peshwas and Jai Singh of Jaipur, had made unsuccessful attempts to suppress this evil practice. In any case Bentinck deserves praise for having acted resolutely in outlawing a practice which had taken a toll of 800 lives in Bengal alone between 1815 and 1818 and for refusing to bow before the opposition of the orthodox supporters of the practice of sati.
Female infanticide or the practice of killing female children at the time of their birth had prevailed among some of the Rajput clans and other castes because of the paucity of young men who died in large numbers in warfare and because of the difficulties of earning a livelihood in unfertile areas and in parts of Western and Central India because of the prevalence of the evil custom of dowry in a virulent form. Regulations prohibiting infanticide had been passed in 1795 and 1802, but they were sternly enforced only by Bentinck and Harding. In 1856 the Government of India passed an Act enabling Hindu widows to remarry. The Government acted after Pandit Ishwar Chandra Vidyasagar and other reformers had carried on a prolonged agitation in favour of the measure. The immediate effects of this Act were negligible.
All these official reforms touched no more than the fringes of the Indian social system and did not affect the life of the vast majority of the people. It was perhaps not possible for a foreign government do more.

Spread of Modern Education

The British were more successful in the introduction of modern education of course the spread of modern education, was net solely the work of the Government: the Christian missionaries and a large number of enlightened Indians also played an important part.
For the first 60 years of its dominion in India the East India Company — a trading profit making concern — took little interest in the education of its subjects. There were, however, two very minor exceptions to this policy. In 1781, Warren Hastings set up the Calcutta Madrasah for the study and teaching of Muslim law and related subjects; and in 1791, Jonathan Duncan started a Sanskrit College at Varanasi, where he was the Resident, for the study of Hindu law and philosophy. Both these institutions were designed to provide a regular supply of qualified Indians to help the administration of law in the courts of the Company.
Missionaries and their supporters and many humanitarians-soon began to exert pressure on the Company to encourage and promote modern secular westernised education in India While the humanitarians, including many Indians, believed that modern knowledge would be the best remedy for the social, economic and political ills of the country, the missionaries believed that modern education would destroy the faith of the people in their own religions and lead them to adopt Christianity A humble beginning was made in 1813 when the Charter Act incorporated the principle of encouraging learned Indians awl promoting, the knowledge of modern sciences in the country. The Act directed the Company to spend the sum of one lakh of rupees for the purpose. But even this petty amount was not made available by the Company authorities till 1823.
For years a great controversy raged in the country on the question of the direction that this expenditure should take. While one section of opinion wanted it to be spent exclusively for the promotion of modern Western studies, others desired that, while Western sciences and literature should be taught to prepare students to take up jobs, emphasis should be placed on the expansion of traditional Indian learning. Even among those who wanted to spread Western learning, differences arose on the question of medium of instruction to be adopted in modern schools and colleges. Some recommended the use of Indian languages, called vernaculars at the time, for the purpose, while others advocated the use of English. Unfortunately, there was a great deal of confusion on this question. Many people failed to distinguish between English as a medium and English as a subject for study and between Indian languages as media and traditional Indian learning as the main object of study.
The two controversies were settled in 1835 when the Government of India decided to devote the limited resources it was willing to spare to the teaching of Western sciences and literature through the medium of English language alone. Lord Macaulay, who was the Law Member of the Governor-General’s Council, argued in a famous minute that Indian languages were not sufficiently developed to serve the purpose and that “Oriental learning was completely inferior to European learning”. It is to be noted that, though Macaulay’s views betrayed prejudice against and ignorance of India’s past achievements in the realms of science and thought, he was on solid ground when he held European knowledge in the fields of physical and social sciences to be superior to the existing Indian knowledge which though advanced at one time had stagnated too long and lost touch with.
Indians of the time led by Raja Rammohun Roy fervently advocated the study of Western knowledge, which was seen by them as “the key to the treasures of scientific and democratic thought of tine modern west”. They also realised that traditional education had bred superstition, fear and authoritarianism. In other words, they realised that the salvation of the country lay In going forward and not in looking backwards. In fact no prominent Indian of the 19 and 20 centuries deviated from this approach. Moreover, throughout the period of modern history the pressure exerted by Indians anxious lo imbibe Western knowledge played s important port in persuading the Government to expand its educational activities on modern lines.
The Government of India acted quickly, particularly in Bengal, on the decision of 1885 and made English the medium of instruction in its schools and colleges. It opened a few English schools and colleges instead of a large number of elementary schools. This policy was later sharply criticised for neglecting the education of masses. In fact, the emphasis on opening of institution of modern and higher education was not wrong. If for nothing else, a larger number of schools and colleges were needed to educate and train teachers for elementary schools. But along with the spread of higher education, the education of the masses should have been taken In hand. This the Government would not do as it was not willing to spend more than an insignificant sum on education To make up for the paucity of expenditure on education, the officials had recourse to the so called “downward filtration theory”. Since the allocated funds could educate to spend them in educating a few persons from the upper Middle classes who were expected to assume the task of educating the masses and spreading modern Ideas among them. Education and modern ideas were thus supposed to filter or radiate downwards from the upper classes. This polity continue until the very end of the British rule. It may also he pointed out here that even though education did not percolate downwards, modern ideas did to a large extent, though not in the form desired by the rulers. Through political parties, the press, pamphlets, literature and public platform, though not through schools and textbooks, the educated Indians, or the intellectuals, spread ideas of democracy, nationalism, anti-imperialism and social and economic equality and justice among the rural and urban masses. If the educational system acted as the carrier of these Ideas it did so indirectly by making available to its recipients some of the basic literature in the physical and social sciences and the humanities and thus stimulating their capacity to make social analysis.
Otherwise its structure and pattern, aims, methods, curricula and content were designed to serve colonialism.
The wood’s dispatch (the document dispatched from the court of directors and named after Sir Charles Wood, Western of the Board of Control) of 1854 was another important step in the development of education in India. The Dispatch asked the Government of India to assume responsibility for the education of the massed. It thus repudiated the downward filtration theory, at least on paper. In practice the Government did little to spread education and spent very little on it. As a result of the directions given by the Dispatch, Departments of Education were instituted in all provinces and affiliating universities were set up in 1857 at Calcutta, Bombay and Madras. Bankim Chandra Chatteijee, the famous Bengalis novelist, became in 1858 one of the first two graduates of Calcutta University.
For all the loud claims that it made, the Government of India under the Company and later under the Crown did not really take serious interest in spreading Western learning or any other learning in India. Even the limited effort that was made was the result of factors which had little to do with philanthropic motives. Of some importance in this respect was the agitation in favour of modern education by progressive Indians, foreign Christian missionaries and humanitarian officials and other Englishmen. But the most important reason was the Government’s anxiety to economise on the cost of administration by getting a cheap supply of educated Indians to man the large and increasing number of subordinate posts in administration and British business concerns. It was manifestly too costly and perhaps not even possible to import enough Englishmen for the purpose. This emphasis on a cheap supply of clerks explains why the schools and colleges had to impart modern education, which fitted its recipients for their jobs in the westernised administration of the Company and why these institutions had to emphasise English which was the language of the masters as well as the language of the administration. Another motive behind the educational policy of the British sprang from the belief that educated Indians would help expand the market for British manufactures in India. Lastly, Western education was expected to secondly the people of India to British rule particularly as it glorified the British conquerors of India and their administration. Macaulay, for example, laid down:
We most at present do our best to form a class who may be interpreters between as anti the millions whom we govern; a class of persons, Indians in blood and colour, but English in taste, in opinions, in morals and in intellect.
The British thus wanted to use modern education to strengthen the foundation of their political authority in the country.
The traditional Indian system of education gradually withered away for lack of official support and even more because of the official announcement in 1844 that, applicants for government employment should possess knowledge of English. This declaration made English medium schools very popular and compelled more and more students to abandon the traditional schools.
A major weakness of the educational system was the neglect of mass education with the result that mass literacy in India was hardly better in 1921 than W 1821. As many as 94 per cent of Indians were illiterate in 1911 and 92 per cent in 1921. The emphasis on English for the medium of instruction in place of the Endian languages also prevented the spread of education to the masses. It further tended to create a wide linguistic and cultural gulf between educated persons and the masses. Moreover, because the students had to pay fees in schools and colleges, education was quite costly and became a vrtual monopoly of the richer classes and the city-dwellers. For nearly one hundred years it was so very limited that it failed even to compensate for the ruin of the traditional educational system The Company’s administration also.
A major lacuna in the early educational policy was the almost total neglect of the education of girls for which no hands were allotted. This was partly due to the Government’s anxiety not to hurt the susceptibilities of orthodox Indians. Even more it was because female education lacked immediate usefulness in the eyes of the foreign officials since women could not be employed as clerks in the Government. The result was that as late as 1921 only 2 out of 100 Indian women were able to read and write; and in 1919 only 490 girls were studying in the four top forms of high schools in Bengal Presidency.
The Company’s administration also neglected scientific and technical education. By 1857 there were only three medical colleges in the country at Calcutta, Bombay and Madras. There was only one good engineering college at Roorkee to impart higher technical education and even this was open only to Europeans and Eurasians.
At the root of many of these weaknesses lay the problem of finance. The Government was never willing to spend more than a scanty sum on education. As late as 1886, it devoted only about one crore of rupees to education out of its total net revenue of nearly 47 crores.


1. Explain the meaning of the following terms and concepts: Rule of Law, liberalism, nationalism, humanism, individualism, downward filtration theory, female infanticide, partial modernization
2. Discuss the basic features of the administrative organization of India under the East India Company, with special reference to the underlying aims of the administration, the civil service, the army, the police and the judiciary.
3. The Indian. Civil Service has been called the steel-frame which reared and sustained the British rule in India Discuss.
4. The Indian legal system under the British was based on the concept of equality before law Critically examine this statement.
5. What were the main characteristics of modern thought which influenced the social and cultural policy of the British rulers in India? Discuss the nature and extent of this influence.
6. Describe the legislative measures adopted by the British authorities in India in the area of social reform.
7. Describe the measures adopted by the British authorities in India in the field of education. Critically examine the objectives and impact of these measures.

8. Prepare a chart to depict the administrative system set up by the government of the East India Company in India.

9. Collect materials on the following topics as part of a group project:
10. Controversy over the abolition of Sati.
11. (ii) Controversy between those favouring modern western education and those favouring traditional Indian learning

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