What was the significance of Orientalist-Anglicist controversy in nineteenth century India? Analyse.

The Context: Early British Rule and Educational Policies

Initially, the British East India Company showed limited interest in education. The Company’s early interventions were sporadic and largely focused on establishing a few institutions for training interpreters and lower-level administrative staff. However, with the renewal of the Company’s charter in 1813, a debate began regarding the Company’s responsibility towards education in India. This debate was fueled by the growing influence of evangelical missionaries and utilitarian thinkers in Britain, who held divergent views on the best approach to education in the colony.

The Rise of Orientalism

Orientalism, as a school of thought, emphasized the study of Eastern cultures and languages. In the Indian context, it advocated for the preservation and promotion of traditional Indian learning – Sanskrit, Arabic, Persian, and the associated literature, philosophy, and sciences. Key proponents included scholars like Sir William Jones, Henry Thomas Colebrooke, and Nathaniel Halhed. They believed that India possessed a rich intellectual heritage that deserved respect and preservation. They argued that education should be imparted through vernacular languages and should focus on traditional knowledge systems. The establishment of institutions like the Asiatic Society of Bengal (1784) exemplified this Orientalist approach.

The Emergence of Anglicism

Anglicism, conversely, advocated for the introduction of Western education, particularly English language and literature. Proponents like Lord Macaulay, Charles Grant, and Thomas Babington Macaulay believed that English education was superior and essential for creating a class of Indians who could assist in the administration of the country and serve as intermediaries between the British rulers and the Indian population. They viewed Indian knowledge systems as inferior and outdated. Anglicists argued that English education would not only modernize India but also instill in Indians a sense of gratitude and loyalty towards British rule. They believed that a knowledge of English would open up opportunities for Indians in government service and commerce.

The Macaulay Minute and its Aftermath (1835)

The turning point in the controversy came with Lord Macaulay’s Minute of 1835. Macaulay, in his famous Minute submitted to the Governor-General’s Council, vehemently argued against the funding of Oriental institutions. He famously stated that a single shelf of English books was worth the entire literature of India and Arabia. He advocated for a policy of Anglicization, emphasizing the importance of English as the medium of instruction and the dissemination of Western knowledge. This Minute led to the gradual phasing out of Oriental institutions and the establishment of English schools and colleges. The emphasis shifted towards creating a class of ‘Indians in blood and colour, but English in tastes, in opinions, in morals, and in intellect.’

Impact and Consequences

The triumph of Anglicism had profound and far-reaching consequences:

• Creation of a Western-Educated Elite: It led to the emergence of a Western-educated elite who played a crucial role in the Indian nationalist movement. However, this elite was often alienated from the masses and contributed to a cultural divide.
• Decline of Traditional Learning: Traditional Indian educational institutions suffered a decline in patronage and influence, leading to the neglect of indigenous knowledge systems.
• Cultural Alienation: The emphasis on English education contributed to a sense of cultural alienation among the educated Indians, fostering a feeling of inferiority towards their own culture.
• Administrative Efficiency: It provided the British administration with a pool of educated Indians who could assist in governance and administration.
• Social Reform Movements: The exposure to Western ideas also inspired social reform movements aimed at eradicating social evils like sati, child marriage, and caste discrimination.

Multiple Perspectives and Critiques

The Anglicist policy wasn’t without its critics. Many Indians lamented the neglect of traditional learning and the cultural alienation it fostered. Nationalist thinkers like Swami Vivekananda later criticized the Anglicist education system for creating a class of ‘Babus’ – Indians who were English in appearance and manner but lacked originality and self-reliance. The debate also highlighted the inherent colonial power dynamics at play, with the British using education as a tool to consolidate their rule and create a loyal class of subjects.