Part 2 of 2
The Impact of Macaulay’s Minutes on the Classical and Local Languages
The minutes, in clandestine manner, suggested for the abolition of Sanskrit College and Calcutta Madrassa. It was explicitly mentioned that the funds for the printing of books in Arabic and Sanskrit and the stipends of the students pursuing oriental studies should be discontinued. As a result, the institutes imparting education in the classical and regional vernaculars were affected: their funds were curtailed on the pretext of investment in English education system. Besides, the stipends granted to Sanskrit, Arabic and Persian language students were also curtailed. English language replaced Persian in office, court, administration and diplomacy. Onwards, only those having western education and competence in English language were able to qualify job requirements, which increased the demand of English in the region. To reduce the expenditures of the company, Bentinck wanted to replace the British expatriates with Indian natives, for that he introduced educational reforms and got this sub-clause included in the Act of 1833 that appointment in government post will be purely on qualification “irrespective of religion, birth, descent or colour” (Adams & Adams, 1971:167). The job incentives aggrandized the demand of English in India (Mukherjee, 1989).
Cheshire asserts that English was used as a political tool to colonize and exploit but it has become the symbol of social superiority and status after the end of colonization (Cheshire, 1991: 6). But Kachru (1986b:136) maintains that it depends that who used English language, it was a tool in the hands of the colonizers for economic exploitation, cultural indoctrination, dislocation of indigenous culture and lingocide; whereas for nationalist, it became medium, link and window to the world to champion their cause and instill political awareness in the nation during the movement of liberty and independence to dismantle colonization.
Three Phases of the Introduction of English Language and Its Development
Kachru maintains that English was introduced in three phases: the first, by Christian missionary around 1614. The second, at the demand of the public and important figures in the 18th century, Raja Rammohan Roy (1772-1833) and Rajunath Hari Navalkar (fl.1770) were the chief exponents who supported the western education system, as they believed, it would strengthen the people socially, politically and economically, whereas, the knowledge of vernaculars would not help the native to obtain these goals (Kachru, 1983:67-68). Roy, in his letter to Lord Amherst (1773-1857) written in 1823, suggested that the investment should be made for the western knowledge on priority basis than the vernaculars. This letter was presented as the proof of public demand for western knowledge. Roy considered European knowledge essential for the social development and uplift. He believed that English language would serve as a “key to all knowledge”, which would be useful for Indian (Bailey, 1991:136). Roy wanted Indians to be educated with the knowledge of mathematics, natural philosophy, chemistry, anatomy and other useful sciences (Kachru, 1983:68). The third phase began with the Government policy in 1765, when the East India Company’s authority was stabilized (Kachru, 1983: 21-22).
Lord Bentinck, the governor-general in India, supported by Lord Macaulay initiated some social reforms in India in the beginning of the 19th century. English was used as official language in higher courts, for record-keeping and as the medium of instruction for the cultivation of western learning and science (The New Encyclopedia Britannica (NEB), 1974: 403). Thus, English was used as the medium of instruction in law, higher education, administration, commercial enterprise, science, technology, business and trade because the indigenous vernaculars did not have adequate stuff to meet the nature of demand these fields posed so for.
The Outcome and Implication of the Educational Reform
After the declaration of English as the medium of instruction and administrative affairs, it anglicized the education system of India even in alien sociolinguistic and cultural settings. Moss reported that the British government allocated funds for uplifting education in 1813. The Hindu college was set up in Culcuta in 1816, followed by the Culcuta Medical College. In the 1840, and 1850 under Lord Dalhousie there was a great emphasis on primary education and high schools. Three universities were opened by 1857 as well as the Roorkee College of Engineering (Moss, 1999:76). Mubarak (2008) adds: "For the subservience of the mind of the local people, the British government introduced English as medium of instruction in the schools and colleges especially in the higher educational institutions. In the pursuit of the same, the universities were founded in Calcutta, Bombay and Madras in 1857, Punjab in 1882; while in 1887, more universities were set up in Allahabad. These universities catered knowledge to the students belonging to the upper middle class who had deep craving for government jobs." (P: 5).
The missionary from America and England initially established colleges for boys, but in the 20th century colleges for women were also founded in Madras, Lucknow and Lahore to cater education to the children of the converts along with their financial support. The English reformists also provided western education in their institutes with no intention of conversion. Henceforth, English was the language of office, court, press, middle bourgeois class and administration. The English newspapers started receiving wide readership and Indian literature in English also remarkably developed as being the logical consequence of encounter with English language (Kachru 1983: 69). He further mentions that English established its significant role in politics, court and in the domain of national administrative institutes, which remained dominant over the vernaculars even after the cessation of colonization (Kachru, 1986a:8). During the National Movement in 1920, despite anti-English sentiment, English was used as the language of protest and upsurge against the colonizers. Political leaders like Gandhi, who endeavored for the revival of local vernaculars, also chose English to communicate the upper class (ibid, p.8).
In 1880, approximately eight thousand pupils passed high school education, whereas the number of secondary education pass-out was almost 500,000 (five lac) (James, 1994). Vohra (2001:94) presents the education classification and pattern prevalent in the British India. The students after passing vernacular primary education joined Anglo-vernacular high school for the secondary education. At the completion of the secondary education, they had the possibility of seeking admission in one of 140 state-run or private colleges. In 1901, about 17000 students were enrolled in these colleges. The education system, British government introduced in India, groomed a number of intellectual figures but it also produced “a vast class of semi-educated, low-paid English speaking subordinates.” (ibid, p.68). Vohra mentions that English language provided a common means of communication to the people of India where there were “179 languages, 544 major dialects and thousands of dialects” (Vohra, 2001:94).
The Attitude of the Hindus and the Muslims towards English-based Education System
The Hindus, particularly Brahmans, were very much inclined to the British education system, whereas the Muslim refused to join these schools for long period, because they were hostile to English language as it replaced Persian language and the Muslim-ruler-introduced education system. They cherished the nostalgia of past education system and strove for its revival. The English dethroned the Muslim Mughal king, snatched power and colonized the land, therefore, they always held the Muslims in suspect. Because of this, the English interpreted the Muslims as the perpetrator of 1857 upheaval. The edge in education strengthened the Hindu community, and they dominated the politics of the country but Brahmans were again at lead. Thus, the education provided a way for social, political uplift and upward mobility, but it was the matter of opportunity for those who could avail it. Those, who failed to have access to the British education owing to whatsoever reason, lagged and lingered behind and could not acquire high slot in the social vertical or horizontal mobility. Dumont (1980:323) mentions that the Muslims were not happy with the replacement of Persian with English, they remained detached from both English education system and English language. As a result, the Hindu dominated the political and administrative fronts.
The Legacy of the British English
The British India government’s priority was rather running administration and draining wealth by developing trade than making arrangement for the learning of the Queen’s English. However, the present Indian English is very much influenced by the British English, especially Scottish English dialect, which has a pronounced “r” and trilled “r”. The Received Pronunciation (RP) or BBC English is also emulated by some people; nevertheless, the Indian dialect has also established its recognition as a distinct dialect even during the period of British imperialism. Besides, the British and Indian dialects, the American English has also got official acceptance, when the Indian students went to study in the universities of America rather than UK. The American English spellings and structures are common phenomena in scientific and technical scholarship and research studies; whereas the British English still pre-dominates the other fields of life. The survey conducted reveals that 70% preferred RP as the suitable pattern for Indian English, 10% opted American English and 17% liked distinctive Indian dialect (Das and Patra, 2009: 29-31).
The legacy of the East India Company still pervades the modern day Indian official correspondence: the phrases like “do the needful” or “you will be intimated shortly” still find frequent mention in the official correspondence. Malcolm Muggeridge, the English Journalist, writer and wit, added witty remarks that the last Englishman would be Indian (Das and Patra, 2009:30). In Pakistan, RP is preferred in English medium schools however the impact of local accent cannot be altogether ruled out.
Antithetical Status of English Language: From the Tool of Power to the Means of Protest and Communication
The story of English in the Indian subcontinent had antithetical characteristics: it was introduced by the British colonizers as the language of power, but it was used as the language of retaliation during the national movement in India. It was the language of invaders but was absorbed by the natives at great deal. It was the language of authority at the hands of the colonizers but the natives subverted its course. It has evolved from the tool of imperial, colonial and cultural indoctrination to powerful means of communication. English was used as the medium of instruction in the British Indian westernized education system, yet it served to the cause of both of the colonizers and the colonized: from central to the periphery and vice versa. The center, the British, used it to create a class tuned with the western outlook to regard the colonizers as the true benefactors; conversely, the periphery, the colonized, subverted it to translate their grievances and abhorrence against the colonialism. English, in the Indian subcontinent, immensely influenced the cultural outlook with ambivalent phenomenon of both loss and gain. However, after the revolution of information technology, the role of English language has remained highly powerful, which enables the people of Pakistan, India and Bangladesh to have direct interaction with the international community by employing English language as a neutral source of communication. In this connection, they have even excelled the advanced nations like China, Russia and Japan. After realizing its importance and shedding the colonial indifference, the countries of the Indian subcontinent are using it as economic, political and social necessity. The English language has been separated from its master, the colonizers, and it has been brought down to serve the cause of the masses; henceforth, it has no longer remained the language of classes but of masses.
Annika Hohenthal (2003) maintains, “In the same country the English language can be characterized by different terms representing the power of the language: Positive/Negative, National identity, Antinationalism, Literary renaissance, Anti-native culture, Cultural mirror (for native cultures), Materialism, Modernization, Westernization, Liberalism, Rootlesness, Universalism, Ethnocentrism, Technology, Permissiveness, Science, Divisiveness, Mobility, Alienation, etc.”
There has been a great deal of Indian natives who had astonished command over English, whose speeches and creative writings bear strong evidence of their mastery of style and articulation of language. Among them: Nobel prize winner in literature (1913) Rabindranath Tagore, C Rajagopalachari, Sri Aurbindo, Jawaharlal Nehru, Mohandas Gandhi, Swami Vivekananda, R.K. Narayan, the eminent novelist, and Sarvepali Radhakrishanan. Following these precursors, there emerged some prominent figures who claimed world -wide recognition in the contemporary literature which include: Vikram Seth and Salman Rushdie, the Booker prize winner, Arundahti Roy, the author of international bestseller “The God of Small Things” (1997), Kiran Desai, Jhumpa Lahiri, Pulitzer Prize Winner, and V.S Naipal, the Noble Prize Winner (2001). From Pakistan, Ahmed Ali, Mumtaz Shahnawaz, Bapsi Sidhwa, Sara Suleri, Tariq Ali, Muhammad Hanif, Zaib-un-Nisa Hamidullah, Rukhsana Ahmad, Bina Shah, Tahira Naqvi, Uzma Aslam Khan, Kamila Shamshie and many other writer of international acclaim have showed the hallmarks of their ingenuity and creative verve in English language with distinctive mark of creative use of language, variety of style and deep artistic innovation.
In post-independence period, English has claimed significant importance in office, court, science, technology, trade, commerce, business, law, state affairs and transaction of whatsoever nature. English is the medium of instructions in all up standard schools, colleges and universities. English has asserted its significance in the national literature and national language policy. Realizing its global significance, Pakistan, India and Bangladesh have equally and unequivocally effected relentless pursuit for the acquisition of the language competence and skills. India is considered the third largest English book producing country after the US and the UK, and the largest number of books is published in English. India is a vast nation and in term of number of English speakers, it ranks third in the world after the USA and the UK. An estimated 4 percent of the population uses English; though this may seem like a small number, it consists of about 40 million people and this small segment of the population dominates the domains of professional and social prestige. Kachru (1997:68-69) states that there is an overwhelming majority consisting of 350 million in Asia that uses English. India is the third largest English-using country after the United Kingdom and America. The Indian English is closer to the British English, because it originated from that style. With the influx of globalization, American English has also influenced the youth and other sphere of professional fields. However, Indian English can neither be classified as American nor British English because after being intermingled with other Indian languages it is emerged with its own distinct flavor. This has made several scholars realize that it cannot be equated with either. In Pakistan, English language significantly dominates every walk of life, yet its scope and usefulness for the Pakistani English writers is still of the greater importance.
Conclusion
The education and English language policy in the Indian subcontinent varied from time to time and was subject to the political and ideological affiliation of the British government representatives in the region. As Warren Hastings was in the favour of orientalism, engraftment, conciliation and consolidation, whereas Cornwallis thwarted that approach and preferred the gap between the rulers and the ruled ones. He asserted the superiority of the English race and kept the colonized in abject humiliation. He did not trust the natives to be appointed at higher positions. With the appointment of Richard Wellseley, the policy of Hastings was revived and his successors followed him but Lord Bentinck along with Thomas Babington Macaulay hit the last nail in the coffin of Anglo-oriental controversy and by abandoning the policy of “engraftment” officially imposed the western education system with English as the medium of instruction.
The Directors’ dispatch in 1841 was a retreat from the strict stance of Macaulay (Carson, 1999). In 1854, Sir Charles Wood dispatched for the enrichment of indigenous vernaculars and making them worth-instructing for the western learnings. Woods emphasized that the core of argument lied in the fact that main objective was the diffusion of the learning of western science and literature in the Indian education system not the promotion of English language. Therefore, the indigenous vernaculars should be enriched for medium of instruction through the translation of the European knowledge. Woods policy remained central until the Act of 1919 was passed, in which the control of education was handed over to the Indian ministry and provincial legislation. In the Education Conference of 1927, the pro-vernacular policy received endorsement (Whitehead, 1991). Mwiria (1991) maintains that policy of promotion elementary vernacular education was also devised to perpetuate the British rule in India. Despite all efforts, Indian education was regarded as second rate in comparison with the education provided in England. It remained rather quantitative than qualitative. It could not produce the class of cultural intermediaries, Macaulay envisaged; however it ended with the hordes of Babus – the band of semi-educated cult taught and trained for routine office work.
The British education system, for what there was much debate and consumed much attention of the British Parliament, could only literate a small number of the natives. The literacy rate in 1911 was only 6%, which gained two points up to 1931and became 8%. In 1947, when India became independent its literacy rate was only 11%. The enrollment in universities or the degree-awarding institutes was also very low. In 1935, only 4 out of 10,000 people were enrolled in any degree awarding higher education institute. Besides the literacy rate, the quantity of published books and number of publications also help to estimate the real standing of a nation. In 1935, only sixteen thousand books were published for the nation consisting over 350 million people, the ratio stands: one book for twenty thousand people.
English influenced Indian subcontinent religiously, culturally, socially, politically and academically. The indigenous vernaculars were affected, as the emphasis shifted to English language. As a result, the translation of western knowledge into local vernaculars remained inadequate. It introduced innovation in teaching pedagogy, but owing to religious prejudice or differences, the religious education institutes remained stuck to age-old contents and methodology. It was the parsimony of British government in India, which wielded adverse impact on the local vernaculars, if the government had allocated sufficient funds, there had been no reason for the Anglo-Oriental controversy; the both could have developed in parallel. The low standard of Indian elementary education was because of negligent, parsimonious and apathetic attitude of the British towards India (Mayhew, 1926). Perhaps, it could not produce the class of cultural intermediaries as Macaulay envisaged, but it nourished the hordes of babus – the semi-educated clerical staff for routine office work.
English and European learnings served the cause of both the colonizers in the beginning and the colonized in the end. English was a socio-political tool at the disposal of the colonizers to wield power and exercise their writ. Later on, the same was used by the periphery against the center to challenge its writ and vent their dissatisfaction. The mass education mitigated the difference of class; urbanization integrated the people of various factions and classes. English provided a common communication ground to the people of different religions and vernaculars, to some extent also united them. Such cultural synthesis was manifest in the national movement of independence, in which the Hindu, the Muslim and the Jain strove against the British rule. Besides, English was used to record their grievances, dissatisfaction and protest at national and international level.
English provided access to the modern knowledge and rich expository of science, technology, literature, medical sciences, philosophy and art. It has its share in the economic development and business exposure, in which India has excelled and Pakistan is pressing hard to reach the socio-economic pinnacle. The Anglo-Indian literature led the natives to creative ingenuity in English, hence Indo- Anglican literature came into existence, which initially was an explicit retaliation and repulsion to the act of colonization, but after independence, the literature produced in English in India, Pakistan and Bangladesh has claimed international interest and recognition. The creative impulse and ingenuity of the diasporas and the writers at home have added new branch of English literature to the bulk produced in India, Pakistan and Bangladesh. In the wake of globalization, it has got fresh stimulus in international perspective, and the revolution of information technology has its own share and role. Thus, it provides edge to the people of these countries over the natives of even developed nations like Chinese, Japanese and Russian. Presently, the children of elite upper class, upper middle class are enrolled in the English medium institutes, which have its own pros and cons. The cultural dislocation, alienation would cast its grey repercussion in future. The vernaculars have received fatal blow in the aftermath of English language dominance, these vernaculars have been heavily Anglicized. The amalgamation of English words in the vernacular articulation is the most common phenomenon even at the level of mediocre layman.
It will be befitting to wind up the argument that the story of English language in the Indian subcontinent is the matter of loss and gain: it has given much to the region, at the same it has taken very much from it. However, it is an obvious fact that with the shift in the medium of instruction from the classical or local vernaculars and “engraftment of contents” to English as a medium of instruction, the classical languages and the local vernaculars of the subcontinent were adversely affected. If the practice of engraftment of the western knowledge and science into the classical languages and local vernaculars had been continued, presently these languages would have been infinitely rich in semantics, contents and concepts to keep pace with the modern era of science and technology. However, the upcoming time will account the ultimate impact of this innovation in the region.
Reference:
• Adams, N.L. and Adams, D.M. “An Examination of Some of the Forces Affecting English Educational Policies in India: 1780–1850.” History of Education Quarterly 11, 1971, pp. 157-173.
• Annika Hohenthal. “English in India: Loyalty and Attitude”. In Language in India, vol.3, 2003, http://www.languageinindia.com/ may2003/annika.html, visited on June 13, 2013.
• Ashton, S.R. Colonization in India. The British Library: London. 1988.
• Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge: CUP, 1991.
• Benson, J. The British debate over the medium of instruction in Indian education,1823–64. Journal of Educational Administration and History 4, 1972, pp. 1-12.
• Brian, Mac Arthur. The Penguin Book of Historic Speeches ed. Penguin Books. (1996).
• Carson, P. “Golden Casket or Pebbles and Trash? J.S. Mill and the Anglicist/Orientalist Controversy.” In M.I. Moir, D.M. Peers and L. Zastoupil (eds) J.S. Mill’s Encounter with India. Toronto: University of Toronto Press, 1999, pp. 149-172.
• Chatterji, Reena. Impact of Raja Rammohan Roy on Education in India. Delhi: S. Chand, 1983.
• Cheshire, Jenny. English around the World. Sociolinguistic Perspectives. Cambridge: CUP, 1991.
• Clive, J. Macaulay: The Shaping of the Historian. New York: Alfred A. Knopf, 1973.
• Das, Krishanchand and Patra, Deepchand. Studies in English Literature. New Delhi: Commonwealth Publishers, 2009.
• David, S.M. ‘Save the Heathens from Themselves’: The evolution of the educational policy of the East India Company till 1854. Indian Church History Review 18. Education Commission (1883) Report of the Indian Education Commission. Calcutta: Superintendent of Government Printing. 1984, pp. 19–29.
• Dumont, Louis. Homo Hierarchicus: The Caste System and its Implication. University of Chicago Press, 1980.
• Fisher, T. “Memoir on Education of Indians. Bengal Past and Present 18. 1919, pp.73-156.
• Frykenberg, R.E. “Modern Education in South India, 1784–1854: Its Roots and its Role as a Vehicle of Integration under Company Raj”, American Historical Review 91, 1986, pp. 37–65.
• Frykenberg, R.E. “The myth of English as a ‘colonialist’ imposition upon India: A reappraisal with special reference to south India”. Journal of the Royal Asiatic Society of Great Britain and Ireland 2, 1988, pp. 305– 315.
• Ghosh, S.C. “Bentinck, Macaulay and the Introduction of English Education in India.” History of Education 24, 1995, pp.17–24.
• Hilliker, J.F. “Charles Edward Trevelyan as an Educational Reformer in India 1827–1838.” Canadian Journal of History 9, 1974, pp. 275-291.
• James, Lawrence. The Rise and Fall of the British Empire. London: Little, Brown and Company (UK), 1994, pp.221-231.
• Kachru, Braj B. "The power and politics of English." In World Englishes, Vol. 5, No. 2/3, 1986b, pp.121-140.
• Kachru, Braj B. "World Englishes and English-using communities." In Annual Review of Applied Linguistics 17, 1997, pp. 66-87.
• Kachru, Braj B. The Alchemy of English. The Spread, Functions and Models of Non-Native Englishes. Oxford: Pergamon Press Ltd, 1986a.
• Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983.
• Kirshnaswamy, N. and Lalitah Krishnaswamy. The Story of English in India. New Delhi: Foundation Books, 2006.
• Kopf, D. British Orientalism and the Bengal Renaissance. Berkeley: University of California, 1969.
• Majumdar, R.C. “The Hindu College”, Journal of the Asiatic Society 11, 1955, pp.39–51.
• Mayhew, A. The Education of India. London: Faber and Gwyer, 1926.
• Moss, Peter. Oxford History for Pakistan, a revised and expanded version of Oxford History Project Book Three; Oxford: Oxford University Press, 1999. • Mubarak Ali. “Different Strokes”, published in The Sunday, Magazine: The daily Dawn, Karachi, Oct.5, 2008.
• Mukherjee, “A. Decline of Oriental Education (Sanskrit, Arabic and Persian) in Bengal from 1835 to the End of the Century: Some Social Aspects.” Quarterly Review of Historical Studies 28, 1989, pp. 19–28.
• Mwiria, K. “Education for Subordination: African Education in Colonial Kenya.” History of Education 20, 1991, pp.261-273.
• NEB: The New Encyclopedia Britannica (Macropaedia). 15th ed., vol.9. Chicago: Helen Hemingway Benton, 1974.
• Pachori, S.S. “The language policy of the East India Company and the Asiatic Society of Bengal.” Language Problems and Language Planning 14, 1990, pp. 104–118.
• Pennycook, Alastair. The Cultural Politics of English as an International Language. Harlow: Longman Group Ltd, 1994.
• Philips, C.H. (Eds.) The Correspondence of Lord William Bentinck, Governor-General of India, 1828–1835: Volume II. Oxford: Oxford University Press, 1977.
• Rahim, S.A. Language as Power Apparatus: Observations on English and Cultural Policy in Nineteenth-century India. World Englishes 5, 1986, pp. 231–239.
• Rosselli, J. Lord William Bentinck: The Making of a Liberal Imperialist 1774–1839. Berkeley and Los Angeles: University of California Press, 1974.
• Spear, Percival. “Bentinck and education”, Cambridge Historical Journal 6, 1938, pp. 78–101.
• Vohra, Ranbir. The Making of India: A Historical Survey. Second Edition. New York: M.E. Sharpe, Inc. 2001.
• Washbrook, D.A. “India, 1818–1860: The two faces of colonialism.” In A. Porter (ed.) The Oxford History of the British Empire: The Nineteenth Century. Oxford: Oxford University Press, 1999, pp. 395-421.
• Whitehead, C. “The Advisory Committee on Education in the [British] Colonies 1924–1961.” Paedagogica Historica 27, 1991, pp.385-421.
• Zastoupil, L. and Moir, M. (Eds.). The Great Indian Education Debate: Documents Relating to the Orientalist-Anglicist Controversy, 1781– 1843. Richmond: Curzon Press, 1999.
• Zastoupil, L. John Stuart Mill and India. Stanford: Stanford University Press, 1994.