Chapter - Rerview:
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In 1783, the Company founded the Supreme Court, and William Jones was appointed as a junior judge. Jones also had a second identity as a linguist. He mastered a wide range of languages, including Greek, Latin, French, English, Arabic, and Persian. He had also studied Sanskrit with the Pandits of Calcutta.
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He then went on to study ancient Indian writings on philosophy, law, politics, religion, morality, medicine, arithmetic, and a variety of other subjects. Jones found that several other British residents in Calcutta shared his enthusiasm.
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Jones had founded the Asiatic Society with the help of a few individuals and started a publication called "Asiatic Researches."
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Jones and his collaborators' major goal was to promote a specific attitude toward India. They both had a great deal of respect for one other's cultures.
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Jones and his colleagues attempted to decipher ancient Indian manuscripts.
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Many British officials were inspired by Jones' effort and began to represent Indian culture instead of Western culture. They agreed that studying Indian texts such as Sanskrit and Persian literature must be valued.
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In Benaras, a Hindu College was founded in 1791 to promote the study of ancient Sanskrit writings.
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The primary motivation for developing these disciplines was to improve India's governance.
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Since the early eighteenth century, British officials have been criticizing the East's expertise for a variety of bizarre reasons.
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Ancient Indian scriptures were discouraged from being studied.
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The British educationalists targeted the principal advocates of Indian ancient literature, introducing the Western educational culture throughout the country.
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The study of the English language was disseminated all over the country, and the major architect behind this was Macaulay.
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The English Education Act was adopted in the year 1835 based on Macaulay's minutes.
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The main goal of the English Education Act of 1835 was to make English the primary medium of instruction for higher education. Another goal was to downplay the significance of the Calcutta Madrasa and the Benaras Sanskrit College.
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It established India's core educational system by focusing on European learning.
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Wood's dispatch emphasized practical learning, such as the expansion of trade and commerce and the most efficient use of a country's resources.
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The main objective of Wood's despatch was to produce a trusted and "yes sir" type of civil servant based on the belief that European training will improve the moral character of Indian people.
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The Indian education system has been taken over by the government education sector.
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The universities of Calcutta, Bombay, and Madras were founded during the Sepoy Mutiny.
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In the pathshalas, there was a flexible schooling system in place. The pathshalas lacked a fixed price structure, printed literature, a separate school building, benches and chairs, blackboards, separate classes, roll call registers, and annual examinations.
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The country's flexible education system was based on the country's socio economic system.
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The objective was to impose routines, establish new standards, and conduct frequent inspections within the existing educational system.
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The East India Company appointed pandits to the government. Under each pandit, there were four to five pathshalas. The government pandits were in charge of enforcing the Company's laws and regulations.
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One of the system's drawbacks was that during harvest, children from low-income households were required to attend school. Any disobedience to the rules was considered indiscipline.
