6.2-What Happened to the Local Schools

The introduction of colonial rule in India had a profound impact on the education system, particularly on local schools. Under British rule, the focus shifted from indigenous methods of learning to Western-style education, which had long-term effects on the traditional education system. The British policies, including the establishment of schools and curriculum, aimed at creating a system that would serve their own interests while marginalizing the existing local forms of education.

Before the British arrived, education in India was mainly imparted through gurukuls, madrasas, and community-based learning institutions. These institutions were based on a wide variety of traditional knowledge systems. They were largely unorganized and decentralized, and they catered to different segments of society, depending on caste, religion, and region. Education was based on oral transmission and practical knowledge, and it was rooted in the local culture.

With the establishment of British colonial rule, the local education system began to face several challenges. The British wanted to introduce a system of education that was aligned with their colonial interests, and this led to the suppression of the indigenous education system.

The British Education Policy

The British introduced several policies that directly affected the local schools:

• The Macaulay Minute (1835): Thomas Babington Macaulay's minute on education emphasized the need for English to be used as the medium of instruction. He advocated for Western-style education to be imparted to the elite class and gradually to other sections of society. This marked the beginning of the decline of the indigenous schooling system.
• The Wood's Despatch (1854): The Wood's Despatch recommended the establishment of schools with English as the medium of instruction. It also proposed a system of education that would be controlled by the British administration, and schools would focus on subjects like law, science, and European literature, which were seen as essential for colonial governance.

Decline of Local Schools

As British policies took hold, the traditional local schools faced a gradual decline. The British system of education was formalized with a central curriculum and strict examination systems. These schools were primarily designed to produce clerks, soldiers, and other colonial servants who could assist in running the administration.

Local schools, on the other hand, were not provided with support or funding from the British government. Traditional education was seen as outdated and irrelevant in the face of Western-style schooling. The British education system also prioritized subjects that were useful for their own economic and political needs, such as English language, literature, and European sciences, while local knowledge systems were ignored.

Moreover, there was a shift in the social structure. The British created a new class of educated Indians who could work within the colonial system, which led to the weakening of local traditions and education. The upper classes sent their children to these Western-style schools, while the poorer sections of society had limited access to education, further deepening social divisions.

Impact on the Education of Girls

The British educational system also had a significant impact on the education of girls. Before colonial rule, education for girls in India was mostly informal and based in homes or religious settings. However, the British education system largely neglected the education of girls. Girls were often excluded from the formal schooling system, and the focus was primarily on educating boys to serve the colonial administration.

In some areas, the missionary schools did provide some education to girls, but this was limited and often focused on moral education and Christian teachings. The general attitude of colonial authorities toward female education was conservative and reflected the patriarchal values of the time.

The Role of Missionaries

Christian missionaries played a key role in spreading Western education in India. They established schools and educational institutions, especially in rural areas. However, their primary aim was often to convert local populations to Christianity. While these missionary schools did contribute to the spread of literacy, they also promoted a European worldview that marginalized indigenous cultures and languages.