Book Review: Essential Writings of Dharampal (Chapter 5)

In the book, “The Essential Writings of Dharampal” chapter 5 is The Beautiful Tree- Indigenous Indian Education in the Eighteenth Century. The chapter is an extract of a larger comprehensive book of the same name written by him. The Chapter is a good starting point for people just starting to look into pre–British Indian history. Due to its bridged size, the chapter is not an intimidating read and can easily be read in an hour or so. Dharampal’s language is simple. The beauty of his writing is that it is knowledgeable without the over sense of academic condensation many academic writers have. 

For long Dharampal’s works had been ignored by mainstream Indian historians. One can only speculate the reason for this snub, but as Indian history is finally outgrowing the idle and predictable lenses of the Marxist perspective, Dharampal’s works are getting the recognition they deserve. 

 A Gandhian thinker, Dharampal’s extensive dive into the British official archives presents some of the most comprehensive and data-driven pictures of India that the British ravaged. Dharampal reviews British administrative archives to understand the various spheres of Indian life in Madras, Bombay, Bihar, Bengal, and Punjab regions. 

The background of British interest in Indian knowledge systems and education before 1770 was primarily driven by mercantile and administrative objectives, with little focus on Indian religions, philosophies, or education. The British education system itself was initially limited to the elite, with only the children of gentlemen being educated in governance and rule. The curriculum in national schools was mainly focused on religious instruction, reading, writing, and arithmetic.

However, in the 1770s, three complementary approaches emerged regarding Indian knowledge and education in British-held areas of India. The first approach aimed to establish political and social legitimacy by providing historical background and indigenous precedents for the new concepts, laws, and procedures introduced by the British. This approach led to the birth of British Indology, where selective aspects of Indian knowledge were highlighted while others were neglected.

The second approach sought to preserve the knowledge bank of India, fearing that the conquest and defeat of civilization would result in the loss of valuable knowledge. This approach emphasized the preparation of written records and the collection of information from learned individuals, particularly in places like Varanasi.

The third approach focused on the spread of Christianity and the establishment of institutionalized Christianity in India. To achieve this, English literacy and teaching became essential. The preparation of grammar in various Indian languages became a priority to facilitate the circulation of holy scriptures and the general diffusion of Christianity. Conversion was used to establish an affinity of belief between the rulers and the ruled.

These efforts led to the establishment of British-sponsored Sanskrit and Persian colleges and the publication of selected Indian texts that served the purpose of governance. Christian missionaries also began opening schools aimed at subtly converting in the name of charity and upliftment. The primary objective of the British remained to maximize revenue receipts and identify new sources of revenue.

Contrary to the assumption that education in India was limited to the twice-born Hindus and the ruling elite among Muslims, a survey by William Adam in 1830 revealed a different picture. There were approximately 100,000 schools in Bengal and Bihar, with nearly one school per village. The content of Indian education was superior to that of England, with a more prolonged duration of study and superior teaching methods. School attendance in India was proportionately higher than in England.

However, Indian institutional education lagged in educating girls, as their education primarily took place at home. The survey also highlighted the diverse backgrounds of teachers and students in Indian schools, with Shudras and lower castes predominating. While higher learning was largely limited to Brahmins, other castes studied disciplines such as astronomy and medical science.

The traditional Indian education system operated through pathshalas, madrassahs, and gurukulas. Education in these institutions, referred to as shakha, encompassed intellectual capacity, character building, and reaching higher planes of understanding. The teaching and training of technologies, arts, and crafts were largely informal and often conducted within the family or specific specialist groups.

The collapse of the traditional Indian education system was a result of the centralization of revenue and politics under British rule. The sophisticated fiscal arrangements that had supported the extensive education system were dismantled, leading to decay in the economy, social life, and education.

In conclusion, before British rule, the traditional Indian education system was extensive, with a wide range of subjects and a higher proportion of school attendance compared to England. The system catered to various castes and provided a comprehensive education. However, the British approaches to Indian knowledge systems primarily served their political, administrative, and religious objectives. The collapse of the traditional system under British rule led to a decline in education and the erosion of indigenous knowledge and practices.

This was the second read for the Sanatani Kashi’s Book Club. We do highly recommend it.