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Language and Education policy of British
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Orientalist, Charles woods depatch

Siva Prasad is teaching live on Unacademy Plus

Siva Prasad
Alumni- Indian Institute of Science(IISc), Bangalore; Part of Harvard Business School CORe 2020 cohort; Telegram ID/Promo code - akmsiva

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Duncan passage is a strait in the Indian Ocean, it separates rutland to the north and little andaman to the south. In the west of it is Arabian sea and to the east is bay of bengal
Duncan Passage is a strait in the Indian Ocean. It is about 48 km wide; it separates Rutland Island to the north, and Little Andaman to the south. West of Duncan Passage is the Bay of Bengal; east is the Andaman Sea. Thank you so much for the course..
Jonathan Duncan appointed as governor of Bombay from December 1795 to until his death in 1811 . In 1788 he was appointed by the lord cornwallis as superintendent and resident of Benares . He helped stamp out the practice of infanticide . He started the Sanskrit college in 1791 , in 1974 the name was changed sampurnanand Sanskrit university source - Wiki
  1. TN Textbook Class XIl History SIVA PRASAD


  3. Language and Education Policy Initially, the East India Company did not evince any particular interest in matters of education. Although the British had captured Bengal in 1757, yet the responsibility of imparting education remained only in Indian hands. . The study of ancient texts written in Arabic, Persian and Sanskrit still continued. In 1781, Warren Hastings established a Madrasa in Calcutta to encourage the study of Muslim laws along with Arabic and Persian languages . A decade later in 1791 due to the sincere efforts of the British resident, Jonathan Duncan, a Sanskrit College was established to promote the study of Hindu laws and philosophy in Banaras.

  4. Language and Education Policy . The East India Company began to adopt a dual policy in the sphere of education. It discouraged the prevalent system of oriental education and gave importance to western education and English language. . The Charter Act of 1813 adopted a provision to spend one lakh rupees per annum for the spread of education in India .Although there was a prolonged debate pertaining to education during the course of a general discussion on the Act of 1813 in the British Parliament, yet the matter continued to generate debate for the next 20 years. Consequently, not even a single penny out of the allocated funds could be spent on education.

  5. Language and Education Policy . The contemporary British scholars were divided into two groups on the issue of development of education in India. One group, called the Orientalists, advocated the promotion of oriental subjects through Indian languages. The other group, called the Anglicists, argued the cause of western sciences and literature in the medium of English language. It was during Lord Bentinck's time the resolution got passed that declared that henceforth, government funds would be utilized for the promotion of western literature and science

  6. Language and Education Policy In 1854, Sir Charles Wood sent a comprehensive dispatch as a grand plan on education. The establishment of departments of public instructions in five provinces and introduction of the pattern of grants in aid to encourage private participation in the field of education were recommended. Besides, the dispatch also laid emphasis on the establishment of schools for technical education, teacher and women education. Over and above all these, the dispatch recommended the establishment of one University each in Calcutta, Bombay and Madras, on the model of the London University. . Consequently, within the next few years, the Indian education became rapidly westernized.

  7. Social Policies and Legislation . In the beginning, the British interest was limited to trade and earning profits from economic exploitation. Therefore, they did not evince any interest in taking the issue of social or religious reforms. . They were apprehensive of interfering with the social and religious customs and institutions of the Indians because of the fear that they might lose trade advantage. Thus, they adopted the policy of extreme precaution and indifference towards social issues in India. The one reason why they indulged in criticizing the customs and traditions of India was to generate a feeling of inferiority complex among the Indians

  8. Social Policies and Legislation . However, in the mid-19th century the social and religious movements, launched in India, attracted the attention of the Company's administration towards the country's social evils. The propaganda carried out by the Christian missionaries also stirred the minds of the educated Indians. Western thought and education and views expressed in different newspapers and magazines had their own impact. Some of the British administrators like Lord William Bentinck had evinced personal interest in the matter. There were primarily two areas in which laws were enacted, laws pertaining to women emancipation and the caste system.

  9. Social Laws Concerning Women The condition of women, by the time the British established their rule, was not encouraging. . Several evil practices such as the practice of Sati, the Purdah system, child marriage, female infanticide, bride price and polygamy had made their life quite miserable. The place of women had come to be confined to the four walls of her home. The doors of education had been shut for them. From economic point of view also her status was miserable. There was no social and economic equality between a man and woman. . A Hindu woman was not entitled to inherit any property. Thus, by and large, she was completely dependent on men. US

  10. Social Laws Concerning Women . The first effort in the direction of women was the enactment of law against the practice of Sati during the administration of Lord William Bentinck. . Female infanticide was another inhuman practice afflicting the 19.century Indian society. It was particularly in vogue in Rajputana, Punjab and the North Western Provinces. Factors such as family pride, the fear of not finding a suitable match for the girl child and the hesitation to bend before the prospective in-laws were some of the major reasons responsible for this practice. T herefore, immediately after birth, the female infants were being killed either by feeding them with opium or by strangulating or by purposely neglecting them. Some laws were enacted against this practice in 1795, 1802 and 1804 and then in 1870. However, the practice could not be completely eradicated only through legal measures. Gradually, this evil practice came to be done away through education and public opinion.

  11. Child Marriage . The practice of child marriage was another social stigma for the women. . In November 1870, the Indian Reforms Association was started with the efforts of Keshav Chandra Sen. A journal called Mahapap Bal Vivah (Child marriage: The Cardinal Sin) was also launched with the efforts of B.M. Malabari to fight against child marriage. . In 1846, the minimum marriageable age for a girl was only 10 years. In 1891, through the enactment of the Age of Consent Act, this was raised to 12 years. In 1930, through the Sharda Act, the minimum age was raised to 14 years. After independence, the limit was raised to 18 years in 1978.

  12. Struggle against the Caste System and the related Legislation The caste system was primarily based on the fourfold division of society viz. Brahmins, Kshatriya, Vaishyas and Shudras. .On account of their degradation in their social status, the Shudras were subjected to all kinds of social discrimination. In the beginning of the 19th century the castes of India had been split into innumerable sub- castes on the basis of birth . In the meantime, a new social consciousness also dawned among the Indians. Abolition of' untouchability became a major issue of the 19th century social and religious reform movements in the country. . Mahatma Gandhi made the removal of untouchability a part of his constructive programme. He brought out a paper, The Harijan, and also organised the Harijan Sevak Sangh.