Spread of English Education under British India

When the British first arrived in India, they were not here to “civilise” anyone, nor to spread their culture or language.
Their primary motive was simple: trade and profit. They came as merchants, not missionaries.

In the pre-territorial phase (before they started ruling territories), the East India Company (EIC) had no role in education. But in the second half of the 18th century, something big changed — the Company transformed from a trading enterprise to a ruling power in Bengal after its political victories.

Now, as rulers, they didn’t just want to control India politically and economically — they wanted cultural control as well. Education became one of the most subtle yet powerful tools for this. The aim was what historians call “cultural conquest” — changing the minds, values, and outlook of Indians so that British rule seemed natural and beneficial.

Indigenous Education Before the British

Before we discuss British educational policies, we must understand what India’s education looked like before them.

Broadly, there were two traditional systems:

1. For Muslims – Madrasas (higher learning) and Maktabs (primary schools)
2. For Hindus – Tols (centres of Sanskrit learning) and Pathshalas (primary village schools)

Common Features of Indigenous Education

Despite religious differences, the systems shared many features:

• Funding: Schools were usually supported by local wealthy individuals, not the state. This meant they were community-driven.
• Curriculum: Focus was on classical languages — Sanskrit for Hindus, Arabic or Persian for Muslims — and on religious or classical literature.
• Gender: Formal education for women was rare to non-existent.
• Practicality: Education was deeply rooted in cultural and local needs.

William Adam’s Report

Fast-forward to the 1830s. Governor-General Lord William Bentinck appointed William Adam, a Scottish missionary, to investigate the condition of vernacular education in Bengal and Bihar.

Adam’s findings were fascinating:

• There were over 1 lakh pathshalas — small institutions with usually less than 20 students each.
• The system was flexible, unlike the rigid British model:
  • No fixed fee — parents paid what they could.
  • No fixed syllabus — the guru tailored lessons to students’ needs.
  • No formal buildings — classes could be under a banyan tree, in a temple, or at the teacher’s home.
  • No printed books, no exams, no timetables, no roll call registers — learning was personalised and oral.
• Seasonal adjustment — No classes during harvest time, so peasant children could help in fields yet still get an education later.

Adam concluded that this system was well-suited to rural life and local needs.

His Recommendation vs. Bentinck’s Decision

William Adam recommended:

• Reviving and supporting the indigenous system
• Using vernacular languages as the medium of instruction

However, Bentinck rejected this. The Company’s growing preference was to promote English education — something we’ll see in the later parts of this chapter — because it aligned better with their political and administrative goals.

Key Insights:

• The British initially had no educational policy — their interest began after becoming rulers.
• Indigenous education was widespread, decentralised, and flexible.
• William Adam’s report is a major primary source on pre-British education in Bengal and Bihar.
• His recommendation for vernacular-based revival was ignored, marking a turning point towards English-based education.