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Chapter 6: Social and Cultural Policies of the British

6.1 Social & Cultural Policies of the British in India

Initial Approach: British initially adopted a policy of non-interference in Indian social and religious customs.
Phase of Intervention: From the early 19th century, a more interventionist approach emerged, influenced by:
- Utilitarianism: Belief in "greatest good for the greatest number," advocating for social reforms to improve Indian society.
- Evangelicalism: Christian missionaries' desire to reform Indian society and convert people to Christianity, viewing Indian customs as barbaric.
- Humanitarianism: A genuine desire among some British officials to eradicate what they considered social evils.

6.2 Educational Reforms

Early Efforts (Orientalist Phase):
- 1781: Warren Hastings established Calcutta Madrasa for study of Muslim law and related subjects.
- 1791: Jonathan Duncan established Sanskrit College in Varanasi for Hindu law and philosophy.
- Purpose: To train Indian subordinates for administration and to win the trust of the ruled.
Anglicist-Orientalist Controversy: Debate on the medium and content of education.
- Orientalists: Advocated for traditional Indian learning (Sanskrit, Persian) and vernacular languages.
- Anglicists: Advocated for Western education through English medium, believing it superior.
Lord Macaulay's Minute (1835):
- Argued strongly for English education, calling Indian knowledge inferior.
- Aimed to create a class of Indians "Indian in blood and colour, but English in taste, in opinions, in morals and in intellect." (filtration theory).
- English was made the medium of instruction for higher education.
Wood's Despatch (1854):
- Considered the "Magna Carta of English Education in India."
- Recommended a hierarchical system of education: primary schools (vernacular) $\rightarrow$ high schools (Anglo-vernacular) $\rightarrow$ colleges (English) $\rightarrow$ universities.
- Advocated for establishment of universities in Calcutta, Bombay, and Madras (established 1857).
- Promoted female education and vocational training.
- Recommended grants-in-aid system to encourage private educational institutions.
Hunter Commission (1882):
- Appointed by Lord Ripon to review the progress of education after Wood's Despatch.
- Recommended state patronage for primary and secondary education.
- Emphasized vernacular for primary education and diversification of secondary education.
Universities Act (1904):
- Passed by Lord Curzon.
- Aimed to tighten government control over universities, perceived as hotbeds of nationalism.
- Increased government grants but also government control.

6.3 Social Reforms

Abolition of Sati (1829):
- Abolished by Lord William Bentinck with the strong support of Indian reformers like Raja Ram Mohan Roy.
- Made it illegal and punishable.
Suppression of Thu