Project Report

Course: HIS 101

Section: 02
Project Topic: Growth of English Education in
Sub-Continent

Deadline: 28th July, 2016

Submitted To Submitted By

Dr. Sharifuddin Ahmed Anwoy Mustafiz 132

Professor & Chair Ashiqul Karim Bhuiyan 132 0534 030
Department of History & Philosophy Sharmin Azmari Konica 141 1098 630
North South University Mehedi Hasan Rimon 141 0702 030
Md. Ashiq Ur Rashid 143 0327 030
Umme Sumaiya 143 1111 030
M.H. Rahman Ayon 151 0455 630
 Introduction

Generally English education refers a group of subjects or things, which have been developed by
the western world.

The field of English education encompasses three dimensions: (1) the teaching and learning of
English, broadly and inclusively defined; (2) the preparation and continuing professional support
of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and
learning of English. To accomplish this important work, English educators conduct
interdisciplinary inquiry by drawing on English studies, education, the scientific study of human
behavior, and related fields. They transform theory and research in these fields into pedagogical-
content questions as a basis for enhancing the understanding of the teaching and learning of
English in all of its manifestations.

Central to the task of English educators is the preparation and support of teachers who, in turn,
prepare learners to be creative, literate individuals; contributors to the cultural, social, and
economic health of their communities; and fully participating and critically aware citizens of our
democracy in a complex, diverse, and increasingly globalized world.

The English Language arrived in South Asia as a result of colonization. English has always co-
existed in the Indian subcontinent alongside thousands of local languages. So for most of the
population, it has only ever been a second language.

Initially English was only taught to the local population through the work of Christian
missionaries there were no official attempts to force the language on the masses. But by the
1700s, English had firmly established itself as the language of administration and many educated
Indians were demanding instruction in English as a means of social advancement. By 1857
universities had opened in Bombay, Calcutta and Madras. English was increasingly accepted as
the language of government, of the social elite, and of the national press.
 Significance of English Education

1. English may not be the most spoken language in the world, but it is the official language
in a large number of countries. It is estimated that the number of people in the world that
use in English to communicate on a regular basis is 2 billion.
2. English is the dominant business language and it has become almost a necessity for
people to speak English if they are to enter a global workforce, research from all over the
world shows that cross-border business communication is most often conducted in
English. Its importance in the global market place therefore cannot be understated,
learning English really can change your life.
3. Many of the worlds top films, books and music are published and produced in English.
Therefore by learning English you will have access to a great wealth of entertainment
and will be able to have a greater cultural understanding.

Although learning English can be challenging and time consuming, we can see that it is also very
valuable to learn and can create many opportunities.

English Education in Pre-British Tenure

In pre-British days Hindus and Muslims were educated through Pathsala and Madrassa
respectively. British rulers showed no interest in advancement of learning in the first stage of
their rule in India. Some of the British rulers in personal endeavor and for political gain showed
some interest in spreading education.

Just as in the Caribbean, the English Language arrived in South Asia as a result of colonization.
Unlike its history in the Caribbean, however, English has always co-existed in the Indian
subcontinent alongside thousands of local languages. So for most of the population, it has only
ever been a second language.
 English Education during British Tenure

The introduction of English education in the sub-continent was one of the most prominent
changes during the East Indian Company era. Sanskrit and Arabic were the languages that
dominated these parts when it came to education. In the beginning, the Company did not find it
necessary to impart knowledge and education to the people of this region. But the change in the
Companys Charter of 1813 brought about a significant change. In the new Charter, 1 lac rupees
were allocated for education of the Indians. As a result, a new establishment opened called A
General Committee of Public Instruction in 1923 at Calcutta. The majority of the committee
voted for Orientalist teachings rather than Anglistic and Western teachings. So, the focus was
still on Sanskrit and Arabic. In fact, a major share was to be invested in translating English
readings into Sanskrit and Arabic.

Afterwards, a vital role was played by the Christian Missionaries. The Missionaries, specially the
Danish Missionaries who received empathy of the Company because of their assistance towards
them, suggested that the Company should start building schools. The missionaries introduced
fixed hours, a class system and printed books in different vernaculars. The introduction of new
vernaculars paved way for English education in India.

Besides, huge contributions came from the likes of Raja Ram Mohan Roy. These were
progressive individuals who realized the importance of accepting western knowledge. In his
famous and controversial memorandum to the Governor General, Mr. Roy expressed objection
against the establishment of a Sanskrit College in Calcutta. Instead, he requested for an
institution that offered multiple fields of knowledge comprising of Chemistry, Mathematics,
Anatomy, Philosophy and other necessary sciences. The committee itself was divided. The new
progressive generation members constantly opposed the idea of Orientalist education. They all
supported Western ways of teaching. The controversy was won by the Anglicists as Bentincks
resolution favored them and the famous Macaulays Minute of Education was introduced in
1835.

The aftermath of these events had a ripple effect. The Freedom of Press Act of 1835 enabled the
press to print books in English. Afterwards, Persian was dismissed as the language for official
usage and English was introduced. In 1844, Hardinges declaration fueled English education
even more as he announced people with English knowledge would be given preference during
recruitment.

In 1854, Charles Woods Education Dispatch called for different administrations for different
province to control education system. In 1857, Universities of Bombay, Madras and Calcutta
were established. But unfortunately, all this led to an unexpected outcome. The universities
initially failed to carry out their main objective- teaching. Instead, they dominated the colleges
through Entrance Examinations. In 1882, the Indian Education Commission published a report
saying that the Universities offered degrees that worked as a mere passport of distinction in
public sectors and different fields. The role of the universities was restricted. Besides, the
secondary schools tried to personify themselves as colleges and failed to teach about life. There
was an uncontrolled growth of universities and colleges and schools in the region both in public
and private sectors. The institutions were becoming more and more like coaching facilities rather
than educational establishments. The secondary schools lacked supervision. The elementary
sector offered outdated teachings and lacked diversity. The commission advised for a more
diverse curriculum that included practical subjects like agriculture, commerce and technical
education. As these attracted few takers, the Government remained silent and opted for a laissez-
fare policy.

In the latter stages of the 19th century, there was a sudden rise in nationalism. Different Muslim
groups along with the Indian National Congress voiced their objection against the then prevailing
English Education System. Instead, they called for an educational experiment focusing on Indian
language and culture. In 1998, Lord Curzon took over as the Viceroy and took matters into hands
immediately. He conducted a survey that produced alarming findings. He came to a conclusion
that education spread only vertically, not horizontally and as a result majority of the general mass
was still deprived of any form of education. He criticized the province committees as well for
their ignorance. He started building establishments in different states which would also serve as
models for private establishments to follow. He then implemented stricter policies for private
institutes that ensured frequent inspection for quality control. But his main challenge was to
resolve the autonomy of the Universities. As a result, he established the Indian University
Commission in 1902. The Commission came up with some proposals that included the role of
universities to teach besides examination control, the abolition of second grade colleges and
fixing a minimum rate of education for affiliated colleges. Despite heavy criticism and objection
from the Press and the Assembly, majority of the proposals were implemented.

However, the introduction of Indian Language focused education created a strong sense of
Nationalism. The history was now being taught from the Indian perspective rather than the
Imperial point of view. All this led to the crumble of Curzons system. The general mass was not
too convinced yet on Curzon despite all his efforts in the five years. The Bengal Partition of 1905
made things even worse. While Curzons administrative policies still active, the first ever
Organized Movement for National Education took place. The National Education Commission
situated in Calcutta laid the foundation of National Education and established 51 schools all over
Bengal. In 1906, the Congress in Calcutta resolved the issue by organizing a national education
system. Eventually, all the national schools were closed but this movement led to the
establishment of Rabindranath Tagores famous Shantiniketan in 1901.

Lord Curzons successor modified bits and parts of his policies staying true to the original ones.
Despite all the ups and downs, the education system experienced major breakthroughs during the
Curzon era. More and more secondary schools and colleges were established. The universities
finally turned into proper teaching bodies. The private institutions also improved under stricter
policies implemented.

The movement for national education which had started long before partition of Bengal in 1905,
has initiated an impression against English education. Lots of changes were introduced by the
Morley-Minto reforms (1909), Montague-Chelmsford report (1917) and the Kolkata University
Commission Recommendation (1919), but the English model of education failed to reach the
Indian masses. The resolution passed at the Nagpur Congress in 1920 suggested that children
should be withdrawn from English medium schools and National schools should be established
where the children should be sent.

In 1917, the Government appointed the Calcutta University Commission to enquire into the
problems and make recommendations to correct them. This University Commission under the
chairmanship of Dr. M.E. Sadler, the Vice-Chancellor of Calcutta University gave the following
recommendations.
 Improvement of secondary education was needed for the betterment of university
education. It recommended a 20-year-course for this improvement.
Intermediate examination should be the test for university admission which was
previously after matriculation. Thats why Government should create new Intermediate
Colleges.
The duration of the degree course after Intermediate should be limited to three years.
It recommended extending facilities for female education and establishing a Special
Board of Women Education in Calcutta University. It also recommended to set up
purdah schools for the girls in the conservative society.
The universities should put emphasis on technological, research and practical studies.

The cumulative efforts of educators like Raja Ram Mohan Roy, Macaulay, Lord Bentinck and
Lord Harding, English was introduced in the Indian educational framework in 1932. During this
phase English language Teaching (ELT) in India had to depend on the British-based materials
and methodology. It was modeled on grammar-translation method with an emphasis on reading
and writing skills and little or no attention to speaking and listening comprehension. Thus, in
some Mission schools the emphasis was shifted to the primary of speech, use of conversational
texts and dialogues. Inductive approach to grammar teaching, and teaching the language without
any interference of the mother-tongue. The process of modernizing English education was
confined to certain individuals set of schools.

Muslim people during colonial time lack behind in the field of English education because they
were emphasizing more religious education. Later on the realized the importance of learning
English education to get their desired positions. As a consequence, Muhammadan Anglo-
Oriental College founded in 1875 which was the first modern institution of higher education for
Muslims in India. By 1920 it became The Aligarh Muslim University and was the leading
intellectual center of Muslim political activity. The original goals were to train Muslims for
British service and prepare an elite that would attend universities in Britain.
 English education in Bangladesh

After the liberation of Bangladesh, the new Government initiated the task of reconstructing the
educational system. Since introduction of the new Curriculum by the Jatiyo Shikkya Upadestha
Parishad or National Advisory Council of Education in 1978. English is continued to be taught as
a compulsory subject. Though it was the stated policy to teach English from class III onwards,
but in quite a large number of schools, as was in the past, English was started to be taught from
kindergarten and nursery onwards.

After its emergence as an independent country in 1971 Bangladesh inherited this format of
English language teaching with all its merits and faults and for a long time could not come up
with any new method of English language teaching. There existed no link between secondary
and Higher secondary education because while the former emphasized language, the later
concentrated on literature. Moreover, although English ceased to be the medium of instruction at
the secondary level, it remained as the medium of education at the higher secondary and
university levels. It also remained the only means of communication for official matters.

Particular Thought on Present situation of English education in Bangladesh

Now in Bangladesh, English is taught as a foreign language in the curriculum. Since 1992, it is
introduced as a compulsory subject and remains so until 14th grade in the national curriculum.
Outside the government funded institutions, there are innumerable language centers, English
medium schools and a good number of private universities who teach English according to their
own curriculum and syllabuses.

At present, there are no training institutes exclusively for English teachers in Bangladesh. The
usually followed methodology for classroom language teaching is Grammar-Translation method.
In the examination system ranging from primary to tertiary level, the topics of prime focus
usually include questions based on prose and poetry, grammar items, reading comprehension,
translation, paragraph writing, letter writing and composition writing. Besides, the evaluation of
the contents of English text books shows mat students' ability of communication through
language is given secondary consideration whereas thematic or knowledge of society is given the
primary consideration. As a result, students are often deprived of the varieties of language inputs
necessary for their everyday life of communication. Moreover, the students listening and writing
skills are not at all measured in our testing system. However, communicative system has been
introduced at secondary and higher secondary levels.

Conclusion

Through the various Commission and Committee the Growth of Western Education was
developed in the colonial Indian. Along with the instruction of English language and thoughts
they also emphasized the Role of vernacular instruction and language although it was little in
quantity. After the transfer of power from company to British Queen many Establishment were
made towards the Western Education, thoughts and literature. Through the period of late 19th
century and beginning of 20th century was recognized as the consolidation of Western education
although it was started by the Company officers and Missionaries before the 19th century.