Language policy during

the pre –independent

India

Submitted by
Alfiya Shefeek
 Introduction
O Many languages are spoken in India. More than
3000 dialects are spoken and are in practical
use in India.
O Sanskrit was the link language and medium of
instruction in India, from the Vedic period to 3 rd
century A.D.
O From the travelogue of Chinese travellers Fa
Xian and Xuan Zang, during the Jain and
Buddhist periods, pali language served as the
link language and medium of instruction
O Under Muslim rulers from 9th to 15th century
various languages such as Arabic, Persian and
Urdu languages served as link languages and
medium of instruction.
Language Policy During Pre-
Independent Periods in India
O Vedic System
The system of education which
was developed during Vedic period is termed as
the Vedic system of education.
1. Free from state control
2. Free Education
3. Source of Income
 Aim of Education
O Inculcating Religion
O Salvation
O Development of knowledge
O Acquaintance and observance social and
national duties
O Preservation and development of culture
O Moral and character development
O Education of livelihood, arts and skills
 Curriculum
O Material Curriculum:
Included language, grammar,
numerology, agriculture, cattle rearing, arts,
skills etc.
O Spiritual Curriculum:
Includes education of Vedic Literature,
theology and ethics and training in activities like
control of sense organs.
 Methods of Teaching
O Two methods of Teaching
1. Oral method
2. Thinking and Reflection Method
 Oral Method
O To memorize the mantras and Richayas
(verses of Rig-Veda)
O Correct pronunciation
 Thinking Method
O Through this an attempt was made to preserve
the Vedas mantras and Richayas (Vedic
verses)
Manas (Reflection Method)
O Higher method of teaching than thinking.
O Mantras were developed and preserved in
one’s own mind.
O Encouraged intelligent students.
 Teachers
O During Vedic period , very scholarly, self –
studious, religious and persons of good
character could become teachers.
O They occupied the highest place in the society.
Vedic system of education was the best
system of education in the contemporary world
but from the point of view of the present Indian
society some of its aspects are worth adopting,
while some are to be given up.
Buddhist System of Education
O Buddhism was born in
India and was started by
Gautama Buddha who
was an Indian Prince of
Sakya Dynasty of
Kshatriyas.
O Buddha taught the
principles of a religion
based on the analysis of
actual problem of
religion
 Founder

O Siddhartha Gautama credited for founding

Buddhism
O Born in 563 B.C.
Principles of Buddhism or Four
Noble Truth
O There is suffering
O Desire is the cause of suffering
O There is cessation of suffering
O There is a way to destroy sufferings
 Aim of Education
O Physical development
O Development of knowledge
O Education of social behaviour
O Preservation and development of human
culture
O Character formation
O Vocational development
O Education of Buddhist religion
 Curriculum
1. Curriculum of Primary Education
- Primary education was 6 years
-reading writing, five different sciences
namely Morphology, astronomy, Medicine, logic and
spiritually were taught.
2. Curriculum of higher Education
- 12 years.
- General knowledge of Grammar, Religion,
astrology, Ayurveda and Philosophy was imparted to
students
3. Curriculum of Bhikshu Education
- duration was 8 years.
- Bhikshu who intended to acquire higher
knowledge in Buddhist religion and philosophy
could continue their education further.
 Method of teaching
O Orally by lecture method, question answer
method, logic, conference method.
O Activity oriented subject were taught by
demonstration , imitation and practice method.
The foundation of modern Indian
system of education was laid down in Vedic
system of education but the complete structure
that is central administration, school education ,
group teaching was laid down in Buddhist system
of education.
Islamic system of Education
O During Medieval
period Muslim rulers
started a new system
of education which is
popularly known as
Maktab –Madarsha
system , Muslim
System of education.
 Aim of education
O The main aim of Muslim education was to
spread Islamic Culture and Religion
O Development of knowledge.
O Development of Character and Morality
O Loyalty to the Government
O Education of arts, skills and vocations.
Curriculum of Education
O Divided into two levels- Primary education and higher
education
O Primary Education – knowledge of alphabets, 30 th section
Quran, reading and writing and the way of conversation
O Higher Education- Curriculum divide into two categories
O Worldly Curriculum –Arabic and Persian Languages and
their Literature, Mathematics, Geometry, History,
Geography, Economics, political Sciences. Skills and
vocation.
O Religious Curriculum: Quran, Islamic history, Islamic
Literature, Sufi Literature and Islamic Law.
 Methods of Teaching
O Different teaching methods were adopted to
teach different subjects at different levels.
O At primary level- Imitation, Practice and
memorization.
O Higher level – Lecture and Explanation
method
 Maktab
O Maktab- Primary school meant for small
children.
O Maktab means a place where reading and
writing is taught. Admitted in the age of 4
years 4 months and 4 days.
O Bismillah ceremony was solemnized
 Madrasa
O Means deliver speech.
O Higher education
O Located either state capital or in big cities.
O Aim of establishing these centres was
preservation and spread of Muslim religion
and culture.
O The medium of instruction at theses centres
were Arabic and Persian language
British System Of Education
O After down fall of Muslim
rule, Bristishers came to
India and established the
East Indian Company.
O British ruled over about
150 years.
O During this period
western science and
literature made good
progress through English
medium.
Language Policy During the Pre-
Independent India
O In ancient India, Education was provided in
Gurukulas.
O Ancient universities in India were established
at Nalanda, Thakshasila and Vallabhi.
O During Muslim rule, Islamic education was
provided in Maktabs and madrasas
O After the British came in the 15th century,
there was a huge impact on education too, like
politics and other fields.
O Though the regional were use as spoken
language and also a medium of instruction in
schools.
O No formal education system was in vogue till
1835.
 Macaulay’s Minute
O In June 1834 Macaulay’s minute was
introduced.
O Foundation for the present educational system.
Macaulay argued that English was superior to
other languages.
O English should be medium of instruction
O Macaulay’s minute was in the landmark in the
history of Indian Education.
O It resulted in the neglect of vernacular or spoken
languages.
O It divided the Indians into two classes viz. the English
knowing and non-English knowing classes.
O Spread scientific knowledge and political awakening.
O English schools were established by the East India
Company to provide education for the children of
British Officers, following Macaulay’s ‘Downward
Filtration Theory’.
1. Wood Despatch and Language
Policy
O In 1853, British Parliament directed the East
India Company to take the responsibility of
providing education to Indians and appointed
a committee under the chairmanship of
Charles Wood to survey the educational needs
in India.
O Mr. Wood submitted this report in 1854 to
Lord Dalhousie, Governor General of India.
 Recommendations
O At primary level , vernacular languages could
be allowed.
O Under the administration of East India
Company, English should continue to be the
medium of instruction.
O Lord Dalhousie made necessary arrangements
to implement those recommendations.
O According to Prof. S.N. Mukerjee in his book
History of Education “Wood’s Despatch is so
comprehensive in tis nature that Indian
educationists have not yet succeeded in
fulfilling the tasks, which it had set. It provided
a scheme which tried to touch all aspects of
Indian Education, rightly defined the
comparative position of English and Indian
Languages in general scheme of education for
this country”.
 Merits
O Despatch is considered to be the ‘Magna Carta
of English education in India.
O Education of women was given the first place.
 2. Hunter Commission and
Language Policy
O In 1882, William Hunter Committee appointed
by the then Viceroy of Indian Lord Rippon,
recommended that the medium of instruction
at the primary education level may be
vernacular languages or English
O Students should be allowed to get education
through their respective mother tongue.
O Continued till India got Independence.
Main Recommendations
O Policy
The commission suggested that the Government
should withdraw form the field of Education and private
enterprise should be encouraged. The private institutions
enjoy the same status as the government institutions.
O Indigenous Education
training of teachers for such schools should be
helped.
O Primary Education
Government to withdraw from the field of secondary
education and concentrate only on primary education
O Finance
O Normal Schools for training of teachers should be
opened.
O Secondary education
O Higher education
O Women’s education
O Religious education
O Miscellaneous
The standards of education were not lowered. Private
management may charge fee favourably comparable to that
charged in government colleges.
 Rajaram Mohan Roy was in support of
education through English.
 Indian National Leader like Swami
Vivekananda, Rabindranath Tagore, Pandit
Jawaharlal Nehru, Mohan Chand Karamchand
Gandhi, Aravind Ghosh etc. got their
education through English as the medium of
instruction.
 Defects of the Educational
System
O Excessive prominence given to examinations. It
encouraged cramming at the expenses of the intellect
O Higher education was persued mainly to secure
Governments job.
O Vernacular languages were neglected
O Swadeshi Movement supported National Education.
O Calcutta University Commission, Hartog
Committee(1929) also made some contribution for
the improvement of Education.
Significance of Language
Language is learned and developed in
accordance to the context for functional
purposes. Teacher should perform the following
functions to enable the students to master the
language:
O Provide ample scope to develop the skills of
listening , speaking, reading and writing.
O Create situations where language may be used
for various purposes.
O Encourages creative efforts of the students.
O Help the students to develop early reading
habits and enable them to do book reviews.
O Provide a relaxed environment for free
expression of ideas, thoughts and feelings.
O Organise debates, discussions and displays etc.
Summary of language policy during the pre-
independent India

1. As Indian had been being ruled by different

rulers throughout the history, India kept a
particular language policy during different
regimes, based on the interest of the
community of the ruling class.
2. During Vedic period and Epic Period, the
major language of instruction in the
Educational process was Sanskrit, the
language of the upper cast people.
3. During the Medieval or Islamic Period in India,
Arabic and Urdu became more Prominent in all
walks of life and educational institutions, as well.
4. During the Buddhist Period, they started using
Pali, the language of the common folk at their
Viharas for educational transaction.
5. At the initial stage of their educational system,
they had given regard to vernacular languages, they
gradually started giving focus only to English.
6. And it was Macaulay, who, at first, stood for
English, and he made it mandatory that English
should be the medium of instruction at all the
stage of education.
7. Macaulay's policy caused for infamous
oriental- Occidental Controversy which became
a huge hurdle before the educational
development of that time.
8. Later, Charles Wood, in his Dispatch, recommended that
vernacular language could be used at the primary stage, and
English at the higher stage.
9. Throughout the British rule, English enjoyed the supreme
position, and the Indian languages hardly got due regard,
10. Gandhi did not supported the argument of congress that
Hindi should be promoted, as he feared that Muslims would be
segregated from the main stream.
11. During 1930s Gandhiji argued for mother tongue as
medium of instruction in his educational views called Wardha
Scheme, he believed that mother tongue is the most useful
weapon for expressing one’s own ideas.