Vol. 2 · pages 431–435

412 DR. BABASAHEB AMBEDKAR : WRITINGS AND SPEECHES “Paragraph 13th. Further, it is admitted that education afforded in the Vernacular School is far from efficient. A great portion of the strictures of Mr. Willoughby’s Minute is directed against the defective character and insignificant results of these schools. The Board, not only acknowledge this fact, but they have been studious to point it out prominently for many years past, and indeed, in the opinion of some competent observers, have drawn too unfavourable a picture of the vernacular schools. But what are the obvious remedies for the defects indicated ? Mr. Willoughby describes them very correctly : ‘a superior class of school masters, normal schools, more efficient supervision, additions to the vernacular literature.’ These are all subjects, however, which have occupied the attention of the Board for many years past, and as to which not a step can be made in advance without additional expenditure. But we are given to understand from the letter of your Lordship in Council that’ it is not probable the Government will have the power, for a considerable time to come, to afford the Board additional pecuniary assistance.’ “Paragraph 14th. It results most clearly from these facts, that if sufficient funds are not available to put 175 vernacular schools into a due state of organisation, and to give a sound elementary education to 10,730 boys, all question as to educating ‘the masses’, the ‘hundred and forty millions’, the 900,000 boys in the Bombay Presidency disappears. The object is not one that can be attained or approximated to by Government; and Educational Boards ought not to allow themselves to be distracted from a more limited practical field of action by the visionary speculations of uninformed benevolence. “Paragraph 15th. The Hon. Court appear to have always kept the conclusion which has been arrived at in the last paragraph very distinctly in view. Perceiving that their educational efforts to improve the people could only be attempted on a very small scale, they have deemed it necessary to point out to their different Governments the true method of producing the greatest results with limited means. We have already cited their injunctions to the Madras Government on this head (Para 7) and their despatch to the Government on the same date enforces sentiment of exactly the same import : ‘ It is our anxious desire to afford to the higher classes of the Natives of India the means of instruction in European sciences and of access to the literature of civilized Europe. The character which may be given to the classes possessed of leisure and natural influence ultimately determines that of the whole people.’ “Paragraph 16th. It being then demonstrated that only a small section of the population can be brought under the influence of Government education in India, and the Hon’ble court having in effect decided that this section should consist of the ‘upper classes’, it is essential to ascertain who these latter Same subject. Conclusion that no means exist for educating the masses. Views of Court of Directors as to the best method of operation with limited means. Inquiry as to upper classes of India.

413EDUCATION OF DEPRESSED CLASSES consist of. Here it is absolutely necessary for the European inquirer to divest his mind of European analogies which so often insinuate themselves almost involuntarily into Anglo-Indian speculations. Circumstances in Europe, especially in England have drawn a marked line, perceptible in manners, wealth, political and social influence, between the upper and lower classes. No such line is to be found in India, where, as under all despotisms, the Will of the Prince was all that was requisite to raise men from the humblest condition in life to the highest station and where, consequently great uniformity in manners has always prevailed. A beggar, according to English notions, is fit only for the stocks or compulsory labour in the work-house ; in India he is a respectable character and worthy indeed of veneration according to the Brahminical theory, which considers him as one who has renounced all the pleasures and temptations of life for the cultivation of learning and undisturbed meditation on the Deity. “Paragraph 17th. The classes who may be deemed to be influential and in so far the upper classes in India, may be ranked as follows : 1st. The landowners and jaghirdars, representatives of the former feudatories and persons in authorities under Native powers, and who may be termed the Soldier class. 2nd. Those who have acquired wealth in trade or, commerce or the commercial class. 3rd. The higher employees of Government. 4th. Brahmins, with whom may be associated though at long interval those of higher castes of writers who live by the pen such as Parbhus and Shenvis in Bombay, Kayasthas in Bengal, provided they acquire a position either in learning or station. “Paragraph 18th. Of these four classes incomparably the most influential, the most numerous, and on the whole easiest to be worked on by the Government, are the latter. It is a well-recognized fact throughout India that the ancient Jaghirdars or Soldiers class are daily deteriorating under our rule. Their old occupation is gone, and they have shown no disposition or capacity to adopt new one, or to cultivate the art of peace. In the Presidency the attempts of Mr. Elphinstone and his successors to bolster up a landed aristocracy have lamentably failed; and complete discomfiture has hitherto attended all endeavours to open up a path to distinction through civil honours and education to a race to whom nothing appears to excite but vain pomp and extravagance, of the reminiscences of their ancestors’ successful raids in the plains of Hindusthan, nor among the commercial classes with a few exceptions, is there much greater opening for the influences of superior education. As in all countries, but more in India than in the higher civilized ones of Europe, the young merchants or trader must quit his school at an early period in order to obtain the special education needful for his Upper classes in India. Brahmins the most influential.

414 DR. BABASAHEB AMBEDKAR : WRITINGS AND SPEECHES vocation in the market or the counting house. Lastly the employees of the state, though they possess a great influence over the large numbers who come in contact with Government, have no influence, whatever, with the still larger numbers who are independent of Government; and, indeed, they appear to inspire the same sort of distrust with the public as Government functionaries in England, who are often considered by the vulgar as mere hacks of the state. “Paragraph 19th. The above analysis, though it may appear lengthy, is nevertheless, indispensable, for certain important conclusions deducible from it. First, it demonstrates that the influential class whom the Government are able to avail themselves of in diffusing the seeds of education are the Brahmins and other high castes Brahmannis proxmi. But the Brahmins and these high castes are for the most part wretchedly poor; and in many parts of India the term Brahmin is synonymous with ‘beggar’. “Paragraph 20th. We may see then, how hopeless it is to enforce what your Lordship in Council so strongly enjoined upon us in your letter of the 24th April 1850,—what appears, prima facie, so plausible and proper in itself—what in fact, the Board themselves have very often attempted, viz. the strict limitation of superior education ‘to the wealthy, who can afford to pay for it, and to youths of unusual intelligence.’ The invariable answer the Board has received when attempting to enforce a view like this, has been, that the wealthy are wholly indifferent to. superior education and that no means of ascertaining unusual intelligence amongst the poor exist until their faculties have been tested and developed by school training. A small section from among the wealthier classes is no doubt displaying itself, by whom the advantages of superior education are recognized, it appears larger in Bengal, where education has been longer fostered by Government, than in Bombay, and we think it inevitable that such class must increase, with the experience that superior attainments lead to distinction, and to close intercourse with Europeans on the footing of social equality; but as a general proposition at the present moment, we are satisfied that the academical instructions in the arts and sciences of Europe cannot be based on the contributions either of students or of funds from the opulent classes of India. “Paragraph 21st. The practical conclusion to be drawn from these facts which years of experience have forced upon our notice, is that a very wide door should be opened to the children of the poor higher castes, who are willing to receive education at our hands. But here, again, another embarrassing question arises, which it is right to notice : If the children of the poor are admitted freely to Government Institutions what is there to prevent all the despised castes —the Dheds, Mhars etc., from flocking in numbers to their walls ? Poverty of Brahmins. Wealthy classes will not at present support superior education. Question as to educating low castes.

415EDUCATION OF DEPRESSED CLASSES “Paragraph 22nd. There is a little doubt that if a class of these latter were to be formed in Bombay they might be trained, under the guiding influence of such Professors and masters as are in the service of the Board, into men of superior intelligence to any in the community; and with such qualifications, as they would that possess, there would be nothing to prevent their aspiring to the highest offices open to Native talent —to Judgeships, the Grand Jury, Her Majesty’s Commission of the Peace. Many benevolent men think it is the height of illiberality and weakness in the British Government to succumb to the prejudices which such appointments would excite into disgust amongst the Hindu community, and that an open attack should be made upon the barriers of caste. “Paragraph 23rd. But here the wise reflections of Mr. Elphinstone, the most liberal and large-minded administrator who has appeared on this side of India, point out the true rule of action. ‘It is observed,’ he says, ‘that the missionaries find the lowest castes the best pupils; but we must be careful how we offer any special encouragement to men of that description; they are not only the most despised, but among the least numerous of the great divisions of society and it is to be feared that if our system of education first took root among them, it would never spread further, and we might find ourselves at the head of a new class, superior to the rest in useful knowledge, but hated and despised by the castes to whom these new attainments would always induce us to prefer them. Such a state of things would be desirable, if we were contented to rest our power on our army or on the attachment of a part of the population but is inconsistent with every attempt to found it on a more extended basis.’ ” 5. It is, therefore, obvious that if no schools were opened for Depressed classes before 1855 in the Bombay, Presidency it was because the deliberate policy of the British Government was to restrict the benefits of education to the poor higher castes chiefly the Brahmins. Whether this policy was right or wrong is another matter. The fact, however, is that during this period the Depressed classes were not allowed by Government to share in the blessings of education. II. From 1854 to 1882 6. In their Despatch No. 49 of 19th July 1854 the Court of Directors observed : “Our attention should now be directed to a consideration, if possible, still more important, and one which has hitherto, we are bound to admit, too much neglected, namely, how useful and practical knowledge, suited to every station in life, may be best conveyed to the great mass of the people who are utterly incapable of obtaining any education worthy of the name by their own efforts ; and we desire to see the active measures of Government more especially directed, for the future, to this object, for Social Prejudices of the Hindus. Wise observations of the Hon Mount Stuart Elphinstone cited.

416 DR. BABASAHEB AMBEDKAR : WRITINGS AND SPEECHES the attainment of which we are ready to sanction a considerable increase of expenditure.” This despatch is very rightly regarded as having laid the foundation of mass education in this country. The results of this policy were first examined by the Hunter Commission on Indian Education in 1882. The following figures show what was achieved during the period of 28 years : Primary Education 1881-82 No. of scholars at school Per cent on total Christians .. .. .. 1,521 .49 Brahmins .. .. .. 63,071 20.17 Other Hindus .. .. .. 2,02,345 64.69 Mohamedans .. .. .. 39,231 12.54 Parsis .. .. .. 3,517 1.12 Aboriginal and Hill Tribes .. .. .. 2,713 .87 Low caste Hindus .. .. .. 2,862 .87 Jews and others .. .. .. 373 .12 Secondary Education 1881-82 Middle Schools High Schools No of scholars at schools P.c. on total No. of scholars No. of scholars at schools P.c. on total No. of scholars Christians .. .. 1,429 12.06 111 2.26 Brahmins .. .. 3,639 30.70 1,978 40.29 Cultivators 624 5.26 140 2.85 Other Hindus Low castes 17 .14 . . . . Other castes 3,823 32.25 1,573 32.04 Mohamedans .. .. 687 5.80 100 2.04 Parsis .. .. 1,526 12.87 965 19.66 Aboriginal and Hill Tribes .. 6 .05 . . . . Others (including Jews etc.) .. 103 .87 92 .86 Collegiate Education 1881-82 No. of scholars P. c. on total No. of scholars Christians .. .. .. 14 3 Brahmins .. .. .. 241 50 Cultivators .. .. 5 1 Other Hindus Low castes .. .. 0 0 Other castes .. .. 103 21.3 Mohamedans .. .. .. 7 1.5 Parsis .. .. .. 108 21.5 Aboriginal and Hill Tribes .. .. 0 0 Others (including Jews etc.) .. .. 2 0.4