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29-05-05, 07:37 AM
Imperialistic Objectives
Lord Macauley, the architect of British Education Policy in India, wrote his famous Minute of February of 1835 that his object was "to form a class of people who may be interpreters between us and the millions whoa we govern a class of persons Indian in blood and colour but English in taste in opinion, in morals and intellect".
His collaborator Charles Trvelyn, elaborating in his "Education of people of India "(London 1838) says:" Familiarly acquainted with us by means of our literature, the Indian youth almost cease to regard us as foreigners. They speak of our great men with the same enthusiasm as we do. Education in the same way interested in the same objects, engaged in the same pursuits with ourselves they are more English than Indian. What is it that makes us what we are except living and conversing with English people and imbibing English thoughts and habits and mind. They do so too; they daily converse with the best and the wisest Englishmen through the medium of their works and form a higher idea of nation than if their intercourse with us were of a more personal kind. These young men brought up at our seminaries, instead of regarding us with dislike court our society and look upon us as their natural protectors and benefactors; the summit of their ambition is to resemble us".
In 1908, Lord Cromer wrote in his Modern Egypt: "England was prepared to grant political freedom to all her colonial possessions as soon as a generation of intellectuals and politicians imbued through English education with the ideals of English culture were ready to take over but under no circumstances would the British government for a single moment tolerate an independent Islamic state".
And Trevelyan writes: "Muhammadenism is made of tougher material: yet even a Mohammadan youth who has received on English education is very different from one who has been taught according to the manner of his father".
Edward Shils speaking on the voice of America forum said: "The universities of the state are at present almost entirely dependent on imported culture for substance of their teachings. They teach very little that has been generated or created in their own countries and they also teach very little about their own countries' history and culture".
Mr Ewing of the Lahore Mission College while replying to a questions of Urdu Digest said: While it is true that we have not succeeded much in converting people to Christianity, our objective is not limited to conversion. We want the students to be influenced by Western culture and modes and habits and thoughts. True they (students) did not become Christians, but is it not a measure of success that nobody passing through our institutions ever remains a Muslin in the true sense? If Mission Schools only achieve this much of our investment is fully repaid".
Then what should we do? From the Indian archipelago to Spain Arabic was established as the language of religion of literature and of law by Muslims. The vernacular tongues were saturated with it and the youth of the conquered territories soon began to vie with their first instructors in every branch of Muslim learning. The most cultivated minds every where were engaged on the side of the sane system. Should we not help popularise Arabic language in order to dig deep into the real spirit of Islam?.
Lord Macauley, the architect of British Education Policy in India, wrote his famous Minute of February of 1835 that his object was "to form a class of people who may be interpreters between us and the millions whoa we govern a class of persons Indian in blood and colour but English in taste in opinion, in morals and intellect".
His collaborator Charles Trvelyn, elaborating in his "Education of people of India "(London 1838) says:" Familiarly acquainted with us by means of our literature, the Indian youth almost cease to regard us as foreigners. They speak of our great men with the same enthusiasm as we do. Education in the same way interested in the same objects, engaged in the same pursuits with ourselves they are more English than Indian. What is it that makes us what we are except living and conversing with English people and imbibing English thoughts and habits and mind. They do so too; they daily converse with the best and the wisest Englishmen through the medium of their works and form a higher idea of nation than if their intercourse with us were of a more personal kind. These young men brought up at our seminaries, instead of regarding us with dislike court our society and look upon us as their natural protectors and benefactors; the summit of their ambition is to resemble us".
In 1908, Lord Cromer wrote in his Modern Egypt: "England was prepared to grant political freedom to all her colonial possessions as soon as a generation of intellectuals and politicians imbued through English education with the ideals of English culture were ready to take over but under no circumstances would the British government for a single moment tolerate an independent Islamic state".
And Trevelyan writes: "Muhammadenism is made of tougher material: yet even a Mohammadan youth who has received on English education is very different from one who has been taught according to the manner of his father".
Edward Shils speaking on the voice of America forum said: "The universities of the state are at present almost entirely dependent on imported culture for substance of their teachings. They teach very little that has been generated or created in their own countries and they also teach very little about their own countries' history and culture".
Mr Ewing of the Lahore Mission College while replying to a questions of Urdu Digest said: While it is true that we have not succeeded much in converting people to Christianity, our objective is not limited to conversion. We want the students to be influenced by Western culture and modes and habits and thoughts. True they (students) did not become Christians, but is it not a measure of success that nobody passing through our institutions ever remains a Muslin in the true sense? If Mission Schools only achieve this much of our investment is fully repaid".
Then what should we do? From the Indian archipelago to Spain Arabic was established as the language of religion of literature and of law by Muslims. The vernacular tongues were saturated with it and the youth of the conquered territories soon began to vie with their first instructors in every branch of Muslim learning. The most cultivated minds every where were engaged on the side of the sane system. Should we not help popularise Arabic language in order to dig deep into the real spirit of Islam?.