Charles Grant and British Rule in India

Embree, Ainslie T.

doi:10.7312/embr90606

Cited by 53 publications

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“…The Clapham Sect of William Wilberforce believed that Indians should be converted to Chris tianity. Charles Grant (1746Grant ( -1823, a powerful director of the East India Company, agreed with this and felt that Western education through the English language would be an effective means of bringing this about (Wilberforce and Wilberforce 1838; Embree 1962). Thus, Grant urged Wilberforce, a member of Parliament, to add a clause (called the "Pious Clause") to the Charter Bill of the Company providing for schoolmasters and missionaries to be sent to India in 1793 (text in Wilberforce and Wilberforce 1838, Vol.…”

Section: The Rise Of Anglicismmentioning

confidence: 93%

British Language Policies and Imperialism in India

Rahman

1996

LPLP

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Quaid-i-Azam UniversityIn the eighteenth and nineteenth centuries, the British language policies in India were characterized by a controversy between Orientalists and Anglicists. Both parties aimed at consolidating the British rule over India, but their opinions differed as to whether the vernacular languages and the vehicular languages used under Muslim rule on the one side, or English on the other side, were the best means to attain that goal. The controversy rooted in different perceptions of the Orient in the West. A reliable indicator of the degree to which elements of these views are implemented is the language of the lower courts and local administration in India. Here, a shift can be observed from a policy based on Persian, Hindustani and Sanskrit in the 1780s, through an intermediate phase with local languages to English from the 1830s on. The Orientalist-Anglicist controversy can be seen as the linguistic expression of a change in the way Englishmen apprehended India in the early nineteenth century. The study of this controversy shows a close relationship between language policies and political power.

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Section: The Rise Of Anglicismmentioning

confidence: 93%

British Language Policies and Imperialism in India

Rahman

1996

LPLP

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“…Pitt and Cornwallis, while not opposing missionary schemes, had no faith that they could be effective. 71 Without this support Grant's plan for government patronage of missionary work in India failed. Determined to learn from this lesson, he took the first propitious opportunity to elaborate on his thesis, this time for a political audience.…”

Section: Early Evangelical Activitymentioning

confidence: 99%

“…More significantly, the arguments used to define Christian obligations in India which were enshrined in the Act, and the nature of the peoples to whom these obligations applied, became unquestioned assumptions in British opinion. 111 William Ward, a missionary at Serampur, undertook a comprehensive survey of Hindu society. Published in eight editions over 1811-22, his A View of the History, Literature and Mythology of the Hindoos came to represent the tenor of this new consensus.…”

Section: The Conversion Of Heathensmentioning

confidence: 99%

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The intimate connexion

Marriott¹

2018

The Other Empire

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“…At that time there were two groups with two distinct positions concerning future education in India. The Anglicist group included influential people such as Charles Grant (1746-1823) (cf., Embree 1962), Lord Moira (1754-1826, and the architect of the policy, T. B. Macaulay. The Orientalists were led by H. T.…”

Section: The Orientalist/occidentalist Controversymentioning

confidence: 99%

Language Policy in South Asia

Kachru¹

1981

Ann Rev Appl Ling

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In the political divisions within South Asia there has traditionally been no organized effort for language policies.1 Language was essentially related to one's caste, village, district, and state. Beyond this, one identified with languages associated with religion (Sanskrit or Arabic), or learned and literary texts (mainly Sanskrit and Persian). At the time of Indian independence (1947), one task of the new government was to unravel the status and position of almost 560 sovereign states which were ruled by an array of mahārājās, nawābs, and lesser luminaries, depending on the size and the revenue of each state and subdivision. Each state state was a kindgom unto itself, and such political divisions did not foster a national language policy. In India, the largest country in South Asia, four languages were used for wider communication as bazār languages or languages of literature and intranational communication: Hindi (and its varieties, Hindustani and Urdu), Sanskrit, Persian, and later, English (cf., for Sanskrit, Kachru and Sridhar 1978; Sharma 1976; for English, Kachru 1969; 1982a). The Hindus tended to send their children to a pāṭhśālā (traditional Hindu school mainly for scriptural education) for the study of the scriptures and some basic knowledge of the śāastras (Sanskrit instructional texts, treatise), and the Muslims tended to send their children to a maktab (traditional school for Koranic instruction). The denominational schools (vidyāZaya) provided liberal arts instruction in Sanskrit, Persian, Hindi, Arabic, or in the regional languages.

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Charles Grant and British Rule in India

Cited by 53 publications

References 0 publications

British Language Policies and Imperialism in India

British Language Policies and Imperialism in India

The intimate connexion

Language Policy in South Asia

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