Aparna Banu. 1482, Enneup in aN Nin of Teton eAvention Nuo DAK: Concept CHAPTER 4 Colonial Educational Policies : A Comparative Approach {ie counrniss under colonial rule; the: metropolitan power ‘shaped and guided the educational policy and the educational ‘institutions promoted. the needs of the colonise, ignoring for ‘the most part the aspications of the colonised. While colonial ‘educational policies had certain common characteristics, they ‘llfered from one colonial power to another and the same ‘power had often differing policies in different countries and in the same country at different times. While there were some ies between the educational policies of the British in ‘the Freoch in Vietnam, the Spanish in the Philippines ‘or the Dutch in Indonesia, there were fundamental diferences ‘also. Again, British policy in India in the eighteenth century ‘wat different from that in the nineteenth or tweatith century The Dutch followed one kind of policy for the first four ‘hundred years of ‘their rule ia Indonesia and inaugurated a new policy from the beginning of the twentieth century. British policy in India was different from that in Malaysia or in the African colonies. ‘These policy diflerences and shifts ‘were related to economic, social and ideological changes in the metropolitan powers as well as in the colonies. The indigenous educational structures could not be ignored and these varied from one country to another. Burma and Ceylon were paft of India ill 1933. While primary edvcation made lite headway in India, it was quite widespread in the two former countries. This, no doubt, had something to do with ‘the indigenous Buddhist system of education and the network Et ‘of monastic solv shy im Ceylon_and Burns in the pee folonial era. The itish in India expected the heredi fristocracy to tak (o English education and special colleges were started for the sons of chiefs and princes, But it was the Iraditionally literate castes and sons of traders and money~ lenders who took advantage of the new education. The policy measures failed and the consequences of others were often Afferent from what was anticipated, because te response wa ‘determined by iidigenous fats». = ‘We shall try 10 focus on four main questions—Why did ‘colonial powers introduce education? What was the type of ‘Cdvcation introduced?-What groups took advantage of the ‘new schools and colleges and why? Answers to these questions willbe attempted with reference to the Philippines, India, Vietnam and Indonesia. “The earliest colonial intruders from Europe into Asia were the Spanish and Portuguese. Unlike the Protestant powers— Britain and. the Netherlands-—thete two Calholie countries bad’ planned. education policy from the beginning. When Pope Alexander VI in 1493 adjudicated on the rival claims of Spain and Portugal to undiscovered heathen continents and iatends, be made ita condition that they should exert all dill ence to convert their subjects to. Ch ‘and instruct them ia. the Catholic faith, They both took’ this injuctiom feriousy, the Portuguese in Paraguay and Moluccas, the Spa~ nish ia the Philippines. The State recognised the supremacy Of the Church and since there was a union of spiritual find temporal, government deemed ecclesiastical empire a5 important « goal as profit. Spanish ‘colonial motives, unlike the British of the Dutch ot French, were not strictly commer~ tial. The English East India Company id not permit misio- ‘nares to enter India forthe frst two hundred years ‘Conversion to Christianity was one important motive of “Catholic expansion aod this required: education ofthe people. Monks of various orders with the help of the government Grened a network of elementary schools where religious as ‘Wall as seculat subjects were taught. Primary education in Catholic schools was mostly memorisation of the eatechism fa the local dialect. But the use of Latin and: Spanish words tntiched the local language, The need (0 supplement orale DS8ay ASH SE AYO FSU CE NTN Jessons with writen words led to the beginning of the printing ‘press, Philippines was under Spanish rule for three hundred ‘years from 1565 onwards and the Filipinos were among the Zitliest to get European education. In Manila where the Filipinos bad most contact with the Spasiards, education flourished. But in regions where there was litle or no contact, “education was neglected, 184863 the Spanish government issued ‘Sdecree on Primary Education which stated that education ‘Should be fee for allchildren and compulsory for thote between and 132 Each village was tohave I school fr boys and 1 for [irl Spanish was to be taught in all schools, Bot like other ‘Spanish reform decrees, tis one wasalso incompletely executed. ‘Nevertheless by 1898, when Spanish rule came to an end, there “were nearly 200,000 chiléren in schools or 3 percent of the ‘population. : ‘Secondary schools and colleges were stared as eininaries for tenining priests and teachers and in. 1648 the, Dominican University of Santa Toma was. established. Its eurciculum “was copied for the Dominican School in Mexico. The Jesuit olayio de San Jose and the Colegio de Santa Potencians for ‘Biels were ako started around this time. The bulk of the ‘Students in these institutions were Spanish but Filipinos were ‘Slio admitted, Education ia the Philippines ti the late nite- ‘eenth century was offered by only Catholic insivutions* "The Americans who took over from the Spanish in 1898, ‘placed an equal importance on education but for different Teasons, America’s proclaimed aim was to prepare Philippines Tor self-government. Once the “orietal pearl” of Spaia, ‘Manila became America’s display window of Western demo- -eracy. Mass education was considered a necessary prerequisite “for democracy and in 1900 the Taft Conimission was directed ‘fo establish an educational system throughout the island. Ia 1901 an Act was passed by which free public schools were ‘established, By 1922, public school-enrolment was past the ‘million mark; the school population had expanded 500 per -Eent in a generation; expenditure on education had risen to rrearly half of government expenditure at all levels. AC fist fall the teachers and administrators were Americans. Later as teacher teaining normal schools were established, they were replaced by Filipinos? Under Amer oa rule Philippines bevaue the supplier oF agricultural product: (o the United States. while in tuen it ‘became one ofthe bsst markets for American goods. American manufacture flooded the country, at first luxury goods, later [necesitis, The demand for such goods contined to grow and ‘ould be satisfied only by export of agricultural products. Hence ‘reat emphasis was placed on farm schools which would help in jncreating agricultural production. + ‘After the 1920s, the Yor. ional school movement was ‘encouraged and the high schoo! curriculum contained 15 to 20 per cent vocational subjects, Industrial and craft schools were Sncouraged where bitket meking, lace-weaving, furniture- ‘making, ec. were taught. The programme was initially succes- Sfoland skiled artisans emerged from these institutions. But there were few job openings for them. The students learnt to make shoes or baskets but the market was saturated with ‘American goods. This naturally discouraged intrest in techni- ‘eal education and explains the ordinary Filipio’s preference for ordinary education which was a preparation for white collar jobs. Financial sacrifices by poor and middle families fo enable their children {0 £0 to schools and colleges and ‘obtain a degree were phenomenal. Colonial edyeation reports {in the 1920s continually lament the lack of understanding and ‘concern regarding the money spent on agriculipral and voca- tional schoots Philippines, like most colonial countries, had a dual system cof education, private schools serving the urban elite and public schools for the masses. The farm and craft schools were meant for the latter, who wete, however, increasingly ‘essing or an academic curicula* ‘Manila’s English medium schools opened their doors to the ‘non-Europeans so that a distinction began toa ppear_ between the privileged few who had acces to the forcign medium, city schools and the majority of the people in the rural area, who ‘carcely knew any English. Both the Spanish and the American systems encouraged the growth of an urban educated middle Class Literacy was widespread in the Philippines. It nearly oubled between 1903 and 1939.2 yet iti diffeule (0 ch ‘ese the system as egalitarian, “The East India Company in India was ot initially interestedot fi tony ob ts ve promoting ny stem of deat TDi 0k HE nomi gyn eee ro. Pr cpanel, med arse fr ad 1a ag in hee feed seiu, Goal tore The Come gmp (9 onomae, One of se main cas of persons Indian in blood and colour but English in seein opinions in morals and in itellet”™16 1 was Bopsd eae se medge would filter down from this class to the masses _ “Ceecentration, since 1835, 01 the urbanized upper and middleclass led to the neplect of mass education, The educa, Ta tytem became top-heavy and lopsided. The percentage ear fps eesti base it tn gem, et ont te rity sake and speal 7 ‘31 per cent in India on ‘the eve of World War If as against wept tram he wok oe a eto BL er ene al Cmte in 19S, BE” important to ‘her 0 longer as « supplies of 3 AP texte OF ‘cent of Indians had no schooling ‘and 92,1 per cent of gitls: inet oe ah El tent cat a nan ado st AS one Indians were expected to develop 8 tte be pel of ‘dence was about 15 per cent. This ‘was one of the greatest Iabeehe ends As Maca t,he Told den ws to om ctl ie ns were ruled by their own Kings “Dut wearite: oot nthe colonial era was. not only quantitatively ie tt cya ty sol tt arate cy ot ony gum & sro ot fot too poor 10 valve and buy Eas amily literary bias. 1a_schools there was litle provisioe for manufactures’ ‘vocational training, and in colleges ‘the number of students Ties sso hoped that Engh edutton wo ae vocational ang Montes won far ree than thai re te ert a led a a, an at cence snd stability Of We British Raj Liberals and utilitarang ‘subjects in the curriculum ‘and the small sumber of instito- Tec eteacle at ee sab in eco coy te the SPORE ‘anxious that at least 2 smal! SOME ot a een the government. All higher 95 yintments in the orn cng and termina EAB ratio of the eee ere ning eae “ott et ingens 8 nei Caan i ry ae ina al sn es np cma et con Et wera sn on a hte Compnny scat sari ripk in Bombay, modern industries were owned 0) doll contin © ause setting aside a Takb of rupees for ies, en in Bom Trguned en wih echt Farercage aways preferred ther own countrymen, TRE So a ine decision to introduce English education ie 1095 4 +e and highly waned Tdians was, the Nesut of, #, combination of complex administrative, Pome onomi, lure, politeal and religions Me eer ierde content, there wat an overemphasison 18 "The government decided to concentrate on RBs! CS ‘aod oflangunges and hamanits, Familiarity with EOghy tion af the upper clases. Tn England oe study open and writen language was indispensable 0 wecess Sovon thats vas governments day fo promt i C2, 1 poteiona ie, So much time ia 8 school boy's fe woe renin enifes; limited. funds and inadequate staf! made 1 fare ie Seo ngege atone tema Te aes Company. t0 embark on any programme of ramen en missed, Despite this, what mest | tna edaaton, What th Binh wanted a4. al bod Pampers picked up was a smattering of English ands (ndeney engl educated Indians co act, io Macalys over sae Psion of halbuncerstood sentences, TRA eneowre: cineeteter beuwcen us ad the milions whom We govern: & some re ia tn ase 1 Sik emma