The aim of education in India was to ameliorate the standard of living concomitant with social welfare and national progress through self-promotion, but the present education has deviated from this great objective and gives impetus to materialism, hedonism, and self-aggrandizement. Even today in our curriculum development of mind, intellect, morality, and integrity, Elements like a sattvic lifestyle, etc., are not included, even after obtaining major degrees from higher education universities, today more than three-fourth of the graduates do not have the practical ability to give any meaningful advice or guidance in solving the frivolous social or economic problem.
This is the fundamental difference between the ancient Gurukul system and the present-day Macaulay style schools, where practical life values were predominant in the education of the Gurukuls, the decision-making ability was developed in the students, whereas in these schools established by the firangis, bookish knowledge is the aim of education, Education in Europe was initially a subject of the Church, and later came under government control; even after this, there was little church interference in it. Their basic religious beliefs remained in the curriculum, due to which their sense of ethnic pride or in other words, national self-respect was maintained and this is the reason that European countries never became slaves of external heretics, on the contrary, we have blindly imitated the West in other matters.
But in the field of education, we kept a great distance from our religion and spirituality, as a result, our identity, which had been going on for centuries in character formation, was lost in the mirage of modernity, we were not even proud of our language, the policymakers got very excited in making our education policy and blended it with secularism. Exemplary characters of our great men Shri Ram, Shri Krishna, Puru or Porus, the great Chandragupta Maurya Emperor Vikramaditya, Pushyamitra Sunga, Prithviraj Chohan, Vijayanagar Empire, Rana Pratap, Shivaji, Bajirao Peshwa, Mahakavi Tulsidas, Kabirdas, Swami Vivekananda, Swami Dayanand Veer Savarkar, Netaji Subhash, etc. either gradually disappearing from the textbooks of education or they were given insufficient importance in the History.
Instead, their valiance and patriotism have been replaced by the so-called great Mughal rulers and representatives of British rule and their followers, English-educated Indian characters who were actually more non-Indian. The acquaintance of the above-mentioned great figures to the twenty-first century’s youth is limited only to the information obtained from films and TV serials and the historical facts served in films have always been controversial. The need of the day is to include cultural and religious traditions in the books which will act as rudiments for the resurgence of the great Indianism instead of defeat, victory, and defeat, this is the real history that keeps humanity alive for eternity. This Metamorphosis of the entire education system is the only way to achieve the ambitious feat of making India Vishvaguru again.
“There is a great effect of the English education system on Hindus, today there is no Hindu who has received English education and is following his religion with a true heart”.
The above phrase was written by Lord Macaulay in praise of the education system, unfortunately, even after attaining the age of 75 years of independence, today we are clinging to the same rotten and filthy non-Indian education system. Suitable for grotesquely devastating social unity in India and strengthening the roots of Anglo rule, Lord Macaulay was sent to India in 1834 for the purpose of suggesting policies. Before this, after ending the autonomy of traditional education, education in the English medium was started in the country in 1831. Before British rule, the Gurukul system was prevalent here in ancient times. At that time, the teaching work was executed by erudite and the educational institution was an autonomous institution, where the education received was purely Indian, it was not conducive to the stability of the British rule.
For the British rule in India to be permanent, it was necessary that the people of the country should forget the language of their country, their ancient glorious history, their traditions hence Macaulay started with the formula of lowering the self-esteem and sense of pride concomitant with the deterioration of the sense of nationalism in the countrymen. Despite the heavy atrocities and oppressive policies done by foreign rulers for 800 years to end our culture, our religion, our traditional values, the basic character of the country could not change, our Indianness remained intact, because activities of these invaders being focused on looting and destroying religious traditions, our education system did not suffer much as they did not pay heed to devastate Gurukul system instead they demolished big and rich schools like Takshshila (by Huns invasion) and Nalanda(by Bakhtiyar Khilji).
Consequently, these Gurukuls continued with the traditional and cultural glory till the arrival of the British. So the British made education a weapon to make us permanently slaves Macaulay In one of his address to the British Parliament in Feb 1835 had said that “I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief such wealth I have seen in this country, such high moral values, people of such caliber, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage and therefore I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their selfesteem, their native culture and they will become what we want them, a truly dominated nation”.
With this firm conviction Macaulay came up with the proposal of promoting the English language which is called the “Macaulay Minute”.In 1835 he suggested English should be taught in place to Arabic, Sanskrit, and Persian in colonial schools in India. He also recommended “Downward filteration theory” in his “Minute” which was based on the principle of neglecting the masses and educate only a few people that belonged to the upper caste in Indian Society, so that they only get useful sycophants to work for them and then those people can influence the lower strata people which would further accomplish their malafide intention of making Indians in blood and colour while English in tastes, in opinions, in Morals.
