The Beautiful Tree: Indigenous Indian Education in the Eighteenth Century c4.s7.16

c4.s7.16

The report of the collector of Bellary is best known and most mentioned in the published records on indigenous education.⁸⁸ It is long and fairly comprehensive, though the data he actually sent was much less detailed. In it, he actually—to the extent a collector could—came out with the statement that the degeneration of education ‘is ascribable to the gradual but general impoverishment of the country’; that ‘the means of the manufacturing classes have been greatly diminished by the introduction of our own European manufactures’; that ‘the transfer of the capital of the country from the native government and their officers, who liberally expanded it in India, to Europeans, restricted by law from employing it even temporarily in India, and daily draining it from the land, has likewise tended to this effect’; that ‘in many villages where formerly there were schools, there are now *none*’; and that ‘learning, though it may proudly decline to sell its stores, had never flourished in any country except under the encouragement of the ruling power, and the countenance and support once given to science in this part of India has long been withheld.’ In elaboration, he added that ‘of the 533 institutions for education now existing in this district, I am ashamed to say not one now derives any support from the State’; but that ‘there is no doubt, that in former times, especially under the Hindoo Governments very large grants, both in money and in land, were issued for the support of learning’; that the ‘considerable *yeomiahs* or grants of money, now paid to brahmins in this district...may, I think, be traced to this source’. He concluded with the observation that: