The Beautiful Tree: Indigenous Indian Education in the Eighteenth Century c4.s8.15

c4.s8.15

The neglect and deliberate uprooting of Indian education, the measures which were employed to this end, and its replacement by an alien and rootless system—whose products were so graphically described later by Ananda Coomaraswamy—had several consequences for India. To begin with, it led to an obliteration of literacy and knowledge of such dimensions amongst the Indian people that recent attempts at universal literacy and education have so far been unable to make an appreciable dent in it. Next, it destroyed the Indian social balance in which, traditionally, persons from all sections of society appear to have been able to receive fairly competent schooling. The *pathshalas* and *madrassahs* had enabled them to participate openly and appropriately and with dignity not only in the social and cultural life of their locality but, if they wished, ensured participation at the more extended levels. It is this destruction along with similar damage in the economic sphere which led to great deterioration in the status and socio-economic conditions and personal dignity of those who are now known as the scheduled castes; and to only a slightly lesser extent to that of the vast peasant majority encompassed by the term ‘backward castes’. The recent movements embracing these sections, to a great extent, seem to be aimed at restoring this basic Indian social balance.