New Education – New Requisites
The educational system which we had in Ancient India was discriminatory. People were permitted to undergo education on the basis of their own caste. After the introduction of a new education system in modern India, the marginalized communities are not allowed in the mainstream.
In south India, new or modern education was introduced by Christian missionaries of European nations. In the initial part of the 19th century, the British established more Christian missionaries in many parts of India.
Many communities, who were denied educational opportunities, utilized the choice for their development.
Status in Madras Presidency
During the same period, the Chennai presidency came under the direct rule of the British Empire. Laws like ‘Ryotwari’ were made. Moreover, a tax collecting system was introduced. Further, military forces were also instigated.
In 1835, English was declared as an official and administrative language in India. Indians were appointed in the British Indian military forces. The majority of the people who joined in the military were non-Brahmins and deprived communities.
Although the colonial British regime appointed Indians in military forces, it hesitated to permit Indian languages in the educational institutions. This untoward situation remained the same until the end of the 19th century.
People who are fluent in English were appointed to these services. Apart from the Europeans, Anglo- Indians, and Brahmins were appointed in all government services. Due to the establishment of the ‘Jamindari’ and ‘Ryotwari’ system in the initial part of the 19th century, ‘Landlords’, ‘Zamindars’ and other dominant groups spearheaded in entire India.
All the above said are “Caste Hindus”. “Caste Hindus” domination in all villages greatly affected the villages and particularly, the downtrodden communities were kept aside from the lands in all villages of India.
In this connection, a British officer ‘Francis Ellis’ was appointed to submit the status report regarding the ‘Ryotwari System’. In a similar way, another officer, ‘Thomas Munro’ also submitted a report related to the ‘Ryotwari System’.
According to the reports, ‘Lands which were tilled by lower strata people, were illegally occupied and acquired by ‘Zamindars’ and ‘Landlords’ and thus caused quality-less farming and low level of yields.
It is also reported that Land Income Tax was also affected due to this acquisition. Moreover, the deprived and downtrodden communities were checked out of their lands and also their children were denied admissions in the schools and other educational institutions.
In 1854, the court delivered the direction that there may not be any restriction to admit children who belong to lower caste groups. The caste Hindus and other dominant communities, however, didn’t obey the judgment of the court proceedings.
In 1865, the Secretary of state for India in the British Parliament ordered for admission of children who belong to lower caste groups but the condition remains unchanged.
British India at the end part of the 19th century supported Brahmin development in all spheres, whereas minorities were denied opportunities in education, society, power, and employment sectors.
The Non-Brahmins, particularly minorities (lower caste) who studied in the modern educational institutions were dissatisfied with the government’s biased stand. They demanded representation for lower caste groups in government services.
British India at the end part of the 19th century supported Brahmin development in all spheres, whereas minorities were denied opportunities in education, society, power, and employment sectors.
The Non-Brahmins, particularly minorities (lower caste) who studied in the modern educational institutions were dissatisfied with the government’s biased stand. They demanded representation for lower caste groups in government services.
Those people who demanded appropriate representation are Ayothidasa, Singaravelar, Rettamalai Srinivasan, Pitti Theagarayar, Raja of Panagal, and many others.
Demands put forth by these people were accepted in 1892. Community-based representation order was issued in all departments of the Madras Presidency. This order is called 128(2).
The order has to be implemented in all parts of the Chennai Presidency, declared the government.
The efforts are taken towards “education to all” in Tamilnadu also spread over to other states of India. Leaders like Jyotirao Phule, Savithribai Phule took onerous efforts in Maharastra for educating the depressed and downtrodden communities.
