“Shri Dharampal has documented from old British archives, particularly those in Madras, that the indigenous system of education compared more than favourably with the system obtaining in England at about the same time. The Indian system was admittedly in a state of decay when it was surveyed by the British Collectors in Bengal, Bombay and Madras. Yet, as the data brought up by them proved conclusively, the Indian system was better than the English in terms of (1) the number of schools and colleges proportionately to the population, (2) the number of students attending these institutions, (3) the duration of time spent in school by the students, (4) the quality of teachers, (5) the diligence as well as intelligence of the students, (6) the financial support needed to see the students through school and college, (7) the high percentage of lower class (Sudra and other castes) students attending these schools as compared to the upper class (Brahmin, Kshatriya and Vaisya) students, and (8) in terms of subjects taught.”

— Dharampal

Goel, S. R. (2015). Hindu society under siege. (Ch. 3. The Residue of Christianism)

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Dharampal 3

Indian historian 1922–2006

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“Dharampal, the noted Gandhian, used British data during the colonial period to show that in the ninetheenth century, the shudras comprised a larger student body than any other community did. … Besides the large number of schools at that time, there were also approximately a hundred institutions of higher learning in each district of Bengal and Bihar. Unfortunately, these numbers rapidly dwindled all across India during the nineteenth century under British rule. The British also noted that Sanskrit books were being widely used to teach grammar, lexicology, mathematics, medical science, logic, law and philosophy. …. Furthermore, in the early British period in India, British officials noted that education for the masses was more advanced and widespread in India than it was in England. …. According to Dharampal, the British later replaced this Sanskrit-based system with their own English-based one, the goal being to produce low-level clerks for the British administration.”

Dharampal (1922–2006) Indian historian

Rajiv Malhotra, The Battle for Sanskrit

“Macaulay's policy was implemented and became a resounding success. The pre-Macaulayan vernacular system of education was destroyed, even though British surveys had found it more effective and more democratic than the then-existing education system in Britain. The rivalling educationist party, the so-called Orientalists, had proposed a Sanskrit-based system of education, in which Indian graduates would not have been as estranged from their mother civilization as they became through English education, and in which they could have selectively adopted the useful elements of Western modernity, more or less the way Japan modernized itself.”

Koenraad Elst (1959) orientalist, writer

2000s, Decolonizing the Hindu Mind (2001)

“Bombay is far ahead of Bengal in the matter of female education. I have visited some of the best schools in Bengal and Bombay, and I can say from my own experience that there are a larger number of girls receiving public education in Bombay than in Bengal; but while Bengal has not come up to Bombay as far as regarded extent of education, Bengal is not behind Bombay in the matter of solidarity and depth.”

Keshub Chunder Sen (1838–1884) Indian academic

Speech delivered at the East India Association, London, on 13th May 1870. See Female Education in India for full speech.

“I have spent the greater part of my life in immediate contemplation of the most grotesque and horrible of the English innovations for the debasement of Ireland. I mean their education system. The English once proposed in their Dublin Parliament a measure for the castration of all Irish priests who refused to quit Ireland. The proposal was so filthy than although it duly passed the House and was transmitted to England with the warm recommendation at the Viceroy. it was not eventually adopted. But the English have actually carried out an even filthier thing. They have planned and established an education system which more wickedly does violence to the elemental human rights of Irish children than would an edict for the general castration of Irish males. The system has aimed at the substitution for men and women of mere Things. It has not been an entire success. There are still a great many thousand men and women in Ireland. But a great many thousand of what, by way of courtesy, we call men and women, are simply Things. Men and women. however depraved, have kindly human allegiances. But these Things have no allegiance. Like other Things. they are For sale. When one uses the term education system as the name of the system of schools. colleges, universities, and whatnot which the English have established in Ireland, one uses it as a convenient label, just as one uses the term government as a convenient label for the system of administration by police which obtains in Ireland instead of a government. There is no education system in Ireland. The English have established the simulacrum of an education system, but its object is the precise contrary of the object of an education system. Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us. [https://en.wikipedia.org/wiki/Eoin_MacNeill Professor Eoin MacNeill] has compared the English education system in Ireland to the systems of slave education which existed in the ancient pagan republics side by side with the systems intended for the education of freemen. To the children of the free were taught all noble and goodly things which would tend to make them strong and proud and valiant; from the children of the slaves all such dangerous knowledge was hidden.”

Patrick Pearse (1879–1916) Irish revolutionary, shot by the British Army in 1916

The Murder Machine

“They (the British Rulers) devised for us an educational system in which all independence of thought would be stifled from the very first stages of one's school life—for, according to Macaulay, such a system was the best means of obtaining suitable clerks for the offices of the East India Company and, besides, of training obedient subjects.”

Muhammad Asad (1900–1992) Austro-Hungarian writer and academic

Source: This Law of Ours and Other Essays (1987), Chapter: Calling All Muslims, Radio Broadcast # 6, p 112

“The term system has a number of meanings. There are systems of numbers and of equations, systems of value and of thought, systems of law, solar systems, organic systems, management systems, command and control systems, electronic systems, even the Union Pacific Railroad system. The meanings of "system" are often confused. The most general, however, is: A system is a set of interacting units with relationships among them. The word "set" implies that the units have some common properties. These common properties are essential if the units are to interact or have relationships. The state of each unit is constrained by, conditioned by, or dependent on the state of other units. The units are coupled. Moreover, there is at least one measure of the sum of its units which is larger than the sum of that measure of its units.”

James Grier Miller (1916–2002) biologist

Source: Living systems, 1978, p. 16; As cited in: Sven Rasegård (2002) Man and Science: A Web of Systems and Social Conventions. p. 29

“The Constitution admittedly has a few defects and blemishes, but it still seems a hell of a lot better than the system we have now.”

Robert Anton Wilson (1932–2007) American author and polymath

rawilson.com website/blog entry (mid 1990s)

“There is a sense of widespread neglect and decay in the field of indigenous education within a few decades after the onset of British rule. (…) The conclusion that the decay noticed in the early 19th century and more so in subsequent decades originated with European supremacy in India, therefore, seems inescapable. The 1769-70 famine in Bengal (when, according to British record, one-third of the population actually perished), may be taken as a mere forerunner of what was to come. (…) During the latter part of the 19th century, impressions of decay, decline and deprivation began to agitate the mind of the Indian people. Such impressions no doubt resulted from concrete personal, parental and social experience of what had gone before. They were, perhaps, somewhat exaggerated at times. By 1900, it had become general Indian belief that the country had been decimated by British rule in all possible ways; that not only had it become impoverished, but it had been degraded to the furthest possible extent; that the people of India had been cheated of most of what they had; that their customs and manners were ridiculed, and that the infrastructure of their society mostly eroded. One of the statements which thus came up was that the ignorance and illiteracy in India was caused by British rule; and, conversely, that at the beginning of British political dominance, India had had extensive education, learning and literacy. By 1930, much had been written on this point in the same manner as had been written on the deliberate destruction of Indian crafts and industry, and the impoverishment of the Indian countryside.”

Dharampal (1922–2006) Indian historian

Dharmapal: The Beautiful Tree, Indigenous Indian Education in the Eighteenth Century. (1983)

“The trouble in school is that you can do so little to help kids because you come up against this dead end of the educational system. I think a comprehensive system is the only answer for these kids, if it is carried through properly. But education reflects the system, rather than changes it. People say it’s an instrument of social change; well, if it is, it’s a bloody slow one. I think education reflects the class system, and the system has to change before education can.”

Barry Hines (1939–2016) British author

Barry Hines 1970 interview

“There exists an alternative to reductionism for studying systems. This alternative is known as holism. Holism considers systems to be more than the sum of their parts. It is of course interested in the parts and particularly the networks of relationships between the parts, but primarily in terms of how they give rise to and sustain in existence the new entity that is the whole whether it be a river system, an automobile, a philosophical system or a quality system.”

Mike Jackson (1951) systems scientist

Source: Systems Thinking: Creative Holism for Managers (2003), p. 4

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