“India must be conquered again, and that second conquest should be a conquest by education.”

— Max Müller

Max Muller writing to the Duke of Argyll, Dec 1868. in Shourie, Arun (1994). Missionaries in India: Continuities, changes, dilemmas. New Delhi : Rupa & Co, 1994

Adopted from Wikiquote. Last update June 3, 2021. History

Help us to complete the source, original and additional information

Do you have more details about the quote "India must be conquered again, and that second conquest should be a conquest by education." by Max Müller?

Max Müller 25

German-born philologist and orientalist 1823–1900

Related quotes

“The racial theory of Mr. Rice contains two elements: (1) That the Untouchables are non-Aryan, non-Dravidian aboriginals. (2) That they were conquered and subjugated by the Dravidians. This raises the whole question of the invasion of India by foreign invaders, the conquests made by them, and the social and cultural institutions that have resulted therefrom. According to Mr. Rice, there have been two invasions of India. First is the invasion of India by the Dravidians. They conquered the non-Dravidian aborigines, the ancestors of the Untouchables, and made them Untouchables. The second invasion is the invasion of India by the Aryans. The Aryans conquered the Dravidians. He does not say how the conquering Aryans treated the conquered Dravidians. If pressed for an answer he might say they made them Shudras. So that we get a chain. The Dravidians invaded India and conquered the aborigines and made them Untouchables. After Dravidians came the Aryans. The Aryans conquered the Dravidians and made them Shudras. The theory is too mechanical, a mere speculation, and too simple to explain a complicated set of facts relating to the origin of the Shudras and the Untouchables.”

Bhimrao Ramji Ambedkar (1891–1956) Father of republic India, champion of human rights, father of India's Constitution, polymath, revolutionary…

Who were the Shudras? (1946)

“As for more than twenty years my principal work has been devoted to the ancient literature of India, I cannot but feel a deep and real sympathy for all that concerns the higher interests of the people of that country. Though I have never been in India, I have many friends there, both among the civilians and among the natives, and I believe I am not mistaken in supposing that the publication in England of the ancient sacred writings of the Brahmans, which had never been published in India, and other contributions from different European scholars towards a better knowledge of the ancient literature and religion of India, have not been without some effect on the intellectual and religious movement that is going on among the more thoughtful members of Indian society. I have sometimes regretted that I am not an Englishman, and able to help more actively in the great work of educating and improving the natives. But I do rejoice that this great task of governing and benefiting India should have fallen to one who knows the greatness of that task and all its opportunities and responsibilities, who thinks not only of its political and financial bearings, but has a heart to feel for the moral welfare of those millions of human beings that are, more or less directly, committed to his charge. India has been conquered once, but India must be conquered again, and that second conquest should be a conquest by education. Much has been done for education of late, but if the funds were tripled and quadrupled, that would hardly be enough. The results of the educational work carried on during the last twenty years are palpable everywhere. They are good and bad, as was to be expected. It is easy to find fault with what is called Young Bengal, the product of English ideas grafted on the native mind. But Young Bengal, with all its faults, is full of promise. Its bad features are apparent everywhere, its good qualities are naturally hidden from the eyes of careless observers.... India can never be anglicized, but it can be reinvigorated. By encouraging a study of their own ancient literature, as part of their education, a national feeling of pride and self-respect will be reawakened among those who influence the large masses of the people. A new national literature may spring up, impregnated with Western ideas, yet retaining its native spirit and character. The two things hang together. In order to raise the character of the vernaculars, a study of the ancient classical language is absolutely necessary: for from it these modern dialects have branched off, and from it alone can they draw their vital strength and beauty. A new national literature will bring with it a new national life and new moral vigour. As to religion, that will take care of itself. The missionaries have done far more than they themselves seem to be aware of, nay, much of the work which is theirs they would probably disclaim. The Christianity of our nineteenth century will hardly be the Christianity of India. But the ancient religion of India is doomed — and if Christianity does not step in, whose fault will it be?”

Max Müller (1823–1900) German-born philologist and orientalist

Letter to the Duke of Argyll, published in The Life and Letters of Right Honorable Friedrich Max Müller (1902) edited by Georgina Müller

“People first want to spend money on food -- that is common across the world. The second, in India, is education. In many parts of the world, it comes way down the list of priorities. So, there is a huge opportunity.”

Mukesh Ambani (1957) Indian business magnate

Mukesh Ambani on retail and SEZ plans

“Once again, I arrived at my usual conclusion: one must educate oneself.”

Marjane Satrapi (1969) Artist

Source: Persepolis: The Story of a Childhood

“The intention with which the educator is to approach his work, this practical reflection, provisionally detailed down to the measures which our present state of knowledge suggests we should choose, is to my mind the first half of pedagogics. But there must be a second in which the possibility of education is theoretically explained and presented with its limitations in the light of changing circumstances.”

Johann Friedrich Herbart (1776–1841) German philosopher, psychologist, and founder of pedagogy as an academic discipline

Herbart (1982b, p. 22), as cited in: Norbert Hilgenheger, "Johann Friedrich Herbart (1776-1841)." Kwartalnik Pedagogiczny 3-4 (1999): 5-26.

“The walls of the educational system must come down. Education should not be a privilege, so the children of those who have money can study.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

Speech at the University of Las Villas (1959)
Source: Che Guevara Talks to Young People
Context: The walls of the educational system must come down. Education should not be a privilege, so the children of those who have money can study. Education should be the daily bread of the people of Cuba.