I have not looked at Macaulay's Minute for some time, but I recall that it was not just the vernacular languages of India that he felt were unsuited for scientific and intellectual discourse. That sort of thing had been reserved for the classical tongues: Latin in Europe, Arabic in the Muslim world and Sanskrit in India - which were not accessible to the man in the street. He went into the history of education in several parts of the world. When Western Europe became more literate at the renaissance, three or more centuries before his time, the middle classes first studied the the Greek and Latin classics, which contained what was left of ancient science, before they could build modern science on its foundations. They did not study what was left of Germanic mythology - that was left to the 19th century romantics. He also describes the modernisation of the Russian empire, which he implies started in the 18th century with extensive study of French and German science and technology, not the traditions of the Russian peasants. The new Indian middle class he proposes were to have an English education and be responsible for bringing Western ideas into Indian culture and also inventing the necessary new vocabulary for the Indian languages. He deploys an economic argument against Arabic and Sanskrit. He claims that Indians are willing to pay to learn English, but have to be paid to study Arabic and Sanskrit: and having done so, they remain unemployable (by the private sector) and are asking for continued support. He states that the government presses have published large quantities of texts in the ancient languages, which remain unsold in warehouses - presumably this claim was made in opposition to the "Orientalists." Macaulay must have been a very energetic man, if one looks at his achievements: university degree. barrister, member of parliament, poet, writer, critic and historian (of England and Holland). He is said to have taken the job of law member of the Governor-General's Council for financial reasons. He did not study any Indian language and instead devoted his leisure time while in India to reading everything he could get hold of that had been written in Latin by the ancient Romans.He says that his information on Indian literature came from British specialists. On his way back to England (six months or so by ship in those days) he devoted his time to learning the German language and becoming familiar with its literature. His daytime occupation while in India was single-handedly summarising the criminal law of England, while removing its local peculiarities, so as to form the precursor of the Indian Penal Code. Other hands worked on it for two or three decades before it was actually enacted, and versions of it were later applied in Africa and South-East Asia. Yet the English themselves never codified their criminal law like this. France had done so after the revolution, and many European countries adopted versions of the Napoleonic Code: might he have been in competition with Napoleon? It is strange, but perhaps in keeping with his attitude to India, that he wrote laws for a country he had little interest in studying.
@@vinaynk Modern science does not just stand on the base of ancient science, but for post-mediaeval people, studying ancient writings was a way of looking at what had already been said about any topic, including ideas that had been forgotten or suppressed, while considering it anew. E.G. Celsus (1st century) describes six schools of medical thought, but Christian Europe had only one. The other thing was that the Greek writers had obviously looked at the world and not just studied ancient books: a concept totally foreign to the theological mindset, and anathema to the Brahmins who hated the early Ayurvedic physicians' reliance on observation, experience and trial and error (rather than Vedic rituals and prayers) when it came to treatment. "Copying ideas from abroad" is not as trivial as you make it sound. Coming up with new ideas is not the hard part here. Most ancient societies had efficient systems for stamping out new ideas, and preventing their spread. Clever young men were identified early and sent off to be abused by men in funny clothes and forced to memorise meaningless drivel by the yard until they were no longer a danger and could safely be employed by the rich to count their money. India and China still fall into this trap where clever kids waste years on hard exams with trick questions which only a tiny percentage can get through to resume their education. This intellectual straight-jacket was found in Ancient India, where caste prevented most people from even learning to read, in China where the Mandarin exam system led for 2000 years to ambitious young men spending years memorising the Confucian classics word-for-word, and in the Muslim world. It was also part of Catholic Europe, but less efficiently enforced, so that religious and then political reform led to the overthrow of religious and political establishments as well as the "renaissance" and modern science. These rigid systems for preventing the spread of new ideas kept the elites of India, China and the Middle east secure within their own borders: rival warlords still overthrew each other, but they did not risk being executed by their own subjects, as happened in England, France and Russia. However, they left what became the "Third World" open to attack from outside, since the West could change its social and military organisation and technology, but the fossilised East could not. Having said all that, Macaulay's study of the Latin classics must have included Tacitus's Agricola, written at the end of the 1st century, and he would have noted his description of the native townsmen of ancient Britain, and his sneer at their aping of Roman dress and culture. "What they thought of as civilisation was but the badge of their slavery." No doubt that was part of his motivation for wishing for the new Indian middle class to wear broadcloth and speak English.
@@vinaynk I have read "The Great Hedge of India," but that was nearly 20 years ago: I don't recall anything in it about international trade being the inspiration of new ideas or techniques. About public literacy, the Laws of Manu probably reflect the aspirations of a bigoted writer more than the reality of Ancient India. They apply to Sanskrit rather than the vernacular languages, but is there evidence for widespread literacy before recent times? One can overstate the "unchanging East:" modes of production have changed in historic times, and with them social structures. As far as science, industry and medicine go, India, China and the Arab, Persian and Turkish world were as advanced as Europe up to 16th century, but they failed to incorporate the discoveries of Newton, Harvey and their contemporaries and successors and inevitably fell behind. Until capitalism was transplanted they could not compete with the developments of the industrial revolution. Regarding new ideas, perhaps there was a time when Indians could say and write whatever they wanted: but centuries of foreign rule and the local reaction to that had erased traditional scholars' receptivity to new ideas by the time the European soldiers appeared. Much the same was true of China under Manchu rule. The Muslim world was not under foreign rule, but by then all the philosophers had been declared heretics. None of this has been as effective as the Sentinel Islanders, who have resisted all outsiders and managed to remain in the Stone Age even now. The mullahs, mandarins and rishis must be green with envy!
@@vinaynk I am in no way denying that being invaded and occupied by foreigners is a bad thing. Whatever the forces were that led Western countries to do that, the question is, how were they able to do so and why could the Asians, Africans, Americans, Australians etc not resist? I think part of the answer is better technology, in turn due to new ideas. North and South America were extreme cases: Bronze Age civilisations which had no wheels, ploughs or beasts of burden and were easily overcome by Spain and other Iron Age cultures. The same applies to Australia in spades. Indian and Chinese rulers were accustomed to warfare, and both knew about gunpowder (which was invented in China) but their firearms were relatively ineffective. Why else could the Emperors of India and China not withstand the armed traders nibbling at their borders? The Turkish Empire, in contrast, had held the other European powers in check for centuries, but by the 18th century was also stagnating and slowly crumbled before invaders. Once they had been invaded, the colonised peoples were held down by economic as well as military pressures: are these the economic factors to which you refer? Or do you mean that they had not developed much of a capitalist system early enough to produce surpluses to fund armies and navies? Slavery played little part in India and China, but the drug trade (opium) had major effects which are only now being explored in depth.
@@areebatariq6309 "Orientalism" refers to many things, but in this context it means the interest taken by educated Europeans in the languages, literature and culture of Eastern countries, and the promotion of CRITICAL study of the same in the East as well as the West. No need to shave your head or prostrate yourself before a guru! Whereas the Westernisers thought it was more important to teach modern science to the peoples of the East, which at first had to be done through Western languages. In the West, higher education had until recently been done mostly in Latin, so writing textbooks in the national languages was a new project. They wanted to leave it to educated locals to develop the vocabulary of science in the Indian languages: which has by now been done, so a girl can study physics as easily in Tamil as she can in Danish.
Sir your whole discussion was worthlearning but i want to ask you why are you saying that india was deficient in the domain of science... If it was so then who constructed ajanta and ellora caves? Who constructed taj mahal and various glorious forts or rajasthan and various part of country ... Who constructed unbelievable stone architectures like kailasha temple, temples of khujaraho? Talking about modern science? We were major exporters of world class steel which couldn't rust !! We have a book called viman shashtra which contains more than 500 principles to construct an airplane.. but the problem was they were not subjected to publications and selling at that time. I can give you 100s of examples about the books which were totally based on science. In fact in our gurukul education system we used to teach various science domains like metullargy, astrophysics, surgery, chemistry and numerious more subjects... How could you say that we were not efficient in science domains?
Viman shastra is was hoax 20th century book. "A study by aeronautical and mechanical engineering researchers at the Indian Institute of Science, Bangalore, in 1974 concluded that the aircraft described in the text were "poor concoctions" and that the author showed a complete lack of understanding of aeronautics. Regarding the "Rukma Vimana", the study noted, "If the craft is taken to mean what the drawing and the text say, it can be stated that the craft is a decided impossibility".
In the late 19th century the English Philosopher Edward Carpenter toured India and wrote a book called "From Adam's Peak To Elephanta". He recounts an encounter with a man offering to show him a miraculous temple that never cast a shadow. Carpenter reports that the religious frenzy was such that the man seemed to be totally unaware that he was standing in the shadow cast by the temple. When Carpenter remonstrated, the man introduced him to a Hindu priest who also stated categorically that the temple never cast a shadow. I think it is this kind of thinking that Macaulay referred to.
At the end of the 19th Century the English philosopher/poet Edward Carpenter toured India and wrote a book called "From Adam's Peak To Elephanta". He describes how any school that taught traditional Hindu based education usually failed and that only those that adopted the English curriculum proved to be popular with both parents and kids. He talks about schoolboys excitedly discussing Euclid and interviews a teacher recounting how his school was failing until he adopted the English way. Macaulay also wrote that English was mainly the language of the Indian elite anyway as well as being the language of the colonist enemies. His desire was to empower everybody and level them up to the point where they would no longer be able to be exploited by those elites. In the U.K he was fiercely denounced for this by people claiming he was effectively signing the death warrent of British Rule in India which proved to be the case. It certainly empowered the Dalit community and allowed them a way out of the relentless caste based oppression they suffered. I think the fact you give this lecture in English rather than sanskrit or any other of the Indian dialects indicates you, at least, agree that it is a more universal language to communicate ideas with.
Take off those white glasses and Atleast watch'the complete lecture, he has mentioned all of it. And more in his other lectures. And acknowledges it too. And The reason he's using English is because He is teaching English 😐
@@booksinwoods1319 Have been reading that reforms to the educational system undertaken by Modi et al seeks to remove things like the periodic table and evolution from Indian schools because they are western science. To me this is backwards thinking and risks throwing away India's position in the global scientific community the establishment of which seems to me to have been one of Macaulay's chief aims.
@@egapnala65Absolutely you are right 100℅ sir that you given point about Dalit community. Now in this time Most Dalit Backward Educated Person celebrate Macaulay Birthday as Historical scientific reformers of indian society. I am also belong Dalit community. I had study in local language (hindi medium's language ) but i recognised as uneducated students in indian society when I did study in english science then I understand macaulay education great . here Rich indian send their child in English Medium Private School college and Poor Dalit backward community send their child in Local Hindi mediums government school which are not good condition. Now I am little good in english to connect across the world that why I read your all point and agree . in this time youtube is very usefully to connect the world with scientific evidence knowledge. One day 80%People of indian understand contribution of lord Macaulay.
With due respect Sir, the criticism is very fruitful in terms of understanding British policy of Indian languages. But what striked me is the fact that you mentioned about Indian science based literature deficiency at that time which I found little gummy to digest as we have literature like ' vedanga' which literature comprises the use of Astronomy , Ayrabhatta as we all well known to him in the field of mathematics , medical science knowledge in Atharvaveda Bhaisjya sutra' where a detail description is provided about even mental medicine 'shushutra Samhita' , 'shalihatra mentioning about veterinary , and also about chemistry ,,and many more to mention in this comment section. All those texts belongs to 6 th century 4 th century and so on. These all texts are hugely accepted by the world in present day. There are evend evidence of Brahmagupta confirming the Earth's gravitational theory. So in that case my personal belief to accept the idea of accepting the 'Deficiency ' as you have mentioned in your discussion during 36th minute of the vedeo is merely a topic which viewers can rethink. But the rest of the discussion is very fruitful for me . Thank you very much sir.
Brother this document which he is reading has been documented by Britishers himself and do you think they will write anything good about INDIA? I have a script which macaule wrote himself.. n which he himself told that " INDIANS had a rich culture n heritage n to rule them would be difficult unless we broke the backbone of this country. Their ancient knowledge would not let us rule them."
It's really helpful sir . Thank u for such a nice lecture on minute by Macaulay . But sir , in 2nd passage it it clearly given that the parliament have given the honourable appellation of the title "learned native" who have studied several books of hindoos and uses of cusagrass. But never to those who r familiar with poetries of Milton and metaphysics of Locke.... could u please tell me .......
We would like to get the views of Macaulay irrespective of its validity.. As the lecturer seemed to be over enthusiastic over proving him wrong, the lecture lost most of its essence
Downward filtration theory or trickle down approach talks about educating few and those few will educate more... especially in the case of Macaulay Minutes assumption is English educated indians will transfer this knowledge to masses in vernacular languages...
I have not looked at Macaulay's Minute for some time, but I recall that it was not just the vernacular languages of India that he felt were unsuited for scientific and intellectual discourse. That sort of thing had been reserved for the classical tongues: Latin in Europe, Arabic in the Muslim world and Sanskrit in India - which were not accessible to the man in the street.
He went into the history of education in several parts of the world. When Western Europe became more literate at the renaissance, three or more centuries before his time, the middle classes first studied the the Greek and Latin classics, which contained what was left of ancient science, before they could build modern science on its foundations. They did not study what was left of Germanic mythology - that was left to the 19th century romantics.
He also describes the modernisation of the Russian empire, which he implies started in the 18th century with extensive study of French and German science and technology, not the traditions of the Russian peasants.
The new Indian middle class he proposes were to have an English education and be responsible for bringing Western ideas into Indian culture and also inventing the necessary new vocabulary for the Indian languages.
He deploys an economic argument against Arabic and Sanskrit. He claims that Indians are willing to pay to learn English, but have to be paid to study Arabic and Sanskrit: and having done so, they remain unemployable (by the private sector) and are asking for continued support. He states that the government presses have published large quantities of texts in the ancient languages, which remain unsold in warehouses - presumably this claim was made in opposition to the "Orientalists."
Macaulay must have been a very energetic man, if one looks at his achievements: university degree. barrister, member of parliament, poet, writer, critic and historian (of England and Holland). He is said to have taken the job of law member of the Governor-General's Council for financial reasons. He did not study any Indian language and instead devoted his leisure time while in India to reading everything he could get hold of that had been written in Latin by the ancient Romans.He says that his information on Indian literature came from British specialists. On his way back to England (six months or so by ship in those days) he devoted his time to learning the German language and becoming familiar with its literature.
His daytime occupation while in India was single-handedly summarising the criminal law of England, while removing its local peculiarities, so as to form the precursor of the Indian Penal Code. Other hands worked on it for two or three decades before it was actually enacted, and versions of it were later applied in Africa and South-East Asia. Yet the English themselves never codified their criminal law like this. France had done so after the revolution, and many European countries adopted versions of the Napoleonic Code: might he have been in competition with Napoleon? It is strange, but perhaps in keeping with his attitude to India, that he wrote laws for a country he had little interest in studying.
@@vinaynk
Modern science does not just stand on the base of ancient science, but for post-mediaeval people, studying ancient writings was a way of looking at what had already been said about any topic, including ideas that had been forgotten or suppressed, while considering it anew. E.G. Celsus (1st century) describes six schools of medical thought, but Christian Europe had only one.
The other thing was that the Greek writers had obviously looked at the world and not just studied ancient books: a concept totally foreign to the theological mindset, and anathema to the Brahmins who hated the early Ayurvedic physicians' reliance on observation, experience and trial and error (rather than Vedic rituals and prayers) when it came to treatment.
"Copying ideas from abroad" is not as trivial as you make it sound. Coming up with new ideas is not the hard part here. Most ancient societies had efficient systems for stamping out new ideas, and preventing their spread. Clever young men were identified early and sent off to be abused by men in funny clothes and forced to memorise meaningless drivel by the yard until they were no longer a danger and could safely be employed by the rich to count their money.
India and China still fall into this trap where clever kids waste years on hard exams with trick questions which only a tiny percentage can get through to resume their education.
This intellectual straight-jacket was found in Ancient India, where caste prevented most people from even learning to read, in China where the Mandarin exam system led for 2000 years to ambitious young men spending years memorising the Confucian classics word-for-word, and in the Muslim world. It was also part of Catholic Europe, but less efficiently enforced, so that religious and then political reform led to the overthrow of religious and political establishments as well as the "renaissance" and modern science.
These rigid systems for preventing the spread of new ideas kept the elites of India, China and the Middle east secure within their own borders: rival warlords still overthrew each other, but they did not risk being executed by their own subjects, as happened in England, France and Russia. However, they left what became the "Third World" open to attack from outside, since the West could change its social and military organisation and technology, but the fossilised East could not.
Having said all that, Macaulay's study of the Latin classics must have included Tacitus's Agricola, written at the end of the 1st century, and he would have noted his description of the native townsmen of ancient Britain, and his sneer at their aping of Roman dress and culture. "What they thought of as civilisation was but the badge of their slavery." No doubt that was part of his motivation for wishing for the new Indian middle class to wear broadcloth and speak English.
@@vinaynk
I have read "The Great Hedge of India," but that was nearly 20 years ago: I don't recall anything in it about international trade being the inspiration of new ideas or techniques.
About public literacy, the Laws of Manu probably reflect the aspirations of a bigoted writer more than the reality of Ancient India. They apply to Sanskrit rather than the vernacular languages, but is there evidence for widespread literacy before recent times?
One can overstate the "unchanging East:" modes of production have changed in historic times, and with them social structures. As far as science, industry and medicine go, India, China and the Arab, Persian and Turkish world were as advanced as Europe up to 16th century, but they failed to incorporate the discoveries of Newton, Harvey and their contemporaries and successors and inevitably fell behind. Until capitalism was transplanted they could not compete with the developments of the industrial revolution.
Regarding new ideas, perhaps there was a time when Indians could say and write whatever they wanted: but centuries of foreign rule and the local reaction to that had erased traditional scholars' receptivity to new ideas by the time the European soldiers appeared. Much the same was true of China under Manchu rule. The Muslim world was not under foreign rule, but by then all the philosophers had been declared heretics.
None of this has been as effective as the Sentinel Islanders, who have resisted all outsiders and managed to remain in the Stone Age even now. The mullahs, mandarins and rishis must be green with envy!
@@vinaynk
I am in no way denying that being invaded and occupied by foreigners is a bad thing. Whatever the forces were that led Western countries to do that, the question is, how were they able to do so and why could the Asians, Africans, Americans, Australians etc not resist?
I think part of the answer is better technology, in turn due to new ideas. North and South America were extreme cases: Bronze Age civilisations which had no wheels, ploughs or beasts of burden and were easily overcome by Spain and other Iron Age cultures. The same applies to Australia in spades.
Indian and Chinese rulers were accustomed to warfare, and both knew about gunpowder (which was invented in China) but their firearms were relatively ineffective. Why else could the Emperors of India and China not withstand the armed traders nibbling at their borders? The Turkish Empire, in contrast, had held the other European powers in check for centuries, but by the 18th century was also stagnating and slowly crumbled before invaders.
Once they had been invaded, the colonised peoples were held down by economic as well as military pressures: are these the economic factors to which you refer? Or do you mean that they had not developed much of a capitalist system early enough to produce surpluses to fund armies and navies? Slavery played little part in India and China, but the drug trade (opium) had major effects which are only now being explored in depth.
Can you please tell me about the theme of orientalism or imperialism?
@@areebatariq6309 "Orientalism" refers to many things, but in this context it means the interest taken by educated Europeans in the languages, literature and culture of Eastern countries, and the promotion of CRITICAL study of the same in the East as well as the West. No need to shave your head or prostrate yourself before a guru!
Whereas the Westernisers thought it was more important to teach modern science to the peoples of the East, which at first had to be done through Western languages. In the West, higher education had until recently been done mostly in Latin, so writing textbooks in the national languages was a new project. They wanted to leave it to educated locals to develop the vocabulary of science in the Indian languages: which has by now been done, so a girl can study physics as easily in Tamil as she can in Danish.
Thank you so much sir. Your lectures are very helpful.
Lucid Explanation. I have enjoyed the commentary. Thanks!
Very fruitful and effective videos sir,thank you.
Sir your whole discussion was worthlearning but i want to ask you why are you saying that india was deficient in the domain of science... If it was so then who constructed ajanta and ellora caves? Who constructed taj mahal and various glorious forts or rajasthan and various part of country ... Who constructed unbelievable stone architectures like kailasha temple, temples of khujaraho? Talking about modern science? We were major exporters of world class steel which couldn't rust !! We have a book called viman shashtra which contains more than 500 principles to construct an airplane.. but the problem was they were not subjected to publications and selling at that time. I can give you 100s of examples about the books which were totally based on science. In fact in our gurukul education system we used to teach various science domains like metullargy, astrophysics, surgery, chemistry and numerious more subjects... How could you say that we were not efficient in science domains?
Viman shastra is was hoax 20th century book.
"A study by aeronautical and mechanical engineering researchers at the Indian Institute of Science, Bangalore, in 1974 concluded that the aircraft described in the text were "poor concoctions" and that the author showed a complete lack of understanding of aeronautics. Regarding the "Rukma Vimana", the study noted, "If the craft is taken to mean what the drawing and the text say, it can be stated that the craft is a decided impossibility".
In the late 19th century the English Philosopher Edward Carpenter toured India and wrote a book called "From Adam's Peak To Elephanta". He recounts an encounter with a man offering to show him a miraculous temple that never cast a shadow. Carpenter reports that the religious frenzy was such that the man seemed to be totally unaware that he was standing in the shadow cast by the temple. When Carpenter remonstrated, the man introduced him to a Hindu priest who also stated categorically that the temple never cast a shadow. I think it is this kind of thinking that Macaulay referred to.
Lol. Bhai rhne de tu
highly intelligent lecture!
At the end of the 19th Century the English philosopher/poet Edward Carpenter toured India and wrote a book called "From Adam's Peak To Elephanta". He describes how any school that taught traditional Hindu based education usually failed and that only those that adopted the English curriculum proved to be popular with both parents and kids. He talks about schoolboys excitedly discussing Euclid and interviews a teacher recounting how his school was failing until he adopted the English way.
Macaulay also wrote that English was mainly the language of the Indian elite anyway as well as being the language of the colonist enemies. His desire was to empower everybody and level them up to the point where they would no longer be able to be exploited by those elites. In the U.K he was fiercely denounced for this by people claiming he was effectively signing the death warrent of British Rule in India which proved to be the case. It certainly empowered the Dalit community and allowed them a way out of the relentless caste based oppression they suffered.
I think the fact you give this lecture in English rather than sanskrit or any other of the Indian dialects indicates you, at least, agree that it is a more universal language to communicate ideas with.
Take off those white glasses and Atleast watch'the complete lecture, he has mentioned all of it. And more in his other lectures.
And acknowledges it too.
And The reason he's using English is because
He is teaching English
😐
@@booksinwoods1319 Have been reading that reforms to the educational system undertaken by Modi et al seeks to remove things like the periodic table and evolution from Indian schools because they are western science. To me this is backwards thinking and risks throwing away India's position in the global scientific community the establishment of which seems to me to have been one of Macaulay's chief aims.
@@egapnala65Absolutely you are right 100℅ sir that you given point about Dalit community. Now in this time Most Dalit Backward Educated Person celebrate Macaulay Birthday as Historical scientific reformers of indian society. I am also belong Dalit community. I had study in local language (hindi medium's language ) but i recognised as uneducated students in indian society when I did study in english science then I understand macaulay education great . here Rich indian send their child in English Medium Private School college and Poor Dalit backward community send their child in Local Hindi mediums government school which are not good condition. Now I am little good in english to connect across the world that why I read your all point and agree . in this time youtube is very usefully to connect the world with scientific evidence knowledge. One day 80%People of indian understand contribution of lord Macaulay.
With due respect Sir, the criticism is very fruitful in terms of understanding British policy of Indian languages. But what striked me is the fact that you mentioned about Indian science based literature deficiency at that time which I found little gummy to digest as we have literature like ' vedanga' which literature comprises the use of Astronomy , Ayrabhatta as we all well known to him in the field of mathematics , medical science knowledge in Atharvaveda Bhaisjya sutra' where a detail description is provided about even mental medicine 'shushutra Samhita' , 'shalihatra mentioning about veterinary , and also about chemistry ,,and many more to mention in this comment section. All those texts belongs to 6 th century 4 th century and so on. These all texts are hugely accepted by the world in present day. There are evend evidence of Brahmagupta confirming the Earth's gravitational theory. So in that case my personal belief to accept the idea of accepting the 'Deficiency ' as you have mentioned in your discussion during 36th minute of the vedeo is merely a topic which viewers can rethink. But the rest of the discussion is very fruitful for me . Thank you very much sir.
Brother this document which he is reading has been documented by Britishers himself and do you think they will write anything good about INDIA? I have a script which macaule wrote himself.. n which he himself told that " INDIANS had a rich culture n heritage n to rule them would be difficult unless we broke the backbone of this country. Their ancient knowledge would not let us rule them."
It's really helpful sir . Thank u for such a nice lecture on minute by Macaulay . But sir , in 2nd passage it it clearly given that the parliament have given the honourable appellation of the title "learned native" who have studied several books of hindoos and uses of cusagrass. But never to those who r familiar with poetries of Milton and metaphysics of Locke.... could u please tell me .......
Superb explanation sir.. thank you!!
Awesome lecture sir....please keep it up...
Thank you so much sir
We would like to get the views of Macaulay irrespective of its validity.. As the lecturer seemed to be over enthusiastic over proving him wrong, the lecture lost most of its essence
What is the meaning of "minute" in the phrase minute on indian education.
Minute in this context means a small note/talk.
Good work Sir.
42:13 can someone explain how this document is a product of utilitarianism, which lines of it suggest that?
They rejected Arabic and Sanskrit because they didn't service any purpose. On the other hand teaching English wud facilitate governance.
what is downward filtration theory? is it simillar to makaul's unit
please sir answer me..
Downward filtration theory or trickle down approach talks about educating few and those few will educate more... especially in the case of Macaulay Minutes assumption is English educated indians will transfer this knowledge to masses in vernacular languages...
thanks sir... very helpful.
Nice work
Please mention the name of the Prof in the description
Prof. Aanand Prasad
Nice sjird
Thank you Lord Macaulay
Kuch bi
Muje samaj nai aaya 😣😣kya Kru abb
Read more
आप राजीव dixit को सुने वो हिन्दी मै बताते है।।। You tube per rajiv dixit macauly likhe।।।।
grt
हिंदी उर्दू तामिल में पूछ लो अंग्रेजी भाषा 142 करोड़ को नही आती
अगर ये हिन्दी में होता तो और भी अच्छा होता
Do you not know Hindi. Or you are foreiner.
Shivam fool is there any rule tht every indian shd learn hindi ??
@@netaji-thebritishslayer thanks to say me fool, but there must be a language to connect this united India. Got it!