Dark Reality of Education System | The Education Trap | Perfect info

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Education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centres of learning such as ancient Takshashila (in modern-day Pakistan) , Nalanda (in India), Mithila ( in India and Nepal ), Vikramshila, Telhara and Shaunaka Mahashala in the Naimisharanya forest, etc. Islamic education became ingrained with the establishment of Islamic empires in the Indian subcontinent in the Middle Ages while the coming of the Europeans later brought western education to colonial India.
The English Education Act 1835 was a legislative Act of the Council of India, gave effect to a decision in 1835 by Lord William Bentinck, then Governor-General of the British East India Company, to reallocate funds it was required by the British Parliament to spend on education and literature in India.
In discussions leading up to the Act Thomas Babington Macaulay produced his famous Memorandum on (Indian) Education which was scathing on the inferiority (as he saw it) of native (particularly Hindu) culture and learning. He argued that Western learning was superior, and currently could only be taught through the medium of English. There was therefore a need to produce-by English-language higher education-"a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals and in intellect" who could in their turn develop the tools to transmit Western learning in the vernacular languages of India. Among Macaulay's recommendations were the immediate stopping of the printing by the East India Company of Arabic and Sanskrit books and that the company should not continue to support traditional education beyond "the Sanskrit College at Benares and the Mahometan College at Delhi".
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