education for the middle class. In 1818, a Bombay Education Society
was founded, and plans for sever al schools were set afoot. Elphinstone
agreed to provide modest subsidies for thei r operation, and the scheme
met with almost instantaneous success. By the mid-1820s, a chain of
lower and higher schools was in operation, and the only question was
whether the latter should impart western learning in Indian vernaculars,
or the teaching of advanced subjects should be confined to the English
language.
47
For his part, Elphinstone favored the first alternative, since he wished
to educate not merely an haute bourgeois elite, but also a cadre of
competent native teachers who would go out into the countryside and
teach the peasants to read and write. Mass education, Elphinstone
suggested, would remove popular prejudices against the British, by
helping peasants to understand the new system and, where necessary,
to defend their own rights. Through education, the peasant might learn
the advantages of prudence, frugality, delayed marriage, and self-respect.
These virtues, while making Indians more British, woul d not necessarily
be conducive to indefinite British rule. “ When the natives get m ore
extended notions,” he wrote to a friend, “they will expect first a share
of their own Government and then the whole.” Yet “it will be better,” he
concluded, “to lose the country by the effects of our liberality, than to
keep it like Dutchmen or Spaniards.”
48
Elphinstone was of course unusually perceptive in his insight that
the paradoxical result of making India British would be to facilitate her
final independence from imperial rule. Nevertheless, by the 1820s and
1830s, many other British officials were beginning to draw the conclu-
sion that the best way for modern India to move into the future would
be to cast off th e chains of her unfortunate history. “The diffusion of
European knowledge and morals among the people of India” was “essen-
tial to their well being,” argued the new Governor-General, Lord
William Bentinck, in 1833. “The development of the natural resources
of the country depends mainly on the introduction of Europ ean capital
and skill.”
49
Yet the transition from Brahma to Bentham might not be
47
Elphinstone, Selections from the Minutes,77–116; Ballhatchet, Social Policy, 135–262;
Colebrooke, Life of Elphinstone, II: 100–200; Bayly, Indian Society,69–71, 129–31.
48
Ballhatchet, Social Policy, 250–5, 262–319, quote on 250. On the education controversy,
see Bruce Tiebout McCully, English Education and the Origins of Indian Nationalism
(Gloucester, 1966); M. A. Laird, Missionaries and Education in Bengal, 1793–1837
(Oxford, 1972); and Gauri Viswanathan, Masks of Conquest: Literary Study and British
Rule in India (Columbia, 1989); Choksey, Elphinstone, 255–401.
49
Eric Stokes, The English Utilitarians in India (Oxford, 1959); John Rosselli, Lord William
Bentinck: The Making of a Liberal Imperialist, 1774–1839 (Berkeley, 1974), quote on 195.
Mountstuart Elphinstone and Indian modernization 81