द ब्यूटीफुल ट्री: १८वीं सदी में भारत की स्वदेशी गुरुकुल शिक्षा (धर्मपाल)

farfetched) to the new concepts, laws and procedures which were being created by the British state. It is primarily this requirement which gave birth to British Indology. The second approach was a product of the mind of the Edinburgh enlightenment (dating back to around 1750) which men like Maconochie represented. They had a fear, born out of historical experience, philosophical observation and reflection (the uprooting of entire civilizations in the Americas), that the conquest and defeat of a civilisation generally led not only to its disintegration, but the disappearance of precious knowledge associated with it. They advocated, therefore, the preparation of a written record of what existed, and what could be got from the learned in places like Varanasi. The third approach was a projection of what was then being attempted in Great Britain itself: to bring people to an institutionalised, formal, law-abiding Christianity and, for that some literacy and teaching became essential. To achieve such a purpose in India, and to assist evangelical exhortation and propaganda for extending Christian ‘light’ and ‘knowledge’ to the people, preparation of the grammars of various Indian languages became urgent. The task according to William Wilberforce, called for ‘the circulation of the holy scriptures in the native languages’ with a view to the general diffusion of Christianity, so that the Indians ‘would, in short become Christians, if I may so express myself, without knowing it.’30 All these efforts, joined together, also led to the founding of a few British sponsored Sanskrit and Persian colleges as well as to the publication of some Indian texts or selections from them which suited the purpose of governance. From now on, Christian missionaries also began to open schools. Occasionally, they wrote about the state and extent of indigenous education in the parts of India in which they functioned. However, British interest was not centered on the people, their knowledge, or education, or the lack of it. Rather, their interest in ancient texts served their purpose: that of making the people conform to what was chosen for them from such texts and their new interpretations. Their other interest (till 1813, this was only amongst a section of the British) was in the christianisation of those who were considered ready for such conversions (or, in the British phraseology of the period, for receiving ‘the blessings of Christian light and moral improvements’). These conversions were also expected to serve a more political purpose, in as much as it was felt that it could establish some affinity of outlook and belief 16