Thakurdas Jana1 & Sandip Sarkar2
1State Aided College Teacher, Post-Graduate Department of English, Bhatter College, Dantan, West Bengal, India. E-mail: thakurdas0901@gmail.com
2Assistant Professor, Department of Humanities and Social Science, NIT, Raipur, India. E-mail: sandipsarkar7@gmail.com
Volume 13, Number 1, 2021 I Full Text PDF
DOI: 10.21659/rupkatha.v13n1.01
Abstract
Famous Irish political scientist and historian, Benedict Anderson, in his book, Imagined Communities: Reflections on the Origin and Spread of Nationalism has described nations as imagined communities. Stephen May, the British novelist, playwright, and TV writer, has viewed that language is used as a political tool to strengthen the imagined community of a nation-state. Eventually, many countries have been named after the language predominantly used in a particular country. But during the colonial expansion that the linguistic identity of a colonised nation like India and its people has been transformed in different ways. With the English Education Act, 1835 Lord Bentinck defeated the Orientalists and promoted English education in India. Consequently, different missionaries like Joshua Marshman, William Carey, William Ward, and Alexander Duff, who principally used English education to preach Christianity among the Indians, and British officials like Charles Grant, Lord Macaulay, William Hazlitt, and also some higher-class Indians like Raja Rammohan Roy, Keshab Chandra Sen, Bankim Chandra Chattopadhyay supported the Anglicist view and tried to spread the English education in India. Different English schools like Dharmatala Academy were built and in the curriculum of different universities, the writings of different English authors like Francis Bacon, William Shakespeare, John Milton, Joseph Addison, Alexander Pope were included. Many higher-class Indians became more interested in English study losing their interest in vernacular education. Vijay Agnew in her autobiography, Where I Come From, and Madhu Kishor in her article “The Dominance of Angreziyat in Our Education” have accused English education of making them unaware and ignorant of the Indian culture and writings. In this way, the higher-class English educated Indians have created one English nation within the Hindustan. Even the translation of different Indian classical texts into English like Sir William Jone’s translation of Abhjnanasakuntalam in 1789 and Sir Charles Wilkins’ translation of Bhagabadgita in 1784 has also paved the way for forming a different identity. In this context, the present paper aims to show how the different tools for spreading the English language divided the nation into two, supporting the divide and rule policy of the British, which is still effective in the so-called united, equal, and democratic India.
Keywords: nation, division, colonialism, English education, India.