A century ago, the name Macaulay was often associated with cultural withdrawal of ethnic Indians from their Hindu-based traditions. It began with the incorporation of the Indians into the then expanding English-speaking civilization.
Thomas Babington Macaulay, a British historian and Whig politician held political office as Secretary at War between 1839 and 1841 and Paymaster-General between 1846 and 1848. He was also an essayist and reviewer. His books on British history were hailed as literary masterpieces. Between 1834 and 1838 he lived in Calcutta and served on the British “Supreme Council for India”. His “Minute on Education,” touches on the relation of Western and Indian civilizations.
Today, I saw the following message posted in Facebook:
I felt tempted to share this with my Facebook friends. However, as usual, I delved into the matter and noted a few anomalies in the quote. First, the language is modern. Second, Lord Macaulay was a devil’s advocate of the British empire who considered Indians as an inferior race compared to the British.
The Project Gutenberg EBook of “The Miscellaneous Writings and Speeches of Lord Macaulay,” Vol. 4 (of 4), by Thomas Babington Macaulay is a compilation of speeches of Lord Macaulay from March 2, 1831 to June 1, 1853. I quote from his Preface:
I therefore unwillingly, and in mere self-defence, give this volume to the public. I have selected, to the best of my judgment, from among my speeches, those which are the least unworthy to be preserved. Nine of them were corrected by me while they were still fresh in my memory, and appear almost word for word as they were spoken. They are the speech of the second of March 1831,… The substance of the remaining speeches I have given with perfect ingenuousness. I have not made alterations for the purpose of saving my own reputation either for consistency or for foresight. I have not softened down the strong terms in which I formerly expressed opinions which time and thought may have modified; nor have I retouched my predictions in order to make them correspond with subsequent events. Had I represented myself as speaking in 1831, in 1840, or in 1845, as I should speak in 1853, I should have deprived my book of its chief value. This volume is now at least a strictly honest record of opinions and reasonings which were heard with favour by a large part of the Commons of England at some important conjunctures; and such a record, however low it may stand in the estimation of the literary critic, cannot but be of use to the historian.
However, I could not find the quote: “I have traveled across the length and breadth of India …” anywhere in this volume or elsewhere other than in social websites such as Facebook, where this quote is widely circulated among Indians, and blindly shared by many self-styled ‘Indian patriots’.
I have reproduced below what Macaulay said on Indian education, and his chauvinistic attitude towards Indians and their traditions. This passage also shows clearly that Lord Macaulay said things directly opposite to the quote attributed to him:
On Indian Education
We now come to the gist of the matter. We have a fund to be employed as Government shall direct for the intellectual improvement of the people of this country. The simple question is, what is the most useful way of employing it?
All parties seem to be agreed on one point, that the dialects commonly spoken among the natives of this part of India, contain neither literary nor scientific information, and are, moreover, so poor and rude that, until they are enriched from some other quarter, it will not be easy to translate any valuable work into them. It seems to be admitted on all sides, that the intellectual improvement of those classes of the people who have the means of pursuing higher studies can at present be effected only by means of some language not vernacular amongst them.
What then shall that language be? One-half of the Committee maintain that it should be the English. The other half strongly recommend the Arabic and Sanscrit. The whole question seems to me to be, which language is the best worth knowing?
I have no knowledge of either Sanscrit or Arabic.-But I have done what I could to form a correct estimate of their value. I have read translations of the most celebrated Arabic and Sanscrit works. I have conversed both here and at home with men distinguished by their proficiency in the Eastern tongues. I am quite ready to take the Oriental learning at the valuation of the Orientalists themselves. I have never found one among them who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia. The intrinsic superiority of the Western literature is, indeed, fully admitted by those members of the Committee who support the Oriental plan of education.
It will hardly be disputed, I suppose, that the department of literature in which the Eastern writers stand highest is poetry. And I certainly never met with any Orientalist who ventured to maintain that the Arabic and Sanscrit poetry could be compared to that of the great European nations. But when we pass from works of imagination to works in which facts are recorded, and general principles investigated, the superiority of the Europeans becomes absolutely immeasurable. It is, I believe, no exaggeration to say, that all the historical information which has been collected from all the books written in the Sanscrit language is less valuable than what may be found in the most paltry abridgements used at preparatory schools in England. In every branch of physical or moral philosophy, the relative position of the two nations is nearly the same.
How, then, stands the case? We have to educate a people who cannot at present be educated by means of their mother-tongue. We must teach them some foreign language. The claims of our own language it is hardly necessary to recapitulate. It stands preeminent even among the languages of the west. It abounds with works of imagination not inferior to the noblest which Greece has bequeathed to us; with models of every species of eloquence; with historical compositions, which, considered merely as narratives, have seldom been surpassed, and which, considered as vehicles of ethical and political instruction, have never been equalled; with just and lively representations of human life and human nature; with the most profound speculations on metaphysics, morals, government, jurisprudence, and trade; with full and correct information respecting every experimental science which tends to preserve the health, to increase the comfort, or to expand the intellect of man. Whoever knows that language has ready access to all the vast intellectual wealth, which all the wisest nations of the earth have created and hoarded in the course of ninety generations. It may safely be said, that the literature now extant in that language is of far greater value than all the literature which three hundred years ago was extant in all the languages of the world together. Nor is this all. In India, English is the language spoken by the ruling class. It is spoken by the higher class of natives at the seats of Government. It is likely to become the language of commerce throughout the seas of the East. It is the language of two great European communities which are rising, the one in the south of Africa, the other in Australasia; communities which are every year becoming more important, and more closely connected with our Indian empire. Whether we look at the intrinsic value of our literature, or at the particular situation of this country, we shall see the strongest reason to think that, of all foreign tongues, the English tongue is that which would be the most useful to our native subjects.
The question now before us is simply whether, when it is in our power to teach this language, we shall teach languages in which, by universal confession, there are no books on any subject which deserve to be compared to our own; whether, when we can teach European science, we shall teach systems which, by universal confession, whenever they differ from those of Europe, differ for the worse; and whether, when we can patronise sound Philosophy and true History, we shall countenance, at the public expense, medical doctrines, which would disgrace an English farrier [note: a horse shoer] -Astronomy, which would move laughter in girls at an English boarding school, History, abounding with kings thirty feet high, and reigns thirty thousand years long, and Geography, made up of seas of treacle and seas of butter.
We are not without experience to guide us. History furnishes several analogous cases, and they all teach the same lesson. There are in modem times, to go no further, two memorable instances of a great impulse given to the mind of a whole society,-of prejudices overthrown,-of knowledge diffused,-of taste purified,-of arts and sciences planted in countries which had recently been ignorant and barbarous.
The first instance to which I refer, is the great revival of letters among the Western nations at the close of the fifteenth and the beginning of the sixteenth century. At that time almost every thing that was worth reading was contained in the writings of the ancient Greeks and Romans. Had our ancestors acted as the Committee of Public Instruction has hitherto acted; had they neglected the language of Cicero and Tacitus; had they confined their attention to the old dialects of our own island; had they printed nothing and taught nothing at the universities but Chronicles in Anglo-Saxon, and Romances in Norman-French, would England have been what she now is? What the Greek and Latin were to the contemporaries of More and Ascham [note: English humanists of the 16th century] our tongue is to the people of India. The literature of England is now more valuable than that of classical antiquity. I doubt whether the Sanscrit literature be as valuable as that of our Saxon and Norman progenitors. In some departments,-in History, for example, I am certain that it is much less so.
In one point I fully agree with the gentlemen to whose general views I am opposed. I feel with them, that it is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population.
Source: Thomas Babington Macaulay, “Minute of 2 February 1835 on Indian Education,” Macaulay, Prose and Poetry, selected by G. M. Young (Cambridge MA: Harvard University Press, 1957), pp-721-24,729.
- The Project Gutenberg EBook of The Miscellaneous Writings and Speeches of Lord Macaulay, Vol. 4 (of 4), by Thomas Babington Macaulay (gutenberg.org)
- Modern History Sourcebook: Thomas Babington Macaulay (1800-1859): On Empire and Education (fordham.edu)
- Thomas Babington Macaulay, 1st Baron Macaulay (en.wikipedia.org)
- Lord Macaulay’s Speech on Indian Eduction: The Hoax & Some Truths (sundayposts.blogspot.in)
- A dubious quotation, a controversial reputation: the merits of Lord Macaulay (koenraadelst.bharatvani.org)