Rammohan,
Sanskrit, English Education and the Rescuer from the Worst Ever Education
Disaster
Allegations:
Certain Social Media writers accuse Rammohan for “Killing
Sanskrit”, “Adopting English Education”, “Macaulay being inspired by Rammohan”
etc.
All these accusations started after reading a letter
that Rammohan wrote when the British allocated some budget for India’s
education of which much of the funds were to be spent for establishing a
Sanskrit College in Calcutta. Rammohan,
in his letter, discouraged British to establish the Sanskrit College. He wrote
that if British wanted Indians to be in “darkness” then they should establish
the Sanskrit College.
The ”wanna-be-scholars”(WBS) in social media and
certain book writers never mention that in the same letter Rammohan requested
that if the Britishers truly cared for Sanskrit then they should support
existing Sanskrit Schools run by Hindu Pandits.
The WBS never cared to explain or understand about Rammohan’s
intention. Here some explanations:
If Rammohan was against Sanskrit then why he made
Sanskrit mandatory in his Hindu College and Vedanta College curriculums?
Why scholars around the world stated that Rammohan
envisioned a Hindu Nation based on the Sanskrit Language? More details later.
There were many Sanskrit Tols and Chatuspathis in
India. Rammohan wanted British should help them directly. Incidentally, British
did listen to his proposal and helped indigenous Sanskrit schools though after
4 decades during Charles Eliot.
If the Britishers controlled Sanskrit Education, there
was a significant chance of distortion of Hindu Scriptures by westerners which
did take place on a grand scale.
Rammohan was very much aware of the “theft of knowledge”. Had Britishers governed Sanskrit Education, much of the secrete knowledge
would have been stolen. We know that as it indeed took place.
Rammohan was very much aware of the Orthodox Brahmin society
that would not allow non-Brahmins to study Sanskrit. In fact, many decades
later when Vidyasagar, being the principal of the Sanskrit College, tried to
open up Sanskrit for all, it was a war. Eventually he resigned as the principal
of the college.
It would be easy for British to control the Hindu Society
by providing Hindu Pandits monetary support like the Islamic rulers did.
As we all know some of the Brahmin patrons during Muslim rule, did a lot of
harm to Hindu society by siding with their masters. During British rule, the
leaders of orthodox Hindus of Dharma Sabha or Swaminarayan Movement blindly
supported British and acted as their collaborators. Patriotic Rammohan was very
much aware of all these.
Rammohan knew the fate of establishing a Sanskrit College.
His prophecy became true when British eventually opened the Sanskrit College and
later it did not continue due to lack of students. In fact, the students of the
same Sanskrit College wrote petition to learn English instead of Sanskrit.
The accusation some have against
Rajarshi Rammohun is that he perceived Sanskrit as the creator of darkness. To
clarify that he never said SANSKRIT AS A LANGUAGE is bad. He mentioned that
having Sanskrit College will take up much of the allocated education funds
which could have been used to teach mathematics, modern science etc. Therefore,
he commented that if British wanted to keep Indians under darkness from the
modern scientific education, then they should go ahead with Sanskrit Colleges
instead of teaching engineering or other relevant subjects, especially when
India had thousands of Sanskrit Schools already.
Rammohan realized that if British could do one good
thing to Indian population, that would be educating Indian with science,
technology, English language, which were essential for a poor and subjugated
population to flourish as India was far behind Europe due to the Islamic rule.
Not to mention, Sanskrit was NO longer a spoken language in India.
100% India was speaking vernacular
languages. Even Tulisdas wrote Ramcharit Manas in Awadhi, not Sanskrit as he
knew people would not understand easily. Much of the great religious master in
medieval age followed the same.
On the other hand, he genuinely promoted Sanskrit by opening Hindu School and
Vedanta College. In his Vedanta school he brought back the essence of Hindu
Sanatan Dharma and Sanskrit education. Hindus should be greatly indebted to him
for his endeavor in bringing back Sanskrit and NOT allowing British to control
the Hindu society.
The WBS are not aware of that in his time Sanskrit was at very low ebb in the
province. Sanskrit learning was mainly confined to a mechanical cramming in
grammar and the Smritis, The Vedas, the Upanishads, and the Vedant were almost
forgotten. Though an earnest advocate of modern scientific culture, Rammohun
Roy was no less ardent in his admiration for and insistent on the revival of
the ancient Hindu culture. At the discussions of the Atmiya sabha as to the
best means for the elevation of the Indian people, Rammohun Roy seriously
contended at first that "they should establish an assembly or convocation
in which what are called the higher or purer truth of Vedantism or ancient
Hinduism might be taught."
But later when he came to stand in favor of western scientific education, he
did not abandon his plea for the revival of ancient Hindu learning, but
persevered single-handed in his scheme and at last in
1826 succeeded in
establishing a Vedanta college. He appears to have built a house and spent
every month a considerable sum of money for it.
Why Sanskrit
declined and confined to few?
The WBS are unaware that Sanskrit declined after it
ceased to be a medium of knowledge production in medieval era. Learning is the
first step to resuscitate the language. But one doubts if it was made for a
competitive environment.
It was the growth of vernaculars in the medieval ages
that dented Sanskrit’s prospects. Many of those vernaculars arose from
Sanskrit, and held its legacy in high esteem. But they wished to cater to the
masses, and soon assumed a life of their own. The Bhakti movement went hand in
hand with vernacular languages. Vernacular movement was started by Kabir in
north India, Sant Dnyaneshwar in Maharashtra, Vidyapati in Mithila and
Chandidas in West Bengal. Goswami Tulsidas — himself adept in Sanskrit — chose to
write his Ramcharitmanas in Awadhi in the 16th century.
Sanskrit pundits of Varanasi tried to stall the
project, alleging that Ramayan would be denigrated if rendered into
non-Sanskrit language. But Madhusudana Sarasvati, the great Vedantist monk,
came to his rescue. Madhusudana Sarasvati, being a Bengali, he knew Ramayan
could well be written in a non-Sanskrit language. Tulsidas’ century saw the
rise of other poets writing in dialects of Hindi — Surdas, Abdul Rahim
Khan-I-Khana (who wrote in Awadhi, Sanskrit and Persian), Raskhan, Keshavdas
(himself a Sanskrit scholar) and Bihari lal Chaube. Interestingly Madhusudana
Sarasvati, author of Advaita Siddhi, was the last person in India who became a
public persona by writing solely in Sanskrit.
After him none, including Swami Dayananda Saraswati
and Sant Thyagaraja could excel in public life solely through Sanskrit.
But the essential problem with medieval era in India
was dearth of knowledge production. There were literary creations but no
scientific or political knowledge production that could lead India to
modernity. The archaic knowledge bank still remained with Sanskrit without
being challenged by vernaculars. But the advent of English in the early 19th
century changed the game. English brought new knowledge pattern that was
founded on contemporary information, research, investigation and rationality.
It believed in making knowledge a ‘laboratory’ rather
than ‘temple’. Sanskrit did not have the wherewithal to demystify this new
politico-legal-technological regime. Several stalwarts of that era from Raja
Ram Mohan Roy to Madan Mohan Malaviya had sound knowledge of Sanskrit. But they
chose to write and speak in English or their mother tongue.
So, surely it is a myth that British ‘imposed’ English
on India that led to the decimation of Sanskrit. Had the British ‘imposed’
English, then vernaculars of India would have also suffered a similar fate. But
what explains the rapid growth of vernacular (now called modern Indian
languages) literature under the same British rule.
Why Sanskrit failed to produce a Bankim Chandra
Chattopadhyay, Rabindranath Tagore, Bharatendu Harishchandra, Subramania
Bharati, Utkalmani Gopabandhu Das etc. This is a question that Sanskrit
exponents should ask themselves rather than invent an excuse.
The truth is that in the British period, Sanskrit
underwent a ‘Renaissance’. From Warren Hastings (1772) to lord Amherst (1828)
the British pursued a policy of ‘orientalism’ whereby Sanskrit, Persian, Urdu etc.
were promoted. As a part of this project Sanskrit College of Varanasi (now
Sampurnanand University), Calcutta Sanskrit College etc. were founded. Devanagari
font was developed leading to printing of Sanskrit manuscripts.
Many lost Sanskrit manuscripts were recovered from
various parts of India; and translation work was undertaken. Even after the
victory of the Anglicists, represented by Macaulay, Sanskrit did not lose out.
No Sanskrit college, or Sanskritpathshala was closed down. In 1902 Swami
Shraddhanand started Gurukul Kangri near Haridwar. Madras Sanskrit College was
founded in 1906.
It was the growth of modern Indian languages that
foreclosed the chances of Sanskrit. Sanskrit’s primacy belonged to an era when
books were not mass produced. But in the 19th and 20th centuries, when books
began to be mass produced, there emerged a commercial relationship between
writer, publisher, printer, book seller and reader. Sanskrit lost out. When in
ancient time a Bhartihari, Bhasa or Bharavi wrote a work, it was not their
intention that maximum people should possess copy of their work. But sales
figure became an important component of literature in modern period.
Thus Sanskrit, with its small readership base, could
not compete. The same is true of viewership and audience. That is why Sanskrit
got confined to Sanskrit teaching and learning in the 20th century. Both the
Sanskrit commissions in independent India (1957, 2015) dealt with only that
aspect of Sanskrit. learning is definitely the first step to resuscitate the
great language. But one doubts whether Sanskrit was made for a competitive
environment.
Who was Rammohan Roy really? What was his background?
Was he an ordinary Indian?
Rammohan Ray was a neo-Sastry from the fringes of the
declining Brahmanical Matha system of late-eighteenth, early nineteenth-century
Bengal. Rammohan tells us his education began in the family home under the
tutelage of a learned Sastry, Nandakumar Vidyalankara, better known as
Hariharanandanath Tirthaswami Kulabadhuta, a Sakta vamacara Tantrika sannyasi.
Moving to Calcutta he read the Brahmasutrabhasya and the Talavakara, Isa,
Katha, Mandukya and Mundaka Upanisad bhasyas of Shankaracharya in the tol of
the eminent Vedanta scholar, Fort William College-Supreme Court pandit
Mrtyunjaya Vidyalankara, a pupil of the Sabha Pandit of Nator, Sir William
Jones’ ‘third university’, the pre-eminent eighteenth-century ‘Matha in
Bengal’.
Among these other pandits was Sivaprasad Sharma who read Upanishads with
Rammohan Ray and became the pandit of the Atmiya Sabha.
Ramacandra Vidyabagis, Hariharananda’s brother, a student of Rammohan
Vidyavacaspati Goswami Bhattacaryya of Santipur, one of the few thriving mathas
in nineteenth–century Bengal, took over as Rammohan’s guru. Ramacandra became a
trusted sastric authority later serving as acharya of the Brahmo Samaj.
Rammohan could legitimately claim to be a pedigreed product of the
nineteenth-century Matha system in Bengal.
What he really thought and meant for Sanskrit
The following quotes of Rammohan will sum up his respect and admiration to Sanskrit:
He wanted Sanskrit to gain the status of the Hindu national language and Sanskrit sources as the national ideology of Hinduism. - Houben, J. E. M. (Ed.). 1996.p. 354 Ideology and Status of Sanskrit:Contributions to the History of the Sanskrit Language.Netherland:
"There was not a single book in entire Europe equal to the Scholastic Philosophy of the Hindus."
"For by a reference to history it may be proved that the World was indebted to our ancestors for the first dawn of knowledge which sprang up in the East, and thanks to the Goddess of Wisdom we have still a philosophical and copious language of our own, which distinguishes us from other nations."- Ram Mohan Roy
"Ram Mohan also coinage the idea of superiority of Hinduism over other world religions. He also introduced the notion of Hindu nation to counteract the strong national feelings of Christianity and Islam. His concept of Hindu nation was embedded in assigning Sanskrit the status of the Hindu national language and Sanskrit sources as the national ideology of Hinduism" (Houben, 1996, p. 354). Houben, J. E. M. (Ed.). 1996. Ideology and Status of Sanskrit:Contributions to the History of the Sanskrit Language.Netherland:
What is conveniently ignored is the fact that it was
not Rammohun alone who advocated an English education system. Historian RC
Majumdar noted in his Glimpses of Bengal in the Nineteenth Century that
“Equally erroneous is the general belief that Rammohan Roy was the pioneer of
English education and founder of the Hindu College". He observed that long
before Roy settled down in Calcutta “we find a growing appreciation of the
value of English as a medium of culture on the part of the educated Bengalis, especially
the Hindus". This preponderance of the view is also evident from the
meeting held at the residence of Hyde East, the then Chief Justice of the
Supreme Court of Calcutta in
1816, just about a year after Rammohun reached Calcutta. More
than 50 “most respectable Hindu inhabitants of rank and wealth" including
a number of Pandits met at East’s house and raised nearly half lakh rupees for
setting up a college that would impart education in the European system. Those
present in the meeting were the conservative Hindus opposed to Roy, who was not
present in that meeting. It was this initiative that led to the formation of
the famed Hindu College. Although these gentlemen were agreeable to accepting
donation from Mr. East who was a Christian, they would not accept a penny from
their adversary Roy.
That, of course, does not take away the substance of allegation against Roy’s
advocacy for English education and induction of European science as well as
morality. Almost all leading intellectuals of the time, however, can be accused
of the same, including the poster boys of the Right Wing, Bankim Chandra
Chattopadhyay, Swami Dayananda Saraswati, Bal Gangadhar Tilak, and Swami
Vivekananda. This spirit was a reaction to the honest acknowledgement of the
extremely poor quality of contemporary Sanskrit and Arabic education system,
which was drastically different from the rosy picture of a thriving culture of
Vedic religion and science assumed by the social media celebrity critics of Roy,
the WBSs. For anyone interested to know, there are hundreds of easily available
books and papers that demonstrate how this new system of education led to
Bengal and eventually India becoming the battleground for progressive ideas
over the next hundred years.
But his criticism was directed more against the orthodox Hindu pundits and
their method of teaching than against the treasure of Sanskrit learning. He was
not against Government patronage of individual Sanskrit scholars, rather he
had admitted in the same letter that the Sanskrit language contained valuable
information but it was his firm conviction that the British Government should
direct its attention to and utilize its available resources for the promotion
of English learning which alone could bring his countrymen out of darkness to
light. It is
important to note that, besides being a profound scholar of Oriental learning,
Ram Mohan himself was deeply influenced by the British Orientalists like
William Jones who promoted Sanskrit by starting the Asiatic Society.
Prominent Hindus followed
his footsteps:
To name a few: Raj Narayan Bose, Swami Dayananda
Saraswati, Bal Gangadhar Tilak, Swami Vivekananda, Rabindranath Tagore, Sri
Aurobindo, Savarkar, Shyama prasad, Radhakrishnan et al.
What he did to
avert the worst ever education disaster
“In
1813 Rammohan was also in favor of giving education to the
people in their own language and sincerely desired to bring about a synthesis
of the East and West.
With a view to popularizing science among the people
Rammohan wrote articles and books in vernacular language including Bengali[And
Hindi]. He also wrote text-books on grammar, geography, astronomy and geometry
etc. in Bengali these were the earliest scientific writings in vernacular.
Rammohan did not want English for its own sake but for the purpose of enriching the vernacular languages. Had his
ideas on education been given effect to in his time, Indians would have
acquired a dvanced scientific knowledge long before and that would have probably
started the process of national regeneration much earlier.
There is an erroneous conception among the scholars that Rammohan was in favor
of English as a medium instruction.
Such view is not corroborated by the facts of history. Rammohan was conscious
of the fact that it was not then possible to teach difficult subjects, such as
mathematics, natural philosophy, chemistry, anatomy, etc. through the medium of
vernacular languages. Under the circumstance, he favored the employment of
European scholars to teach those subjects to the Indians. He did not want to
keep his countrymen ignorant of modern science for want of a properly developed
Vernacular language.
In fact the term 'Anglicism 'should not be applied flatly to Rammohan and the
like - minded people, because it creates the impression that they merely
pleaded for making English as the medium of instruction to the Indians. This
fact will become clear when we carefully read Rammohan's famous letter to Lord
Amherst, in which he clearly wrote that the future educational system of India
should be modernized by the inclusion of different branches of contemporary
European Science and Technology in the curriculum. But as there were no books
on those subjects in vernacular languages, he favored the adoption of English
as the medium of instruction till such time as vernacular literature was not
available. He had never contemplated the continuance of English indefinitely. He simply wanted to accelerate the process of modernization
through the medium of English. That is why; he went on writing books and
publishing journals in vernaculars. His ultimate aim was to educate people
through the medium of their own language. In the Bengali weekly newspaper,
sambad kaumudi, Rammohan wrote several articles on abstract and scientific
subjects, e.g., 'echo in acoustics', 'properties of magnet'. Description of a
balloon', 'behaviors of fishes', etc. Its main purpose was to popularize
scientific subjects amongst the people of Bengal through the medium of their vernaculars.
Rammohan was convinced that vernacular was the best means of bringing about
enlightenment among his countrymen. Inspired by this faith, he himself wrote in Bengali a number of texts-books,
and also several articles giving useful information for incorporation in text -
books on grammar, geography, etc. Strangely enough this was also the chief
motive behind the establishment of the Calcutta Books Society on 4 July
1817. The Society devoted itself to
the task of preparing text books and other useful books in Bengali on various
subjects, such as geography, natural history, geometry astronomy grammar
medicine, philosophy, law metaphysics, and religion etc.
All friends and followers of Rammohan advocated vernacular as a medium of
imparting education. Enlightened men like Vidyasagar, Keshab Chandra Sen,
Rabindranath and Mahadev Govind Ranade strongly favored imparting education
through vernacular languages in the universities also. Rabindranath Tagore, the
true replica of Rammohan was a great supporter of the cause of Bengali as a
medium of instruction.
Rammohan the first modern man of Asia, with a gigantic intellect, encyclopedia
knowledge and world - wide sympathy rose out of that vast stagnant pool of the
medieval East. His deep learning in the wisdom of the East as well as of the
West, both ancient and modern made him realize before anybody else the true
position of medieval India in the modern world with the Modern Power ruling
over her destiny. If India were ever to throw the yoke of that modern foreign
power equipped with modern discoveries of sciences, she would immediately have
to start modernizing through real knowledge' and useful 'sciences'. He felt
that India must come out of the medieval rule of futile Scholasticism and mystic raptures.
It is evident from the above that Rammohan regarded the acquisition of general
and political knowledge as well as that of modern arts and sciences to be the
pre-requisites for resisting effectually all unjust and oppressive measure of
the British Government.
Imagine the following scenario:
Indians had two mediums to choose – English and
Sanskrit. Majority of the population would have chosen which medium? Of course,
English. Why? a. It will enhance their job and career prospects b. Sanskrit was
not a spoken language and wouldn’t help them getting a job.
A survey shows that if English medium schools are available
to all, Indian parents would send their kids to English medium schools not to
even their native speaking schools. Imagine whether they would send any of
their kids to a Sanskrit medium school. In recent time, Uttar Pradesh Government converted 13,000 Hindu Medium Schools to English Medium.
Some WBSs argue that the Japanese or Chinese are able
to teach science and technology in their native languages. Then why not in
Sanskrit? The answer is that Chinese or Japanese is their spoken language Sanskrit
is not. Besides, the hypocritical WBSs ignore the fact that in may states in India
the science and technology are taught in the native tongues.
Finally, if given to choices – Sanskrit and English,
invariably all would have chosen English. If Rammohan did not promote the vernacular
languages as the medium to study, it’s nobody’s guess that India would have
become an English-speaking country. So, all India should be grateful to
Rammohan for saving Indian’s worst ever education disaster!
How he used
Sanskrit to revive Hindu Civilization
On the other hand, Rammohan was the first to bring
forth Sanskrit treasure to all.
He was the first to bring forth the treasure of Sanskrit Language by
translating Vedas, Upanishads etc. into English, Bengali and Hindi for all.
To convince people of the excellence of the ancient Hindu
religious literature he published some of the master pieces of the early times
with translations in Bengali, English and Hindi. That had a great effect as
many followed his footsteps, by delved into this rich field. And then onwards
we found a great interest in the study of ancient Hindu religious literature of
which Rajarshi Ram Mohan was the inaugurator. Eminent scholars provided great
testimonials to the value of this phase of the Raja's initiation.
Pandit Kalibar Vedantabagish, a well-known Vedantic scholar observed at a
public meeting in commemoration of the 63rd anniversary of the Raja's death
that "a great boon had been conferred on the country by Raja Rammohun Roy
in reviving the study of Vedanta philosophy in Bengal and acknowledged in
feeling terms how he was himself indebted to the Raja for having been first led
to the study of the Vedanta by the Raja's writings on the subject in the
Tattwabodhini Patrika."
Revived Vedanta in its original form
Rammohan for the first time in this age brought forth the immense wealth of the
Vedas and the Upanishads once again, which have been forgotten for long since
(Raychaudhuri
2012: 37).
Rammohan meant specifically the Vedic Upanishads as interpreted by Badarayana
and expounded by Shankaracharya.
Oriental or
Occidental?
What the British regime in India helped to bring about
was modernization and not 'westernization as is popularly believed by many.
Most of the western scholars of history and sociology are obsessed with an idea
of fixed types of western and eastern or occidental and oriental civilizations
and cultures, with an inherent contradiction between the two.
The theory of an inherent contrast between the Orient and the Occident is born
out of a superiority complex of the, whites over the "coloured” generated
by political and economic domination by many western nations over the peoples
of Asia and Africa during the past few centuries of colonial expansion.
Although the which are getting more and more regimented in recent times with
the idea of racial contrast and difference in physical and psychological traits
becoming more and more rigid.
It is still maintained by many that India of the nineteenth century was the
product of 'western' education and culture, imparted by Britain. One of the
greatest protagonists of 'Western' or to be more precise "English'
education in India was Lord Macaulay, and with him the name of Rammohan has
been linked up.
At a time when scientific education had not received any important place in the
curricula of even Western Universities, the far sighted Rammohan insisted upon
the inclusion of science in the educational system of our country. He was fully
convinced that without scientific education no future progress was possible for
any country, much less for India.
Macaulay VS
Rammohan
Here is an interesting comparison of Rammohan and T.B.
Macaulay in their opinion On Indian Education. While Macaulay firmly believed
that a single shelf of English books was far superior to an entire library of
Oriental Knowledge, whereas Rammohan held that there was not a single book in
entire Europe equal to the Scholastic Philosophy of the Hindus. Such a contrast
in their thinking
has generally been ignored and Rammohan and Macaulay have been placed in the
same category. The Raja pleaded for the displacement of Scholasticism by
science, of dialectics and metaphysics by useful knowledge. He did not ask for
Western as against Eastern education for its own sake. He was not prepared to
have Western Scholasticism in preference to Eastern Scholasticism.
In fact, he wanted science instead of Scholasticism. Rammohan wanted scientific
and useful education for the national regeneration of India. On the other hand,
Macaulay wanted English education by 'cutting Indians educations from the roots
of national life. The Raja was in favor of bringing about modernization in
India through useful sciences and real knowledge. But Macaulay wanted to
Anglicize India so that she could carry on her shoulders more willingly and
efficiently, the throne of English Rammohan's educational movement was not for
'Anglicization 'of India but for scientific education in India.
First Indian to re-introduce
Women education in India
“According to Raja Ram Mohan
Roy, in ancient India, all men and women were treated equal. He advocated
equality between the two sexes and declared that women were not inferior to men
morally and intellectually. Raja Ram Mohan Roy believed that unless women were
freed from inhuman forms of oppression like illiteracy, child marriage, sati,
purdah, Hindu society cannot progress.
Ancient India had many learned
women. There were two types of scholarly women - the Brahmavadinis, or the women who
never married and who studied the Vedas throughout their lives; and the
Sadyodvahas who studied the Vedas till they married. Lilavati, Bhanumati, Gargi
Maitraiyee were learned women in Ancient India who had thorough knowledge of
all the Sastras/ancient texts. He supported equality between the two sexes and
declared that women were not inferior to men, morally and intellectually. So, Rammohun
Roy was a great supporter of women’s education and he strongly believed that
women should not be in purdah or confined to their homes but should get equal
education as men so that they could stand against the atrocities against them
and also fight various social evils. In 1822, Roy founded the Anglo-Hindu
school where both boys and girls could study together. The Brahmo Samaj found
by him in 1828, did immense work for the propagation of women’s education and encouraged
families to send their girls/ women to school.” - Dr. Bipasha Sinha
People in his days used to
believe that women were destined to damnation' they had neither the right to
nor the ability for the acquisition of rational ideas. But Rammohan felt that
Reason was indispensable for the humanity and all women as a part of humanity
are entitled to it.
Rammohan
was convinced that humanity would remain incomplete without the elevation and
promotion of woman hood of the country. He pointed out that in Indians glorious
past there was no dearth of cultured ladies like Maitreyi, Lilavati, the wife
of Kalidas and others.
Conclusion
So, we have discussed enough to conclude that 1) Rammohan was not against Sanskrit remotely. 2) Instead, He promoted Sanskrit 3) He revived the India’s tradition of the learning of science that was lost during Muslim Rule. 4) He revived and promoted Women Education 5) For the first time in History, he brought back the great treasure of Sanskrit to all 6) He helped reviving traditional indigenous teaching system and protected from complete westernizaion. 7) He made sure that education is given in one's mother language while keeping both Sanskrit and English for learning. 8) Due to his perseverance, Till marxists took over bengal (1977), all schools followed the tradition of teaching sanskrit from Class 5 to Class 10 as mandatory. 9) He averted India to convert in to an all-English-Speaking-Country!
Thank God that we had a Rammohan!
References:
Compiled by Sri Bandyo from various sources, primarily from the writings of:-
Dr.
P. Thangamuthu
Dr.
Bruce Robertson
Dr.
Bipasha Sinha
Dr.
Priyadarshi Dutta
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