A number of factors also provided for internal conflicts. The 13th Dalai Lama, influenced by the British culture during his temporary exile, made progressive strides in Tibet upon returning by advocating for a “modern police force”, national taxation system, and secular education system. The Dalai Lama would face the greatest opposition in establishing a professional Tibetan Army. Prior to the reaffirmation of independence in 1912, Tibet employed serfs and volunteers often ill-equipped and untrained to combat threats. The 13th Dalai Lama saw the need for a professional standing army to encounter “the internal threats to his government as well as the external ones” (McCarthy).
During the 1600’s Queen Elizabeth I of Britain granted the British East India Company a monopoly within India. Thus leading the British East India Company to take control of trade in India. As they took control they relied on the Indians to help the company flow and stay protected, they chose the Indians to help them because they knew the land. The British East India Company used strong military might, bribery and extortion, instilling fear to keep Indians and rivals in law. As the company grew it became considered the world's first transnational company.
The Constitution of the United States can be seen as a reaction to the British. The Constitution was a piece of work that took many revisions as it was the main framework to our government. When the 13 colonies were under the ruling of Britain, they didn’t want to break away from them. Instead, they wanted to be recognized as part of their government and so in the Stamp Act Congress Resolution of 1765, the English colonies wrote a document that was addressed to the King and British Government.
English is not an official language, not an international language, nor a language of wider communication or a language of group identification (Shrestha, 1983). However, it has been used as a medium of instruction in many private boarding schools, colleges and universities but it has not received the same statue in public schools' of Nepal. Realizing the importance of English especially, Nepal Educational system plan NESP (1971-1976) brought revolutionary
Lalvani states that “the spread of the English language allowed communication between people from different backgrounds who previously could not communicate” which was important for the unification of the country. Those different groups, however, were the British and Indians, not people in India. For example, they wanted to “form a class who may be interpreters between us and the millions whom we govern (Doc. 10).” Their intent of spreading English was not to help unify Indians, but to cause them to think, act, and believe what they do, helping them stay in power. To illustrate this point further, the British say they wanted their interpreters to be “Indians in blood and colour, but English in taste, in opinions, in morals and in intellect (Doc. 10).”
Have you ever wondered why the common language in India is English? Mughal Dynasty first ruled India and kept the Europeans under control until 1707 when the Mughal empire began to collapse. After the empire collapsed the East India Trading Company took over and then the British took over with the British army which was also staffed with sepoys. When the British took over India they made it significantly better although the British also caused many problems politically, economically, and socially and the British culture became the normality for India. The British Imperial rule of India not only maintained but completely controlled the Indian government and used it against Indians instead of defending them (Gandhi).
According to Dadabhai Naoroji’s article, “The Benefits of British Rule for India”, the Indians/natives had no voice in the taxes, legislations, or were qualified to earn the position of a court judge or high-ranking government official. The society the British constructed blocked the Indians out, and openly disregarded their opinions and desire for change and equality. Some may claim that the British modernized their country by reforming the natives education system, and implementing new innovations and technological advancements, like railroads to improve transportation within the country. However, according to the article written by Professor Peter Marshall titled, “The British Presence in India in the 18th Century,” the majority of these systems primarily focused on English and Western ideas, rather than their own distinctive culture. The traditional ideas and beliefs focusing on theory and methodology, that were implemented into their previous education system, were then modified to a practical approach, forcing their pre-existing system to slowly descend into oblivion.
Although, the framework did not include Indians. 900 englishman worked in civil offices yet only 60 Indians (Doc 2). The Indians really had no control of the government britain had put into place. Continuing on the lines of military and government the british created the indian army and created military academy to train officers (Lalvani). Yet the british trained officers were actually used to
I believe that the author’s argument for setting “Standard English” is quite a good idea (Curzan, 2009). English is taught internationally, and it is taught since there are many foreigners who want to move to America. In case there is no rules set for Standard English, communication between individuals can turn out to be a big problem. According to Curzan, teachers should learn about Standard English so that different teaching methods do not clash (Curzan, 2009). All teachers are required to teach their students particular grammatical rules.
We are going to see to what extent we can say that Macaulay’s “Minute on Indian Education” reflects British society and the western point of view at the time. In a first part, we will focus on the opposition between Orientalists and Anglicists and in a second part, we will see about the western society seen as culturally superior compared to other nations and societies. On one hand, there was an opposition
The support of Confucianism lead to the creation of the Seventeen Article Constitution. which was created by Shotoku and combined "Shotoku 's Buddhist and Confucian beliefs," that came from China. The constitution was, for the most part, created to, "ensure the employer 's power as a singular monarch" (Shotoku). The article consisted of rules and guides for Japanese officials. For example, it included laws that kept the government officials in their places by emphasizing the Confucian idea of subject to ruler relationship which united the clans and ensured that "government officials always obeyed the orders of the reigning monarch, for the sake of consistency and centralization of power" (Shotoku).