Educational Patterns in Colonial Malaya Author(s): Charles Hirschman Source: Comparative Education Review, Vol. 16, No. 3 (Oct., 1972), pp. 486-502 Published by: The University of Chicago Press on behalf of the Comparative and International Education Society Stable URL: http://www.jstor.org/stable/1186779 Accessed: 03-04-2016 19:55 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact
[email protected]. The University of Chicago Press, Comparative and International Education Society are collaborating with JSTOR to digitize, preserve and extend access to Comparative Education Review This content downloaded from 128.95.104.109 on Sun, 03 Apr 2016 19:55:58 UTC All use subject to http://about.jstor.org/terms EDUCATIONAL PATTERNS IN COLONIAL MALAYA* CHARLES HIRSCHMAN BACKGROUND MOST "THIRD WORLD" NATIONS share a common past and a similar orientation to the future. Direct rule by the colonial powers of the West has given way to in- dependence only in the last decade or two. Independence has usually been ac- companied by a new emphasis on economic and social development to enhance the welfare of the people. However, the heritage of the past often constrains the future. The influence of the colonial experience upon a nation's economic, po- litical and social institutions continues long after formal independence, often to the detriment of the nation's professed social and economic objectives.