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Muslim Education and Communal Conflict in Colonial Bengal: British Policies and Muslim Responses from 1854 to 1947

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Muslim Education and Communal Conflict in Colonial Bengal: British Policies and Muslim Responses from 1854 to 1947 Graduate Theses, Dissertations, and Problem Reports 2016 Muslim Education and Communal Conflict in Colonial Bengal: British Policies and Muslim Responses from 1854 to 1947 Nilanjana Paul Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Paul, Nilanjana, "Muslim Education and Communal Conflict in Colonial Bengal: British Policies and Muslim Responses from 1854 to 1947" (2016). Graduate Theses, Dissertations, and Problem Reports. 6390. https://researchrepository.wvu.edu/etd/6390 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Muslim Education and Communal Conflict in Colonial Bengal: British Policies and Muslim Responses from 1854 to 1947 Nilanjana Paul This dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History/ Colonial India Mark Tauger, Ph.D., Committee Chair Joseph Hodge, Ph.D., Committee Chair Robert Maxon, Ph.D. Katherine Aaslestad, Ph.D. Suchetana Chattopadhyay, Ph.D. Department of History Morgantown, West Virginia 2016 Keywords: Muslims, Colonial Education, India Copyright 2016 Nilanjana Paul ABSTRACT Muslim Education and Communal Conflict in Colonial Bengal: British Policies and Muslim Responses from 1854 to 1947 Nilanjana Paul This dissertation examines the development of Muslim education under British rule in Bengal. In the first part of the dissertation, I analyze why Muslims were unable to progress under colonial rule and examine some of the factors that helped to change their view towards the British from the late nineteenth century. The role played by Nawab Bahadur Abdul Latif in improving Muslim education is used here as a case study to show how elite Muslims deprived their co-religionists of Western education in order to reduce competition in the field of employment. In the second part of the dissertation, I study the transition in British policies with regard to Muslim education from the nineteenth to the twentieth century. It also analyzes the debates and responses within the Muslim community over the reforms introduced by the colonial state. Finally, the dissertation evaluates the role played by Fazlul Huq in improving the educational situation of Muslims towards the end of colonial rule and thus brings to light the conflicts over educational reforms, which eventually strengthened the demand for a separate nation. Table of Contents Acknowledgements…………………………………………………………………………….v List of Foreign Terms and Definitions…………………………………………………………vi Introduction……………………………………………………………………………………01 Significance of the Dissertation to the existing literature………………………………….. 02 Methodology and Analysis of the Sources…………………………………………………..07 Organization of the chapters………………………………………………………………...10 Chapter 1: A Brief History of Pre-colonial and Colonial Bengal Mughal Bengal……………………………………………………………………………… 15 Colonial Bengal………………………………………………………………………………19 Chapter 2: Public Debates on the Wood’s Despatch and the Spread of English education in Nineteenth century Bengal Introduction...............................................................................................................................26 East India Company and Education…………………………………………………………..28 Company rule and Muslim Education………………………………………………………...35 Charles Wood’s Despatch of 1854……………………………………………………………39 Immediate impact of the Wood’s Despatch…………………………………………………..43 Impact of the Wood’s Despatch continued (1854-1872)……………………………………...49 Wood’s Despatch and Muslim Education…………………………………………………….53 Conclusion……………………………………………………………………………………..60 Chapter 3: Nawab Bahadur Abdul Latif and the Changing Muslim Approach towards Western Education Introduction……………………………………………………………………………………62 Legacies of the Revolt of 1857…………………………………………………………...........63 The Changing approach towards British rule and Western knowledge………………………..65 Nawab Bahadur Abdul Latif: Contributions and Criticisms…………………………………...70 Muslim education in the late nineteenth century………………………………………………78 Colonial policies and the beginning of communal separatism…………………………….......85 Conclusion……………………………………………………………………………………..88 Chapter 4: Partition, Swadeshi, War, and Muslim Education, 1905-1921 Introduction…………………………………………………………………………………... 91 Partition of Bengal and the Swadeshi Movement......................................................................92 The Crucial Years A) Years Leading up to the Partition in1905............................................................................94 B) Partition and its influence on education................................................................................97 C) Partition, Swadeshi, and Muslim Education……...............................................................102 World War I and the establishment of the Dhaka University in 1921……………..................118 iii Conclusion…………………………………………………………………………………….125 Chapter 5: Muslim education during the period of political turmoil, 1921-1935 Introduction...............................................................................................................................128 1. The last stage of Hindu-Muslim unity: from World War I to the Bengal Pact of 1923 A. Impact of Montague-Chelmsford reforms on Muslim education........................................130 B. Khilafat and the Non-Cooperation movements...................................................................140 2. The period of declining Hindu-Muslim unity A. The Bengal Pact of 1923 and its impact on Muslim education…………………………....146 B. The Bengal Rural Primary Education Bill of 1930……………….......................................151 3. The increase in animosity between Hindus and Muslims: from the Civil Disobedience Movements to the India Act of 1935 (1930-1935)……………………………………………. 158 Conclusion……………………………………………………………………………………...164 Chapter 6: Towards independence: Muslim education during the final stages of colonial rule, 1935-1947 Introduction…………………………………………………………………………………......168 1. The political crisis of the late 1930s and the status of Muslim education A. The Background Story…………………………………………………………..…169 B. The India Act of 1935 and Muslim education……………………………...............173 2. Fazlul Huq: The Politician and the Educationist A. The Politician……………………………………………………………………....177 B. Fazlul Huq as the Education Minister……………………………………………...178 C. The Crisis continues (1938-1942)………………………………………………….182 3. The Last Phase: Partition Politics and Muslim Education..............................................191 Conclusion…………………………………………………………………………………197 Final Conclusion……………………………………………………………………………….200 Appendix………………………………………………………………………………………205 Bibliography……………………………………………………………………………………212 iv Acknowledgements In the course of pursuing this PhD and writing the dissertation, I am indebted to my advisers, Dr. Joseph Hodge and Dr. Mark Tauger for their guidance and meticulous reading of the chapters, which helped me to complete this dissertation. Dr. Suchetana Chattopadhyay, my external supervisor, has also helped me extensively during my archival research in Kolkata, New Delhi, and London. Her guidance and friendship has assisted me to understand the complexities of the topic. Professors Robert Maxon, Elizabeth Fones-Wolf, and Katherine Aaslestad offered valuable advice and helped me to adjust to this different academic routine in the United States. Lastly, I am grateful to Dr. Samuel White who provided the much needed financial support during the last year of my graduate school. The kindness of my friends and family members in India, Great Britain, and North America has helped me to survive this period of joy and struggle. I am truly grateful to Amrita, Abhishek, Anindita, Aparna aunty, Ayushman, Brandon, Bahni, Bonnie, Cyprien, Debabrata, Mrs. Eva Tauger, Gobindo, Indrila, Indrajit uncle, Isaac, Ipsita, Jake, Jeff, Jenny, Justin, Joe, Kingsuk, Krystal, Lindsey, Manabika, Manju aunty, Megan, Martha, Nivedita, Nina, Pallabi, Paul, Prakriti, Ratnabali masi, Signe, Souvik, Sujoy, Somnath, Tamba, and Titas for their concern, friendship, and love. Finally, I dedicate this dissertation to my parents to whom I am indebted in ways to numerous to account for. v List of Foreign Terms and Definitions Ahimsa – Non- Violence Andolan – Movement Anjumans – Private associations Ashraf – Elite Muslims Atrap – Lower caste Muslims Banians – Business agents Babus – Upper Middle class intellectuals Bhadraloks – Well mannered educated Bengalis mostly referred to elite Hindus Kafirs – Non-believers Krishak - Peasants Madrassah – Schools which provide education in Koran, Arabic, Persian, and the Islamic Law Maktab – Primary school for Muslims Maulvis – Muslim religious teachers Muffasils - Hinterland Mullas – Islamic clerics Muallim Schools – Training schools for
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