The Shift from Contempt to Appreciation: British Attitudes Towards Indian Culture in the Late Eighteenth Century

Overview

In the late eighteenth century, British attitudes towards India underwent a significant transformation. Initially inspired by awe and amazement at the Mughal Empire’s grandeur, these sentiments soon gave way to disdain for what was perceived as cultural backwardness. However, a new era of appreciation began to emerge during this period, marked by efforts to study and engage with Indian culture more deeply. This shift is exemplified by Warren Hastings’ initiatives in supporting linguistic and scholarly endeavors, setting the stage for greater recognition of India’s rich cultural diversity.

Context

The late eighteenth century was a pivotal time in British imperial expansion. As British control over India grew stronger following victories like Plassey (1757), initial awe at Mughal splendor turned to skepticism and condescension towards what the British perceived as Indian backwardness. This attitude of superiority, however, began to shift with the rise of Orientalist scholarship and pragmatic governance policies that acknowledged the complexity of Indian society.

Timeline

• c. 1757: Battle of Plassey; Robert Clive’s victory marks the beginning of British dominance in India.
• 1764-1784: The first phase of British rule is marked by a sense of cultural superiority and disdain for Indian customs.
• 1783: Warren Hastings becomes Governor-General of Bengal, initiating efforts to appreciate Indian culture more deeply.
• 1785: Hastings tries to establish Persian studies at Oxford University.
• 1789: Publication begins of the first journal dedicated to Oriental Studies in Calcutta: Asiatick Researches.
• 1792: Introduction of the first printing press and Bengali typeface in India.
• 1806: Establishment of Indian language courses at Haileybury College for future administrators.

Key Terms and Concepts

Orientalism: The study of Eastern cultures, particularly those from Asia and North Africa. In the context of British colonial rule, Orientalism involved academic inquiry into languages, literature, history, and art of colonized regions to better understand and control them.

Mughal Empire: A Muslim imperial power that ruled much of the Indian subcontinent between 1526 and 1857. Known for its cultural achievements in architecture, painting, and literature, it was a significant predecessor to British colonial rule.

Hastings’ Rule (1773-1784): The period during which Warren Hastings served as the first Governor-General of Bengal under the British East India Company. His governance marked a turning point from cultural contempt to greater appreciation and engagement with Indian traditions.

Haileybury College: Founded in 1806, this institution trained administrators for the British East India Company, incorporating knowledge about Indian languages and customs into its curriculum.

Key Figures and Groups

Robert Clive (Clive of India): An English soldier and statesman who played a significant role in establishing British dominance over Bengal. His victory at Plassey laid the foundation for future British control but also set a tone of cultural superiority that initially prevailed.

Warren Hastings: The first Governor-General of Bengal under the East India Company, serving from 1773 to 1785. He is credited with promoting greater appreciation and engagement with Indian culture through educational and scholarly initiatives.

Mechanisms and Processes

• British Military Dominance -> Cultural Contempt

  • Initial admiration for Mughal grandeur led to military victories.
  • Subsequent contempt as British power grew, leading to policies reflecting this view.

• Cultural Superiority Attitude -> Academic Engagement

  • Warren Hastings’ rule saw the beginning of academic engagement with Indian culture.
  • Introduction of Orientalist scholarship and language studies.

• Orientalist Scholarship -> Pragmatic Governance Policies

  • Recognition of cultural complexity led to more nuanced governance policies.
  • Support for Islamic law in family cases, regulation of Hindu temples.

Deep Background

The British approach to India was initially marked by a mix of awe and later contempt. Early traders were captivated by the opulence and sophistication of Mughal courts but these perceptions quickly changed as they encountered what they saw as social and cultural backwardness. This shift in perception fueled a sense of superiority that underpinned early colonial policies.

However, this period also witnessed the rise of Orientalism, an academic movement aimed at understanding Eastern cultures through scholarly study. Figures like Warren Hastings recognized the need to engage more deeply with Indian traditions for effective governance. The establishment of institutions such as Haileybury College and journals like Asiatick Researches reflected a growing appreciation for the diversity and richness of Indian culture.

Explanation and Importance

The shift from cultural contempt to appreciation was driven by pragmatic considerations and intellectual curiosity. As British control expanded, it became increasingly clear that understanding local customs and laws was crucial for effective governance. This realization led to initiatives like the introduction of Oriental studies in universities and practical measures such as supporting Islamic law in family cases.

This period marks a critical turning point in colonial attitudes towards India, moving from initial awe to disdain and finally to a more nuanced appreciation of cultural diversity. It laid the groundwork for subsequent scholarly engagement with Indian history, culture, and traditions, influencing both academic and administrative approaches.

Comparative Insight

In contrast to British attitudes towards China during the same period, where there was also an evolution from admiration to contempt but without the same level of scholarly engagement or recognition of cultural complexity, the British approach in India showed a more pragmatic integration of local customs into governance. This difference highlights varying colonial strategies based on specific regional contexts and needs.

Extended Analysis

Academic Engagement: The rise of Orientalist scholarship marked by journals like Asiatick Researches represented an intellectual shift towards understanding Indian culture, driven partly by academic curiosity but also by the need to govern effectively.

Pragmatic Governance: Recognizing the complexity and diversity of India’s legal systems led to pragmatic policies that respected local customs, such as enforcing Islamic law in personal matters and regulating Hindu festivals.

Educational Initiatives: Instituting Indian language courses at Haileybury College underscored a growing need for administrators to understand and communicate with local populations effectively.

Quiz

Open Thinking Questions

• How did the shift from contempt to appreciation influence long-term colonial policies towards India?
• What were some potential benefits and drawbacks of incorporating local customs into colonial governance?
• In what ways might modern scholars benefit from understanding this historical context?

Conclusion

The late eighteenth century saw a significant transformation in British attitudes towards Indian culture, moving from initial awe to contempt and eventually to appreciation. This shift was crucial for the development of more nuanced and effective administrative practices under British rule and laid the groundwork for future scholarly engagement with India’s rich cultural heritage.