46. The wider aims of English colonial education

In the South Asian subcontinent, historically, the higher (divine) positions in the verbal codes have been the hereditary right of the officialdom. The individuals who are below them were assigned the lower (the stinking) positions in the verbal codes.

Among the population groups how were in possession of very high calibre technical skills, one was the traditional carpenter class. When the English colonial rule was in position in around half the locations in the subcontinent, the English colonial officials had seen and expressed deep appreciation about the expertise of these carpenters.

These people, who had never been to any technical or engineering college, used to build huge architectural structures using tools which can be mentioned as flimsy and feeble. Yet, in front of the officialdom (higher castes/Adhikaris), they were a class with low social value. These people would invariably be addressed as Nee (lowermost You) and referred to as Avan (lowermost he), Aval (lowermost she) &c. They had to bear these words, and they had no other go.

The public education that was disseminated here was actually aimed at erasing the immensities of social communication blocks and verbal evilness in the local society. Technical education and such other things came only after that.

What that meant was, only after first totally erasing the satanic codes of the local vernaculars, or at least disabling them, inside the mind, would a person be allowed to go in for what is now generally mentioned as higher education, and technical qualifications. And also for higher levels in the government services also, this was required. Only those who had good command over English were allowed to become government officers and doctors etc.

It was the common man who derived the goodness of this. For, only those who had disabled much of the verbal codes that can define the common man as some kind of excrement in their mind could come to occupy such positions.

The actual fact is that there is not even an iota of information about these fabulous aims and endeavours of the English colonial rule in the subcontinent, in current-day England and in current-day Great Britain.

At the same time, the local political leadership, officials and educational ‘experts’ in Pakistan, India and Bangladesh, write histories which are of mere sterile content. They induce the local students and government job seekers to study all these nonsense for gathering marks. These students and job seekers parrot all such nonsense without in the least bit understanding that they are mere deliberate indoctrinations and lies.