(99:4.6) During the psychologically unsettled times of the twentieth century, amid the economic upheavals, the moral crosscurrents, and the sociologic rip tides of the cyclonic transitions of a scientific era, thousands upon thousands of men and women have become humanly dislocated; they are anxious, restless, fearful, uncertain, and unsettled; as never before in the world's history they need the consolation and stabilization of sound religion. In the face of unprecedented scientific achievement and mechanical development there is spiritual stagnation and philosophic chaos.
(195:3.9) Even a good religion could not save a great empire from the sure results of lack of individual participation in the affairs of government, from overmuch paternalism, overtaxation and gross collection abuses, unbalanced trade with the Levant which drained away the gold, amusement madness, Roman standardization, the degradation of woman, slavery and race decadence, physical plagues, and a state church which became institutionalized nearly to the point of spiritual barrenness.
Thomas Babington Macaulay, was a British historian and Whig politician. He wrote extensively as an essayist, on contemporary and historical sociopolitical subjects, and as a reviewer. His The History of England was a seminal and paradigmatic example of Whig historiography, and its literary style has remained an object of praise since its publication, including subsequent to the widespread condemnation of its historical contentions which became popular in the 20th century.
Macaulay served as the Secretary at War between 1839 and 1841, and as the Paymaster-General between 1846 and 1848. He played a major role in the introduction of English and western concepts to education in India, and published his argument on the subject in the "Macaulay Minute" in 1835. He supported the replacement of Persian by English as the official language, the use of English as the medium of instruction in all schools, and the training of English-speaking Indians as teachers. On the flip side, this led to Macaulayism in India, and the systematic wiping out of traditional and ancient Indian education and vocational systems and sciences.
Macaulay divided the world into civilised nations and barbarism, with Britain representing the high point of civilisation. In his Minute on Indian Education of February 1835, he asserted, "It is, I believe, no exaggeration to say that all the historical information which has been collected from all the books written in the Sanskrit language is less valuable than what may be found in the most paltry abridgement used at preparatory schools in England". He was wedded to the Idea of Progress, especially in terms of the liberal freedoms. He opposed radicalism while idealising historic British culture and traditions.
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