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It discusses British influence, modernization, and “awakening,” including the Pagoda Tree metaphor. The notes examine English education in British India via Gauri Viswanathan’s Masks of Conquest, and connect figures such as Rammohan Roy and Macaulay’s Minute to imperial and educational objectives. It further introduces Derozio and Toru Dutt’s poetic nationalism and authenticity.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/empire-writes-back-indian-writings-in-english-adopt-adapt-and-adept/330726/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/empire-writes-back-indian-writings-in-english-adopt-adapt-and-adept/330726.png","ImageObject",300,407,{"name":92,"@type":93},"Aurelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does “adopt, adapt and adept” refer to in the document?","Question",{"text":113,"@type":114},"It frames a postcolonial way of engaging with colonial influence, highlighting how Indian literary practice can be adopted, adapted, and turned into expertise or mastery.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the document explain the British introduction of English education in India?",{"text":118,"@type":114},"It presents English education as tied to cultural appropriation and hegemony by consent, while also serving British administrative needs by creating intermediaries who could read, write, and speak English.",{"name":120,"@type":111,"acceptedAnswer":121},"What themes are highlighted in Derozio’s poem “To India – My Native Land”?",{"text":122,"@type":114},"The poem is treated as patriotic consolation during British domination, presenting India as a deity and emphasizing the loss of past glory and the attempt to awaken cultural memory.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},330726,1790953613,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},1099514068365,"https://ap-avatar.wpscdn.com/avatar/10000253d8d9f28188e?_k=1776742907772140068","| \u003Cbr>Empire Writes Back\u003Cbr>Indian Writings in English The term Indian Writings in English was first used by KR Srinivasa Iyengar\u003Cbr>ADOPT-ADAPT-ADEPT :\u003Cbr>The postcolonial concept of adopt, adapt and adept\u003Cbr>Classification of Indian English literature 1. From the beginnings to 1857-THE PAGODA TREE\u003Cbr>1. 1857-1920-The Winds of Change\u003Cbr>1. 1920-1947-The Gandhian Whirlwind\u003Cbr>1. Independence and After: the Ashoka Pillar |  |  |\n| --- | --- | --- |\n|  | The Pagoda Tree |  |\n| Shaking of the Indian Pagoda tree by the British for exploitative purpose in 18th century , the period also saw the sowing of seeds of modernization in India\u003Cbr>A period of awakening in India\u003Cbr>The awakening had 2 dimensions: on the one hand India looked at West and on the other it\u003Cbr>started looking at its own past |  |  |\n\nSir William Jones established Bengal Asiatic Society in 1784 and James PRINSEP who was associated with the deciphering of the Asokan inscriptions  \n\n| Gauri Vishwanathan’s MASKS OF CONQUESTS |\n| --- |\n| The politics of introduction of English education in India\u003Cbr>It was introduced with the motif of cultural appropriation so as to establish a cultural hegemony\u003Cbr>A hegemonic rule by consent\u003Cbr>The move was also triggered by the need of the British administration of men who could read, write and talk in English and thereby act as links between the colonial forces and Indian subjects |\n\n• Gauri Viswanathan provides a fascinating account of the ideological motivations behind the introduction of English literary education in British India. She studies the shifts in the curriculum and relates such developments to debates over the objectives of English education both among the British administrators, as well as between missionaries and colonial officials.  \n• Masks of Conquest: Literary Study and British Rule in India, by Gauri Viswanathan (1989)  \n| |  |  |\n| --- | --- | --- |\n|  | Raja Rammohan Roy |  |\n| Appeared as RUMMON LOLL in Thackeray’s NEWCOMES\u003Cbr>NEWCOMESD, a satirical and caricatured projection\u003Cbr>Besides being associated with various social, political and cultural reforms he also took forward the cause of English education in India , he opened up several schools to impart Western\u003Cbr>Education\u003Cbr>Founded the Brahmo Samaj in 1828\u003Cbr>Famous prose pieces: A Defence of Hindu Theism and Precepts of Jesus |  |  |\n|  | Macaulay’s Minute on Education |  |\n| Messianic Imperialism\u003Cbr>His famous MINUTE ON EDUCATION was passed on 2nd February 1835\u003Cbr>The minute emphasizes on the promotion of European literature and sciences among the natives\u003Cbr>of India\u003Cbr>The reason stated is the administrative requirement for the creation of a class ofbabus who were Indians in birth and body but English in bool and taste\u003Cbr>H L V Derozio-1809-1831 Regarded as the first Indian English poet\u003Cbr>Full name Henry Louis Vivien Derozio\u003Cbr>Poems-1827, The Fakeer of Jungheera: A Metrical Tale and other poems in 1828 His poems show a very strong nationalist zeal\u003Cbr>• ‘To India – My Native Land’ by Henry Louis Vivian Derozio is a patriotic poem written during the period of the Indian Renaissance. When India was under British rule, |  |  |\n\n\n| deteriorating and suffering. Educated men like Derozio, Raja Ram Mohan, Vidyasagar, and Rishi Bankim were earnestly trying to make Indians aware of their past heritage and glory. They tried to infuse “cultural consciousness” into the common men of India to destabilize the British hegemony in their minds. In this poem, Derozio tried to do the same. He presents the glorious period of India and tries to make the readers aware of India’s past.\u003Cbr>• To India – My Native Land’ by Derozio presents India as a deity. In ancient times, she was as beautiful as a goddess. The poet says,“A beauteous halo circled round thy brow”. When the poet was writing this poem, India was suffering from British domination. The poet could neither visualize the “glory” of her past nor her “reverence”. Like a chained eagle, she was grounded. In such a condit","cbCaivvby0qSTcbV","https://ap.wps.com/l/cbCaivvby0qSTcbV","pdf",496147,14,"English","# Adopt-Adapt-Adept\n## The postcolonial concept\n# Classification of Indian English literature\n## From beginnings to 1857 - The Pagoda Tree\n## 1857-1920 - The Winds of Change\n## 1920-1947 - The Gandhian Whirlwind\n## Independence and After - the Ashoka Pillar\n# English education in British India\n## Masks of Conquest: Literary Study and British Rule in India\n## Raja Rammohan Roy\n## Macaulay’s Minute on Education\n# Henry Louis Vivien Derozio\n## To India – My Native Land\n# The Winds of Change\n## The Dutt Family Album\n## Toru Dutt and Our Casuarina Tree","[{\"question\":\"What does “adopt, adapt and adept” refer to in the document?\",\"answer\":\"It frames a postcolonial way of engaging with colonial influence, highlighting how Indian literary practice can be adopted, adapted, and turned into expertise or mastery.\"},{\"question\":\"How does the document explain the British introduction of English education in India?\",\"answer\":\"It presents English education as tied to cultural appropriation and hegemony by consent, while also serving British administrative needs by creating intermediaries who could read, write, and speak English.\"},{\"question\":\"What themes are highlighted in Derozio’s poem “To India – My Native Land”?\",\"answer\":\"The poem is treated as patriotic consolation during British domination, presenting India as a deity and emphasizing the loss of past glory and the attempt to awaken cultural memory.\"}]","Empire Writes Back - Indian Writings in English - Adopt, Adapt and Adept | PDF",1789989857,22]