Exploring Colonial Interactions with Indigenous Knowledge Traditions: A Case Study of Calcutta Sanskrit College

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The Calcutta Sanskrit College occupies a central position in the history of Indian education, representing a nuanced synthesis of tradition and modernity. This study examines its profound significance within the socio-cultural and educational context of colonial India. Established in 1824, the institution was founded with the principal aim of revitalizing and safeguarding the Sanskrit language and its extensive literary corpus, thereby contributing to the preservation of indigenous intellectual traditions. Central to its functioning were the learned Pandits, distinguished scholars of Sanskrit who were instrumental in maintaining the continuity of ancient knowledge systems. The paper further explores the internal debates within the College concerning the incorporation of English alongside Sanskrit, a linguistic contention emblematic of the broader dialectic between tradition and modernity. These debates provide critical insights into the complex dynamics of colonial interventions, cultural identity, and the transformation of educational paradigms. The narrative of the Calcutta Sanskrit College thus reflects the broader trajectory of educational reform in colonial India, where languages, ideologies, and traditions intersected to shape the intellectual landscape of the nation. The institution emerges as a symbol of India’s enduring commitment to the preservation and adaptation of knowledge amidst a period of profound change.