ABSTRACT
In the last chapter, by examining some of the early 19th-century reports on indigenous education by the British, I show how the European conception of education and the ideal of self-formation (as actualisation of the self) that governs it were means through which the British make sense of native institutions of learning. As a result various forms of learning as well as the specific form of ethical learning (made visible in the previous chapter) prevailing in India could not be noticed. This assertion of mine is not meant to show that we too had our institutions but draw attention to the compulsions of the European frame in identifying in what is education and what is not.
