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The East India Company and Army Reform, 1783-1798
Raymond Callahan
Harvard University Press, 1972

Here is the first detailed study of the British government's late eighteenth-century attempt to reorganize the East India Company's army. The defeat of that attempt by the Company's officers involved the ruin of the governor-general, Sir John Shore, whose "failure" in dealing with the officers has been held against him by generations of historians.

Tracing the events from three points of view--those of the British government, the Company's government in Calcutta, and the officers of the Company's service--Raymond Callahan shows that the aspects of the Company's service which struck observers in London as inefficient and corrupt were, in the officers' view, precisely those things that made the Company's service worth entering. Barred by lack of wealth or social standing from the King's service, the officers looked upon their hazardous Indian exile as a chance to build their fortunes. The Company's service, especially its rule of promotion by strict seniority, was designed to facilitate this, and any attempt to restructure it was bound to provoke the opposition and resentment of the Company's officers. Failure to comprehend this fact on the part of both Shore's predecessor, Lord Cornwallis, and the British government made the subsequent clash inevitable.

Callahan concludes that Shore handled the officers in the only way open to him and that he was the victim of the mistakes of Cornwallis, whose service as governor-general has heretofore been considered a success.

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front cover of Education and the Cult of Efficiency
Education and the Cult of Efficiency
Raymond E. Callahan
University of Chicago Press, 1964
Raymond Callahan's lively study exposes the alarming lengths to which school administrators went, particularly in the period from 1910 to 1930, in sacrificing educational goals to the demands of business procedures. He suggests that even today the question still asked is: "How can we operate our schools?" Society has not yet learned to ask: "How can we provide an excellent education for our children?"
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