The "Macaulay filtration theory" (or similar interpretations) suggests that the British colonial education system in India aimed to:
* Create a class of Indians loyal to the British Crown: This wasn't about educating the masses, but about producing a small, Westernized elite who could assist in administration and governance. The 1939 policy, while expanding access somewhat, still prioritized higher education geared towards this aim. The focus remained on English-medium education and Western subjects, perpetuating this elitist approach.
* Divide and rule: By creating a Westernized elite distinct from the rest of the population, the British hoped to prevent widespread nationalist sentiment. The selective nature of education, coupled with its emphasis on Western values, contributed to this social divide. The 1939 policy implicitly continued this dynamic.
* Suppress indigenous knowledge systems: The curriculum heavily favored Western subjects, often at the expense of traditional Indian learning and languages. This aspect is clearly visible in the 1939 policy's emphasis on English and Western science and humanities.
In short, while the 1939 Indian education policy didn't use the phrase "Macaulay filtration theory," its structure and priorities strongly align with the principles described by that theory. The policy reflected the continued legacy of Lord Macaulay's influence on Indian education, even decades after his time, by maintaining a system that produced a select, Westernized elite, while largely neglecting the educational needs of the broader Indian population and its own intellectual traditions. It's crucial to understand the 1939 policy within the broader context of British colonial rule and its educational strategies.