and literature played a vital role in shaping ideas and identities in colonial Bengal from the 18th century onwards," writes Anindita Ghosh, continuing that "… commercial print cultures that emanated from numerous cheap presses in Calcutta and its suburbs disseminated wide-ranging literary preferences that afforded a space to different sections of the Bengali middle classes to voice their own distinctive concerns." The Bengal Province was the base for British East India Company rule until the overthrow of the Nawab of Bengal at the Battle of Plassey in 1757, which marked the Crown's consolidation of power in India. Many postcolonial historians source the origins of the Bengal Renaissance to these events, arguing that the movement was both a reaction to the violence and exploitation by the British Raj, as well as a product of the Empire's promotion of English education in the region as part of its "civilising missions". For instance, Sivanath Sastri notes that Charles Grant, a British politician influential in Indian affairs who also served as Chairman of the East India Company, "moved "that a thorough education be given to the different races inhabiting the country, [and] that the Gospel be preached to them… ." Moreover, Arabinda Poddar contends that the English education of Bengalis was intended to create "mere political slaves," arguing that, "the civilising role of English education, stressed the need of creating a class of Anglophiles who would have a somewhat in-between existence between the rulers and the ruled." Other historians cite the works of "Father of the Bengal Renaissance," Raja Rammohun Roy, as the start of the Bengal Renaissance. Roy, by 1829, co-founded the Brahmo Sabha movement, later renamed the Brahmo Samaj by Debendranath Tagore. It was an influential socioreligious reform movement that made significant contributions to the renaissance, as well as the makings of modern Indian society. Education Among the many changes brought about by the Bengal Renaissance in India was the development of education, both in the Bengali language and in English. Colonial provisions at the time consisted mainly of village schools teaching literacy and numeracy, Arabic and Islamic studies being taught to Muslims in madrasas, and tols, where pandits instructed Sanskrit texts to Brahmins, which were supported by endowments. These institutions were exclusively male, and in the rare cases where girls could get an education, it was in the home. The work of Christian missions also had more of an influence on