Class 8 Social Science Notes Chapter 2 (Civilising the 'Native'; Educating the Nation) – Our Pasts - III (Part-2) Book

Alright class, let's delve into Chapter 2: 'Civilising the "Native", Educating the Nation'. This chapter is crucial as it explores how the British viewed Indian society and culture, and the profound impact their educational policies had on India. Understanding this is key not just for your exams, but also for grasping the complexities of modern India.

Detailed Notes: Chapter 2 - Civilising the "Native", Educating the Nation

1. British Attitudes Towards Indian Learning:

• Initial Respect (Orientalism):

  • In the late 18th and early 19th centuries, some British officials and scholars developed a deep respect for ancient Indian culture, laws, philosophy, and languages (like Sanskrit and Persian).
  • They believed that understanding these ancient texts was essential for effective administration and to win the respect of the 'natives'.
  • Key Figures (Orientalists):
    • William Jones: Linguist, arrived in Calcutta (1783) as a junior judge. Founded the Asiatic Society of Bengal (1784) and started a journal, Asiatick Researches. He discovered connections between Sanskrit, Latin, and Greek.
    • Henry Thomas Colebrooke & Nathaniel Halhed: Also scholars of Indian languages and ancient texts. Translated Sanskrit and Persian works into English.
  • Motivation: Believed that India had a glorious past that had declined. They felt rediscovering this heritage was necessary for India's future progress and for British understanding.
  • Institutions: Supported the setting up of institutions like the Calcutta Madrasa (1781, by Warren Hastings) to promote the study of Arabic, Persian, and Islamic law, and the Hindu College in Benaras (1791, by Jonathan Duncan) to encourage the study of ancient Sanskrit texts useful for administration.

• Growing Criticism (Anglicism):

  • By the early 19th century, many British officials began to strongly criticize the Orientalist vision.
  • They viewed Eastern knowledge as unscientific, error-prone, light-hearted, and inferior to Western learning.
  • Key Figures (Anglicists):
    • James Mill: A prominent critic. Attacked the Orientalists, arguing that the aim of education should be to teach what was useful and practical, not what the 'natives' respected or pleased them. Believed Western scientific and technical advances were superior.
    • Thomas Babington Macaulay: Became the most forceful and influential proponent of English education. Saw India as an uncivilised country needing to be civilised. Famously stated in his Minute of 1835 that "a single shelf of a good European library was worth the whole native literature of India and Arabia."
  • Motivation: Believed that knowledge of English would allow Indians to read Western literature, become aware of developments in Western science and philosophy, and thus 'civilise' them, changing their tastes, values, and culture. They aimed to create a class of Indians "Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect" to serve as interpreters and clerks.

2. Key Policies and Developments:

• Macaulay's Minute (1835):

  • Based on Macaulay's recommendations, the English Education Act of 1835 was introduced.
  • Decision was made to make English the medium of instruction for higher education.
  • Funding for Oriental institutions like the Calcutta Madrasa and Benaras Sanskrit College was stopped. English textbooks began to be produced for schools.

• Wood's Despatch (1854):

  • Issued by Charles Wood, President of the Board of Control of the East India Company. Often called the 'Magna Carta of English Education in India'.
  • Outlined a comprehensive educational policy for India.
  • Key Recommendations:
    • Reiterated the practical benefits of European learning (advancement in commerce, resource development, creating trustworthy civil servants).
    • Emphasized improving the moral character of Indians through European learning.
    • Proposed a systematic approach: primary schools (vernacular), Anglo-Vernacular high schools, and colleges (English medium).
    • Recommended setting up universities in major cities. Consequently, universities were established in Calcutta, Madras, and Bombay in 1857.
    • Stressed the need for teacher training.
    • Supported education for women.

3. Impact of British Education System:

• Limited Reach: Education did not filter down to the masses as hoped (Downward Filtration Theory). It largely remained confined to the upper and middle classes in urban areas.
• Neglect of Vernaculars: Focus on English led to the neglect of local languages and traditional systems of learning (pathshalas and maktabs).
• Creation of an Educated Elite: Produced a class of English-educated Indians who often filled subordinate administrative roles but were sometimes alienated from the wider Indian society.
• Curriculum: Focused heavily on Western knowledge, often ignoring Indian context and knowledge systems.

4. Indian Responses and National Education:

• Critique of Colonial Education:

  • Many Indian thinkers began to react against Western education imposed by the British.
  • Mahatma Gandhi: Argued strongly against English education. He believed:
    • It created a sense of inferiority among Indians.
    • It destroyed pride in their own culture.
    • It was "sinful" and "enslaved" Indians.
    • It focused on reading and writing rather than practical knowledge and lived experience ('education by the hand').
    • It alienated Indians from their own social surroundings and masses.
    • He advocated for education in the Indian languages and integration of practical skills (crafts).
  • Rabindranath Tagore:
    • Founded Shantiniketan (started as a small school in 1901).
    • Believed that creative learning could only be encouraged within a natural environment, away from the rigid discipline of the British system.
    • Emphasized self-learning, imagination, curiosity, art, music, dance, along with science and technology.
    • Wanted to combine elements of modern Western civilisation with the best aspects of Indian tradition.

• Rise of National Institutions: The desire for education rooted in Indian culture and serving national goals led to efforts by nationalists to set up alternative schools and colleges during the freedom struggle (e.g., institutions associated with the Swadeshi movement, Vidyapiths).

5. Education of Girls:

• Initially neglected by the British system.
• Significant efforts were made by Indian social reformers (like Pandita Ramabai, Jyotirao Phule) and some support came later through initiatives like Wood's Despatch, though progress remained slow.

Key Takeaways for Exams:

• Know the difference between Orientalist and Anglicist views and key proponents.
• Understand the significance of Macaulay's Minute (1835) and Wood's Despatch (1854).
• Be aware of the impact and limitations of British education policy.
• Remember the critiques and alternative visions proposed by Mahatma Gandhi and Rabindranath Tagore (Shantiniketan).
• Note the establishment dates of the Asiatic Society and the first three universities.

Multiple Choice Questions (MCQs):

1. Who among the following was a prominent Orientalist who founded the Asiatic Society of Bengal in 1784?
   a) James Mill
   b) Thomas Babington Macaulay
   c) Charles Wood
   d) William Jones

2. The Calcutta Madrasa was established in 1781 primarily to promote the study of:
   a) Ancient Sanskrit texts
   b) European scientific knowledge
   c) Arabic, Persian, and Islamic law
   d) English language and literature

3. Thomas Babington Macaulay, in his Minute of 1835, strongly advocated for:
   a) Promoting traditional Indian learning through Sanskrit and Persian.
   b) Making English the medium of instruction for higher education in India.
   c) Establishing universities based on the German model.
   d) Focusing education solely on vocational skills.

4. The Wood's Despatch of 1854 is often referred to as the:
   a) Charter Act of Indian Education
   b) Magna Carta of English Education in India
   c) Downward Filtration Theory Document
   d) Vernacular Education Act

5. Which of the following was NOT a key recommendation or outcome of the Wood's Despatch (1854)?
   a) Emphasis on the practical benefits of European learning.
   b) Establishment of universities in Calcutta, Madras, and Bombay.
   c) Promotion of education solely through the English medium at all levels.
   d) Support for establishing a system from primary schools to universities.

6. Mahatma Gandhi criticized English education in India primarily because he believed it:
   a) Was too focused on science and technology.
   b) Did not provide enough jobs for Indians.
   c) Created a sense of inferiority and alienated Indians from their own culture and masses.
   d) Was not sufficiently funded by the British government.

7. Rabindranath Tagore founded Shantiniketan with the vision of:
   a) Providing education strictly based on ancient Indian Gurukul system.
   b) Training Indians primarily for administrative jobs in the British Raj.
   c) Creating a learning environment that fostered creativity, curiosity, and harmony with nature.
   d) Focusing exclusively on Western scientific education.

8. The Anglicist view, championed by figures like James Mill and Macaulay, believed that:
   a) Ancient Indian texts held valuable wisdom essential for governance.
   b) Eastern knowledge was unscientific and inferior to Western learning.
   c) Education should primarily be in vernacular languages.
   d) The British should not interfere in the existing Indian education systems.

9. Universities were established in Calcutta, Madras, and Bombay in the year:
   a) 1835
   b) 1854
   c) 1857
   d) 1784

10. The term 'Orientalist' in the context of British India refers to scholars who:
    a) Criticized all forms of Indian learning.
    b) Advocated for imposing Western culture completely.
    c) Respected and studied ancient Indian languages, literature, and laws.
    d) Focused only on the commercial aspects of education.

Answer Key:

1. d) William Jones
2. c) Arabic, Persian, and Islamic law
3. b) Making English the medium of instruction for higher education in India.
4. b) Magna Carta of English Education in India
5. c) Promotion of education solely through the English medium at all levels. (Wood's Despatch supported vernaculars at the primary level).
6. c) Created a sense of inferiority and alienated Indians from their own culture and masses.
7. c) Creating a learning environment that fostered creativity, curiosity, and harmony with nature.
8. b) Eastern knowledge was unscientific and inferior to Western learning.
9. c) 1857
10. c) Respected and studied ancient Indian languages, literature, and laws.

Make sure you revise these notes thoroughly. Pay attention to the motivations behind different policies and the contrasting viewpoints. Good luck with your preparation!