Civilising the Native Educating the Nation Class 8 History | CBSE | NCERT | Class 8 History
Summary
TLDRThis educational video delves into the British colonial policies that aimed to 'civilize' India through education. It discusses the establishment of institutions like the Asiatic Society of Bengal and Hindu College, the influence of figures like William Jones, and the shift in educational focus from traditional Indian knowledge to English and European learning. The video also touches on the impact of the English Education Act of 1835, Woods Dispatch of 1854, and the local schools' transformation. It highlights Mahatma Gandhi's critique of English education and Rabindranath Tagore's Santiniketan, an alternative educational vision that fostered creativity and self-learning in harmony with nature.
Takeaways
- 😀 The British aimed to not only gain power over Indian territories but also to educate Indians to make them 'civilized'.
- 📚 William Jones, a linguist and junior judge of the Supreme Court in 1783, founded the Asiatic Society of Bengal and started a journal called Asiatic Researchers, showing interest in Indian texts on various subjects.
- 🏫 The British set up a madrasa in Kolkata in 1781 and the Hindu College in 1791 to promote the study of Arabic, Persian, Islamic law, and ancient Sanskrit texts.
- 🌏 The orientalist system of learning, where Westerners studied the language, culture, history, or customs of Eastern Asian countries, was criticized by some British officials like James Mill, who saw Eastern literature as non-serious and unscientific.
- 📖 Thomas Babington Macaulay emphasized the need to teach the English language, leading to the English Education Act of 1835, which made English the medium of instruction for higher education.
- 🔍 Woods Dispatch in 1854 outlined the educational policy for India, emphasizing the practical benefits of European learning over Oriental knowledge, aiming to improve the moral character of Indians and make them more amenable to British rule.
- 🏛️ The introduction of new rules and routines in vernacular education, such as regular fees, class attendance, and discipline, made education less accessible for children from poor peasant families.
- 🌳 Mahatma Gandhi believed that Western education enslaved Indians by instilling a sense of inferiority and weakening their pride in their own culture. He advocated for an education system that empowered Indians and nurtured a strong sense of cultural identity.
- 🎨 Rabindranath Tagore established Santiniketan in 1901, envisioning a school where children were happy and free, focusing on creative exploration and self-learning in a natural environment.
- 🤔 The debate about the nature of National Education continued even after Independence, with discussions on what truly constituted National Education and how to modify the British-established system for greater inclusivity.
Q & A
What was the primary aim of the British in India regarding education and civilization?
-The British aimed not only to gain power over Indian territories but also to educate Indians, making them 'civilized' according to their standards.
Who was William Jones, and what significant role did he play in the British approach to Indian education?
-William Jones was a junior judge of the Supreme Court in Kolkata and a linguist who learned Sanskrit. He had an interest in Indian texts and founded the Asiatic Society of Bengal, promoting the study of various Indian sciences.
What were the institutions established by the British in Kolkata and their purpose?
-The British set up a madrasa in Kolkata in 1781 to promote the study of Arabic, Persian, and Islamic law, and the Hindu College in 1791 to encourage the study of ancient Sanskrit texts.
What is the 'Orientalist system of learning' mentioned in the script, and how did it affect the study of ancient Indian scriptures?
-The Orientalist system of learning involved Westerners studying the language, culture, history, or customs of Eastern Asian countries. It initially encouraged the study of ancient Indian scriptures but was later criticized for being full of errors and unscientific.
What was the significance of the English Education Act of 1835 in the context of British colonial education policy?
-The English Education Act of 1835 made English the medium of instruction for higher education and stopped the promotion of study in the Kolkata madrasa and Banaras Sanskrit college.
What was the Woods Dispatch of 1854, and how did it influence the educational policy in India?
-The Woods Dispatch was an educational policy issued by Charles Wood, emphasizing the practical benefits of European learning over Oriental knowledge. It aimed to develop the country's resources and change Indian tastes and desires to create a demand for British goods.
How did the British colonial rule impact local schools and the education system in India?
-The British introduced new rules and routines in local schools, making the system more organized but also affecting the accessibility of education for children from poor families due to requirements like regular attendance and fees.
What was Mahatma Gandhi's view on English education and its impact on Indians?
-Mahatma Gandhi believed that English education enslaved Indians, instilling a sense of inferiority and weakening their pride in their own culture. He called for an education system that would empower Indians and nurture a strong sense of cultural identity.
Why did Rabindranath Tagore establish Shantiniketan, and what was his vision for it?
-Tagore established Shantiniketan in 1901 as an alternative to the rigid British schooling system. He envisioned a school where children could be happy, free, and cultivate their natural creativity in a natural environment.
How did the British educational reforms create social distance among Indians, according to the script?
-The British educational reforms created social distance by making English the medium of higher education, which led to a sense of superiority among the educated and a divide between the masses and the elite.
What was the ongoing debate about the nature of National Education in India, as mentioned in the script?
-The ongoing debate about National Education in India centered on who would define what constituted National Education and whether it should be different from the British-established system, with some arguing for modifications for greater inclusivity.
Outlines
📚 British Educational Policies in India
This paragraph discusses the impact of British policies on Indian society, focusing on their educational strategies. The British aimed to not only gain power over Indian territories but also to 'civilize' the Indian populace through education. Key figures like William Jones, a linguist and judge, played a significant role in promoting the study of Indian languages and texts. The Asiatic Society of Bengal was founded, and journals like Asiatic Research were started to further this cause. Educational institutions like the madrasa in Kolkata and the Hindu College in Banaras were established to promote the study of Arabic, Persian, Islamic law, and ancient Sanskrit texts. However, by the early 19th century, some British officials criticized this 'Orientalist' approach, arguing that it was unscientific and erroneous. The English Education Act of 1835 and Wood's Dispatch of 1854 shifted the focus to practical European learning, promoting English as the medium of instruction and emphasizing the economic benefits of such education.
🏫 Changes in Indian Education System under British Rule
This paragraph delves into the transformation of the Indian education system under British rule. The British introduced measures to control education, establishing government education departments and setting up a comprehensive university education system. The focus shifted from traditional vernacular schools to a more structured and regulated system. William Adam's report highlighted the flexible nature of vernacular schools, which were community-driven and had no fixed fees or infrastructure. However, the British aimed to bring order to this system by appointing government pundits and enforcing rules like regular fees, class attendance, and annual examinations. This new system, while improving the structure of education, also made it less accessible for children from poor families, who traditionally relied on the flexibility of vernacular schools. Mahatma Gandhi criticized this Western-style education for creating a sense of inferiority among Indians and promoting British dominance.
🌳 Alternative Visions for Indian Education
This paragraph explores alternative visions for Indian education, particularly focusing on the ideas of Rabindranath Tagore and Mahatma Gandhi. Tagore, disillusioned with traditional schooling, established Santiniketan in 1901, envisioning a school where children could be happy and free, fostering creativity and self-learning in a natural environment. Tagore's approach contrasted with the rigid British system, emphasizing the importance of nurturing a child's curiosity and creativity. Gandhi, on the other hand, believed that Western education had enslaved Indians and aimed for an education system that would restore their dignity and self-respect. While both shared a vision of education that empowered Indians and nurtured cultural identity, they differed in their views on the role of technology and science in education. The debate about the nature of national education continued even after India's independence, highlighting the ongoing struggle to define and implement an inclusive and empowering educational system.
Mindmap
Keywords
💡British policies
💡William Jones
💡Asiatic Society of Bengal
💡Madrasa
💡Hindu College
💡Orientalist system of learning
💡English Education Act of 1835
💡Woods Dispatch
💡Vernacular schools
💡Mahatma Gandhi
💡Santiniketan
Highlights
British policies aimed at civilizing and educating Indians.
William Jones, a linguist, learned Sanskrit and founded the Asiatic Society of Bengal.
The Asiatic Society started a journal called Asiatic Researchers to study Indian texts.
The British set up a madrasa in Kolkata in 1781 to promote Arabic, Persian, and Islamic law studies.
Hindu College was established in 1791 to encourage the study of ancient Sanskrit texts.
Orientalist system of learning was criticized by some British officials for its errors and unscientific approach.
James Mill considered Eastern literature as non-serious and light-hearted.
Thomas Babington Macaulay emphasized the need to teach the English language in India.
The English Education Act of 1835 made English the medium of instruction for higher education.
Woods Dispatch of 1854 outlined the educational policy for India, emphasizing practical benefits of European learning.
Woods Dispatch aimed to improve the moral character of Indians through European learning.
Government education departments were established to control educational matters in India.
The report of William Adam in the 1830s highlighted the progress of education in vernacular schools.
Vernacular schools were flexible with no fixed fee, books, or examination system.
The British aimed to enhance vernacular education by bringing order to the system.
Mahatma Gandhi believed that Western education enslaved Indians and instilled a sense of inferiority.
Gandhi called for students to abandon educational institutions as a symbolic gesture against British enslavement.
Rabindranath Tagore established Shantiniketan in 1901 as an alternative to traditional schooling.
Tagore's vision for Shantiniketan was a school where children were happy and free, encouraging creativity and self-learning.
The debate about the nature of National Education continued even after Independence.
Transcripts
[Music]
hi dear welcome back today we will learn
history from Class
8 and the chapter which we study is
civilizing the native educating the
nation if you new or haven't subscribed
yet click the Subscribe button to make
sure you don't miss any of my upcoming
videos let's learn and explore
together now let's dive straight into
the key
points we already know that the British
policies were affecting Indian Kings
peasants tribes
Etc britishers had an aim of not only
gaining power over the Indian
territories but also they wanted to
educate Indians to make them
civilized in Kolkata William Jones was
appointed as a junior judge of the
Supreme Court in
1783 he was also a linguist who learned
many diverse languages such as greek
latin French English Arabic and
Persian he also learned Sanskrit from
the pundits of
Kolkata Jones had an interest in Indian
texts on law philosophy religion
politics medicine and the other
Sciences he found out out that more
British officials shared the same
interest two Englishmen Henry Thomas
colbrook and nathel halad wear also
interested in learning about ancient
Indian
Heritage along with them Jones founded
an Asiatic Society of bangal and started
a journal called Asiatic
researchers the British set up a madrasa
in Kolkata in
1781 it promoted the study of Arabic
Persian and Islamic law in
1791 the Hindu College was established
in
bananas the motive was to encourage the
study of ancient Sanskrit
texts grave errors of the east in
orientalist system of learning the
westerners study the language culture
history or customs of countries in
eastern Asia from the early 19th century
a few British officials criticized the
orientalist system of
learning the study of ancient Indian
scriptures was
discouraged James Mill said that the
knowledge of the East was full of errors
and unscientific
thought they saw Eastern literature as
non-s serious and light-hearted and
considered Arabic and Sanskrit
literature a waste of time Thomas
babington mcau saw India as an
uncivilized country mcau emphasized ized
the need to teach the English
language it was propagated all over the
country following mol minute the English
Education Act of 1835 was
introduced they made English as the
medium of instruction for higher
education they stopped the promotion of
study in the Kolkata madrasa and the
Banaras Sanskrit
college education for Commerce WS
dispatch in 1854 the court of directors
of the East India Company in London sent
an educational dispatch to the Ghana
General in India Charles wood the
president of the board of control issued
the dispatch known as Woods
dispatch Woods dispatch outlined the
educational policy for India emphasizing
the Practical benefits of European
learning over Oriental
knowledge it highlighted the economic
advantage is stating that European
learning would enable Indians to
recognize benefits from trade and
commerce
expansion the dispatch stressed the
importance of developing the country's
resources it proposed that introducing
European ways of life would change
Indian tastes and
desires this change would create a
demand for British
goods the dispatch believed Indians
would begin to appreciate and purchase
Europe Ian produced
items the Practical use of the dispatch
was seen in its economic impact it aimed
to make Indians aware of the advantages
of trade and commerce
expansion Wood's dispatch argued that
European learning could improve the
moral character of
Indians the aim was to make them
truthful and
honest this was expected to provide the
company with trustworthy civil
servants
following the 1854 dispatch the British
introduced several measures in India
government education departments were
established to exert control over
educational
matters steps were taken to set up a
comprehensive system of University
education in
1857 universities were established in
calata Madras and
Bombay efforts were also made to bring
about changes within the school
education
system what happened to the Local
Schools the report of William Adam in
the 1830s William Adam told the
districts of Bengal and Bihar and had
been asked by the company to report on
the progress of Education in vernacular
schools in vernacular schools the medium
of education is a local or native
language according to the report
presented by Adam over one lakh patalas
were present in Bengal and bear with no
more than 20 students each these
institutions were set up by wealthy
people or the local
community the education system was
flexible with no fixed fee no printed
books no separate School building no
benches or chairs no blackboards no
system of separate classes no annual
examinations and no regular
timetable class were held under a bundan
tree in the corner of a village shop or
Temple or at the guru's home school fees
depended on the income of the parents
the rich had to pay more than the poor
the guru decided what to teach orally in
accordance with the needs of the
students students were sat together in
one place and the guru interacted
separately with groups of children with
different levels of
learning new routines new r schs the
company's primary focus was higher
education after 1854 the company aimed
to enhance vernacular education by
bringing order to the
system government pundits were appointed
by the company and assigned
responsibility for multiple
schools the pandit's task was to visit
patalas and enhance the quality of
teaching each Guru was required to
submit periodic reports and for follow a
regular timetable for
classes teaching relied on textbooks and
learning was assessed through an annual
examination
system students were obligated to pay a
regular fee regular class attendance
fixed seating arrangements and follow
new discipline rules were
mandatory the company sought to improve
the overall structure of vernacular
education the appointment of government
pundits aimed at bringing more
organization to the educational
system the periodic reports from gurus
and the annual examination system were
introduced to Monitor and assist the
progress of
students the company enforced rules like
regular fees class attendance fixed
seating and discipline to instill order
in the educational
institutions partala that adhered to the
new rules received support in the form
of government grants
the introduction of new rules and
routines had an impact on the
accessibility of education for children
from poor peasant
families previously these children could
attend par shalas as the timeable was
flexible the new system required regular
attendance posing a challenge during
critical times like the harvest
season during Harvest children from
impoverished families were traditionally
needed to work in the field
this shift in requirements created
difficulties for children from such
families to continue their
education Mahatma Gandhi's view English
education has enslaved us Mahatma Gandhi
believed that Western Civilization
instilled a sense of inferiority in the
minds of
Indians Western influence LED Indians to
perceive it as Superior and weaken their
pride in their own culture educ ated in
these Western institutions Indians
started admiring British
rule Gandhi aimed for an education that
would help Indians in regaining their
dignity and
self-respect during the national
movement he called on students to
abandon educational institutions as a
symbolic gesture against British
enslavement Gandhi believed that such
actions would convey to the British that
Indians were no longer willing to be
dominated
Gandhi's Vision included an education
system that empowered Indians and
nurtured a strong sense of cultural
identity English education created
social distance for
Indians Gandhi believed education should
nurture mind and soul literacy didn't
count as
education nationalists envisioned a
distinct education
system this system aimed to be different
from the British established
one next many of you may have heard of
Santi
nikan do you know why it was established
and by whom rabindra Nat tagor
established the institution in
1901 tagor disliked traditional
schooling during his
childhood he perceived school as
suffocating and oppressive AK to a
prison While others listened to teachers
tor's mind wandered
his Kolkata school days greatly
influenced his ideas on
education growing up dor envisioned a
school where children were happy and
free he wanted a place for Creative
exploration of thoughts and
desires tagor believed childhood should
be a time of
self-learning he aimed to break free
from the rigid British schooling system
teachers at too's Envision School needed
to be imaginative
they should understand and nurture the
child's
curiosity existing schools according to
tagore stifled a child's natural
creativity tagon insisted Creative
Learning thrives only in a natural
environment he chose a rural location
santian for his school 100 kilm from
Kolkata santiniketan was seen as a
peaceful aboard in harmony with nature
tagor envisioned it as a place where
children could cultivate their natural
creativity the school's Focus was on
encouraging creativity and
self-learning santiniketan represented
tor's vision of an alternative
harmonious
education in many aspects theor and
Mahatma Gandhi shared similar thoughts
on
education despite these similarities
differences in their viewpoints also
existed Gandhi was opposed to the
worship of machines and Technology but
tagor emphasized the importance of
learning Science and Technology
alongside art music and
dance many individuals and thinkers
considered the idea of a national
educational
system some argued for modifications in
the British established system aiming
for greater
inclusivity The crucial question of who
would Define what true constituted
National Education became a central
point of
discussion the ongoing debate about the
nature of National Education continued
even after
Independence dears this is all about the
main contents of this
chapter the actions and steps taken by
the colonial rule to civilize and
educate the people have been discussed
in this
chapter I hope this video has been
valuable in providing a quick
understanding of of the entire chapter
for more contents make sure to subscribe
to this YouTube Channel please take a
moment to like and share this video with
others who might find it
helpful your support means a lot thank
you
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