Civilising the Native Educating the Nation Class 8 History | CBSE | NCERT | Class 8 History

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13 Mar 202413:48

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

00:00

📚 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.

05:00

🏫 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.

10:01

🌳 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

British policies refer to the administrative and cultural strategies implemented by the British colonial authorities in India. These policies had profound effects on various social groups, including Indian kings, peasants, and tribes. In the video, the focus is on how these policies aimed to 'civilize' and 'educate' the Indian population, reflecting the broader colonial agenda of control and influence.

💡William Jones

William Jones was a British judge and linguist who played a significant role in the cultural exchange between Britain and India. He was instrumental in the establishment of the Asiatic Society of Bengal, which aimed to study and promote Indian culture and learning. His interest in Indian texts on various subjects, including law, philosophy, and medicine, exemplifies the early efforts to bridge the cultural gap between the colonizers and the colonized.

💡Asiatic Society of Bengal

The Asiatic Society of Bengal, founded by William Jones and others, was a scholarly organization dedicated to the study of Indian culture, history, and language. It was a key institution in the early phase of British engagement with Indian intellectual traditions. The society's activities, such as the publication of the 'Asiatic Researchers' journal, demonstrate the colonial interest in understanding and preserving Indian heritage.

💡Madrasa

A madrasa is an Islamic educational institution that focuses on religious studies. In the context of the video, the British set up a madrasa in Kolkata in 1781 to promote the study of Arabic, Persian, and Islamic law. This initiative was part of the colonial strategy to engage with and control religious education in India, reflecting the complex dynamics of cultural and religious interactions under British rule.

💡Hindu College

The Hindu College, established in Calcutta in 1791, was an educational institution aimed at encouraging the study of ancient Sanskrit texts. It was part of the British efforts to 'civilize' India by promoting the study of classical Indian literature and philosophy. The college's establishment illustrates the colonial interest in preserving and utilizing Indian intellectual traditions for educational purposes.

💡Orientalist system of learning

The orientalist system of learning refers to the Western approach to studying the languages, cultures, and histories of Eastern countries, particularly during the colonial era. The video discusses how this system was initially embraced by the British in India but later criticized for its errors and unscientific nature. The orientalist approach was seen as a way to understand and control the colonized subjects, but it also faced criticism for its biases and inaccuracies.

💡English Education Act of 1835

The English Education Act of 1835 was a significant policy introduced by the British in India that made English the medium of instruction for higher education. This act aimed to anglicize Indian education and align it with British educational standards. The script mentions that this policy stopped the promotion of study in institutions like the Kolkata madrasa and Banaras Sanskrit college, reflecting a shift in colonial educational priorities.

💡Woods Dispatch

The Woods Dispatch, sent in 1854 by the East India Company, outlined the educational policy for India, emphasizing the practical benefits of European learning over Oriental knowledge. It highlighted the economic advantages of European education and proposed that introducing European ways of life would change Indian tastes and desires, creating a demand for British goods. The dispatch aimed to make Indians aware of the advantages of trade and commerce, reflecting the economic motivations behind colonial educational policies.

💡Vernacular schools

Vernacular schools are educational institutions where the medium of instruction is the local or native language. The video discusses the report of William Adam on vernacular schools in Bengal and Bihar, which were flexible and community-driven. The British aimed to enhance vernacular education by bringing order to the system, appointing government pundits and introducing a regular examination system. This shift in educational policy had implications for the accessibility of education, particularly for children from poor peasant families.

💡Mahatma Gandhi

Mahatma Gandhi, a prominent leader in the Indian independence movement, is mentioned in the video for his critique of English education. Gandhi believed that Western civilization and its educational system instilled a sense of inferiority in Indians and weakened their pride in their own culture. He advocated for an education system that would empower Indians and nurture a strong sense of cultural identity, reflecting his broader vision for India's freedom and self-reliance.

💡Santiniketan

Santiniketan is an educational institution established by Rabindranath Tagore in 1901. Tagore envisioned a school where children could be happy and free, fostering creativity and self-learning. The school was located in a rural setting, away from the rigidity of traditional British schooling. Santiniketan represented Tagore's vision of an alternative, harmonious education system, emphasizing the importance of learning in a natural environment and nurturing the child's natural curiosity.

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.