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

Summary

This 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.