Where Learning is EASY: History Solution Class 8 Chapter 8

8. Civilising the ‘Native’, Educating the Nation

Facts that Matter

· The British in India established their control over the entire country. But their task was not completed with it. They felt that they had a cultural mission. They had to civilise the natives by giving them proper education and by changing their customs and values.

· For this it was necessary to study Indian history, philosophy and law. William Jones, an expert in law and a linguist, took this task. He began to study ancient Indian texts on law, philosophy, religion, politics, morality, arithmetic, medicine and the other sciences.

· Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed were also busy discovering the ancient Indian heritage, mastering Indian languages and translating Sanskrit and Persian works into English.

· Jones and Colebrooke shared a deep respect for ancient culture. Both of India and the West Indian civilisation, they felt, had attained its glory in the ancient past but had subsequently declined. In order to understand India it was necessary to discover the sacred and legal texts that were produced in the ancient time.

· Jones and Colebrooke went about discovering ancient texts, understanding their meaning, translating them and making their findings known to other.

· Several company officials got influenced by these ideas. They felt that Hindus and Muslims ought to be what they were already familiar with and what they valued and treasured, not subjects that were alien to them.

· It was thought that this was only way the British could win the hearts the ‘natives’, and could get respect from them.

· A madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law. In 1791, the Hindu Collage was established in Banaras to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.

· Not all company officials shared these views. They began to criticise the Orientalise vision of learning. They strongly disapproved the British effort to encourage the study of Arabic and Sanskrit language and literature.

· James Mill was one of those who attacked the Orientalists. He was of the opinion that Indians should be made familiar with the scientific and technical advances that the West had mad, rather than with the poetry and sacred literature of the Orient.

· Thomas Babington Macaulay, another of Orientalists, saw India as an uncivilised country that needed to be civilised. He emphasized the need to teach Indians the English language.

· Finally, the English Education Act of 1835 was introduced. The decision was to make English the medium of instruction for higher education and to stop the promotion of Oriental institutions like the Calcutta Madrasa and Banaras Sanskrit College.

· In 1854, an educational despatch, popularly known as Woods’ despatch, was sent to India. Outlining the educational policy that was to be followed in India. It emphasised once again the practical benefits of a system of European learning.

· Wood’s Despatch argued that European learning would enable Indians to recognise the advantage that flow from the expansion of trade and commerce and make them see the importance of developing country’s resources. European learning would also improve the moral character of Indians. It would make them truthful and honest and thus supply the company with civil servents who could be trusted.

· The British took several measures. They set up education departments of the government. Universities were established in Calcutta, Madras and Bombay. Up to the mid-19^th century, the company’s primary concern was to improve higher education.

· Afterwards, it also took steps to improve the condition of local schools.

· In 1830s William Adam, a Scottish missionary, was given the charge by the Company to tour the districts of Bengal and Bihar. He was asked to report on the progress of education in local schools.

· Adam found that the system of education in the local schools, known as Pathshalas, was flexible. There were no fixed fee, no benches or chairs, no system of separate classes, no annual examinations, etc. in some places classes were held under a banyan tree, in other places in the corner of a village’s shop or temple, or at the guru’s home. Teaching was oral and the guru decided what to teach.

· After the Company got Adam’s report, it immediately took decision to improve the system of vernacular education.

· It appointed a number of government pandits, each in charge of looking after four to five schools. The task of the pandit was to visit the Pathshalas and try to improve the standard of teaching.

· New routines and rules were introduced. Teaching was now to be based on textbooks and learning was to be tested through a system of annual examination. Students were asked to pay regular fee, attend regular classes, sit on fixed seats and obey the new rules of discipline.

· Not only the British officials but several Indians too wanted to spread education in the country. The Indians felt that Western education would help modernise India. Hence, they urged the British to open more and more schools, colleges and universities.

· At the same, there were other Indians, such as Mahatma Gandhi and Rabindranath Tagore, who were dead against western education.

· Mahatma Gandhi argued that coloured education created a sense of inferiority in the minds of Indians. It enslaved Indians. He felt that Indian languages ought to be the medium of teaching. Education in English crippled Indians, distanced them from their own social surroundings and made them strangers in their own land.

· With the spread of nationalist movement, other thinkers also began thinking of a system of national education which would be different from that one set up by the British.

· Rabindranath Tagore started Shantiniketan in 1901. He was of the view that creative learning could be encouraged only within a natural environment. So he chose to set up his school 100 kilometres away from Calcutta, in a rural setting. He saw it as an abode of peace. i.e. Shantiniketan, where living in harmony with nature, children could cultivate their natural creativity.

Words that Matter:

· Linguist: One who knows and studies several languages.

· Native: Original inhabitant of the land.

· Orientalist: Those with a scholarly knowledge of the language and culture of Asia.

· Munshi: A person who can read, write and teach Persian.

· Vernacular: It refers to a local language or dialect as distinct from what is seen as the standard language.

· Minute: A short note on a subject.

· Despatch: A message or report.

· Pathshala: Local school.

· Guru: Teacher.

Dateline:

· 1781: A madrasa was set up in Calcutta.

· 1791: The Hindu College was set up in Banaras.

· 1835: The English Education Act was enacted.

· 1854: Wood’s Despatch was issued.

· 1901: Rabindranath Tagore established Shantiniketan.

Questions from Textbook

Let’s Recall:

1. Match the following:

William Jones	Respect for ancient cultures
Rabindranath Tagore	Learning in a natural environment
Thomas Macaulay	Promotion of English education
Mahatma Gandhi	Critical of English education
Pathshalas	Gurus

2. State whether true or false:

a) James Mill was a severe critic of the Orientalists. True

b) The 1854 despatch on education was in favour of English being introduced as a medium of higher education in India. True

c) Mahatma Gandhi thought that promotion of literacy was most important aim of education. False

d) Rabindranath Tagore felt that children ought to be subjected to strict discipline. False

Let’ Discuss:

3. Why did William Jones feel need to study Indian history, philosophy and law?

He felt the need to study Indian history, philosophy and law because only these texts could reveal the ideas and laws of the Hindus and Muslims, and only a new study of these texts could from the basis of future development in India.

4. Why did James Mill and Thomas Macaulay think that European education was essential in India?

Both James Mill and Thomas Macaulay saw India as an uncivilised country that needed to be civilised. And for this purpose European education was essential. They felt that knowledge of English would allow Indians to read some of the finest literature of the world, it would make them aware of the developments in western science and philosophy. Teaching of English could thus be a way of civilising people, changing their tastes, values and culture.

5. Why did Mahatma Gandhi want to teach children handicrafts?

Mahatma Gandhi wanted to teach children handicrafts because only then they would be able to know how different things were operated. This would develop their mind and their capacity to understand.

6. Why did Mahatma Gandhi think that English education had enslaved Indians?

Mahatma Gandhi was dead against English education. He argued that this type of education had created a sense of inferiority in the minds of Indians. It had made them see Western civilisation as superior and had destroyed the pride they had in their own culture. It had cast an evil spell on Indians. Education in English had crippled them, distanced them from their own surroundings and made them strangers in their own lands. What is more, it had enslaved them.

More Questions Solved

I. Multiple Choice Questions:

Choose the correct option:

i) The ideas of William Jones were supported by

a) James Mill b) Thomas Macaulay

c) Charles Wood d) Henry Thomas Colebrooke

ii) A madrasa was set up in Calcutta in 1781 to promote the study of

a) Urdu b) Arabic

c) Ancient history of India d) Muslim religion

iii) Who attacked the Orientalists?

a) James Mill b) Thomas Macaulay c) Both (a) and (b) d) None

iv) The name associated with the establishment of Serampore Mission

a) Thomas Macaulay b) Henry Thomas Colebrooke

c) William Corey d) William Jones

v) William Adam toured the districts of

a) Bihar and Orissa b) Bihar and Bengal

c) Bengal and Rajasthan d) Orissa and Madhya Pradesh

II. Fill in the blanks:

Fill in the blanks with appropriate words to complete each sentence.

i) Warren Hastings took the initiative to set up the Calcutta Madrasa and believed that ancient customs of the country and customs of learning ought to be the basis of oriental rule in India.

ii) Thomas Macaulay saw India as an uncivilised country that needed to be civilised.

iii) Together with Henry Thoma Colebrooke and Nathaniel Halhed, Jones set up the Asiatic Society of Bengal and started a journal called Asiatic Researches.

iv) Many British officials said that knowledge of the East was full of errors and unscientific thought.

v) There was no system of annual examinations in Pathshalas.

vi) Rabindranath Tagore started Shantiniketan in 1901.

III. True or False:

State whether each of the following statements is true or false.

i) Wood’s Despatch emphasised the practical benefits of a system of European learning. True

ii) Mahatma Gandhi never approved English education in India. True

iii) Rabindranath Tagore did a lot for the spread of English education in India. False

iv) Pathshalas followed strict rules and regulations. False

v) Thomas Macaulay was in favour of the promotion of Oriental institutions. False

vi) James Mills was a Scottish missionary who toured the districts of Bengal and Bihar. False

vii) Tagore set up his school, i.e. Shantiniketan in a rural setting. True

IV. Match the followings:

Match the items given in Column A correctly with those given in Column B.

Column A	Column B
i) Serampore College	a) Calcutta
ii) Pathshalas	b) Set up by wealthy people
iii) William Jones	c) A linguist
iv) Wood’s Despatch	d) Promoted European learning
v) Hindu College	e) Banaras

V. Very short answer type questions:

1. Name the different languages that William Jones studied.

Greek, Latin, English, French, Arabic and Persian.

2. Why was Calcutta Madrasa set up?

Calcutta Madrasa was set up to promote the study of Arabic, Persian and Islamic law.

3. Why was the Hindu College established in Banaras?

The Hindu College was established in Banaras to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.

4. Name two individuals who sharply attacked the Orientalists.

James Mills and Thomas Babington Macaulay.

5. What did Thomas Macaulay urged the British government in India?

Thomas Macaulay urged the British government in India to stop wasting public money in promoting Oriental learning for it was of no practical use.

6. How were Oriental institutions like the Calcutta Madrasa and Banaras Sanskrit College viewed by the British?

These Oriental institutions were viewed as temples of darkness that were falling of themselves into delay.

7. Name the places where the British established universities.

Calcutta, Madras and Bombay.

8. Where were classes held under the system of Pathshalas?

Classes were held under a banyan tree or in the corner of a village shop or temple or at the guru’s home.

9. What type of education was given to the children in Pathshalas?

Children were given oral education in Pathshalas.

10. Why were classes not held during harvest time?

It was because rural children had to work in the fields during harvest time.

11. What task was assigned to the pandit by the Company?

The Company assigned the pandit to visit the Pathshalas and try to improve the standard of teaching.

12. Name two Indians who reacted against Western education

Mahatma Gandhi and Rabindranath Tagore.

13. What do you mean by Tagore’s abode of peace?

Tagore’s Shantiniketan was established in a rural setting. 100 kilometres away from Calcutta. As it was far from the din and bustle of the city it was an abode of peace.

14. How did Tagore view his school namely Shantiniketan?

He viewed his school as an abode of peace where living in harmony with nature, children would cultivate their natural creativity.

VI. Short answers type questions:

1. Why did many Company officials in India want to promote Indian rather than Western learning?

Many Company officials felt that institutions should be set up to encourage the study of ancient Indian texts and teach Sanskrit and Persian literature and poetry. These officials were of the opinion that Hindus and Muslims ought to be taught what they were already familiar with and what they valued and preserved, not subjects that were alien to them. They believed that only by doing this the British could win the hearts of the Indians, only then they could except to be respected by their subjects.

2. What were the views of other Company officials?

Other Company officials did not approve the ideas of the Orientalists. They began to criticise the Orientalist vision of learning. They saved that the knowledge of the East was full of errors and unscientific thought. They saw Eastern literature as non-serious and light-hearted. So, they argued that it was wrong on the part of the British to spend so much effort in encouraging the study of Arabic and Sanskrit language and literature.

3. Define the term ‘vernacular’. Why did the British use this term in colonial countries like India?

The term ‘vernacular’ refers to a local language or dialect as distinct from what is seen as the standard language.

In colonial countries like India, the British used this term to mark the difference between the local languages of everyday use and English, the language of the imperial masters.

4. What measures were taken by the English Education Act of 1835?

The following measures were taken under the English Education Act 1835:

i) English was made the medium of instruction for higher education.

ii) Promotion of Oriental institutions like the Calcutta Madrasa and Banaras Sanskrit College was stopped. These institutions were seen as temples of darkness that were falling of themselves into decay.

iii) English textbooks began to be produced for schools.

5. What measures were taken by the British after issuing of Wood’s Despatch?

Following measures were taken:

i) Education departments of the government were set up to extend control over all matters regarding education.

ii) A system of universities education was introduced. Universities were established in Calcutta, Madras and Bombay.

iii) Attempts were also made to bring about changes within the system of school education.

6. How were the views of Tagore and Mahatma Gandhi on the West different?

Both Tagore and Mahatma Gandhi thought about education in similar ways. But there were differences too. Gandhiji was highly critical of Western civilisation and its worship of machines and technology. Tagore wanted to combine elements of modern Western civilisation with what he saw as the best within Indian tradition. He emphasised the need to teach science and technology at Shantiniketan, along with art, music and dance.

VII. Long answers type questions:

1. What was Wood’s Despatch? What were its provisions?

The Court of Directors of the East India Company in London sent an educational despatch to the Governor-General in India in the year 1854. As the despatch was issued by Charles Wood, the President of the Board of Control of the Company, it came to be known as Wood’s Despatch.

Wood’s Despatch outlined the educational policy that was to be followed in India. It criticised the Oriental knowledge and emphasised the need of European learning. The Despatch made it clear that European learning would enable Indians to recognise the benefits that would flow from the expansion of trade and commerce. It would also make them see the importance of developing country’s resources. Indians needed to adopt European ways of life because this would change their tastes and desires and create a demand for British goods.

2. What measures were undertaken by the Company to improve the system of vernacular education?

How were the irregularities of Pathshalas checked by the Company?

There were no rules and regulations in Pathshalas. Hence, the Company decided to improve the entire system. It took several measures:

i) It appointed a number of government pandits, each in charge of looking after four to five schools. The task of the pandit was to visit the Pathshalas and try and improve the standard of teaching.

ii) Each guru was asked to submit periodic reports and take classes according to a regular time table.

iii) Teaching was now to be based on textbooks and learning was to be tested through a system of annual examination.

iv) Students were asked to pay a regular fee, attend regular classes, sit on fixed seats and obey the new rules of discipline.

3. What type of education did Mahatma Gandhi want in India?

Mahatma Gandhi never approved English education because it had created a feeling of inferiority in the minds of millions of Indians. In fact he wanted an education that could help the people of India restore their sense of dignity and self-respect. During the time of the national movement he urged students to leave educational institutions to show the British that they could no longer enslave Indians.

Mahatma Gandhi never wanted English to be the medium of teaching. Instead he thought that students ought to be taught in the medium of Indian languages. Education in English crippled the people of India. It distanced them from their own surroundings. It made them alien in their own lands. Hence, he felt that English education ought not to flourish in India any more.

He urged that education ought to develop a person’s mind and soul. Simply learning to read and write did not matter at all. People had to learn a craft and know how different things operated. This would definitely develop their mind and their capacity to understand.

4. Write a note on Rabindranath Tagore and his school Shantiniketan.

Rabindranath Tagore, like Mahatma Gandhi, also did not approve Western education wholeheartedly. At the time when several Indians urged the British to open more and more schools, colleges and universities in order to spread English education in India, Rabindranath Tagore reacted strongly against such education.

He was a great educationist. But he hated going to school because he saw it oppressive. In fact he wanted to establish a school where the children were happy and were free to explore their thoughts and desires without feeling any suppression. He advocated for giving children natural surroundings where they would be able to cultivate their natural creativity.

Keeping the above ideals in mind, Rabindranath Tagore established Shantiniketan in the year 1901. He regarded it as an ‘abode of peace’. He set up his school 100 kilometres away from Calcutta, in a rural setting in order to provide children a very peaceful environment. Here, they could develop their imagination and creativity. Tagore was of the opinion that existing schools were killing the natural desires of the children to be creative. Hence, it was necessary to help them develop their curiosity by providing them good teachers who could understand them.

By establishing an institution like Shantiniketan he did a great job in the field of education.