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Saturday, November 12, 2022

NAME: Chaitanya choudhary

CHITVAN STUDY CIRCLE

DA/88A, LIG FLATS, HARI NAGAR (PH 28126286)
P86A, VIJAY VIHAR, UTTAM NAGAR (PH 45047299)
MOBILE 9818647685, 9999027685

HISTORY CHAPTER 7
CIVILISING THE NATIVE, EDUCATING THE NATION

Summary

1 British in India wanted control over territories and

revenue. They also wanted to civilize the natives and
change their customs and values.

2 In 1783, William Jones was appointed as a junior judge in

the Supreme Court at Calcutta. He was an expert in law.
In addition to this he was a linguist. He had studied
Greek, Latin, French, English, Arabic, Persian, Sanskrit
language, grammar and poetry. He started studying
ancient Indian texts on law, philosophy, religion, politics,
morality, arithmetic, medicine and other sciences.

3 Henry Thomas Colebrooke and Nathaniel Halhed were

also interested in studying ancient Indian culture.

4 William Jones together with Henry Thomas Colebrooke

and Nathaniel Halhed set up Asiatic Society of Bengal and
started Asiatick Researches. Many Company officials also
requested the British Government to promote Indian
learning rather than Western learning. A madrasa was set
up in Calcutta in 1781 and the Benaras Hindu College was
set up in 1791 in Benaras.

5 James Mill and many British officials were opposed to the

ideas of William Jones, Henry Thomas Colebrooke and
Nathaniel Halhed. They said that there were grave
(serious) errors of the East. They said that the knowledge
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of the East was full of errors. It had unscientific thoughts.

It was non-serious and light hearted. The British should
not spend any money on promotion of Arabic and
Sanskrit. Indians should be taught scientific and technical
advances.
Thomas Babington Macaulay was another British who was
opposed to Orientalists (EAST, INDIA). He saw India as
uncivilized country. He said that it needed to be civilized.
He emphasized to teach English language to Indian
people.
In 1854, the Court of Directors of the East India Company
in London sent an Education Despatch. It was called
Wood’s Despatch. It described the practical benefits of a
system of European learning as opposed to Oriental
(Indian) learning. It said that Indian people should be
taught advantages of commerce and economics.
Following the Despatch, government set up control over
all the matters of education. Steps were taken to
establish a system of university education. Several
universities were established in Calcutta, Madras and
Bombay.

6 Report of William Adam.

William Adam was a Scottish missionary. In 1830 he went
around the districts of Bengal and Bihar. He was asked to
report on the progress of education in vernacular schools.
He found that there were over 1 lakh pathshalas in
Bengal and Bihar. There were about 20 students in each
pathshala. Therefore, the total number of students in all
the pathshalas was about 20 lakh. These pathshalas were
established by wealthy people. Each pathshala had a
teacher called guru. There were no fixed fee, no printed
books, no separate school building, no benches, no
chairs, no blackboards, no classrooms, no roll call
registers, no annual examinations and no regular
timetable. Classes were held under a banyan tree or in a
village shop or in a temple or at guru’s house. Fee
depended on the income of parents. The rich people had
to pay a higher fee. Poor people paid a lower fee.
Teaching was oral. It was decided by the guru what to
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teach. He taught according to the needs of the students.

Classes were not held during harvest time when the rural
children worked in the fields.

7 After 1854, the Company decided to improve the system

of vernacular education. New rules were introduced.
Those schools which accepted the new rules were given
monitory grant. Those schools which did not accept the
new rules were not given any monitory grant. The
company appointed government pundits to look after the
schools. Each pundit was in charge of four or five schools.
He was required to visit the pathshalas and try to improve
the standard of teaching. Each guru was required to
submit periodic reports. They were required to take
regular classes according to the timetable. Now the
teaching was based on textbooks. Learning was tested
through a system of annual examination. Students were
asked to pay regular fee. They were asked to attend
regular classes. They sat on fixed seats. They were
required to obey the new rules of discipline. In this new
system, it became very difficult for the children of
farmers and peasants to attend the school because they
had to work in the fields during harvest time and
attendance on all days was compulsory.

8 Agenda for a National Education

From earlier 19th century onwards many great thinkers of
India started talking about the need of education in India.
They said that only Western education is good for India.
Western education only can modernize India. They
requested the British to open more schools, colleges and
universities in India.

9 English education has enslaved us.

English education ने हमें गुलाम बना दिया है ।
This was reacted by two Indian Great men. They were (i)
Mahatma Gandhi (ii) Rabindranath Tagore.

10 Mahatma Gandhi.
Mahatma Gandhi argued that the British Education has
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made every Indian a slave. Every Indian thinks himself to

be inferior to the British people. For them, Western
civilization is superior. British Education has destroyed
the pride and dignity which they had in their own culture.
There was poison in this Western education. It was sinful.
It has made every Indian a slave. It has made the Indians
evil. It has left an evil effect on every Indian. We have
become strangers in our own lands. Every Indian is
praising and appreciating everything that has come from
the West. They are admiring the British rule. Mahatma
Gandhi wanted such an education which could help
Indians recover their pride and dignity. He felt that Indian
languages should be taught in the schools and colleges.
He focused on reading and writing and not on oral
education. Together with reading and writing he
emphasized on doing the work with our hands. He
emphasized to learn craft side by side. During the
national movement, he asked the children to leave the
British schools and colleges. He started a movement of
national education which is different from the British
education.

Rabindranath Tagore.
Rabindranath started Santiniketan in 1901. It was such a
school where each child felt happy. Here each child was
free and creative. Each child was able to explore his own
thoughts and desires. Tagore desired that childhood must
me a time of self learning. A child should be free from the
rigid and restricting discipline found in the British schools.
Teachers should be imaginative. They should understand
the child. They should help the child to develop curiosity.
Tagore said that creative learning should be encouraged.
The child should be taught within a natural environment.
That is why he had set up Santiniketan 100 km away from
Calcutta in a rural area. He called his Santiniketan ‘an
abode of peace.’

Difference between the education systems thought by

Mahatma Gandhi and Rabindranath Tagore.

Education system thought by Education system thought by

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Mahatma Gandhi Rabindranath Tagore

Mahatma Gandhi was highly Rabindranath Tagore wanted

critical (opposed) of Western to combine the elements of
civilization, its worship of modern Western civilization
machines and technology. with the Indian tradition. He
emphasized the need to teach
science and technology at
Santiniketan along with art,
music and dance.

Q1A Match the following

1 William Jones A Promotion of English

2 Rabindranath Tagore B Respect for ancient

cultures

3 Thomas Macaulay C Gurus

4 Mahatma Gandhi D Learning in a natural

environment

5 Pathshalas E Critical of English

Education

ANSWERS 1B, 2D, 3A, 4E, 5C

Q1B Match the following

1 The British in India A Were evolved during

wanted not only control last two hundred years
over territories and in British Raj
control over revenues

2 Some ideas of education B William Jones

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that we have today

3 In 1783, a person named C To promote the study of

William Jones arrived in Arabic, Persian and
Calcutta. He was Islamic law in madrasa
appointed as a junior and to promote the
judge in the Supreme study of ancient Sanskrit
Court. texts in the Hindu
College.

4 He had studied Greek D But they also wanted to

and Latin at Oxford. He civilize the natives and
knew French, English, change their customs
Arabic, Persian, Sanskrit and values.
language, grammar and
poetry. Soon he started
learning ancient Indian
texts on law, philosophy,
religion, politics, moral
education, arithmetic,
medicine and other
sciences.

5 Madrasa was set up in E In addition he was a

Calcutta in 1781 and linguist.
Hindu college was set up
in Benaras in 1791

ANSWERS 1D, 2A, 3E, 4B, 5C

Q1C Match the following

1 They are the persons A Vernacular

with a scholarly
knowledge of the
language and culture of
Asia

2 A person who can read, B Madrasa

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write and teach Persian

3 It is a term generally C Orientalists

used to refer to a local
language or dialect as
distinct from what is
seen as the standard
language. In colonial
countries like India, the
British used the term to
mark the difference
between the
local languages of
everyday use and
English – the language of
the imperial masters.
4 An Arabic word for a D So they argued that it
place of learning, any was wrong on the part
type of school or any of the British to spend
type of college so much money and
power in encouraging
the study of

5 Many British officials E Munshi

began to criticize the
Orientalist learning. They
said that the knowledge
of the East was full of
errors. They referred it
as ‘Grave errors of the
East.’

ANSWERS 1C, 2E, 3A, 4B, 5D

Q1D Match the following

1 From the early A James Mill

nineteenth century many
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British officials began to

criticise the Orientalist
vision of learning. They
said that knowledge of
the East was full of
errors and unscientific
thoughts; its literature
was non-serious and
light-hearted.
2 The British effort, he B Thomas Babington
declared, should not be Macaulay.
to teach what the
natives wanted, or what
they respected, in order
to please them and “win
a place in their heart”.
The aim of education
ought to be to teach
what was useful and
practical. So Indians
should be made familiar
with the scientific and
technical advances that
the West had made,
rather than with the
poetry and sacred
literature of the Orient
3 By 1830, the attack on C According to The English
Orientalists became very Act English was medium
sharp. There was a of instructions. It asked
British person who said to stop Calcutta
that we should not teach madrasa and Benaras
what the natives want. Hindu Sanskrit college.
He said the aim of
education should be
teach useful and
practical things. He said
that India is an
uncivilized country. It
needed to be civilized.
4 Following Macaulay’s D Wood’s dispatch
thinking, The English Act
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of 1835 was introduced.

5 In 1854, the Court of E So they argued that it

Directors of the East was wrong on the part
India Company in of the British to spend
London sent an so much effort in
education dispatch to encouraging the study
the Governor General in of Arabic and Sanskrit
India, issued by Charles language and literature.
Wood, the President of
the Board of the
Company

Q1E Match the following

1 In the 1830s, William A

Adam, a Scottish
missionary toured the
districts of Bengal and
Bihar.
2 B

3 C He had been asked by the

Company to report on the
progress of education in
vernacular schools.

4 D

5 E

Q2 Write true or false for the following

(1) James Mill was a severe critic of the True

Orientalists
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(2) The 1854 Wood’ Despatch on education True

was in favour of English being introduced
as a medium of higher education in India

(3) Mahatma Gandhi thought that the False

promotion of literacy was the most
important aim of education

(4) Rabindranath Tagore felt that children False

ought to be subjected to strict discipline

Q2A Write true or false for the following

(1) The British in India wanted not only True

territorial control and revenues control
but also wanted to civilize the natives
and change their customs and values.

(2) Together with Englishmen like Henry true

Thomas Colebrooke and Nathaniel
Halhed, William Jones set up the Asiatic
Society of Bengal and started a journal
called Asiatick Researches.

(3) Jones and Colebrooke had a deep respect False

for ancient culture of India but not of
West

(4) Madrasa was set up in Benaras in 1781 False

and the Hindu College in Calcutta in
1791.

(5) The persons with a scholarly knowledge True

of the language and culture of Asia are
known as Orientalists.

(6) James Mill was of the view that the True

Indians should be made familiar with the
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scientific knowledge and technical

advances that the West had made and
not with the poetry and sacred literature
of the Orient.

(7) Thomas Babington Macaulay wanted that False

public money should be spent in
promoting Oriental learning because it
was of great practical use.

(8) According to Wood’s Despatch, the True

education policy should emphasize the
practical benefits of a system of
European learning but not Oriental
learning.

(9) William Adam went round Bengal and False

Bihar in 1830 and found that there were
1 lakh pathshalas and there were at the
most 30 students in each pathshala. Thus
total number of students in all the
pathshalas was 30 lakh.

(10) In a speech delivered on January 15 1908 True

in Bombay, Aurobindo Ghose stated that
the goal of national education should be
to awaken the spirit of nationality among
the students.

(11) Santiniketan is ‘adobe of peace’. True

(12) Rabindranath Tagore and Mahatma False

Gandhi thought about education in
similar ways.

(13) James Mill was a severe critic of the

Orientalists.

(14) The 1854 Despatch on education was in

favour of English being introduced as a
medium of higher education in India.

(15) Mahatma Gandhi thought that promotion

of literacy was the most important aim of
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education.

(16) Rabindranath Tagore felt that children

ought to be subjected to strict discipline.

Q2B Write true or false for the following

(1) William Jones was a junior judge but he True

knew Greek, Latin, French, English,
Arabic, Persian, Sanskrit, Ancient Indian
law, philosophy, religion, politics,
morality, arithmetic, medicine and other
sciences.

(2) William Jones discovered that his ideas False

are not liked by Henry Thomas
Colebrooke and Nathaniel.

(3) William Jones set up the Arabic Society of False

Bengal and started a journal Asiatick
Researches alone and together with
Henry Thomas Colebrooke and Nathaniel.

(4) William Jones and Henry Thomas True

Colebrooke and Nathaniel had a deep
respect for ancient cultures both of India
as well as the West.

(5) William Jones and Henry Thomas True

Colebrooke and Nathaniel believed that
Indian civilization had attained its glory in
the past but it had subsequently
declined.

(6) William Jones and Henry Thomas true

Colebrooke and Nathaniel felt that in
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order to understand India, it was

necessary to discover the sacred and
legal texts that were produced in the
past.

Q3 Why did William Jones feel the need to study

Indian history, philosophy and law?

ANSWER 1. William Jones had a deep respect for ancient

cultures both of India as well of the West.
2. Jones and Colebrooke found that India was
full of glory in the past.
3. In order to understand India, it was necessary
to study text books of Indian history, Indian
philosophy and Indian law.
4. These studies would form the basis of future
development.
5. After learning about the Indian ancient
culture, the British will become a better
guardian and better master of Indian people.
6. The Indians will also rediscover their lost
heritage.

Q4 Why did James Mill and Thomas Macaulay think

that European education was essential in India?

ANSWER  James Mill was the strongest critic of the

Orientalists (INDIA).
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 He declared that the British should not teach

what the natives wanted.
 The aim of education should be to teach that
which was useful and practical.
 Indians should be made familiar with the
scientific and technical advances that the
West had made.
 They should not be taught the sacred
literature of the Orient.
 Macaulay asked the British government in
India to stop wasting public money in
promoting Oriental learning, because it had
no practical use.
 He felt that knowledge of English would allow
Indians to read some of the finest literature
the world.
 The knowledge of English would make them
aware of the developments in Western
science and philosophy.
 The teaching of English is the only way of
civilizing people, changing their tastes,
values, and culture.

Q5 Why did Mahatma Gandhi want to teach children

handicrafts?

ANSWER Mahatma Gandhi wanted to teach children

handicraft because of the following reasons:

 People would work with their hands.

 The craft would develop their minds.
 It would also develop their capacities to
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understand.

Q6 Why did Mahatma Gandhi think that English

education had enslaved Indians?

ANSWER 1. According to Mahatma Gandhi, colonial

education (British Education) has created a
sense of inferiority in the minds of Indians.
2. He said that it has made them to see
Western civilisation as superior.
3. The Western civilization has destroyed the
pride and dignity of their own culture.
4. He said: It was sinful that it has enslaved
Indians and has thrown an evil spell on
them.
5. Indians are charmed by the West.
6. Indians are appreciating everything that
came from the West.
7. Indians educated in these institutions
admired British rule.
8. Mahatma Gandhi wanted an education that
could help Indians recover their sense of
pride, sense of dignity and sense of self-
respect.
9. Mahatma Gandhi was strongly in favour of
Indian languages to be the medium of
teaching.
10. He said that education in English has
crippled Indians.
11. He said that education in English has
made them distanced from their own social
surroundings.
12. He said that education in English has
made them “strangers in their own lands”.
13. He said that speaking a foreign tongue
(language) has destroyed our local culture.
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14. Mahatma Gandhi further said that

Western education is focused on reading and
writing and not on oral knowledge.
15. Western education values textbooks and
not real life experiences and practical
knowledge.
16. He said education should develop a
person’s mind and soul which Western
education is not doing.
17. Literacy or simply learning to read and
write by itself did not count as education.
18. People had to work with their hands and
learn a craft. They should know how different
things operated.

Q7 Find out from your grandparents about what they

studied in school.

ANSWER  Urdu/Hindi language

 Mathematics
 Social study, Drawing.

Q8 Find out about the history of your school or any

other school in the area you live.

ANSWER I study in St. Peters Acadamy. It is the oldest one

in this region. It was established by a Christian
Missionary in 1980. It has created many histories
by achieving so many events to its credit. The
Principal is always appointed by the missionary.
The man of high academic repute and
administrative quality is appointed here as
Principal. Teachers are also of high talent. There
are five thousand students. Its students always
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bring high laurels to school and region by

achieving bright result in Board Examinations. I am
proud of my school.

Multiple choice questions

Choose correct options in the following

Q1 The ideas of William Jones were supported by

A James Mill

B Thomas Macaulay

C Charles Wood

D Henry Thomas Colebrooke

Q2 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

Q3 Who attacked the Orientalists?

A James Mill
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B Thomas Macaulay

C Both A and B

D None of the above

Q4 The name associated with the establishment of

Serampore Mission

A Thomas Macaulay

B Henry Thomas Colebrooke

C William Carey

D William Jones

Q5 William Adam toured the districts of

A Bihar and Orissa

B Bihar and Bengal

C Bengal and Rajasthan

D Orissa and Madhya Pradesh

ANSWERS (i) (d), (ii) (b), (iii) (c), (iv) (c), (v) (b).
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Extra Questions

Q1 Give a brief account of William Jones

ANSWER In 1783, William Jones came to India as a junior

judge, to work in the Supreme Court set up by the
East India Company. In addition to being a lawyer
Jones was a linguist.
Jones knew many languages. Greek, Latin, French,
English, Arabic and Persian were some of the
languages he knew. As Jones had a deep passion
to learn many languages he spent many hours
with pandits who taught him the Sanskrit
language, grammar and poetry. Soon he started
studying ancient Indian books on law, philosophy,
religion, politics, morality, arithmetic, medicine
and the other sciences.

Q2 Write a brief not on the Asiatic Society of Bengal

ANSWER The Asiatic Society of Bengal was founded by the

renowned English jurist Sir William Jones. He
brought Asian languages, literature, arts, and
sciences to the attention of Europeans. The
members of the Asiatic Society of Bengal were the
first European scholars to recognize the common
ancestry of Sanskrit with Greek, Latin, and other
European languages. They considered Sanskrit as
the classical language of India and praised its
wonderful structure and stated that it was more
perfect than the Greek
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Q3 What was Thomas Babington Macaulay

instrumental for?

ANSWER Thomas Babington Macaulay was instrumental in

creating the foundations of bilingual colonial India,
by convincing the Governor-General to adopt
English as the medium of instruction in higher
education, from the sixth year of schooling
onwards, rather than Sanskrit or Arabic.

Q4 State the recommendations of the Wood’s

Despatch.

ANSWER The Wood’s Despatch recommendations were:-

1. An education department was to be set in every
province.
2. Universities on the model of the London
University be established in big cities such as
Bombay, Calcutta and Madras.
3. At least one government school be opened in
every district.
4. Affiliated private schools should be given grant
in aid.
5. The Indian natives should be given training in
their mother tongue also.
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Q5 What was the outcome of the Wood’s despatch?

ANSWER In accordance with Wood’s Despatch, Education

Departments were established in every province
and universities were opened at Calcutta, Bombay
and Madras in 1857 and in Punjab in 1882 and at
Allahabad 1887. Attempts were also made to bring
about changes within the system of school
education.

Q6 What were the special features of a pathshala?

ANSWER In a pathshala the system of education was

flexible. There were no fixed fee, no printed books,
no separate school building, no benches or chairs,
no blackboards, no system of separate classes, no
attendance registers, no annual examinations, and
no regular time-table. Students were not
separated out into different classes: all of them sat
together in one place. The guru interacted
separately with groups of children with different
levels of learning. Classes were not held during
harvest time when rural children worked in the
fields. The pathshala started once again when the
crops had been cut and stored. This helped the
children of peasant families to attend school.
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Q6 What were Tagore’s ideas on education?

ANSWER Tagore felt that childhood ought to be a time of

self-learning, outside the rigid and restricting
discipline of the schooling system set up by the
British. Teachers had to be imaginative,
understand the child, and help the child develop
her curiosity. The natural desire of the child to be
creative should be encouraged. Tagore felt that
creative learning could be encouraged only within
a natural environment. Living in harmony with
nature, children could cultivate their natural
creativity.