Chapter 6 Civilising the ‘Native’, Educating the Nation- Class 8 – History Simplified notes

When the British ruled India, they wanted to do more than just control the land and make money. They also thought they had a special job to change the way Indian people lived and thought. This idea was about ‘civilising’ the natives, which means they wanted to teach Indians their own British ways of living and thinking.

Context:

• Cultural and Educational Ambitions: The British believed that their culture was better and more advanced than Indian cultures. Because of this, they thought it was their duty to teach Indians how to live like them.
• Beyond Politics and Economy: Apart from wanting to be powerful and rich by controlling India’s politics and economy, the British also focused on changing Indian society by using education.

Key Concepts:

• ‘Civilizing’ the Natives: The main idea here was to change Indian customs and values. The British thought that by educating Indians in English and teaching them British customs, they could make them into ‘civilised’ people.
• Education as a Tool: Education was used as a tool by the British. They set up schools and introduced their own way of learning and thinking to Indian students. They hoped that through education, Indians would start to think and behave more like the British.

Why This Matters:

• Cultural Change: This part of British rule shows how a powerful country can try to change the culture of another country. It’s important because it affects how people see themselves and their traditions.
• Long-Term Effects: The British efforts to ‘civilise’ Indians through education left a big impact on India. It changed the way education was thought about and carried out in India, even long after the British left.

The Tradition of Orientalism

What Happened: Some British officials and scholars developed a deep interest in Indian culture and history, which led to a movement called Orientalism. This movement focused on studying and preserving ancient Indian texts and languages.

Key Figures:

• William Jones: He was a British judge who came to India in 1783. Besides being a judge, he was very interested in languages and history. He studied many languages, including Sanskrit, and began to explore ancient Indian literature and philosophy.

His Contributions:

• Learning from Pandits: William Jones worked closely with Indian scholars, known as pandits, to learn about India’s ancient texts. He studied Sanskrit language, grammar, and poetry.
• Interest in Indian Heritage: He discovered that India had a rich history and many valuable texts on various subjects like law, philosophy, and science.

Developments:

• Asiatic Society of Bengal: In 1784, William Jones helped establish this society in Calcutta. It was a group where many scholars who were interested in Asia, especially India, could share their research and findings.
• Asiatick Researches: This was a journal started by the Asiatic Society where scholars published their discoveries and translations of Indian texts. It helped spread knowledge about Indian culture and history not just in India but also in Europe.

Focus on Reviving Indian Heritage:

• Reviving Interest: The work of the Asiatic Society and its members played a big role in reviving interest in India’s ancient heritage. They translated many important texts and made them accessible to more people.
• Education and Respect: These efforts led to greater respect for Indian culture among some British officials and scholars. They believed that learning about India’s past was essential for understanding its present and helping it progress.

Why This Matters:

• Cultural Respect: This movement showed that even during colonial times, there were efforts to understand and respect India’s rich history and culture.
• Impact on Education: The studies and findings of the Orientalists influenced how Indian history and languages were taught, both in India and abroad.

Also Check – Chapter 6 -Civilising the “Native”, Educating the Nation- Class 8- History- Questions and Answers

Educational Policies and Conflicts

What Happened: Within the British officials who were governing India, there were disagreements about how education should be handled. These debates centred around whether the focus should be on traditional Indian learning (Oriental education) or on Western education.

Debates and Conflicts:

• Two Sides: Some British officials believed that they should promote Indian languages and traditional subjects like Indian law and literature. Others argued that Western education in English, focusing on science and Western literature, was better for Indians.
• Impact of These Debates: These differing opinions led to conflicts about what kind of schools and universities should be set up in India and what they should teach.

Orientalist Approach:

• Promoting Indian Learning: A group of British officials and scholars, known as Orientalists, felt that understanding and teaching Indian languages and literature was important. They thought this would help the British understand Indian culture better and build a stronger connection with Indian people.
• Actions Taken: These officials supported the establishment of institutions like the Asiatic Society and funded the translation of major Indian texts into English. They believed that learning from India’s historical and cultural heritage was essential for governing the country wisely.

Why This Matters:

• Building Bridges: By promoting the study of Indian culture, these Orientalists hoped to create a more harmonious relationship between the British and Indians. They thought that showing respect for Indian traditions would make British rule more acceptable.
• Cultural Appreciation: This approach also led to the preservation and international recognition of India’s rich literary and philosophical traditions, which might have been ignored otherwise.

The Shift to Western Education

What Happened: In the 19th century, there was a significant change in how education was approached in colonial India. This shift involved moving away from the traditional Oriental studies that focused on Indian languages and literature to adopting Western styles of education.

Criticism of Orientalist Views:

• New Critics: Figures like James Mill and Thomas Macaulay were British officials who criticised the Orientalist approach. They argued that education in India should be more like the education in Britain.
• Their Views: James Mill thought that Indian literature and philosophy were inferior to Western knowledge. Thomas Macaulay was particularly vocal, saying that Western education was superior and more useful for Indians.

Macaulay’s Minute and the 1835 English Education Act:

• Macaulay’s Minute (1835): This was a proposal written by Thomas Macaulay in which he strongly advocated for English to be the medium of instruction in Indian education. He believed that English would introduce Indians to modern science and Western thought, helping to develop a class of people who were Indian in blood but British in taste and intellect.
• 1835 English Education Act: Following Macaulay’s recommendations, this act was implemented, which marked a major policy change. English became the primary language of instruction in schools and higher education institutions.
• Impact on Traditional Institutions: This act also led to reduced funding and support for traditional Indian educational institutions that taught through Sanskrit or Persian. The focus was now on creating schools and colleges that taught science, mathematics, and literature from a Western perspective.

Why This Matters:

• Change in Education System: This shift changed the educational landscape in India. English education opened up new job opportunities for Indians in the British administration but also led to a decline in the traditional scholarly practices that had been prevalent for centuries.
• Long-term Effects: The introduction of English as a medium of instruction has had lasting impacts on India, influencing its culture, governance, and global position. It created a new elite class but also distanced many from their cultural roots.

Wood’s Despatch and Educational Reforms

What Happened: In 1854, Charles Wood, a British government official, sent out a directive known as Wood’s Despatch. This document made important recommendations for changing education in India.

1854 Despatch:

• Outline for Educational Policy: Charles Wood outlined a new educational policy aimed at making education in India more practical and useful. He wanted Indian education to include more European ideas and knowledge, particularly in science and technology.
• Goals: The main goal was to create an education system that prepared Indians not just in traditional subjects but in modern subjects that were important for a developing society. Wood believed that European learning could help advance India economically and socially.

Impact of Wood’s Despatch:

• Modern Subjects: The Despatch encouraged the introduction of subjects like science, mathematics, and history based on European knowledge. This was a shift from earlier focuses mainly on classical languages and religious texts.
• Rational and Scientific Thinking: Wood’s recommendations pushed for education that emphasised rational thinking and scientific methods. This meant teaching students to observe, experiment, and think critically about the world around them.
• Expansion of Education: Wood’s Despatch led to the expansion of educational opportunities in India. It recommended setting up new schools and colleges, improving teacher training, and providing education for women.
• Structure of Education: It proposed a hierarchy of educational institutions—from village level primary schools to colleges in big cities. This structured approach helped spread education more systematically across different regions of India.

Why This Matters:

• Foundation for Future Education Systems: Wood’s Despatch laid the foundation for the modern education system in India. It shaped how subjects were taught and emphasised the importance of a broad, practical education.
• Long-term Effects: These changes influenced how generations of Indians would be educated. It introduced them to new ideas and technologies from the West, which helped integrate Indian society into the global context over time.

Indian Response and Contributions

What Happened: As British education policies evolved in India, there were different reactions from Indian leaders and thinkers. Some supported these changes, while others criticised them for neglecting India’s own cultural heritage.

Indian Reformers:

• Support for Western Education: Many Indian elites and intellectuals believed that embracing Western education was essential for India’s progress. They felt that learning from the West could help modernise India, making it stronger and more advanced.
• Prominent Advocates: Leaders like Raja Ram Mohan Roy argued that Western science and liberal ideas could help reform Indian society and improve aspects like social practices and governance.
• Educational Initiatives: These reformers supported the establishment of new schools and colleges that taught Western subjects. They hoped this education would help Indians compete on equal terms with Europeans.

Contrasting Views:

• Criticism of Western Education: Not all Indian leaders agreed with this approach. Figures like Mahatma Gandhi and Rabindranath Tagore were critical of the Western model of education.
  • Mahatma Gandhi’s Views: Gandhi believed that the Western educational system focused too much on materialistic goals and ignored moral and spiritual development. He thought this type of education alienated people from their own culture and values.
  • Rabindranath Tagore’s Perspective: Tagore, too, felt that Western education was disconnecting Indians from their cultural roots. He advocated for an education system that was deeply rooted in Indian traditions and values, yet open to new ideas from abroad.
• Alternative Educational Models: Both Gandhi and Tagore set up their own educational institutions (Gandhi’s Tolstoy Farm and Tagore’s Shantiniketan) that aimed to blend the best of Eastern and Western philosophies. These schools focused on holistic education, including physical, intellectual, and artistic training, and taught in a way that was more connected to the Indian way of life.

Why This Matters:

• Diverse Perspectives on Progress: The differing opinions among Indian leaders about Western education show that there was no single view on how India should modernise. It highlights the debate between adopting new ways and preserving traditional ones.
• Impact on Indian Education System: These debates played a crucial role in shaping the educational landscape in India. They led to the creation of diverse educational institutions that offered alternative ways of learning, not just those imposed by the British.

Development of National Education Systems

What Happened: In response to British education policies, influential Indian leaders like Mahatma Gandhi and Rabindranath Tagore developed their own educational philosophies. They created unique schools that reflected their ideas on what education in India should be like.

Gandhi’s and Tagore’s Educational Philosophy:

Mahatma Gandhi:

• Vocational Training: Gandhi believed that education should be practical and useful for daily life. He emphasised vocational training, which means teaching students skills that they can use in their jobs and everyday activities, like weaving, agriculture, and carpentry.
• Use of Mother Tongue: Gandhi also believed that students should learn in their own language (mother tongue) rather than in English. This, he thought, would help them understand and connect with what they are learning more deeply.

Rabindranath Tagore:

• Natural Surroundings: Tagore founded a school at Santiniketan, which focused on learning in a natural setting. He believed that being close to nature made learning more enjoyable and meaningful.
• Creative Learning: Tagore’s approach was also very creative. He encouraged students to engage in arts, music, drama, and literature alongside traditional academic subjects. He thought education should develop a person’s complete character and creativity, not just their intellectual abilities.

Broader Impacts:

• Influence on Indian Education: The educational models set up by Gandhi and Tagore had a significant impact on the development of educational systems in India. They inspired many to rethink how schools should function and what they should teach.
• Reforms and Ideas Spread: Their ideas led to educational reforms that considered the cultural, social, and economic context of India. Many modern schools in India still draw on their philosophies, focusing on holistic education that respects Indian traditions while fostering modern skills.
• National Education Movement: Both leaders contributed to the national education movement, which sought to build an education system in India that was independent of colonial influences and tailored to the needs and aspirations of the Indian people.

Why This Matters:

• Educational Independence: Gandhi’s and Tagore’s philosophies helped lay the foundation for an educational approach that was distinctly Indian, not just an extension of British educational practices.
• Cultural Relevance: Their emphasis on cultural relevance and practical learning helped ensure that education was accessible and beneficial to all sections of Indian society, promoting inclusive growth and development.

Conclusion and Reflection

Long-term Impacts:

• British Educational Policies: The introduction of English and modern subjects like science and mathematics by the British has helped India develop a strong foundation in these essential areas. English as a medium of education has positioned India advantageously in the global context.
• Adaptation and Critique: India has continually adapted the educational frameworks left by the British, tailoring them to better suit its own needs and to promote social reform across the country.

Legacy:

• Foundations for Modern Systems: The structures established by the British provided a base that India built upon post-independence. This has been reformed over the years to make education more inclusive and reflective of Indian values.
• Influence of National Movements: Leaders like Gandhi and Tagore reshaped educational philosophy, emphasising vocational training and moral education. These movements stressed the need for an education system that supports India’s national identity and cultural autonomy.

Importance of This Legacy:

• Change and Continuity: This history shows how India has managed continuity and change in its educational philosophy, blending past influences with its unique cultural and social dynamics.

Empowerment through Education: The ongoing evolution in education highlights India’s commitment to using education as a tool for empowering its population, fostering a system that uplifts all segments of society.