Chapter 6 -Civilising the “Native”, Educating the Nation- Class 8- History-Textbook Questions and Answers
1. Match the following:
a. William Jones – Respect for ancient cultures
Explanation: William Jones was known for his deep respect for ancient cultures, particularly Indian and Western, which he believed had reached their height in the past.
b. Rabindranath Tagore – Learning in a natural environment
Explanation: Rabindranath Tagore emphasised learning in a natural and free environment, which led him to establish Santiniketan as a place where education was integrated with nature.
c. Thomas Macaulay – Promotion of English education
Explanation: Thomas Macaulay was a strong proponent of English education in India, advocating for its use to civilise and modernise Indian society according to Western standards.
d. Mahatma Gandhi – Critical of English education
Explanation: Mahatma Gandhi criticised the colonial system of English education for creating a sense of inferiority among Indians and disconnecting them from their cultural roots.
e. Pathshalas – Gurus
Explanation: Pathshalas were traditional Indian schools where education was imparted by gurus (teachers) in a flexible and community-centred manner.
2. State whether true or false:
a. James Mill was a severe critic of the Orientalists. – True
Explanation: James Mill criticised the Orientalists for focusing too much on ancient Indian culture and literature, which he believed were filled with errors and unscientific thought.
b. The 1854 Dispatch on education was in favour of English being introduced as a medium of higher education in India. – True
Explanation: The 1854 Wood’s Despatch recommended the introduction of English as a medium of instruction for higher education in India to disseminate European scientific and literary knowledge.
c. Mahatma Gandhi thought that promotion of literacy was the most important aim of education. – False
Explanation: Mahatma Gandhi believed that education should be holistic, encompassing more than just literacy. He emphasised moral development, hands-on learning, and personal growth over mere literacy.
d. Rabindranath Tagore felt that children ought to be subjected to strict discipline. – False
Explanation: Rabindranath Tagore advocated for a flexible and creative learning environment that was contrary to strict discipline. He believed education should nurture a child’s creativity and freedom.
Also Check – Chapter 6 Civilising the ‘Native’, Educating the Nation- Class 8 – History Simplified notes
3. Why did William Jones feel the need to study Indian history, philosophy, and law?
- Respect for Ancient Cultures: William Jones had a deep respect for ancient cultures, including those of India. He believed that to understand a culture fully, it was essential to study its classical texts.
- Rediscovery of India’s Glorious Past: Jones thought that Indian civilization had reached its peak in ancient times but had since declined. He wanted to uncover the rich heritage of the past to help both Indians and the British appreciate it.
- Establishing a Cultural Connection: By understanding Indian history, philosophy, and law, Jones aimed to create a bridge between British and Indian scholarly traditions, fostering a mutual respect that could aid administrative governance.
- Educational and Administrative Aims: Learning about India’s legal and philosophical systems would help the British to govern more effectively according to the customs and laws already established in India.
4. Why did James Mill and Thomas Macaulay think that European education was essential in India?
- James Mill’s Perspective:
- Practical and Useful Education: Mill argued that education should be practical, teaching subjects that would be directly useful in the modern world. He saw European scientific and technical knowledge as superior for this purpose.
- Critique of Orientalism: He criticised the Orientalists for focusing too much on traditional Indian learning, which he considered unscientific and filled with errors.
- Thomas Macaulay’s Arguments:
- Civilizing Mission: Macaulay viewed India as uncivilised and thought European education was necessary to civilise and modernise it. He believed that English education would bring the best of Western culture and science to India.
- Superiority of Western Knowledge: He claimed that all valuable scientific and literary work was in English and that a single shelf of a European library held more value than all of India’s traditional teachings.
- Economic and Administrative Benefits: Macaulay thought that educating Indians in English would help create a class of people who could assist in administration and be more receptive to British goods, thereby expanding trade and commerce.
Both Mill and Macaulay promoted European education for its utility, modernity, and perceived superiority over traditional Indian education. They believed it was a tool for both cultural transformation and practical governance.
5. Why did Mahatma Gandhi want to teach children handicrafts?
- Practical Skills: Gandhi believed that education should be practical and useful, allowing individuals to support themselves independently. Teaching children handicrafts would enable them to learn valuable skills that could lead to self-sufficiency.
- Holistic Development: He saw the teaching of handicrafts as a way to develop the mind, body, and spirit, which he thought was essential for comprehensive education.
- Cultural Preservation: Handicrafts are deeply connected to Indian culture and traditions. Gandhi wanted children to stay connected with their heritage and maintain their cultural identity.
- Economic Independence: By promoting handicrafts, Gandhi aimed to encourage local industries and reduce dependency on foreign goods, aligning with his Swadeshi movement for economic independence.
6. Why did Mahatma Gandhi think that English education had enslaved Indians?
- Cultural Alienation: Gandhi believed that English education made Indians estranged from their cultural roots. It taught them to admire Western civilization over their own, creating a sense of inferiority and self-doubt.
- Loss of Self-Respect: The colonial education system portrayed Western ways as superior, undermining the pride Indians had in their own history and traditions.
- Mental Colonisation: Gandhi saw English education as a tool used by the British to mould the Indian mind to serve colonial interests rather than fostering an independent and critical way of thinking.
- Disconnection from the Masses: He argued that the English-educated elite were disconnected from the masses, unable to communicate effectively with them or address their real needs.
7. Find out from your grandparents about what they studied in school.
- Context of the Era: During the time of your grandparents, education in India was often influenced by colonial legacies, focusing on rote learning and respect for authority.
- Subjects Studied: They likely studied basic subjects such as local languages (like Hindi, Tamil, etc.), English, Mathematics, History, and Geography. Religious studies might also have been included depending on the region.
- Teaching Methods: Teaching methods were traditional, often involving memorization and recitation. Interactive or practical methods were less common compared to today’s educational approaches.
- School Environment: Schools were more formal, with strict discipline being a significant aspect of daily school life. The environment was less equipped with modern facilities, often lacking in resources like libraries or laboratories.
8. Find out about the history of your school or any other school in the area you live.
- Establishment: Look into when and by whom the school was established. Many schools have origins tied to community efforts, missions, or government initiatives during or after the British colonial period.
- Evolution Over Time: Explore how the school has evolved in terms of infrastructure, curriculum, and student demographics. Older schools often have a rich history of adapting to educational reforms and societal changes.
- Notable Alumni: Investigate if any notable figures have studied there, which can highlight the school’s historical significance and impact on its community.
- Contribution to Community: Consider how the school has contributed to the local area’s educational development, including any notable programs or initiatives it has introduced.
