“Civilising the ‘Native’, Educating the Nation” in Class 8 History examines the British educational policies in colonial India, their intentions, and their impact on Indian society. This chapter explores the debates and differences among British officials regarding the purpose and method of educating Indians.

Definition: Orientalism refers to the study of Eastern societies by Western scholars. It involves the collection and study of texts, languages, and cultures of Asia.

Prominent Orientalists: Scholars like William Jones, Henry Thomas Colebrooke, and Nathaniel Halhed were prominent orientalists who admired and studied Indian culture, literature, and languages.

Calcutta Madrasa (1781): Established by Warren Hastings to promote the study of Persian and Arabic.

Benares Sanskrit College (1791): Established by Jonathan Duncan to promote the study of Sanskrit and Hindu law.

Orientalists: Advocated for the promotion of Indian classical education, emphasizing the importance of learning in Persian, Arabic, and Sanskrit.

Anglicists: Supported by figures like Thomas Babington Macaulay, they argued for education in English and the promotion of Western science and literature.

Macaulay’s Minute on Education (1835): Macaulay argued that Oriental learning was of little practical use and that English education was essential for creating a class of people who could act as intermediaries between the British and the Indians.

Administrative Efficiency: The British aimed to create a class of educated Indians who could assist in administration and governance.

Economic Motives: Educating Indians in English was seen as a way to create a market for British goods and services.

Recommendations: Known as the Magna Carta of English education in India, it recommended the establishment of universities in major cities, promotion of English education, and vocational training.

Implementation: Led to the establishment of universities in Calcutta, Bombay, and Madras in 1857 and the promotion of primary and secondary education.

Promotion of Vernaculars: While the British promoted English, there was also a push to develop education in vernacular languages to reach a broader population.

Printing and Publishing: The development of printing technology facilitated the publication of books and newspapers in vernacular languages, promoting literacy and awareness.

Criticism of British Education: Indian nationalists criticized British education for neglecting Indian culture and history and for creating a sense of inferiority among Indians.

Sri Aurobindo Ghose: A nationalist leader who emphasized the need for education that promotes Indian culture and values.

The Agenda for a National Education: Nationalist leaders advocated for an education system that would revive Indian culture and promote self-reliance.

Initiatives: Efforts by reformers like Raja Rammohan Roy and Ishwar Chandra Vidyasagar to promote women’s education and the establishment of schools for girls.

Bethune School (1849): Established in Calcutta, it was one of the earliest schools for girls in India.

Social Resistance: Despite progressive efforts, there was significant resistance from conservative sections of society against women’s education.

Gradual Acceptance: Over time, the importance of women’s education gained acceptance, leading to increased enrollment of girls in schools and colleges.

Emergence of a New Class: The British educational policies led to the emergence of an educated elite class in India, proficient in English and Western knowledge.

Role in National Movement: This educated elite played a crucial role in the Indian national movement, using their education to articulate the aspirations and grievances of the Indian people.

Positive Outcomes: Introduction of modern education, establishment of universities, promotion of scientific and rational thinking.

Negative Outcomes: Neglect of indigenous education systems, promotion of Western superiority, creation of cultural disconnection among educated Indians.

Traditional Systems: Local schools, often run by community leaders or religious institutions, provided education in vernacular languages and traditional subjects.

British Interference: The British educational policies disrupted these local systems, often leading to their decline.

Standardization: The British introduced new routines and rules in education, emphasizing punctuality, discipline, and rote learning.

Impact on Students: These changes often clashed with traditional methods of learning, causing a cultural shift in education.

Tagore’s “Abode of Peace” (Shantiniketan): Rabindranath Tagore established Shantiniketan as a school that combined traditional Indian and Western educational practices, promoting holistic development.

Missionary Schools: Many Christian missionaries established schools in India, promoting Western education and often providing education to marginalized communities.

Activity: Examine a historical document or speech related to British educational policies and discuss its significance and impact.

Example: Analyze Macaulay’s Minute on Education and its implications for Indian education.

Exercise: Debate the pros and cons of Orientalist and Anglicist approaches to education.

Example: Discuss the benefits and drawbacks of promoting English education versus traditional Indian education.

The chapter “Civilising the ‘Native’, Educating the Nation” provides a comprehensive understanding of the British educational policies in colonial India, the debates among British officials, and the impact on Indian society. It highlights the creation of an educated elite and the role of education in the national movement.

Calcutta Madrasa (1781): Established to promote the study of Persian and Arabic.

Benares Sanskrit College (1791): Established to promote the study of Sanskrit and Hindu law.

Macaulay’s Minute on Education: Advocated for English education over traditional Oriental learning.

Wood’s Despatch: Known as the Magna Carta of English education in India, recommending the establishment of universities and vocational training.

The Report of William Adam: Survey of indigenous education in Bengal and Bihar.

Impact of British Policies: The British educational policies had a profound impact on Indian society, creating an educated elite that played a crucial role in the national movement.

Legacy of Education: The introduction of modern education had both positive and negative outcomes, promoting scientific thinking while neglecting indigenous education systems.