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Civilizing The Native Educating The Nation Class 8 TH

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94 views14 pages

Civilizing The Native Educating The Nation Class 8 TH

Uploaded by

deepikatripathi1988.com
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPSX, PDF, TXT or read online on Scribd
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Introduction

 The east India Company


established its control over
the entire country.
 British in India wanted not
only territorial conquests
and control over revenues,
they had a cultural mission
also.
 They thought that they had a
civilise the natives and
change their customs and
values.
How the British Saw Education
The Tradition of Orientalism
• In 1783, William Jones a linguist,

was appointed as a junior judge at

the Supreme Court that the

company had set up.

• He started studying ancient Indians

text on law, philosophy, religion,

politics, morality, arithmetic,

medicine and other sciences.


• The Tradition of Orientalism
• Englishmen like Henry Thomas
Colebrooke and Nathaniel Halhed were
busy discovering the ancient Indian
heritage, mastering Indian languages and
translating Sanskrit and Persian works
into English.
• A Madrasa was set up in Calcutta in 1781
to promote the study of Arabic, Persian
and Islamic law.
• In 1791, the Hindu College was
established in Benaras to encourage the
study of ancient Sanskrit texts that would
be useful for the administration of the
country.
Grave Errors of the East/Anglicists
 Knowledge of the east was full of errors and unscientific
thoughts.
 The British efforts should not be to teach what the natives
wanted, or what they respected, in order to please them and
“win a place in their heart”
 Indian should be made familiar with the scientific and
technical advances of the West.
 Teaching of English could civilize the people and change their
tastes, value and culture.
Thomas Babington
Macaulay
• He saw India as an uncivilised country that
needed to be civilised.
• “A single self of a good European library was
worth the whole native literature of India and
Arabia”.
• Knowledge of English would allow Indians to
read some of the finest literature the world had
produced, 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.
• Thomas Macaulay’s point of view regarding
European Education in India was summarized as
Macaulay’s minute.
English Education Act (1835)

 To make English the medium of instruction for higher


education.
 To stop the promotion of Oriental institutions like the
Calcutta, Madrasa and Banaras Sanskrit College.
 These institutions were seen as “temple of darkness that were
falling of themselves into decay
 English textbooks were produced for schools.
Education for Commerce:
Wood’s
Despatch(1854)
The Local School
The Report of William Adam

• In the 1830s William Adam, a Scottish missionary toured the districts of


Bengal and Bihar and was given charge by the company. To give report on
the progress of education in vernacular schools.
• Adam found that the system of education was flexible and local schools
were known as pathshalas.
• There were no fixed fee, no printed books, no separate school building, no
benches or chairs, no blackboards, no system of separate classes, no roll-
call registers, no annual examinations and no regular time-table. Fee
depended on the income of parents: the rich had to pay more than the poor.
• Classes were usually held under a Banyan tree or in the corner of a village
shop, in temple or at the guru's home.
• Teaching process was oral and the guru decided what to teach , in
accordance with the needs of the students.
• The guru interacted separately with groups of children with different levels
of learning.
New Routines, New Rules:

• After 1854 the company decided to improve the system of vernacular


education by introducing order within the system, imposing routines,
establishing rules, ensuring regular inspections.
• Company appointed a number of government pandits each in charge
of looking after four to five schools.
• Teaching was now to be based on textbooks and learning was to be
tested through a system of annual examination.
• Students to pay a regular fee, asked to attend regular classes, sit on
fixed seats and obey the new rules of discipline.
• Those Pathshalas which accepted the new rules were supported
through government grants.
• New rules had some consequences, students have to attend school
regularly even during harvest time. Inability to attend school seen as
indiscipline and as evidence of the lack of desire to learn.
The Agenda for a National Education
• Some Indians impressed with the
development in Europe felt that western
education would help to modernize India.
• Huge capital was invested on education; to
establish more schools, colleges &
universities.
• Mahatma Gandhi and Rabindranath Tagore
reacted against western education.
English Education has enslaved us:m.K.Gandhi

• Mahatma Gandhi urged that colonial education created a sense of inferiority

in the minds of Indians. It was sinful and it enslaved Indians, it cast an evil

spell on them. Moreover, it destroyed the pride Indians had in their own

culture.

• Mahatma Gandhi wanted an education that could help Indians to recover

their sense or dignity and self-respect.

• According to Mahatma Gandhi, Indian languages ought to be medium of

teaching and the means to develop a person’s mind and soul.

• Mahatma Gandhi on Western education said, " focussed on reading & writing

rather than oral knowledge; value textbooks rather than practical knowledge".
Tagore’s ‘Abode of Peace’:
• Rabindranath Tagore stated Shantiniketan in 1901.
• Tagore as a child hated going to school as he described school as a
prison. He said he could never do what he felt like doing in school.
• He wanted to set up schools where children were happy, where they
could be free and creative, where the child was able to explore their
own thoughts and desires. He felt that childhood ought to be a time of
self-learning.
• He emphasized the need to teach Science and technology at
Shantiniketan along with art, music and dance.
• According to him, creative learning be encouraged only within a
natural environment and hence set up his school 100 kilometres away
from Calcutta in a rural setting. He saw it as an "abode of peace"
(shantiniketan), where living in harmony with nature, children could
cultivate their natural creativity.

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