Civilising the "Native", Educating the Nation Class 8 Social Science Chapter Explained | BYJU'S

The chapter focuses on the evolution of the education system in India, the influence of British rule, and the critiques from Indian nationalists. The British aimed to change the Indian education system to control revenue, exploit resources, and implement a cultural mission to 'civilize' Indians according to their own beliefs, introducing new values and justifying their rule. They also sought to train Indians to assist in administration and territorial conquest.

William Jones, a linguist arriving in Calcutta in 1783, developed a great interest in learning Indian languages like Sanskrit and understanding Indian culture. Along with other scholars like Henry Thomas and Nathaniel Halhead, he formed the Asiatic Society to study and translate Indian texts. These 'orientalists' believed in promoting Indian education and culture, advocating for institutions like the Calcutta Madrasa (1781) and Hindu College in Banaras (1791) to encourage the study of Arabic, Persian, Islamic law, and Sanskrit.

In the early 19th century, a new group of British officials, known as 'Anglicists,' criticized the orientalist approach. Figures like James Mill argued against pleasing Indians with their own traditions, pushing for a practical and useful education. Lord Macaulay, a prominent Anglicist, viewed Indians as uncivilized and believed that English education, taught through the English medium, was essential to civilize them. This led to the English Education Act of 1835, making English the medium of instruction for higher education and aiming to introduce Western tastes and values.

In 1854, the 'Wood's Despatch' recommended the adoption of English as the medium of instruction and the establishment of universities. It argued that Western education would help Indians understand the importance of trade and commerce, change their tastes to favor British goods, and improve their morals. This dispatch marked a victory for those opposing Oriental learning and led to significant changes in the Indian education system, including the establishment of universities in Calcutta, Bombay, and Madras in 1857.

William Adam, a Scottish missionary, toured Bengal and Bihar, observing the traditional 'Pathshalas.' He noted their flexible structure: no fixed fees, printed books, attendance, separate buildings, or examinations. The British, however, introduced significant changes, including timetables, regular attendance, appointment of pandits to visit Pathshalas, submission of progress reports, textbooks, and the controversial introduction of regular fees. These changes, while aiming for a structured system, negatively impacted poor families who couldn't afford fees or adhere to strict schedules, especially during harvest seasons.

Mahatma Gandhi criticized Western education, believing it enslaved Indians and destroyed their pride, promoting a sense of inferiority. He advocated for a skill-based learning system that focused on practical knowledge, activities, and real-life experiences, fostering the development of mind, body, and spirit rather than just bookish knowledge. Rabindranath Tagore also critiqued the existing education system, emphasizing the importance of freedom and creativity for children in a natural environment. He established Shantiniketan in 1901, a school dedicated to harmonious living with nature and fostering creative learning, combining aspects of both Indian and Western educational traditions.