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    CH 7, His (Civiliising The Native... )

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    Ansul Prakash

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    CH 7, His (Civiliising The Native... )

    Uploaded by

    Ansul Prakash
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    Ch 7, His (Civiliising the Native...)

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    10 views4 pages

    CH 7, His (Civiliising The Native... )

    Uploaded by

    Ansul Prakash

    Copyright:

    © All Rights Reserved
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    of 4

    CLASS VI/HISTORY/CHAPTER -7

    CIVILISING THE 'NATIVE', EDUCATING THE NATION

    THE TWO ScoOLS OF THOUGHT-ORIENTALISTS AND ANGLICiSTS

    THE ORIENTALISTS

    These were the people who had sound knowledge of the language and culture of
    Asia. They favoured the development of Sanskrit and Persian languages in India.
    They promoted the study of ancient Indian texts. They had great respect for ancient
    culture of India and wanted to revive the same. There was a political motive behind
    the promotion of Sanskrit and Persian languages and texts. The company needed
    such officials who were fully acquainted with these languages for the smooth
    functioning of administration. Some of the orientalists were Wiliam Jones, Henry
    Thomas Colebrooke and Nathanial Halhed.

    WILLIAM JONES

    He was a hardcore orientalist. In 1783, he was appointed as a junior judge at


    Supreme Court in Cacutta. He was a linguist and was well-versed in Greek, Latin,
    French, English, Arabic, Sanskrit and Persian. He joined the company of Hindu
    Pandits to learn Sanskrit language, grammar and poetry. In 1784, he set up the
    Asiatic Society of Bengal and started a journal Asiatic Reseaches.

    THE ANGLICISTS

    These were the people who had a different stand or vision related to education. They
    opposed the orientalists vision of learning and stressed upon the English to be made
    the medium of instruction in the educational institutions.They regarded the
    knowledge of East as unscientific and the literature as light- hearted. They said that
    knowledge of the East was full of errors and non-serious. They urged that it was
    wrong to spend so much on oriental learning. According to them education should
    be scientific and useful. Some of the anglicists were James Mill and Thomas
    Babington Macaulay. Raja Ram Mohan Roy too supported western education.

    MACAULAY HIS VIsIONS


    Macaulay was an anglicist and supporter of western education. He was appointed
    the Chairman of the Committee of Public Instruction. He stressed upon the need to
    teach in English medium. He saw India uncivilized country that needed to be civlzed.
    No branch of Eastern knowledge, according to him could be compared to what
    England had produced. He declared that 'a single shelf of a good European library
    Was worth the whole literature of lIndia and Arabia'. He criticize the govt. for wasting
    public money on promoting oriental learning which was of no practical use.

    MACAULAY'S MINUTE

    Macaulay's educational visions were published on 2 of February,1835 which was


    come to be known as Macaulay's Minute. It clearly laid down the sole aim of the
    British would be the promotion of western education and science among the Indians.
    Henceforth, all educational funds were to be spent on English education, Efforts
    were also made to stop the promotion of Calcutta Madarsa and Benaras Sanskrit
    College which favoured oriental learning. These institutions were seen as Temples
    of darkness' that were faling of themselves into decay.

    WOOD'S DESPATCH
    In 1854, the Court of Directors of the East India Company in London sent an
    educational dispatch to the Governor-General in India. Since the dispatch was
    issued by Charles Wood, the President of the Board of Control of the company, it
    has came to be known as Wood's Despatch

    RECOMMENDATIONS OF WOOD'S DESPATCH

    . Teaching of western education would be the aim of government's education policy


    2.Medium of instruction in higher classes to be English
    language
    3.Made provisions for setting up vernacular (local language) primary schools in
    Villages, Anglo - vernacular high schools and colleges at the district levels.

    4.Grants- in- aid were to be given to promote education.

    5.A department was setup to review and functioning of education in the provinces.
    6.Provisions were made to set up universities at Bombay, Madras, and Calcutta in
    1857.
    7.Stress were made to set up the Teacher's Training Institutions and vocational and
    technical schools and colleges.

    PRACTICAL BENEFITS OF THE WOOD'S DESPATCH

    It was said that western education in India would be helpful in trade and commerce.
    It would change the tastes and desires of the Indians and create a demand for British
    goods. It would improve the moral character of Indians. The company would be able
    to get truthful and honest civil servants.

    WILLIAM ADAM AND HIS REPORT ON INDIAN SYSTEM OF EDUCATION

    William Adam was a Scottish missionary who toured the districts of Bengal and
    Bihar to collect informations regarding education in local schools. In 1880's the
    report that he presented was interesting.

    to 1
    According him, over lakhs pathshalas were in existing. These pathshalas
    Were small and each had about 20 students. But the total number of stude
    taught in these schools was considerable over 20 lakhs. These were set up and
    belng
    managed by the wealthy people or the local community. Sometimes they were
    started bya guru(teacher) who taught in pathshala. The system of education was
    flexible. There were no school building, Classes were held in open spaces under
    trees, in temples or at the teacher's home. The children sat on the ground instead of
    benches or chairs. There were no fixed fee, no printed books, no separate
    classroom, no benches or chalirs, no blackboards, no attendance registers, no
    annual exams and no regular time- tables .Fee was taken on the parent's income,
    the rich had to pay more than the Teaching was oral, and the guru decided what to
    teach in accordance with the needs of the students. All the students were to sit
    together in one place. Classes were not held during the harvest time.

    STEPS TAKEN BY THE GOVT TO IMPROVE VERNACULAR EDUCATION

    To make education in system, the company


    appointed a number of government
    pundits, each was made in charge of looking after 4 to 5 schools. The pandit was to
    VISit the pathshalas and to improve the way of teaching. Each guru wasd asked to
    submit periodic reports and take classes according to a regular timetable. Textbooks
    were printed and assessment of students was made through a system of annual
    examination. Students were to pay a regular fee.attend classes regularly, sit on fixed
    seats and obey the rules of discipline. Pathshalas were supported through govt
    grants.

    THE AGENDA FOR A NATIONAL EDUCATION


    From the early 19 century many Indians social reformers and educationists started
    discussing the need for a wider spread of education. Impressed with the educational
    and scientific development in Europe, they urged for western education. They
    requested the govt. to open more schools, clleges and universities and more
    money on education.India started program of National Education.

    cONTRIBUTION AND VIEWS OF MAHATAMA GANDHI ON NATIONAL EDUCATION

    Gandhiji was against the westernization of lIndian education. According to him,


    Indians were becoming the slaves of western education, thought and culture.He
    urged that western education createda sense of inferiority in minds of Indians. There
    was poison in the western education. it cast an evil spell on Indians. Headvocated
    education that combined crafts, art, health and education. He was in favour of
    education to be taught in the mother tongue. He laid stress on the purificatilon of
    mind, body and soul. According to Gandhiji. western education valued textbooks
    rather than lived experience and practical knowledge.

    RABINDRANATH TAGORE ON NATIONAL


    CONTRIBUTION AND VIEWS OF
    EDUCATION
    and
    Tagore hated the four walled classroom teaching, he found it sufocating
    Oppressive. The school appeared like a prison and thae's why, he dreamt of schoo
    a sch0ol
    where children not bound to sit in classes like prisoners, instead he wanted
    where the was happy and could be free and creative and where the child was able to
    explore her own thoughts and desires. He wanted that teachers to be loving,
    With these views in
    imaginative and caring and help the child develop her curiosity.
    in Bolpur, 100 km
    his mind, Tagore set up Shantiniketan(Abode of peace) in 1901
    from Calcutta so that children could receive education in the lap of nature. Tagore
    of instruction. He
    too belleved that one's mother tongue should be the medium
    what he saw as the
    wanted to combine elements of modern western civilization with
    & technology in
    best within Indian education. He stressed the need to teach scince
    schools.

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