CBSE Class 8 Social Science History Notes Chapter 7: CBSE Class 8 Social Science

History Notes for Chapter 7 Civilising the Native, Educating the Nation provide a clear and
detailed explanation of British educational reforms in India during the colonial period. The
chapter discusses how the British aimed to "civilise" Indian society through education, which
often meant imposing Western values and systems on the Indian population.

It highlights key reforms such as the introduction of English as a medium of instruction, the
establishment of schools and universities, and the promotion of new educational policies that
sought to create a class of educated Indians who could assist in the administration of British
rule.

The notes also examine the impact of these reforms on Indian society, including the rise of new
social and political ideas and the emergence of reformist movements that challenged traditional
practices and advocated for educational and social change.

CBSE Class 8 Social Science History Notes Chapter 7

Overview
These notes for CBSE Class 8 Social Science History Chapter 7 Civilising the Native, Educating
the Nation are prepared by subject experts from Physics Wallah. The notes cover how the
British aimed to "civilise" Indian society by introducing Western education and values including
the establishment of schools and the promotion of English as the medium of instruction.

They also detail the effects of these reforms on Indian society, such as the rise of new social
and political ideas and the influence on reformist movements. This expert preparation ensures
that students receive a clear and insightful understanding of how education played a important
role in shaping colonial and post-colonial India.

CBSE Class 8 Social Science History Notes Chapter 7

PDF
The PDF link for the CBSE Class 8 Social Science History Notes Chapter 7 Civilising the Native,
Educating the Nation is available below.

They explain the introduction of Western education, its impact on Indian society, and how these
reforms shaped modern education systems.

CBSE Class 8 Social Science History Notes Chapter 7 PDF

CBSE Class 8 Social Science History Notes Chapter 7

Civilising the Native, Educating the Nation
Here, we have provided CBSE Class 8 Social Science History Notes Chapter 7 Civilising the
Native, Educating the Nation to help students prepare more effectively for their exams.

How the British saw Education

The tradition of Orientalism

In the late 18th century, British officials like William Jones, Henry Thomas Colebrooke, and
Nathaniel Halhed became deeply involved in the study of Indian languages and texts, marking
the beginning of a tradition known as Orientalism.

William Jones, a linguist proficient in multiple languages, including Sanskrit, Arabic, and
Persian, arrived in Calcutta in 1783. He, along with Colebrooke and Halhed, established the
Asiatic Society of Bengal and launched the journal Asiatick Researches.

Their goal was to uncover and translate ancient Indian texts, believing that these texts held the
key to understanding India's past glory and aiding in the rediscovery of its heritage. The British
officials and scholars felt that by studying and preserving ancient Indian literature, particularly
Sanskrit and Persian, they would help Indians reconnect with their rich cultural history.

This led to the establishment of institutions such as a madrasa in Calcutta in 1781 to promote
Arabic and Islamic studies, and the Hindu College in Benaras in 1791 to encourage the study of
Sanskrit texts.

“Grave errors of the East”

In the early 19th century, British officials criticized the Orientalist approach to education, labeling
it as flawed and unscientific. They argued that Eastern literature was trivial and lacked
seriousness. James Mill was a notable critic who believed that education should focus on
practical and useful knowledge rather than what he considered the non-essential aspects of
Eastern learning.

Thomas Babington Macaulay, in particular, viewed India as a land in need of Western

civilization. He argued against spending public funds on Oriental studies, deeming them
impractical. Instead, Macaulay advocated for the promotion of English, believing it would expose
Indians to Western advancements in science, philosophy, and literature.

His perspective led to the English Education Act of 1835, which established English as the
medium of instruction in higher education and resulted in the production of English textbooks for
schools, significantly shaping the educational landscape in India.

Education for commerce

In 1854, Charles Wood, the President of the Board of Control of the East India Company, issued
Wood’s Despatch to outline a new educational policy for India. This policy emphasized the
practical benefits of European learning over traditional Oriental knowledge.

According to the Despatch, adopting European education would not only enhance trade and
commerce but also develop the country’s resources and improve the moral character of its
people. The British believed that European learning would reshape Indian tastes and desires,
aligning them more closely with Western ways of life.

Following this policy, several significant measures were implemented. The British government
established education departments to oversee educational matters and began setting up a
system of university education. By 1857, universities were established in Calcutta, Madras, and
Bombay. Efforts were made to reform the school education system to align with the new
European educational standards.

What Happened to the Local Schools?

The report of William Adam

In the 1830s, William Adam was commissioned by the Company to assess the state of
education in vernacular schools in Bengal and Bihar. His report revealed a vast network of over
100,000 pathshalas, or local schools, each serving no more than 20 students. These schools,
often established by wealthy patrons or the local community, operated with a highly flexible and
informal system.

They lacked formal infrastructure, such as printed books, dedicated buildings, or standardized
facilities like benches and blackboards. Classes were held in various informal settings, including
under banyan trees, in village shops, temples, or the homes of teachers (gurus).

The educational practices were adaptable to local needs; fees varied based on the family's
income, and instruction was tailored to the students' requirements. There were no fixed
schedules or formal examinations, and classes were often paused during harvest seasons to
accommodate agricultural work. This system reflected a community-oriented approach, catering
to the immediate educational and practical needs of the students.

New routines, new rules

Following 1854, the British East India Company focused on improving vernacular education by
implementing stricter regulations and routines. The Company introduced a structured approach
to pathshalas, which included regular inspections and oversight by government-appointed
pandits. These pandits were responsible for visiting multiple schools, enhancing teaching
standards, and ensuring adherence to new rules.

The changes included the use of textbooks, regular timetables, and annual examinations to
assess student learning. Pathshalas were required to enforce fixed class schedules, charge
consistent fees, and maintain discipline. This shift aimed to standardize education, but it also
created challenges.

The previous flexibility, which allowed children from poor families to attend school based on their
agricultural schedules, was replaced by a system that demanded regular attendance.
Consequently, students from poorer backgrounds faced difficulties, as they were now required
to attend classes even during critical harvest periods when they needed to work in the fields.

The Agenda for a National Education

Before British officials, various Indian thinkers advocated for a broader education system to
address the needs of the nation. Many believed that Western education could modernize India
and called for the establishment of more schools, colleges, and universities, along with
increased funding for education.

However, there were also critics of Western education. Prominent figures like Mahatma Gandhi
and Rabindranath Tagore expressed concerns about its impact. Gandhi, for instance, was
skeptical about Western education's ability to address India's cultural and social needs, while
Tagore questioned its suitability for fostering a holistic and meaningful education that aligned
with Indian values and traditions.

“English education has enslaved us”

Mahatma Gandhi argued that Western education had a detrimental effect on Indian society,
creating a sense of inferiority and admiration for British rule among educated Indians. He
believed that this education undermined pride in Indian culture and made Indians feel like
strangers in their own land. Gandhi saw this as a form of cultural enslavement, which distanced
people from their social roots and heritage.

He advocated for an education system that would foster dignity, self-respect, and a deeper
connection to one's own culture. Gandhi encouraged students to leave British-run institutions to
demonstrate their refusal to be subjugated. As nationalist sentiments grew, there was increasing
support for developing a national education system that would be radically different from the
British model, aiming to empower Indians and restore their cultural pride.

Tagore’s “abode of peace”

Rabindranath Tagore established Shantiniketan in 1901 with a vision of an educational

environment that was free from the rigid and oppressive structures of British schooling. Having
found traditional schools stifling in his own childhood, Tagore wanted a place where children
could thrive in a nurturing, creative, and self-directed learning environment. He believed that
education should inspire and cultivate a child’s natural curiosity and creativity rather than
suppress it.
Tagore's approach combined the strengths of modern Western education with the rich traditions
of Indian culture. He envisioned Shantiniketan as a "abode of peace," where students could
engage with science and technology alongside art, music, and dance, all within a natural setting
that encouraged holistic learning.

This vision was in contrast to Mahatma Gandhi’s critique of Western civilization’s focus on
machines and technology. While Gandhi advocated for a return to simpler, more self-reliant
ways of living, Tagore sought to harmonize the best aspects of both Western and Indian
traditions in education. The debate among thinkers of the time reflected a broader discourse on
how to shape a national education system that truly served India's diverse needs and
aspirations.

Benefits of CBSE Class 8 Social Science History Notes

Chapter 7
● Comprehensive Overview: The notes provide a detailed summary of key events and
concepts, offering students a clear and concise understanding of the historical context
covered in Chapter 7. This helps in reinforcing their grasp of the material.
● Enhanced Learning Efficiency: By highlighting important points and summarizing
complex information, these notes enable students to study more efficiently focusing on
critical aspects of the chapter without getting overwhelmed by excessive details.
● Better Exam Preparation: The notes are designed to align with the CBSE curriculum
ensuring that students are well-prepared for questions related to the chapter. This
targeted approach helps in improving performance in tests and exams.
● Support for Independent Study: The notes are helpful for self-study allowing students
to learn at their own pace. They offer a structured framework that supports independent
learning outside the classroom.