K.K.

Wagh Universal School,

DGP Nagar
Grade VIII History:
Civilising the “Native”,
Educating the Nation
William
 jones…1783 …junior judge at calcutta
 He was a linguist
 [ French,english,greek,latin,persian,arabic,skt]
 Intrested in grammar and poetry
 Studied ancient Indian text on law, philosophy,
religion, politics, morality, arithmetic, medicine, and
other sciences
Jones, Henry Thomas colebrooke
& Nathaniel Halhed formed
ASIATIC SOCIETY OF BENGAL
 and
 started a journal
called
 ASIATICK
RESEARCHES
 They had deep respect for Indian cultures
 They felt that ancient Indian civilisation
had lost its past glory

for future devt….

study ancient textbook which could reveal the
real ideas of laws of hindus and muslims
 They discovered many Indian
texts
Understood
 Translated them
their meaning
 found out the truth
 They thought that it was usefull for others [ britishers
as well as
Indians ]
 Result
 Indians would rediscover their own heritage
and understand their lost glories of
past
 By all this process the british would become the guardians
of Indian cultureas well as its masters
 British started promoting the western learnings .
 They discovered many Indian
texts
Understood
 Translated them
their meaning
 found out the truth
 They thought that it was usefull for others [ britishers
as well as
Indians ]
 Result
 Indians would rediscover their own heritage
and understand their lost glories of
past
 By all this process the british would become the guardians
of Indian cultureas well as its masters
 British started promoting the western learnings .
 Madarasa - calcutta in [1781] to promote the
study of arabic , persian , &
islamic law

 Hindu college was established in benaras in

1791 to encourage the study of ancient
sanskrit texts that would be useful for the
administration of country

 Not all oficials sharedatheir views . Many were

very strong in their criticism of
Banaras Hindu University is an internationally reputed
temple of learning, situated in the holy city of Varanasi.
This Creative and innovative university was founded by the
great nationalist leader, Pandit Madan Mohan Malviya, in
1916 with cooperation of great personalities like Dr Annie
Besant, who viewed it as the University of India. Banaras
Hindu University was created under the Parliamentary
legislation - B.H.U. Act 1915. It played a stellar role in the
independence movement and has developed into the
greatest center of learning in India. It has produced many
great freedom fighters and builders of modern India and
has immensely contributed to the progress of the nation
through a large number of renowned scholars, artists,
scientists and technologists who have graced its portals.
The area of the main campus of this premiere Central
University is 1300 acres, having well maintained roads,
extensive greenery, a temple, an air strip and buildings
which are an architectural delight. The Air Field of the
campus was started for military training for flying during
the second world war.
 From the early nineteenth century many british
officialsbegan to criticise the orientalist vision
of learning
Eastern knowledge was full of errors and
unscientific knowledge
 they thought that it was just waste of money

 Many officials criticised orientalism and orientalists

 James mill : he was against the orientalism
 He declared that there should not be taught what the
“natives” wanted or what they respected.
 He said that the aim of of education ought to be teach
what was practical.
 So Indians should be made familiar with the scientific
and technical advances
 Thomas babington macaulay :He was also against
orientalism.
He saw INDIANS as uncivilised that neded to be
civilised.
 no brach of eastern knowledge , according to him
could be compared to what england had
produced.
 He thought that the language produced by england
was superior to other languages.
 MACAULAY said that “a single shelf of a good
european library was worth the whole native
literature of INDIAN & ARABIA.
 He urged that the british government in INDIA
stop wasting public money in promoting the
oriental language.
 MACAULY gave extra importance to english and
felt the need of teaching the INDIANS english.
 So that they could read some of the finest literature
the world had produced.
 So that it would make them aware of the
developments in western science &
philosophy
 By following macaulays minute the english education
act of 1835 was introduced.
 They wanted to make english the medium of
instructions for higher education & to stop the
promotion of oriental institution like the
calcutta madarassa & benaras sanskrit college.
 English textbooks started producing of schools.
 In 1854 the court of directors of the east india
company in london sent an educational despatch to
the governor –general of india
 It was issued by charles wood.
 He was the president of board of control of the
company.
 It came to be known as WOODS DESPATCH.
 They gave more importnce to practical
benefits
 [Commerce : commerce is the activities and
procedures involved buying and selling of the things]

 Economic : economic means concerned with the

organisation of,money,industry,& trade of a country,
region and industry
 Woods despatch argued that european learning
would improve the moral characters of INDIANS.
 This would make them truthfull,& honest &thus
supply the company with civil servants who could be
trusted and dependent upon.
 The literature of east could not develop the skills
required for administration.
 Educational departments of the government were set
up to extend control over all matters regarding
education.
 Steps were taken to establish a system of university
education.

In 1857 the universities were being established

in calcutta ,madrass,& bombay.

 There were many attempts to bring changes in the

system of the school.
 WILLIAM ADAM :in 1830 william adam a scottish
missionary toured the districts of bengal & bihar.
 He did this because he was asked by the company to
report on the progress of education in vernacular
schools
 [vernacular school]: the vernacular is the language or
dailect that is most widely spoken by ordinary
people in a region or country
 He found that ….
 There were over 1 lakh schools in bengal and bihar .
 There were small institution with over 20 students
each.
 The total nunber children being taught in these
pathshalas were considerably over 20 lakhs.
 They were set up by wealthy people or local
community.
 In these pathshalas there were no :-
 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 exam
 No regular time-table
 These classes were sometimes held under a banayan
tree
 In other places in the corner of a village ,shop or a
temple , or at guru^s home.

FEE STRUCTURE:
 Fee was dependent on the income of parents
 The rich had to pay more than the poor one.
 The teaching was oral & the guru decided what
to teach
They taught according to the needs of the
 student.
All the students were sat toghether in one place
 But the the guru interacted with them seperately with
groups of children with different levels of learning.
 & this was suitable for them
 there were no schools on the harvest time when rural
children often worked in the fields
 The pathshalas started once again when the crops had
been cut and stored.
 This
meant that even children of peasent families
could study
 Up to the mid 18 century , the company was
concerned primarily with higher
education.
 It also allowed the local pathshalas to function
without much interference
 After 1854 the company decided to improve
the system of vernacular education.
 They thought that this could be done by introducing
order within the system imposing
 Routines
 Establishing rules
 & ensuring regular inspection.
 It appointed a number of government pandits , each
in charge of looking after 4-5 schools
 There work was to visit the schools and try to improve
the standard of teaching.
 Each and every guru was asked to submit perioudic
reports & take classes according to the time-table
 Teaching was now to be based on textbooks
 Learning was to be tested through a system of
annual exam.
 Students were now asked to
 Pay regular fee
 Attened regular classes
 Sit on fixed seats
 And obey the new rules of disciplin
 Pathshalas which accepted the new rules were
supported through government grants
 Those who were unwilling to work within the
new system recevied no government
support.
  In the earlier system children from poor
peasents families had been able to go to
 pathshalas.
Since the time-table was fixed the
discipline of the new system demanded
regular attendence , even during the harvest
time when children of poor families had to
work
Inability

in the school
to attend fields. came to be knownas
indiscipline as evidence of the lack of desire
to learn.
 The british officials were not the only people thinking
about education in INDIA.
 From the rarly nineteenth century many thinkers
from different parts of india began to talk of the need
for a widerspread of education.
 They said this because they were impressed with
the developments in europe.
 Some indians felt that western education would help
modernise india
 They urged the british to open more schools colleges
and universities and spend more money on education.
 Besides that……
 There were other indians, however who reacted
against western education.

 MAHATMA GANDHI &

 RABINDRANATH TAGORE

 Were two such individuals.

 Mahatma gandhi argued that colonial
education created a sense of inferiority in the
minds of indians.
 It made them see western civilisation as superior ,and
destroyed the pride they had in their own culture.
 Indians educated in these institutions beganadmiring
the british rules.
 Mahatma gandhi wanted an education that
could help indians to recover there self respect

During national movement he urged students to
leave educational institutes in order to show that
indians were no longer willing to be enslaved.

 Mahatma gandhi strongly felt that indian languages

ought to be the medium of teaching.
 Education in english crippled indians , distanced
them from there own social surroundings & and
made them strangers in their own lands.

 Mahatma gandhi said focused on reading and writing

rather than oral knowledge ; it valued textbooks
rather than lived experience & practical
knowledge.

 Literacy or simply learning to read and write – by

itself did not count as education
 People had to work with their hands , learn
a craft , & know how different things
were operated .

 So , thought that this thing would develop their

mind and their capacity to develop their mind
and capacity to understand.

 Rather than these other thinkers also began

thinking of a system of national education
which would be different from the one set up
by the british
 Rabindranath tagore started the institution in 1901
as a child tagore hated going to school.

 he found it suffocating and oppressive the school

appeared like a prison for he could never do what
he felt like doing.

 On growing up , he wanted to set up school where the

child was happy ,where she could be free & creative
a place where she could explore her own thoughts &
desires.
 Tagore felt that childhood ougth to be a time of self-
learning,

 outside the rigid & restricting discipline of the

schooling system set up the british.

 Teachers had to be imaginative understand the child

& help the child develop her curiosity
 According to tagore the exsisting schools killed the natural
desire of the child to be creative her sense of wonder

 Tagore had the view that creative learning could be

encourged only in the natural enviorment

 So, he chose to set up his school 100 km away from

calcutta, in rural setting.

 He saw it as an abode of peace [santiniketan]where living

in harmony with nature a child could cultivate there
creativity
 Shantiniketan
Shantiniketan Is A Small Town Near Bolpur In The Birbhum District Of West Bengal And
About 212 Kms North Of Kolkata. It Is Famous Due To Nobel Laureate Rabindranath
Tagore, Whose Vision Became What Is Now A University Town - Visva-Bharati University.
The Place Now Attracts Thousands Of Visitors Each Year.
 In many senses TAGORE^S & GANDHI JI’S thought
about education was similar

 But there were diffrences too.

 Gandhi ji was highly critical of western civilisation

and its worships of machine & technology

 Tagore wanted to combine elements of modern

western civilisation with what he saw best
within indian tradition.
 He emphassised the need to teach science and
technology at santiniketan along with art music
and dance.

 Many individuals and thinkers were thus, thinking about

the way a national educational system could be fashioned .

 Some people wanted to extend the system to invite wider

sections of people.

 The debate about what this ‘national education’ ought to

be continued till after independence.
Any Questions Please…
 Prepared By
Mr.Sharad N.Musale (Asst. Teacher)
K.K.Wagh Universal School, DGP Nagar
Nashik
THANK YOU