Complete guide For Class 8 History Chapter 6 – Civilising the Native – Educating the Nation

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The chapter ‘Civilising the “Native”, Educating the Nation’ delves into the British colonial educational policies and their impact on Indian society. It examines how the British aimed to “civilize” Indian society through education and reform. ‘Civilising the “Native”, Educating the Nation’ highlights the key educational reforms introduced by the British, the establishment of schools and colleges, and the broader implications of these changes. Understanding this chapter is crucial for comprehending the historical development of education in India and its influence on Indian society and culture.

Objectives of the Chapter

Now that we recognize the significance of examining this chapter, let’s delve into the objectives of ‘Civilising the “Native”, Educating the Nation’.

1. To understand the British rationale behind introducing Western education in India and their belief in its civilizing mission.
2. To examine the effects of British educational policies on indigenous education systems and local schools.
3. To explore the emergence of a nationalistic approach to education in response to colonial policies and the efforts to create an independent educational system.

Let’s now understand the various sections of the chapter ‘Civilising the “Native”, Educating the Nation,’ in detail.

First, to understand the British rationale behind their educational policies, let us delve into the section ‘How the British Saw Education’ of the chapter “Civilising the ‘Native’, Educating the Nation”. 

How the British Saw Education

• The British believed that introducing Western education would help civilize the Indian population and make them more ‘modern’. 
• They aimed to create a class of educated Indians who would be loyal to the British Crown and act as intermediaries between the rulers and the ruled. 
• The British saw education as a tool to instill their values, culture, and beliefs in the Indian population, thus reinforcing their control over the country.

The key points covered in this section include:

1. Civilizing Mission: 

The British believed it was their duty to “civilize” Indians by introducing Western education and values. They aimed to replace traditional practices with Western standards, seeing their own civilization as superior and believing that educating Indians in this manner would transform and modernize Indian society.

2. Macaulay Minute: 

The 1835 document by Thomas Babington Macaulay argued for the promotion of English education over traditional Indian learning, emphasizing the need for a class of educated Indians who would act as intermediaries between the British rulers and the Indian masses.

3. Western Knowledge: 

The British prioritized Western scientific and literary knowledge, viewing it as superior to indigenous knowledge systems. They focused on teaching Western subjects and methods, which led to the undervaluation of Indian languages, literature, and traditional sciences.

4. Education Policies: 

The British implemented policies to set up schools and colleges where instruction was in English and the curriculum centered on Western subjects. This approach aimed to promote Western education while sidelining traditional Indian learning methods.

5. Administrative Control: 

Education was used to create a class of clerks and administrators loyal to the British. This helped the British manage the colony more efficiently by training a workforce that could support their administrative and bureaucratic needs.

This section underscores the British aim to reshape Indian society through education, aligning it with their colonial objectives.

Now, in order to understand the effects of British educational policies on Indigenous education systems, let us delve into the section ‘What Happened to the Local Schools?’ of the chapter “Civilising the ‘Native’, Educating the Nation”.

What Happened to the Local Schools?

• This section highlights how the introduction of British education led to the decline of traditional Indian schools and indigenous learning methods. 
• Local pathshalas, madrasas, and other indigenous educational institutions faced neglect and were gradually replaced by Western-style schools. 
• The British education system prioritized English and Western knowledge, undermining the rich heritage of Indian languages, literature, and sciences. 
• This shift had a significant impact on Indian society, leading to the erosion of traditional knowledge systems and the marginalization of local educators.

The key points covered in this section include:

1. Neglect of Indigenous Institutions: 

The introduction of British education led to the neglect of traditional Indian schools such as pathshalas and madrasas, which had been the cornerstone of local education systems. These indigenous institutions, which provided education in local languages and were deeply rooted in the cultural and social fabric of Indian society, were gradually overlooked and underfunded. Consequently, many of these schools struggled to survive, leading to a decline in the transmission of traditional knowledge and practices.

2. Replacement by Western Schools: 

Indigenous educational institutions were gradually replaced by Western-style schools focused on English and Western knowledge. The British believed Western education was superior and necessary for modernizing Indian society. This shift emphasized English literature, science, and mathematics, sidelining local languages and traditional subjects, and creating a cultural disconnect for Indian students.

3. Undermining Indian Heritage: 

The British education system prioritized Western subjects, undermining Indian languages, literature, and sciences. Traditional Indian educational content was devalued, leading to a decline in the study of India’s rich cultural heritage and the marginalization of Indian scholars and educators.

4. Erosion of Traditional Knowledge: 

This shift led to the erosion of traditional knowledge systems, as Western education replaced indigenous learning methods. Local educators, who were once central to the transmission of traditional knowledge, were marginalized. The focus on English and Western subjects diminished the role of local languages and cultural practices, resulting in a loss of valuable historical and scientific insights that had been preserved for generations.

5. Impact on Society: 

The decline of indigenous learning methods had a profound effect on Indian society, disrupting cultural and intellectual traditions. As traditional schools and knowledge systems diminished, there was a loss of cultural continuity and local expertise. This shift not only weakened the preservation of Indian languages and cultural practices but also altered the societal fabric, as Western education became the new standard, reshaping social values and intellectual priorities.

To understand the emergence of a nationalistic approach to education, let us delve into the section ‘The Agenda for a National Education’ of the chapter “Civilising the ‘Native’, Educating the Nation”.

The Agenda for a National Education

• This section ‘The Agenda for a National Education’ discusses the response of Indian reformers and intellectuals to British educational policies. 
• Influential figures like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, and Swami Vivekananda emphasized the need for an education system that combined Western scientific knowledge with Indian cultural values. 
• They argued for the promotion of vernacular languages and the inclusion of India’s rich cultural heritage in the curriculum. This period saw the establishment of several educational institutions that aimed to provide a balanced education, fostering a sense of national identity and pride among Indians. 
• The rise of nationalist sentiments and the quest for self-reliance in education played a crucial role in the broader struggle for India’s independence.

Now let’s discuss the key points included in this section.

1. Response to British Policies: 

Indian reformers called for an education system blending Western knowledge with Indian cultural values. They argued that British education neglected India’s heritage and promoted only English and Western subjects. By integrating Indian languages, literature, and traditions, reformers aimed to create a more balanced curriculum that fostered both modern skills and cultural pride.

2. Influential Reformers: 

Figures like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, and Swami Vivekananda championed educational reforms that included vernacular languages and India’s rich cultural heritage. They advocated for integrating traditional Indian values with Western education to create a balanced and culturally relevant curriculum.

3. Balanced Education:

Reformers advocated for schools that combined Western scientific knowledge with Indian cultural education. This approach aimed to blend modern skills with traditional values, fostering well-rounded individuals who appreciated both scientific advancements and cultural heritage, enhancing national identity and pride.

4. National Identity:

The push for educational reform aimed to strengthen Indian national identity and pride, linking cultural heritage with modern knowledge. This movement played a key role in the broader independence struggle by promoting self-reliance and unity among Indians.

Overall Learning Value of the Chapter

Now that we understand the importance of studying this chapter, let’s explore the objectives behind ‘Civilising the “Native”, Educating the Nation’. This chapter provides students with a comprehensive understanding of the colonial impact on Indian education and the subsequent response from Indian society. By examining the British motives and actions, students gain insight into the complex relationship between colonizers and the colonized. The chapter also highlights the resilience and efforts of Indian reformers to reclaim and reshape their educational system, emphasizing the importance of education in the nation’s path to independence. Through this chapter, students learn about the transformative power of education and its role in shaping societal values and national identity.