Civilizing the natives and educating the nation .pptx

Civilizing the “Native”, Educating the Nation
Introduction
In the earlier chapter They also Felt that they had a
cultural mission: They had to CIVILIZE THE NATIVES.
AFFECTED
Rajas and Nawabas
Peasant ,Sepoys and Tribal
Territorial Conquest
Control over revenue
Cultural Mission
 Customs and values.
How were Indians to
be educated, ”Civilized”
The British thought their culture was superior and wanted
to make Indians more like them. They introduced English
education and laws to achieve this during colonial rule.

Introduction
 HOW THE BRITISH SAW EDUCATION?
THE TRADITION OF ORIENTALISM
GRAVE ERRORS OF THE EAST
EDUCATION FOR COMMERCE
THE DEMAND FOR MORAL EDUCATION
WHAT HAPPENED TO THE LOCAL SCHOOLS?( The report of William Adam)
 New routines, new rules
THE AGENDA FOR A NATIONAL EDUCAITON
 English education has enslaved us.
 Tagore’s adobe of peace

HOW THE BRITISH SAW EDUCATION?
What the British Thought
The British saw education as a way to teach people values and skills. Originally, it
focused on maintaining social order.
How they developed their own views about how Indians were to be educated.
THE TRADITION OF ORIENTALISM
 In 1783, a person named William Jones
arrived in Culcutta.
 as a junior judge at the supreme court that the company had
Set up.
Orientalism is a Western scholarly
discipline that studies the cultures,
languages, and peoples of the Near and Far
East.

THE TRADITION OF ORIENTALISM
 Jones was a linguist. He had studied Greek and Latin at Oxford, knew French and English, persian
Arabic.
 At Culcutta, he began spending many hours a day with pandits to learn sanskrit language.
 Jones discovered that his interests were shared by many British official- Like Henry Thomas Colebrooke
and Nathaniel Halhed.
Set up the Asiatic society of
Bengal and Asiatick Researches
(January 15, 1784)
The society was founded
to promote the study of
languages, history,
cultures, and sciences of
Asia,
The purpose of "Asiatick
Researches" was to provide a
platform for scholars and
researchers, both from
Europe and India, to
contribute to the
understanding of Asian

 Jones was a linguist. He had studied Greek and Latin at Oxford, knew French and English, persian
Arabic.
 At Culcutta, he began spending many hours a day with pandits to learn sanskrit language.
 Jones discovered that his interests were shared by many British official- Like Henry Thomas Colebrooke
and Nathaniel Halthed.
Set up the Asiatic society of
Bengal(January 15, 1784)

 Jones and colebrooke came to represent a particular attitude towards India.
 They shared a deep respect for ancient cultures, both of India and the West.
They felt, had attained its glory in the ancient past, but had subsequently declined.
The belief that Indian civilization had reached its peak in the ancient past and then declined.
 In order to understand India it was necessary to discover the sacred and legal texts that were produced in
the ancient period.
 For only those texts could reveal the real ideas and laws of the Hindu and Muslims.
 So Jones and Colebrooke went about discovering ancient texts, it would also help Indians rediscover
Their own heritage, and understand the lost glories of their past. ( IN THE PROCESS THE BRITISH WOULD
BECOME THE GUARDIANS OF INDIAN CULTURE AS WELL AS ITS MASTERS.)

GRAVE ERRORS OF THE EAST
 They felt that institutions should be set up to encourage the study of ancient Indian texts and teach
sanskrit and parsians literature and poetry.
 They thought that Hindus and Muslims should be taught what they were already familiar with, and what
they valued and treasured.
 They believed that they should not be taught subjects that were alien to them.
 British hope to win a place in the hearts of the “NATIVES” Then could then alien rulers expect to be
respected by their subjects.
This object in view a MADRASA was set up in
calcutta in 1781 to promote the study of
Arabic, Persian and Islamic law.
Hindu college was established in Benaras in
1791 to promote the study of Sanskrit texts

 They felt that institutions should be set up to encourage the study of ancient Indian texts and teach
sanskrit and parsians literature and poetry.
 They thought that Hindus and Muslims should be taught what they were already familiar with, and what
they valued and treasured.
 They believed that they should not be taught subjects that were alien to them.
 British hope to win a place in the hearts of the “NATIVES” Then could then alien rulers expect to be
respected by their subjects.
This object in view a MADRASA was set up in
calcutta in 1781 to promote the study of
Arabic, Persian and Islamic law.
Hindu college was established in Benaras in
1791 to promote the study of Sanskrit texts
1. William Jones was a linguist
because________.
2.Who set up Asiatic Society of Bengal?
3.Madrasa was set up in Calcutta in the
year____
4.When was the Hindi college set up and
where?
5. What was the motto of Asiatic Society?

 Not all officials shared these views. From the early 19th century many British officials
began to criticize the ORITNETALIST vision of learning.
• They said that knowledge of the East was full of errors and unscientific thought; Eastern
literature was non-serious and light-hearted.
 They argued that it was wrong on the part of the British to spend so much effort in
encouraging the study of Arabic and Sanskrit language and literature.
JAMES MILL
James mill was one of the se who
attacked the orientalists.
 He declared should not be to teach
what the natives wanted, or what they
respected.
Indians should be made familiar with
the scientific and technical advances that
the West had made, rather than with the
poetry and sacred literature.

 By the 1830s Thomas Babington Macaulay He saw Indian as an uncivilized country
One of the most outspoken and influential critic.
•He saw India as an uncivilized country that needed to be civilized.
•“A single shelf of a good European library was worth the whole
native literature of India and Arabia”
 He urged that the British government in India stop wasting public money in promoting Oriental learning,
for it was of no practical use.
 The knowledge of English would allow Indians to read some of the finest literature it would make them
aware of the developments in Western science and philosophy.
Teaching of English could civilizing people, changing their tastes, values and culture.
He believed that European
literature was more
valuable than native
literature from India and
Arabia.
What is Macaulay's Minute? Answer: On February 2, 1835, British historian and politician Thomas
Babington Macaulay presented his 'Minute on Indian Education,' which sought to establish the need for
Indian 'natives' to receive an English education.

Teaching of English could civilizing people, changing their tastes, values and culture.
 The decision was to make English the medium of instruction for higher education , and to stop the
promotion of Oriental instaurations..
 The Calcutta Madrasa and Banaras Sanskrit college. These institutions were seen as “ Temples of
darkness that were falling of themselves into decay”

EDUCATION FOR COMMERCE
 In 1854, the Court of Directors of the East India Company
Q. What is Wood Despatch?
The Court of Directors was the
executive body of the East India
Company. It was made up of 24
directors who were elected annually by
the company's shareholders.
A formal dispatch sent by sir Charles wood to lord Dalhousie, the governor-general of
India. Wood was the president of the board of control of the British east India
company. The dispatch was sent in 1854 and is often called the magna carta of English
education in India.

Reason why British focused on Education in India.
•Exposing Indians to Western culture
•Creating a demand for British goods in India
•Indians would begin to appreciate and buy things that were produced in Europe.
•Enabling Indians to realize the advantages of expanding trade and commerce
• Wood’s Despatch also argued that European learning would improve the moral character of Indians.
•It would improve the moral character of Indians. It would make them truthful and honest, and thus
supply the company with civil servants who could be trusted and depended upon.
Following the 1854 Despatch
•Education departments of the government were set up to extend control over all matters regarding edu.
• Establish a system of university education
•Establishing three universities in Calcutta, Bombay, and Madras (1857 during revolt time)

Reason why British focused on Education in India.

The demand for moral education?
strongly criticized practical education.
 They believed that education should improve people's moral character, and that this could only be done
through Christian education.
 until 1813, the East India Company was opposed to missionary activities in India.
The company feared that missionary activities would provoke the local population and make them
suspicious of the British presence in India.
Unable to establish an institution within British-controlled
Territories.
The Missionaries set up a mission at Serampore in an area under
Under the control of the Danish East India Company.
 A printing press was set up in 1800
 A college established in 1818
After 1857, British Govt. in India was reluctant to directly support
Missionary education.
Christian missionaries in India

WHAT HAPPENED TO THE LOCAL SCHOOLS?
The Report of William Adam
William Adam was a Scottish missionary who traveled
the Bengal and Bihar districts in the 1830s.
The East India Company (EIC) asked Adam to report on
the education system of the natives. Adam's report included
the following observations-
•Local schools lacked benches and chairs
•There were no annual exams
•The educational system was flexible
•Local schools were called pathshalas.
• There were no fixed fee,
•No printed books,
•No blackboards.
•In some classes were held under a banyan tree.
• Fee depended on the income of parents; the rich had
to pay more than poor.
• Teaching was oral , and the guru decided what to teach,
Adam Discovered that this
flexible system was suited to local
needs.
Classes were not held during
harvest time when rural children
often worked in the fields.
The pathsala started once again
when the crops had been cut and
stored.

NEW ROUTINES, NEW RULES
 After 1854 the company decided to improve the system of vernacular education.
 It felt that this could be done by introducing order within the system,
 Imposing routines,
Establishing rules
Ensuring regular inspections.
Annual examinations, Textbooks, Periodic reports.
HOW WAS THIS TO BE DONE? WHAT MEASURES DID THE COMPANY UNDERTAKE ?
 In 1854, the Company appointed a number of government pandits to improve the
vernacular education system.

 In 1854, the Company appointed a number of government pandits to improve the
vernacular education system.
Their tasks included:
Visiting the pathshalas
Improving the quality of teaching
Submitting periodic reports
Teaching according to a regular timetable
Ensuring teaching was based on textbooks
Testing learning through annual examinations
Ensuring students paid a regular fee
Ensuring students attended regular classes
Ensuring students sat in fixed seats
Ensuring students obeyed the new rules of discipline

 Pathshalas which accepted the new rules were supported through government
grants..
 Those who were unwilling to work within the new system received no government
support.
The new rules and systems affected the children of peasants; especially those from
poor families. Children had to skip the classes during harvest season.
Inability to attend school came to be seen as indiscipline as evidence of the lack of
desire to learn.

THE AGENDA FOR A NATIONAL EDUCATION
 the early nineteenth century many thinkers from different parts of India began to talk of the
need for a wider spread of education.
They urged the British to open more schools, colleges and universities, and spend more
money on education.
Mahatma Gandhi and Rabindranath Tagore were two such individuals who reacted
against western education.
•Believed that Western education made Indians
feel inferior
•Believed that English education made Indians feel
like strangers in their own country.
• During the national movement he urged students
to leave educational institutions in order to show
to the British that Indians were no longer willing to
be enslaved.
•Believed that education should be linked to
practical knowledge
•Believed that Western and English schools killed a
child's creativity
•Believed that colonial schools taught knowledge
that was unrelated to students' regional, historical,
and lingual context
•Wanted to combine Western education with
Indian traditions
•Established an institution called Santiniketan in
1901

TAGORE’S “ADOBE OF PEACE” SANTINIKETAN
 Rabindranath Tagore started the institution in 1901.
 He wanted to set up a school where the child was happy,
Where she could be free and creative, where she was able
To explore her own thoughts and desires.
 Childhood ought to be a time of self-learning.
Outside the rigid and restricting discipline of the schooling
System set up by the british.
Teacher had to be imaginative, understand the child, and help the child develop her
curiosity.
Tagore started a institution in 1901
100kms away from Calcutta, within a
natural environment

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