The document discusses education and development in India under British rule. It notes that education was widespread in pre-colonial India, with schools in most villages, but that British policies undermined Indian education systems and promoted Western-style schools. Literacy rates declined under the British and most of the population remained illiterate when the British left in 1947. While the British built infrastructure, it was primarily to benefit their own interests and the needs of most Indians were neglected.
When we talk of 'globalisation' we often refer to an economic system that has emerged since the last 50 years or so. But as you will see in this PPS, the making of the global world has a long history - of trade, of migration, of people in search of work, the movement of capital, and much else. As we think the dramatic and visible signs of global interconnectedness in our lives today, we need to understand the phases through which this world in which we live has emerged.
When we talk of 'globalisation' we often refer to an economic system that has emerged since the last 50 years or so. But as you will see in this PPS, the making of the global world has a long history - of trade, of migration, of people in search of work, the movement of capital, and much else. As we think the dramatic and visible signs of global interconnectedness in our lives today, we need to understand the phases through which this world in which we live has emerged.
The Making of a Global World...Power Point Presentationssh09
A very informative and interesting Power Point Presentation. This is based on Grade X History chapter "Making Of The Global World. I hope students across the globe will learn and understand this chapter in a easier way.
Hi,
This is a presentation for the concepts based on the syllabus for Class X from CBSE/NCERT.
This is my first presentation on slideshare.
Hoping that you would like it & it will for sure add value for students.
Regards,
N.Hymavathy
The Making of a Global World...Power Point Presentationssh09
A very informative and interesting Power Point Presentation. This is based on Grade X History chapter "Making Of The Global World. I hope students across the globe will learn and understand this chapter in a easier way.
Hi,
This is a presentation for the concepts based on the syllabus for Class X from CBSE/NCERT.
This is my first presentation on slideshare.
Hoping that you would like it & it will for sure add value for students.
Regards,
N.Hymavathy
The Reasons for British Hegemony 1. This relatively sudden rush of land grab and the rise of the East India Company could not have happened without the a great deal of Indian (and Sinhalese) support
Factional divisions fatally weakened what efforts there were at Indian resistance. Most people accepted Company control either because they benefited from it as merchants, bankers, collaborators, agents or employees or because they saw it as preferable to control by the Mughals, the Marathas or any of the local rulers, whose records were not attractive. 4. Most contemporary Indian states were oppressive, taxing merchants and peasants unmercifully and often arbitrarily while at the same time failing to keep order, suppress banditry, maintain roads and basic services or administer justice acceptably
5. Revenues went disproportionately to support court extravagances and armies, which spent their energy more in interregional conflict than in genuine defense.
That was enough to win Indian support.
When did the British Empire happen?
In the 16th century, England started to conquer territories and started to become powerful. After the Second World War, England lost almost all of the territories that they had and as part of a larger de colonization movement by European powers, most of the territories of the British Empire were granted independence, ending with the handover of Hong Kong to China in 1997. 14 territories remain under British sovereignty, the British Overseas Territories. After independence, many former British colonies joined the Commonwealth of Nations, a free association of independent states. 16 Commonwealth Nations share their head of state, Queen Elizabeth II, as Commonwealth realms.
Britain was a little country with a big idea: to expand and become really powerful.
How big was the British Empire?
At first the growth of the British Empire was for the competition for resources and markets which existed over a period of centuries between England and it continental rivals (Spain, France and Holland). After the wars against Dutch, French, and Spanish countries they managed to conquered eastern coast of North America, Caribbean and Africa. The excuse they used to conquer Africa was based in Darwin’s theory of the evolution, they thought black people were less important and with less rights than the white people so they could use them as slaves, it was a racist ideal.
Then, they claim Canada, the Caribbean and most importantly, the East Coast of America. After a while, the Americans declared the independence, they discovered Australia, they claimed it and also decided to claim India too, and India and the Caribbean were the countries that Britain was more interested to conquer.
The British Empire started to be weak after lose one of the most important battles, the Japanese saw that weakness and they attack them, the British Empire lost against Japan and most of the territories get their independence, so the British Empire was nearly disappeared.
Curiosities
When the British Empire was powerful, it was said that “the sun never sets on the British Empire”. That was because the British Empire was extended all across the world and the sun was always shining on, at least one of the territories.
Tea is from India
Sugar is from the Caribbean
Cotton was picked by slaves in America.
collecting some detail information about east india company and its arrival in India and how its expand in India.And how they ruled in India with their powers and with the help of their government system.
In the first half of the article, we review Scottish historian Niall Ferguson's account of how Britain established empires around the world.
In the first half of the article, we review Scottish historian Niall Ferguson's account of how Britain established empires around the world. We will see later what the author says about this important part, whether the empire is good or bad in the eyes of the world. The author notes at the outset that many bitter critics of the Bhanu Black Empire were and are in Britain itself.
These critics blame the British Empire for a number of reasons, including the exploitation of colonies, participation in slavery, destruction of indigenous cultures, and inequality in the world. If the British had liberated all the colonies by 1840, they would have saved enough money to reduce taxes on their citizens by 25%.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Sarojni Naidu : As a Indian Politician and as a Indian English Literature poet. she was a a inspire from Salt Satyagrah lead by the Mahatma Gandhi in 1947.
Adverse Effects of the British Rule in India. One of the world's most richest country who was exploited to the extreme edge which ultimately collapsed the overall financial condition of the country.
Towards A Modern Indigenous Historical Frameworksabrangsabrang
Independent India’s rendering of a historical understanding of colonialism and all its manifestations has been sorely wanting leading to the birth of a dominant elite that in fact has no real understanding of the critical issues that lay behind India’s struggle for Independence from foreign yoke.
Relieving our past from colonial, non-indigenous and prejudicial categorisations and understanding of the past will not only contribute to a more rich and creative understanding of it but could also, at this fragile juncture, contribute to a more rational understanding of the present. Within the broader matrix, the skewed understanding of the lasting exploitation(s) caused by colonial domination, especially in the context of neo-liberal economics that seeks to re-colonise third world cultures and economies needs to be factored in for the education of today’s young.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. “ Every village had its schoolmaster, supported out of the public funds; in Bengal alone, before the coming of the British, there were some 80,000 native schools - one to every four hundred population. Instruction was given to him in the "Five Shastras" or sciences: grammar, arts and crafts, medicine, logic and philosophy. Finally the child was sent out into the world with the wise admonition that education came only one-fourth from the teacher, one-fourth from private study, one-fourth from one's fellows, and one-fourth from life.” (Will Durant, Story of Civilization: Our Oriental Heritage, p.556-557). EDUCATION IN PRE COLONIAL INDIA
4. Teaching (in Pre British India) was done largely on a monitorial system, which was copied in England in the first few decades of the nineteenth century where it was known as the Madras system . S. Nurullah and J.P. Naik, A History of Education in India , Macmillan, Bombay, 1951. http://www.ggdc.net/Maddison/articles/moghul_2.pdf EDUCATION IN PRE COLONIAL INDIA
5. .. as late as 1820, "there are very few villages in which one or many public schools are not to be found ...that the students learn in them all that is necessary to their ranks and wants...namely, reading, writing and accounts." Abbe J. A. Dubois (author of ‘Hindu Manners, Customs and Ceremonies’) EDUCATION IN PRE COLONIAL INDIA
6. 'This edition of mine and the translation of the Veda will hereafter tell to a great extent on the fate of India, ..... it is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has spring from it during the last three thousand years.' Fredrich Max Mueller. http://www.gosai.com/chaitanya/saranagati/html/vedic-upanisads/india-indology_2.html WESTERN INDOLOGIST: THE MOTIVE
7. " India has been conquered once, but India must be conquered again and that second conquest should be a conquest by education …the ancient religion of India is doomed, and if Christianity does not step in, whose fault will it be ?" Fredrich Max Mueller. http://www.gosai.com/chaitanya/saranagati/html/vedic-upanisads/india-indology_2.html WESTERN INDOLOGIST: THE MOTIVE
8. I have no knowledge of either Sanscrit or Arabic …. I have read translations ……I have conversed with men distinguished by their proficiency in the Eastern tongues.….. I have never found one among them who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia. .. all the historical information which has been collected from all the books written in the Sanscrit language is less valuable than what may be found in the most paltry abridgements used at preparatory schools in England. Thomas Babington Macaulay (1800-1859): On Empire and Education http://www.fordham.edu/halsall/mod/1833macaulay-india.html WESTERN INDOLOGIST: THE MOTIVE
9. “ We must at present do our best to form a class who may be interpreters between us and the millions whom we govern, a class of persons Indian in blood and colour but English in tastes, in opinion, in morals, and in intellect.” Thomas Babington Macaulay (1800-1859): on Minute on Indian http://www.wwnorton.com/college/english/nael/victorian/topic_4/macaulay.htm WESTERN INDOLOGIST: THE MOTIVE
10. For many years under the British, only Christian missionaries or the British Government could own the printing media. http://www.indpride.com/Kum.%20B.%20Nivedita.html
11. … that literacy in British India in 1911 was only 6%, in 1931 it was 8%, and by 1947 it had crawled to 11% .... … .in 1935, only 4 in 10,000 were enrolled in universities or higher educational institutes. In a nation of then over 350 million people only 16,000 books (no circulation figures) were published in that year (i.e. 1 per 20,000). The Colonial Legacy - Myths and Popular Beliefs http://india_resource.tripod.com/colonial.html LITERACY IN BRITISH RULED INDIA
12. “ Today ( 1931 ) India is more illiterate than it was fifty or a hundred years ago ….. because the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out.” Mahatma Gandhi, at Chatham House, London, October 1931 . GANDHI ON LITERACY IN BRITISH RULED INDIA
13. Mahatma Gandhi, wrote in the "Harijan” "That Indian education made Indian students foreigners in their own country. The Radhakrishnan Commission said in their Report (1950); "one of the serious complaints against the system of education which has prevailed in this country for over a century is that it neglected India's past, that it did not provide the Indian students with a knowledge of their own culture. It had produced in some cases the feeling that we are without roots , and what is worse, that our roots bind us to a world very different from that which surrounds us". GANDHI ON LITERACY IN BRITISH RULED INDIA
14. “ Three universities were set up in 1857 in Calcutta, Madras and Bombay, but they were merely examining bodies and did no teaching. Drop-out ratios were always very high. They ….. produced a group of graduates with a half-baked knowledge of English, but sufficiently Westernized to be alienated from their own culture ….. the great mass of the population had no access to education and, at independence in 1947, 88 per cent were illiterate… at independence only a fifth of children were receiving any primary schooling.” Prof. Maddison “ The Economic and Social Impact of Colonial Rule in India” http://www.ivarta.com/columns/OL_060206.htm
16. … the British built modern cities with modern conveniences for their administrative officers. But it should be noted that these were exclusive zones not intended for the "natives" to enjoy… The Colonial Legacy - Myths and Popular Beliefs http://india_resource.tripod.com/colonial.html
17. … Consider that in 1911, 69 per cent of Bombay's population lived in one-room tenements (as against 6 per cent in London in the same year)… After the Second World War, 13 per cent of Bombay's population slept on the streets. As for sanitation, 10-15 tenements typically shared one water tap…. The Colonial Legacy - Myths and Popular Beliefs http://india_resource.tripod.com/colonial.html
18. “ The single city of Manchester, in the supply of its inhabitants with the single article of water, has spent a larger sum of money than the East India Company has spent in the fourteen years from 1834 to 1848 in public works of every kind throughout the whole of its vast dominions.” John Bright in the House of Commons, June 24, 1858, The Colonial Legacy - Myths and Popular Beliefs http://india_resource.tripod.com/colonial.html
19. “ The roads and tanks and canals which Hindu or Mussulman Governments constructed for the service of the nations and the good of the country have been suffered to fall into dilapidation; and now the want of the means of irrigation causes famines.” G. Thompson, "India and the Colonies," 1838, cited in The Colonial Legacy - Myths and Popular Beliefs http://india_resource.tripod.com/colonial.html
20. “ How do we weigh smug claims about the life-saving benefits of steam transportation and modern grain markets when so many millions, especially in British India, died along railroad tracks or on the steps of grain depots ?” Mike Davis, author of ‘ Late Victorian Holocausts’ and political, activist.
21. Railways will afford the means of diminishing the amount and the cost of the military establishments …... I know that the English millitocracy intend to endow India with railways with the exclusive view of extracting at diminished expenses the cotton and other raw materials for their manufactures. Works of Karl Marx: The Future Results of British Rule in India London, Friday, July 22, 1853 http://www.marxists.org/archive/marx/works/1853/07/22.htm
23. "We, the English, ignorantly assumed that the ancient, long civilized people of India, were a race of barbarians who had never known what justice was until we came among them, and that the best thing we could do for them was to upset all their institutions as fast as we could, among them their judicial system, and give them instead a copy of our legal models at home... John Dickinson, in his book "Government of India Under a Bureaucracy" http://www.hinduwisdom.info/European_Imperialism.htm
24. "We are all British gentlemen engaged in the magnificent work of governing an inferior race in India.” Lord Mayo (1822 - 1872) http://www.hinduwisdom.info/European_Imperialism.htm
25. Rabindranath Tagore (1861-1941) in A Hundred Years of Rule “ The chronic want of food and water, the lack of sanitation and medical help, the neglect of means of communication, the poverty of educational provision, the all pervading spirit of depression that I have myself seen to prevail after over a hundred years of British rule make me despair of its beneficence.” The Manchester Guardian, Friday 2 October 1936. http://www.hinduwisdom.info/European_Imperialism.htm TAGORE ON BRITISH RULE
26. … .For all the irrigation projects, the great engineering achievements and the famous imperviousness to bribes of the officers of the Indian Civil Service, the Raj (British) nevertheless presided over the destruction of India's political, cultural and artistic self-confidence as well as the impoverishment of the Indian economy. Why India's Rise is Business As Usual By William Dalrymple, Aug. 02, 2007 http://www.time.com/time/specials/2007/printout/0,29239,1649060_1649046_1649026,00.html
27. “ It might have been supposed that the building of 30,000 miles of railways would have brought a measure of prosperity to India. But these railways were built not for India but for England; not for the benefit of the Hindu, but for the purpose of the British army and British Trade . …. Their greatest revenues come, not as in America, from the transport of goods (for the British trader controls the rates), but from the third-class passengers – the Hindus; but these passengers are herded into almost barren coaches like animals bound for the slaughter, twenty or more in one compartment. American Historian Will Durant, in his book - A Case For India: http://www.hinduwisdom.info/European_Imperialism.htm
28. The railroads are entirely in European hands, and the Government refuse to appoint even one Hindu to the Railway Board. The railways lose money year after year, and are helped by the Government out of the revenues of the people. All the loses are borne by the people, all the gains are gathered by the trader. So much for the railways. American Historian Will Durant, in his book - A Case For India: http://www.hinduwisdom.info/European_Imperialism.htm
30. Winston Churchill “ India is merely a geographical expression. It is no more a single country than the Equator.” India: From Midnight to Millennium, by Shashi Tharoor http://www.math.iitb.ac.in/~jkv/readings/india.html BRITISH VIEW OF INDIA AS A NATION
31. “ The first and most essential thing to be learned about India, is that there is not and never was an India possessing according to European ideas any sort of unity, physical, social, political, or religious: no Indian nation, no people of India of which we hear so much ”. Sir John Strachey (1823-1907), British Indian civilian, on the opening page of his well-known book, “India”. BRITISH VIEW OF INDIA AS A NATION
32. … . Every Anglo-Indian publicist assiduously proclaims that India is not a country but a collection of countries, which have as little or as much in common with one another, either in race or history..... The orthodox official view is, in any case, there never was such an animal as Indian, until the British rulers of the country commenced so generously to manufacture him with the help of their schools and their colleges, their courts and their camps, their law and their administration. ” Bipin Chandra Pal (1858-1932) in, The Soul of India, 1911. p. 84-98 INDIAN VIEW OF INDIA AS A NATION
33. “… Bharatvarsha is not physical name, but a distinct and unmistakable historic name...... The limit of Bharatvarsha extended in those days even much further than the present limits of India. The unity of India was neither racial nor religious, nor political nor administrative. It was a peculiar type of unity, which may, perhaps, be best described as cultural.” Bipin Chandra Pal (1858-1932) in, The Soul of India, 1911. p. 84-98 INDIAN VIEW OF INDIA AS A NATION
34. “ It is about time we recognize that we are not a nation in the European sense of the term , that is, we are not a fragment of a civilization claiming to be a nation on the basis of accidents of history which is what every major European nation is. We are a people primarily by virtue of the continuity and coherence of our civilization which has survived all shocks.” Girilal Jain, (1924-1993), Former Editor of The Times of India. INDIAN VIEW OF INDIA AS A NATION
35. James Ramsay MacDonald (1866 – 1937), Prime Minister of the UK . “ India from the Himalayas to Cape Comorin, from the Bay of Bengal to Bombay, is naturally the area of a single government. One has only to look at the map to see how geography has fore-ordained an Indian Empire. Its vastness does not obscure its oneness; its variety does not hide from view its unity…..Political and religious traditions have also welded it into one Indian consciousness. This spiritual unity dates from very early times in Indian culture ….The realms of Chandragupta and his grandson Asoka embraced practically the whole peninsula…
36. “ India circled by seas and mountains, is indisputably a geographical unit, and as such rightly designated by one name. Her type of civilization, too, has many features which differentiate it from that of all other regions of the world; while they are common to the whole country in a degree sufficient to justify its treatment as a unit in the history of the social, religious, and intellectual development of mankind. ” Vincent Smith (1848-1920), historian, in his book Early History of India .
37. James Ramsey MacDonald (1866 -1937), Prime Minister, UK "The Hindu from his traditions and religion regards India not only as a political unit naturally the subject of one sovereignty, but as the outward embodiment, as the temple - nay even as the Goddess Mother of his spiritual culture. "India and Hinduism are organically related as body and soul.”
38. … . the idea of a nation-state was an 18th century creation of the West. It is the cultural identity that has helped India stay together. The British did not do it for the love of India. It was here that the West started to colonize what was to become the Third World, a shameless process of systematic exploitation without any moral or religious justification. Guy Sorman- The Genius of India (' Le Genie de l'Inde '), p. 197.