Copy of civilising the native educating the nation

good one

2. 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

4.  Jones, Henry Thomas colebrooke &
Nathaniel Halhed formed
ASIATIC SOCIETY OF BENGAL
 and
 started a journal called
ASIATICK RESEARCHES

6.  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

7. They discovered many Indian texts
Understood their meaning
Translated them
 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 .

8. They discovered many Indian texts
Understood their meaning
Translated them
 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 .

9. 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 the orientalists.

11. From the early nineteenth century many british
officials began 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

13. 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

14. 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.

15. 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.

17. 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.

19. 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

21. [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

22. 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.

24. Steps were taken to establish a system of university
education.

In 1857 the universities were being established in
calcutta ,madrassa,& bombay.
There were many attempts to bring changes in the
system of the school.

26. 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

28. 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.

29. 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

30. 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.

32. 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.

33. This meant that even children of peasent familioes
could study

34. 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.

35. 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.

36. 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.

37. 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 in the fields.
Inability to attend school came to be known as
indiscipline as evidence of the lack of desire to
learn.

38. 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

39. 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.

41. 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.

42. 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.

43. 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

44. 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

45. 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.

47. 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

48. 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

50. 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.

51. 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.