All questions of Civilising the Native , Educating the Nation for Class 8 Exam

“A single shelf of a good European library was worth the whole native literature of India and Arabia,” Macaulay wrote in the Minute.

The correct answer is option b) 1854. 

English

The correct answer is option C, Thomas Babington Macaulay. He was a British historian, politician, and colonial administrator who wrote extensively about India and its history. He was a vocal critic of the Orientalists, who he believed had a romanticized view of India and its culture. He saw India as an uncivilized country that needed to be modernized and westernized, and he believed that the British government in India should focus on promoting Western education and values. He also felt that British government in India should stop wasting public money in promoting Oriental learning for it was of no practical use. His famous Minute on Indian Education, 1835, outlined his vision of English-language education for India which had a lasting impact on Indian education system.

Answer:

The city being referred to in the question is Calcutta. Warren Hastings, the first Governor-General of Bengal, took the initiative to set up a Madrasa (an Islamic educational institution) in Calcutta. He believed that the ancient customs of the country and Oriental learning should be the foundation of British rule in India.

Warren Hastings and his policy of Oriental Learning:
Warren Hastings was an influential figure in the British East India Company and played a significant role in shaping British policy in India. He believed that the British should adopt a policy of Oriental Learning, which meant embracing the culture, customs, and institutions of India rather than imposing British ideals.

Establishment of Madrasa in Calcutta:
As a part of his policy, Warren Hastings set up a Madrasa in Calcutta in 1781. The Madrasa was designed to promote Oriental learning and provide education in Islamic studies. It aimed to bridge the gap between the British and the Indian population by incorporating Indian traditions and education systems.

Importance of Calcutta:
Calcutta, now known as Kolkata, was one of the most important cities in India during the British colonial period. It was the capital of British India from 1772 until 1911. The city served as the center of British administration, trade, and cultural exchange. Calcutta was also known for its vibrant intellectual and educational environment, making it an ideal location for the establishment of a Madrasa.

Significance of Oriental Learning:
Hastings' emphasis on Oriental learning was a departure from the earlier policies of the British East India Company, which focused primarily on trade and economic exploitation. By promoting Oriental learning, Hastings aimed to gain a deeper understanding of Indian society, culture, and governance. He believed that by incorporating Indian customs and traditions, the British could effectively rule over India and gain the support of the local population.

Conclusion:
Warren Hastings set up a Madrasa in Calcutta as a part of his policy of Oriental Learning. This initiative aimed to foster cultural understanding and incorporate Indian customs into British rule in India. Calcutta's significance as a major city in British India made it an appropriate location for the establishment of the Madrasa.

Introduction to Macaulay's Educational Vision
Thomas Babington Macaulay, a prominent British historian and politician, played a crucial role in shaping the educational policies in colonial India during the 19th century. His views on education were influenced by his belief in Western superiority and the need to modernize Indian society.
Focus on Western Education
Macaulay argued that the education system in India should prioritize Western scientific and technical knowledge. His rationale included:

• Modernization: He believed that exposure to Western ideas would enable Indians to progress and align with modern global standards.
• Practical Knowledge: Macaulay emphasized the importance of practical skills and scientific understanding, which he felt were lacking in traditional Indian education.
• Language of Instruction: He advocated for English as the medium of instruction, arguing that it would bridge the gap between the British rulers and the Indian populace.

Rejection of Traditional Studies
Macaulay's vision was clear in his dismissal of traditional Indian educational institutions and languages, such as Arabic and Sanskrit. He believed that:

• Limited Relevance: Traditional subjects, including poetry and sacred literature, had little relevance in the context of scientific advancement.
• Backwardness: Institutions like the Calcutta Madrasa were seen as outdated and not conducive to the progressive education he envisioned.

Conclusion
In summary, Macaulay's focus on making Indians familiar with Western scientific and technical advances was a pivotal aspect of his educational policy. This approach aimed to reform Indian society by introducing modernity through education, ultimately reflecting the colonial mindset of that era.

British officials had criticised the Orientalist vision of learning. They said that the knowledge of the East was full of errors and unscientific thought. They saw Eastern literature as non-serious and light-hearted. So 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.

C

Overview of William Adam's Report
William Adam, a Scottish missionary and educationist, conducted an extensive survey in the early 19th century about educational institutions in Bengal and Bihar. His findings highlighted the state of education in these regions during British colonial rule.
Pathshalas in Bengal and Bihar
- According to Adam's report, there were approximately 1 lakh (100,000) pathshalas in Bengal and Bihar.
- Pathshalas were traditional village schools that played a pivotal role in the education system before formal schooling was widely established.
Significance of Pathshalas
- These institutions served as essential centers for learning, particularly in rural areas. They focused on imparting knowledge in various subjects, including literacy, mathematics, and religious texts.
- The high number of pathshalas indicated a vibrant community-based education system, catering to the needs of local populations.
Impact of British Education Policies
- Adam's report emphasized the necessity for the British to recognize and incorporate indigenous educational systems into their policies.
- His findings prompted discussions on reforming education in India, laying the groundwork for future educational initiatives by the British.
Conclusion
The significant number of pathshalas, as reported by William Adam, illustrates the rich educational heritage of Bengal and Bihar prior to the British intervention. Understanding this historical context is crucial for appreciating the evolution of education in India.

David Ricardo