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

• In 1854, Charles Wood prepared a Despatch on an educational system for India. It was considered the "Magna Carta of English Education in India".
• This document was the first comprehensive plan for the spread of education in India.
• Some of the provisions of Charles Wood Despatch are as follows - 
• It asked the Government of India to assume responsibility for the education of the masses, thus repudiating the 'downward filtration theory', at least on paper.
• It systematized the hierarchy from vernacular primary schools in villages at the bottom, followed by Anglo-Vernacular High Schools and an affiliated college at the district level, and affiliating universities in the presidency towns of Calcutta, Bombay, and Madras.
• It recommended a system of grants-in-aid to encourage private enterprise. Hence, statement 1 is correct.
• It recommended English as the medium of instruction for higher studies and vernaculars at the school level. Hence, statement 3 is not correct.
• The Despatch recommended the establishment of universities in the three Presidency towns of Calcutta, Bombay, and Madras. The universities were to be modeled after the London University and these were to have a senate consisting of a Chancellor, a Vice-Chancellor, and fellows who were nominated by the Government.
• Hence, statement 2 is correct.

In January 1784 Sir William Jones sent out a circular-letter to a selected number of British residents of Calcutta with a view to establish a society for the Asiatic studies.

“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:
The Orientalist vision of learning by the British refers to their perspective on education and knowledge related to the East. They held certain beliefs and opinions about the purpose of education and the study of languages and literature in the Eastern context. The options given in the question reflect these perspectives, and we need to identify the one that is not applicable to this style of learning.

Analysis of Options:
Let's analyze each option to determine its applicability to the Orientalist vision of learning by the British:

a) British argued that the aim of education ought to be to teach what was useful and practical:
This option aligns with the Orientalist vision of learning. The British believed that education should focus on imparting practical knowledge that would be beneficial to individuals and society. This perspective reflects their utilitarian approach to education.

b) British argued that it is not advisable to encourage the study of Arabic and Sanskrit language and literature:
This option also aligns with the Orientalist vision of learning. The British believed that the study of Arabic and Sanskrit languages and literature was not necessary or beneficial. They considered these languages and literary works to be of limited value and relevance.

c) British said that knowledge of the east was full of errors and unscientific thoughts:
This option aligns with the Orientalist vision of learning. The British held the belief that the knowledge and ideas originating from the East were flawed, erroneous, and lacked scientific rigor. They considered their own Western knowledge and scientific methods to be superior and more reliable.

d) British observed that Western literature was non-serious and light-hearted:
This option is not applicable to the Orientalist vision of learning. The British did not dismiss Western literature as non-serious or light-hearted. In fact, they valued and promoted the study of Western literature as part of their educational curriculum. They considered Western literature to be culturally significant and intellectually enriching.

Conclusion:
Based on the analysis of the given options, it can be concluded that option 'D' - British observed that Western literature was non-serious and light-hearted is not applicable to the Orientalist vision of learning by the British. This option contradicts their perspective on the value and importance of Western literature in education.

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.

C

David Ricardo