PPT: Civilising the “Native”, Educating the Nation | Social Studies (SST) Class 8 PDF Download

 Page 1


Civilising the
“Native”, Educating
the Nation 
Page 2


Civilising the
“Native”, Educating
the Nation 
Arrival of William Jones: In 1783, William Jones arrived
in Calcutta, bringing with him a deep interest in
languages and ancient texts.
Focus on Orientalism: Jones and other British officials in
Calcutta, like Henry Thomas Colebrooke, were drawn to
the study of ancient Indian texts, languages, and
cultures.
Formation of Asiatic Society: Jones and Colebrooke
established the Asiatic Society of Bengal to promote the
study and translation of Sanskrit and Persian works.
Respect for Ancient Cultures: British Orientalists
believed in the importance of understanding ancient
Indian and Western cultures to guide future development
in India.
How the British saw Education
Page 3


Civilising the
“Native”, Educating
the Nation 
Arrival of William Jones: In 1783, William Jones arrived
in Calcutta, bringing with him a deep interest in
languages and ancient texts.
Focus on Orientalism: Jones and other British officials in
Calcutta, like Henry Thomas Colebrooke, were drawn to
the study of ancient Indian texts, languages, and
cultures.
Formation of Asiatic Society: Jones and Colebrooke
established the Asiatic Society of Bengal to promote the
study and translation of Sanskrit and Persian works.
Respect for Ancient Cultures: British Orientalists
believed in the importance of understanding ancient
Indian and Western cultures to guide future development
in India.
How the British saw Education
Rediscovering Indian Heritage: British officials
advocated for the promotion of Indian learning, including
the study of ancient Indian texts and languages.
Establishment of Institutions: Institutions like the
madrasa in Calcutta (1781) and the Hindu College in
Benaras (1791) were set up to encourage the study of
Arabic, Persian, Sanskrit, and Islamic law.
Respect for Native Cultures: The British believed that
promoting Indian learning would help them gain the
respect and loyalty of the Indian population.
Criticism of Orientalism: Not all British officials
supported Orientalist views, with some strongly
criticizing the emphasis on Indian education.
How the British saw Education
Page 4


Civilising the
“Native”, Educating
the Nation 
Arrival of William Jones: In 1783, William Jones arrived
in Calcutta, bringing with him a deep interest in
languages and ancient texts.
Focus on Orientalism: Jones and other British officials in
Calcutta, like Henry Thomas Colebrooke, were drawn to
the study of ancient Indian texts, languages, and
cultures.
Formation of Asiatic Society: Jones and Colebrooke
established the Asiatic Society of Bengal to promote the
study and translation of Sanskrit and Persian works.
Respect for Ancient Cultures: British Orientalists
believed in the importance of understanding ancient
Indian and Western cultures to guide future development
in India.
How the British saw Education
Rediscovering Indian Heritage: British officials
advocated for the promotion of Indian learning, including
the study of ancient Indian texts and languages.
Establishment of Institutions: Institutions like the
madrasa in Calcutta (1781) and the Hindu College in
Benaras (1791) were set up to encourage the study of
Arabic, Persian, Sanskrit, and Islamic law.
Respect for Native Cultures: The British believed that
promoting Indian learning would help them gain the
respect and loyalty of the Indian population.
Criticism of Orientalism: Not all British officials
supported Orientalist views, with some strongly
criticizing the emphasis on Indian education.
How the British saw Education
British Critique: From the early 19th century, British officials criticized
Orientalist learning, deeming it full of errors and unscientific thought.
James Mill's Views: James Mill argued against teaching what the
natives respected, advocating instead for practical education
focusing on Western scientific and technical advances.
Thomas Babington Macaulay: Macaulay viewed India as uncivilized
and advocated for the teaching of English language and literature,
considering it superior to Eastern knowledge.
English Education Act of 1835: Macaulay's influence led to the
introduction of the English Education Act, making English the medium
of instruction for higher education and discontinuing support for
Oriental institutions like Calcutta Madrasa and Benaras Sanskrit
College.
“Grave errors of the East”
Page 5


Civilising the
“Native”, Educating
the Nation 
Arrival of William Jones: In 1783, William Jones arrived
in Calcutta, bringing with him a deep interest in
languages and ancient texts.
Focus on Orientalism: Jones and other British officials in
Calcutta, like Henry Thomas Colebrooke, were drawn to
the study of ancient Indian texts, languages, and
cultures.
Formation of Asiatic Society: Jones and Colebrooke
established the Asiatic Society of Bengal to promote the
study and translation of Sanskrit and Persian works.
Respect for Ancient Cultures: British Orientalists
believed in the importance of understanding ancient
Indian and Western cultures to guide future development
in India.
How the British saw Education
Rediscovering Indian Heritage: British officials
advocated for the promotion of Indian learning, including
the study of ancient Indian texts and languages.
Establishment of Institutions: Institutions like the
madrasa in Calcutta (1781) and the Hindu College in
Benaras (1791) were set up to encourage the study of
Arabic, Persian, Sanskrit, and Islamic law.
Respect for Native Cultures: The British believed that
promoting Indian learning would help them gain the
respect and loyalty of the Indian population.
Criticism of Orientalism: Not all British officials
supported Orientalist views, with some strongly
criticizing the emphasis on Indian education.
How the British saw Education
British Critique: From the early 19th century, British officials criticized
Orientalist learning, deeming it full of errors and unscientific thought.
James Mill's Views: James Mill argued against teaching what the
natives respected, advocating instead for practical education
focusing on Western scientific and technical advances.
Thomas Babington Macaulay: Macaulay viewed India as uncivilized
and advocated for the teaching of English language and literature,
considering it superior to Eastern knowledge.
English Education Act of 1835: Macaulay's influence led to the
introduction of the English Education Act, making English the medium
of instruction for higher education and discontinuing support for
Oriental institutions like Calcutta Madrasa and Benaras Sanskrit
College.
“Grave errors of the East”
Background: In 1854, Charles Wood, President of the Board of
Control of the East India Company, issued an educational policy
known as Wood's Despatch.
Emphasis on European Learning: Wood's Despatch highlighted the
practical benefits of European learning over Oriental knowledge,
particularly in fostering economic growth.
Promotion of Commerce: The Despatch stressed that European
learning would enable Indians to understand the advantages of trade
and commerce, fostering economic development and creating a
demand for British goods.
Improving Moral Character: It argued that European education would
instill moral values like truthfulness and honesty, producing civil
servants who could be trusted for administration.
Education for commerce