SUBJECT: SOCIALSCIENCE

CLASS VIII
SESSION 2022-23
CH-7 HISTORY CIVILISING THE “NATIVE”,
EDUCATING THE NATION
HANDOUT – 7.1
General Instructions:
 The hand-out is designed to facilitate students to comprehend the concepts properly so that theycan
attempt the topic- related questions given at the end.
 Interactive group discussion will be taken up in the class through the comic strips to elicit the
conceptual understanding from the students.
Objective:
You will be able to –
 familiarise students with the traditional and modern education system
 express how the educational system that is seen as universal and normal today, has history.

SUB-TOPIC:
D The Tradition of Orientalism and European learning

 The British in India established their control over the entire country, but their task was not completed.
They had a cultural mission. They had to civilize the native by giving them proper education and by
changing their customs and values.
How the British Saw Education

GURUKUL THE SCHOOL, GHAZIABAD 1

GURUKUL THE SCHOOL, GHAZIABAD 2
GURUKUL THE SCHOOL, GHAZIABAD 3
"Grave Errors of the East"

 James Mill was one of those who attacked the Orientalists. He was of the opinion that Indians should be
made familiar with the scientific and technical advances that the West had made, rather than with the
poetry and sacred literature of the Orient.
 Thomas Babington Macaulay, another critic of orientation, saw India as an uncivilised country that
needed to be civilised. He emphasized the need to teach Indians the English language.
 The English Education Act of 1835 was introduced. Its motive was to make English the medium of
instruction for higher education, and to stop the promotion of oriental institutions like the Calcutta
Madrasa and Benares Sanskrit College.

Education for Commerce

 An 1854, an education despatch, popularly known as Wood’s Despatch, was sent to India. Outlining the
education policy that was to be followed in India. It emphasised, once again, the practical benefits of the
system of European learning.
 Wood’s Despatch argued that European learning would enable Indians to recognise the advantages that
flow from the expansion of trade and commerce and make them see the importance of developing
countries' resources, and would also improve the moral character of Indians. It would make them truthful
and honest, and thus supply the company with civil servants who could be trusted.
 The literature of the East was not only full of grave errors, it could also not instill in people a sense of
duty and a commitment to work, nor could it develop the skills required for administration.

GURUKUL THE SCHOOL, GHAZIABAD 4

  The British took several measures. They set up education departments of the government. Universities
were established in Calcutta, Madras and Bombay. Till the mid of 19th century, the company's primary
concern was to improve higher education.

NOTEBOOK WORK:

1. Answer the following in one word:

a. A single shelf of a good European library was worth the whole native literature of India and Arabia. Who
said this?
b. Write the name of two oriental institutions.
c. By whom was the Asiatic society of Bengal was set up?

2. Answer the following questions in 30-70 words:

a. Complete the following table and describe the differences of opinion between the Orientalists and the
Anglicists.
Orientalists Anglicists
Major
Supporters
Preferred
medium
Preferred
subjects for
education
Ideology

b. Describe Wood’s Despatch in your own words.

00000

GURUKUL THE SCHOOL, GHAZIABAD 5