NCERT History: Class 8 Chapter-8 (Civilising the ‘Native’, Educating the Nation)

This chapter, “Civilising the ‘Native’, Educating the Nation”, explores the evolution of education under British rule in India and the diverse reactions it sparked among both British officials and Indian thinkers.

1. The Orientalist Vision of Education

In 1783, William Jones arrived in Calcutta as a junior judge of the Supreme Court. As a linguist, he began studying Sanskrit, grammar, and poetry with local pandits.

The Goals of Orientalism

• Respect for Tradition: Scholars like Jones and Henry Thomas Colebrooke shared a deep respect for ancient cultures of both India and the West.
• Rediscovering the Past: They believed Indian civilization had reached its glory in the ancient past but had since declined.
• Guardians of Culture: By discovering and translating sacred and legal texts, they believed the British could help Indians rediscover their heritage while the British became “masters” and “guardians” of that culture.
• Winning Hearts: Officials argued that the British should teach what the natives valued and were familiar with (Sanskrit and Persian literature) to win the respect of their subjects.

Key Institutions Established

• Calcutta Madrasa (1781): Set up to promote the study of Arabic, Persian, and Islamic law.
• Hindu College, Benaras (1791): Established to encourage the study of ancient Sanskrit texts useful for administration.
• Asiatic Society of Bengal: Founded by William Jones to conduct research and publish the journal Asiatick Researches.

2. The Critique of Orientalism

By the early 19th century, many British officials began to attack the Orientalist vision, labeling it unscientific and full of “grave errors”.

James Mill’s Views

• Practicality over Pleasure: Mill argued the British should not teach what the natives wanted just to please them.
• Western Advancement: He believed the aim of education should be to teach “useful and practical” things, specifically the scientific and technical advances of the West.

Thomas Babington Macaulay’s Influence

• India as Uncivilised: Macaulay saw India as an uncivilized country that needed to be civilised.
• The “Single Shelf” Claim: He famously declared that “a single shelf of a good European library was worth the whole native literature of India and Arabia”.
• The English Education Act of 1835: This act made English the medium of instruction for higher education and stopped the promotion of Oriental institutions.

3. Wood’s Despatch (1854)

This educational despatch, issued by Charles Wood, President of the Board of Control, outlined the formal educational policy for India.

• Commercial Benefits: It argued that European learning would help Indians recognize the advantages of trade and commerce and create a demand for British goods.
• Moral and Administrative Gains: It claimed Western literature would make Indians truthful and honest, providing a reliable supply of civil servants for the Company.
• Institutional Changes: This led to the creation of government education departments and the establishment of universities in Calcutta, Madras, and Bombay in 1857.

4. The Report of William Adam on Pathshalas

In the 1830s, the Company asked William Adam, a Scottish missionary, to report on vernacular schools in Bengal and Bihar.

• Widespread Education: Adam found over 1 lakh pathshalas teaching over 20 lakh children.
• Flexibility: The system was highly adapted to local needs.
  • There were no fixed fees, printed books, separate buildings, or blackboards.
  • Fees depended on parental income; the rich paid more.
  • Classes were not held during harvest time, allowing children of peasant families to study.

The Introduction of “New Rules” (Post-1854)

• The Company appointed government pandits to oversee schools and improve teaching standards.
• Gurus were forced to use textbooks, follow a regular timetable, and submit reports.
• The Impact: The new requirement for regular attendance, even during harvests, made it difficult for poor children to remain in school.

5. National Visions of Education: Gandhi and Tagore

Many Indians felt that Western education was a means of colonial enslavement and proposed alternatives.

Mahatma Gandhi: “English Education Has Enslaved Us”

• Inferiority Complex: Gandhi argued that colonial education destroyed Indian pride and made Indians see Western civilization as superior.
• Dignity and Self-Respect: He wanted an education that helped Indians recover their dignity and urged students to leave British-run institutions.
• Practical Handicrafts: Gandhi believed that literacy alone was not education. He argued children should learn a craft and work with their hands to develop their mind and soul.

Rabindranath Tagore: Santiniketan

• The “Abode of Peace”: Established in 1901, 100 kilometers from Calcutta in a rural setting.
• Creative Freedom: Tagore hated the “prison-like” atmosphere of rigid British schools. He believed childhood should be a time of self-learning in a natural environment.
• Synthesis of East and West: While Gandhi was critical of modern technology, Tagore wanted to combine the best of Indian tradition with modern Western science and technology.

⚖️Indian Polity: Parliament – Presiding Officers (Speaker, Chairman) & Sessions

The Presiding Officers are the guardians of the dignity and privileges of the Houses. Without them, the Parliament cannot function as a deliberative body.

1. The Speaker of Lok Sabha (Articles 93–97)

The Speaker is the head of the Lok Sabha and its representative.

• Election: Elected by the Lok Sabha from amongst its members. The date of the election of the Speaker is fixed by the President.
• Tenure: Remains in office during the life of the Lok Sabha. However, they vacate office if they cease to be a member of the House or resign (by writing to the Deputy Speaker).
• Special Powers:
  1. Money Bill: The Speaker’s decision on whether a bill is a Money Bill is final and cannot be challenged in court.
  2. Joint Sitting: The Speaker presides over a joint sitting of both Houses.
  3. Casting Vote: The Speaker does not vote in the first instance but exercises a casting vote in the case of a tie.
  4. Tenth Schedule: Decides on disqualification under the Anti-Defection Law.

Note: The Speaker Pro Tem is a temporary speaker appointed by the President (usually the senior-most member) to administer oaths to new members and conduct the election of the permanent Speaker.

2. The Chairman of Rajya Sabha (Articles 89–92)

• Who is it? The Vice-President of India is the Ex-officio Chairman of the Rajya Sabha.
• Key Difference: Unlike the Speaker (who is a member of the House), the Chairman is not a member of the Rajya Sabha.
• Removal: The Chairman can only be removed from their office if they are removed from the office of the Vice-President.
• Powers: Similar to the Speaker regarding the conduct of business, but the Chairman cannot preside over a joint sitting or decide if a bill is a Money Bill.

3. Sessions of Parliament (Article 85)

The President has the power to summon each House of Parliament to meet.

• The 6-Month Rule: The maximum gap between two sessions of Parliament cannot be more than 6 months. Therefore, Parliament must meet at least twice a year.
• The Three Sessions: India traditionally has three sessions:
  1. Budget Session: (February to May) – The longest session.
  2. Monsoon Session: (July to September).
  3. Winter Session: (November to December) – The shortest session.

4. Key Terminology

• Adjournment: Terminates a sitting of the House for a few hours, days, or weeks.
• Adjournment Sine Die: Terminates a sitting for an indefinite period (without fixing a date for reassembly).
• Prorogation: Not only terminates a sitting but also the session of the House. Done by the President.
• Dissolution: Ends the very life of the House (only for Lok Sabha). Done by the President.
• Quorum (Article 100): The minimum number of members required to be present to conduct business. It is 1/10th of the total membership of each House (including the presiding officer).

Detailed Summary Table