History (Civilising the Native, Educating the Nation) Covers the Following Topics

1. Introduction: Civilising the Native, Educating the Nation
   • Overview of British aims in India (territorial conquest, cultural mission).
   • British desire to “civilize” the natives and make them “good subjects.”
2. The Tradition of Orientalism
   • William Jones and Orientalism:
     • Arrival in Calcutta in 1783, studied Indian languages and ancient texts.
     • Establishment of the Asiatic Society of Bengal.
     • Respect for ancient Indian and Western cultures.
     • Belief in the rediscovery of India’s lost glories through ancient texts.
   • Other Key Orientalists:
     • Henry Thomas Colebrooke and Nathaniel Halhed.
     • Their contribution to the study of Sanskrit and Persian literature.
   • Orientalist Institutions:
     • Calcutta Madrasa (1781) for Islamic law, Hindu College in Benaras (1791) for Sanskrit.
3. Criticism of Orientalism
   • Early Criticism (James Mill, Thomas Macaulay):
     • Arguments against Orientalism; focus on unscientific, impractical nature of Eastern knowledge.
     • Macaulay’s Minute on Education (1835): Argument for the superiority of Western education.
     • Key Quotes: “A single shelf of a good European library…”
   • English Education Act of 1835:
     • English as the medium of instruction.
     • Decline of institutions like Calcutta Madrasa and Benaras Sanskrit College.
4. Wood’s Despatch of 1854
   • Objectives:
     • Promotion of European education for economic and administrative benefits.
     • Encouragement of commerce and introduction of European ways of life.
     • Key Outcomes:
       • Establishment of universities in Calcutta, Madras, and Bombay (1857).
       • Development of the education department and school system reforms.
5. Missionary Education and Moral Improvement
   • Christian Missionaries’ Role:
     • Establishment of missionary schools focusing on moral education.
     • William Carey and the Serampore Mission.
     • Missionaries’ efforts to balance moral teachings and avoid provoking local resistance.
6. The Report of William Adam (1830s)
   • Pre-British Education:
     • Pathshalas in Bengal and Bihar: Over 1 lakh pathshalas with flexible, informal education systems.
     • Characteristics of pathshalas: oral teaching, no fixed fees, no printed books, flexible schedules.
     • The role of local communities in setting up pathshalas.
7. Impact of British Reforms on Vernacular Education
   • Post-1854 Reforms:
     • Regulation of vernacular education: Introduction of routines, textbooks, examinations.
     • Government-appointed pandits for supervision of pathshalas.
     • Loss of flexibility in pathshalas, challenges faced by poor peasant families.
8. The Indian Response to British Education
   • Reformers and National Education:
     • Calls for modernization through Western education.
     • Mahatma Gandhi’s Criticism:
       • English education as a form of cultural enslavement.
       • The need for practical education (handicrafts) and education in Indian languages.
       • Quotes: “English education has enslaved us…”
   • Rabindranath Tagore’s Vision:
     • Criticism of British schooling as oppressive and creativity-stifling.
     • The establishment of Santiniketan (1901) as a place of natural, creative learning.
     • Emphasis on blending modern Western education with Indian traditions.
9. Nationalist Ideas on Education
   • Aurobindo Ghose’s Vision:
     • Education to inspire nationalism and pride in Indian heritage.
     • Importance of modern scientific discoveries alongside the teaching of national culture.
   • Gandhi vs. Tagore on Education:
     • Gandhi’s focus on self-reliance and practical knowledge (handicrafts).
     • Tagore’s focus on creative expression in harmony with nature.
10. Conclusion: The Long-Term Debate on National Education
    • Post-Independence: The continuing debate on what defines a “national” education.
    • Influence of colonial educational policies on the development of modern Indian education.

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