CBSE Class 8 History Chapter 7 Notes Civilising the Native, Educating the Nation
CBSE Class 8 History Chapter 7 notes explain the chapter Civilising the Native, Educating the Nation in a clear and student-friendly way. These Class 8 History Chapter 7 notes focus on the education system introduced by the British in India during the colonial period and its impact on Indian society.
The chapter Civilising the Native, Educating the Nation discusses how the British believed that Indian society needed to be “civilised” through Western education. According to British officials, English education would spread modern ideas, discipline, and moral values among Indians. As a result, English was promoted as the main language of instruction, and traditional Indian systems of education like pathshalas and madrasas were neglected.
These Civilising the Native Educating the Nation notes highlight important developments such as the establishment of schools, colleges, and universities in cities like Calcutta, Bombay, and Madras. The British also introduced new education policies to create a group of educated Indians who could help in running the colonial administration.
The Class 8 History Civilising the Native Educating the Nation chapter also explains the social effects of these changes. Western education led to the spread of new ideas related to equality, liberty, and social reform. This encouraged the growth of reform movements that opposed practices like caste discrimination and supported women’s education.
In the Native Educating the Nation summary, students learn that while British education helped spread modern knowledge, it also ignored Indian culture and traditions. These Civilising the Native Educating the Nation Class 8 notes help students understand how education became a powerful tool during British rule and shaped India’s social and political future.
CBSE Class 8 History Chapter 7 Notes on Civilising the Native, Educating the Nation can help you study effectively if you use them in the right way. These notes simplify long explanations and make revision easier before exams. Here’s how you can use Class 8 History Chapter 7 notes smartly to score better.
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CBSE Class 8 Social Science History Notes Chapter 7
Here, we have provided CBSE Class 8 Social Science History Notes Chapter 7 Civilising the Native, Educating the Nation to help students prepare more effectively for their exams.
How the British saw Education
The tradition of Orientalism
In the late 18th century, British officials like William Jones, Henry Thomas Colebrooke, and Nathaniel Halhed became deeply involved in the study of Indian languages and texts, marking the beginning of a tradition known as Orientalism. William Jones, a linguist proficient in multiple languages, including Sanskrit, Arabic, and Persian, arrived in Calcutta in 1783. He, along with Colebrooke and Halhed, established the Asiatic Society of Bengal and launched the journal Asiatick Researches. Their goal was to uncover and translate ancient Indian texts, believing that these texts held the key to understanding India's past glory and aiding in the rediscovery of its heritage. The British officials and scholars felt that by studying and preserving ancient Indian literature, particularly Sanskrit and Persian, they would help Indians reconnect with their rich cultural history. This led to the establishment of institutions such as a madrasa in Calcutta in 1781 to promote Arabic and Islamic studies, and the Hindu College in Benaras in 1791 to encourage the study of Sanskrit texts.
“Grave errors of the East”
In the early 19th century, British officials criticized the Orientalist approach to education, labeling it as flawed and unscientific. They argued that Eastern literature was trivial and lacked seriousness. James Mill was a notable critic who believed that education should focus on practical and useful knowledge rather than what he considered the non-essential aspects of Eastern learning. Thomas Babington Macaulay, in particular, viewed India as a land in need of Western civilization. He argued against spending public funds on Oriental studies, deeming them impractical. Instead, Macaulay advocated for the promotion of English, believing it would expose Indians to Western advancements in science, philosophy, and literature. His perspective led to the English Education Act of 1835, which established English as the medium of instruction in higher education and resulted in the production of English textbooks for schools, significantly shaping the educational landscape in India.
Education for commerce
In 1854, Charles Wood, the President of the Board of Control of the East India Company, issued Wood’s Despatch to outline a new educational policy for India. This policy emphasized the practical benefits of European learning over traditional Oriental knowledge. According to the Despatch, adopting European education would not only enhance trade and commerce but also develop the country’s resources and improve the moral character of its people. The British believed that European learning would reshape Indian tastes and desires, aligning them more closely with Western ways of life. Following this policy, several significant measures were implemented. The British government established education departments to oversee educational matters and began setting up a system of university education. By 1857, universities were established in Calcutta, Madras, and Bombay. Efforts were made to reform the school education system to align with the new European educational standards.
What Happened to the Local Schools?
The report of William Adam
In the 1830s, William Adam was commissioned by the Company to assess the state of education in vernacular schools in Bengal and Bihar. His report revealed a vast network of over 100,000 pathshalas, or local schools, each serving no more than 20 students. These schools, often established by wealthy patrons or the local community, operated with a highly flexible and informal system. They lacked formal infrastructure, such as printed books, dedicated buildings, or standardized facilities like benches and blackboards. Classes were held in various informal settings, including under banyan trees, in village shops, temples, or the homes of teachers (gurus). The educational practices were adaptable to local needs; fees varied based on the family's income, and instruction was tailored to the students' requirements. There were no fixed schedules or formal examinations, and classes were often paused during harvest seasons to accommodate agricultural work. This system reflected a community-oriented approach, catering to the immediate educational and practical needs of the students.
New routines, new rules
Following 1854, the British East India Company focused on improving vernacular education by implementing stricter regulations and routines. The Company introduced a structured approach to pathshalas, which included regular inspections and oversight by government-appointed pandits. These pandits were responsible for visiting multiple schools, enhancing teaching standards, and ensuring adherence to new rules. The changes included the use of textbooks, regular timetables, and annual examinations to assess student learning. Pathshalas were required to enforce fixed class schedules, charge consistent fees, and maintain discipline. This shift aimed to standardize education, but it also created challenges. The previous flexibility, which allowed children from poor families to attend school based on their agricultural schedules, was replaced by a system that demanded regular attendance. Consequently, students from poorer backgrounds faced difficulties, as they were now required to attend classes even during critical harvest periods when they needed to work in the fields.
The Agenda for a National Education
Before British officials, various Indian thinkers advocated for a broader education system to address the needs of the nation. Many believed that Western education could modernize India and called for the establishment of more schools, colleges, and universities, along with increased funding for education. However, there were also critics of Western education. Prominent figures like Mahatma Gandhi and Rabindranath Tagore expressed concerns about its impact. Gandhi, for instance, was skeptical about Western education's ability to address India's cultural and social needs, while Tagore questioned its suitability for fostering a holistic and meaningful education that aligned with Indian values and traditions.
“English education has enslaved us”
Mahatma Gandhi argued that Western education had a detrimental effect on Indian society, creating a sense of inferiority and admiration for British rule among educated Indians. He believed that this education undermined pride in Indian culture and made Indians feel like strangers in their own land. Gandhi saw this as a form of cultural enslavement, which distanced people from their social roots and heritage. He advocated for an education system that would foster dignity, self-respect, and a deeper connection to one's own culture. Gandhi encouraged students to leave British-run institutions to demonstrate their refusal to be subjugated. As nationalist sentiments grew, there was increasing support for developing a national education system that would be radically different from the British model, aiming to empower Indians and restore their cultural pride.
Tagore’s “abode of peace”
Rabindranath Tagore established Shantiniketan in 1901 with a vision of an educational environment that was free from the rigid and oppressive structures of British schooling. Having found traditional schools stifling in his own childhood, Tagore wanted a place where children could thrive in a nurturing, creative, and self-directed learning environment. He believed that education should inspire and cultivate a child’s natural curiosity and creativity rather than suppress it. Tagore's approach combined the strengths of modern Western education with the rich traditions of Indian culture. He envisioned Shantiniketan as a "abode of peace," where students could engage with science and technology alongside art, music, and dance, all within a natural setting that encouraged holistic learning. This vision was in contrast to Mahatma Gandhi’s critique of Western civilization’s focus on machines and technology. While Gandhi advocated for a return to simpler, more self-reliant ways of living, Tagore sought to harmonize the best aspects of both Western and Indian traditions in education. The debate among thinkers of the time reflected a broader discourse on how to shape a national education system that truly served India's diverse needs and aspirations.
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How to Use Class 8 History Chapter 7 Notes
Read NCERT Textbook First
Before using the notes, read the full chapter Civilising the Native, Educating the Nation from your NCERT textbook. This helps you understand the basic ideas about British education policies, English education, and traditional Indian systems. While reading, focus on headings, examples, and timelines.
Understand Each Topic from the Notes
Now, read the Class 8 History Chapter 7 notes carefully. These notes explain topics like British views on education, new schools and universities, and the impact on Indian society in simple language. Study one topic at a time and connect it with what you read in the textbook.
Revise Important Points Regularly
Use the notes to revise key terms, definitions, and short explanations. This will help you remember answers for short and long questions in exams.
Practice Question Answers
After studying from the notes, practice question answers from your textbook and sample papers. The notes will help you frame clear and correct answers.
Add Extra Points
If your teacher shares extra information or exam tips, add them to your Class 8 History Chapter 7 notes. This makes your notes more complete.
Using Civilising the Native, Educating the Nation notes regularly will improve your understanding, boost confidence, and help you score well in exams.
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CBSE Class 8 History Chapter 7 Notes FAQs
1. What is “Civilising the Native, Educating the Nation” about?
It explains how the British introduced Western education in India to spread their values and control society during colonial rule.
2. Why did the British promote English education in India?
The British believed English education would “civilise” Indians and create educated people who could help in running the British administration.
3. What changes were made in the Indian education system?
English became the main medium of instruction, new schools and universities were opened, and traditional systems like pathshalas and madrasas were ignored.
4. How did British education affect Indian society?
It spread new ideas about equality, freedom, and reform, leading to social and political movements in India.
5. Why are Class 8 History Chapter 7 notes important for students?
These notes help students understand colonial education policies clearly and prepare well for exams.
