Social Science History Notes for Chapter 6 Civilising The Native Educating The Nation Class 8 - FREE PDF Download
Vedantu’s simple and clear notes for Class 8 History Chapter 6, "Civilising the Native, Educating the Nation." This chapter explains how the British introduced their education system in India, aiming to "civilise" the Indian population according to their standards. Our notes break down the key events, debates, and policies that shaped education during British rule, making it easier for students to understand the chapter according to the latest Class 8 History Syllabus. Perfect for quick revision and exam preparation, the Class 8 History Notes PDF helps you understand the important concepts without any confusion. Access your Class 8 History Chapter 6 Notes now for a straightforward learning experience.
Table of Content
FAQs on Civilising The Native Educating The Nation Class 8 Social Science History Chapter 6 CBSE Notes - 2025-26
1. What is the central theme to revise in the chapter “Civilising the ‘Native’, Educating the Nation”?
This chapter's quick revision focuses on the British introduction of new educational policies in India. It covers the ideological clash between the Orientalists (who valued traditional Indian learning) and the Anglicists (who promoted Western education), and the subsequent impact on India's educational landscape.
2. For a quick summary, what was the main argument of the Orientalists?
The Orientalists, like William Jones and Henry Thomas Colebrooke, believed that to rule India effectively, the British must understand its ancient and sacred texts. They promoted the study of Indian languages and scriptures and established institutions like the Calcutta Madrasa and the Hindu College in Benaras to encourage this.
3. Who were the main critics of the Orientalists and what was their viewpoint for a quick recap?
The main critics were the Anglicists, led by figures like James Mill and Thomas Macaulay. They strongly criticised the Orientalist vision, viewing Eastern knowledge as unscientific and flawed. Macaulay argued that a single shelf of a good European library was worth the whole native literature of India and Arabia, advocating for English education to create a class of Indians who were "Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect."
4. What were the key points of Macaulay's Minute of 1835 to remember for revision?
Macaulay's Minute of 1835 was a pivotal document that argued for making English the medium of instruction for higher education in India. Its key goal was to stop the promotion of Oriental institutions and redirect funds towards teaching Western sciences and literature, fundamentally shaping the future of colonial education policy.
5. What is the significance of Wood's Despatch of 1854 in the context of education in India?
Wood's Despatch, sent by Charles Wood, is often called the 'Magna Carta of English Education in India'. For revision, remember its key points: it outlined a comprehensive educational system from primary to university level, supported English as the medium for higher studies but also recognised vernacular languages for primary education, and recommended setting up universities in Bombay, Calcutta, and Madras.
6. For a quick revision, what happened to the traditional 'pathshalas' after the British introduced their policies?
After 1854, the British tried to "improve" the pathshalas. They appointed government pandits to supervise, introduced fixed routines, regular inspections, and textbooks. Pathshalas that accepted these new rules received government grants, while those that maintained their independence were left without state support and found it difficult to compete, leading to the decline of the old, flexible system of local education.
7. Why did Indian thinkers like Mahatma Gandhi and Rabindranath Tagore oppose the British system of education?
Both had critical views. Mahatma Gandhi argued that colonial education was a sin that created a sense of inferiority and enslaved Indians. He advocated for education in Indian languages that combined practical knowledge and crafts. Rabindranath Tagore founded Shantiniketan in 1901, an institution that aimed for a holistic education blending Indian traditions with modern Western learning, but in a natural and creative environment, away from the rigidities of the British system.
8. How did the debate between the Orientalists and Anglicists reflect two different visions for colonial India?
The debate reflected two distinct approaches to colonial rule. The Orientalist vision was based on ruling through an understanding and preservation of traditional Indian culture and laws to create a sense of familiarity and legitimacy. In contrast, the Anglicist vision was one of transformation, aiming to create a Westernised Indian elite that would help administer the country and, in their view, 'civilise' the population by replacing Indian culture with what they considered superior Western values and knowledge.
9. Why did Mahatma Gandhi believe that English education would 'enslave' Indians?
Gandhi's core belief was that an education in English crippled Indians, distanced them from their own social surroundings, and made them "strangers in their own lands." He felt it created a deep sense of inferiority by teaching them to admire Western civilisation while looking down upon their own culture. For Gandhi, true education was about developing the mind and soul, which he believed was only possible through a focus on practical skills (a craft) and mother-tongue instruction.
