good one

2.  William jones…1783 …junior judge at calcutta
 He was a linguist
 [ French,english,greek,latin,persian,arabic,skt]
 Intrested in grammar and poetry
 Studied ancient Indian text on law, philosophy,
religion, politics, morality, arithmetic, medicine, and
other sciences

4.  Jones, Henry Thomas colebrooke &
Nathaniel Halhed formed
 ASIATIC SOCIETY OF BENGAL
 and
 started a journal called
 ASIATICK RESEARCHES

6.  They had deep respect for Indian cultures
 They felt that ancient Indian civilisation had lost
its past glory
for future devt….
study ancient textbook which could reveal the
real ideas of laws of hindus and muslims

7.  They discovered many Indian texts
 Understood their meaning
 Translated them
 found out the truth
 They thought that it was usefull for others [ britishers as
well as Indians ]
 Result
 Indians would rediscover their own heritage and
understand their lost glories of past
 By all this process the british would become the guardians
of Indian cultureas well as its masters
 British started promoting the western learnings .

8.  They discovered many Indian texts
 Understood their meaning
 Translated them
 found out the truth
 They thought that it was usefull for others [ britishers as
well as Indians ]
 Result
 Indians would rediscover their own heritage and
understand their lost glories of past
 By all this process the british would become the guardians
of Indian cultureas well as its masters
 British started promoting the western learnings .

9.  Madarasa - calcutta in [1781] to promote the study
of arabic , persian , & islamic law
 Hindu college was established in benaras in 1791
to encourage the study of ancient sanskrit texts
that would be useful for the administration of
country
 Not all oficials sharedatheir views . Many were very
strong in their criticism of the orientalists.

11.  From the early nineteenth century many british
officials began to criticise the orientalist vision of
learning
 Eastern knowledge was full of errors and
unscientific knowledge
 they thought that it was just waste of money
 Many officials criticised orientalism and orientalists

13.  James mill : he was against the orientalism
 He declared that there should not be taught what the
“natives” wanted or what they respected.
 He said that the aim of of education ought to be teach
what was practical.
 So Indians should be made familiar with the scientific
and technical advances

14.  Thomas babington macaulay :He was also against
orientalism.
 He saw INDIANS as uncivilised that neded to be
civilised.
 no brach of eastern knowledge , according to him
could be compared to what england had produced.
 He thought that the language produced by england
was superior to other languages.

15.  MACAULAY said that “a single shelf of a good
european library was worth the whole native
literature of INDIAN & ARABIA.
 He urged that the british government in INDIA stop
wasting public money in promoting the oriental
language.
 MACAULY gave extra importance to english and felt
the need of teaching the INDIANS english.
 So that they could read some of the finest literature
the world had produced.

17.  So that it would make them aware of the
developments in western science & philosophy
 By following macaulays minute the english education
act of 1835 was introduced.
 They wanted to make english the medium of
instructions for higher education & to stop the
promotion of oriental institution like the calcutta
madarassa & benaras sanskrit college.
 English textbooks started producing of schools.

19.  In 1854 the court of directors of the east india
company in london sent an educational despatch to
the governor –general of india
 It was issued by charles wood.
 He was the president of board of control of the
company.
 It came to be known as WOODS DESPATCH.
 They gave more importnce to practical benefits

21.  [Commerce : commerce is the activities and
procedures involved buying and selling of the things]
 Economic : economic means concerned with the
organisation of,money,industry,& trade of a country,
region and industry

22.  Woods despatch argued that european learning
would improve the moral characters of INDIANS.
 This would make them truthfull,& honest &thus
supply the company with civil servants who could be
trusted and dependent upon.
 The literature of east could not develop the skills
required for administration.
 Educational departments of the government were set
up to extend control over all matters regarding
education.

24.  Steps were taken to establish a system of university
education.
In 1857 the universities were being established in
calcutta ,madrassa,& bombay.
 There were many attempts to bring changes in the
system of the school.

26.  WILLIAM ADAM :in 1830 william adam a scottish
missionary toured the districts of bengal & bihar.
 He did this because he was asked by the company to
report on the progress of education in vernacular
schools
 [vernacular school]: the vernacular is the language or
dailect that is most widely spoken by ordinary people
in a region or country

28.  He found that ….
 There were over 1 lakh schools in bengal and bihar .
 There were small institution with over 20 students
each.
 The total nunber children being taught in these
pathshalas were considerably over 20 lakhs.
 They were set up by wealthy people or local
community.

29.  In these pathshalas there were no :-
 No fixed fee
 No printed books
 No separate school building
 No benches or chairs
 No blackboards
 No system of separate classes
 No roll call registers
 No annual exam
 No regular time-table

30.  These classes were sometimes held under a banayan
tree
 In other places in the corner of a village ,shop or a
temple , or at guru^s home.
FEE STRUCTURE:
 Fee was dependent on the income of parents
 The rich had to pay more than the poor one.

32.  The teaching was oral & the guru decided what to
teach
 They taught according to the needs of the student.
 All the students were sat toghether in one place
 But the the guru interacted with them seperately with
groups of children with different levels of learning.
 & this was suitable for them
 there were no schools on the harvest time when rural
children often worked in the fields
 The pathshalas started once again when the crops had
been cut and stored.

33.  This meant that even children of peasent familioes
could study

34.  Up to the mid 18 century , the company was
concerned primarily with higher education.
 It also allowed the local pathshalas to function
without much interference
 After 1854 the company decided to improve the
system of vernacular education.
 They thought that this could be done by introducing
order within the system imposing
 Routines
 Establishing rules
 & ensuring regular inspection.

35.  It appointed a number of government pandits , each
in charge of looking after 4-5 schools
 There work was to visit the schools and try to improve
the standard of teaching.
 Each and every guru was asked to submit perioudic
reports & take classes according to the time-table
 Teaching was now to be based on textbooks
 Learning was to be tested through a system of annual
exam.

36.  Students were now asked to
 Pay regular fee
 Attened regular classes
 Sit on fixed seats
 And obey the new rules of disciplin
 Pathshalas which accepted the new rules were
supported through government grants
 Those who were unwilling to work within the new
system recevied no government support.

37.  In the earlier system children from poor peasents
families had been able to go to pathshalas.
 Since the time-table was fixed the discipline of
the new system demanded regular attendence ,
even during the harvest time when children of poor
families had to work in the fields.
 Inability to attend school came to be known as
indiscipline as evidence of the lack of desire to
learn.

38.  The british officials were not the only people thinking
about education in INDIA.
 From the rarly nineteenth century many thinkers
from different parts of india began to talk of the need
for a widerspread of education.
 They said this because they were impressed with the
developments in europe.
 Some indians felt that western education would help
modernise india

39.  They urged the british to open more schools colleges
and universities and spend more money on education.
 Besides that……
 There were other indians, however who reacted
against western education.
 MAHATMA GANDHI &
 RABINDRANATH TAGORE
 Were two such individuals.

41.  Mahatma gandhi argued that colonial education
created a sense of inferiority in the minds of
indians.
 It made them see western civilisation as superior ,and
destroyed the pride they had in their own culture.
 Indians educated in these institutions beganadmiring
the british rules.

42.  Mahatma gandhi wanted an education that could
help indians to recover there self respect

During national movement he urged students to
leave educational institutes in order to show that
indians were no longer willing to be enslaved.
 Mahatma gandhi strongly felt that indian languages
ought to be the medium of teaching.

43.  Education in english crippled indians , distanced
them from there own social surroundings & and made
them strangers in their own lands.
 Mahatma gandhi said focused on reading and writing
rather than oral knowledge ; it valued textbooks
rather than lived experience & practical knowledge.
 Literacy or simply learning to read and write – by
itself did not count as education

44.  People had to work with their hands , learn a
craft , & know how different things were
operated .
 So , thought that this thing would develop their
mind and their capacity to develop their mind
and capacity to understand.
 Rather than these other thinkers also began
thinking of a system of national education which
would be different from the one set up by the
british

45.  Rabindranath tagore started the institution in 1901 as
a child tagore hated going to school.
 he found it suffocating and oppressive the school
appeared like a prison for he could never do what he
felt like doing.
 On growing up , he wanted to set up school where the
child was happy ,where she could be free & creative a
place where she could explore her own thoughts &
desires.

47.  Tagore felt that childhood ougth to be a time of self-
learning,
 outside the rigid & restricting discipline of the
schooling system set up the british.
 Teachers had to be imaginative understand the child
& help the child develop her curiosity

48.  According to tagore the exsisting schools killed the natural
desire of the child to be creative her sense of wonder
 Tagore had the view that creative learning could be
encourged only in the natural enviorment
 So, he chose to set up his school 100 km away from
calcutta, in rural setting.
 He saw it as an abode of peace [santiniketan]where living
in harmony with nature a child could cultivate there
creativity

50.  In many senses TAGORE^S & GANDHI JI’S thought
about education was similar
 But there were diffrences too.
 Gandhi ji was highly critical of western civilisation
and its worships of machine & technology
 Tagore wanted to combine elements of modern
western civilisation with what he saw best within
indian tradition.

51.  He emphassised the need to teach science and
technology at santiniketan along with art music and
dance.
 Many individuals and thinkers were thus, thinking about
the way a national educational system could be fashioned .
 Some people wanted to extend the system to invite wider
sections of people.
 The debate about what this ‘national education’ ought to
be continued till after independence.