Class 8 Social Science (Our Past III) Chapter 6 Civilising the “Native”, Educating the Nation

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I. Chapter Summary:

This chapter explores the British educational policies in colonial India and how they aimed to “civilise” Indians by introducing Western education. The British believed that European knowledge was superior and tried to replace indigenous systems of education.

It highlights two major views: Anglicists, who supported English education and Western science, and Orientalists, who favoured traditional Indian texts in Arabic and Sanskrit. The chapter also describes the contribution of key figures like Lord Macaulay and Mahatma Gandhi, who offered contrasting views on education. It concludes with the impact of British education policies, including the introduction of textbooks, schools, universities, and the English language.

II. Key Concepts Covered:

III. Important Questions:

(A) Multiple Choice Questions (1 Mark):

1. Who drafted the famous “Minute on Indian Education”?
   a) Lord Ripon
   b) Mahatma Gandhi
   c) Lord Macaulay ✔️
   d) Warren Hastings

2. Wood’s Despatch was issued in the year:
   a) 1835
   b) 1854 ✔️
   c) 1857
   d) 1885

3. Which institution was founded by Rabindranath Tagore?
   a) Nalanda
   b) Shantiniketan ✔️
   c) Aligarh University
   d) Presidency College

4. Gandhi believed that education should be given in:
   a) English
   b) French
   c) Mother tongue ✔️
   d) Sanskrit

(B) Short Answer Questions (2/3 Marks):

1. What was the difference between the Orientalists and Anglicists? (PYQ 2020)

2. What did Macaulay argue in his Minute on Indian Education? (PYQ 2022)

3. State two features of Wood’s Despatch.

4. Why did Gandhi oppose Western education?

(C) Long Answer Questions (5 Marks):

1. Explain the main features of British education policy in India. (PYQ 2021)

2. Compare the educational views of Mahatma Gandhi and Rabindranath Tagore.

3. How did the introduction of English education impact Indian society?

4. Why did British officials consider it necessary to “civilise” the natives?

(D) HOTS (Higher Order Thinking Skills):

1. Do you think British education in India was more about control than upliftment? Explain.

2. If Indian education had continued in its traditional form, how might things have been different today?

IV. Key Terms / Concepts:

V. Deleted Portions (CBSE 2025–2026):

No portions have been deleted from this chapter as per the rationalized NCERT textbooks.
(Confirmed via: https://ncert.nic.in)

VI. Chapter-Wise Marks Bifurcation (Estimated – CBSE 2025–2026):

VII. Previous Year Questions (PYQs):

VIII. Real-World Application Examples:

• Debates on Medium of Instruction: Echoes today’s policy discussions on using regional languages in schools.

• Education Reforms: NEP 2020 re-emphasizes practical skills and mother-tongue learning like Gandhi suggested.

• Establishment of Modern Schools/Universities: Institutions like Calcutta University, Santiniketan stemmed from these debates.

IX. Student Tips & Strategies for Success:

 Time Management:

• Prepare charts comparing educational approaches (Gandhi vs. Tagore vs. British).

• Use timeline flashcards for key events like 1835, 1854, 1857.

 Exam Preparation:

• Use NCERT textbook keywords for answers.

• Practice PYQs regularly and self-assess.

 Stress Management:

• Watch short videos or role-play British vs Indian education debates.

• Use group discussions to break monotony and build confidence.

X. Career Guidance & Exploration:

For Classes 9–10:

XI. Important Notes:

•  Visit: https://cbseacademic.nic.in for official updates.

•  Focus on arguments and counterarguments: not just what was taught, but why and how.

•  Learn to connect history with contemporary issues in education.