NCERT Solutions for Class 8 History Chapter 8 Civilising the “Native”, Educating the Nation (“देशी जनता” को सभ्य बनाना) to Study online or download in PDF form free. Download latest NCERT Books and NCERT Solutions for other subjects also.
NCERT Solutions for Class 8 History Chapter 8
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Civilising the “Native”, Educating the Nation: Question Answers
8 History Chapter 8 Civilising the “Native”, Educating the Nation Solutions
Important Terms on Civilising the “Native”, Educating the Nation
Education in British rule
In 1783, a person named William Jones arrived in Calcutta. He had an appointment as a junior judge at the Supreme Court that the Company had set up. In addition to being an expert in law, Jones was a linguist. He had studied Greek and Latin at Oxford, knew French and English, had picked up Arabic from a friend, and had also learnt Persian. At Calcutta, he began spending many hours a day with pandits who taught him the subtleties of Sanskrit language, grammar and poetry.
Soon he was studying ancient Indian texts on law, philosophy, religion, politics, morality, arithmetic, medicine and the other sciences. Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed were busy discovering the ancient Indian heritage, mastering Indian languages and translating Sanskrit and Persian works into English. Together with them, Jones set up the Asiatic Society of Bengal and started a journal called Asiatick Researches.
In order to understand India it was necessary to discover the sacred and legal texts that were produced in the ancient period. For only those texts could reveal the real ideas and laws of the Hindus and Muslims and only a new study of these texts could form the basis of future development in India. This project would not only help the British learn from Indian culture, but it would also help Indians rediscover their own heritage, and understand the lost glories of their past. In this process the British would become the guardians of Indian culture as well as its masters.
The officials also thought that Hindus and Muslims ought to be taught what they were already familiar with, and what they valued and treasured, not subjects that were alien to them. Only then, they believed, could the British hope to win a place in the hearts of the “natives”; only then could the alien rulers expect to be respected by their subjects. With this object in view a madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law; and the Hindu College was established in Benaras in 1791 to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.