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NCERT Solutions For Class 8 History Chapter 6 Civilising the “Native, Educating the Nation” (Free PDF)

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NCERT Solutions For Class 8 History Chapter 6

NCERT Solutions for Class 8 History, Chapter 5 – Civilising the “Native, Educating the Nation” is designed in an easy-to-understand manner to help students grasp the topics easily. Students can use these varieties of  NCERT solutions and learn more about these interesting topics comprehensively. 

We hope that the PDF of NCERT Solutions for Class 8 History will be helpful for the students. 

Check Out NCERT Solutions Class 8 History of Other Chapters 

Chapter 1Chapter 2Chapter 3Chapter 4
Chapter 5Chapter 6Chapter 7Chapter 8

Important Questions and Answers in NCERT Class 8 History Chapter 6 Civilising the Native, Educating the Nation Notes

Let us look at NCERT Solutions Class 8 Civilising the “Native, Educating the Nation” notes within the lesson. Our subject experts have answered these questions accurately and as per the latest guidelines of CBSE.

Important Questions

Let us look at NCERT Solutions Class 8 History Chapter 6 Civilising the “Native, Educating the Nation” within the lesson. Our subject experts have answered these questions accurately and as per the latest guidelines of CBSE.

1. Question: Who founded Santiniketan and why?
Answer: Rabindranath Tagore founded Santiniketan to create a school where children could be happy, free, and creative, away from the rigid discipline of traditional schooling.

2. Question: What did Mahatma Gandhi criticize about colonial education?
Answer: Mahatma Gandhi criticized colonial education for creating a sense of inferiority among Indians, promoting Western superiority, and undermining pride in Indian culture.

3. Question: What were the key features of the traditional Pathshala system of education?Answer: Traditional pathshalas were informal institutions with flexible schedules, no fixed fees, and oral teaching methods. They were often located in natural settings and catered to students of varying levels in one place.

4. Question: What was William Adam’s report on vernacular education in Bengal and Bihar?Answer: William Adam’s report highlighted the existence of over 1 lakh pathshalas in Bengal and Bihar, serving more than 20 lakh students. These pathshalas were supported by local communities and operated without fixed structures or standardized curricula.

5. Question: How did the British government attempt to reform vernacular education after 1854?
Answer: The British government introduced measures to impose order and routine in vernacular education, including regular inspections, standardized textbooks, annual examinations, fixed fees, and disciplinary rules.

6. Question: What was the impact of the English Education Act of 1835? 
Answer: The English Education Act of 1835 made English the medium of instruction for higher education, leading to the decline of Oriental institutions and the promotion of Western-style education.

7. Question: How did Rabindranath Tagore’s childhood experiences influence his educational philosophy?
Answer: Tagore’s unhappy experiences in traditional schooling inspired him to create a school where children could explore their thoughts and desires freely, without oppressive discipline.

8. Question: What did Mahatma Gandhi advocate regarding the medium of instruction in schools?
Answer: Mahatma Gandhi advocated for the use of Indian languages as the medium of instruction, believing that education in English alienated Indians from their culture and surroundings.

9. Question: What were the criticisms of Western education raised by Mahatma Gandhi?Answer: Mahatma Gandhi criticized Western education for focusing on literacy rather than practical knowledge, promoting materialism, and neglecting the development of character and soul.

10. Question: How did the concept of “national education” evolve in India?
Answer: The concept of “national education” sparked debates among Indian thinkers, with some advocating for reforms within the British education system and others proposing alternative models that aligned with Indian culture and values.

Also Read: NCERT Class 6 English A Pact with the Sun Chapter 3 Notes (Free PDF)

Let´s Recall 

Question 1: Match the following:

William Jonespromotion of English education
Rabindranath Tagorelearning in a natural environment
Thomas Macaulaygurus
Mahatma Gandhilearning in a naturalenvironment
Pathshalascritical of English education

Answers: 

William Jonespromotion of English education
Rabindranath Tagorerespect for ancient cultures
Thomas Macaulaycritical of English education
Mahatma Gandhilearning in a natural environment
Pathshalasgurus

Also Read: NCERT Class 7 History Chapter 8 Eighteenth-Century Political Formations: Notes and Solutions (Free PDF)

Question 2: State whether it is true or false:

(a) James Mill was a severe critic of the Orientalists.
(b) The 1854 Despatch on education was in favor English being introduced as a medium of higher education in India.
(c) Mahatma Gandhi thought that the promotion of literacy was the most important aim of education.
(d) Rabindranath Tagore felt that children ought to be subjected to strict discipline.

Answers:
 (a) True
 (b) True
 (c) False. Mahatma Gandhi thought that education should focus on developing a person’s mind and soul, not just promoting literacy.
(d) False. Rabindranath Tagore felt that children ought to be free and creative, not subjected to strict discipline.

Also Read: NCERT Class 7 Civics Chapter 8 ‘A Shirt in the Market’: Notes and Solutions (Free PDF)

Let´s Discuss

Question 3. Why did William Jones feel the need to study Indian history, philosophy, and law?
Ans. William Jones felt the need to study Indian history, philosophy, and law to understand and appreciate the ancient Indian civilization and its contributions to knowledge.

Question 4. Why did James Mill and Thomas Macaulay think that European education was essential in India?
Ans. James Mill and Thomas Macaulay believed that European education was essential in India because they saw it as a means to modernise and civilise the Indian population, making them more receptive to British rule and Western values.

Question 5. Why did Mahatma Gandhi want to teach children handicrafts?
Ans. Mahatma Gandhi wanted to teach children handicrafts because he believed it would develop their practical skills, creativity, and self-reliance, in contrast to the purely academic focus of Western education.

Question 6. Why did Mahatma Gandhi think that English education had enslaved Indians?Ans. Mahatma Gandhi thought that English education had enslaved Indians because it created a sense of inferiority and dependence on Western culture, undermining Indians’ pride in their own heritage and contributing to their subjugation under British rule.

Also Read: NCERT Class 7 Science Chapter 5 Physical and Chemical Changes: Notes and Solutions (Free PDF)

Breakdown of Class 8 History Chapter 6 Civilising the Native, Educating the Nation

Here is the summary of the chapter Class 8 History Chapter 6 Civilising the Native, Educating the Nation. Students are advised to go through the summary once. 

1. Introduction to Colonial Education: The chapter begins by discussing the British colonial education system in India and its objectives to “civilize the natives” and promote Western values.

2. Early Orientalist Views: It explores the early Orientalist views of British officials like William Jones and Henry Thomas Colebrooke, who sought to understand and translate ancient Indian texts.

3. Criticism of Orientalism: The chapter discusses the criticism faced by Orientalist views, particularly from figures like James Mill and Thomas Babington Macaulay, who advocated for Western-style education.

4. Wood’s Despatch and Educational Reforms: The chapter highlights Wood’s Despatch of 1854, which emphasized European learning over Oriental knowledge, leading to significant educational reforms in India.

5. Pathshala System: It describes the traditional pathshala system of education prevalent in India before British rule, characterized by informal teaching methods and flexible structures.

6. British Intervention in Vernacular Education: The chapter explores how the British government intervened in vernacular education after 1854, imposing standardized curricula, examinations, and disciplinary rules.

7. Debate on National Education: It delves into the debate surrounding national education in India, with figures like Mahatma Gandhi advocating for education in Indian languages and Rabindranath Tagore promoting alternative models like Santiniketan.

8. Impact of British Education Policies: The chapter discusses the impact of British education policies on Indian society, including the erosion of traditional systems, the promotion of Western values, and the emergence of nationalist sentiments.

9. Critique of Colonial Education: It examines the critique of colonial education by Indian thinkers like Mahatma Gandhi, who condemned its role in promoting Western superiority and undermining Indian culture.

10. Alternative Educational Models: Finally, the chapter explores alternative educational models proposed by Indian thinkers, highlighting the diversity of perspectives on how education should be reformed to serve the interests of the Indian populace.

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