Table of Contents
NCERT Solutions for Class 8 Our Pasts – III Chapter 7
According to the CBSE Syllabus for the academic year 2024-25, this particular chapter has been assigned a new number and is now recognized as Chapter 6.
In this section, you’ll find detailed NCERT Solutions for Class 8 History Chapter 7, ‘Civilising the Native, Educating the Nation’. These NCERT Solutions, updated for 2024-25, have been meticulously crafted by subject experts to provide students with a comprehensive understanding of the chapter’s content. They serve as valuable resources for students, helping them resolve any doubts they may have and facilitating a more effective grasp of the fundamental concepts within this chapter.
For Class 8 students, working through step-by-step solutions is highly recommended. It not only aids in reinforcing their understanding of various concepts and topics but also provides insight into the types of questions typically encountered in examinations. These Class 8 History Chapter 7 question answers are designed to enhance students’ knowledge and preparation for their academic assessments.
You can also explore Class 8 Ch 7 History and the Civilising the Native Educating the Nation section for extra questions and detailed explanations that can further aid in exam preparation. Additionally, practicing with Class 8 History Chapter 7 Questions and Answers will ensure better clarity on important topics, helping students perform well in their history exams.
For more comprehensive practice, refer to the Class 8th History Ch 7 Question Answer section, which is aligned with the latest CBSE syllabus and NCERT class 8 history chapter 7. These solutions will guide students in mastering the content and excelling in both Board exams and regular assessments.
Free PDF download options for the solutions are available for convenient offline access. These solutions also offer Chapter-wise solutions for all subjects to help students with their overall academic preparation.
NCERT Class 8 History Chapter 7 Civilising The Native Educating The Nation Question Answers
1. Match the following:
| William Jones | Promotion of English education |
| Rabindranath Tagore | Respect for ancient cultures |
| Thomas Macaulay | Gurus |
| Mahatma Gandhi | Learning in a natural environment |
| Pathshalas | Critical of English education |
Answer.
| William Jones | Respect for ancient cultures |
| Rabindranath Tagore | Learning in a natural environment |
| Thomas Macaulay | Promotion of English education |
| Mahatma Gandhi | Critical of English education |
| Pathshalas | Gurus |
2. State whether true or false:
(a) James Mill was a severe critic of the Orientalists.
Ans. TRUE
(b) The 1854 Despatch on education was in favour of English being introduced as a medium of higher education in India.
ANS. TRUE
(c) Mahatma Gandhi thought that promotion of literacy was the most important aim of education.
Ans. FALSE
(d) Rabindranath Tagore felt that children ought to be subjected to strict discipline.
Ans. FALSE
3. Why did William Jones feel the need to study Indian history, philosophy and law?
Ans.
i) William Jones came to represent a particular attitude towards India. He shared a deep respect for ancient cultures, both of India and of the West.
ii) He felt that Indian civilization had attained its glory in the ancient past. It had later on declined. In order to understand India it was necessary to discover the sacred and legal texts that were produced in ancient period.
iii) These texts revealed the real ideas and laws of the Hindus and Muslims, and new study of these texts could form the basis of future development in India.
iv) They believed that the project would not only help the British to learn from Indian culture, but 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 along with its masters.
4. Why did James Mill and Thomas Macaulay think that European education was essential in India?
Ans.
i) Both James Mill and Thomas Macaulay saw India as an uncivilized country that needed to be civilized.
ii) And for this purpose European education was essential.
iii) They felt that knowledge of English would allow Indians to read some of the finest literature of the world, it would make them aware of the developments in Western science and philosophy.
iv) Teaching of English could thus be a way of civilizing people, changing their tastes, values and culture.
5. Why did Mahatma Gandhi want to teach children handicrafts?
Ans. Mahatma Gandhi wanted to teach children handicraft because of following reasons.
i) People have to work with their hands.
ii) They have to develop different things by hand.
iii) Crafts would develop their mind.
iv) It would also develop their capacity to understand.
v) It will make them self sufficient.
6. Why did Mahatma Gandhi think that English education had enslaved Indians?
Ans.
i) Mahatma Gandhi was against of English education. He argued that this type of education had created a sense of inferiority in the minds of Indians.
ii) It had made them to see western civilization as superior and had destroyed the pride they had in their own culture.
iii) Education in English had crippled them, distanced them from their own surroundings and made them strangers in their own lands.
Study Materials for Class 8
- NCERT Books for Class 8
- NCERT Solutions for Class 8 Maths
- NCERT Solutions for Class 8 Social Science
- NCERT Solutions for Class 8 Science
- NCERT Solutions for Class 8 English
Class 8 History Chapter 7 extra questions and answers
Q. Who was William Jones, and what was his contribution to the study of Indian culture?
Answer: William Jones was a British scholar and judge in colonial India. He is known for founding the Asiatic Society of Bengal in 1784 and is considered the pioneer in studying Indian culture, languages, and literature. His work led to the discovery of Sanskrit as an ancient language and played a key role in reviving interest in Indian history and culture.
Q. What was the primary objective of the English education system introduced by the British in India?
Answer: The primary objective was to create a class of educated Indians who could assist in the administration of the British Empire. The British aimed to educate Indians in Western knowledge, particularly in English, so that they could serve as clerks, interpreters, and teachers.
Q. Define the term ‘Orientalist’ in the context of British colonial education.
Answer: Orientalist scholars were those who studied Eastern cultures and languages, especially Arabic, Persian, and Sanskrit. They believed that understanding the ancient Indian texts in their original languages would help preserve India’s classical heritage, but they also promoted the idea of a “civilising mission” to introduce Western ideas.
Q. Who was Thomas Macaulay, and what was his role in shaping the education policy in colonial India?
Answer: Thomas Macaulay was a British historian, politician, and educationist. He played a significant role in shaping the education policy in colonial India through the Macaulay Minute of 1835, advocating for the promotion of English over traditional Indian languages in schools. His efforts led to the establishment of English as the medium of instruction in Indian education.
Q. What was the significance of the English Education Act of 1835?
Answer: The English Education Act of 1835, formulated by Lord William Bentinck and Thomas Macaulay, promoted the teaching of English in schools. This act marked the beginning of English being the official language of education, shifting focus from traditional Indian education systems to a Western-style system of learning.
Q. Explain the concept of ‘Anglicist’ and its influence on the education system in India.
Answer: Anglicists were a group of British officials who supported the introduction of English in India. They believed that learning English would help Indians assimilate Western culture, modern science, and technology. Their ideas significantly shaped British educational policies in India, leading to the promotion of English over local languages.
Q. Discuss the role of the Calcutta Madrasa in the colonial education framework.
Answer: The Calcutta Madrasa was one of the first educational institutions established by the British in India to teach Persian, Arabic, and Islamic law. It was initially part of the British attempt to incorporate traditional Muslim education into their system, though later, under Macaulay’s reforms, it began to emphasize Western-style education.
Q. How did the introduction of English education impact Indian society during the colonial period?
Answer: The introduction of English education created a new class of educated Indians who were familiar with Western ideas, language, and culture. It played a role in the social reform movements of the time, providing the intellectual base for the emergence of leaders who challenged colonial rule. However, it also led to the marginalization of traditional education systems.
Q. What were the criticisms of the English education system by Indian reformers?
Answer: Indian reformers like Raja Ram Mohan Roy and others criticized the English education system for undermining traditional Indian learning, values, and languages. They also argued that it created a class of Indians who were alienated from their own culture, and the system primarily served the interests of the British rather than benefiting the general population.
Q. Describe the contributions of Raja Ram Mohan Roy to the educational reforms in India.
Answer: Raja Ram Mohan Roy was a prominent social reformer who advocated for modern education in India. He supported the use of the English language for learning Western sciences and knowledge but also emphasized the importance of preserving Indian culture. His efforts led to the foundation of schools that taught both Western and traditional subjects.
Q. Analyze the impact of the English education system on the Indian social structure.
Answer: The introduction of English education created a new social class of educated Indians, who were well-versed in Western ideas and culture. This new class played a significant role in Indian politics, social reform, and resistance against colonial rule. However, it also led to a widening gap between the educated elite and the rural masses, as the majority of Indians remained untouched by the benefits of this education.
Q. Evaluate the role of the British government in promoting English education in India.
Answer: The British government promoted English education in India primarily to create a class of Indians who could assist in administering the colony. The promotion of English, through laws like the English Education Act of 1835 and Macaulay’s Minute, reflected the British desire to establish control over Indian society by introducing Western ideas, while at the same time, it helped the British maintain their dominance over the Indian population.
Q. Discuss the emergence of a new class of educated Indians and its influence on the Indian Renaissance.
Answer: The new class of educated Indians, formed due to the British education system, became instrumental in the Indian Renaissance. They had access to Western knowledge and were exposed to reformist ideas that contributed to the rise of social and political movements in India. This educated class became the backbone of movements that sought to modernize Indian society and challenge British colonial rule.
Q. Examine the role of missionaries in the spread of education in colonial India.
Answer: Missionaries played a crucial role in spreading education in colonial India, especially in areas where the British government had limited reach. They established schools that focused on teaching English, and often included subjects like science and mathematics. While missionaries were primarily concerned with religious conversion, their efforts also contributed to the spread of formal education in rural areas.
Q. Assess the significance of the Wood’s Despatch of 1854 in the development of education in India.
Answer: The Wood’s Despatch of 1854 was a landmark in the development of education in India. It recommended the establishment of schools and colleges, the promotion of English as the medium of instruction, and the creation of a system of education that would serve the British imperial interest while also contributing to the modernization of Indian society. The Despatch laid the foundation for the spread of education across India, though its benefits were mostly confined to the urban elite.
NCERT Class 8 History Chapter 7 FAQs
What was 'Civilising the Native, Educating the Nation'?
'Civilising the Native, Educating the Nation' is Chapter 7 of the Class 8 History curriculum, which explores the British colonial education system in India. The chapter examines how the British introduced English education to 'civilize' the Indian population, focusing on the establishment of schools, the promotion of English over vernacular languages, and the impact on Indian society.
Which chapters are removed from Class 8 History?
As per the latest CBSE curriculum, certain chapters have been removed from the Class 8 History syllabus. For instance, Chapter 6, Weavers, Iron Smelters, and Factory Owners, has been excluded. It's advisable to refer to the official CBSE curriculum for the most accurate and updated information.
What is Chapter 7 of History Class 8?
Chapter 7 of Class 8 History is titled 'Civilising the Native, Educating the Nation.' This chapter delves into the British colonial education system in India, discussing the introduction of English education, the establishment of schools, and the societal impacts of these educational reforms.
Why did William Jones feel the need to study Indian history, philosophy, and law?
William Jones, a British philologist, felt the need to study Indian history, philosophy, and law to foster cultural understanding and support legal practices in his role as a judge. He believed that learning Sanskrit and other Indian languages would enable him to access ancient texts, thereby facilitating a deeper comprehension of Indian culture and legal systems.
What was the debate between Gandhi and Macaulay?
The debate between Mahatma Gandhi and Thomas Macaulay centered on the medium of instruction in Indian education. Macaulay advocated for English as the medium of instruction, believing it would modernize India. In contrast, Gandhi emphasized the importance of indigenous languages and cultural values in education, promoting a system that was rooted in Indian traditions and accessible to all.
What was the task of government pandits?
Government pandits were appointed by the British colonial administration to assist in translating and interpreting Indian texts, particularly in Sanskrit, into English. Their role was crucial in compiling legal codes and understanding Indian customs and laws, thereby aiding the British in administering colonial rule.
What did the British mean by 'civilising the natives'?
The British concept of 'civilising the natives' referred to their belief in the superiority of Western culture and the idea that it was their duty to 'civilize' indigenous populations. This notion was used to justify colonialism, with the British claiming they were bringing progress, education, and modernity to 'uncivilized' societies.
What is the role of Pandit?
A Pandit, in the Indian context, is a scholar or teacher, often well-versed in Hindu scriptures and philosophy. They play a significant role in religious and cultural ceremonies, offering guidance and performing rituals. In the colonial era, Pandits were also involved in translating and interpreting ancient texts for the British administration.
What was the Pandit challenge?
The 'Pandit challenge' refers to the efforts by British colonial officials to engage Indian scholars, or Pandits, in translating and interpreting ancient Indian texts. This was part of the British strategy to understand and codify Indian laws and customs, often leading to the compilation of legal codes like the Indian Penal Code.
