NCERT Class 10 History The Dilemma of Colonial Education

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NCERT Book for Class 10 Social Science The Dilemma Of Colonial Education

Class 10 Social Science students should refer to the following NCERT Book The Dilemma Of Colonial Education in Class 10. This NCERT Book for Class 10 Social Science will be very useful for exams and help you to score good marks

The Dilemma Of Colonial Education NCERT Book Class 10

 

The Dilemma of Colonial Education

French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. Like the British in India, the French claimed that they were bringing modern civilisation to the Vietnamese. They took for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development.

 Education was seen as one way to civilise the ‘native’. But in order to educate them, the French had to resolve a dilemma. How far were the Vietnamese to be educated? The French needed an educated local labour force but they feared that education might create problems. Once educated, the Vietnamese may begin to question colonial domination. Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs – as teachers, shopkeepers, policemen – to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education.

2.1 Talking Modern

The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. But this was not easy. Chinese, the language used by the elites so far, had to be replaced. But what was to take its place? Was the language to be Vietnamese or French?

There were two broad opinions on this question. Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.

However, only the Vietnamese elite – comprising a small fraction of the population – could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particularly in the final year, so that they could not qualify for the better-paid jobs. Usually, as many as two-thirds of the students failed. In 1925, in a population of 17 million, there were less than 400 who passed the examination. School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam: ‘Since the establishment of French rule the Vietnamese peasant no longer lives in constant terror of pirates … Calm is complete, and the peasant can work with a good heart.’

2.2 Looking Modern

The Tonkin Free School was started in 1907 to provide a Westernstyle education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern. The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair. To underline the importance of a total change there was even a ‘haircutting chant’:

 

Please refer to attached file for NCERT Class 10 History The Dilemma of Colonial Education

Contemporary India II Chapter 01 Resources and Development
NCERT Class 10 Economics Contemporary India Resources and Development
Contemporary India II Chapter 02 Forest and Wildlife Resources
NCERT Class 10 Economics Contemporary India Forest and Wildlife Resources
Contemporary India II Chapter 03 Water Resources
NCERT Class 10 Economics Contemporary India Water Resources
Contemporary India II Chapter 04 Agriculture
NCERT Class 10 Economics Contemporary India Agriculture
Contemporary India II Chapter 05 Minerals and Energy Resources
NCERT Class 10 Economics Contemporary India Minerals and Energy Resources
Contemporary India II Chapter 06 Manufacturing Industries
NCERT Class 10 Economics Contemporary India Manufacturing Industries
Contemporary India II Chapter 07 Lifelines of National Economy
NCERT Class 10 Economics Contemporary India Lifelines of National Economy
Democratic Politics II Chapter 01 Power Sharing
NCERT Class 10 Political Science Power Sharing
Democratic Politics II Chapter 02 Federalism
NCERT Class 10 Political Science Federalism
Democratic Politics II Chapter 03 Democracy and Diversity
NCERT Class 10 Political Science Democracy and Diversity
Democratic Politics II Chapter 04 Gender Religion and Caste
NCERT Class 10 Political Science Gender Religion and Caste
Democratic Politics II Chapter 05 Popular Struggles and Movements
NCERT Class 10 Political Science Popular Struggles and Movements
Democratic Politics II Chapter 06 Political Parties
NCERT Class 10 Political Science Political Parties
Democratic Politics II Chapter 07 Outcomes of Democracy
NCERT Class 10 Political Science Outcomes of Democracy
Democratic Politics II Chapter 08 Challenges to Democracy
NCERT Class 10 Political Science Challenges to Democracy
India and Contemporary World II Chapter 01 The Rise of Nationalism in Europe
NCERT Class 10 History The Rise of Nationalism in Europe
India and Contemporary World II Chapter 02 Nationalism in India
NCERT Class 10 History Nationalism in India
India and Contemporary World II Chapter 03 The Making of a Global World
NCERT Class 10 History The Making of a Global World
India and Contemporary World II Chapter 04 The Age of Industrialisation
NCERT Class 10 History The Age of Industrialisation
Old Chapters
NCERT Class 10 History Before the Industrial Revolution
NCERT Class 10 History Characteristics of the City
NCERT Class 10 History Cities and the Challenge of the Environment
NCERT Class 10 History Differing Strands within the Movement
NCERT Class 10 History Emerging from the Shadow of China
NCERT Class 10 History Factories Come Up
NCERT Class 10 History Hand Labour and Steam Power
NCERT Class 10 History Hygiene Disease and Everyday Resistance
NCERT Class 10 History India and the World of Print
NCERT Class 10 History Industrialisation in the Colonies
NCERT Class 10 History Market for Goods
NCERT Class 10 History Nationalism and Imperialism
NCERT Class 10 History New Forms of Publication
NCERT Class 10 History Novels in the Colonial World
NCERT Class 10 History Politics in the City
NCERT Class 10 History Print and Censorship
NCERT Class 10 History Print Comes to Europe
NCERT Class 10 History Rebuilding a World Economy
NCERT Class 10 History Religion and Anti colonialism
NCERT Class 10 History Religious Reform and Public Debates
NCERT Class 10 History Social Change in the City
NCERT Class 10 History The Age of Revolutions 1830 1848
NCERT Class 10 History The City in Colonial India
NCERT Class 10 History The Communist Movement
NCERT Class 10 History The Dilemma of Colonial Education
NCERT Class 10 History The End of the War
NCERT Class 10 History The First Printed Books
NCERT Class 10 History The First World War
NCERT Class 10 History The Inter war Economy
NCERT Class 10 History The Making of Germany and Italy
NCERT Class 10 History The Making of Nationalism in Europe
NCERT Class 10 History The Nation and Its Heroes
NCERT Class 10 History The Nation and its History
NCERT Class 10 History The Nationalist Movement in Indo China
NCERT Class 10 History The Nineteenth Century
NCERT Class 10 History The Nineteenth Century1
NCERT Class 10 History The Novel Comes to India
NCERT Class 10 History The Peculiarities of Industrial Growth
NCERT Class 10 History The Print Revolution and Its Impact
NCERT Class 10 History The Reading Mania
NCERT Class 10 History The Rise of the Novel
NCERT Class 10 History The Sense of Collective Belonging
NCERT Class 10 History The Vision of Modernisation
NCERT Class 10 History Towards Civil Disobedience
NCERT Class 10 History Visualising the Nation
NCERT Class 10 History Women and the Novel
Understanding Economic Development Chapter 01 Development
NCERT Class 10 Economics Development
Understanding Economic Development Chapter 02 Sectors of the Indian Economy
NCERT Class 10 Economics Sectors Of The Indian Economy
Understanding Economic Development Chapter 03 Money and Credit
NCERT Class 10 Economics Money And Credit
Understanding Economic Development Chapter 04 Globalisation and the Indian Economy
NCERT Class 10 Economics Globalisation And The Indian Economy
Understanding Economic Development Chapter 05 Consumer Rights
NCERT Class 10 Economics Consumer Rights

NCERT Book Class 10 Social Science The Dilemma Of Colonial Education

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