New NCERT textbook explains how ‘colonial powers stole India’s wealth’

The National Education Research and Training Council (NCERT), introduced to students in 2025-26 academic year, explains that the colonial rule of the European forces is the “consuming India”.

Chapter 4 of the new Ncert textbook Discovering society: India and beyond …… The industrial revolution in the UK, which requires investment, was at least possible by the SEYET FIRE STOLED FROM INDIA ‘. ” ‘The wealth stolen from India’ is an expression used by US historian Will Durant, he says.

Michel Danino, President of Ncert’s Social Sciences Curriculum Group Group, said, “The general thrust of England’s dominance in India was looting, exploitation, trade dominance, education, administrative and judicial systems and Christianization.” Hindu.

An official statement published by Ncert is based on all the facts presented in this textbook is based on well -known primary and secondary academic sources.

Note, “Although these events cannot be deleted or rejected, it would be wrong to keep someone responsible for them today …”

The fourth episode, William Digby’s “… Modern England has been made great by the Indian Serve of Indian fortune …

“A recent forecast for the reserve from India, given by Indian economist from 1765 to 1938 by Utsa Patnaik, entered the USD 45 trillion in 2023, or about 13 floors of the GDP of the UK.

“This was charged not only through taxes, but for the expenditures of the colonial power for the railways, telegraph networks and even the construction of battles!” The section also states.

“In India, the British industries, railways, telegraph, modern education and so on. We have tried to correct this perspective by showing what happened – the destruction of India’s domestic industries and education system, obtaining tremendous income from the Indian population to finance the railway and telegraph, and so on. ”He said.

The chapter also states that transforming domestic populations into Christianity is a strong motivation (for the regional expansion of European forces). Colonization led to loss of independence, exploitation of resources by the colonists, the destruction of traditional lifestyles, and the implementation of foreign cultural values, the new Ncert textbook.

Portugal Navigateur Vasco, Vasco, said, “He seized Indian traders, tortured and killed, and bombed Calicut from the sea.” “The Portuguese existence was characterized by the religious persecution of the Hindus, Muslims, Jews and Christian transformations,” the chapter says. He also emphasizes the destruction of the original Vedapurishwaram Temple of Pondicherry, ordered by French Governor of India in 1748 by Joseph François Dupleix.

The department says that the British systematically removes domestic governance systems of village communities and replaced them with a central bureaucracy. “While presented as modernization, the implementation of a foreign system that is not in line with India alienated the Indians from the judicial system and creates courts in an expensive, time -consuming and foreign language,” he says.

Traditional and Modern Education Systems

Department, such as various educational traditions Padashas, Madrasas And Vihara Not only practical knowledge, but also cultural values and traditions. There are hundreds of thousands of village schools in India, indicating that there are British reports (for example, Bengal and Bihar 1,00,000 to 1,50,000) “Young natives are taught on a very economical system, and at the same time so simple and effective …”

In addition, this section is that the system education proposed by the British has become a powerful tool for the creation of a class of Indians who will serve British interests; “The Indians need British education.

The chapter argues that several leading British orientalists should be left to work in their own language, while Macaulay’s policy has won the upper hand and that India’s traditional schools are slowly disappeared, and English has become a prestige language associated with colonial masters. This resulted in permanent chapters in Indian society among English -educated elite and masses.

“He also left traditional sources of knowledge and authority, and created generations that create generations that are disconnected from their cultural heritage,” the episode says.

Adding a section to the Maratha Empire

Unlike the previous textbook referring to the transition to Marathas, the new Ncert textbook has now introduced a section dedicated to the rise of Marathas.

“In fact, the British received India more than Marathhas or more than any other power, N said Ncert textbook. The maraths were described as çalış a strong political being that will change the history of India ”. The chapter talks about Shivaji’s need to establish a navy as a “revolutionary step ve and his abuse as“ legendary ..

When Shivaji attacked the wealthy port city in the Babur Empire, he has received an enormous treasure with an almost a crore ruup, but he was paying attention not to attack religious places. On the other hand, Babür administrators (Babur, Akbar and Aurangzeb) are described as “ruthless ında titled ‘Reshaping the political map of India’ in the previous section. The chapter says that they have “destroyed the temples” and that their rules are full of “religious intolerance”.

On the other hand, Shivaji was defined as “a religious Hindu that reconstructs the Holy Temples and introduces Sanskrit and Marathi literature, religious institutions and traditional arts”.

Ahilyabai Holkar, the 18th century Maratha ruler, “Hundreds of temples, Ghats, wells and roads from Kedarnath in the North to Rameswaram in the South were defined as a religious person who built and restore the Ghats, wells and roads. Ghazni, ”he says.

‘Evolution of India’

A official statement from Ncert said, “The last year of the class 8 of the middle of the middle stage, our past, a multi -faceted understanding between the mid -13th to 19th century, and how various events of that period were for shaping and affecting today’s evolution of India,” he said.

“This textbook is trying to give an idea from a very disciplined perspective on geography, history (medieval and modern), economic life and the governance of the country, or he says.

“Our aim was to avoid trying to be loaded with a lot of information and develop a critical understanding. Therefore, various facts have been presented in a understandable way to encourage holistic learning in this textbook.”