Grade-8, SST, Education and British Rule

 Education and British Rule

EXERCISES

Remembering and Understanding Skills

1. Fill in the blanks with appropriate words.

(a) In pre-British India, Islamic education was conducted in madrasas

(b) The Calcutta Madrasa was set up by Warren Hastings.

(c) The Aligarh Muslim University was set up by Sir Syed Ahmed Khan.

(d) Satish Chandra Mukherjee instituted the National Council of Education.

(e) The founder of Shantiniketan was Rabindranath Tagore.

 

2. Choose the correct answer.

 

(a) Who was the author of the 'Memorandum on Indian Education'?

 

(i) Charles Wood

(ii) W. W. Hunter

(iii) Warren Hastings

(iv) Thomas Macaulay

Answer- (iv) Thomas Macaulay

 

b) When was the Wood's Despatch passed? (

 

(i) 1857

(ii) 1854

(iii) 1882

(iv) 1870

Answer- (ii) 1854

 

(c) What did the Mohammedan Anglo-Oriental College later come to be known as?

 

(i) Mayo College

(ii) Aligarh Muslim University

(iii) Baroda College

(iv) Indian Scientific University

Answer- (ii) Aligarh Muslim University

 

(d) Which ruler made primary education free and compulsory in his state in 1907?

 

(i) Maharaja Sayajirao III

(ii) Rana Pratap Singh

(iii) Sir Syed Ahmed Khan

(iv) Kunwar Singh

Answer- (i) Maharaja Sayajirao III

 

(e) What was the alternative philosophy of education proposed by Mahatma Gandhi called?

 

(i) Nai Talim

(ii) Nai Pathshala

(iii) Nai Shaan

(iv) Nai School

Answer- (i) Nai Talim

 

3. Match the columns.

(a) Persian schools (b) Swami Vivekananda (c) All India Muhammadan Educational Conference (d) Shantiniketan (e) Nai Talim

(i) Ramakrishna Mission (ii) Sir Syed Ahmed Khan (iii) Maktabs (iv) basic education for all (v) abode of peace

 

Solution-

(a) Persian schools (b) Swami Vivekananda (c) All India Muhammadan Educational Conference (d) Shantiniketan (e) Nai Talim

iii. Maktabs i. Ramakrishna Mission ii. Sir Syed Ahmed Khan v. abode of peace iv. basic education for all

 

4. Write true or false. Correct the false sentences in your notebook.

(a) Macaulay was in favour of vernacular education.

False - Macaulay was in favour of English education.

(b) The government paid a lot of attention to women's education.

False - The government paid little attention to women's education.

(c) Sir Syed Ahmed Khan promoted Western education without compromising on Islamic values.

True

(d) Maharaja Sayajirao University was set up in Maharashtra.

False - Maharaja Sayajirao University was set up in Baroda.

(e) Mahatma Gandhi advocated the teaching of handicrafts in schools.

True

 

5. Answer the following questions in one or two sentences.

 

(a) What subjects were taught in Indian schools in pre-British times?

Answer- Indian schools in pre-British times focused on religious education, including Hindu religion and philosophy, logic, law, and Persian language, law, philosophy, poetry, geometry, and astronomy.

 

(b) What was the budget allotted for education under the Charter Act of 1813?

Answer- The Charter Act of 1813 allocated a budget of 1 lakh for expenditure on education.

 

(c) Who were the Orientalists?

Answer- The Orientalists were a group of thinkers who advocated for promoting Persian, Sanskrit, and Arabic learning.

 

(d) What was the main rationale behind national education?

Answer- The main rationale behind national education was to create a sense of nationalism and love for the country, while also preserving Indian culture and heritage.

 

(e) According to Mahatma Gandhi, what was the problem with Western education in India?

Answer- According to Mahatma Gandhi, Western education in India alienated Indian students from their native culture and heritage, and did not focus on the overall development of the individual.

 

6. Answer the following questions in four or five sentences.

 

(a) Discuss the educational initiatives undertaken from the early years of Company Rule up to 1835.

Answer- Educational Initiatives from Early Company Rule to 1835

• Calcutta Madrasa (1781): Established by Warren Hastings to teach Muslim law.
• Sanskrit College (1791): Set up at Benares to teach Hindu religion and philosophy.
• Fort William College (1801): Established to teach Company officials about Indian law, customs, and history.
• Charter Act of 1813: Renewed Company Rule, allocated funds for education, and lifted ban on missionary activity.
• Debate between Anglicists and Orientalists: Anglicists advocated for Western studies, while Orientalists promoted traditional Indian languages.
• English Education Act of 1835: Resolved the debate by allocating funds for English-medium institutions.

 

(b) Why did the British want to introduce Western education?

Answer- British Motives for Introducing Western Education

• Administrative Needs: To create a class of Indian clerks for the administration.
• Cultural Superiority: Belief that Western civilization was superior to Indian civilization.
• Modernization: Desire to bring India into the modern world.
• Christianity: Missionary efforts to spread Christianity.
• National Integration: To bring Indian subjects closer to British rulers.

 

(c) What were the main recommendations of the Wood's Despatch?

Answer- Main Recommendations of the Wood's Despatch

• Promotion of Western education: Using English as the medium of instruction.
• Grants to private schools: For qualified teachers and proper standards.
• Establishment of universities: In Bombay, Madras, and Calcutta.
• Technical colleges: For vocational instruction.
• Education departments: In all provinces for monitoring and supervision.
• Teacher training institutes: For training and recruitment.

 

(d) What was Maharaja Sayajirao III's contribution to education?

Answer- Maharaja Sayajirao III's Contribution to Education

• Free and compulsory primary education: Implemented in 1906.
• Women's education: Encouraged and promoted.
• Sanskrit, Indological studies, and fine arts: Patronized and supported.
• Maharaja Sayajirao University: Established in Baroda.

 

(e) Explain the philosophy behind Nai Talim.

Answer- Philosophy Behind Nai Talim

• Indian cultural heritage: Emphasis on teaching Indian history, philosophy, law.
• Holistic development: Focus on mental, spiritual, and physical growth.
• Self-sufficiency: Schools should be economically independent.
• Teacher-student relationship: Emphasized personal connection and freedom for teachers.
• Moral growth: Integral part of the educational process.

 

Values and Life Skills

 

Everyone has a right to education and every child should go to school. We must support the government in achieving its objectives of providing basic education to everyone, irrespective of gender, caste, class or religion.

 

How can you contribute towards the United Nations' objective of 'Education for All'?

 

Answer- Here are some ways we can contribute to the United Nations' objective of "Education for All":

1. Volunteer with local organizations:

• Tutoring: Offer your time to tutor students in subjects they find challenging.
• Mentoring: Provide guidance and support to young people, especially those from disadvantaged backgrounds.
• Literacy programs: Participate in programs that promote literacy and basic education.

2. Donate to educational causes:

• Financial support: Contribute to organizations that provide educational resources, scholarships, or infrastructure.
• Material donations: Donate books, stationery, or computers to schools and educational institutions.

3. Advocate for education:

• Raise awareness: Spread awareness about the importance of education through social media, community events, or public speaking.
• Lobby for policies: Support policies that promote education, such as increased funding for schools or equitable access to education.
• Write to your representatives: Express your concerns and support for educational initiatives to your local, state, and national leaders.

4. Educate yourself:

• Learn about educational issues: Stay informed about global and local challenges in education.
• Develop your skills: Enhance your own knowledge and skills to be better equipped to support educational initiatives.

5. Support sustainable development:

• Reduce poverty: Support initiatives that address poverty, as education is often linked to economic opportunities.
• Promote gender equality: Advocate for equal access to education for all genders.
• Protect the environment: Ensure that educational institutions and communities have access to clean water, sanitation, and a healthy environment.

By taking these steps, you can make a significant contribution to the United Nations' goal of "Education for All" and help create a more equitable and just world.

 

 

Thinking Hat

 

HOTS-Analytical Skills

 

Would you like to study in a place like Shantiniketan or in a school which imparts Nai Talim? Discuss your views in class.

 

Answer- My Response:

Shantiniketan or Nai Talim: A Comparative Analysis

Both Shantiniketan and Nai Talim represent unique educational philosophies that prioritize holistic development and a connection to nature. However, they differ in their specific approaches and emphases.

Shantiniketan:

• Creativity and Nature: Emphasizes creativity, imagination, and a close connection to nature.
• Western and Eastern Integration: Aims to blend the best of both worlds.
• Fine arts and music: Incorporates these as essential components of education.

Nai Talim:

• Basic education for all: Focuses on providing essential education to everyone, regardless of background.
• Self-sufficiency: Emphasizes schools being economically independent.
• Handicrafts: Incorporates practical skills like spinning, weaving, and pottery.
• Moral growth: Prioritizes moral and ethical development alongside academic learning.

My Choice:

While both philosophies offer valuable educational experiences, I would personally prefer to study in a school that imparts Nai Talim. This is because:

• Inclusivity: Nai Talim's focus on basic education for all aligns with my belief in equitable access to education.
• Practical skills: The emphasis on handicrafts provides valuable life skills and promotes self-sufficiency.
• Moral development: Nai Talim's focus on moral growth is essential for creating a just and compassionate society.
• Connection to India: The emphasis on Indian culture and heritage would allow me to connect more deeply with my roots.

However, I also recognize the value of Shantiniketan's emphasis on creativity and nature-based learning. A combination of the best aspects of both philosophies could create an ideal educational environment.

 

Analytical Skills

 

Read the following extract from Macaulay's Minute.

 

It is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population...

 

(i) Did Macaulay envisage colonial education for the masses or for a select few?

Answer- Macaulay clearly stated that it was impossible for the British, with their limited means, to educate the entire population of India. Instead, he proposed forming a select class of Indians who would serve as interpreters between the British and the masses. This suggests that Macaulay's vision of colonial education was primarily for a limited group of Indians, rather than for the general population.

 

(ii) How would the Indians educated in Western style spread Western education among the masses?

Answer- Spreading Western Education Through the Select Few

Macaulay believed that the Indians educated in the Western style would refine the vernacular dialects and enrich them with Western terms. This would make these languages more suitable for conveying knowledge to the masses. In other words, the educated elite would act as cultural intermediaries, translating Western knowledge into the local languages and making it accessible to the wider population.

 

(iii) What do you understand by the term 'Indian in blood... but British in taste'? Give an example.

Answer- "Indian in blood... but British in taste"

This phrase suggests that Macaulay envisioned a class of Indians who would be Indian in their origin and identity, but would adopt Western values, beliefs, and intellectual traditions. They would essentially become cultural hybrids, combining elements of both Indian and British cultures.

Example: An Indian educated in a Western-style school might speak English fluently, dress in Western attire, and embrace Western values like individualism and rationalism. However, they would still maintain their Indian cultural identity, such as speaking their native language and celebrating Indian festivals.

Fun with History

 

Analytical Skills

 

Have a debate in class with one speaker each representing the Anglicists and the Orientalists. Discuss the merits and demerits of both points of view. The rest of the students can vote on the kind of education that should be introduced in India.

 

Speaker 1: Anglicist

Anglicists strongly believe that Western education is essential for India's progress. By introducing English-medium education, we can:

• Modernize India: Equip Indians with the latest knowledge and skills to compete on the global stage.
• Unify India: Create a common language and culture that can bridge regional divides.
• Promote rationalism and democracy: Teach Indians the values of individual liberty, equality, and justice.
• Prepare Indians for government service: Train qualified individuals to assist in the administration.

Speaker 2: Orientalist

While we appreciate the contributions of Western knowledge, we believe that India's rich cultural heritage should be preserved and promoted. Orientalists advocate for:

• Preservation of Indian traditions: Protect our ancient languages, literature, and philosophy.
• Relevance to Indian context: Tailor education to the needs and values of the Indian people.
• Strong foundation: Build a strong foundation in traditional subjects before introducing Western knowledge.
• Cultural identity: Foster a sense of pride and belonging in Indian culture.