history ch 12 India after independence

                             History ch 12 India after Independence

•Question.1. Name three problems that the newly independent nation of India faced. The Problem of the rehabilitation of given below

Answer. (i)The three problems that the newly 8 million refugees who had come into the country from newly bom Pakistan.

          (ii) The problem of the princely states. There were almost 500 princely states, each ruled by a Maharaja or a Nawab, and each of them had to be persuaded to join the new nation,

         (iii) The new nation had to adopt a political system that would best serve the hopes and aspirations of the people.

Question.2. What was the role of the Planning Commission?

Answer. The Planning Commission helped design and execute suitable policies for economic development.

Q3 . fill in the blanks 

a) Subjects that were placed on the Union List were ________, _________ and _________.

(b) Subjects on the Concurrent List were _________ and _________.

(c) Economic planning by which both the state and the private sector played a role in development was called a _________ _________ model.

(d) The death of _________ sparked off such violent protests that the government was forced to give in to the demand for the linguistic state of Andhra.

Answers :

 (a) Taxes, defence, foreign affairs

(b) Forests, agriculture

(c) ‘mixed economy’

(d) Potti Sriramulu

Question.4. State whether true or false:
(a) At independence, the majority of Indians lived in villages.
(b) The Constituent Assembly was made up of members of the Congress Party.
(c) In the first national election, only men were allowed to vote.
(d) The Second Five Year Plan focused on the development of heavy industry.
Answer.
 (a) True
 (b) False 
(c) False 
(d) True

Question.5. What did Dr. Ambedkar mean when he said that In politics we will have equality, and in social and economic life we will have inequality”?
Answer. What Ambedkar wanted to say was that providing voting right to the lower caste people would not remove other inequalities such as between rich and poor, or between upper castes and lower castes. These classes of people could be labelled equal only politically but in reality it could not be possible due to our social and economic structure.

Question.5. What did Dr. Ambedkar mean when he said that In politics we will have equality, and in social and economic life we will have inequality”?
Answer. What Ambedkar wanted to say was that providing voting right to the lower caste people would not remove other inequalities such as between rich and poor, or between upper castes and lower castes. These classes of people could be labelled equal only politically but in reality it could not be possible due to our social and economic structure. 

Question.5. What did Dr. Ambedkar mean when he said that In politics we will have equality, and in social and economic life we will have inequality”?
Answer. Ambedkar wanted to say was that providing voting right to the lower caste people would not remove other inequalities such as between rich and poor, or between upper castes and lower castes. These classes of people could be labelled equal only politically but in reality it could not be possible due to our social and economic structure.

Question.6. After Independence, why was there a reluctance to divide the country on linguistic lines?
Answer. India got independence at the cost of its division. This division had been done on the basis of religion. As a result of this division more than a million people had been killed in riots between Hindus and Muslims. In such circumstances, it was not wise to further divide the country on the basis of language. Therefore, both Prime Minister Nehru and Deputy Prime Minister Patel were against the creation of linguistic states.
Question.7. Give one reason why English continued to be used in India after Independence.
Answer. English continued to be used in India after Independence because south Indian states expressed strong opposition to Hindi.
Question.8. How was the economic development of India visualised in the early decades after Independence?
Answer. In 1950, the government set up a Planning Commission to help design and execute suitable policies for economic development. There was a broad agreement on “mixed economy’ model. Now, it was on the Planning Commission to define which industries should be initiated by the state and which by the market and how to achieve a balance between the different regions and states.In 1956, the Second Five Year Plan was formulated which focused on the development of heavy industries .In January 2015 planning comission has been replaced by NITI Ayog .
Question.9. Who was Mira Behn? Find out more about her life and her ideas.
Answer. Mira Behn (1892-1982) was the daughter of a British Admiral. Her real name was Madeline Shade. She left England to live and work with Mahatma Gandhi. She devoted her life to human development, the advancement of Gandhiji’s principles and to the freedom struggle. She was awarded the Padma Vibhushan in 1982’
Question.10. Find out more about the language divisions in Pakistan that led to the creation of the new nation of Bangladesh. How did Bangladesh achieve independence from Pakistan?
Answer. Pakistan was divided into two regions—East Pakistan and West Pakistan. This division was done on the basis of linguistic majority.  The people of the West Pakistan always considered the Bengali Muslims living in the East Pakistan inferior to them. It caused great dissatisfaction among them. They began migrating to India. Their number increased rapidely. It supported the cause of the East Pakistan which resulted in a war between India and Pakistan. Finally India won the war in favour of the East Pakistan and declared it as a new country named Bangladesh on 16th December 1971

8th History ch 8 The Making Of National Movement 1870s-1947

        History Ch.11:    The Making of the National Movement: 1870s-1947

Textbook questions 

1. Why were people dissatisfied with British rule in the 1870s and 1880s?

Ans : The main reason was the two Acts was passed by the British.

1.The Arms Act, 1878: The Arms Act disallowed Indians from possessing weapon.

2. The Vernacular Press Act, 1878: Vernacular Press Act allowed the government to confiscate the assets of newspapers including their printing presses if the newspapers published anything that was found “objectionable”.

3 The Ilbert Bill controversy-  This bill provided for the trial of British or European individuals by Indians. However, the white opposition forced the government to withdraw the bill. This enraged the Indians further.

2. Who did the Indian National Congress wish to speak for?

Ans:

1) Indian National Congress wished to speak for all the people of India, irrespective of class, colour, caste, creed, language or gender. 

2) It stated that India, its resources and systems were not of any specific class or community but of all the citizens of India.Thus, it wished to speak for all the people of the country.

3.What economic impact did the First World War have on India?

Ans: The following are the economic impacts of First World War on India:

(i) Negative Effects:

1. There was huge rise in expenditure of defence of Government of India.

2. Increased taxes on income of individual and business profits by the Government.

3. There has been sharp increase in prices due to increase in expenditure. this created difficulties for common people.

 (ii) Positive Effects:

4. Due to increase in demands of industrial good such as jute bags, cloth, rails,etc business groups reaped fabulous profits.

5. Expansion of Indian industries due to decline in imports by other countries in India.

4. What did the Muslim League resolution of 1940 ask for?

Ans: The Muslim League resolution of 1940 asked for “Independent States” for Muslims in the Eastern and North-Western areas of the country. Chaudhary Rehmat Ali had coined the term ‘Pakistan’ in 1933

5. Who were the Moderates? How did they propose to struggle against British rule?

Ans: The leaders of Congress in the first twenty years were termed as moderate.the early members  include Dadabhai Naoroji, Pherozeshah Mehta, Badruddin Tyabji, W.C. Bonnerji, Surendranath Banerji,  Romesh Chandra Dutt, S. Subramania etc.

i. The Moderate leaders developed public awareness about the unjust nature of British rule. 

ii. They published newspapers, wrote articles and showed how British rule was leading to the economic ruin of the country.

iii. They criticised British rule in their speeches and sent representatives to different parts of the country to mobilise public opinion.

iv. It passed many resolutions on the salt tax, treatment of Indian labourers abroad, and the sufferings of forest dwellers 

v. The Congress demanded reduction of revenue, cut in military expenditure, and more funds for irrigation.

vi. They believed that the British had respect for the ideals of freedom and justice and therefore they would definitely accept just all the demands of the people of India. 

6. How was the politics of the Radicals within the Congress different from that of the Moderates?

Ans :

1. The Radicals were opposed to the “politics of prayers” followed by the Moderates within the Congress.

2. They explored more radical objectives and methods. They emphasised the importance of self reliance and constructive work.

3. They argued that people must rely on their own strength, not on the “good” intentions of the government (as was the stated policy of the Moderates).

4. They believed that people must fight for swaraj.

7.Discuss the various forms that the Non-Cooperation Movement took in different parts of India. How did the people understand Gandhiji?

Ans: The Non-Cooperation Movement gained momentum during 1921 and 1922.

In most cases, the calls for non-cooperation were related to local grievances.

i. In Kheda, Gujrat, Patidar peasants organised non-violent campaigns against the high land revenue demand of the British.

ii. In coastal Andhra and interior Tamil Nadu, liquor shops were picketed.

iii. In the Guntur district of Andhra Pradesh, tribals and poor peasants protested against the colonial state for restricting their use of forest resources. They staged a number of “forest satyagrahas”, sometimes sending their cattle into forests without paying grazing fees.

iv. In Punjab, the Akali agitation of the Sikhs sought to remove corrupt mahants – supported by the British – from their gurudwaras.

v. In Assam, tea garden labourers demanded a big increase in their wages. When the demands were not met, they left the British-owned plantations.

People interpreted Gandhiji according to their own circumstances:

1. People thought Gandhiji as messiah, someone who could help them overcome their misery and poverty.

2. Peasants believed that he would help them in their fight against zamindars, while agricultural labourers felt that he would provide them with land.

8. Why did Gandhiji choose to break the salt law?

Ans :

1. Gandhiji chose to break the salt law as British government had a monopoly on the manufacture and sale of salt. It also imposed a tax on the sale of salt.

2. Gandhiji believed that it was sinful to tax salt as it was an essential part of food.

3. He led a march from Sabarmati to the coastal town of Dandi, where he broke the salt law by gathering natural salt found on the seashore, and boiling sea water to produce salt.

4. Peasants, tribals and women participated in large numbers.

5. This march related the general desire of freedom to a specific grievance shared by everybody, and thus, did not divide the rich and the poor.

9. Discuss those developments of the 1937-47 period that led to the creation of Pakistan.

Ans: The developments of the 1937-47 that lead to the creation of Pakistan are as follows:

1.From the late-1930s, the Muslim League began viewing the Muslims as a separate-nation from the Hindus.

         2) The provincial elections of 1937 also might have convinced the League the Muslims were a minority .

3)In 1940, the League finally moved a resolution demanding ‘Independent States’ for Muslims in the north¬western and eastern areas of the country.

4)In the provincial electrons in 1946 the League got grand success in the seats reserved for Muslims.

 Hence it persisted its demand for Pakistan.

5)In March 1946, .The failure of the Cabinet Mission made partition inevitable. Ultimately in 1947 partition took place with the birth of a new country, i.e. Pakistan.

important words:

• Sarvajanik: All the people.
• Sovereign: Being independent without outside interference.
• Publicist: Someone who publicises an idea by circulating information, writing reports, speaking at public meetings.
• Moderate: A person who is against taking extreme action.
• Repeal: To cancel law.
• Radical: A person who welcomes new ideas or opinions.
• Revolutionary Violence: The use of violence to make a radical change within society.
• Council: An appointed or elected body of people with an administrative advisory or representative function.
• Knighthood: An honour granted by British crown for exceptional personal achievement or public service.
• Picket: A person or a group of people protesting outside a building or shop to prevent others from entering.
• Mahants: Religious functionaries of Sikh gurudwaras.
• Illegal eviction: Forcible and unlawful throwing out of tenants from the land they rent.
• RSS: It stands for Rashtriya Swayamsevak Sangh.
• Purna Swaraj: Complete independence.
• Provincial Autonomy: Capacity of the provinces to make relatively independent decisions while remaining within a federation.
• General Constituencies: Election districts with no reservations for any religious or other community.
• Refugee: One who has been forced to leave his country or home due to some political, religious or social reasons.

Dateline:

• 1878 — The Arms Act was passed.
• 1878— The Vernacular Press Act was passed.
• 1883 -Ilbert Bill controversy 
• 1885 — The Indian National Congress came into existence.
• 1905 — Bengal got partitioned.swadesi movement
• 1906 -Muslim League 
• 1907 -Surat Split 
• 1908- Tilak sent to impression
• 1909- Morley Minto Act
• 1911- Annulation of partition of Bengal
• 1913-Gadar Pary 
• 1914 -WW1 started)Tilak release from Mandley jail
• 1915 — Mahatma Gandhi came to India from South Africa./Home rule
• 1916-Lucknow Pact
• 1917 -Champaran
• 1918 - Keda satyagrah / Ahmedabad Mil worker strike/End of WW-I
• 1919 — The Rowlatt Act passed / Rowlatt Satyagraha started.
• 1919— The Jallianwala Bagh massacre took place./ Act
• 1919 -Khilafat Agitation
• 1920 — The Non-Cooperation Movement started./ Provincial Election 
• 1922 — Gandhiji called off the Non-Cooperation Movement.
• 1923 -Swaraj Party made
• 1925-RSS formation
• 1929 — The Congress resolved to fight for Purna Swaraj.
• 26 Jan 1930 — Independence Day was observed all over the country.
• 1930 — Mahatma Gandhi launched Dandi March.
• 1930-32- Round tables
• 1931 -CDO suspended/Bhagat Singh ,Rajguru and Sukhdev sacrifice
• 1932 -Poona Pact
• 1935 -Govt of India Act 
• 1937 - provincial Election . Congress  7/11 Province.
• 1939-WW-II started
• 1940-Direct Action day by Muslim league
• August 1942 — The Quit India Movement started.
• 1945-End of  WW II. Negotiation between congress and league failed
• 1946 -Provincial election 
• 1946 -3 Member Cabinet Mission came to India 
• 1947 — India independence Act passed and got independence.

Map work.

HISTORY-Ch 10 The Changing World of Visual Arts O

EXERCISE-
1. Fill in the blanks
: (a) The art form which observed carefully and tried to capture exactly what the eye saw is called ___________. (b) The style of painting which showed Indian landscape as a quaint, unexplored land is called __________. (c) Paintings which showed the social lives of Europeans in India are called _________. (d) Paintings which depicted scenes from British imperial history and their victories are called ____________.
Answer (a) The art form which observed carefully and tried to capture exactly what the eye saw is called portraiture.
 (b) The style of painting which showed Indian landscape as a quaint, unexplored land is called picturesque.
 (c) Paintings which showed the social lives of Europeans in India are called Kalighat paintings.
(d) Paintings which depicted scenes from British imperial history and their victories are called history paintings.
2. Point out which of the following were brought in with British art:
(a) oil painting
 (b) miniatures
(c) life-size portrait painting
(d) use of perspective
 (e) mural art
 Answer (a) Oil painting, (c)life-size portrait painting and (d) use of perspective.
3. Describe in your own words one painting from this chapter which suggests that the British were more powerful than Indians. How does the artist depict this? 
Answer The painting which depicts the discovery of the body of Tipu Sultan shows the British as more powerful than Indians. In this painting, the British General is shown as if standing on a high pedestal and exuding all the confidence. On the other hand, Tipu Sultan is shown half naked and lifeless; lying in the dark recess. The painting appears to announce that those who dare to challenge the British authority would meet the same fate.
4. Why did the scroll painters and potters come to Kalighat? Why did they begin to paint new themes?
Answer The scroll painters and potters come to Kalighat in the hope of new patrons and neve buyers of their art. After the 1 &lOs, a new trend was visible within the Kalighat artists. Living in a society where values, tastes, social norms and customs  were undergoing rapid changes, Kalighat artists responded to the world around and produced paintings on social and political themes.
5. Why can we think of Raja Ravi Varma's paintings as national? 
Answer Raja Ravi Varma was one of the first artists who tried to create a style that was both modern and national. He used the Western art of oil painting and realistic life study to paint themes from Indian mythology. He dramatised on canvas scene after scene from the Indian epics Ramayana and Mahabharata. This portrayal of an Indian consciousness is what makes his paintings national. This was perhaps one of the reasons why his paintings were popular not only among Indian princes and art collectors but also among the masses.
6. In what way did the British history paintings in India reflect the attitudes of imperial conquerors?
Answer The British history paintings sought to dramatise and recreate various episodes of British imperial history. These paintings celebrated the British power, their victories and their supremacy. The imperial history paintings attempted to create a public memory of imperial triumphs. Victories had to be remembered, implanted in the memory of people, both in India and Britain. Only then could the British appear invincible and all-powerful.
7. Why do you think some artists wanted to develop a national style of art?
Answer . They felt that a genuine Indian style of painting had to draw inspiration from non-Western art traditions, and try to capture the spiritual essence of the East. These artists broke away from the convention of oil painting and the realistic style, and turned for inspiration to medieval Indian traditions of miniature painting and the ancient art of mural painting in the Ajanta caves. Abanindranath Tagore was one of the first artists who wanted to develop a national style of art.
8. Why did some artists produce cheap popular prints? What influence would such prints have had on the minds of people who looked at them?
Answer By the late nineteenth century, mechanical printing presses were set up in different parts of India. This allowed prints to be produced in large numbers. These prints could therefore be sold cheap in the market. As a result, even the poor could buy them. With the spread of nationalism, the popular prints of the early twentieth century began carrying nationalist messages. Such popular prints would have inspired people

HISTORY-Ch 9 Women, Caste and Reform

 

 

 

HISTORY-Ch 9 Women, Caste and Reform

 

 

EXERCISE
Q1. What social ideas did the following people support? 

Rammohun Roy

 Dayanand Saraswati 

Veerasalingam Pantulu 

Jyotirao Phule 

Pandita Ramabai 

Periyar

 Mumtaz Ali 

Ishwarchandra Vidyasagar
 Answer

Rammohun Roy: Supported the banning of the practice of 'Sati'
Dayanand Saraswati: Supported Widow remarriage
 Veerasalingam Pantulu: Supported Widow remarriage
Jyotirao Phule: Supported equality among castes
 Pandita Ramabai: Supported women's Education
Periyar:  Supported equality for untouchables.
Mumtaz Ali: Supported Wome's Education
Ishwarchandra Vidyasagar: Supported Widow remarriage
2. State whether true or false:
(a) When the British captured Bengal they framed many new laws to regulate the rules regarding marriage, adoption, inheritance or property, etc.
 ► True
(b) Social reformers had to discard the ancient texts in order to argue for reform in social practises.
 ► False
(c) Reformers got full support from all sections of the people of the country.
► False
(d) The Child Marriage Restraint Act was passed in 1829.
► False
Q3. How did the knowledge of ancient texts help the reformers promote new laws? 
Answer -Whenever they wished to challenge a practice that seemed harmful, they tried to find a verse or sentence in the ancient sacred texts that supported their point of view.They then suggested that the practice as it existed at present was against early tradition. Thus, the knowledge of ancient texts helped the reformers promote new laws.
Q4. What were the different reasons people had for not sending girls to school?
Answer :The following were the different reasons people had for not sending girls to school.
1) They feared that schools would take girls away from home, thereby preventing them from doing their domestic duties.
2) They felt that travelling through public places in order to reach school would have a corrupting influence on girls.
3) They felt that girls should stay away from public spaces.

 

 

Q5. Why were Christian missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons?
Answer: In the nineteenth century, Christian missionaries started setting up schools for tribal groups and lowercaste children. These children were trained to find a footing in the changing world. Soon the poor left the villages and started looking for jobs in the cities. People who looked down on the lower caste did not like the progress of this section of people. Social reformers would have supported the missionaries for their work against social evils.

6. In the British period, what new opportunities opened up for people who came from castes that were regarded as "low"?
Answer The British period saw the rise of the cities. Many of the poor living in the Indian villages and small towns at the time began leaving their villages and towns to look for jobs that were opening up in the cities.  there was a great demand for labour - labour for digging drains, laying roads, constructing buildings, working in factories and municipalities, etc. There was also the demand for labour in the various plantations. The army too offered opportunities for employment. .

Q7. How did Jyotirao and the reformers justify their criticism of caste inequality in society?

 Answer- Jyotirao Phule developed his own ideas about the injustices of caste society. He did not accept the Brahmans’ claim that they were superior to others, since they were Aryans. Phule argued that the Aryans were foreigners, who came from outside the subcontinent, and defeated and subjugated the native Indians. As the Aryans established their supremacy, they began looking at the Indians as inferior and low caste people. According to Phule, the "upper" castes had no right to their land and power: 

Q8. Why did Phule dedicate his book Gulamgiri to the American movement to free slaves?

Answer Jyotirao Phule wrote a book in 1873. He named the book Gulamgiri meaning slavery. Some ten years before this, the American Civil War had been fought, leading to the end of slavery in America. Phule dedicated his book to all those Americans who had fought to free slaves. He did this in order to establish a link between the conditions of the lower castes in India and the black slaves in America.

 

 

 

 

Q9. What did Ambedkar want to achieve through the temple entry movement? 
Answer Dr. B. R. Ambedkar started a temple entry movement in 1927 which was participated by his Mahar caste followers. Brahman priests were outraged when the lower castes used water from the temple tank Dr. Ambedkar led three such movements for temple entry between 1927 and 1935. His aim was to make everyone see the power of caste prejudices within the society.

Q10. Why were Jyotirao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way?
Answer. They were critical of the national movement because the nationalists often made seating arrangements following caste distinctions at feasts. The lower castes were made to sit at a distance from the upper castes. Their criticism helped the national struggle to a great extent. Ramaswamy Naicker inspired the untouchables to fight for their diginity by initiating the Self Respect Movement.

 

Extra question 

1. Who published the book named Stripurushtulna? What is it about?

Answer:
Tarabai Shinde published Stripuru-shtulna. It is about the social differences between men and women.

2.Who was Mumtaz Ali?

Ans:Mumtaz Ali was a social reformer who reinterpreted verses from the Koran to argue for the education of women.

3.What was the contribution of Christian missionaries in spreading education among tribal groups and lower castes?

Ans::These missionaries set up schools for tribal groups and lower caste children. Here, they were equipped with some skills to make their way into a new world

Which social reformer was popularly called as Periyar?

Ans.   E.V. Ramaswamy Naicker

5.Who was Raja Rammohun Roy?

Ans: Raja Rammohun Roy was a social reformer. He founded a reform association known as the Brahmo Sabha (later known as the Brahmo Samaj) in Calcutta

Dateline 

1829: Sati was banned.

1828:Brahmo Sabha formed later renamed as Brahmo Samaj (1830)

1830: The BrahmoSamaj formed.

1856: Permitting widow remarriage.

1864: The Veda Samaj established in Madras (Chennai).

1867: The PrarthanaSamaj established by Atmaram pandurag.

1873: Phule wrote a book named Gulamgiri.

1875: (i) Swami Dayanand founded the AryaSamaj. 

(ii) The Mohammedan Anglo-Oriental College founded by Sayyid Ahmed Khan at Aligarh later be­came the Aligharh Muslim University.

1927-35: Ambedkar started a temple entry movement.

1893: World parliment of religion.

1929: A Law preventing child marriage called Child Marriage Restraint Act was passed.

8th History ch 6. Civilising the "Native", Educating the Nation

    HISTORY-Ch 8 Civilising the "Native", Educating 

Textbook questions 

Q1. 

William Jones	promotion of English education
Rabindranath Tagore	respect for ancient cultures
Thomas Macaulay	learning in a natural environment
Mahatma Gandhi	gurus
Pathshalas	critical of English educati

Answer:

William jones	Respect for ancient culture
Rabindernath Tagore	Learning in natural environment
Thomas Macaulay	Promotion of english education
Mahatma Gandhi	Critical of English education
Pathshala	Guru

Q2.State weather true or false 

 Answer:

(a) James Mill was a severe critic of the Orientalists. True

(b) The 1854 Despatch on education was in favour of English being introduced as a medium of higher education in India. True

(c) Mahatma Gandhi thought that promotion of literacy was the most important aim of education. False

(d) Rabindranath Tagore felt that children ought to be subjected to strict discipline. False

Q3. Why did William Jones feel the need to study Indian history, philosophy and law?
Answer -William Jones felt the need to study Indian history, philosophy and law as this will not only help the British learn from Indian culture but it would also help Indian to rediscover their own heritage and understand the lost glories of their past. 

Q 4.Why did James Mill and Thomas Macaulay think that European education was essential in India?

Answer:

1.Both James Mill and Thomas Macaulay saw India as an uncivilized country that needed to be civilized. And for this purpose, European education Was essential. 

2.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. 

3. Teaching English could thus be a way of civilizing people, changing their tastes, values, and culture.

Q 5.Why did Mahatma Gandhi want to teach children handicrafts?

Answer:

1. According to him, this would develop a person’s mind and soul.

2. Simply, learning to read and write by itself does not count as education. So, people had to work with their hands, learn a craft, and know-how different things operated.

3. This would develop their mind and their capacity to understand.

Q 6.Why did Mahatma Gandhi think that English education had enslaved Indians?

Answer:

 English education has enslaved Indian :

1. He argued that this type of education had created a sense of inferiority in the minds of Indians.

2. It had made them see Western civilization as superior and had destroyed the pride they had in their own culture. 

3.It had cast an evil spell on Indians.

4. Education in English had crippled them, distanced them from their own surroundings, and made them strangers in their own lands.

Extra questions 

Question.1. Name the different languages that William Jones studied.
Answer. Greek, Latin, English, French, Arabic and Persian.

uestion.2. Why was the Hindu College established in Benaras?
Answer. The Hindu College was established in Benaras to encourage the study of ancient Sanskrit texts that would be useful for the. administration of the country.

Question.3. Name two individuals who sharply attacked the Orientalists.
Answer. James Mill and Thomas Babington Macaulay.

Question.4. Name the places where the British established universities.
Answer. Calcutta, Madras and Bombay.

question.5 .What do you mean by Tagore’s abode of peace?
Answer. Tagore’s Shantniketan was established in a rural setting, 100 kilometres away from Calcutta. He viewed his school as an abode of peace where living in harmony with nature, children would cultivate their natural creativity.

Question.6 .How did Tagore view his school namely Shantniketan?
Answer. He viewed his school as an abode of peace where living in harmony with nature, children would cultivate their natural creativity.

Question 7.What is meant by an Orientalist?

Answer:Orientalists were those who were having scholarly knowledge of the language and culture of Asia.

Question 8:Why did Mahatma Gandhi want to teach children handicrafts?

Answer:Mahatma Gandhi wanted to teach children handicraft because of the following reasons:

• People would work with their hands.
• The craft would develop their minds.
• It would also develop their capacities to understand.

Question 9 :Who is linguist?

Ans. Linguist is someone who knows and studies several languages

Q10 Who started the journal Asiatic researchs?

Ans. Jones set up the Asiatic Society of Bengal, and started a journal called Asiatick Researches.

Q11. What does maddeasa mean?

Ans. Madrasa is an Arabic word for a place of learning; any type of school or college.

Q12.  Who was William Carey?

Ans. William Carey was a Scottish missionary who helped establish the Serampore Mission.

Question 13: What measures were taken by the English Education Act of 1835?

Ans:The following measures were taken under the English Education Act 1835:

1. English was made the medium of instruction for higher education.
2. Promotion of Oriental institutiohs like the Calcutta Madrasa and Benaras Sanskrit College was stopped. These institutions were seen as temples of darkness that were falling of themselves into decay.
3. English textbooks began to be produced for schools.

Question 14 . What measures were taken by the British after issuing of Wood’s Despatch?
Answer:Following meas were taken:

1. Education departments of the government were set up to extend control over all matters regarding education.
2. A system of universities education was introduced. Universities were established in Calcutta, Madras and Bombay.
3. Attempts were also made to bring about changes within the system of school education.

Dateline

1854-Wood’s Despatch

1835-English education Act

1781 –Calcutta Madrasa

1791 – Banaras Hindu college