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Civilizing Native Extra QUESTIONS

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38 views3 pages

Civilizing Native Extra QUESTIONS

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bsohit634
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© © All Rights Reserved
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History Chapter -6 Civilizing the native and educating the Nation

Extra Questions and Answer.


Q. 1. When was English Education Act introduced and what were its
features?
Ans. The English Education Act was introduced in 1835. It was introduced by
Thomas Macaulay. Its features were:
(i) English was made the medium of instruction for higher education. English
textbooks began to be produced for schools.
(ii) It was introduced to stop the promotion of Oriental Institutions like the
Calcutta Madarsa and Banaras Sanskrit College. These institutions were seen as
"temples of darkness that were falling of themselves into decay."

2. What were the views of the people who criticized the Orientalists?
Ans. (i) From the early 19th century, the Orientalists vision of learning was
criticized by many British officials.
(ii) They held the view that oriental education is unscientific and full of errors.
They considered Eastern literature as non-serious and light-hearted.
(iii) So they were of the opinion that it was wrong on the part of the British to
spend so much in encouraging the study of Arabic and Sanskrit language.

Q.3. What were the responsibilities given to pandits to improve the


vernacular system of education?
Ans. After 1854, the Company gave responsibilities to Pandits such as: a lot of
(i) The Company appointed a number of government pandits, each in charge of
looking after four to five schools.
(ii) Pandits were made responsible to improve the standard of teaching in their
respective pathshalas. They were asked to visit the pathshalas on regular basis.
(iii) Each guru had to take classes according to a regular timetable and submit
periodic reports.

Q.4. Why did William Jones feel the need to study Indian history,
Philosophy and law?
Ans. (i) In order to understand India, it was necessary to discover sacred and
legal texts that were produced in ancient period.
(ii) For only texts could reveal real ideas and laws of the Hindus and Muslims
and only new study of these texts could form basis of future development in
India.
(iii) This project, they believed wouldn't only help British learn from Indian
culture, but it would also help Indians rediscover their own heritage and
understand lost glories of past.

Q. 5. Discuss the advantages that the local schools provided to the local
population.
Ans. (i) That the flexible system was suited to local needs. For instance, classes
were both held during harvest time when rural children often worked in the
fields.
(ii) The pathshala started once again when the crops had been cut and sorted.
This meant the even children of peasant families could study.

Q. 6. Describe the new measures undertaken by the company to improve


vernacular education.
Ans. (i) The company appointed a number of government pandits each in
charge of looking after four to five schools.
(ii) The company also hired trained teachers.
(iii) The task of pandit was to visit pathshalas and try to improve the standard of
teaching.
(iv) Each guru was asked to submit periodic reports and take classes according
to a regular timetable.
(v) Teaching was now to be based on textbooks and learning to be tested
through the system of annual examination.

Q.7. Describe in detail the arguments given by Mahatma Gandhi opposing


colonial education.
Ans. He argued that colonial education created a sense of inferiority in the
minds of Indians.
It made them see western civilization as superior and destroyed the pride they
had in their own culture.
There was poison in this education, it was sinful, it enslaved Indians and cast an
evil spell on them. He said they focused on reading and writing rather than oral
knowledge, it valued textbooks rather than lived experience and practical
knowledge.
Q.8. What did Wood's Despatch state?
Ans. (i) Wood's Despatch 1854 marked the final triumph of those who opposed
Oriental learning because the education that they desired to extend in India
which had the diffusion of European knowledge was adopted by Wood's
Dispatch.
(ii) It outlined the educational policy that was to be followed in India, it
emphasized the practical benefits of a system of European learning, as opposed
to Oriental knowledge.
(iii) It emphasized European ways of life, as it would change their tastes and
desires, and create a demand for British goods.
(iv) European learning would improve the moral character of Indians.
(v) It would make them truthful and honest, moreover, the Company will get
trusted civil servants.

Q. 9. Write a short note on Tagore's "abode of peace".


Ans. (i) Tagore wanted to set up a school where a child could be happy, where
he could be free and creative, where he was able to explore his own thoughts
and desires.
(ii) Tagore felt that childhood ought to be a time of self- learning, outside the
rigid and restricting discipline of the schooling system set up by the British.
(iii) Teachers had to be imaginative, understand the child, and help the child to
develop his curiosity.
(iv) According to Tagore, the existing schools killed the natural desire of the
child to be creative, his sense of wonder.
(v) Tagore was of the view that creative learning could be encouraged only
within a natural environment. So, he chose to set up his school 100 kilometres
away from Calcutta, in a rural setting. He saw it as an abode of peace (Shanti
Niketan), a place where children can live in harmony with nature and could
cultivate their natural creativity.

Q.10. A single shelf of a good European library was Woringleseller ve


literature of India and Arabia". Why did Macaulay emphasise to teach
English to the natives?
Ans. Macaulay emphasised teaching English literature because he felt it will
allow Indians to read the finest literature of the world and make them aware of
the developments in western science and philosophy, moreover it will change
their tastes, values and culture. He believed that dialects spoken by the natives
neither had literary no scientific information.

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