A. 1. b. 2. b. 3. a. 4. c 5. a.
B. 1. sanskrit, higher 2. Religion, logic
- community
- linguist, oriental
- Warren Hastings
- William Jones
- Indian 8. Benaras
- Religious, moral
- Anglicists, East
C. 1. F 2. T 3. T 4. T 5. T
D. 1. d. 2. c. 3. e. 4. b. 5. a.
E. 1. The pre colonial education that was
set up in India was very different
from the colonial education setup
because students were educated in
the ‘pathshalas’ and ‘madrasas’
where the main topics that were
taught were law, religion, - Sir William Jones who was a
linguist by passion and a Supreme
Court judge by profession, who
enjoyed a deep friendship with
Warren Hastings and took keen
interest in matters like the study of
the oriental languages, grammar
and poetry and in Indian texts on
law, philosophy and religion. - Both Rabindranath Tagore and
Mahatma Gandhi were in favour of
native education but while Gandhiji
was completely against western
education or any influence from the
west, Rabindranath Tagore was in
favour of taking the best from the
western world and adopting it to the
Indian situation. - According to the ‘Nai Talim’ of
Gandhiji, basic education was the
solution to all the education related
problems in India. He suggested
that every child needed to know all
kinds of skills that would help him/
her in the future and it was through
education that these skills would be
acquired. He strongly criticized
western education and created a
model of education that would help
India recover her sense of dignity,
holistically develop the child by
educating him/her- body, mind and
soul and make them economically
productive human beings. - Shantiniketan was founded by
Rabindranath Tagore with the
intention of fostering intellectual
curiosity among the children,
putting emphasis on self motivation,
allowing the students to grasp the
richness of the Indian traditions. He
believed that learning in the open
would help the students understand
better and learn for live.
F. 1. The orientalists were of the opinion
that the education in India show be
for the benefit of the Indians.
Therefore education could not be
given in any other languages apart
from the vernacular languages or
the mother tongue. It was supported
by noted colonial masters like
Warren Hastings and Sir William
Jones. There were others as well
like H.T. Colebrook, Nathaniel
Halhed and Jonathan Duncan all of
whom were interested in imparting
education in India in the Indian
languages. - The provisions of the Charter Act
of 1813 were-
• The British Parliament licensed
Christian missionaries to come to
India to introduce useful knowledge
and to bring about religious and
moral improvements
• It asked the government to set aside
a sum of 1 lakh from the Indian
revenue to direct it towards the
education of the natives
• The government however continued
to encourage traditional learning
and did not touch the amount till
1823 as they did not know how to
use it. - From the early 19th century, many
thinkers from different parts of
India began to feel that Western
education would help modernise
India. They urged the British to
open more schools, colleges and
universities and spend more money
on education. This trend is best
exemplified in Raja Ram Mohan
Roy who forcefully articulated the
benefits of Western education. Yet
there were some Indians like
Mahatma Gandhi and Rabindranath
Tagore, who did not like the British
educational system. They began to
question British education policy.
As the Nationalist Movement
gathered momentum, particularly
after the partition of Bengal and the
beginning of Swadeshi and Boycott
movements, many other Indians
also began to not only question the
educational policies of the British
government, but also advocated
their boycott. Moreover, during the
Anti-Partition Movement, students
had been very active. - Recommendations made by Wood’s
Despatch were-
• Education was expected to promote
an economic understanding whereby
Indians would understand the
benefits of the British rule and
thereby adopt a western lifestyle.
• Through the moral qualities so
promoted by the education so
imparted, Indians would attain
higher levels of morality and
b e c o m e m o r e h o n e s t a n d
trustworthy.
• It emphasized the importance of
vernacular languages although it
held English at the helm.
• It proposed to set up vernacular
schools in villages at the lowest
stage, followed by Anglovernacular
high schools and affiliated colleges
at the district level.
• It proposed the formation of a
Department of Public Instruction
under the charge of a Director in
each province
• Universities in the model of
London University were proposed
to be set up in Calcutta, Bombay
and Madras.
• It mentioned the need for vocational
training and setting up of technical
training institutes including teachers’
training institutes. - After the Wood’s Despatch, colonial
education in India continued to be
directed by several other
commissions. Let us take a quick
look at some of them.
• Hunter Commission, 1882–83: Set
up under the chairmanship of Sir
William W Hunter, its main
recommendation was to take
special care for the extension of
primary education in vernacular in
India. This was to be managed by
local government bodies. The
committee came up with 200 other
recommendations and the overall
impact of the Commission was to
increase in number of students in
secondary schools and colleges.
• The Indian Universities Act, 1904:
The Act increased government
control over universities and the
control of universities over private
colleges.
• Education Policy, 1913: In 1906,
the princely state of Baroda
introduced compulsory primary
education within its territories.
There was much pressure on the
Government of India to do the
same. However, the government
could only agree in principle to
remove illiteracy.
• T h e S a d l e r U n i v e r s i t y
Commission, 1917– 19: This
recommended a 12-year school
course before entering the university
and setting up of intermediate
colleges.
• In 1929 there was the Hartog
Committee report emphasising the
quality of education rather than
quantity and finally, in 1944– 49 the
Radhakrishnan Committee was set
up under Dr S Radhakrishnan, who
later served as the President of
India, to suggest improvements in
higher education.
G. 1. The difference traditional system of
education and modern system of
education are-
• there were no classrooms, no
textbooks, no roll call and not even
school buildings in the traditional
schools while modern system of
education system have all these
features
• traditional schools were based on
the requirements of the local people
while in modern schools, the
requirements were more global
with a wider outlook
• traditional schools were very
affordable and did not require any
fees while that is not the case with
modern schools
• traditional schools were based on
local life cycles with children often
not going to school during harvest
seasons. While in the modern
schools, attendance is a must apart
from the scheduled holidays
• learning was done in local
languages and traditional knowledge
was imparted while in modern
schools, English was the method of
education with subjects like
geography and mathematics being
a part of it
• textbooks and notebooks became
mandatory for modern schools
while knowledge was passed from
one generation to another in the
traditional system of education - Difference between the Orientalists
and the Anglicists-
Orientalists
• They were headed by people like
Warren Hastings, H.H. Wilson and
Sir William Jones.
• They wanted that the Indians be
educated in their own mother
tongues.
• They came to study the richness of
the Indian culture as they had heard
a lot about it.
Anglicists
• They were headed by people like
Lord Macaulay.
• They wanted that at the initial level
mother tongue could be used but at
the higher levels, education had to
be imparted in English.
• They considered India to be a land
of the uncivilized and took upon
themselves the task to civilize its
people.
H. 1. Education is to develop a person’s
body, mind and soul. Therefore he
suggested that craft, art, technical
skill, literacy and education should
all be integrated into one scheme.
He called this Nai Talim. - Yet, there were some Indians like
Mahatma Gandhi and Rabindranath
Tagore, who did not like the British
educational system due to this
western set up of learning.