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LESSON 6 HISTORY Assignment Ans - Key CIVILISING........

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LESSON 6 HISTORY Assignment Ans - Key CIVILISING........

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NAKSHATRA BANSAL
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DELHI PUBLIC SCHOOL, RANIPUR

ASSIGNMENT NO. 1 (HISTORY) CLASS VIII


CHAPTER-6 17/11/2024
CIVILISING THE NATIVE EDUCATING THE NATION(ANS.KEY)
S.no. Questions marks
1 Why did William Jones feel the need to study the Indian history, philosophy and law? 3
Jones came to represent a particular attitude towards India. They shared a deep respect for
ancient cultures, both of India and the West. Indian civilisation, They felt, had attained its
glory in the ancient past, but had subsequently declined.
1)In order to understand India it was necessary to discover the sacred and legal texts that
were produced in the past.
2) These texts could reveal the real ideas and laws of the Hindus and Muslims,
3) It would also help Indians rediscover their own heritage, and understand the lost glories
of their past. In this process the British would become the guardians of Indian culture as
well as its masters.
2 GIVE A REASON FOR EACH 3
1)Many British officials begun to criticize the orientalist vision of learning.
According to them knowledge of East was full of errors and unscientific thoughts, eastern
literature was non-serious and light hearted. So, no need to put so much efforts in
encouraging the study of Arabic and Sanskrit.

2)Madrasa in Calcutta and the Hindu College in Benaras were established in by


Orientalist.
The Madrasa in Calcutta was established in 1780 by Warren Hastings, the Governor-
General of Bengal, with the goal of promoting Islamic education and culture.
The Sanskrit College in Benaras, which later merged with BHU, was established in 1791
by Jonathan Duncan, a British Orientalist and administrator.study of ancient Sanskrit
texts and that would be useful for the administration of the country.

3) Until 1813, the East India Company was opposed to missionary activities in India.
It feared that missionary activities would provoke reaction amongst the local population
and make them suspicious of British presence in India

3 Write a short note on The English education act of 1835 (MACAULEY MINUTE) 3
The English Education Act of 1835, also known as the Macaulay's Minute, was a landmark
policy introduced by Lord Macaulay;
The English education act of 1835- English will be the medium of instruction for
higher education.
To stop the promotion of oriental institutions Calcutta Madrasa and Benaras
College
English textbook now began to be produced for schools.
Government opened high schools and colleges instead of elementary schools in
India.

4 Why did the British government in India was doubtful to direct support for missionaries? 3
The British government in India was doubtful to directly support missionaries’ education
because any strong attack on Indian customs and belief might enrage their opinion.
India the East Company was opposed to missionaries’ activities; it feared that these
activities would provoke reaction amongst the local population and make them suspicious
of British presence in India.
5 What were the Features of Pathshalas described by William Adam in his report? 4
Education system was flexible, no fixed fee, books, separate buildings, furniture,
teaching materials or timetables.
Classes were held under banyan tree, corner of the village, shop or temple or
teachers home.
Teacher decided syllabus in accordance with the need of student.
Flexible system of education was suited to local people because classes were not
held during harvest season when villagers worked in the field, the pathshalas
started once again when the crops have been cut and stored. These mean children of
peasant family could study.

6 What were the changes offered by EEIC Changes after 1854 in vernacular education 5
system?
It appointed a number of pandits each in charge of looking after 4-5 schools. Pandit
was to visit pathshala and try to improve the standard of teaching.
Teachers were asked to submit periodic reports and take classes according to a
regular time table.
Teaching was now to be based on textbook and learning was tested through a
system of annual examination.
Students were asked to pay a regular fee, attend regular classes and obey the new
rules of discipline.
Pathshalas which accepted the new rules were supported through government
grants.

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