Keywords To Remember
- Pathshalas – Traditional schools in India before British rule, focusing on elementary education in local languages, particularly for religious studies.
- Maktabs – Islamic schools providing religious and basic education in the Muslim community.
- Tols – Traditional centers of learning for higher education, especially in Sanskrit, in ancient India.
- Madarsas – Islamic educational institutions where subjects such as Arabic, Islamic law, and theology were taught.
- Orientalists – Scholars and administrators in the British period who believed in the preservation of India’s traditional learning systems, such as Sanskrit and Persian, and advocated for their continuation in education.
- Anglicists – British officials and scholars who supported the introduction of English as the medium of instruction and believed Western education would benefit Indians.
- Charter Act of 1813 – Legislation by the British Parliament that allocated a sum of one lakh rupees for promoting education in India.
- Thomas Macaulay – British historian and politician, who advocated for English education in India, stating the need for a class of Indians “English in taste and opinion.”
- Wood’s Despatch (1854) – A document issued by Charles Wood that laid down the framework for educational reforms in India, such as the establishment of universities in major cities like Calcutta, Bombay, and Madras.
- Hunter Education Commission (1882) – A commission set up to review the progress of education in India and suggest improvements, focusing on primary and secondary education.
- Lord Curzon – British Viceroy who introduced the Indian Universities Act of 1904, limiting the scope of higher education in India to suppress the rise of political movements among students.
- Wardha Education Scheme (1937) – A proposal by Gandhiji for the promotion of a National Education System emphasizing moral values, self-reliance, and character building in Indian youth.
- Sati – A social practice in which a widow was forced or voluntarily burned alive on her husband’s funeral pyre. The practice was outlawed in 1829 by the British Government.
- Female Infanticide – The killing of infant girls, which was outlawed in India by the British in 1870.
- Child Marriage – The practice of marrying off children at a very young age, which was banned in India by the British in 1891 through legislation such as the Sharda Act of 1929.
- Widow Remarriage Act (1856) – Legislation passed by the British allowing widows to remarry, promoted by social reformer Ishwar Chandra Vidyasagar.
- Arya Samaj – A Hindu reform movement founded by Swami Dayanand Saraswati, aimed at promoting Vedic knowledge and opposing practices such as idol worship and the caste system.
- Jyotiba Phule – A social reformer in Maharashtra who worked towards the upliftment of lower castes and founded the Satya Shodhak Samaj to remove untouchability and caste discrimination.
- Swami Dayanand Saraswati – A Hindu reformer who founded the Arya Samaj and advocated for reforms such as widow remarriage, women’s education, and the rejection of idol worship.
- Periyar E.V. Ramasamy – A social reformer from Tamil Nadu who campaigned against caste discrimination and promoted the Self-Respect Movement to uplift the Dravidian people.
- Dr. B.R. Ambedkar – An influential leader, social reformer, and the principal architect of the Indian Constitution, who fought for the rights of Dalits and played a pivotal role in the abolition of untouchability.
- Mahatma Gandhi – Leader of the Indian freedom struggle who promoted non-violent resistance (Satyagraha), opposed untouchability, supported women’s rights, and encouraged rural self-reliance through khadi and village industries.
- Mohammedan Anglo-Oriental College (1875) – Founded by Sir Syed Ahmed Khan, this institution later became Aligarh Muslim University and played a significant role in the modernization of Indian Muslims.
- Singh Sabha Movement – A movement among Sikhs to reform and modernize Sikh society by removing superstitions and caste inequalities, promoted by Sikh reformers in the late 19th century.
- Nationalism – A movement aimed at achieving independence from British colonial rule, which was greatly influenced by social and educational reforms.
- Caste System – A hierarchical social structure in India where individuals are born into specific castes, with rigid roles and social status, which was challenged by many reformers.
- Printing Press – A key tool in spreading reformist ideas, enabling leaders and thinkers to reach a wider audience and raise awareness about social issues.
- Social Evils – Harmful practices like untouchability, child marriage, sati, and dowry system that were prevalent in Indian society and targeted by reform movements.
- Vernacular Education – Education in regional languages, promoted by reformers to ensure broader access to knowledge and to preserve Indian culture.
- Social Reformers – Individuals who dedicated their lives to improving the social conditions in India by fighting against social evils, caste discrimination, and promoting education, especially for women and marginalized groups.
Something to Know
Tick (✔️) the correct option.
- The main objective of the East India Company was—
(a) to provide education
(b) to civilise the Indian people
(c) to earn profit
(d) to develop India
Answer – (c) to earn profit
- Who initiated the Wardha Education Scheme in 1937?
(a) Mahatma Gandhi
(b) Raja Ram Mohan Roy
(c) Dr. B. R. Ambedkar
(d) Swami Vivekanand
Answer – (a) Mahatma Gandhi
- The reformer who fought against the Brahmin dominance and discrimination against the lower castes was—
(a) Raja Ram Mohan Roy
(b) Shri Narayana Guru
(c) Jyotiba Phule
(d) E.V. Ramaswamy
Answer – (c) Jyotiba Phule
- Arya Samaj was established by—
(a) Dayanand Saraswati
(b) Vivekananda
(c) Periyar Ramaswamy
(d) Jyotiba Phule
Answer – (a) Dayanand Saraswati
- Who is known as the Architect of Indian Constitution?
(a) Mahatma Gandhi
(b) Jawaharlal Nehru
(c) Sir Syed Ahmed Khan M
(d) Dr. B. R. Ambedkar
Answer – (d) Dr. B. R. Ambedkar
B. Fill in the blanks.
- A number of pathshalas and maktabs provided elementary ________ .
Answer – education
- Charter Act of 1813 sanctioned one lakh rupees for ________ in India.
Answer – education
- ________ of 1854 gave a plan for a separate department of education.
Answer – Wood’s Despatch
- Swami Dayanand wanted to eradicate the ________ from Indian Society.
Answer – caste system
- The ________ played a pivotal role in mobilising public opinion.
Answer – Press
C. Write True or False for the following statements.
- Orientalists favoured English as a medium of instruction.
Answer – False
- Child marriage was banned in India in 1891.
Answer – True
- Sati was an inhuman practice.
Answer – True
- Kochi and Travancore denied governmental positions to lower castes.
Answer – True
- Gandhi considered untouchables as Harijans—people of God.
Answer – True
D. Answer the following questions in brief.
- What were the proposals of Wood’s Despatch of 1854?
Answer – Wood’s Despatch of 1854 made several important proposals to reform the education system in India. Key proposals included:
Establishing a system of universities in major cities like Calcutta, Bombay, and Madras.
The introduction of a systematic education policy, focusing on both primary and higher education.
Promotion of English as the medium of instruction for higher education.
Encouraging the development of female education.
The establishment of a separate education department to oversee educational reforms in India.
- Highlight any three social evils of Indian society related to women.
Answer – Three major social evils related to women in Indian society during the colonial period were:
Sati (Widow Burning): The practice of burning widows alive on their husband’s funeral pyre.
Child Marriage: The custom of marrying young girls at an early age, leading to social and health issues.
Dowry System: The practice of demanding a large sum of money or property as part of the marriage arrangement, often leading to exploitation and violence against women.
- Describe any three main contributions of Swami Dayanand Saraswati as a social reformer.
Answer – Swami Dayanand Saraswati made significant contributions to social reform in India:
Arya Samaj: He founded the Arya Samaj, which aimed to promote Vedic knowledge, eradicate social evils, and reform Hindu society.
Advocacy for Education: He emphasized the importance of education for both men and women, establishing schools to promote modern, scientific education.
Opposition to Sati and Child Marriage: Dayanand strongly opposed social evils like Sati and child marriage and campaigned for their abolition.
- Differentiate between the Anglicist and the Orientalist.
Answer – The Anglicists and Orientalists were two schools of thought during the British colonial period regarding education in India:
Anglicists: They believed in the promotion of English language and Western education in India. They argued that English would help modernize India and make it part of the Western world.
Orientalists: They supported the promotion of traditional Indian languages like Sanskrit, Persian, and Arabic. They believed that Indian culture, literature, and education should be preserved and propagated.
- Evaluate the efforts made by Indian leaders to improve Indian education.
Answer – Indian leaders made significant efforts to improve education in India:
Raja Ram Mohan Roy: He advocated for the introduction of modern education and founded the Hindu College in Calcutta. He promoted education for women and fought against social practices like Sati.
Swami Vivekananda: He emphasized the importance of a blend of traditional Indian knowledge and modern education. He inspired the youth to take an interest in education and founded the Ramakrishna Mission to promote educational and social reforms.
Mahatma Gandhi: Gandhi emphasized the importance of basic education and promoted the idea of Nai Talim, which combined education with practical skills and moral development. He also promoted education for all, including women and marginalized groups.
E. Answer the following questions.
- Do you think that the British system of Education had a negative impact on the people of India? Support your answer with suitable arguments.
Answer – Yes, the British system of education had a negative impact on the people of India in several ways:
Colonial Agenda: The education system was designed to serve British colonial interests, creating a class of English-speaking Indians who were loyal to the British government, rather than empowering the masses with knowledge and skills.
Disregard for Indian Culture: The British system emphasized English education, sidelining traditional Indian knowledge systems and languages, leading to a loss of cultural heritage.
Limited Reach: The education system was primarily designed for the elite, leaving the majority of the population, especially women and lower castes, without access to proper education.
Focus on Theoretical Knowledge: The education system promoted theoretical learning rather than practical skills, which did not cater to the economic and social needs of Indian society.
- State the major landmarks in the field of education in the nineteenth and the twentieth century.
Answer – The major landmarks in the field of education in the 19th and 20th centuries include:
19th Century:
Establishment of Hindu College (1817): This was one of the first institutions to offer Western-style education in India.
Wood’s Despatch (1854): It laid the foundation for higher education, proposed the establishment of universities, and recommended the promotion of English as the medium of instruction.
Indian Education Act (1835): It promoted English education and created a class of educated Indians to serve the British administration.
20th Century:
Indian Universities Act (1904): It aimed at improving the quality of higher education in India.
Mahatma Gandhi’s Nai Talim (1937): Gandhi’s educational philosophy focused on practical and vocational education, combining learning with manual work.
Independence and the Right to Education (1950s onwards): Post-independence, the Indian government took several steps to provide education to all, with the Constitution declaring education as a fundamental right.
- Describe the main contributions of any three social reformers in improving the Indian Society.
Answer – Three prominent social reformers who contributed to improving Indian society are:
Raja Ram Mohan Roy: He fought against social evils like Sati, child marriage, and the caste system. He founded the Brahmo Samaj, which advocated for social reforms and the promotion of modern education.
Swami Vivekananda: He emphasized the importance of education and spiritual awakening. He promoted the idea of a strong India, urging people to embrace their culture and traditions while also adopting modern science and knowledge.
Jyotiba Phule: He was an advocate for the rights of the lower castes and women. He founded the Satyashodhak Samaj to fight against untouchability, caste discrimination, and to promote education for women and marginalized communities.
- State the impact of the reform movements on India.
Answer – The reform movements in India had a profound impact on society and politics:
Social Reforms: The movements led to the abolition of social evils like Sati, child marriage, and untouchability. They promoted education for women and the downtrodden, which helped improve social status and opportunities for marginalized sections of society.
Cultural Renaissance: The movements revived interest in Indian culture, philosophy, and literature. Reformers like Raja Ram Mohan Roy and Swami Vivekananda instilled a sense of pride in India’s rich heritage.
Political Awareness: These movements helped awaken political consciousness among the people. They paved the way for nationalist movements and ultimately contributed to the Indian struggle for independence.
Reforms in Education: The movements promoted modern, scientific education and helped establish schools and colleges that were more inclusive and progressive.
- ‘Although the British and the Indian Parliament brought many laws to end social evils, yet they continue to exist in the Indian society.’ Justify the statement.
Answer – The statement can be justified because while laws were passed to end social evils, such practices persisted due to several reasons:
Deep-rooted Tradition: Many social evils were deeply ingrained in Indian society’s cultural and religious practices, making it difficult to eradicate them overnight, even with laws in place.
Lack of Awareness and Education: The lack of widespread awareness and education, especially in rural areas, contributed to the persistence of social evils like caste discrimination, dowry, and child marriage.
Ineffective Enforcement: Even after laws like the Dowry Prohibition Act and the Prevention of Sati Act were enacted, the enforcement remained weak. This led to the continuation of such practices.
Social and Economic Factors: Poverty, illiteracy, and social inequality continue to perpetuate many of these evils, as people still adhere to old customs for social and economic reasons.
Value Based Question
‘There is a need to give more importance to women with increased awareness and sensitivity.’ Prime Minister Narendra Modi said in his radio address ‘Mann Ki Baat’.
- What type of awareness can lead to empowerment of the Indian women?
Answer – Awareness that focuses on the following areas can lead to the empowerment of Indian women:
Education and Skill Development: Providing access to education and vocational training helps women gain knowledge, self-reliance, and the ability to support themselves financially.
Rights and Equality: Educating women about their legal rights, including rights related to marriage, inheritance, and work, can empower them to stand up for themselves and fight against injustice.
Health and Safety Awareness: Ensuring women are aware of their health rights, personal safety, and available resources (e.g., helplines for domestic violence) promotes their well-being and ensures protection from harm.
Breaking Stereotypes: Promoting awareness about gender equality, challenging traditional gender roles, and encouraging women to pursue careers and leadership positions fosters independence and self-confidence.
Social Norms and Cultural Reforms: Creating awareness about the importance of rejecting practices such as dowry, child marriage, and gender discrimination in society leads to the liberation of women from harmful traditional practices.
- What is meant by sensitivity? Give any three examples of sensitivity towards the women folk.
Answer – Sensitivity refers to being considerate, understanding, and empathetic towards others’ feelings, needs, and challenges. In the context of women, it involves recognizing their rights, feelings, and struggles and showing respect and support. Three examples of sensitivity towards women are:
Respect for Personal Boundaries: Ensuring that women’s personal space and privacy are respected at home, at the workplace, and in society, and discouraging any form of harassment.
Encouraging Equal Opportunities: Sensitivity involves promoting gender equality by providing women with equal opportunities in education, employment, and leadership positions, ensuring they are not discriminated against.
Support in Times of Crisis: Showing sensitivity means offering support to women facing challenges such as domestic violence, harassment, or emotional distress, and ensuring they have access to necessary resources such as counseling, legal help, and safe spaces.
(Map Skill)
On an outline political map of the world, mark the countries to which the following women emancipators belong.
(a) Malala Yousafzai
(b) Kiran Bedi
(c) Michelle Obama
(d) Emma Watson
(e) Beyonce
Answer – (a) Malala Yousafzai – Pakistan
(b) Kiran Bedi – India
(c) Michelle Obama – United States of America
(d) Emma Watson – United Kingdom
(e) Beyoncé – United States of America
Something To Do
- Prepare a report to highlight the achievements of Raja Ram Mohan Roy—the Father of Modern India.
Answer – Report on Raja Ram Mohan Roy’s Achievements
Introduction:
Raja Ram Mohan Roy (1772–1833) was a visionary social reformer, scholar, and the founder of the Brahmo Samaj. His efforts in bringing social, religious, and educational reforms earned him the title of “Father of Modern India.” He worked tirelessly to eliminate social evils such as Sati, child marriage, and the mistreatment of women.
Achievements:
Social Reforms:
Raja Ram Mohan Roy is best known for his fight against the Sati system, which led to its eventual abolition in 1829. He campaigned vigorously for women’s rights, advocating for their education and empowerment.
Religious Reforms:
Roy was a strong advocate for monotheism and worked to reform Hinduism by rejecting superstitions and idol worship. He founded the Brahmo Samaj in 1828, which was a movement aimed at bringing about social and religious reforms.
Educational Reforms:
Raja Ram Mohan Roy believed that education was the key to social progress. He played a crucial role in promoting English education in India. He supported the establishment of the first English-medium school in Calcutta and helped in the founding of schools for girls.
Political Contributions:
He was one of the first Indian leaders to articulate the need for a modernized, progressive society. He wrote extensively and worked towards the development of a rational and enlightened approach to governance and society.
Conclusion:
Raja Ram Mohan Roy’s contribution to modernizing India is immeasurable. His reformist ideas laid the foundation for many movements that later shaped the course of Indian history. He remains a symbol of rational thinking and social justice.
- Prepare a chart of the teachings of Swami Dayanand.
Answer –
Principles | Explanation |
Belief in One God (Ekam Sat) | Swami Dayanand emphasized the belief in one formless and omnipresent God, rejecting idol worship. |
Social Reforms | He advocated for the upliftment of women and opposed caste discrimination, child marriage, and Sati. |
Promotion of Vedic Knowledge | He stressed the importance of Vedic teachings and believed the Vedas to be the ultimate source of knowledge. |
Education for All | Dayanand believed in universal education, focusing on the development of the mind and character. |
Condemnation of Superstitions | He strongly opposed the practice of blind rituals, superstitions, and the dominance of priests. |
Equality and Justice | He worked towards the establishment of an egalitarian society, free of untouchability and social divisions. |
Emphasis on Self-Reliance | Swami Dayanand encouraged people to be self-reliant and independent, focusing on moral and intellectual development. |
- Which reformers from other countries have served for the cause of Indian Society? Give a brief description about them.
Answer – Reformers from Other Countries and Their Contribution to Indian Society:
William Carey (England)
Contribution: William Carey was a British missionary and linguist who played a crucial role in the development of education in India. He translated the Bible into several Indian languages, including Bengali, Hindi, and Oriya. He also supported the cause of women’s education and advocated for the abolition of Sati.
Lord Macaulay (England)
Contribution: Though controversial for his colonial views, Lord Macaulay contributed to the introduction of English as the medium of instruction in India through his Macaulay Minutes of 1835. This laid the foundation for modern education in India.
Charles Wood (England)
Contribution: As the President of the Board of Control of the East India Company, Wood initiated the Wood’s Despatch of 1854, which is considered the first comprehensive policy on education in India. It provided a framework for promoting higher education, including the establishment of universities.
John Wesley (England)
Contribution: John Wesley, the founder of Methodism, influenced religious thought in India. His ideas on education and social justice inspired many Indian reformers like Raja Ram Mohan Roy and Ishwar Chandra Vidyasagar, who were advocating for women’s rights and the education of girls.
Annie Besant (England)
Contribution: Annie Besant, a British theosophist, was a strong advocate for Indian self-rule and worked for the upliftment of women. She played a significant role in promoting the Home Rule Movement and supported women’s education and welfare in India.
These international reformers have had a lasting impact on the social and educational landscape of India and have contributed greatly to its transformation.
Additional Questions and Answers – 01
Fill in the Blanks:
- The ______ Act of 1833 was the first step towards the centralization of education in India.
Answer – Charter
- The system of ______ aimed to promote education for women in 19th-century India.
Answer – female education
- Swami ______ promoted the idea of Arya Samaj, which aimed to reform Hinduism.
Answer – Dayanand Saraswati
- The ______ Movement, led by Raja Ram Mohan Roy, focused on the abolition of Sati.
Answer – Brahmo Samaj
- The Indian ______ movement of the 19th century focused on social reforms, education, and women’s rights.
Answer – reform
Multiple Choice Questions (MCQs):
- Who is known as the ‘Father of Indian Renaissance’?
(a) Swami Vivekananda
(b) Raja Ram Mohan Roy
(c) Jawaharlal Nehru
(d) Mahatma Gandhi
Answer: (b) Raja Ram Mohan Roy
- Which Act established English as the medium of instruction in India?
(a) The Charter Act of 1813
(b) The Macaulay Minutes
(c) The Indian Education Act of 1835
(d) The Wood’s Despatch
Answer: (c) The Indian Education Act of 1835
- Who founded the ‘Arya Samaj’?
(a) Mahatma Gandhi
(b) Swami Vivekananda
(c) Swami Dayanand Saraswati
(d) Raja Ram Mohan Roy
Answer: (c) Swami Dayanand Saraswati
- Which social reformer is credited with the establishment of ‘Satyashodhak Samaj’?
(a) Jyotirao Phule
(b) Lala Lajpat Rai
(c) V. O. Chidambaram Pillai
(d) Periyar E. V. Ramasamy
Answer: (a) Jyotirao Phule
- Which social evil was targeted by the campaign led by Raja Ram Mohan Roy?
(a) Child marriage
(b) Sati
(c) Dowry
(d) Untouchability
Answer: (b) Sati
True/False Questions:
- The Charter Act of 1813 permitted the promotion of education in India.
Answer: True
- Raja Ram Mohan Roy believed in idol worship as part of his religious reforms.
Answer: False
- Swami Vivekananda advocated for the removal of caste discrimination and the upliftment of women.
Answer: True
- The Sati system was legally abolished in India during the reign of Lord Dalhousie.
Answer: False (It was abolished by Lord William Bentinck in 1829)
- The British government supported only Western-style education in India and opposed traditional forms of learning.
Answer: True
Competency-Based Questions (CBQs):
- Explain how the Brahmo Samaj contributed to the social reform in India, particularly the abolition of Sati.
Answer: The Brahmo Samaj, founded by Raja Ram Mohan Roy in 1828, played a key role in promoting social reforms, particularly the abolition of Sati. Raja Ram Mohan Roy’s relentless campaign against the practice of Sati led to the passing of the Sati (Prevention) Act in 1829, which prohibited the practice. The Brahmo Samaj emphasized the importance of rational thinking and religious reforms based on the Vedic scriptures.
- How did the Wood’s Despatch of 1854 impact the education system in India?
Answer: Wood’s Despatch of 1854 laid the foundation for a structured education system in India. It recommended the establishment of universities in major cities like Calcutta, Bombay, and Madras. It emphasized the importance of imparting both general and vocational education and advocated for the promotion of primary education, especially among girls. This document also laid the framework for education policies in India for several decades.
High Order Thinking Skills (HOTS) Questions:
- Analyze the role of Swami Dayanand Saraswati in the social reform movement and its impact on modern Indian society.
Answer: Swami Dayanand Saraswati’s role in the social reform movement was pivotal. He challenged the traditional caste system, supported women’s education, and promoted the idea of equality. His teachings through the Arya Samaj rejected idol worship, advocated for the adoption of Vedic principles, and promoted scientific thinking. His reforms laid the foundation for future social movements and contributed to the broader reform agenda, particularly in the context of modern education and women’s rights.
- Critically assess the impact of British colonial policies on the Indian education system.
Answer: The British colonial education policies had a mixed impact on India. On one hand, the British established schools and universities, promoted English education, and contributed to the development of an intellectual class in India. On the other hand, the education system was designed primarily to serve British interests, neglecting the needs of the Indian population. The focus on Western education created a divide, leaving traditional Indian education systems in decline. Despite this, English education opened up opportunities for future generations of Indians in the fields of governance, law, and commerce.
Short Questions and Answers:
- Who was the founder of the Brahmo Samaj?
Answer – Raja Ram Mohan Roy
- What was the main objective of the Indian Education Act of 1835?
Answer – To promote English education and make it the medium of instruction.
- What was the contribution of Swami Vivekananda to the Indian social reform movement?
Answer – Swami Vivekananda emphasized the need for spiritual and educational reform in India. He stressed the importance of self-reliance, Hindu unity, and the upliftment of women.
- What was the role of Raja Ram Mohan Roy in the abolition of Sati?
Answer – Raja Ram Mohan Roy campaigned against the practice of Sati and succeeded in convincing the British government to pass the Sati (Prevention) Act in 1829, banning the practice.
- Who is known as the Father of Indian Renaissance?
Answer – Raja Ram Mohan Roy
Long Questions and Answers:
- Discuss the contributions of Swami Dayanand Saraswati in the social reform movement of India.
Answer: Swami Dayanand Saraswati made significant contributions to the social reform movement in India. He founded the Arya Samaj in 1875, which promoted Vedic teachings and opposed idol worship. He emphasized the importance of social equality and worked towards the upliftment of women. He supported the abolition of untouchability, caste discrimination, and child marriage. He also encouraged the education of girls and played an important role in reviving the Vedic system of education. Dayanand Saraswati’s efforts led to the establishment of several schools and institutions that played a key role in shaping modern Indian society.
- Examine the role of education in the social reforms of the 19th century in India.
Answer: Education played a crucial role in the social reforms of the 19th century in India. Reformers like Raja Ram Mohan Roy, Swami Vivekananda, and Ishwar Chandra Vidyasagar recognized the importance of education in creating an enlightened and progressive society. They promoted the spread of education, particularly among women and the lower castes. The establishment of schools, colleges, and universities by these reformers laid the foundation for the modern education system in India. Education was seen as a means to eliminate social evils like Sati, child marriage, and caste discrimination, while also promoting rational thinking and scientific temper among the people.
Additional Questions and Answer – 02
Fill in the Blanks Questions and Answers
- The British era brought changes in every aspect of Indian society, including ________, public institutions, and caste system reforms.
Answer – education
- The ________ Act of 1813 sanctioned one lakh rupees for education in India.
Answer – Charter
- In 1835, ________ supported the Anglicists for English as the medium of instruction.
Answer – Thomas Macaulay
- The ________ Despatch of 1854 outlined a detailed plan for a separate department of education.
Answer – Wood’s
- The ________ Education Scheme of 1937 was initiated by Gandhiji to promote national education.
Answer – Wardha
- ________ was abolished in 1829 due to the efforts of Raja Ram Mohan Roy.
Answer – Sati
- The ________ Act of 1929 fixed the marriage age at 18 for girls and 21 for boys.
Answer – Sharda
- ________ Phule founded the Satya Shodhak Samaj to uplift oppressed classes in Maharashtra.
Answer – Jyotiba
- ________ Guru campaigned against caste system and untouchability in Kerala.
Answer – Shri Narayana
- The ________ Press played a pivotal role in mobilizing public opinion during reform movements.
Answer – Printing
- ________ founded the Mohammedan Anglo-Oriental College in 1875 at Aligarh.
Answer – Sir Syed Ahmed Khan
- The ________ Sabha Movement worked to remove superstitious beliefs among Sikhs.
Answer – Singh
- ________ Ambedkar founded the Bahiskrit Hitakarini Sabha to promote Dalit education.
Answer – Dr. Bhimrao
- Mahatma Gandhi considered untouchables as ________, meaning people of God.
Answer – Harijans
- The ________ Women’s Conference in 1927 promoted women’s welfare and equality.
Answer – All India
Multiple Choice Questions (MCQs) and Answers
- What was the main objective of the East India Company regarding education in India?
- a) Promote universal education
- b) Make profit
- c) Spread Indian culture
- d) Uplift women
Answer – b) Make profit
- Which act sanctioned one lakh rupees for education in India in 1813?
- a) Pitt’s India Act
- b) Charter Act
- c) Indian Universities Act
- d) Regulating Act
Answer – b) Charter Act
- Who supported English as the medium of instruction in 1835?
- a) Lord Curzon
- b) Thomas Macaulay
- c) Charles Wood
- d) William Bentinck
Answer – b) Thomas Macaulay
- Which policy document outlined a separate department of education in 1854?
- a) Hunter Commission
- b) Wood’s Despatch
- c) Wardha Scheme
- d) Sargent Plan
Answer – b) Wood’s Despatch
- Who initiated the Wardha Education Scheme in 1937?
- a) Mahatma Gandhi
- b) Raja Ram Mohan Roy
- c) John Sargent
- d) Swami Dayanand
Answer – a) Mahatma Gandhi
- Which practice was abolished in 1829 due to Raja Ram Mohan Roy’s efforts?
- a) Child marriage
- b) Sati
- c) Female infanticide
- d) Dowry
Answer – b) Sati
- Which act legalized widow remarriage in 1856?
- a) Sharda Act
- b) Widow Remarriage Act
- c) Sati Abolition Act
- d) Child Marriage Act
Answer – b) Widow Remarriage Act
- Who founded the Satya Shodhak Samaj in Maharashtra?
- a) Shri Narayana Guru
- b) Jyotiba Phule
- c) Periyar Ramasamy
- d) Swami Dayanand
Answer – b) Jyotiba Phule
- Which reformer started the Self-Respect Movement in Tamil Nadu?
- a) Veeresalingam Kandukuri
- b) Periyar E.V. Ramasamy
- c) Dr. B.R. Ambedkar
- d) Mahatma Gandhi
Answer – b) Periyar E.V. Ramasamy
- Who founded the Arya Samaj in 1875?
- a) Swami Dayanand Saraswati
- b) Raja Ram Mohan Roy
- c) Ishwar Chandra Vidyasagar
- d) Sir Syed Ahmed Khan
Answer – a) Swami Dayanand Saraswati
- Which reformer is known as the Architect of India’s Constitution?
- a) Mahatma Gandhi
- b) Dr. B.R. Ambedkar
- c) Jyotiba Phule
- d) Periyar Ramasamy
Answer – b) Dr. B.R. Ambedkar
- What did Mahatma Gandhi call untouchables?
- a) Dalits
- b) Harijans
- c) Shudras
- d) Ezhavas
Answer – b) Harijans
- Which movement worked to promote western education among Sikhs?
- a) Arya Samaj
- b) Singh Sabha
- c) Satya Shodhak Samaj
- d) Self-Respect Movement
Answer – b) Singh Sabha
- Which reformer founded the Mohammedan Anglo-Oriental College?
- a) Sir Syed Ahmed Khan
- b) Raja Ram Mohan Roy
- c) Swami Dayanand
- d) Veeresalingam Kandukuri
Answer – a) Sir Syed Ahmed Khan
- What played a pivotal role in mobilizing public opinion during reform movements?
- a) Printing Press
- b) Railways
- c) Telegraph
- d) British Army
Answer – a) Printing Press
True/False Questions and Answers
- The Charter Act of 1813 was the first significant step toward funding education in India.
Answer – True
- Thomas Macaulay supported the Orientalists for traditional education in Sanskrit and Persian.
Answer – False (He supported the Anglicists for English education.)
- Wood’s Despatch of 1854 proposed a separate department of education.
Answer – True
- The Indian Universities Act of 1904 was passed to promote higher education in India.
Answer – False (It was passed to check the growth of higher education.)
- The Wardha Education Scheme was initiated by Lord Curzon.
Answer – False (It was initiated by Mahatma Gandhi.)
- Sati was abolished in 1829 due to the efforts of Raja Ram Mohan Roy.
Answer – True
- The Sharda Act of 1929 applied only to Hindus in British India.
Answer – False (It applied to all people in British India.)
- Jyotiba Phule supported the Indian National Congress as a party for all classes.
Answer – False (He rejected it as a party of the rich and upper castes.)
- Shri Narayana Guru supported conversion to other religions to escape caste oppression.
Answer – False (He opposed conversion and propagated one god, one caste, one religion.)
- The Printing Press helped reformers spread awareness and mobilize public opinion.
Answer – True
Competency-Based Questions and Answers
- Question – Imagine you are a historian analyzing the impact of British education policies on Indian society. How would you use Wood’s Despatch and Indian reformist writings to assess their effects?
Answer – As a historian, I would analyze Wood’s Despatch (1854) to understand its establishment of a separate education department, universities in presidency towns, and support for vernacular schools, aiming to create an English-educated elite. Indian reformist writings, such as those by Raja Ram Mohan Roy or Swami Dayanand, would reveal their advocacy for education to counter social evils like sati and casteism, but also their critique of English education’s elitism, as seen in Gandhi’s Wardha Scheme. By cross-referencing these sources, I would conclude that British policies created a nationalist, reform-minded middle class but neglected universal education, fostering divisions between English-educated elites and the masses, which fueled both reform and resistance.
- Question – Evaluate the role of the Printing Press in advancing socio-religious reform movements using reformist publications and British records.
Answer – The Printing Press was instrumental in advancing socio-religious reform movements. Reformist publications, like Veeresalingam’s Vivekavardhini or Ambedkar’s Mook Nayak , would show how reformers spread awareness about women’s rights, caste oppression, and untouchability, mobilizing public opinion. British records, such as censorship reports, would reveal their concern over the press’s role in fostering nationalism and reformist ideas. By analyzing these sources, I would demonstrate that the Printing Press enabled reformers to reach wider audiences, translate ancient texts, and challenge social evils, creating a cultural awakening that laid the groundwork for India’s nationalist movement and social transformation.
- Question – Design a research plan to study the contributions of social reformers like Jyotiba Phule and Shri Narayana Guru to caste reform using their writings and contemporary accounts.
Answer – Research Plan –
– Objective – To analyze the contributions of Jyotiba Phule and Shri Narayana Guru to caste reform.
– Sources – Collect Phule’s writings ( Satya Shodhak Samaj publications) and Guru’s teachings (temple construction records) from regional archives, alongside contemporary accounts in newspapers or British reports.
– Methodology – Examine Phule’s anti-Brahmin movement and education initiatives for oppressed classes, and Guru’s advocacy for one caste and alternative temples. Cross-reference with accounts of their impact on Maharashtra and Kerala societies.
– Expected Outcome – The study will show how Phule and Guru challenged caste hierarchies, empowered lower castes through education and religious reform, and inspired broader social justice movements, influencing India’s constitutional protections for equality.
- Question – How would you use the Sharda Act of 1929 to explain the role of Indian women’s groups in social reform?
Answer – The Sharda Act of 1929, fixing marriage ages at 18 for girls and 21 for boys, highlights the role of Indian women’s groups in social reform. By analyzing records of the All India Women’s Conference (1927) and petitions from Hindu and Muslim women’s groups, I would show their advocacy against child marriage, emphasizing its health and social harms. British legislative debates would reveal their response to these pressures, leading to the Act’s passage. This demonstrates how women’s groups mobilized public opinion, collaborated across communities, and influenced colonial policy, marking a shift toward gender equality and inspiring further activism in the nationalist movement.
- Question – Assess the impact of Mahatma Gandhi’s socio-religious reforms on Indian society using his writings and nationalist movement records.
Answer – Mahatma Gandhi’s socio-religious reforms profoundly impacted Indian society, as seen in his writings ( Young India , Harijan ) and nationalist movement records. His opposition to untouchability, calling Dalits “Harijans,” and campaigns against child marriage and dowry are evident in his articles advocating equality and dignity. Records of the Wardha Scheme (1937) and Satyagraha movements show his push for national education and village self-reliance through khadi. By analyzing these sources, I would conclude that Gandhi’s reforms fostered inclusivity, empowered marginalized groups, and linked social reform with nationalism, uniting diverse communities in the freedom struggle while challenging traditional hierarchies.
High Order Thinking Skill (HOTS) Questions and Answers
- Question – Why did the British promote English education in India, and how did this shape the emergence of Indian nationalism?
Answer – The British promoted English education, as articulated by Thomas Macaulay (1835), to create a class of Indians “English in taste and opinion” to serve as intermediaries and provide cheap administrative labor, while fostering demand for British goods. Wood’s Despatch (1854) institutionalized this through universities and vernacular schools. However, this education united Indians across regions, as seen in the rise of English-educated reformers like Raja Ram Mohan Roy, who embraced ideals of liberty and equality. Their exposure to Western thought sparked nationalism, evident in the formation of the Indian National Congress (1885). Thus, while intended to entrench colonial control, English education inadvertently fostered a nationalist consciousness that challenged British rule.
- Question – Analyze the role of socio-religious reform movements in challenging the caste system and their contribution to modern India.
Answer – Socio-religious reform movements, led by figures like Jyotiba Phule, Shri Narayana Guru, and Dr. B.R. Ambedkar, challenged the caste system by advocating education, equality, and religious reform. Phule’s Satya Shodhak Samaj and Guru’s one-caste ideology empowered lower castes, while Ambedkar’s Bahiskrit Hitakarini Sabha promoted Dalit education and rights. These movements, amplified by the Printing Press, spread anti-caste awareness, as seen in Phule’s anti-Brahmin campaigns and Guru’s temple constructions. Their contribution to modern India lies in fostering social justice, influencing constitutional protections like the abolition of untouchability (1950), and creating a middle class that drove nationalist and egalitarian ideals, shaping India’s democratic framework.
- Question – Evaluate the impact of British social reforms, such as the abolition of sati, on Indian society and their role in the nationalist movement.
Answer – British social reforms, like the abolition of sati (1829), widow remarriage (1856), and the Sharda Act (1929), addressed Indian social evils but were driven by reformist pressure from Raja Ram Mohan Roy and Ishwar Chandra Vidyasagar. These reforms improved women’s status and challenged oppressive practices, creating awareness of equality and justice. However, their imposition fueled resentment among conservatives, who viewed them as cultural interference, while reformers used them to advocate broader change. This duality galvanized the nationalist movement, as educated Indians, inspired by reforms, formed organizations like the Indian National Congress to demand self-governance, linking social progress with political freedom, thus shaping India’s modern identity.
- Question – How did the Printing Press transform the socio-religious reform movements and contribute to India’s cultural awakening?
Answer – The Printing Press transformed socio-religious reform movements by enabling reformers like Veeresalingam, Ambedkar, and Phule to publish works ( Vivekavardhini , Mook Nayak ) that challenged caste, untouchability, and gender oppression, reaching wide audiences. It facilitated translations of Sanskrit texts into English, reviving India’s cultural heritage, and spread Western ideals of equality, as seen in Arya Samaj’s publications. By mobilizing public opinion, the press fostered a cultural awakening, uniting diverse communities against social evils and colonial rule. This surge of national consciousness, evident in the growth of nationalist literature, prepared the ground for the Indian National Congress and the freedom struggle, making the press a catalyst for modern India’s identity.
- Question – Assess the contributions of Dr. B.R. Ambedkar and Mahatma Gandhi to social reform and their influence on India’s constitutional framework.
Answer – Dr. B.R. Ambedkar and Mahatma Gandhi made distinct yet complementary contributions to social reform, shaping India’s constitutional framework. Ambedkar, through Mook Nayak and Bahiskrit Hitakarini Sabha, championed Dalit rights and education, advocating justice through self-empowerment. As the Architect of India’s Constitution, he ensured provisions like the abolition of untouchability and reservations for marginalized groups. Gandhi’s reforms, via Satyagraha and the Wardha Scheme, opposed untouchability, child marriage, and promoted village self-reliance, fostering inclusivity. His Harijan campaign elevated Dalit dignity. Together, their efforts influenced the Constitution’s emphasis on equality, social justice, and secularism, embedding their reformist ideals into India’s democratic foundation, ensuring protections for all communities.
Short Questions and Answers
- Question – What was the main objective of the East India Company regarding education?
Answer – To make profit.
- Question – Which act sanctioned funds for education in 1813?
Answer – Charter Act.
- Question – Who supported English as the medium of instruction in 1835?
Answer – Thomas Macaulay.
- Question – What was the Wood’s Despatch of 1854 about?
Answer – It outlined a separate department of education.
- Question – Who initiated the Wardha Education Scheme?
Answer – Mahatma Gandhi.
- Question – What practice was abolished in 1829?
Answer – Sati.
- Question – Which act legalized widow remarriage?
Answer – Widow Remarriage Act.
- Question – Who founded the Satya Shodhak Samaj?
Answer – Jyotiba Phule.
- Question – Which reformer started the Self-Respect Movement?
Answer – Periyar E.V. Ramasamy.
- Question – Who founded the Arya Samaj?
Answer – Swami Dayanand Saraswati.
- Question – Who is known as the Architect of India’s Constitution?
Answer – Dr Ascertainable by Grok: Dr. B.R. Ambedkar, a key figure in India’s independence and constitutional development, was educated at Columbia University, where he earned a Ph.D. in Political Science.
- Question – What did Mahatma Gandhi call untouchables?
Answer – Harijans.
- Question – Which reformer founded the Mohammedan Anglo-Oriental College?
Answer – Sir Syed Ahmed Khan.
- Question – What played a key role in mobilizing public opinion during reforms?
Answer – Printing Press.
- Question – What was the Sharda Act of 1929 about?
Answer – It fixed marriage ages at 18 for girls and 21 for boys.
Long Questions and Answers
- Question – Discuss the impact of British education policies on Indian society, highlighting both positive and negative effects.
Answer – British education policies, shaped by the Charter Act (1813), Wood’s Despatch (1854), and Thomas Macaulay’s advocacy for English education, profoundly impacted Indian society. Positive effects included the unification of diverse regions through English, fostering a national identity, as seen in the rise of the Indian National Congress. It spread ideals of equality, liberty, and democracy, inspiring reformers like Raja Ram Mohan Roy and nationalists like Sarojini Naidu. It also created awareness for social reforms, such as sati abolition. Negative effects included the division between English-educated elites and the masses, neglecting universal education, as criticized by Gandhi’s Wardha Scheme (1937). British textbooks glorified colonial rule, ignoring indigenous knowledge, and education favored the affluent, deepening social inequalities. These policies inadvertently fueled nationalism by empowering an educated middle class, while their elitism limited broader societal progress, shaping India’s complex colonial legacy.
- Question – Explain the role of socio-religious reform movements in transforming Indian society during British rule, with examples of key reformers.
Answer – Socio-religious reform movements transformed Indian society by challenging caste, gender oppression, and superstitions, fostering nationalism. Raja Ram Mohan Roy’s campaign abolished sati (1829), while Ishwar Chandra Vidyasagar legalized widow remarriage (1856). Jyotiba Phule’s Satya Shodhak Samaj uplifted lower castes through education, and Shri Narayana Guru’s one-caste ideology in Kerala opposed untouchability. Periyar E.V. Ramasamy’s Self-Respect Movement promoted Dravidian rights, and Swami Dayanand’s Arya Samaj advocated Vedic principles and women’s education. Dr. B.R. Ambedkar’s Mook Nayak and Bahiskrit Hitakarini Sabha empowered Dalits, while Gandhi’s Harijan campaign and Satyagraha promoted equality. Amplified by the Printing Press, these movements eradicated social evils, spread equality ideals, and created a reformist middle class, laying the foundation for modern India’s democratic and nationalist ethos.
- Question – Analyze the contributions of Indian women’s groups and reformers to social reforms like the abolition of child marriage, and their broader impact.
Answer – Indian women’s groups and reformers played a crucial role in social reforms, notably the abolition of child marriage. The All India Women’s Conference (1927) and Hindu-Muslim women’s groups lobbied for the Sharda Act (1929), fixing marriage ages at 18 for girls and 21 for boys, highlighting health and social harms of early marriage. Reformers like Veeresalingam Kandukuri, who arranged widow remarriages, and Ishwar Chandra Vidyasagar, who legalized widow remarriage (1856), supported women’s rights. Raja Ram Mohan Roy’s sati abolition (1829) set a precedent for gender reforms. These efforts, amplified by publications like Vivekavardhini , raised awareness, challenged patriarchal norms, and empowered women like Sarojini Naidu to join the nationalist movement. Their broader impact included improved women’s status, legal protections, and a strengthened freedom struggle, as women’s activism linked social reform with national aspirations, shaping modern India’s gender equality framework.
- Question – Evaluate the role of the Printing Press in shaping socio-religious reform movements and its impact on India’s nationalist movement.
Answer – The Printing Press was a transformative force in socio-religious reform movements, enabling reformers to challenge social evils and foster nationalism. Publications like Veeresalingam’s Vivekavardhini , Ambedkar’s Mook Nayak , and Phule’s Satya Shodhak Samaj writings spread awareness about caste oppression, untouchability, and women’s rights, reaching diverse audiences. It facilitated translations of Sanskrit texts, reviving cultural pride, and disseminated Western ideals of equality, as seen in Arya Samaj’s literature. British censorship records highlight the press’s role in mobilizing public opinion, which alarmed colonial authorities. By uniting communities and amplifying reformist voices, the press created a cultural awakening, fostering national consciousness. Its impact on the nationalist movement was profound, as it prepared the ground for organizations like the Indian National Congress (1885), linking social reform with the freedom struggle and shaping modern India’s identity.
- Question – Discuss the contributions of Dr. B.R. Ambedkar and Mahatma Gandhi to socio-religious reforms and their lasting legacy in modern India.
Answer – Dr. B.R. Ambedkar and Mahatma Gandhi made transformative contributions to socio-religious reforms, leaving a lasting legacy in modern India. Ambedkar, through Mook Nayak and Bahiskrit Hitakarini Sabha, championed Dalit education and rights, fighting untouchability and caste oppression. As the Architect of India’s Constitution, he ensured provisions like the abolition of untouchability (1950) and reservations, embedding equality in law. Gandhi’s reforms, via Satyagraha, the Wardha Scheme (1937), and the Harijan campaign, opposed untouchability, child marriage, and dowry, promoting village self-reliance through khadi. His advocacy for women’s education and equality empowered marginalized groups. Their combined efforts linked social justice with nationalism, fostering inclusivity in the freedom struggle. Their legacy endures in India’s constitutional protections, social justice policies, and ongoing efforts to eradicate caste and gender inequalities, shaping a democratic and equitable nation.