Class 8 History Chapter 6 Practice Question Answers - Civilising the “Native”, Educating the Nation

Q1: What was the primary objective of the policy "Civilising the Native, Educating the Nation"?
(a) To promote industrialization in the colonial territories.
(b) To assimilate indigenous cultures into British values.
(c) To establish a separate educational system for the natives.
(d) To encourage native languages and traditions.
Ans: (b)
The policy "Civilising the Native, Educating the Nation" aimed to impart Western education and values to the indigenous population, intending to assimilate them into British culture and beliefs.

Q2: Which educational institution played a crucial role in implementing the policy of "Civilising the Native, Educating the Nation"?
(a) Indian National Congress
(b) Aligarh Muslim University
(c) Wood's Dispatch
(d) Macaulay's Committee
Ans: (d)
Macaulay's Committee, established in 1835, recommended a Western-style education system in India to implement the policy of "Civilising the Native, Educating the Nation."

Q3: Why did colonial administrators believe that English education was essential for Indians?
(a) To preserve and promote native languages.
(b) To strengthen local traditions and cultures.
(c) To create a class of interpreters between the British and Indians.
(d) To discourage Indians from pursuing higher education.
Ans: (c)
Colonial administrators believed that English education would produce a class of Indians who could serve as intermediaries between the British rulers and the native population, facilitating communication and administration.

Q4: Which individual was a vocal critic of the policy "Civilising the Native, Educating the Nation"?
(a) Raja Ram Mohan Roy
(b) Mahatma Gandhi
(c) Jawaharlal Nehru
(d) Dr. B.R. Ambedkar
Ans: (b)
Mahatma Gandhi was critical of the policy "Civilising the Native, Educating the Nation" and advocated for a more localized and traditional approach to education.

Q5: What was the significance of the Vernacular Press Act of 1878?
(a) It encouraged the growth of vernacular newspapers.
(b) It restricted the freedom of the press in native languages.
(c) It promoted the use of English in vernacular publications.
(d) It supported the development of educational institutions.
Ans: (b)
The Vernacular Press Act of 1878 curtailed the freedom of the Indian-language press, giving colonial authorities the power to censor and control the content of native-language newspapers.

Q6: Explain the main objective of the policy "Civilising the Native, Educating the Nation" during British colonial rule in India.
Ans: The main objective of the policy "Civilising the Native, Educating the Nation" was to assimilate the indigenous population into British values and culture through Western education. The British believed that imparting English education would produce a class of educated Indians who could serve as intermediaries between the British rulers and the local population, facilitating administrative and communication processes.

Q7: How did Macaulay's Minute influence the educational system in India?
Ans: Macaulay's Minute, presented in 1835, had a significant impact on India's educational system. It recommended the promotion of English education and the introduction of Western knowledge in Indian schools and colleges. Macaulay argued that English education would create a class of Indians who could effectively assist the British administration, as they would be educated in English and familiar with Western thought.

Q8: Why did Mahatma Gandhi criticize the policy of English education in India?
Ans: Mahatma Gandhi criticized the policy of English education in India because he believed it was fostering a disconnect between Indians and their own culture. He advocated for a more localized and traditional approach to education that emphasized the development of vocational skills and preservation of native languages and values. Gandhi was concerned that the English education system was contributing to cultural alienation and urged for a more inclusive and indigenous educational approach.

Q9: Describe the impact of the Vernacular Press Act of 1878 on the Indian press.
Ans: The Vernacular Press Act of 1878 had a significant impact on the Indian press. It empowered colonial authorities to suppress and control the content of native-language newspapers and publications. The Act aimed to curb the spread of anti-colonial sentiments and nationalist ideas that were gaining momentum through vernacular newspapers. As a result, press freedom in native languages was severely restricted, leading to self-censorship and limited coverage of topics deemed sensitive by the colonial administration.

Q10: Discuss the role of English education in shaping the socio-economic landscape of colonial India.
Ans: English education in colonial India played a significant role in shaping the socio-economic landscape. It led to the emergence of a new educated elite class that was exposed to Western ideas, sciences, and administrative concepts. This class had access to better job opportunities within the colonial administration, law, and other professions influenced by British institutions. The spread of English education also contributed to the rise of Indian nationalism, as educated Indians began to demand more rights and participation in governance.

Q11: Explain the significance of the policy "Civilising the Native, Educating the Nation" during colonial rule in India.
Ans: The policy of "Civilising the Native, Educating the Nation" was significant during colonial rule in India as it aimed to transform the traditional Indian society into a modern one by introducing Western education and values. This policy intended to produce a class of Indians who would serve as intermediaries between the colonial rulers and the local population. The introduction of English education and the promotion of Western ideas created a new intellectual class that played a pivotal role in India's struggle for independence. This policy also helped in spreading modern ideas and generating awareness about social issues, contributing to the growth of national consciousness and movements against colonial exploitation.

Q12: Describe the challenges faced by the education system introduced under the policy of "Civilising the Native, Educating the Nation" in India.
Ans: The education system introduced under the policy of "Civilising the Native, Educating the Nation" faced several challenges. Firstly, there was a language barrier as English was the medium of instruction, making it difficult for many Indians to access education. Secondly, the curriculum was Eurocentric and did not consider local cultures, leading to a disconnect between students and their heritage. Moreover, the education system was expensive, limiting access to the privileged few. Additionally, the focus on producing clerks and lower-level bureaucrats rather than promoting practical skills hindered economic development. These challenges limited the potential impact of the education system on Indian society and its readiness for self-governance.

Q13: Discuss the role of educational institutions like universities and colleges in promoting nationalist sentiments during the colonial period in India.
Ans: Educational institutions, particularly universities and colleges, played a crucial role in fostering nationalist sentiments during the colonial period in India. These institutions became centers for intellectual discussions and debates, where students and teachers exchanged ideas about self-governance and freedom. Nationalist leaders often emerged from these institutions, where they were exposed to Western political philosophies and developed a sense of national pride. Student organizations and publications also spread nationalist ideologies, mobilizing young Indians for social and political change. The universities and colleges thus became breeding grounds for the growth of Indian nationalism, eventually contributing to the country's struggle for independence.

Q14: Examine the dual role played by colonial education in shaping the identity of Indians during the "Civilising the Native, Educating the Nation" era.
Ans: Colonial education during the "Civilising the Native, Educating the Nation" era had a dual impact on the identity of Indians. On one hand, it exposed Indians to Western ideas, literature, and scientific knowledge, broadening their intellectual horizons. This exposure led to the emergence of a new, educated class that questioned traditional norms and sought social reform. On the other hand, the education system also created a sense of inferiority among Indians due to the promotion of Western superiority and denigration of local cultures. This complex interaction between modern education and cultural heritage influenced the evolving identity of Indians, who began to navigate between embracing modernity and preserving their roots.

Q15: Evaluate the long-term effects of the policy "Civilising the Native, Educating the Nation" on India's socio-economic landscape.
Ans: The policy of "Civilising the Native, Educating the Nation" had enduring effects on India's socio-economic landscape. While it initially aimed to produce a class of educated intermediaries, it inadvertently contributed to the growth of a more assertive nationalist movement. The educated class, exposed to ideas of equality and freedom, played a pivotal role in challenging colonial authority and advocating for India's independence. Moreover, the introduction of Western education laid the foundation for modern industries and institutions in India, albeit with limitations. This policy's legacy remains in the form of a modern education system, a new intellectual class, and a stronger sense of national identity that continue to shape India's socio-economic growth.