Civilising The “Native”, Educating The Nation, History, Class 8 -Test - Class 8 MCQ

The ideas of William Jones were supported by:
- Henry Thomas Colebrooke: William Jones and Henry Thomas Colebrooke were both prominent Orientalists and Sanskrit scholars during the 18th and 19th centuries. They shared a deep interest in ancient Indian culture, language, and literature, and collaborated on various projects. Colebrooke was a strong supporter of Jones' ideas and contributed to the development of Indology.
Other options mentioned in the question are incorrect:
- James Mill: James Mill was a Scottish historian, philosopher, and economist who lived during the late 18th and early 19th centuries. While he was an influential figure in British intellectual circles, there is no evidence to suggest that he specifically supported the ideas of William Jones.
- Thomas Macaulay: Thomas Macaulay was a British historian and politician who lived in the 19th century. While he played a significant role in shaping British policies in India, there is no direct evidence to suggest that he supported the ideas of William Jones.
- Charles Wood: Charles Wood, also known as Viscount Halifax, was a British politician who served as the President of the Board of Control for India during the mid-19th century. While he was involved in Indian administrative affairs, there is no direct evidence to suggest that he supported the ideas of William Jones.
Therefore, the correct answer is D: Henry Thomas Colebrooke.

A madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law. Madrasa is an Arabic word for a place of learning; any type of school or college.

The Orientalists were attacked by both James Mill and Thomas Macaulay. Here is a detailed explanation:
James Mill:
- James Mill was a British historian, economist, and philosopher who held strong anti-Orientalist views.
- He believed that Orientalists were biased and had a distorted understanding of Eastern cultures.
- Mill criticized the Orientalists for their emphasis on the study of languages and literature, arguing that it did not contribute to practical knowledge or the progress of society.
- He accused the Orientalists of promoting a romanticized and Orientalist view of the East, which he considered to be backward and inferior to Western civilization.
Thomas Macaulay:
- Thomas Macaulay was a British politician, historian, and writer who also criticized the Orientalists.
- He believed that the Orientalists were perpetuating a false and exaggerated image of Eastern cultures.
- Macaulay argued that the Orientalist approach to education in India, which focused on teaching Indian languages and literature, hindered progress and modernization.
- He advocated for the introduction of Western education and English language in India to promote a more practical and utilitarian form of knowledge.
Both (a) to (b):
- The answer to the question is option C, as both James Mill and Thomas Macaulay attacked the Orientalists for their approach and views.
- Both of them criticized the Orientalists for their romanticized and biased understanding of Eastern cultures, and for their emphasis on the study of languages and literature.
None of the above:
- Option D is incorrect because both James Mill and Thomas Macaulay were known for their strong criticisms of the Orientalists.

The establishment of Serampore Mission:
- The name associated with the establishment of Serampore Mission is William Carey.
- Serampore Mission was established in 1799 in Serampore, a town near Kolkata, India.
- It was one of the earliest and most influential Christian missionary enterprises in India.
- William Carey, an English Baptist missionary, was the driving force behind the establishment of the Serampore Mission.
- Carey arrived in India in 1793 and dedicated his life to spreading Christianity and promoting education and social reforms.
- He played a key role in translating the Bible into various Indian languages and establishing schools and colleges.
- Carey's efforts in the field of education and social reform had a lasting impact on Indian society.
- The Serampore Mission became an important center for education, publishing, and social work.
- Carey and his colleagues at Serampore Mission worked tirelessly to improve the lives of the local population and spread the message of Christianity.

Explanation:
William Adam toured the districts of Bihar and Bengal. Here is the detailed solution:
1. Understanding the question:
The question asks about the districts that William Adam toured. To answer this, we need to identify the correct combination of districts from the given options.
2. Analyzing the options:
Let's analyze each option to determine the correct combination:
Option A: Bihar and Orissa
Option B: Bihar and Bengal
Option C: Bengal and Rajasthan
Option D: Orissa and Madhya Pradesh
3. Eliminating incorrect options:
We can eliminate options C and D because they include districts that are not mentioned in the question.
4. Identifying the correct option:
Based on the remaining options, the correct combination of districts that William Adam toured is Bihar and Bengal.
5. Answer:
Therefore, the correct answer is option B: Bihar and Bengal.

Wood's Despatch and the Practical Benefits of European Learning
Wood's Despatch was a significant educational policy document issued by the British government in 1854. It aimed to reform the education system in British India and emphasized the practical benefits of European learning. Let's explore whether the statement "Wood's Despatch emphasized the practical benefits of a system of European learning" is true or false.
1. Background on Wood's Despatch:
- Wood's Despatch, also known as the Despatch on Education in India, was written by Sir Charles Wood, the President of the Board of Control for India.
- It was a comprehensive document that outlined the British government's vision for education in India.
- The Despatch emphasized the importance of education in promoting economic development, modernization, and social progress in India.
2. Emphasis on European Learning:
- Wood's Despatch strongly advocated for the introduction of European learning and scientific education in India.
- It argued that European knowledge and scientific advancements were essential for India to progress and compete in a rapidly changing world.
- The Despatch recommended the establishment of universities, colleges, and schools that would teach European subjects and promote Western scientific knowledge.
3. Practical Benefits of European Learning:
- Wood's Despatch highlighted the practical benefits of European learning in several ways:
- It emphasized the importance of practical and technical education to meet the needs of the Indian population and economy.
- The Despatch recommended the establishment of technical and industrial schools to train individuals in practical skills and trades.
- It stressed the importance of vocational education to enable Indians to pursue various professions and occupations.
- The Despatch also recognized the role of European learning in promoting social and moral progress in Indian society.
4. Conclusion:
Based on the above points, it is evident that the statement "Wood's Despatch emphasized the practical benefits of a system of European learning" is True. The Despatch not only advocated for the introduction of European learning but also highlighted its practical benefits in terms of economic development, technical education, vocational training, and social progress in India.

Answer:

Mahatma Gandhi never approved English education in India.

Explanation:

1. Background:

• Mahatma Gandhi was a prominent leader of the Indian independence movement against British rule.


• He advocated for the revival of traditional Indian values and promoted the use of local languages.


• Gandhi believed that English education was a means for British cultural and intellectual dominance in India.

2. Gandhi's Views on English Education:

• Gandhi strongly criticized the English education system in India.


• He believed that it alienated Indians from their own culture and traditions.


• Gandhi argued that English education perpetuated colonialism and hindered the development of Indian self-reliance.

3. Promotion of Vernacular Education:

• Gandhi emphasized the importance of vernacular education, which focused on teaching in local languages.


• He believed that education should be rooted in the culture and language of the people.


• Gandhi advocated for the use of vernacular languages in schools to foster a sense of pride and identity among Indians.

4. Impact of Gandhi's Views:

• Gandhi's opposition to English education influenced the Indian National Congress and other nationalist leaders.


• The demand for vernacular education grew, leading to the establishment of schools and colleges that emphasized local languages and culture.


• Gandhi's ideas on education continue to shape the educational policies in India today.

In conclusion, it is true that Mahatma Gandhi never approved English education in India. He believed in promoting vernacular education to preserve Indian culture and values.

Explanation:

The statement mentioned in the question, "Rabindranath Tagore did a lot for the spread of English education in India," is false. Here's a detailed explanation:
1. Background:
Rabindranath Tagore was a renowned poet, philosopher, and polymath who played a significant role in the cultural and intellectual revival of India during the late 19th and early 20th centuries. He was the first non-European to win the Nobel Prize in Literature in 1913. However, his contributions were primarily focused on literature, art, and music rather than English education.
2. Contributions:
While Tagore made immense contributions in various fields, his efforts were mainly directed towards promoting Indian languages, literature, and education in vernacular mediums. He emphasized the importance of native languages in education and advocated for the development of a holistic and culturally rooted education system.
3. Santiniketan:
Tagore founded Santiniketan, an institution situated in present-day West Bengal, as an experiment in education. Santiniketan aimed to provide an alternative to the traditional British colonial education system by emphasizing the integration of nature, art, and culture into the curriculum. The medium of instruction at Santiniketan was predominantly Bengali, and Tagore encouraged the use of vernacular languages in education.
4. Critique of English education:
Although Tagore acknowledged the importance of English as a global language and recognized its practical value, he criticized the dominance of English education in India during the colonial era. He believed that the overemphasis on English education was detrimental to the preservation and development of Indian languages, literature, and culture.
Conclusion:
In conclusion, Rabindranath Tagore did not actively contribute to the spread of English education in India. Instead, his focus was on promoting Indian languages, literature, and a holistic education system that celebrated India's rich cultural heritage.

Pathshalas followed strict rules and regulations
False
Explanation:

• Pathshalas, which were traditional Indian schools, did not follow strict rules and regulations.


• Pathshalas were informal and flexible in their teaching methods.


• Students were often taught under trees or in simple huts.


• There were no fixed timings for classes and students could come and go as per their convenience.


• There were no rigid syllabi or curriculum, and the focus was on practical skills and life experiences.


• Teachers in Pathshalas were usually local individuals who had knowledge in specific areas.


• Pathshalas were open to people of all ages and backgrounds, and there was no formal system of enrollment or admission.


• Overall, Pathshalas provided a more personalized and flexible learning experience compared to formal schools.

Thomas Macaulay was in favour of the promotion of Oriental institutions.
False
Explanation:
Thomas Macaulay, a British historian and politician, is known for his influential role in shaping British education policies in India during the 19th century. However, he was not in favor of the promotion of Oriental institutions. Here's why:
1. Macaulay's Minute on Indian Education: In 1835, Macaulay presented a document known as the "Minute on Indian Education" to the British Parliament. In this document, he advocated for the introduction of English education in India and the replacement of traditional Oriental education systems.
2. Criticism of Oriental Education: Macaulay criticized Oriental education, which focused on classical Indian languages like Sanskrit and Persian, as being inadequate for the needs of a modern society. He believed that English education would provide Indians with access to Western science, literature, and philosophy, leading to their intellectual and cultural upliftment.
3. Westernization and Anglicization: Macaulay's policies aimed at Westernizing and Anglicizing the Indian education system. He believed that English education would create a class of Indians who would serve as intermediaries between the British rulers and the Indian population.
4. Introduction of English Medium Schools: As a result of Macaulay's policies, English medium schools were established in India, which gradually replaced the traditional Oriental institutions. The emphasis shifted from classical languages to English, and subjects like science, mathematics, and English literature gained prominence.
In conclusion, Thomas Macaulay was not in favor of the promotion of Oriental institutions. His policies aimed at introducing English education and replacing traditional Oriental education systems in India.

False
Explanation:
- James Mills was not a Scottish missionary who toured the districts of Bengal and Bihar.
- It is incorrect to say that James Mills was a missionary in Bengal and Bihar.
- The statement is false.

Tagore set up his school, i.e. Shantiniketan in a rural setting.
Answer: True
Explanation:
- Rabindranath Tagore, the renowned poet, philosopher, and Nobel laureate, established his school, Shantiniketan, in a rural setting.
- Shantiniketan, which translates to "Abode of Peace," is located in Bolpur, West Bengal, India.
- Tagore believed in the importance of connecting education with nature and wanted his school to be surrounded by a serene and natural environment.
- He believed that a rural setting would provide the necessary calmness and tranquility for students to learn and grow.
- The school was founded in 1901 and started as an experimental school for Tagore's own children and a few students from the local community.
- Over time, Shantiniketan grew into a renowned institution that combined traditional Indian education with the ideas of Tagore's educational philosophy.
- The school became part of Visva-Bharati University in 1921, which was later established by Tagore to further his vision of an international university.
- Today, Shantiniketan continues to be a thriving educational and cultural hub, attracting students and scholars from all over the world.