Q1. Who was William Jones, and what was his contribution to education in India?
a) A British official who introduced the English Education Act of 1835
b) A linguist who studied Indian languages and set up the Asiatic Society of Bengal
c) A Scottish missionary who established missionary schools across India
d) The author of Wood’s Despatch promoting European learning in India
Answer: b) A linguist who studied Indian languages and set up the Asiatic Society of Bengal
Explanation: William Jones was a linguist and junior judge in Calcutta who studied Sanskrit and other Indian languages. He, along with others, set up the Asiatic Society of Bengal, promoting the study of Indian heritage and languages.
Q2. What was the Orientalist approach to education in British India?
a) Focusing solely on Western education and science
b) Promoting Indian languages and traditional learning
c) Establishing English as the medium of instruction in all schools
d) Discouraging the study of ancient Indian texts and cultures
Answer: b) Promoting Indian languages and traditional learning
Explanation: Orientalists like William Jones and Henry Thomas Colebrooke respected ancient Indian cultures and promoted the study of Indian languages, literature, and heritage, believing in the value of traditional Indian learning.
Q3. What was the key criticism against the Orientalists’ vision of education, as argued by critics like James Mill?
a) Their focus on Western education
b) Neglecting scientific and practical knowledge in favor of Eastern literature
c) Overemphasis on the English language
d) Ignoring the need for moral education
Answer: b) Neglecting scientific and practical knowledge in favor of Eastern literature
Explanation: Critics like James Mill argued against the Orientalists, stating that Eastern knowledge was full of errors and lacked practical and scientific content, making the case for a more Western-centric education.
Q4. What significant change in Indian education policy was proposed by Thomas Babington Macaulay?
a) Introduction of vernacular languages in higher education
b) Emphasis on moral and Christian education
c) Making English the medium of instruction for higher education
d) Promoting traditional Indian education in schools
Answer: c) Making English the medium of instruction for higher education
Explanation: Thomas Babington Macaulay was a strong advocate for English education in India, emphasizing the need for Indians to learn English to access Western literature, science, and philosophy. His views led to the English Education Act of 1835.
Q5. What was the primary objective of Wood’s Despatch of 1854 regarding education in India?
a) To promote traditional Indian education
b) To establish a network of missionary schools
c) To emphasize the practical benefits of European learning
d) To encourage the study of Oriental languages
Answer: c) To emphasize the practical benefits of European learning
Explanation: Wood’s Despatch of 1854, sent by the Court of Directors of the East India Company, outlined the educational policy to be followed in India, highlighting the practical benefits of European learning, including its economic advantages.
Q6. How did Mahatma Gandhi view colonial education?
a) As a way to modernize and civilize India
b) As a means to create a class of capable administrators
c) As a system that enslaved and created a sense of inferiority among Indians
d) As a necessary step for technological advancement
Answer: c) As a system that enslaved and created a sense of inferiority among Indians
Explanation: Mahatma Gandhi criticized colonial education for creating a sense of inferiority among Indians and for destroying their pride in their own culture. He believed it enslaved Indians and made them admire Western civilization unduly.
Q7. What was the unique feature of Rabindranath Tagore’s approach to education in Santiniketan?
a) Strict adherence to British educational policies
b) Focus on Christian moral teachings
c) Emphasis on creativity and learning in a natural environment
d) Promotion of vocational training above academic studies
Answer: c) Emphasis on creativity and learning in a natural environment
Explanation: Rabindranath Tagore, disillusioned with traditional schooling, established Santiniketan with a focus on creativity, freedom, and learning in harmony with nature. He believed in a child-centric and holistic approach to education.
Q8. The pathshalas in pre-British India were characterized by which of the following?
a) Strict discipline and regular exams
b) Oral teaching and flexible system
c) English as the medium of instruction
d) Emphasis on scientific education
Answer: b) Oral teaching and flexible system
Explanation: Pathshalas, or traditional Indian schools, before British rule were characterized by their flexible system, oral teaching methods, and lack of fixed fees, printed books, or strict discipline. They were tailored to local needs and conditions.
Q9. Who was responsible for issuing the educational despatch known as Wood’s Despatch in 1854?
a) William Jones
b) Thomas Babington Macaulay
c) Charles Wood
d) James Mill
Answer: c) Charles Wood
Explanation: Wood’s Despatch of 1854, which outlined the educational policy in India, emphasizing the practical benefits of European learning, was issued by Charles Wood, the President of the Board of Control of the East India Company.
Q10. What was a major criticism of the pathshalas in pre-British India according to British officials after 1854?
a) They were too focused on scientific education.
b) They lacked a structured and disciplined approach.
c) They were promoting Western ideals.
d) They emphasized on Christian teachings.
Answer: b) They lacked a structured and disciplined approach.
Explanation: After 1854, British officials sought to reform the pathshalas, criticizing their lack of structure, discipline, regular attendance, and formal assessment methods, in contrast to the more flexible and oral tradition of education prevalent in these schools.
Q11. What was a significant educational development in India following the 1854 Despatch?
a) Establishment of missionary schools in every district
b) Introduction of the Indian languages as mediums of instruction
c) Setting up of departments of education by the government
d) Abolition of all traditional Indian educational institutions
Answer: c) Setting up of departments of education by the government
Explanation: Following the 1854 Despatch, education departments were established by the British government in India to extend control over educational matters, leading to significant changes in the administration and system of education.
Q12. Which of the following best describes Mahatma Gandhi’s view on the purpose of education?
a) Learning Western science and philosophy
b) Fostering an appreciation for British literature
c) Developing the mind, body, and spirit holistically
d) Preparing students for industrial jobs
Answer: c) Developing the mind, body, and spirit holistically
Explanation: Mahatma Gandhi’s philosophy of education emphasized an all-round development that encompassed body, mind, and spirit. He believed in practical, hands-on learning, and not just literacy or bookish knowledge.
Q13. What was the primary aim of the Christian missionaries in the field of education in India during the 19th century?
a) To promote Oriental studies and traditional Indian learning
b) To improve the moral character of Indians through Christian education
c) To establish English as the sole medium of instruction
d) To support the British government in spreading Western science
Answer: b) To improve the moral character of Indians through Christian education
Explanation: Christian missionaries in India focused on improving the moral character of Indians through Christian education. They believed that morality could be best taught through Christian teachings, and they set up missionary schools across India for this purpose.
Q14. What was a significant impact of the establishment of universities in Calcutta, Madras, and Bombay in 1857?
a) A decline in the importance of traditional Indian education
b) The spread of Christian missionary education
c) The introduction of vocational training programs
d) The formalization and expansion of higher education
Answer: d) The formalization and expansion of higher education
Explanation: The establishment of universities in Calcutta, Madras, and Bombay in 1857 marked the formalization and expansion of higher education in India. These universities followed the British model and greatly influenced the structure and content of higher education in the country.
Q15. According to the chapter, what was a notable feature of the education system in pathshalas before British intervention?
a) Compulsory annual examinations
b) Fixed fee structure for all students
c) Flexibility in terms of fees and class schedules
d) Emphasis on learning English
Answer: c) Flexibility in terms of fees and class schedules
Explanation: Before British intervention, pathshalas had a flexible education system with no fixed fee, no printed books, no separate school building, and no rigid class schedules. This flexibility allowed children from various backgrounds to attend school according to their circumstances.
Q16. What was the reaction of the British government in India to missionary education after 1857?
a) They actively promoted and funded it.
b) They were reluctant to directly support it.
c) They completely banned it.
d) They made it compulsory in all schools.
Answer: b) They were reluctant to directly support it.
Explanation: After the revolt of 1857, the British government in India was cautious about directly supporting missionary education. They feared that aggressive promotion of Christian education might provoke negative reactions among the Indian population.
Q17. What was the main objective of the Calcutta Madrasa, established in 1781?
a) To promote the study of Western science and literature
b) To encourage the study of Arabic, Persian, and Islamic law
c) To support the learning of English and European languages
d) To preserve and teach ancient Hindu texts
Answer: b) To encourage the study of Arabic, Persian, and Islamic law
Explanation: The Calcutta Madrasa, established in 1781, was aimed at promoting the study of Arabic, Persian, and Islamic law. This institution reflected the Orientalist approach of encouraging traditional Indian learning and languages.
Q18. What was the key reason behind the establishment of the Hindu College in Benaras in 1791?
a) To facilitate the study of English and European sciences
b) To teach Christian religious texts
c) To promote the study of ancient Sanskrit texts and knowledge
d) To provide vocational training in crafts and trades
Answer: c) To promote the study of ancient Sanskrit texts and knowledge
Explanation: The Hindu College in Benaras, established in 1791, was set up to encourage the study of ancient Sanskrit texts, which were considered important for understanding and administering the country under British rule.
Q19. How did Thomas Babington Macaulay perceive Indian and Arabic literature?
a) As superior to European literature
b) As valuable for understanding Eastern cultures
c) As full of scientific and historical errors
d) As equivalent to a single shelf of a good European library
Answer: d) As equivalent to a single shelf of a good European library
Explanation: Thomas Babington Macaulay famously stated that all the books in Indian and Arabic literature were not worth a single shelf of a good European library. This statement reflects his low regard for Eastern literature and his strong advocacy for English education.
Q20. What did Mahatma Gandhi believe was a negative effect of education in English on Indians?
a) It made them experts in technology
b) It distanced them from their own cultural surroundings
c) It improved their scientific knowledge
d) It helped in unifying India with Western countries
Answer: b) It distanced them from their own cultural surroundings
Explanation: Mahatma Gandhi criticized education in English for creating a distance between educated Indians and their cultural surroundings. He believed that such education made Indians strangers in their own land and eroded their connection to their own heritage.
Q21. In the context of education in India, what does the term “vernacular” refer to?
a) The English language
b) Local Indian languages and dialects
c) Ancient Sanskrit and Persian texts
d) European languages other than English
Answer: b) Local Indian languages and dialects
Explanation: In the context of Indian education during the British colonial period, “vernacular” referred to local Indian languages and dialects, as distinct from English, the language of the British rulers.
Q22. What was the primary focus of education at Rabindranath Tagore’s Santiniketan?
a) Military training
b) Christian teachings
c) Creative learning in a natural environment
d) Strict academic disciplines
Answer: c) Creative learning in a natural environment
Explanation: Rabindranath Tagore’s Santiniketan was focused on creative learning within a natural environment. Tagore believed that such an environment was conducive to the free and holistic development of children, fostering their creativity and natural curiosity.
Q23. How did British intervention change the traditional pathshala system in India?
a) By introducing Christian teachings
b) By promoting Oriental studies
c) By imposing structured schedules and examinations
d) By teaching exclusively in vernacular languages
Answer: c) By imposing structured schedules and examinations
Explanation: British intervention in the traditional pathshala system involved introducing structured schedules, regular examinations, and a more formal approach to education, contrasting with the flexible and oral tradition of the pathshalas.
Q24. What was Aurobindo Ghose’s vision for national education in India?
a) Complete adoption of British educational models
b) Emphasis on learning Western sciences and languages
c) Combining Indian traditions with modern scientific discoveries
d) Rejecting all forms of modern education
Answer: c) Combining Indian traditions with modern scientific discoveries
Explanation: Aurobindo Ghose envisioned a national education system that combined the best of Indian traditions with modern scientific discoveries and Western experiments in governance. He advocated for education in vernacular languages but also emphasized the importance of modern knowledge and skills.
Q25. What was the initial stance of the East India Company towards missionary activities in India?
a) They actively supported it.
b) They were indifferent and uninvolved.
c) They were opposed to it.
d) They provided funding but no official endorsement.
Answer: c) They were opposed to it.
Explanation: Initially, the East India Company was opposed to missionary activities in India. The company feared that these activities would provoke a reaction among the local population and make them suspicious of British intentions.
Q26. The educational report by William Adam in the 1830s was significant for revealing what aspect of Indian education?
a) The high literacy rate in urban areas
b) The widespread existence of pathshalas in Bengal and Bihar
c) The dominance of English medium education
d) The poor quality of education in traditional schools
Answer: b) The widespread existence of pathshalas in Bengal and Bihar
Explanation: William Adam’s report in the 1830s highlighted the extensive presence of pathshalas, small traditional schools, in Bengal and Bihar, with over 1 lakh such schools and a considerable number of children being educated in them.
Q27. What was a major consequence of introducing new rules and routines in traditional pathshalas by the British?
a) Improved quality of education across India
b) Difficulty for independent pathshalas to compete with government-supported schools
c) A rapid increase in literacy rates in rural areas
d) Uniformity in the curriculum across different regions
Answer: b) Difficulty for independent pathshalas to compete with government-supported schools
Explanation: The introduction of new rules, routines, and government support to certain pathshalas made it difficult for independent pathshalas, which were unwilling or unable to adapt to these changes, to compete with the government-supported and regulated schools.
Q28. In Mahatma Gandhi’s view, what was a major flaw in the British system of education?
a) Overemphasis on vocational training
b) Neglect of moral and ethical teachings
c) Focus on reading and writing over practical knowledge
d) Lack of attention to physical fitness
Answer: c) Focus on reading and writing over practical knowledge
Explanation: Mahatma Gandhi criticized the British system of education for its overemphasis on reading and writing, and for neglecting oral knowledge, practical skills, and hands-on learning, which he considered essential for true education.
Q29. What was a key feature of the education system in pre-British India as described in the chapter?
a) Emphasis on religious and spiritual teachings
b) Structured classrooms and formal examinations
c) Oral teaching and a lack of a fixed curriculum
d) Compulsory education for all children
Answer: c) Oral teaching and a lack of a fixed curriculum
Explanation: The education system in pre-British India, particularly in pathshalas, was characterized by oral teaching and the absence of a fixed curriculum. Education was flexible and adapted to the needs of the students and the local context.
Q30. Which of the following best describes the impact of the English Education Act of 1835?
a) It promoted the study of Arabic and Persian languages.
b) It established English as the medium of instruction for higher education.
c) It led to the establishment of numerous new universities across India.
d) It made education compulsory for all children in India.
Answer: b) It established English as the medium of instruction for higher education.
Explanation: The English Education Act of 1835, following the recommendations of Thomas Babington Macaulay, established English as the medium of instruction for higher education in India, marking a significant shift in educational policy.
Q31. What role did Rabindranath Tagore envisage for teachers at Santiniketan?
a) Strict disciplinarians who enforced rigorous academic standards
b) Facilitators who helped children develop their natural creativity
c) Instructors focused on imparting religious and moral education
d) Trainers in vocational skills and crafts
Answer: b) Facilitators who helped children develop their natural creativity
Explanation: Rabindranath Tagore envisioned teachers at Santiniketan as facilitators who would help children develop their natural creativity. He believed in a child-centric approach where teachers would understand and nurture each child’s individual talents and interests.
Q32. How did the British government’s view of missionary education in India change after the revolt of 1857?
a) The government began to heavily promote missionary education.
b) It remained supportive but became more cautious and indirect.
c) Missionary activities were completely banned.
d) The government took over the missionary schools.
Answer: b) It remained supportive but became more cautious and indirect.
Explanation: After the revolt of 1857, the British government in India continued to be supportive of missionary education but adopted a more cautious and indirect approach. They were wary of provoking negative reactions among the Indian population due to overt promotion of Christian education.
Q33. What was the main reason for the British to establish a mission at Serampore in the early 19th century?
a) To promote Oriental studies
b) To avoid the jurisdiction of the East India Company
c) To establish an English-medium school
d) To train Indian civil servants
Answer: b) To avoid the jurisdiction of the East India Company
Explanation: The missionaries established a mission at Serampore, an area under Danish control, to avoid the jurisdiction of the East India Company, which was initially opposed to missionary activities in India.
Q34. The system of vernacular education in India before the British intervention was primarily funded by:
a) The British government
b) Local communities or wealthy individuals
c) Christian missionaries
d) Educational institutions in Europe
Answer: b) Local communities or wealthy individuals
Explanation: Before the British intervention, the vernacular education system, including pathshalas, was typically funded by local communities or wealthy individuals. These schools were often set up by a teacher (guru), with support from the community.
Q35. Mahatma Gandhi’s concept of education emphasized the importance of:
a) Learning European languages
b) Scientific and technological studies
c) Learning through productive work and craft
d) Studying British literature and history
Answer: c) Learning through productive work and craft
Explanation: Mahatma Gandhi emphasized the importance of learning through productive work and crafts. He believed that education should be practical and hands-on, enabling students to develop skills while also learning.
Q36. Which of the following was a key feature of Rabindranath Tagore’s educational philosophy at Santiniketan?
a) Competitive examinations
b) Learning in close harmony with nature
c) Focus on rote learning
d) Strict adherence to religious texts
Answer: b) Learning in close harmony with nature
Explanation: Rabindranath Tagore’s educational philosophy at Santiniketan emphasized learning in close harmony with nature. He believed that a natural environment was essential for the free and creative development of children.
Q37. What was the primary concern of the British with the local pathshalas after the 1854 Despatch?
a) Their religious orientation
b) Lack of scientific education
c) Their unstructured and informal nature
d) Emphasis on traditional Indian values
Answer: c) Their unstructured and informal nature
Explanation: After the 1854 Despatch, the British were concerned with the unstructured and informal nature of the local pathshalas. They aimed to introduce order, routines, regular inspections, and a more structured system.
Q38. What was the impact of the educational policies introduced after Wood’s Despatch on traditional Indian schools?
a) They became more oriented towards religious teachings.
b) They experienced a decline due to competition with government-supported schools.
c) They saw a significant increase in enrollment.
d) They remained largely unaffected by the changes.
Answer: b) They experienced a decline due to competition with government-supported schools.
Explanation: The educational policies introduced after Wood’s Despatch led to a decline in traditional Indian schools. These schools struggled to compete with government-supported schools, which were more structured and formally regulated.
Q39. Aurobindo Ghose’s vision of national education in India included:
a) Rejecting all traditional Indian educational practices
b) A focus solely on Western scientific knowledge
c) A blend of Indian traditions with modern learning
d) An emphasis on religious and spiritual teachings
Answer: c) A blend of Indian traditions with modern learning
Explanation: Aurobindo Ghose envisioned a national education system in India that blended Indian traditions with modern scientific discoveries and learning. He believed in combining the best of Indian culture with contemporary knowledge.
Q40. The reluctance of the British government to directly support missionary education after 1857 was primarily due to:
a) Financial constraints
b) The preference for Oriental studies
c) Fear of provoking negative reactions among Indians
d) A shift in focus towards vocational training
Answer: c) Fear of provoking negative reactions among Indians
Explanation: After the revolt of 1857, the British government became cautious about directly supporting missionary education, fearing that it might provoke negative reactions among the Indian population.
Q41. What was a significant outcome of Thomas Babington Macaulay’s argument for English education in India?
a) The decline of Sanskrit and Persian studies
b) Increased emphasis on traditional Indian education
c) Establishment of numerous English medium schools across rural India
d) Mandatory teaching of European history in all educational institutions
Answer: a) The decline of Sanskrit and Persian studies
Explanation: Thomas Babington Macaulay’s strong advocacy for English education led to a shift in educational policies in India, resulting in the decline of traditional studies in Sanskrit and Persian, as English became the primary medium of instruction in higher education.
Q42. What was the primary aim of setting up the Hindu College in Benaras in 1791 by the British?
a) To promote English language and literature
b) To train Indians for administrative jobs
c) To encourage the study of ancient Sanskrit texts
d) To facilitate Christian missionary activities
Answer: c) To encourage the study of ancient Sanskrit texts
Explanation: The Hindu College in Benaras, established in 1791, was set up to promote the study of ancient Sanskrit texts, reflecting the Orientalist interest in ancient Indian culture and languages.
Q43. Which of the following best describes the educational policy outlined in Wood’s Despatch of 1854?
a) Promotion of Oriental learning over Western knowledge
b) Emphasis on practical European learning for its economic benefits
c) Focus on traditional Indian arts and crafts
d) Strict adherence to religious and moral education
Answer: b) Emphasis on practical European learning for its economic benefits
Explanation: Wood’s Despatch of 1854 emphasized the practical benefits of European learning over Oriental knowledge. It advocated for a system of education that would enable Indians to recognize the advantages of trade and commerce and develop a taste for European lifestyle and goods.
Q44. According to the chapter, what was the primary focus of education at the Serampore Mission established by the Christian missionaries?
a) Spreading knowledge of Indian culture and heritage
b) Teaching European languages and sciences
c) Imparting moral education through Christian teachings
d) Training in agricultural and industrial skills
Answer: c) Imparting moral education through Christian teachings
Explanation: The Serampore Mission, established by Christian missionaries, focused on imparting moral education through Christian teachings. The missionaries believed that moral improvement of Indians could be achieved through Christian education.
Q45. What change did Mahatma Gandhi advocate for in the education system during the national movement in India?
a) Introduction of compulsory English education
b) Establishment of more universities based on the British model
c) Encouraging students to leave institutions as a form of protest
d) Focus on industrial and technical education
Answer: c) Encouraging students to leave institutions as a form of protest
Explanation: During the national movement, Mahatma Gandhi urged students to leave educational institutions as a form of protest against British rule. He saw this as a way to demonstrate Indian resistance and non-cooperation with the colonial government.
Q46. In pre-British India, the funding and establishment of pathshalas were primarily the responsibility of:
a) The central government
b) Local communities or individual patrons
c) British educational foundations
d) Religious institutions
Answer: b) Local communities or individual patrons
Explanation: In pre-British India, pathshalas were typically set up and funded by local communities or individual patrons. These small traditional schools were community-based and often did not have a formal structure or standardized curriculum.
Q47. The reluctance of the British government to directly support missionary education post-1857 can be attributed to:
a) A policy shift towards secular education
b) Financial constraints and economic considerations
c) Concerns about provoking anti-colonial sentiments among Indians
d) Influence of Orientalist scholars on educational policies
Answer: c) Concerns about provoking anti-colonial sentiments among Indians
Explanation: After the revolt of 1857, the British government became cautious about directly supporting missionary education, fearing it might provoke anti-colonial sentiments and resistance among Indians. They were wary of any actions that could be perceived as cultural or religious imposition.
Q48. What was a significant feature of the pathshala education system before British intervention, as noted in William Adam’s report?
a) Use of English as the medium of instruction
b) Emphasis on rote memorization and written examinations
c) Flexibility in terms of fees, schedules, and curriculum
d) Uniform curriculum across different regions
Answer: c) Flexibility in terms of fees, schedules, and curriculum
Explanation: William Adam’s report in the 1830s highlighted the flexibility of the pathshala education system in pre-British India, with no fixed fees, printed books, or rigid schedules. Education was adapted to local needs, with an emphasis on oral teaching and practical knowledge.