The document discusses the history of education in India after independence. It provides details about: 1) Gandhi and Tagore's opposition to the English education system, arguing that it enslaved Indians and lacked practical skills. Tagore established Santiniketan to encourage creative learning in a natural environment. 2) How the British initially saw Indian education through Orientalism but later criticized it as unscientific. They focused education on practical skills for commerce. 3) How the British standardized local pathshala schools through introducing rules, routines, textbooks, and inspections, which had consequences like requiring attendance during harvest times.

1. Chapter 10 : India after Independence
I. TEXTBOOK QUESTION:
1. Give one reason why English continued to be used in India
after Independence.
Ans.
1) English continued to be used in India after
Independence because south Indian states expressed
strong opposition to Hindi.
2) Some leaders believed that English should be done away
with and Hindi should be promoted as the national
language. But this idea was opposed by the leaders from
non-Hindi areas.
II. HOMEWORK QUESTION:
1. Briefly describe the three lists of subjects under the
constitution of India?
Union list
•It is a list of 97 subject on which only the central government can
make laws.it includes subjects of national importance like defence
finance external affair etc.
State list
•It is a list of 66 subject on which only state government can make
laws .it includes police ,agriculture irrigation eTC.
Concurrent list
•it is a list of 47 subject which are common interest to both
Central and state government issues like forests ,education, trade
Universe etc .

2. II. TEXTBOOK QUESTIONS:
1. Who were the Moderates? How did they propose to struggle
against British rule?
Ans-
1) In the first twenty years of its existence, the Congress was
“moderate” in its objectives and methods. The Congress
leaders of this period were called the Moderates.
2) They proposed to struggle against British rule in non-
violent manner which the radicals called “politics of
petitions”.
1. Why did Gandhiji choose to break the salt law?
Ans- Gandhiji choose to break the salt law because in his view, it
was sinful to tax salt since it is such as essential item of our food
that is used by the rich or the poor person in the same quantity.
III. HOME WORK QUESTIONS:
1. Who was the Viceroy of India at the time of the partition of
Bengal?
Ans- LORD CURZON was the viceroy of India at the time of
the partition of Bengal. ♧ The decision to effect the Partition
of Bengal was announced in 7 July 1905 by the Viceroy of
India, Lord Curzon. ♧ The partition took place on 16 October
1905.
1. Name three places where Gandhiji started local movements.
Ans- Champaran, Kheda and Ahmedabad.
Chapter 9 : The Making of the National Movement:1870s-
1947

3. Chapter 8 : Women, Caste and Reform
II. Textbook question:
1. Why were Jyoti Rao Phule and Ramaswamy Naicker critical of the
national movement? Did their criticism help the national struggle in
any way?
Ans-
1) They were critical of the national movement because the
nationalists had made seating arrangements according to
caste distinctions at feasts. The lower castes were made to sit
at a distance from the upper castes.
2) Their criticism helped the national struggle to a great extent. They
not only wanted the country to become independent of the British
control but also from various evil practices which had crept in the
society.
III. Homework questions:
1. Why did Phule dedicate his book Gulamgiri to the American
movement to free slaves?
Ans- Phule dedicated his book to all those Americans who had
fought to free slaves, thus establishing a link between the conditions
of the “lower” castes in India and the black slaves in America. Phule
blamed the caste system for all forms of inequality.
2. How did Jyotirao, the reformer justify his criticism of caste inequality
in society?

4. History-7 Weavers.Iron smelters and Factory
owners
HOMEWORK QUESTIONS
1. How did the inventions of Spinning Jenny and Steam Engine
revolutionize cotton textile weaving in England?
2. Write a Short note on Spinning Jenny.
1) The spinning jenny is a multi-spindle spinning frame, and
was one of the key developments in the industrialization of
textile manufacturing during the early Industrial Revolution.
2) The device reduced the amount of work needed to
produce cloth, with a worker able to work eight or more
spools at once.
BOOK QUESTIONS
1. Handloom production did not completely die in India. Why?
Ans- For the following reasons the hand-loom weaving in India did
not die completely:
1. The British manufactured goods could not produce clothes with
elaborate borders and traditional spun patterns.
2. The Saris with elaborate borders had a wide demand not only
among the wealthy but more among the middle sections of the
society.
3. The manufacturing machines of Britain did not produce granular
cloths used by the lower sections of the Indian society.

5. HISTORY Chapter 5 August 2021
When People Rebel 1857 and After
I. Homework Questions:
Q 1. How did the last Mughal emperor live the last years of his life?
1) Bahadur Shah Zafar was the last Mughal emperor. When rebellion
against British rule in 1857 started, he was declared as the leader of
soldiers doing revolt.
2) He wrote to Indian states to fight the British and many rulers
supported it. This gave the soldiers more hope and courage. It gave
this rebellion a new direction.
3) Britishers passed new laws to convict rebels easily.
4) Bahadur Shah Zafar was sentenced to life imprisonment. His son was
shot dead in front of his eyes. And his begum Zinat Mahal was also
sent to jail in 1858. In November 1862, Bahadur Shah Zafar died in
Rangoon.
Q 2. What objections did the sepoys had to new cartridges that they
were asked to use?
Ans-
1) The sepoys refused to do the army drill using the new
cartridges with some objections.
2) They suspected that the cartridges were coated with the fat
of cows and pigs.
3) Both Hindus and Muslims felt insulted.
Textbook Question:
1) What were the grievances of the sepoys?
Ans-
1) The Sepoys were unhappy about their pay, allowances and conditions of
service.
2) In 1824 the Sepoys were asked to go to Burma by the sea route to fight
for the Company. The Sepoys refused to do so and were severely
punished for not obeying the British.
3) In 1856 the Company passed a new law which stated that every new
person who took up employment in the Company's army had to agree to
serve overseas if required. The Sepoys were unhappy with this new law.
4) Q 2. Who was Nana Sahib?
5) Q 3. What were the reasons for the failure of revolt of 1857?

6. Q 3. What were the reasons for the failure of revolt of 1857?
1) The revolt of 1857 suffered from a weak leadership.
2) It was not planned and organized.
3) There was a clear lack of unity among the rebels and there was
no common purpose among them during the revolt of 1857.
4) The revolt did not spread to all the parts of India instead it was
confined to the Northern and Central India.
5) The lack of resources both in trained men and modern
weapons made the rebels to give up the fight on many
occasions.
6) Also, many communities like Rajputs, Gurkhas, Holkars
supported the British rather than taking part in the mutiny.
Q 2. Who was Nana Sahib?
Ans
1) Nana Sahib (19 May 1824 – 1859), born as Dhondu Pant, was an
Indian Peshwa of Maratha empire, aristocrat and fighter, who led the
rebellion in Cawnpore (Kanpur) during the 1857 uprising.
2) As the adopted son of the exiled Maratha Peshwa Baji Rao II, Nana
Sahib believed that he was entitled to a pension from the English East
India Company, but the underlying contractual issues are rather
murky.
3) The Company's refusal to continue the pension after his father's
death, as well as what he perceived as high-handed policies,
compelled him to revolt and seek independence from company rule in
India.
4) He forced the British garrison in Kanpur to surrender, then executed
the survivors, gaining control of Cawnpore for a few days. He later
disappeared, after his forces were defeated by a British force that
recaptured Cawnpore. He was led to the Nepal Hills in 1859, where he
is thought to have died.

7. Chapter 7 : Civilizing The Native Educating The Nation
I. Textbook questions:
1. Explain the Agenda for a National Education on the basis of:
a. “English education has enslaved us”
b. Tagore’s “abode of peace”
Ans- Mahatma Gandhi and Rabindranath Tagore reacted against western
education as-
English Education has enslaved us:
(i) Mahatma Gandhi urged that colonial education created a sense of
inferiority in the minds of Indians. It was sinful and it enslaved Indians.
(ii) Mahatma Gandhi wanted an education that could help Indians to
recover their sense or dignity and self-respect.
(iii) According to Mahatma Gandhi, Indian languages ought to be
medium of teaching and the means to develop a person’s mind and soul.
(iv) Mahatma Gandhi on Western education said, ” focussed on reading
& writing rather than oral knowledge; value textbooks rather than
practical knowledge”.
Tagore’s ‘Abode of Peace’:
(i) Rabindranath Tagore started Shantiniketan in 1901.
(ii) Tagore as a child hated going to school as he described school as a
prison. He said he could never do what he felt like doing in school.
(iii) He wanted to set up schools where children were happy, where they
could be free and creative, where the child was able to explore their
own thoughts and desires.
(iv) He emphasized the need to teach Science and technology at
Shantiniketan along with art, music and dance.
(v) According to him, creative learning be encouraged only within a
natural environment and hence set up his school 100 kilometers away
from Calcutta in a rural setting.

8. 1. How the British saw Education:
a. The tradition of Orientalism
b. “Grave errors of the East”
c. Education for commerce
The Tradition of Orientation:
(i) In 1783, William Jones a linguist was appointed as a junior judge at the
Supreme Court that the company had set up. He started studying ancient
Indians text on law, philosophy, religion, politics, morality, arithmetic,
medicine and other sciences.
(iii) Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed were
busy discovering the ancient Indian heritage, mastering Indian languages
and translating Sanskrit and Persian works into English.
(iv) A Madrasa was set up in Calcutta in 1781 to promote the study of
Arabic, Persian and Islamic law.
(v) In 1791, the Hindu College was established in Benaras to encourage the
study of ancient Sanskrit texts that would be useful for the administration of
the country.
Grave Errors of the East:
(i) In early 19th century, many British officials began to criticize the
Orientalist version of learning. They said that knowledge of the East
was full of errors & unscientific thought.
(ii) Eastern literature was non-serious & light-hearted.
(iii) James Mill was one of those who attacked the Orientalists.
According to him, the aim of education ought to be teach what was
useful and practical. So, Indians should be made familiar with the
scientific and technical advances that the West had made, rather than
with the poetry and sacred literature of the Orient.
Education for Commerce:
(i) In 1854, Wood’s Despatch, an educational dispatch, was sent to India.
Outlining the educational policy that was to be followed in India. It
emphasized on the practical benefits of the system of European learning.
(ii) Wood’s Despatch argued that European learning would improve the
moral character of Indians and make them truthful and honest and thus
supply the company with civil servants who could be trusted and depended
upon.
(iii) Following the 1854 Despatch, several measures were introduced by the
British. Steps were taken to establish a system of university education.
Attempts were also made to bring about changes within the system of
school education

9. I. Homework question:
1. What Happened to the Local Schools?
a. The report of William Adam
b. New routines, new rules
a) The report of William Adam
(i) In the 1830s William Adam, a Scottish missionary toured the
districts of Bengal and Bihar and was given charge by the
company. To give report on the progress of education in
vernacular schools.
(ii) Adam found that the system of education was flexible and
local schools were known as pathshalas.
(iii) There were no fixed fee, no printed books, no separate school
building, no benches or chairs, no blackboards, no system of
separate classes, no roll-call registers, no annual examinations
and no regular time-table. Fee depended on the income of
parents: the rich had to pay more than the poor.
(iv) Classes were usually held under a Banyan tree or in the
corner of a village shop, in temple or at the guru’s home.
(v) Teaching process was oral and the guru decided what to teach
, in accordance with the needs of the students.
(vi) The guru interacted seperately with groups of children with
different levels of learning.
.

10. b. New routines, new rules
(i) After 1854 the company decided to improve the system of
vernacular education by introducing order within the system,
imposing routines, establishing rules, ensuring regular
inspections.
(ii) Company appointed a number of government pandits each
in charge of looking after four to five schools.
(iii) Teaching was now to be based on textbooks and learning
was to be tested through a system of annual examination.
(iv) Students to pay a regular fee asked to attend regular
classes, sit on fixed seats and obey the new rules of discipline.
(v) Those Pathshalas which accepted the new rules were
supported through government grants.
(vi) New rules had some consequences, students have to attend
school regularly even during harvest time. Inability to attend
school seen as indiscipline and as evidence of the lack of desire
to learn.