Development of Education in Modern India

11. Who among the following were well known as champions of women’s educat

Who among the following were well known as champions of women’s education in colonial India ?
1. Sister Subbalakshmi
2. Begum Rokeya Sakhawat Hossain
3. Keshub Chandra Sen
4. Ananda Coomaraswamy
Select the correct answer using the code given below :

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1, 2, 3 and 4
1, 2 and 3 only
3 and 4 only
1 and 2 only
This question was previously asked in
UPSC CAPF – 2015
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The correct answer is 1, 2 and 3 only.
Sister Subbalakshmi, Begum Rokeya Sakhawat Hossain, and Keshub Chandra Sen were all prominent figures in promoting women’s education and social reform in colonial India.
Sister Subbalakshmi was an educational reformer, particularly known for her work related to widow remarriage and women’s education in South India. Begum Rokeya Sakhawat Hossain was a pioneering feminist writer and social worker from Bengal who established schools for girls. Keshub Chandra Sen, a leader of the Brahmo Samaj, advocated for various social reforms including the education of women. Ananda Coomaraswamy was a distinguished historian of Indian art and culture, but his primary focus was not on educational reform movements in India.

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12. The real beginning of western education in India can be dated from

The real beginning of western education in India can be dated from

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the Charter Act of 1813
the Charter Act of 1793
the Sarda Act of 1929
the Macaulay's Minute on Indian Education, 1835
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UPSC NDA-1 – 2022
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The real beginning of western education in India is generally dated from Macaulay’s Minute on Indian Education in 1835.
Thomas Babington Macaulay’s Minute strongly advocated for the introduction of English education in India, focusing on Western subjects, rather than supporting traditional Oriental learning. His views were accepted by Lord William Bentinck, the Governor-General, leading to a resolution in March 1835 that made English the medium of instruction for higher education and allocated funds for promoting Western literature and science.
The Charter Act of 1813 was significant as it allocated an amount of one lakh rupees per year for education in India, but it did not explicitly mandate the promotion of only western education; it allowed for the revival and improvement of literature and the encouragement of learned natives. The debate between Orientalists and Anglicists culminated in Macaulay’s decisive push for English and Western learning, marking a turning point. The Sarda Act of 1929 was related to child marriage.

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13. Consider the following statements: Warren Hastings set up the Calcut

Consider the following statements:

  • Warren Hastings set up the Calcutta Madrassa for the study and teaching of Muslim law related subjects.
  • Jonathan Duncan started a Sanskrit College at Varanasi for the study of Hindu law and philosophy.

Which of the statements given above is/are correct?

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1 only
2 only
Both 1 and 2
Neither 1 nor 2
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UPSC NDA-1 – 2016
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The correct answer is C) Both 1 and 2.
Statement 1 is correct. Warren Hastings, the first Governor-General of Bengal, established the Calcutta Madrassa (now Aliah University) in 1781 with the aim of studying and teaching Muslim law, Persian, and Arabic. The primary purpose was to ensure that British judges had access to qualified Indians knowledgeable in Muslim law for the administration of justice.
Statement 2 is correct. Jonathan Duncan, then the Resident at Varanasi, established the Sanskrit College at Varanasi in 1791. The objective was similar to the Madrassa – to promote the study of Hindu law, philosophy, and literature, enabling British judges to administer justice according to Hindu personal law with the help of Indian scholars (pandits).
These institutions represent early attempts by the British East India Company to understand and govern according to the existing legal and cultural frameworks of India, particularly in matters of personal law, which were considered sacred. This policy of limited intervention in traditional laws and customs was sometimes referred to as the ‘Orientalist’ approach, although its motives were largely administrative convenience and maintaining control.

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14. Who founded the Central Hindu School at Benaras which was later develo

Who founded the Central Hindu School at Benaras which was later developed into Benaras Hindu University?

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Madan Mohan Malaviya
Annie Besant
Ishwar Chandra Vidyasagar
Madame H.P. Blavatsky
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UPSC CDS-1 – 2021
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The Central Hindu School at Benaras was founded by Annie Besant.
– Annie Besant, a Theosophist and later a prominent figure in the Indian independence movement, founded the Central Hindu School in 1898.
– The school was intended to promote religious education and Indian culture alongside modern Western education.
Madan Mohan Malaviya, along with other leaders, played a crucial role in the establishment of the Banaras Hindu University (BHU) in 1916. The Central Hindu School, founded by Annie Besant, was acquired by the university and became a constituent part of BHU. While Malaviya was instrumental in developing the institution into a university, Annie Besant founded the original school.

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15. In 1911, who among the following introduced a bill in the Imperial Leg

In 1911, who among the following introduced a bill in the Imperial Legislative Council for introduction of compulsory and free primary education in India ?

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Dadabhai Naoroji
Bal Gangadhar Tilak
Sir Harcourt Butler
Gopal Krishna Gokhale
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UPSC CDS-1 – 2021
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Gopal Krishna Gokhale, a prominent moderate nationalist leader, introduced a bill in the Imperial Legislative Council in 1911 seeking the introduction of compulsory and free primary education for children aged 6 to 10 in selected areas. Although the bill was eventually defeated, it highlighted the demand for universal education and put pressure on the government.
– Gokhale’s bill was a significant effort to promote mass literacy in India during the British rule.
– While the bill did not pass, it was a precursor to future educational reforms.
Dadabhai Naoroji was a key figure in the early nationalist movement and propounded the “Drain of Wealth” theory. Bal Gangadhar Tilak was a radical nationalist leader known for the slogan “Swaraj is my birthright”. Sir Harcourt Butler was involved in education policy but Gokhale introduced the specific bill in 1911.

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16. The Hunter Commission (1882) appointed to survey the state of educatio

The Hunter Commission (1882) appointed to survey the state of education in India

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deprecated University education
overruled the Despatch of 1854
endorsed the Despatch of 1854 with greater emphasis on primary education
criticized the grants-in-aid system of schooling
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The Hunter Commission (1882), appointed by Lord Ripon, was tasked with reviewing the progress of education in India since the Wood’s Despatch of 1854.
The Commission essentially endorsed the principles laid down in the Despatch of 1854 but put a greater emphasis on the development and promotion of primary education.
The Commission recommended state patronage for primary education and suggested that control of primary education be transferred to district and municipal boards. It also recommended extending the system of grants-in-aid to secondary and collegiate education.

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17. Henry T. Colebrooke was a Professor of Sanskrit in which one of the fo

Henry T. Colebrooke was a Professor of Sanskrit in which one of the following institutions?

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Fort William College
Serampore Mission
Kashi Vidyapith
Asiatic Society
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UPSC CDS-1 – 2019
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Henry Thomas Colebrooke (1765-1837) was a renowned English orientalist and Sanskrit scholar. He was appointed as a professor of Sanskrit and Hindu Law at the College of Fort William in Calcutta, which was founded in 1800 by Lord Wellesley. He made significant contributions to the study of Indian languages, law, philosophy, and science.
Henry T. Colebrooke was a Professor of Sanskrit at Fort William College.
The Serampore Mission was a Danish settlement near Calcutta, known for missionary activities and printing. Kashi Vidyapith is a university in Varanasi founded in 1921. The Asiatic Society was founded by Sir William Jones in 1784 for oriental studies; Colebrooke was also associated with it and served as its president, but his professorship was at Fort William College.

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