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The Trail History and Civics for Class 8 ICSE Solutions – The Indian National Movement (1885-1916)

March 28, 2022June 27, 2018 by Raju

The Trail History and Civics for Class 8 ICSE Solutions – The Indian National Movement (1885-1916)

ICSE Solutions Selina ICSE Solutions ML Aggarwal Solutions

The Trail History and Civics for Class 8 ICSE Answers

Trail HistoryCivics Focus on HistoryCivics Geography Biology Chemistry Physics Maths

Exercises

A. Fill in the blanks:

The early nationalists spread political awareness among the people.
The assertive nationalists believed that British rule in India was not a blessing but a curse.
After the partition of Bengal, the assertive nationalists adopted the methods of boycott, swadeshi and national education to achieve the goal of swaraj.
Separate electorates meant that the Muslim voters could elect Muslim representatives.
The early nationalist leaders expelled the assertive nationalists from the Congress at the Surat session in 1907.

B. Match the following:

Answer:

C. Choose the correct answer:

1. The history of the Indian national movement is broadly categorized into three/four/five
Ans. The history of the Indian national movement is broadly categorized into three phases.

2. Bal Gangadhar Tdak/Dadabhai Naoroji/Surendranath Banerjea was an important assertive nationalist leader.
Ans. Bal Gangadhar Tilak was an important assertive nationalist leader.

3. The British followed the policy of divide and rule by dividing Bengal/Punjab/Gujarat on communal lines.
Ans. The British followed the policy of divide and rule by dividing Bengal on communal lines.

4. The Muslim League was established in 1905/1906/1913.
Ans. The Muslim League was established in 1906.

5. Two Home Rule Leagues were formed in 1916/1914/1918.
Ans. Two Home Rule Leagues were formed in 1916.

D. State whether the following are true or false:

The early nationalists believed in the justice and fair play of the British.
True.
The early nationalists presented their grievances to the British in the form of protests and strikes.
False.
Correct: The early nationalists presented their grievances to the British in the form of meetings, lectures and the press.
The political beliefs, aims and methods of the assertive nationalists were the same as those of the early nationalists.
False.
Correct: The political beliefs, aims and methods of the assertive nationalists were different as those of the early nationalists.
The assertive nationalists had no faith in the constitutional methods followed by the early nationalists.
True.
Tilak knew that the British would concede to the demand of swaraj easily without any struggle.
False.
Correct: Tilak knew that the British would never concede to the demand of Swaraj easily without any struggle.

E. Answer the following questions in one or two words/ sentences:

Question 1.
Mention two leaders of the early nationalist phase.
Answer:
The important leaders of the early nationalist phase were Dadabhai Naoroji, Surendranath Banerjea and Gopal Krishna Gokhale.

Question 2.
Mention two leaders of the assertive nationalist phase.
Answer:
The important leaders of the assertive nationalist phase were Bal Gangadhar Tilak, Bipin Chandra Pal, Lala Lajpat Rai and Aurobindo Ghosh.

Question 3.
Why were the assertive nationalists disillusioned with the leadership of the early nationalists?
Answer:
The assertive nationalists had no faith in the constitutional methods followed by the early nationalists. They knew that the British would never concede to the demand for swaraj without a struggle. So they have to adopt a method of active opposition to government Swaraj would have to be achieved through a political, anti-government agitation and with the involvement and support of the masses. The Congress would have to be transformed from a platform for debates among the westernized, Indian intelligentsia into a regiment of freedom fighters-united, determined, confident and willing to make sacrifices.

Question 4.
When and why was Bengal partitioned?
Answer:
The British partitioned Bengal in 1905 in pursuance of their policy of divide and rule.

Question 5.
Where and under whose leadership was the Muslim League established?
Answer:
The Muslim League was established in December 1906, under the leadership of Nawab Salimullah Khan in Dacca (now known as Dhaka).

Question 6.
Mention two objectives of the Muslim League?
Answer:
Objectives of Muslim league:

To promote among the Muslims a feeling of loyalty towards the British government.
To protect and promote the political rights of the Muslims.
To prevent feelings of hostility towards other communities.

Question 7.
Why was the introduction of separate electorates a death blow to national unity?
Answer:
Separate electorates refers to the voting population of the country, divided into different electorates based on the factors like religion, caste, occupation etc. For example, it meant that Muslim voters could elect Muslim representatives. The introduction of separate electorates sounded the death knell of national unity. It was the first definite step on the road to the partition of India.

Question 8.
Why did the Indian nationalists support the war effort of the British when the First World War broke out ?
Answer:
Initially, there was an outburst of loyalty and the Indian nationalist leaders supported the British government with men and money. More than a million Indian soldiers were sent overseas to join the British army and a hundred million pounds were given to the British government.
The British and their allies declared that they were fighting the war to make the world ‘safe for democracy’ and to promote the right of all nations to form self-governments. This led the Indian nationalists to believe that a grateful Britain would reward India’s loyalty and fulfill its demands for self-government.

Question 9.
What was the main aim of the Home Rule Leagues ?
Answer:
The main aim of the Leagues was to achieve self-government within the British empire after the war.

F. Answer the following questions briefly:

Question 1.
With reference to the early nationalists, discuss the following:
(a) Beliefs of the early nationalists
(b) Methods of the early nationalists
(c) Important contributions made by the early nationalists to the national movement?
Answer:
(a)
The early nationalists believed that British rule had conferred several benefits on India. They felt that at that stage of history it was in their own interests to remain under the British since they were not yet ready to govern themselves. The early nationalists were convinced that the British could be persuaded to introduce necessary reforms and the government could be transformed to suit the interests of the Indian subjects.
(b)
The early nationalists had great faith in the sense of justice and fair play of the British.. So they adopted peaceful and constitutional methods. They presented their grievances to the government and waited patiently for the government to pass laws to remove those grievances. They believed that the government would gradually give into their demands. They promoted unity, spread political awareness among the people and built up a strong public opinion through meetings, lectures and the press. They also sent delegations to England to persuade the British government to introduce necessary reforms.
(c)
Contribution of the early nationalists:

The early nationalists established a solid foundation which served as a base for a more radical approach in later years.
They spread political awareness among the people and instilled in them a sense of national unity. The people began to think of themselves as a members of one single nation the Indian nation. The path for a united national struggle was laid.
The Congress under the early nationalists trained the Indians in political affairs. They educated them in political matters and familiarized them with ideas of – freedom, government, democracy, secularism nationalism, etc. This knowledge and training in political affairs helped Indian nationalists to organize and raise the national movement to the next stage of development.

Question 2.
With reference to the rise of the assertive nationalists within the congress, discuss:
(a) The beliefs of the assertive nationalists
(b) The objectives of the assertive nationalists
(c) How the methods of the assertive nationalists differed from those of the early nationalists?
Answer:
(a)
The assertive nationalists had no faith in the British sense of justice and fair play. They believed that the British rule in India was not a blessing but a curse. They were convinced that the British had no honest intentions of introducing reforms for the welfare of the Indians. They realized that the British interests were different and clashed with the Indian interests. India could never grow and progress under British rule.
(b)
The goal of the assertive nationalists was not self government in ‘gradual’ stages but immediate freedom (Swaraj) from British rule.
(c)
The early nationalists had great faith in the sense of justice and fair play of the British. So they adopted peaceful and constitutional methods. They presented their grievances to the government and waited patiently for the government to pass laws to remove those grievances. They believed that the government would gradually give in to their demands. They promoted unity, spread political awareness among the people and built up a strong public opinion through meetings, lectures and the press. But the assertive nationalists on the other hand, had no faith in the constitutional methods followed by the early nationalists. Twenty years of prayers, petitions, appeals and resolutions and representations hadfailed to yield any concrete results,

Question 3.
With reference to the Lucknow Session of the Congress of 1916, answer the following questions:

Question 3(a).
What was the Lucknow Pact ?
Answer:
The Lucknow Pact was an agreement signed by the Muslim League and the Congress to pave the way for a joint scheme of political reforms in India.

Question 3(b).
What was the objective of the Lucknow Pact ?
Answer:
Under the Lucknow Pact, the League jointly with the Congress put forward the demand for a Dominion Status for India. This was an important step towards Hindu-Muslim unity.

Question 3(c).
What were the results of Lucknow Pact ?
Answer:
The unity between the Muslim League and the Congress, on the one hand and the early nationalists and the assertive nationalists, on the other, aroused great political enthusiasm and strengthened the national movement.

G Picture study:
This is the picture of a national leader

1.Identify the person in the picture.
Ans. Muhammad Ali Jinnah.

2. Which political organization did he join and when ?
Ans. Muhammad Ali Jinnah joined the Muslim League in 1913.

3. When and by whom was this organization founded ?
Ans. The Muslim League was established in December 1906, under the leadership of Nawab Salimullah Khan in Dacca (now known as Dhaka).

4. What were the objectives of this organization ?
Answer:
The main objectives of the Muslim League were as follows:

To promote among the Muslims a feeling of loyalty towards the British government.
To protect and promote the political rights of the Muslims
To prevent feelings of hostility towards other communities.

The Trail History and Civics for Class 8 ICSE Solutions – Rise of Indian Nationalism

March 28, 2022June 27, 2018 by Raju

The Trail History and Civics for Class 8 ICSE Solutions – Rise of Indian Nationalism

ICSE Solutions Selina ICSE Solutions ML Aggarwal Solutions

The Trail History and Civics for Class 8 ICSE Answers

Trail HistoryCivics Focus on HistoryCivics Geography Biology Chemistry Physics Maths

EXERCISES

A. Fill in the blanks:

Modem Indian nationalism arose to meet the challenge of Foreign domination.
Exploitation of India by the British was direct and harsh before 1857; after 1857 it became subtle and systematic.
The Kukas Rebellion was an armed rebellion of the Sikhs against the British policy of divide and rule.
The English language acted as a link language among the educated Indians.
A.O. Hume laid the foundation of the Indian National Congress in December 1885.

B. Match the following:

Answer:

C. Choose the correct answer:

1. ‘Vande Mata ram’ was written by Swami Vivekananda/Raja Ram Mohan Roy/Bankim Chander Chattopadhyaya.
Ans. ‘Vande Mataram’ was written by Bankim Chander Chattopadhyaya.

2. Lord Ripon/Lord Lytton/Lord Dalhousie approved the Ilbert Bill.
Ans. Lord Ripon approved the Ilbert Bill.

3. The Indian National Congress was established in 1883/1885/ 1890.
Ans. The Indian National Congress was established in 1885.

4. The first session of the Indian National Congress was attended by 62/72/82
Ans. The first session of the Indian National Congress was attended by 72 delegates.

5. The first session of the Indian National Congress was presided over by C. Bannerjee/Surendranath Banerjea/A.O. Hume.
Ans. The first session of the Indian National Congress was presided over by W.C. Bannerjee.

D. State whether the following are true or false:

The Revolt of 1857 had failed to rid India of foreign rule.
True.
Western education and modern ideas could not bring the Indians together.
False.
Correct: Western education and modem ideas bring the Indians together.
Racial arrogance and racial discrimination by the British caused great resentment among Indian intellectuals.
True.
The Ilbert Bill had to be amended as the European reacted violently to it.
True.
A.O. Hume was not supported by nationalist Indian leaders.
False.
Correct: A. O. Hume was supported by nationalist Indian leaders.

E. Answer the following questions in one or two words/ sentences:

Question 1.
Define nationalism.
Answer:
Nationalism may be defined as a devotion and loyalty to one’s own nation, patriotism. It is also the policy or doctrine of asserting the interest of one’s own nation viewed as separate from the interests of others nations or common interest of all nation.

Question 2.
Name any two Western scholars who researched the Indian past and rediscovered its rich heritage.
Answer:
European scholars like William Jones, Alexander Cunningham, James Prinsep and other Indologists, who researched India’s historical past and revealed its rich heritage.

Question 3.
How did the British economic policies in India transform India into an agricultural colony.
Answer:
British economic policies in India had deliberately transformed India into an agricultural colony. India had become a supplier of British raw materials and a market for British manufactured products.

Question 4.
Why was the Ilbert Bill introduced and by whom?
Answer:
Lord Ripon, who followed Lord Lytton, wanted to change some of the discriminatory policies of the government. He approved the Ilbert Bill which proposed that Indian judges be allowed to try Europeans (whites) accused of crimes.

Question 5.
When and where was the first session of the Indian National Congress held?
Answer:
The first session of the Congress was held in Bombay (now Mumbai) in December 1885.

F. Answer the following questions briefly:
Question 1.
There were many factors that led to the rise of nationalism in India. In the light of this statement, answer the following questions:
(a) In what way did the Revolt of 1857 impact the rise of nationalism in India?
(b) What changes did Western education bring about in the traditional Indian outlook?
(c) The English language acted as a link language among the Indians. Explain.
Answer:
(a)
Exploitation after Revolt of 1857, was subtle and systematic. The impact of exploitation was felt by almost all sections of Indian society, but it took several decades to comprehend the true nature of British rule and establish the link between British polices and India’s growing poverty. Several armed revolts took place after 1857. The Kuka rebellion was one such revolt. It was a protest against the deliberate policy of the British to create a rift between the Hindus and the Muslims.
(b)
The British had introduced Western Education in India to create a class of loyal clerks and Anglicized buyers of British goods. Western education did that and much more. It opened the floodgates of modem knowledge and rational thinking. New ideas of humanism, nationalism and democracy transformed the traditional outlook of the people. A new class arose-English-educated Indians-small in number but who in course of time, would produce, leaders and organizers of a national movement.
(c)
The English language acted as a link language between the educated Indians and various parts of the country. Thus, it played a very significant role in fostering feelings of unity among educated Indians from different provinces and linguistic regions of the country. The barriers of language now broke down as the English language became the common medium of communication. Educated middle class Indians who spoke different language could now express their views and exchange ideas among themselves in English. A common language fostered a sense of oneness and understanding of their Indian identity.

Question 2.
In the context of the causes of the rise of Indian nationalism, answer the following questions:
(a) How did the British administrative system indirectly create conditions favourable for the growth of Indian nationalism.
(b) Examine the role of modern transport and communication in fostering unity and nationalism among the people.
(c) How did the rediscovery of India’s glorious past prepare the ground for the growth of the national spirit among the Indians.
Answer:
(a)
The British transformed a fragmented India into a united whole under their rule. They introduced a uniform and modern system of government throughout the British provinces. Uniform laws were applied to all British subjects. People from different provinces and from different communities and castes now followed the same laws and regulations. They gradually realized that they all belonged to the same country and shared a common national identity as Indians.
(b)
This growing sense of unity and nationalism was further strengthened when the British introduced a new network of roads, railways and the post and telegraph system. Social mobility and interaction increased. Caste barriers broke down. People from different parts of the country grew closer to each other. They realized that they shared common problems, common aspirations and common goals. They belonged to one nation.
(c)
The rediscovery of a past was great and glorious. It was a past that could boast of the intellectual richness of Vedic philosophy, the political unity and administrative wisdom of the Mauryas, the Golden Age of the Guptas and the cultural brilliance of the Mughals. These discoveries were made by European scholars like William Jones, Alexander Cunningham, James Princep and other Indologists, who researched India’s historical past and revealed its rich heritage. These revelations instilled in the Indians feelings of national pride and self-confidence and inspired them to dream of a new resurgent India.

Question 3.
With reference to the rise of Indian nationalism, answer the following questions:
(a) What was the role of vernacular press and literature in the rise of Indian nationalism?
(b) How did the British economic policies lead to the growth of Indian nationalism?
(c) Mention the discriminatory policies that were greatly resented by the Indian intellectuals.
Answer:
(a)
The vernacular press played a vital role in spreading modem ideas and creating national awareness. Nationalist leaders, the best among the educated middle-class intellectuals, used the press to criticize British policies and expose the evils of foreign rule. The ideas of democracy and responsible government were popularized through the press. Indians were asked to unite and work for the welfare of the nation.
National literature also inspired the spirit of nationalism among the people. Novels, essays and patriotic poems written by well-known authors and poets fired the imagination of the common people and gave rise to powerful patriotic feelings. Bankim Chandra Chattopadhyaya’s ‘Vande Mataram’ continues to evoke strong patriotic emotions among Indians even to this day.
(b)
The drain of India’s wealth to Britain, the impoverishment of the masses, industrial decay, grinding poverty, frequent famines, and the indifference and apathy of the British government produced a nationalistic reaction. The educated Indians realized the gravity of the situation and the need to have some control over economic policies.
(c)
Discriminatory policies adopted by the British:

Indians were debarred from using parks, clubs, hospitals, libraries and railway coaches reserved exclusively for the British.
All important positions in the administration were also reserved for the British. (Surendranath Banerjee was ” dismissed from the Indian Civil Service on flimsy grounds) Nominated Indian members in the Legislative Councils were not given any powers.
British economic policies sacrificed Indian interests to those of the British. Lord Lytton‘s discriminatory policies caused great resentment among the educated Indians.

Question 4.
In the context of the Indian National Congress, answer the following questions:
(a) Briefly discuss the Ilbert Bill controversy and show how it hastened the establishment of the Indian National Congress.
(b) What role did A. O. Hume play in the establishment of the Indian National Congress?
(c) Mention the main aims of the Congress.
Answer:
(a)
Lord Ripon, who followed Lord Lytton, wanted to change some of the discriminatory policies of the government. He approved the Ilbert Bill which allowed Indian judges to try Europeans (whites) accused of crimes. The violent reaction of the Europeans and Anglo-Indians to this proposal shocked the Indian nationalists. The Bill had to be amended. This incident blew the lid off the racial arrogance of the Europeans. It served as an eye-opener and drove home the urgent need to form an organized national body to protect the interest and dignity of the Indians. In 1883, Surendranath Banerjee held the Indian National Conference, and within 2 years, the Indian National Congress was formed.
(b)
A.O. Hume was one of the founders of the Indian National Congress, a political party that was later lead to Indian Independence Movement. Hume took the initiative and it was in March 1885, when the first notice was issued convening the First Indian National union to meet at Poona in December. Founded in 1885 with the objective of obtaining a greater share in government for educated Indians, Indian National Congress was initially not opposed to British rule. The Congress met once a year during December. A. O. Hume is known for prominent figure of Indian Independence Movement activism and reorganizing and leading the Indian National Army in World War II.
(c)
The main aims of the Congress were:

To promote friendly relations among nationalist workers in different parts of the country.
To develop and strengthen feelings of national unity throughout the country.
To formulate popular demands and to place them before the government.
To train and organize public opinion in the country.

G Picture study:

This is the picture of a person who was dismissed from the Indian Civil Service by the British on flimsy grounds.

1. Identify the person in the picture.
Ans. Surendranath Banerjee

2. Name the conference that he held in 1883.
Ans. Indian National Conference

3. What was the outcome of the conference?
Ans. Indian National Congress was established in 1885, as a result of the conference in 1883.

4. What were the main aims of the Indian National Congress?
Ans. Refer Ans. F-4 (c) above.

Swami Vivekananda Scholarship

The Trail History and Civics for Class 8 ICSE Solutions – Indian Renaissance — Social and Religious Reformers in India

March 28, 2022June 27, 2018 by Raju

The Trail History and Civics for Class 8 ICSE Solutions – Indian Renaissance — Social and Religious Reformers in India

ICSE Solutions Selina ICSE Solutions ML Aggarwal Solutions

The Trail History and Civics for Class 8 ICSE Answers

Trail HistoryCivics Focus on HistoryCivics Geography Biology Chemistry Physics Maths

EXERCISES

A. Fill in the blanks:

Sati was banned by Lord William Bentinck with the support of progressive Indians like Brahmo samaj.
The first Indian school for girl was established in Calcutta in 1849 by Drink water Bethune with the support of Vidyasagar.
Vidyasagar was a great champion of widow remarriage, which was legalized by Lord Dalhousie.
The most ardent follower of Ramakrishna Paramahansa was Narendranath Datta, later known as Swami Vivekananda.
Annie Besant started the Home Rule Movement in India
The Prarthana Samaj was founded by R. G Bhandarkar and Mahadev Govind Ranade.

B. Match the following:

Answer:

C. Choose the correct answer:

1. Swami Dayanand/lshwar Chandra Vidyasagar/Raja Ram Mohan Roy founded the Arya Samaj in 1875.
Ans. Swami Dayanand founded the Arya Samaj in 1875.

2. Veeresalingam/Sri Narayan Guru/R. G Bhandarkar was referred to as the ‘Vidyasagar of South India’.
Ans. Veeresalingam was referred to as the ‘Vidyasagar of South India’.

3. Dadabhai Naoroji/Mahadev Govind Ranade/Syed Ahmed Khan was an outstanding social reformer in Parsee society.
Ans. Dadabhai Naoroji was an outstanding social reformer in Parsee society.

4. Swami Dayanand/Syed Ahmed Khan/Dadabhai Naoroji founded the Mohammedan Anglo-Oriental College at Aligarh in 1875.
Ans. Syed Ahmed Khan founded the Mohammedan Anglo-Oriental College at Aligarh in 1875.

5. The Sikh reformers launched the A kali Movement/Aligarh Movement/Arya Samaj against the corrupt management of the gurudwaras.
Ans. The Sikh reformers launched the A kali Movement against the corrupt management of the gurudwaras.

D. State whether the following are true or false:

Raja Ram Mohan Roy propagated widow remarriage.
True.
Ishwar Chandra Vidyasagar supported Lord William Bentinck in banning sati.
False
Correct : Ishwar Chandra Vidyasagar supported Lord William Bentinck on Hindu widow Remarriage Act.
Dayanand Saraswati believed that the Vedas were the fountainhead of all knowledge and truth.
True.
Ramakrishna Paramahansa was a priest in the temple of Goddess Lakshmi at Calcutta.
True.
Swami Vivekananda believed that the regeneration of the society is the responsibility of every Indian.
True.
Jyotiba Phule was a social reformer in Maharashtra.
True.

E. Answer the following questions in one or two words/ sentences:

Question 1.
Mention any two evil social practices against which the Brahmo Samaj launched a relentless struggle.
Answer:
The Brahmo Samaj launched a relentless struggle against the following evil social practices:

Sati Practice
Caste distinctions and untouchability
Child Marriage
Poloygamy

Question 2.
What effect would social regeneration that took place in the 19th century have on India’s future?
Answer:
Due to social regeneration there was rise of nationalism and the growth of the national movement.

Question 3.
Who established the Ramakrishna Mission and why?
Answer:
Ramakrishna Mission was founded by Swami Vivekananda to propagate the teachings and ideals of Rama krishana Paramahansa.
The main ideas of this Mission are:

Selfless social service
Spread of education.
Removal of ignorance
Social inequalities

Question 4.
Mention any two social reforms advocated by Syed Ahmed Khan.
Answer:
To introduce.social reforms Syed Ahmed Khan focused on the bafckward condition of the women. He advocated the removal of education for women and opposed polygamy.

Question 5.
Why was the Singh Sabha set up in Punjab ?
Answer:
The Singh Sabha was set up in Amritsar and Lahore for religious and social reforms among the Sikhs.

F. Answer the following questions briefly:
Question 1.
The central figure of the Indian Renaissance was Raja Ram Mohan Roy-the pioneer of the Modern Age in India. In this context answer the following questions:

(a) Discuss briefly Raja Ram Mohan’s views and ideas on religious reform of Hindu society.
(b) What was the programme of the Brahmo Samaj?
(c) Explain Raja Ram Mohan’s views on education.
Answer:
(a)
To reform society, it was important to first reform religion. He propagated the following religious ideas based on rationalism and the philosophy of the Vedas.

There is only one God who is the creator and preserver of the universe.
All men are children of the one god of all human beings and therefore equal.
It was not necessary to worship idols and perform rituals and sacrifices. God could be reached through prayer and devotion.

Raja Ram Mohan Roy condemned the domination of the priests who were responsible for misleading the people and perpetuating ritualism and socio-religious practices like sati.
He published Bengali translations of the Vedas and the Upanishads to prove that all the ancient religious texts preached monotheism.
(b)
The Brahmo Samaj launched a relentless struggle against the following evil social practices:

Sati Practice
Caste distinctions and untouchability
Child Marriage
Poloygamy

The Brahmo Samaj supported:

Education of women
Widow remarriage

(c)
Raja Mohan Roy was a great champion of Modem Western education. He believed it would serve as an instrument for the spread of progressive ideas and accelerate the pace of social change. He believed that the salvation of India lay in adopting western principles of reason and humanism and acquiring the knowledge of Modem science.

Question 2.
With reference to Ishwar Chandra Vidyasagar, an outstanding social and religious reformer, discuss his contribution in the following fields:
(a) Education in Sanskrit College
(b) Women’s education
(c) Widow remarriage
Answer:
(a)
Education in Sanskrit College:
Vidyasagar denounced caste discrimination and as the principal of the Sanskrit College he admitted non-brahmana students. He was strongly opposed to the monopoly of the brahmanas on the study of Sanskrit and the ancient Vedic texts.
(b)
Women’s education:
Vidyasagar was a staunch supporter of women’s education and helped Drink water Bethune to establish the first Indian school for girl in Calcutta in 1849. As inspector of school he opened thirty five schools for girls.
(c)
Widow remarriage:
The great misery and sufferings of the Hindu widows in Bengal pained him deeply. He started a bold movement advocating the remarriage of widows. His efforts bore fruit. Lord Dalhousie passed the widow Remarriage Act in 1856. The first legal Hindu Widow remarriage was celebrated in Calcutta in December 1857, with the support of Vidyasagar.

Question 3.
Many great humanists and social reformers propagated their ideas in an effort to arrest the stagnation of Indian society. In this context, discuss:
(a) The Arya Samaj
(b) Vivekananda’s belief and achievements
(c) The Prarthana Samaj
Answer:
(a) Swami Dayanand founded a society known as Arya Samaj in 1875.
The Social reforms advocated by Arya Samaj are on the following practices

Caste system and untouchability
Child marriage

The Samaj supported and encouraged

Education for Women
Widow remarriage

(b)
Swamiji proclaimed the essential unity of all religions and emphasized the importance of religious tolerance, brotherhood, peace and harmony among Indians. He condenmed the caste system social and economic inequalities, superstitions and ritualism and urged Indians to act responsibly
(c)
It was founded in Bombay Under the supervision of R.G. Bhandarkar and Mahadev Govind Ranade. It worked on the same lines as the Brahmo Samaj and worked for the abolition of caste system, polygamy, child marriage.

Question 4.
Write short notes on the following:
(a) Ram Mohan Roy’s achievements in the field of education
(b) Jyotiba Phule
(c) Reforms among Parsees
Answer:
(a)
Raja Mohan Roy opened an English medium school which combined traditional Indian learning with Western knowledge. He assisted David Hare, a Scottish watchmaker,to establish the Hindu College in Calcutta. He also founded the Vedanta College which offered courses of study in Indian learning and Western sciences.
(b)
Jyotirao Govindrao Phule and his wife, Savitribai Phule, were dedicated social reformers in Maharashtra. Jyotirao was popularly known as Mahatma Phule. He challenged the superiority of the brahmanas and the authority of the scriptures. He took up the cause of the low-caste members of society. He organized Satyashodhak Samaj in 1873 to mobilize the low-caste members and oppressed sections of society in a movement for equality. He also pressed for the education of girls.
(c)
In reform movement among the Parsees an association was set up and it started a movement against religious orthodoxy. Modem ideas and changes were introduced to elevate the position of the Parsee women. Education of woman, raising the marriageable age of girls and widow remarriage were some of the major concerns of the reforms.

Question 5.
With reference to the reform movements in various parts of India, discuss:
(a) Reform movement in South India
(b) The Aligarh Movement
(c) Reforms among the Sikhs
Answer:
(a)
Veeresalingam, a prominent social reformer in South India,was deeply disturbed by the deplorable condition of Women in general and widow remarriage and education for women in particular. Sri Narayan Gum carried on a lifelong struggle against the caste system. His crusade was based on the principle of one caste, one religion, one god for mankind.
(b)
Sir Syed Ahmed Khan started a reform movement called the Aligarh Movement. He had a significant role in awakening the Muslims to the need to change with the times. He believed that only through Western education and knowledge of English, the Muslim community could progress and scientific temper be developed. His greatest achievement was the foundation of Mohammedan Anglo-Oriental College at Aligarh in 1875. This College later on grew into the Aligarh Muslim University.
(c)
The Singh Sabha was set up in Amritsar and Lahore for the religious and social reforms among Sikhs. It set up the Khalsa college in Amritsar and opened many schools and promoted the Gurumukhi script and Punjabi literature.

G Picture Study
This is the painting of the Indian social reformer considered to be the ‘Father of Indian Renaissance.’

1. Name the person portrayed in the picture.
Ans. Raja Ram Mohan Roy

2. What were his views on religion?
Ans. A comparative study of the Vedas, the Koran and the Bible (the old Testament and New Testament) convinced Raja Ram Mohan Roy about the basic unity in the fundamental truths of all religions. According to him religion was central to an individual’s life. Every aspect of social life revolved around religious beliefs. He propagated the religious ideas based on the philosophy of the Vedas.

There is only one God who is the creater and preserver of the universe/monotheism)
All men are children of the ‘one God of all human beings’ and therefore equal (brotherhood of man)
It was not necessary to worship, idols and perform rituals and sacrifices. God could be reached through prayer and devotion.

3. Name the society established by him in 1828.
Ans. Raja Ram Mohan Roy founded a society called the Sabha Brahmo (1828) which later became Brahmo Samaj.

4. Mention the social practices against which this society launched a relentless struggle.
Ans. Brahmo Samaj launched a relentless struggle against the following social practices Sati. Caste distinctions and untouchability. Child marriage Polygamy

5. Mention two important social reforms supported by this society.
Ans. Education of Women, Widow Remarriage.

OTHER IMPORTANT QUESTIONS

Question 1.
How did Ram Mohan Roy’s propagate his ideas?
Answer:
Ram Mohan Roy did not however believe in blindly aping the — west, north did he believe in blindly relying on India’s own past. The ideal situation would be to balance the best of the East and the West and reconstruct society accordingly.

The Trail History and Civics for Class 8 ICSE Solutions – The Revolt of 1857

March 28, 2022June 27, 2018 by Raju

The Trail History and Civics for Class 8 ICSE Solutions – The Revolt of 1857

ICSE Solutions Selina ICSE Solutions ML Aggarwal Solutions

The Trail History and Civics for Class 8 ICSE Answers

Trail HistoryCivics Focus on HistoryCivics Geography Biology Chemistry Physics Maths

Exercises

A. Fill in the blanks:

Dalhousie annexed the states of Satara, Nagpur, and Jhansi on the basis of the Doctrine of Lapse.
Prior to the outbreak of the Revolt, Bahadur Shah Zafar lived in Delhi as a Pensioner of the British.
The Revolt of 1857 started as a Mutiny of the sepoys.
The immediate cause of the Revolt was the issue of the greased cartridges.
The Revolt ended the rule of the English East India Company.

B. Match the following:

Answer:

C. Choose the correct answer:

1. When Awadh/Nagpur/Jhansi was annexed, the estates of the zamindars and talukdars were confiscated by the British.
Ans. When Awadh was annexed, the estates of the zamindars and talukdars were confiscated by the British.

2. The rumour regarding greased cartidges started in Madras/ Calcutta/Delhi
Ans. The rumour regarding greased cartidges started in Calcutta.

3. Mangal Pandey was a sepoy at Barrackpore/Nagpur/Satara, who refused to use the greased cartidges in 1857.
Ans. Mangal Pandey was a sepoy at Barrackpore, who refused to use the greased cartidges in 1857.

4. The Revolt in Lucknow/Meerut/Kanpur was led by Nana Saheb.
Ans. The Revolt in Kanpur was led by Nana Saheb.

5. Nana Saheb/Hazrat Mahal/Rani Lakshmibai led the Revolt in Lucknow.
Ans. Hazrat Mahal led the Revolt in Lucknow.

D. State whether the following are true or false:

Indian rulers were quite satisfied with Lord Dalhousie’s expansionist policies.
False.
Correct: Indian rulers were dissatisfied with Lord Dalhousies expansionist policies.
Peasants benefited from the land revenue system of the British.
False.
Correct : Peasants were not benefited from the land revenue system of the British.
Social reforms such as the abolition of sati and female infanticide, and the Widow Remarriage Act caused deep resentment among the orthodox sections of society.
True.
The Doctrine of Lapse was abolished after the Revolt
True.
The Revolt of 1857 had come as a shock to the British.
True.

E. Answer the following questions in one or two words/ sentences:

Question 1.
Why did Rani of Jhansi become a staunch enemy of the British?
Answer:
Dalhousie annexed die states of Satara, Nagpur and Jhansi by applying die Doctrine of Lapse. The annexation transformed the courageous Rani of Jhansi into a staunch enemy of the British.

Question 2.
Why did Nana Saheb fight against the British during the Revolt of 1857?
Answer:
Nana Saheb, the adopted son of Peshwa Baji Rao II (a pensioner of die British), was denied a pension after his father’s death.
Nana Saheb became one of the leaders of the Revolt.

Question 3.
Why did the zamindars and talukdars became sworn enemies of the British?
Answer:
When Awadh was annexed, the estates of the zamindars and talukdars were confiscated by the British. They became sworn enemies of British rule.

Question 4.
What happened to the nawab’s army when Awadh was annexed?
Answer:
After die annexation of Awadh, the nawab’s army was disbanded.

The soldiers lost their means of livelihood and their bitterness against the British increased.

Question 5.
When and where did the Revolt of 1857 begin?
Answer:
May 10, 1857 was a Sunday. The British officers at the Meerut cantonment in North India were preparing to attend church, while many other British soldiers were off duty.

Question 6.
Mention any two main centers of Revolt
Answer:
The important centers of the Revolt were Meerut, Delhi, Kanpur,Lucknow and Jhansi.

Question 7.
What step was taken by the British to reorganize the army after the Revolt?
Answer:
The army was reorganized and strengthened. The number of British soldiers was increased and the artillery placed exclusively under their control.

Question 8.
Mention any two important results of the Revolt
Answer:
Results of the Revolt 1857

The rule of the English East India Company came to an end.
Treaties with Indian states would be honoured.
The British government would not interfere in the social and religious customs of the people.

F. Answer the following questions briefly:
Question 1.
In the context of the Revolt of 1857, answer the following questions:
(a) Mention any three political causes of the Revolt
(b) Mention any three economic factors that led to the outbreak of the great Revolt
(c) Explain briefly any four social and religious causes that led to the Revolt of 1857.
Answer:
(a) Political Causes:

Dalhousie annexed the states of Sataia, Nagpur and Jhansi by applying the Doctrine of Lapse. The annexation transformed the courageous Rani into a staunch enemy of the British.
Nana Saheb, the adopted son of Peshwa Baji Rao II (pensioner of the British), was denied a pension after his father’s death. Nana Saheb became one of the leaders of the Revolt.
Bahadur Shah Zafar, the Mughal Emperor, lived in Delhi as a pensioner of the British. Dalhousie announced that Bahadur’s successor would not be allowed to stay on in the historic Red Fort. He would have to move to a place near the Qutb Minar, on the outskirts of Delhi. This was a great blow to the dignity of the Mughal emperor and deeply hurt the sentiments of the Muslims.
The annexation of Awadh, on grounds of maladministration, outraged the people of India, in general, and Awadh, in particular. Awadh had always been a friendly, faithful and subordinate ally. The Nawab of Awadh was exiled to Calcutta.
The British showed no respect for the treaties they had signed with the Indians. Treaties were broken whenever it suited them to do so. This created a sense of fear and insecurity among the rulers of subordinate states. The axe could fall on them anywhere, at any time.

(b) Economic Causes:

The land revenue system, introduced by the British, caused great hardship and misery among the peasants. Under the zamindari system, for instance, the peasants were oppressed by the Zamindars and exploited by the moneylenders. If the cultivators failed to pay the land revenue to the Zamindars or return the loans to the moneylenders on time, they were often flogged, tortured or jailed. The impoverishment of the peasantry led to numerous famines.
Landlords also suffered from a sense of insecurity. Thousands of jagirs were confiscated by Bentinck and Dalhousie when they were unable to produce written title deeds of ownership.
The interests of the Indian economy was sacrificed for the interests of British trade and industry. This led to the utter collapse of traditional handicraft industries. Indian artisans and crafts persons were ruined.
The annexation of Indian states was followed by large- scale unemployment and economic distress. When Awadh was annexed, the administration was replaced by Company Administration. As such, hundreds of court officials and their subordinates lost their means of livelihood.

(c) Social and Religious Causes:

Social reforms such as the abolition of sati, and female infanticide, the Widow Remarriage Act and the introduction of women ‘s education caused deep resentment among the orthodox sections of society.
The efforts of the missionaries to convert people to 92 Christianity caused great alarm. Some of the missionaries ridiculed the religious beliefs and practices of the Hindus and Muslims in their effort to convert people to their faith. This hurt the religious sentiments of the people.
The introduction of Western education undermined the position and importance of the Pundits and Maulvis and was seen as an attack on ancient traditions and values. The office of the Inspector of Schools in Patna was referred to as the ‘shaitane daftar’.
The introduction of the railways and posts and telegraphs aroused grave doubts and fears, especially among the simple, backward villagers. They thought that the telegraph system was a form of Western magic. They grew fearful of the intentions of the British.
The British judicial system introduced the principle of equality. This was regarded as a threat to the existing caste norms and privileges of the upper classes.
The British looked down upon the Indians and followed a policy of racial discrimination. They made no effort to interact socially with the Indians. They were convinced of the superiority of the European race and treated the Indians with great contempt.

Question 2.
In the context of the military causes of the Revolt of 1857.answer the following questions:
(a) Mention any three grievances that the sepoys had against their British masters.
(b) How did the Act passed in 1856 by the British hurt the sentiments of the Hindu sepoys?
(c) Explain the immediate cause of the great Revolt?
Answer:
(a) The sepoys had numerous grievances against the British- masters:

The sepoys had helped the British to establish their empire in India but they were neither appreciated nor rewarded for their efforts. On the contrary, they were treated with great contempt by the British officers.
There was grave discrimination between the Indian sepoy and his British counterpart. A capable and dedicated sepoy could not rise above the post of subedar.
In 1856, an Act was passed which made it compulsory for all new recruits to serve overseas if required. This hurt the sentiments of the Hindus because they believed that overseas travel would lead to a loss of caste. The sepoys interpreted the regulation as another attack on their caste and religion.
After the annexation of Awadh, the Nawab’s army was disbanded. The soldiers lost their means of livelihood and their bitterness against the British increased.
The Indian soldiers greatly outnumbered the British soldiers. In 1856, the number of sepoys in the British army was more than five times that of the British soldiers. This emboldened the sepoys to take up arms against their foreign masters.

(b)
In 1856, an Act was passed which made it compulsory for all new recruits to serve overseas if required. This hurt the sentiments of the Hindus because they believed that overseas travel would lead to a loss of caste. The sepoys interpreted the regulation as another attack on their caste and religion:
(c)
In January 1857, a rumour started at the Dum Dum cantonment (in Calcutta) that the cartridges, which the British had introduced, were greased with cow fat and pig lard. The rumour spread like wildfire among the Hindu and Muslim sepoys. They were convinced that the government was deliberately trying to defile their religion. A wave of indignation and anger swept through all the military stations. On 29 march 1857 Mangal Pandey, a sepoy at Barrackpore refused to use the cartridge and attacked his senior officers. He was hanged to death.

Question 3.
In the context of the Revolt of 1857, briefly discuss:

The decline of the Mughal dynasty
Any four results of the Revolt of 1857
Nature of the Revolt of 1857

Answer:
(a)
On 11 May 1857, Bahadur Shah Zafar was persuaded to accept the leadership of the Revolt. He was proclaimed the emperor of Hindustan. There was jubilation all around. The restoration of the Mughal empire was proclaimed with the booming of guns.
The success of the Revolt proved to be short lived. British reinforcements arrived from Punjab, and Delhi was recovered in September 1857.
Bahadur Shah Zafar was taken prisoner, tried and exiled to Rangoon. The royal princes (two sons and one grandson of Bahadur Shah Zafar) were shot and and their bodies displayed on the streets. The once great dynasty of the Mughals finally came to an end.
(b)
Results of the Revolt 1857

The rule of the English East India Company came to an end.
India came under the direct rule of the British Parliament and the Queen of England.
Queen Victoria issued a Proclamation promising to look after the welfare of the Indian people.
Treaties with Indian states would be honoured.
A general pardon was granted to all the rebels, except those who had killed British subjects.
The British government would not interfere in the social and religious customs of the people.
Indians would be given opportunities to be associated with the administration. High posts in government services would be given on the basis of merit, not race.
The army was reorganized and strengthened. The number of British soldiers was increased and the artillery placed exclusively under their control.

(c)
Nature of the Revolt of 1857

The Revolt was the outcome of the accumulated grievances of different sections of people and not the sepoys alone.
Those who joined the Revolt had different reasons and different motives but they were all united in their hatred of British rule and their determination to overthrow it.
It had wide popular support of various sections of society.
The struggle created a strong bonding and a sense of unity between the Hindus and the Muslims. They, fought shoulder to shoulder, as single brethren against a common enemy.
Of the estimated 1,50,000 people killed in the Revolt, 1,00,000 were civilians.

G Picture study:
This is the picture of the queen who led the Revolt in Central India.

1. Identify the queen.
Ans. Rani Laxmi Bai

2. Name the city where she led the Revolt.
Ans. Jhansi

3. What were the economic causes of the Revolt of 1857?
Ans. Refer Answer F-l (b) above

4.What was the major outcome of the Revolt of 1857?
Ans. Refer Answer F-3 (b) above

The Trail History and Civics for Class 8 ICSE Solutions – British Policies and Their Impacts

March 28, 2022June 26, 2018 by Raju

The Trail History and Civics for Class 8 ICSE Solutions – British Policies and Their Impacts

ICSE Solutions Selina ICSE Solutions ML Aggarwal Solutions

The Trail History and Civics for Class 8 ICSE Answers

Trail HistoryCivics Focus on HistoryCivics Geography Biology Chemistry Physics Maths

EXERCISES

A. Fill in the blanks:

The Bengal famine of 1770 was one of the most terrible famines in human history.
A large share of revenue collected by the Company in India had to be paid to the British government as home charges.
Under the Mahalwari system the revenue settlement was made with the village as a whole.
To eliminate competition from India’s traditional industries the British transformed India into a supplier of raw material and a market for british products.
Before the advent of the British the Indian craftspeople operated at two levels—the rural and the urban levels.
Before the advent of the British the Indian textile industry was the finest and the largest in the world.
After the Battle of Plassey the Company used its political power to destroy the Indian handicraft industry and promote British industries.
With the spread of the Industrial Revolution in England, Indian markets were flooded with cheap, machine made textiles of British mills.
By 1850, India became a major importer of english textiles.
Lord Dalhousie introduced the railway system in India in 1853.
The Grand Trunk Road from Calcutta to Peshawar was reconstructed by the British in the 19th century.

B. Match the following:

The Trail History and Civics for Class 8 ICSE Solutions - British Policies and Their Impacts 1
Answer:

communication
development

C. Choose the correct answer:

1. The Treaty of Allahabad/Madras/Benaras granted the English East India Company the right to collect revenue from Bihar, Bengal and Orissa.
Ans. The Treaty of Allahabad granted the English East India Company the right to collect revenue from Bihar, Bengal and Orissa.

2.To remove the defect of the revenue system Lord Cornwallis introduced the Permanent settlement/Ryotwari system/ Mahalwari system in 1793.
Ans. To remove the defect of the revenue system Lord Cornwallis introduced the Permanent settlement in 1793.

3. The Ryotwari system of revenue collection was introduced in Madras/Calcutta/Bombay presidency.
Ans. The Ryotwari system of revenue collection was introduced in Madras presidency.

4. The Charter Act of 1813, directed the Company to spend 1/ 10/15 lakh rupees on the education of Indians.
Ans. The Charter Act of 1813, directed the Company to spend 1 lakh rupees on the education of Indians.

5. The first railway line was from Bombay to Poona/Thana/ Calcutta.
Ans. The first railway line was from Bombay to Thana.

D. State whether the following are true or false:

Before the advent of the British more than 95 per cent of Indians lived in villages.
True.
The Indian peasants were satisfied with the Company’s revenue collection methods.
False.
The Permanent Settlement assured the Company a fixed revenue at a fixed time even during natural calamities.
True.
Lord Macaulay insisted that Western education should be imparted through the medium of vernacular languages.
False.
Correct: Lord Macaulay insisted that Western education should be imparted through the medium of the English.
The development of transport and communication systems did not benefit Indians in any way.
False.
Correct : The development of transport and communication systems benefit Indians in unexpected ways.

E. Answer the following questions in one or two words/ sentences:

Question 1.
Why did the Indian peasants begin to grow cash crops ?
Answer:
Since revenue payments had to be paid in cash, the peasants began to grow cash crops like jute, cotton, sugarcane etc., which could be sold for ready cash in the markets.

Question 2.
How did the Company utilize the revenues from Bengal ?
Answer:
The revenue from Bengal was used to cover as salaries of officials and to finance the trading activities of the company. Raw materials for England’s growing industries were bought with the revenues collected from Bengal.

Question 3.
What were the drawbacks of Warren Hastings’s five-year revenue settlement ?
Answer:
The new zamindars, unsure of retaining the contract at the next auction, had no permanent interest in the land and did nothing to improve it. The peasants were fleeced to meet the revenue targets.

Question 4.
What was the significance of the Charter Act of 1813 in the context of British educational policy in India?
Answer:
The Charter Act of 1813 directed the Company to spend 1 lakh rupees on the education of Indians. This was the first step taken by the British rulers towards the encouragement of the study of literature and science in India. The Charter Act, however, did not lay down any specific guidelines.

Question 5.
In what way would westernized Indians help to promote the interests of British manufacturers?
Answer:

The British system of education produced English-speaking Indian graduates who helped their British masters to run the empire.
It also created a class of Indians who were Westernized to the extent that they rejected Indian culture and patronized anything and everything that was British including British goods.

Question 6.
How did knowledge of contemporary nationalist movements in Europe inspire the Indians?
Answer:
Knowledge of contemporary nationalist movements in Europe fired the Indians with an intense desire to build a new India progressive, strong, prosperous and united.

Question 7.
Mention any two positive effects of the introduction of English in the Indian educational system.
Answer:
Western education, however, impacted Indian society in a way the British could never have imagined.

It aroused in them an awareness of the evil effects of foreign rule.
The teachings of modem European philosophers instilled in them an admiration for democratic institutions.

Question 8.
Which section of Indians gained from the British commercial policies ?
Answer:
Indian Steel, Urban Centers specialized in gold and silver ornaments, cooper, brass ware, and crafts people.

Question 9.
How would the improved transport and communication system benefit the Indian later ?
Answer:
The transport and communication system, however, would ultimately benefit Indians in unexpected ways. Besides stimulating trade and commerce it would bring the people of India closer to one another and infuse in them a sense of unity and nationalism—a development that would have far-reaching effects on India’s future.

F. Answer the following questions briefly:
Question 1.
In the context of Permanent Settlement of Bengal answer the following:
(a) Explain the special features of the Permanent Settlement
(b) What are its advantages ?
(c) Briefly describe its disavantages
Answer:
(a) The system had two special features:

Permanent ownership of land

The zamindars, collectors of land revenue, were made permanent legal owners of the land from which they collected the land tax. The tax collector became the landlord.
The zamindar’s ownership rights became hereditary and he was given the freedom to sell or mortgage his land.
The cultivators of the land became the tenants of the zamindar and lost their ancestral rights. They had to pay a rent to the zamindar who could increase the rent as and when they wanted to.

Fixed Revenue

The land revenue was fixed on a permanent basis. The Company could not make any further demands on the zamindars.
The zamindar had to pay the land revenue once a year on a specific date. If he failed to pay on time, his lands were confiscated and sold.

(b) Advantages

The Company was assured of a fixed revenue at a fixed time even during natural calamities.
The collection of revenue was simpler and cheaper. The zamindars replaced hundreds of paid tax officials.
The British won the support and loyalty of the powerful and priviledged class of zamindars that they had created.
As permanent owners of the lands, the zamindars took several steps to increase agricultural production whose benefits they would enjoy.

(c) Disadvantages

The cultivators were left at the mercy of the zamindar, who exploited and oppressed them, increased their rents and evicted them from the land when they unable to pay the high rents. This led to widespread poverty and misery of the cultivators.
Since the revenue was fixed, the government would not get a share of increasing returns form the land.
This system gave rise to a class of absentee landlords. These zamindars preferred to live in cities and towns and sublet then- land to tenants at high rates. These tenants in turn sublet it to other tenants. As this process continued, the rent rates increased with each successive layer. The entire burden of paying the enhanced rates had to be borne by the actual cultivator—the last tenant.

Question 2.
With reference to Ryotwari and Mahalwari systems answer the following:
(a) Explain the features of the Ryotwari system.
(b) What were the features of the Ryotwari system.
(c) What were the fundamental changes introduced by these systems in the traditional land system of the country ?
Answer:
(a)
The features of Ryotwari system were:

The cultivator (ryot) was recognized as the owner of his land as long as he paid the land revenue.
The revenue was paid directly by the cultivator to the revenue officials.
The revenue was fixed for 30 years after which it could be revised.
Collection of revenue was rigid. There was no remission of revenue even when the crops failed.

(b)
‘Mahal’ means a group of villages. Under this system land was collectively owned by the villagers. The revenue settlement was made with the village as a whole. The talukdar or head of the mahal collected the revenue and handed it over to the British collectors.
(c)
The Zamindari and Ryotwari systems introduced fundamental changes in the traditional land systems of the country. Land became a commodity — a new form of property — which could be bought, sold and mortgaged as and when the need arose. The stability and continuity of the Indian villages were shaken and the traditional structure of rural society began to disintegrate.

Question 3.
The first century of British rule resulted in the decay and destruction of traditional India trade and industry. Explain this statement with reference to the following:
(a) Political powers of the Company
(b) Collapse of ruling dynasties and ruling courts
(c) Decline of modern India industries.
Answer:
(a)
After the Battle of Plassey in 1757, the company used its political power to destroy the Indian handicraft industry and promote British industries. The Indian weavers were forced to sell their products to the Company at very low prices. To add to their miseries, they were compelled to buy interior raw cotton at high prices from the Company officials who bought it from the Indian farmers at low rates.
(b)
With the establishment and expansion of the British empire in India, the royal courts and the nobility of the ruling dynasties, (including the Mughals) collapsed one by one. The craftspersons and artisans were deprived of royal patronage and Indian handicrafts suffered a severe setback.
(c)
The British government also obstructed the growth of modem Indian industries to keep the country underdeveloped and economically backward. Almost everything of daily use like needles, pins, sewing machines, thread, soaps, biscuits, cycles, medicines, paper, etc. were imported from England.

Question 4.
The Charter Act of 1813 passed by the British Parliament was the first major step to introduce changes in the Indian system of education. In this context discuss:
(a) The general directives issued to the Company in the Charter Act of 1813 and its inherent weakness
(b) The Great Debate over the content and medium of education
(c) The introduction and spread of Western education
Answer:
(a)
The Charter Act of 1813 directed the Company to spend 1 lakh rupees on the education of Indians. This was the first step taken by the British rulers towards the encouragement of the study of literature and science in India. The Charter Act, however, did not lay down any specific guidelines. The money sanctioned for the education project lay untouched for 2 decades while a great controversy raged over the content and medium of education.
(b)
One group favoured the promotion of traditional Indian learning through the medium of classical (Sanskrit and Persian) and regional language. This group was known as the Orientalists. The other group led by Lord Macaulay (Law Member of the Governor General’s Council) insisted that Western education should be introduced and imparted.
(c)
The government began to set up English medium schools and colleges for the education of a limited number of Indians. In 1844, English became the official language and the government announced that Indians educated in British schools would be given jobs in government services. This helped the spread of English education in India.

Question 5.
The Wood’s Despatch introduced further changes in the Indian educational system. With reference to the above statement, answer the following questions:
(a) What was the purpose behind the introduction of Western education in India?
(b) How did the introduction of Western education benefit the British?
(c) Explain how (1) Western education and (2) the English language led to the rise of a spirit of nationalism among the Indians.
Answer:
(a) The purpose behind the introduction of Western education in India.

The primary motive of the British government was to create a class of persons, Indian in blood and colour, but British in taste, opinions, morals and intellect. The class of Indians could be employed, on low salaries, as clerks in the Civil Service.
This would greatly reduce the heavy expenditure involved in running the administration. Employing the
British in these posts was very expensive and difficult.
Westernized Indians, it was hoped, would create a demand for British goods and promote the interests of British manufacturers.
Western education would inculcate in the Indians a sense of admiration and respect for British rule. This would strengthen the foundations of the British empire in India.

(b) The introduction and spread of Western education in India benefited the British like:

The British system of education produced English speaking Indian graduates who helped their British masters to run the empire.
It also created a class of Indians who were Westernized to the extent that they rejected Indian culture and patronized anything and everything that was British including British goods.

(c) Western education, however, impacted Indian society in a way the British could never have imagined.

It aroused in them an awareness of the evil effects of foreign rule.
The teachings of modern European philosophers instilled in them an admiration for democratic institutions.

Question 6.
With reference to the transport and communication system in India, answer the following questions:
(a) Why and how did the British develop proper transport and communication facilities in India?
(b) How did the railways serve the interests of the British?
(c) Explain how the improved transport and communication system proved beneficial for Indians.
Answer:
(a)
The transport and communication system in India in the 18th century was very backward. The British realized the importance of developing proper
(b)
The railways ensured quick transfer of troops and ammunition during revolts and other disturbances and the easy transportation of raw materials and manufactured goods.
(c)
The transport and communication system, however, would ultimately benefit Indians in unexpected ways. Besides stimulating trade and commerce it would bring the people of India closer to one another and infuse in them a sense of unity and nationalism. A development that would have far-reaching effects on India’s independence
The improved communication system established by the British benefited the Indians in unexpected ways. Besides stimulating trade and commerce it brought the people of India closer to one another and infused in them a sense of unity and nationalism which had far-reaching effects on Indian’s future.

G Picture Study:
This is the picture of an Indian nationalist.
The Trail History and Civics for Class 8 ICSE Solutions - British Policies and Their Impacts 3
1. Identify the person.
Ans. Dadabhai Naoroji.

2. What did he think about the British rule in India ?
Ans. Dadabhai Naoroji one of the early nationalist of India, described British rule as an ‘everlasting….foreign invasion that was utterly though gradually destroying the country’.

3. Explain any three ways in which he felt that the Indian economy was being exploited by the British.
Ans.

A greater part of the salaries of British officials and employees of the Company (paid out of Indian revenues) was deposited in England as savings.
Material resources like cotton, jute, indigo, tea, coffee, etc. were transported to England.
Goods purchased in India with revenues drawn from the country were sent to England.
Huge sums of money which the officials received as bribes and gifts were sent out of the country.

OTHER IMPORTANT QUESTIONS

Question 1.
When the Charter Act of 1813 was passed a great controversy arose on the issue of education.
(1) What was the controversy about?
(2) How was it resolved?
Answer:

The controversy was that one group favoured the promotion of traditional Indian learning through the medium of classical and regional languages like Sanskrit and Persian. This group was known as the Orientalists. The other group insisted that Western education should be introduced and imparted through the medium of English. This group was called Anglicists.
In 1835 the government passed a resolution outlining its New Eduaction Policy. The government would utilize its educational funds on teaching Western science and literature through the medium of the English language.

Question 2.
The impact of Western ideas and education gave birth to a new awakening. Explain.
Answer:
The Impact of Western ideas and education gave birth to a new awakening like:

It aroused in them an awareness of the evil effects of foreign rule.
The teachings of modem European philosophers instilled in them an admiration for democratic institutions.
Knowledge of contemporary nationalist movements in Europe fired the Indians with an intense desire to build a new India progressive, strong, prosperous and united