Synonyms
More meanings
Tip: select a single word for meaning & synonyms.
Select multiple words normally to copy text.
Indigenous Education in India: NBSE Class 11 Education solutions
Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) NBSE Class 11 Education Chapter 6: Indigenous Education in India. These solutions, however, should be only treated as references and can be modified/changed.
If you notice any errors in the notes, please mention them in the comments
Introduction
The evolution of education in India has been a fascinating journey, marked by the influence of various cultures, religions, and philosophies. The Vedic period laid the foundation with the Gurukula system, where students lived with their teachers, learning the Vedas and other sciences. This system emphasized character building and discipline. The Buddhist system of education, which emerged later, was more democratic and open to all, focusing on both spiritual and secular subjects.
The Islamic system of education introduced Maktab and Madrassa, institutions that imparted both religious and secular education. The Islamic system encouraged girls’ education and vocational training, breaking the barriers of caste and gender.
The Christian missionaries, who arrived with the East India Company, played a pivotal role in shaping modern education in India. They established schools, translated the Bible into local languages, and focused on primary education for the poor. They also provided free food, lodging, books, and slates to students, making education accessible to all.
The indigenous education system in India has been a blend of these diverse influences, each contributing to the rich tapestry of Indian education. Today, India boasts a wide range of educational institutions, from pre-school classes to professional colleges, many of which are run by Christian missionaries. The legacy of these historical systems of education continues to shape the educational landscape of India, making it a unique blend of tradition and modernity.
Textual questions and answers
Very Short Answer Type Questions
1. What was Upanayana?
Answer: Upanayana was the initiation ceremony for formal education in the Vedic education system. It was held for the Brahmins at the age of 8, for the Kshatriyas at 11, and for the Vaishyas at 12. At the ceremony, the boy was told that he was now a Brahmacharee and should develop himself continuously until able to retain his identity with Brahma throughout life.
2. Where is Nalanda?
Answer: Nalanda was located near Patna in India. The Chinese scholar Fa Hien visited and studied at Nalanda, describing it as the most famous Sangh.
3. What is meant by “Dharmacharya”?
Answer: Dharmacharya means “Doctor of Religion” in the Buddhist education system.
4. Who acquired the tittle of ‘Dharmacharya’ from Nalanda?
Answer: Hiuen Tsang studied at Nalanda for several years and obtained the degree of Dharmacharya.
5. What is the literal meaning of ‘Parishad’?
Answer: The literal meaning of Parishad is Council or Assembly.
6. Name the king during whose reign Hindu and Muslim students studied together.
Answer: Akbar was the king during whose reign Hindu and Muslim students studied together in educational institutions.
7. Name the society which opened schools in Madras in 1805.
Answer: The London Missionary Society opened schools in Madras in 1805.
8. Who were the first two Missionaries who first reached Sadiya in 1866?
Answer: Rev. Nathan Brown and Oliver Cutter were the first two missionaries to reach Sadiya in Assam in 1836.
9. What was the name of the first college started in Bombay?
Answer: The Jesuits College was the first college started by the Portuguese in Bombay in 1580.
10. Which were the early centres of Christian education in India?
Answer: The early centres of Christian education in India were Bombay, Calcutta and Madras.
Short Answer Type Questions
1. What were the four phases of human life during the Vedic period?
Answer: During the Vedic period, life was divided into four phases or ashramas:
- Brahmacharya: Where the person leads a bachelor life and spends time in studies. Students lived in union with God. This stage focused on education and included the practice of celibacy.
- Grhastha: After completing studies, the individual gets married and leads a family life, fulfilling responsibilities of the family and producing offspring.
- Vanaprastha: After fulfilling duties as a father and husband, one leads the life of a hermit, spending time in meditation.
- Sanyasa: When one becomes too old, they detach themselves from the world, become free from emotional attachments, become an ascetic and devote time to prayer and meditation.
2. What was the contribution of Serampore Trio in the field of education?
Answer: The Serampore Trio consisting of William Carey, Marshman and Ward settled in Serampore near Calcutta. They opened schools in and around Calcutta and promoted education and culture in North East India. Carey was a preacher, Marshman was a teacher, and Ward was a printer. They studied local languages, translated the Bible, and published books, newspapers, dictionaries and grammar books.
3. What was the core of Buddha’s teaching?
Answer: The core of Buddha’s teaching contained three major tenets:
- Discipline
- Meditation
- Wisdom
Wisdom was the goal and deep meditation or concentration was crucial for achieving wisdom.
4. What are the two basic aims in Muslim system of Education?
Answer: The two basic aims in the Muslim system of education were:
- Religious – Study of Koran and moral/spiritual disciplines.
- Secular – Synthesis of secular knowledge and religious beliefs.
Long Answer Type Questions
1. Explain the Gurukula system of education in ancient times.
Answer: The Gurukula system was the primary form of education in ancient India. Generally, the children had their early education at home and stayed with their parents. When one was going for formal education, a ritual was to be performed. This ritual was known as “Upanayana” (initiation ceremony for formal education).
Upanayana was held for the Brahmins at the age of 8, for the Kshatriyas at the age of 11, and for the Vaishyas at the age of 12. At the initiation ceremony, the boy told that he was a Brahmacharee and therefore he should develop himself continuously till he was able to retain his identity with Brahma throughout life.
There were three means of realisation of Brahma, which were knowledge, action and devotion. The children had to leave their homes for undergoing ‘Upanayana’ and entered the guru’s (teacher’s) home or ashram.
The students lived in the house of the guru (teacher) and received education. Guru used to give his students free education, food, and accommodation. Students in the gurukula were required to do household work, collect firewood and take care of the cattle of the guru.
The guru was required to treat his pupils (students or disciples) as his own sons. There was no prescribed syllabus, no printed books, no specified place and no specified time.
2. Explain Pathshala in detail.
Answer: With the passage of time, the number of disciples (students) of a guru became his status symbol. Therefore, the guru started admitting more and more students into his family, which gradually led to a system of education known as ‘Pathshala’. In this system of education, a separate shed was constructed where formal classes were conducted to impart education to the students. The methods of teaching were based on the principles of human psychology. The guru gave oral instruction to his pupils and the stress was on alphabet and syllables, accent, and euphonic combination. When the guru was satisfied with the pronunciation (shruti) of the pupil, he was allowed to go ahead for meditation.
3. What was Parishad? Discuss its importance.
Answer: Parishad means Council or assembly. In the Upanishads, it is mentioned as the assembly of learned and wise persons, where great problems relating to philosophy were discussed, debated, and solved. Parishads also meant places where learned and wise Brahmins lived in large numbers. In a nutshell, Parishad was the place of higher learning where mature, educated people of different thoughts used to have discussions and debates.
The attitude of the Parishad was always liberal as the learned persons from different ‘Charans’ (school of thoughts) lived together and searched answers to philosophical problems of the world. Parishads were a very special feature which was found only in India. While in other parts of the world the learned were divided among themselves based on their own philosophies (schools of thoughts), in India the people of different thoughts engaged in arguments and tried to win each other.
The development of divergent philosophical thoughts that co-exist in India is the result of this system. Co-existence in diversity!
4. Explain the Buddhist system of education in detail.
Answer: The Buddhist system of education was open to all, irrespective of caste. Even the preceptors often were not Brahmins. This system was well organized in monasteries. Unlike the Brahmanical system, there was no complete detachment from worldly pleasures in the Buddhist system of education. The difference between preceptor and pupil was in the level of spiritual knowledge. In the Buddhist system, both spiritual and secular subjects were studied. The curriculum at Nalanda, a famous Buddhist educational center, included subjects like Sanskrit, Grammar, Metaphysics, Philosophy, and Medicine. The monasteries had two-storied buildings and had both single and double rooms for students. There was a stone bench and shelves for each student. Large earthen pots discovered from the site of Nalanda during excavations suggest that they had a common meal system.
5. Compare the Vedic system and Buddhist system of education.
Answer: The Vedic system of education was based on the Gurukula system where the student lived with the teacher in the teacher’s house while doing household work and acquiring education. This system was more rigid and was not open to all castes. The Buddhist system, on the other hand, was open to all and was more democratic. The difference between the teacher and the student was based on the level of spiritual knowledge. The Buddhist system was well organized in monasteries and included both spiritual and secular subjects. Unlike the Vedic system, the Buddhist system did not advocate complete detachment from worldly pleasures.
6. Differentiate between Maktab and Madrassa.
Answer: The Muslim System of education had two types of schools. While Maktab was an elementary school and every Muslim student was required to attend Maktab to learn Koran and daily prayers, Madrassa, on the other hand, was a centre for higher learning. Muslim education was imparted through these madrassas. Madrassa had secular subjects also, like literature, logic, prosody and philosophy as a part of the curriculum.
7. Compare and contrast the Vedic system of education with Islamic system of education.
Answer: The Vedic and Islamic systems of education had some similarities as well as differences.
Similarities: In both systems, the relation between teacher and student was very cordial and positive. The teachers were renowned scholars in both systems. Spiritual and secular subjects were taught in both systems. Education was free in both systems. Both systems had well-known centers of learning.
Differences: The Vedic system focused on studying the Vedas while the Islamic system focused on studying the Koran. The Vedic system had a caste system while the Islamic system did not have a caste system. The Islamic system was more democratic. The Vedic system emphasized detachment from worldly pleasures while that was not the case in the Islamic system. Girls’ education was encouraged in the Islamic system but not given much importance in the Vedic system.
8. Explain the contribution of Christian Missionaries in Assam.
Answer: In Assam, Christian Missionaries were pioneers of modern education. The Assam area came under British rule in 1826 through the treaty of Yandabo. In 1836, Rev. Nathan Brown and Oliver Cutter reached Sadiya, while as per record, Dr. Bronson, another missionary, had settled in the villages of Sibasagar prior to that. They studied Assamese, and translated ‘Bible’ into Assamese. ‘Bible’ was the first Assamese book to be printed. In addition to it, the first newspaper (Arunodai), the first Grammar book, and the first Dictionary in Assamese were all written and printed by the missionaries. Missionaries did a great work in the history of Assamese language and education in Assam and surrounding hill states.
It can be said that there has been a great contribution of Christian Missionaries to the present system of education in Assam. Christian Missionaries, even today, contribute in the field of education. There is a big chain of educational institutions established and run by Christian Missionaries, from pre-school classes to professional colleges in Assam.
Higher Order Thinking Skills (HOTS) Questions
1. How did the four ashramas during vedic period help in the growth and spread of education? Analyse.
Answer: The four ashramas or stages of life during the Vedic period played a significant role in the growth and spread of education.
The first phase, Brahmacharya, was dedicated to studies and education. Students used to live in union with God, focusing on education and practicing celibacy. Vedas were the subject matter of study during those ancient days. A student learned the correct pronunciation of the Vedic verses and also learned their meanings. Other sciences like Astronomy, Etymology, Prosody, and Grammar were also taught to the students. This system of education was not only about acquiring knowledge but also about character building and developing a sense of discipline and responsibility.
The second phase, Grhastha, was the householder stage where an individual, after completing the studies, got married and led a family life, fulfilling the responsibility of the family and also produced offspring. This phase ensured the continuation of societal norms and values, including the importance of education.
The third phase, Vanaprastha, was the hermit stage where one spent time in meditation after fulfilling the duties as a father and husband. This stage emphasized the importance of spiritual knowledge and wisdom.
The fourth and final phase, Sanyasa, was the stage of renunciation where one detached himself from the world, became free from emotional attachments, became an ascetic, and devoted his time in prayer and meditation. This stage highlighted the ultimate aim of becoming one with God.
In this way, the four ashramas during the Vedic period helped in the growth and spread of education by establishing a structured system of learning and personal development that covered both secular and spiritual knowledge.
2. What was the role of East India Company in the field of education?
Answer: The East India Company came to India for business. The missionaries who were working for East India Company established schools and worked very hard and contributed so much that it had far-reaching effects on the culture. They contributed mostly in building up the new system of education in India. Christian missionaries came to India for taking care of spiritual affairs of the office and staff of the East India Company. In addition, they had the purpose of spreading Christianity among the poor local Indians. They learnt the local languages and translated ‘Bible’ into local languages. They opened schools where the local language was the medium of instruction. Early Missionaries confined their activities mainly to primary education for the poor. They also supplied free food, free lodging, free books and free slates to the students. During those days, education was not the concern of the state. Mostly locals also were indifferent to education. Though East India Company was a commercial body and was interested to improve their financial status, but it also helped the growth of education in India. Bombay, Calcutta and Madras were fast-growing cities. Missionaries concentrated their activities in these places.
3. Discuss the contribution of Christian Missionaries in the field of Education in India.
Answer: Christian missionaries have made a significant contribution to the present system of education in India. They continue to contribute in the field of education even today. There is a big chain of educational institutions established and run by Christian Missionaries, from pre-school classes to professional colleges in Assam.
The missionaries who were working for the East India Company established schools and worked very hard and contributed so much that it had far-reaching effects on the culture. They contributed mostly in building up the new system of education in India. Christian missionaries came to India for taking care of spiritual affairs of the office and staff of the East India Company.
In addition, they had the purpose of spreading Christianity among the poor local Indians. They learnt the local languages and translated ‘Bible’ into local languages. They opened schools where the local language was the medium of instruction. Early Missionaries confined their activities mainly to primary education for the poor. They also supplied free food, free lodging, free books and free slates to the students.
Additional/extra questions and answers
1. What is the general consensus about the Vedas in terms of their age and origin?
Answer: The general consensus is that among the existing literature of the world, Vedas are the oldest. The exact age of the Vedas cannot be ascertained, but their place of origin is generally accepted to be India.
2. What was the view of ancient Indians regarding the learning of Vedas?
Answer: In ancient times, Indians believed that every individual is indebted to the great ‘Rishis’ and ‘Saints’ and should repay this debt by learning the Vedas. Therefore, the learning of Vedas was considered a spiritual obligation.
3. Describe the four phases of life during the Vedic period.
Answer: Life was divided into four phases or ashramas during the Vedic period:
- Brahmacharya: In this phase, a person led a bachelor’s life and focused on studies, living in union with God and practicing celibacy.
- Grhastha: After completing their studies, an individual entered this phase, got married, started a family, and fulfilled familial responsibilities, including the production of offspring.
- Vanaprastha: In this phase, after fulfilling the duties as a father and husband, one led the life of a hermit, spending time in meditation.
- Sanyasa: When a person became too old, they entered this phase and detached themselves from the world. They became free from emotional attachments, became an ascetic and devoted their time to prayer and meditation.
4. What was the role of the Brahmins in the Vedic education system?
Answer: The role of Brahmins in the Vedic education system was significant. They mostly served as teachers, imparting knowledge from the Vedas and other sciences like Astronomy, Etymology, Prosody and Grammar. Their supremacy had overshadowed the Vedic system of education and spirituality, leading to the system also being referred to as the Brahmanical system.
5. What were the subjects of study during the Vedic period?
Answer: During the Vedic period, the main subject of study was the Vedas. Students learned the correct pronunciation of the Vedic verses and their meanings. In addition to the Vedas, students were also taught other sciences like Astronomy, Etymology, Prosody, and Grammar.
6. What were the three institutes of learning during the Vedic period?
Answer: The three institutes of learning during the Vedic period were Gurukula, Pathshala, and Parishads. These institutes primarily functioned under the supervision of the Brahmins, and students were taught a range of subjects from the Vedas to other allied sciences.
Q. Elaborate on the spiritual significance of the four phases of life in the Vedic system.
Answer: In the Vedic system, the life of an individual was divided into four ashramas, each with its own spiritual significance.
- Brahmacharya: This was the first stage, dedicated to education and spiritual discipline. Students lived in celibacy, dedicating their life to the learning of Vedas and other sciences. This stage was about the acquisition of knowledge and self-discipline, preparing one’s mind and body for life’s duties.
- Grhastha: In this phase, the individual used the knowledge gained in the Brahmacharya phase to lead a family life. Here, the individual got married, fulfilled familial responsibilities, and contributed to society. This phase also involved the production of offspring, thus ensuring the continuation of society.
- Vanaprastha: After fulfilling familial responsibilities, the individual entered the Vanaprastha phase, a phase of withdrawal from worldly duties. This phase was focused on introspection and meditation, allowing the individual to detach from worldly ties and focus on their inner spiritual journey.
- Sanyasa: The final phase, Sanyasa, represented complete detachment from the world. The individual became an ascetic and devoted their time to prayer and meditation. The aim was to achieve Moksha, or liberation, thus becoming one with God. Each of these stages was a step towards spiritual evolution, leading the individual towards the ultimate aim of union with God.
Q. Explain the educational system and the institutes of learning during the Vedic period in detail.
Answer: During the Vedic period, the educational system was primarily centered around the study of the Vedas. The Vedas were considered the source of all knowledge and wisdom, and hence, were the main subject of study. Students learned not only the correct pronunciation of the Vedic verses, but also their meanings. Other than the Vedas, they were also taught other sciences like Astronomy, Etymology, Prosody, and Grammar. The knowledge was imparted orally, with a strong emphasis on memorization.
The teachers were mostly Brahmins, and the supremacy of Brahmins had overshadowed the Vedic system of education, leading to it being referred to as the Brahmanical system. The students, at a young age, left their homes and started living with their teachers in a hermitage, following a strict lifestyle focusing on discipline, learning, and spiritual growth.
There were three major institutes of learning during the Vedic period:
- Gurukula: This was the traditional residential schooling system where students lived with their Guru (teacher). The Guru would guide the students not only in academic matters but also in moral and ethical conduct.
- Pathshala: This was a local school usually run by a learned individual in the village or town. The learning was more informal, and the students didn’t necessarily live with the teacher.
- Parishads: These were higher centers of learning, somewhat akin to universities of today. These were places where scholars would gather for discussions, debates, and exchange of knowledge.
The educational system of the Vedic period aimed at the holistic development of the individual, preparing them for both spiritual growth and worldly duties.
Q. What is the ritual known as Upanayana and when was it held for different castes in Vedic times?
Answer: Upanayana was an initiation ceremony for formal education during the Vedic period in India. It marked the transition of a child from their home to a guru’s home or ashram for formal education. Upanayana was held for the Brahmins at the age of 8, for the Kshatriyas at the age of 11, and the Vaishyas at the age of 12.
Q. What were the three means of realization of Brahma in the Gurukula system?
Answer: The three means of realization of Brahma in the Gurukula system of education were: 1. Knowledge 2. Action 3. Devotion. These principles guided a student’s development and understanding of their relationship with the ultimate reality, Brahma.
Q. What were the responsibilities of a student in a Gurukula?
Answer: In the Gurukula system, a student was required to contribute to the guru’s household by doing work such as collecting firewood and taking care of the guru’s cattle. This was part of the student’s overall learning experience, as it was believed to foster humility, respect, discipline, and a sense of responsibility.
Q. What did a guru provide to his students in a Gurukula?
Answer: A guru in a Gurukula provided his students with free education, food, and accommodation. The education imparted was not just academic, but also moral, ethical, and spiritual. It was an all-encompassing approach to nurturing and molding the student’s character.
Q. How was the Gurukula system different from today’s education system?
Answer: Unlike today’s education system, the Gurukula system did not have a prescribed syllabus, no printed books, no specified place, and no specified time. The teaching was much more personalized, the learning pace was set by the student’s own capabilities and the education included not just academic knowledge but also life skills. The guru was not just a teacher, but also a mentor and a guide. The students lived with the guru in his house, which was considered to be the center of learning.
Q. How did the Pathshala system of education evolve from the Gurukula system?
Answer: The Pathshala system of education evolved from the Gurukula system as the number of students or disciples of a guru became his status symbol. Therefore, the guru started admitting more and more students into his family. This led to a need for a larger space, separate from the guru’s home, where formal education could be imparted to a larger number of students. Thus, a separate shed was constructed for this purpose, marking the beginning of the Pathshala system.
Q. Describe the teaching methods used in the Pathshala system.
Answer: The teaching methods in the Pathshala system were based on the principles of human psychology. The guru gave oral instruction to his pupils and the stress was on alphabet and syllables, accent, and euphonic combination. The student’s progress was dependent on the guru’s satisfaction with their pronunciation (shruti). Once the pronunciation was satisfactory, the student was allowed to progress to meditation. This individualized and paced learning method ensured the student’s complete understanding and mastery over the subjects.
Q. What role did a guru play in the Vedic period?
Answer: In the Vedic period, a guru (teacher) was highly respected by all and was often given gifts such as cattle, land, and property by families, kings, and wealthy individuals. A guru was usually a person of good character and high education. They were fluent, had presence of mind, and a good sense of wit. The guru was responsible for resolving the problems of people and kings, and providing explanations to questions regarding human life, existence of God, and life after death. The teaching profession was considered the noblest and highest among all professions, and disciples (students) virtually worshipped their gurus.
Q. What were Parishads in the Vedic period?
Answer: Parishads, in the Vedic period, were councils or assemblies of learned and wise persons, where significant philosophical problems were discussed, debated, and solved. They were also places where large numbers of wise Brahmins resided. They were institutions of higher learning where educated individuals with different schools of thought would have discussions and debates. The Parishads had a liberal attitude, accommodating learned individuals from different ‘Charans’ or schools of thought, engaging in arguments and debates, in an attempt to find answers to philosophical questions.
Q. How was the system of education under Buddhism different from the Vedic system of education?
Answer: The Buddhist system of education emerged as a response to the degeneration of the Vedic system of education, where the caste system became rigid, rituals became elaborate and expensive, and the supremacy of Brahmins became intolerable. At the core of Buddha’s teaching were three major tenets: Discipline, Meditation, and Wisdom. Earthly desires, according to Buddha, were the cause of suffering, and in order to achieve a life of perfection, one had to meditate in solitude, typically in a forest. Monks or Bhikshus lived in monasteries or Viharas, which eventually became centers of learning. For admission into the Buddhist ‘Sangha’, individuals had to renounce desires and worldly pleasures, shave off their hair and beard, wear yellow robes, and recite the Buddhist refuge prayer. This initiation ceremony was called ‘Pabbajja’. Once initiated, individuals had to live by strict rules regarding food, clothes, poverty, chastity, and abstention from worldly pleasures.
Q. What was the process of initiation into the Buddhist system of education and what were the obligations of a novice?
Answer: Initiation into the Buddhist system of education, known as ‘Pabbajja’, required one to renounce desires and worldly pleasures, free themselves from royal services, shave off their hair and beard, and wear yellow robes. As part of the initiation, the individual had to recite the Buddhist refuge prayer, “I take my refuge in Dharma, I take my refuge in Sangha, I take my refuge in Buddha” (Dhammam Sarnam Gacchami, Sangham Sarnam Gacchami, Buddham Sarnam Gacchami). This was similar to the ‘Upanayana’ ceremony in the Vedic system of education, and a candidate had to be at least 8 years old, with the education continuing for ten years.
Once initiated, a novice monk had to follow very strict rules regarding food, clothing, poverty, chastity, and abstention from worldly pleasures. They had to go begging, do all the manual work in the Viharas, and follow their preceptor when they went begging. They had to maintain a respectful distance from their ‘guru’ to avoid disturbing them. In return, the monk would act as their friend, philosopher, and guide. The novices were required to strictly adhere to these rules.
Q. What was the role of caste in the Buddhist system of education?
Answer: In the Buddhist system of education, caste had no connection at all. This system was open to all, irrespective of their caste or social status.
Q. Who were often the preceptors in the Buddhist educational system?
Answer: The preceptors in the Buddhist system of education were not always Brahmins. They were individuals with a higher level of spiritual knowledge, irrespective of their caste or lineage.
Q. Compare the level of detachment from worldly pleasures in the Brahmanical system of education to the Buddhist system.
Answer: In the Brahmanical system of education, there was complete detachment from worldly pleasures, whereas in the Buddhist system of education, this was not the case. The Buddhist system was more focused on a balanced approach between spiritual and secular life.
Q. What were the subjects studied in the Buddhist system of education according to Chinese scholar Fa Hien’s account of Nalanda?
Answer: According to Fa Hien, a Chinese scholar who studied at Nalanda, the curriculum included subjects like Sanskrit, Grammar, Metaphysics, Philosophy, and Medicine. These subjects were part of the balanced educational approach combining spiritual and secular knowledge in the Buddhist system.
Q. What kind of living arrangements were available in the monasteries where the Buddhist education system was organised?
Answer: The monasteries were well-organised with two-storied buildings. These buildings had both single and double rooms for students. Each student was provided with a stone bench and shelves. Large earthen pots discovered during the excavations at Nalanda suggest that there was a common meal system in place.
Q. Who was Hiuen Tsang and what degree did he obtain from Nalanda?
Answer: Hiuen Tsang was another Chinese scholar who studied at Nalanda for several years. He obtained the degree of Dharmacharya, which means Doctor of Religion.
Q. Describe the influence of Muslims on education in India in the 8th century.
Answer: In the 8th century, Muslims from Arabia reached India and gradually started establishing their influence. In 1192 AD, Muhammad Ghori established his rule in India. According to the Koran, learning is the duty of every Muslim, which led to a high esteem for learning in the Islamic system of education in India.
Q. What were the two basic aims in the Muslim system of education?
Answer: The two basic aims in the Muslim system of education were religious and secular. The religious aim involved the study of the Koran and moral and spiritual disciplines. The secular aim was the synthesis of secular knowledge and religious beliefs.
Q. What are the two types of schools in the Muslim System of education?
Answer: The Muslim System of education had two types of schools – Maktab and Madrassa. Maktab was an elementary school where every Muslim student was required to learn the Koran and daily prayers. Madrassa was a centre for higher learning, offering secular subjects like literature, logic, prosody, and philosophy in addition to religious studies.
Q. How was girls’ education approached in the Islamic System of education?
Answer: In the Islamic System, girls’ education was encouraged. The girls were taught either at home or they received education from a teacher living close to home. This approach was reflective of the value placed on learning for all individuals in the Islamic System of education.
Q. What type of education and training system existed in the Islamic system?
Answer: The Islamic system imparted education and training in the form of apprenticeship in the house of Ustads (masters/teachers) or in Karkhanas (workshops).
Q. How would you compare the relationship between teachers and students in the Islamic system and the Brahmanical system?
Answer: The relationship between teacher and student in both the Islamic and Brahmanical systems was very cordial and positive. The teachers in both systems were renowned scholars and they taught both spiritual and secular subjects.
Q. What changes were brought about in the education system by Muslim king Akbar?
Answer: Akbar, a Muslim king, established educational institutions where both Hindus and Muslims studied together. This led to the emergence of Urdu as a new medium of expression and language. The inclusive environment in these institutions facilitated mutual cultural understanding and cooperation between Hindus and Muslims.
Q. How did the Christian missionaries influence education in India?
Answer: Christian missionaries had a significant impact on education in India. They opened schools and established an educational framework that profoundly influenced Indian culture. These missionaries learned local languages, translated the Bible into these languages, and used them as the medium of instruction in their schools. They also provided free education, food, lodging, books, and slates for the students. They concentrated their activities in rapidly growing cities like Bombay, Calcutta, and Madras, furthering the spread and impact of their educational work.
Q. Discuss the educational contributions of Danish missionaries and the Society for the Promotion of Christian Knowledge (SPCK) in India.
Answer: In the early years of the 8th century and 17th century, Danish Missionaries, along with their leaders Ziegenbalg and Plütschau, arrived in Madras and formed the ‘SPCK’ in 1698. SPCK and Danish missionaries jointly opened two Charity Schools in Madras; one for the Portuguese and the other for the Tamil people. Their success led to the establishment of more schools. Another German missionary, Schulze, also contributed by opening schools in 1736, building a church, and starting an orphanage for females with the help of Lady Campbell, the Governor’s wife.
Q. Explain the Monitorial System of education introduced by Dr. Andrew Bell and its significance.
Answer: Dr. Andrew Bell introduced the Monitorial System of education due to a lack of funds for his boys’ orphanage, which forced him to reject many aspirants. This system encouraged older students to teach younger ones, creating an efficient, self-sustaining method of teaching that proved to be highly effective. This system was notably beneficial when the English introduced Compulsory Primary Education, as it provided a scalable and practical model for educating a large number of students with limited resources.
Q. Discuss the contribution of Frederick Schwartz and the London Missionary Society to education in South India.
Answer: Frederick Schwartz was a significant contributor to education in South India, known for establishing many schools to facilitate learning. Further, in 1805, the London Missionary Society opened a school in Madras and expanded to other locations. In 1812, the Military Chaplain of the army stationed at St. Thomas Mount also started a Sunday school. The government financially supported all these schools. The educational system that took shape in India due to these contributions began to develop and prosper, transforming the country’s educational landscape.
Q. Describe the role and impact of Christian missionaries, particularly those affiliated with the East India Company, on the education system in India.
Answer: Christian missionaries, especially those working with the East India Company, played a crucial role in shaping India’s education system. They were present in India long before the East India Company and had the mission of spreading Christianity. However, their contribution extended beyond religious indoctrination. They established schools and concentrated their activities in rapidly growing cities such as Bombay, Calcutta, and Madras. They learned local languages, translated the Bible into these languages, and used them as mediums of instruction in schools, thereby incorporating local culture into their educational practices. Additionally, they provided free education, food, lodging, books, and slates for students, further promoting education among the local population. This massive effort laid the groundwork for the new education system in India, leaving a lasting impact on the country’s culture and intellectual development. Despite the East India Company being a commercial body with a primary interest in improving their financial status, it significantly aided the growth of education in India, marking a turning point in the nation’s educational history.
Q. Who were the Serampore Trio, and what roles did each of them play?
Answer: The Serampore Trio consisted of Marshman, Ward, and William Carey. They were from the Baptist Mission Society and had each brought a unique set of skills to their missionary work in India. Marshman was a teacher, Ward was a printer, and William Carey was a preacher. Together, they were instrumental in promoting education and culture, particularly in North East India.
Q. What challenges did the Serampore Trio face in their efforts to promote education in Calcutta?
Answer: The Serampore Trio faced significant challenges in their efforts to promote education in Calcutta. One major hurdle came from the East India Company, which declared religious neutrality and stopped aiding them. This lack of support forced them to struggle considerably to continue their projects. Despite these difficulties, the trio managed to open several schools in and around Calcutta.
Q. Who was David Hare and what contributions did he make towards education in Calcutta?
Answer: David Hare was an influential figure in the development of education in Calcutta. He opened both English and vernacular schools in the city, recognising the interest of many students in learning English. These institutions paved the way for the establishment of many private schools by the English and Indians alike. He was also instrumental in solving a significant problem faced by these schools – the shortage of English textbooks. This was achieved through the formation of the Calcutta School Society in 1817.
Q. How did the Portuguese contribute to education in Bombay?
Answer: The Portuguese played a significant role in promoting education in and around Bombay. They were responsible for opening numerous schools, the earliest of which was the ‘Jesuits College’ established in 1580. Even after the Portuguese were expelled by the Marathas, the elementary schools they had established managed to survive due to the efforts and involvement of local Indian Christians. Furthermore, a Portuguese Curosian school was opened in 1815, furthering their legacy in the region.
Q. What was the impact of various Missionary Societies on the growth of school education in Bombay?
Answer: The arrival of various Missionary Societies marked a period of revolutionary growth in school education in Bombay. The Scottish Missionary Society, American Missionary Society, London Missionary Society, and Church Missionary Society all contributed to this progress. In 1815, the Bombay Society was also established, and it opened schools in Bombay, Thane, and Surat. While the text does not specify their exact contributions, the involvement of these societies would have led to an expansion of educational opportunities, possibly through the establishment of new schools, the training of teachers, or the development of educational resources.
Q. How did Christian Missionaries contribute to the development of modern education in Assam?
Answer: Christian Missionaries were the pioneers of modern education in Assam. After the Assam area came under British rule in 1826 through the treaty of Yandabo, missionaries like Rev. Nathan Brown, Oliver Cutter, and Dr. Bronson settled in the region. They dedicated themselves to studying Assamese and even translated the Bible into the local language. Besides this, they wrote and printed the first newspaper (Arunodai), the first dictionary, and the first grammar book in Assamese. The missionaries’ efforts played a pivotal role in the history of Assamese language and education in Assam and the surrounding hill states.
Q. What was the East India Company’s policy regarding education in India by the end of the 18th century, and what impact did this have on the work of the missionaries?
Answer: By the end of the 18th century, the East India Company had adopted a policy of religious neutrality, leading them to refrain from disturbing the native religious sentiments. As a part of this policy, they stopped allowing missionaries to come to India for about two decades. This had a significant impact on the work of the missionaries, who initially received encouragement from the Company for their educational work. The absence of this support made their work considerably more challenging. However, the Company’s policy and indifference towards education in India also sparked agitation among religious people in England, leading to the Charter Act of 1813.
Q. What were the indigenous systems of education in India before the British arrived?
Answer: The indigenous systems of education in India included Muslim Maktabs and Madrassas, Hindu Pathsalas, the Tolls of Bengal, and Agraharas of southern India. These institutions were mostly single-teacher schools with multiple class teaching and in some cases, senior students acted as monitors and helped the teacher in the teaching work.
Q. What were the mediums of instruction in these indigenous institutions?
Answer: The mediums of instruction in these indigenous institutions were Sanskrit, Bengali, Hindi, Urdu, Persian, Telugu, and Tamil.
Q. Describe the conditions of these indigenous institutions during the British era.
Answer: Due to unsatisfactory financial conditions, these indigenous institutions were gradually declining. They lacked continuity, appearing and disappearing according to local demand. These schools were held in temples, private dwellings, sheds, or the houses of teachers themselves, and there was no mention of a single school held in a house exclusively for teaching purposes.
Q. What was the role of teachers in the indigenous systems of education in India?
Answer: Most teachers in the indigenous systems of education were Brahmins who accepted the teaching profession not for profit in cash or kind but for the respectability it held. The total emolument of a teacher was between 3 to 5 per month, and they were often men of ordinary attainments who knew no more than what they taught in their schools.
Q. What was the opinion of Western educators regarding the indigenous system of education in India?
Answer: The Western educators opined that the indigenous system in India was of no importance and that the British officers were justified in ending the same. They did not realize the inherent utility of this indigenous system for the expansion of mass education.
Q. What role did Christian missionaries play in the expansion of education in India?
Answer: Christian missionaries contributed significantly to the expansion of education in India. Their activities were initially confined to elementary education, and they established elementary schools in different parts of the country. They introduced a new phase in education, which had a vital influence on the existing system of education. However, their fundamental aim was to convert people by preaching the doctrine of Christianity through the European mode of education.
Q. According to Prof. Nurrullah and Naik, how did the missionaries use education?
Answer: According to Prof. Nurrullah and Naik, the missionaries used education as a means to propagate the spread of the Christian religion through the English medium. The Presidencies of Calcutta, Madras, and Bombay were the main centers of education at that time.
52. How have Christian Missionaries contributed to the present system of education in Assam?
Answer: Christian Missionaries have made a great contribution to the present system of education in Assam. They continue to contribute in the field of education even today. There is a big chain of educational institutions, from pre-school classes to professional colleges, established and run by Christian Missionaries in Assam.
Additional/extra MCQs
1. What is the place of origin of the Vedas?
A. China B. Persia C. Egypt D. India
Answer: D. India
2. What was considered a spiritual obligation in ancient India?
A. Paying Taxes B. Learning Vedas C. Building Temples D. Going on Pilgrimage
Answer: B. Learning Vedas
3. What is the first phase of life in the Vedic period known as?
A. Grhastha B. Brahmacharya C. Vanaprastha D. Sanyasa
Answer: B. Brahmacharya
4. Which phase of life in the Vedic period was devoted to family life and responsibilities?
A. Brahmacharya B. Grhastha C. Vanaprastha D. Sanyasa
Answer: B. Grhastha
5. What was the main subject of study during the Vedic period?
A. Upanishads B. Puranas C. Vedas D. Epics
Answer: C. Vedas
Q. Which caste mostly served as teachers in the Vedic period?
A. Kshatriyas B. Vaishyas C. Shudras D. Brahmins
Answer: D. Brahmins
Q. What is the third phase of life in the Vedic period known as?
A. Brahmacharya B. Grhastha C. Vanaprastha D. Sanyasa
Answer: C. Vanaprastha
Q. Which phase of life in the Vedic period is associated with complete detachment from the world?
A. Brahmacharya B. Grhastha C. Vanaprastha D. Sanyasa
Answer: D. Sanyasa
Q. Name one of the institutes of learning during the Vedic period.
A. Ashram B. Gurukula C. Monastery D. University
Answer: B. Gurukula
Q. Which among the following was not a subject of study in the Vedic period?
A. Vedas B. Astronomy C. Etymology D. Geology
Answer: D. Geology
Q. What is the initiation ceremony for formal education during the Vedic period in India called?
A. Yajna B. Upanishad C. Upanayana D. Brahman
Answer: C. Upanayana
Q. At what age was the Upanayana ceremony held for Brahmins?
A. 8 B. 11 C. 12 D. 15
Answer: A. 8
Q. What did the term ‘Brahmacharee’ imply in the Gurukula system of education?
A. Knowledge B. Action C. Devotion D. All of the above
Answer: D. All of the above
Q. What was a student required to do in a Gurukula?
A. Collect firewood B. Take care of the cattle C. Do household works D. All of the above
Answer: D. All of the above
Q. How did a Guru treat his pupils in the Gurukula system?
A. As servants B. As his own sons C. As strangers D. As paid workers
Answer: B. As his own sons
Q. Which among the following were not part of the Gurukula system of education?
A. Prescribed syllabus B. Printed books C. Specified place D. All of the above
Answer: D. All of the above
Q. What led to the evolution of the ‘Pathshala’ system from the Gurukula system?
A. Lack of resources B. Changing political scenarios C. Increased number of students D. Introduction of new subjects
Answer: C. Increased number of students
Q. Where were formal classes conducted in the Pathshala system of education?
A. In the guru’s house B. In a separate shed C. In a public place D. In a temple
Answer: B. In a separate shed
Q. What was the primary focus of teaching in the Pathshala system?
A. Meditation B. Pronunciation C. Alphabet and syllables D. All of the above
Answer: D. All of the above
Q. What allowed a pupil to progress to meditation in the Pathshala system?
A. Guru’s satisfaction with the pupil’s pronunciation B. Completion of a specified syllabus C. Passing a formal examination D. Age of the pupil
Answer: A. Guru’s satisfaction with the pupil’s pronunciation
Q. What types of gifts were commonly given to a guru during the Vedic period?
A. Land, B. Cattle, C. Property, D. All of the above
Answer: D. All of the above
Q. What characteristics typically defined a guru in the Vedic period?
A. Fluency, B. Wit, C. Education, D. All of the above
Answer: D. All of the above
Q. What role did Parishads play in the Vedic period?
A. Debate, B. Learning, C. Discussion, D. All of the above
Answer: D. All of the above
Q. What were the main tenets of Buddha’s teaching?
A. Discipline, B. Meditation, C. Wisdom, D. All of the above
Answer: D. All of the above
Q. Where did the Buddhist monks or Bhikshus typically live?
A. Homes, B. Caves, C. Viharas, D. Temples
Answer: C. Viharas
Q. What was the initiation ceremony into the Buddhist system of education called?
A. Upanayana, B. Sangha, C. Pabbajja, D. Viharas
Answer: C. Pabbajja
Q. What did an individual have to do as part of the initiation into the Buddhist system of education?
A. Shave hair and beard, B. Wear yellow robes, C. Recite the Buddhist refuge prayer, D. All of the above
Answer: D. All of the above
Q. What was the minimum age requirement for initiation into the Buddhist system of education?
A. 5 years, B. 8 years, C. 10 years, D. 12 years
Answer: B. 8 years
Q. What obligations did a novice monk have in the Buddhist system of education?
A. Begging, B. Manual work, C. Following the preceptor, D. All of the above
Answer: D. All of the above
Q. Who was supposed to act as the novice monk’s friend, philosopher, and guide in the Buddhist system of education?
A. Guru, B. Fellow monk, C. Preceptor, D. None of the above
Answer: C. Preceptor
Q. What was the status of caste in the Buddhist system of education?
A. Significant B. Irrelevant C. Decisive D. Inferential
Answer: B. Irrelevant
Q. Who could be a preceptor in the Buddhist system of education?
A. Brahmins only B. Kshatriyas only C. Individuals with spiritual knowledge D. Royals
Answer: C. Individuals with spiritual knowledge
Q. Which system of education had complete detachment from worldly pleasures?
A. Islamic B. Buddhist C. Brahmanical D. Secular
Answer: C. Brahmanical
Q. Who studied at Nalanda and wrote about its curriculum?
A. Hiuen Tsang B. Muhammad Ghori C. Fa Hien D. Koran
Answer: C. Fa Hien
Q. What was the common system at monasteries according to the discovery at Nalanda?
A. Room system B. Bench system C. Meal system D. Shelf system
Answer: C. Meal system
Q. Who obtained the degree of Dharmacharya from Nalanda?
A. Fa Hien B. Muhammad Ghori C. Hiuen Tsang D. Koran
Answer: C. Hiuen Tsang
Q. Who established his rule in India in 1192 AD?
A. Fa Hien B. Hiuen Tsang C. Muhammad Ghori D. Koran
Answer: C. Muhammad Ghori
Q. What were the two basic aims in the Muslim system of education?
A. Grammar and Sanskrit B. Religious and Secular C. Philosophy and Medicine D. Metaphysics and Philosophy
Answer: B. Religious and Secular
Q. What was the name of the elementary school in the Muslim System of education?
A. Madrassa B. Koran C. Maktab D. Nalanda
Answer: C. Maktab
Q. Who were taught either at home or from the teacher living close to home in the Islamic System of education?
A. Boys B. Teachers C. Girls D. Preceptors
Answer: C. Girls
Q. What form of education was used in the Islamic system?
A. Formal schooling B. Home-schooling C. Apprenticeship D. Self-study
Answer: C. Apprenticeship
Q. Who were the teachers in the Islamic education system?
A. Priests B. Ustads C. Scholars D. Both B and C
Answer: D. Both B and C
Q. Which king established educational institutions where both Hindus and Muslims studied together?
A. Aurangzeb B. Shah Jahan C. Akbar D. Jahangir
Answer: C. Akbar
Q. What new medium of expression came into being due to the establishment of educational institutions by Akbar?
A. Arabic B. Sanskrit C. Urdu D. Persian
Answer: C. Urdu
Q. Which society was formed by the Danish missionaries in 1698?
A. Society for the Promotion of Christian Knowledge (SPCK) B. Danish Educational Society C. Christian Educational Union D. Madras School Society
Answer: A. Society for the Promotion of Christian Knowledge (SPCK)
Q. Which teaching method was introduced by Dr. Andrew Bell?
A. Tutorial System B. Direct Method C. Monitorial System D. Indirect Method
Answer: C. Monitorial System
Q. Which missionary opened many schools in South India?
A. Ziegenbalg B. Schulze C. Frederick Schwartz D. Plütschau
Answer: C. Frederick Schwartz
Q. When did the London Missionary Society open a school in Madras?
A. 1805 B. 1812 C. 1820 D. 1835
Answer: A. 1805
Q. Who managed the orphanage for females started by Schulze?
A. Ziegenbalg B. Plütschau C. Lady Campbell D. Dr. Andrew Bell
Answer: C. Lady Campbell
Q. What was the primary purpose of Christian missionaries coming to India?
A. Education B. Trade C. Spread Christianity D. Tourism
Answer: C. Spread Christianity
Q. Who were the members of the Serampore Trio?
A. William Carey, David Hare, Marshman B. William Carey, Marshman, Ward C. David Hare, Marshman, Ward D. William Carey, David Hare, Ward
Answer: B. William Carey, Marshman, Ward
Q. What was the role of Marshman in the Serampore Trio?
A. Printer B. Preacher C. Teacher D. Translator
Answer: C. Teacher
Q. Which society was formed in 1817 to solve the problem of shortage of English textbooks in Calcutta?
A. The Church Missionary Society B. Calcutta Free School Society C. Bombay Society D. Calcutta School Society
Answer: D. Calcutta School Society
Q. Which was the earliest school opened by the Portuguese in Bombay?
A. Bombay Society School B. Jesuits College C. Curosian School D. Protestant School
Answer: B. Jesuits College
Q. Who opened English and vernacular schools in Calcutta?
A. William Carey B. Marshman C. David Hare D. Ward
Answer: C. David Hare
Q. Who were pioneers of modern education in Assam?
A. Portuguese B. Christian Missionaries C. East India Company D. Marathas
Answer: B. Christian Missionaries
Q. Which treaty brought the Assam area under British rule?
A. Treaty of Yandabo B. Treaty of Versailles C. Treaty of Paris D. Treaty of Tordesillas
Answer: A. Treaty of Yandabo
Q. What was the first Assamese book to be printed?
A. Arunodai B. An Assamese dictionary C. Bible D. An Assamese grammar book
Answer: C. Bible
Q. Which act was led to by the East India Company’s indifference and negligence for education in India?
A. The Act of Union 1707 B. The Regulating Act of 1773 C. The Charter Act of 1813 D. The Government of India Act 1858
Answer: C. The Charter Act of 1813
Q. Which society was established in 1789 for educating the children of European residents in Calcutta?
A. The Church Missionary Society B. Calcutta Free School Society C. Bombay Society D. Calcutta School Society
Answer: B. Calcutta Free School Society
Q: What type of institutions made up the indigenous education system in India before the arrival of the British?
A. Madrassas B. Pathsalas C. Tolls D. All of the above
Answer: D. All of the above
Q: Which community did most of the teachers in the indigenous systems of education belong to?
A. Shudras B. Vaishyas C. Kshatriyas D. Brahmins
Answer: D. Brahmins
Q: What were the classrooms in the indigenous systems of education typically?
A. Temples B. Private dwellings C. Sheds D. All of the above
Answer: D. All of the above
Q: How did Western educators perceive the indigenous system of education in India?
A. Of great importance B. Of no importance C. Of minimal importance D. Of some importance
Answer: B. Of no importance
Q: What was the primary aim of Christian missionaries in their education efforts in India?
A. Propagation of Sanskrit B. Conversion to Christianity C. Teaching of Maths D. Teaching of Science
Answer: B. Conversion to Christianity
Q: What was the initial focus of Christian missionaries’ educational activities?
A. Higher Education B. Elementary Education C. Professional Education D. Technical Education
Answer: B. Elementary Education
Q: How did the Christian missionaries use education in India according to Prof. Nurrullah and Naik?
A. To spread Hinduism B. To propagate Buddhism C. To propagate Christianity D. To spread Jainism
Answer: C. To propagate Christianity
Q: Which locations were the main centers of education during the time of Christian missionary activity?
A. Delhi, Pune, Hyderabad B. Calcutta, Madras, Bombay C. Lucknow, Kanpur, Allahabad D. Bangalore, Mysore, Mangalore
Answer: B. Calcutta, Madras, Bombay
Q: What is the range of the total emolument per month for teachers in the indigenous system of education?
A. 1 to 3 B. 2 to 4 C. 3 to 5 D. 4 to 6
Answer: C. 3 to 5
70. What is the chain of educational institutions established by Christian Missionaries in Assam?
A. From kindergarten to high school B. From pre-school to professional colleges C. From primary to secondary D. Only professional colleges
Answer: B. From pre-school to professional colleges
Arigato❤️