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NIOS Class 10 Indian Culture and Heritage Chapter 18 Education In India
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Education In India
Chapter: 18
TEXTUAL QUESTIONS
Intext Questions 18.1
Q.1. How is education related to culture?
Ans: The system of education changes along with the change in culture.
Q.2. What is Upanayana ceremony?
Ans: The process of learning begins with a sacred thread ceremony.
Q.3. Where was Education imparted in the ancient period?
Ans: In the Ashrams.
Q.4. What was the basis of Indian Medical system in ancient period?
Ans: Vayu, Kaf, Pitt (Air, Mucus, Bile).
Q.5. Name the two literary works used by Jains for teachings in ancient India.
Ans: Adipurana and Yasha Tilaka.
Q.6. What were the reasons because of which common people discussed themselves from education in ancient period?
Ans: (a) Education was a privilege of upper class society.
(b) Use of Sanskrit literature in education.
INTEXT QUESTIONS 18.2
Q.1. Which institutions provided school education in medical period?
Ans: Makhtabs.
Q.2. Who maintained Madrasas in the Medieval period?
Ans: Kings (the rulers) and nobles.
Q.3. Name some of the famous Madrasa of medieval period?
Ans: (a) Muizzi, Nasiri, Firuzi in Delhi.
(b) Mohammed Gawan’s madarsa-Bidar.
(c) Abul Fazl’s madarsa-Fatehpur Sikri.
Q.4. What was the main feature of the Muslim educational system?
Ans: It was traditional in spirit and theological in contact.
Q.5. What were the methods adopted by Western countries in Medieval period?
Ans: It involved inquiry, observation, investigation and experiment in education.
Q.6. What were the changes made by Akbar in education?
Ans: He introduced secular and scientific system in education.
INTEXT QUESTIONS 18.3
Q.1. What was Bentinck’s Resolution of 1835?
Ans: To promote European literature and sciences.
Q.2. Who adopted English as the official language of the government?
Ans: William Bentinck.
Q.3. When was Indian Universities Act passed?
Ans: 2904.
Q.4. Where were the three universities established in 1857?
Ans: Bombay, Madras, Calcutta.
Q.5. What was the basis of education under the colonial rule?
Ans: To create an educated urban elite that would act as interpreter between the ruler and the ruled.
Q.6. What was the positive aspect of English education in pre-independence India?
Ans: A new class of social reformers and educated political leaders were produced that helped in the freedom struggle of the country.
Q.7. When did education come under the Concurrent List of the Construction?
Ans: By the Constitutional Amendment of 1976.
Q.8. When was New National Policy no Education formulated?
Ans: In 1986.
Q.9. Which are the thrust areas in elementary education?
Ans: (a) Universal access and enrolment.
(b) Universal retention of children upto 14 years of age.
(c) Substantial improvement in the quality of education to enable all children to achieve essential levels of learning.
Q.10. What is the importance of secondary education?
Ans: It makes children familiar with the basic branches of knowledge.
Q.11. What is the alarming situation in Higher Education stage?
Ans: (a) The number of students in the age group of 18-20 years enrolled for higher education is low.
(b) The proportion of women, scheduled castes and tribes in higher Education is worse.
Q.12. What is the age group for adult education?
Ans: 15-35 years.
TERMINAL EXERCISES
Q.1. Briefly describe the development of education in the Ancient Period.
Ans: 1. In ancient India, education was a matter of individual concern. The aim of education was the development of public’s overall personality. This view of education as a process of one’s inner growth and self-fulfilment evolved its own technique, rules and methods. It believed that the development of a man meant, primarily, the training of his mind as the instrument of acquiring knowledge. This knowledge would enhance his creative capacity.
2. During this period the thinking principle of manana shakti (or meditation power) reckoned higher then the subject of thinking. Thus the primary subject of education was the mind itself.
Q.2. Discuss the steps undertaken in the field of education with the establishment of the Delhi Sultanate in medieval India.
Ans: 1. The Delhi Sultanate was established in 1206 AD. and it continued to rule upto 1525-26. With the establishment of it, Islamic system of education was introduced.
2. Education was designed on the lines of the tradition of education developed under the Abbasids of Baghdad. As a result scholars from countries like Samarqand, Bukhara and Iran looked upto the Indian scholars for guidance.
3. Amir Khusrau, an exemplary personality, not only developed the skills of writing prose and poetry but also devised a new language (Hindustani) which suited the local conditions.
4. Some contemporary historians like Minhaj-us-Sirsaj, Ziauddin Barauni, and Afif stand testimony to Indian scholarship.
5. The institutions that provided elementary education were known as Makhtabs, while those of the higher learning were called madrasas. The Makhtabs were generally run by public donations. Madrasas were maintained by rulers and nobles.
6. There were six different types of instructions:
(a) Those established and maintained by nobles and rulers.
(b) Those which were started by individual scholars with the help of state assistance or donation.
(c) Those that were attached to the mosques.
(d) Those that were attached to the tombs.
(e) Those that were started and maintained by individual scholars. and
(f) Those that were attached to the Sufi hospices.
7. The main feature of the Muslim educational system was that it was traditional in spirit and theological in contact.
8. The curriculum was broadly divided into two categories-the traditional (Manqulat) and rational (Maqualat) sciences.
-Traditions, law and history and literature came under the traditional sciences.
-Logic, philosophy, medicine, mathematics and astronomy come under rational sciences.
9. Later, rational sciences came to be emphasized more than the traditional sciences.
10. Traditional subjects dominated education from the time of IItutmish (1211-1236) till the reign of Sikander Lodi (1489-1517).
Q.3. What were the changes introduced in the system of education during Mughals?
Ans: The Mughals adopted a rather secular approach in giving education through Pathshalas, Vidyapeeths besides Makhtabs and Madarsas. Earlier education depended upon the denations given by the rulers and nobles in mosques and temples, but Akbar started giving grants to all educational institutions and started a college near Jama Masjid.
The Mughals also introduced new subjects at elementary level like mathematics, astronomy, geography, accountancy, geometry, and public Administration.
Q.4. Elaborate the development of education from 2854 to 1904.
Ans: (i) Woods Despatch of 1854 underlined the objective of educational policy which was the diffusion of the improved arts, sciences, philosophy and literature of Europe through English or other modern Indian languages as the medium.
(ii) The Despatch suggested that universities should be set-up in Bombay, Madras and Calcutta. It emphasized the development of private enterprise, a system of grants-in-aid, training teachers in schools, women’s Education and so on.
(iii) In 1857, the universities of Bombay, Madras and Calcutta were established. The Universities of Punjab and Allahabad were established in 1882 and 1887 simultaneously.
(iv) In 1901, Lord Curzon convened the confidence of Directors of public Institutions which began an era of educational reforms based on its decision.
(v) In 1904, the Indian Universities Act was passed that enabled the universities to assume teaching inspection of colleges and undertake measures for qualitative improvement in higher education.
Q.5. Discuss the measures taken in independent India to eradicate illiteracy.
Ans: Various needful steps have been taken by government in India, since independence to eradicate the illiteracy from our country. Some of them are:
(i) The Constitution under Article 45 provides for state to introduce compulsory and free education for children upto the age of fourteen. This have been well implemented under Sarva Shiksha Abhiyan programme by the Central Government.
(ii) The Central government is all set to start universalisation of secondary education under Rashtriya Madhyamik Shiksha Abhiyan in order to raise and maintain the higher evrolments in Secondary schools.
(iii) National Literacy Mission was started to educate the illiterate adults of the country, which is running successfully.
(iv) To provide education to children and adults working to earn their living Open schools and universities were established; like National Open school and Indira Gandhi National Open University.
(v) The most important step taken to eradicate illiteracy was the 86th Constitutional Amendment which made education a fundamental right. It made the Right of children to free and compulsory Education Act, law to enable the implementation of the fundamental right.
SOME OTHER IMPORTANT QUESTIONS FOR EXAMINATION
MULTIPLE CHOICE QUESTIONS
1. Which method was considered best for attaining highest knowledge during Vedic period?
(a) Gurukul education.
(b) Ashram studies.
(c) Self education.
(d) College education.
Ans: Gurukul education.
2. Chanakya, the renowned philosopher, scholar and teacher wrote this book.
(a) Charak Samhita.
(b) Adipurama.
(c) Arthashastra.
(d) Yashatilka.
Ans: Arthashstra.
3. In Gupta period-admitted students for ten year.
(a) Mathas.
(b) Buddhist monasteries.
(c) Ashrams.
(d) Gurukulas.
Ans: Buddhist monasteries.
4. Name the Chinese traveller who described Nalanda University as a post graduate University for advanced study and research.
(a) Balaputradeva.
(b) Bhragu.
(c) Hours Tsang.
(d) Hardinge.
Ans: Hours Tsang.
5. The institutions of high learning, run and maintained by the rulers and nobles, were called ________
(a) Madrasas.
(b) Makhtabs.
(c) Vidyapeeth.
(d) Pathshalas.
Ans: Madrasas.
6. Which move of the East India Company, was its first one towards education in India?
(a) Charter Act 1813.
(b) Macaulay’s Minutes.
(c) Bentinck’s Resolution.
(d) Wood’s Dended.
Ans: Charlesr Act 1813.
7. Who recommended the opening of universities in the Presideney towns?
(a) Charles Woods.
(b) William Bentinck.
(c) Macaulay.
(d) Charter Act.
Ans: Charles Woods.
8. In which year the universities of Bombay, Madras and Calcutta were established?
(a) 1857
(b) 1882
(c) 1887
(d) 1854
Ans: 1857.
9. In which list, education was introduced by the Constitutional Amendment of 2976?
(a) Union list.
(b) Concurrent List.
(c) State list.
(d) Both (b) and (a).
Ans: Concurrent List.
10. This flagship programme of Central Government of India was started for universalisation of elementary education.
(a) National policy on Education.
(b) Kothari Commission.
(c) National Skill Development Mission and Training.
(d) Sarva Shiksha Abhiyan.
Ans: Sarva Shiksha Abhiyan.
11. This programme aims at educating the 15-35 age group people.
(a) National Literacy Mission.
(b) National policy on Education, 1986.
(c) Education Commission, 1964.
(d) None of these.
Ans: National Literacy Mission.
VERY SHORT ANSWER TYPE QUESTIONS
Q.1. Match the following:
Ans:
| Column A | Column B |
| 1. Takshila and Varanasi | (b) Centres of learning |
| 2. Charak Samhita | (a) Related with medicine |
| 3. Sushruta Samhita | (e) Related with surgery |
| 4. Ganita included | (f) Algebra, Geometry and Arithmetic |
| 5. Aryabhattiya | (d) Work of Aryabhatta |
| 6. Astronomy was over shadowed | (c) By Brahminical superstitions |
Q.2. Write the names of four main aspects of culture.
Ans: 1. Art (Painting, music, dance, drama etc.).
2. Architecture.
3. Religion.
4. Science and Technology. and
5. Education. (Write any four)
Q.3. Write names of two agencies of education.
Ans: (i) Formal Agencies: Schools, colleges and professional training institutes.
(ii) Informal Agencies: Family, neighbourhood, newspaper (or print media), electric media (T.V., radio, cinema, Internet etc.)
Q.4. Where was formal education imparted during the Vedic period?
Ans: Ashramas.
Q.5. What kind of education did guilds provide?
Ans: 1. Knowledge of mining.
2. Metallurgy.
3. Carpentry.
4. Weaving. and
5. During.
Q.6. Who was famous for his work on medicine in ancient India?
Ans: Charaka.
Q.7. Where were important manuscripts copied and stored?
Ans: Libraries of monasteries.
Q.8. Name the Brahminical parallel institutions to the Jain and Buddhist monasteries.
Ans: The Mathas supported by Brahminic and Puranic Hinduism.
Q.9. Why did astronomy suffer during the ancient period in India?
Ans: Astronomy was overshadowed by Hindu superstitions.
Q.10. What was the objective of the Woods Despatch of 1854?
Ans: The objectives of the Woods Despatch of 1854 was diffusion of the improved arts, sciences and philosophy of Europe through English and other modern Indian languages as the medium.
Q.11. Why was mass education neglected under the colonial rule?
Ans: Mass education was neglected under the colonial rule because the attempt was to create an urban educated elite that would act as interpreter between the ruler and the ruled.
SHORT ANSWER TYPE QUESTIONS
Q.1. Discuss the main aims of education in ancient India.
Ans: Aims of Education in Ancient Period:
1. In ancient India, education was a matter of individual concern. The aim of education was the development of pupil’s overall personality. This view of education as a process of one’s inner growth and self-fulfilment evolved its own technique, rules and methods. It believed that the development of a man meant, primarily, the training of his mind as the instrument of acquiring knowledge. This knowledge would enhance his creative capacity.
2. During this period the thinking principle of manana shakti (or meditation power) reckoned higher then the subject of thinking. Thus the primary subject of education was the mind itself.
Q.2. What do you mean by the terms “education” and “culture”? Mention religion between the two.
Ans: I. Education: Common people take its meaning as learning something in school-college or from books. This is partially true. Education is a learning experience. It is a life-long process. Education takes place at all times in one’s life.
II. Culture: It is the sum total of the accumulated experiences and achievements of previous generations inherited by succeeding generations as members of society.
III. Relationship between culture and education:
(i) The structured process of passing on collective pool of experiences and achievements may be called education. In simple words culture is directly related with education.
(ii) Education is not only means of passing on cultural beliefs and ideas, it is itself shaped by cultural beliefs since it is a product of culture.
(iii) The system of education changes (generally) along with changes in culture.
Q.3. Assess the position of women in the field of education in ancient India.
Ans: The position of women in the field of education in ancient India:
1. The stages of women in ancient Indian society in general was not satisfactory. They were not accepted a legal status other than being regarded as property of their fathers till their marriage and of their husband after marriage.
2. There was a general prejudice against sending girls for education outside their homes.
3. They were supposed to learn household work and take care of their husband and children.
4. However, we do find very exceptions, where women were educated in Sanskrit prose and drama.
Q.4. What are the characteristics of the Muslim system of education introduced after the establishment of the Delhi Sultanate?
Ans: 1. The Delhi Sultanate was established in 1206 AD. and it continued to rule upto 1525-26. With the establishment of it, islamic system of education was introduced.
2. Education was designed on the lines of the tradition of education developed under the Abbasids of Baghdad. As a result scholars from countries like Samarqand, Bukhara and Iran looked upto the Indian scholars for guidance.
3. Amir Khusrau, an exemplary personality, not only developed the skills of writing prose and poetry but also devised a new language (Hindustani) which suited the local conditions.
4. Some contemporary historians like Minhaj-us-Sirsaj, Ziauddin Barauni, and Afif stand testimony to Indian scholarship.
5. The institutions that provided elementary education were known as Makhtabs, while those of the higher learning were called madrasas. The Makhtabs were generally run by public donations. Madrasas were maintained by rulers and nobles.
6. There were six different types of institutions:
(a) Those established and maintained by nobles and rulers.
(b) Those which were started by individual scholars with the help of state assistance or donation.
(c) Those that were attached to the mosques.
(d) Those that were attached to the tombs.
(e) Those that were started and maintained by individual scholars. and
(f) Those that were attached to the Sufi hospices.
7. The famous madrasas were the Muizzi, the Nasiri and the Firuzi madrasas in Delhi.
8. Mahmud Gawan’s madrasa in Bidar (South India) and Abul Fazl’s madrasa is (in Akbar’s Age) in Fatehpur Sikri, near Agra.
9. The main feature of the Muslim educational system was that it was traditional in spirit and theological in contact.
10. The curriculum was broadly divided into two categories-the traditional (Manqulat) and rational (Maqualat) sciences.
– Traditions, law and history and literature came under the traditional sciences.
– Logic, philosophy, medicine, mathematics and astronomy come under rational sciences.
11. Later, rational sciences came to be emphasized more than the traditional sciences.
12. Traditional subjects dominated education from the time of IItutmish (1211-1236) till the reign of Sikander Lodi (1489-1527).
13. The scenario of education began changing from the time of Sikander Lodi when he invited two brothers Sheikh Abdullah and Sheikh Azzizullah from Multan to Delhi. They introduced the study of philosophy and logic in the curriculum.
