Professional Documents
Culture Documents
3) British govt policy of divide and rule, separate electorate, free hand to
communalist newspaper and organisation, lethargy in dealing with
communal riots
4) Failure of national movement to contain communalist among themselves
during passive stage of struggle.
5) High distortion in Indias history textbook in school. It was highly
communal and biased toward Hindus. The British frightened the
Muslims about consequences of end of British rule. They played the
cards of Hindu domination after end of British rule.
2) The numbers of fellow was fixed from not less than 50 to not more than
100.
3) The power of governor was increased tremendously. He was given
power to veto any regulation passed by senate of university. He can also
make addition or subtraction in the regulation at his will.
4) The act increased the university control over private college. The private
college were required to keep a proper standard of efficiency.
5) The governor-general-in-council was empowered to define the territorial
limits of a university and to decide the affiliation of college to
universities.
6) The positive point of the policy was the grant in aid was sanctioned as 5
lakh per annum for improvement of higher education and universities.
Thus the act tried to influence the government control, over education system.
Government resolution on education policy 1913
1) The sate of Baroda introduced compulsory primary education
throughout its territories. The nationalist tried hard to force government
to introduce the same throughout India. G.K Gokhale played a heroic
role to make the government accept the proposal.
2) The government rejected the principle of compulsory education but
accepted the policy of removal of illiteracy. The resolution encouraged
provinces to provide free primary education. The quality of secondary
was sought to improve. It also declared that universities must be est. for
each province and teaching activities of universities must be
encouraged.
Sadler commission 1917-19
The objective of the commission was to review the entire field from school
education to university education.
1) A 12 year school course was recommended. The govt was urged to set up
new type of institution called the intermediate college. After accessing the
intermediate examination, rather than matriculation, the students were to
enter the university. For the administration and control of secondary
education the commission recommended setting up of a board of secondary
and intermediate education.
2) It recommended less rigidity in framing the regulations of the universities.
3) Old Indian scattered colleges should be replaced by the centralised unitaryresidential -teaching autonomous bodies.
4) It stressed the need for extension of the facilities for female education and
recommended the establishment of special board of women education.
5) Substantial facilities for training of teachers and setting up of department of
education at universities in Calcutta and Dacca.
6) The university was required to provide course in applied science and
technology. It was also to provide facilities of personnel for professional
and vocational college.
The Sadler commission was of the view that secondary education was a
necessary condition for improvement of university education.
period of imperialism
wars and crisis. British on other had had Whig party who set up a system
of constitutional monarchy.
3) Difference between French and British EIC: British EIC was a
private commercial body free of govt interference while French were
govt body dependent on govt. the French servants had little to care about
profits and dividends. Hence their finances deteriorated.
4) Annexation of Bengal by British gave them edge over French.
5) French were trying to expand their continental boundaries in Europe and
colonies far away at the same time. This took toll of their attention and
expenditure. British only concentrated on expanding their colonies.
6) Dupleix of French Company just concentrated on annexation of
territories and hardly paid attention towards companys finances.
ONE LINER
-
or free
trade agreements
between
INDIAN RENAISSANCE
-
.
Weaknesses
-
The secular tradition was not invoked even when the unity of the
godhead was accepted as the guiding principle. The reformation
invariably harped back to the Vedas for legitimacy, and almost
they
would
collect
the
revenue.
INA TRIALS
-
The volunteers and finance for the army came from Indian
merchants and traders living in south East Asia.
The first encounter of INA was in Imphal along with the Japanese
army. The battle with the British turned out to be disastrous.
Many of the INA officers and army men were take prisoners by
the british. (the reason for failure was the demoralised nature of
INA men. The Japanese didnt treat them on par with their
soldiers and were asked to do menial jobs. The weapons given to
Indians were outdated.)
The
trials
covered
arguments
based
on
Military
The Indian National Congress and the Muslim League both made
the release of the three defendants an important political issue
during the agitation. Bhulabhai desai, Jawaharlal Nehru and
tejbahadur sapru defended the three in the trials.
During the trial, mutiny broke out in the Royal Indian Navy,
incorporating ships and shore establishments of the RIN
throughout India, from Karachi to Bombay. At some places,
NCOs in the British Indian Army started ignoring orders from
British superiors. In Madras and Pune, the British garrisons had
to face revolts within the ranks of the British Indian Army.
Muslim renaissance
-
wahabi, deoband