WBBSE Class 10 History Chapter 2 Reform Characteristics And Observations Long Answer Questions

Chapter 2 Reform Characteristics And Observations Topic A Explanatory Answer Type Questions

19th Century Bengal As Reflected In Periodicals, Newspapers.

Question 1: What role did the ‘Bamabodhini Patrika’ play in bringing about the upliftment of women?
Answer:

The vital role played by the ‘Bamabodhini Patrika’ in bringing about the upliftment of women can be discussed as follows

1. ‘Bamabodhini Partika’, first published in 1863, was a Bengali periodical of colonial Bengal with a strong emphasis on women’s issues. Every issue of the periodical began with the caption “nurture the girl and educate her with care”.

2. All the articles were aimed at the development of women. The available issues of the Patrika point to the concern of the journal to adequately deal with women’s social upliftment, with special reference to women’s education.

3. The essays pointed out the backward condition of women in social and educational matters and suggested remedies to bring about women’s educational progress.

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4. ‘Bamabodhini’ recorded on its pages the role of women in a changing society and family. Some of the essays pointed out the responsibilities of educated women and a few essays also dealt with the notion of ‘ideal women’ in Bengali society.

5. Other issues included women’s role in the family, the significance of girls’ school, domestic work, qualities of good motherhood, the institution of marriage, the position of widows in society, and widow remarriage.

6. It raised its voice against all forces that were bent on oppressing women. The Patrika played a great role in bringing about a radical change in society.

Question 2: What was the role of ‘Hindoo Patriot’ in arousing national consciousness?
Answer:

The role of ‘Hindoo Patriot’ in arousing national consciousness: The vital role played by the ‘Hindoo Patriot’ in arousing national consciousness can be discussed as follows-

1. The ‘Hindoo Patriot’ was an English weekly published from Calcutta in the latter half of the 19th century.
2. Under the editorship of Harish Chandra Mukherjee, it became the mouthpiece of protest against imperial injustices. It was known for its active role in exposing the oppression by the indigo planters in Bengal. Regular editorials against the tyranny of the poor hapless indigo ryots attracted public attention and evoked condemnation from the educated Indians.
3. In late 1875, when one Jagadananda Mukherjee invited the Prince of Wales to his residence, the ‘Hindoo Patriot’ commented that the national feeling was outraged.
4. Harish Chandra also opposed imperial laws like the Immigration Bill, the Vernacular Press Act, and the Albert Bill through his paper. He protested against the oppression of the tea workers and termed the Immigration Bill the Slave Law of India.

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Question 3: What was the importance of Nil Darpan in contemporary society?
Answer:

The importance of Nil Darpan in contemporary society: The inhuman torture and the humiliation faced by the farmers at the hands of the European planters has been termed to be the prime cause behind the Indigo Revolt. ‘Nil Darpan’ was written by Dinabandhu Mitra to portray this torture and the uprising of the farmers against the European Indigo planters. This play had immense importance in contemporary society.

1. Condition of the Indigo farmers: The Indigo Planters used to force the farmers to cultivate Indigo, instead of any other crop. This was the background to the rise of the Indigo Revolt (1858). ‘Nil Darpan’ portrayed the condition of the farmers and their reasons for rising against the planters.
2. Role of the educated community: The educated Bengali community came to know about the tortures faced by the indigo farmers. ‘Nil Darpan’ was instrumental in gathering the public reaction of the farmers and the revolters.
3. Translation to English: ‘Nil Darpan’ was the first Bengali drama to be translated into English. This translation was published under the name of Rev. James Long, though most people suspected that it was Michael Madhusudhan Dutta who wrote under the pseudonym of James Long. The government was furious with James Long and he was sentenced to one month in prison and a fine of 1000 rupees.
4. Popularity in Europe: Despite the reactions of the government towards ‘Nil Darpan’, the drama became very popular in several countries of Europe. This drama became so popular, that it was translated into several other European languages. This drama was instrumental in informing the European population about the plights of the Indian people.
5. Love for Motherland: ‘Nil Darpan’ portrayed the tortures and the inhuman treatments meted out by the colonial ruler. This drama was instrumental in creating awareness among the educated Bengali middle class about the conditions that their countrymen were in.

Question 4: Write a short note on Harinath Majumdar or Kangal Harinath.?
Answer:

Harinath Majumdar or Kangal Harinath.: Harinath Majumdar (1833-1896) was an eminent journalist, writer, and human rights activist of the 19th century. He was popularly known as Kangal Harinath.

1. Early life: Harinath Majumdar was born in 1833, at Kumarkhali in undivided Nadia. His father was Harochandra Majumdar. Due to a financial crisis in the family, he could not continue his schooling.
2. Publication Grambarta of Prakashika: In 1863, Harinath began publishing Grambarta Prakashika. Initially, the magazine was monthly, however later in 1870, it was transformed into a weekly magazine. Grambarta Prakashika contained regular news and articles about social conditions, literature, philosophy, science, etc.
3. Stand against oppression: Kangal Harinath published news about the oppression of the zamindars on the farmers, the indigo planters on the ryots, the torture faced by the farmers in the hands of the moneylenders, etc., in his paper. This was instrumental in bringing these incidents to the forefront and making the people aware of the oppression of the British Raj.
4. Spreading education: Via his paper, Harinath kept spreading his vision of educating the rural masses. With the help of a few friends, he established a school in his village in 1855. He even helped in the establishment of a girls’ school in the village in 1865.
5. Literature and songs: Harinath has written several books. A few of them like ‘Bijoy Bosonto’, ‘Charu-Charitra’, ‘Kobita Kaumodi’, etc., deserve special mention. When Grambarta Prakashika had been stopped due to a financial crisis, Harinath devoted his time to reading scriptures and in search of the divine. He even formed a folk group that came to be known as ‘Kangal Fakirer Chander Dol’. He was involved in composing Bengali folk songs for a period of time. ‘Hari din to gelo sonde holo’, a very popular Bengali folk song is one of Harinath’s most popular Baul songs.

Question 5: What was the picture of the society portrayed by ‘Grambarta Prakashika”?
Answer:

The picture of the society portrayed by ‘Grambarta Prakashika”: In 19th century Bengal, ‘Grambarta Prakashika’, edited by Harinath Majumdar, popularly known as Kangal Harinath played a very important role in spreading the news about the condition of the society. The aspects of society as portrayed by ‘Grambarta Prakashika were

1. Government oppression: The condition of the society and its citizens, due to the severe social and economic oppression of the British Raj was portrayed by ‘Grambarta Prakashika’.
2. Oppression by the Zamindars: The British were supported in their oppression of the civilians by the Zamindars and the moneylenders. These were the people who oppressed and tortured the people the most. The condition created in Bengal due to these oppressions was vividly portrayed by ‘Grambarta Prakashika’.
3. Support towards the common masses: In 1873, a revolt of the common masses began at Sirajganj. ‘Grambarta Prakashika’ spoke on behalf of these grieved masses. Even during the famines of 1876, ‘Grambarta Prakashika’ played a vital role by publishing news about the conditions of the people.
4. Oppression by the indigo planters: Harinath Majumdar had briefly worked at an indigo plantation. While working there, he had himself seen the torture that the indigo planters meted out on the ryots and farmers. Harinath regularly published news of such oppression and torture in ‘Grambarta Prakashika’.
5. Spreading awareness: The inhuman treatment and the endless torture faced by the common people of rural Bengal and the condition of their lives due to the oppression of the British Raj was vividly portrayed by ‘Grambarta Prakashika’.
6. Others: Apart from portraying the oppression and tortures of the British Raj, ‘Grambarta Prakashika’ also had articles and pieces about literature, philosophy, science, news about revolutionary activities, etc. Even the songs of Lalon Fakir were first published in ‘Grambarta Prakashika’.

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Question 6: Write a short note on Kaliprasanna Singha.?
Answer:

Kaliprasanna Singha: One of the very well-known personalities of 19th-century Bengal was Kaliprasanna Singha (1841-1870). He was born into a wealthy family in Calcutta in 1841. Within the 29 years that he lived, he left his mark on the literary field and the welfare of Bengal.

1. Formation of the Bidyautsahini Sabha: At the age of 15, Kaliprasanna formed the Bidyautsahini Sabha in 1855. The members of this sabha meet every week and discussed contemporary literature. This sabha even openly placed its opinions about widow remarriage and other contemporary social issues. In 1861, this sabha felicitated Michael Madhusudhan Dutta.
2. Fine on James Long: When Michael Madhusudhan Dutta translated Dinabandhu Mitra’s satirical work ‘Nil Darpan’ under the alias of James Long, and fined one thousand rupees, Kaliprasanna immediately paid the money on behalf of Long.
3. Literary work: One of Kaliprasanna’s famous literary works was ‘Hutom Pyanchar Naksha’. Through this novel, Kaliprasanna gives a vivid picture of the mental downfall of the Bengali middle-class ‘Babu’. Kaliprasanna was critical of this attitude of the ‘Babus’. By writing ‘Hutom Pyanchar Naksha’ in the local Bengali, Kaliprasanna opened up a new path in the literary field. He even translated the whole seventeen volumes of Mahabharata into Bengali. His other famous works include the ‘Puransongroho’.
4. Welfare works: Although Kaliprasanna himself was a zamindar, he cared about the condition of his subjects. He often donated profusely to charity. When the Widow Remarriage Act was passed, Kaliprasanna announced that he would give 1000 rupees to every man who willfully married a widow.
5. Financial crisis: Due to his continuous donations to charity and his expenditure on social welfare works, Kaliprasanna was soon encompassed by huge debts. Due to debts, he was forced to sell off his zamindari in Orissa and Kolkata. He was cheated on by his relatives and friends.
6. Death: Kaliprasanna died at a very young age. His death at the age of 29, in the year 1870 was a shock for many of his fellow compadres.

Question 7: What was the role of ‘Grambarta Prakashika as an influential journal?
Answer:

The role of ‘Grambarta Prakashika as an influential journal was as follows

1. ‘Grambarta Prakashika’, an influential journal was first published in 1863 under the editorship of Kangal Harinath Majumder.
2. This journal was devoted primarily to issues vital to the rural world. It led to a relentless struggle to promote education in Bengal and create public opinion against exploitation. It published articles exposing social and political vices.
3. It was particularly uncompromising against the oppression of British planters and moneylenders. The journal ventilated the grievances of the indigo ryots and other ordinary tillers.
4. It raised questions concerning the pitiful condition of peasants and their confrontations with the local zamindars.

Question 8: Write a short note on ‘Grambarta Prakashika’.
Answer:

‘Grambarta Prakashika’: ‘Grambarta Prakashika’ played an important role in spreading important rural news to the rest of Bengal in the 19th Century.

1. First published: ‘Grambarta Prakashika’ was first published from Calcutta (now Kolkata) in the year 1863. Later, the Mathura Nath Press (M N Press) was established in the Comilla district of the then undivided Bengal for the publication of ‘Grambarta Prakashika’.
2. Progress: ‘Grambarta Prakashika’ was first brought out as a monthly paper. Later on, however, it was published weekly from the year 1870.
3. Editor: The editor of ‘Grambarta Prakashika’ was Harinath Majumdar (1833 -1896), who was popularly known as Kangal Harinath. Harinath Majumdar was all in all of ‘Grambarta Prakashika’, from a reporter for the paper to the vendor.
4. Aims of Grambarta Prakashika: The main aim of Harinath Majumdar or Kangal Harinath, behind publishing the ‘Grambarta Prakashika’ was to bring out the conditions of rural Bengal in front of everyone.
5. Economic crisis: ‘Grambarta Prakashik was never an economically affluent newspaper. Harinath did not run the paper for profit. The paper was run with the help of several affluent and helping people who had come forward to help Harinath. However, in the end, the publishing of ‘Grambarta Prakashika’ stopped due to a debt of only 7 rupees.

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Question 9: Write a short note on Umesh Chandra Dutta.?
Answer:

Umesh Chandra Dutta.: Umesh Chandra Dutta was an eminent personality and a pioneer Brahmo who left his mark in various fields of society.

1. Early life: Dutta was born in 1840, in Majilpur village in the present South 24 Parganas in Calcutta. He was the son of Haramohan Dutta. He completed his education at a Christian missionary school in Bhowanipore. Even though he got admitted to Calcutta Medical College, but could not continue his studies due to financial difficulties.
2. The leadership of Brahmo Samaj: Umesh Chandra joined Brahmo Samaj in 1859 and very soon came close to Keshab Chandra Sen. He even established a branch of Brahmo Samaj in his hometown, Haryanvi. When the Brahmo Samaj was divided into two sections, Umesh Chandra became one of the popular activists of the section under Keshab Chandra Sen.
3. Bamabodhini Sabha: In 1863, Umesh Chandra along with a few other young Brahmos established, the Bamabodhini Sabha. The main objective of this Sabha was to educate and uplift the condition of ‘Bama’ or ‘women’ in society. The Sabha also fought for the rights of women in society.
4. Bamabodhini Patrika: The Bamabodhini Patrika was brought out under the supervision of Umesh Chandra in 1863. This magazine aimed at bringing forward the views of women. The Bamabodhini Patrika continued till 1922.
5. Other contributions: Umesh Chandra had taught in several schools. He was the Head Master of the City School and later became the Principal of the City College. In 1893, he opened a school for the deaf and dumb at Manicktala in Kolkata.
6. Death: Umesh Chandra led a very simple life, and hence he was called an ascetic by people. He died in 1907.

Question 10: Who was the author of ‘Hutom Pyanchar Naksha’? What picture of society does it reflect?
Answer:

‘Hutom Pyanchar Naksha’, first published in 1861, was written by Kaliprasanna Singha. It reflects a vivid picture of contemporary society in its pages in a satirical light. The picture of the society that was reflected through it is as follows

1. It is a compilation of about 140 pages of satirical prose. Here Kaliprasanna criticized the activities of the then-urban society in a humorous manner under the pseudonym ‘Hutom Pyancha’.
2. It portrays the picture of the 19th-century ‘babu’ culture in Calcutta.
3. It consists of descriptions of religious festivals, false saints, babus, sahibs, etc. The traditional Hindu festivals, like Charak, Rathayatra, Snanyatra, and Durgapuja were celebrated along with Christmas. This comical mixture of the Eastern and Western modes of life is the object of ridicule in the book. The ‘custom plancha, or barn owl, is supposed to have shrewd eyes and a sharp beak. Nobody escapes his shrewd eyes and he harshly criticizes all the social evils. The book is full of character sketches like those of the station master, booking clerk, drunkards, the newly rich zamindars, etc.

Question 11: What is the image of society as portrayed by Nil Darpan?
Answer:

The image of society as portrayed by Nil Darpan: Among the literary works of the 19th century that portrayed the conditions of society, Dinabandhu Mitra’s ‘Nil Darpan’ deserves special mention.

1. Background: Due to the heavy demand for indigo in the European cloth industry, European merchants and planters forced Indian farmers to plant indigo. This was the reason behind the problems in the lives of the farmers. ‘Nil Darpan’ portrayed the condition of the farmers and the oppression of the farmers and the sharecroppers.
2. Condition of the farmers and indigo ryots: The European planters forced the farmers to cultivate indigo instead of wheat. This was the prime reason behind the food shortage that was seen in this period. On the other hand the farmers. were not given the right price for the crops cultivated by them. On top of the food shortage, the farmers now face acute financial crises as well. This condition of the farmers was vividly portrayed in Nil Darpan.
3. Torture: ‘Nil Darpan’ portrayed the condition of the ryots and the tortures they faced by ryots in the hands of the indigo planters. The planters not only forced the farmers to plant indigo but also evicted them from their lands and took away their properties.
4. Indigo Revolt: Due to the inhuman torture faced by the Indigo farmers at the hands of the European planters, the farmers rose in revolt against this forceful cultivation of Indigo. This uprising of the farmers was known as Indigo Revolt. This revolt was portrayed by ‘Nil Darpan’.

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Question 12: Write a short note on Dinabandhu Mitra.?
Answer:

Dinabandhu Mitra: Dinabandhu Mitra was an eminent Bengali poet, author, and dramatist of 19th-century Bengal.

1. Early life: Dinabandhu Mitra was born in 1829 in Chouberia village of the present North 24 Parganas. His father was Kalichand Mitra. He fled from home at a very early age and lived at his uncle’s house in Calcutta.

2. Career: Dinabandhu Mitra studied at Hindoo College, Calcutta. After completing of studies he went on to join the postal services in Patna. While working for the postal department, Dinabandhu Mitra came to gather first-hand knowledge about the oppression of the farmers.

3. Exemplary work: Dinabandhu Mitra’s famous work was ‘Nil Darpan’. The drama ‘Nil Darpan’ portrayed the condition of the poor farmers and the tortures they faced at the hands of the European planters. The drama also played an important role in gathering public opinion about the Indigo Revolt.

4. Sketch of torture and inhuman treatment: After the release of ‘Nil Darpan’, the Bengali-educated society
became aware of these tortures going on. in rural Bengal. Even in Europe when ‘Nil Darpan’ was performed, the European community was shocked at the inhuman attitude that their fellow countrymen were showing in India.

5. Translation into other languages: ‘Nil Darpan’ was the first Bengali drama that was translated into English. This English translation was published under the name of Rev. James Long. Apart from English, this drama was also translated into several other European languages.

6. Literary works: Other than ‘Nil Darpan’, other literary works of Dinabandhu Mitra include, ‘Sodhobar Ekadashi’, ‘Nabin Tapasshyi’, ‘Biye Pagla Buro’ etc.

Question 13: Write an essay on the development of Western education in the first half of the 19th century.
Answer:

The development of Western education in the first half of the 19th century: The development of Western education in early 19th century India can be discussed as follows

1. The introduction of Western education was perhaps the most important single factor behind the Indian awakening. The English East India Company did not take an interest in educating the Indians.
2. The efforts of Rammohan Roy and David Hare created an environment conducive to the development of Western education. In 1882, Rammohan Roy founded the Anglo-Hindu School. He joined hands with David Hare for the foundation of Hindu College in 1817. David Hare, along with some missionaries, also founded the School Book Society. The humanitarians among the British and the Indians were pressing for modern education. It gradually became impossible for the government to continue its policy of indifference to education.
3. A humble beginning was made in the Charter Act of 1813 which provided that the company should spend one lakh rupees for the educational development of India.
4. But as there was a controversy among the Anglicists and the Orientalists as to how this amount was to be spent, nothing could be done in this regard.
5. The controversy was settled in 1835 under the Governor-Generalship of William Bentinck who advocated the policy of spending the money for the promotion of western education. Bentinck’s resolution gave great impetus to the progress of Western education. As a result, The Calcutta Medical College and Elphinstone Institution of Bombay were established in 1835.
6. A marked shift in the government’s policy can be noticed in 1854. This year the Education Dispatch of Sir Charles Wood laid down the principle of a graded educational system from ‘the primary school to the university’. In 1857, three universities were set up at Calcutta, Bombay, and Madras.

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Question 14: Write a short note on Calcutta University.
Answer:

Calcutta University: Calcutta University was established on January 24, 1857. It is a public state University located in Calcutta. A brief history of the University can be sketched as follows-

1. It was the first institution in Asia to be established as a multidisciplinary and secular Western-style University.
2. A four-member senate was formed as the policy-making body of the University. On June 30, 1858, the syndicate of the University started functioning.
3. The first entrance examination for admission to the University was held in 1857. The first BA examination was held in 1858 and the MA examination was held in the year 1861.
4. The first Chancellor of the University was Lord Canning and the first Vice-Chancellor was Sir James William Colvile. The Honourable Justice Gurudas Banerjee became the first Indian Vice-Chancellor of the University in 1890.
5. Jadunath Bose and Bankim Chandra Chattopadhyay achieved a milestone by becoming the first graduates of the University. Incidentally, they were also the first male graduates.
6. Kadambini Ganguly and Chandramukhi Basu were the first female graduates of the University.
7. Four Nobel laureates-Ronald Ross, Rabindranath Tagore, CV Raman, and Amartya Sen were associated with this University.

Question 15: Write a note on David Hare.
Answer:

David Hare: David Hare (1775-1842) was an eminent educationalist of the 19th century.

1. Early life: David Hare was born in 1775 in Scotland. He came to Calcutta in 1800 and started a watch business. This business became his source of wealth. He was aggrieved to see the condition of the people due to colonial rule.
2. Advancement of modern education: David Hare was one of the people who believed that the miseries of the Indian people could be removed if the Indians could be educated in Western ideas and ideals. He helped establish the Hindu College with this aim in mind. He also established the School Book Society in the same year with the aim of providing books in both English and Bengali for the students of the colleges and schools.
3. Advancement of women’s education: For the advancement of Women’s education and to encourage more and more girls to get educated, David Hare opened several girls’ schools and colleges.
4. Opposition to colonial oppression: as opposed to the colonial oppression of the poor Indians by the colonial officers. He vehemently protested against this kind of oppression. He rose in protest against the inhuman laws passed by the British.
5. Love for the country: Even though David Hare was from Scotland to him India had become his homeland. His love for India made him remain in India until his death. He had transformed into a full-fledged Indian in his years in India.

Question 16: What do you mean by Anglicist Orientalist controversy?
Answer:

Anglicist Orientalist controversy: The difference in opinion that arose between the Anglicists and the Orientalists regarding the type of education to be introduced in India is known as the Anglicist-Orientalist controversy. It can be discussed as follows-

1. The Charter Act of 1813 formulated the education policy of the English East India Company which provided that the company should spend one lakh rupees for the promotion of education among the Indians.
2. Controversy arose between the Orientalists and the Anglicists regarding the type of education to be introduced in India.
3. The Anglicists, consisting of Lord Macaulay Law Member of the Governor-General’s Legislative Council, Alexander Duff, and Rammohan Roy, advocated the cause of English education. Lord Macaulay remarked that the knowledge derived from the books of English literature packed on a single shelf was more valuable than the knowledge that the whole range of Oriental literature would give.
4. The other faction, known as the Orientalists, which included Princep, Colebrook, etc., advocated the cause of oriental languages like Persian and Sanskrit instead of English. They pointed out that students would be good job hunters but they would fail to deliver to their countrymen if they studied only English.
5. Ultimately, the controversy was settled in 1835 under the Governor-Generalship of William Bentinck. He strongly advocated the policy of spending money on the promotion of English education in India.

Anglicist Members	Orientalist Members
(1) Rev. Alexander Duff	(1) H T Princep/James Princep
(2) Rammohan Roy	(2) H T Colebrooke
(3) Lord Macaulay	(3) Alexander Johnston
(4) Charles Trevelyan	(4) Mountstuart Elphinstone
(5) Halt Mackenzie	(5) H H Wilson

 

Question 17: What were the effects of the spread of Western education in India in the 19th century?
Answer:

The effects of the spread of Western education in India in the 19th century: The introduction of Western education brought about quite a few changes in India. Some of them were

1. The Spread of Western education roused the Indians from medieval slumber and gave birth to a new awakening in India.
2. Western education proved a great blessing in disguise as the Indians began to come under the influence of Western thoughts and political concepts like democracy, freedom, equality, secularism, nationalism, etc.
3. It set up a high standard of rational thinking; reason and judgment took the place of faith and belief and superstition yielded to science.
4. As a result, many reform movements like the Brahmo Samaj, the Prarthana Samaj, the Arya Samaj, and such others started in the 19th century.
5. A great urge for knowing the history and heritage of India developed among the Indians. Research on India’s past and heritage received a great impetus.
6. The Spread of Western education gave rise to the middle class and it was the awakening of the political consciousness of this class that spread national unity.
7. The spread of Western education had unfortunate consequences too. The educated youths began to look down upon their own culture and a big gap now separated educated Indians and the illiterate masses.
8. Indian languages were neglected and as vernacular education was of little help in securing jobs, many path sales and mastabas had to be closed down.

Question 18: What was the contribution of David Hare to the cause of education in India?
Answer:

The contribution of David Hare to the cause of education in India: The contribution of David Hare to the cause of education in India is undeniable. Some of his contributions were

1. David Hare, a Scottish philanthropist, devoted his life to the furtherance of modern education in Bengal.
2. He was instrumental in establishing the School Book Society in 1817, which took the initiative to print and publish textbooks in both English and Bengali.
3. His name is associated with the foundation of prestigious educational institutions in Calcutta such as Hindu School and Hare School. He felt that English education was essential for the country. He was also the founder of the Hindu College in 1817.
4. In 1818, he established the Calcutta School Society. He also supported the Ladies Society for Native Female Education.

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Question 19: Write a short note on John Drinkwater Bethune.
Answer:

John Drinkwater Bethune: Drinkwater Bethune (1801-1851) was an eminent poet, linguist, lawman, and member of the Viceroy’s Council.

1. Early life: Bethune was born in 1801 in an affluent family in England. He completed his education at Westminster School, Trinity College, and then Cambridge University in London. He came to India as an officer of the East India Company in 1848.
2. Progress of education: After coming to India for official purposes, Bethune was grieved by the condition of the Indian masses. Apart from working for the government, he also worked on his own initiative for the betterment of the people.
3. Establishment of educational institutions: For the upliftment and progress of women’s education, he established the Hindu Mahila Vidyalaya in Mirzapur, Calcutta. Vidyasagar was the first president of the working committee of this school. He even established a college for women’s studies. At present, the school and the college are known as Bethune School and Bethune College respectively.

[4] Other works: Bethune was closely related to the Calcutta Public Library. He was especially interested in translating literary works into the Bengali language since he was fond of this language.

Question 20: Write a short note on Wood’s Despatch (1854).
Answer:

Wood’s Despatch (1854): Several educational institutions were built in the period of Lord Bentinck. However, there was no parity among both educational and administrative patterns in these institutions. Under these circumstances, the President of the Board of Control, Sir Charles Wood, devised a plan to bring about parity among all institutions governed by the British. This plan is known as Wood’s Despatch (1854).

1. Suggestions: The suggestions offered by the Woods Despatch were:
   1. Division of each and every educational institution into 5 sets.
   2. Opening more primary and secondary schools in India. More colleges were also to be opened so as to give the students a chance to complete their studies in their homeland.
   3. Establishment of a university in each of the three Presidencies.
   4. Establishment of a separate education department.
   5. Appointment of an officer to govern the Higher Education departments.
   6. Begin the process of teacher training.
   7. Allow the use of one’s mother tongue in educational institutions.
   8. Increase teaching of English in higher education.
   9. Growth in female education.
2. Bible of Western education: The Indian education system came to be built on the basis of Western education institutions due to Wood’s Despatch.

Question 21: Who were the Anglicists and Orientalists?
Answer:

Anglicists and Orientalists: There was a controversy between the Anglicists and the Orientalists regarding the type of education to be introduced in India. The Anglicists were those who advocated the cause of English education. Lord Macaulay Law Member of Governor-General’s Legislative Council, Alexander Duff, and Rammohan Roy were the Anglicists.

The other faction who supported oriental education was the Orientalists. They advocated the cause of oriental languages like Persian and Sanskrit instead of English. Princep, Colebrook, etc. were the Orientalists.

Question 22: What was the role of Calcutta Medical College in the field of medical science?
Answer:

The role of Calcutta Medical College in the field of medical science: The was established in 1835 during the Governor-Generalship of Lord William Bentinck. It is the second oldest medical college in Asia to teach Western medical science to students. The establishment of the college finally flung open the gates of modern scientific medicine to the students. The students were taught, irrespective of caste and creed, the principles and practices of medical science in accordance with the mode adopted in Europe.

Umacharan Seth, Rajkrishna Dey, and Dwarkanath Gooptu passed from the college and were appointed as doctors in different hospitals. The year 1836 was a landmark in the history of medical education because this year first witnessed the dissection, of a human corpse. Madhusudan Gupta, a student of Calcutta Medical College, was the first person in modern India to have dissected a human body. This act by Madhusudan placed his name and the Calcutta Medical College at a high position in the history of modern anatomical science in India.

Question 23: Discuss the contribution of John Elliot Drinkwater Bethune in promoting women’s education.
Answer:

The contribution of John Elliot Drinkwater Bethune in promoting women’s education: John Elliot Drinkwater Bethune was an eminent poet, educator, and member of the Viceroy’s Council. He is known for his contribution to promoting women’s education.

1. Condition of women: After coming to India for official purposes, Bethune was grieved by the condition of the Indian women and he took the initiative to introduce female education in the country.
2. Establishment of schools: For the upliftment and progress of women’s education, he established the Hindu Mahila Vidyalaya in Mirzapur, Calcutta. Vidyasagar was the president of the working committee of the school. He took the support of people such as Dakshinaranjan Mukherjee, Ramgopal Ghosh, and Madan Mohan Tarkalankar and donated all his movable and immovable property to the school.
3. Establishment of college: To promote higher education among women Bethune established a women’s college which is at present known as Bethune College. The institution was started with the vision of producing successful enlightened generations of women. Pritilata Waddedar, the famous freedom fighter, was a student at this college. Bethune College holds the singular distinction of being Asia’s first women’s college and has many implications in view of its continuing success in the field of higher education.

Question 24: Analyse the contribution of Iswar Chandra Vidyasagar in the field of social reform.
Answer:

The contribution of Iswar Chandra Vidyasagar in the field of social reform: Iswar Chandra Vidyasagar’s contributions in the field of social reform and education in Bengal were as follows

1. Iswar Chandra Vidyasagar was a great social reformer. He gave a new dimension to the social progress of Bengal. He fought for several social issues such as widow remarriage, probation for polygamy, etc. He was a crusader against superstitions and bigotry. He was opposed to the monopoly enjoyed by the priestly classes in the study of Sanskrit and opened the gates of Sanskrit College to non-brahmin students.
2. He is remembered for his contribution toward the upliftment of women. He waged a long struggle for widow remarriage and tried to improve the conditions of the suffering Hindu widows. On December 7, 1856, under the supervision of Vidyasagar, the first lawful Hindu widow remarriage was held. In the years between 1855 and 1860, twenty-five widow remarriages were performed under his inspiration.

Question 25: Why is Radhakanta Deb remembered?
Answer: Radhakanta Deb is still remembered for his contributions toward the upliftment of society. He played a vital role in spreading education. His contributions were as follows-

1. Radhakanta Deb (1783-1867) was a Bengali reformer and cultural nationalist who dedicated his life to the preservation of orthodox Hinduism. He was a scholar and a leader of the Calcutta Conservative Society.
2. He was interested in promoting education, particularly Western education among the Hindus. He was a member of the managing committee of Hindu College. He joined the Calcutta School Book Society in 1817 and took an active role in its operation. His deep cultural attitude and deep social consciousness are best reflected in his publications for the School Book Society.
3. He and his followers founded the Dharma Sabha (Association in Defence of Hindu Culture) and he increasingly sought ways and means of reconciling reformism with the demands of cultural nationalism.

Question 26: Why is Rammohan Roy regarded as the ‘First Modern Man’ of India?
Answer:

Rammohan Roy is regarded as the ‘First Modern Man of India’ due to various reasons. Some of them are-

1. Raja Rammohan Roy laid the foundation of several rationalist and reform movements that made India ‘modern’. Indeed, he was the ‘First Modern Man’ of India,
2. Indian society was suffering from various social and religious evils in the 19th century. Many social reformers tried to uproot these evils from society.
3. Raja Rammohan Roy was one such social reformer. In every sphere of modern life- science, education, literature, religion, and politics-it was Rammohan who set the modern trend.
4. He was the forerunner among the Indians who advocated the need to introduce female education and Western education for the progress of the Indians. He was aware of the evils of British rule in India. Yet it was his belief that the Indians would fail to build up a progressive modern society and culture if they neglected the cultivation of Western knowledge and technology.

Class 10 History Wbbse

Question 27: Bring out in brief Swami Vivekananda’s thoughts on the ideal of service to mankind.
Answer:

Swami Vivekananda believed in the welfare of human beings. He laid emphasis on social services and on efforts to obviate the sufferings of the people. He once said, “The poor, the ignorant, the illiterate, the afflicted- let these be your God-know that service to these is the highest religion” He further remarked, “So long as the millions live in hunger and ignorance, I hold every man a traitor who having been educated at their expense pay not the least heed to them.” He spread the message of ‘Jatra Jiva Tatra Shiva’ (God is present in every human being) and his words were ‘Shivajnane Jibseba’ (serve living beings considering them the incarnation of God).

Question 28: What do you mean by ‘Sarva Dharma Sama Bhava’?
Answer:

Sarva Dharma Sama Bhava: The concept of ‘Sarva Dharma Sama Bhava’ can be discussed as follows-

1. Sarva Dharma Sama Bhava is an Indian concept embodying the equality of all religions. The concept was embraced by Ramkrishna Paramhansa.
2. He recognized the differences among religions but realized that in spite of these differences, all religions lead to the same ultimate goal and hence they are all valid and true. By studying different religions, he came to the conclusion that all religions are essentially the same. He believed that all paths led to the same goal. He saw God in everything and in everyone. It is like the Hindus, the Muslims, and the Christians calling the same substance by different names, for example, jaw, water, and pain, His famous doctrine was ‘Yato mata data path (i.e., as many opinions, as many ways).

Question 29: What do you mean by Neo-Vedanta?
Answer:

Neo-Vedanta: The concept of Neo-Vedanta can be discussed as follows-

1. Neo-Vedanta is a modern interpretation of selected aspects of Hinduism in line with Western esoteric traditions, especially transcendentalism, new thought, and Theosophy. Vivekananda was one of the main representatives of Neo-Vedanta. His reinterpretation was, and is, very successful, creating a new understanding and appreciation of Hinduism.
2. Neo-Vedanta, also called Neo-Hinduism, Hindu-modernism, Global Hinduism, and Hindu Universalism, are terms used to characterize interpretations of Hinduism that developed in the 19th century.
3. These modern interpretations incorporate Western ideas into traditional Indian religion, especially Advaita Vedanta, which is considered fundamental or central to Hindu culture.

Question 30: Assess the role of the Brahmo Samaj in social reform: movements of the 19th Century.
Answer:

The role of the Brahmo Samaj in social reform: movements of the 19th Century: The vital role played by the Brahmo Samaj in the social, reform movements of the 19th century can be discussed as follows-

1. The Brahmo Samaj, founded in 1828 by Rammohan Roy, played an important role in the social reform movements of the 19th century.
2. During that time, evils like sati, female infanticide, child marriage, the purdah system, caste divisions, and untouchability were prevalent. The Brahmo Samaj criticized these customs and traditions prevalent in society.
3. Due to the strong opposition of the Brahmo Samaj against these customs, later different acts were passed to put an end to these evils. In 1829, an Act was passed against the sati system. The caste system, child marriage, and female infanticide were also declared illegal.
4. Owing to the preachings of Rammohan Roy, widow remarriage and intercaste marriages began to take place. Intercaste marriages also reduced the rigidity of the caste system. The Brahmo Samaj did a lot to spread education among women and common people.

Question 31: What were the achievements of the Brahmo Samaj under the leadership of Debendranath Tagore?
Answer:

The achievements of the Brahmo Samaj under the leadership of Debendranath Tagore: The Brahmo Samaj made a lot of progress under the leadership of Debendranath Tagore. Some of its achievements were

1. After Rammohan Roy’s death in 1833, Debendranath Tagore became the leader of the Brahmo Samaj. He joined it in 1842 and infused a new life into it.
2. Under his leadership, branches of the Samaj were established in different towns.
3. In 1839, he founded the Tattwabodhini Sabha which sought to popularise the ideas of Rammohan Roy. Some of the leading members of the sabha were social reformers.
4. Debendranath condemned idol worship and discouraged pilgrimage and other ceremonials.
5. In 1840, Tattwabodhini School was founded to educate young men on the principles of the new faith.
6. Debendranath also started the famous journal ‘Tattwabodhini Patrika’, which became the chief organ of the Brahmo Samaj.

Question 32: Why is Derozio remembered?
Answer:

Henry Louis Vivian Derozio was one of the most prominent figures of 19th-century Bengal. He is still remembered today because of his various contributions to the upliftment of society-

1. Derozio is primarily remembered as a social reformer of the 19th century. He was a teacher at the Hindu College. He encouraged his students to debate freely and question authority and was dismissed from the college on charges. of propagating revolutionary ideas against Hinduism.
2. He founded the Academic Association which organized debates on different topics. He inspired his students with a deep love for their motherland.
3. The most prominent among his students were Rasik Krishna Mallick, Ramgopal Ghose, Ramtanu Lahiri, etc. His students were collectively known as Young Bengal or Derozians.
4. Derozio and his followers attacked the evil practices of the society Like sati, untouchability, image worship, casteism, etc.
5. He wanted to apply Western ideas in India to help her progress.
6. His objectives were the emancipation of the Indians from superstitions, ignorance, illiteracy, and other social evils and to remake India after the images of the West.

Question 33: Write about the philanthropic activities of Haji Muhammad Mohsin?
Answer:

The philanthropic activities of Haji Muhammad Mohsin: Haji Muhammad Mohsin was a prominent philanthropist in Bengal. He led a holy life and spent his money on helping poor people. He freely helped both the Hindus and the Mohammedans of Bengal. He spent much to spread education among the Mohammedans.

He made remarkable contributions to Hooghly College and the Madrasas in Dacca, Chittagong, and several other places. He deposited a large sum with the government with a view to enabling the Muslim youths to read in government schools and colleges in Bengal, free of charge.

His most notable contribution was during the great famine of Bengal (1769-70). According to government records, he set up several ‘langar khana’ during the famine and had also donated liberally to the government famine fund.

Question 34: Why is Bijoy Krishna Goswami famous?
Answer:

Bijoy Krishna Goswami was a socio-religious reformer. He was thought to be the incarnation of Sri Chaitanya Mahaprabhu in India. He was a spokesman for the new Vaishnavite doctrine. He was inspired by Debendranath Tagore, the leader of the Brahmo Samaj.

Being inspired by Debendranath, he joined the Brahmo Samaj. He toured different parts of India to preach Brahmoism. He followed different religious paths to attain the absolute truth. In 1888 he left Brahmoism and started to preach New Vaishnavite doctrine. This path of absolute truth was taught by him to his followers.