EXERCISE
Review your learning
1. Describe the British educational reforms introduced after the rule of the East
India Company
2. Write brief notes on the social, economic and administrative policies of the
British in India after 1857.
3. Explain the reasons for the formation of the All-India Muslim League.
4. Highlight the main features of the curriculum of Nadvat-ul-ulema and Darul-
Uloom Deoband.
5. Explain the attitude of the British, before and after 1857, towards Indian Mus
6.
Under which reforms were Muslims allowed the right of a separate electorat
Explain why Muslims wanted this policy?
7. List the social and educational services of Sir Syed Ahmad Khan.
8. Explain how the Aligarh movement paved the way towards an independent
homeland for the Muslims.
Answers
1)To rule in India, they planned to educate a small section of upper and middle classes to create a class “Indian in blood and colour but English in taste” who would act as interpreters between the Government and the masses. This was also called the “downward filtration theory”.
2)British imperialism was more pragmatic than that of other colonial powers. Its motivation was economic, not evangelical. There was none of the dedicated Christian fanaticism which the Portuguese and Spanish demonstrated in Latin America and less enthusiasm for cultural diffusion than the French (or the Americans) showed in their colonies. For this reason they westernized India only to a limited degree.
British interests were of several kinds. At first the main purpose was to achieve a monopolistic trading position. Later it was felt that a regime of free trade would make India a major market for British goods and a source of raw materials, but British capitalists who invested in India, or who sold banking or shipping service there, continued effectively to enjoy monopolistic privileges. India also provided interesting and lucrative employment for a sizeable portion of the British upper middle class, and the remittances they sent home made an appreciable contribution to Britain's balance of payments and capacity to save. Finally, control of India was a key element in the world power structure, in terms of geography, logistics and military manpower. The British were not averse to Indian economic development if it increased their markets but refused to help in areas where they felt there was conflict with their own economic interests or political security. Hence, they refused to give protection to the Indian textile industry until its main competitor became Japan rather than Manchester, and they did almost nothing to further technical education. They introduced some British concepts of property, but did not push them too far when they met vested interests.
3)In 1886, Sir Syed founded the Muhammadan Educational Conference, but a self-imposed ban prevented it from discussing politics. Its original goal was to advocate for British education, especially science and literature, among India's Muslims.
4)This educational institution draws large number of Muslim students from all over the world. Nadwatul Ulama fosters a diverse range of both scholars and students including Hanafis (the predominant group), Shafi'is and Ahl al-Hadith. Additionally it is one of very few institutes in the region to teach the Islamic Sciences completely in Arabic.
"Nadwa" means assembly and group, it was named nadwa because it was constituted by a group of great Islamic scholars of India in Kanpur. Darululoom is the educational body of Nadwat-ul-Ulama. It was eventually shifted to Lucknow in 1898 from Kanpur and the Islamic curricula was updated with modern sciences, mathematics, vocational training and the addition of English Department.
5)The 1857 revolt, also known as the 'Sepoy Mutiny' or the 'First War of Indian Independence,' was a severe setback to the British East India Company, which had established its rule over most parts of India. The Britishers were surprised by the extent of solidarity displayed by the Indian soldiers who revolted against the British officers. When the rebellion spread to other parts of India from Meerut, the Britishers struggled to form the fighting forces. However, they managed to get support from most of the princely states and aristocrat Indians. The rebellion offered stiff resistance to the British forces. However, for various reasons, the 1857 revolt lasted only for a year.
6)A momentous introduction in the reforms were the separate electorates where seats were reserved for Muslims and in which only Muslims would be polled. The implication that Muslims and their interests could only be protected by Muslims would influence Indian politics in the ensuing decades.
7)Sir Syed played a vital role in the educational uplift of the Muslims in India. He did the following things to improve the educational standards: set up a journal, Tahzib-ul-Akhlaq, which contained articles of influential Muslims who agreed with Sir Syed's approach towards education
8)The Aligarh Movement was the push to establish a modern system of education for the Muslim population of British India, during the later decades of the 19th century. The founder of the oriental college, and the other educational institutions that developed from it, was Sir Syed Ahmed Khan