how did the indians take the western education as oppurtunity(english)
Answers
Answer:
the western education does not contain any e religious teaching, they were based on science and theory. Indians used the Western teaching for modernising their country. all the modern things of today's society are the outcome of Western teaching.
Answer:
Originally the British went to India as tradesmen, but gradually they became the rulers of the country. On Dec. 31, 1600, the East India Company was established, and, like all commercial bodies, its main objective was trade. Gradually during the 18th century the pendulum swung from commerce to administration. The deterioration of Mughal power in India, the final expulsion of French rivals in the Seven Years’ War, and the virtual appropriation of Bengal and Bihar in a treaty of 1765 had all made the company a ruling power. In spite of this, the company did not recognize the promotion of education among the people of India as a part of its duty or obligation. For a long time the British at home were greatly opposed to any system of public instruction for the Indians, just as they were for their own people.
Explanation:
The second half of the 19th century is, nonetheless, of great significance to the country because modern India may indeed be said to be a creation of this period. It brought about a renaissance by breaking down geographic barriers and bringing different regions and long-separated Indian communities into close contact with one another. The blind admiration for Western culture was gradually passing away, and a new vision and reorientation in thought were coming about. A feeling of dissatisfaction also developed toward the existing governmental and missionary institutions. It was felt by some of the Indian patriots that the character of Indian youths could be built by Indians themselves. This led to the establishment of a few notable institutions aiming at imparting sound education to Indian youth on national lines—institutions such as the Anglo-Mohammedan Oriental College in Aligarh (1875), the D.A.V. College in Lahore (1886), and the Central Hindu College in Varanasi (1898). The politically minded classes of the country had also come to regard education as a national need. They were critical of the government’s educational policy and resented any innovation that might restrain the pace of educational advance or diminish liberty