British Policies and Impacts

(A) is true but (R) is false

Explanation — The Ryotwari System was introduced in 1820 by British officials, Alexander Reed and Thomas Munro, who recommended that settlement should be made directly with the actual cultivators or Ryots.

R and S

Opening of the Indian Institute of Technology at Kanpur.

Thomas Macaulay

Traditional education system of India.

All of these

Statement (I) is correct and statement (II) is incorrect.

The spread of English education discouraged Indians to reform their social and religious institutions.

Permanent Settlement

Ryotwari system

India's foreign trade declined during British rule due to several factors:

1. Competition from British goods: Indian artisans couldn't compete with cheap British-made cloth, which flooded the market and led to the collapse of traditional industries.
2. Unfavorable trade policies: The British imposed heavy duties on Indian exports, while their goods entered India duty-free, making Indian products uncompetitive.
3. Focus on raw materials: India was made a supplier of raw materials for British industries, while British goods dominated Indian markets, limiting India's industrial growth.
4. Impact of railways: The British-built railways helped their goods reach even remote areas of India, further displacing local industries and reducing foreign trade.

The British believed that educated Indians would help ease communication in India. They also believed that employing educated Indians in offices would cut the cost of administration and ensure the loyalty of Indians.

The main objectives of British education in India, as outlined in the Wood's Despatch, were:

1. Teach Western education: Spread European knowledge in arts, science, and literature, with English as the medium of higher education.
2. Promote vernacular languages: Use vernacular languages to spread European knowledge to the masses.
3. Focus on vocational and technical education: Establish technical schools and colleges for vocational training.

Steps recommended to implement the policy:

1. School system: Establish vernacular primary schools in villages, followed by Anglo-Vernacular high schools and colleges at the district level.
2. Grants-in-aid: Encourage private institutions with grants-in-aid, ensuring they meet teaching standards and employ qualified teachers.
3. Public Instruction Department: Create a Department in each province to monitor education and submit annual reports.
4. Universities: Establish universities in Calcutta, Bombay, and Madras, modeled after London University, to conduct exams and confer degrees.
5. Teachers' training: Set up teachers' training institutions to improve the quality of education.
6. Women's education: Provide support for women’s education.

These measures led to the establishment of three universities in 1857, marking a key development in India's education system.

The Wood's Despatch (1854) outlined the educational policy for India under British rule, with the following key points:

1. Western Education: The aim was to spread European knowledge, including arts, science, philosophy, and literature, with English as the medium for higher education.
2. Vernacular Languages: While English was for higher education, vernacular languages were emphasized for reaching the masses.
3. Educational Infrastructure: It proposed setting up vernacular primary schools in villages, followed by Anglo-Vernacular high schools and affiliated colleges at the district level.
4. Grants-in-Aid: To foster private educational institutions, grants were provided, conditional on employing qualified teachers and maintaining proper standards.
5. Department of Public Instruction: A Director in each province would review the progress of education and submit annual reports to the government.
6. Establishment of Universities: Universities were proposed for Calcutta, Bombay, and Madras, modeled on the London University, to conduct exams and confer degrees.
7. Vocational Education: Emphasis was placed on technical education and establishing vocational schools and colleges.
8. Teachers' Training: Teachers' training institutions, modeled on England’s system, were recommended.
9. Women's Education: The Despatch supported the education of women.

The Drain of Wealth theory, developed by Indian nationalists like Dadabhai Naoroji, explained the transfer of wealth from India to Britain under British rule.

1. Economic Transfer: Wealth was sent to Britain through remittances, profits from trade, and revenues collected from India. The British purchased Indian goods and exported them, sending the money back to Britain.
2. The drain started after the Battle of Plassey (1757) and became more significant after the British acquired Diwani of Bengal (1765), allowing them to control revenue and export goods.
3. By the late 18th century, nearly 9% of India’s national income was drained.
4. Impact: The drain contributed to Britain’s industrialisation, while India suffered from economic stagnation. Traditional industries were destroyed, and the country remained impoverished.
5. No Return for India: India exported raw materials and bought back finished goods at higher prices, with no economic benefit for the country.