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Home , Sahibzada Abdul Qayyum, Shibli Nomani

Chapter 1: CONSOLIDATION OF THE BRITISH RULE

Exercise: 1. Fill in the blanks: a) trade b) Indian c) d) Archaeology e) Legislative

2. Choose the correct answer: a) i. 1858 b) iii. Lawrence c) i. missionary d) ii. Education e) iii. Public Works

3. Write short answers to the following: a. When was the established? Ans: The East India Company was established on 31st December, 1600. It was a trading organization, established by the British government for the purpose of trade in India. b. When and to whom was the power shifted from East India Company and who approved it? Ans: The power of governing India was shifted from East India Company to the British Crown on 1st November, 1858. This announcement was a part of Queen Victoria’s Proclamation which was read out by Lord Canning at Allahabad Darbar. c. What happened to the Princely States after the transfer of power? Ans: After the transfer of power, the Princely States were given autonomy to retain and exercise their powers within their states. They were given due respect by the British. However, they were bound to be loyal to the Crown. d. Describe the salient points of Factory Act 1881. Ans: The Factory Act of 1881 was imposed to reduce the plight of factory workers in India. It was adopted during the period of Lord Ripon. Salient features of the Act are given below: i. The act prohibited employment of children under the age 7. ii. The working hours were limited to a maximum of 9 hours. iii. The act had a provision of one-hour rest during the working period. iv. 4 days leave in a month for workers was made compulsory. v. Inspectors are appointed to supervise the implementation of this act. e. What was the other name of the Government of India Act 1919? Ans: The other name of the Government of India Act, 1919 was Montagu-Chelmsford Reforms. The reforms take their name from Edwin Montagu, the Secretary of State for India and Lord Chelmsford, Viceroy of India between 1916 and 1921. The reforms were outlined in the Montagu-Chelmsford Report prepared in 1918 and formed the basis of the Government of India Act 1919.

4. Write detailed answers to the following questions: a. What were the impacts of the proclamation of Queen Victoria on the people of the subcontinent? Ans: On November 1, 1858, a grand Darbar was held at Allahabad. Here Lord Canning sent forth the royal proclamation which announced that the queen had assumed the government of India. This proclamation declared the future policy of the British Rule in India.

Impacts of Proclamation: a. Indian subjects of the British Crown were declared equal with the British subjects in other parts of the Empire. Equal rights and opportunities were guaranteed to the Indians along with other British subjects. b. Pardon and amnesty were offered to all those Indians who were still in arms against the British Government and who were not guilty of murder of British subjects. c. The declaration tried to remove the fears of Indian princes by guaranteeing to them their position. The declaration expressed faith and the rights, dignity and status of the native princes. The Princely States were given autonomy to retain and exercise their powers within their states. They were given due respect by the British. However, they were bound to be loyal to the Crown. d. The British Government ordered its servants in India not to interfere in the religious affairs of the Indians. e. The treaties of the English East India Company signed with the Indians were declared to be in force. f. This declaration of policy remained the basis of Indian Administration up to 1917 when a new declaration was made by the British Government with regard to India.

b. Describe the key points of British administration. Ans: British Administration in India: The British gained complete control over India after the War of Independence in 1857. The power was transferred from East India Company to the British Crown. The British took several steps to ensure smooth running of such a large territory and a huge, diverse population. a. Direct Control of the Crown: The British monarch appointed a Secretary of State for India who was a member of the British cabinet. The secretary was responsible for administration of India according to the directives of the British government. b. Executive Council: An advisory council consisting of five members heading revenue, military, law, finance, home and public works was set up to advise the viceroy on different matters pertaining to India. c. Legislative Council: An Imperial Legislative Council was set up by the Governor General to frame laws for the country. d. Indian Civil Services: Indian Civil Services (ICS) was set up in 1853 to run the government affairs. Indians were also given an opportunity to participate in it after passing a competitive test. e. The Royal Army: The British Indian Army was organized for defence of the country. Indians were also given opportunity to join as soldiers and officers. f. Administrative Divisions: India was divided into provinces for smooth running of the administrative affairs. Each province was headed by a British Governor. Executive and Legislative councils assisted the Governor. g. Judiciary: A judicial system was set up to ensure justice and peace. The courts heard the legal cases at different levels and the last appeal was to be filed in the British Privy Council for review. h. Independent States: Before the in 1947, about 584 Princely States, also called Native or Independent States, existed in India. These Princely States were given autonomy to retain and exercise their powers within their states. They were given due respect by the British. However, they were bound to be loyal to the Crown.

i. British Supremacy: The main focus of the British administration was to maintain the British supremacy in India. However, with the passage of time, they had to give rights and opportunities to Indians, and to include them in the administrative setup. c. Discuss the objectives and results of British educational system. Ans: After gaining control over , the British did not change the education system of India for some time. Later, in the light of Macaulay’s Minutes (1836-37) and Wood’s Despatch (1854) the British Education Policy was adopted to renovate the system of education in India. Objectives of British Education System: 1. The British Government wanted to implement modern education in India. English was made a compulsory subject. 2. The major focus was on imparting missionary education and promotion of Christian religion through missionary schools. Those studying in missionary schools were given preference over others. 3. The British considered the Muslim religious institutions as a challenge to their existence. Therefore, they made special efforts to bring Muslims towards modern education. 4. Modern education was made compulsory to enter civil services and administration. The idea was to educated people to be loyal to the British Crown. 5. The British were of the view that was against science. So, they brought forward scientific education to combat the Muslims. 6. The British wanted to tighten the grip on the mentality and ideals of the Indians. They considered education as the best tool to gain this control. 7. Special attention was given to vocational/technical education and women’s education. 8. Lord Macaulay stated that the objective of the Indian educational system was to produce such Indians who would be physically Indians but mentally British. In view of this idea, the British established western type of institutions to promote and enforce western culture. Results of British Education System: 1. The people of India started learning English . So English gained superiority over other . 2. The missionary education system gave a chance to the preachers to gain their religious objectives. 3. Those Muslims who adopted the modern education system gained the benefit of studying science and modern education. 4. The traditional system of Muslim education was indirectly targeted and lost its worth. 5. The British government further tightened the grip on education by the University Act 1904. 6. The British Education Policy also provided a golden chance to the Muslim intellectuals. They established educational institutions which promoted Islamic culture, religion and way of life. These institutions played a vital role in the freedom movement later. d. Describe the stages of different laws for the transfer of power to the Indians. Ans: Constitution is the basic frameworks of law for running the administration of the country. It defines the relationship among the ruler, the subjects and the institutions of the state. The British, from time to time, enacted several laws and reforms to empower the people. 1. The Indian Councils Act, 1861 • This was the first step towards reforms. • The Viceroy’s Legislative Council and its powers were reformed through this act. • A more democratic way was adopted to run the affairs of the state. • Indians were provided with opportunities to participate in political affairs. • The number of members of the council was increased. • Indians were given representation in the council. • Legislative councils were established in Bombay and Madras. • Viceroy was empowered to establish such councils in other provinces too. 2. The Indian Councils Act, 1892 • The number of local members was increased in the Legislative Councils. • Presentation of electoral system was made better. • Councils were given some financial powers. • Indians were given more representation in the centre and the provinces. 3. The Government of India Act, 1909 • It was named as Monto Morley Reforms • Legislative Councils were further reformed under this act. • Powers of the members were increased. • Positive changes were made in the councils of provinces. • Number of members of provincial councils was increased. • Indians were given more representation. • Muslims were given the right of separate electorate. • Indians were given representation in Governor’s Executive Council for the first time. 4. The Government of India Act, 1919 • It was also called Montagu-Chelmsford Reforms. • Earlier shortcomings were addressed. • Two legislative bodies were established in the centre. • The central legislative powers were increased. • Diarchy system was introduced in the provinces. • This act was more democratic. • Seventy percent members were to be elected by the people. • People were given the right to vote. • Sikhs were given the right of separate electorate. • Powers of the Secretary of State for Indian Affairs were reduced. • Powers of Indians were increased.

Chapter 2: SIR SYED AHMED KHAN AND THE

Exercise: I. Complete the following statements. 1. Twenty four 2. Muslims 3. three 4. Scientific Society 5. modern

II. Tick the correct and cross the wrong statements. 1. wrong 2. wrong 3. wrong 4. wrong 5. correct 6. correct 7. correct

III. Match the following: Column A Column B Reshmi Roomal Sharif Makkah Madrassa Himayat-e-Islam Hindu Pandit Priests Missionaries

IV. Answer the following short questions: 1. From which platform was All India Muslim League launched? Ans: All India Muslim League was launched from the platform of Muhammadan Educational Conference which was set up by Sir Syed Ahmed Khan for educational and political uplift of the Muslims. 2. Why did Sir Syed advise the Muslims not to participate in the politics of Congress? Ans: Sir Syed Ahmed Khan was the originator and a strong advocate of Two Nation Theory. He was of the view that Congress was dominated by the Hindus and worked for the interest of the Hindus only. Therefore, he advised the Muslims not to participate in the politics of Congress. 3. Who was called the Sir Syed of Frontier and why? Ans: Sir Sahibzada was called the Sir Syed of Frontier. He was given the title because he founded Islamia College Peshawar in 1913. Islamia College Peshawar played a significant role in promoting education and spirit of freedom in the Frontier province (now Khyber Pakhtunkhwa). 4. Where and by whom was the foundation of Madrassa Deoband laid? Ans: Maulana Zulfiqar Ali, Maulana Fazl-ur-Rehman, Maulana Rashid Ahmed Gangohi and Maulana Qasim Nanotawi laid the foundation of Madrassa Deoband in the village of Deoband in Saharanpur District, in May 1866. 5. Which important things did Maulana Shibli add to the course of Nadva? Ans: Maulana Shibli Nomani played an important role in developing the curriculum of Nadva: • He brought about revolutionary changes in the courses in 1904. • He made the teaching of and Hadith superior to logic and philosophy. • He gave special attention to English and modern languages. • Maulana Shibli gave priority ot the interpretation of the Quran. • He added the books of Shah Waliullah, Al Razi, Al Ghazali and Ibn-e-Rushd to the course.

V. Answer the following questions in detail. 1. Why and how did Sir Syed Ahmed Khan want friendly relations with the British? Ans: After the War of Independence, the British adopted a harsh and hateful attitude towards the public, especially the Muslims. The Muslims, on the other hand hated the British who had put an end to the Muslim rule in India. Sir Syed Ahmed Khan wanted the Muslims to develop friendly relations with the British because: 1. The Hindus had put the whole blame of the war on the Muslims and started developing good relations with the British. 2. The Muslims were being tortured and executed. 3. Properties of the Muslims were being confiscated. 4. At that time, the Muslims could not rise to prosperity again unless they got modern education offered by the British. 5. The miserable economic condition of the Muslims could not be made better without developing good relations with the British. 6. Muslims could participate in the political process only by keeping friendly attitude towards the British rulers. In order to bridge the gulf between the Muslims and the British, Sir Syed Ahmed Khan took the following steps: 1. He wrote a journal “ Asbabe Baghawat-e-Hind (Causes of the Indian Revolt), declaring that the Muslims were not the only nation responsible for the war. 2. He clearly stated that the Hindus aroused hatred in the Muslims for the British. 3. He also mentioned that British were also responsible for the mutiny as they kept the Indians out of the political and legislative process. 4. He also wrote another pamphlet pointing out the similarities between the Muslims and the Christians as both are “Ahle Kitab”. 5. Sir Syed write several articles under the title of “The Loyal Muhammadans of India”. In these articles, he mentioned the sincere services of the Muslims which they had rendered in favour of the British government. 6. He also urged the Muslims to avoid politics and focus on getting modern education so that they could get closer to the British, socially and economically.

2. Why did Sir Syed consider modern education necessary for the Muslims? Ans: After the War of Independence, the British held only the Muslims responsible for the war. The Hindus had put the whole blame of the war on the Muslims and started developing good relations with the British. At that time, the Muslims could not rise to prosperity again unless they got modern education offered by the British. Sir Syed Ahmed Khan stressed on the need of modern education for Muslims for several reasons: 1. At that time, the Muslims had totally ignored modern sciences and were focusing only on religious education. Sir Syed believed that prosperity is possible only with a blend of both religious and scientific education. 2. The Hindus were making use of every opportunity offered by the British. They started getting modern education. However, the Muslims, because of their hatred towards the British did not want to join the British educational institutes. It was obvious that they would be left behind in every field of life. 3. Sir Syed wanted the Muslims to avoid agitation politics and be a part of political process through education. He knew that the Muslims will be left behind as a miserable minority if they were not educated properly. 4. All the jobs offered by the British required modern qualifications. The degrees issued by the religious madrassas were not considered equivalent to mainstream qualifications. 5. Economic development at individual or collective level was not possible without modern education. 6. In order to get their voice heard by the British, the Muslims needed to be educated in modern languages and contemporary fields of education.

3. Explain the difference between Deoband, Nudvatul and Aligarh. Ans: Deoband Movement: Maulana Zulfiqar Ali, Maulana Fazl-ur-Rehman, Maulana Rashid Ahmed Gangohi and Maulana Muhammad Qasim Nanotawi laid the foundation of Madrassa Deoband in the village of Deoband in Saharanpur District, in May 1866. Deoband Movement was a reaction to Aligarh Movement. Some Muslim scholars of the subcontinent realised that Aligarh movement was trying to change the religious and cultural tradition of the Muslims by imparting western education. This movement aimed at preserving the social, cultural, political and religious life of the Muslims. Deoband also strived to counter the pressure of Christian missionaries and Aaria Samaj Movement of Hindus. The religious scholars of Deoband thought that Jihad against the British was obligatory. Nadvatul Ulema: Nadvatul Ulema was founded in Luknow in 1894. Mualana Shibli Nomani and Syed Suleman Nadvi were associated with this institution. The idea behind establishment of Nadva was to impart modern and religious education simultaneously. The institution worked in the field of research and authorship. Nadva adopted a moderate approach in contrast to Deoband. Aligarh: Aligarh Movement was initiated by Sir Syed Ahmed Khan. Sir Syed thought that all the problems of the Muslims could be solved through western education only. He wrote many magazines and articles to attract the Muslims towards western education and tried to make them understand its benefits. He established MAO School at Aligarh in 1875 which was upgraded to college level after two years. In 1920, it was granted the status of a university. Aligarh became the centre of modern education and political awareness for the Muslims of India.

4. Write a comprehensive note on Islamia College Peshawar. Ans: Islamia College Peshawar Islamia College Peshawar is one of the most prestigious and renowned educational institutes in the region. It was founded in 1913 by Sir Sahibzada Abdul Qayyum Khan, who is also known as Sir Syed of Frontier for his services in the field of education. The foundation stone was laid by the famous Pakhtun mujahid, Haji Sahib of Torangzai. Islamia College imparted higher education to the Muslims of this region and created political awareness among them. The students of Islamia College played a vital role in Movement. In 2008, Islamia College was raised to the status of university. Quaid-e-Azam visited this College in 1936, 1945 and 1948.

5. Write notes on the following: a) Anjuman-i-Himayat-e-Islam Anjuman-i-Himayat-e-Islam was established as a madrassa in Lahore on 22nd September 1884. Khalifa Hameed-ud-Din, Maula Ghulamullah Qassori and Pir Shamsuddin were among the prominent founders. The focus of the Anjuman was modern education on Islamic lines. The main objectives for establishing Anjuman-i-Himayat-e-Islam were: 1. Arrangement of religious education. 2. Protection of Islamic values against Christian and Hindu propaganda. 3. Social and cultural development of Muslims. 4. Publication and promotion of Islamic literature. 5. Looking after Muslim orphans and giving them proper education. Anjuman-i-Himayat-e-Islam took active part in . It established several schools and colleges, including Islamia College Lahore. b) Sindh Madrassa-tul-Islam Hassan Ali Effendi, a prominent educationist from Sindh province was inspired by Sir Syed Ahmed Khan. He established Sindh Madrassa-tul-Islam in on 1st September, 1885. The madrassa followed the pattern of Aligarh and turned out to be a continuation of Aligarh Movement. Its establishment was supported by Indian Muslims leaders including and . It became a popular school for many Muslims of Sindh and Balochistan. Modeled after a British public school, Sindh remained a high school until 1943 when it was elevated to a college, and in February 2012 was chartered as a university by the Government of Sindh. Sindh Madrassa-tul-Islam was the alma mater of Quaid-e-Azam, Muhammad Ali Jinnah. c) Muhammadan Educational Conference. Muhammadan Educational Conference was set up by Sir Syed Ahmed Khan in 1886 for the educational uplift of the Muslims of India. The aims of the Conference were: 1. To make efforts for imparting higher education to the Muslims. 2. To collect information about the condition of religious education imparted in the schools run by Muslims. 3. To explore the causes of the ever-declining condition of the religious educational institutions. 4. To create political awareness among the Muslims. 5. To help teachers of oriental and theological education. Sir Syed Ahmed Khan was the heart and soul of Muhammadan Educational Conference. He delivered his famous speech against the Congress from the platform of this Conference. Muhammadan Educational Conference also helped in development of language.