RBSE Solutions Class 10 Rajasthan Adhyayan Chapter 2 Educational Scenario in Pre-Independent Rajasthan

Multiple Choice Questions

Question 1. In the indigenous education system the education centre for the Jains was known as
(a) Math
(b) Upasara
(c) Mosque
(d) Gurudwara
Answer: (b) Upasara
In simple words: For Jains, their special education place was called an 'Upasara'. This was where they learned.

🎯 Exam Tip: Remember the specific names for educational centers for different communities to accurately answer such cultural history questions.

Question 2. Who opened the Private Public Engineering Institute of Technical Education in Rajputana?
(a) Birla Education Trust
(b) Rajasthan Vidhyapeeth
(c) Vidhya Bhawan Society
(d) Vanasthali Vidhyapeeth
Answer: (a) Birla Education Trust
In simple words: The Birla Education Trust started a special school for engineering in Rajputana that was open to everyone, both private and public. This helped many people get technical skills.

🎯 Exam Tip: When answering questions about educational institutions, focus on the founding body or individual and their specific contribution.

Question 3. The first law college was opened in Rajasthan at -
(a) Udaipur
(b) Kota
(c) Bikaner
(d) Alwar
Answer: (a) Udaipur
In simple words: The very first college for studying law in Rajasthan was established in Udaipur. This marked an important step for legal education in the region.

🎯 Exam Tip: Remember key cities and their "firsts" in educational development, as these details are often tested.

Question 1. Write the names of the Primary Education Centres of the Indigenous Education.
Answer: The primary education centers in the indigenous system had different names depending on the community. For Hindus, these were called Chatshala or Pathshala, serving as basic schools for children. Jains learned in places known as Upasara or Vanika, which focused on their specific teachings. For Muslims, the centers were called Maqtab, providing early religious and general education. These centers were crucial for basic learning before modern schooling was introduced.
In simple words: Primary schools in the old education system were called Chatshala/Pathshala for Hindus, Upasara/Vanika for Jains, and Maqtab for Muslims.

🎯 Exam Tip: When listing specific names, ensure you clearly associate each name with its corresponding community as mentioned in the question.

Question 2. What does the Modern Education mean?
Answer: Modern education is a system of learning that helps people think with logic and a scientific mindset. It has clear rules for how classes are organized, how exams are given, and what topics are taught. It also includes trained teachers and a fixed way to manage everything. This structured approach helps ensure consistent learning for all students.
In simple words: Modern education is a planned system with clear classes, exams, and trained teachers, helping students think scientifically.

🎯 Exam Tip: Emphasize the structured nature, logical thinking, and scientific outlook as core features of modern education.

Question 3. Where have the educational Institutions been set up by the Missionary?
Answer: Missionary institutions set up schools and colleges in several places. These included Ajmer, Beawar, Nasirabad, and Piplauda, which is close to Kota. They also established educational centers in Rajgarh in the Alwar district and Bandikui. These institutions played a key role in spreading education in various parts of Rajasthan.
In simple words: Missionaries built schools in places like Ajmer, Beawar, Nasirabad, Piplauda (near Kota), Rajgarh (Alwar), and Bandikui.

🎯 Exam Tip: List the locations clearly and accurately, as these types of questions often require precise geographical details.

Short Answer Type Questions

Question 1. What was the syllabus of Arithmetic in the Indigenous education system?
Answer: The arithmetic syllabus in the old education system had two main stages. First, students learned to count from 1 to 100 and memorized multiplication tables from one-half to ten. Second, they learned more complex tables like \( 2\frac { 1 }{ 2 } \) and \( 1\frac { 1 }{ 2 } \), and continued with tables from ten upwards. They also studied weights, measurements, formulas for multiplication, division, how to calculate interest, and basic methods of bookkeeping. For higher indigenous education, the syllabus included Arithmetic, Algebra, and Geometry, showing a broad mathematical foundation.
In simple words: The old math syllabus taught counting 1-100, simple and complex tables, weights, measurements, multiplication, division, interest, and bookkeeping. Higher levels included Algebra and Geometry.

🎯 Exam Tip: Divide the syllabus into 'stages' or 'levels' as described in the source to make your answer structured and easy to understand.

Question 2. What was the state of women education in the Indigenous Education system?
Answer: In the indigenous education system, women's education was often linked to family life and specific professions. Women from certain families would learn skills related to their family's work while staying at home. This meant that while formal schools might have been less common for girls, they still gained practical knowledge and skills relevant to their roles and family businesses. This method of learning within the family profession helped preserve traditional skills.
In simple words: In the old system, women usually learned at home from their families, often skills needed for their family's job.

🎯 Exam Tip: Highlight that women's education, though not always formal, was practical and tied to familial professions in the indigenous system.

Question 3. What is the five dimensional education of the Vanasthali Vidhyapeeth?
Answer: The Vanasthali Vidhyapeeth focuses on a five-part education system that helps students grow in many ways. It includes: 1. Physical activities like drill, yoga, and games, to keep the body healthy. 2. Practical education, which teaches useful skills for everyday life. 3. Developing beauty through arts like painting and music, encouraging creativity. 4. Moral education, which involves daily prayers, good thoughts, and discussions to build strong character. 5. Intellectual education, which helps students learn and think deeply. This holistic approach prepares individuals comprehensively.
In simple words: Vanasthali Vidhyapeeth's education has five parts: physical activities, practical skills, arts like painting and music, moral lessons, and intellectual learning.

🎯 Exam Tip: Clearly list and briefly explain each of the five dimensions to show a full understanding of the institution's educational philosophy.

Question 4. What is the full name of the Education Board established in 1929?
Answer: The full name of the Education Board established in 1929 was the Board of High School and Intermediate Education, covering Rajputana, Ajmer, Merwara, Central India, and Gwalior. This board played a crucial role in standardizing education across these regions before India's independence. It helped bring uniformity to schooling systems.
In simple words: The board started in 1929 was called the Board of High School and Intermediate Education, for Rajputana, Ajmer, Merwara, Central India, and Gwalior.

🎯 Exam Tip: Ensure you include all regions mentioned in the full name of the board for a complete answer.

Long Answer Type Questions

Question 1. What does the Indigenous education imply? Evaluate the education system.
Answer: Indigenous education refers to the traditional system of learning in India, which was not just religious but also logical and scientific. Over time, its scientific parts became less prominent, but it always focused on gaining knowledge, improving oneself, and learning how to earn a living. In regions like Rajputana, where Hindus, Jains, and Muslims lived, education was often linked to a person's job, caste, or religion. The family was the most important place for learning, teaching children skills and values. This system was very adaptable and practical for the communities it served.
II. The Indigenous Education System: This system had many places where people could learn. Formal education was divided into primary and higher education.
(a) Primary Education: The main centers for primary education were Pathshalas and Chatshalas for Hindus, Upasaras and Vanikas for Jains, and Maktabas for Muslims. Besides these, temples, mosque courtyards, community gathering spots (chaupals), and even teachers' homes or shops sometimes served as learning centers. This decentralized system made education accessible.
1. Teachers in these places had different names: Gurus and Joshijis taught in Pathshalas and Chatshalas, Acharyas and Mahants in Maths and Asthals, Bhattarks in Upasaras, and Maulavis and Ulemas in Maktabas and Madrassas.
2. Curriculum: The curriculum had two parts:
(i) Religious Education: This taught stories about gods and goddesses, festivals, useful life skills, worship methods, names of fruits, clothes, ornaments, and moral lessons. Muslim Madrassas specifically studied the Quran, Fatiha, Haqiqat, Karima, and historical dates.
(ii) Non-Religious Education: This focused on reading, writing, and arithmetic. In Pathshalas, Hindi and Sanskrit were taught. In Upasaras, Hindi and Prakrit were used. Persian and Urdu were taught in Maktabas, along with local languages.
3. Teaching methods were often rhythmic and melodious, different from today's picture-based methods. Arithmetic teaching started with counting 1 to 100, then tables from \( \frac { 1 }{ 2 } \) to 10. The second stage involved tables of \( 2\frac { 1 }{ 2 } \) and \( 1\frac { 1 }{ 2 } \), and from 10 onwards, along with measurements, weights, multiplication, division, interest, and bookkeeping. This comprehensive approach ensured a strong foundation in practical mathematics.
(b) Higher Education: This level also had religious and non-religious components.
1. Religious Education: Higher religious education focused on spiritual learning. It included studying rites and rituals in Maths, specific branches of religion, the Vedas, and scriptures in Asthals. In Madrassas, it involved Islamic Law and related subjects like Ilahi.
2. Non-Religious Education: The curriculum for higher non-religious education covered subjects like Geography, History, languages, Geometry, Algebra, Arithmetic, Astronomy, and Ayurvedic and Yunani medicines. Technical education also saw great achievements, such as the Jantar-Mantar in Jaipur. Other examples of technical skill can be seen in the construction of large palaces, forts, Jal Mahals, canals, bridges, wells, and stepwells. These practical applications show the advanced knowledge of the time.
In simple words: Indigenous education was traditional learning, including religious and practical skills. Hindu children learned in Pathshalas, Jains in Upasaras, and Muslims in Maktabas. Teachers had different titles. The curriculum covered religious stories, reading, writing, and practical math like counting, tables, and bookkeeping. Higher education included spiritual studies and non-religious subjects like geography, history, math, and technical skills shown in architecture.

🎯 Exam Tip: To evaluate the system, ensure you cover its structure, the roles of teachers, the curriculum (both religious and non-religious), and the teaching methods, noting how each contributed to learning across both primary and higher levels.

Question 2. Narrate the evolution of women education and the obstacles in its way of evolution.
Answer: Women's education slowly developed due to the hard work of government groups, missionary organizations, and social reformers. Their combined efforts helped overcome many challenges.
I. Evolution of Women Education:
1. Government Efforts: The first government girls' school opened in Pushkar, Ajmer, Merwara in 1866. More schools followed in Bharatpur and Udaipur (1866), Alwar and Kota (1872), and Jhalawar (1883). In 1886, Haveson girls' school started in Jodhpur. A Muslim girls' school was set up in Tonk in 1885, and another in Bikaner in 1888 when Lady Elgin visited. These early schools paved the way for more formal education for girls.
2. Missionary Efforts: Missionary groups played a big part in promoting women's education. The first girls' vernacular school in Rajputana opened in Nasirabad in 1861, which was also the first to introduce girls' scout-guides. In 1894, three girls from this school even received scholarships to study at Agra Medical College. Teachers' training classes for women began in 1910. A missionary village school opened in Pushkar in 1866, and a central school with seven branches was established in Ajmer.
3. Efforts by Social Reformers: Swami Dayanand Saraswati championed women's education through the Propakarini Sabha in Ajmer. The Arya Samaj also worked hard to spread education in Ajmer, Udaipur, and other areas during the national movement led by Mahatma Gandhi. In 1921, the Sangasi Sammelan of Shekhawati adopted women's education as a key program. The Gandhi Ashram was founded in Hatundi, Ajmer, in 1927, which became the Mahila Education Sadan in 1945. It served as a hub for nationalists and volunteers from 1927 to 1945. In 1938, Mahila Mandai was formed in Udaipur, and a residential school for tribal girls was opened there. Vanasthali Vidhyapeeth, known for its five-part education (Drill, Yoga, Games; Practical Education; Beauty Manifestation like painting and music; Moral Education; and Intellectual Education), was established in October 1935. This comprehensive approach aimed at overall development.
Additionally, learning skills like Charkha (spinning wheel) and making Khadi (hand-spun cloth) were emphasized. Mahila Parishad of Bhilwara and a hostel in Shekhawati were also important centers for women's education, especially those inspired by Gandhian ideas. Women learned spinning, weaving, using Khadi, and even digging wells to become self-sufficient.
The curriculum for women initially focused on sewing, weaving, and household tasks. By 1875, it expanded to include language and basic literacy (reading, writing, and arithmetic). In 1937, a plan for a common syllabus for both boys and girls was approved by the National Mahila Samiti, leading to the introduction of a shared primary education syllabus by the Education Board. Common syllabuses were already in place for high school and college levels.
II. Obstruction to the Evolution of Women Education: Despite these efforts, women's education faced many challenges, including:
1. Purdah Pratha: The practice of keeping women in seclusion, which restricted their movement and access to public spaces like schools.
2. Child marriage: Girls were married off at a young age, often ending their education prematurely. These social customs significantly hampered the progress of women's education.
In simple words: Women's education grew through government, missionaries, and social reformers. Schools opened in many towns. Leaders like Swami Dayanand Saraswati and Mahatma Gandhi promoted it. Vanasthali Vidhyapeeth offered holistic education, and skills like spinning were taught. But old customs like purdah and child marriage made it hard for girls to go to school.

🎯 Exam Tip: To fully answer, describe the efforts made by different groups and then clearly explain the social obstacles that hindered the progress of women's education.

Question 3. Analyse the efforts made for the education of the weaker classes.
Answer: Many efforts were made to educate weaker sections and tribal communities, especially in the southern parts of Rajasthan like Udaipur, Chittor, Dungarpur, Banswara, Pratapgarh, Sirohi, and Merwara. Christian missionaries, the Arya Samaj, and national movement activists were key in this work.
1. Education by the Missionaries: Christian Missionary Institutions took the first step to educate people in hilly tribal areas. For example, they established The Rowers school in Toadgarh in 1863. This was an important early initiative.
2. Government and Private Educational Institutions: By 1882, the Merwara region had 16 government and private schools. Tribal people from Mewar also benefited from these new educational facilities. This showed a growing commitment to wider access to education.
3. Efforts by the Rulers: Rulers like Maharaja Sajjan Singh of Mewar also played a role. He opened schools in Rishdev and Jawar in 1875, and in Parana and Barapal in 1883. By 1901, ten schools were opened in Banswara and Kushalgarh, and Dungarpur had one. Later, by 1940, a school and a public library were set up in Kherwara. These royal initiatives helped bring education to more remote areas.
In simple words: Christian missionaries, the Arya Samaj, and local rulers worked hard to educate weaker communities in southern Rajasthan. Missionaries opened schools, and governments and private groups set up institutions. Rulers like Maharaja Sajjan Singh also opened many schools to help.

🎯 Exam Tip: To thoroughly analyze, identify the distinct groups involved (missionaries, government/private bodies, rulers) and provide specific examples of their contributions and the locations where they worked.

Additional Questions Solved

Multiple Choice Questions

Question 1. When was the girls vernacular school started at Nasirabad in Rajasthan by the Missionary Institution?
(a) 1851
(b) 1861
(c) 1867
(d) 1871
Answer: (b) 1861
In simple words: The first school for girls, run by missionaries, started in Nasirabad in the year 1861. This was a notable beginning for girls' education.

🎯 Exam Tip: When dealing with dates, remember to associate them with the specific events and institutions to avoid confusion.

Question 3. Which language was taught in the Pathshala?
(a) Urdu
(b) Hindi
(c) Persian
(d) Sanskrit
Answer: (b) Hindi
In simple words: In Pathshalas, the language that was mainly taught was Hindi. It was important for basic learning.

🎯 Exam Tip: Recall the primary languages associated with different traditional educational institutions to correctly answer questions about curriculum.

Question 4. Prior to 1887 the educational institutions of Rajasthan were affiliated with
(a) Ahmedabad University
(b) Kolkata University
(c) Delhi University
(d) Bombay University
Answer: (b) Kolkata University
In simple words: Before 1887, schools and colleges in Rajasthan were connected to and recognized by Kolkata University. This meant they followed its rules and exams.

🎯 Exam Tip: Note the early affiliations of educational bodies, as they reflect the dominant academic centers of the time.

Question 5. The Modern Education was evolved in Rajasthan by the
(a) Missionary Institutions
(b) British Supremacy
(c) Private and Public Institutions
(d) All of the options
Answer: (d) All of the options
In simple words: Modern education in Rajasthan grew because of efforts from many groups: missionaries, British rule, and both private and public schools. All these parts worked together to help it develop.

🎯 Exam Tip: When a question asks about the evolution of a system, consider all possible contributing factors, as often multiple elements play a role.

Question 7. When was the first government school for Modern Education set up in Ajmer?
(a) 1836
(b) 1826
(c) 1816
(d) 1819
Answer: (a) 1836
In simple words: The first government school for modern education was established in Ajmer in the year 1836. This marked an early step towards a new style of learning.

🎯 Exam Tip: Focus on the specific city and the "first" occurrence of an institution, as these are common historical facts.

Question 8. Education in the cultural values and Military under the indigenous education system was given to
(a) Jain Sadhvi Women
(b) Charan Women
(c) Women from the Business Class families
(d) Women from the Royal (Noble) families
Answer: (d) Women from the Royal (Noble) families
In simple words: In the old education system, cultural values and military training were provided to women from royal and noble families. This prepared them for their specific societal roles.

🎯 Exam Tip: Understand that indigenous education often had different curricula and focus areas based on social standing and community roles.

Question 9. The main centre of Primary and Vocational Education under the Indigenous Education System were
(a) Families
(b) Mosques
(c) Maths
(d) Upasaras
Answer: (a) Families
In simple words: In the old education system, families were the most important place where children learned basic things and skills for work. Learning happened mostly at home.

🎯 Exam Tip: Remember that in indigenous education, the family often served as the primary and most significant learning institution, especially for practical and vocational skills.

Very Short Answer Type Questions

Question 2. Name three high education centres of Rajputana under the indigenous education.
Answer: In the old education system of Rajputana, three important centers for higher learning were: 1. The Hindu Maths, where advanced Hindu scriptures and philosophy were taught. 2. The Jain Upasaras, which served as places for higher education for Jains, focusing on their religious texts and practices. 3. The Muslim Madrassas, offering advanced studies in Islamic law, theology, and other subjects. These institutions helped preserve and spread specific religious and scholarly knowledge.
In simple words: High education centers in old Rajputana were Hindu Maths, Jain Upasaras, and Muslim Madrassas.

🎯 Exam Tip: When listing centers, briefly mention the community each served to add context to your answer.

Question 3. Which type of education system was prevalent in the Arya Samaj Schools.
Answer: The Gurukul System of education was common in the schools started by the Arya Samaj. In this system, students lived with their teachers (Gurus) and learned directly from them in a close-knit environment. This method focused on holistic development and traditional values, making it unique compared to other systems.
In simple words: Arya Samaj schools used the Gurukul System, where students lived and learned closely with their teachers.

🎯 Exam Tip: Associate the Arya Samaj with the Gurukul system, and briefly explain its key characteristic of residential learning.

Question 4. When and where was the first Ayurvedic Medicines college set up?
Answer: The first college for Ayurvedic medicines was established in 1933 in Udaipur. This institution marked a significant step in formalizing and promoting traditional Indian medicine. It helped train practitioners and advance the study of Ayurveda.
In simple words: The first college for Ayurvedic medicines was opened in Udaipur in 1933.

🎯 Exam Tip: Remember both the specific year and location for historical facts related to institutional establishment.

Question 5. Where and when was the Rajputana University established?
Answer: The Rajputana University was established in Jaipur in January 1947. This university played a vital role in higher education in the region right before India gained independence. It served as a central institution for various academic disciplines.
In simple words: Rajputana University was started in Jaipur in January 1947.

🎯 Exam Tip: Always include both the precise location and date when asked about the establishment of major institutions.

Question 6. 'By the end of the 19th century all the Indian states except one had got the government educational institutions' – which was that state?
Answer: The state that did not have government educational institutions by the end of the 19th century was Jaisalmer. While other Indian states had established such institutions, Jaisalmer lagged behind in this aspect. This highlights disparities in educational development across regions.
In simple words: Jaisalmer was the only state without government schools until the end of the 19th century.

🎯 Exam Tip: For "exception" questions, identify the unique case and the specific detail that sets it apart from the general trend.

Question 8. Who was appointed the first chairman of the Ajmer Education Board?
Answer: K.P. Kichloo was appointed as the first chairman of the Ajmer Education Board for a period of three years. His role was crucial in setting up and guiding the board in its early stages. This appointment marked an important step in formalizing education governance in Ajmer.
In simple words: K.P. Kichloo was the first chairman of the Ajmer Education Board, serving for three years.

🎯 Exam Tip: Remember the names of key individuals and their specific roles in the establishment of educational bodies.

Question 9. By whom and when was the need to make technical education an integral part of education felt?
Answer: The need to include technical education as an important part of the overall education system was highlighted by Lord Curzon in 1901 during the Lahore session. He emphasized that practical skills were necessary for progress and development. This marked a recognition of the importance of vocational training.
In simple words: Lord Curzon stressed the need for technical education in 1901 at the Lahore session.

🎯 Exam Tip: Note the individual and the year associated with significant educational policy discussions or changes.

Question 10. When did Lord Mayo implement the Walter Plan 1869?
Answer: Lord Mayo implemented the Walter Plan of 1869 in 1870. This plan was likely aimed at reforming or improving certain aspects of education or administration. It took a year for the plan to be put into action after its creation.
In simple words: Lord Mayo put the Walter Plan into action in 1870, even though the plan itself was made in 1869.

🎯 Exam Tip: Pay attention to both the plan's inception year and its implementation year, as they can sometimes differ.

Question 11. Where and what type of education did the women from the business class families get?
Answer: Women from business class families received education related to their family's profession while staying at home. This practical training was directly applicable to supporting the family business. It ensured that traditional skills and knowledge were passed down through generations within the family.
In simple words: Business class women learned skills for their family's job while living at home.

🎯 Exam Tip: Focus on the practical and vocational nature of education provided within specific family or community contexts.

Question 12. Write other two names for the Book keeping method?
Answer: Two other names for the bookkeeping method are: 1. Mahayani script Arithmetic, which refers to a specific style of writing and calculating used for accounts. 2. Vaniavati script Arithmetic, another method of calculation and record-keeping, often linked to merchant communities. These names highlight the traditional ways of managing financial records.
In simple words: Two other names for bookkeeping are Mahayani script Arithmetic and Vaniavati script Arithmetic.

🎯 Exam Tip: When asked for alternative names, provide them clearly and accurately as they represent historical terminology.

Short Answer Type Questions

Question 1. What was the direct or immediate aim of the East India Company to start modern education in the dominion empire? Clarify it.
Answer: The direct and immediate goal of the East India Company in starting modern education was to create a group of educated Indians who could help in the administration. They aimed to produce clerks and junior officials who understood English and could assist in governance. This would make it easier for them to manage their vast dominion. They also hoped to foster public awareness through education, which they believed would lead to social improvement.
In simple words: The East India Company wanted to create Indian clerks through modern education to help them run the government and increase public awareness.

🎯 Exam Tip: Distinguish between the explicit, practical aims (like administrative support) and broader, implied goals (like public awakening) when discussing colonial education policies.

Question 2. What was the underlying purpose of the East India Company to begin the Modern education in the dominion empire?
Answer: The East India Company had several hidden reasons for starting modern education.
1. Practical Administrative Difficulties: The company found it hard to communicate and consult with Indian rulers because of language barriers. Educated Indians could bridge this gap.
2. Administrative Changes: They needed Indian employees who understood English, their policies, and could help carry out administrative tasks more smoothly. This would make governance more efficient.
3. Commercial Center: For regions like Rajputana, a major trade hub, there was a need for a common language for communication, especially for security reasons. Modern education could provide this.
4. Psychological Reason: The British also wanted to promote their own culture through education, hoping to influence the local population psychologically. This was a way to strengthen their control and spread their ideas.
In simple words: The East India Company started modern education to solve communication problems with Indian rulers, find local employees who knew English, create a common language for trade, and spread their own culture.

🎯 Exam Tip: When discussing "underlying purposes," go beyond surface reasons and explain the strategic, administrative, and cultural motivations of the colonial power.

Question 3. Which Christian missionary institutes were active in the field of education in Rajputana?
Answer: Several Christian missionary groups were involved in education in Rajputana. These included: 1. The Presbyterian missionaries. 2. Roman Catholic and Methodist missions. 3. The Church Missionary Society. 4. The Anglican Church. 5. The Society for the Propagation of the Gospel Mission. These organizations established many schools, helping to introduce modern education and literacy to various communities. Their efforts significantly contributed to the educational landscape of the region.
In simple words: Presbyterian, Roman Catholic and Methodists, Church Missionary Society, Anglican Church, and Society for the Propagation of the Gospel Mission were active in Rajputana's education.

🎯 Exam Tip: List all the missionary institutions accurately, as the question specifically asks for "which" ones, indicating a need for a comprehensive list.

Question 4. In respect of which fields did the technical education develop in Rajputana during the period of the British Supremacy?
Answer: During British rule, technical education in Rajputana developed in several important fields. These included practical areas such as Ayurvedic Medicines, Ayurveda Science, Veterinary science, Law, Forestry, and Fishing. These developments aimed to provide specialized skills and knowledge relevant to local needs and resources. This practical approach helped in improving various sectors of the economy and public welfare.
In simple words: Technical education under British rule in Rajputana grew in fields like Ayurvedic medicine, Ayurveda science, animal care, law, forestry, and fishing.

🎯 Exam Tip: When listing fields, ensure you cover a range of subjects that reflect both traditional and emerging technical needs of the time.

Question 5. What was the religious curriculum of the Primary education in the Indigenous Education system?
Answer: The religious curriculum in the traditional primary education system covered various aspects of faith and daily life. It included stories about gods and goddesses, information about festivals, and teachings on useful life skills. Students learned about worship methods, names of fruits, clothes, and traditional ornaments (Shringar). For Muslim primary schools, the curriculum included studying the Quran, Fatiha, Haqiqat (Hakikat), and historical dates. This comprehensive religious instruction aimed to instill cultural and moral values from a young age.
In simple words: The religious syllabus taught stories of gods, festivals, life skills, worship, names of fruits, clothes, and ornaments. Muslim schools also studied the Quran and other religious texts.

🎯 Exam Tip: When describing a religious curriculum, be sure to list diverse elements like stories, rituals, practical knowledge, and specific sacred texts if applicable.

Question 6. What was the Walter Plan of education and how did Lord Mayo implement it?
Answer: The Walter Plan was a proposal by Sir Walter to establish separate public schools for Indian rulers, keeping them distinct from the general population. This was done to reduce potential threats to the British Empire and to create a class of loyal rulers. Lord Mayo, as Viceroy, put this plan into action in 1870. He started by opening the first college in Rajkot for ruling families. After his death, Mayo College was opened in Ajmer, and later, Aitchison College in Lahore (1886) and Daly College in Indore were also established for the education of these royal families. This plan aimed to integrate Indian royalty into the British administrative structure through a specific educational system.
In simple words: The Walter Plan was about making special schools for Indian rulers to keep them separate and loyal to the British. Lord Mayo started this in 1870 by opening colleges in places like Rajkot, Ajmer, Lahore, and Indore for royal families.

🎯 Exam Tip: Clearly explain both the purpose of the Walter Plan (separating rulers) and Lord Mayo's specific actions and the institutions he established for its implementation.

Question 7. Why did it become necessary to launch technical education in the early 20th century?
Answer: Technical education became important in early 20th-century India because the country was behind in this area. In 1901, Lord Curzon emphasized at the Shimla Education Conference that technical skills should be a key part of education. Also, India's poor economic state made it hard to export raw materials to England. This meant that factories for making machinery had to be set up in India itself, which required trained workers. So, technical education was started in India after the First World War and grew even more after the Second World War to support local industries and reduce reliance on foreign imports.
In simple words: Technical education became vital in the early 1900s because India lacked it, Lord Curzon pushed for it, and factories were needed in India as raw material export was difficult.

🎯 Exam Tip: Explain both the internal educational deficit (lack of technical skills) and the external economic drivers (need for local manufacturing due to trade issues) as reasons for the rise of technical education.

Question. Write about the beginning and evolution of technical education in Rajputana in the pre-independent India.
Answer: In the early 20th century, India was behind in technical education. In 1901, Lord Curzon, at the Shimla Education Sammelan, emphasized that technical education should be a main part of schooling. However, it was only fully introduced after the First World War and grew further after the Second World War. On February 3, 1945, the British government suggested that intellectuals from Rajputana and Madhya Pradesh should open a technical college in each state, but this proposal did not get approved. This push for technical skills was vital to help India become more self-reliant and modern. In Rajputana, technical education slowly started in different areas, which are described below:

1. Teachers' Training: Missionaries first tried to train teachers by starting Normal classes in Nasirabad and Beawar. Later, similar classes began in other states. The Vidhya Bhawan Education Society opened the first teachers' training college in 1941. Another college was opened in Ajmer in 1941 by Dr. J.C. Chatterjee, who was the Chairman of the joint Board of Rajputana, Madhya Pradesh, and Gwalior. A third college was started in Bikaner in 1946 for teacher training.

2. Agricultural Technology: After the Education Board was formed, agricultural technology became a required subject in secondary and higher secondary schools in 1936. From 1938-1939, it was offered as an optional subject in intermediate agriculture colleges. Night classes began in Mewar villages to teach farmers new farming methods. In 1944, the Secretary of State for India sent a letter to rulers about the 'Silon Plan', which was then started in many states. This plan taught skills like gardening, growing vegetables, and using new tools and methods.

3. Ayurvedic Medical College: The first Ayurvedic Medical College started in 1933 and was connected to the Ayurveda Board in Kanpur. This college taught about medicines and how to diagnose problems, but not about surgery. An Ayurvedic hospital was also opened in Jaipur.

4. Ayurvedic Medical Science: For Ayurvedic medical treatment, Maharaja Ramsingh of Jaipur and Dr. Broor together opened the Swai Mansingh Medical College in 1947. Before this, the British ruler set a limit, sending four students from each state to study medicine. In 1894, four girl students were also sent for medical studies, showing a step towards gender equality in education.
In simple words: Technical education started slowly in Rajputana in different areas like teacher training, farming methods, and Ayurvedic medicine. It aimed to make people skilled and help the region grow, even though it faced delays.

🎯 Exam Tip: When describing historical evolutions, break down your answer into clear sub-points for better structure and recall of details like specific years and institutions.