Chapter 6. Religious and Social Awakening in Colonial India Textbook Solutions

NIOS Social Science Class 10 Chapter 6 Solutions

INTEXT QUESTIONS 6.1

1. List any two social practices against which the reform movement began.

Ans: Sati, caste system, child marriage and the plight of widows.

2. Why was the caste system considered irrational and unscientific?
Ans: Because it was against the basic tenets of humanity.

3. What was the basis of the reformers’ criticism of rigidity in religion?

Ans: Courage, determination, motivation, and a vision to achieve goals.

4. Read the excerpt below and answer the given question:

Dr. Bhim Rao Ambedkar belonged to a poor Mahar family, considered an untouchable caste. He had his college education in India and later earned degrees and doctorates for his study and research from Columbia University and the London School of Economics. Dr. Ambedkar was the Chairman of the Drafting Committee of the Indian Constitution. Despite facing social and financial hardships, Dr. Ambedkar spent his whole life fighting against social discrimination and was awarded the Bharat Ratna posthumously in 1990.

(i) In addition to education, which other attributes (qualities) enabled Dr. Ambedkar to withstand the discrimination and contribute to the society?

Ans: They found that the scriptures do not sanction rigidity and superstitions.

INTEXT QUESTIONS 6.2

1. Fill in the blanks with correct answer:

(i) He ………………. did not represent the synthesis of the thought of East and West

(a) Swami Vivekananda

(b) Rammohan Roy

(d) Iswarchandra Vidyasagar

Ans: (c) Dayanand Saraswati

(ii) He did not emphasize the infallibility of the Vedas

(a) Swami Vivekananda

(b) Ramakrishna Paramhans

(d) Syed Ahmed Khan

Ans: (d) Syed Ahmed Khan

(iii) The movement started to free the sacred places from the control and domination of corrupt Mahants

(a) Akali Movement

(b) Caste reform movement

(d) Satyagraha movement.

Ans: (a) Akali Movement

2. Match the following:

(i) Bramho Samaj	(a) Swami Vivekananda
(ii) Arya Samaj	(b) Annie Besant
(iii) Ramakrishna Mission	(c) Swami Dayanand Saraswati
(iv) Theosophical Society	(d) Jyotiba Phule
(v) Akali Movement	(e) Pandita Ramabai
(vi) Satya Shodhak Samaj	(f) Raja Ram Mohan Roy
(vii) Aligarh Movement	(g) Sikhs
(viii) Arya Mahila Samaj	(h) Justice Mahadev Govind Ranade
	(i) Sir Sayed Ahmed Khan
	(j) Dadabhai Naoroji

Ans: (i) (f), (ii) (c), (iii) (a), (iv) (b), (v) (g), (vi) (d), (vii) (i), (viii) (e)

3. Write any two limitations of the reform movements.

Ans:

(a) She would have been illiterate, would have been married at an early age, would have had many children and possibly would have been suffering due to ill health as a result of childbirth at a very early age. She would probably have been dependent on her parents or in-laws for her survival.
(b) She would be dependent on others, resulting in low socio-economic status.

4. Read the excerpt below and answer the given questions:

Ramvati is working as a peon in the NIOS office. She got married at the age of 21, but unfortunately, her husband passed away when she was 28. She was offered her husband’s job at NIOS because she had completed her secondary school education. With this job, Ramvati is now able to look after her children and herself. She leads a dignified life, and her children are proud of their mother.

(a) What could have happened if Ramvati had gotten married as a child?

Ans: It affected a very small percentage of the population, mostly the educated class.

(b) If Ramvati was not allowed to work outside home, what could have happened to her and her family?

Ans: It did not reach the masses.

TERMINAL EXERCISES

1. Explain the social practices that existed in 19th century India.

Ans: Two major social causes prevented the society’s progress. These were the lack of education and the subordination of women.

The majority of people in those days were illiterate. Education was limited to a handful of upper-caste men. Brahmins had access to the Vedas, which were in Sanskrit, and only they understood this language, and they interpreted them in their own ways. No one could question the priests for the rituals, as Sanskrit was unknown to others.

In the 19th century, life was much harder for the majority of women.

Certain social practices like female infanticide, child marriage, sati pratha and polygamy were prevalent in some sections of Indian society.
Female infanticide, or the killing of a girl child, was common.
Young girls were married off to older men.
Polygamy was an accepted norm among many castes and religions.
In some parts of the country, Sati Pratha was practised.
Women had no right to property or access to education.

2. Why do you think reforms were needed to awaken our society?

Ans: Reformers realised that ignorance and backwardness in society were responsible for hindering its progress and development when they found that life was very different in other parts of the world. According to Swami Dayanand Saraswati and Raja Ram Mohan Roy, society should be based on the concepts of liberty and equality both for men and women, and this was possible only by the spread of modern and scientific education, especially among women. These socio-religious movements were enforced because the reformers felt that no change was possible in a society without reforming religion.

3. Why do you think that the social reform movement had no meaning without religious reforms?

Ans: According to Swami Dayanand Saraswati and Raja Ram Mohan Roy, society should be based on the concepts of liberty and equality both for men and women, and this was possible only by the spread of modern and scientific education, especially among women. These socio-religious movements were enforced because the reformers felt that no change was possible in a society without reforming religion.

4. Do you think the reformers were able to bring change in Indian society?

Ans: Yes, it did. All these movements laid stress on rational understanding of social and religious ideas and encouraged a scientific and humanitarian outlook. The reformers felt that modern ideas and culture could be best imbibed by integrating them into Indian cultural streams. The introduction of modern education guided the Indians towards a scientific and rational approach to life. All the movements worked to improve women’s status and criticized the caste system, especially the practice of untouchability. These movements looked for social unity and strived towards liberty, equality and fraternity.

5. How did the socio-religious reform movements lead to the National Movement?

Ans: The persistent efforts of the reformers had an immense impact on society. The religious reform movements instilled in the minds of Indians greater self-respect, self-confidence and pride in their country. These reform movements helped many Indians to come to terms with the modern world. People became more conscious of their identity as Indians. It was ultimately responsible for their united struggle against the British in the freedom movement of India.

6. Explain the role of following reformers in challenging caste system and advocating widow remarriage:

(a) Raja Ram Mohan Roy

(b) Ishwar Chandra Vidyasagar

(c) Jyotiba Phule

Ans:

(a) Raja Ram Mohan Roy: He was the first person to take an initiative to challenge the practice of Sati and it soon became his life-long crusade. He also made efforts to advocate for widow remarriage and condemned child marriage.
(b) Ishwar Chandra Vidyasagar: The first Hindu Widow Remarriage Act was introduced in 1856 owing to his relentless efforts. He also protested against child-marriage and campaigned against polygamy. He believed that the condition of women could be improved only through their education and helped in opening approximately 35 girls’ schools in Bengal.
(c) Jyotiba Phule: He first educated his wife, after which both of them opened a school for girls in India in August 1848 took up the cause of women and started a girls’ school in Poona (Pune) in 1851. He is also remembered for his efforts towards promoting widow remarriage. He, along with his followers, formed the Satya Shodhak Samaj (Society of Seekers of Truth) to liberate the lower castes and protect them from exploitation and atrocities.

7. Identify the common features amongst the following reformers:

(a) Theosophical Society and Ramakrishna Mission

(b) Akali Movement and Arya Samaj

Ans:

(a) Theosophical Society and Ramakrishna Mission: Both were based on the Indian heritage, culture, and Vedanta. They were part of the spiritual reform movements. They called for brotherhood and religious harmony.
(b) Akali Movement and Arya Samaj: Both supported the reform of their respective religions, Sikhism and Hinduism. They focused on teaching Gurumukhi and Vedas respectively. WHile the Akalis fought against the Mahants, the Arya Samaj fought against selfish priests.

8. Explain the hindrances in the growth of women’s education in 19th Century India.

Ans: In the 19th century, many children, especially girls, were not sent to school. In certain communities, girls were not allowed to be educated. It was thought that educated women would soon become widows after marriage!

9. Who introduced English education among the Muslims? Explain his/her contribution in this area.

Ans: Sir Syed Ahmed Khan. Throughout his early life, he advocated the study of the English language even against the opposition of the orthodox Muslims.

He established an English school in Ghazipur (present-day Uttar Pradesh) in 1864.
He started the Mohammadan Anglo-Oriental College (M.A.O.) at Aligarh in 1875, which later developed into the Aligarh Muslim University.
He also established a scientific society for translating English books.
He also published a journal for spreading awareness among Muslims towards social reforms, especially towards modern education.