Pages

Powered by Blogger.

Pages

Pages

Pages

facebook twitter instagram pinterest bloglovin Email
Career CLASS 11 (XI) Class XI 1st Semester CLASS XI 2nd Semester H.S. 3rd SEM H.S. EDUCATION H.S. HISTORY HS SOCIOLOGY HS SUGGESTION INDIAN HISTORY NCERT POLITY PROJECT Sociological Studies Teaching & Education TEST PAPERS SOLVE TEST PAPERS SOLVE 2020 WORLD HISTORY XI EDUCATION XI HISTORY XI POL SC XI SOCIOLOGY XII Bengali XII Sanskrit

Pages

Nandan Dutta

School project and education news.

Pages

The obstacles in the way of German unification.




The obstacles in the way of German unification.

In 1648, Germany was divided into about two hundred small parts through the Treaty of Westphalia. Then during Napoleon's time, he divided the multi-ethnic Germany into 39 provinces. But at this time, the unity of Germany was not possible due to the dominance of Austria, Metternich's conservative policy, etc. The main obstacles in the way of establishing German unity were as follows.

1. Vienna Conference:-
In the Vienna Conference, Germany was divided into the previous 39 provinces determined by Napoleon. But since the independence of each German state remained, it was not possible to establish the overall unity of Germany. Although the independence of the 39 German provinces remained, Austria continued to dominate each province. In addition, the authority of the Bund was maintained over the German provinces. Therefore, it can be said that the Vienna Conference was indirectly the main obstacle to the establishment of German unity.

2. The dominance of Austria: -
Metternich considered a united Germany dangerous for Austria and the whole of Europe. Since the dominance of Austria was established in the whole of Europe after the Vienna Conference, Metternich's repressive policies were another obstacle to the establishment of German unity. The idea of a united Germany was an infamous object for Metternich.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Lack of political progress: -
Since the independence of the many divided German states was maintained, each German province considered itself independent. Also, at that time, the Germans were more busy with the economy, agriculture, industry, trade, etc., instead of establishing political unity. Politicians and German leaders were more enthusiastic in criticizing the Vienna Conference instead of establishing German unity.

4. Ideological differences: -
The ideological conflict among the nationalist leaders of Germany was a major obstacle to the establishment of German unity. Some wanted to build a German empire under the Stein Habsburg monarchy; some wanted to establish German unity under Prussia. Some were in favor of establishing a democratic German state. Karl Marx said about such ideological differences of the German leaders - Thus German unity was in itself a question big with disunion and discord. .

5. Provincialism and separatism: -
Although there was no linguistic and ethnic difference between the German states, regionalism and provincialism were strongly maintained among them. Especially the strong regionalism of the provinces like Bavaria, Saxony, etc. resisted the dream of German unity. They were more enthusiastic about their own independence than a unified German state.

6. Religious differences: -
Protestant doctrine was prevalent in the northern part of the entire German states and Catholic doctrine was prevalent in the southern part. The conflict between these two ideologies was strong. Therefore, religious differences cannot be denied as an obstacle to the unification of Germany.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

7. Foreign influence: -
Although Austria and Prussia were included in the German Confederation, since many other ethnic groups existed in both provinces besides Germans, Austria and Prussia refused to be part of a German nation-state. In addition, the non-German dominance was strong in the Federal Diet. In addition, Denmark continued to dominate the Holstein province within the German Confederation. All these foreign issues stood as obstacles in the way of German unification.

8. Weaknesses of the Diet: -
Due to mutual jealousy and rivalry among the various provinces of Germany, it was not possible for the Diet to work in unity. Due to this intense competition, the Diet could not reach a comprehensive decision. As a result, Metternich took advantage of this weakness of the Diet and established his dominance over the entire German state.

9. Failure of liberal movements: -
Although some liberal and progressive movements started in Germany, they were not enough to establish the unity of Germany. Philosophers such as Goethe and Schiller stimulated German nationalism. In addition, the ideological influence of the French Revolution especially encouraged German nationalists. But there were also mutual conflicts among the nationalists. Some wanted to establish democratic ideals under the monarchy; while others spoke for the unity of the whole of Germany.

10. Carlsbad Decree: -
Metternich was determined to prevent the spread of all kinds of progressive and liberal ideas arising from the French Revolution in Germany. Because Metternich knew very well that if national unity was established in Germany, Austria's dominance would be destroyed. Therefore, Metternich introduced many reactionary policies - one of which was the Carlsbad Decree. Through this directive, liberal ideas were stifled in all educational institutions. Freedom of the press was also taken away.

11. Failure of the Frankfurt Parliament:-
The Frankfurt Parliament was formed in 1848 with the aim of unifying Germany with 586 German representatives. The following year, according to the decision of the Frankfurt Parliament, the Prussian King Frederick William IV was offered the power to rule Germany. But Frederick William refused. In fact, the Frankfurt Parliament did not reflect the will of the people. Because there were no representatives of the peasants, workers, etc. classes in it and there were disagreements between the representatives of different states.

Therefore, both internal and external obstacles strongly resisted the idea of a unified German state. As a result, pan-Germanism was disrupted. However, after the February Revolution, the situation changed and Bismarck rose to power in Germany. Under Bismarck's leadership, Germany was unified through only three wars (the war against Denmark, the war against Austria and the war against France).

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

The recommendations of the Hunter Commission on higher education.




Recommendations of the Hunter Commission on higher education:-


On 3 February 1882, the then Viceroy Lord Ripon appointed Sir William Wilson Hunter, a member of his Executive Council, as the President and constituted the first Indian Education Commission. The Hunter Commission was given the right to make recommendations only on primary education. However, considering the importance of the situation, the President of the Commission, Sir Hunter, made various recommendations on the levels from primary education to higher education. The recommendations of the Hunter Commission on higher education are discussed below.

1. Encouragement of the formation of private colleges:-
The government should be somewhat inactive in the matter of higher education. The government will provide necessary encouragement so that colleges are established in the country through private initiatives.

2. Grants for education at the college level:-
The government will allocate sufficient grants for education at the college level to encourage private institutions or efforts.

3. Establishment of Model Colleges: -
Some model colleges should be established under government management. These model colleges will act as models for private colleges.

4. Conditions for getting government grants: -
To get government grants, each college will have to fulfill certain conditions. The conditions are -
(i) The college will be able to meet the higher education needs of the local people.
(ii) There will be an appropriate number of qualified teachers in that college.
(iii) The quality of education will be maintained - etc.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

5. Arrangements for government scholarships: -
Government scholarships should be introduced for poor and talented students.

6. Arrangements for education abroad for talented students: -
The government should make appropriate arrangements so that talented students can go abroad for higher education after completing their higher education.

7. Arrangements for studying various optional subjects in the college curriculum: -
Students interested in higher education can study subjects according to their mental capacity and preferences, opportunities for studying various optional subjects in the curriculum of various colleges should be created.

8. Establishment of universities according to demand: -
According to the demand and according to the study of the commission, the government should establish a new university in the north-western border region of the country.

9. Quality of education in private colleges: -
To maintain appropriate quality of education in private colleges, there should be a system of inspection even if there is no control from the government in terms of infrastructural development. If there is complete lack of control, it may be difficult to maintain appropriate quality of education in private colleges.

10. Technology and vocational education: -
Technical education should be expanded as much as possible in colleges and universities and arrangements should be made for vocational education in line with reality.

Finally, it can be said that the commission exceeded its scope of work by making recommendations regarding higher education. Since the government did not constitute the Hunter Commission to review higher education, the government had no responsibility to implement those recommendations. However, the Commission's recommendations on higher education were very significant, as can be understood only by reviewing the recommendations of the Sadler Commission (1918). In the context of that time, the recommendations made by Sir Hunter deserve special importance in the later education commissions and in the history of the expansion of higher education in India. 

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

The recommendations of the Hunter Commission on secondary education.




The recommendations of the Hunter Commission on secondary education.

On 3 February 1882, the then Viceroy Lord Ripon appointed Sir William Wilson Hunter, a member of his Executive Council, as the President and constituted the first Education Commission of India. The Hunter Commission was asked to make an inquiry into primary education and make recommendations on that matter; but since secondary education is dependent on primary education, the Commission made some recommendations on the reorganization of secondary education as well as primary education.

1. Secondary education and private efforts:-
(i) The responsibility of secondary education should be gradually entrusted to private authorities or organizations.
(ii) A large amount of government money should be spent for the improvement of secondary schools.
(iii) Private secondary schools should be given equal status as government secondary schools.
(iv) One model secondary school should be established in each district.
(v) Secondary schools should be established on government initiative for backward areas.
(vi) In order to ensure that more secondary schools are established through private efforts, the local management committees should be given the freedom to fix the salaries in their schools.

2. Introduction of Course A and Course B in the curriculum:-
The Commission recommended dividing the secondary education curriculum into two parts: Course A and Course B. Students in Course A would receive theoretical education in preparation for university entry. Students in Course B would receive practical or vocational education. However, all secondary school students would receive the same education up to the eighth grade. Then they would have the opportunity to take either Course A or Course B.
Students who took Course A would have to sit for the university entrance examination to get college education. The Commission had expected that most students would choose Course B, i.e. practical education. But in reality, this did not happen. Most students were attracted to Course A.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Recognition of mother tongue at lower secondary level:-
The commission recommended that English or mother tongue be adopted as the medium of instruction at lower secondary level, as per the wishes of the school authorities. But since the commission did not have any specific recommendation on what should be the medium of instruction at the secondary level, English was adopted as the medium of instruction there. As a result, it was not possible for any school to adopt mother tongue as the medium of instruction at the lower secondary level.

4. Teachers - Training:-
The commission realized the need for training for graduate teachers in secondary schools and recommended the government to take appropriate measures in this regard. The commission's recommendation said - No person can be appointed as a secondary school teacher if he does not have some experience in teaching. Before appointing a teacher, it is necessary to take an examination on pedagogy.

Evaluation of the Hunter Commission's recommendations on secondary education:-


Firstly: - As the commission recommended encouraging private initiatives in secondary education, the number of secondary schools in the country increased significantly in the next twenty years. The number of students increased considerably.

Secondly - As per the recommendations of the Commission, the government established model secondary schools in each district. Those schools continue to play the role of model schools even today.

Thirdly - By recommending the introduction of A Course and B Course at the secondary education level, the Commission wanted to create opportunities for practical work-based education along with traditional textbook education, which contained the seeds of the multifaceted secondary education of the present era. Therefore, it can be said that the recommendation of the Commission had considerable potential and foresight.

Fourthly - The policy of withdrawing government control from secondary education, which the Commission recommended, later created enthusiasm among the general public for secondary education in the country.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

What were the obstacles in the way of Italian unification?



The obstacles in the way of Italian unification:-


The history of Italy is very eventful. Napoleon conquered Italy and introduced a united Italy and a strong centralized government. However, in 1815, the principle of "Legitimacy" was applied through the Vienna Conference and Italy was divided into many parts. As a result, the progressive ideas and nationalist spirit that had spread in Italy through the French Revolution were stifled. Then Mazzini reawakened nationalist spirit in Italy and Cavour completed the unification of Italy. The main obstacles in the path of establishing the unification of Italy were -

1. Austrian dominance:-
In 1815, the Vienna Conference established Metternich's dictatorship throughout Europe. Metternich was a strong opponent of progressive ideas, democracy, liberalism, etc. He wanted to maintain the old system and conservatism throughout Europe. For this purpose, he implemented several repressive policies throughout Europe. This repressive policy of Austria strongly destroyed the nationalist spirit and the dream of establishing a unified state of Italy. 

2. Extreme provincialism: -
With the Vienna Conference and Metternich's strong pressure, Italy was divided into many parts. There were regional differences between the various provinces of the multi-faceted Italy. In the initial stage, these provinces were more eager to protect their own regional interests. This extreme provincialism of the provinces was a major obstacle in the way of Italian unification.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Religious issues: -
Although the Pope regained his lost power through the Vienna Conference, the Pope was not respectful of modern and progressive ideas. Since the Papal States were established on the basis of religious rights; Therefore, this religious foundation was an obstacle to the unification of Italy. Although the Pope did not accept modern ideas, he was determined to maintain the old system to maintain his power.

4. Foreign rule: -
After the Vienna Conference, the rule of foreign powers was established in all the provinces of Italy except Sardinia-Piedmont. Even the king of Sardinia-Piedmont, Victor Emmanuel, was a supporter of monarchy and the old system. On the other hand, the ruler of Modena was active in resisting the liberal ideals born of the French Revolution. In this situation, the emergence of a united Italy was not possible in any way.

5. Metternich's intense repression: -
Metternich wanted to resist the liberal ideas born from the French Revolution throughout Europe through his intense repressive policy. Therefore, whenever any liberal idea or nationalism spread, Metternich would resist it through his intense repression policy.

6. Lack of leadership: -
A skilled and capable leader was needed to unify Italy, which was plagued by many problems. But until the advent of Mazzini, no significant leader emerged to unify Italy - which was a major obstacle to the unification of Italy.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

7. Ideological conflict: -
Ideological conflict was also a major obstacle to the unification of Italy. On the one hand, Mazzini was against the monarchy and a supporter of republican and liberal ideas. On the other hand, Cavour was a staunch opponent of the republic and a supporter of the monarchy. Again, Garibaldi, although a supporter of the republic, believed in active uprisings. In addition, ideological differences were seen between Mazzini and Cavour regarding the acceptance of foreign aid.

8. Lack of public support: -
The republican ideals and nationalist ideas spread only among the educated, middle class and urban bourgeoisie. Rural Italy, farmers and other classes of people were indifferent to nationalist ideals. Therefore, the lack of public support was an obstacle to the unification of Italy.

9. Military power of Austria: -
Austria was much stronger than Italy in terms of military power. Therefore, it was not possible for Italy to spread nationalism by going against Austria in any way. Moreover, during the era of the success of the Metternich regime, Metternich used almost the entire European military power in the interests of Austria.

10. Failure of the July Revolution: -
The beginning of the July Revolution gave great hope for the spread of nationalist movements and liberal ideas throughout Europe. But after the July Revolution, people realized the futility of the republic. The entire state machinery was used by the bourgeoisie for their own interests; as a result, the interests of the common people were neglected. Therefore, the failure of the July Revolution disappointed the nationalists.

In conclusion, although the failure of the July Revolution disappointed the nationalists, the period following the February Revolution was conducive to the unification of Italy, and under the able leadership of Mazzini and Cavour, Italian unity was established.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

Bismarck's role in the unification of Germany. 




Bismarck's role in the unification of Germany. 

Otto von Bismarck was the main figure in the establishment of a unified Germany. During his eight-year term as Prime Minister of Prussia and nearly twenty years as Prime Minister of Germany, he played a major role in establishing the unity of Germany. Earlier, attempts were made to unify Germany through liberal means; but they were unsuccessful. Therefore, instead of the liberal movement, Bismarck adopted a strict policy of "blood and iron". Then, Bismarck unified Germany through various wars such as the war with Denmark, the war with Austria, the war with France, etc.

1. Bismarck's ideological position: -
In ideological terms, Bismarck was in favor of a strict position. He was a supporter of monarchy. Therefore, he wanted to unify Germany under the Prussian monarchy. Moreover, considering the political situation in Germany at that time, he considered autocracy to be better than democracy. Therefore, to establish the unity of Germany on a solid basis, he adopted the policy of blood and iron.

2. War with Denmark:-
In 1863, a political crisis arose in the provinces of Schleswig and Holstein. Bismarck wanted to use this problem to establish German unity. Because, the inhabitants of Holstein were mostly Germans. On the other hand, the Germans thought that Schleswig belonged to Holstein. Bismarck demanded that both the provinces of Schleswig and Holstein be included in Germany. Then the joint forces of Prussia and Austria defeated Denmark.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Treaty of Gastein 1865:-
Although Denmark was defeated in the war, a dispute arose between Prussia and Austria over the rights of the provinces of Schleswig and Holstein. Then in 1865, the Treaty of Gastein was signed between Austria and Prussia. By this treaty, Schleswig came under the control of Prussia and Holstein came under the control of Austria. In addition, in exchange for money, Austria gave up the Lauenburg region of Holstein to Prussia. The Treaty of Gastein is very important from a diplomatic point of view. Because, in the context of this treaty, Bismarck started preparing for war with Austria.

4. Preparation for war against Austria: -
Bismarck considered the Treaty of Gastein to be - to paper over the cracks, that is, to close the cracks with paper. In the context of the Treaty of Gastein, Bismarck realized that war with Austria was inevitable in the future to achieve German unity. Therefore, he took various steps to strengthen Prussia diplomatically. For example -
(a) He gained the support of France by promising to give Belgium or the Rhine region to the French Emperor Napoleon III.
(b) He brought Italy to his side by promising to give Venetia to Italy.
(c) He gained the support of Russia by helping Russia suppress the Polish uprising.

5. Battle of Sadovaya: -
Then Bismarck withdrew his representatives from the German Confederation and declared war on Austria. Prussia was supported by France, Italy and Russia, and Bavaria, Saxony and other small states supported Austria. However, Prussia's combined military power was stronger than Austria's. Then in 1866, Austria was defeated in just two weeks at the Battle of Sadovaya. The main importance of the Battle of Sadovaya was that the entire German Empire was subordinated to Prussia as a result of the Battle of Sadovaya.

6. Treaty of Prague:-
Finally, the Treaty of Prague ended the War of Sadovaya. The terms of the Treaty of Prague were -
(a) A North German Union would be formed under the leadership of Prussia.
(b) The states south of the Main River would form their own confederation.
(c) Prussia would withdraw from the German Confederation.
(d) Italy would gain the territory of Venetia.
(e) Austria would be obliged to pay compensation to Prussia for the war.
(f) The regions of North Germany like Hanover, Frankfurt, Nassau etc. will be included in Prussia.
(g) Both the provinces of Schleswig and Holstein will be included in Prussia.

7. War against France:-
Although North Germany was united by the Treaty of Gastein and the Treaty of Prague, French dominance was still in South Germany. Then Bismarck realized the importance of the war with France. The ruling power in Prussia was in the hands of the Hohenzollern dynasty. France thought that if both Prussia and Spain came to power under the Hohenzollern dynasty, it would be against the political interests of France. Therefore, France never wanted the Hohenzollern dynasty to establish supremacy on the throne of Spain. For this purpose, France continued to oppose Prussia and the war between Prussia and France became inevitable.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

8. Bismarck's Conspiracy:-
In this situation, Bismarck showed great diplomatic skills. He used Prussian money and his own influence to force Queen Isabella of Spain to abdicate. Bismarck took control of the Spanish Parliament and the Spanish Parliament proposed Prince Leopold of the Hohenzollern dynasty to ascend the Spanish throne. This incident created a great sensation in France.

9. Ems Telegram:-
In this situation, France remembered Austria and on the orders of the Austrian Emperor Napoleon III, he sent an envoy named Count Benedetti to the Prussian Emperor William I. William I was resting in the city of Ems at this time. Count Benedetti demanded a bond from the Prussian Emperor William I that the Prussian succession to the Spanish throne would not be established. But William I agreed to the proposal but refused to give the bond. Count Benedetti informed Bismarck of this incident through a telegram.

10. Battle of Sedan:-
The clever Bismarck changed some parts of the telegram and published it in the newspaper. The meaning of the telegram completely changed and it meant that the Prussian Emperor William I had insulted and expelled the French ambassador. This incident created a strong reaction in France and France declared war on Prussia. There was a huge difference between Prussia and France in terms of military power. Because, Bismarck had previously made France unalienable in Europe through diplomacy. In addition, Bavaria and other southern states left France and joined Prussia. As a result, France's defeat in the war was inevitable.

11. Treaty of Frankfurt 1871:-
Finally, the Treaty of Frankfurt ended the Battle of Sedan. The Treaty of Frankfurt stipulated -
(a) France was forced to cede Metz, Alsace and Nord to Germany.
(b) It was forced to pay 5 billion francs as war indemnity to Prussia.
(c) It was decided that the German army would remain stationed in various parts of France until the indemnity was paid.

12. The emergence of Germany as a fully unified state: -
Bismarck's extraordinary prudence and diplomatic skills achieved the unification of the whole of Germany in just three wars. After the war with Denmark, the Schleswig region was included in Prussia by the Treaty of Gastein; after the war with Austria at Sadovaya, the North of Germany was unified by the Treaty of Prague; after the war with France at Sedan, the whole of South Germany was unified by the Treaty of Frankfurt and the Prussian Emperor William I was declared as the Chancellor of Germany.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

Recommendations of Radhakrishnan Commission - 1948 for higher education .

Discuss the recommendations of Radhakrishnan Commission in the field of higher education.




Recommendations of Radhakrishnan Commission - 1948 for higher education .

The University Education Commission was formed on 5th November 1948 as the first education commission of independent India. Its president was Sarvepalli Radhakrishnan. The total members of this commission were 10 and out of these 10, 3 were foreigners. The secretary of the commission was Dr. Nirmal Kumar Siddhant. The members of the commission inspected the functioning of colleges and universities in different states of India and reviewed various aspects of the problems related to education in the country and prepared a long report of 747 pages.

A. Aim of higher education:-
1. Universities should take the responsibility of developing capable individuals to lead in various fields of society. To lead the country on the path of progress, a capable intellectual community is needed.

2. Every student educated in the university should take the responsibility of making him a worthy custodian and bearer of national heritage and culture.

3. Arrangements should be made to develop a holistic view of the world and human life before the students.

4. Every student should get the opportunity to learn according to the major principles of democracy - justice, freedom, equality and fraternity.

5. The aim of higher education should be to develop various human qualities in the students.

6. Another aim of higher education should be to develop a correct idea of ​​human civilization in the students. 

7. Development of education for national solidarity and internationalism.

8. Expansion of science, technology, agriculture and medicine.

B. Improvement of the quality of universities: -
1. The intermediate level should be abolished from the university and added to the high school curriculum.

2. A large number of high-quality intermediate colleges should be established in every state.

3. Along with general education, a large number of vocational education institutions should be established.

4. The Commission recommends that universities introduce refresher courses to make the qualifications of teachers up to date.

5. A maximum of 1500 students can be admitted to colleges and a maximum of 3000 students to universities. 

6. Provision should be made for the improvement of libraries and laboratories.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

C. Recommendations regarding teachers:-
The appropriate quality of education, success, etc. of any educational institution depends on qualified, talented and suitable teachers. His recommendations regarding teachers are -
1. Appointment of qualified teachers on the basis of merit.
2. Elimination of financial shortage of universities.
3. Giving importance and recognition to teachers of colleges and universities.
4. Arrangements should be made to appoint a few research fellows in different departments of each university.
5. Arrangements should be made for the promotion of teachers on the basis of educational qualifications and merit.

D. Recommendations on Budget Management:-
The University Commission has said that without the financial solvency of the universities and colleges, neither the expansion nor the improvement of the quality of higher education is possible.
1. Financial grants for the construction of buildings for colleges and universities.
2. Financial assistance for the purchase of educational materials and furniture.
3. Financial grants for the development of libraries and the purchase of books.
4. Financial grants for the management of hostels.
5. Appropriate assistance for salaries, provident funds and pensions for teachers and educational staff.
6. Financial assistance for conducting research work.

E. Formation of new universities and other recommendations:-
1. The communal charter of Banaras and Aligarh Universities should be cancelled.
2. Appropriate measures should be taken so that students get the opportunity to study on an all-India basis in Delhi University as a central university.
3. New universities will be established in different parts of the country with the approval of UGC.
4. Appropriate and advanced research laboratories will be established in the new universities.
5. Visva-Bharati, Bolpur and Jamia-Millia-Islamia, Delhi will be upgraded to universities and necessary financial grants will be given.
6. Regional needs will be given importance while establishing new universities.

F. Recommendations regarding language education:-
At the higher secondary level and university level, each student will have to practice a total of three languages. These are - 1. Mother tongue or regional language, 2. State language and 3. English language. Appropriate measures will have to be taken so that students get the opportunity to practice English at the secondary and university levels.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

Recommendations of Sir Charles Wood's Despatch in 1854:-




Recommendations of Sir Charles Wood's Despatch in 1854:-

Although the Charter Act of 1813 provided for the allocation of a certain amount of money from the company's funds for the expansion of education among the Indian people, the government run by the East India Company did not accept education as a state responsibility in the true sense. As a result, although the amount of money allocated to the field of education gradually increased, the education system was not managed following any specific policy. It was Wood's Despatch that first gave a glimpse of a well-organized government education policy.

1. Aims and Objectives of Education:-
(i) The main aim of education in this country is to spread Western knowledge among the Indian people. This Western knowledge will be a blessing to the people of India.

(ii) Another aim of this education will be to help in the development of the intellect of the people of India along with the formation of their moral character.

(iii) This education will help the people of India to understand the results of labor and capital investment and to realize the economic importance of the country's natural resources. If this education develops, the company will get skilled and reliable workers from among the Indians in the future.

(iv) Another objective of education will be to develop the industry of England by collecting raw materials from India and to develop the mentality of the Indians in such a way that there will be an endless demand for the products produced in England in the Indian market.

2. Content of Education: -
Although Wood's Despatch acknowledges the importance of Oriental education, it is said that Oriental science and philosophy are full of innumerable errors. Therefore, instead of Oriental science and philosophy, Western art, science, philosophy and literature will be the content of education for the Indians.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Medium of Education and Language Education: -
Wood's Despatch gives very valuable instructions on the medium of education and language education. The Despatch specifically mentions instructions so that the Indian people can use both English and the native language in the practice of European knowledge and science.

4. Establishment of Education Department:-
Wood's Despatch recommended the establishment of a government education department in each of the five provinces of the company. The five provinces were - Bengal, Bombay, Madras, Punjab and North-Western Provinces. The recommendation further mentioned - the head of those education departments would be the Director of Public Instruction or DPI in short. A group of Inspectors would be appointed under him to assist the DPI. This department would submit an annual report to the provincial government on the progress of education in each province.

5. Establishment of Universities:-
The second proposal of Wood's Despatch highlighted the importance of establishing universities. It was said that those universities would be established on the model of the University of London. One university should be established in Calcutta, Bombay and Madras. The management of those universities would be under the responsibility of a Chancellor and a Vice-Chancellor and a 'Senate' consisting of some government nominated members.

6. Formation of a tiered education system:-
Wood's Despatch recommended the formation of a tiered education system. This recommendation states that - Universities and their subordinate colleges will be at the top of the tiered education system. High school education or secondary education will be in the middle and primary education will be at the lowest level.

7. Criticism of the trickle-down policy:-
Wood's Despatch strongly criticized the trickle-down policy of education and instructed the government to take responsibility for promoting public education to a greater extent. In addition, although English was given priority as a medium in higher education, the necessity and importance of the mother tongue was recognized. It was recommended to take the help of the mother tongue along with English in the promotion and spread of Western knowledge and science.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

8. Conditional financial aid system: -
Wood's Despatch recommends the introduction of the ''Grant-in aid'' system with conditions to encourage private schools. It is said that schools interested in receiving financial aid should comply with the following conditions -
(i) Secularism should be maintained in the school.
(ii) The school management committee should be elected according to the law.
(iii) The school should run its work as per the instructions of the school inspector.
(iv) The school should collect a small amount of salary from the students.
(v) The educational qualification, quality of education and results of teachers should be improved.

9. Teachers' training system: -
Charles Wood in his Despatch recommends the establishment of ‘normal schools’ for the proper training of teachers in this country and providing them with scholarships during their training.

10. Vocational education system:-
Wood's Despatch recommended the introduction of vocational education systems such as law, medicine, engineering and technology, along with general education.

11. Expansion of female education: -
According to Sir Charles Wood, female education has not been expanded in this country; whereas without the expansion of proper female education, the progress of public education is not possible. Therefore, Wood's despatch recommended the establishment of more girls' schools. It also mentioned the formulation of a separate curriculum suitable for the development of the character and personality of girls.

12. Education of minorities: -
By defeating the Muslim royal power, British rule was established in India. Therefore, the hatred of the English among the Muslim community in this country was strong. Due to this hatred, the Muslims did not show any interest in the education introduced by the English. As a result, they lagged far behind in terms of modern education. To improve this situation, Wood's despatch recommended the establishment of a separate education system for Muslims.

13. Textbook:-
In Wood's Despatch, instruction was given in the mother tongue at the primary level and partly at the secondary level. Western philosophy and science were selected as the subject of education in India. Therefore, in Wood's Despatch, the government was instructed to translate books on Western philosophy and science written in English into the vernacular to make them easily accessible to the students.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

Aim and objective of Hunter Commission 1882 :-

Why was the Hunter Commission formed?

Or, what were the objectives of the Hunter Commission?




Objectives of the formation of the Hunter Commission:-


The aims and objectives of the Hunter Commission were -
(i) To see how effective the recommendations made in Wood's Despatch for the improvement of the Indian education system have been and if they have not been effective, to find out the reasons for this and to make necessary recommendations on how to implement them.

(ii) To investigate the reasons for the obstruction of the work of public education.

(iii) To inquire into the condition of government-run institutions in the national education system, what policy the government will adopt towards private efforts, and to express necessary recommendations or opinions.

(iv) To determine the necessary policy for further expansion of government financial assistance.

(v) To advise on the policy to be adopted in the provision of religious education in schools.

(vi) To observe the educational institutions run by missionaries and to advise on the role of missionaries in the future.

(vii) To provide necessary advice for the development of the primary education system.

(viii) To advise on the formulation of a policy for the allocation of grants to private schools.

It is necessary to mention here - the responsibility of reviewing higher education or university education was beyond the jurisdiction of this commission.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

1. When was the Hunter Commission formed?
3rd February 1882.

2. Under whose leadership was the Hunter Commission formed? Who was the Chairman of the Hunter Commission?
In 1882, the then Viceroy Lord Ripon formed the Hunter Commission under the leadership of Sir William Wilson Hunter, a member of his Executive Council.
The Chairman of the Hunter Commission was Sir William Wilson Hunter.

3. Write the names of two Indian members of the Hunter Commission.
Anand Mohan Bose, Maharaj Jatindra Mohan Tagore, Bhudev Mukherjee, Justice K. Telang, Syed Mamud - etc.

4. When did the Hunter Commission submit its report?
In 1883 AD (eight months after its formation).

5. How many proposals did the Hunter Commission submit in total?
The Hunter Commission submitted 222 proposals to the government.

6. How many pages was the Hunter Commission's report?
The Hunter Commission's report was 600 pages.

7. Which was the first education commission of India?
The first education commission of India was the Hunter Commission in 1882.

8. Which was the first education commission of independent India?
The first education commission of independent India was the Radhakrishnan Commission or the University Education Commission (1948).

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

Recommendations of Hunter Commission on Primary Education.




Recommendations of Hunter Commission on Primary Education.

On 3rd February 1882, the then Viceroy Lord Ripon appointed Sir William Wilson Hunter, a member of his Executive Council, as the President and formed the First Indian Education Commission or Hunter Commission. Since the expansion of primary education in this country was very slow from 1854 to 1882, the Hunter Commission gave special importance to primary education. According to the Commission, primary education is the most important tool for the expansion of public education. Therefore, the Commission presented some valuable recommendations regarding the development and expansion of primary education. The recommendations are -

1. Education Policy:-
(i) Primary education will be considered as a self-contained level of education. It will never be considered as a preparatory stage for secondary education.

(ii) The purpose of primary education will be to provide minimum education for the people of the country.

(iii) In those areas of the country where the system of employing illiterate persons is in operation, arrangements should be made for the employment of minimum educated persons. This will make the work of expanding primary education much easier.

(iv) The government should pay special attention to the progress and expansion of primary education.

2. Administration of Primary Education:-
(i) The responsibility and management of primary education will be vested in the District Boards and Municipal Boards.

(ii) Such autonomous institutions will form an Education Board in their respective areas and entrust it with the responsibility of establishing new schools and helping the native schools. 

(iii) This Education Board will also take over the responsibility of the primary schools under the government.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Financial Recommendations:-
(i) Every District Board and Municipal Board should constitute a separate fund for primary education.

(ii) A large portion of the money received from local and provincial revenues should be spent on primary education.

(iii) Primary education will have priority and greater demand on the money allocated to the education sector.

(iv) The Government should also allocate one-third of the total allocation for education for primary education.

(v) The provincial government should bear the expenses required for school inspection and normal school management.

(vi) Arrangements should be made to collect salaries from people other than the poor.

(vii) Grants should be given to schools based on examination results.

4. Recommendations regarding curriculum:-
(i) The medium of instruction at the primary level should be the regional language or mother tongue.

(ii) The curriculum of primary level education should not be uniform throughout India. Rather, the needs of the local people should be kept in mind while selecting the content.

(iii) The primary level curriculum should include indigenous mathematics, accountancy, surveying, physical science, health science, art, agricultural science, etc.

(iv) The local authorities or directors should be given freedom in selecting the textbooks for the schools.

(v) Sports, exercise, school drills etc. should be included in the curriculum for the physical, mental and character development of primary school students.

5. Recommendations regarding teacher training:-
(i) For the improvement of primary education, emphasis should be laid on the expansion of the teacher training system.

(ii) A large number of ‘normal schools’ should be established throughout the country for teacher training. The provincial governments should bear the cost and responsibility of this.

Evaluation of the recommendations of the Hunter Commission regarding primary education:-


1. The Commission recommended in its report that primary education should be considered as the minimum education necessary for the public. Although it did not explicitly indicate that it should be made compulsory, it was implicitly accepted that primary education is especially necessary for public welfare.

2. The Commission recommended that primary education should be organized as a self-sufficient stage. Today, primary education is considered as a self-sufficient stage in any developing country.

3. The Commission recommended delegating the responsibility of primary education to local self-government bodies. This policy is also being followed in various countries at present. In some states of our country - such as West Bengal, Tripura, Kerala etc., several responsibilities for the management of educational institutions at the lowest level have been delegated to the Panchayats and Municipalities.

4. The Commission recommended linking the curriculum of primary education with the needs of the society. This policy is also supported by modern educationists.

5. The valuable recommendations made by the Commission on teacher training and school inspection are also very significant in the modern education system.

In short, many of the policies that are currently followed in primary education in our country were included in the Hunter Commission.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments

The role of Count Cavour in the Italian unification.




The role of Count Cavour in the Italian unification.

Count Cavour was a pragmatic leader of Italian unification. Previously, Mazzini had sown the seeds of the republican ideals, but Cavour went a completely different path and was a supporter of the constitutional monarchy. Cavour believed that it was impossible for Italy to free itself from the subjugation of Austria without foreign help. Mazzini had indeed initiated the Italian people into nationalism; but Cavour actually completed the unification of Italy. Therefore, historian Phillips said - Cavour was the maker of modern Italy. .

1. Cavour's ideology and policies: -
Cavour did not believe in Mazzini's republican ideals. He was a supporter of the constitutional monarchy. Cavour believed that if the development of republican ideology spread in Italy, the monarchical unity of Italy would be disrupted and the dream of Italian unity would not be fulfilled. Therefore, Cavour took up the program of unifying Italy under the Piedmont dynasty.
In addition, he was in favor of taking help from foreign powers to get rid of Austrian subjugation. Because, the reality of that time was that - Italy was by no means Austria's equal in terms of military power. This ideology of Cavour clearly proves that he believed in RealPolitik.

2. Plan and programme: -
When discussing the history of Cavour's role in the Italian unification, five principles are mainly seen in terms of plan and programme. These five  plans are -
(i) To achieve the unity of Italy under the royal power of Piedmont.
(ii) Constitutional and economic reforms.
(iii) To obtain international support by presenting Italy's problems to the international context.
(iv) To establish a constitutional monarchy by getting rid of Austrian subjugation.
(v) To establish an ideal state by establishing equality under the law.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

3. Crimean War and support from France and England:-
During the Crimean War, he deployed the Piedmontese army on the side of France and England. Cavour's main objective behind this was to gain the support of liberal states like France and England. After the Crimean War, Cavour was able to properly highlight the Italian problem at the Paris Peace Conference in 1855. He forced the European liberal powers to accept that if the Italian problem was not properly resolved, it would also become dangerous for European unity.

4. Treaty of Plombier - 1858:-
The French Emperor Napoleon III was hostile to the Republic because he himself had destroyed the Republic in France; therefore, he was sympathetic to Cavour's monarchical ideology. Also, the main goal of Napoleon III’s foreign policy was to completely break the Vienna Treaty by supporting nationalist movements in Europe. On the other hand, Cavour was hoping to get help from the French Emperor Napoleon III. As a result, the Treaty of Plombier was signed between Napoleon III and Cavour in 1858. It was decided that -
(i) Napoleon III would provide military assistance if Piedmont was attacked by Austria.
(ii) Lombardy, Venetia and some parts of the Papal States would be annexed to Piedmont.
(iii) Savoy and Nice would be given to Napoleon.
(iv) The Bourbon monarchy would remain in Naples and Sicily.
(v) Central Italy would be formed with a large part of Tuscany and the Papal States.

5. War against Austria: -
After the Treaty of Plombier with the French Emperor Napoleon III, Cavour started a movement against Austria in the Lombardy and Venetia regions occupied by Austria. Austria was furious and sent an ultimatum to Cavour, but Cavour ignored it. Then, when Austria declared war on Piedmont, Napoleon III deployed French forces on Piedmont's side according to the Treaty of Plombier. Austria was defeated in the Battles of Magenta and Solferino and the French forces occupied Lombardy. As a result, there was a strong reaction throughout Italy.

6. Treaty of Villafranca:-
Although Austria was defeated in the Battles of Magenta and Solferino, the French Emperor Napoleon III suddenly signed the Treaty of Villafranca with Austria. By this treaty, France declared an end to the war against Austria. The hope of liberating Italy from Austria was dashed. The conditions of the Treaty of Villafranca were -
(i) France would not take up arms against Austria.
(ii) Lombardy would be annexed to Piedmont.
(iii) Venetia would remain under Austria.
(iv) The status quo would remain in Italy.
The Treaty of Villafranca was Napoleon III's betrayal of Italian nationalism. But the Emperor of Piedmont accepted the terms of the Treaty of Villafranca after considering the reality.

LIST OF ALL NOTES / PROJECTS : CLICK HERE

7. Annexation of Central Italy: -
Meanwhile, mass movements against Austria had started in the regions of Tuscany, Madonna, etc. belonging to Central Italy. However, this movement was influenced by the republican ideology of Mazzini. The people of all these regions demanded annexation with Piedmont. Although it was against Cavour's systematic ideology, Cavour wanted to use this opportunity. He obtained Napoleon III's support in annexing the remaining states of Central Italy to Piedmont, leaving Savoy and Nice to France. Then the states of Central Italy were annexed to Piedmont by a referendum.

8. Garibaldi and the possibility of establishing a republic: -
When the peasant movement against the Bourbon misrule started in southern Italy, the Italian nationalist leader Garibaldi expelled the Bourbon army from Sicily with the help of a guerrilla force of 1090 people. The peasants considered him a liberator. Then the same incident happened again in Naples and the Bourbon army was expelled from Naples as well. Then Garibaldi planned an expedition to Rome with the aim of establishing a republic in Italy.
As a result of this announcement by Garibaldi, Cavour got into trouble. Because Garibaldi did not believe in Mazzini's republican ideals. If a republic had been established in Rome as a result of Garibaldi's expedition, it would not have been positive for the establishment of a united Italy.

9. Annexation of Southern Italy:
In the above situation, the very prudent Cavour was able to convince Napoleon III that Rome, Naples and Sicily should be immediately annexed to Piedmont to maintain European stability and unity. With the support of Napoleon III, King Victor Emmanuel of Piedmont left Rome and occupied the Papal States and arrived in Naples.
In this situation, Garibaldi was not in favor of war and gave up his rights to Sicily and Naples. As a result, Sicily and Naples were annexed to Piedmont.

10. Annexation of the rest of Italy: -
Cavour did not witness the complete unification of Italy in his lifetime. In 1861, Emperor Victor Emmanuel of Piedmont was crowned King of Italy. In 1863, Venetia was annexed to Italy. In 1870, the French army was expelled from Rome. In this situation, Victor Emmanuel occupied Rome and declared Rome the capital of Italy. Thus, the unification of Italy was completed.

Finally, it can be said that the seed of nationalism that Mazzini had sown in the ideology of the Italians was developed into a full-fledged tree by Count Cavour. Therefore, Cavour is truly called the father of modern Italy. Regarding Cavour's role in the unification of Italy, historian Lipson said - He lived long enough to create Italy and to earn the undying gratitude of the Italian people.
However, historians such as Gordon and Craig have strongly criticized Cavour's approach. Because Cavour abandoned Mazzini's democratic ideals. In addition, historians such as David Thomson, Grenville did not want to credit Cavour as the founder of New Italy. They are in favor of crediting Cavour only as a pragmatic politician.
However, despite some criticism, it is undeniable that Cavour's role in the formation of modern Italy is significant.

LIST OF ALL NOTES / PROJECTS : CLICK HERE
Share
Tweet
Pin
Share
No comments
Newer Posts
Older Posts

Contact Form

Name

Email *

Message *

About me

Hellow viewers, myself Nandan Dutta reside at Maheshpur ,Malda, West Bengal, India.

My intent to make the website is to share my view and knowledge to the HS students. They can easily find projects, HS suggestion and many more here.


Categories

  • Career (2)
  • CLASS 11 (XI) (1)
  • Class XI 1st Semester (7)
  • CLASS XI 2nd Semester (16)
  • H.S. 3rd SEM (9)
  • H.S. EDUCATION (5)
  • H.S. HISTORY (1)
  • HS SOCIOLOGY (2)
  • HS SUGGESTION (1)
  • INDIAN HISTORY (30)
  • NCERT (1)
  • POLITY (61)
  • PROJECT (96)
  • Sociological Studies (79)
  • Teaching & Education (128)
  • TEST PAPERS SOLVE (11)
  • TEST PAPERS SOLVE 2020 (7)
  • WORLD HISTORY (53)
  • XI EDUCATION (7)
  • XI HISTORY (3)
  • XI POL SC (1)
  • XI SOCIOLOGY (1)
  • XII Bengali (1)
  • XII Sanskrit (1)

recent posts

Sponsor

Facebook

Blog Archive

  • July 2025 (14)
  • June 2025 (4)
  • May 2025 (23)
  • April 2025 (75)
  • March 2025 (32)
  • December 2024 (5)
  • November 2024 (70)
  • October 2024 (1)
  • September 2024 (1)
  • July 2024 (5)
  • June 2024 (3)
  • April 2024 (2)
  • March 2024 (3)
  • February 2024 (11)
  • January 2024 (1)
  • November 2023 (4)
  • October 2023 (8)
  • September 2023 (10)
  • April 2023 (9)
  • March 2023 (18)
  • February 2023 (2)
  • January 2023 (1)
  • December 2022 (3)
  • November 2022 (3)
  • October 2022 (4)
  • September 2022 (16)
  • August 2022 (3)
  • July 2022 (5)
  • June 2022 (5)
  • April 2022 (23)
  • March 2022 (10)
  • February 2022 (18)
  • January 2022 (30)
  • December 2021 (8)
  • November 2021 (12)
  • October 2021 (2)
  • September 2021 (5)
  • August 2021 (2)
  • July 2021 (2)
  • June 2021 (5)
  • May 2021 (1)
  • April 2021 (2)
  • November 2020 (1)
  • October 2020 (1)
  • August 2020 (2)
  • June 2020 (3)
  • May 2020 (1)
  • October 2019 (3)
  • September 2019 (5)
  • August 2019 (3)
  • June 2019 (3)
  • May 2019 (3)
  • April 2019 (1)
  • March 2019 (2)
  • February 2019 (3)
  • December 2018 (1)
  • November 2018 (3)
  • October 2018 (4)
  • August 2018 (1)

Total Pageviews

Report Abuse

About Me

subhankar dutta
View my complete profile

Sponsor

Pages

  • Home
  • Project
  • জাতীà§Ÿ শিক্ষানীতি 1986 SAQ
  • EDU FINAL A 2020
  • Class XI ( Class 11 ) Sociology chapter wise MCQ &...
  • Class 12 (H.S.) History Chapter Wise MCQ & SAQ
  • Class 11 (XI) Sociology 1st chapter MCQ & SAQ
  • H.S. Sociology notes .
  • H.S. Sociology 1st chapter MCQ & SAQ ( only reduce...
  • H.S. Education 10th chapter SAQ & MCQ
  • H.S. Education 10th chapter MCQ & SAQ
  • CLASS 12 SOCIOLOGY 4TH CHAPTER SAQ WITH ANSWER

Pages

  • About Me
  • Contact
  • Privacy Policy
  • Disclaimer

Created with by ThemeXpose | Distributed by Blogger Templates