PAKISTAN INTERNATIONAL

SCHOOL JEDDAH

SUBJECT: HISTORY
LESSON: IMPORTANT NOTES
UNIT: 01
GRADE: VIII
Prepared By: Ms. Aaisha Sajjad
IMPORTANT NOTES
SHORT ANSWERS
Q3. Why did it become necessary after the 1857 War
to have Indians on the Viceroy's Executive Council?
Ans: The Penal Code left by Lord Macaulay was
enforced in 1860. District Courts, leading up to High
Courts and finally to a Supreme Court came into
existence. Most of the judicial officers were British but
their inexperience of Indian customs made a whole
class of legal middlemen come into being to advise
their local clients in the British system of law.
Q4. What were the reforms put into place by Bentinck and
what was their result?
Ans: Lord William Bentinck, was a British soldier and
statesman. He served as Governor-General of India from 1828
to 1835. He has been credited for significant social,
administration, Judicial, financial and educational reforms in
India. His tenure is known for the social reforms such as
Abolition of Sati in 1829, Suppression of Thugi, and
Suppression of Infanticide etc. Bentinck left India in 1835 AD.
He holds the highest rank among all the Governor-Generals in
India due to his various reforms. His seven years rule came to
be known as an “Age of Reforms”.
Q5. Who benefited from the network of roads and
railways and other modernization during British rule?
Ans. For the convenience of administration and swift
movement of the army the British built network of roads
and railways. A whole network of railways now connects all
of India. The Grand Trunk Road was extended up to
Peshawar and surfaced with metal. People from different
parts of India came in contact with each other, there was
an increase in communication and the feeling of
nationalism grew up. British made these facilities for their
own interest but it benefited the Indians as well.
Q6. What changes took place in the lifestyle of the British rulers
before and after the War of 1857?
Ans: Before the War, English officers had adopted the ways of the
Indians and had even started to dress like them. They rode on
elephants and had a following of officers just like the Mughal
Emperors' state processions.
After the War of 1857, the British isolated themselves behind
their exclusive Gymkhana Clubs and Civil Lines residential areas.
Families of civil and military officers were encouraged to come
out and live in India and a whole culture of the white Sahibs and
Mem-Sahibs was formed with many Indian servants to serve
them.
Q7. Explain the education policy of the British in India as
conceived by Lord Macaulay.
Ans: Lord Macaulay's intention was to form a class of
persons who may be interpreters between us and the
millions we govern.
The missionaries had also identified the teaching of the
English language and a western curriculum as essential to
their promotion of Christianity.
It became far more practical and necessary to gain western
education in English to get jobs in the British
administration.
Q8. What were the economic implications of British rule
in India?
Ans: All the raw materials, locomotives, railroad
equipment, and cars were directly imported from Britain.
Britain was assured of a steady market for its
manufactured goods in India. Agricultural production was
boosted by the construction of irrigation canals in the
United Provinces, Punjab and Sindh. There was a marked
change in the lifestyles of the rulers and the ruled. The
greatest impact of British policies was the drain of wealth
from India.
LONG ANSWERS
Q1. What were the outcomes for the Indians of the Subsidiary
Alliances and the Doctrine of Lapse brought into effect by the
British?
Ans: Lord Wellesley (1798-1805) came up with the policy of
'Subsidiary Alliances' to bring the states under British control.
Under this policy the ruler had to enter into an alliance with the
British to accept troops into his state and pay for them by giving
land or money to the British. They also had to accept a British
Resident at their court and take his advice in any treaties made
with neighbouring rulers. They also had to promise not to
employ any other foreigners in their state except the British.
In 1852, Dalhousie introduced the Doctrine
of Lapse by which rulers had to cede their
states to the British if they did not have a
hereditary successor or else if the successor
was not competent. By 1856, most of India
was under the direct rule of the East India
Company and the indirect rule of the British
Crown.
Q2. Describe how the British administered their
empire in India.
Ans: After 1858, India was divided into eleven
provinces which were directly under British rule
with 560 Princely States whose rajas, maharajas
and nawabs followed the policies of the British
Crown. The British followed the administration
of the Mughals with centralization at the core
and a responsible provincial government.
The provinces were divided into districts
with further sub-division into thanas and
tehsils. A number of districts were grouped
under a division which was administered
by a commissioner. The whole structure
was ably managed by Civil Service officers.
Q9. Explain the purpose of the Indian Councils'
Acts of 1861 and 1892. How were these put into
effect?
Ans: The British administration decided to include
Indians on their councils so that they could advise
them on various issues related to their way of living
and culture. The Purpose of Indian Councils' Acts of
1861 was that The Viceroy had the right to veto any
law being passed by the Legislative Councils.
While Indian Councils' Acts of 1892 was to
bring improvement by the inclusion of more
Indians on the Legislative of the Viceroy. The
strength of the Council was increased and
two fifth of its members would be non-
official. The Indian members could question
the government on financial policy but could
not submit or propose any resolution.
Under pressure from the Indian National
Congress, the British Indian government
agreed to hold elections in India. The Act
was criticized for giving hardly any
concessions to Indians in voicing their views
in the administration of the country.