INSIGHTS MISSION 2018

STATIC TEST SYNOPSIS 24

1.Critically examine the impact of social policies of British in India.

Answer:

Initially British did not interfere in social issues concerning India. Though some of
these policies attempted to eradicate social evils prevalent in the Indian society at that
time but this was done mostly to make their rule and administration easy in India such as:
1. They introduced liberal principles like Widow remarriage, acts against Sati and
Child marriage, which led to awareness among people regarding these social evils.
2. Introduction of English language in education system came as an additional benefit
to Indian citizens but Indian languages were neglected resulting in low literacy.
3. Indian Constitution has taken many provisions from Government of India Act 1935.
4. By intervening in tribal areas, the British disturbed their culture and led to large-
scale evacuations, which led to migration and unrest.
5. By adopting revenue policies like Ryotwari Settlement, Permanent
Settlement, Mahalwari System rural structure and land ownerships were changed
giving rise to zamindars in the society and increasing poverty.
6. They divided country and society on religious grounds, which fractured age-old
harmony among Hindus and Muslims (partition of Bengal, separate electorates).
Hence, social policies of British had an everlasting impact on India as some of the
changes still reflect in present society.

2. Critically analyze the implications of Press policy of British in India.

Answer:

The British government reacted with a series of acts and policies against Indian
Press. Wellesley anticipating French invasion of India enacted censorship of Press Act
1799. Licensing Regulations 1823, Metcalfe Act 1835, Licensing Act 1857 and Registration
Act 1867 followed. The infamous Vernacular Press Act of 1878 was designed to better
control the vernacular press and effectively punish and repress seditious writing. It was to
escape this Act that Amrita Bazar Patrika turned overnight into an English newspaper.
Newspaper Incitement to Offences Act 1908 and Indian Press Act 1910 were the other laws
passed. Section 124 A was already there against the journalists because of which they could
not criticize government officials directly

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But, politically conscious Indians were attracted to modem civil rights, especially the
freedom of the Press considering it as the chief instrument for carrying out education and
formation of nationalist ideology. As a result of these policies, there was strong opposition
and sharp criticism against the government. Nearly all the major political controversies of
the day were conducted through the Press. Newspapers reached remote villages and
were read by a reader to tens of others. Press highlighted the ideologies and works of
freedom fighters, which helped them to reach to all section of people. Congress resolutions
and proceedings were also propagated through Press.
British soon realized the potential of press to ignite the Indian sentiment. Their
actions against the freedom of press led to nationwide protest and helped in the freedom
struggle.

3. Critically examine the success of Education policies of British in India.

Answer:
Development and success of education system during the British period was determined by
the needs of the colonial powers. For instance:
1. The Charter Act of 1813 for the first time included education of Indian people within
the duties of the Company thereby laying the foundation of modern educational
system. However, the vagueness of the clause 43 of the Charter Act of 1813
intensified the Oriental and Occidental educational controversy in India. Therefore,
the recommendations of the Charter Act of 1813 were delayed until 1823
2. Macaulay aimed to form a class of persons, Indian in blood and colour, but English in
taste, in opinions, in morals and intellect to spread European literature and science
among Indians. His Minute ultimately decided the policy, medium, means and aims
of education in India.
3. Bentinck was greatly influenced by the views of Macaulay. In line with the
Bentinck’s Resolution, 1835, in 1844, Lord Hardinge proclaimed that for services in
public offices, preference would be given to those who were educated in English
schools. Thus, education was imparted with the limited object of preparing pupils
to join services. The emphasis was on producing good clerks.
4. Wood's Despatch led to establishing universities at Calcutta, Madras and Bombay
and creation of an Education Department in each province of British India. But before
any further action could be taken the Government of India was transferred from the
Company to the Crown.
5. Thus, the centre of interest in education now shifted from London to
Calcutta. Parliamentary interest in Indian education was reduced to minimum and
the Government of India became the most effective authority to deal with important
educational issues.
Hence, education in India under the British Government was first ignored, then violently and
successfully opposed, then conducted on a system now universally admitted to be
erroneous and finally placed in its present form.

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4. Critically discuss the impact of peasant movements of the years
immediately after 1857 revolt.

Answer:
The peasant movements after 1857 were an outcome of the economic and political
loopholes due to foreign rule over India. It emerged as an expression of resentment against
the arbitrary and unjust taxes, which was excessive in character and led to increasing land
alienation and indebtedness further compounded by the role of
moneylenders. Peasant often rebelled only when he felt that it not possible to carry on in
existing manner. Examples- Indigo revolt, Kuka revolt.
1. These movements created an atmosphere for post- independence agrarian
reforms, for instance,’ abolition of Zamindari.
2. They eroded the power of the landed class, thus adding to the transformation of the
agrarian structure to some extent.
3. The peasants became an inseparable part of freedom struggle
through kisan sabhas and satyagraha later on.
4. In these movements, Indian peasants showed great courage and sacrifice,
remarkable organizational abilities, and solidarity that cut across religious and caste
lines.
But these movements tried to address only the immediate causes and never aimed at
overthrowing the imperial yoke. These movements were beginning stages of awakening
and lacked a broader vision for all India movement. Most of these movements were
organized by local leaders who were satisfied once their immediate grievances were
addressed. They failed to see the imperial motives of a colonial government. Many of the
peasant movements turned out to be violent, hence facing severe repression and short
life both in its impact and extent.
Thus, the peasant movements of the 19th century could not develop in to long term political
movements, was limited in its reach and lacked a positive conception.

5.Critically discuss the importance of recommendations made by

Woods Despatch.

Answer:
Charles Wood, the president of ‘Board of Control’ of England recommended to combine the
streams of both the lowest and the highest form of education in 1854. This is known as
‘Wood’s Despatch’. This despatch is called ‘Magna Carta’ in the history of English education
in India. Its recommendations were:
1. To form a separate education department,
2. To establish three universities in Calcutta, Bombay and Madras presidencies,

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 3. To take adequate measures for the teachers and the teaching,
4. To reform the government schools and colleges,
5. To establish new middle schools,
6. To start grants-in-aid in private schools,
7. To improve the native primary schools,
8. To expand women education, mass education, progress in vernacular language and
to set up of teachers’ training,
9. To increase the number of government schools arranged for inspection and to
initiate secular education system, etc.
Charles Wood played a very positive role in the expansion of higher education in
India. After his recommendation, three Universities were found in Calcutta, Bombay and
Madras. Later Lahore (1882) and Allahabad (1887) universities were found. He rejected the
filtration policy. Director of Public Instructions (DPI) was formed in 1855. There were 79
English schools and 140 aided government native schools under this organization.
On the flip side:
1. The government did not curb the proselytizing activities of the missionaries. The
policy of neutrality was not acted upon even for a long time after the Despatch.
2. The state did not stop the instruction in schools and colleges through the medium of
English and local languages were neglected.
3. The expenses on secondary and higher education were not cut down and the funds
for primary and elementary education could not be adequately provided.
As a result, primary indigenous education suffered in comparison to secondary and higher
education. The higher education also remained equally defective. Indian languages could not
find any place in higher education and were neglected.

6.Critically examine the Constitutional and Extra-constitutional challenges to

working of Federalism in India.

Answer:
Federalism is one of the most important factors of modern constitutionalism. But there are
certain federal tendencies, which threaten national unity and integrity. They pose
hindrances to federal system in India.
1. Two sets of governments operate simultaneously in a federation. The Central and
State governments enjoy powers under the Constitution. The main problem is
to effect a satisfactory division of powers between them.
2. In India, the powers of both the Central and State Governments are specifically
enumerated in the Union list and State list respectively while powers mentioned in
the Concurrent list are enjoyed by the two sets of governments. The residuary
powers are vested in the Central government.
3. The powers must not only be satisfactorily distributed between the Centre and the
Units, but provision must be made to prevent either from encroaching upon a
sphere allotted to the other. The most important safeguard is the setting up of an

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 independent Supreme Court to interpret the constitution and decide conflicts of
jurisdiction between the Centre and the Units.
4. Relative economic and fiscal incompatibilities among the units- The forces of
imbalance in this field are demands for economic planning and development and for
regional economic equality and financial autonomy of states.
5. Regionalism is a great hindrance to federal system in India. It takes different forms
like demands for secession, demands for separate statehood, demand for full state
hood etc.
6. External forces also sometimes disrupt a federation. For example, there are
tensions in the North-Eastern states in India due to the involvement
of neighbouring countries. The Tamil issue in Sri Lanka created disruptive forces in
India.
7. Physical environment may also create problems for a federation by affecting
communication. In India, the North- Eastern states are having similar feelings and
creating problems for the federation.

7.The success of Bargaining Federalism in strengthening the Federal structure

of India depends on its management. Critically comment.

Answer:

Federalism and cultural and ethnic pluralism have given the country’s political system great
flexibility, and therefore the capacity to withstand stress through accommodation. However,
continuation of the same requires not simply federalism, but cooperative and constructive
federalism.
Federalism in India represents a compromise between the following two conflicting
considerations:
1. Normal division of powers under which states enjoy autonomy within their own
spheres. This is reflected in territorial and river water disputes between states
demand for financial grants etc.
2. Need for national integrity and a strong Union government under exceptional
circumstances such as use of Article 356 by the Centre, inter-State Council and
adjudication of any dispute related to water.
It is seen that every centre-state and inter-state relation has a political dispute at its
heart. Such a dispute slowly ripens into an economic one and leads to underdevelopment,
poverty and birth of negative forces. Unless political disputes and stagnation in the
economic field is not addressed, integration and solidarity in the federal set up will not be
complete. A strong Centre is necessary for strong States and vice versa is the essence
of federalism.

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8.Critically analyze the working of Federalism in India since Independence.

Answer:
The changing dynamics and the varied experiences that India had such as one-party rule,
coalition etc have led to the shift from Centralist to Federalist to Centre- Federalist forms of
federal governance. The rise of regional parties, the formation of coalition Governments
and active role of the Judiciary have shaped the trajectory of federalism by swinging the
pendulum from cooperative to confrontationist and vice versa.
1. First fifteen years after independence (1950s-60s) were marked by a democratically
elected regime with a comfortable majority along with idealism and freshness of
hope having just gained independence.
2. The supremacy of the Centre broke the power of States and established a new
balance or rather, imbalance and confrontation between the Centre and the States
during 1960s to 1980s.
3. From 1990 onward, the years were marked by regime of coalition government of
national and regional parties at the centre, which were cooperative in nature.
4. The current trends emphasize cooperation and coordination, rather than
demarcation of powers between different levels of government. The basic theme
today is interdependence.
Thus, it has been a trend in Indian political history that so long as the central and state
governments were ruled by the same political party, the cooperative framework worked
very well. But when different political parties were in power in the centre and the states and
more recently when coalition governments were in power, there were signs of stress and
tension in intergovernmental relations between the Centre and the States.

9.Analyze the provisions related to legislative relations between Centre and

State as envisaged by the Constitution in the light of concepts of Federalism.

Answer:
The Constitution contains elaborate provisions to regulate the various dimensions of the
relations between the Centre and the states. Articles 245 to 255 in Part XI of the
Constitution deal with the legislative relations between the Centre and the states. There
are four aspects in the Centre-states legislative relations:
1. Territorial extent of Central and state legislation such as the Parliament can make
laws for any part of the territory or whole of India, state legislature can make laws
for whole or any part of the state etc.
2. Distribution of legislative subjects in the Constitution provides for a three-
fold division i.e. Union List, State List and Concurrent List in the 7th Schedule.
3. Parliamentary legislation in the state field is empowered by the Constitution on any
matter enumerated in the State List under the following five cases: When Rajya

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 Sabha passes a Resolution, during a national emergency, when state makes a
request, to implement international agreements and during President's Rule.
4. Centre's control over state legislation such as governor reserves certain types of bills
passed by the state legislature for the consideration of President, bills on certain
matters in State List can be introduced in the state legislature only with the previous
sanction of the President etc.
Although Centre and states are supreme in their respective fields, maximum harmony and
co-ordination among them is essential for effective operation of federal system.

10.Critically examine important recommendations made by

M. M. Punchi commission to strengthen Centre-state relations in India.

Answer:

The Central government constituted the Punchi Commission in 2007 to examine Centre-
State relations. It was chaired by the former Chief Justice of India M.M. Punchi. It submitted
its recommendation in 2009. Some of its important recommendations are:
1. It recommended for giving a fixed term of five years to the governors and their
removal by the process of impeachment (similar to that of the President) by the
State Legislature. The governor should have the right to sanction prosecution of a
minister against the advice of the council of ministers.
2. It called for an amendment of Articles 355 and 356 to enable centre to bring specific
trouble-torn areas under its rule for a limited period. Hence, it proposed
‘localizing emergency provisions’ under which either a district or parts of a district
can be brought under the central rule instead of the whole state. Such an emergency
should not be for more than 3 months.
3. There should be clear guidelines for the appointment of chief ministers, so that
there is sort of regulation on discretionary power of Governor. A pre-poll alliance
should be treated as one political party, because that lays down the order of
precedence that ought to be followed by the governor in case of a hung house as
follows:
• The group with the largest pre-poll alliance commanding the
largest number.
• The single largest party with support of others.
• The post-electoral coalition with all parties joining the government.
• The post electoral alliance with some parties joining the government
and remaining including independents supporting from outside.
4. There should be a mechanism through which the centre consults states before
introducing a bill on concurrent list items. This consultation mechanism should be
through inter-state council. Centre should occupy only that much of subjects in
concurrent list or any other overlapping jurisdiction which is absolutely needed to
achieve uniformity of policy in national interest.

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5. It proposed that Centre should have power to deploy its forces in case of communal
violence without state’s consent for a short period of a week.

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