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Q.1 Explain the meaning of the following terms: Domestic system, Anglicists, Orientalists, Sati,
Permanent Settlement, Ryotwari System.
Ans.: Domestic System. By the domestic system, we mean the system by which things are
produced at home by employing the different members of a family, and by using the local
know-how.
Anglicists. Anglicists were those persons, who (Macaulay), advocated the teaching of
western learning by employing English as the medium of instruction. They believed that
such persons would be more faithful to the British empire. They would serve their purpose
more honestly and that too with lower pay.
Orientalists. There were those persons, who, (H.H.Wilson), advocated the teaching of
oriental learning through local-languages like Sanskrit, Persian and Arabic. But such
people were vehemently opposed by the Anglicists and the British Government also did not
agree to their view and decided to impart knowledge through the medium of English.
Sati. In India, a woman who used to burn herself to death on the pyre of her dead
husband, used to be called a sati. In the beginning, it was a self-imposed practice but, later
on it degenerated into a forced practice, so people like Raja Rammohan Roy raised their
voice against this inhuman practice and ultimately they succeeded in getting it abolished.
Permanent Settlement. The system of revenue that was introduced by Lord Cornwallis in
Bengal in 1793 A.D. is known as the Permanent Settlement. Under this system, and land
revenue was fixed permanently at a fixed amount. Secondly, the Zamindars, who were
formerly merely revenue collectors, became land-owners.
Ryotwari System. This was a system under which the settlement of land revenue was
made directly with the ‘ryots’ or the cultivators. But here too, the position of the cultivators
was quite miserable. Firstly, the settlement was not permanent. Secondly, the tax rate of
settlement was so high that the cultivators often found themselves in the clutches of the
money-lenders.
Q.2 Assess the work of Mahadev Govinda Ranade or the Indian Social Conference in the field
of social reform.
Ans.: Mahadev Govinda Ranade, a great leader and a social reformer, had also a great passion
for social reform. He was the founder General Secretary of the Indian Social Conference,
founded in 1887 AD.
This conference aimed at (i) Inter-caste marriages and raising the marriageable age; (ii)
abolition of the caste; (iii) widow remarriage; (iv) woman education ; (v) discouragement of
polygamy; (vi) improvement in the conditions of the outcastes; and (vii) settlement of all
religious disputes between the Hindus and Muslims by Panchayatats.
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Q.3 Examine the contribution of Jyotiba Phule to social reform.
Ans.: Jyotiba Phule was great reformer of Maharastra. His services to the society are the
following:
(1) He played a great part in the upliftment of the oppressed classes.
(2) In 1873, he laid the foundation of the Satyashodak Samaj to mobilize the oppressed and
other lower castes to fight for their rights and equality.
(3) He challenged the supremacy of the Brahmas and the authority of the scriptures.
(4) He was popularly known as Mahatma Jyotiba Phule for his great reform work.
Q.4 Name some newspaper which were started in the 19th century and which are coming our
even today.
Ans.: Some papers which were started in the 19th century are still popular these days like the
Times of India started in 1861 A.D. and the Pioneer started in 1865 A.D., the Madras Mail
started in 1865 A.D. and the Statesman started in 1875 A.D.
Q.5 How did the press help in the spread of new ideas and strengthening of national
consciousness?
Ans.: There is no denying the fact that, the press played a vital role in the awakening the country.
It contributes a lot in arousing the national consciousness among the people in India.
Newspapers like the ‘Indian Mirror’, ‘Bomaby Samachar’, ‘The Amrit Bazar patrika’, ‘The
Hindu’, ‘The Kesari’ and several other created a great stir in the political life of this country.
A continous pouring in of patriotic articles by such great national leaders as Lokmanya
Tilak, Lala Lajpat Rai, Bankim Chandra Chatterjee, Din Bandhu Mitra, Ravindra Nath
Tagore, etc. slowly and slowly worked a miracle in arousing political consciousness among
the Indians and prepared them for the national struggle.
Q.6 Write an essay on the life and work of Rammohan Roy.
Ans.: 1. Life of Raja Rammohan Roy. Raja Rmmohan Roy was born in a celebrated family of
Bengal in 1772 A.D. he learnt many languages, such as the Arabic, Persian, Sanskrit, and
the English. He also studied Hindu scriptures like the Vedas, the Upanishad, etc.
2. Work of Raja Rammohan Roy. Raja Rammohan Roy was one of the greatest
reformers that India has ever produced. He greatly loved his people and country, and
throughout his life worked hard for the social, religious, intellectual and political
regeneration of the country.
He is rightly called the “Father of Modern India”. His contributions in bringing about the
dawn of modern thought and ideals are quite appreciable.

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(1) Rammohan Roy vigorously attacked the caste system and declared it as inhuman.
(2) He raised his voice against the in human practice of Sati. It was much because of his
efforts that Sati was abolished by Lord William Bentinck.
(3) He stood for equal rights for women and made a demand for granting the right of
property and inheritance to them for raising their social status. He also advocate the
right of widows to remarry.
(4) He tried his level best to persuade the government to abolish the child-marriage.
(5) He laid a great stress on learning the western literature, education and sciences in order
to eradicate useless traditions and blind-faiths.
Last but not the least, he founded the Brahmo Samaj in 1828 A.D. which continues the
work of removing evils from the Hindu society even after his death.
Q.7 Explain the role of Arya Samaj as a social reform movement in India in the 19th century.
Ans.: Another important movement which tried to reform the Hindu society was the Arya Samaj
which was founded by Dayanand Saraswati in 1875 A.D. Swami Dayanand of the Arya
Samaj made the following contributions to introduce social and religious reforms in the
Indian society:
(1) The Arya Samaj strongly opposed the caste-system and propagated against the
practice of untouchability.
(2) The Arya Samaj strongly condemned the practice of sati and child marriage.
(3) The Arya Samaj prevented the conversion of the Hindus to other religions and thus
saved the Hindu religion.
(4) The Arya Samaj worked actively for the uplift of women and spread of education among
them.
(5) The Arya Samaj started a network of schools and colleges for the spread of education.
These institutions, known as D.A.V. Schools or colleges, work even upto this day.
Q.8 Explain the role of the Young Bengal Movement in the national awakening in India.
Ans.: The association was founded by a teacher of the Hindu College, Henry Vivian Derozio by
name. His supporters were bright and fiery students. Though he himself died very young at
22, yet an echo of his ideas was carried much further by his followers. It is true that the
Young Bengal Movement could never assume the character of a popular movement as it
was predominantly a movement of the educated youth. As such, it could not enlist the
support of the illiterate and poor peasants and in spite of its radical character, it remained
limited in scope. Books and pamphlets can move only the educated can move only the
educated people and the illiterate cannot be influenced by such methods.

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The supporters of the Young Bengal Movement were influenced by the ideals of the French
Revolution. They, therefore, preached the ideals of liberty, equality and fraternity.
Q.9 Explain the contribution of Prarthana Samaj in the field of social reform.
Ans.: The Prarthana Samaj was founded in 1867 in Bombay with the aim of refining the Hindu
religion and throught in the light of modern knowledge.
The light of modern knowledge in Maharashtra was lit by the Prarthna Samaj, which had
such great leaders as the famous Sanskrit scholars and historians like R.G. Bhandarkar
and Justice Mahadeve Gobind Ranade. The Prarthana Samaj was greatly influenced by
the Brahmo Samaj and it preached the worship of one-God. It also tried to free the Hindu
society from the clutches of orthodoxy and priestly dominance.
Q.10 What is the contribution of Ramakrishan Mission or Swami Vivekanand in the field of social
and religious reforms?
Ans.: Swami Vivekanand founded the Ramakrishan Mission in 1896 A.D. to propagate the
teaching of his master Ramakrishna Paramhansa. Ramakrishana Mission or Swami
Vivekanand made the following contributions in the spheres of social and religious reforms:
(1) The Ramakrishna Mission strongly condemned the caste system, ritual ceremonies and
superstitions in the religious sphere.
(2) The Ramakrishna Mission condemned and preached against untouchability.
(3) The Ramakrishna Mission established educational institutions, orphanage, hospitals and
dispensaries and libraries.
(4) The Ramakrishna Mission laid a great emphasis on social good rather than on personal
salvation.
Q.11 Examine the importance of the Theosophical Society in reviving the Hindu religion and
philosophy.
Ans.: The Theosophical society was actually started in U.S.A. but it was introduced by Madame
Blacatasky in India in 1882 A.D. with its headquarters at Adyar near madras. But it was
under Mrs. Annie Besant, who came to India in 1893 A.D. that this society played a great
role in the religious, social and political fields:
(1) This society propagated the message of Hinduism, its culture, philosophy, rituals and mode
of worship.
(2) It recognized the doctrine of the transmigration of soul.
(3) It did not believe in distinction based on caste, colour or creed. In a way, it preached the
universal brotherhood of man.
(4) This society believed in the basic unity of all religions.

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(5) Under the patronage of Mrs. Annie Besant, this society founded the Central Hindu College
at Benaras which later on developed into the Benaras Hindu University.
Q.12 In what ways did Ishwar Chandra Vidyasagar contribute in the making of Modern India?
Ans.: Ishwar Chandra Vidyasagar made the following contributions to the making of modern
India:
(a) Uplift of Womanhood.
(1) He was deeply interested in the education of women and started a Girl’s School in
Calcutta. The Bathune School was also the result of his efforts.
(2) He strongly protested against the child-marriage.
(3) He prepared public opinion for widow-remarriage. Through his efforts, the British
Government had to pass an act legalizing the widow-remarriage in 1856 A.D.
(b) Work in the Educational Sphere.
(1) He developed a new method for teaching Sanskrit.
(2) He evolved a Bengali alphabet which is still in use.
He introduced the study of western thought in the Sanskrit College and also opened its gates for
non-Brahman students.
Q.13 What were the points of controversy between the Anglicans and the Orientalists?
Ans.: In the beginning, the British Government showed total indifference in imparting modern
education to the Indians. But, with the consolidation of the British rule in India, they felt the
need of the such persons who could do minor jobs. Hence, in 1813 A.D., the British
Government decided to set apart a sum of not less than one lakh of rupees for education.
Thus was started a controversy between the two groups called the Anglicans and
Orientalists.
The so-called Anglicans and Orientalist mainly differed on the following two points:
(1) The Anglicans, headed by Lord Macaulay, the then Law Member of the Government
General’s Council, wanted that the amount meant for education should exclusively be spent
for the teaching of western sciences and literature. On the other hand, the Orientalists
headed by H.H. wislon wanted that the amount should be spent for the expansion of
traditional Indian learning. They advocated the encouragement of Sanskrit Persian and
Arabic learning.
(2) The second point of controversy was the medium of instruction. The Anglicists wanted that
the knowledge should be imparted through the medium of English while the Orientalists
were of the opinion that knowledge should be imparted through local languages.

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The two controversies were settled in 1835 A.D. when the Government of India decided to spend
that amount on the teaching of western sciences and literature through the medium of English
language alone.
Q.14 Did modern education help in the awakening in India? Discuss.
Ans.: The main objectives of the British in introducing English education In India were:
(i) That the people who would receive the English education would be more faithful to the
British empire.
(ii) Secondly, they would get clerks at much cheaper rates and as such they would save
money.
(iii) Thirdly, some of such educated Indians would embrace their religion (Christianity).
There is no denying the fact that the modern education did help a lot in the awakening of
India. Whatever might have been the other aims of the missionaries, the Indian reformers
and the British government, the modern education did certainly awaken the Indians. It
brought the Indian people in close contact with the western philosophers and
revolutionaries, who fought against social injustice, economic exploitation.
Q.15 Describe the main phases of the spread of modern education in India in the 19th century.
What were the agencies which helped in the spread of English education in the same
period?
Ans.: Main Phases of the Spread of English Education
(1) In 1813, the government of the Company earmarked a sum of one lakh of rupees to be
spent on education annually.
(2) In 1835, it was decided that the amount meant for education should be spent on the
teaching of western science and literature through the medium of English language alone.
(3) In 1854, as a result of Wood’s Despatch the Government decided to pay more attention to
the spread of education. As a result of this policy, universities were established at Calcutta,
Bombay and Madras.
(4) In 1882, as a result of the Hunter Commission, the Government decided to hand over the
primary education to the local bodies and establish the system of grants-in-aid and the
inspection of schools.
Agencies which helped the Spread of English Education
(1) The Christian missionaries were the first to impart English education. They did so with the
sole aim of spreading Christianity.
(2) Many Indians like Raja Rammohan Roy also started various schools and colleges for
imparting modern education.

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(3) The different reform movements like the Brahmo Samaj, the Arya Samaj, the Ramakrishna
Mission, the Theosophical Society, the Mohammedan Literary Society, the Aligarh
Movement, the Ahmediya Movements, etc, opened a number of schools and colleges all
over the country for imparting modern education to rid society of its various ills.
Q.16 What were the main features of English Education policy in India in the 19th century?
OR
What were the major shortcomings of British educational policy in India in the 18th century?
Ans.: Main Features/Shortcomings of English Education Policy:
(1) Main emphasis on the Study of English Language and Literature. The English were
now the masters of India and like all masters (alien rulers) they too wished that the people
under their rule should learn their language which they must use in communicating with
them. Besides, they thought that as a result of learning of English, the Indian people would
easily accept the British rule.
(2) Lack of Funds. The amount that they spent on the promotion of education in India was
too meager to benefit the people. Setting aside only one lakh rupees for this purpose was
only a mockery with the Indian people.
(3) Neglect of the Women’s Education. No funds were set aside for the education of
women, as women’s education had no utility for the English.
(4) Neglect of Scientific and Technical Education. The English Government never paid
any attention towards imparting scientific and technical education. By 1857 A.D., only
three Medical Colleges, one each at Calcutta, Bombay and Madras and one Engineering
College at Roorkee was opened. Admission to these colleges was open only for the
Europeans, as such the Indians were almost neglected.
Q.17 Assess the work of different Muslim Reform Movements to reform Muslim society and
religion.
Ans.: 1. The Mohammedan Literary Society. In 1863 A.D., Nawab Abdul Latif founded the
Mohammedan Literary Society in Calcutta to advocate the learning of the English language
and science among the Muslims. It opened several educational institutions in Bengal and
thus enlightened the Muslims.
2. The Aligarh Movement and Sir Syed Ahmed Khan. Sir Syed Ahmed did a lot for the
upliftment of the Muslims in the religious and social spheres. The movement he started to
achieve these aims is known as the Aligarh Movement. His contribution were as follows:
(i) He strongly recommended the western education.
(ii) As an official he opened various schools in several villages and towns to
encourage modern education.
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(iii) Side by side he got translated several of the English works into Urdu so that even
ordinary people could acquire the western knowledge.
(iv) He strongly advocated the removal of the ‘purdah system’ and spread of
education among the Muslim women for raising their social status.
(v) He strongly condemned the social evils of polygamy and divorce which were
prevalent in the Muslim society.
(vi) He regarded the Hindus and the Muslims as one ‘Qaum’.
(vii) He founded the ‘Mohammedan Anglo-Oriental College’, at Aligarh in 1873 A.D. to
promote western scientific knowledge, culture and education among the Muslims
for the improvement of the religious and social life.
Thus more than any body else, Sir Syed Ahmed Khan was much responsible for the
awakening of the Muslims.
3. The Ahmediya Movement. Another movement which helped the national
awakening among the Muslims was the Ahmediya Movement which was started by
Mirza Ghulam Ahmed in 1899 A.D. This movement laid emphasis on the universal and
humanitarian character of Islam and wanted to establish cordial relations with other
communities.
Q.18 Name the ills of the Indian society in the 18th century.
Ans.: Evils that crept in the Society and Religion of 18th century India.
(1) The Caste system (2) The Idol-Worship (3) The Polygamy
(4) The Purdah System (5) The Child Marriage (6) The Sati System
(7) The Female Infanticide (8) No Provision for Widow Remarriage.
(9) Deplorable Condition of Women.
Q.19 How far, in your opinion, were the movements of social reforms effective in ridding Indian
Society of social evils? What social evils do you find today, to combat which, reform
movements should be started?
Ans.: The Indian society in the 18th, 19th and early 20th centuries suffered from so many social
evils. The chief among them were, however, the caste system, deplorable condition of
women, illiteracy, child marriage, idol worship, the Sati system, polygamy, the dowry
system etc. Various reform movements like the Brahmo Samaj, the Arya Samaj. The
Ramakrishna Mission, the Theosophical Society, the Indian Social conference, the
Mohammedan Literary Society, the Aligarh Movement, the Ahemidya Movement etc. were
the started to combat the above evils.
Definitely, certain social evils were so deep-rooted that it was not easy to get rid of them in
a short time. Some of them like the dowry system, illiteracy etc., still continue and pose a
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great challenge to the modern reformers. Certainly, some new reform movements should
be started to get rid of these evils so that we can lead a decent and honourable life.
Q.20 Do you think it was necessary or desirable to mix religion with the social reform? Why or
why not?
Ans.: Most of the social evils from which the Indian society suffered in the 18th and 19th centuries
had mixed up so much with the religious practices that it was quite difficult to separate the
religion from the society or the society from the religion. These evils were as much
religious as social. Better it would be if we say that they were socio-religious evils. Thus,
the different social movements to reform these ills were inevitably to be religious as well.
Take for example, the case of Raja Rammohan Rai. If in religion, he attacked polytheism
and idol-worship, in the social field he attacked the caste system, the practice of Sari, child
marriage etc. For them, the social and religious reform were one and the same thing.
Q.21 What do you understand by the term modernization? In what respects was the Indian
society not modern in the early 19th century?
Ans.: By modernization we mean the growth of scientific thinking, a great increase in the
production of things, increasing participation of the people in government of their countries,
and a growing realization of the human equality.
In the early 19th century, Indian society was not modern in many respects. There was very
little growth of scientific thinking. Agriculture was backward and stagnant. India was still a
land of villages leading a life of isolation. Secondly, there was not so much increase in the
production of goods. Things were still manufactured by hand at home by employing the
family members. Thirdly, there was no increasing participation of the people in the
government of their country.
Q.22 What was the economic impact of the British Rule on India?
Ans.: The economic impact of the British Rule on India proved very disastrous as it completely
disrupted the traditional economy of India.
1. Ruin of the Artisans and Craftsmen. The economic policy followed by the British
Government brought a quick ruin of the Indian artisans and craftsmen. The import of cheap
machine-made goods from England, export of all raw materials, free entry of foreign goods,
heavy duties on the export of the Indian goods, heavy taxes on the manufacture of Indian
goods, etc. compelled the Indian artisans and craftsmen to abandon their ancestral
professions. They were forced to seek employment in the Company’s factories and to
accept far less wages.
2. Impoverishment of the Peasantry. The economic condition of the peasants also
deteriorated under the British rule and they fell a prey to poverty. Excessive land revenue,
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ever-increasing pressure of population on agriculture, the continuous cycles of famines,
spending very little on the improvement of agriculture by the government, etc., ruined the
Indian peasantry.
3. New Landlordism. Land revenue policy of the British Rule ruined the old Zamindars and a
new line of landlords came up. The new class of landlords were rich merchants, capitalists
and people belonging to the moneyed class who were quite faithful to the British rule.
Q.23 What were some of the disabilities from which women suffered in traditional Indian society?
Discuss the steps taken by the modern reform movements for their emancipation.
Ans.: Disabilities from which Indian Women Suffered
(1) Low Status of Women. A woman was socially subordinated to man in one way or the
other. She had never been permitted to live independently. In her childhood she should
depend on her father, in youth she should live in subordination to her husband and in
old age, she should depend on her sons.
(2) Female Infanticide. To some people, birth of a daughter was a curse. As such they
used to kill them the moment they were born.
(3) Neglect of Female Education. Women were often neglected in the field of education.
It was considered quite useless to give them education as they were neither required to
seek employment nor to study scriptures.
(4) The Dowry System. Marriage of a girl was almost impossible without a suitable dowry.
Many a poor girls had to remain unmarried or commit suicide to relieve the agony of the
parents.
(5) The Child Marriage. Children were married at very young age when the ceremony
carried no meaning for them. Sometimes, their parents took them in their lap to perform
the marriage ceremony, as they were too young even to walk round the altar. In case,
the child-husband died the child-bride became a widow.
(6) The Sati System. It was regarded as the noblest virtue for a widow to burn herself in
the funeral pyre of her dead husband. If she hesitated, the so-called priests and
relatives would push her into the flames.
(7) No permission for Widow Remarriage.
Q.24 Answer the following:
(i) Where was the Prarthana Samaj founded?
(ii) Where is the headquarter of the theosophical Society?
(iii) Where was the Mohammedan Anglo-Oriental College founded?
Ans.: (i) Mumbai in Maharashtra (ii) Adyar in Tamil Nadu (iii) Aligarh in U.P.

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Q.25 What were the new social classes that arose in India after the British conquest?
Ans.: After the establishment of the British Rule in India, a number of new social classes arose
which contributed a lot in the awakening of the people. These social classes were the
following:
1. The Middle Class. With the rise of the new landlords, grew the middle class. They did
not cultivate land but were interested in it because of the rent they received from it.
Such people lived in cities, received higher education and sought jobs in public services,
business and industries.
2. The Industrialists and the Working Class. With the beginning of industry arose a
class of industrialists, working labourers and big and small traders, who played a
significant role in the society.
3. The Professional People. Another class with arose after the establishment of the
British Rule in India was that of the professional people, comprising the lawyers,
doctors, teachers, journalists, technicians, and the officials. This group of people was
more liberal in ideas, because it drew its strength from its own professional competence
rather than from any hereditary privilege.
4. The Landless Peasants. The British rule also created a large number of landless
peasants by its defective land revenue policy resulting from excessive land revenue and
rigid method of its collection.
Q.26 With which organizations were the following persons associated?
M.g. Ranade, Ramohan Roy, Derozio, Dadabhai Naoroji, dayanand Saraswati, Sir syed
ahmed Khan, Badruddin, Tyabji, Vivekananda, Annie Besant, Nawab Abdul Latif, Keshab
Chandra Sen, Jotiba Phule, Sri Narayana Guru.
Ans.: Person Organisations
1. M.G. Ranade - Prathana Samaj, Sarvajanik Sabha, Indian social
Conference, Indian National congress etc.
2. Rammohn Roy − Brahmo Samaj
3. Derozio − Young Bengal Movement
4. Dadabhai Naroji − Indian National Congress
5. Dayanand Saraswati − Arya Samaj
6. Sir Syed Ahmed Khan − Mohammedan Anglo Oriental College, Scientific
Society.
7. Badruddin Tayabji − Indian Social Conference, Bombay
Presidency Association.
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8. Vivekanand − Ramakrishan Mission
9. Annie Besant − The Theosophical Society, Home Rule League.
10. Nawab Abdul Latif − Mohammedan Literary Society.
11. Keshab Chandra Sen − Brahmo Samah
12. Jotiba Phule − Satyashodhak Samaj
13. Sir Narayana Guru − Shri Narayana Dharma Paripalan Yogam
Q.27 Describe the social ills against which the social reform movements were directed.
Ans.: Three main evils from which the Indian society suffered in the early 19th century were,
however, the following:
Deplorable Condition of Women. The condition of women was very deplorable. They
suffered a lot because of many social evils like the Sati and the Purdha system, the child
marriage, illiteracy, female infanticide etc. The widows were not also allowed to remarry. In
addition, women were assigned a very low status in the society as compared to men and
they were compelled to remain completely dependent upon men socially as well as
economically.
But because of the modern reform movements, many reformers, reform societies , religious
organizations, etc. made efforts to spread education among women, in order to stop the
child marriage, to end the purdah system , to enforce widow remarriage, to stop female-
infanticide.
The Caste System. Modern social reformers found it necessary to launch at attack on the
caste system because they considered it to be an inhuman and degrading social evil
responsible for social disintegration.
The Child Marriage. The child marriage was another important social ill from which the
Indian Society suffered. That is why, many reformers like Raja Rammhoan Roy, Keshab
Chandra Sen, Mahadev Govinda Ranade and Swami Dayanand, openly attacked the child-
marriage and campaigned for its abolition. It was because of their efforts that a law as
passed in 1860 A.D., raising the marriageable age of the girl to ten, which was significant
advancement in those days. In 1872 A.D. another act was passed which altogether
forbade the child marriage.

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