Historical Analysis on Esubius's book's chapter No.1 Life.

Today I am going to present 3 answers of three questions. I will elucidiate the answers from the chapter no.1 LIFE from the book “ the life of constantine,”By Eusebius and it is the Oration of eusebius in praise of Constantine from a revised translation with prolegomena and notes, by Ernest cushing richardson, phd..

i will elaborate these answers to my perception of analyse but in the terms of eusebius writings and I hope that you will love it, And I HAVE TAKEN CHAPTER 1 FROM THIS BOOK,PAGE 672 TO 684

first question generalise that is there any chronology is being used in this chapter or not?

So my answer is that yes , chronology is being used in this chapter,but ina different manner it not a in a term of timeline but in the terms of detailed writing. let me elaborate this answer with some examples .

In chapter 1 Life of constantine is discussed and this discussion has really a good manuality such as he firstly categorize the the life Constantine periodically .

CHAPTER 1. —LIFE

1. Early years

2. The first five years of reign

3. Situation in 311

4. Second five years

5. Third five years

6. Fourth five years

7. Fifth five years

8. Sixth five years

9. Last years

And when we go through the chapter no 1 so we see that how categorically and chronologically he described each and every event briefly ,in early years he told about the starting years of Constantine and his childhood and then about his military education and then in 2^nd heading first five years of reign are discussed that how he expanded his empire and what are the policies which he took then categorically his second ,3,4,5,6 years of reign are being discussed and at last his last years of life are discussed and about his death and in all these headings Constantine life is discussed periodically which tell us that his life is full of wars. And this chapter’s heading and writing persuade me to accept that all is written about Constantine is written chronologically but in detailed terms with the references of different books.

2^nd question is that is that is eusebius discussingabout pagan relgion and if yes then is he praising pagon relgion more than any relgion.????

about pagons.eusebius' apologetic work as directed to educated pagans or newly converted gentiles.And in his reign period eusebius told us that wherever he conquered he tried to expand that area with Christianity and Constantine had very strong relations with ecclesiastical society and he let them to preach and propagate the Christianity and he built churches there. so all this tell us that Christianity has more significance in his life than any other religion . Nevertheless, one of the more interesting aspects of how Christian appropriation of the Old Testament tradition needed to be justified in the context of polemical debate with pagans because pagans often chided Christians for deviating from the Jewish tradition whose Scriptures they continued to use. that Eusebius refers to Porphyry positively and negatively throughout the work as the most prominent representative of pagan religious and philosophical opinion in his day. So answer is that he took pagan religion as a root and convert this root in plant as a Christianity and started to give more importance to Christianity.

At last central idea remains.

So central idea is that his total life period was full of wars and he took a moral help or support from the ecclesiastical society which lead him to get more interest in chiristianity and his character was also discussed but thoroughly that he was a man of rules , he didn’t break the rules of life and whoever break that rules he stood agaoins him/her .whether he or she is relative to hin or not and as far as the writing style of eusebius is concerned so it reflects an optimistic view of the history of the life of constantine according to which Christ's message won immediate and widespread acceptance, so that attempts to suppress Christianity were mere aberrations and were doomed to failure

.he was brave man and a man of commitment .

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Economical Paradigm In Pakistan

Today I want to elucidate some analytical and brief issues about the economical paradigm in Pakistan.I will not talk about the history of economy paradigm in Pakistan I just go through analytically to the economic paradigm of Pakistan.
 Pakistan is a country of combination of freak events and it is totally because of bad management or we can say that mismanagement. first of all we have to understand the meaning of economy ,what actually the economy is totally about, so lot of authors wrote about it different views and I do respect to lot of them but i have concluded or i can say that i have summarized their views in my one sentence that Economy is to solve the issues which come from the scientific manipulations and their sustainability is more even than any other and which give benefits to concern Organization or country etc. And the most important thing is in economy is that how to complete the need of people regarding their social growth and what solutions do we have to continue that certain project and all is depends upon Increasing consumption and decreasing resources.
There were lot of fundamental issues in Pakistan's economy and for all issues we had to go through from above certain Questions and in them answer is hidden. when we talk about economy four factors of production comes in our mind
1.Land,which can be used for any industry and any other projection
2.Enterpreuners. who actually deal and lead the economy further
3.Amount. which has significant role in economy and without it everything is Zero
4.work force.
In Pakistan we did had the natural water network system e;g: bay of Bengal, Chittagong, and we had also interaction to communism and capitalism, and there were much unskilled workers who were available in cheap rates but all is about bad management and this bad management was there to use the natural resources in Pakistan.we had all these four factors but there was a need to polish those factors but freak ideologies disperse the paradigm from tis actual position. Economy is to get stable the maximum gain and minimum loss and this efficiency of economic should be implemented in Pakistan.
There are three things which can aim your ideas and target
1.will
2.vision
3. co-operation
Pakistan started it's economic history very well because at that time consumption was very low and production was high and at that time Pakistan used the resources efficiently, we have Dams and dams benefits the the industry and mostly the agriculture industry and Pakistan five year plan which was made in 1976 by Mehboob ul Haq ,it really proved beneficial for Pakistan's economy.
And political policies and internal interest of politicians also devastated the economical standard of Pakistan and now Enforces of Globalization knocking at our door and we can not close our doors and we have to change whole system which get influenced by economy and this really have to be done now.
At last I just want to say that it is difficult for us to compete these problems but consistency of hardship and true and honest  thinking and act can only alter the whole situation gradually.
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purpose of studying History

Today I am writing on a purpose of studying history and the significance of history I think that Every branch of knowledge has some purpose. If a particular branch of knowledge is not serving any purpose, it is of no use. History too serves some purpose and the importance of the subject depends upon the purpose it serves.

History serves the obvious purpose of entertainment by showing how things have come to be as they are.

§  1 Herodotus, the father of history, is full of amusing stories but he has not comprised the dignity of the subject.

§  2 This entertainment value of history is acceptable everywhere in the world.

§  3 People are also interested in history because it provides satisfaction to the curiosity of a person.

§  4 It shows them how things have become what they are and by studying history one may find many things that are unknown to him already. As in the case of social sciences, the study of history is helpful in the understanding of other disciplines.

§  5 As if we are to study how our present political system has come into existence or if we are to study how our present day social institutions have evolved we are to go to the past, which is the subject matter of history. The same is the case with other disciplines studying society in the present or planning for the future that they cannot function well without a historical perspective.History only wants to show what happened. “The strict presentation of the facts is the supreme law of historiography.” Historian is to tell the truth, nothing but the truth.

§  6 So when the business of history is to tell the truth or what really happened, it is by history that we learn much about the past. To understand something of the society, culture, politics and economic order of the earlier times, history enables one to rise above his own present circumstances and all this gives awareness and self-understanding.

§  7 We know more than our ancestors knew and we acquire more command over the forces of nature.

§  8 The study of history is also essential for self-knowledge.

§  9 One’s knowledge about oneself is increased, when one learns about the past. History is a human self-knowledge. It is thought that it is of basic importance to man that he should know himself. From history we know what man has done and what he is.

§  10 It is essential for man to increase his own knowledge which is only possible through the study of history because it deals with the past and tells us what had happened. Through history we come to know those things that were not known to us earlier. The study of history is not the study of the isolated past but it is the study of one society in relation to the other i.e. the society of today and that of yesterday.

§  11 The main purpose of the historian is self-understanding. He may want to understand himself, his people, and by understanding the experience of the earlier generations one can become better.

§  12 So by this way history gives us better understanding of ourselves. History can teach lessons. All writers from Thucydides to modern period are of this view that history teaches lessons. It teaches wise humility; and in the moment of darkness, confusion or pain, it teaches a wise patience.

§  13 It is a pre-supposition of history that man is capable by the experiences of his predecessors and progress in the history rests on the acquired skills which include the capacity to master, transform and utilize one’s environment.

§  14 History, after enquiring into the minds of every order, gives some lessons that are based on wisdom. So it is said that history is a guide for the present and for the future.

§  15 There are critics who say that the events of the past are the unique events and history cannot be generalized. But history, according to E.H. Carr, is not concerned with the unique but with what is general in the unique.

§  16 In history, we cannot separate them. The study of history contains innumerable instances that may find their parallels in other times and places. Therefore, the study of history enables us to draw lessons. For instance, it is from history we learn that whenever there was an undue increase in the land revenue, there were revolts. Thus it is a lesson.It is also said that from the successes and failures of the people in the past we may learn something to guide our actions in the present. But it is also necessary that value of history, in this sense, should not be over-estimated because conditions of the present are vastly different from those of the past and their ideas and forms of conduct are different from those of the present.

§  17 But it does not mean that we cannot learn anything from history rather we learnt much from it. As in the case of the situation in the Punjab. We have learned that whenever the religious feelings of the Sikhs were hurt, they rose against the authority, whosoever it may be. That is why the Indian government after independence has tried its level best to avoid interference in the religious affairs of the Sikhs. However, when Mrs. Indira Gandhi attacked the Golden Temple, whatsoever the circumstances would have been, there was all round resentment among the Sikhs, which culminated in her murder.History is a dialogue between the events of the past and progressively emerging future ends.

§  18 It is so because with the passage of time we have come to know much more about the past and with its experience we can suggest something for the future. It is due to history that mankind is moving from good to better.

§  19 It is only on the basis of the past knowledge that we can say something in the present and also mould it to suit the future. But all this is possible if we have grasped the problem fully, i.e. the past of the problem and its every aspect.The lessons that history offers make it possible to comprehend the events of today and to foresee the future.

§  20 So it is rightly said that future is shaped with the help that past offers.

§  21 It is so that one learns from history, because among other things, it tells us that what were the follies committed in the  past and what was its outcome. So one with the experience of the past, moulds one’s coming times to such direction so that nothing should happen in future which must be harmful to the society. In a nutshell, the dual task of history is to enable man to understand the society in the past and also to increase his mastery over the society of the present.

§  22 To give people full sense of their future one needs to have, first of all, a full sense of one’s past, which is possible only through history.

§  23 Though the past act is dead, yet by re-enacting the thought historically we can use that heritage for our own advancement in future.

§  24 History helps us to understand how the world has developed as it is and also promotes the knowledge of human nature.

§  25 History is invaluable in increasing our knowledge of human nature, because it shows how people may be expected to behave in new situation.26 So history tells us what really has happened in the past and it suggests remedies for the present and guides our future. All this, i.e. to know the past is possible only through history.

References:

1. Jacques Barzun & Henry F. Graff, The Modern Researcher, Harcourt Brace Javanvich, New York 1977, p.11.

2. Bertrand Russel, Understanding History, Philosophical Library, New York 1957, pp. 18-19.

3. Allan Nevins, The Gateway to History, Vora & Co., Bombay 1968, p.21.

4. John C.B. Webster, An Introduction to History, Macmillan, Delhi 1977, p.1.

5. R.G. Collingwood, The Idea of History, Oxford University Press, New York 1976 (reprint), 205.

6. Hans Meyerhoff, The Philosophy of History in our own times, Doubleday Anchor Books, NewYork 1959, pp. 13- 16.

7. John C.B. Webster, op cit, 165.

8. Bertrand Russel, op cit, 54-55.

9. R.G. Collingwood, op cit, 292.

10. Ibid, 134.

11. E.H. Carr, What is History?, Penguin Books, London 1977 (reprint), p.5.

12. John C.B. Webster, op cit, 24.

13. Allan Nevins, op cit, 19-21.

14. E.H. Carr, op cit, 117.

15. Allan Nevins, op cit, 19-21.

16. E.H. Carr, op cit, 63.

17. Alban G. Widgery, The Meaning of History, George Allan & Unwin, London 1967, pp. 13-14.

18. E.H. Carr, op cit, 121-123.

19. Ibid, 125.

20. L. Vidyasova, “Turning Points of History”, in International Affairs (ed. V.P. Shafranov), Progress Publications, Moscow July 1981, p. 131.

21. John Webster, op cit, 13.

22. E.H. Carr, op cit, 55.

23. Ibid, 58.

24. R.G. Collingwood, op cit, 230.

25. Bertrand Russel, op cit, 10.

26. Ibid, 25.

Remaining Topic of British Education System in India

 Today I'll complete the topic of development in education system by Britishers in India,and will also discuss about implications of Education and and efforts in education system in India by Britishers.and if you have any question regarding it so please ask it ,I will try my best to answer you as positive as I can..Thanks

So In the 1880's the British made an assessment of education in the Central Provinces and considered the situation far from satisfactory. One report states that they found the people "thoroughly uneducated in no part of British India can there be found a population lower or darker in this respect." There were no places of Indian learning, "no educated youths anywhere."In the southern part of the province, for example, there were few educated Maratha Brahmins to fill government offices, so Indians were drawn from other provinces and these were considered "foreigners" during these early years. One of the assessments about education indicates the British were beginning to form an education policy which distinguished between different social classes.

     Among the great agricultural community the complete preservation of the upper and middle classes is, perhaps, a happy circumstance. They are, indeed, rude and uninstructed, but they exist and maintain their relative position. In all districts there is a middle class, a degree below the upper class, but clearly above the mass of the rustic people. If this middle class can be gradually enlightened and civilized, it will serve as a lever to lift up the mass of the people from the slough of ignorance and apathy.

IMPLICATIONS OF EDUCATION:

These British assessments reflect three implications which had significance for the future of education in the Central Provinces. First, education al efforts were to be directed mainly toward the agricultural "middle class," whom the British recorded as the village landlords or malguzars. Second, it was assumed and educated middle class would raise the lower classes from their uneducated state. Third, it was intended that at least some of the newly educated Indians, especially the Maratha Brahins , would fill subordinate administrative posts.
    EFFORTS TO ENCOURAGE EDUCATION:

Efforts to encourage education in the Central Provinces waxed and waned over the six decades. Already in the early 1860's an education department had been established with its inspectors, a few government schools and many aided schools. Chief Commissioner Richard Temple supported education declaring that "Commissioners, the Deputy Commissioners and their Assistants are as much responsible for the various Government schools, great and small in their charge, as they are for the Courts, the Jails, the Dispensaries and the District roads." There was an initial period of expansion. During the first decade from 1862-1872, the number of all schools increased from 1210 to 1778, while the students quadrupled from 21,327 to 82,930. Many local British officials made extraordinary efforts to promote education in the late 1860's and early 1870's. Under the persuasion of district officers some Indians opened private schools. When, later in the 1870's, education began to decline, these same Indians refused to maintain their schools "except under compulsion." In that decade (1870's)educational institutions declined by 213 to 1565, while the number of students rose very slowly, from 82,930 to 89,506. One explanation for this lack of continual growth was said to be compulsive policy of the government.

British Educational Reforms

 INTRODCUTION:Today I'd like to share some educational history reforms by britishers in India.and Education is must for any country's administration, and Britishers had made positive role in it.I will publish this article in 4 parts .In this part I only discuss about about the introduction and some part of development of britishers in educational history.I hope you will love it and your interest would be created itself after reading this.ThanksBritish Empire and its history in India are considered one of the most remembering and remarkable historical periods in Indian history. With the advent of British ships on Indian coasts in early 16th century, things did not remain the same any more. Distinct features of each age and century underline British rule in India, starting with the British East India Company and ending with Lord Mountbatten and transfer of power in 1947.British regime in India can be named as one of contrasts; on one hand, they were hell bent to wrench havoc on hapless `natives` and `blackies`, one the other hand, they went on establishing umpteen ways to make natives educated and learned for the future. Education was such a sphere, where the British perhaps contributed the most. Development of education in India during British rule was enormous, commencing from the elementary level and reaching up to high school and doctoral levels. Though the years within the late 17th and early 18th centuries were not the serious education years, development of education under British regime was first witnessed in late 18th and early 19th centuries. The years of Sepoy Mutinyand its after-effects had passed by. The times later to Mutiny were divisional, after Quenn Victoria directly annexed India under Her ruling from England. Indians now were divided among social classes and groups - high-classed educated Indians, assisting the British government and crusading natives, also termed freedom-fighters, `swadeshis` and nationalists.The former group primarily leaned towards British-aided education, with the opening of schools, colleges and universities. In these cases also one could witness an overall bias towards educative measures. British individuals were always favoured over Indian counterparts. Yet exceptions proved these arguments as on the contrary.DEVELOPMENT OF EDUCATION:The turn of the century witnessed even more development in education under British ruling, when Eduacational Reforms in 1901-1904came into consideration. The reforms were primarily made under the supervision of Lord Curzon, Viceroy of India. Initial resistance were dispensed with and the politically intelligent Indian class came into proper picture. In fact, had it not been for such native men, British educational system would never have been thus popular as it is in present times. To honour Indian contribution to education, several acts were made into law by the British government of India.The purposes and structure of education as introduced closely followed British school models. So also with respect to health programs ; British administrators promoted ideas and practices of contemporary Waste medicine, while Hindu, Muslim, and other local practices and their doctors were disregarded. Local government suffered a similar treatment. The British made a little attempt to collect information about pre-British local governmental institutions or lend support to them. Instead, they established Municipal Committees, District Councils, and eventually a Provincial Council. these essentially British civil institutions were usually expected to be financially self-supporting and this severely limited their effectiveness. During the six decades from 1861 to 1921 these social and local government institutions had checkered history, being alternately promoted and ignored as personnel in the provincial administration changed. As a result they affected the lives of only a small upper segment of the provincial population. This section examines the first of these three social service institutions-education.   

Modern History

 I am very Happy that I 've made this blog ..I'd like to share my ideas regarding history which will teach us analytically in all terms of life ..Thanks