Match the Bengal School era persons in List-I with List-II.
| List-I | List-II |
|---|---|
| A. E. B. Havell | I. Trained Bombay students in realism |
| B. Abdul Rehman Chughtai | II. Affinity with Chinese, Japanese masters |
| C. Kakuzo Okakura | III. Brought pan-Asianism to India |
| D. Gladstone Solomon | IV. Critic of colonial Art Schools |
Choose the correct answer from the options given below:
Answer & explanation
Correct answer: option 2
The correct answer is Option (2) → A-IV, B-II, C-III, D-I
| List-I | List-II | Reason |
|---|---|---|
| (A) E. B. Havell | (IV) Critic of colonial Art Schools | The principal of the Calcutta School of Art shared this view with Abanindranath Tagore. |
| (B) Abdul Rehman Chughtai | (II) Affinity with Chinese, Japanese masters | The painter of Radhika had these affinities in style. |
| (C) Kakuzo Okakura | (III) Brought pan-Asianism to India | This Japanese nationalist wanted to unite India with other eastern nations against western imperialism. |
| (D) Gladstone Solomon | (I) Trained Bombay students in realism | He was the Principal of the Bombay School of Art, whose students got the Lutyens’ Delhi murals. |
Note: This topic was not named in the CUET 2026 syllabus, but it was part of the NCERT chapter. In 2025 and 2026, NTA also asked questions on topics in NCERT that the CUET syllabus did not name. So our mocks have questions from every part of the NCERT chapter, to give you enough practice. Read the whole chapter, not only the sub-topics named in the syllabus.
NCERT (2026-27): “The Bengal School …Abanindranath enjoyed the support of British administrator and principal of the Calcutta School of Art, E. B. Havell (1861–1934). Both Abanindranath and Havell were critical of colonial Art Schools and the manner in which European taste in art was being imposed on Indians.” “Radhika …Chughtai had stylistic affinities with renowned Chinese and Japanese masters.” “Pan-Asianism and Modernism …Ananda Coomaraswamy, an important art historian, wrote about Swadeshi in art and joined hands with a Japanese nationalist, Kakuzo Okakura, who was visiting Rabindranath Tagore in Calcutta. He came to India with his ideas about pan-Asianism, by which he wanted to unite India with other eastern nations and fight against western imperialism.” “The Bengal School …However, the struggle between the Indian and European taste in art continued as seen in the art policy of the British Raj. For example, the project for mural decorations for Lutyen’s Delhi buildings went to the students of Bombay School of Art, trained in realistic studies by its Principal, Gladstone Solomon.” |