Statement I is False: The Education Commission of 1964-66 (widely known as the Kothari Commission) did not recommend the removal of English. In fact, it famously proposed the "Three-Language Formula" and emphasized that English was vital for higher education, science, and international communication.

Statement II is True: Despite post-independence pushes for Hindi and regional languages, English remains the dominant language of the Indian higher courts (Supreme Court and High Courts) and central administrative governance.

Matching prominent Indian research institutions to their headquarters:

A. The Bhandarkar Oriental Research Institute — (iv) Pune. Famous for its critical edition of the Mahabharata.

B. Indian Institute of Advanced Study — (i) Shimla. Housed in the historic Rashtrapati Niwas (formerly the Viceregal Lodge).

C. National Library of India — (iii) Kolkata. The largest library in India by volume.

D. Nehru Memorial Museum and Library (NMML) — (ii) New Delhi. Located within the Teen Murti House complex.

This highly offensive, colonialist assertion was made by Charles Grant in his 1792 treatise, "Observations on the State of Society among the Asiatic Subjects of Great Britain."

Charles Grant was an influential British politician and evangelical Christian. He believed that Indian society was morally bankrupt due to the Hindu religion. He vigorously campaigned for the British East India Company to introduce Western education and Christian missionaries into India to "civilize" the population.

(Note: Thomas Macaulay is famous for the 1835 "Minute on Education", claiming a single shelf of European books was worth the whole native literature of India and Arabia.)

This profound warning was issued by the University Education Commission of 1948-49, famously chaired by Dr. S. Radhakrishnan (thus often called the Radhakrishnan Commission).

The newly independent Indian government tasked the commission with evaluating higher education. In its report, it stressed that English, while necessary, acted as a severe linguistic barrier that excluded the masses from power, effectively splitting India into two classes: the English-speaking elite who rule, and the vernacular-speaking masses who are ruled.

The Kothari Commission (Education Commission, 1964-66) revolutionized how English was viewed in the Indian syllabus.

Prior to this, English was primarily taught through heavy exposure to classic British literature (Shakespeare, Milton). The Kothari Commission formally argued that for the vast majority of Indian students, English should be taught purely as a functional "library language" (a practical communicative skill) rather than as a vehicle for appreciating high British literature.

The correct chronological sequence of these famous Indian autobiographies is:

• (B) The Story of My Experiments with Truth (1927-29): Mahatma Gandhi's iconic autobiography (originally serialized in Gujarati).
• (A) The Autobiography of an Unknown Indian (1951): Nirad C. Chaudhuri's controversial, highly Anglicized memoir.
• (C) Prison and Chocolate Cake (1954): Nayantara Sahgal's memoir about growing up in the Nehru-Gandhi family during the freedom struggle.
• (D) My Story (1976): Kamala Das's (Madhavikutty) explosive, highly controversial, and confessional autobiography about her life and sexuality.

The chronological order spanning the late 20th and early 21st centuries is:

• (D) Heat and Dust (1975): Ruth Prawer Jhabvala's Booker Prize-winning novel interweaving two colonial/postcolonial narratives.
• (B) A Tiger for Malgudi (1983): R.K. Narayan's late novel uniquely narrated from the perspective of Raja, a captive tiger.
• (C) A Suitable Boy (1993): Vikram Seth's massive, panoramic novel about finding a husband for Lata in post-independence India.
• (A) The White Tiger (2008): Aravind Adiga's Booker Prize-winning, dark epistolary novel narrated by the murderous entrepreneur Balram Halwai.

The chronological order of these seminal works of Indian English poetry is:

• (B) Gitanjali (1910 Bengali / 1912 English translation): Rabindranath Tagore's "Song Offerings" that won the 1913 Nobel Prize.
• (D) The Sceptred Flute (1928/1943): The collected poems of the "Nightingale of India," Sarojini Naidu.
• (A) The Unfinished Man (1960): A highly influential modernist poetry collection by Nissim Ezekiel.
• (C) Jejuri (1976): Arun Kolatkar's sequence of 31 poems detailing a skeptical, modern visit to a ruined religious town in Maharashtra (Commonwealth Poetry Prize winner).

This famous essay was written by the foundational Indian English poet Nissim Ezekiel.

In 1964, V.S. Naipaul published An Area of Darkness, a highly cynical, disgusted, and pessimistic travelogue about his ancestral homeland of India. Ezekiel wrote "Naipaul's India and Mine" as a direct rebuttal, fiercely criticizing Naipaul for his arrogant, alienated, and overly negative assessment of Indian squalor without attempting to understand the humanity or context beneath it.

Matching fundamental texts of Postcolonial Indian literary theory:

A. After Amnesia (1992) — (iii) G.N. Devy. A seminal book challenging the amnesia surrounding indigenous Indian literary criticism.

B. The Indianization of English (1983) — (iv) Braj B. Kachru. A core linguistic text identifying "Indian English" not as a broken language, but as a distinct, legitimate localized variety.

C. Masks of Conquest (1989) — (i) Gauri Viswanathan. Proves that the academic discipline of "English Literature" was literally invented in India to exert cultural control over the natives.

D. Colonial Transactions (1993) — (ii) Harish Trivedi. Analyzes English literature and its reception/translation in India during and after the colonial period.