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Sumir Sharma

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  1. The Concluding part: Chapter 10 The Non-Cooperation Movement (V. Imp ) 1. Political Condition in India in 1919: - The First World War brought poverty, callousness of the British administration along with increased oppression of Indians. - There was deep resentment among the Indians. - Lokmanya Tilak who led the Indians under the banner of Congress died in August 1919. 2. Main Role of Gandhiji after 1919: - Gandhiji gave expression to the discontentment of the Indians against the British administration through his own political tools of Satyagraha and mass agitation. - The period after 1919, which ended with freedom for India in 1947, was dominated by the thinking, personality and activities of Gandhiji. a. Gandhiji Entry into Indian Political: a1. Earlier Career of Gandhiji – His period in South Africa: - South Africa was a colony of British Colonial Empire. - Gandhiji went to South Africa in 1893 to practice law there. - South Africa a large population of Indians who had gone there to run industries, trade and other activities. a2. The Oppressive Policies of the British in South Africa: The first Success of Gandhiji: - The white administration of South Africa adopted a racial discriminating policy towards the non-whites. - By a resolution of 1906, the South African government had made in compulsory for the non-whites to carry an identity card. - The Administration numerous restrictions on the freedom of the non-whites. - The Administration did not give legal recognition to the traditional marriages of the Indians. - Gandhiji started a Satyagraha and succeeded in forcing the White government to change their policies towards the non-whites. b. Philosophy of Satyagraha: - Satyagraha is a political method of organizing a mass movement. - It was a new form of philosophy in the realm of modern politics. b1. The Main Values: - Non violence, truth, love, sympathy, compassion and self confidence are the main values and soul of the philosophy of Satyagraha. - The values and philosophy of Satyagraha were borrowed from the Indian culture and heritage. b2. Wider appeal of Satyagraha Philosophy: - The core of Satyagraha Philosophy is humanism. - The philosophy of Satyagraha has universal appeal. - The philosophy can be easily put to practice and give good results. - It is a philosophy which can be practiced anywhere and during every era. b3. The significance and value of Satyagraha Philosophy: - The philosophy of Satyagraha helps a common man to fight the injustice with confidence and with moral force. - It makes a common man fearless. - This philosophy works on a logic that a Satyagrahi faces the injustice with calmness and non-violence. It had direct appeal to the conscience of the oppressor. - A Satyagrahi works with compassion and love towards the oppressor. The oppressor is thus made to realise the Truth. Finally the Truth wins. b4. Significance: - The Philosophy of Satyagraha raised the importance of values in the politics. - The philosophy insisted on the purity of means. - It is a very effective arm against the injustice in an individual, social and political life for an unarmed person. - This philosophy is also successfully practiced by the leaders of other countries. - The Black American leader Martin Luther King fought for the protection of the civil rights of the Blacks in America with the weapon of Satyagraha. 3. Gandhiji’s Earlier Satyagraha in India: - Gandhiji returned to India from South Africa in 1915 after successfully using Satyagraha against the oppressive police of the South African government. - Before entering the Indian politics in a more active manner, Gandhiji used Satyagraha between 1917 and 1918 on three occasions in India. a: The first three Satyagraha of Gandhiji: - Gandhiji used Satyagraha for the first time in India at Champaran, Ahmedabad and Kheda. b: Champaran Satyagraha: (March 00; Oct. 01) - In Champaran (Bihar), the Indian farmers were forced to sow indigo at loss on their land. - They were forced to sell their Indigo at fixed price and they suffered losses. They were becoming poor day by day due to this forced cultivation. - Gandhiji launched Satyagraha against this injustice practice. - Gandhiji succeeded in ending this injustice. It was the first success of Satyagraha in India under the leadership of Gandhiji. c: Ahmedabad Mill Workers Satyagraha: - The mill workers of Ahmedabad demanded bonus and increase in wages because the mills had made profit during the period of First World War. - The mill owners refused to accept their demand. - Gandhiji preached the weapon of strike and fast to press their demands. - Gandhiji also went on fast to press the demands of mill workers. - The mill owners accepted the demand of their mill workers and Satyagraha philosophy against succeeded. d: Kheda Peasants Satyagraha: (Oct. 98) (March 2001) - The crops in Kheda district of Gujarat failed. - However, the British government insisted upon the collection of revenue. - Gandhiji advised the farmers of Kheda not to pay the tax and resist the injustice while observing non-violence. - The peasants of Kheda experienced the oppression of the British government. However, they observed non-violence and did not pay the revenue. - Finally, the British government attended to the grievance of the farmers. The non-violence of Satyagraha again triumphed. 4. The Indian’s Dissatisfaction with British Government – Coming of Rowlatt Act: a: General dissatisfaction: - There was discontentment among the people against the British government because of the price rise, increase in rate of taxation and political problems. - The revolutionary activities were on rise inspite of the oppression of the British government. b: Oppression in Punjab: - During the First World War the British government had introduced conscription in the army in Punjab. - The British government forced Punjab to part with its grains in order to feed its own English army involved in the world war in Europe. - The people were highly dissatisfied with the oppressive policies of the British government similar to one which it had adopted in Punjab. c: Repression of the revolutionary movement: - Inspite of the oppressive policies and repression of the British government the revolutionary movement in India was on rise. - The government failed to check the rise in the revolutionary movement. - The unrest among the people was one the rise. d: Rowlatt Act: - The unrest among the people and revolutionary movement were on rise. - The British government wanted to suppress the trend with great force. - The British government appointed a committee under the chairmanship of Rowlatt. - On the recommendation of the Rowlatt committee, the Rowlatt Act was passed in 1919. - As per the terms of the Rowlatt Act any person could be imprisoned without trial. - As per the Act, the proceedings against the person would be carried out in secret. e: Events leading to Jalianwalla Baugh tragedy: Indians opposed the Rowlatt Act. - In order to suppress the rising unrest among the Indians, the British government enacted the Rowlatt Act in 1919. - Under the Rowlatt Act, the Indians were denied the civil liberties. - Gandhiji gave a call to the Indians to observe the band on April 6, 1919. (March 98; Oct. 98) - The people overwhelmingly responded to the call of Gandhiji. - In Punjab, Dr. Kitchlu and Dr. Satyapal were sentenced for organising the band in response to the call of Gandhiji. - The people of Punjab protested against the prohibitory orders which followed the arrest of the leaders. - The people of Punjab in Amritsar gathered in Jallianwalla Baugh on April 13, 1919 in defiance of the prohibitory orders. - General Dyre, the officer in charge of executing the prohibitory laws order fire on the unarmed crowd gathered in the Jallianwalla Baugh without warning. - In that inhuman massacre hundreds of people died and many were injured. f: Events after the Jalianwalla Baugh tragedy: - Curfew was imposed immediately after the firing in Jallianwalla Baugh. - The medical aid was not allowed to reach the people in Jallianwalla Baugh. - The oppressive Arms act was applied to whole of Punjab. - Numerous people were arrested. - There was great commotion of dismayed Indian nation against the massacre. - Rabindranath Tagore surrendered his Knighthood conferred by the British Crown in protest. (March 2001) - Gandhiji declared the British government as a devil and announced that the Indian nation would not cooperate with a devilish British government. - The British government was confounded by the magnitude of the anger of the Indians as a one united nation. - In order to satisfy the Indians the government appointed the Hunter commission to look into the Jallianwalla happenings. - General Dyre justified his act in a shameless manner before the commission. - General Dyre was left without being made accountable for the human tragedy. g: Significance of Jalianwalla Baugh tragedy: - The Indians were highly pained by the attitude towards the Jallianwalla Baugh tragedy. - They saw the ugliest fact of the British imperialism in Jallianwalla Baugh tragedy. - The British government worked on the theory that it was enough capable of suppressing any movement of the Indians with the use of bullets. - However, inspite of the inhuman policies of the British, the Indians kept of increasing their pace of their movement for National freedom. - It formed the background, on which the country-wide non-cooperation movement started soon after. 5. Khilafat Movement: - The Khalifa was the head of the Muslims of whole of the world. - The Sultan of Turkey was the Khalifa. a. Turkey in the First World War: - In the First World War, Turkey fought along with German against England. - England wanted the support of the Indians and Indian Muslims in her war efforts. - England assured the Indian Muslims that the position of Khalifa of Turkey would not be changed even if Turkey was defeated in the war. b. Betrayal of Indian Muslims: - In the First World War, Turkey was defeated. - In the Treaty of Serves, Turkey was severely punished. - Britain did not fulfill her promise with the Indian Muslims when she punished Turkey. - The Indians Muslims felt cheated and they started agitation against the British rule. c. Khilafat Movement: - The Indian Muslims had felt cheated when England severely dealt with Turkey in the Treaty of Serves. - The Indian Muslims started an agitation. - They formed a Khilafat Committee to decide upon the programme of agitation. - Gandhiji proposed to the Committee to adopt the programme of non-violent and non-cooperation movement against the British rule. - The leaders of Khilafat committee accepted the proposal. - Gandhiji also proposed to Congress to start a Non-cooperation movement along with Khilafat movement. - Gandhiji was in favour of Hindu-Muslim unity in the Non-cooperation Movement. - The leaders of Khilafat Movement were Maulana Mohammed Ali, Maulana Shaukat Ali, Hazarat Mohani and Kakim Azmal Khan. - Thus Khilafat Movement was started against the British rule. 6. Non-cooperation Movement: a: Reason for giving call for the Non-cooperation Movement: - The Non-cooperation plan was an idea of Gandhiji. - Gandhiji believed that the strength of the British government was the cooperation of Indians to British administration. - If the Indians withdrew the cooperation then British administration would collapse. - The argument of Gandhiji was that the people support an administration either because of fear or out of ignorance. - On the basis of his argument, Gandhiji proposed to the Indians to become fearless and withdraw cooperation to the British government. Thus, he gave a proposal for Non-cooperation Movement. b: Resolution of Nagpur Session - December 1920: - In the Nagpur Session of the Indian National Congress in December, the resolution of Non-cooperation was passed. - The main features of the Non-cooperation Resolution of Nagpur Session were as follows: i. To boycott the government courts and to establish tribunals outside the courts and to give justice. ii. To boycott government schools and colleges and establish national schools. iii. To boycott the elections to the provincial legislatures to be conducted under 1919 Act. iv. To boycott foreign clothes. To adopt Swadeshi clothes especially khadi. v. To start anti-liquor campaign. c: Activities of Indians under Non-cooperation Movement: c1: Lawyers gave up their Legal Practice: - The leading Indian lawyers of the country like C. R. Da, Motilal Nehru, M. R. Jaykar, Saifuddin Kitchlu, Vallabhbhai Patel, C. Rajgopalacharya etc boycotted the courts as per the programme of Non-cooperation. - The leading lawyers of the country gave up their lucrative legal practices in order to devote their whole time to the activities of the Non-cooperation movement. c2: National Educational Institutions: - New educational institutions like Jamia Milia Islamia, the Kashi Vidyapeeth and the Gujarat Vidyapeeth were established. - In Maharashtra, the new educational institutions were established in Pune, Akola, Khamgaon, Jalgaon and Hipparga. - The National educational institutions did the additional work of preparing devoted workers for the struggle of Swarajya. c3: A Strong Attack on English Cloth – A Symbol of British Power: - Bonfires of the English clothes were made. - The demonstrations before the shops selling the English clothes were organized. - There was steep fall in the import of English cloth between 1920-21 and 1921-22. It came down from import of Rs 102 crore to 57 crores with in one year. - It was Gandhiji’s answer to British rule. He expressed the discontentment of the Indians not by violent attack on the British but giving a strong jolt to the import of British clothes which was a symbol of British Power. c4: Widespread and strong demonstration of India Nation: - The demonstrations were held throughout India. - In November 1921, when the Crown Prince of Great Britain visited India, he was greeted with demonstrations and hartals everywhere. 7. Zenda Satyagraha 1923: - Zenda Satyagraha, in which the flag of Indian National Congress was unfurled to demonstrate the protest showing the Non-cooperation was another form of Non-cooperation. - It was undertaken in Nagpur. - Women in large numbers participated in Zenda Satyagraha. 8. Women Participation: - It was the first movement, in which the Indian women took very active part. - They participated in large numbers in Zenda Satyagraha. - They participated in large numbers in morning processions of Satyagraha in which Tricolour flags were unfurled. 9. Mulshi Satyagraha 1921-1924: Senapti Panduran Mahadeo Bapat – Peasant led Movement – issue of Dam and compensation: - Mulshi Satyagraha was organised by the peasants of Mulshi Taluka in Pune district. - It was the longest Satyagraha of the Non-cooperation movement of 1920. - The Mulshi Satyagraha was based on local issue also. - The local issue concerned with building of a dam across a river for generating hydro electricity which was planned by British government. - The private Company which was entrusted with executing the project did not pay any compensation to the peasants on whose land they were raising the dam nor they made arrangements for their rehabilitation. - The leaders of Satyagraha against the injustice to peasants of Mulshi was Senapti Panduran Mahadeo Bapat. - Bapat was sentenced to six month imprisonment. - Many peasants who had participated in the movement were also imprisoned. b: Significance of Mulshi Satyagraha: - It gave the message by its longer duration inspite of the oppression of the government that the British could not afford to overlook the demands of the people. - It were such types of demonstrations which had made Non-cooperation Movement a real and nation wide movement. 10. Withdrawal of Non-cooperation Movement: 1922 – Chaurichaura Incidence: (Oct. 99; 01) a. Increase in oppression by the British to curtail the Movement: - The British government was under the impression that it could suppress the revolt with bullets. - The British government increased its oppression on Indians to curtail the Non-cooperation Movement. - The participants of the movement were imprisoned. b. Gandhiji Declaration: An announcement on February 1, 1922 from Bardoli: - Gandhiji was not terrified by the rising oppression of the British government. - Gandhiji made an announcement on February 1, 1922 from Bardoli. - Gandhiji demanded from the government in his February declaration from Bardoli that i. The freedom of the press should be immediately restored. ii. The political prisoners should be released within one week. iii. If the above demands would not be met then he would start a civil disobedience movement. iv. Under the Civil disobedience movement the taxes would not be paid to the government. c. Chaurichaura Incidence: - In Chaurichaura district in Gorakhpur district of U. P., just after the Bardoli declaration, the police fired on the people. - It infuriated the people. - The irrigated and angered mob attack the police station. - In the attack, the police station was burnt by the people in which 22 policemen were killed. d. Gandhiji withdrew the call of Civil disobedience Movement: - Gandhiji had always espoused for a peaceful non violent movement. - Chaurichaura incidence was against the principles of Gandhiji which gave him the message that people were not ready to undertake a non-violent movement. - Gandhiji withdrew the Civil disobedience Movement when he found that people would not remain peaceful if the movement started. - Other Congress leaders highly criticised the decision of Gandhiji because they had found that the people all over the country had given astounding response to his call and they were ready to start a movement. - However, Gandhiji remained firm on his decision and withdrew the movement. e. Gandhiji Arrested: - Gandhiji was arrested on March 10, 1922 after he had withdrawn the movement. - He was tried for treason and sentenced to six years imprisonment. - Similar punishment on similar grounds was imparted to Lokmanya Tilak in 1908. - Gandhiji openly declared that he felt honoured because he had been imparted the same punishment which was imparted to Lokmanya Tilak. 11. Constructive Programme: (March 00, Oct. 01) - A constructive programme was also a part of non-cooperation movement. - It was based on Khadi, Swadeshi, upliftment of women, upliftment of lower classes and participation of the peasants. a. Main Programmes: - Under the constructive programme following constructive works were undertaken: i. Cotton was grown. ii. Yarn was spun on Charakha. iii. Khadi cloth was manufactured out of hand made yarn. iv. Movement against the liquor prohibition was launched. v. The programmes for health and sanitation were launched in the villages. b. Stress on Rural India: - There was great stress on increasing the participation of the peasants during the non-cooperation movement because of the following reasons: i. Agriculture was the main occupation of the Indians. ii. The majority of the Indian population lived in the rural areas. iii. The rural population was mainly dependent upon agriculture for their livelihood. iv. The involvement of the rural people would have taken freedom movement on a large scale. v. The movement included the programmes of the upliftment and welfare of the peasantry. c. Women participation in the Movement: - Gandhiji considered the participation of women highly essential for the success of the freedom movement. - Women participated in the Non-cooperation movement in the following manner: i. Women spread the message of Khadi. ii. Women participated in picketing before the liquor shops and the shops selling foreign clothes. iii. Women participated in morning processions and Zenda Satyagraha. iv. The Constructive programme played a major role in the emancipation of the women. d. Direct attack on the Social Evils of India: - Gandhiji targeted the social evils prevalent in India like Untouchability, castism, inequality, religious difference etc. - Gandhiji had found that the social evils had kept India divided. - Gandhiji wanted forge unity in India by removing the social evils. e. Hindu-Muslim Unity: - Gandhiji wanted to bring Hindu-Muslim unity by removing social unity. - Gandhiji felt that Hindu-Muslim unity would bring the national unity. f. Significance of the Constructive Work: - The constructive work was part of the Non-cooperation movement. - The workers of the constructive work were recognised as the workers of the independence movement of India. 12. Formation of Swaraj Party: (March 97; Oct. 97; 98; 01) - A group of Congress leaders was of the opinion that Non-cooperation movement and Satyagraha were not the only means of fighting the British government. - This group suggested an alternate mean of participating in the elections and to enter the legislature to obstruct the government from inside and to expose the real motives of the policies of the British government. - They were not in favour of boycotting the legislature. - In order to enter the elections to be held under the Act of 1919, these leaders formed the Swaraj Party with in Congress in 1922.. - These leaders were C. R. Das, Motilal Nehru, N. C. Kelkar and some other leaders. - They also continue the National movement for Independence by participating in the elections because Congress activities had come to halt when Gandhiji withdrew Civil Disobedience movement. 12a. The Activities of Swaraj party: (March 00) - The Swaraj Party won elections in Bengal and Central Provinces. - Motilal Nehru, Madam Mohan Malviya, N. C. Kelkar were elected to the central legislature. - They continue the political battle for independence on the floor of legislature at a time when the Congress activities had slowed down. - In the legislature, Swaraj Party leaders placed before the government the difficulties and the expectations of the Indian people. - They also exposed the injustice done by the Bureaucracy of British administration to the Indians on the floor of the Legislature. - The Swaraj Party, through its resolution, asked the British government to call a Round Table Conference to constitute a future constitution of India. 13. Simon Commission: a. Reason of Formation: - The Simon Commission was appointed by the British government in 1927. - The Simon Commission was appointed as per a clause of 1919 Act wherein it was laid down that the British government would review the working of the 1919 Act after ten years before introducing the nest installment of Political reforms. b. Opposition to the Commission and consequences: (Oct. 99) - The Simon Commission was constituted only of English members. No Indian was given representation on the commission. - The Congress boycotted the commission because it consisted only English members. - Other Indian Political parties also adopted the attitude similar to Congress towards the Simon Commission. - The Indians greeted Simon Commission with demonstrations and hartals wherever it visited in India during 1928. - The Simon Commission faced the slogans of “Simon Go Back” everywhere when they toured India. - In November 1928, Lala Lajpat Rai was badly injured in a Lathi charge on the demonstrators against the Simon Commission. - Lala Lajpat Rai prophesied that with every stroke of Lathi that he received, were nails struck in the coffin of the British Empire. - Later Lajpat Rai succumbed to his injuries inflicted during Lathi charge. - The death of Lala Lajpat Rai highly infuriated the Indians. - The revolutionary leaders Bhagat Singh and Rajguru shot death Saunders who had order Lathi charge in which Lala Lajpat Rai had received mortal blows. 14. Bardoli Satyagraha 1927: Sardar Vallabbhai Patel: - Bardoli Satyagraha was organised by Vallabbhai Patel in Bardoli in Gujarat. - It was organised in 1927. - It was organised against the injustice of British government against the peasants of Gujarat. - Gujarat was suffering because of famine. - British government had increased the land tax by 25 % instead of giving remission in tax due to famine. - Vallabbhai Patel organised ‘no tax’ movement of the peasants. - The government reacted by confiscating the cattle and household goods of the peasants. - The peasants suffered many hardships including imprisonment but they did not withdraw the ‘no tax’ campaign. - Finally the government bowed to the pressure of the peasants. - An inquiry ordered by the government declared that the increase in tax was not correct. - The tax was reduced. - The peasants of Gujarat started calling Vallabbhai as Sardar Vallabbhai Patel for the successful leadership of Bardoli Satyagraha. - Gandhiji termed the success of Bardoli Satyagraha as one step forward in attainment of Swarajya. 15. Nehru Report August 1928: (Oct. 96) - The British Prime Minister Burkenhead had taunted the Indians by declaring that the Indian leaders wee incapable of forming a common plan of political reforms. - The Indian political leaders took up the challenge of writing a common plan of political reforms for India. - The Indian National Congress constituted a committee to prepare a commonly accepted proposal of a constitutional reforms in India. - The committee also sought the participation of other political leaders. - The report which that committee submitted is known as the Nehru Report. 15a. Main Features of Nehru Report: - The Nehru Report demanded following things apart from other reforms: i. Fundamental rights to the Indians. ii. Dominion Status to India. 15 b. Contention of Mohammed Ali Jinnah and His Fourteen Demands: - To the committee writing the proposal of constitutional reforms, Mohammed Ali Jinnah proposed reservation of seats for Muslims in Muslim dominated provinces. - The proposal was not acceptable to many other political leaders and it was not included in the Nehru report. - Muslim League opposed the Nehru Report. - Jinnah wrote his objections against the Nehru Report which was called the Charter of Fourteen Demands or the Delhi demand. 16. The Demand for Complete Independence: (Oct. 96) - Jwahar Lal Nehru presided over the 1929 session of the Indian National Congress held at Lahore. - It was held after one year from the ultimatum given to the British government in which the Congress had demanded Dominion Status for India within one year. - The session passed a resolution in which complete independence was demanded. - It called upon Indians to observe January 26, 1930 as the independence day of India. - It called upon Indians to take oath to achieve complete independence for India. - It declared that it was a fundamental right of the Indians to enjoy freedom and make all round development. - It declared that the Indians had the right to abolish the government which denied them the right for freedom and overall development. - On January 26, 1930, all over Indian people celebrated Independence day, took oath of achieving the complete independence of India and unfurled Tricolour. - The Lahore Session of 1929 also passed resolution of Civil Disobedience. - The Lahore Session entrusted the job of deciding the details of the Civil Disobedience. 16a. Significance of Lahore Session 1929: - It decided that the complete Independence was the aim of struggle. - The Civil Disobedience Movement would be headed by Gandhiji. - It demonstrated a spirit of determination and enthusiasm among the Indians to fight the British imperialism. Facts and Figures to Remember 1. Political Condition in India in 1919: Poverty and resentment among the Indians, Tilak died in August 1919. 2. Main Role of Gandhiji after 1919: Experience in South Africa – the first success of Satyagraha. Philosophy of Satyagraha; 3. Gandhiji in India: Champaran, Ahmedabad and Kheda the first Satyagraha experiment in India. 4. Indian dissatisfaction with British government: Coming of Rowlatt Act, general dissatisfaction of Indians; Oppression in Punjab (Jalianwalla Tragedy), Importance of Jalianwalla Baugh. 5. Khilafat Movement: Started due to betrayal of Indian Muslims in the First World War; Gandhiji supported the movement, 6. Non-Cooperation Movement: An idea of Gandhiji; Causes of starting the movement; Nagpur Session 1920; massive participation by the Indians, starting of National Educational Institutions, Boycott of the English goods and institutions. 7. Zenda Satyagraha Started in Nagpur in 1923; known for the large participation of women. 8. Women Participation Women participated for the first time in the national struggle during the Non- Cooperation Movement. 9. Mulshi Satyagraha 1921-24 Led by Senapti Panduran Mahadeo Bapat in Pune district, a peasant movement, main issue was the compensation for land for dam. 10. Withdrawal of Non-Cooperation Movement: (Oct. 01) Withdrawn in 1922, Chaurichaura incidence was the cause, Gandhiji was arrested. 11. Constructive Programme: A part of Non-cooperation Movement, stress on self economic development, prohibition and village upliftment through economic activities and hygiene programmes, encouragement to women participation, attack on social evils, Hindu Muslim unity. 12. Swaraj Party: Party of Congress leader favouring participation in the elections. Main leaders were C. R. Dass, Motilal Nehru and Kelkar. 13. Simon Commission: It was formed as per a clause of 1919 Act; Indians boycotted it because it did not have any Indian representative on it; “Simon Go Back” was the response of the Indians; it became the cause of the death of Lala Lajpat Rai. 14. Bardoli Satyagraha 1927: Sardar Vallabhbhai Patel organised it; it was launched for Redressal of the peasant’s problems, it took the form of no tax campaign. 15. Nehru Report August 1928: It was a proposal of constitutional reforms in India made by all the political parties of India. it was named after Moti Lal Nehru. 15a. Features of Nehru Report: It demanded Dominion Status for India and Fundamental Rights for Indians. 15b. Fourteen Demands of Jinnah: Jinnah had raised objections against the contents of the Nehru Report which came to known as Fourteen Demands. 16. Demand of Complete Independence: In Lahore Session of 1929, Congress demanded complete independence for India. Exercise Text Book and Question Bank Questions 1A. Fill in the blanks i. Orders to fire at the unarmed innocent crowd gathered for meeting at the Jallianwalla Bagh were issued by ____. (General Dyer, O’dweyr, Chelmsford) ii. In December 1920, at the ____ session of the Congress the resolution of Non-Cooperation Movement was passed. (Kolkatta, Nagpur, Lucknow). iii. In 1927, ______ decided to launch the Bardoli Satyagraha. (Vallabhbhai Patel, Gandhiji, Pandit Nehru) 1B. Match the followings i. Rabindra Nath Tagore(March 2001) Khilafat Movement ii. Mulana Mohammed Ali renounced his Knighthood. and Mulana Shaukat Ali iii. Jwahar Lal Nehru Mulshi Satyagraha iv. Vallabhbhai Patel Zenda Satyagraha v. Senapati Bapat Bardoli Satyagraha The Lahore Session of the Indian National Congress 1C Writing the following events chronologically. a. (Oct. 99) i. The beginning of the Non-Cooperation Movement. ii. Mulshi Satyagraha. iii. The Simon Commission visited India. iv. Gandhiji was arrested. 1D Choose the correct alternatives from those given below and complete the statements. 1. Movements of peasants launched at Champaran and Kheda were successful because _________. 1. they followed the way of Satyagraha. 2. It was an armed movement. 3. they applied to and requested the government. 2. The government appointed Hunter Commission to enquire into the Jallianwalla Bagh massacre because _______. 1. the Indians demanded the enquiry. 2. the British government realised it fault. 3. the Indians showed their discontent. 3. The Simon Commission was boycotted by the Indians because ______. 1. the commission was appointed very late. 2. no Indian was associated with it. 3. the appointment of the commission was illegal. 2. Write the answer of the following in 2-3 sentences. i. Why did the peasants from Champaran launch a Satyagraha? (March 00; Oct. 01) ii. Why did the peasants from Kheda district start no tax campaign? (March 2001) iii. Why was the Nehru Report prepared in 1928? (Oct. 96) iv. What were the main objectives of the Non-Cooperation Movement? (Oct. 96) 3. Give Reasons in two-three sentences. i. Indians boycotted the Simon Commission in 1928. (March 98; Oct. 98) ii. The Hindu Muslim unity was clearly visible during the Non-cooperation Movement. iii. Peasants of Champaran staged Satyagraha. iv. Simon Commission was appointed. v. In 1928, the Nehru Report was prepared. vi. Gandhiji withdrew the Non co-operation Movement in 1922. (Oct. 99) vii. Swaraj Party was formed in 1922. (March 97; Oct. 97; 98; 00; 01) viii. The Indians protested against the Rowlatt Act. (March 00) ix. The peasants of Mulshi staged a Satyagraha. x. People of Punjab agitated against British Government at the time of the First World War. xi. The Indian Muslims launched Khilafat Movement. xii. Barrister Jinnah opposed the Nehru Report. xiii. Gandhiji launched Satyagraha campaign successfully against injustice in South Africa. xiv. Mahatma Gandhi entered into Indian Politics. xv. The peasants of Kheda district started the “no tax campaign”. (March 2001) xvi. In the Lahore Session of 1929, a resolution demanding the complete Independence was passed. xvii. The philosophy of Satyagraha empowers the common-man to fight any injustice. xviii. Mahatma Gandhi supported the Khilafat Movement. 4. Write answer of the following in 5-6 sentences. i. Why did Gandhiji emphasis on the constructive programme of the Non-cooperation movement? ii. What is meant by the Khilafat Movement? Why did Mahatma Gandhiji support it? iii. Briefly describe the Mulshi Satyagraha. iv. What were the significant feature of Mahatma Gandhi’s Non-cooperation Movement? v. State the significance of Lahore Congress Session of 1929. vi. What were the features of programme of Non-cooperation movement of 1920? (March 96) vii. What was the main contribution of Swarajist Party? (March 97) Question : 5 Write the answer of following in 20 lines i. Describe the nature of the Constructive Programme, which constituted a part of the Non-cooperation Movement with the help of the following points. (March 97; 98; 00 Oct. 97; 98; 01) 1) Objectives. 2) Programme 3) Participation of the people. 4) Effects. ii. Describe the significance of the Lahore Session of the Indian National Congress held in the 1929 with the help of the following points. (Oct. 96) 1) Resolution 2) Policy 3) Leadership 4) Programme. iii. Give an account of Jallianwalla Baugh Massacre with the help of following points. (March 96; Oct. 99) 1) Discontent in Punjab. 2) Rowlatt Act. 3) Massacre. iv. Give an account of Gandhiji’s Non–cooperation Movement with the help of the following points. 1) Objectives of the Movement. 2) Programme of the Movement. 3) Response of the people. 4) Withdrawal of the movement. v. State the contribution of Dr. Ambedkar to the cause of Dalit Movement with the help of following points. 1) Nature of the Movement. 2) Role of Dr. Ambedkar. 3) Effects of the movement. Other Important Examination Question 1A. Fill in the blanks i. Lokmanya Tilak died in August ____. (1919, 1920, 1918) ii. The period after 1919 was dominated by ______. (Gandhiji, Jawahar Lal Nehru, Vallabhbhai Patel) iii. The first three Satyagrahas led by Gandhiji organised between _______. (1917 and 1918, 1919 and 1920, 1930 and 1931) iv. The Champaran Satyagraha highlighted the issues of _____. (mill workers, farmers, Indian industrialists) v. The Ahmedabad Satyagraha highlighted the issues of _____. (mill workers, farmers, Indian industrialists) vi. The Kheda Satyagraha highlighted the issues of _____. (mill workers, farmers, Indian industrialists) 1B. Match the followings i. Champaran Bihar indigo farmers. ii. Ahmedabad Gujarat mill workers. iii. Kheda Gujarat farmers. 1C Writing the following events in the ascending order sequence. i. Champaran Satyagraha ii. Ahmedabad Satyagraha iii. Kheda Satyagraha 2. Write the answer of the following in 2-3 sentences. i. What were the main political features of the Indian politics in 1919? ii. What were the main political activities of Mahatma Gandhi in South Africa? iii. What was the effect of Rowlatt Act in Punjab? iv. Who were the main leaders in Punjab who worked against the implementation of Rowlatt Act? v. What was the man issue of Mulshi Satyagraha? vi. What were the works done by Swaraj Party? (March 00) 3. Give Reasons in two-three sentences. i. Khilafat movement started after the Treaty of Serves. ii. Civil disobedience Movement was withdrawn in 1922. iii. Swaraj Party was formed. iv. Simon Commission was opposed by the Indians. v. Gandhiji decided to withdraw the Non-cooperation Movement. (Oct. 01) vi. The Congress and the political parties boycotted the Simon Commission. (Oct. 99) 4. Write answer of the following in 5-6 sentences. i. What was the main significance of Satyagraha philosophy of Mahatma Gandhi? ii. What were the reasons for giving call for the Non-Cooperation Movement? iii. What were the main features of the Nagpur Session of December 1920? Question : 5 Write the answer of following in 20 lines i. What were the main activities of protest by the Indian on the start of Non-Cooperation Movement? ii. What were the main features of the constructive programmes adopted by Mahatma Gandhi in 1923? iii. Discuss the participation of women in the freedom struggle during the period led by Mahatma Gandhi. Chapter 11 The Armed Revolt 1. Background of the Revolutionary Politics: - The 1857 revolt was an armed revolt which took place on a large scale spread over a vast area and participated by different sections of Indian society. - The 1857 armed revolt failed. - In 1885, the Indian National Congress was founded which started a movement of constitutional politics. - Along with constitutional politics a parallel movement of armed revolt was also active. - The main aim of both the movements was the independence of India. One adopted the path of constitutional means and the other the path of armed movement. 2. Main features of Revolutionary Politics and means of their activities: - The main objective of the revolutionaries was the freedom of India. - They adopted the means of conveying their dissatisfaction with the British rule by killing the British officers. - The killing of British officers was their protest against the unjust and oppressive British regime. - The revolutionaries formed secret societies and worked through those secret societies to achieve their aims. - They bought arms and weapons for their armed activities. - They published newspapers in foreign countries to spread and say their viewpoint. - They helped the revolutionary work in India from the foreign lands. - The revolutionary leaders like Swatantryaveer Sarvarkar wrote books like the biography of Joseph Mazzini and the book, ‘The Indian War of Independence: 1857’. Similarly, Aurobindo Ghosh, Sachindranath Sanyal, Bhagat Singh and others also wrote similar tracts. They enthused the Indians for the armed struggle by such writings. - They were pro-socialism, anti-capitalist and anti-imperialist. Bhagat Singh propagated a republican government and a society free from exploitation. (March. 97) 3. Revolutionaries of Maharashtra: a. Vasudeve Balwant Phadke: - Vasudev Balwant Phadke organised an armed revolt against the British government in 1876 in Maharashtra. b. Chaphekar Brothers: - Damodar Chapekar shot dead Mr. Rand, the Plague Commissioner of Poona on June 22, 1897. - The three Chapekar brothers, Damodar, Balkrishna and Vasudev, were sentenced to death. - The activity of Chapekar brothers was not guided by any association affiliation. However, many revolutionary associations came up in Maharashtra after the activity of Chapekar brothers. 4. The social background of the Revolutionary leaders: - Most of the revolutionaries were educated and belonged to the middle class of India. - They were highly influenced by the revolutionary national movements of 19th century world. - They had visited foreign countries for higher education where they came under the influence of the ideology of revolutionary nationalism. 5. Activities of Revolutionaries in Foreign countries: - Most of the revolutionaries had visited foreign countries for higher education. - They pleaded for India in the foreign countries. - They also helped the Indian revolutionary activities in India from their countries of visit. - The leading revolutionaries who operated from foreign countries were Sardarsingh Rana, Madam Bhikaji Kama, Lala Hardyal, Dr. Pandurang Khankhoje, Raja Mahendra, Shyamaji Krishna Varma, Sarvarkar brothers, Madan Lal Dhingra etc. b. Shyamaji Krishna Varma: - Shyamaji Krishna Varma was settled in England. - He gave shelter to revolutionary men who visited foreign countries especially England. - He guided them and helped them in their revolutionary activities. - He established a hostel called ‘India House’ in London. (March 2001) - Even the leading revolutionary Sarvarkar when visited England, joined the India House revolutionary group. c. Savarkar: (March 97) - Vir Savarkar had participated and experienced the revolutionary activities in India before 1900. - In 1900, he founded a revolutionary association called ‘Mitra Mela’ at Nashik. - In 1904, he founded Abhinav Bharat, which spread his activities to wider region. - Along with his Babarao Savarkar, he guided the revolutionary activities in India. - In 1906, when he visited England, he joined and then dominated the activities of India House which had spread it activities to France also. d. Activities of Revolutionaries from France: - Senapti P. M. Bapat, Hemachandra Das and others who had gone to England shifted to France because of their revolutionary activities. - Madam Kama guided their activities in France. - In France, the Indian revolutionaries learned bomb making from the Russian revolutionaries who had taken asylum in France. - They brought the knowledge of bomb making in India to use it against the British administration. 6. Revolutionaries of Bengal: (Oct. 97) - In Bengal, Aurobindo Ghosh encouraged the youth towards the revolutionary activities through his paper ‘Vande Mataram’. - Barinder Kumar Ghosh and Bhupendranath started the newspaper ‘Yugantar’ for the spread of revolutionary ideas. - Barinder Kumar Ghosh and his associates founded revolutionary association ‘Anushilan Samiti’. 7. Bomb Culture of Revolutionaries: - Khudiram Bose and Prafulla Chaki were the first revolutionaries which used bomb for the first time in the struggle of Indians for freedom. - Khudiram Bose and Prafulla Chaki tried to kill Kingsford in Bengal. They failed in their target. Prafulla Chaki committed suicide. Khudiram Bose was sentenced to death. - Alipur Bomb Case: The British government arrested many revolutionary on finding a bomb factory in Alipur. It became popular as Alipur Bomb Case. Babarao Savarkar was sent for life imprisonment in Andaman. - Anant Kanhere, Karve and Deshpande were hanged to death for killing Jackson, the collector of Nashik in 1909. - In case of killing of Magistrate Jackson, V. D. Savarkar was sentence to life-imprisonment. - By 1910, the British government was successful in containing most of the revolutionary activities involving use of firearms. 8. Suppression of Revolutionaries by the British government: Revolutionary Movements of 1912 – 1915 (Gadar Movement): - The revolutionary activities resurfaced in 1911. - In December 1912, a bomb was throne on Governor-General Hardinge, when he entered Delhi on Delhi becoming the capital of British India. - Master Amir Chand, Avadhbihari, Balmukund and Vasant Kumar were sentenced to death for throwing bomb in Delhi on the governor-general. - Rasbihari Bose escaped the arrest. He continued his activities like in Punjab and finally reached Japan. a. Gadar Movement: - When the suppression of the revolutionaries in India increased, Lala Hardyal shifted to America. - In America, Lala Hardyal organised the activities of Indians in America and Canada. - He founded Gadar Party. - The Gadar Party planned to raise an arm revolt in India with the help of revolutionaries in India. - However, the British government learnt about the conspiracy of the Gadar Party in time. - The British government hanged Vishnu Pingle, Kartar Singh Sarabha, Bakshis Singh in the case of Gadar party revolt in 1915. - Rasbihari Bose, who had also participated in the Gadar activities, escaped to Japan. 9. Hindustan Republican Association: - Sachindranath, Jogesh Chatterji, Ashfaq-ulla-Khan, Thakur Roshan Singh, Ramprasad Bismil, Rajendra Nath Lahiri etc founded the Hindustan Republican Association, a revolutionary body, in 1924. - The association aimed at uprooting the British government. - The association wanted to establish a Republic of India. - The activist of the association were caught in the famous case of Kakori rail looting case. 10. Meerut Conspiracy Case: - The communist had great hold on the Trade Unions of India. - On March 20, 1929, communist leaders like S. A. Dange, Nimkar, Mirajkar Ahamd, Joglekar, Sone Batliwala, Philip Sprat were arrested. - The communist leaders were arrested on the charge conspiracy against the British government in a communist conference held in Meerut. - The British government prosecuted them and sentenced to various punishments. The case became famous as Meerut Conspiracy Case. 11. Hindustan Socialist Republic Association: - Bhagat Singh, Sukhdev, Chandrashekar Azad, Kundanlal Gupta etc formed a revolutionary association named ‘Hindustan Socialist Republic Association in 1928. - The aim of the association was to form a socialist and republican government in India. a. Bhagat Singh Exploded the Bomb in the Assembly: (Oct. 97) (March 98; 00) - The British administration proposed a bill to curtain the rights of workers and political rights of the citizens. - The Bill also aimed at suppression anti-British movement. - Bhagat Singh and Batukeshwar Dutt exploded bomb in the legislature. (Oct. 01; March 00) - In October 1929, Lala Lajpat Rai succumbed to his injuries received during the Lathi charge on demonstrations against the Simon Commission. - Saunders, the British officers who had ordered the Lathi charge was shot dead. - The shooting of Saunders was blamed on Bhagat Singh and he was arrested while he was throwing un-harming bombs in the assembly. - In 1931, Bhagat Singh hanged to death. - Chandrashekhar Azad also died in an encounter with the British police. 12. Chittgaon Armory Looting Case: Women Revolutionaries: - In April 1930, the revolutionaries in Bengal looted an armory in Chittgaon. - In this robbery case, latter Suraysen and Tarakeshwar Dutt were hanged. - Ganesh Ghosh, Kalpana Dutt were sentenced to life imprisonment. a. Pritilata Waddedar: - In 1932, Pritilata Waddedar killed an officer in the Officer’s club. b. Shanti Ghosh and Suniti Chaudhari: - Shanti Ghosh and Suniti Chaudhari, who were school going girls killed the district Magistrate of Komilla. c. Veena Das: - In 1932, during the convocation ceremony of Calcutta university, Veena Das shot at the Governor of Bengal. 13. Revolutionary of Punjab- Udham Singh: - General Michel O’dwayer had ordered the killing of Jallianwalla Baugh. - In 1940, Udham Singh killed Michel O’dwayer. - Facts and Figures to Remember 1. Background of the Revolutionary Politics: Revolt of 1857 was revolutionary activity. Revolutionary movement revived with the rise of INC in 1885 with an aim of complete independence of India. 2. Features and Means of Revolutionary Politics: Main objective was the complete freedom of India. The means included the killing of the oppressive British officers, formation of secret societies, use arms and ammunition, publish newspapers in foreign countries, use print media for the spread of Indian nationalism, propagate ideas of socialism, anti-capitalism and anti-imperialism. 3. Revolutionaries in Maharashtra: Vasudeve Balwant Phadke, Chaphekar Brothers. 4. Social Background of Revolutionary Leaders: They were from educated middle class. Under the influence of revolutionary national movements of the world. 5. Revolutionaries in Foreign countries: Sardarsingh Rana, Madam Bhikaji Kama, Lala Hardyal, Dr. Pandurang Khankhoje, Raja Mahendra, Shyamaji Krishna Varma, Sarvarkar brothers, Madan Lal Dhingra etc. Senapti P. M. Bapat, Hemachandra Das, Madam Kama etc were active in France. 6. Revolutionaries in Bengal: Aurbindo Ghosh, Barinder Kumar Ghosh, Bupendranath etc. 7. Bomb Culture of Revolutionaries: Khudiram Bose and Prafulla Chaki were first to use the bomb in the service of freedom struggle. Alipur Bomb Case, Nasik Bomb Case, British took successful strict steps against Bomb culture. 8. British reaction to Revolutionary activities and Gadar Movement: Viceroy escaped bomb during new wave of revolutionary movement in 1911, Rasbihari Bose continued such activities in Punjab and Japan and ultimately established INA with Subash Chandra Bose. Gadar Movement in Punjab tried to carry the armed revolt. 9. Hindustan Republican Association: Started in 1924 and aimed at uprooting British government. Famous for Kakori rails looting. 10. Meerut Conspiracy Case: It was a conspiracy case against the communist leaders like Dange etc in 1929. 11. Hindustan Socialist Republic Association: Formed in 1928 and famous for Chandershekar Azad, Bhagat Singh 12. Chittgaon Armory Looting Case and Women Revolutionaries: It took place in 1930 in Bengal. It is known for women activist like Kalpana Dutt. Other revolutionary women were Pritilata Waddedar, Shanti Ghosh, Suniti Chaudhari, Veena Das etc. 13. Udham Singh- Revolutionary of Punjab: In 1940, Udham Singh killed Michel O’dwayer who had ordered Jallianwalla Baugh massacre. Exercise Text Book and Question Bank Questions 1A. Fill in the blanks i. ______ founded a hostel called ‘India House’ in London. (Shyamji Krishna Varma, Lala Hardayal, Madam Bhikaji Kama)(Oct. 01) ii. The Indian youth was persuaded for revolutionary activity through the paper “Vande Mataram” published by _____. (Aurobindo Ghosh, Bhupendranath, Khudiram Bose). iii. _______ who also participated in the uprising of the Gadar Party, succeeded in escaping to Japan. (Rasbhihari Bose, Bhagat Singh, Vishnu Ganesh Pingle) (Oct. 96) 1B. Match the followings a. i. The assassination of Rand Damodar Chapekar ii. The establishment of Abhinav Bharat Association Ramprasad Bismil iii. The establishment of Gadar Party Lala Hardayal(March 2001) iv. Hindustan Socialist Republic Association Chandershekar Azad. V. D. Savarkar. 1C Writing the following events in the chronological order. (March 97; Oct. 01) i. Vasudeo Balwant Phadke staged armed uprising. ii. The newspaper ‘Yugantar’ was started. iii. Anant Kanhere was hanged. iv. An attack was made on police armoury in Chittgaon. 2. Write the answer of the following in 2-3 sentences. i. What revolutionary activities did V. D. Savarkar do in India and abroad? (March 97) ii. How did Gadar Party try to plan uprising in India against the British Government? iii. How did revolutionaries bring the technique of manufacturing bombs in India? iv. What were the political and social aims of the revolutionaries? (March 99) 3. Give Reasons in two-three sentences. i. ‘India House’ was the main centre of Indian revolutionaries in Europe. ii. The leaders of the Meerut Conspiracy case were sentenced to various punishments. iii. Bhagat Singh, Sukhdev, and Rajguru assassinated the British officer Saunders. iv. Bhagat Singh and Batukeshwar Dutt exploded bombs in the legislature. (Oct. 97; 01) (March 99) v. Khudiram Bose was hanged. vi. A new Revolutionary body called Hindustan Republic Association was founded in 1924. vii. The three Chaphekar brothers were hanged. (Oct. 98) viii. Armed revolutionary movement became intense in Bengal in 1906. ix. The Gadar party attempted to stage an uprising against the British Government. x. The second Round Table Conference was unsuccessful. 4. Write answer of the following in 5-6 sentences. i. Give an account of the work dome by the Indian revolutionaries with the help of following points. 1. Objectives 2. Means 3. Revolutionary Organisation Question : 5 Write the answer of following in 20 lines 1. Give a brief account of the activities of the revolutionaries in Bengal. 2. Give a brief account of the activities of the revolutionaries in foreign countries. Other Important Examination Question 1A. Fill in the blanks i. The Indian National Congress started the movement of _______ politics. (Constitutional, revolutionary, socialist) ii. Sarvarkar wrote the biography of ______ and ‘The Indian War of Independence: 1857. (Mazzini, Garibaldi, George Washington). iii. Chaphekar Brothers belonged to ______. (Maharashtra, Punjab, Bengal). vi. In 1909, the collector f Nasik, Jackson was killed by _____. (Anant Kanhare,Khudiram Bose, Bhupendranath) (Oct. 99) 1B. Match the followings i. Shyamaji Krishna Varma Indian House in London. ii. Lala Hardayal Vancouver. iii. Senapti P. M. Bapat France. 1C Writing the following events in the ascending order sequence. i. Gadar Movement ii. Meerut Conspiracy Case iii. Alipur Bomb Case. 2. Write the answer of the following in 2-3 sentences. i. What was the aim of Bhagat Singh to explode the Bomb in Assembly? ii. What was the main activity of Udham Singh? iii. Which were the main newspapers of Aurobindo Ghosh and Barinder Kumar Ghosh? 3. Give Reasons in two-three sentences. i. Bhagat Singh exploded a bomb in the Assembly. ii. Babarao Savarkar was sent for life imprisonment in Andaman. iii. Shyamji Krishna Varma had founded “India House”. 4. Write answer of the following in 5-6 sentences. i. Write about the women participation in revolutionary movement. ii. What was the Meerut Conspiracy Case. Question : 5 Write the answer of following in 20 lines 1. Write on the activities of the Revolutionaries in Foreign countries.
  2. Here is the part of the book relevant to your assignment. The formating is not coming as it is in original but I hope it will serve the purpose. Chapter 8 The Foundation of the Indian National Congress 1. Political Feature of Post 1857 Period: - The newly emerged middle class of India took over the politics of India during the post 1857 period. - The middle class started a constitutional agitation after founding an all Indian political association called The Indian National Congress. 2. The Background of the Foundation of the Indian National Congress: a. Causes of the rise of sense of Unity among the Indians: - There was always a cultural unity in India. - The British government established one centralized government over India. - The British government gave a uniform administration, uniform system of education, English language which established a common bond. - The social reforms which were also a result of the British rule, also brought about the sense of national unity among the Indians. - The Indian nationalism and Indian National Congress were also the result of the British rule. - The foundation of the Indian National Congress was a one of the first expressions of political unity in India which was caused by the British rule after 1857. b. Role of the British rule in the rise of Indian National Congress (INC) and Nationalism: (March 00) - The British rule exploited the Indians. - The British rule followed a racial policy under which they discriminated between whites and blacks. - The British rulers adopted repressive policy as a result of which Indians developed discontentment against the British rule. c. Rise of sense of independence among the Indians: - The study of ancient Indian history and its glory generated the sense of self respect among the Indians. - Lord Ripon absorbed the Indians in the administration which gave the Indians the required training and confidence to run their own affairs. - The rise of self respect combined with their discontentment with the British administration gave rise to the sense of independence. - The rise of sense of independence gradually revealed itself in form of national movement. d. Work of Provincial Nationalist Organisations: - The Indians, especially the educated middle class had started forming the provincial organisation. - The provincial organisation conveyed to the British government the demands of Indians. - The provincial organisation performed the important work of raising the political awakening among the Indians. - They mainly worked for the provincial problems. - Some of the important earlier provincial and political organisations were as follows: i. Bengal Province: Banga Bhasha Prasarika Sabha, The Land Holder’s Association, Bengal British India Society, British Indian Association and Indian Association. ii. Bombay Presidency: Bombay Association, Bombay Presidency Association and Poona Sarvajanik Sabha. iii. Madras Province: East India Association and Madras Mahajan Sabha. iv. England: The Indians and some English well wishers of India had also formed the association which raised political awakening among the Indians. They were London Indian Associations, East India Association, National Indian Association and Indian Society. d1: The Nature of the work of Earlier Association: - The earlier association founded before the Indian National Congress were basically regional association. - Their demands were basically related to their provinces. - They performed the work of raising political awakening among the Indians. - Their demands were not doubt refers to the regional problems but they were national in character. d2: Main Achievements of the Provincial Associations: - The provincial association laid the ground for a national level association. - The provincial association learned that there was no coordination among their activities. This made them to feel the need of a national level association. - Surendra Nath Banerjee founded a National Conference to act as an association at national level. - In 1885, Indian National Congress was also founded which proved more successful and later National Conference was merged with Indian National Congress. 3. Foundation of Indian National Congress: (March 2001) a. Significance of the study of the history of Indian National Congress: - The Indian National Congress was founded in 1885. - An extensive movement of independence of India was carried out under the leadership of INC. - Finally, it was mainly under the leadership of Indian National Congress that Indian attained independence. b. Role of Alan Octavian Hume: (Oct. 96, 99) - Alan Octavian Hume was a retired Civil Servant. - He was one of the founders of the Indian National Congress. - He played an important role in the foundation of the Indian National Congress. - The participation of Hume in the founding of the Indian National Congress helped the Indians to remove any possible opposition by the British government to forming of the Congress. c. Theory of Safety Valve: Reasons for the support of the British government: (March 98, 00) - The discontentment of the Indians was rising against the British rule around 1885. - The experiences of the revolt of 1857 were fresh in the mind of the British government. - The government wanted to provide a safety valve for the discontentment of the Indians against it. - The British government felt that the Congress founded with its support would perform the job of a safety valve. - When Hume placed the idea of the Congress before the government it supported it. d. The First Session of the Indian National Congress: 1885 in Bombay: - The first session of the Indian National Congress was held in December in 1885 in Bombay. - Wyomesh Chandra Bannerjee was the president of the first session of the Congress held at Bombay. 4. Three periods of the history of Indian National Congress: a: The history of the Indian National Congress is divided into three periods on the basis of the nature of demands, the form of activities and approach of the leaders towards the demands and the activities of the Indian National Congress. b: The three periods were as follows: i. The First period known as Moderate period: From 1885 to 1905. ii. The second period known as Extremist period: From 1905 to 1920. iii. The third period known as Gandhian period: From 1920 to 1947. c: Period of Moderates (1885-1905): - The period of Indian National Congress between 1885 and 1905 is called the Moderate Period. - The leaders of the moderate period of the Congress are called the Moderate Leaders. - The politics of the moderate period of the Congress is called the Moderate Politics. - The moderate period was a period of political moderation. - The main Moderate leaders were Wyomesh Chandra Bannerjee, Surendra Nath Banerjee, Anand Mohan Bose, Justice M. G. Ranade, Justice K. T. Telang, Badruddin Tayabajee, Dr. Bhandarkar, Firozshah Mehta, Dadabhai Nawrojee, Gopal Krishan Gokhale, Rangayya Naidu, G. Subramaniyam Iyer, Pandit Madan Mohan Malviya, Pandit Motilal Nehru, Deshbandhu Chitaranjan Dass. 5. Objectives of the Indian National Congress: (March 96, 99; Oct. 01) - The main objective of Congress was Swaraj. - It aimed at the overall reforms in India. - It aimed at bringing people of various provinces together on the national level. - It aimed at debating the various social and national issues. - It aimed at finding proper remedies to the National issues. - It aimed at providing the suggestions based on the Indian view for taking measures to solve the national problems. - It aimed at working as a link between the Indians and the British government. 6. Demands of the Indian National Congress: (Oct. 98) - Regardless of the objective of getting Swaraj which means total freedom and own rule, the demands of the Congress during the earlier days were moderate. - It asked for increasing the number of Indians in the British administration in India. - It asked for holding the civil services examinations in India and England simultaneously. - It demanded the increasing the age limit for the civil services examinations. - It asked for the control of Parliament over the bureaucracy in India. - It demanded more elected representatives in the imperial and provincial legislature. - It demanded more powers for Parliament and was not happy with its status as a mere debating body. - It asked British government to reduce the expenditure on the Indian army. 7. The method of functioning of the Indian National Congress: (Methodology) - Petition it importance as per the Moderates: The Congress placed their demands before the government in form of petition. - The method of presenting petition did not disturb the working of the government. It saved the Congress from any negative reaction of the government. - The petition method of was the main method of the functioning of the Congress which is known as moderate approach of the Congress. 8. Difficulties faced by Congress with change in attitude of the British Rule towards it: (Oct. 97) - The British government had given the approval to the formation of the Congress in 1885. - During second annual session in Calcutta (Kalkotta), Viceroy of India had even hosted a dinner for the delegates of the Congress. - However, the attitude of the British rule changed towards the activities of the Congress due to following reasons: (Why did the attitude of the British government changed towards the Congress?) i. The Congress became very popular among the Indians. ii. The membership of the Congress increased every year. iii. The Congress was quite successful in raising political awareness among the Indian masses. iv. The British government did not relish the scenario of rising political awakening due to the activities of the Congress. v. The British government imposed restrictions on Congress. b: British Changed the attitude towards the Congress and imposed restrictions: (March 2001) - The British government did not like the rising political awareness of the Indian masses due to the activities of the Congress. - The British government did not like the rising popularity of Congress - The British government imposed the restrictions on the Congress. - The Congress members were made to give a guarantee of good conduct. - The British government imposed ban on the government officers to participate in the activities of the Congress. - The government servants like Ranade found it difficult in face government restrictions. However, they kept on participating in the activities of the government indirectly. - The British government adopted oppressive policies towards the Congress in order to rein its activities. However, the popularity of Congress kept on increasing. c: The Popularity of Congress increased inspite of the government restrictions: - The British government imposed restrictions on the government servants for participating in the activities of the Congress - The government servants like Justice Ranade, continued to guide the Congress inspite of the ban. - The popularity of Congress further increased inspite of the numerous restrictions. - Justice Ranade organised Indian Socialist Conference which used to organise its sessions at the same place as that of the Congress. 9. Achievements of the Moderates: a. Activities of the Indian leaders in England: - Dadabhai Nawrojee and Wyomesh Chander Bannerjee created a positive and favourable reputation of Indian National Congress in England. - The activities of Dadabhai Nawrojee created favourable atmosphere for the Congress in England. - The activities of Indian leaders in England won for Congress the support of the English Parliamentarians. - The English Parliamentarians supported the Indian cause in the Parliament due to the works of the Congress leaders in England. b: Indian Council Act of 1892: - The British government passed the Indian Council Act of 1892, which was considered as one of the major achievements of the moderates. - Under the act, the Governor General’s Council was expanded to include the Indian members for the legislative purpose. - The power of the legislature was increased. - The Legislative Council was empowered to discuss the budget and ask questions. - The Act allowed the nomination of members of Indian origin from the Local bodies, Universities, Chamber of Commerce and Land Holders Associations. - The act was mainly aimed to pacify the moderates. - However, it was not able to satisfy the Indian National Congress. c: Rise of Young Congress leaders: - The moderates adopted the policy to accept whatsoever they could get from the government. - They were not satisfied with the Indian Council Act of 1892, but the moderates accepted it. - The young members did not approve of the policy of moderates to accept less than what was demanded. It led to dissatisfaction in the Congress also. d: Major Contribution to the Freedom Struggle: (March 98) - It was the activities of the moderates which laid the ground for democracy and constitutional activities in India. - It was the activities of the moderates which prepared the base for the extremist phase of the Congress. 10. Reaction of British government- Divide and Rule Policy: - The British government took steps to counter the activities of Congress in raising the political awareness among the Indians. - It tried to impose bans on Congress activities. - It became suspicious of the Congress. - It started reforms to counter the criticism by the Congress of the British policy. - Along with reforms it adopted the policy of Divide and Rule. a: Divide and Rule Policy: - The British government tried to weaken the activities of the Congress by breaking away from it the support of Muslims community. - The British government successfully tried to convey the message to the Muslims and Muslims leaders that their interests were not safe if they joined with the Congress activities. 11. Criticism and Evaluation of Moderate Period: - The moderates had great faith in the sense of justice of the British. - They worked through representation and petitions only. They did not adopt any anti-law method to ask the government to accept their demands. a: Foundation of the struggle of independence of India: - The moderates laid the foundation of the struggle of independence of India in the following manner. - The leaders like G. K. Gokhale, Ferozshah Mehta etc entered the Legislature and place before the government the demands of the people of India. - The leaders like G. K. Gokhale and Dadabhai Nawrojee made constructive and effective criticism of the government policies. - The moderate leaders also brought out the criticism of the shortcomings of the government. - Through their method of petitions, representations and participation in Legislature, the moderates sowed the seeds of constitutional politics in the minds of the people of India. a1: The Criticism: - The moderates were criticized for their faith in the hope that the British would justice to them. - The moderates were criticized that they were not able to achieve any substantial gains through their method of petition, representation etc. - They were criticised because their criticism of British policy had not brought change in the policies of the British towards India. b: Views of Justice Ranade on the achievements of the Congress: - In answer to the critics of the moderates, Ranade had rightly defended the moderates by explaining their historic role in the history of struggle for freedom of India. - He explained that they were not petitioning the British government but it was an act of raising the political awakening of the Indians towards their actual rights and status. - It was a lesson in constitutional methods to the Indians. - Inspite of the failure of moderates they had introduced Indians to a new type of politics. - It was the moderates who had laid the base for the democracy in India. c: Foundation of the Extremist Faith: - The activities and failures of the moderates had prepared the grounds for the extremist period. - They had increased the discontent of the Indians by criticizing the British government on the economic issues. d: Main Critic of British government on Economic Policies: - The moderates were the first leaders to criticize the economic policies on scientific line. - They increased the discontent of the people by laying before them the real harmful effects of the economic policies of the British rule. e: Contribution of Dadabhai Nawrojee: - It was Dadabhai Nawrojee who had criticised the economic policies of the Indians on the scientific lines. - Dadabhai Nawrojee proved that British government was responsible for the poverty in India. - He explained that how the British rule took away raw material from India and forced the Indians to by British factory products. - He explained that how the British had ruined the traditional Indian indigenous industries for the benefit of British industry by their Indian economic policies. - He explained that how the British government was economically exploiting the Indians. - Dadabhai proved on statistical basis that how the expenditure on railways and telegraphs, the expenses incurred on the wars, the salaries of the officers and British Indian military were only meant for benefit for the government. - Dadabhai brought to the notice of the Indians that how different expenditures out the Indian treasury only meant to benefit England. - Through the above explanations and criticism, Dadabhai Nawrojee gave his Economic Drain Theory. f: New messages and Game Plans for the future of Freedom Struggle: - Ranade also supported the version of the economic drain of the India by the British. - Dadabhai gave agitation method in the following words, “Agitate and continue to agitate”. - Dadabhai gave the new programme in 1906 which was, “Swaraj, Swadeshi, National Education and Boycott.” - The programme given in 1906, became the programme of Extremist Congress group during 1906 to 1919. - The moderate period was immediately followed by an Extremist phase of Congress during which the Indian National Movement became aggressive and acquired a concrete shape. Facts and Figures to Remember 1. Political Feature of Post 1857 Period A new middle class of India took over the political activities of India. 2. The Background of the Foundation of the Indian National Congress: A sense of unity among the Indians became strong. The British helped the rise of the Congress. The desire of independence arose among the Indians. Many political associations before the rise of Congress paved the way for the rise of Congress. 3. Foundation of Indian National Congress: Role of Alan Octavian Hume; the safety valve theory, INC formed on December 31, 1885 at Mumbai. Wyomesh Chandra Bannerjee was its first president. 4. Three periods of the history of Indian National Congress: Moderate period (1885 –1905) Extremist period (1905 – 1920) Gandhian Period (1920 – 1947) 5. Objectives of the Indian National Congress: Overall reforms, bringing together of Indians, debate on social and national issues, remedies to the National issues, coordination between Indians and the British Government. 6. Demands of the Indian National Congress: Moderate demands, involvement of Indians in the British administration in India, holding of civil services examination in India also, increase in the age limit for the civil services examination, control of Parliament over the bureaucracy in India, representation in imperial and provincial legislature, more powers for Parliament, reduction in the expenditure on the Indian army. 7. The method of functioning of the Indian National Congress: (Methodology) Petitions its importance as per the Moderates 8. Difficulties faced by Congress with change in attitude of the British Rule towards it: Restrictions imposed on the activities of Congress. 9. Achievements of the Moderates: Achievements of W. C. Bannerjee and Dadabhai Nawrojee in India and England, won over the English Parliamentarians for the issues raised by the Indian National Congress. Indian Council Act 1892, spread of awareness among the young Indians, prepared grounds for democratic political activities and rise of extremist form of democratic political activities. 10. Reaction of British government- Divide and Rule Policy: Numerous bans of the activists of Congress, started reforms to counter the Indian National Congress activities, Divide and Rule policy by encouraging rift among Indians on the basis of religion, castes and classes. 11. Criticism and Evaluation of Moderate Period: Main founder of the struggle for Independence of India, criticised for their faith in British administration that it would do justice to Indians. Exercise Text Book and Question Bank Questions 1A. Fill in the blanks i. ____ was one of the founders of the Indian National Congress. (Alan Octavain Hume, Lord Ripon, Lord Dufferin) ii. The first session of the Indian National Congress was held at ______. (Delhi, Calcutta, Mumbai) iii. The four fold programme of the Congress was announced from the Congress platform by ______. (Justice Ranade, Dadabhai Nawrojee, Hon. Gokhale) 1B. Match the followings a: i. Foundation of Indian National Congress Surendranath Banerjee. (March 2001) ii. President of the first session of the Congress A. O Hume iii. The Economic Drain W. C Bannerjee. Dadabhai Nawrojee 2. Write the answer of the following in 2-3 sentences. i. What were the objectives of the Indian National Congress at the outset? (March 96, 99) ii. What were the demands of the Moderates? (Oct. 98) iii. Which policies were adopted by the British to dissipate the increasing strength of the Indian National Congress? (Oct. 97) 3. Give Reasons in two-three sentences. i. The British government also supported the foundation of the Indian National Congress. (March 98, 00) ii. The role of Hume was beneficial to the Indian leaders. (Oct. 96, 99) iii. The government imposed restrictions on the Congress. iv. The Indian leaders accepted the leadership of Sir Allen Hume in the foundation of the Indian National Congress. (Oct. 99) v. The Indian Nationalism and Indian national Congress were the results of the British rule. vi. Lord Ripon is called a liberal Governor General. vii. It became difficult for Justice Ranade to take active part in the functioning of Indian National Congress. viii. A few years after the establishment of Indian National Congress, the British Government imposed restrictions on it. (March 2001) ix. The policies of the British Government were responsible for the poverty in India. x. The British government policy of sympathy toward Indian National Congress came to an end. 4. Write answer of the following in 5-6 sentences. i. Explain Dadabhai Nawrojee’s Economic Drain theory. ii. What were the demands of Congress during the Moderate period? iii. What was the contribution of moderates to India’s freedom struggle? iv. Trace the policies the Indian National Congress and the Congress leadership during the period between 1885-1905. v. Explain the background of the foundation of the Indian National Congress Or Methods of functioning of the Indian National Congress during the moderate Phase. Question : 5 Write the answer of following in 20 lines i. Describe the stages of Indian National Congress with the help of following points. (March 98) 1) Background of the Indian National Congress. 2) Foundation. 3) Policy of the British. ii. Describe the importance of the moderate politics with the help of the following points. 1) The base for freedom struggle. 2) The seeds of constitutional politics. 3) Criticism of government politics. Other Important Examination Question 1A. Fill in the blanks i. The middle class started a constitutional agitation after founding an all Indian political association called _______. (National Conference, Indian National Congress, All Party National Conference.) ii. The London Indian Association, East India Association, National Indian Association and Indian Society were founded in ______. (London, Kolkatta, Mumbai). iii. Swaraj, Swadeshi, National Education and Boycott was the new programme adopted by Congress in ______. (1906, 1907, 1909) 1B. Match the followings i. Surat Split (March 00, 01) 1907 ii. Dababhai as president of Congress 1906 iii. Moderate period 1885 – 1905 iv. Extremist Period 1905 - 1920 1C Writing the following events in the ascending order sequence. i. Moderate period ii. Extremist period iii. Gandhian period 2. Write the answer of the following in 2-3 sentences. i. What was the main feature of Moderate Politics? ii. Write any two main contribution of Dadabhai Nawrojee to the Nationalist movement of India. iii. What was the message of Dadabhai Nawrojee for the agitation for National movement? 3. Give Reasons in two-three sentences. i. Attitude of the British government changed towards the Moderates. ii. There was rise of sense of unity among the Indians in the later part of the 19th century. iii. The British government supported the foundation of Indian National Congress in its beginning. 4. Write answer of the following in 5-6 sentences. i. What were the objectives of the Indian National Congress? ii. What were the demands of Moderates? iii. What were the major achievements of the Moderates? Question : 5 Write the answer of following in 20 lines 1. Why did the attitude of the British Government changed towards the Congress during the Moderate period? Chapter 9 Period of Extremist Politics 1. The period of Extremist Politics: - The period from 1905 to 1920 is known as the period of Extremist Politics in the India’s struggle for period. - The Main Characteristics: The extremist thoughts along with agitational methods and raising of the political consciousness among the Indians were the main characteristics of this period. 2. Background of Extremist Politics: a: Rise of Extremist Thoughts among Younger Generation of India: - The year 1905 is identified in the history of freedom struggle of India as the starting year of the extremist politics. - The background for the period after 1905 was laid before that. - The extremist from of politics grew among the younger generation of India. - The young generation nurturing extremist thoughts on belonged to the second half of the nineteenth century. - The young generation of India of nineteenth century had experienced (i) British repression, (ii) the economic exploitation by the British administration and (iii) racial discrimination at the hands of the British. (For example the episode of insult to Gandhiji on a train in South Africa) b: Influence of the Extremist Movement on the young generation of India: - The young generation of India intensely observed the extremist movements and happenings which had taken place at international level. - The victory of Japan an Asian country in 1905 over Russia a leading Western power had arrested the attention of the young generation of India. - The victory of Japan became a source of inspiration and instilled self-confidence in the young generation of India. c: Dissatisfaction with the Achievements of the Moderates: - The young generation of India did not appreciate and liked the moderates attitude and policies towards the British administration. - The young generation contended that the policies of the moderates were not having the desired effect on the British administration. - The leaders of extremist thoughts strong advocated the need of adopting the agitational form of movement against the repression and exploitation of the British administration. d: Factor of Lord Curzon: - In 1905 divided Bengal with a hidden motive of weakening the national movement headed by the moderates. - The act of Curzon strengthened the extremist ideology among the young generation which took over the leadership of national movement. 3. Explanation of Extremism: a. The main objective of Extremist ideology was to achieve Swaraj. - They placed the demand of Swaraj more aggressively. - Lokmanya Tilak, the extremist leader spoke in categorical terms thus, “Swaraj is my birth right and I shall have it.” b: Methods adopted by the Extremists: - The methods adopted by extremists were more aggressive. - They tried to raise the political awareness of the people in order to pressurize the British administration. - They adopted the method of agitation in opposing the British government. Hence, the aggressive attitude, agitational methods of protest and raising the political consciousness of the Indians were the main methods of working of the people. c: Reaction of the British government to the Extremist Methods: - The British government did not like the activities of the extremists of the national movement. - The British government increased repression. d. Extremist Leaders: - The main Extremist leaders were following: - In Bengal: Bipinchandra Pal and Aurbindo Ghosh. - In Punjab: Lala Lajpat Rai. - In Bombay Presidency: Lokmanya Tilak. - In Madras Province: V. O. Chidambaram Pilley, Subramania Iyer and Subramania Siva. - The Congress Leaders: Lokmanya Tilak was more influential in extremist group of Congress. 4. Progress of Extremist Politics Activities of the Extremist and British Reaction: a. Earlier Means adopted by Extremists for protest: - The extremists used newspapers, national festivals and national education as means to protest against the British rule to achieve Swaraj. - The extremists used various means to raise the political awareness among the Indians. b. Newspapers as means of protest and political education: - Lokmanaya Tilak started Kesari and Maratha. - Bipinchanddra Pal started New Indian National Congress Aurobindo Ghosh started Bande Mataram. - They used their newspapers to raise the political awareness. c. Festivals as means of protest and political education. (Oct. 01) - Lokmanya Tilak organised Ganesh Festival and Shiva Jayanti. - The festival chosen by Tilak aimed at inspiring the national consciousness among the masses by bringing them together. - The aim of festivals was to bring people together regardless of their various differences among them. - In order to protest against the division of Bengal, the people adopted the custom of Rakhi and bathing for bringing national unity against the partition of Bengal. - The national festivals played an important role in spreading the political thought among the masses. d. Use of art forms to raise the political consciousness: - The Mela and art forms of Indian origin was organised during Ganesh festival to spread the political thoughts. - The various art forms during the festivals were used to spread awareness about the contemporary activities. e. Education as the means of political awareness and protest: - The seeds of nationalism were sowed through the means of education which the extremist tried to organise on national level. - The sense of pride in one’s nation was developed through the medium of education. - The syllabi were framed which were based on the fusion of western values and Indian culture. f. Success of the means adopted by Extremist in spreading national awareness: - In the beginning the political movement was confined to a section of educated middle class. - The extremists spread the awareness of the political movement to the masses through the means of newspapers, national education and national festivals and art forms. - They also succeeded in spreading the movement to the working class. 5. The Reason for Wang-Bhang or Anti-Bengal Partition Movement: (March 96) - The reason of Anti-Bengal Partition movement was to protest against partition of Bengal undertaken by Lord Curzon with the political motive of weakening the national movement. a. Causes of the Bengal partition: (March 98) - The Bengal Presidency constituted of present Bangladesh, and three Indian states of West Bengal, Orissa and Bihar. - It was difficult for the administration to govern such a large province. Hence there was an administrative need to divide the province into smaller administrative units. - Lord Curzon divided it into two provinces namely West Bengal and East Bengal. - Lord Curzon formed the two new provinces with a political motive of paralyzing the National movement which had its strong base in Bengal. - The division defined by Lord Curzon was done on communal lines. It was not done as per the administrative requirement and practicability. - The division was thus mainly aimed at weakening the national movement in Bengal on the bases of the policy of divide and rule by communal division between Hindu and Muslims. b. Policy of Divide and Rule failed in case of Bengal partition: - Curzon had divided the Bengal Province on the communal lines between Hindu and Muslims. - Curzon hope to divide the province on communal lines and thus weaken the national movement which was very strong in Bengal. - However, totally opposite to what Curzon expected took place. - As a result of partition the National movement became more strong in Bengal. - The people in Bengal started demonstrating and held procession against the partition of Bengal. - The movement soon received a strong support from whole of India. - The movement against the partition of Bengal which started in 1905 came to known as Wang-Bang Movement or the anti-Bengal Partition movement. c. Programmes of the Extremists: - The new programme of Congress dominated by extremist activities was framed during the period when the anti-Bengal partition movement started. - At the Congress session in 1906, Dadabhai Nawrojee announced the Four Point Programme of the Congress which was as follows: (March 98) i. Swarajya ii. Swadeshi iii. National Education iv. Boycott - The four point programme of 1906 was used to spread the anti-Bengal Partition movement throughout India. - The extremist used the Swadeshi and boycott as more effective weapons against the British oppression and policies. d. Swadeshi and Boycott in practice and their relevance for the national movement: - The programme of Swadeshi and Boycott were used successfully even before 1906. - The extremist Congress leaders used Swadeshi and boycott more successfully as a protest against the policies of the British government. - The Swadeshi and boycott had relevance for the whole country and it became the cause of making anti-Bengal Partition movement a national movement. - Under the Swadeshi movement, the bonfire of foreign of goods were made all over the country. - The imports of the British declined substantially due to Swadeshi movement. - The Indian industry got encouragement during the Swadeshi movement and Indian industry grew during that period. - Under the National Education Programme, the education of the Indians was given encouragement and it became an important part of the national movement. - Many schools were opened all over the country under the National Education Programme of the extremist leaders. - The anti-Bengal Partition movement popularized the National movement for freedom. 6. Surat Split of Congress 1907: (Oct. 97; March 98, 00, 01) (imp.) - The extremist ideology became more popular and appreciated by the whole country and it started dominating the Congress programmes. - The increase in the popularity of the extremist ideology became the cause of differences between the moderates and extremists with in the Congress. - The moderates was strongly against the boycott programme of the extremists whereas the extremist found it more effective method of protest. - A split took place in the National Congress at Surat in 1907 which is known as Surat Split of 1907. - The Surat Split of 1907 took place due to differences between the moderates and extremists on the issue of boycott as a programme of Congress and the issue of the Presidentship of Congress. b. Effects of Surat Split of 1907: - As a result of Surat Split, the Congress was divided between the extremists and moderates. - It weakened the National Movement which was being headed by the National Congress at that time. - The Surat Split went in favour of the British government which was trying to weaken Congress. - The British government had earlier failed to divide Muslims and Hindus on communal lines as per their Divide and Rule policy but Surat Split achieved it for them. - Even the Bengal partition was mainly a part of their Divide and Rule policy in order to weaken the National Movement. The Surat Split achieved it for them. 7. Foundation of the Muslim League: (Oct. 99) - The Muslim League was founded in 1906. - The foundation of Muslim League was a caused by the Divide and Rule policy of British by which the British tried to weaken the National Movement. - The anti-Bengal Partition Movement was exploited by the British government to convince the Muslim community that the Indian National Congress could not lead the Muslims in India. - Therefore, Muslim League was founded in 1906 with the support of the British government. 8 Divide and Rule Policy of British: a. British Reactionary Activities: - The National Movement increased with force with the passage of time. - With the rise of National Movement, the British government also increased its oppression on the Indians. - The British government tried to finish the Congress after the Surat Split by arresting the leaders. - The British government arrested Lala Lajpat Rai after the Surat Split and exiled without trial. - Lokmanya Tilak was sentenced to six years rigorous imprisonment and put behind bars in Mandalay Jail in Myanmar. - Chidambaram Pilley was sentenced to six years imprisonment. - Bipinchandra Pal was sentenced to six months imprisonment. - Aurobindo Ghosh was tried for rebellion. b. British Reforms – A strategy to weaken the National Movement: - The British had adopted the divide and rule policy and oppression to suppress the National Movement. - The British government also adopted the policy of political reforms in India with an aim to make the National Movement meaningless by introducing the reforms which the movement was demanding. - Indian Council Act of 1909 was passed to appease the Indian Muslims and moderates of Congress party under the divide and rule policy. - The British government tried to win over the moderates by reforms which they demanded and thereby tried to make the extremists’ demand irrelevant. c. Indian Council Act 1909 – Aims and Relevance: (Oct. 99) - The Indian Council Act of 1909 is also called Morley-Minto Reforms. - The 1909 Act was called Morley Minto Reform because Morley and Minto initiated it. - Morley was the Secretary of State. Minto was the Viceroy of India. - The 1909 Act increased the number of members in the Central and Provincial Legislature. It was a long standing demand of the moderates. - The powers of the members of Legislature were also increased. It was also a longstanding demand of the moderates. - The moderates were not happy with the rights granted in the Act of 1909 but they accepted it. The British government was able to appease the moderates and that ensured that moderates and extremist would not join. - By winning moderates with the concessions in 1909 Act, the British government was able to weaken the National movement for some time. - By the communal award given under the clause of separate electorate to the Muslims, the British government was able to win over the Muslims. - By the political reforms introduced in the Act of 1909, the British government was able to win over moderates and Muslim League. It helped the British government to weaken the National Movement for some time. d. The Important Example of Divide and Rule in the Act of 1909: - It was through the Act of 1909, that the feature of election was introduced for the first time in India by the British government. - The Muslims were allowed the separate electorate. It was a major example of divide and rule by which the British government tried to divide Muslims and Hindus on communal lines. - The clause of the separate electorate to the Muslims is also known as communal award. - The communal award was considered as the first laying stone of Pakistan. - By the communal award the British government succeeded in weaning away the Muslims from the Congress. - By the communal award, the British government was able to win over the support of the Muslims League. 9. Slackness in the activities of the Congress – A period of Lull between 1908 and 1914 – A period of rise of Revolutionary Movement in India: - The period of 1908 to 1914 is known in the history of struggle for Independence of India as a period of lull in the activities of the Congress. - This period is also identified with the rise of the Revolutionary movement for the struggle of freedom. - During the period, there were strong differences between the Congress and Muslim League on national issue. - During the period there was division between moderates and extremists with in the Congress on the national issues and ideology of Congress. - During this period, the Muslim League was known to have worked in cooperation with the British government. - During this period, the moderates who were not fully satisfied with the Act of 1909, had accepted the concession given to the country by the Act. - During the period, the extremist of Congress had remained out of activity because most of their leaders were either in jails or abroad. - It was the period the revolutionary activities had emerged in India and they were on rise. - During this period, Aurobindo Ghosh had separated himself from the National Movement and adopted spiritualism. - The Extremist leaders like Bipinchandra Pal and Lala Lajpat Rai had remained in foreign countries. - This period is known for vacuum in the activities of the extremists. 10. Lokmanya Tilak and the year 1915: 1916–The year of Lucknow Pact: - In 1914, Lokmanya Tilak returned to India from Mandalay after completing his imprisonment. - In 1915, Gopal Krishan Gokhale and Firozshah Mehta had died. With that, a big vacuum was created in the Congress especially in the moderate group. - A view developed in 1915, that in order to reactivate the National Movement, the Extremists and Moderates should join. - In the Congress Session of 1915, the Congress passed the resolution of unity between Extremists and Moderates was passed. - In the Lucknow Session of the Congress in 1916, the Congress accepted Lokmanya Tilak as its leader. - In the Lucknow Session, the Congress accepted the resolution of Swarajya as the only aim of National Struggle. b. Lucknow Pact 1916: Unity between Muslim League and Congress: - The Lucknow Pact was signed between Congress and Muslim League. - Under the Lucknow Pact, Tilak was able to get the support of Muslim League for the aim of Swaraj. - The Lucknow Session of 1916 is known for two successes of Tilak – the unity within Congress and the unity of purpose with the Muslim League. 11. Home Rule Movement: - Lokmanya Tilak had started the Home Rule Movement in Maharashtra. - He had borrowed the idea from Dr. Annie Besant who had started Home Rule Movement in Chennai (Madras). - It was a part of the attempt of Tilak to strengthen the resolution of Swaraj through agitation. b. Objectives of Home Rule Movement: - The objective of Home Rule Movement to perpetuate the agitation for Swaraj throughout a year. - The leaders toured the whole country to create awareness about the Swaraj. - The leaders under Home Rule movement tried to organise the people by touring the whole country. - Lala Lajpat Rai spread the message of Hume Rule movement in the United States. c. Annie Besant and the Home Rule Movement: - Annie Besant was an Irish lady. - She had liking for the Indian culture and the Indian people. - She was the first to propagate the idea of Home Rule movement when she found that the National Movement had slackened. - She started the Home Rule Movement in Chennai. - Lokmanya Tilak followed her example when he established Home Rule Movement in Maharashtra. - The objectives of perpetuating the National agitation and organise the people were laid by Annie Besant. d. Home Rule Movement and the attitude of the British government: - When the Home Rule Movement was started in India, Britain was fully engrossed in the World War I. - The Home Rule Agitation put the British government in trouble during the course of the crucial war. - The British government adopted oppressive methods against the Home Rule Movement. - Tilak was tried for sedition for the second time. However, the court acquitted him. - Annie Besant was also tried and found guilty. She was sentenced to imprisonment. - Tilak intensified the agitation against the British government by extensively using the tool of Swadeshi and boycott. - It was during the course of such agitation that Tilak spoke about the idea of Civil Disobedience Movement. - The Home Rule Movement became very popular and its membership increased. 12. 1917: August Declaration and the Mont-ford Act: - The August Declaration was made on August 20, 1917. - It was announced by the Secretary of State for India Mr. Montagu. a. The contents of the August Declaration: - As per the declaration the future objective of political reforms in India were announced. - The British Parliament assured that they would establish “self governing institutions in India”. - On the basis of the declaration a draft of constitutional reforms was framed by Mr. Montagu and the Viceroy of India, Lord Chelmsford. - It led to passing of the Government of India Act of 1919 which is also known as Mont-ford Act 1919. - It was formed on the grounds that the British government had conceded to give Swarajya to India as demanded by the extremists in 1915 resolution. - It envisaged that the constitutional reforms would be introduced in stages and finally the Swarajya to India be imparted. - It expected that British Parliament would decide the time to introduce the installments of the reforms and the time of introducing the reforms. b. The Contents of Mont-ford or Montague-Chelmsford Act 1919: - The Montagu-Chelmsford Act or Government of India Act 1919 was based on the contents of the August 1917 declaration of Mr. Montagu. - The Act was passed by the British Parliament in 1919. - The Act legislated that a part of Provincial administration would be entrusted to the elected Indian representatives. c. Reaction of Lokmanya Tilak and others to The 1919 Act: - Lokmanya Tilak showed his total dissatisfaction with the constitutional reforms brought by the Act. - He complaint that the British rule had introduced limited reforms. - He complaint that even the powers delegated through reforms were meaningless as the British rule had established many control on the exercise of the powers by the Indians. - The extremists under the leadership of Lokmanya Tilak showed complete dissatisfaction with the 1919 Act and resolved to continue their agitation for Swarajya. - The moderates however showed satisfaction with constitutional reforms introduced by the 1919 Act. 13. Rowlatt Act – A double game of reforms followed with Repressive rule: - Along with the 1919 Act, the British government also passed the Rowlatt Act. - As per the Rowlatt Act, any Indian could be arrested on mere suspicion and imprisoned without trial. - It Rowlatt Act was a worst type of repressive rule introduced by the government along with the constitutional reforms of 1919 Act. - The Public meetings were banned. - It later became the cause of Jalianwalla Baugh tragedy. b. The Result of repressive Rowlatt Act – The Jalianwalla Baugh tragedy: Opposition of Indians to the Act. (March 00) - The Indians were highly annoyed by the Rowlatt Act which curtailed their civil liberty. - A meeting was held in Punjab on April 13, 1919 at Jalianwalla Baugh. - The British administration sprayed bullets on the gathering of Jalianwalla Baugh and killed hundreds of innocent peoples. - The Indians were angry with the British government. - The British government established the Commission of Inquiry to look into the matter. The government tried to pacify the Indians. c. The Appeal of the King of Britain: - The British government tried to pacify the Indians and desired that they should participate in the constitutional reforms. - The King of Britain appealed to Indians to participate in the working of the 1919 Act. - The political prisoners were released to create the atmosphere for the political activity to implement the reforms of the 1919 Act. d. Responsive Cooperation – A response of Lokmanya Tilak: (Oct. 98, March 2001) - The British government tried to make an easy atmosphere. - Lokmanya Tilak declared the policy of Responsive Cooperation. - Under the new policy of Tilak, it was decided that the Indians would continue cooperate with government as long as the government was responsive to the Indian demands. 14. Contribution and Importance of the Extremist Movement: a. Raised the discontentment among the Indians in the political sphere: - Before the extremist period, lead by Tilak, the leaders like Dadabhai Nawrojee and Justice Ranade had created a sense of discontentment against the economic policies of the British government by giving the theory of economic drain. - The Extremist transformed the discontentment of the Indians to the sphere of politics. It was their major contribution to the history of Indian National Movement. - They further increased the discontentment of the Indians against the British government by spreading political awareness among the Indians. - Lokmanya Tilak came to be called ‘the father of the Indian discontentment’. b. Raised the Sense of Nationalism: - The extremists through their programmes of National education and National festivals and the journalistic activities raised the sense of nationalism among the Indians. - The extremists made the Indians realise that they were being subjugated by a foreign power. They raised their sense of self respect. - They made the Indians aware of their glorious past. It helped the Indians to develop the sense of identity and confidence. c. Role of Lokmanya Tilak: - Tilak brought the different forces together for the common national interests. He brought moderates near to extremists. He also brought Muslim League nearer to the activities of the Congress. - It was the extremist under the leadership of Lokmanya Tilak, who laid the foundation of the mass movement. Gandhiji later lead the mass movement and achieved Independence for India. - It was the political philosophy of Tilak which sowed the seed of Civil Disobedience and Non-cooperation. Gandhiji executed it on a wider scale. - Facts and Figures to Remember 1. Period of Extremist Politics: A period between 1905 and 1920 of Congress political activities. 2. Background of Extremist Politics: Factor of Younger generation of India. influence of extremist movement of the world, dissatisfaction with the achievements of the Moderates. Factor of Lord Curzon. 3. Explanation of Extremism: Swaraj – the main demand; methods of Extremists, reaction of British towards the Extremists, Main leaders of Extremist Congress – Lal, Bal and Pal. 4. Progress of Extremist Politics: a: Methods: newspapers, national festivals, national education. b. Newspapers: Kesari, Maratha, Bande Mataram c. Festivals: Ganesh Featival, Shiva Jayanti, Rakhi, Ritual Bathing, b. Use of Art forms. e. Use of national Education 5. Wang Bhang or Anti-Bengal Partition Movement: Causes of Bengal partition, Programmes of Extremists against the partition of Bengal, use of Swadeshi and Boycott for anti-partition movement. 5A. Four Point Programme of 1906 Dadabhai Nawrojee announced the programme of Swarajya, Swadeshi, National Education and Boycott. 6. Surat Split of Congress 1907: Congress got divided on the issues of programmes between Extremist and Moderates. 7. Foundation of the Muslim League: Established in 1906. 8. Divide and Rule Policy of British: British Reactionary Activities, British Reforms with an aim to weaken the National Movement, Indian Council Act 1909 (Communal Award) 9. Slackness in the activities of Congress: A period of Lull between 1908 and 1914 10. Lokmanya Tilak and Lucknow Pact: Congress Session of 1915, Lucknow Session of 1916 and Lucknow Pact. 11. Home Rule Movement: Role of Lokmanya Tilak and Dr. Annie Besant. Objectives of Home Rule Movement, Response of British Government towards the Home Rule Movement. 12. August Declaration 1917 and The Mont-Ford Act: Claimed to give self governing institutions to India; Led to passing of Government of India Act 1919. Congress rejected the Act. 13. Rowlatt Act: Started Repressive rule; led to Jalianwalla Baugh tragedy, Tilak adopted the policy of Responsive cooperation. 14. Contribution of the Extremist Movement: Raised the discontentment among the Indians in the political sphere; Raised the sense of Nationalism; contribution of Tilak. Exercise Text Book and Question Bank Questions 1A Write the following events in the chronological order. (March 99) i. Establishment of the Muslim League. ii. Split in Indian National Congress(March 2001) iii. Partition of Bengal iv. Home Rule Movement v. Lucknow Pact. 2. Write the answer of the following in 2-3 sentences. i. Why did Lokmanya Tilak organise national festivals? (Oct. 01) ii. What were the provisions made by the Government of India Act 1919? iii. What is Responsive Cooperation? (Oct. 98; March 2001) 3. Give Reasons in two-three sentences. i. Lord Curzon divided the province of Bengal. (March 98) ii. The Indian National Congress was split in 1907. (Oct. 97; March 98, 00) iii. The Act of 1919 could not satisfy Lokmanya Tilak. iv. Lokamanya Tilak was not satisfied with the Act of 1919. v. Lokamanya Tilak organised national festivals. vi. Tilak intensified his agitation against the Government in 1916. vii. Lord Curzon partitioned Bengal. viii. The Moderate leaders accepted ‘Morley-Minto Reforms’, though they were not satisfied with it. ix. The extremists started educational institutions in India. x. The anti-Bengal partition movement greatly popularized the national movement. xi. Among the followers of the Indian National Congress, the leadership of Lokamanya Tilak proved effective. xii. The leaders of the Home Rule League toured through out the country. xiii. The ‘Wang Bhang’ movement spread all over India within a short period. xiv. The Indian Council Act of 1892 was passed. xv. After 1906, the influence of the extremist leaders was felt in the Congress. xvi. The Indian Council Act of 1909 is known as the ‘Morley-Minto Reforms’. xvii. In 1906, Muslim League was founded. (Oct. 99) xviii. The extremist leaders started National education. 4. Write answer of the following in 5-6 sentences. i. Give information about the Wang-Bhang movement. ii. Describe the importance of the Extremists Era. iii. Explain the British policy of Divide of Rule. iv. Explain the provisions of the Indian Councils Act of 1909. (Oct. 99) v. How did the Extremists strive for achievement of Swaraj? vi. Give information about the Home Rule League movement. (March 2001) vii. Describe the contribution of the Extremist Movement. viii. Why did the division of Indian National Congress prove to be beneficial to the British? Question : 5 Write the answer of following in 20 lines i. Give an account on Lokmanya Tilak’s contribution to the National Movement with the help of the following points. 1) Four fold programme of the Freedom movement. 2) The Home Rule Movement. 3) The role in Lucknow session. 4) The Father of Unrest. ii. Describe the importance of the era of Extremist between 1905 top 1920 with the help of following points. 1) Extremist policy. 2) Extremist leadership. 3) Contribution of Extremists. Other Important Examination Question 1A. Fill in the blanks i. The period from 1905 to 1920 is known as _______. (Moderate, Extremist, Gandhian). ii. Japan defeated Russia in ______ which attracted the attention of Indian nationalist. (1905, 1892, 1910) iii. Kesari and Maratha were the two ______ of Lokmanaya Tilak. (newspapers, horses, buildings). 1B. Match the followings i. Lord Curzon Division of Bengal ii. Tilak Swaraj is my birth right. iii. Lala Lajpat Rai Punjab iv. Bipinchandra Pal Bengal v. Aurbindo Ghosh Bengal vi. Wang-Bhang Movement Anti-Bengal Partition Movement. 1C Writing the following events in the ascending order sequence. i. Wang-Bhang Movement ii. Partition of Bengal iii. Surat Split iv. Indian Council Act of 1909 vi. August Declaration of 1917. vii. Jalianwalla Bagh incidence. 2. Write the answer of the following in 2-3 sentences. i. What were main programmes of Extremist Movement and what was their main demand? ii. What is the importance of period between 1908 and 1914 in the history of Extremist movement in freedom struggle for India? iii. What are the main features of Lucknow Pact 1916? iv. Which were the four points announced by Dadabhai Nawrojee in Congress Session of 1906? (March 98) 3. Give Reasons in two-three sentences. i. Lokmanya Tilak adopted responsive cooperation policy towards 1919 Act. ii. Lokmanya Tilak was called the father of the Indian discontentment. iii. King of Britain appealed to Indians to participate in the reforms of 1919 Act. 4. Write answer of the following in 5-6 sentences. i. What was the contribution of Annie Besant in the Home Rule Movement? ii. What was the result of implementation of Rowlatt Act? iii. What were the main features of Mont-ford Act 1919. Question : 5 Write the answer of following in 20 lines i. Write a note on Home Rule Movement in freedom struggle of India. ii. What were the main features of Extremist period? Explain with the help of following points: a. The demands of the Extremists. b. Differences with the Moderates. c. Main methods for protests. d. Main contributions of Extremists. iii. Describe the ‘Wang-Bhang’ movement with the help of the following points. (March. 96). a. Necessity of the partition of Bengal. b. Aims of the British behind the partition. c. Wang-Bhang Movement. (Anti-Bengal Partition Movement)
  3. Covering India from 1885 to 2004 The ten most important facts to convey and explain about this period in Indian history The period of 119 years can be divided into two sections at 1947. Therefore, five important facts can be taken from the period before that year and five be picked from next 57 years. That is 62:57 – 5:5 = 10 I First of all, selection of cut off year “1885”. In Indian history, as taught in India, the year 1885 is identified with the Indian Independence Movement and founding of Indian National Congress (INC). It is still a debated issue. The year is made popular among historian world by the liberal historians. The nationalist historians contend that the national movement started before 1857, the Year of Mutiny or First War of Independence. However, many of them would prefer to take 1819, the end of the third Maratha War as the starting year. There are some who would like it to start with 1736 when the first mutiny in among the native infantry was reported. However, 1885 has also been picked by leftists and subaltern historians. They do not identify it with the founding of the INC but consider it the year of maturing of the political mobilization of the Middle Class which is identified as had grown since 1857. However, among them also, there are scholars who would identify the year of Gagging Act or Vernacular Press Act 1878 passed by Lord Lytton. The terrible famine of 1876-77 which took the toll of six million souls was being celebrated by Lord Lytton with a lavish expenditure on the Imperial Darbar in 1877 and it was the Indian Press which had strongly opposed it. The act was later withdrawn and it was considered as a success of the political maturing of Indians. They consider the forming of Indian National Conference of 1873 by Surenderanath Banerjea as the turning point in this history of India. On the whole, year 1885 was the year when the middle class (professional classes) started presenting their demands in democratic manner. The Indian National Congress was established on December 28, 1885 and held its session for three days. Nearly 72 delegates attended the session. A study of the social, educational and economic background of those delegates shows that they represented the new face of the Indian Middle Class. Any how, year 1885 sets the tone of a history which could give us five more important phases in the period which ends with 1947. 1. The moderate period extends from 1885 to 1905. The selection of historians would guide it up to 1907 (Surat Split) or 1909 Morley Minto Reforms. However, this period was dominated by Dadabhai Naoroji, Gopal Krishan Gokhle, Ferozeshah Mehta and Bal Gangadhar Tilak. The vital fact about 1905 is Wang Bang Movement which revealed to the world the Indian tools for achieving their independence. They were Swadeshi, Boycott and Swaraj (???- Yes). 2. The period from 1905 to 1919 is identified by extremist period not only in demands of the Congress but also in the rise of the revolutionary movements. There were the nationalist activities undertaken by Bengal Dadas (big brothers) and the Ghadar Party activity of 1914. It was the period of Hindu Muslim unity in their struggle for collective bargaining. 3. It is generally identify with the Gandhian period. There is not doubt about the contribution of Gandhi. It was the period when Gandhi mobilized all the section of the Indian society behind his movement and his political tool of Satyagragha and Non-violence. But the Subaltern historians like Sumit Sarkar in his Modern India 1885-1947 has successfully identified the decade of 1920s as the crucial period in the Indian history. It was the period, when the Mill Workers of Bombay could force the Bombay Presidency to pass the tariff laws without the help of any established leader either from the National leaders of Congress or Communist leaders like Surendernath Bhardwaj or M. N. Roy. It was the also the decade when the Japanese merchandise invaded the Indian market and British government felt that the expenditure incurred on running the Indian administration was not a profitable proposition. 4. This period could be identified with 1936 to 1942. Though the starting point is the Government of India Act which was a culmination of the Indian struggle yet it also has other feature which can be called the maturity of the Indian movement for freedom. All the sections of Indian society had rallied behind the Congress movement. It included the peasants, mill workers, Indian industrialists identified with FICCI and G. D. Birla. 5. The fifth phase is definitely Quit India Movement 1942. Roosevelt was concerned about the role of India in the fight against fascist forces. Britain under Churchill was ready to sent first the Cripps Mission and then the Cabinet Mission. Wavell was ready to discuss plans for handing over the power to India before the arrival of Cabinet Mission Plan. The period ends with the Partition and Independence. I have not intentionally identify the year 1929, for the demand Purana Swaraj as the major fact. This is how it is taught in India. But I am now a student of History and a learner. I am not going to be taught. I am learning it. I have an argument in defense of my stand. This important fact is not that important for Pakistan. For Pakistan, it is the Lahore declaration of 1940 which may be the important fact of the period. I do not know how Bangladesh would see it. The use of the word ‘Swaraj’ was already made by Bal Gangadhar Tilak in 1902 for which he underwent imprisonment in Mandala. No where I have read that he meant Dominion status for his demand. It was only in Nehru Report that such a goal was set for India but which was changed to Purana Swaraj only after one year. By attaching Purana to the word Swaraj, one can not minimize the significance of 1902 demand. II From 1947 onwards: 1. The first important fact was years from 1947 to 1950. Apart from partition, the three important problems were the most important for India as a young nation to survive the very next day. They were: i. The preparation of a constitution of independent India. ii. The problem of the rehabilitation of the refugees. iii. The problem of merging of Princely States in the Indian Federation. 2. The next fact about India was Nehru period upto 1964. This period can be identified with three five years plans, the writing of destiny of India inside and at world level as envisaged by Jwahar Lal Nehru. 3. The third important period extends from 1965 to 1992. Yes, this period forms one unit whole. It is identified with the policies of Indira Gandhi and her twenty point programmes, nationalization of Indian banking, License Raj which was part of Nehruvian economic policy etc. It was period of transition for India and rising frustration which was more reflected in the movies of this period. In the same period, it was Rajiv Gandhi who tried to bring change in the mind set of the Indians with his young brigade. Again, I do not identify journalistic events of two wars with Pakistan, the Pokhran I etc as important. I taken into view how Pakistan and Bangladesh would evaluate this period. Going of Rakesh Sharma to space, 1984 assassination, pact with Mizos and Bodos are all the part of regular evolving of India which for me is a new India different from what it was before 1947. 4. It was year 1992, which is epoch making year. The journalistic history would stress upon Bombay Bomb Blast, rise of Mafia, political scams (which till this day have not reached anywhere and all the people involved are absolved of the charges against them). It is the period marked by Manmohanicms or the economic policies started under the guidance of Manmohan Singh and Montek Singh Ahluwalia. It ended the controlled economic scenario and brought before the world a new generation of entrepreneurs in India. It is now not the world of TATA and Birlas only. Except from Ratan Tata and Kumarmangalam Birla of A. V. Birla group, a new generation of Middle class entrepreneurs now rule the Indians firmament which includes the name of Ambani Brothers, Azim Premji, Nadan Nilekani, R. RajuSunil Bharti, Mohabir Sawhney, Anand Mahindra, Kiran Mazumdar, Ravi Venkatesan, Reddy Brothers, Subash Kumar etc. Mohindras, Birlas, Godrej, Bajaj are there, but the new names are the product of 1992. In the same period, on the political scene, India saw the experiment of minority government practiced by P. V. Narsaminha Rao. 5. 1997 was the next important event when coalition government headed by BJP came to power. It brought the power gallery and power equation people like Chandra Babu Naidu, Jailalitha, Om Parkash Chauthala, Ram Vilas Paswan, Shibo Shoren, Sharad Pawar (after parting ways from Congress), Lalo Parsad Yadav, Ajay Singh, Mamata Banerjee (after parting ways from Congress), Dewegoda Mayawati, Mulyam Singh Yadav. If there is no Congress and their breed, then they are the real India, from the grass root level, non elite but product of new India and true India and coming face of India if Congress is not able to continue under Sonia and Rahul. This is my extempore version. Now come up with your list. I will like to suggest to the latest edition of India 2005 A Reference Annual, published by Publication Divison, Ministry of Information and Broadcasting, Government of India. The dependable web site is www.nic.in from where you can reach the Publication Division of MIB. The same division also publish India in Last fifty years. Such things are discussed there also. I may reproduce a part of my published book which is relevant to the selected period and useful for the students of 10+2 year in next posting.
  4. First of all thanks you for the write up especially for the lines which you have written and quoted above. I can not elaborate why I am thankful. It is just satisfying to know that I am not the only person who has the observation or understanding as it is presented by you. Or in other words, I am going on the right course in my study of American history. The whole article, even if written in haste, I think, gives the complete answer to the original query. I may only like to add that it should be substantiated by the thesis given by Bernard Bailyn in "The Great Republic - History of America" in the section one, chapter 1 sub section: Points of Contrast : Spain in America. It will complete the picture. I have been also writing only long postings. It is my feeling that such type of exchange serves the purpose of this forum. The other members undertake it some time in JFK debate or in ICT future prospects. They do the real job only in such sections of this forum. But it is not enjoyable when they adopt particular way of exchange in the Holocaust debate or some other similar debates. It is a desire that such an exchange continue in future on different topics also. The link of Institute for historic review is another good link. It seems to be worth exploring. I am also in hurry. (just a personal note to Raymond Blair: My year of birth is also 1966 but there is factor 8 in your case. That is other thing that my son was also born on 17th.)
  5. John, I am here in reference to one of your posting above wherein in you have showed the desire of learning about various workshops of historians or the groups writing history from social and class perspective. I desire to direct your attention to a following link: www.india-seminar.com/2003/522.htm The magazine is mainly a work of leftist historians but in India, the historians which are generally identified with Jwahar Lal Nehru (JNU) university and Jamia Milia Islamia now identified with work of Irfan Habib and his students (mostly on Medieveal Period), are mostly liberal but they adopt economic analysis in their interpertations. A book by Ishrat Hague "Glimpses of Mughal Society and Culture – A Study Based on Urdu Literature" which I think is available on amazon has adopted different methodolgy. I will soon post a review on this book. Though I have this book for a long time with me but I have found it as an adjunct to Muzaffar Alam's "The Crisis of Empire in the Mughal North India". It has given me an occassion to re-read the book of Muzaffar Alam which has delayed my review. Both of them are important especially for their strong case of reinterperating the social setup of India during the eighteenth century when the Mughal Empire was declining and the British Rule had yet to establish itself as a political force in India. Another magazine which was receiving aid from ICHR is Social Scientist. I am not getting any reply from them. I have nearly forty Issues of that magazine which have different essays written based on different methodologies in history writing. There are special issues on women movement, the middle class social and political mobilization etc. I have yet read them seriously. Indian History Congress in India is held every year. This year it will be held in Calcutta. Last year, it was held in Bereli. This conference also work as a workshop of historians. It is being held since 1952 on regular basis.
  6. A Reference has been made by John Simkin about “The Politically Incorrect Guide to the History of America” by Thomas E. Woods. A glimpse of this book is given by the author himself about the book on the net on the link suggested by Raymond Blair. After reading the above postings and the links I bring before the forum some observations which I have made in 1999 in my lectures based on The Great Republic by Baylin and History of America by Henry Bamford Parkes. It had been added to different sources from time to time. At present it stands as presented below. They are the books which have already discussed the contrary views claimed to have been given in his book by Woods. I am also now confident of developing my view which I have previously made in the last posting here. I quote: “the Conflict which became the cause of the Civil War had its origin in the process of establishment of the various colonies. The cause of Sectional Conflict can only be studied and appreciated if we understand the origin and the rise of each colony.” I think that the contents of my posting are more relevant here. The first activity of exploring the North America for England was carried out by John Cabot between 1497 and 1498. He was a Venetian sailor who was employed by King Henry VII to explore America. The aim was not raise colonies there but to find a North West route to the Far East. After this attempt, no important activity was undertaken in the area. The route to Far East was not found. England gave more priority to the problems that faced her on the continent. There was no plan to establish colonies and therefore no interest in learning about what Cabot had done in the west. It was during the reign of Elizabeth, that the activity in the west was against started. The next person who came for England to North America was Martin Frobisher. He came in 1576 and explored Labrador. For next five decades, came John Davis, Henry Hudson, William Baffin and others. It was not royal house which had a plan for this region. They just gave the support and moral backing for such activities. The activities required finance which was provided by the private individuals. Such activities brought profit in form of furs from those areas which were explored under enterprises of the English individuals. In return, they gave only English name to the areas located by them. It was helpful latter only because that became the basis of the claim of the English world to acquire the land in the North America as their own. The main aim, which was to find a way to Far East was never achieved. Apart from giving English name to the places in the region and getting some profit from the Fur trade with the North American regions, they also benefited from the piratical activities against the holding of Spain. They also carried raid on the Caribbean islands. All such activities were justified on the basis of religious aims of Protestants. Therefore, it can be concluded that America came on the way when the English were trying to find the route to the Far East. They did not find route to the Far East. However, in return they earned some money from the fur trade and looting the islands and the ships of Spain. The other result was that they learned about the region and gave them the English name which later became the basis of claiming those lands as their own. In the meantime, those who had invested money in such enterprises got interested in the region which they have found in North America. They were getting fur profit from there. But they knew that it was not a permanent thing. They felt that the investment could be imparted some meaning if the colonization could be carried in that region and the used for getting some more profit by getting commodities from the agricultural activities which could be carried out in the colonies. Therefore, there was realization that there could be some more concrete activity in the west if colonies could be settled there. They started urging the royal house to help them in that direction. No doubt, the regions which had been discovered was the result of their financing of the expeditions to that regions. But the legal basis was that whichever new region was located and found was to be declared the property of the royal house. The most powerful argument for raising colonies on North American continent came from Richard Hakluyt and Richard Hakluyt. They were two persons with the same name. They were relatives. They were uncle and nephew. The younger Richard Hakluyt was a scholar and clergyman. He gave written form to his argument. He wrote Principal Navigation, Voyages, Traffiques, and Discoveries of the English Nation. It was basically a collection of different works. Through this writing, Hakluyt directed the attention of the royal court towards the benefit of raising colonies in the newly found lands which was called the New World. The Arguments of Richard Hakluyt: 1. The Colonies would work as the bases for pursuing the search for the North West route to Asia. 2. The colonies would facilitate the attack on Spain. The Major Constructive Purpose of Colonies: 1. The enclosures and other economic changes like the factory system had created landless and unemployed population in Britain. They could create social problem. Such people could find new livelihood in America 2. The colonies could be used to produce commodities such as sugar, wine, Olive oil, silk, vegetable dyes etc. They could not produced in England because of the shortage of land because of the enclosure system. As a result, England was buying these products from Spain and other Southern countries and had become dependent on them. Such supplies could be produced in colonies. IN other words, Haklyut had suggested a role for colonies which was to be to serve the economy of Britain and exist for the benefit of Britain. 3. He also suggested that gradually the colonies would provide market for the growing English industries particularly the cloth industry. Hence, Haklyut was giving a subordinate economic role to colonies. Such an argument was bound to win many votaries both among the common man and the royal court. Hence Haklyut envisaged that development of colonies would make England economically independent of foreign countries and would make her more rich and secure. No doubt, this was the main ideology and force behind pursuing the plan of raising colonies in America. This was also the core of the definition of mercantilism which was adopted by imperialistic countries. The colonies had to work as the economical adjunct to the main country. This was the role which was envisaged for the people of America who had been sent there from Britain. This was the position which the people of America never wanted to accept and it became the cause of the American revolution when they took the stand that there would be no taxation without representation. The Role of Royal Court: Queen Elizabeth knew this argument and had full support for such an enterprise. However, the royal court was not ready to undertake such enterprise on the royal expenses. But the private people were eager to offer the finance. No doubt, the whole of the process of colonization of America was undertaken by the private citizens. Some where it was the profit motive and on the other hand, an urge to give practical shape to the utopian ideas which were product of Enlightenment. People were taken there or sent there because England wanted them to move out. Therefore, each settlement which later developed into colonies had their unique character with the common aim of making profit there. However, the responsibility of making such enterprises a profitable venture was left with people who were sent to that bewilderness.
  7. Yes, Gandhi is quite near to the real picture as far as I understand. I had seen it and most of time it is repeated in October every year on different Television Channels. But the depiction of other personalities are not as desired. If you are interested then there was quite a successful attempt on TV and I remember and can recommend two serials if you manage to get hold of them. One is the serialized depiction of "Discovery of India" based on the book by the same title by Jawahar Lal Nehru. The Second one is "Chanakya", really a great work. However, a pure Bollywood movie (Movie Industry of Bombay) "Asoka" is not a good work. It is starring the leading actor of persent time Sharukh Khan. The year 2003 was a year of historic movies. There were five movies on Bhagat Singh. One of them starting Boby Deol was quite good and can be called good historic movie. Then there was "Line of Control" depicting the Kargil War. You may say that it was Indian version of the event. Then there was another movie which even went to get Oscar nomination and depicted the social and economic problems during British Raj period. It was Lagan produced and acted by Amir Khan. Well, only if you are interested to see they are some of the stuff from Bollywood. They depict the social background, the culture, costumes, dialect, aspirations as near to the real characters as compared to Hollywood on India. They are really coming in large numbers if one can judge from the news reports.
  8. One Member says, “It’s a strange conundrum, isn’t it? Another opinion is that Different groups identified with different ideologies may be interested in the actual numbers in order to announce their martyrs. The next adds in with a feeling that it would be cruel joke with the victims if the Holocaust Denials will go unpunished. One says that Human rights could be allowed to Nazis but their crimes deny them that right. The governments have declared the denial a crime. A contender emphasizes that democratic principles favour a virtue of freedom. All are fine. Dear Members, but the question by Denis is a normal question. Even if we bind our intellectual endeavours and a historian’s scientific temper (his subject is a mistress of the powers which matters) by some ideological limits, then the pure, simple and 21st scientific temper demands from us to consider for once, at least for once to ponder on this aspect that how many days will it take to kill such a number of people. It may be depressing and revolting to do that but you can not deny the validity of the question. You have to sometime face unpalatable questions if your field demands. The question is that if 4 million (4,000,000) people were killed in a camp before 1945, then how many people were killed in one day or in how many days they were killed? Kindly consider that historians are scientists. They are just like detectives. They doubt their own findings and always remain open to possibility of re-examination and evaluation of their inferences. They doubt their source of information and continue to question the fact which they are able to discern. Further, a good historian does not belong to a nation. He belongs to whole of humanity. He is interested in the work of whole humanity; Gandhi and Hitler both. In doing so, he performs his duty to humanity. The question here should not be denied an evaluation by the scientific temper of the FORUM even if there is ploy behind this whole query. I am from India. India was strongly against the fascist forces. Only one of our leader, Netaji Subash Chander Bose was on the side of Hitler. But, that has to be understood under different topic of history. I assure you, that I have no axe to grind; nothing to achieve from it. But, as a student of history, I think, I must try to consider this question. The floor is open…..
  9. The period of fourth to eighth century on Indian continent was producing work on medicine in form of Ayurveda like Charak Sutra, on different aspect of hygiene, art of making love, sex life and moral standards in form of Kamsutra of Vatsyana, in form of various treatises which influenced the political and legal thoughts of later years in form of commentaries of Vishnu, Narada, Brihadratha and Yajgvalakya. In education field, the university of Nalanda and Vikramshila had attained the level of world centers of education and learning. They influenced Tibet and China with Vajrayana view of Buddhism. This feature of the identified period is well covered by D. P. Singhal in his book ‘India and World Civilization’ 1972, Pan Macmillan Limited, London. (The Part II is not that well researched which covers the period from coming of Islam upto the end of the rule of Britain in India.) However, this question (Dark Age) was not a result of any research work but a feeling of a teacher who tried to learn something more about the topic which he had been teaching for nearly seven years with three years gap in between. When you start a new topic you begin with one or two books and they draw the contours of your knowledge. The books which were available in India was written by Indian authors and they belonged to a generation who had lived the Indian Freedom Struggle. Other books like history of Europe by Gooch, Hayes etc were Euro centric, trying to hide what was not so bright in Europe of their study. However, in the book of Gooch, there are four pages on the history of Frank rule under Charlesmagne. It has adopted the theme that the period of Middle Ages was a Dark age but the way it has discussed the period of Charlesmagne, it makes a statement in contradiction. My main query was result of following views which had developed during teaching. a. Are we teachers of history delivering the right thing to our generation? (Every teacher is teaching to a nation.) b. What is the authenticity of the knowledge or information which we are disseminating to our pupils. c. Most of the history works are Euro-centric. The history should be re-written in light of the changed geo-political scenario. The history writing is not coming out of the Euro-centric mold. It was the European scholars who had started the trend of writing the history as it is presently being followed. It is not they, who are first to do that. In China, they had been writing history since second century B. C. as a religious duty. In India, it was always written in form of Puranas but they do not qualify for being the history literature as per the definition and methodology being adopted by the western world. My feeling has become my conviction when I started reading American history. You pick any book, whether the author is American or a European, he invariably begins with evaluation of European civilization as the mother of the rise of America. While doing that, somewhere, it leaves you with a feeling that America was a by-product of Europe. There is a question in this forum on the difference between different colonies which created America. Now if you try to trace the history of America, you find that it was not America which was the core of the game plan in their surge towards West. It was some other factors which was pushing Europe to West ward sailing. But, the historic reality in form of America is not the result of that push. It was a human endeavour which was played on American continent and not because Europe desired it. Europe was just watching. Rather Europe was not concerned at all. Europe was more interested in India and Indonesia. Now, this is the case of American history. Now if you try to study the history of other continents, even there, Europe tends to cloud your perception. I am not putting any case against Europe. I am taking it an issue in history writing and then in teaching. d. The use of terms: Graham Deavis had made a categorical statement. If we call a period as a Dark period, then we mean to say that we do not have the historic sources on that period. It is not mere a word for history, it is a terminology in history. But the real word is “Dark Age” not the Dark period. Again, the use of terms in history is again Euro-centric. It is not taken as per the requirement of a trained historian but it is work of European scholars. I have identified that it was an intentional use of the term by the scholars of the Enlightened period. IN one of the article on a web site, the author has insisted that it was the work of the period of Romanticist historians, means that of eighteenth century or before that of Postivists of Nineteenth century. On the whole, it gives prominence to Europe over whole of the intellectual world. For me, there is no doubt, that Europe had dominated the period and it is the Europe from where the human life started glorifying itself by its own efforts. The human beings may be living a nomadic life in the eleventh century in one part of Europe as you have pointed out but one may be merely refusing to accept the fact if he tries to contradict it. However, after developing the Essay on Middle Ages, I had placed this query with Frank Conlon of University of Washington. He also approved what I was saying but he directed me to Prof Strachey. He also stated that it is strongly contended and such a version is now demolished. They directed my attention to a university in Canada which is undertaking research on Renaissance and Reformation. They are discussing the Latin and Grecian literature which belong to the period of Early Middle ages. It seems that they are talking about such sources which are available from that period and therefore, that period does not belong to Dark period of history of Europe as such. I later corrected the essay with the help of the latest versions of three encyclopaedias. Somewhere, I was made to feel that even this version is being engineered by some other scholars and from different readings I am made to develop this version. However, I think, there is a truth if we say that it is wrong way of presenting it when we will say that it was a Dark Age. On the whole, it is desired that a view or a debate should come up which should debate on the contents of history that should be adopted as a course of teaching history. There has been a discussion on the issue of Teaching British Empire. For me, it is also another example which should rather discuss the Idea of History that should be taken up for teaching history. But, this concept or perception that there can be history of a nation but not a history which can guide us on a wider scale of human achievements and problems, is not allowing to break us away from the trend set by European scholars. The collective consciousness approach in history always tends to acquire a jingoistic meaning only. Now when, technology is making it possible to compile and classify the data from past, such an effort should be made in the realm of history to rewrite history and decide the courses to be taught to the next generation. But, history is a mistress of politicians. They are not ready to accept that such a course is possible. They will question that if such an issue has to be taken on diplomatic level wherein one country will be asking other to teach such and such thing about them then it would not be feasible and term this idea as ridiculous. But they do such things. India kept on asking China to include the map of Sikkim in the map of India. India objected to Oxford Press when they showed Pakistan Occupied Kashmir (Azad Kashmir as per Pakistan) as not the part of the map of Republic of India. How many of us know about the history of the various countries of African continent when we are so agitated to talk about civil rights or take for that the issues of the Eastern Europe as they are in present. American President is ready to fight anywhere if it will establish a government on democratic principles. History as a subject is not the solution of all such issues but it is definitely the first step towards the solution of such problems which the whole world is facing. It is more humane to do then get your soldiers killed on foreign land in service of democracy. I am saying as a person interested in and motivated by scholarly pursuit. I am not criticizing any country. Kindly do not take it otherwise. But Alas, we are more concerned by our immediate concerns, our pay scale, taxes, insurance, our immediate management and my and my life. But if something wrong happens we raise memorials. We are more concerned about applied sciences and neglecting pure sciences and then seek answers to human miseries. When we find that we do not find solutions, we use escapist thoughts. This is what we are doing. (Allow me to be personal and philosophical in the end.)
  10. There is an article in The Tribune published in arrangement with The Independent by Yasmin Alibhai-Brown. The title of the article in bit uncomfortable and it is Better to ban history than teach supremacy. It seems that the content of the subject of history in schools is becoming alive and a debate when elections are approaching. As it is stated in the previous post, the history is being used by the Politicians as their most abused mistress. In India also when February 3, 2005 will see elections to three states, there are some issues which are being misused by the Politicians with impunity and the Election Commission watch because it fails to learn the lessons of history. The Politicians are even dragging judiciary into it and making mockery of the established civilized ways. It lays demand on the serious students of history whether they are teacher, general readers or research scholars that they must come up with the right definition of history which should be followed at school level. History is a science which involved gathering of data, classification, interpretation and final generalization. However, the very nature of history does not allow making generalization easy for every one. However, the stage of interpretation is more important and issue of concern for the human society as a whole in this very present. It is this aspect of history which should be taken up by the scholars and help the education system to adopt. They should ensure that the politicians should not use history only when they need it. In my nearly seven posts, I have been making this point. I have no doubt about the value of learning history. But, as a teacher, I face many dilemmas. No body has asked me a question in my class, but I always fear the day if someone ask me while teaching Gupta Age in Ancient period that why was India remained for One thousand (1000 A. D. to 1947 A. D.) years under tutelage when she had such an illustrious heritage. Similarly Richards in his book Mughal Empire in New Cambridge History had tackled a very ticklish and sensitive issue of Rajput loyalty towards the Mughal court. He had taken help of Norman P. Ziegler’s “Some Notes on Rajput Loyalties During the Mughal Period” in J. F. Richards, ed., Kingship and Authority in South Asia, (Madison Wisconsin, South Asian Studies No 3, 1978) He made to very assertive remarks: a. “Submission to the Timurid dynasty did not violate the Rajput Dharma or inherited code for moral conduct as set out in the bardic literature of the period.” pp. 22 b. For many Thakurs, notably the Rana of Mewar, supplying Rajput noblewomen for the emperor or princes was seen as a disgraceful submission. Those houses who offered brides had made the critical gesture of subordination.” Pp.22 Now the above observations are true. But, Will I be able to explain like that in my classroom? I am happy being in this forum because it is giving outlet to me. I am finding myself among such scholars who are ready to take up this issue although I have found only a couple of such scholars responding to it. May be my command over language is not communicating my real doubts. However, the issue is and it is an important issue facing the whole humanity how to frame their “collective Consciousness”. I desire to repeat two paragraphs from my earlier post which are as follows: I still remember, when I was a school student, there used be a class of Moral Science (May be a practice continuing since the days of British Raj or at that time India needed to project herself as a united nation and country – You know the legacy of British Empire for the Indian Nation). But it was discontinued because India wanted to project herself as a secular country and in order to conduct the classes of Moral science they had been picking stories form different religions which could teach piety and moral values to the young impressionist mind. It was removed but nothing replaced it. Now, the one billion strong country is facing problems like drugs addiction, increasing threat to conservative social fiber of the “Great India” (only for last 58 years) due to changing moral values and assertion by Generation Next in issues of sex, breaking of joint families and absence of adequate social securities. While being on this forum, I have found, other communities are also facing problems on social level and somewhere teaching world is related to such issues as the first agency which could do something for their respective societies (nations-countries). In case of teachers from the field of social sciences, which I am surprised to learn, are considered as marginal subjects in western world, teachers of history definitely have a big role to play. They have to however do one thing. They must start a debate that what they are going to deliver through history. Will they just continue to tow the line of the forces in power or state in clear terms the exact contents of history which the subject should carry in school class rooms and they themselves have enough strength in their argument to tell that which form of interpretation has to be promoted without being overwhelmed by one type of interpretation? In the end, I want to make a statement about my view of history and its role in making my thought world. When I was a student, the courses taught in the school and colleges were only Indian history. I had become a great critic of anything British or western world. My slogan was Be Indian and Buy Indian. Now, I am great admirer of British Empire because I am studying it as a student of history. I have a feeling that everything about Germany is not liked by European people but now I am a great admirer of German Nation or Deutsche Land. In India, there is dichotomy and duality in responses of Indians towards issues related to America but I am highly impressed by the country United States of America. I have not lost faith in the concept of God but I have become highly skeptical and critical about what I do while pursuing my religious sentiments. I have developed these versions in my thought pattern by my independent study. I attribute all these things to my study of history.
  11. A study has been presented at 57th Annual National Conference of the Indian Psychiatric Society at Post Graduate Institute at Chandigarh. It is thesis of Dr. Sanjay Khanna, a neuro-psychiatrist. He has researched that if the surfing become purposeless and urge to surf become uncontrollable then it is a problematic internet use and a psychiatrist disorder. He has further found that such a disorder become compounded with other psychiatry illnesses and one of the such disorder is impulsivity. It is also found that such people surfs for porn sites more than the normal user. He is quoted in The Tribune as follow: “The finding have established that the incidence of the disorder is as high in India as that in the western countries, where the penetration of technology is much higher.” On the web site of James Ford there are some such software for the ICT teachers, which can help in monitoring the access of the student to internet and intranet. Are there similar studies in Europe and North America concerning disorders among students caused by excessive use of internet? What are the views of other members about such maladies? How far is this problem debated, tackled and pondered upon in case of ICT which definitely encourages students to log on to internet for their studies and exercises? It is my opinion that it is true also in case of grown up, mature and highly over-occupied people. There tends to develop an addiction for some sites and surfing and generally a justification is found by giving some motive to it. Kindly take it just an issue which can be discussed and I place before the forum in the following manner. There was a remark by one of the member when the Forum site went off the internet during the last week of December last year, the member really missed it. I myself tried to log in many a time fully knowing that it was not available. There were holidays and I had time at my disposal. In spite of knowing that it was not there, I tried to explore it. I am just wondering after reading some of the postings in JFK section and such remarks that those on that section are really “weird” people, that what will happen if suddenly JFK case is stopped on this forum. What will be the result?
  12. A response to the article of Seumas Milne and contents therein and comments of Rowena Hopkins and John Simkin: Is it not the question directed to the use of History in making of a nation and demand from the History scholars to define the role of the history in making of the “collective consciousness” firstly of a community which considers itself as a nation and secondly for whole of the world of Humanity? Somewhere it tells that there is expectation from history to deliver what only it can give and on the other hand it tells that History intellectual world is still not delivering. Somewhere, there is demand from the world of history to give to the world a right definition and methodology of administering it to a community. The changing social scenario under the impact of advances made in science and technology has launched us on the course of human development wherein the humanity feel unsatisfied with the direction which it is taking. The disenchanted demeanors somewhere seek solace in spiritualism making the shops of Gurus, Saints, faith healers as commercial success and on the other side it is creating a humanity becoming more fearful, disinterested, confused and confounded. I think Seumas Milne “bashing” ( if such an expression is permitted) is general type of response when it is found easy to do that because you have achieved what you required. I do not know why I am remembering a comment of one of my esteemed friend who use to say that value judgements, cultural practices and sermonizing attitude are function of your economic well being and power status in the society. Secondly, the Seumas Milne is also another example wherein it is shown that in reality history still is a mistress to the political powers that matters. The real soul of history is never allowed to dictate the course of the political masters and it is always made to work an adjunct to the wider political games. A strong person can easily afford to be magnanimous to his victim if he has successfully thrashed him and when he finds the weaker person had condescended to his whims and now he has nothing to get out of him, he sometimes enjoys ego satisfaction in becoming votary of high standards and value systems. I do not mind if such statements hurts and it should hurt if there is realization. It should hurt if we are serious in undertaking such discussions and really serious about such exchanges. Do you not find it funny to watch a man of power and good contacts defending his brat by saying that his innocent child is mad and just a child and that is why he is hitting you and stealing your goods? Do you not face such situations in your schools and colleges concerning the present generation? Now expand this situation and apply it to “The Protectors of Liberty and Freedom” when dealing with third world countries. I remember that one day one of my friend was bragging about the basic character of Hindus and their human and non-violent philosophy. I confronted him with some facts from history and Hindu mythology. The first historic monarchy of India is that of Bimbisara. His son, Ajatsatru killed his father and his family members (Read Tribe Men) to take over the throne. Similarly, he killed the family members (that is, the Tribe men) from him mother side from Kosala Monarchy and Avanti who were related to Ajatsatru by marriage. Another is of Asoka. It is on record, in the XIII inscription of Pillar inscription of Dhauli wherein the monarch narrates his expedition against Kalinga in the ninth years of his reign. He has caterogrically stated that he had killed 100,000 people and enslaved (John Simkin, I seek your attention) 150,000 people. Now after making comments against the erstwhile imperialistic countries, I am telling you some of the basic facts about a jewel in crown of the British Empire. The Pushymitra Sunga, who destroyed Mauryan Rule, is accused of prosecution of Buddhist to promote Bhagvatism (Vaishnavism). Later, Smudragupta of Gupta Dynasty, destroyed the Naga Raja and their confederacy who were identified as the central core of India of that time. I can give a list of Turks invasion of India indulging horrendous imperialistic (if this concept is allowed to be exported that period) atrocities upto 1757 the year when Clive played the drama of Battle of Plassey with the help of Mir Jafar, Jagat Seth (Gujarati) and Amin Chand Arora ( a Punjabi) after befooling Captain Watson. Now, If nationalist historians read all what I have said, they may make efforts to get me booked for sedition. However, I am mere a student, who is trying to learn something. I feel, the real issue is that there is need for finding a right place for the subject of history and it is definitely needed; the attitude of mind which the study of history imparts, and right definition of history with which the national curriculum should be framed. There is need on the part of the students (mature learners), teachers and scholars of history to assert their understanding and convey it to the immediate bosses – the political parties and the government – that history should be taught throughout the academic life at least at school level. I am not overstating it. There is also need to teach the niceties of languages in the courses like that of sciences, commerce and business studies. It is not being done. It is known fact that how the Professors of Commerce, Computer Sciences, Accountancy and Business Studies react when they are told that they should include language studies and cultural studies in their curriculum. They do not care to respond to such advises from language and history departments. I still remember, when I was a school student, there used be a class of Moral Science (May be a practice contiuing since the days of British Raj or at that time India needed to project herself as a united nation and country – You know the legacy of British Empire for the Indian Nation). But it was discontinued because India wanted to project herself as a secular country and in order to conduct the classes of Moral science they had been picking stories form different religions which could teach piety and moral values to the young impressionist mind. It was removed but nothing replaced it. Now, the one billion strong country is facing problems like drugs addiction, increasing threat to conservative social fiber of the “Great India” (only for last 58 years) due to changing moral values and assertion by Generation Next in issues of sex, breaking of joint families and absence of adequate social securities. While being on this forum, I have found, other communities are also facing problems on social level and somewhere teaching world is related to such issues as the first agency which could do something for their respective societies (nations-countries). In case of teachers from the field of social sciences, which I am surprised to learn, are considered as marginal subjects in western world, teachers of history definitely have a big role to play. They have to however do one thing. They must start a debate that what they are going to deliver through history. Will they just continue to tow the line of the forces in power or state in clear terms the exact contents of history which the subject should carry in school class rooms and they themselves have enough strength in their argument to tell that which form of interpretation has to be promoted without being overwhelmed by one type of interpretation? I am ready to accept here that I myself do not know which definition is to be promoted. But, there is definitely a need to find answer to this question. Otherwise, all such articles are mere political statements benefiting one or the other political party but doing a major harm to the existence of the subject. In the end, I want to make a statement about my view of history and its role in making my thought world. When I was a student, the courses taught in the school and colleges were only Indian history. I had become a great hatter of anything British or western world. My slogan was Be Indian and Buy Indian. Now, I am great admirer of British Empire because I am studying it as a student of history. I have a feeling that everything about Germany is not liked by European people but now I am a great admirer of German Nation or Deutsche Land. In India, there is dichotomy and duality in responses of Indians towards issues related to America but I am highly impressed by the country United States of America. I have not lost faith in the concept of God but I have become highly skeptical and critical about what I do while pursuing my religious sentiments. I have developed these versions in my thought pattern by my independent study. I attribute all these things to my study of history.
  13. This article refers to following quotes of Shanet Clark. “In the “Indian” school of thought a mild “orientalism” attempted, in general, to limit harsher authoritarianism and militant expansionism, but was generally overruled by the “London” authorities (exemplified by the Duke of Wellington).” “Hastings’s new interest in Persian and Hindustani language and culture grew slowly within the dominant ideology of Imperial Britain. The British reduced Hindustani dialects and Persian court traditions to their deference mechanisms. Terms of address were modified to suit British protocols, the wearing of shoes was noticed and enforced by the British and traditional “Moors” or pidgin exchanges in the trading vernacular were dropped. The British remained very dependent on the honesty and work of the translator corps and many signs of disrespect were ignored. John Gilchrist, a Bengal Army Surgeon from Edinburgh made a mark on this school of authoritarian, paternal “orientalism” with his Oriental Linguist and Dialogues, which taught brief commands and how to “berate servants.” Short, pre-emptory commands and declamatory orders mark Gilchrist’s poular approach to communication in India.” “The interests and ideology of the King, Prime Minister and Duke of Wellington in London were ascendant in the early 19th century, at the expense of the East India Company in general and the “Indian” faction especially. Political intrigue at Westminster and Whitehall, concern with the Czar’s actions for example, had taken pre-eminence over the needs of the British company in India, and certainly over the needs of the Indians themselves. Equally unsettling to those negotiating the British position in India “the Court of Directors guiding philosophy was firmly anchored in London.” This Court was “stacked” against Indian field veterans and the interests of the Company in India was subsumed to unrealistic military policies arrived at in London.” In The Structure of British Authority in Colonial India: Theories and Applications from the Elizabethan Period to 1857 In: State of India: Affaires Brief by Shanet Clark
  14. Padam Shree has been conferred upon noted historian Dr. J. S. Garewal on the Republic Day (January 26, 2005) of India for his outstanding contribution to academics. Padam Shree is one of the highest national honour conferred upon distinguished personalities who contribute to the nation in their field of expertise in India. There are four major national honour viz Padam Shree, Padam Bushan, Padam Vibhushan and Bharat Ratana. Bharat Ratana is the highest National Honour in India and present President of India, Dr. Avul Pakir Jainulabdeen Abdul Kalam, a noted aeronautical scientist and Missile Man of India, himself is a Bharat Ratan Awardee. Dr. J. S. Garewal is presently Chairman of Governing Council of the Indian Institute for Advance Studies (IIAS) (http://www.iias.org/contact.html), Shimla, Himachal Pradesh, India. He was earlier Vice Chancellor of Guru Nanak University Amritsar. He was also on the committee of the National Education Curriculum established by present government in order to correct and review the contents of the History books in India at school level which were mired into controversy during the reign of previous government. Dr. J. S. Garewal is an expert in the field of Medieval India. However, he had also earned his place in history writing through his writings on History of Punjab. The first notable contribution in the field of Punjab History was Guru Nanak in History, published in 1969 by Publication Bureau (now less active as compared to Punjabi University, Patiala), Punjab University Chandigarh. It had gone into reprints and second edition appeared in 1979 and then in 1998. Guru Nanak in History is one of the most balanced work on Guru Nanak as a historic persona. The book is divided into too sections. The first Section is “The Milieu” having four chapters and the second section is “The Response” having corresponding four chapters and one Epilogue. It is written in the style which has been perfected by New Cambridge History Scholars under the new plan of writing history for South Asia. (I have referred to this aspect in my another posting “Working of Ideology in History Writing” in Philosophy of History section.) The second book which has established its place in history resources is “The Sikhs of the Punjab” under The New Cambridge History of India, Vol II.3, in 1994 (India Edition ISBN : 81-85618-48-8). At that time he was director of IIAS. He was conferred upon a D. Lit degree by University of London for his above mentioned work. His third recent publication is Akalis - A Short History, Chandigarh, 1996. It is work of a Sikh who is a historian also. The most important chapter is second one “Sikh Tradition: The Historic Context” which may be useful for the French Government for taking a balanced view about the Sikhs. He has also contributed to Encyclopedia Britannica. In his interview to The Tribune (http://www.tribuneindia.com/2005/20050128/punjab1.htm#6), he has mentioned that his next publication, ‘History of Medieval India’ will be published by Oxford University Press. The first volume, ‘State and Societies in Medieval India’ will be released next month by OUP. Dr. Garewal had made important observation on ‘saffronisation’ of history in above mentioned interview. He said, “the past regime (NDA led by BJP) did try to indulge in it, but by and large a majority of historians in India tow what the west historiographically calls the liberal writing.” He further emphasized that major attack against saffronisation led by leading Leftist historians like Irfan Habbib, Sumit Sarkar, (The Fascism of the Sangh Parivar: http://sacw.insaf.net/DC/CommunalismCollec...GHPARIVAR.html) but that should not be construed to mean that mainstream liberal historians had adopted a leftist view. Dr. Garewal has given number of leading historians to field of study of history. One of his student, Dr. Indu Banga, who is an established historians in her own right, had pioneered the trend of Urbanization studies in India.
  15. It has reference to the issue of lesser payment to doctors in India about which I have shared my views on the forum. Yesterday, I was talking to a young doctor who belongs to my place of residence. He has settled here and joined a hospital started by an NRI ( Non Resident Indians) from UK in Doaba ( Jaladhar Bist Daob; Doab is a Persian word which means a land between two waters/Rivers; Do means Two and Aab means water and here it is Satluj and Beas.) region of Punjab. This is a region from which a large number of people had migrated to UK in 60s, to USA upto 90s and now these days to Canada.) It was general talk which wandered around the Consumer Forum established under Consumer Protection Act of 1986 having judicial and punitive powers and recent role of Medical Council of India concerning the terms of working and education quality of Medicine in India. He was referring to new requirement for those graduates in Medicine who had acquired their Medicine degrees from the states of erstwhile USSR. I picked up the issue of lesser payment to the doctors especially to the fresh graduates holding simple degree of MBBS. The young doctor passed a highly pricking judgement which has meaning for other fields of professions also. He says that it is not that they are paid less. He remarks that it is the professionals of their own field who are paying them less and exploiting them. Their seniors expect it from them that a fresh but a fully qualified doctor should work free of cost for them whereas they demand that they should be paid well for their services. It is exploitation by their own professionals. They themselves have suffered earlier at the hands of their seniors and now they are doing same with us. It is just like a mother-in-law is abusive with here daughter-in-law because she herself was abused by her own mother-in-law!!! This remark left me wondering that how far it is true for other field of profession also. May be it is like that in India!
  16. A Background It is here as a response to Shanet Clark view on a brief survey on Indian economy in State of India - Affaires Brief in Economic Resources section and his response to a comment on one of the content of his survey by me. I had not given the full view because of number of reasons. (One of the major reason is electricity break down in Punjab due to problems which a Third World country is still facing in spite of becoming a big player in BOP and distruption in compiling and editing along with doing ones own regular job.) I must acknowledge here that the essay of Shanet Clark on East India Company rulers is superb and worthy of keeping. I have made a copy of it for my personal use. The following write – up is an attempt to continue that dialogue without criticizing each other but bringing out the contradiction in perception development about a given historic fact, further research, presentation of historic fact as it is being done in Present and mutual benefit (May be more to me). The content matter of my write-up is based on Modern India 1885-1947 by Sumit Sarkar, Freedom Struggle of India by Bipin Chandra, Freedom Struggle of India by S. S. Sen, India’s Struggle For Freedom by Bipin Chandra and five authors, Freedom Struggle by Tara Chand and Struggle for Freeom Ed by R. C. Majumdar (I am still continuing my reading of this series). It is required to specifically mention here that Sumit Sakar work is based more on primary sources of National Archives of India and the book mentioned has numerous references from the Archives files. The work of Tara Chand was undertaken under the Congress rule before 1977. The work of R. C. Majumdar is work of nationalist historians and a type of reaction against the work of Tara Chand. But both the works had their own value. I am giving here the response in a manner in which I treat my paper writing which is mainly done with the purpose of preparing lectures for my class, reading a book and for my understanding of the subject. It is as follows. BRITISH RAJ AND CHANGE AND CONTINUITY Question. What was the view of Britishers about the nature of Indian society and politics? Answer. The Britishers were of the view that the Indian society was rigid and continue to be same for long time. Question. What was the nature of the British rule in India? Answer. The British rule was racial and despotic in nature in India. Question. What was the claim of the British rule about the nature of their own rule in India? Answer. The Britishers claimed that their rule was guided by the paternalistic benevolence, trustee of the welfare of India, and provided the training to the Indians towards the self-government. Question. How many civil services posts were there in India under the British rule during the early eighties of the nineteenth century? Answer. There were approximately 900 posts in civil service under the British rule in India during the early eighties of the nineteenth century. Question. What was the main feature of the 1861 Indian Council Act from Indian point of view? Answer. The Indians were given representation in the Provincial and Supreme Councils as nominees. The powers of such bodies were reduced. For the Indians it was the mockery of the claims of being highly judicious and impartial attitude of the Britishers. Question. What was the main constrain on the functioning of the British Indian Government from the British point of view? Answer. The British were constrained to involve the Indians in the regular working of the Indian administration. Question. What was the relieving feature for the Britishers on the question of seeking the collaboration of the Indians in their Indian administration? Answer. The Britishers were relieved to learn that they were able to obtain the collaboration of the Indian administration very easily. Question. What change had taken place in the Indian attitude vis-à-vis the British administration? Answer. The Indian middle class had become politically motivated by the middle of 1880s. Question. When did the Indian become assertive in their stand vis-à-vis the British administration? Answer. The Indians became assertive by the 1880s. It was the mainly a new class of Indians, which is referred to as middle class, that became politically motivated. It was the role, which it had acquired when it was not even imagined by the Britishers that the common Indian could organize themselves as politically aware associations of citizens. Question. What were the views of the British official on the question of the existence of India as a nation? Answer. The British officers were very vociferous in claiming that there was no nation by the name of India and it had never existed. Sir John Strachey had said before the graduates of Cambridge, “ there is not, and never was an India, or even any country of India … no Indian nation, no people of India, of which we hear so much … that men of Punjab, Bengal, the North-West Provinces and Madras, should ever feel that they belong to one great Indian nation, is impossible.” Question. What was the ideological contribution of the moderates of Congress to India as per Sumit Sarkar? Answer. The author feels that a perspective of independent capitalist development for India was the contribution of the Moderates of the congress part. Question. What was the importance of Congress for the country in 1936? Give an appropriate statement of a person which fully delineates the ground position of Congress? Answer. It was Subhash Chander Bose as the President of Congress in 1936 who spoke the following words to suggest the actual importance of Congress for the country. He said, “ Congress had now become the largest organization of the common people drawn very largely from the village population and counting amongst its members lakhs of peasants and cultivators and a sprinkling of industrial and field worker’. Q. Which are the major contours of the National Movement during twentieth century and its basic nature in practice? Ans. During the twentieth century the national movement of India spread to a wider geographical area and penetrate different social classes. The Marxian school of Indian history under the research scholars of Subaltran studies especially Sumit Sarkar and vacillating historians like Bipin Chandra, the high marks in the National Movement had identified following milestones. The year 1905 to 1908, a period of Swadeshi Movement covering social, educational and industrial fields of India and increasing mass participation. It was the background on which Gandhi later built his theories. The year 1919-1922 saw the coming of Gandhi politics and solidarity among the masses of Indian nation contradicting the perception of the British Raj. Years 1922-1928 saw on one hand, the resurgence of revolutionary movement (in present days it would have been called terrorist movement), rise of the negotiation power of the mill workers or the Proletariats, and realization of the British Raj that they were now facing a rising class of Indian industrialist who could not be wished away and they had to form some policies towards them and they started picking groups among the Indian capitalists. The years 1928 –1934 was a decisive period for the world as well of India. The response of India was totally Indian in nature, marked by the working of the Gandhi politics. Year 1942 had single importance as the year of Indian Nation Maturity which was not liked by the leaders of British government. The year 1945-1946 was the period of final strength but failure in bringing unity among the communities which identified themselves on basis of religion. The Indian nationalists charged British rulers for this failure but the British rulers attributed it to history of India (In New Cambridge History series, this paradigm is still reigning supreme). Bipin Chandra had called this waves of Indian Nationalism and Indian National Movement as STS – Struggle Truce Struggle – pattern of Indian nation (Identified with Gandhi manner of achieving political goals as per his ideology of Non-Violence). Whole of this period brought in existence an undeniable and irreversible historic fact that Indian masses had learned to live an active political life. It was a fact which British Prime Minister Churchill was not able to accept in 1942. Q. What were the achievements of Independence (Freedom and Liberty) for India? Ans. The princely states were abolished (Junagarh and Hyderabad were part of that movement and not an example of Indian Imperialism as some scholars are still trying to declare. Same is the case with Goa and Sikkim – The criticism of this view is invited with open mind.). Zamindari ( a structure forged on Indian land relations by Cornwallis and John Smith) was abolished. Parliamentary Democracy with universal Franchise to men and women was adopted ( not knowing the criminalization of Politics by regional parties like AIADMK, RJD, INLD, SP and Akali form of activity of 80s in next 57 years.) Adoption of Mixed Economy – an Indian answer to the conflict of socialism and capitalist based economy. However, a continuity case is that India continued with bureaucratic and army structure of British Raj wherein white Maibaps were replaced with Brown sahibs. Pakistan in truncated form was created. Question. What was the actual nature of the British administration till its end? Answer. British Government in India was basically an autocracy of hierarchically organized officials headed by the Viceroy and the Secretary of State, while the ultimate Parliamentary control was spasmodic and largely theoretical. Question. What were the main features of Imperial structure and policies? What were the effects? Answer. Viceroy and the Secretary of State were the main policies of the Imperial period after 1857. The British Parliament was made more powerful but it never exercised any of its power and left the Viceroy and the Secretary of State to manage the affairs of the Indian colony. Viceregal Attitudes The attitudes of the individual viceroys had also played a great role in defining the contours of the Indian history during its struggle for freedom. The dominating feature of such a evaluation is that the viceroys can be divided into two groups viz. a set that belong to the Tory group and the set that belonged to Liberal group. The Whigs, Radicals, Liberal imperialists, and Little-Englanders are included in the Liberal group of the British political environment. Foreign Policy: The British Viceroys extended the Indian territories in Afghanistan due to the fear of Russia and in Burma due to the fear of France. These expansionistic policies were undertaken during the period of Lytton and Dufferin. The reigning ministries were that of Salisbury and Gladstone. The next important expansion was undertaken during the period of Curzon. The army: The foreign policy adopted by the expansionistic viceroys in the second half of the nineteenth century raised the need to expand the number of the army men. The Indian army was directed according to the army commission of 1859 and 1879. The main policies adopted during this period were the theory of the martial racial. The second theory was policy of watertight compartment. Some of the major quotations of the person who mattered would make the actual nature of the army policy of the Britain clear. Wood in 1862: I wish to have a different rival spirit in different regiments, so that Sikh might fire into Hindoo (Gentoo), Goorkha into either, without any scruple in case of need. Further, the budgetary allocation on the army increased from year to year. Under Curzon, it was 51.9%. Financial and Administrative Pressure: The main cause of the financial strain was the foreign policy and army expansion. The second major cause of the financial burden on the Indian exchequer was the depreciation of the Indian rupee vis-à-vis sterling pound. The famine, which devastated India in 1890s, was another cause of financial burden. The financial burden was arranged for by increasing the excise duties, imposing income tax, sales tax, and forest laws. This had increased the burden on the common man and as a result became the cause of providing the support to the Congress which had emerged in 1885. Local self-government and Council Reforms. The liberal local self-government was provided because the British Bureaucracy wanted Indian to collaborate in their efforts of financial tightening. Divide and Rule: The divide between the elite groups was exploited by the British administration. They exploited the divide on the lines of religion, caste and the region. They British administration did not planned it before hand. It was definitely not a deliberate act on the part of British bureaucracy. The social, economic and political situation, which was mainly the result of British policy, provided them the situation, where the Britishers could exploit it on the principle of Divide and Rule. It was not a deliberate act of the Britishers. It was mainly the product of the colonial underdevelopment, which the British bureaucrats were able to exploit for the benefit of the British crown. White Racism: Racial discrimination and brutality were major cause in uniting the highest of the natives with their lesser brethren. The racial discrimination was quite evident in the business field also. The white British business was well placed vis-à-vis Indian businessman. The English administrative machinery was sympathetically inclined towards the British businessman in face of competition with Indian businessman. The Colonial Economy The mercantilist phase of the British exploitation of India was from 1757 to 1813. It is the comment of Marx and considered to be the first phase of their activity. The second phase was from 1813 to 1858. It is called the Classic age of trade. The third phase extended from 1858 onwards which the period of finance imperialism. The mercantilist phase of the British exploitation of India was from 1757 to 1813. It is the comment Marx and considered to be the first phase of their activity. The main feature of this phase was the phase of monopoly trade of East India Company. During this phase, the British company invested its surplus money in buying the Indian the finished goods from Bengal for selling it in the European market. The second phase was from 1813 to 1858. It is called the Classic age of trade. The Classic age is marked by the exploitation by the free-traders industrial capitalists. It had started after the emergence of the industrial revolution in England. It surfeited the Indian market with the textile product of the Manchester. They bought the raw material from India. Their activity had ruined the traditional handicraft of India. It is remarked that 'the home-land of cotton was inundated with cotton.' The third phase extended from 1858 onwards which the period of finance imperialism. This phase in market by the export of capital and establishment of the chain of the British controlled banks, export-import firms, and managing agency houses. The Indian interpretation of the economic exploitation is the theory of Drain of Wealth, which was given by Dada Bhai Naoroji. The evolution of Marx was based on the arbitrary division of the Indian period. Question. What is the concept of the collective monopoly of European businessmen as given by Amiya Bagchi? Ans. The white racism or the colour of the skin and not the economic and business demands dominated the motives of British Raj while dealing with white business men in India against their Indian competitors. In the field of Jute, Mining, tea, insurance, shipping and banking, “European compromise and mutual accommodation among themselves, however much they believe in the virtues of competition for others. (Bagchi, Private Investment in India pp. 170 as quoted in Modern India by Sumit Sarkar pp. 23) In the end, I am wondering, if all was being settled in Britain, was all such activities which created Republic of India in 1947 not known to them. Is this a success of forces which works from below? Or is it, that being a student of history, it is easy to talk about the people from above and it is difficult to collect data from below and then to analyze it because it was being done earlier. Why Britain had lost America? Or it is that Richard Hakluyt failed in case of America but Thomes Roe succeeded in case of Mughal Empire.
  17. A side view on ICT in the Classroom: Current Good Practice and forthcoming meeting at Toulouse “The problem must be in the way we teach it. That it is information that they only need to help them pass an exam. Once the exam is over, the information can be discarded, as it so often is. The same goes for most of the information we give them.” John Simkin Prince Harry: History Teachers to Blame? Non-Academic Discussions I seek permission to reframe the quote, “Once the exam is over, the information about history is discarded and it is often done by the students.” And “The problem must be in the way we teach it.” It is also my experience. It pains when you find that your students do not remember those things which you as teacher of history was suppose to teach them but his teaching or his product does not become a part of their consciousness. History is a collective consciousness. It is that consciousness which makes your society, define its contours and prepare it for the future. Remove that consciousness, you may have your present but not your society and any sociologist can explain that how important it is. Thus, we can not overlook the fact which has come up in Non-Academic Discussions. The history teachers should not get agitated by the remark that the History Teachers are to be blamed for the act of Prince Harry. They must try to accept the problem, which the history teaching is facing. It is the major problem that we are not able to give to the society what is expected of us to give. The Prince Harry case can be a timely occurrence which could be used to ponder on some thing more substantial. Do we find the similar response from students in case of other subjects especially the general sciences? It will be wrong to accept that the same thing happens in case of the students of Medicine and Engineering. They do not forget what they learn in their classes. They learn and carry it to their professional field. In case of our students, they do not carry the aim of learning the history to their life and the society. John Simkin has already raised the question. It should be the first “problem and practice” issue in the forthcoming February meeting. My point is that there is need to understand and identify that which is the right definition of history with which the history teacher can proceed in teaching his subject. The ICT project is a means and not the aim. It is a strong contention that we all are not clear about this fact. In order to give points to think over right course of the history teaching, the nature of the product which the world of history teaching and history as the field of knowledge should give to the society, some practical activities which had been undertaken earlier should be taken up for the discussion. These practices were basically taken up by such government setups which are identified with theocratic governments and Totalitarian governments. What we can learn from them is that how they had used history to communicate the perception and how we can use history with more fruitful and positive manner. I am referring to education plans as adopted by Napoleon, Islamic countries, Hitler and Stalin minus their aims. Well it is one view. A confabulation on the issue of the right product which the history should provide at school level and efficacy of the teaching method of delivering this product, so that the learning from history should remain for longer period as the student has left the school, should be undertaken. The ICT project and its related practices should given a place of possibility which could help in that direction. It should not become the major issue of discussion. Secondly, John Simkin has been stressing the point that people should not be historians but should think like a historian. Yes, this is one of the major benefit that historians can help the society to get. The Scientists in the field of general sciences are very good in their laboratory. Our field of knowledge can make people scientific in their day to day life. Thirdly, History is combination of three things viz. It is a science, an art and a literature. The ICT concept, I visualize, is part of an art. The ICT should help in presenting the facts by absorbing technology. The field of History should never become subordinate or second field to ICT concept. I have developed this feeling while reading the problems faced, I believe, by Mike Tribe, David Richardson Högskolan and the young scholar Fidel Sciamanna. Hence, the stress should be how the use of technology could make the presentation of history more effective but the spirit of history should not be overlooked and made subordinate to use of technology only. I understand that the meeting at Toulouse (17th February – 20th February) has a specific agenda and background of a substantial and well thought out activity which has been going on in the schools under the project ICT. Many teachers and some students like Fidel Sciamanna have very nicely come up with some practical problems in execution of the ICT project. Such problems will definitely come in discussion in the meeting. I was just trying to visualize that what direction would the discussion take. I could imagine, that there would be discussion on use of type of the hardwares more suitable for the project, the various softwares, finance problems, dealing with the financing agency or the government etc. However, what is ICT? Is it not an endeavour to absorb technology for teaching purpose? Technology in itself is nothing. It becomes important only when the society absorbs technology and achieves better results. Had that technological advance not been there, it would not have achieved better results. This is the only importance of the technology. Otherwise, through technology, worst things are also done and more harm is brought to the society. The problem which are being raised before the meeting, are such problems which may be solved by the march of the technology itself. I feel, the major problem is financing, convincing the government agencies which are financing it and content matters. I wish the content matter would be discussed in light of views given above and should become the main agenda. As far as other problems which are being faced, like the use of different gadgets for filming and their compatibility with the available softwares on ones system, the efficacy of Power Point Presentation and similar problem like frequent changes in the configuration of the system which cause lot of investment etc, will become immaterial with the march of technology. I remember that I had a fight with one of a very illustrious colleague of mine, Prof. (Late) J. K. Bhandari, from Department of English (a person who could have been a great asset for projects like ICT and Graham Davies and other people from Language field would have loved to communicate with him), who was genius of computer applications, on the question of using Microsoft Word or Adobe Page Maker for writing articles. He used to end our fight by saying, “Arye Bhai”, soon such things would become immaterial. One should only develop ones own skill in using computer in his field of knowledge. I was just wondering if this meeting would also be attended by some experts from media. It is a feeling that internet, computer and communication technology have given a bigger role to media studies. It is the concern of Media studies to tell how a presentation can be made more perfect and effective so that it can reach target audience in the right manner and the desired results can be achieved. If the history teachers are clear about the role of their subject and its role for the benefit of society, then they could get more benefit from the experts of media studies. In addition to that the experts from designing and engineering department can be an added help. Then not only a prince, but also a commoner can also become sensitive to issues which are only learned from the collective consciousness and the past.
  18. You are right. It is bit different. However, do you not think it is different only because of its presentation? After looking to resources on Subalturn Studies through Google, I also tried the same searches on Kartoo. The results were same. I reverted back to Google with my name and some of my friedns in Search, and tried the same with Kartoo. The results were not much different. I tried with the Sumit Sarkar, a leading historians with Marxist Ideological analysis and Subalturn Studies. Results were not different but I was able to gather more from Google. The difference was more clear in case of Googel, because there is one more Sumit Sarkar, with engineering background (Computers) and doing some substantial work. In case of Google, I was able to ascertain the desired targets more easily but in case of Kartoo, I kept on moving my mouse in the various icons before deciding which link is more useful for me. The spider software of Google is more effective as far as I have used it. In case of some resources on older books of British authors on India for which I have received a lead from some different sources, Kartoo was not able to find it. I tried different combinations but I did not receive the satisfying results. Secondly, every time you move your mouse, you have to keep your eye on left side also. Then relate it with your desired target. It may be that I am yet not accustomed myself with Kartoo. ON the whole, it was a good information.
  19. Shaner Clark, I have read your article and also your biography. I believe we have a common interests as students of history. I consider myself not fully qualified to comment on economic aspects from economic point of view but as a student of history, I have been learning a lot about the economic aspects as a student of history. I have read the write up with interest. At present, I reserve back my comment over the comments and observations made in it. On the whole, it is near to the true picture but also invites lot of critical comments in order to give a right picture of India as a country in Resources section. I mainly here to make my first point at which I think I am enought qualified but if I am not correct I will be highly thankful if I am corrected. The University of Madras was established in 1858 (not in 1857 or 1794). Warren Hastings did help in opening the colleges. It was Calcutta Madrasa (Islamic Teaching institution - if I am rightly translating it and Madrasa should be read as Madd- rassa.) and Sanskrit School which was actually started by some local English Officer. Warren Hasting is identified with Orientalist Group of scholars which included such English officers of East India Company lead by William Jones, Chief Justice appointed under Regualting Act 1773 and Pitts Act 1784 who were in favour of continuing with traditonal way of education system in India. It was the time, when your ancestors had not migrated or were just landed on the shores of America. (kindly take it with a view of comprative study which I think is more useful manner of studying the history of a one place and compare it what would be happening on some other place at the same time. At least I study history in that manner. While reading history of India, I always to think what had one hundred years back and what had happened after one year and the topic of reading is how old from the present day. It gives you a very different angle which I think is not possible in any other field of knowledge. .) The Attitude of Company owners were not to interfere in the social life of the Indians. It all started with shift in the attitude of colonial powers to take over the responsibility of governance and improving the social lot of people as per their understanding of the responsibility of the ruling class. It was the period, when Britain lost America to their 'departing Brothers who had gone wrong" ( a comment by a British Historian trying to reason the cause of the American War of Independence.) The policy of education started with the dominance of Utilitarian thought and Egalitarian group which had some racial complexes which dominated both the Whigs and Torys. The Change started with Charter Act of 1813, clause 87. The next step came in 1821 with the establishement of General Council of Public Instruction which was placed under H. H. Wilson who was out and out Oritenalist. The year 1833 saw of the charter act of 1833 and appointment of Macaulay as a Law member who was also made the President of General Council of Public Instruction. Finally in 1853, came the Charles Wood dispatch and in 1857 the first university at Bombay in 1857 and second in Calcutta (kolkata) and the third in Madras in 1858. Even before that, the real and concrete education achievements were made by Hindu College in 1817 under the guidance of Raja Ram Ramohan Roy and watch maker Hare. The First college in Bombay Presidency was started in 1827 by the local people. In all these, the government of the time did not have any role. The First law college had come up by 1825 and engineering college in 1837. As I have observed above that your survey refers to some true facts about the country India but they somehow stop short of the actual statements and avoid reaching a near to actual picture. I have found many of your observations on economic aspects different from the datas which I have been collecting here in India from jounals and newspapers. On the whole your survey is good but it can only be called an opinion.
  20. The following is a useful link for study on Renaissance and Reformation. The people there are doing some real work. It is related to my query and my postings made here. http://www.crrs.ca/publications/electronic/ficino.htm I am indebted to Frank Conlon and Prof Fritz Levy from University of Washington for directing me to this site.
  21. "Most immigrants from the Indian sub-continent to the UK have a respectable level of English when they arrive. Professionals, such as doctors, usaully have a high level of English. And those whose English is a bit shaky learn very quickly. The young lad (a Sikh) who works in my local corner shop arrived here around a year ago. To begin with his English was a bit difficult to understand and he often did not understand me. Now I can have quite "normal" conversations with him." Here you have touched another fact about teaching in India. whenever, this question arises in general discussion or due to moral pricking, that why is it so that the level of education and teaching not high in our colleges and schools. there are always two answer. "What can we do? The school people do not work hard and we have to teach donkeys." The second stock answer is, "The stuff is not good. And there is no incentive in teaching them. They want degree. What is the use of this degree? It is meant only for matrimonial purpose so that they can tell that I son "Munda" is B.A. or B.Sc. or B.Com" I have nearly 150 students in my Post Graduate Class. they are there only to show continuity to Embassy people. They are there with dream to fly out to America, Canada. England has lost attraction for them. If I try to narrate some incidences, or make them to remember some facts and in between I speak in English, some would definitely remark in hidden manner, "Sir ji, PUnjabi vich Bolo. Speak in Punjabi. I am amazed how these people make it good in America or Cananda or England when they are showing such miserable picture in India. May be your teaching methods are good. I never accept this version of my collegues that stuff is not good. You have yourself developed an impression about the boys coming from Punjab.
  22. How are languages taught in India? “How are languages taught in India?” As far as teaching practices of English or for that any course is concerned, I can only say after just look at the activity which is going on your site and its related sites, you people are far ahead and we stand no where. I will give you more concrete view after fully understanding what you have ask for. As far my admiration for the language people is concerned, it is just that I sometime find some answers to my queries. But, You people are far ahead. As compare to you people, we are just not doing anything. I do not what view you will develop about me, but I just share a view and pain with if you permit. You know, I still use black board and that is the only technology I use in my teaching practices. I have read that some schools are using Bacculla ( I think I have not have the right word here) and wire less lap tops but in my college we do not have even projector for transparency display. Just forget about Powerpoint presentation on ones own laptop. For me, it seems highly futuristic idea or a work of fiction. I just feel frustrated when I read and watch what you people are doing in the field of social sciences. I fear to look into the activities of the people in the field of general science and technology. I just visited one site when my wife, who is post graduate in zoology and working as the teacher with a private school, asked for some information, I was just amazed. She wanted to learn about some deformity to some kind of cells. The information which I acquired for her, she just remarked, who will learn about it. They may doubt if she is having the right information. I just said that it was factual knowledge and it is from authentic source. She retorted in sarcastic manner that if she would to explain such things in her lectures, her students would start doubting her credentials and many would not even understand what she would be explaining. Secondly, the school management had picked a book and she was supposed to teach only out of that book. I just asked then why she asked for such highly level search. She revealed her frustration, the same frustration from which I am suffering. You know that it is only with two of my colleagues, I share whatsoever I am able to write and do through internet. We are just hated for what we do in addition to playing to their gallery. If I start talking about such things, I will by snubbed. They just want to talk about how many land plots we can bought and how to ensure that other group may not become dear to the management. You people are far ahead. You people respond. If I just take this thing to university professor, his first reaction would be that what this person college could learn. Then, if he some how talk to me, he would make me feel that I am an illiterate person who does not know anything. But if I am able to spent some money or I am well connected, I would get a Phd degree just like that. My simple write ups, the one I am posting on your forum or with H-Net, would be declared the best research paper. You know that what so ever I placed before you is mere opinions based on reading of secondary sources. Now just buy new books, read, write my own views about them, and if some fine day some student come with query, I try to pour out my learning on him. Some of them just run away but few stay back. I now do not want to write any paper. I enjoy reading and writing. If some one like to use it, I readily share with him. This is what I am doing now. I am learning more from you people. I am thankful for that. It was just a general query in response to which you brought me here. I am thankful for that. You have touched the wrong chord in me. any how, thanks. But see I am not using any emoticons!!!
  23. I have also heard that people in “call centres” are paid more than doctors. Is that true? <{POST_SNAPBACK}> I have also heard that people in “call centres” are paid more than doctors. Is that true? The Call Centre Business is definitely new field in IT sector. The BPO is definitely the new Buzzword here. The leading software companies like Infosys (known for its Banking Software and Engineering software but basically a BPO company completely surviving on orders from America) , Wipro under Wipro Spectramind, TCS ( multinational Indian Company of TATA Sons known for its architecture and Accounts software) and its subsidiary CMC (mainly a software company) and the leading business house of Reliance are investing huge amounts in range of billion rupees in this field. For the last one year, Infosys, which was facing competition on margin earned has smoothly entered into BPO Call centre business. In its latest third quarterly report, it has shown 41% jump in profit which now includes Call Centre profit also. What I have been able to learn from Business Today a leading Business Magazine, Outlook Investment and articles by Usha Albreque, a consultant and columnist, that the cost factor in India is quite less than what it is in America. If I remember it right, in America a Call Centre Executive, a person to attend to the complaints and requests on Phone is paid around Rs. 500 for an Hour. Whereas in India it is Rs. 50 to Rs. 80. If we take into count the conversion rate then, one Dollar is around Rs. 43, one Pound is around 80 and one Euro is around Rs. 58. They are the near about rate for the last one year. The overall cost factor obviously in favour of India. No doubt, when some American states had come up with legislation against outsourcing before the President election, I remember to have read somewhere about a statement of a foreign company that it was not the question of national interest but simple business factors which would continue to out sources the process if it was profitable. Well, Is not a question of American Business practices and the development in the field of technology? In the middle of last year, a survey of business scenario in above mentioned journals had warned that China and some other Asian countries could give competition to the Indians companies in the field of Business out souring processes but in the field of Call Centre business, India would definitely score above them because of her English knowing population. Well being a historian you can understand the legacy and background of India. Somewhere Macaulay had done a great thing when he laid down the policy that they wanted Indian in Blood and Colour but English in taste, in intellect and in opinion. The credit should also go to Raja Rammohun Roy and Hindu College experiment of 1817 and Dorezio contribution which had laid the foundation for such a large supply of English knowing Indians. (Pardon me for such comments. You know, I am a student of history and when you start living history reading, you try to take an organic whole view of your present.) I think the rest of aspects have been taken up in the posting of Graham Davies. As far as the payment is concerned, what I remember is that an executive at a call centre who has undergone a training of three months is paid between Rs. 8000 to Rs. 15000. A team leader or the manager of the team, who is expected to have experience of one year and some added Computer knowledge or multiple languages can draw nearly 20000 to 25000 rupees. The job environment in the most of the companies is as per the international centres. The job timings are in shifts. There was another article on BPO Call centres, which emphasized that the facilities to the workers were far ahead than what could be made available in America. Similarly, a recent news and photograph of Reliance industry gave a very forward looking picture. Reliance is already having ten million subscribers for its Reliance Infocomm covering sixteen states of India. According to another article, such call centres are mainly based in metropolitan cities and IT savvy cities. The leading names are Mumbai (Bombay), Banglore, Hyderabad, Gurgaon, Pune etc. These are the cities in which you find good educational institutions in the field of technology and languages. The leading language institute CFL is in Hyderabad. It was a news to me that Jalandhar, a major city in Punjab is also an important city of call centres for second rung companies. Recently Quartz ( a foreign company) and Infosys had also opened up their Call centres in Mohali (another Punjab city) and Chandigarh. Chandigarh is another city where you find well educated people and quite good at speaking English. As far as the stuff which is joining them is concerned, in the same report, which was mainly about Mumabi Centres, they are the people who are either MBA or Engineering graduates who are working for some higher courses, or additional courses or waiting for some better opening in their field of specialization. Therefore, there is a high rate of attrition in this industry which is adding to the cost. The people from Engineering background and with Management qualification definitely acquire good command over English. Therefore, they use their earning from Call centres as stop over arrangement and some pocket money. However, the working timing pattern is not as per the Indian culture. The people do not like that their daughters should leave their homes in evening and return in morning. Yesterday, there was a report in Times of India, that some Radio Jockey in America misbehaved with a girl of a call centre India on telephone and then aired it in a boastful manner. The person played this act in the name of her daughter and was feeling very good that she had insulted a girl who is also a daughter of someone. I do not apologize for bringing in such talks on the forum but I see it from different angle. I hope I am among serious people and talking to meaningful human beings. Well, as far as the payment to doctors are concerned, well it is really frustrating. But this scenario should be taken up with some qualification. First, I would like to direct your attention to the latest news about medical admissions in India. It is available on the following link. http://www.tribuneindia.com/2005/20050113/mailer.htm A fresh Medicine graduate, which we MBBS, gets hardly Rs. 4000 as a house job if he joins some private hospital. Yes, it is true. But, we must get the complete picture before making some fixed view about it. If the Medicine Graduate is having more than 55%, he definitely gets good payment. But before that, he must get some experience which is generally acquired by joining some private hospitals or nursing homes which have cropped up in large numbers all most all the cities. Even in my place of residence, which a small town, some nursing homes are doing roaring business. But, a professionally managed and a specialized hospital, pay a starting salary of Rs. 18000 to a fresh Graduate with above 55 % with one year experience. IN case of metropolitan cities bit more. Such hospitals are now being started by Ranbaxy under the brand name Fortis, by Escort, Apollo and some other companies. No doubt, this is another out source process which is coming up. There is now talk of Health Tourism as the cost of health services is far less than Western countries. I hope you might have read reports, that when relations between Pakistan and India improved, the Pakistan nationals came rushing to India for her world class services. The second cause of less payment is that every year, nearly forty thousand clears the graduate course. But there are hardly three hundred odd post for Post Graduate courses. Therefore, the competition is very tiff. IN addition to that, the cost of acquiring MD degree of a Post PG degree is very high which not every Indian can afford. Thirdly, Indians have strong family ties. After getting the degree there is great pressure on every MBBS to get married soon. But the person is more interested in improving his qualification. But, the competition is very hard. They prefer to shift to their family homes and accept whatever payment they get in order to prepare for their higher courses. It is just a compromise on their part. No doubt, many of them start preparing for MLE or PLAB after two or three attempts at PG entrance in India. About the first paragraph, I seek some time.
  24. I have followed your suggestion about googles given elsewhere on the forum. I had been earlier using some other search engines and found them satisfying. I prefer to read books till this day. I am here to say that it seems that my query is just a discovery for my own self. This view is already prevalent among the scholars and there is some serious and major research already going on Middle Ages starting from 5th century. I had felt this inclination when I had directed this query to Frank Conlon. He had remarked that he had been teaching this thing somewhere in 1960 and he remembered that at that time they had dropped that concept. Frank introduced me to two other professors who directed me to FICINO, (University of Toronto) who are undertaking this discussion under Discussion- Renaissance and Reformation Studies They seem to be locating sources from the 5th century B.C. onwards. Similarly, there were many sites wherein this discussion had been made. The thesis which I had been giving that it was tag forged on history by the historians of Enlightened period was already discussed by one Free lancer writer. The only difference was that she had identified the Romantic philosophers whereas I identify it with the period of Enlightenment. Actually all this had started long before when I was highly impressed by the achievements of 19th century. IN between, my attention was diverted by Indian history. When I started teaching History of USA, I felt the need of reading the European history. I am really excited by a query on the forum about the difference among the first thirteen colonies. Anyhow, by this time, I have been studying the philosophers and research methodology. Now this has imparted me a more decisive perception about the subject. I have become bold in doubting the claim of this period. Finally this question was first directed to H-Net somewhere in October 2004. I got the response. In the meantime I bought Encyclopaedia Encarta. That CD direct me to some more effective sites. That made me more certain about my thesis. Now, there are some questions. Firstly, somewhere I was wondering that whether I was directed towards this conclusion by recent writings which I have read while studying the history of America. Is it not that the scholars of sixteenth and seventeenth century had intentionally projected their period as a more blessed period than the preceding period. No doubt, somewhere Europe knew that they were on threshold of an epoch making changes. Undoubtedly, Herder’s Matrix theory became quite popular before the rise of Totalitarism in Europe. Here I seek the attention of Ulrike, John Simkin and Andy Walker. Secondly, Is not 19th century the first milestone in the development of man. To quote some examples: Birth of sociology, psychology, psycho analysis, economics, steam engine, railways, aeroplane, wireless, Charles Darwin and his Origin of Spices and its effect on the Christian world; Rise of Napoleon, Vienna conference, Matternich period and revolution period in Europe, Unification of Germany, Unification of Italy, Rise of Bismark, Treaty Systems, Civil War of America and Rise of National feeling and political policies of America, Rise of Big Business in America, Rise of American Imperialism, Opium Wars of China, Opening of Japan, Division of Africa, Meji Restoration, 1857 in India, I can continue and go on. I understand, someone can also find a list for the eighteenth century but above changes need no pleader to show that which are more revolutionary changes. Thirdly, If history is a continuous dialogue between present and past (hopefully it will only be history which will also tell which was the marginal subject in twenty first century) then what will be the perception of the people in Twenty Second or Twenty Third Century about the preceding centuries. No doubt, in literature, I hope you will give consent to my view that scholars of nineteenth century knew during their period itself that their century is a milestone in the development of humanity. I just hope if history is really a collective consciousness and this very definition of history is not merely a zingoist expression but a more balanced and mature view of the subject, then is not true that it is nineteenth century which is the starting of modern age. I hope that I am not amusing you people and presenting a picture of being less qualified to make such big assertion. I seek to thank you for the analytic version of Dark Age. I really admire the people from Language field. They know to understand the word. Rest of the people just know the meaning, they know the understanding that has to be perceived by learning a word. My colleagues of Punjabi department are really a very enjoyable company. Accept my Regards
  25. I will like to direct your attention to the All Party Conference held by the Indian Government. Some major decisions were taken which related to the crisis management in India and all the Tsunami crisis. I give below the statement of the Defence Minister of India on the policy of the Indian Government on accepting the aid from the international brotherhood. I quote “On the acceptance of foreign aid, the Defence Minister said the Prime Minister had already made it clear that India did not need such assistance at this juncture.” I quote the Home Minister of India: “The Home Minister said India would be “part and parcel” of all international efforts towards putting in place an early warning system and the government had already appointed a committee to suggest the best technology for such a system.” The full report is available at the following link: http://www.tribuneindia.com/2005/20050110/main1.htm It is evident in the report that how India is coping with the problem and what is her overall policy. Regards
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