Montagu-Chelmsford Reforms and Rowalt act

    • Provincial LC enlarged. More elected members
    • Dyarchy
      • Some subjects were reserved and remained under the direct control of the Governor; others such as education, public health and local self-government were called transferred subjects and were to be controlled by the ministers responsible to the legislature.
    • At the centre, there were two houses of legislature.
    • Response of nationalists
      • INC condemned the reforms as disappointing and unsatisfactory
      • Some others , led by Surendranath Banerjea, were in favour of accepting the government proposals. They left the Congress at this time and founded the Indian Liberal Federation
    • Evaluation
      • The  governor could overrule the ministers on any grounds that he considered special
      • The legislature had virtually no control over the Governor-General and his Executive Council.

The central government had unrestricted control over the provincial governments

Rowlatt Act

  • March 1919
  • It authorized the Government to imprison any person without trial and conviction in a court of law.

 

IMPORTANT NOTE

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The Working Class Movements

  • There were some working class movements in second half of 19th century. However, they were impulsive and not very well organized.
  • The early nationalists had a lukewarm attitude towards the question of workers. This war because initially Congress wanted to focus on issues which were of common concern to all the people of India.
  • There was a difference in attitude of the nationalists towards workers in indigenous and European enterprises.
  • The most important feature of the labour movement during the Swadeshi days was the shift from agitation and struggles on purely economic questions to the involvement of the worker with the wider political issues of the day.
  • The All India Trade Union Congress (AITUC) was founded in 1920.
  • IN 1918 Gandhi founded the Ahmedabad Textile Labour Association.
  • The AITUC in November 1927 took a decision to boycott the Simon Commission and many workers participated in the massive Simon boycott demonstrations.
  • Alarmed by worker’s movement, the government enacted repressive laws like the Public Safety Act and Trade Disputes Acts and arrested the entire radical leadership of the labour movement and launched the Meerut Conspiracy Case against them.
  • The labour movement suffered a major setback partially due to this government offensive and partially due to a shift in stance of the communist led wing of the movement.
  • From the end of 1928, the communists stopped aligning them with the national movement.
  • Communists got isolated within the AITUC and were thrown out in the split of 1931.
  • BY 1934, the communists re-entered the mainstream nationalist politics.
  • The working class of Bombay held an anti-war strike on 2 October, 1939.
  • With the Nazi attack on the Soviet Union in 1941, the communists changed their policy and asked the people to support the allied forces instead of holding anti-war strikes.
  • The communists dissociated themselves from the Quit India movement launched in 1942.
  • The last years of colonial rule also saw a remarkably sharp increase in strikes on economic issues all over the country – the all India strike of the post and telegraph department employees being the most well known among them.

 

Reasons for the growth of militant nationalism

Disillusionment of the nationalists with moderate policies

  • The moderates thought that the British could be reformed from within
  • Politically conscious Indians were convinced that the purpose of the British rule was to exploit India economically
  • The nationalists realized that Indian industries could not flourish except under an Indian government
  • Disastrous famines from 1896 to 1900 took a toll of over 90 lakh lives
  • The Indian Councils Act of 1892 was a disappointment
  • The Natu brothers were deported in 1897 without trial
  • In 1897 B G Tilak was sentenced to long term imprisonment for arousing the people against the government
  • In 1904, the Indian Official Secrets Act was passed restricting the freedom of the Press
  • Primary and technical education was not making any progress
  • Thus, increasing number of Indians were getting convinced that self-government was essential for the sake of economic, political and cultural progress of the country

 

Growth of Self-respect and  self-confidence

  • Tilak, Aurobindo and Pal preached the message of self-respect
  • They said to the people that remedy to their condition lay in their own hand and they should therefore become strong
  • Swami Vivekananda’s messages

 

Growth of education and unemployment

 

International Influences

  • Rise of modern Japan after 1868
  • Defeat of the Italian army by the Ethiopians in 1896 and of Russia by Japan in 1905 exploded the myth of European superiority

Existence of a Militant Nationalist School of Thought

 

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Civil Rebellions and Tribal Uprisings

  • The backbone of the rebellions, their mass base and striking power came from the rack-rented peasants, ruined artisans and demobilized soldiers

CAUSES

  • The major cause of the civil rebellions was the rapid changes the British introduced in the economy, administration and land revenue system.
  • The revenues were enhanced by increasing taxes.
  • Thousands of zamindars and poligars lost control over their land and its revenue either due to the extinction of their rights by the colonial state or by the forced sale of their rights over land because of their inability to meet the exorbitant land revenue demanded.
  • The economic decline of the peasantry was reflected in twelve major and numerous minor famines from 1770 to 1857
  • The new courts and legal system gave a further fillip to the dispossessors of land and encouraged the rich to oppress the poor.
  • The police looted, oppressed and tortured the common people at will.
  • The ruin of Indian handicraft industries pauperized millions of artisans
  • The scholarly and priestly classes were also active in inciting hatred and rebellion against foreign rule.
  • Very foreign character of the British rule

REBELLIONS

  • From 1763 to 1856, there were more than forty major rebellions apart from hundreds of minor ones.
  • Sanyasi Rebellion: (1763-1800)
  • Chuar uprising (1766-1772 & 1795-1816); Rangpur and Dinajpur (1783); Bishnupur and Birbhum (1799); Orissa zamindars (1804-17) and Sambalpur (1827-40) and many others

WHY FAILED?

  • These rebellions were local in their spread and were isolated from each other.
  • They were the result of local causes and grievances, and were also localized in their effects.
  • Socially, economically and politically, the semi-feudal leaders of these rebellions were backward looking and traditional in outlook.
  • The suppression of the civil rebellions was a major reason why the revolt of 1857 did not spread to South India and most of Eastern and Western India.

TRIBAL  UPRISINGS: CAUSES

  • The colonial administrators ended their relative isolation and brought them fully within the ambit of colonialism.
  • Introduced new system of land revenue and taxation of tribal products
  • Influx of Christian missionaries into the tribal areas
  • They could no longer practice shifting agriculture
  • Oppression and extortion by police officials
  • The complete disruption of the old agrarian order of the tribal communities provided the common factor for all the tribal uprisings

UPRISINGS

  • Santhals
  • Kols of Chhotanagpur (1820-37)
  • Birsa Munda (1899-1900)

 

Civil Disobedience Movement and Gandhi-Irwin Pact, 1931

  • Started by Gandhi on 12th March 1930 with the Dandi March. Reached Dandi on April 6.
  • Defiance of forest laws in Maharashtra, Central Province and Karnataka. Refusal to pay chaukidari tax in Eastern India.
  • Wide participation of women
  • Khan Abdul Gaffar Khan organized Khudai Khidmatgars (aka Red Shirts)
  • Nagaland: Rani Gaidilieu
  • First RTC, 1930
    • Congress boycotted
  • Gandhi-Irwin Pact, 1931
    • Government agreed to release the political prisoners who had remained non-violent
    • Right to make salt for consumption
    • Right to peaceful picketing of liquor and foreign cloth shops
    • Congress suspended the Civil Disobedience Movement
    • Agreed to take part in the second RTC

 

The Guptas : Extent of empire; development of language and Literature, art St architecture during the Gupta period.

The Gupta Empire stretched across northern, central and parts of southern India between c. 320 and 550 CE. The period is noted for its achievements in the arts, architecture, sciences, religion, and philosophy. Chandragupta I (320 – 335 CE) started a rapid expansion of the Gupta Empire and soon established himself as the first sovereign ruler of the empire. It marked the end of 500 hundred years of domination of the provincial powers and resulting disquiet that began with the fall of the Mauryas. Even more importantly, it began a period of overall prosperity and growth that continued for the next two and half centuries which came to be known as a “Golden Age” in India’s history. But the seed of the empire was sown at least two generations earlier than this when Srigupta, then only a regional monarch, set off the glory days of this mighty dynasty in circa 240 CE.

GUPTA PERIOD – EARLY DAYS TO THE ZENITH

Not much is known about the early days of this Gupta dynasty. The travel diaries and writings of Buddhist monks who frequented this part of the world are the most trustworthy sources of information we have about those days. The travelogues of Fa Hien (Faxian, circa 337 – 422 CE), Hiuen Tsang (Xuanzang, 602 – 664 CE) and Yijing (I Tsing, 635 – 713 CE) prove to be invaluable in this respect. The Gupta Empire during the rule of Srigupta (circa 240 – 280 CE) comprised only Magadha and probably a part of Bengal too. Like the Mauryas and other Magadha kings who preceded him, Srigupta ruled from Pataliputra, close to modern day Patna. Srigupta was succeeded to the throne by his son Ghatotkacha (circa 280 – 319 CE).

CHANDRAGUPTA I

From the Kushans, the Gupta kings learned the benefit of maintaining a cavalry and Chandragupta I, son of Ghatotkacha, made effective use of his strong army. Through his marriage with Licchhavi Princess Kumaradevi, Chandragupta I received the ownership of rich mines full of iron ore adjacent to his kingdom. Metallurgy was already at an advanced stage and forged iron was not only used to meet the internal demands, but also became a valuable trade commodity. The territorial heads ruling over various parts of India could not counter the superior armed forces of Chandragupta I and had to surrender before him. It is conjectured that at the end of his reign, the boundary of the Gupta Empire already extended to Allahabad.

SAMUDRAGUPTA

Samudragupta (circa 335 – 375 CE), Chandragupta I’s son who ascended the throne next, was a military genius and he continued the growth of the kingdom. After conquering the remainder of North India, Samudragupta turned his eyes to South India and added a portion of it to his empire by the end of his Southern Campaign. It is generally believed that during his time the Gupta Empire spanned from the Himalayas in north to the mouth of Krishna and Godavari rivers in the South, from Balkh, Afghanistan in the west to the Brahmaputra River in the east.

Samudragupta was very attentive to rajdharma (duties of a king) and took special care to follow Kautilya’s (350 – 275 BCE) Arthashastra (an economic, social and political treatise that has clear instructions about how a monarchy should be governed) closely. He donated large sums of money for various philanthropic purposes, including the promotion of education. Besides being a courageous king and able administrator, he was a poet and musician. The large number of gold coins circulated by him showcases his multifaceted talent. An inscription, probably commissioned by subsequent Gupta kings, known as the Allahabad Pillar is most eloquent about his humane qualities. Samudragupta also believed in promoting goodwill among various religious communities. He gave, for example, Meghavarna, king of Ceylon, permission and support for the construction of a monastery in Bodh Gaya.

CHANDRAGUPTA II

A short struggle for power appears to have ensued after the reign of Samudragupta. His eldest son Ramagupta became the next Gupta king. This was noted by 7th century CE Sanskrit author Banbhatta in his biographical work, Harshacharita. What followed next forms a part of Sanskrit poet and playwright Visakh Dutta’s drama DeviChandra Guptam. As the story goes, Ramagupta was soon overcome by a Scythian king of Mathura. But the Scythian king, besides the kingdom itself, was interested in Queen Dhruvadevi who was also a renowned scholar. To maintain peace Ramagupta gave up Dhruvadevi to his opponent. It is then Ramagupta’s younger brother Chandragupta II with a few of his close aides went to meet the enemy in disguise. He rescued Dhruvadevi and assassinated the Scythian king. Dhruvadevi publicly condemned her husband for his behaviour. Eventually, Ramagupta was killed by Chandragupta II who also married Dhruvadevi sometime later.

Like Samudragupta, Chandragupta II (circa 380 – 414 CE) was a benevolent king, able leader and skilled administrator. By defeating the satrap of Saurashtra, he further expanded his kingdom to the coastline of the Arabian Sea. His courageous pursuits earned him the title of Vikramaditya. To rule the vast empire more efficiently, Chandragupta II founded his second capital in Ujjain. He also took care to strengthen the navy. The seaports of Tamralipta and Sopara consequently became busy hubs of maritime trade. He was a great patron of art and culture too. Some of the greatest scholars of the day including the navaratna (nine gems) graced his court. Numerous charitable institutions, orphanages and hospitals benefitted from his generosity. Rest houses for travellers were set up by the road side. The Gupta Empire reached its pinnacle during this time and unprecedented progress marked all areas of life.

POLITICS & ADMINISTRATION

Great tact and foresight were shown in the governance of the vast empire. The efficiency of their martial system was well known. The large kingdom was divided into smaller pradesha (provinces) and administrative heads were appointed to take care of them. The kings maintained discipline and transparency in the bureaucratic process. Criminal law was mild, capital punishment was unheard of and judicial torture was not practised. Fa Hien called the cities of Mathura and Pataliputra as picturesque with the latter being described as a city of flowers. People could move around freely. Law and order reigned and, according to Fa Hien, incidents of theft and burglary were rare.

The following also speaks volumes about the prudence of the Gupta kings. Samudragupta acquired a far greater part of southern India than he cared to incorporate into his empire. Therefore, in quite a few cases, he returned the kingdom to the original kings and was satisfied only with collecting taxes from them. He reckoned that the great distance between that part of the country and his capital Pataliputra would hinder the process of good governance.

SOCIO-ECONOMIC CONDITIONS

People led a simple life. Commodities were affordable and all round prosperity ensured that their requirements were met easily. They preferred vegetarianism and shunned alcoholic beverages. Gold and silver coins were issued in great numbers which is a general indicative of the health of the economy. Trade and commerce flourished both within the country and outside. Silk, cotton, spices, medicine, priceless gemstones, pearl, precious metal and steel were exported by sea. Highly evolved steelcraft led everyone to a belief that Indian iron was not subject to corrosion. The 7 m (23 ft) high Iron Pillar in Qutub complex, Delhi, built around 402 CE, is a testimony to this fact. Trade relations with Middle East improved. Ivory, tortoise shell etc. from Africa, silk and some medicinal plants from China and the Far East were high on the list of imports. Food, grain, spices, salt, gems and gold bullion were primary commodities of inland trade.

RELIGION

Gupta kings knew that the well-being of the empire lie in maintaining a cordial relationship between the various communities. They were devout Vaishnava (Hindus who worship the Supreme Creator as Vishnu) themselves, yet that did not prevent them from being tolerant towards the believers of Buddhism and Jainism. Buddhist monasteries received liberal donations. Yijing observed how the Gupta kings erected inns and rest houses for Buddhist monks and other pilgrims. As a pre-eminent site of education and cultural exchange Nalanda prospered under their patronage. Jainism flourished in northern Bengal, Gorakhpur, Udayagiri and Gujarat. Several Jain establishments existed across the empire and Jain councils were a regular occurrence.

LITERATURE, SCIENCES & EDUCATION

Sanskrit once again attained the status of a lingua franca and managed to scale even greater heights than before. Poet and playwright Kalidasa created such epics as Abhijnanasakuntalam, Malavikagnimitram, Raghuvansha and Kumarsambhaba. Harishena, a renowned poet, panegyrist and flutist, composed Allahabad Prasasti, Sudraka wrote Mricchakatika, Vishakhadatta created Mudrarakshasa and Vishnusharma penned Panchatantra. Vararuchi, Baudhayana, Ishwar Krishna and Bhartrihari contributed to both Sanskrit and Prakrit linguistics, philosophy and science.

Varahamihira wrote Brihatsamhita and also contributed to the fields of astronomy and astrology. Genius mathematician and astronomer Aryabhata wrote Surya Siddhanta which covered several aspects of geometry, trigonometry and cosmology. Shanku devoted himself to creating texts about Geography. Dhanvantri’s discoveries helped the Indian medicinal system of ayurveda become more refined and efficient. Doctors were skilled in surgical practices and inoculation against contagious diseases was performed. Even today, Dhanvantri’s birth anniversary is celebrated on Dhanteras, two days before Diwali. This intellectual surge was not confined to the courts or among the royalty. People were encouraged to learn the nuances of Sanskrit literature, oratory, intellectual debate, music and painting. Several educational institutions were set up and the existing ones received continuous support.

ART, ARCHITECTURE & CULTURE

What philosopher and historian Ananda Coomaraswamy said in The Arts & Crafts of India & Ceylone, about the art of the region must be remembered here,

The Hindus do not regard the religious, aesthetic, and scientific standpoints as necessarily conflicting, and in all their finest work, whether musical, literary, or plastic, these points of view, nowadays so sharply distinguished, are inseparably united.

The finest examples of painting, sculpture and architecture of the period can be found in Ajanta, Ellora, Sarnath, Mathura, Anuradhapura and Sigiriya. The basic tenets of Shilpa Shasrta (Treatise on Art) were followed everywhere including in town planning. Stone studded golden stairways, iron pillars (The iron pillar of Dhar is twice the size of Delhi’s Iron Pillar), intricately designed gold coins, jewellery and metal sculptures speak volumes about the skills of the metalsmiths. Carved ivories, wood and lac-work, brocades and embroidered textile also thrived. Practicing vocal music, dance and seven types of musical instruments including veena (an Indian musical stringed instrument), flute and mridangam (drum) were a norm rather than exception. These were regularly performed in temples as a token of devotion. In classic Indian style, artists and litterateurs were encouraged to meditate on the imagery within and capture its essence in their creations. As Agni Purana suggests, “O thou Lord of all gods, teach me in dreams how to carry out all the work I have in my mind.”

DECLINE OF THE EMPIRE

After the demise of his father Chandragupta II, Kumaragupta I (circa 415 – 455 CE) ruled over the vast empire with skill and ability. He was able to maintain peace and even fend off strong challenges from a tribe known as Pushyamitra. He was helped by his able son Skandagupta (455 – 467 CE) who was the last of the sovereign rulers of the Gupta Dynasty. He also succeeded in preventing the invasion of the Huns (Hephthalites). Skandagupta was a great scholar and wise ruler. For the well being of the denizens he carried out several construction works including the rebuilding of a dam on Sudarshan Lake, Gujarat. But these were the last of the glory days of the empire.

After Skandagupta’s death the dynasty became embroiled with domestic conflicts. The rulers lacked the capabilities of the earlier emperors to rule over such a large kingdom. This resulted in a decline in law and order. They were continuously plagued by the attacks of the Huns and other foreign powers. This put a dent in the economic well-being of the empire. On top of this, the kings remained more occupied with self-indulgence than in preparing to meet with the challenges of their enemies. The inept ministers and administrative heads also followed suit. Notably, after the defeat and capture of Mihirakula, one of the most important Hephthalite emperors of the time, Gupta King Baladitya set him free on the advice of his ministers. The Huns came back to haunt the empire later and finally drew the curtains on this illustrious empire in circa 550. The following lines of King Sudraka’s Mricchakatika (The Little Clay Cart) aptly sum up the rise and fall in the fortune of the Gupta Dynasty.

 

Spread of Modern Education

1781: Hastings set up the Calcutta Madrasah for the study and teaching of Muslim law and related subjects

1791: Jonathan Duncan started a Sanskrit College at Varanasi for the study of Hindu law and philosophy.

1813: Charter of 1813 directed the Company to spend Rs. 1 lakh for promoting modern sciences in the country. This sum was however made available only in 1823.

1835: Macaulay’s minute.

English was made the medium of instruction in schools. Education of masses was however neglected. British advocated the ‘downward filtration theory’ for education. As per this theory, since the allocated funds could educate only a handful of Indians, it was decided to spend them in educating a few persons from the upper and middle classes who were expected to assume the task of educating the masses and spreading modern ideas among them.

1844: Compulsion for applicants for government employment to possess knowledge of English. This made the English medium schools more popular.

1854: Wood’s Dispatch asked the government of India to assume responsibility for the education of the masses. It thus repudiated the ‘downward filtration theory’. As a result, Departments of Education were instituted in all provinces and universities were setup in 1857 at Madras, Calcutta and Bombay.

The main reason why British adopted some measures towards education in India was because:

  1. They needed educated people to man their system of administration. It was not possible to get enough Englishmen to man all the posts.
  2. Another important motive was the belief that educated Indians would help expand the market for British manufactures in India.
  3.  Lastly, it was expected to reconcile the people of India to British rule.

Major drawbacks of the English education system:

  1. Neglect of mass education. Mass literacy in India was hardly better in 1921 than in 1821. High fees in schools and colleges led to the education becoming a monopoly of the rich.
  2. Almost total neglect of the education of girls. As late as 1921 only 2 percent Indian women could read and write.
  3. Neglect of scientific and technical education.
  4. The government was never willing to spend more than a scanty sum on education.

Development of Education

 

  • Charter act of 1813
    • Sanctioned 1 lakh rupees annually for promoting education and modern sciences
    • Not made available till 1823
  • Orientalist-Anglicist Controversy
  • Lord Macaulay’s minute (1835)
  • Wood’s Despatch (1854)
    • Rejected the downward filtration theory
    • Asked the government of India to assume the responsibility of education of the masses
    • English as medium for higher studies and vernaculars at school level
  • 1857: University of Calcutta, Bombay and Madras
  • Hunter Commission (1882-83)
    • State care required for promotion and spread of primary and secondary education
    • Transfer control of primary education to district and municipal boards
  • Raleigh Commission, 1902
  • Universities Act 1904
  • Saddler Education Commission (1917-19)
    • School course should cover 12 years
    • Less rigidity in framing university regulations
  • Hartog Committee (1929)
    • No hasty expansion or compulsion of education
  • Wardha Scheme of basic education (1937)
    • Vocation based education

 

Simon Commission (1927)

  • Indian Statutory Commission chaired by Simon to go into the question of further constitutional reform
  • All its seven members were Englishmen. Clement Attlee was one of the members.
  • Lord Birkinhead was the secretary of state at that time
  • At its Madras session in 1927 INC decided to boycott the commission “at every stage and in every form”
    • ML and Hindu Mahasabha supported Congress
  • Nehru Report, 1928
    • Dominion status
    • Contained Bill of Rights
    • No state religion
    • Federal form
    • Linguistically determined provinces
    • No separate electorates
    • All Party Convention, held at Calcutta in 1928, failed to pass the report
    • Muslim league rejected the proposals of the report
    • Jinnah drafted his fourteen points
    • Hindu Mahasabha and Sikh League also objected
  • Poorna Swaraj
    • Resolution passed at the Lahore session in 1929
    • On 31 December 1929, the tri-color was hoisted
    • On 26 January 1930, Independence Day was celebrated

 

The Home Rule Movement

  • After being released in 1914, Tilak sought re-entry into Congress. Annie Besant and Gokhale supported. But finally Pherozshah Mehta won and Tilak was not admitted.
  • Tilak and Besant decided to start the home rule movement on their own.
  • In early 1915, Annie Besant (and S Subramaniya Iyer) launched a campaign through her two newspapers, New India and Commonweal, and organized public meetings and conferences to demand that India be granted self-government on the lines of the White colonies after the War. From April 1915, her tone became more peremptory and her stance more aggressive.
  • At the annual session of the Congress in December 1915 it was decided that the extremists be allowed to rejoin the Congress. The opposition from the Bombay group has been greatly weakened by the death of Pherozshah Mehta.
  • Tilak and Annie Besant set up two different home rule leagues.
  • Tilak’s league was to work in Maharashtra (excluding Bombay city), Karnataka, the central provinces and Berar and Annie Besant’s league was given the charged of the rest of India.
  • Tilak was totally secular in nature. There was no trace of religious appeal. The demand for Home Rule was made on a wholly secular basis.
    • “Home rule is my birthright, and I will have it”
  • The British were aliens not because they belonged to another religion but because they did not act in the Indian interest
  • Tilak’s league was organized into six branches, one each in Central Maharashtrra, Bombay city, Karnataka, and Central Provinces, and two in Berar.
  • On 23rd July 1916, on Tilak’s sixtieth birthday the government sent a notice asking him to show cause why he should not be bound over for good behavior for a period of one year and demanding securities of Rs 60000
  • Tilak was defended by a team of lawyers led by Mohammad Ali Jinnah. He won. Tilak used the opportunity to further the Home Rule movement.
  • In Besant’s league, the main thrust of activity was directed towards building up an agitation around the demand for Home Rule. This was to be achieved by promoting political education and discussion.
  • Lucknow Pact: 1916 in the Congress Session at Lucknow. Also known as Congress League Pact. Extremists were accepted back in congress. An agreement was reached between Muslim League and Congress.
  • The turning point in the movement came with the arrest of Annie Besant in June 1917
  • There was wide agitation and many leaders joined the league.
  • The government agreed to grant self rule but the timing for such a change was to be decided by the government alone.
  • After the great advance in 1917, the movement gradually dissolved.
    • The moderates were pacified by the government’s assurance of reforms after Besant’s release.
    • The publication of scheme of government reforms in July 1918 further created divisions. Many rejected it while others were for giving it a trial.
    • Later, Tilak went to England to fight a case. With Besant unable to give a firm lead, and Tilak away in England, the movement was left leaderless.
  • Achievements of the movement
    • The achievement of the Home Rule movement was that it created a generation of ardent nationalists who formed the backbone of the national movement in the coming years.
    • The Home rule leagues also created organizational links between town and country which were to prove invaluable in later years.
    • By popularizing the idea of self-government, it generated a widespread pro-nationalist atmosphere in the country.
    • The movement set the right mood for the entry of Mahatma Gandhi and take the leadership.

 

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Non Co-operation and Khilafat Movement

  • Montagu-Chelmsford Reforms 1919: Dyarchy
  • In a system called “dyarchy,” the nation-building departments of government — agriculture, education, public works, and the like — were placed under ministers who were individually responsible to the legislature. The departments that made up the “steel frame” of British rule — finance, revenue, and home affairs — were retained by executive councillors who were nominated by the Governor.
  • The Hunter Committee report praised the actions of general Dyer.
  • Khilafat Movement
    • For support of Turkey
    • Khilafat Committee formed under the leadership of Ali Brothers, Maulana Azad, Hakim Ajmal Khan and Hasrat Mohani
    • The promises made to the Khilafat Committee were not kept after the World War.
    • The All-India Khilafat Conference held at Delhi in November 1919 decided to withdraw all cooperation from the government if their demands were not met.
    • On June 9 1920, the Khilafat Committee at Allahabad unanimously accepted the suggestion of non-cooperation and asked Gandhiji to lead the movement.
  • Khilafat movement cemented Hindu-Muslim unity
    • Gandhiji looked upon the Khilafat agitation as “an opportunity of uniting Hindus and Mohammedans as would not arise in a hundred years”
  • The non-cooperation movement was launched on August 1, 1920. Lokmanya Tilak passed away on the same day.
  • People countrywide observed hartal and took out processions.
  • The congress met in September at Calcutta and accepted non-co-operation as its own.
  • The programme of non-cooperation included:
    • Surrender of titles and honors
    • Boycott of government affiliated schools and colleges, law courts, foreign cloth and could be extended to resignation from government services.
    • Mass civil disobedience including the non-payment of taxes.
    • National schools and colleges were to be set up
    • Panchayats were to be established to settle disputes
    • Hand-spinning and weaving was encouraged
    • People were asked to maintain Hindu-Muslim unity, give up untouchability and observe strict non-violence.
  • Changes in Congress to attain the new objective:
    • At the Nagpur session in 1920 changes in the Constitution of Congress were made.
    • The goal of congress was changed from the attainment of self-government by constitutional and legal means to the attainment of Swaraj by peaceful and legitimate means.
    • The Congress now had a Working Committee of fifteen members to look after its day to day affairs.
    • Provincial congress committees were now organized on a linguistic basis.
    • Mahalla and ward committees were formed.
    • The membership fee was reduced to 4 annas a years to enable poor to become members.
    • This was not without opposition however. Some members still believed in the traditional methods. Leaders like Jinnah, GS Khaparde, Bipin Chandra Pal and Annie Besant left congress during this time.
  • Gandhiji, along with the Ali brother, undertook a nationwide tour to address people.
  • Thousands of students left government schools and joined national schools.
  • The most successful item of the programme was the boycott of foreign cloth.
  • Picketing of toddy shops was also very popular.
  • Students let government schools and colleges. IT was during this time that Jamia Milia Islamia of Aligarh, the Bihar Vidyapith, the Kashi Vidyapith and the Gujarat Vidyapith came into existence.
  • Lawyers such as  Deshbandhu CR Das, Motilal Nehru, Rajendra Prasad, Saifudiin Kitchlew, C Rajagopalachari, Sardar Patel, T Prakasam and Asaf Ali gave up their legal practice.
  • Tilak Swarajya Fund was started to finance the NCM.
  • In 1921, Khilafat Committee issued a resolution that no muslim should serve in the British Indian army.
  • The visit of the Prince of Wales on 17th November 1921 was observed as a day of hartal all over the country.
  • The Congress Volunteer Corps emerged as a powerful parallel police.
  • By December 1921, the government felt that things were going too far and announced a change of policy by declaring the volunteer corps illegal and arresting all those who claimed to be its members.
  • Thousands of peasants and tenants participated in the movement.
  • In Punjab, the Akali movement to remove corrupt mahants from the Gurudwaras was started.
  • Assam: Tea plantation workers went on strike. Midnapore: peasants refused to pay Union Board taxes.                 Guntur (Chirala): Agitation led by Duggirala Gopalakrishayya                       Malabar: Mohlahs (muslim peasants) created a powerful anti-zamindari movement.
  • As the government refused to yield, Gandhiji announced that mass civil disobedience would begin in Bardoli taluqa of Surat.
  • However, in Chauri Chaura, Gorakhpur on 5 February 1922 crowd set fire on a police station and killed some policemen. On hearing this, Gandhiji decided to withdraw the movement.
  • The congress working committee ratified his decision. Thus, on February 12, 1922, the non-cooperation movement came to an end.
  • Assessing the Withdrawal:
    • Some scholars say that Gandhiji withdrew the movement because he wanted to protect the interests of the propertied class.
    • Some argue that there was no logic why a small incident should lead to withdrawal of the movement itself.
    • However, government could use Chauri Chaura to justify its repression of the movement.
    • If movement was started at that time, it would have been defeated due to the repression of the government.
    • Gandhiji was protecting the movement from likely repression, and the people from demoralization.
    • Mass movements tend to ebb in some time. Hence, withdrawal is a part of the strategy of mass movements.
  • Gandhiji was tried in 1922 and sentenced to six years’ imprisonment.
    • He invited the court to award him “the highest penalty that can be inflicted upon me for what in law is a deliberate crime, and what appears to be the highest duty of a citizen”.
  • Positives out of the non-cooperation movement:
    • Congress started commanding the support and sympathy of vast sections of the Indian people.
    • Millions of Indians became politically involved. Women were drawn into the movement.
    • Muslims participated heavily and communal unity was maintained.
    • Strengthened the national movement. Nationalist sentiments and the national movement had reached the remotest corners of the land.
    • People gained tremendous self-confidence and self-esteem.