Modern History

• 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)

• Started by Gandhi on 12^th 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

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

• 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

• 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 17^th 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.

• Increasing number of Indians from Punjab were emigrating to North America.
• The British government thought that these emigrants would be affected by the idea of liberty. Hence, they tried to restrict emigration.
• Tarak Nath Das, an Indian student in Canada, started a paper called Free Hindustan.
• The Hindi Association was setup in Portland in May 1913.
• Under the leadership of Lala Har Dayal, a weekly paper, The Ghadar was started and a headquarters called Yugantar Ashram was set up in San Fransisco.
• On November 1, 1913, the first issue of Ghadar was published in Urdu and on December 9, the Gurumukhi edition.
• In 1914, three events influenced the course of the Ghadar movement:
  • The arrest and escape of Har Dayal
  • The Komagata Maru incident
  • Outbreak of the first world war

• Gharadites came to India and made several attempts to instill the Indian population to revolt. However, this was of no avail.
• The Ghadar movement was very secular in nature.
• Ghadar militants were distinguished by their secular, egalitarian, democratic and non-chauvinistic internationalist outlook.
• The major weakness of the Ghadar leaders was that they completely under-estimated the extent and amount of preparation at every level – organizational, ideological, strategic, tactical, financial – that was necessary before an attempt at an armed revolt could be organized.
• It also failed to generate an effective and sustained leadership that was capable of integrating the various aspects of the movement.
• Another weakness was its almost non-existent organizational structure.
• Some important leaders: Baba Gurmukh Singh, Kartar Singh Saraba, Sohan Singh Bhakna, Rahmat Ali Shah, Bhai Parmanand and Mohammad Barkatullah.
• Inspired by the Ghadar Party, 700 soldiers at Singapore revolted under the leadership of Jamadar Chisti Khan and Subedar Dundey Khan. The rebellion was crushed.
• Other revolutionaries: Jatin Mukharjee, Rash Bihari Bose, Raja Mahendra Pratab, Lala Hardayal, Abdul Rahim, Maulana Obaidullah Sindhi, Champakaraman Pillai, Sardar Singh Rana and Madame Cama

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