Famine Policy of British Raj

This article deals with ‘ Famine Policy of British Raj – UPSC.’ This is part of our series on ‘Modern History’ which is important pillar of GS-1 syllabus . For more articles , you can click here

Major Famines during Colonial Period

• Bengal Famine of 1770 => Wiped out 1/3 of population.
• In 1784, Madras was struck by a massive famine.
• In 1792, North India struck by a famine.
• In 1803, another famine in Oudh.
• In 1833, Guntoor famine which wiped out 40% of population.
• In 1837, another famine in North India.

Famine Policy

• East India Company (EIC) was totally unconcerned about it. Some sort of policy started evolving only after the transfer of power to British crown.
• In 1861, Delhi-Agra region was struck by a famine. A committee was appointed but no significant study was undertaken and situation remained largely unchanged.
• In 1866 the Odisha famine struck and 3 million died. A committee was setup to look into the causes. The committee suggested that steps should be taken to generate employment and famine relief measures should be carried out.

Richard Strachey Commission

• In 1876-78 another famine struck in many parts of India during times of Lytton  and 5 million died. Richard Strachey commission was appointed in 1880 which suggested
  • A famine code be formulated
  • Land Tax should be remitted for famine struck areas,
  • Data about peasantry should be collected to understand the true causes of the famine,
  • A famine relief fund should be established.

As a result of its recommendations,

• A famine relief fund with a corpus of Rs. 1 cr was setup.
• A famine code was implemented in 1886 which divided the famine prone areas into various categories, listed the precautions to be taken in normal times, listed the relief measures to be taken in a famine and the responsibilities of the officials in relief campaigns.

McDonnell commission

• In 1896-97 a major famine struck in whole India. Another commission was appointed but nothing came out
• In 1899-00, another famine broke out in India. McDonnell commission was appointed which recommended
  • Famine commission be established to coordinate relief measures
  • Famine Code should be revised
  • Transportation facilities be developed.
  • Agricultural banks should be setup.
  • Irrigation facilities should be developed.

In pursuance with recommendations a famine commission was setup, famine code revised and irrigation facilities developed.

Bengal Famine of 1943

• In 1943 Bengal famine happened. Another commission was appointed which suggested merger of departments of food and agriculture and steps be taken to increase agriculture production.

Development of Education Policy

This article deals with ‘ Development of Education Policy – UPSC.’ This is part of our series on ‘Modern History’ which is important pillar of GS-1 syllabus . For more articles , you can click here

Introduction

• During the 18th century, the Hindu & Muslim seats of learning languished . English East India Company (EIC) became ruling power in 1765 . Following the example of contemporary English Government , Court of Directors (CoD) refused to take on itself the responsibility for education of people of India & left it to Private efforts . However, Indian officers of EIC urged CoD to do something & as a result half hearted efforts were made
  • Warren Hastings himself an intellectual setup Calcutta Madrassa in 1781
  • Duncan (British Resident at Benaras) helped in opening Sanskrit College at Benaras

But these attempts for promoting Oriental Education met with little success.

• On the other hand, Christian Missionaries were advocating for teaching in Western Literature and Christianity with English as medium of instruction  . Serampore Missionary were overly enthusiastic for this.

Work of Missionaries

• Prior to 1765, the East India Company had been favourable to missionary activities. But later on it opposed all attempts at proselytisation as it wanted to consolidate its position as a political power. The differences between the East India Company and the missionaries continued to persist till 1813

• Charles Grant, William Wilberforce, Henry Thornton and Edmond Parry  were seeking permission for  missionaries to serve as “school-masters, missionaries, or otherwise”  but their attempts were discouraged by the Company. Reasons given were
  • Court of Directors of Company argued “that the Hindus had as good a system of faith and morals as most people and that it would be madness to attempt their conversion or to give them any more learning or any other description of learning than what they already possessed.
  •  Mr. Randle Jackson, a member of parliament remarked, “We have lost our colonies in America by imparting education there; we need not do so in India too.”

• Charles Grant continued with his efforts and also prepared the first formal blue-print on language and education for India in which he argued in favour of the English language, education and Christianity. He quoted the example of the Mughals who had earlier imposed their language upon their subjects. He wanted English to be introduced in India as the medium of instruction in a western system of education. Moreover, he suggested English to be adopted as the official language of the Government for easy communication between the rulers and the ruled.

Charter Act , 1813

• Charter Act of 1813 marked a point of departure regarding the educational policy of East India Company towards its Indian subjects. Under it, the Company, for the first time, accepted state responsibility in the sphere of education.  Act empowered Governor General of India “to direct a sum of not less than one lakh of rupees each year for
  • Revival & promotion of literature .
  • Encouragement of Learned natives of India .
  • Introduction & promotion of knowledge of sciences among inhabitants .

• Also Christian Missionaries were permitted to carry on their proselytising and educational activities in the manner they liked.

In spite of the parliamentary sanction, there had been a lull in the educational activity and the money remained unspent. Nothing was done up to 1823 when a General Committee of Public Instruction was appointed. The Committee re-organised the Calcutta Madrasa and the Benaras Sanskrit College. In 1823 Lord Amherst founded the Sanskrit College at Calcutta. Two more oriental colleges at Agra and Delhi were also established. The Committee undertook the task of publishing Sanskrit and Arabic texts and translation of English books containing ‘useful knowledge’ into Oriental classical languages.

Growing Popularity of Western Learning and Raja Ram Mohan Roy

• Main factor which tipped in favour of English Language & Western Literature was Economic  ie Indians wanted a system of education which could help them to earn their livelihood . Progressive Indians also favoured this
• Raja Ram Mohan Roy (RRMR) protested against govt’s proposal to strengthen Calcutta Madrassa & Benaras Sanskrit College & establishment of more Oriental Colleges in Bengal.   He also wrote to Governor General Lord Amherst against this in 1823
• He advocated Modern Scientific learning and wrote , ” The Sanskrit System of Education would be best calculated to keep the country in darkness , if such had been the policy of British government. But as the improvement of the native population is the object of the Government , it will consequently promote a more liberal & enlightened system of Instruction embracing  Mathematics, Natural Philosophy, Chemistry , Anatomy with other useful sciences. 
• His protests didn’t go unheed and Government agreed to
  • Encourage English as well as Oriental Languages
  • Grant was sanctioned for Calcutta Hindu College which imparted education in English language
  • Government setup translation of European scientific works into Oriental Languages.

Oriental Anglicist Controversy

General Committee of Instruction consisted of 10 members & within Committee there were two Groups

• Anglicists advocated the spread of Western knowledge through the medium of English. This school included the missionaries and the younger civilians & was also supported by Indians like Raja Ram Mohan Roy.
• Orientalists led by Princep : Advocated Orientalist education. Orientalists while agreeing to the programme of the dissemination of western sciences and knowledge among the Indians, staunchly advocated the encouragement of Sanskrit and Arabic literature. The adherents of this school were further split into two groups over the question of the medium of instruction.
  1. One group (consisted of the older officials of the Company in Bengal) suggested that western science and knowledge should be spread in India through the medium of classical languages such as Sanskrit and Arabic. This group was especially strong in Bengal and was influenced by the views of Warren Hastings and Minto.
  2. The other group (led by Munro and Elplinstone and influential in Bombay) believed that western education could reach the mass of the people only of it was imparted in vernaculars or modem Indian languages.

Equal division of votes in Committee made it almost impossible to function effectively.  Ultimately both the parties submitted their dispute to Governor General in Council in 1835.

• Macaulay was the Law Member at that time& he wrote his famous Minute on Education& placed it before the Council
  • Favoured view point of the Anglicist Party
  • Showed great contempt for the Indian Customs & Literature and said , ” a single shelf of a good European library was worth the whole native literature in India & Arabia.”
  • Regarding the utility of English language he wrote, ” Whoever knows English has  access to all the vast intellectual wealth which all the wisest nations of the earth have created & handed over in course of 90 generations.”
  • Possibly Macaulay aimed to create a class of persons who should be “Indian in blood & colour but English in tastes, in opinion , in morals & in intellect. ” He sought the production of Englishmen to fill lower cadres of EIC’s administration.
• The Government of William Bentinck accepted the viewpoint of Macaulay that object of the EIC’s Government should be promotion of European literature & sciences through the medium of English language & in future all funds were to be spent for this purpose

• Also during this time ,  Court of Directors in England came under the influence of James Mill who advocated  western education.  So CoD also favoured Anglicist point of view

Macaulayian System

• It was systematic effort on the part of the British government to educate upper classes through  medium of English language
• Education of masses wasn’t the aim of Macaulay & he himself admitted that it was impossible for them with limited means that were available.
• He put implicit faith on INFILTRATION THEORY ie he believed that English educated persons would act as CLASS OF INTERPRETERS & in turn enrich the Vernacular Languages & Literature . In this way, knowledge of Western Sciences & literary would reach to the masses. Thus a natural corollary of Macaulay’s theory was the development of Vernacular languages as ancillary to the teachings of English. Thus according to the ‘filtration theory’, “education was to permeate down to the masses from above. Drop by drop from the Himalayas of Indian life useful information was to trickle downwards, forming in time a broad and stately stream to irrigate the thirsty plains.”

• This theory was also supported by the missionaries who were of the opinion that if Hindus of the higher castes were converted to Christianity through education, other lower caste people would follow suit automatically

• This theory had to be abandoned later because it did not work out for two reasons
  • Persons who had acquired English education were able to get government jobs easily hence they did not make any effort for educating their countrymen.
  • New education had “created a separate caste of English scholars, who no longer had sympathy, or had very little sympathy, with their countrymen.”

Thomsanian system

• In NW Provinces (UP) , James Thomson (LT Gov) from 1843 to 53 made efforts to develop
  • Comprehensive scheme of village education through the medium of Vernacular Languages.
  • Small English Schools were abolished and English Education was confined to Colleges .
  • In Village schools useful subjects like Mensuration, Agricultural Science etc were taught in medium of vernaculars .
  • Department of Education was organised for the development of indigenous schools.
• This was seen as alternate to Macaulian Education System.

Sir Charles Wood’s Dispatch on Education , 1854

• He was President of BoC & was firm believer in the superiority of English Race & institutions . He  believed that these institutions could serve as a useful model for the world
• In 1854 , he prepared his comprehensive despatch on the scheme of future education in India & it is considered as Magna Carta of English Education in India
• It declared following
  • Aim of Govt’s Educational Policy was teaching of Western education .
  • Medium of Instruction – For higher education English language was the perfect medium but at the same time recognised the importance of Vernacular language because only through Vernacular languages , European knowledge could infilter to the masses
  • He gave following system

Primary Schools	Vernacular Language
High Schools	Anglo-Vernacular Language
College	To be present in each distt & in English language

• Despatch also rejected the Downward Filtration Theory, as it was considered a retrograde policy. It was stated in the Despatch that the government should assume direct responsibilities for the education of the masses and women.
• This policy proposed that while a relatively small group of highly edu­cated Indians would be needed to man the subordinate positions in the administration, the wider population should also have “useful  and  practical knowledge” in order to become good workers, capable of developing the vast resources of the empire, and also become good consumers valuing the superior quality of British goods re­quiring a market.
• It was thought that as government could never have the funds to provide for all the educational needs of the country, the bulk of its educational institutions would have to be organised by private bodies – whether missionary or Indian. Hence, Despatch recommended Grant in Aid to encourage private enterprise in field of Education. Grants was conditional on employing qualified teachers and maintenance of proper standards of teaching
• For a systematic supervision of education system, Department of Public Instruction in each Province to be made
• Universities on the model of London University were proposed at Calcutta, Bombay &. Madras
• Emphasised on the importance of Vocational instruction& need for establishing technical schools and colleges
• Women education was favoured
• Almost all the proposals of Dispatch were Implemented.

Hunter Education Commission

• In 1882, Govt appointed Commission under WW Hunter to
  • review the progress of education in India
  • Enquire the state of elementary education and means by which it can be extended and improved
• Another reason was propaganda by Missionaries in England that Education policy in India wasn’t in accordance with Wood’s Dispatch
• Main Recommendations were

Primary education	– Special care for extension and improvement of Primary education & recommended transfer of Primary education to newly set District and Municipal Boards. – Primary education should be through Vernacular
Secondary Education	There should be two divisions for this 1. Literary education leading upto Entrance Examination to Universities 2. Education of practical character preparing students for commercial & vocational careers
Private Enterprise	– Recommended that an all out effort should be made to encourage private enterprise in field of education. For this liberal Grant in Aid system & recognition of aided schools as equal to Govt institutions was done.
Female Education	– Recognized inadequate facilities for female education outside Presidency Towns and recommended for its spread

Twenty years following the report saw an unprecedented growth and expansion of secondary and collegiate education.

Indian Universities Act , 1904

• 1901 : Curzon summoned highest educational officers of the Govt & Representatives of Universities to Shimla & passed 150 Resolutions touching each and every conceivable branch of Education.
• This was followed by appointment of Commission under Presidency of Sir Thomas Raleigh in 1902 to inquire into conditions and prospects of Universities in India . As a result of these recommendations, Indian Universities Act was passed in 1904 . Main changes were
  • Universities were desired to make provisions for study & research
  • Act laid down that no of fellows of a University shall not be less than 50 nor more than 100 and a Fellow should normally hold office for period of 6 years instead for life
  • The Governor’s Control over the Universities was further increased by vesting the Govt with powers to Veto the regulations passed by the Senate of a University. The Govt could also make additions or alterations in the regulations framed by the Senate & even frame regulations itself  over and above the head of the Senate
  • Increased University Control over the Private Colleges by laying down stricter conditions of affiliation and periodical inspection by Syndicate . The Private Colleges were required to keep proper standard of efficiency
  • GG in Council was empowered to define the territorial limits of a University or decide the affiliation of colleges to University.
• Nationalist Opinion opposed this & called it a Retrograde step and believed that Curzon sought to reduce the Universities to position of department of the State . Even Sadler Commission commented that Act of 1904 made Indian universities most Govt controlled Universities in the world

Sadler’s Commission , 1917-19

• In 1917, Govt appointed this  to study and report problems of Calcutta University under Sadler (VC of University of Leeds) .
• Earlier, Hunter Commission looked into elementary education and Rayleigh Commission into University Education. But this commission looked into whole Education system from Primary to University level.
• Main theme was – effective synthesis between colleges and universities & foundation of sound university organisation.
• Its main Recommendations were
  • 12 years school course was recommended . After assessing at Intermediate Exam rather than Matriculation , the students were to enter University . The Govt created new type of institutions for this called Intermediate Colleges. These Colleges could either be independent or attached to high schools
  • Duration of degree course after Intermediate State should be limited to 3 years .
  • Less rigidity in framing regulations for the University .
  • Old type of Indian University with large no of affiliated & widely scattered colleges should be replaced by centralized unitary residential autonomous bodies. Unitary University was recommended for Dacca to lessen pressure on Calcutta University.   
  • Necessity of providing substantial facilities for training of teachers was emphasized
  • Provide courses in applied science and vocational training
  • Facilities for female education & establishment of Special Board for Women Education in University of Calcutta.

Hartog Committee , 1929

• Quantitative increase in Education led to deterioration of Quality & lowering of Standards . Hence Indian Statutory Commission (Simon Commission) appointed an Committee for development of Education.
• Main recommendations were
  • Emphasized on importance of Primary Education but condemned the hasty expansion & compulsion in education
  • Secondary education to be diversified leading to industrial courses & commercial careers.
  • Pointed out weaknesses of University education & criticized the policy of indiscriminate admissions leading to lowering of standards . Recommended all efforts should be laid in improving university work & giving good education to students who were fit to receive it .

Wardha Scheme

• Government of India Act , 1935 introduced Provincial Autonomy .
• Congress Party came to power in 7 provinces and worked to evolve national scheme of Education for the Country. Gandhi wrote articles in his paper Harijan & made suggestions regarding scheme of education called Basic Education.
• Zakir Hussain committee worked out details of scheme & prepared detailed syllabus for no of crafts & made suggestions concerning productive work. It centered around
  • Manual productive work which might cover the remuneration of teachers
  • Envisaged 7 years course through mother tongue of the students
• But nothing much done later because Congress Ministries resigned in 1939

Sergeant Plan of Education

• In 1944, Central Advisory Board of Education drew up a national scheme of Education called Sergant Plan
  • Establishment of Elementary Schools and High School
  • Introduction of Universal free and Compulsory Education between 6 & 11 years
  • School course of 6 years to be provided between 11 to 17
  • High Schools to provide 2 types of Education ie Academic and Technical

Strengthening of Ethical and Moral Values in Governance

This article deals with ‘Strengthening of Ethical and Moral Values in Governance.’ This is part of our series on ‘Ethics’  . For more articles , you can click here

Problems of Governance in India

This whole scene has to be seen in the context of

1. Corruption , Nepotism , favoritism , Crony Capitalism
2. Misuse of power in  personal interest
3. Red tapism : Undue delay in public service delivery because of complex procedures 
4. Lack of Transparency
5. Weak Accountability
6. Lack of public participation in decision making
7. Bureaucratic apathy particularly towards  weaker sections of society
8. Status quoist and elitist orientation of bureaucracy
9. Politicisation of Bureaucracy
10. Criminalisation of politics

How to Strengthen Ethical Governance

For this, we need to take various steps in various fields

1 . Political Structure

• Enforce expenditure limits on elections strictly
• Bring Political Parties under RTI
• Remove excessive protection given to tainted politicians

2. Statutory Structure

For this 2nd ARC has given various recommendations

• Amend Prevention of Corruption Act
• Enactment of Serious Economic Offences Act 
• Integrity Pacts – When Government Organisation signs any contract with Private organisation, sign integrity pacts stating that if Private Organisation is found involved in any wrongdoing, contract will cancel automatically .

3. Institutional Structure

• Strengthen and give more teeth to CVC , Lokpal , CBI etc

4. Social Infrastructure

Take help of society in reducing corruption and increasing Ethical Governance

• Give Civic education in Schools. 
• False Claims Act (USA) – If you think that there is wrongdoing in some organisation, gather evidences & produce it before court. If fine is imposed on that organisation , some portion of money from that fine will be given to litigant .
• Social Audit : Social Audit can help in this regard.

Lessons from the lives of administrators and leaders

This article deals with ‘Lessons from the lives of administrators and leaders.’ This is part of our series on ‘Ethics’  . For more articles , you can click here

1 . S.R. Sankaran

1 . Administrators generally don’t project themselves and a good administrator always work unnoticed .

Sankaran was Andhra cadre IAS officer who entered into service at a time when Civil Services were considered just a routine exercise. In-fact , Sankaran is that brand of civil servant who literally changed the dynamics of the civil services from a legal- rational bureaucracy to moral-legal-rational bureaucracy.

2. Legal-Rational Bureaucracy : It is based on Weberian model of bureaucracy . In this, Decision making process is strictly  based on laws & decision should be always rational

He brought other element of morality in the decision making. What he really meant was that administrators must not always go by the letter of the law but also by spirit of law

3. His notable performance was in the Anti Poverty programs . He brought significant changes in the life of millions of poor . He had uncompromising approach towards implementation of land reforms.

He was of the view that tribals should be helped because they need help . Hence, he took land reforms measures on war footing. The problem was that tribals don’t maintain the land records and hence , they place themselves in awkward situation. Sankaran with his hard work was able to explain tribals that since you are living on a forest land for well over generations and generations, hence they have developed a right . It was also on revenue rules that if somebody is living on a land for more than 12 years then he becomes entitled to land. He told the tribals that if revenue officer ever comes and ask you to show the records, you can say that it is the collector who has asked them to occupy this land and do cultivation. Gradually , revenue officers stopped tribals evicting from forest land.

4. He also played important role in the temple entry of Harijans

They were not permitted to enter temples which resulted in some sort of difficulties for them . Hence, he personally saw the situation and made sure that these things shouldn’t happen.

5. Due to above incident, tribals and harijans started to term him as POOR MAN’S COLLECTOR. People named their colonies & children after him.

• When he went to central deputation , he was instrumental in getting coal mines nationalised because he was really moved by the plight & exploitation of coal miners
• His residence was always open for people to come , put their grievances before them.

2. E Sreedharan

• Had deep respect for the humanity especially for common man. He built most ideal railway network of the country (Konkan Railways) . After retirement, he was again taken by govt to make excellent Mass Transit System in Delhi .

• He was awarded Padamshree in 2001 , Padamvibushan in 2008 . He is the President of Foundation for Restoration of National Values.

• Accoring to Sreedharan, many factors have developed creating the corrupt environment but most instrumental factors in increasing corruption are
  • Legacy of the British Raj : Officers cant be questioned and they are mai-baap
  • Non Accountability : Most of the officers are not accountable to anybody and take decisions on their whims and fancies
  • Cost of delay : To avoid time over run due to bureaucratic hurdles, people and contractors have no choice but to bribe officials.
  • No Direct Responsibility

• Sreedharan experimented in a beautiful way in Delhi Metro Project and many of his projects were ahead of time with no project overrunning time. How Sreedharan was able to achieve this ?
  • This was because of his commitment, honesty and integrity .
  • He was a creative & wise  person
  • He was free from greed

3. DR Kartikeyan

• He was former member of IPS & chief investigation officer in case of Rajiv Gandhi Assassination case, Director General of CRPF
• He brought many things in his working
  • Honesty and Integrity : It was he who emphasized that honesty and integrity should never be compromised especially in the working of Police .
  • Fairness and Tolerance : The law enforcement agency has to be very fair and has to be in favor of oppressed . Also it has to develop immense tolerance & always remember that use of arms and ammunition should always be last resort.
  • Use of force and authority :
  • Performance of duty
  • Lawful order : Only lawful orders have to be carried . He was even against any order issued by superior which was illegal
  • Confidentiality : Officers have sensitive information about security and integrity of nation. They should never make any compromise on that.

4. Armstrong Pame

Armstrong Pame, an IAS officer in Manipur helped to build 100 km  road now called  “ People ’ s Road ” by roping in local people and online donations. His empathy towards peoples challenges and ability to actualize potential proved him to be an effective leader in this project

5. Sukmar Sen

• First Election Commissioner of India.
• Conducted biggest election in the world in a country with huge illiteracy.
• Showed qualities like Leadership, Creativity, Planning etc. Eg : during first election post independence, he introduced things like
  • Party Symbols – So that illiterate can vote too.
  • Made 2,24,000 Polling stations so that people can vote even in the remotest parts of India.

6. Tarlok Singh

• Member of ICS
• Deviced plan for rehabilitation of Refugees from Pakistan => used his creativity and intelligence to solve the complex issue of allocation of lands to the farmers from Pakistani Punjab in India.

7. Amit Gupta

• Member of IAS
• Noted for his work against Manual Scavenging (working for Social Justice)
• Although declared illegal but Manual Scavenging was still continuing in Budaun district . He started initiative to eliminate it
  • collect baskets and brooms in the village and burn them in the presence of everyone.
  • Rehabilitation package was developed which included loan schemes , pension schemes, special scholarships for children, rural housing schemes etc.
  • All dry toilets in rural areas were converted to flush latrines.

8. TN Sheshan

• Cleansed Political System in the country
• Example of courage and working fearlessly

9.Manjunath Shanmugam

• He was working with Indian Oil Corporation (IOC) and was graduate of the IIM, Lucknow.
• He is noted for Whistle-blowing on adulteration by the petrol pump owners.  
• He was shot dead in 2005 for blowing the whistle against corrupt practice.

10. Satyendra Dubey

• National Highways Authority of India (NHAI), exposed the rampant corruption in construction
• Found dead on 27th November, 2003.

The list can be endless. Student should keep on adding to the

Contributions of Moral Thinkers and Philosophers from India

This article deals with ‘Contributions of Moral Thinkers and Philosophers from India.’ This is part of our series on ‘Ethics’  . For more articles , you can click here

1 . Kautilya

• In Arthashastra, Kautilya has written how ideal king should conduct the affairs of state especially for the welfare of the public
  • King has to personally attend the person who had come to meet him
  • The people shouldn’t wait long to meet the king especially women and old age
  • In the happiness of people should lie his happiness
  • In time of calamity, king should protect people in similar way as mother protects her child

All these things were driven by the human love , creativity, wisdom .

2. Gandhian Ethics

Gandhiji learnt from

• New Testament : Service of Man, Love to Mankind, Niranakar Brahma (formless god)
• Ruskin Bond’s Sermon on the Mount
• David Thoreau : Civil Disobedience
• Confusious : Treat other person in such a way that you want other’s to behave with you
• Gita : Every shaloka of Gita is case study of human life and how to work in real situation

2.1 Seven sins of Gandhi

Seven Deadly Sins according to Gandhiji are

Commerce without morality :	– Commerce = Sale and Purchase – For sale and purchase , Civil Law cant define every minute aspect Hence, Morality has big role to play
Science without humanity	– Human must not become slave of science – It resembles Kant’s Ethics
Religion without sacrifice.	– Religion is medium of internal peace – Gathering and collecting money or property on name of religion is sin – Internal peace cant be achieved without sacrifice .
Politics without principle	– Politics is such a process in which based on ideology and philosophy, matter of human importance is taken up. – If it is mobilized without any principle for just vote bank, it is equivalent to sin. – This is the reason why Gandhi advised to end Congress after Independence as goals for what it was made were achieved.
Knowledge without character	– In absence of Character, integrity cant be developed. – Better Character generates moral strength in person – If Moral Character is absent, then presence knowledge is dangerous and chances of it’s misuse are great.
Wealth without work	– Nature has ownership over Wealth. We are normal possessioners who after fixed time keep on changing. Hence, person should act as trustee of wealth – Wealth acquired without any work is equivalent to sin .
Pleasure without conscience	– Physical pleasure is not Real Pleasure as it is temporary – Real Pleasure is in the pleasure of others .

2.2 Ethical Religion

• Ethics tells us what it ought to be , it enables man to know how he should act.
• Man has two windows in his mind. Through one he can see his own-self as it is and through other he can see what it ought to be.
• In path of morality, there is no such thing as award for moral behavior. If a man does some good deed, he shouldn’t do it to win applause but he does it because he must do it .

2.3 Nonviolence and Satyagraha

• Satyagraha = Truth Force
• Nonviolence doesn’t mean servile passivity. It means changing others heart by strong moral force. If harm is to be done, it is to be done on oneself’s body
• Other examples of Person’s using Non-Violence : Nelson Mandela and Martin Luther King

2.4 Ideal Morality

• Moral Desires : We don’t wish for what we have already but always value more what we don’t have . He taught to be content with what you have. Although desire is good but if desire is limited to self interest , then it is immoral. Other desire is to do good for others, this is moral
• Moral Action : Most of our actions are non moral ie not involve morality . We think that if we go along convention and prevailing rules,  we are moral. By doing this one prevents anarchy in society. But don’t think that this is morality , this is the minimum that one should do. Morality begins after when u start doing things  beyond non moral  . Also any good act isnt moral unless intention behind doing that act is also good.

2.5 Means and End

• According to Gandhi , means may be likened to seed and ends to tree and there is same connection between the means and end as between seed and the tree. As the seed will be, as the tree will become.
• Purity of the means is very important because of the relationship he has proposed.
• A good mean will result into good end and bad means will result  into bad ends. 
• Gandhi said that if one take care of means, the ends will take care of itself. Hence, one must concentrate on means and end will be proportionate to the means . That is why he stressed on achieving freedom by non violence because he thought that what is gained by sword will also be lost by sword.

2.6 Sarvodaya

• Sarvodaya  means ‘progress of all’.
• Welfare of person lies in the welfare of society
• No profession is small or big . Barber , Farmer and
• Gandhi’s Ashrams (Phoenix Farm, Tolstoy Ashram,  Sabarmati Asharam) were example of Sarvodaya experiment. Here persons lived, performed their function and every person was treated equally and shares the fruit equally

2.7 Trusteeship

• Gandhi was of the view that everything belongs to god and we are not the absolute owner. So the concept of ownership is completely wrong.
• All the things are for people of god as a whole and not for particular individual. When individual has more than his proportion , he become trustee for that resource for god’s people.
• Hence, he was not against idea that person with great talent must not earn more but gave idea that whatever he earns more has to be used as trustee.

2.8 Gandhi’s Talisma

• His talisma is specially for the cases of dilemma .
• While pursuing all these things, person can come across various dilemma. What should person do at that time?
• Whenever you are in doubt or when self becomes too much with you, apply the following test. Recall the face of the poorest and the weakest whom you may have seen and ask yourself if the step you contemplate is going to be of any use to him.  Will he gain anything by it?  Will it restore him to a control over his own life and destiny?  In other words, will it lead to Swaraj for the hungry and spiritually starving millions?

2.9 Gandhi’s Ramrajya

• According to Gandhiji , there will be no need of state, police or army when all people are ethically fully developed and self disciplined .
• It is ideal state of ‘Stateless Perfect Morality’
• This is Gandhiji’s Sophisticated Anarchy.

3. Aurobindo Ghosh (1872-1950)

• For moral life, moral consciousness is necessary. This can be seen in Aurobindo Ghosh . He presented that , for development of anything, three  things are required ie Matter, Life and Mind. But these three things cant develop whole universe . For this, consciousness is required which is associated with internal aspects. If consciousness is moral and ethical, better and happy world. Hence, for moral development , person should increase moral development.

• Poorna Yoga :
  • Aurobindo emphasised on Poorna Yoga rather than Yoga. He was of the opinion that rather than individual benefit which can accrue from Yoga, person should also look towards societal good by adopting Poorna Yoga
  • Person can perform Poorna Yoga only when he surrenders before his own Aatma ie soul and spirit along with knowledge that he is Consciousness rather than matter .

• Human Character : Sri Aurobindo accepted that ultimate goal of life is param anand ie ultimate pleasure and for this people try to use  method of fulfilment of physical and psychological needs which cant help person to achieve param anand. Based on this, he presented 4 stages of human conduct
  1. Individual needs , likes and desires
  2. Goodness of group and society
  3. Ideal Conduct
  4. Law of Nature

Hence, moves from Individual => Society => Nature

In this way, Aurobindo’s teachings emphasize on Virtue and goodness .

4. Vivekananda(1862 -1908)

Main points of Vivekananda’s Philosophy

4.1 Yoga

Vivekananda was influenced by Bhagwat Geeta and Yogasutra and emphasised on following Yogas

• Raj Yoga : Controlling the mind . Such people should be present in Administration (can be equated with Plato’s Philosopher King)
• Karma Yoga
• Bhakti Yoga
• Gyan Yoga

4.2 Darida Narayan

• Dridra Devo Bhava ie Service of poor and downtrodden is the biggest service of god.
• Very important for Civil Servant to cultivate Empathy and Compassion
• Due to this, he established Ramakrishna Mission and acted like Missionary.

4.3 Self Realization

• It is most important for living ethical and moral life
• It can be achieved with strength => ‘Weakness is Death , Strength is God’
• Only that person can live ethical and moral life who has ability of self-realisation

We cant make new and progressive India with weak people

4.4 Focus on Means (rather than end)

• Means are more important than ends
• If means are pure and good, then person cant fail

4.5 Sarva Dharma Sambhava

• God is one and there are many paths to reach that god
• According to Vivekananda, no god supports injustice and naked exploitation. He found universality of every religion . Religion shouldn’t bring hatered but it should bring brotherhood, mercy, love, sympathy, mutual respect etc
• Was influenced by his Guru Ramakrishna in this.
• Availability of more paths is good as all people cant follow same path as strength of each person vary.

5. Rabindra Nath Tagore

5.1 Spiritual Humanism

• Supreme reality  could be realized only through love of man.
• Love of God was thus translated into love of human.

5.2 About nature of States

• States existed for the individual and its activities should aim at giving maximum  liberty

5.3 On Education

• Object of education was simply the accumulation of knowledge.
• Education should give all round human personality- physical,  intellectual,  aesthetic and spiritual growth

5.4 On Society

• Indian society has very much degenerated mostly because of the policy of our social rulers who didn’t care to preserve our social institutions and allowed them to degenerate.

6. Mother Teresa

• The true lesson of Mother Teresa is to live your life on your values. Conditions should never deter one from his or her personal goals and mission. When we dedicate our lives to positive values we regain peace. We attain independence from the omnipresent stressful elements life brings. Our inner core values help us as an anchor that is changeless in a sea of constant change.

• Devotion for great cause
  • Mother Teresa spent over 60 years of her life in the slums of Calcutta and devoted all of her life to service of the poor, especially lepers, the sick, the dying and the abandoned. It took a lot of resolve, determination and faith to keep going in the face of incredible difficulties and challenges.

• Strong Personal Foundation
  • It means one should hold high moral and ethical values. Mother Teresa had a solid foundation that kept her going through all the turmoil and challenges in her life – her strong faith.

• She gave following message
  • Service of poor is service of god
  • Poverty is not a curse
  • God helps them who helps poor

• She was against abortion because she considered abortion is a murder in the womb and child is a gift of god .

The list is endless. We will continue to add in this article if any moral philosopher comes in news . We also advice the aspirants to keep on updating the list in their own notes as the situation demands.

Swadeshi Movement

This article deals with ‘ Swadeshi Movement – UPSC.’ This is part of our series on ‘Modern History’ which is important pillar of GS-1 syllabus . For more articles , you can click here

Introduction

• Swadeshi Movement was major leap forward in Indian struggle for independence.
• Woman, students & large section of urban & rural population actively involved in politics for first time .
• Change from conservative moderation to political extremism , from socialism to incipient socialism , from petitioning & public speeches to passive resistance & boycott.
• Saw major breakthrough in Indian art, literature, music, science & in Indian society as a whole.
• It taught the people to challenge & defy the authority of the Government openly in public & took away from the minds  dread of police . To go to prison was seen get badge of honour and not as hitherto a brand of infancy.

It’s   Genesis

• Started as Anti-partition movement to oppose British decision to partition Bengal
• Administration Proposed the transfer of Chittagong Division , Dacca & Mymensingh districts &  Assam  (CDMA) to East Bengal , Chota Nagpur to Central Provinces & Bengal would receive Sambhalpur, Feudatory states of Central Provinces & Ganjam district from Madras
• As a result two states would be formed

1 . Eastern Bengal & Assam

Population	31 Million
Muslims	18 Million
Hindus	12 Million

2. West Bengal

Population	54 Million
Hindus	43 Million
Muslims	9 Million
	But here Bengalis will be outnumbered by Hindi & Oriya speakers

Partition of Bengal

The partition of Bengal was first time officially declared  in December 1903

Official claim

– Bengal was too large to be administered as one province (there isn’t any doubt that Bengal with population of 78 million had indeed become administratively unwidely but the way in which division was done was objectionable) – Assam will become  Lt. Governors province with separate Civil Service cadre & will lead to substantial commercial benefits to  tea gardens, oil & coal

Real motive

– Policy of divide & rule –   Divide Bengal on the religious lines into East Bengal (Muslim ) and rest of the Bengal (non Muslim majority) . Had it been purely for administrative purpose, government would have accepted the alternate proposals by civil servants to partition the province on linguistic basis rather than a religious division – It was result of Anti – Bengali feeling of Curzon . He desired to weaken the politically articulate community & this was his main motive . He believed that Congress is manipulated from  Calcutta & if Calcutta is dethroned & alternate centers of activity is encouraged , congress will be weakened – Bengali Bhadraloks were made religious minority in Eastern Bengal & Linguistic Minority in Western Bengal

Lord Curzon’s words – partition would dethrone Calcutta’ from its position as the ‘centre from which the Congress Party is manipulated throughout ‘

To woo Muslims Lord Curzon said, “With partition Dacca could become the capital of the new Muslim majority province (with 18 million Muslims and 12 million Hindus) ‘which would Invest the Mohammedans in Eastern Bengal with a unity which they have not enjoyed since the days of the old Mussulman Viceroys and Kings.’

Main Problems to which  Bengali pointed finger

• Bengalis would be in minority in new Bengal that would be formed with Bengali speaking population of 17 million & 37 million Oriya & Hindi speakers
• Why to divide Bengali from Bengali?

Reason for spread of Movement

• Britishers had clearly underestimated  sense of unity among the Bengalis—
  • rooted to some extent in a history marked by long periods of regional independence and greatly fostered, at least among the literate, by the cultural developments of the nineteenth century.
  •  Calcutta had become a real metropolis for the educated Bengali bhadralok. It attracted students from all districts, sent out teachers, lawyers, doctors and clerks all over the province and often beyond it, and contributed to both regional writing and regional pride through the evolution of a standard literary language, a growing number of newspapers and periodicals and a modern literature which with Rabindranath Tagore was on the threshold of world recognition.

• Such things—along with less worthy factors like
  • The evident (although gradually diminishing) educated Bengali lead in professions, government services, and politics over much of India due to the advantage of earlier English education—fostered a new self-confidence which came to be further stimulated by the growing Hindu revivalist mood best typified by Vivekananda.
  • International developments also played a part—British reverses in the Boer War, the unexpected Japanese victory over Russia in 1904-05 which sent a thrill of pride through Asia and was ecstatically hailed by the Bengal press (even children were given nicknames like Togo or Nogi, after Japanese leaders), news of the Chinese boycott of American goods in protest against immigration laws and of the popular revolution against autocracy in Russia.

Bureaucrats  anticipated the opposition to Partition entirely in terms of elitist interest-groups. They wrote Vikrampur babus were worried about their clerical jobs, zamindars with estates in both Bengals disliked having to appoint two sets of agents and pleaders, the Bhagyakul Roy family with raw jute and rice trading interests near Calcutta were jealous of a possible rise of Chittagong, and Calcutta lawyers were afraid that a new province would ultimately   mean a new High Court cutting into their practice.

Bureaucratic expectation that protests would die down quickly, and in any case would never leave the beaten track of meetings and petitions, was soon totally belied by events in Bengal and some other provinces.

Spread of Movement

• Instead of dividing & weakening Bengalis , it further united them
• Dec 1903 : Partition proposals became known & spontaneous protests followed. In two months more than 500 meetings held

Sumit Sarkar (1973) has identified four major trends in Bengal – Moderate Trend , Constructive Trend ,  Political Extremism & Revolutionary terrorism

Under Moderates (1903-05)

Led by moderate leaders like SN Banerjee, KK Mitra etc

They adopted two fold methods:

• Resolutions against partition of Bengal were forwarded to British as prayers and petitions
• Creation of public opinion through mass meetings and newspapers in India & England

Three main newspaper were used in this

• Bengalee
• Sanjibani
• Hitabadi

Under Extremists (1905-08)

• In this two trends were visible – Political Extremism & Constructive Phase
• Government remained unmoved to above methods & despite protests partition of Bengal was done on 19/07/1905 . This   gave opportunity to extremists to launch mass based movement
• The formal proclamation of Swadeshi – Boycott Movement was made at public meeting on August 7, 1905 at Calcutta Town Hall by Aurobindo Ghosh

Boycott	Of British goods,  education institutions , courts, police etc
Swadeshi	Development of local industry , promotion of local culture, languages, educational institutions in hands of locals etc

• 16 Oct 1905 – partition came into effect & people tied rakhis on hands of each other to show that they are united & day was observed as Day Of Mourning all over Bengal
• Manchester cloth & Liverpool salt was boycotted & their sale reduced almost 10 times. Bande Mataram became theme song of movement
• People coming to mass meeting contributed for carrying out movement & in single meeting sum as huge a ₹50,000 was collected
• Eventually, Extremists demand enlarged to attainment of Swaraj & in 1906 INC at Calcutta Session under Dadabhai Naoroji declared attainment of Swaraj ie Self Governance like other British colonies as  their goal.  
• Boycott and public burning of foreign cloth, picketing of shops selling foreign goods, all became common in remote corners of Bengal as well as in many important towns and cities throughout the country. Women refused to wear foreign bangles and use foreign utensils, washermen refused to wash foreign clothes and even priests declined offerings which contained foreign sugar.
• Corps of Volunteers or Samitis were organised and used as major form of mass mobilisation . Most important one was Swadesh Bandhab Sabha set up by Ashwini Kumar Dutt which had 159 branches & reached to even remotest corners of Barisal district having unparalleled mass following among Muslim peasantry  . They setup indigenous arbitration boards too
• Samitis of different kinds came up gradually
  • Down to the summer of 1908, most samitis were quite open bodies engaged in a variety of activities: physical and moral training of members, social work during famines, epidemics or religious festivals, preaching the Swadeshi message through multifarious forms, organizing crafts, schools, arbitration courts and village societies, and implementing the techniques of passive resistance
  • But these physical culture samitis , later became the recruiting grounds for revolutionary movement & became secret societies.
• Most important Aspect of Swadeshi Movement was  ATMASAKTI or SELF RELIANCE ie  re-asserting of national dignity, honor and confidence.

Social Reforms	Campaigns against evils such as caste oppression, early marriage, the dowry system, consumption of alcohol, etc.
Education	– On Basis of Tagore’s Shantiniketan , Bengal National College was founded with Aurobindo Ghosh as Principle – National Council of Education was established & scores of school sprang up run by nationalists with medium of instruction that of vernacular languages – For technical education, the Bengal Technical Institute was set and funds were raise to send students to Japan for advanced learning.
Mills	– Mushrooming of Swadeshi textile mills, soap and match factories; tanneries, banks, insurance companies, shops, etc . Although many of these enterprises, whose promoters were more endowed with patriotic zeal than with business acumen were unable to survive for long – Most famous & successful – Bengal Chemical Factory by PC Ray
Literature	– Songs composed at that time by Rabindranath Tagore, Rajani Kanta Sen, Dwijendralal Ray, Mukunda Das, Syed Abu Mohammed and others later became the moving spirit for nationalists of all hues – Rabindranath’s Amar Sonar Bangla, written at that time, was to later inspire the liberation struggle of Bangladesh and was adopted as the national anthem of the country in 1971. – Collections of fairy tales such as, Thakurmar Jhuli (Grandmother’s tales) written by Daksinaranjan Mitra Majumdar which delights Bengali children to this day.
Art	– Abanindranath Tagore broke the domination of Victorian naturalism over Indian art and sought inspiration from the rich indigenous traditions of Mughal, Rajput and Ajanta paintings. – Nandlal Bose was first recipient of a scholarship offered by Indian Society of Oriental Art founded in 1907.
Science	Jagdish Chandra Bose, Prafulla Chandra (PC)  Ray, and others pioneered original research that was praised the world over.

One disturbing trend emerged in this movement which had wide implications

• After 1906 when Congress declared Swaraj to be its goal ,they needed wide mass mobilisation
• Religion was looked by leaders like Aurobindo Ghosh as a means to reach the masses &’religious revivalism was main feature of new politics that emerged . Bhagvad Gita & other hindu signs were frequently began to be used to mobilise the masses
• This alienated the muslim masses & failed to attract lower caste peasant

Outside Bengal

This movement spread outside Bengal

Tilak	Poona & Bombay
Ajit Singh & Lala Lajpat Rai	Punjab
Syed Haider Raza	Western Parts – Rawalpindi etc
Chidambaram Pillai	Madras

Limitations

• Membership was mainly limited to high caste and educated Bhadraloks. Swadeshi leaders rampantly deployed the tool of social coercion or social boycott exerted through caste associations and nationalist organisations-to punish collaborators or to produce consent among the reluctant participants which alienated them further

• Use of religious symbols by leaders for mass mobilisation created unbridgeable differences between Hindus and Muslims  . To some extent it is rightly said ‘ partition of Bengal was the stepping stone  to partition of India ‘  upsc question mains

• They were not able to garner the support of the Muslim masses especially Muslim peasantry . In response to this and safeguard Muslim interests, All India Muslim league was set up in 1906 by Nawab Sailimullah of Dhaka & Agha Khan was the president

• Swadeshi alter­natives were often more expensive than British goods; national schools were not adequate in number.

• The other method of mass mobilisation of the swadeshis was to organise labour strikes, primarily in the foreign owned companies. But here too the nationalists could penetrate only into the ranks of white-collar workers, while the vast body of Hindustani labour force as well as the plantation labour remained untouched by such nationalist efforts.”

Reasons leading to end of the Swadeshi Movement

• The open phase of the movement came to end in 1908 and there were many reasons for it, major being internal squabbles leading to Surat Split of 1907 leading to reduction in momentum of movement . After 1908, movement was left leaderless . Many leaders were arrested . Aurobindo Ghosh & BC Pal retired from the active politics
• Due to vary nature of mass movements that it is difficult to sustain mass based movement for long because of the limited capacity of the masses to sacrifice
• Leaders failed to create an effective organisation of the party structure with proper cadre based system
• Severe government repression : ban on public meetings, students participating in movement were expelled from colleges, fined & even beaten by police
• Although aroused people, but did not know how to tap the newly released energy

Achievements

• First mass based movement. Swadeshi & Boycott practised for first time on such large scale
• Emphasis on setting up of national industries, educational institutions  &  promotion of the Indian culture
• Although movement ended in 1908, spirit of swadeshi  & boycott continued till independence and formed the cornerstone of the movement
• Abdul Rasul at Barisal Conference

“What couldn’t be done in 100 years , Britishers has done that in 6 months”

• Large number of Unions came up in Bengal during this period eg Jute Workers Union, Printers Union etc  . Hence swadeshi movement marks the beginning of labour unionism & leadership was provided by Swadeshi Movement leaders

Surat Split

British Plan to end Congress

• Elaborate plan – repression – conciliation – suppression
• The extremists/ militant nationalists  were to be repressed, although mildly in the first stage, the purpose being to frighten the Moderates. The Moderates were then to be placated through some concessions and promises and hints were to be given that further concessions would be forthcoming if they disassociated themselves from the Extremists. The entire objective of the new policy was to isolate the Extremists. Once the Moderates fell into the trap, the Extremists could be suppressed through the use of the full might of the state. The Moderates, in turn, could then be ignored.

Events leading to split between  Moderates & Extremists /Surat Split of 1907

• In December 1905, at the Benaras session  presided over by Gokhale, the Moderate-Extremist differences came to the fore.
  • Extremists wanted to extend Swadeshi & Boycott from Bengal to rest of country & also to extend boycott from foreign goods to all  forms of association with Government (destructive boycott)
  • But moderates wanted to restrict it to Bengal & foreign goods only (constructive boycott)

As a compromise, a relatively mild resolution condemning the partition of Bengal and the reactionary policies of Curzon and supporting the Swadeshi and Boycott programme in Bengal was passed. This succeeded in averting a split for the moment.

• Calcutta Session of 1906 : Matters nearly came to a head over the question of its Presidentship. A split was avoided by choosing Dadabhai Naoroji, who was respected by all the nationalists as a great patriot. Four compromise resolutions on the Swadeshi, Boycott, National Education, and Self-Government demands were passed but Moderates were able to introduce clause that this would be applicable only in Bengal. Throughout 1907 the two sides fought over differing interpretations of the four resolutions.
• By the end of 1907, they were looking upon each other as the main political enemy.
  • Extremists under Aurobindo Ghosh felt time has come to part ways & Moderates under Pherozshah Mehta were thinking same too
  • But Tilak & Gokhale knew outcomes of that event & didn’t want split in any case.
• Lord Minto & Lord Morley (Secretary of State) started discussions for new reforms & Moderates thought their dream of Indians sharing political & administrative power was going to come true

Surat Session (1907)

• Extremists wanted a guarantee that the four resolutions would be passed. To force the Moderates to do so they decided to object to the duly elected President for the year, Rash Behari Ghosh. Both sides came to the session prepared for a confrontation. In no time, the 1600 delegates were shouting, coming to blows and hurling chairs at each other. In the meantime, some unknown person hurled a shoe at the dais which hit Pherozeshah Mehta & Surendranath Banerjea. The police came and cleared the hall. The Congress session was over. The only victorious party was the rulers.
• Tilak wrote virtual letter of regret to his opponents, accepted Rash Behari Ghosh as the President of the Congress and offered his cooperation in working for Congress unity. But Pherozeshah and his colleagues would not relent.
• The antagonism that split the Congress in Surat was also the product of a fierce struggle between ‘the Tilakites of Poona’ and Moderates of Bombay, led by Pherozeshah Mehta. 

Government suppression

• Extremist newspapers were suppressed.
• Tilak, their main leader, was sent to Mandalay jail for six years.
• Aurobindo Ghosh, their ideologue, was involved in a Revolutionary Conspiracy case and immediately after being judged innocent gave up politics and escaped to Pondicherry to take up religion.
• B.C. Pal temporarily retired from politics
• Lajpat Rai, who had been a helpless onlooker at Surat, left for Britain in 1908 to come back in 1909 and then to go off to the United States .

Hindu Revivalism as cause of Extremism and Cultural Nationalism

This article deals with ‘ Hindu Revivalism as cause of Extremism and Cultural Nationalism – UPSC.’ This is part of our series on ‘Modern History’ which is important pillar of GS-1 syllabus . For more articles , you can click here

Introduction

• Political extremism that started at end of  19th century was not just a reaction to moderate failures but it drew inspiration & ideology from a cultural & intellectual movement that developed simultaneously with & parallel to moderate politics.  This movement is vaguely referred to as HINDU REVIVALISM
• It was an attempt to define Indian nation primarily in terms of Hindu Religious symbols, myths & history

Hindu Revivalism vs Reformism – How Hindu revivalism was born

• Reform movements in India attempted to bring changes in Hindu social organisation & practices from within to bring them in conformity with new rationalist ideas of west . They were influenced by Western post enlightenment rationalist ideas. It was response to challenge of westernising forces & their critique of Hindu Civilization
• Second response to critique led to REVIVALISM . It was conceptualization of a glorious Hindu past believed to have been degenerated under Muslim rule & threatened by the British
• Late 19th century witnessed the gradual weakening of the reformist trend & the strengthening of revivalist forces

Swami Vivekanand & Revivalism

• Among reformist organisations, the Brahmo Samaj was more modernist in its approach . But it was weakened after 1870s by internal dissent . It was followed by Ramakrishna – Vivekananda movement . Ramakrishna was not a revivalist per se because he inculcated a form of religious eclecticism which later was followed by Vivekananda
• Vivekananda had a missionary zeal . He condemned other reform movements as elitist & invoked the idea of social service . According to Vivekananda , best way to serve the god is to serve poor people & founded Ramakrishna Mission in 1897 as philanthropic organisation . To describe him as revivalist would be to ignore his Universalist aspects of teaching.
• Neverthless he begun to draw inspirations from Vedantic Traditions , exhibited faith in the glories of Hindu civilisation & nurtured faith that  it was degenerated in recent times
• He evoked Hindu glory & mixed it with patriotism . He sought to restore the masculinity of the Indian nation denied to them by their colonial masters which had tremendous impact on popular minds

• His evocation of the glories of Hindu past was popularised but  his trenchant condemnation of the evils of Hinduism was conveniently forgotten. His criticism of Brahmanical & gender oppression was never taken seriously & he became patron prophet for whole generation of extremist leaders & military revolutionaries

Other Aspects

• At more obscurantist level ,Sasadhar Tarkachudamoni (editor of paper Bangabhashi) began to invent precedents in ancient India for every modern scientific discovery of the west & tried to show that everything modern west claimed to have invented was already known to Indians
• Bankim Chandra Chatterjee portrayed Krishna as modern politician & a nation builder & in Anandamatha , he invented the Mother Goddess ie Bharat Mata & the song Vande Mataram( Hail mother), song in praise of once beautiful mother became anthem of national movement
• Even moderate such as RC Dutt wrote about the martial valour  of the Hindus in response to Britishers assigning position of martial inferiority to Indians .

Reformist Acts & Hindu Revivalist forces

• Numerous acts were passed  & with passing of Age of Consent Bill, 1891(10 to 12) , voice against interfering with the personal affairs of people was raised . Conservative & obscurantist sentiments now converged with nationalist argument that foreign rulers had no right to interfere with the religious & social customs of the Indians
• Age was raised after intense debate due to Ramabhai’s case in which Ramabhai was married as an infant and after eleven years of separate living, she argued, that unconsummated marriage was no longer binding on her . After long campaign of Behramji Malabari, Government raised age by 2 years. First act against child marriage had been passed in 1860 and it prohibited consummation of marriage for a Hindu girl below ten years of age; the new act only proposed to raise that age of consent from ten to twelve. The earlier act had been passed without much opposition, but the new one provoked a powerful orthodox Hindu backlash, which had a much wider mass base than the reformist movement. Conservative and obscurantist sentiments now converged with the nationalist argument that foreign rulers had no right to interfere with the religious and social customs of the Indians. However, just government intervention was not the issue, as during the same period, Hindu orthodox opinion seldom hesitated to accept government legislation against cow slaughter.
• Family & household which Hindu society had always regarded as impermeable or inviolate , a sovereign space that couldn’t be colonised . But now the  Hindu males were about to lose even the last solitary sphere of autonomy . Response to these reforms were intense & violent

Bal Gangadhar Tilak & Revivalism

• In Maharashtra , movement was led by Tilak & his Poona Sarvajanik Sabha . They frequently invoked Hindu , Brahman & Maratha glory . He proposed that education rather than legislation was the most legitimate way of eradicating the evil
• But all this was propaganda according to Prof RG Bhandarkar because   Tilak was arguing against increasing age of consent from 10 to 12 & that marriage should be done before puberty according to Hindu tradition but his own girl was single till 14 . These men were hardly ever obstructionist in their personal life.  But in this debate they found powerful self confident rhetoric against foreign rule. Hinduism now became a useful rhetoric for organising a more articulate & sometimes even militant opposition to foreign rule

Cow Politics

• Took militant form in North India through Arya Samaj & its cow protection movement .
• In Ancient Time , Cow was not regarded as sacred or inviolable . Veneration of cow increased during medieval period when rate of cow slaughter increased  but it was never a cause of communal conflict
• In 19th Century, communities started to organise and most of communities did around their holy books but Hindus didn’t had  a single holy book. They started to mobilise around symbol of cow because it was acceptable across regional, linguistic or denominational barriers
• First used by Kuka (reformist sect of Sikhs) in 1871 in order to galvanise & win more support . Rapidly spread to North West province, Awadh & Rohilkhand. Arya Samaj converted this to all India movement & Gaurakshini Sabhas were established
• 1893 : first riot around this issue happened in Azamgarh & spread to 31 riots. Although these movements were against Muslims , the spirit of discontent was definitely Anti-British & cow question was merely a war cry to arouse lethargic hindus. COW ITSELF WASN’T IMPORTANT , IT WAS BEING USED AS A SYMBOL FOR COMMUNITY MOBILISATION
• Congress  was not directly involved in this but it remained silent & even patronised it.  After Nagpur session of 1891 , Gaurakhsini Sabha was held within Congress pavilion & attended by many congress delegates.  This alienated Muslims from Congress as Muslim participation gradually decreased after 1893

Note – Gyanendra Pandey (1983) has shown that the cow-protection movement did not yet indicate a complete communal polarisation of Indian society. The construction and articulation of the communal category was entirely in the interest of the elites, while various other groups participated with various other motives. The zamindars by leading the gaurakshini sabhas tried to reassert their social power that had been slipping away from their hands because of the various changes instituted by colonial rule. The peasant participants came mainly from the Ahir community, who had been socially mobile and, therefore, had to legitimise their new status by projecting their Hinduness. This did not mean that the barriers of class had been dismantled or permanently effaced. On other occasions they fought against their Hindu zamindars along with other Muslim peasants. And apart from that, there were many regions, which were not at all affected by the cow-protection sentiment. But the movement put an unmistakable Hindu stamp on the nationalist agitation.

Hindi – Urdu  Controversy

• Began in 1860s in NW provinces & Awadh but was revived in 1882 with great enthusiasm & spread to other Hindi speaking areas like Punjab & Central provinces .
• Hindi & Urdu is same language written in two scripts but problem was Hindi was identified as language of Hindus & Urdu as language brought by Muslims . But since Urdu was officially recognised , there was a concerted campaign to get Hindi recognised for all official purposes as well although many Hindu communities like Kayastha were in favour of Urdu
• Association of leaders like MM Malviya with campaign gave it political colour. In 1900, they passed resolution giving Hindi equal official status in NWP & Awadh
• Protagonists of Urdu to offer an emotional defence to Urdu formed Anjuman Taraqqi e Urdu

Ganpati & Shivaji Festivals

• Ever since the days of Peshwas , God Ganpati enjoyed official patronage & was a deity equally respected by Brahmins & non Brahman lower castes. But it was always a domestic affair
• 1893 : Cow Riots in Bombay & Tilak & Chitpavan Brahmins of Poona decided to organise an annual public festival to bridge gap between  Brahmins & non-Brahmin masses.  Alleging the government’s  partiality for Muslims he urged Hindus of Poona to boycott their Muharram & participate in Pooja of Lord Ganpati . Hindus which previously used to participate in Muharram now largely boycotted & flocked to Ganpati festivals . After 1895, it spread to every other part of Deccan
• 1897 :  Tilak  introduced Shivaji festival  to commemorate the coronation of Shivaji who upheld self respect of Hindus & who gave particular direction to religion
• Although Bombay government didn’t view immediately these festivals as direct threat to British rule , it did inspired number of revolutionaries . Eg Chapekar Bros who killed Lt Ayerst (although attack was against Rand , the hated Superintendent of Plague commission)  were associated to Ganapati festival & Tilak
• But all these events alienated Muslims although had very little impact on Non Brahmins

Problems with concept of Hinduism & Revivalism

• Revivalist ideas has certain problems .  First is idea of Syndicated Hinduism to large extend is construction of 19th century western hermeneutics . Term Hinduism was historically to convey wide variety of meanings : in general it meant anything native or Indian (living in land beyond Sindhu aka Indus or Hindu( as pronounced by Persians) ) . In 1881 when census data came ,  Hinduism was not recognizable as religion . Instead of Hindu , people mentioned their sect or caste & this problem continued to haunt Census authorities till 1901 . Hindu therefore appears to be a colonial construct & idea of homogeneous Hinduism was constructed by post Enlightenment Europe who sought to define not only true west but also true east .
• Term Revivalism remained problematic too .  Not all social customs were being revived & only selective absorption of specific aspects of the past & adapting them to present day needs was done . It  was called by many as IMAGINARY HISTORY

Extremist Phase

This article deals with ‘ Extremist Phase – UPSC.’ This is part of our series on ‘Modern History’ which is important pillar of GS-1 syllabus . For more articles , you can click here

Rise of Extremists

• Failure of Moderate politics became quite apparent by end of 19th century & new trend that rose was that of extremists
• Extremism developed in 3 main regions under three leaders

Bepin Chandra Pal	Bengal
Bal Gangadhar Tilak	Maharashtra
Lala Lajpat Rai	Punjab

Reasons for rise of Extremism

1 . Recognition of true nature of British Rule

• Early nationalist leaders exposed the true nature of British rule in India. They conclusively proved by elaborate data that British rule & its policies were responsible for the economic ruin of India & deepening her poverty
  • MG Ranade : Essays in Indian Economics(1898)
  • Dadabhai Naoroji : Indian Poverty & un-British Rule in India(1901)
  • RC Dutt : Economic History of India
• With their economic critique & Drain Theory , they exposed real nature of British rule.
• Thus extremist ideology was next & logical step to these developments in political thinking.

2. Dissatisfaction with Congress’s achievements

• Younger elements within the Congress were dissatisfied with the achievements of Congress during first 15-20 years & also with cold & reactionary attitude of the government . They lost their faith in British sense of justice & were strongly critical of the peaceful & constitutional means
• On his return from England in 1905, Lala Lajpat Rai said that British democracy was too busy with their own affairs & British press is unlikely to champion their cause. They have to make a blow for freedom themselves.

3. Curzonian Administration

• Curzonian administration  magnified this nationalist anger further .
• Initiated number of unpopular legislations & administration  measures which hurt educated Indians
  • Indian Universities Act : placed Calcutta University under complete government control
  • Indian Official Secrets Act, 1904 : placed restrictions on press
  • Reform of Calcutta Corporation(1898) : Reduce the elected members by increasing official members because large number of nationalist leaders were getting birth from this institute
  • Partition of Bengal

4. Deteriorating economic condition

• Large number of famines in 1890s
• Total toll of 90 lakh
• Government did nothing & people not satisfied with government efforts

5. International Influence

• 1896 : Ethiopia defeated Italy
• Russia defeated by Japan
• Irish, Turkish movements

All this gave  impression to nationalists that United India can take on British &  that Europeans are not invincible

6. Partition of Bengal

• Worst & most hated work of Curzon’s policy.
• From 1903-1905 , Moderates were in commanding position . It was made public in 1903 that partition would be done & finally took place in 1905 & in meantime , Moderates were not able to do anything
• Utter disregard of Curzon showed to public that Moderate’s policy of ‘petition, prayers & protests’ wasn’t going to work

Fighting Factions in different regions : Moderates vs Extremists

At start of 20th century , there was great deal of faction fighting at almost all levels

Bengal	Bitter journalistic rivalry between Bengalee edited by Moderate SN Banerjea & Amrita Bazaar Patrika by Radical leader Motilal Ghosh
Maharashtra	– Competition between Gokhale & Tilak for controlling Poona Sarvajanik Sabha . – Split in the Congress at Surat was the product of a fierce struggle between ‘the Tilakites of Poona’ and Moderates of Bombay, led by Pherozeshah Mehta.
Madras	Three factions fighting with each other
Punjab	Arya Samaj divided after death of Dayanand between Moderate College group & Radical Revivalist group

These factions in all parts fighting for supremacy was ultimately  won by  Extremists

Side Note – Historians of the ‘Cambridge school‘ have been trying in recent years to present the emergence of Extremist dissent as basically a set of factional quarrels for the control of the Congress. Certainly there was no lack of factionalism in Congress circles during the 1890s. Yet Cambridge scholars surely press it much too far. It is difficult to understand why dissidents should have been so eager to capture the Congress—not yet a real political party with power and patronage opportunities & not more than an annual platform with very inadequate funds—unless it was because they had certain alternative strategies and ideals to put forward. Above all, such scholarship ignores entirely the fairly systematic critique of Moderate politics which was emerging in the 1890s, most notably in the three principal bases of later Extremism—Bengal, Punjab and Maharashtra.

Goal of the Extremists

Their goal was SWARAJ but different people interpreted it differently

Tilak	Indian control over the administration  but not a total severance of relations with British
Bipin Pal	Believed no self government was possible under British paramountcy & for him swaraj meant complete autonomy free from British control
Aurobindo Ghosh	Absolute political freedom
Most others	Self rule within Parameters of British imperial structure

Methods of Agitation

• Passive resistance :  opposition of colonial rule through violation of its unjust laws , boycott of British goods & institutions
• Development of indigenous alternatives ie Swadeshi & national education

Revivalism & Extremists

• They gave Revivalist discourse . They sought to invoke an imagined golden past & used symbols from a retrospectively constructed history to arouse nationalist passions. Historical figures who had demonstrated valour & prowess were now projected as national heroes .  Tilak started Shivaji festivals in Maharashtra .  Marathas , Rajputs & Sikhs stereotyped as martial races by Britishers were now placed in Aryan tradition & appropriated as national heroes
• Some of the leaders like Tilak & Aurobindo Ghosh also believed that  use of Hindu mythology & history was best mean to reach the masses & mobilise them in support
• Vivekananda’s teaching effects – physical culture movement started with great enthusiasm with gymnasiums coming up in Bengal to reclaim physical prowess
• Indian Political leaders also looked back to ancient Indo -Aryan traditions as an alternate to Anglo -Saxon political systems . Extremists tried to define Indian nation in terms of distinctly Indian cultural Idioms which led to religious revivalism invoking glorious past

More on Revivalism in next article. Click here to jump over to article.

Main Leaders During Extremist Phase

1 . Bal Gangadhar Tilak

• 1856-1920
• Known as Lokmanya and father of Indian unrest
• He began his political career as moderate but turned extremist by beginning of the 20th century

Pioneer in many ways:

• Use of religious orthodoxy as a method of mass contact through organisation of Ganpati festival in 1893
• First to develop patriotic cum historical cult through organisation of the Shivaji festival in 1897
• Experimented with kind of non revenue campaign among the famine stricken peasants of Maharashtra in 1896-97

Vision on social reforms :

• Although a radical in politics , he was conservative in social reforms
• He said both were distinct & political freedom must come before social freedom
• He opposed any initiative by British government as it was an alien government as well as by congress as it would estrange masses from it

Education & Press

• He was prominent member of DECCAN EDUCATION SOCIETY
• He helped to found new English school later known as  Ferguson school
• Editor of 2 newspapers :

Maharatta	In English
Kesari	In Marathi

Freedom struggle

• Also founded Home Rule League in 1916 April
• Gave slogan : Swaraj is my birthright and I shall have it
• He was imprisoned twice for his nationalist activities :

1897	For 18 months
1908	For 6 years to Mandalay

• Prominent role in anti partition movement (1905-08).  Made it an all India movement

2. Lala Lajpat Rai

• 1865-1928
• Known as Punjab Kesari
• Leader of the ‘college faction’ of Arya Samaj
• Played role in anti partition movement 1905
• Deported to Burma in 1907
• Went to USA after his release & in  1914 founded  INDIAN HOME RULE LEAGUE there
• Editor of newspaper PUNJABEE, KOHINOOR & VANDE MATARAM
• Wrote biographies of Mazzini, Garibaldi, Shivaji and Shrikrishna; stayed in America for some time; and was also elected to the Central Assembly.
• Wrote Book named UNHAPPY INDIA, YOUNG INDIA
• Died of lathi charge injuries in protests to Simon commission

3. Bipin Chandra Pal

• 1858-1932
• Father of revolutionary thought in India
• Began his journalist career with PARIDARSAK
• Started NEW INDIA to propagate nationalism
• He started his political career as a moderate but after partition of Bengal switched to radical methods
• He and Aurobindo Ghosh were exponents of new nationalism – swaraj + boycott+ swadeshi + national education
• After the end of anti partition movement he retired from active politics

4. Aurobindo Ghosh

• 1872-1950
• Wrote New lamps for the old
• Advocated the Doctrine of PASSIVE RESISTANCE in series of articles in 1907 in VANDE MATRAM of which he was editor
• Part of swadeshi boycott movement
• Principal of Bengal National College started in Calcutta as a part of scheme of national education
• Arrested in 1908 for Kennedy murders and immediately after being judged innocent gave up politics and escaped to Pondicherry to take up religion.

Moderates versus Extremists

Moderates	Extremists /Militant Nationalists
Social base : Anglicised Upper Class of Urban Areas	Social base :Educated middle class and lower  middle classes in towns
Ideological inspiration: Western liberal thought and European history	Ideological inspiration : Indian history ,cultural heritage and Hindu traditional symbols
They claimed social equality & share in British Government of India on grounds that they were British subjects	They demanded social & political equality as their birthright .
Believed in England’s providential mission in India	Rejected providential mission theory as illusion
Believed that political connections with Britain were in India’s social,political and cultural interests	Believed that political connections with Britain would perpetuate British exploitation of India
Professed loyalty to British crown	British crown was unworthy of claiming Indian loyalty
Movement should be limited to middle class intelligentsia ,masses not yet ready for participation in the political work	Immense faith in the capacity of masses to participate and to make sacrifices
Demanded constitutional reforms,  limited self-government within the imperial framework and share for Indians in the services	Demanded Swaraj
Insisted on use of only constitutional methods	Did not hesitate to use non constitutional methods like boycott and the passive resistance
They were patriots but did not play the role of comprador class	They were patriots who made sacrifices for the sake of the country

Unlike  the  Moderates  who  drew  upon  the  ideas  of Gladstone,  Disraeli  and  Burke  to  refine  their  political  strategy,  the  Extremists  found  Bankim’s Anandamath,  a  historical  novel  that  narrated  the  story  of  the  rise  of  the  Hindu  Sannyasis visavis the  vanquished  Muslim  rulers  and  Vivekananda’s  interpretation  of Vedanta  philosophy. The  poem  “Bande  Mataram”  in  Anandamath  clearly  set  the  tone  of  the  Extremist  philosophy in  which  the  notion  of  ‘Mother’  seemed  to  be  prominent.    But by  overlooking  the  non-Hindu  tradition  completely  and  accepting  the  Hindu  tradition as  Indian  tradition,  they  however,  nurtured  a  narrow  view  of  history  which  is  misleading given  the  cross-fertilisation  of  multiple  traditions  in  Indian  civilisation.

Assessment of Extremism

• Extremist as a political philosophy wasn’t consistent philosophy . Advocates of extremism ranged from
  • Active revolutionaries who werent even objected to non violent acts to those who opposed all violent methods
  • Their definition of Swaraj wasn’t consistent either

However, all extremist leaders were one in realising the evils of foreign rule & in demanding some degree of independence from colonial stranglehold.

• They broadened the social base of nationalist movement . Most of them represented the urban lower middle class & aimed at spreading the message of Congress to the people. They spoke , wrote & edited newspapers in vernacular languages & thus succeeded in conveying their message to larger audience

• Socially speaking  , their ideology proved to be a reactionary development. In contrast to Moderates , the Extremists became revivalist & obscurantists in matters of social reforms. Tilak’s opposition to Age of Consent Act & his association with Anti-Cow killing societies & his organisation of Ganesh & Shivaji festivals projected them as leader of Hindu orthodoxy. Although the revivalist dimension of Extremist politics was mainly directed against the foreign rulers , it developed an unhealthy inter-relationship between religion & politics  & encouraged Muslim separatism

Side Note – Age of Consent issue , revealed how much the climate of educated opinion had changed since 1860, when sexual intercourse with a girl below the age of ten had been declared to be rape without much protest from anyone. The relatively minor reform raising this age from ten to twelve,  in 1891 provoked massive opposition, particularly in Bengal and Maharashtra. Frankly conservative and obscurantist sentiments mingled here with the nationalist argument, put forward most notably by Tilak, that foreign rulers had no right to interfere with religious and social customs. The latter argument, it must be added, was slightly specious, since Hindu orthodox groups in the same period seldom hesitated to plead for legislation against cow-slaughter. Such legislation would surely also have been an interference with the religious and social customs of a big part of Indian society—the Muslims.

Use of Press by Nationalists

This article deals with ‘ Use of Press by Nationalists – UPSC.’ This is part of our series on ‘Modern History’ which is important pillar of GS-1 syllabus . For more articles , you can click here

Rise of Press in India

• Portuguese brought press to India & first book published was Jesuits of Goa in 1557.
• 1684 – East India Company setup printing press in Bombay
• For a century no newspapers were published in Company’s territory because servants didn’t wish to make news of malpractices & abuses of private trading public & reach London.
• First attempt to publish newspaper in India came from disgruntled employee who wanted to expose malpractice of Private trade (William Bolts in 1776) but he was stopped from publishing.
• First newspaper in India was started by James Augustus Hickey named The Bengal Gazette /Calcutta General Advertiser in 1780 (Governor General at time was Warren Hastings) but he was too outspoken & criticized Governor General & Chief Justice & his press was seized in 1783.
• Later other newspapers came up
  • Calcutta Gazette (1784)
  • The Oriental Magazine of Calcutta (1785)
  • The Calcutta Chronicle (1786)
  • The Madras Courier (1788)
  • The Bombay Herald(1789)

Rise of the Nationalist Press

• Introduction of printing press in India was an event of revolutionary significance in the life of Indian People because it led to  awakening & growth of national consciousness among them &  gave rise to nationalist press
• Raja Rammohan Roy was the founder of nationalist press . Although few newspapers before him were started by others but his Sambad Kaumudi (1821-Bengali) & Mirat ul Akhbar(Persian – 1822) were first indian newspaper with distinct nationalism in it .
• Vernacular newspapers  published even from small towns discussed nationalist issues. Eg Bengali newspapers discussed on large extent issue of  increase in excise duties on cotton in western India.
• Congress solely relied on press in the early days to propagate resolutions and proceedings . These newspapers were started not as a profit making venture but as a national service  & acted as source of the political education & participation
• More Vernacular & English newspapers were started later

	Language	By	Year
Bombay Samachar	Gujarati	Faroonji Murzban	1822
Bang Dutt	Bengali	Dwarkanath Tagore , Prassana kumar Tagore	1830
Jam e Jamshid	Gujarati	PM Motiwala	1831
Raztgaftar	Gujarati	Dadabhai Naoroji	1854
Shome Prakash	Bengali	IC Vidyasagar	1858

• Sir Surendra Nath Banerjea  started Bengalee in 1879 , an English daily to propagate his moderate nationalist views . He was even imprisoned for 2 months for Contempt of Court
• Sir Dayal Singh Majeethia , on advice of Surendra nath started The Tribune of Lahore in 1877 .  It propagated views of  liberal nationalist hue

Fight to secure Press Freedom

Raja Rammohan Roy(1824)  had protested against a regulation restricting the freedom of the Press. In a memorandum to the Supreme Court, he had said that every good ruler ‘will be anxious to afford every individual the readiest means of bringing to his notice whatever may require his interference. To secure this important object, the unrestricted liberty of publication is the only effectual means that can be employed.’

Use of Press for Indian National Movement

• Role of newspapers in making  nations in times when nations didn’t exist has been recognised by various scholars (eg Anderson in his book Imagined Communities)
• During Revolt of 1857 : Many papers were in operation in the country.  In 1857 itself , Paygam-e-Azadi started publication in Hindi and Urdu, calling upon the people to fight against the British.

• During peasant unrests , Newspapers came forward to take up their cause . Eg : During Indigo Rebellion , Hindoo Patriot and Somprakash came on side of Peasants .

• Press was a weapon in the hands of nationalist groups to popularise the idea of representative government , liberty, democratic institutions , home rule, dominion status & independence . These newspapers had wide  reach till remote villages & acted as  local libraries .  People would gather around a single newspaper and discussed  each & every part of news .

• Newspapers like Amrita Bazar Patrika of Sisir Kumar Ghosh ruthlessly examined each and every policy of Britishers and shook the moral foundations of Raj

• Most of the work of Congress  atleast in Moderate Phase was also carried out through press & interestingly nearly 1/3rd of founding fathers of congress were journalists. Eg : Surendranath Banerjee’s Bengalee etc

• Without press, all india conferences of nationalist organisations could not have been held and movements like Swadeshi Movement, Home Rule League, NCM etc couldn’t have been organised  . Eg
  • All national workers would look to Young India of Gandhi for directions
  • Home Rule League : Commonweal etc used by Annie Besant
  • Swadeshi & Boycott : Sanjibani, Hitabadi etc

• During his stay in South Africa, Gandhiji had brought out Indian Opinion and after settling in India, he started the publication of Young India. Tilak also used Kesari and Mahratta to propagate  message of freedom movement and was also jailed for spreading Sedition .

• Revolutionaries : They also used it to popularise idea of overthrowing the Raj by Armed rebellions . Eg : Ghadar Movement’s ‘Ghadar’ , Yugantar by Barindra Nath Ghosh etc

• Indian Nationalists settled abroad also used newspapers to popularise their cause . Eg : Shyamji Krishna Verma started ‘Indian Socialist‘ and Madam Bikaji Kama’s ‘Bande Mataram’

• Press was effective weapon in the hands of social reform groups to expose the evils such as caste fetters , child marriage, ban on widow remarriage etc and helped to organise their propaganda at large scale  (Eg : ICV Shomeparkash, RRRR Sambad Kaumudi)

• Press also brought to the Indian people knowledge of happenings in the international world . Press also became weapon to construct solidarity ties between the progressive forces of different nations

Newspapers and person’s associated with them (important for Prelims)

Hindu & Swadesamitran	G Subramaniyam Ayer
Bengalee	SN Banerjee
Amrit Bazaar Patrika	Sisir Kumar Ghosh & Motilal Ghosh
Kesari (in Marathi) Mahratta (in English)	Tilak
Sudharak	GK Gokhale
Leader	MM Malviya
Hindustani Advocate	GP Verma
Tribune & Akhbar e Aam	Dyal Singh Majithia
Punjabee Kohinoor Vande Mataram (Urdu)	Lala Lajpat Rai
Hind Prakash Dhyan Prakash Gujarati Sandhya	Brahmabandak Upadahya
Yugantar	Barinder kumar ghosh
Indian Socialist	Shyaamji Krishanji Varma (in London)
Gadar	Lala Hardyal
Reformer	Prasann Kumar Tagore
Bahishkrit	Ambedkar
National Herald	JN Nehru
Bande Mataram	Bikaji Kama
Vande Mataram	Aurobindo Ghosh
New India Commonweal	Annie Besant
Al Hilal & Al Balagah	Maulana Abul Azad
Pakhtun	Khan Abdul Ghaffar Khan
Kudi Arasu	Naicker
Young India Indian Opinion (South Africa)	Gandhi
Young India	Home Rule league of Tilak

Government policy of oppression & Methods deployed by nationalists to escape

1 . Section 124 A of IPC (Sedition)

• Since 1870 – whoever attempts to excite feelings of disaffection to the Government  was to be punished with transportation for life or for any term or with imprisonment upto three years.

Methods adopted by  Indian Journalists to evade this

• Since Article 124A excluded persons whose loyalty to Government was undoubted , they prefaced their vitriolic writing with effusive sentiments of loyalty to Government of India & Queen
• They used to publish anti-imperialistic extracts from London based Socialist & Irish newspapers eg sympathatic treatment of Russian terrorist activists against Tsar would draw parallel between Government of India & Indian revolutionaries

2. Vernacular Press Act 1878

• An unfortunate legacy of Revolt of 1857 was  spirit of racial bitterness grew among rulers & ruled

European press	Always sided government in all political controversies
Vernacular press	Became more vocal & increasingly critical of government policies

• Passed because Indian Newspapers became too critical of the policies of Lord Lytton & especially his inhuman approach towards victims of famine in 1876
• Act empowered Magistrate
  • Require printer & publisher of newspaper  to enter into a bond binding them not to print or publish anything likely to incite the people against government
  • To warn as well as to confiscate deposit in case of violation
  • Magistrate’s action was final with no appeal could be made to a court of law
  • Only applicable to vernacular newspapers.
•  Was later repealed by Lord Ripon in 1882

Was bitterly criticised by Indians because

• Discriminatory Act – restrictions were imposed only on vernacular papers and english papers were out of its ambit
• Moderate respectable Indians would retire from the field of journalism
• Sound & healthy political growth would be retarded
• Even the government would be deprived of all trustworthy sources of keeping itself well informed of the real inner feelings & thoughts of the people towards it

How Indian Newspapers escaped this

• Was mainly aimed at Amrita Bazaar Patrika which was published in both Bengali & English but the day Act passed , overnight it converted to English Newspaper stopping Bengali edition. Hence, it was out of the  ambit of law

Main personalities who fought for freedom of press

1 . Surendranath Banerjea

• First person to go to jail for performance of his duty as journalist
• He wrote editorial in his newspaper Bengalee, condemning Judge of Calcutta High Court (Norris) by declaring him unworthy of his post who deeply hurt feelings of Bengali Hindus with objectionable remarks against some idol
• Jailed for two months for Contempt of Court

2. BG Tilak

• Militant Nationalist & started two newspapers with GG Agarkar – Kesari (Marathi) & Mahratta(English)  &  used them to spread discontent against British Rule & preach national resistance
• Other vehicles used by Tilak

Ganapati Festivals	The political recruitment of God Ganapati Started in 1893 to propagate nationalist ideas thru patriotic songs & speeches
Shivaji Festival	Started in 1896 to stimulate nationalism among Maharashtrians

• 1897 : published poem in Kesari titled Shivaji’s Utterance in which he justified Shivaji’s killing of Afzal Khan . Parallel was drawn by  justifying killing Britishers by Indians
• 1897: Plague broke out in Poona & Government took severe measures of segregation & house searches. Tilak stayed in city to help people but at same time criticized harsh & heartless measures of government .  Popular discontent was already there & Chapekar Brothers killed Lt Ayerst ( although attack was against Rand , Head of Plague Committee) .  Government decided to use this opportunity against Tilak &  arrested him under 124A on charge of sedition . He was sentenced 18 months of rigorous punishment leading to  discontent in whole nation .  Protests even by moderates & Tilak became national hero overnight
• Swadeshi movement : Press played major role & Tilak was front-runner in that .  Published articles like Arrival of the Bomb & condemned use of violence & individual killings.  Arrested in 1908 & 2 years imprisonment – massive public reaction – Bombay remained close for week in protest.

Legislations to control Press

Liberation of Indian Press , 1835	– Lord Bentinck adopted liberal policy towards the press & considerable discussion was done about giving freedom to the press. – It was Metcalfe as Governor General who liberated Indian press & Lord Macaulay (true Whig) supported and encouraged him to do so. – New Act required publisher to make declaration giving true & precise account of premises of the publication to open it & inform while closing   Note : Metcalfe = Liberator of Indian Press
Licensing Act, 1857	– After mutiny, it was found necessary to put restrictions on press – Compulsory for each newspaper to obtain license & government reserved the discretionary right to grant licence or revoke it at any time . – It was a temporary measure . Soon all restrictions were withdrawn & consequently many newspapers like  Indian Mirror, Amrit Bazar Patrika came up
Registration act of 1867	– Every book & newspaper was required to have printed legibly on it the name of printer & publisher and place of printing – Within 1 month of publication of book , a copy of the book had to be supplied to local government free of cost
Vernacular press act of 1878	Dealt above
Repeal of Vernacular Press act	– Vernacular press act was resented as an attempt of government to curtail free expression of opinion – When Liberal Party’s government came to power – Lord Ripon became Governor General – he repealed this act Even Article 124A & its sedition principle was not used very frequently – Indians praised Lord Ripon for this gesture of  goodwill but English condemned this act saying that a free Indian press was bound to criticize the acts of omission & commission of the government & thereby bring it into disrepute
Newspaper (incitement to offences) Act , 1908	Press was criticizing Lord Curzon’s policy of repression . With this Act, Government did following – Empowered district magistrate to confiscate press & property connected with newspaper which published objectionable material which served as incitement to murder or acts of violence – Editors of newspapers were given option to appeal High Court within 15 days of order of forfeiture Rigorous nature of act was resented  by Indian press & several important newspaper like Yugantar, Sandhya & Vandemataram stopped  their publication
Indian Press Act, 1910	– Act of 1908 wasn’t able to stop Anti-British campaign . Hence more stringent act was made  – Empowered Local Government to demand deposit not less than ₹500 & not more than ₹2,000 from the keepers of newsprinter presses & forfeit security & annul registration of offending newspapers. Fresh registration could be made by security of not less than ₹1,000 & not more than ₹10,000 & forfeit security, confiscate press if persisted to publish objectionable material – Definition of objectionable matter whose publication was to be curtailed – all attempts direct or indirect  to reduce persons as employed in His majesty’s defence forces or to intimidate people to give money for revolutionary work or to prevent them from giving help in discovering or punishing revolutionary crime – Aggrieved party can move to Special Tribunal of High Court against forfeiture within 2 months.   In 5 years, action against 991 presses was taken & confiscated securities amounted to ₹5 Lakh.
Defence of India Rules (WWI)	Repression of the free public criticism during World War I
Press committee 1921	– Chaired by Tej Bahadur Sapru as part of Government of India Act, 1919  – Recommended repeal of the Press Acts of 1908 and 1910 => accepted in 1922
Indian Press(Emergency Powers) Act, 1931	– Civil Disobedience movement (CDM) was in full flow &  government reacted by imposing harsh control – Owners  of presses asked to deposit security &  amount to be decided by government – Penalty for printing objectionable material – 6 month imprisonment – Also restrained publication of pictures of the leaders of CDM & their news
Foreign relations Act, 1932	– Any book, newspaper or other document containing such specified defamatory matter which tend to prejudice the maintenance of friendly relations between his majesty’s government & Government of such state would be retained in same manner as seditious literature
Defence of India rules  (WW2)	– Press censorship – Amendments to act of 1931 At one time, publication of all news related to congress activity was declared illegal