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Chapter 1: CONSOLIDATION of the BRITISH RULE

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Chapter 1: CONSOLIDATION of the BRITISH RULE Chapter 1: CONSOLIDATION OF THE BRITISH RULE Exercise: 1. Fill in the blanks: a) trade b) Indian c) India d) Archaeology e) Legislative 2. Choose the correct answer: a) i. 1858 b) iii. Lawrence c) i. missionary d) ii. Education e) iii. Public Works 3. Write short answers to the following: a. When was the East India Company established? Ans: The East India Company was established on 31st December, 1600. It was a trading organization, established by the British government for the purpose of trade in India. b. When and to whom was the power shifted from East India Company and who approved it? Ans: The power of governing India was shifted from East India Company to the British Crown on 1st November, 1858. This announcement was a part of Queen Victoria’s Proclamation which was read out by Lord Canning at Allahabad Darbar. c. What happened to the Princely States after the transfer of power? Ans: After the transfer of power, the Princely States were given autonomy to retain and exercise their powers within their states. They were given due respect by the British. However, they were bound to be loyal to the Crown. d. Describe the salient points of Factory Act 1881. Ans: The Factory Act of 1881 was imposed to reduce the plight of factory workers in India. It was adopted during the period of Lord Ripon. Salient features of the Act are given below: i. The act prohibited employment of children under the age 7. ii. The working hours were limited to a maximum of 9 hours. iii. The act had a provision of one-hour rest during the working period. iv. 4 days leave in a month for workers was made compulsory. v. Inspectors are appointed to supervise the implementation of this act. e. What was the other name of the Government of India Act 1919? Ans: The other name of the Government of India Act, 1919 was Montagu-Chelmsford Reforms. The reforms take their name from Edwin Montagu, the Secretary of State for India and Lord Chelmsford, Viceroy of India between 1916 and 1921. The reforms were outlined in the Montagu-Chelmsford Report prepared in 1918 and formed the basis of the Government of India Act 1919. 4. Write detailed answers to the following questions: a. What were the impacts of the proclamation of Queen Victoria on the people of the subcontinent? Ans: On November 1, 1858, a grand Darbar was held at Allahabad. Here Lord Canning sent forth the royal proclamation which announced that the queen had assumed the government of India. This proclamation declared the future policy of the British Rule in India. Impacts of Proclamation: a. Indian subjects of the British Crown were declared equal with the British subjects in other parts of the Empire. Equal rights and opportunities were guaranteed to the Indians along with other British subjects. b. Pardon and amnesty were offered to all those Indians who were still in arms against the British Government and who were not guilty of murder of British subjects. c. The declaration tried to remove the fears of Indian princes by guaranteeing to them their position. The declaration expressed faith and the rights, dignity and status of the native princes. The Princely States were given autonomy to retain and exercise their powers within their states. They were given due respect by the British. However, they were bound to be loyal to the Crown. d. The British Government ordered its servants in India not to interfere in the religious affairs of the Indians. e. The treaties of the English East India Company signed with the Indians were declared to be in force. f. This declaration of policy remained the basis of Indian Administration up to 1917 when a new declaration was made by the British Government with regard to India. b. Describe the key points of British administration. Ans: British Administration in India: The British gained complete control over India after the War of Independence in 1857. The power was transferred from East India Company to the British Crown. The British took several steps to ensure smooth running of such a large territory and a huge, diverse population. a. Direct Control of the Crown: The British monarch appointed a Secretary of State for India who was a member of the British cabinet. The secretary was responsible for administration of India according to the directives of the British government. b. Executive Council: An advisory council consisting of five members heading revenue, military, law, finance, home and public works was set up to advise the viceroy on different matters pertaining to India. c. Legislative Council: An Imperial Legislative Council was set up by the Governor General to frame laws for the country. d. Indian Civil Services: Indian Civil Services (ICS) was set up in 1853 to run the government affairs. Indians were also given an opportunity to participate in it after passing a competitive test. e. The Royal Army: The British Indian Army was organized for defence of the country. Indians were also given opportunity to join as soldiers and officers. f. Administrative Divisions: India was divided into provinces for smooth running of the administrative affairs. Each province was headed by a British Governor. Executive and Legislative councils assisted the Governor. g. Judiciary: A judicial system was set up to ensure justice and peace. The courts heard the legal cases at different levels and the last appeal was to be filed in the British Privy Council for review. h. Independent States: Before the Partition of India in 1947, about 584 Princely States, also called Native or Independent States, existed in India. These Princely States were given autonomy to retain and exercise their powers within their states. They were given due respect by the British. However, they were bound to be loyal to the Crown. i. British Supremacy: The main focus of the British administration was to maintain the British supremacy in India. However, with the passage of time, they had to give rights and opportunities to Indians, and to include them in the administrative setup. c. Discuss the objectives and results of British educational system. Ans: After gaining control over Indian subcontinent, the British did not change the education system of India for some time. Later, in the light of Macaulay’s Minutes (1836-37) and Wood’s Despatch (1854) the British Education Policy was adopted to renovate the system of education in India. Objectives of British Education System: 1. The British Government wanted to implement modern education in India. English was made a compulsory subject. 2. The major focus was on imparting missionary education and promotion of Christian religion through missionary schools. Those studying in missionary schools were given preference over others. 3. The British considered the Muslim religious institutions as a challenge to their existence. Therefore, they made special efforts to bring Muslims towards modern education. 4. Modern education was made compulsory to enter civil services and administration. The idea was to educated people to be loyal to the British Crown. 5. The British were of the view that Islam was against science. So, they brought forward scientific education to combat the Muslims. 6. The British wanted to tighten the grip on the mentality and ideals of the Indians. They considered education as the best tool to gain this control. 7. Special attention was given to vocational/technical education and women’s education. 8. Lord Macaulay stated that the objective of the Indian educational system was to produce such Indians who would be physically Indians but mentally British. In view of this idea, the British established western type of institutions to promote and enforce western culture. Results of British Education System: 1. The people of India started learning English language. So English gained superiority over other languages. 2. The missionary education system gave a chance to the preachers to gain their religious objectives. 3. Those Muslims who adopted the modern education system gained the benefit of studying science and modern education. 4. The traditional system of Muslim education was indirectly targeted and lost its worth. 5. The British government further tightened the grip on education by the University Act 1904. 6. The British Education Policy also provided a golden chance to the Muslim intellectuals. They established educational institutions which promoted Islamic culture, religion and way of life. These institutions played a vital role in the freedom movement later. d. Describe the stages of different laws for the transfer of power to the Indians. Ans: Constitution is the basic frameworks of law for running the administration of the country. It defines the relationship among the ruler, the subjects and the institutions of the state. The British, from time to time, enacted several laws and reforms to empower the people. 1. The Indian Councils Act, 1861 • This was the first step towards reforms. • The Viceroy’s Legislative Council and its powers were reformed through this act. • A more democratic way was adopted to run the affairs of the state. • Indians were provided with opportunities to participate in political affairs. • The number of members of the council was increased. • Indians were given representation in the council. • Legislative councils were established in Bombay and Madras. • Viceroy was empowered to establish such councils in other provinces too. 2. The Indian Councils Act, 1892 • The number of local members was increased in the Legislative Councils. • Presentation of electoral system was made better. • Councils were given some financial powers. • Indians were given more representation in the centre and the provinces. 3. The Government of India Act, 1909 • It was named as Monto Morley Reforms • Legislative Councils were further reformed under this act.
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