DOCSLIB.ORG

Introduction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Introduction INTRODUCTION Present volume begins with the incarceration of Mahatma Gandhi. It might have been Government's expectation that they would have some peace, Gandhiji being jailed. But that was not so. Immediately after entering the Jail Gandhiji started troubling Government on his rights in prison. Though this was his first imprisonment in India, he had been jailed several times in South Africa, and knew well his rights. He wrote to Government for newspapers such as ' Modern Review', 'Vasant' and ' Samalochak'; but these magazines were refused by Government on the ground that they were political magazines. But Gandhiji was not a man to surrender his rights and so he immediately asked for other papers. The correspondence is very interesting and shows how Gandhiji was trying to convince the authorities that it was his right and they cannot refuse it. At one place he says that newspapers, books and magazines are as essential for a prisoner as air, water, and food. Ultimately he partially succeeded because of his persistant demands. The other point of conflict was interviews regarding who should come and who should not, whether relatives only or friends, political or others. The very first interview was granted to his son Devadas Gandhi and Shree Rajagopalachari. After the interview Rajagopalachari gave an interview to the press and told them that Gandhiji was not treated well. This created a stir and Government refuted it saying that they had already given Gandhiji certain facilities. But this left a bad taste and Government became very strict as regards interviews. Henceforth Government did not allow political persons to see him. Pandit Motilal Nehru, C. R. Das and Hakim Ajmal Khan were refused permission, and Government did not reply even though Gandhiji pursued the matter. His relatives were permitted to see him but only those who had secured previous sanction. In 1923 Gandhiji began to have some trouble and finally it was found out to be an appendicitis case, and Lt. Col. Maddock decided to operate it immediately waiving red-tapism. The news of illness and its impact on the general masses was tremendous. It released the pent up emotions of people and prayers were held in temples and mosques for his speedy recovery. Political leaders demanded release of Gandhiji. There was persistent clamour for his release. At first Government thought that he should not be released but should be kept in Jail. But this was not possible. So after scrutinizing pros and cons of his release Government decided to set him free, because this would create dissensions in Congress. Dicision to set him free unconditionally was taken by Bombay Government and he was again free on 5th February 1924. Once again Gandhiji was a freeman. He started his political activities. He was elected President of the Indian National Congress. He left Congress Politics to his friends and took up constructive work. Das and Pandit Motilal Nehru became leaders of the programme of Council entry. Gandhiji devoted his entire time to Khadi, Village industries, Hindu-Muslim unity and untouchability. He toured entire country including Burma, to preach constructive programme. In 1928 Bardoli under the leadership of Sardar Vallabhbhai J. Patel began agitation against new land-Revenue-tax. Though Gandhiji was not actually the leader of the Bardoli campaign he was consulted by the Sardar every now and then. In his tour of the united Provinces he visited Communist leaders detained in Meerut Jail and had a lively discussion with them. He had also visited Shree V. D. Savarkar in lockup earlier. In 1929 Viceroy Lord Irvin made an announcement regarding Dominion Status. Gandhiji said that the people should not slacken their activities on account of the Viceregal announcement. N. R. PHATAK..
Load more

Recommended publications
  • INDIAN NATIONAL CONGRESS 1885-1947 Year Place President
    INDIAN NATIONAL CONGRESS 1885-1947 Year Place President 1885 Bombay W.C. Bannerji 1886 Calcutta Dadabhai Naoroji 1887 Madras Syed Badruddin Tyabji 1888 Allahabad George Yule First English president 1889 Bombay Sir William 1890 Calcutta Sir Pherozeshah Mehta 1891 Nagupur P. Anandacharlu 1892 Allahabad W C Bannerji 1893 Lahore Dadabhai Naoroji 1894 Madras Alfred Webb 1895 Poona Surendranath Banerji 1896 Calcutta M Rahimtullah Sayani 1897 Amraoti C Sankaran Nair 1898 Madras Anandamohan Bose 1899 Lucknow Romesh Chandra Dutt 1900 Lahore N G Chandravarkar 1901 Calcutta E Dinsha Wacha 1902 Ahmedabad Surendranath Banerji 1903 Madras Lalmohan Ghosh 1904 Bombay Sir Henry Cotton 1905 Banaras G K Gokhale 1906 Calcutta Dadabhai Naoroji 1907 Surat Rashbehari Ghosh 1908 Madras Rashbehari Ghosh 1909 Lahore Madanmohan Malaviya 1910 Allahabad Sir William Wedderburn 1911 Calcutta Bishan Narayan Dhar 1912 Patna R N Mudhalkar 1913 Karachi Syed Mahomed Bahadur 1914 Madras Bhupendranath Bose 1915 Bombay Sir S P Sinha 1916 Lucknow A C Majumdar 1917 Calcutta Mrs. Annie Besant 1918 Bombay Syed Hassan Imam 1918 Delhi Madanmohan Malaviya 1919 Amritsar Motilal Nehru www.bankersadda.com | www.sscadda.com| www.careerpower.in | www.careeradda.co.inPage 1 1920 Calcutta Lala Lajpat Rai 1920 Nagpur C Vijaya Raghavachariyar 1921 Ahmedabad Hakim Ajmal Khan 1922 Gaya C R Das 1923 Delhi Abul Kalam Azad 1923 Coconada Maulana Muhammad Ali 1924 Belgaon Mahatma Gandhi 1925 Cawnpore Mrs.Sarojini Naidu 1926 Guwahati Srinivas Ayanagar 1927 Madras M A Ansari 1928 Calcutta Motilal Nehru 1929 Lahore Jawaharlal Nehru 1930 No session J L Nehru continued 1931 Karachi Vallabhbhai Patel 1932 Delhi R D Amritlal 1933 Calcutta Mrs.
    [Show full text]
  • Remembering Partition: Violence, Nationalism and History in India
    Remembering Partition: Violence, Nationalism and History in India Gyanendra Pandey CAMBRIDGE UNIVERSITY PRESS Remembering Partition Violence, Nationalism and History in India Through an investigation of the violence that marked the partition of British India in 1947, this book analyses questions of history and mem- ory, the nationalisation of populations and their pasts, and the ways in which violent events are remembered (or forgotten) in order to en- sure the unity of the collective subject – community or nation. Stressing the continuous entanglement of ‘event’ and ‘interpretation’, the author emphasises both the enormity of the violence of 1947 and its shifting meanings and contours. The book provides a sustained critique of the procedures of history-writing and nationalist myth-making on the ques- tion of violence, and examines how local forms of sociality are consti- tuted and reconstituted by the experience and representation of violent events. It concludes with a comment on the different kinds of political community that may still be imagined even in the wake of Partition and events like it. GYANENDRA PANDEY is Professor of Anthropology and History at Johns Hopkins University. He was a founder member of the Subaltern Studies group and is the author of many publications including The Con- struction of Communalism in Colonial North India (1990) and, as editor, Hindus and Others: the Question of Identity in India Today (1993). This page intentionally left blank Contemporary South Asia 7 Editorial board Jan Breman, G.P. Hawthorn, Ayesha Jalal, Patricia Jeffery, Atul Kohli Contemporary South Asia has been established to publish books on the politics, society and culture of South Asia since 1947.
    [Show full text]
  • Makers-Of-Modern-Sindh-Feb-2020
    Sindh Madressah’s Roll of Honor MAKERS OF MODERN SINDH Lives of 25 Luminaries Sindh Madressah’s Roll of Honor MAKERS OF MODERN SINDH Lives of 25 Luminaries Dr. Muhammad Ali Shaikh SMIU Press Karachi Alma-Mater of Quaid-e-Azam Mohammad Ali Jinnah Sindh Madressatul Islam University, Karachi Aiwan-e-Tijarat Road, Karachi-74000 Pakistan. This book under title Sindh Madressah’s Roll of Honour MAKERS OF MODERN SINDH Lives of 25 Luminaries Written by Professor Dr. Muhammad Ali Shaikh 1st Edition, Published under title Luminaries of the Land in November 1999 Present expanded edition, Published in March 2020 By Sindh Madressatul Islam University Price Rs. 1000/- SMIU Press Karachi Copyright with the author Published by SMIU Press, Karachi Aiwan-e-Tijarat Road, Karachi-74000, Pakistan All rights reserved. No part of this book may be reproduced in any from or by any electronic or mechanical means, including information storage and retrieval system, without written permission from the publisher, except by a reviewer, who may quote brief passage in a review Dedicated to loving memory of my parents Preface ‘It is said that Sindh produces two things – men and sands – great men and sandy deserts.’ These words were voiced at the floor of the Bombay’s Legislative Council in March 1936 by Sir Rafiuddin Ahmed, while bidding farewell to his colleagues from Sindh, who had won autonomy for their province and were to go back there. The four names of great men from Sindh that he gave, included three former students of Sindh Madressah. Today, in 21st century, it gives pleasure that Sindh Madressah has kept alive that tradition of producing great men to serve the humanity.
    [Show full text]
  • Khandaan E Shareefi [2007]
    Khandaan – E – Shareefi The Generation Of Haziq – Ul – Mulk Hakim Abdul Majeed Khan By: Masroor Ahmed Khan- 2007 Khandaan E Shareefi [2007] Acknowledgement I am thankful to my children Muneeb Ahmed Khan, Maaz Ahmed Khan and Sana Masroor for their cooperation and help in my effort to format the script and compiling this brief family history. I also acknowledge the cooperation of my cousin Shahid Zafar Khan for having provided me with some of the rare family photographs and maintaining the family legacy alive in the form of these treasures. Masroor Ahmed Khan President Hakim Ajmal Khan Memorial Society (Regd.) 22nd October 2007 The Family Emblem of Khandan-e-Shareefi depicting a Hadith of Prophet Mohammed (PBUH). The Hadith reads “THE BEST SERVICE IS TO SERVE MANKIND”. Masroor Ahmed Khan (President HAKMS) Page 2 Khandaan E Shareefi [2007] Contents 1. Introduction Khandaan – e – Shareefi 4 2. Hakim Mohammed Shareef Khan 7 3. Shareef Manzil 9 4. Hakim Sadiq Ali Khan 11 5. Hakim Ghulam Mehmood Khan 12 6. Hakim Abdul Majeed Khan 15 7. Hakim Wasal Khan 17 8. Hakim Ajmal Khan 18 9. Hakim Mohammed Ahmed Khan 21 10. Hakim Mohammed Zafar Khan 23 11. Hakim Mehmood Ahmed Khan 25 12. Hakim Majeed Ahmed Khan 27 13. Hakim Mohammed Shareef Khan 28 14. Shabbir Ahmed Khan 29 15. Masroor Ahmed Khan 30 16. Shahid Zafar Khan 33 Masroor Ahmed Khan (President HAKMS) Page 3 Khandaan E Shareefi [2007] Introduction Khandaan – E – Shareefi he Ancestry of this famous family of Delhi Hakims can be traced from the great NASIRUDDIN KHWAJA UBAIDULLAH AHRAR OF TASHKHAND (RA), whom the descendants of Amir T Timor, particularly Babar’s father, Omer Sheikh Mirza held in very high esteem Besides his own piety Khwaja Ahrar commanded great respect due to his lineage which was that of the first two Caliphs of Islam, being the descendant of the 1st Caliph of Islam HADATH ABU BAKAR SIDDIQUE (RTA) from the father’s side and his maternal descent being that of the 2nd Caliph of Islam HADATH UMAR IBN AL KHATAAB (RTA).
    [Show full text]
  • International Conference on Unani Medicine
    ISSN 0974 1666 Special Issue on Unani Day Celebration 2018 February 2018 International Conference on Unani Medicine INTRODUCTION of Development of North East 437 National and International An International Conference Region, Minister of State, Prime delegates registered for on Unani Medicine was organised Minister’s Office, Ministry ofparticipation in the Conference. by the Central Council for Research Personnel, Public Grievances and There was representation from 12 in Unani Medicine, Ministry of Pensions, Department of Atomic Countries which included Bahrain, AYUSH as a part of celebration of Energy & Department of Space, Bangladesh, China, Hungary, Unani Day. The conference was Government of India. An MoU Israel, Portugal, Slovenia, South held on 10th and 11th February between CCRUM and Hamdard Africa, Sri Lanka, U.A.E, U.K and 2018 at NASC, Complex Pusa, New University, Bangladesh was signed U.S.A. Apart from researchers, Delhi. during the inaugural session of academicians and scientists from The International Conference the Conference. The conference all over the country, experts from was inaugurated by Dr. Jitendra souvenir and a pictorial album on the industry sector also took part Singh, Hon’ble Minister of State Memoirs of Hakim Ajmal Khan was in the discussions/deliberations (Independent Charge), Ministry released by the Hon’ble Minister. of the conference. During the Conference, technical sessions were held in three Halls - Plenary, Hall A and Hall B of the NASC Complex. Each technical session was followed by discussions related to the theme of the conference. 1 2 Industry also participated actively in the conference as well as in the exhibition with display of their products and related activities.
    [Show full text]
  • Iasbaba 60 Day Plan 2020 – Day 16 History
    IASbaba 60 Day plan 2020 – Day 16 History Q.1) Consider the following statements about Jallianwala Bagh massacre: 1. Massacre took place when many villagers gathered in the park to peacefully protest the arrest of Satyapal and Saifuddin Kitchlew. 2. Rabindranath Tagore and S Subramenian Iyer renounced their knighthood in protest to massacre. 3. Government of India formed Buttler Committee to investigate the tragedy. Which of the statements given above is/are incorrect? a) 1 and 2 only b) 3 only c) 2 and 3 only d) 1 and 3 only Q.1) Solution (c) The Jallianwala Bagh massacre, also known as the Amritsar massacre, took place on 13 April 1919, when Acting Brigadier-General Reginald Dyer ordered troops of the British Indian Army to fire their rifles into a crowd of unarmed Indian civilians in Jallianwala Bagh, Amritsar, Punjab, killing at least 400 people including men and women. Over 1,000 people were injured. Statement 1 Statement 2 Statement 3 Correct Incorrect Incorrect Massacre took place when Rabindranath Tagore Edwin Montagu, ordered that a many villagers gathered in renounced his knighthood committee of inquiry be formed to the park for the celebration in protest. Gandhi gave up investigate the matter. So, on of Baisakhi day and also the title of Kaiser-i-Hind. S October 14, 1919, the Government peacefully protest the Subramaniam Iyer had of India announced the formation arrest and deportation of renounced Knighthood in of the Disorders Inquiry two national leaders, 1917 on arrest of Annie Committee, which came to be Satyapal and Saifuddin Besant. more widely known as the Hunter Kitchlew.
    [Show full text]
  • Download This Page As
    What is the history of Jamia? written by Jamia Helping Platform | January 12, 2019 What is Jamia.? Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction, and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Why the Jamia Moves to Delhi ? The saying, ‘when going gets tough the tough gets going’ cannot be truer about Jamia.
    [Show full text]
  • Volume Twenty
    1. CONGRESS REPORT ON THE PUNJAB DISORDERS1 CHAPTER I THE PUNJAB (HISTORICAL AND GEOGRAPHICAL) Historically the Punjab may be considered the most important province of India. It was here that the Aryas of Vedic times first made their home. It was here that the hymns of the Rig Veda were first chanted. It was to this province, at the great University of Taxila, that seekers after knowledge flocked from various parts of the world. It was in this province that the Pandus and the Kurus, the great heroes of the Mahabharata, fought out their great battles. It was here that Osiris, King of Egypt, first touched Indian soil and Semiramis, Queen of Assyria, who at the head of her vast armies tried her fortune for the dominion of India, suffered a crushing defeat. The Scythians and Tartars and Persians had to measure swords with the sons of the Punjab in their attempts to penetrate into India. It was in this province that Alexander the Great, though victorious, for the first time met a foe, under King Porus, who shattered his dream of a world-wide dominion. 1 Authorship of this Report, the full title of which reads Report of the Commis- sioners oppointed by the Punjab Sub-committee of the Indian National Congress, and which was published on March 25, 1920, has been attributed to Gandhiji on the basis of the following evidence : (I)”The responsibility of organizing the work of the Committee devolved on me, and as the privilege of conducting the inquiry in the largest number of places fell to my lot, I got a rare opportunity.
    [Show full text]
  • The Particulars of Its Organization, Functions and Duties:– Section 4(1)(B)(I)
    MANUAL-1 The particulars of its organization, functions and duties:– Section 4(1)(b)(i) Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Conception Under the colonial British rule, two dominant trends joined hands and contributed towards in the birth of Jamia. One was the anti-colonial Islamic activism and the other was the pro- independence aspiration of the politically radical section of western educated Indian Muslim intelligentsia. In the political climate of 1920, the two trends gravitated together with Mahatma Gandhi as a catalyst. The anti-colonial activism signified by the Khilafat and the pro- independence aspirations symbolised by the non-cooperation movement of the Indian National Congress helped to harness creative energies and the subsequent making of Jamia Millia Islamia. Rabindranath Tagore called it “one of the most progressive educational institutions of India”. Responding to Gandhiji’s call to boycott all educational institutions supported or run by the colonial regime, a group of nationalist teachers and students quit Aligarh Muslim University, protesting against its pro-British inclinations.
    [Show full text]
  • The Indian Struggle 1920-34
    The Indian Struggle 1920-34 Subhas Chandra Bose www.subhaschandrabose.org January 2012 This book, first published in London in 1935, could be published in India only in 1948 since it was banned by the British Government. Mission Netaji is publishing this electronic version to facilitate a wider reach. The Indian Struggle Villeneuve (Vaud),Villa Olga, February 22,1935. Dear Mr. Subhas C. Bose, I duly received your volume “The Indian Struggle 1920-34”, which you were good enough to send me. I thank you for it and congratulate on it heartily. So interesting seemed the book to us that I ordered another copy so that my wife and sister should have one each. It is an indispensable work for the history of the Indian Movement. In it you show the best qualities of the historian: lucidity and high equity of mind. Rarely it happens that a man of action as you are is apt to judge without party spirit. …We, the men of thought, must each of us fight against the temptation, that befalls us in moments of fatigue and unsettledness, of repairing to a world beyond the battle called either God, or Art, or independence of Spirit, or those distant regions of the mystic soul. But fight we must, our duty lies on this side of the ocean, on the battle-ground of men… I sincerely wish that your health will speedily recover for the good of India that is in need of you and I beg you to believe in my cordial sympathy. Romain Rolland ii www.subhaschandrabose.org The Indian Struggle PREFACE Many are the defects that will be found in this book.
    [Show full text]
  • Learning Strategies and Audio-Visual Aids Used in Adult Education in India: a Historical Overview
    Learning Strategies and Audio-Visual Aids used in Adult Education in India: A Historical Overview Fouzia Khursheed Ahmad1 and Prof. M. C. Paul2 Abstract: Education is the first step towards empowerment, and the most crucial factor in the overall development of an individual as well as the nation. In India, education in general, and adult education in particular, has been through a series of changes since its origin as a welfare activity, to its emergence as a tool for social and political awakening in the country. Operationalized into various programmes, schemes and projects, as - basic literacy, civic literacy, functional literacy, and developmental literacy; adult education eventually evolved with the identification of the emerging needs of learners in the democratic society post-independence, with the discovery of new educational objectives, thus shifting the focus to the need for development of new methods and techniques of instructional delivery in adult education. The use of need- based learning strategies and audio-visual aids in education can help in addressing the pedagogical issues in adult education by promoting active learning, facilitating in the acquisition and retention of factual information, enhancing autonomy and learning achievement of adult learners and helping them in choosing what, where and how to learn in a purposeful way. Various strategies have been used since the ancient period in India to preserve, impart and retain knowledge, which necessitates a re-look at the different stages that adult education has witnessed in the development of instructional materials, mediums and techniques, structure, systematization of knowledge and the mode of delivery, that has guided the learning process.
    [Show full text]
  • Lord Minto and the Indian Nationalist Movement, with Special Reference
    Lord Minto and the Indian Nationalist Movement, with Special Reference to the Political Activities of the Indian Muslims, 1905-1910. Syed Razi Wasti Submitted for the Degree of Doctor of Philosophy, in the University of London. School of Oriental and African Studies. February 1962 ProQuest Number: 11010616 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11010616 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 CONTENTS Page Abstract List of Abbreviations........* ................. Introduction...... ... ... ... ... ........... 5) Chapter I. Minto and the Indian National Congress, 1906-1907.......... ... Chapter II. The Origin and Growth of the All- India Muslim League, 1906-1910 ... go Chapter III. Minto and Militant Nationalism, 1907-1909............................ i 1 o> 0 Chapter IV. The Origin and Growth of the Reforms............................ Chapter V. The Muslims Secure Separate Representations 1906-1910. ........ 2 5 0 Chapter VI. Enactment and Enforcement of the Indian Councils Act of 1909 ....... 287 Conclusion......................................... 33 i Bibliography 3 ABSTRACT Lord Minto's policy towards the Indian Nationalist movement has heen examined in this thesis. Curzon had ignored the Indian National Congress.
    [Show full text]