Indian Freedom Struggle
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Slowly Down the Ganges March 6 – 19, 2018
Slowly Down the Ganges March 6 – 19, 2018 OVERVIEW The name Ganges conjures notions of India’s exoticism and mystery. Considered a living goddess in the Hindu religion, the Ganges is also the daily lifeblood that provides food, water, and transportation to millions who live along its banks. While small boats have plied the Ganges for millennia, new technologies and improvements to the river’s navigation mean it is now also possible to travel the length of this extraordinary river in considerable comfort. We have exclusively chartered the RV Bengal Ganga for this very special voyage. Based on a traditional 19th century British design, our ship blends beautifully with the timeless landscape. Over eight leisurely days and 650 kilometres, we will experience the vibrant, complex tapestry of diverse architectural expressions, historical narratives, religious beliefs, and fascinating cultural traditions that thrive along the banks of the Ganges. Daily presentations by our expert study leaders will add to our understanding of the soul of Indian civilization. We begin our journey in colourful Varanasi for a first look at the Ganges at one of its holiest places. And then by ship we explore the ancient Bengali temples, splendid garden-tombs, and vestiges of India’s rich colonial past and experience the enduring rituals of daily life along ‘Mother Ganga’. Our river journey concludes in Kolkatta (formerly Calcutta) to view the poignant reminders of past glories of the Raj. Conclude your trip with an immersion into the lush tropical landscapes of Tamil Nadu to visit grand temples, testaments to the great cultural opulence left behind by vanished ancient dynasties and take in the French colonial vibe of Pondicherry. -
British Reaction to the Sepoy Mutiny, 1857-1858 Approved
BRITISH REACTION TO THE SEPOY MUTINY, 1857-1858 APPROVED: Major /Professor mor Frotessar of History Dean' ot the GraduatGradua' e ScHooT* BRITISH REACTION TO THE SEPOY MUTINY, 1857-185S THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Samuel Shafeeq Denton, Texas August, 1970 PREFACE English and Indian historians have devoted considerable research and analysis to the genesis of the Sepoy Mutiny of 1857 but have ignored contemporary British reaction to it, a neglect which this study attempts to satisfy. After the initial, spontaneous, condemnation of Sepoy atrocities, Queen Victoria, her Parliament, and subjects took a more rational and constructive attitude toward the insurrection in India, which stemmed primarily from British interference in Indian religious and social customs, symbolized by the cartridge issue. Englishmen demanded reform, and Parliament-- at once anxious to please the electorate and to preserve the valuable colony of India--complied within a year, although the Commons defeated the first two Indian bills, because of the interposition of other foreign and domestic problems. But John Bright, Lord Edward Stanley, William Gladstone, Benjamin Disraeli, and their friends joined forces to pass the third Indian bill, which became law on August 2, 1858. For this study, the most useful primary sources are Parliamentary Debates. Journals of the House of Commons and Lords, British and Foreign State' Papers, English Historical Queen Victoria's Letters , and the Annual' Re'g'i'st'er. Of the few secondary works which focus on British reac- tion to the Sepoy Mutiny, Anthony Wood's Nineteenth Centirr/ Britain, 1815-1914 gives a good account of British politics after the Mutiny. -
Myth, Language, Empire: the East India Company and the Construction of British India, 1757-1857
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 5-10-2011 12:00 AM Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857 Nida Sajid University of Western Ontario Supervisor Nandi Bhatia The University of Western Ontario Graduate Program in Comparative Literature A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Nida Sajid 2011 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Asian History Commons, Comparative Literature Commons, Cultural History Commons, Islamic World and Near East History Commons, Literature in English, British Isles Commons, Race, Ethnicity and Post-Colonial Studies Commons, and the South and Southeast Asian Languages and Societies Commons Recommended Citation Sajid, Nida, "Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857" (2011). Electronic Thesis and Dissertation Repository. 153. https://ir.lib.uwo.ca/etd/153 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857 (Spine Title: Myth, Language, Empire) (Thesis format: Monograph) by Nida Sajid Graduate Program in Comparative Literature A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Nida Sajid 2011 THE UNIVERSITY OF WESTERN ONTARIO School of Graduate and Postdoctoral Studies CERTIFICATE OF EXAMINATION Supervisor Examiners _____________________ _ ____________________________ Dr. -
Volume Fourty-One : (Dec 2, 1927
1. SPEECH AT PUBLIC MEETING, CHICACOLE December 3, 1927 You seem to be dividing all the good things with poor Utkal1. I flattered myself with the assumption that my arrival here is one of the good things, for I was going to devote all the twenty days to seeing the skeletons of Orissa; but as you, the Andhras, are the gatekeepers of Orissa on this side, you have intercepted my march. But I am glad you have anticipated me also. After entering Andhra Desh, I have been doing my business with you and I know God will reward all those unknown people who have been co-operating with me who am a self- appointed representative of Daridranarayana. And here, too, you have been doing the same thing. Last night, several sister came and presented me with a purse. But let me tell you this is not after all my tour in Andhra. I am not going to let you alone so easily as this, nor will Deshabhakta Konda Venkatappayya let me alone, because I have toured in some parts of Ganjam. I am under promise to tour Andhra during the early part of next year, and let me hope what you are doing is only a foretaste of what you are going to do next year. You have faith in true non-co-operation. There is the great drink evil, eating into the vitals of the labouring population. I would like you to non-co-operate with that evil without a single thought and I make a sporting proposal, viz., that those who give up drink habit should divide their savings with me on behalf of Daridranarayan. -
BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI 620 024 B.A. HISTORY Programme – Course Structure Under CBCS (Applicable to the Ca
BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI 620 024 B.A. HISTORY Programme – Course Structure under CBCS (applicable to the candidates admitted from the academic year 2010 -2011 onwards) Sem. Part Course Ins. Credit Exam Marks Total Hrs Hours Int. Extn. I Language Course – I (LC) – 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course - I (ELC) 6 3 3 25 75 100 I III Core Course – I (CC) History of India 5 4 3 25 75 100 from Pre history to 1206 AD Core Course – II (CC) History of India 5 4 3 25 75 100 from 1206 -1707 AD First Allied Course –I (AC) – Modern 5 3 3 25 75 100 Governments I First Allied Course –II (AC) – Modern 3 - @ - - - Governments – II Total 30 17 500 I Language Course – II (LC) - 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course – II (ELC) 6 3 3 25 75 100 II III Core Course – III(CC) History of Tamil 6 4 3 25 75 100 nadu upto 1801 AD First Allied Course – II (CC) - Modern 2 3 3 25 75 100 Governments – II First Allied Course – III (AC) – 5 4 3 25 75 100 Introduction to Tourism Environmental Studies 3 2 3 25 75 100 IV Value Education 2 2 3 25 75 100 Total 30 21 700 I Language Course – III (LC) 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course - III (ELC) 6 3 3 25 75 100 III III Core Course – IV (CC) – History of 6 5 3 25 75 100 Modern India from 1707 - 1857AD Second Allied Course – I (AC) – Public 6 3 3 25 75 100 Administration I Second Allied Course – II (AC) - Public 4 - @ - -- -- Administration II IV Non Major Elective I – for those who 2 2 3 25 75 100 studied Tamil under -
Rrb Ntpc Top 100 Indian National Movement Questions
RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS Stay Connected With SPNotifier EBooks for Bank Exams, SSC & Railways 2020 General Awareness EBooks Computer Awareness EBooks Monthly Current Affairs Capsules RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS Click Here to Download the E Books for Several Exams Click here to check the topics related RRB NTPC RRB NTPC Roles and Responsibilities RRB NTPC ID Verification RRB NTPC Instructions RRB NTPC Exam Duration RRB NTPC EXSM PWD Instructions RRB NTPC Forms RRB NTPC FAQ Test Day RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS 1. The Hindu Widows Remarriage act was Explanation: Annie Besant was the first woman enacted in which of the following year? President of Indian National Congress. She presided over the 1917 Calcutta session of the A. 1865 Indian National Congress. B. 1867 C. 1856 4. In which of the following movement, all the D. 1869 top leaders of the Congress were arrested by Answer: C the British Government? Explanation: The Hindu Widows' Remarriage Act A. Quit India Movement was enacted on 26 July 1856 that legalised the B. Khilafat Movement remarriage of Hindu widows in all jurisdictions of C. Civil Disobedience Movement D. Home Rule Agitation India under East India Company rule. Answer: A 2. Which movement was supported by both, The Indian National Army as well as The Royal Explanation: On 8 August 1942 at the All-India Indian Navy? Congress Committee session in Bombay, Mohandas Karamchand Gandhi launched the A. Khilafat movement 'Quit India' movement. The next day, Gandhi, B. -
The Ideological Differences Between Moderates and Extremists in the Indian National Movement with Special Reference to Surendranath Banerjea and Lajpat Rai
1 The Ideological Differences between Moderates and Extremists in the Indian National Movement with Special Reference to Surendranath Banerjea and Lajpat Rai 1885-1919 ■by Daniel Argov Thesis submitted for the Degree of Doctor of Philosophy, in the University of London* School of Oriental and African Studies* June 1964* ProQuest Number: 11010545 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 11010545 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 2 ABSTRACT Surendranath Banerjea was typical of the 'moderates’ in the Indian National Congress while Lajpat Rai typified the 'extremists'* This thesis seeks to portray critical political biographies of Surendranath Banerjea and of Lajpat Rai within a general comparative study of the moderates and the extremists, in an analysis of political beliefs and modes of political action in the Indian national movement, 1883-1919* It attempts to mirror the attitude of mind of the two nationalist leaders against their respective backgrounds of thought and experience, hence events in Bengal and the Punjab loom larger than in other parts of India* "The Extremists of to-day will be Moderates to-morrow, just as the Moderates of to-day were the Extremists of yesterday.” Bal Gangadhar Tilak, 2 January 190? ABBREVIATIONS B.N.]T.R. -
Chandra Shekahr Azad
Chandra Shekahr Azad drishtiias.com/printpdf/chandra-shekahr-azad Why in News On 23rd July, India paid tribute to the freedom fighter Chandra Shekahr Azad on his birth anniversary. Key Points Birth: Azad was born on 23rd July 1906 in the Alirajpur district of Madhya Pradesh. Early Life: Chandra Shekhar, then a 15-year-old student, joined a Non-Cooperation Movement in December 1921. As a result, he was arrested. On being presented before a magistrate, he gave his name as "Azad" (The Free), his father's name as "Swatantrata" (Independence) and his residence as "Jail". Therefore, he came to be known as Chandra Shekhar Azad. 1/2 Contribution to Freedom Movement: Hindustan Republican Association: After the suspension of the non- cooperation movement in 1922 by Gandhi, Azad joined Hindustan Republican Association (HRA). HRA was a revolutionary organization of India established in 1924 in East Bengal by Sachindra Nath Sanyal, Narendra Mohan Sen and Pratul Ganguly as an offshoot of Anushilan Samiti. Members: Bhagat Singh, Chandra Shekhar Azad, Sukhdev, Ram Prasad Bismil, Roshan Singh, Ashfaqulla Khan, Rajendra Lahiri. Kakori Conspiracy: Most of the fund collection for revolutionary activities was done through robberies of government property. In line with the same, Kakori Train Robbery near Kakori, Lucknow was done in 1925 by HRA. The plan was executed by Chandrashekhar Azad, Ram Prasad Bismil, Ashfaqulla Khan, Rajendra Lahiri, and Manmathnath Gupta. Hindustan Socialist Republican Association: HRA was later reorganised as the Hindustan Socialist Republican Army (HSRA). It was established in 1928 at Feroz Shah Kotla in New Delhi by Chandrasekhar Azad, Ashfaqulla Khan, Bhagat Singh, Sukhdev Thapar and Jogesh Chandra Chatterjee. -
Landscaping India: from Colony to Postcolony
Syracuse University SURFACE English - Dissertations College of Arts and Sciences 8-2013 Landscaping India: From Colony to Postcolony Sandeep Banerjee Follow this and additional works at: https://surface.syr.edu/eng_etd Part of the English Language and Literature Commons, Geography Commons, and the South and Southeast Asian Languages and Societies Commons Recommended Citation Banerjee, Sandeep, "Landscaping India: From Colony to Postcolony" (2013). English - Dissertations. 65. https://surface.syr.edu/eng_etd/65 This Dissertation is brought to you for free and open access by the College of Arts and Sciences at SURFACE. It has been accepted for inclusion in English - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT Landscaping India investigates the use of landscapes in colonial and anti-colonial representations of India from the mid-nineteenth to the early-twentieth centuries. It examines literary and cultural texts in addition to, and along with, “non-literary” documents such as departmental and census reports published by the British Indian government, popular geography texts and text-books, travel guides, private journals, and newspaper reportage to develop a wider interpretative context for literary and cultural analysis of colonialism in South Asia. Drawing of materialist theorizations of “landscape” developed in the disciplines of geography, literary and cultural studies, and art history, Landscaping India examines the colonial landscape as a product of colonial hegemony, as well as a process of constructing, maintaining and challenging it. In so doing, it illuminates the conditions of possibility for, and the historico-geographical processes that structure, the production of the Indian nation. -
Iasbaba ILP 2017: Sample Value Add: Polity
IASbaba ILP 2017: Sample Value Add: Polity Chapter 1: Historical Background Chapter priority: High (Important for both Prelims and Mains) Points to know: 1. British came to India in 1600 as traders (EIC had purely trading functions) 2. In 1765, EIC obtained 'diwani rights' -- Shah Alam granted these rights after losing the battle of Buxar against EIC This started its career as a territorial power. 3. Revolt of 1857 - also known as the First War of Independence or the ‘sepoy mutiny’ 4. In 1858 - British Crown assumes direct responsibility for the governance of India. i.e. Company rule ends and Crown rule starts. 5. Crown rule continues until India was granted independence on August 15, 1947 Why we have to study this chapter? 1. This chapter is highly important and favorite for examiners. Every year there are questions from this chapter (both Prelims and Mains) 2. Various features of our Indian Constitution and polity have their roots in the British rule. So, as an aspirant, it is important to know certain events that laid down the legal framework for the organisation and functioning of government and administration in British India. 3. Also it is important to study these events as they have greatly influenced our constitution and polity. Common problem faced by aspirants: There are so many events, how will I remember? IASbaba ILP 2017: Sample Value Add: Polity There are so many features in each Act. How will I remember till long time? I get confused. Polity is boring. I keep forgetting. “The rate of evaporation is way too high” :P Solution: It is always easy to remember things in story or pictures. -
BA III, Paper VI, Anuradha Jaiswal Phase 1 1) Anusilan S
Revolutionaries In India (Indian National Movement) (Important Points) B.A III, Paper VI, Anuradha Jaiswal Phase 1 1) Anusilan Samiti • It was the first revolutionary organisation of Bengal. • Second Branch at Baroda. • Their leader was Rabindra Kumar Ghosh • Another important leader was P.Mitra who was the actual leader of the group. • In 1908, the samiti published a book called Bhawani Mandir. • In 1909 they published Vartaman Ranniti. • They also published a book called Mukti Kon Pathe (which way lie salvation) • Barindra Ghosh tried to explore a bomb in Maniktala in Calcutta. • Members – a) Gurudas Banerjee. b) B.C.Pal • Both of them believed in the cult of Durga. • Aurobindo Ghosh started Anushilan Samiti in Baroda. • He sent Jatindra Nath Banerjee to Calcutta and his association merged with Anusilan Samiti in Calcutta. 2) Prafull Chaki and Khudi Ram Bose • They tried to kill Kings Ford, Chief Presidency Magistrate, who was a judge at Muzaffarpur in Bihar but Mrs Kennedy and her daughter were killed instead in the blast. • Prafulla Chaki was arrested but he shot himself dead and Khudiram was hanged. This bomb blast occurred on 30TH April 1908. 3) Aurobindo Ghosh and Barindra Ghosh • They were arrested on May 2, 1908. • Barindra was sentenced for life imprisonment (Kalapani) and Aurobindo Ghosh was acquitted. • This conspiracy was called Alipore conspiracy. • The conspiracy was leaked by the authorities by Narendra Gosain who was killed by Kanhiya Lal Dutta and Satyen Bose within the jail compound. 4. Lala Hardayal, Ajit Singhand &Sufi Amba Prasad formed a group at Saharanpur in 1904. 5. -
Retelling the Nation: Narrating the Nation Through Biopics, Preeti
The Asian Conference on Film and Documentary 2013 Official Conference Proceedings Osaka, Japan Retelling the Nation: Narrating the Nation through Biopics, Preeti Kumar St. Teresa's College, Ernakulam, India 0209 The Asian Conference on Film and Documentary 2013 Official Conference Proceedings 2013 Abstract Cinema plays a pivotal role in the negotiation and construction of national identity, selectively appropriating history, attempting to forge a sense of commonality in a set of people by evoking a sense of a shared past and by establishing a rupture with ‘others'. One of the means of constructing a nation is through the biopic. Great men biopics chronicle heroic deeds, sacrifice, and lofty moral virtues and either fabricate, or rediscover, and authenticate the myths of the founding fathers and celebrated men. Biopics disseminate the "myth of nationhood" by use of various narrative strategies - such as a glorification of hypermasculinity, structuring binary oppositions in terms of character and thematic concerns, ‘otherness', visualizing national territory, homogenizing a cultural diversity etc. These films become a part of the nationalistic discourse that reflect perceptions of what it means to be "Indian". Bollywood in general and the biopic in particular has moved away from the Mother India mythology and its feminine reading of the nation to produce a particular variant of nationalism. This paper attempts to deconstruct how the nation is simulated, and meanings, such as national pride and national idealism, are mediated to the audience in selected Indian biopics - Sardar, The Legend of Bhagat Singh, Mangal Pandey - The Rising and Bhaag Milkha Bhaag. Key terms: Cinema, biopic, Bollywood, identity, memory, otherness, gendering, simulation/construction.