Challenges to Empire
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Contributions of Lala Har Dayal As an Intellectual and Revolutionary
CONTRIBUTIONS OF LALA HAR DAYAL AS AN INTELLECTUAL AND REVOLUTIONARY ABSTRACT THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF ^ntiat ai pijtl000pi{g IN }^ ^ HISTORY By MATT GAOR CENTRE OF ADVANCED STUDY DEPARTMENT OF HISTORY ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) 2007 ,,» '*^d<*'/. ' ABSTRACT India owes to Lala Har Dayal a great debt of gratitude. What he did intotality to his mother country is yet to be acknowledged properly. The paradox ridden Har Dayal - a moody idealist, intellectual, who felt an almost mystical empathy with the masses in India and America. He kept the National Independence flame burning not only in India but outside too. In 1905 he went to England for Academic pursuits. But after few years he had leave England for his revolutionary activities. He stayed in America and other European countries for 25 years and finally returned to England where he wrote three books. Har Dayal's stature was so great that its very difficult to put him under one mould. He was visionary who all through his life devoted to Boddhi sattava doctrine, rational interpretation of religions and sharing his erudite knowledge for the development of self culture. The proposed thesis seeks to examine the purpose of his returning to intellectual pursuits in England. Simultaneously the thesis also analyses the contemporary relevance of his works which had a common thread of humanism, rationalism and scientific temper. Relevance for his ideas is still alive as it was 50 years ago. He was true a patriotic who dreamed independence for his country. He was pioneer for developing science in laymen and scientific temper among youths. -
Places in London Associated with Indian Freedom Fighters
A SPECIAL TOUR OF PLACES IN LONDON ASSOCIATED WITH INDIAN FREEDOM FIGHTERS by V S Godbole 1 Preface Indian Freedom struggle went through four phases as described in the next few pages. The role of the revolutionaries has been wiped out of memory by various parties of vested interest. However, because of their sacrifices we have become independent. We now see increased prosperity in India and as a result, many Indians are now visiting England, Europe and even America. Some go around on world tour. And they are not all businessmen. The visitors even include school teachers, and draughtsmen who were once regarded as poorly paid. It is appropriate therefore that they should visit places associated with Veer Savarkar and other Indian freedom fighters who made today's changed circumstances possible. After the failure of the 1857 war to gain Indian independence from rule of the East India Company, some one said to Emperor Bahadurshah, Dum Dumaye Dam Nahi Aba Khaira Mango Janaki Aih, Jafar Aba Thandi Hui Samsher Hindostanki The valour of Indian people has now subsided. You better beg the English for your life. Bahadurshah replied Gaziame Boo Rahegi Jabtalak Eemanki Tabtak To London tak Chalegi Teg Hindostanki As long as there is a spark of self respect in the blood of our youth, we will carry our fight for independence even to doors of London. That fight was indeed carried in London 50 years later by Savarkar and others. Those patriots sacrificed their careers, their comfort, and their lives so that the future generations would live with dignity. -
Indian Students, 'India House'
Wesleyan University The Honors College Empire and Assassination: Indian Students, ‘India House’, and Information Gathering in Great Britain, 1898-1911 by Paul Schaffel Class of 2012 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors in History Middletown, Connecticut April, 2012 2 Table Of Contents A Note on India Office Records.............................................................................................3 Acknowledgements ...................................................................................................................4 Introduction-A Dynamic Relationship: Indian Students & the British Empire.....5 Separate Spheres on a Collision Course.................................................................................6 Internal Confusion ....................................................................................................................9 Outline...................................................................................................................................... 12 Previous Scholarship.............................................................................................................. 14 I. Indian Students & India House......................................................................... 17 Setting the Stage: Early Indian Student Arrivals in Britain .............................................. 19 Indian Student Groups ......................................................................................................... -
Iasbaba's Prelims 60- Day Plan – Day 8
IASbaba’s Prelims 60- Day Plan – Day 8 2017 Q.1) Consider the following statements with reference to the Famine Commission of 1880. 1. It was appointed by Lord Rippon. 2. It was headed by Richard Starchey. 3. The First famine code was formulated based on the commission’s report. Which of the above statements is/are correct? a) 1 and 2 only b) 2 and 3 only c) 1 and 3 only d) All of the above. Q.1) Solution (b) In 1880 the Governor General of India Lord Lytton appointed a Famine commission headed by Sir Richard Starchey. It recommended providing employment to the able bodied persons, and to provide relief to the physically infirmed, It suggested that the famine relief should be primary responsibility of the Provincial governments with the centre’s help wherever necessary. Based on the recommendations of the committee, First Famine Code was formulated in 1883. The second Famine Commission was appointed by Lord Curzon in 1901, after the draught of 1899-1900. Source: A New Look At the Modern Indian History by B.L. Grover and Alka Mehta. Q.2) Which of the following pairs is matched correctly? 1. Mayo’s resolution on financial decentralization : 1870 2. The Royal Commission on Decentralization : 1905 3. Ripon’s Resolution on Decentralization : 1882 Select the correct answer using the codes given below. a) 1 and 2 only b) 2 and 3 only c) 1 and 3 only d) None of the above Q.2) Solution (c) IASbaba’s Prelims 60- Day Plan – Day 8 2017 Lord Ripon is known to have granted the Indians first taste of freedom by introducing the Local Self Government in 1882. -
Iasbaba 60 Day Plan 2020 – Day 15 History
IASbaba 60 Day Plan 2020 – Day 15 History Q.1) Consider the following pairs: Organisation Leader 1. Madras Mahajan Sabha P Ananda Charlu 2. Bombay Presidency Association K T Telang 3. All India National Conference Anand Mohan Bose Which of the pairs given above are correctly matched? a) 1 and 2 only b) 3 only c) 2 and 3 only d) 1, 2 and 3 Q.1) Solution (d) Pair 1 Pair 2 Pair 3 Correct Correct Correct Madras Mahajan Sabha was Bombay Presidency The Indian National formed in 1884 by a group of Association was formed in Association also known as younger nationalists of 1885 by popularly called Indian Association was the Madras such as M brothers-in-law – first avowed nationalist Viraraghavachariar, G Pherozeshah Mehta, K T organization founded in Subramaniya Iyer and P Telang and Badruddin Tyabji. British India by Surendranath Ananda Charlu. Banerjee and Ananda Mohan Bose in 1876. Q.2) Consider the following statements: 1. The first meeting of the Indian National Congress was organized by W. C. Banarjee in Gokuldas Tejpal Sanskrit College of Bombay. 2. A resolution was passed in the first meeting of Congress demanding expansion of Indian Council of the Secretary of State for India to include Indians. Which of the statements given above is/are correct? a) 1 only IASbaba 60 Day Plan 2020 – Day 15 History b) 2 only c) Both 1 and 2 d) Neither 1 nor 2 Q.2) Solution (d) Statement 1 Statement 2 Incorrect Incorrect The first meeting of the Indian National Total 9 resolutions were passed. -
Vinayak Damodar Savarkar - Poems
Classic Poetry Series Vinayak Damodar Savarkar - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive www.PoemHunter.com - The World's Poetry Archive 1 Vinayak Damodar Savarkar(28 May 1883 - 26 February 1966) Vinayak Damodar Savarkar (Marathi: ?????? ?????? ??????), was an Indian freedom fighter, revolutionary and politician. He was the proponent of liberty as the ultimate ideal. Savarkar was a poet, writer and playwright. He launched a movement for religious reform advocating dismantling the system of caste in Hindu culture, and reconversion of the converted Hindus back to Hindu religion. Savarkar created the term Hindutva, and emphasized its distinctiveness from Hinduism which he associated with social and political disunity. Savarkar’s Hindutva sought to create an inclusive collective identity. The five elements of Savarkar's philosophy were Utilitarianism, Rationalism and Positivism, Humanism and Universalism, Pragmatism and Realism. Savarkar's revolutionary activities began when studying in India and England, where he was associated with the India House and founded student societies including Abhinav Bharat Society and the Free India Society, as well as publications espousing the cause of complete Indian independence by revolutionary means. Savarkar published The Indian War of Independence about the Indian rebellion of 1857 that was banned by British authorities. He was arrested in 1910 for his connections with the revolutionary group India House. Following a failed attempt to escape while being transported from Marseilles, Savarkar was sentenced to two life terms amounting to 50 years' imprisonment and moved to the Cellular Jail in the Andaman and Nicobar Islands. While in jail, Savarkar wrote the work describing Hindutva, openly espousing Hindu nationalism. -
POUTICAL BIOGRAPHY .Sayarkab
POUTICAL BIOGRAPHY .SAyARKAB . n3 CHAPTER V p o l i t i c a l BlQGRAPHy OF y ._ d .__s a v a b k a r (1883-1966) Early Childhood Vinayak Damodar Sava rice r »as born on 2Bth May, 1883 at Bhsgur in the Nasik District of Maharashtra (the then Bomhay Presidency). In his early days he cultivated the habit of reading, a variety of books mainly on history, 1 poetry and religion. It sharpened his reasoning powsr, moulded his poetic faculty and vetted his interest in history. In 1893 riots among Hindus and Muslims broke out every\»here in In d ie, especially in Bombay, Poona and Yeola in Maharashtra. Young Vinsyak was moved to read about the sufferings of Hindus and thought in a childlike way to avenge them by attacking the local mosques. This does not however, indicate the development of anti-Muslim attitude in him with a ll its seriousness. The last decade of the l9th century was the period of intense political agitation all over the country. Especially the Poona city was the centre of the national movement in Maharashtra. The people of the city had witnessed the remarkable sessions of the Indian National Congress and the controversial Social Conference. The celebrations of t I festivals in honour of Shlvaji, the Founder of Maratha Kingdom and Ganapatii a Hindu Deity) had helped to inculcate national feeling among the people. At the same time the people had been suffering repressioni injustice and humiliation at the hands of the B r it is h . -
Unit 13 Moderates, Extremists and Revolutionaries
UNIT 13 MODERATES, EXTREMISTS AND REVOLUTIONARIES (GOKHALE, TILAK AND BHAGAT SINGH) Structure 13.1 Introduction Aims and Objectives 13.2 The Moderates 13.2.1 Ideology and Methods of Work 13.2.2 Contribution 13.2.3 Gopal Krishna Gokhale 13.2.4 Gokhale and Gandhi 13.3 The Extremists 13.3.1 Ideology and Methods 13.3.2 Significance of the Extremists 13.3.3 Bal GangadharTilak 13.3.4 Tilak and Gandhi 13.4 The Revolutionaries 13.4.1 Ideology and Methods 13.4.2 Role of the Revolutionaries 13.4.3 Bhagat Singh 13.4.4 Bhagat Singh and Gandhi 13.5 Summary 13.6 Terminal Questions Suggested Readings 13.1 INTRODUCTION The Indian National Congress was not a monolith and consisted of groups with different shades of opinions and beliefs. The Indian National Congress, which was established in 1885, had three main aims: 1) to bring together political workers from different parts of the country, 2) to promote national consciousness among the people and 3) to educate the people and influence public opinion in the interest of the country. It developed over a period of time through three stages of leadership, often described as Moderate, Extremist and Gandhian. The stages of development of Congress leadership were more or less concurrent with the three distinct phases in its history: 1885-1905, 1905-1919, and 1920-1947. Though there were other prominent Congress leaders, it was the leadership of Gopal Krishna Gokhale, Bal Gangadhar Tilak and Mahatma Gandhi that represented the essence and character of the Congress during the respective periods. -
GSEB Class 8 Social Science Semester 2
Standard - 8 Social Science Second Semester Pledge India is my country. All indians are my brothers and sisters. I love my country and i am proud of its rich and varied heritage. I shall always strive to be worthy of it. I shall respect my parents, teachers and all my elders and treat everyone with courtesy. I pledge my devotion to my country and its people. My happiness lies in their well-being and prosperity. 40.00 Gujarat Council of Educational Gujarat State Board of Research and Training School Textbooks Gandhinagar Gandhinagar © Gujarat State Board of School Textbook, Gandhinagar PREFACE Copyright of this book is reserved with Gujarat State Board of School Textbook. No reproduction of this book, in whole or in part, in any form is permitted without the written permission The National Curriculum Framework (NCF) of the Director, Gujarat State Board of School Textbook. 2005 and the Right to Education Act (RTE) 2009 recommend connecting knowledge that is Preparation and Planning provided in school to the life outside the school. Dr. T. S. Joshi Haresh Chaudhari This principle marks a departure from the legacy Iqbal D. Vora Chandresh P. Palia of book based learning which continues to Convener shape our education system and is creating a Dr. Sanjay B. Trivedi huge gap between the school, home and community. Co-convener M. G. Shaikh Rajnikant Raval The syllabi and textbooks developed on the Jeebhai Desai Dr. Akhil Thakar basis of above principle signify an attempt to Authors implement it with a considerable change in the Harjibhai Prajapati Nileshkumar Pandya textbooks, teaching - learning methods, Rajesh Sumera Rohitkumar Trivedi approaches, etc. -
Killensp, Dissertation, South Asians and the Creation of International
Copyright by Sean Patrick Killen 2020 The Dissertation Committee for Sean Patrick Killen certifies that this is the approved version of the following dissertation: South Asians and the Creation of International Legal Order, c. 1850-c. 1920: Global Political Thought and Imperial Legal Politics Committee: Mark A. Lawrence, Supervisor Gail Minault, co-Supervisor Michael R. Anderson Sumit Guha Jeremi Suri South Asians and the Creation of International Legal Order, c. 1850-c. 1920: Global Political Thought and Imperial Legal Politics by Sean Patrick Killen Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2020 Dedication I dedicate this work with love to Amy Ramsey, who has lived with it for many years, and to our families. Acknowledgements I could not have completed this dissertation at The University of Texas at Austin without the intellectual, financial, and emotional support of many people and institutions. The members of my dissertation committee deserve special thanks. Gail Minault and Mark Lawrence were patient advisors, generous with their time and insightful in their critical analyses of my work. Jeremi Suri provided constant encouragement for my project over many years. Michael R. Anderson, in addition to serving on my committee, helped me strengthen my teaching skills when I acted as a teaching assistant for him in numerous classes both in history and in international relations and global studies. Sumit Guha graciously joined the committee shortly before my defense, and his conscientious critique of my work was heartening as I think about the possibility of transforming the dissertation into a book. -
Constructing Nation and History
Constructing Nation and History Hindu Mahasabha in Colonial North India 1915-1930 Prabhu Narain Bapu Thesis submitted for the Degree of Doctor of Philosophy School of Oriental and African Studies University of London November 2009 ProQuest Number: 11010467 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 11010467 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 Dedicated to ... Gurdwara Sri Guru Singh Sabha, Southall, London Gurdwara Guru Nanak Nishkam Sewak Jatha [UK], Hounslow, London Gurdwara Sri Guru Singh Sabha, Hounslow, London Declaration for PhD thesis I have read and understood regulation 17.9 of the Regulations for students of the School of Oriental and African Studies concerning plagiarism.I undertake that all the material presented for examination is my own work and has not been written for me, in whole or in part by any other person.I also undertake that any quotation or paraphrase from the published or unpublished work of another person has been duly acknowledged Iin present the -
Iasbaba 60 Days 2020: History Compilation Week 3 and 4
IASBABA 60 DAYS 2020: HISTORY COMPILATION WEEK 3 AND 4 IASBABA 1 IASBABA 60 DAYS 2020: HISTORY COMPILATION WEEK 3 AND 4 Q.1) Consider the following pairs: Organisation Leader 1. Madras Mahajan Sabha P Ananda Charlu 2. Bombay Presidency Association K T Telang 3. All India National Conference Anand Mohan Bose Which of the pairs given above are correctly matched? a) 1 and 2 only b) 3 only c) 2 and 3 only d) 1, 2 and 3 Q.1) Solution (d) Pair 1 Pair 2 Pair 3 Correct Correct Correct Madras Mahajan Sabha was Bombay Presidency The Indian National formed in 1884 by a group of Association was formed in Association also known as younger nationalists of 1885 by popularly called Indian Association was the Madras such as M brothers-in-law – first avowed nationalist Viraraghavachariar, G Pherozeshah Mehta, K T organization founded in Subramaniya Iyer and P Telang and Badruddin Tyabji. British India by Surendranath Ananda Charlu. Banerjee and Ananda Mohan Bose in 1876. Q.2) Consider the following statements: 1. The first meeting of the Indian National Congress was organized by W. C. Banarjee in Gokuldas Tejpal Sanskrit College of Bombay. 2. A resolution was passed in the first meeting of Congress demanding expansion of Indian Council of the Secretary of State for India to include Indians. Which of the statements given above is/are correct? a) 1 only IASBABA 2 IASBABA 60 DAYS 2020: HISTORY COMPILATION WEEK 3 AND 4 b) 2 only c) Both 1 and 2 d) Neither 1 nor 2 Q.2) Solution (d) Statement 1 Statement 2 Incorrect Incorrect The first meeting of the Indian National Total 9 resolutions were passed.