Class 10 INDIA AND THE CONTEMPORARY WORLD 2 PDF
Class 10 INDIA AND THE CONTEMPORARY WORLD 2 PDF
Class 10 INDIA AND THE CONTEMPORARY WORLD 2 PDF
2019-20
ISBN 81-7450-707-8
First Edition
March 2007 Chaitra 1928 ALL RIGHTS RESERVED
Reprinted q No part of this publication may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, electronic, mechanical, photocopying,
January 2008 Pausa 1929 recording or otherwise without the prior permission of the publisher.
January 2009 Magha 1930 q This book is sold subject to the condition that it shall not, by way of trade, be lent,
January 2010 Magha 1931 re-sold, hired out or otherwise disposed of without the publisher’s consent, in any
form of binding or cover other than that in which it is published.
January 2011 Magha 1932
q The correct price of this publication is the price printed on this page, Any revised
January 2012 Magha 1933 price indicated by a rubber stamp or by a sticker or by any other means is incorrect
November 2012 Kartika 1934 and should be unacceptable.
November 2013 Kartika 1935
December 2014 Pausha 1936
February 2016 Magha 1937
OFFICES OF THE PUBLICATION
December 2016 Pausa 1938
DIVISION, NCERT
December 2017 Pausa 1939
NCERT Campus
February 2019 Magha 1940 Sri Aurobindo Marg
New Delhi 110 016 Phone : 011-26562708
PD 400T BS 108, 100 Feet Road
Hosdakere Halli Extension
Banashankari III Stage
© National Council of Educational Bengaluru 560 085 Phone : 080-26725740
Research and Training, 2007 Navjivan Trust Building
P.O.Navjivan
Ahmedabad 380 014 Phone : 079-27541446
CWC Campus
Opp. Dhankal Bus Stop
Panihati
Kolkata 700 114 Phone : 033-25530454
CWC Complex
Maligaon
Guwahati 781 021 Phone : 0361-2674869
Publication Team
` 125.00
Head, Publication : M. Siraj Anwar
Division
2019-20
Foreword
The National Curriculum Framework (NCF) 2005 recommends that children’s life
at school must be linked to their life outside the school. This principle marks a
departure from the legacy of bookish learning which continues to shape our system
and causes a gap between the school, home and community. The syllabi and textbooks
developed on the basis of NCF signify an attempt to implement this basic idea.
They also attempt to discourage rote learning and the maintenance of sharp boundaries
between different subject areas. We hope these measures will take us significantly
further in the direction of a child-centred system of education outlined in the National
Policy on Education (1986).
The success of this effort depends on the steps that school principals and teachers
will take to encourage children to reflect on their own learning and to pursue
imaginative activities and questions. We must recognise that, given space, time and
freedom, children generate new knowledge by engaging with the information passed
on to them by adults. Treating the prescribed textbook as the sole basis of examination
is one of the key reasons why other resources and sites of learning are ignored.
Inculcating creativity and initiative is possible if we perceive and treat children as
participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar
so that the required number of teaching days are actually devoted to teaching. The methods
used for teaching and evaluation will also determine how effective this textbook proves
for making children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular burden by
restructuring and reorienting knowledge at different stages with greater consideration for
child psychology and the time available for teaching. The textbook attempts to enhance
this endeavour by giving higher priority and space to opportunities for contemplation
and wondering, discussion in small groups, and activities requiring hands-on
experience.
NCERT appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the Advisory Group
on Social Science, Professor Hari Vasudevan and the Chief Advisor for this book,
Professor Neeladri Bhattacharya for guiding the work of this committee. Several
teachers contributed to the development of this textbook; we are grateful to their
principals for making this possible. We are indebted to the institutions and
organisations which have generously permitted us to draw upon their resources,
material and personnel. We are especially grateful to the members of the National
2019-20
Monitoring Committee, appointed by the Department of Secondary and Higher
Education, Ministry of Human Resource Development under the
Chairpersonship of Professor Mrinal Miri and Professor G. P. Deshpande, for
their valuable time and contribution. As an organisation committed to systemic
reform and continuous improvement in the quality of its products, NCERT
welcomes comments and suggestions which will enable us to undertake further
revision and refinement.
Director
New Delhi National Council of Educational
20 November 2006 Research and Training
iv
2019-20
Textbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN SOCIAL SCIENCE FOR
THE SECONDARY STAGE
C HIEF ADVISOR
Neeladri Bhattacharya, Professor, Centre for Historical Studies, School of Social
Sciences, Jawaharlal Nehru University, New Delhi
Members
MEMBER-C OORDINATOR
Kiran Devendra, Professor, Department of Elementary Education, NCERT,
New Delhi
2019-20
2019-20
Acknowledgements
This book is the result of a collective effort of a large number of historians, teachers and
educationists. Each chapter has been written, discussed and revised over many months. We
would like to acknowledge all those who have participated in these discussions.
A large number of people have read chapters of the book and provided support. We
thank in particular the members of the Monitoring Committee who commented on an
earlier draft ; Kumkum Roy suggested many changes in the text; G. Arunima, Gautam
Bhadra, Supriya Chaudhuri, Jayanti Chattopadhyay, Sangeetha Raj, Sambuddha Sen,
Lakshmi Subramaniam, A.R. Venkatachalapathy, T.R. Ramesh Bairy, C.S. Venkiteswaran
and Sahana helped with Chapter VIII. Purushottam Agarwal helped write the sections
on the Hindi novel. Ngun Quoc Anh translated Vietnamese texts for Chapter III.
Illustrating the book would have been impossible without the help of many institutions
and individuals: the Library of Congress Prints and Photographs Division; Rabindra
Bhawan Photo Archives, Viswabharati University, Shantiniketan; Photo Archives,
American Embassy, New Delhi; Indira Gandhi National Centre for the Arts,
New Delhi ; National Manuscript Mission Library, New Delhi ; Centre for Studies in
Social Sciences, Kolkata; Ashutosh Collection of the National Library, Kolkata;
Roja Muthaiah Research Library Trust, Chennai; India Collection, India International
Centre; Archives of Indian Labour, V.V. Giri National Institute of Labour, New Delhi;
Photo Archives, University of West Indies, Trinidad. Jyotindra and Juta Jain allowed
generous access to their vast collection of visual images now stored at the CIVIC Archives;
Parthiv Shah provided several photographs from his collection. Prabhu Mohapatra
supplied visuals of indentured labourers; Muzaffar Alam procured material from the
Library of Chicago; Pratik Chakrabarty scanned images from the Kent University
Library; Anish Vanaik and Parth Shil did photo research in New Delhi.
Shalini Advani did many rounds of editing with care and ensured that the texts were
accessible to children. Shyama Warner’s sharp eye picked up innumerable slips and lapses
in the text. We thank them both for their total involvement in the project.
We have made every effort to acknowledge credits , but we apologise in advance for any
omission that may have inadvertently taken place.
2019-20
Credits
Journals
The Illustrated London News (III: 4, 6, 7, 8, 9, 11, 12, 13; IV: 4, 5, 6, 8, 12)
Illustrated Times (IV: 12)
Indian Charivari (V: 18)
Graphic: (III: 13)
Books
Breman, Jan and Parthiv Shah, Working the Mill No More (IV: 21)
Chaudhuri, K.N., Trade and Civilization in the Indian Ocean (map in Chapter III)
Dwivedi, Sharda and Rahul Mehrotra, Bombay: The City Within (II: 1)
Goswami, B.N., The Word is Sacred; Sacred is the Word (V: 14, 15, 16)
Ruhe, Peter, Gandhi (II: 2, 3, 5, 8)
2019-20
Introduction
We live in a world where the existence of nations is taken for granted. We see people as
belonging to nations and having a nationality, and we assume that this sense of belonging
has existed from time immemorial. We consider countries as the same as nations, and use
the two terms as synonyms, making little distinction between them. We think of countries
as unified entities, each with a demarcated international boundary, a defined territory, a
national language, and a central government.
Yet if we were to travel in a time capsule to the mid-eighteenth century and look for nations
as we know them today, we would not find them. If we were to ask people about their
nationality, about their national identity, they would not understand our questions. For at that
time, nations did not exist in their modern form. People lived within kingdoms, small states,
principalities, chiefdoms and duchies, not within nations. As Eric Hobsbawm, a famous historian,
once said, the most remarkable fact about the modern nation is its modernity. The history of
its existence is no more than 250 years old.
How did the modern nation come into being? How did people begin to see themselves as
belonging to a nation?
The sense of belonging to a nation developed only over a period of time. The first two
chapters (in Section I) of this book will trace this history. You will see how the idea of nationalism
emerged in Europe, how territories were unified, and national governments formed. It was a
process that took many decades, involved many wars and revolutions, many ideological battles
and political conflicts. From a discussion of Europe (Chapter I) we will shift our focus to the
growth of nationalism in India (Chapter II), where nationalism was shaped by the experience
of colonialism and the anti-imperialist movement. It will help you understand how nationalism
in colonial countries can develop in a variety of ways, glorify contrasting ideals, and be linked
to different modes of struggle.
The story of nationalism in these chapters will move at several levels. You will of course read
about great leaders like Giuseppe Mazzini and Mahatma Gandhi. But we cannot understand
nationalism only by knowing about the words and deeds of important leaders, and the big
and dramatic events they led and participated in. We have to also look at the aspirations and
activities of ordinary people, see how nationalism is expressed in small events of everyday life,
and shaped by a variety of seemingly dissimilar and unrelated social movements. To understand
how nationalism spreads, we need to know not only what the leaders said, but also how their
words were understood and interpreted by people. If we are to think about how people
begin to identify with a nation, we must see not only the political events that are critical to the
process, but also how nationalist sensibilities are nurtured by artists and writers, and through
art and literature, songs and tales.
In Section II, we will shift our focus to economies and livelihoods. Last year you read about
those social groups — pastoralists and forest dwellers — who are often seen as survivors
from past times when in fact they are very much part of the modern world we live in. This
year we will focus on developments that are seen as symbolising modernity – globalisation
and industrialisation – and see the many sides of the history of these developments.
In Chapter III you will see how the global world has emerged out of a long and complicated
history. From ancient times, pilgrims, traders, travelers have traversed distances, carrying goods,
information and skills, linking societies in ways that often had contradictory consequences.
2019-20
Items of food and species of plants spread from one region to another, transferring
information and taste, as well as disease and death. As Western powers carried the flag of
‘civilisation’ deep into different parts of Africa, precious metals and slaves were taken
away to Europe and America. When coffee and sugar were grown in the Caribbean
plantations for the world market, an oppressive system of indentured labour came into
being in India and China to supply workers for the plantations.
Section III will introduce you to the history of print culture. Surrounded by things that
appear in print, we might find it difficult today to imagine a time when printing was still
unknown. Chapter V will trace how the history of the contemporary world is intimately
connected with the growth of print. You will see how printing made possible the spread
of information and ideas, debates and discussions, advertising and propaganda, and a
variety of new forms of literature.
When we discuss such themes of everyday life, we begin to see how history can help us
reflect on even the seemingly ordinary things in the world.
N EELADRI B HATTACHARYA
Chief Advisor – History
x
2019-20
PRELIMS 2020 BATCH- 1 (40-WEEKS PROGRAM)
100% Handholding with complete GS Pre Notes along with weekly Doubts' clearing sessions and
Tests to monitor your preparation till the end (for 40 weeks).
PROGRAM INCLUDES
1. 40 WEEKS' TIME-TABLE
40 Weeks Topic-wise Time-table covering complete GS Pre.
Live doubts clearing video session every Saturday.
Weekly test every Sunday from topics covered in the week.
2. 10-RED BOOKS - HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science, & Environment.
3 Current Books cover 14 Sources - PIB, Hindu, HT, Mint, ToI, and PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered with mind-mapping techniques on every page
to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 40-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
Tests evaluated on 11-Parameters to improve your exam skills with detailed explanations. Topic-wise
tests focus on developing 'How to read a topic' skills while Comprehensive tests focus on attempt
speed in exam.
PROGRAM SPECIALTIES
Complete & comprehensive, yet very crispy self-study notes. No need to study anything else.
Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4Qs. every year in UPSC come from our notes since last 12 years.
Foreword iii
Introduction ix
xi
2019-20
For Extended Learning
You may access the following chapters through QR Code :
2019-20
SECTION I
2019-20
2019-20
Chapter I
The Rise of Nationalism in Europe
3
2019-20
identifiable by the revolutionary tricolour, has just reached the statue. Source A
She is followed by the peoples of Germany, bearing the black, red
Ernst Renan, ‘What is a Nation?’
and gold flag. Interestingly, at the time when Sorrieu created this
In a lecture delivered at the University of
image, the German peoples did not yet exist as a united nation – the
Sorbonne in 1882, the French philosopher Ernst
flag they carry is an expression of liberal hopes in 1848 to unify the Renan (1823-92) outlined his understanding of
numerous German-speaking principalities into a nation-state under what makes a nation. The lecture was
subsequently published as a famous essay entitled
a democratic constitution. Following the German peoples are the
‘Qu’est-ce qu’une nation?’ (‘What is a Nation?’).
peoples of Austria, the Kingdom of the Two Sicilies, Lombardy, In this essay Renan criticises the notion suggested
Poland, England, Ireland, Hungary and Russia. From the heavens by others that a nation is formed by a common
language, race, religion, or territory:
above, Christ, saints and angels gaze upon the scene. They have
‘A nation is the culmination of a long past of
been used by the artist to symbolise fraternity among the nations of endeavours, sacrifice and devotion. A heroic past,
the world. great men, glory, that is the social capital upon
which one bases a national idea. To have
This chapter will deal with many of the issues visualised by Sorrieu common glories in the past, to have a common
in Fig. 1. During the nineteenth century, nationalism emerged as a will in the present, to have performed great deeds
together, to wish to perform still more, these
force which brought about sweeping changes in the political and
are the essential conditions of being a people. A
mental world of Europe. The end result of these changes was the nation is therefore a large-scale solidarity … Its
emergence of the nation-state in place of the multi-national dynastic existence is a daily plebiscite … A province is its
inhabitants; if anyone has the right to be
empires of Europe. The concept and practices of a modern state, in
consulted, it is the inhabitant. A nation never
which a centralised power exercised sovereign control over a clearly has any real interest in annexing or holding on to
defined territory, had been developing over a long period of time a country against its will. The existence of nations
is a good thing, a necessity even. Their existence
in Europe. But a nation-state was one in which the majority of its
is a guarantee of liberty, which would be lost if
citizens, and not only its rulers, came to develop a sense of common the world had only one law and only one master.’
identity and shared history or descent. This commonness did not
exist from time immemorial; it was forged through struggles, through Source
the actions of leaders and the common people. This chapter will
look at the diverse processes through which nation-states and
New words
nationalism came into being in nineteenth-century Europe.
Plebiscite – A direct vote by which all the
people of a region are asked to accept or reject
India and the Contemporary World
a proposal
Discuss
Summarise the attributes of a nation, as Renan
understands them. Why, in his view, are nations
important?
4
2019-20
1 The French Revolution and the Idea of the Nation
The revolutionaries further declared that it was the mission and the
destiny of the French nation to liberate the peoples of Europe Europe
When the news of the events in France reached the different cities
of Europe, students and other members of educated middle classes
began setting up Jacobin clubs. Their activities and campaigns
prepared the way for the French armies which moved into Holland,
Belgium, Switzerland and much of Italy in the 1790s. With the
outbreak of the revolutionary wars, the French armies began to
carry the idea of nationalism abroad.
5
2019-20
ICELAND
(DENMARK)
ATLANTIC SEA
NORWAY
(SWEDEN)
SWEDEN
SCOTLAND
IRELAND GREAT
BRITAIN DENMARK
RUSSIAN EMPIRE
WALES HABOVER
ENGLAND (G.B.)
PRUSSIA
NETHERLANDS POLAND
GALICIA
BAVARIA
AUSTRIAN EMPIRE
FRANCE
SWITZERLAND AUSTRIA
HUNGARY
SMALL ROMANIA
AL
ARMENIA
OTTOMAN EMPIRE
PER
KINGDOM
SARDINIA OF THE
SIA
TWO
SICILIES
GREECE MESOPOTAMIA
TUNIS
ALGERIA CRETE SYRIA
MOROCCO CYPRUS
MEDITERRANEAN SEA
PALESTINE
Within the wide swathe of territory that came under his control,
Napoleon set about introducing many of the reforms that he had
already introduced in France. Through a return to monarchy
India and the Contemporary World
6
2019-20
Fig. 4 — The Planting of Tree of Liberty in Zweibrücken, Germany.
The subject of this colour print by the German painter Karl Kaspar Fritz is the occupation of the town of Zweibrücken
by the French armies. French soldiers, recognisable by their blue, white and red uniforms, have been portrayed as
oppressors as they seize a peasant’s cart (left), harass some young women (centre foreground) and force a peasant
down to his knees. The plaque being affixed to the Tree of Liberty carries a German inscription which in translation
reads: ‘Take freedom and equality from us, the model of humanity.’ This is a sarcastic reference to the claim of the
French as being liberators who opposed monarchy in the territories they entered.
7
2019-20
FOUNDATION COURSE
2020 BATCH-1 (55-WEEKS PROGRAM)
100% Handholding with complete GS Pre, CSAT & GS Mains Notes along with weekly
Doubts' clearing sessions, and Pre & Mains Test Series to monitor your preparation
till the end (for 55 weeks).
PROGRAM INCLUDES
1. 55 WEEKS' TIME-TABLE
55 Weeks Topic-wise Time-table covering complete GS Pre, GS Mains & Essay.
Live doubts clearing video session every Saturday.
Weekly test of GS Pre and GS Mains every Sunday from topics covered in the week.
All NCERTs - Old & New and 70 other books covered – with mind-mapping
techniques on every page to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 55-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
4. CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
Line-to-line explanation with basic to advance level for beginners
as well as those who just need to practice CSAT
4 Current Books cover Mains Specific Current from 14 Sources - PIB, Hindu, HT,
Mint, ToI, and PRS for 1.5 years.
1 Book has synopsis of major Reports ofWorld Bank, UNDP, and articles of Yojana & EPW.
3 Books for Essay – with strategy for essay writing, model essays & essay specific
current affairs.
6. GS MAINS TEST SERIES - CLASSROOM & POSTAL- WITH EVALUATION BY CRACK EXPERTS
Tests conducted at our centres as well as postal. Test schedule is as per
55-Weeks Plan.
Topic-wise Test every Saturday (3 Questions) 55 Tests.
Subject-wise Tests every month (full-length) 10 Tests.
Essay Test every month (1 Essay) – 10 Tests.
Comprehensive Tests in Aug-Sept 2020 under exam conditions
(all 4- Papers & Essay) – 6 Tests.
Tests are evaluated strictly on UPSC guidelines by crack experts. 55 Tests & Essay tests
focus on developing answer writing skills while Comprehensive tests focus on
writing speed in exam.
Free access to our centres for self-study in a peaceful & enriching environment
PROGRAM SPECIALTIES
Complete & comprehensive, yet very Mains Q-Course covers previous 20 years
crispy self-study notes. No need to study UPSC question papers.
anything else. Read them again & again.
3 out of 4 Qs. every year in UPSC GS Pre Q-course (a new course) is expected to
come from our notes since last 12 years. deliver 80%+ Questions in GS Mains 2020.
8
2019-20
In Western and parts of Central Europe the growth of industrial
production and trade meant the growth of towns and the emergence
of commercial classes whose existence was based on production
for the market. Industrialisation began in England in the second
half of the eighteenth century, but in France and parts of the German
states it occurred only during the nineteenth century. In its wake,
new social groups came into being: a working-class population, and
middle classes made up of industrialists, businessmen, professionals.
In Central and Eastern Europe these groups were smaller in number
till late nineteenth century. It was among the educated, liberal middle
classes that ideas of national unity following the abolition of
aristocratic privileges gained popularity.
Yet, equality before the law did not necessarily stand for universal
New words
suffrage. You will recall that in revolutionary France, which marked
the first political experiment in liberal democracy, the right to vote Suffrage – The right to vote
and to get elected was granted exclusively to property-owning men.
Men without property and all women were excluded from political
rights. Only for a brief period under the Jacobins did all adult males
enjoy suffrage. However, the Napoleonic Code went back to limited Europe
suffrage and reduced women to the status of a minor, subject to
the authority of fathers and husbands. Throughout the nineteenth
N a t i o n a l i s m in
9
2019-20
countless small principalities a confederation of 39 states. Each of Source B
these possessed its own currency, and weights and measures. A
Economists began to think in terms of the national
merchant travelling in 1833 from Hamburg to Nuremberg to sell economy. They talked of how the nation could
his goods would have had to pass through 11 customs barriers and develop and what economic measures could help
pay a customs duty of about 5 per cent at each one of them. Duties forge this nation together.
were often levied according to the weight or measurement of the Friedrich List, Professor of Economics at the
University of Tübingen in Germany, wrote in 1834:
goods. As each region had its own system of weights and measures,
‘The aim of the zollverein is to bind the Germans
this involved time-consuming calculation. The measure of cloth, economically into a nation. It will strengthen the
for example, was the elle which in each region stood for a different nation materially as much by protecting its
length. An elle of textile material bought in Frankfurt would get you interests externally as by stimulating its internal
productivity. It ought to awaken and raise
54.7 cm of cloth, in Mainz 55.1 cm, in Nuremberg 65.6 cm, in national sentiment through a fusion of individual
Freiburg 53.5 cm. and provincial interests. The German people have
realised that a free economic system is the only
Such conditions were viewed as obstacles to economic exchange means to engender national feeling.’
and growth by the new commercial classes, who argued for the
creation of a unified economic territory allowing the unhindered
Source
movement of goods, people and capital. In 1834, a customs union
or zollverein was formed at the initiative of Prussia and joined by Discuss
most of the German states. The union abolished tariff barriers and
Describe the political ends that List hopes to
reduced the number of currencies from over thirty to two. The
achieve through economic measures.
creation of a network of railways further stimulated mobility,
harnessing economic interests to national unification. A wave of
economic nationalism strengthened the wider nationalist sentiments
growing at the time.
10
2019-20
drew up the Treaty of Vienna of 1815 with the object of undoing
most of the changes that had come about in Europe during the
Napoleonic wars. The Bourbon dynasty, which had been deposed
during the French Revolution, was restored to power, and France
lost the territories it had annexed under Napoleon. A series of states
were set up on the boundaries of France to prevent French expansion
in future. Thus the kingdom of the Netherlands, which included
Belgium, was set up in the north and Genoa was added to Piedmont
in the south. Prussia was given important new territories on its western
frontiers, while Austria was given control of northern Italy. But the Activity
German confederation of 39 states that had been set up by Napoleon
Plot on a map of Europe the changes drawn
was left untouched. In the east, Russia was given part of Poland
up by the Vienna Congress.
while Prussia was given a portion of Saxony. The main intention
was to restore the monarchies that had been overthrown by
Napoleon, and create a new conservative order in Europe.
Europe
N a t i o n a l i s m in
11
2019-20
associated with the French Revolution. The memory of the French
Revolution nonetheless continued to inspire liberals. One of the major
issues taken up by the liberal-nationalists, who criticised the new
conservative order, was freedom of the press.
democratic republics frightened the conservatives. Metternich Young Europe in Berne 1833.
described him as ‘the most dangerous enemy of our social order’. Print by Giacomo Mantegazza.
12
2019-20
3 The Age of Revolutions: 1830-1848
The first upheaval took place in France in July 1830. The Bourbon
kings who had been restored to power during the conservative
reaction after 1815, were now overthrown by liberal revolutionaries
who installed a constitutional monarchy with Louis Philippe at its
head. ‘When France sneezes,’ Metternich once remarked, ‘the rest of
Europe catches cold.’ The July Revolution sparked an uprising in
Brussels which led to Belgium breaking away from the United
Kingdom of the Netherlands.
13
2019-20
Fig. 8 — The Massacre at Chios, Eugene Delacroix, 1824.
The French painter Delacroix was one of the most important French Romantic
painters. This huge painting (4.19m x 3.54m) depicts an incident in which
20,000 Greeks were said to have been killed by Turks on the island of Chios. By
dramatising the incident, focusing on the suffering of women and children, and
India and the Contemporary World
using vivid colours, Delacroix sought to appeal to the emotions of the spectators,
and create sympathy for the Greeks.
14
2019-20
The emphasis on vernacular language and the collection of local Box 1
folklore was not just to recover an ancient national spirit, but also to
carry the modern nationalist message to large audiences who were The Grimm Brothers: Folktales and
Nation-building
mostly illiterate. This was especially so in the case of Poland, which
Grimms’ Fairy Tales is a familiar name. The brothers
had been partitioned at the end of the eighteenth century by the Jacob and Wilhelm Grimm were born in the
Great Powers – Russia, Prussia and Austria. Even though Poland no German city of Hanau in 1785 and 1786
longer existed as an independent territory, national feelings were kept respectively. While both of them studied law,
they soon developed an interest in collecting old
alive through music and language. Karol Kurpinski, for example, folktales. They spent six years travelling from
celebrated the national struggle through his operas and music, turning village to village, talking to people and writing
folk dances like the polonaise and mazurka into nationalist symbols. down fairy tales, which were handed down
through the generations. These were popular
Language too played an important role in developing nationalist both among children and adults. In 1812, they
published their first collection of tales.
sentiments. After Russian occupation, the Polish language was forced Subsequently, both the brothers became active
out of schools and the Russian language was imposed everywhere. in liberal politics, especially the movement
In 1831, an armed rebellion against Russian rule took place which for freedom of the press. In the meantime they
also published a 33-volume dictionary of the
was ultimately crushed. Following this, many members of the clergy German language.
in Poland began to use language as a weapon of national resistance. The Grimm brothers also saw French domination
Polish was used for Church gatherings and all religious instruction. as a threat to German culture, and believed that
As a result, a large number of priests and bishops were put in jail or the folktales they had collected were expressions
of a pure and authentic German spirit. They
sent to Siberia by the Russian authorities as punishment for their considered their projects of collecting folktales
refusal to preach in Russian. The use of Polish came to be seen as a and developing the German language as part of
symbol of the struggle against Russian dominance. the wider effort to oppose French domination
and create a German national identity.
The year 1848 was one such year. Food shortages and widespread
unemployment brought the population of Paris out on the roads.
Barricades were erected and Louis Philippe was forced to flee. A
15
2019-20
GS PRE &
(NOTES ONLY)
CSAT 2020
COURSE INCLUDES
1 10-RED BOOKS FOR GS PRE- HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science,& Environment.
3 Current Books cover Prelims Specific Current from 14 Sources - PIB, Hindu, HT, Mint,
ToI, & PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered- with mind-mapping techniques
on every page to make cramming easy
2 CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
PROGRAM SPECIALITIES
Complete & comprehensive, yet very crispy self-study notes. No need to study
anything else. Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4 Qs. every year in UPSC come from our notes since last 12 years.
From concepts to questions – everything at one place in CSAT notes.
From basic to advance in the form of self-study CSAT notes.
Consistently delivering 65+ Questions (out of 80) from our CSAT notes.
16
2019-20
3.3 1848: The Revolution of the Liberals
Parallel to the revolts of the poor, unemployed and starving peasants Source C
and workers in many European countries in the year 1848, a revolution
How were liberty and equality for women
led by the educated middle classes was under way. Events of February
to be defined?
1848 in France had brought about the abdication of the monarch
The liberal politician Carl Welcker, an elected
and a republic based on universal male suffrage had been proclaimed. member of the Frankfurt Parliament, expressed
In other parts of Europe where independent nation-states did not the following views:
yet exist – such as Germany, Italy, Poland, the Austro-Hungarian ‘Nature has created men and women to carry
out different functions … Man, the stronger, the
Empire – men and women of the liberal middle classes combined
bolder and freer of the two, has been designated
their demands for constitutionalism with national unification. They as protector of the family, its provider, meant for
took advantage of the growing popular unrest to push their public tasks in the domain of law, production,
defence. Woman, the weaker, dependent and
demands for the creation of a nation-state on parliamentary
timid, requires the protection of man. Her sphere
principles – a constitution, freedom of the press and freedom is the home, the care of the children, the
of association. nurturing of the family … Do we require any
further proof that given such differences, equality
In the German regions a large number of political associations whose between the sexes would only endanger
harmony and destroy the dignity of the family?’
members were middle-class professionals, businessmen and
Louise Otto-Peters (1819-95) was a political
prosperous artisans came together in the city of Frankfurt and decided
activist who founded a women’s journal and
to vote for an all-German National Assembly. On 18 May 1848, subsequently a feminist political association. The
831 elected representatives marched in a festive procession to take first issue of her newspaper (21 April 1849) carried
the following editorial:
their places in the Frankfurt parliament convened in the Church of
‘Let us ask how many men, possessed by
St Paul. They drafted a constitution for a German nation to be
thoughts of living and dying for the sake of Liberty,
headed by a monarchy subject to a parliament. When the deputies would be prepared to fight for the freedom of
offered the crown on these terms to Friedrich Wilhelm IV, King of the entire people, of all human beings? When
asked this question, they would all too easily
Prussia, he rejected it and joined other monarchs to oppose the
respond with a “Yes!”, though their untiring
elected assembly. While the opposition of the aristocracy and military efforts are intended for the benefit of only one
became stronger, the social basis of parliament eroded. The half of humanity – men. But Liberty is indivisible!
Free men therefore must not tolerate to be
parliament was dominated by the middle classes who resisted the
surrounded by the unfree …’
demands of workers and artisans and consequently lost their support.
An anonymous reader of the same newspaper
In the end troops were called in and the assembly was forced sent the following letter to the editor on 25 June
1850:
to disband. Europe
‘It is indeed ridiculous and unreasonable to deny
The issue of extending political rights to women was a controversial women political rights even though they enjoy
one within the liberal movement, in which large numbers of women the right to property which they make use
N a t i o n a l i s m in
18
2019-20
4 The Making of Germany and Italy
This can be observed in the process by which Germany and Italy came
to be unified as nation-states. As you have seen, nationalist feelings were
widespread among middle-class Germans, who in 1848 tried to unite
the different regions of the German confederation into a nation-state
governed by an elected parliament. This liberal initiative to nation-building
was, however, repressed by the combined forces of the monarchy and
the military, supported by the large landowners (called Junkers) of Prussia.
From then on, Prussia took on the leadership of the movement for
national unification. Its chief minister, Otto von
Bismarck, was the architect of this process carried
out with the help of the Prussian army and
bureaucracy. Three wars over seven years – with
Austria, Denmark and France – ended in Prussian
victory and completed the process of unification.
In January 1871, the Prussian king, William I,
was proclaimed German Emperor in a ceremony
held at Versailles.
19
2019-20
BALTIC SEA
NORTH SEA
SCHLESWIG-
HOLSTEIN EAST PRUSSIA
MECKLENBURG- POMERANIA
SCHWERIN WEST PRUSSIA
HANOVER
IA
BRANDENBURG SS
U
BRUNSWICK PR
POSEN
WESTPHALIA
RUSSIAN
EMPIRE
A
SS
RHINELAND NA
EN THURINGIAN SILESIA
ESS STATES
H
Confederation, 1867
BA
BAVARIA
South German states joining with Prussia to
form German Empire, 1871
Won by Prussia in Franco-Prussia War, 1871
20
2019-20
Chief Minister Cavour who led the movement to unify the regions
of Italy was neither a revolutionary nor a democrat. Like many Activity
other wealthy and educated members of the Italian elite, he spoke Look at Fig. 14(a). Do you think that the people
French much better than he did Italian. Through a tactful diplomatic living in any of these regions thought of
alliance with France engineered by Cavour, Sardinia-Piedmont themselves as Italians?
succeeded in defeating the Austrian forces in 1859. Apart from regular Examine Fig. 14(b). Which was the first region
troops, a large number of armed volunteers under the leadership of to become a part of unified Italy? Which was the
Giuseppe Garibaldi joined the fray. In 1860, they marched into South last region to join? In which year did the largest
Italy and the Kingdom of the Two Sicilies and succeeded in winning number of states join?
the support of the local peasants in order to drive out the Spanish
rulers. In 1861 Victor Emmanuel II was proclaimed king of united
Italy. However, much of the Italian population, among whom rates
of illiteracy were very high, remained blissfully unaware of liberal-
nationalist ideology. The peasant masses who had supported Garibaldi
in southern Italy had never heard of Italia, and believed that ‘La Talia’
was Victor Emmanuel’s wife!
SWITZERLAND
SWITZERLAND
LOMBARDY VENETIA
SAVOY 1866
SARDINIA PARMA AUSTRIA
MODENA 1858
SAN MARINO
MONACO 1858-60
TUSCANY
PAPAL
STATE
1870
1860
KINGDOM
OF BOTH 1858
SICILIES
Europe
TUNIS
N a t i o n a l i s m in
21
2019-20
was not the result of a sudden upheaval or revolution. It was the Box 2
result of a long-drawn-out process. There was no British nation
prior to the eighteenth century. The primary identities of the people Giuseppe Garibaldi (1807-82) is perhaps the
most celebrated of Italian freedom fighters. He
who inhabited the British Isles were ethnic ones – such as English, came from a family engaged in coastal trade and
Welsh, Scot or Irish. All of these ethnic groups had their own cultural was a sailor in the merchant navy. In 1833 he
and political traditions. But as the English nation steadily grew in met Mazzini, joined the Young Italy movement
and participated in a republican uprising in
wealth, importance and power, it was able to extend its influence Piedmont in 1834. The uprising was suppressed
over the other nations of the islands. The English parliament, which and Garibaldi had to flee to South America, where
had seized power from the monarchy in 1688 at the end of a he lived in exile till 1848. In 1854, he supported
Victor Emmanuel II in his efforts to unify the
protracted conflict, was the instrument through which a nation-state, Italian states. In 1860, Garibaldi led the famous
with England at its centre, came to be forged. The Act of Union Expedition of the Thousand to South Italy. Fresh
(1707) between England and Scotland that resulted in the formation volunteers kept joining through the course of
the campaign, till their numbers grew to about
of the ‘United Kingdom of Great Britain’ meant, in effect, that 30,000. They were popularly known as Red
England was able to impose its influence on Scotland. The British Shirts.
parliament was henceforth dominated by its English members. The In 1867, Garibaldi led an army of volunteers to
growth of a British identity meant that Scotland’s distinctive culture Rome to fight the last obstacle to the unification
of Italy, the Papal States where a French garrison
and political institutions were systematically suppressed. The Catholic was stationed. The Red Shirts proved to be no
clans that inhabited the Scottish Highlands suffered terrible repression match for the combined French and Papal troops.
whenever they attempted to assert their independence. The Scottish It was only in 1870 when, during the war with
Prussia, France withdrew its troops from Rome
Highlanders were forbidden to speak their Gaelic language or that the Papal States were finally joined
wear their national dress, and large numbers were forcibly driven to Italy.
out of their homeland.
22
2019-20
5 Visualising the Nation
You will recall that during the French Revolution artists used the
female allegory to portray ideas such as Liberty, Justice and the Fig. 16 — Postage stamps of 1850 with the
figure of Marianne representing the Republic of
Republic. These ideals were represented through specific objects or France.
symbols. As you would remember, the attributes of Liberty are the
red cap, or the broken chain, while Justice is generally a blindfolded
woman carrying a pair of weighing scales.
23
2019-20
Box 3
Attribute Significance
Broken chains Being freed
Breastplate with eagle Symbol of the German empire – strength
Crown of oak leaves Heroism
Sword Readiness to fight
Olive branch around the sword Willingness to make peace
Black, red and gold tricolour Flag of the liberal-nationalists in 1848, banned by the Dukes of the
German states
Rays of the rising sun Beginning of a new era
Activity
With the help of the chart in Box 3, identify the attributes of Veit’s
Germania and interpret the symbolic meaning of the painting.
In an earlier allegorical rendering of 1836, Veit had portrayed the
Kaiser’s crown at the place where he has now located the
broken chain. Explain the significance of this change.
India and the Contemporary World
Activity
Describe what you see in Fig. 17. What historical events could Hübner be
referring to in this allegorical vision of the nation?
24
2019-20
PRELIMS 2020 BATCH- 1 (40-WEEKS PROGRAM)
100% Handholding with complete GS Pre Notes along with weekly Doubts' clearing sessions and
Tests to monitor your preparation till the end (for 40 weeks).
PROGRAM INCLUDES
1. 40 WEEKS' TIME-TABLE
40 Weeks Topic-wise Time-table covering complete GS Pre.
Live doubts clearing video session every Saturday.
Weekly test every Sunday from topics covered in the week.
2. 10-RED BOOKS - HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science, & Environment.
3 Current Books cover 14 Sources - PIB, Hindu, HT, Mint, ToI, and PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered with mind-mapping techniques on every page
to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 40-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
Tests evaluated on 11-Parameters to improve your exam skills with detailed explanations. Topic-wise
tests focus on developing 'How to read a topic' skills while Comprehensive tests focus on attempt
speed in exam.
PROGRAM SPECIALTIES
Complete & comprehensive, yet very crispy self-study notes. No need to study anything else.
Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4Qs. every year in UPSC come from our notes since last 12 years.
Activity Europe
Look once more at Fig. 10. Imagine you were a citizen of Frankfurt in March 1848 and were present during the
proceedings of the parliament. How would you (a) as a man seated in the hall of deputies, and (b) as a woman
N a t i o n a l i s m in
observing from the galleries, relate to the banner of Germania hanging from the ceiling?
25
2019-20
6 Nationalism and Imperialism
26
2019-20
Fig. 20 — A map celebrating the British Empire.
At the top, angels are shown carrying the banner of freedom. In the foreground, Britannia — the
symbol of the British nation — is triumphantly sitting over the globe. The colonies are represented
through images of tigers, elephants, forests and primitive people. The domination of the world is
shown as the basis of Britain’s national pride.
27
2019-20
Write in brief
Write in brief
d) Frankfurt parliament
e) The role of women in nationalist struggles
2. What steps did the French revolutionaries take to create a sense of collective
identity among the French people?
3. Who were Marianne and Germania? What was the importance of the way in
which they were portrayed?
4. Briefly trace the process of German unification.
5. What changes did Napoleon introduce to make the administrative system more
efficient in the territories ruled by him?
Discuss
1. Explain what is meant by the 1848 revolution of the liberals. What were the political, social
and economic ideas supported by the liberals?
2. Choose three examples to show the contribution of culture to the growth of nationalism
in Europe.
3. Through a focus on any two countries, explain how nations developed over the nineteenth Discuss
century.
India and the Contemporary World
4. How was the history of nationalism in Britain unlike the rest of Europe?
5. Why did nationalist tensions emerge in the Balkans?
Project
Project
Find out more about nationalist symbols in countries outside Europe. For one or two countries,
collect examples of pictures, posters or music that are symbols of nationalism. How are these
different from European examples?
28
2019-20
Chapter II
Nationalism in India
As you have seen, modern nationalism in Europe came to be
associated with the formation of nation-states. It also meant a change
in people’s understanding of who they were, and what defined their
identity and sense of belonging. New symbols and icons, new songs
and ideas forged new links and redefined the boundaries of
communities. In most countries the making of this new national
identity was a long process. How did this consciousness emerge
in India?
in India
how the Congress sought to develop the national movement, how
different social groups participated in the movement, and how
nationalism captured the imagination of people.
Nationalism in India
Nationalism
29
2019-20
1 The First World War, Khilafat and Non-Cooperation
First of all, the war created a new economic and political situation.
It led to a huge increase in defence expenditure which was financed
by war loans and increasing taxes: customs duties were raised and
income tax introduced. Through the war years prices increased –
doubling between 1913 and 1918 – leading to extreme hardship
for the common people. Villages were called upon to supply soldiers,
and the forced recruitment in rural areas caused widespread anger.
Then in 1918-19 and 1920-21, crops failed in many parts of India, New words
resulting in acute shortages of food. This was accompanied by an
influenza epidemic. According to the census of 1921, 12 to 13 million Forced recruitment – A process by which the
people perished as a result of famines and the epidemic. colonial state forced people to join the army
People hoped that their hardships would end after the war was
over. But that did not happen.
30
2019-20
the racist regime with a novel method of mass agitation, which he Source A
called satyagraha. The idea of satyagraha emphasised the power of
truth and the need to search for truth. It suggested that if the cause Mahatma Gandhi on Satyagraha
was true, if the struggle was against injustice, then physical force was ‘It is said of “passive resistance” that it is the
not necessary to fight the oppressor. Without seeking vengeance or weapon of the weak, but the power which is
the subject of this article can be used only
being aggressive, a satyagrahi could win the battle through non- by the strong. This power is not passive
violence. This could be done by appealing to the conscience of the resistance; indeed it calls for intense activity. The
oppressor. People – including the oppressors – had to be persuaded movement in South Africa was not passive
but active …
to see the truth, instead of being forced to accept truth through the
‘ Satyagraha is not physical force. A satyagrahi
use of violence. By this struggle, truth was bound to ultimately does not inflict pain on the adversary; he does
triumph. Mahatma Gandhi believed that this dharma of non-violence not seek his destruction … In the use of
could unite all Indians. satyagraha, there is no ill-will whatever.
‘ Satyagraha is pure soul-force. Truth is the very
After arriving in India, Mahatma Gandhi successfully organised substance of the soul. That is why this force is
satyagraha movements in various places. In 1917 he travelled to called satyagraha. The soul is informed with
knowledge. In it burns the flame of love. … Non-
Champaran in Bihar to inspire the peasants to struggle against the
violence is the supreme dharma …
oppressive plantation system. Then in 1917, he organised a satyagraha ‘It is certain that India cannot rival Britain or
to support the peasants of the Kheda district of Gujarat. Affected Europe in force of arms. The British worship the
by crop failure and a plague epidemic, the peasants of Kheda could war-god and they can all of them become, as
they are becoming, bearers of arms. The
not pay the revenue, and were demanding that revenue collection be
hundreds of millions in India can never carry arms.
relaxed. In 1918, Mahatma Gandhi went to Ahmedabad to organise They have made the religion of non-violence their
a satyagraha movement amongst cotton mill workers. own ...’
Source
1.2 The Rowlatt Act
Activity
Emboldened with this success, Gandhiji in 1919 decided to launch a
nationwide satyagraha against the proposed Rowlatt Act (1919). This Read the text carefully. What did Mahatma
Act had been hurriedly passed through the Imperial Legislative Gandhi mean when he said satyagraha is
active resistance?
Council despite the united opposition of the Indian members. It
gave the government enormous powers to repress political activities,
and allowed detention of political prisoners without trial for two
years. Mahatma Gandhi wanted non-violent civil disobedience against Nationalism in India
such unjust laws, which would start with a hartal on 6 April.
31
2019-20
On 13 April the infamous Jallianwalla Bagh incident took place. On
that day a large crowd gathered in the enclosed ground of Jallianwalla
Bagh. Some came to protest against the government’s new repressive
measures. Others had come to attend the annual Baisakhi fair. Being
from outside the city, many villagers were unaware of the martial
law that had been imposed. Dyer entered the area, blocked the exit
points, and opened fire on the crowd, killing hundreds. His object,
as he declared later, was to ‘produce a moral effect’, to create in the
minds of satyagrahis a feeling of terror and awe.
leaders like the brothers Muhammad Ali and Shaukat Ali, began
discussing with Mahatma Gandhi about the possibility of a united
mass action on the issue. Gandhiji saw this as an opportunity to bring
Muslims under the umbrella of a unified national movement. At the
Calcutta session of the Congress in September 1920, he convinced
other leaders of the need to start a non-cooperation movement in
support of Khilafat as well as for swaraj.
32
2019-20
Indians, and had survived only because of this cooperation. If Indians
refused to cooperate, British rule in India would collapse within a
year, and swaraj would come.
How did the movement unfold? Who participated in it? How did
different social groups conceive of the idea of Non-Cooperation?
Nationalism in India
33
2019-20
FOUNDATION COURSE
2020 BATCH-1 (55-WEEKS PROGRAM)
100% Handholding with complete GS Pre, CSAT & GS Mains Notes along with weekly
Doubts' clearing sessions, and Pre & Mains Test Series to monitor your preparation
till the end (for 55 weeks).
PROGRAM INCLUDES
1. 55 WEEKS' TIME-TABLE
55 Weeks Topic-wise Time-table covering complete GS Pre, GS Mains & Essay.
Live doubts clearing video session every Saturday.
Weekly test of GS Pre and GS Mains every Sunday from topics covered in the week.
All NCERTs - Old & New and 70 other books covered – with mind-mapping
techniques on every page to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 55-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
4. CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
Line-to-line explanation with basic to advance level for beginners
as well as those who just need to practice CSAT
4 Current Books cover Mains Specific Current from 14 Sources - PIB, Hindu, HT,
Mint, ToI, and PRS for 1.5 years.
1 Book has synopsis of major Reports ofWorld Bank, UNDP, and articles of Yojana & EPW.
3 Books for Essay – with strategy for essay writing, model essays & essay specific
current affairs.
6. GS MAINS TEST SERIES - CLASSROOM & POSTAL- WITH EVALUATION BY CRACK EXPERTS
Tests conducted at our centres as well as postal. Test schedule is as per
55-Weeks Plan.
Topic-wise Test every Saturday (3 Questions) 55 Tests.
Subject-wise Tests every month (full-length) 10 Tests.
Essay Test every month (1 Essay) – 10 Tests.
Comprehensive Tests in Aug-Sept 2020 under exam conditions
(all 4- Papers & Essay) – 6 Tests.
Tests are evaluated strictly on UPSC guidelines by crack experts. 55 Tests & Essay tests
focus on developing answer writing skills while Comprehensive tests focus on
writing speed in exam.
Free access to our centres for self-study in a peaceful & enriching environment
PROGRAM SPECIALTIES
Complete & comprehensive, yet very Mains Q-Course covers previous 20 years
crispy self-study notes. No need to study UPSC question papers.
anything else. Read them again & again.
3 out of 4 Qs. every year in UPSC GS Pre Q-course (a new course) is expected to
come from our notes since last 12 years. deliver 80%+ Questions in GS Mains 2020.
But this movement in the cities gradually slowed down for a variety
of reasons. Khadi cloth was often more expensive than mass-
produced mill cloth and poor people could not afford to buy it.
Activity
India and the Contemporary World
How then could they boycott mill cloth for too long? Similarly the
boycott of British institutions posed a problem. For the movement The year is 1921. You are a student in a
34
2019-20
which were developing in different parts of India in the years
after the war.
Source B
Nationalism in India
On 6 January 1921, the police in United Provinces fired at peasants near Rae Bareli. Jawaharlal Nehru wanted to go to
the place of firing, but was stopped by the police. Agitated and angry, Nehru addressed the peasants who gathered
around him. This is how he later described the meeting:
‘They behaved as brave men, calm and unruffled in the face of danger. I do not know how they felt but I know what
my feelings were. For a moment my blood was up, non-violence was almost forgotten – but for a moment only. The
thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, and I saw the
kisans seated and standing near me, less excited, more peaceful than I was – and the moment of weakness passed, I
spoke to them in all humility on non-violence – I needed the lesson more than they – and they heeded me and
peacefully dispersed.’
Quoted in Sarvapalli Gopal, Jawaharlal Nehru: A Biography, Vol. I.
Source
35
2019-20
Tribal peasants interpreted the message of Mahatma Gandhi and
the idea of swaraj in yet another way. In the Gudem Hills of Andhra
Pradesh, for instance, a militant guerrilla movement spread in
the early 1920s – not a form of struggle that the Congress could
approve. Here, as in other forest regions, the colonial government
had closed large forest areas, preventing people from entering
the forests to graze their cattle, or to collect fuelwood and fruits.
This enraged the hill people. Not only were their livelihoods
affected but they felt that their traditional rights were being denied.
When the government began forcing them to contribute begar
for road building, the hill people revolted. The person who came
to lead them was an interesting figure. Alluri Sitaram Raju claimed
that he had a variety of special powers: he could make correct
astrological predictions and heal people, and he could survive
even bullet shots. Captivated by Raju, the rebels proclaimed that
he was an incarnation of God. Raju talked of the greatness of
Mahatma Gandhi, said he was inspired by the Non-Cooperation
Movement, and persuaded people to wear khadi and give up drinking.
But at the same time he asserted that India could be liberated only
by the use of force, not non-violence. The Gudem rebels attacked
police stations, attempted to kill British officials and carried on
guerrilla warfare for achieving swaraj. Raju was captured and
executed in 1924, and over time became a folk hero.
which they were enclosed, and it meant retaining a link with the National Movement who were captured and
village from which they had come. Under the Inland Emigration put to death by the British. Can you think of a
Act of 1859, plantation workers were not permitted to leave the similar example from the national movement
in Indo-China (Chapter 2)?
tea gardens without permission, and in fact they were rarely given
such permission. When they heard of the Non-Cooperation
Movement, thousands of workers defied the authorities, left the
plantations and headed home. They believed that Gandhi Raj was
coming and everyone would be given land in their own villages.
They, however, never reached their destination. Stranded on the way
by a railway and steamer strike, they were caught by the police and
brutally beaten up.
36
2019-20
The visions of these movements were not defined by the Congress
programme. They interpreted the term swaraj in their own ways,
imagining it to be a time when all suffering and all troubles would
be over. Yet, when the tribals chanted Gandhiji’s name and raised
slogans demanding ‘Swatantra Bharat’, they were also emotionally
relating to an all-India agitation. When they acted in the name of
Mahatma Gandhi, or linked their movement to that of the Congress,
they were identifying with a movement which went beyond the limits
of their immediate locality.
37
2019-20
3 Towards Civil Disobedience
all British.
38
2019-20
Jawaharlal Nehru and Subhas Chandra Bose, became more assertive. Source C
The liberals and moderates, who were proposing a constitutional
system within the framework of British dominion, gradually lost The Independence Day Pledge, 26 January
their influence. In December 1929, under the presidency of Jawaharlal 1930
Nehru, the Lahore Congress formalised the demand of ‘Purna ‘We believe that it is the inalienable right of the
Indian people, as of any other people, to have
Swaraj’ or full independence for India. It was declared that 26 January freedom and to enjoy the fruits of their toil and
1930, would be celebrated as the Independence Day when people have the necessities of life, so that they may
were to take a pledge to struggle for complete independence. But have full opportunities of growth. We believe
also that if any government deprives a people of
the celebrations attracted very little attention. So Mahatma Gandhi these rights and oppresses them, the people
had to find a way to relate this abstract idea of freedom to more have a further right to alter it or to abolish it.
concrete issues of everyday life. The British Government in India has not only
deprived the Indian people of their freedom but
has based itself on the exploitation of the masses,
3.1 The Salt March and the Civil Disobedience Movement and has ruined India economically, politically,
culturally, and spiritually. We believe, therefore,
Mahatma Gandhi found in salt a powerful symbol that could unite that India must sever the British connection and
attain Purna Swaraj or Complete Independence.’
the nation. On 31 January 1930, he sent a letter to Viceroy Irwin
stating eleven demands. Some of these were of general interest; Source
others were specific demands of different classes, from industrialists
to peasants. The idea was to make the demands wide-ranging, so
that all classes within Indian society could identify with them and
everyone could be brought together in a united campaign. The most
stirring of all was the demand to abolish the salt tax. Salt was
something consumed by the rich and the poor alike, and it was one
of the most essential items of food. The tax on salt and the
government monopoly over its production, Mahatma Gandhi
declared, revealed the most oppressive face of British rule.
39
2019-20
Fig. 7 – The Dandi march.
During the salt march Mahatma
Gandhi was accompanied by
78 volunteers. On the way
they were joined by thousands.
with the British, as they had done in 1921-22, but also to break
colonial laws. Thousands in different parts of the country broke
the salt law, manufactured salt and demonstrated in front of
government salt factories. As the movement spread, foreign cloth
was boycotted, and liquor shops were picketed. Peasants refused to
pay revenue and chaukidari taxes, village officials resigned, and in
many places forest people violated forest laws – going into Reserved
Forests to collect wood and graze cattle.
40
2019-20
Round Table Conference) in London and the government agreed to Box 1
release the political prisoners. In December 1931, Gandhiji went to
‘To the altar of this revolution we have
London for the conference, but the negotiations broke down and
brought our youth as incense’
he returned disappointed. Back in India, he discovered that the
Many nationalists thought that the struggle
government had begun a new cycle of repression. Ghaffar Khan against the British could not be won through
and Jawaharlal Nehru were both in jail, the Congress had been non-violence. In 1928, the Hindustan Socialist
Republican Army (HSRA) was founded at a
declared illegal, and a series of measures had been imposed to prevent
meeting in Ferozeshah Kotla ground in Delhi.
meetings, demonstrations and boycotts. With great apprehension, Amongst its leaders were Bhagat Singh, Jatin
Mahatma Gandhi relaunched the Civil Disobedience Movement. Das and Ajoy Ghosh. In a series of dramatic
actions in different parts of India, the HSRA
For over a year, the movement continued, but by 1934 it lost
targeted some of the symbols of British power.
its momentum. In April 1929, Bhagat Singh and Batukeswar
Dutta threw a bomb in the Legislative Assembly.
In the same year there was an attempt to blow
3.2 How Participants saw the Movement up the train that Lord Irwin was travelling in.
Bhagat Singh was 23 when he was tried and
Let us now look at the different social groups that participated in the executed by the colonial government. During
Civil Disobedience Movement. Why did they join the movement? his trial, Bhagat Singh stated that he did not
wish to glorify ‘the cult of the bomb and pistol’
What were their ideals? What did swaraj mean to them?
but wanted a revolution in society:
In the countryside, rich peasant communities – like the Patidars of ‘Revolution is the inalienable right of mankind.
Gujarat and the Jats of Uttar Pradesh – were active in the movement. Freedom is the imprescriptible birthright of all.
The labourer is the real sustainer of society …
Being producers of commercial crops, they were very hard hit by To the altar of this revolution we have brought
the trade depression and falling prices. As their cash income our youth as incense, for no sacrifice is too
disappeared, they found it impossible to pay the government’s revenue great for so magnificent a cause. We are
content. We await the advent of revolution.
demand. And the refusal of the government to reduce the revenue Inquilab Zindabad!’
demand led to widespread resentment. These rich peasants became
enthusiastic supporters of the Civil Disobedience Movement,
organising their communities, and at times forcing reluctant members,
to participate in the boycott programmes. For them the fight for
swaraj was a struggle against high revenues. But they were deeply
disappointed when the movement was called off in 1931 without
the revenue rates being revised. So when the movement was restarted
in 1932, many of them refused to participate.
Nationalism in India
The poorer peasantry were not just interested in the lowering of the
revenue demand. Many of them were small tenants cultivating land
they had rented from landlords. As the Depression continued and
cash incomes dwindled, the small tenants found it difficult to pay
their rent. They wanted the unpaid rent to the landlord to be remitted.
They joined a variety of radical movements, often led by Socialists
and Communists. Apprehensive of raising issues that might upset
the rich peasants and landlords, the Congress was unwilling to support
‘no rent’ campaigns in most places. So the relationship between the
poor peasants and the Congress remained uncertain.
41
2019-20
GS PRE &
(NOTES ONLY)
CSAT 2020
COURSE INCLUDES
1 10-RED BOOKS FOR GS PRE- HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science,& Environment.
3 Current Books cover Prelims Specific Current from 14 Sources - PIB, Hindu, HT, Mint,
ToI, & PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered- with mind-mapping techniques
on every page to make cramming easy
2 CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
PROGRAM SPECIALITIES
Complete & comprehensive, yet very crispy self-study notes. No need to study
anything else. Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4 Qs. every year in UPSC come from our notes since last 12 years.
From concepts to questions – everything at one place in CSAT notes.
From basic to advance in the form of self-study CSAT notes.
Consistently delivering 65+ Questions (out of 80) from our CSAT notes.
now reacted against colonial policies that restricted business activities. Distressed UP peasants organised by Baba
They wanted protection against imports of foreign goods, and a Ramchandra.
rupee-sterling foreign exchange ratio that would discourage imports. April 1919
To organise business interests, they formed the Indian Industrial Gandhian hartal against Rowlatt Act; Jallianwala
and Commercial Congress in 1920 and the Federation of the Indian Bagh massacre.
The industrial working classes did not participate in the Civil Ambedkar establishes Depressed Classes
Disobedience Movement in large numbers, except in the Nagpur Association.
region. As the industrialists came closer to the Congress, workers March 1930
stayed aloof. But in spite of that, some workers did participate in Gandhiji begins Civil Disobedience Movement by
the Civil Disobedience Movement, selectively adopting some of breaking salt law at Dandi.
the ideas of the Gandhian programme, like boycott of foreign March 1931
goods, as part of their own movements against low wages and Gandhiji ends Civil Disobedience Movement.
India and the Contemporary World
poor working conditions. There were strikes by railway workers in December 1931
1930 and dockworkers in 1932. In 1930 thousands of workers in Second Round Table Conference.
Chotanagpur tin mines wore Gandhi caps and participated in protest 1932
rallies and boycott campaigns. But the Congress was reluctant to
Civil Disobedience re-launched.
include workers’ demands as part of its programme of struggle.
It felt that this would alienate industrialists and divide the anti-
imperial forces.
42
2019-20
Fig. 9 – Women join
nationalist processions.
During the national
movement, many women,
for the first time in their
lives, moved out of their
homes on to a public arena.
Amongst the marchers you
can see many old women,
and mothers with children in
their arms.
picketed foreign cloth and liquor shops. Many went to jail. In urban
areas these women were from high-caste families; in rural areas
they came from rich peasant households. Moved by Gandhiji’s call,
they began to see service to the nation as a sacred duty of women.
Yet, this increased public role did not necessarily mean any radical
change in the way the position of women was visualised. Gandhiji
was convinced that it was the duty of women to look after home
Discuss
and hearth, be good mothers and good wives. And for a long time
the Congress was reluctant to allow women to hold any position Why did various classes and groups of Indians
participate in the Civil Disobedience
of authority within the organisation. It was keen only on their
Movement?
symbolic presence.
Nationalism in India
43
2019-20
or the children of God, organised satyagraha to secure them entry
into temples, and access to public wells, tanks, roads and schools.
He himself cleaned toilets to dignify the work of the bhangi (the
sweepers), and persuaded upper castes to change their heart and
give up ‘the sin of untouchability’. But many dalit leaders were keen
on a different political solution to the problems of the community.
They began organising themselves, demanding reserved seats in
educational institutions, and a separate electorate that would choose
dalit members for legislative councils. Political empowerment, they
believed, would resolve the problems of their social disabilities.
Dalit participation in the Civil Disobedience Movement was
therefore limited, particularly in the Maharashtra and Nagpur region
where their organisation was quite strong.
large section of Muslims felt alienated from the Congress. From the
mid-1920s the Congress came to be more visibly associated with
openly Hindu religious nationalist groups like the Hindu Mahasabha.
As relations between Hindus and Muslims worsened, each
community organised religious processions with militant fervour,
provoking Hindu-Muslim communal clashes and riots in various
cities. Every riot deepened the distance between the two communities.
44
2019-20
Jinnah, one of the leaders of the Muslim League, was willing to give
up the demand for separate electorates, if Muslims were assured
reserved seats in the Central Assembly and representation in
proportion to population in the Muslim-dominated provinces (Bengal
and Punjab). Negotiations over the question of representation
continued but all hope of resolving the issue at the All Parties
Conference in 1928 disappeared when M.R. Jayakar of the Hindu
Mahasabha strongly opposed efforts at compromise.
Source D
In 1930, Sir Muhammad Iqbal, as president of the Muslim League, reiterated the importance of separate electorates for
the Muslims as an important safeguard for their minority political interests. His statement is supposed to have provided the
intellectual justification for the Pakistan demand that came up in subsequent years. This is what he said:
‘I have no hesitation in declaring that if the principle that the Indian Muslim is entitled to full and free development on the
lines of his own culture and tradition in his own Indian home-lands is recognised as the basis of a permanent communal
settlement, he will be ready to stake his all for the freedom of India. The principle that each group is entitled to free
development on its own lines is not inspired by any feeling of narrow communalism … A community which is inspired by
feelings of ill-will towards other communities is low and ignoble. I entertain the highest respect for the customs, laws,
religions and social institutions of other communities. Nay, it is my duty according to the teachings of the Quran, even to
defend their places of worship, if need be. Yet I love the communal group which is the source of life and behaviour and
which has formed me what I am by giving me its religion, its literature, its thought, its culture and thereby its whole past
as a living operative factor in my present consciousness …
‘Communalism in its higher aspect, then, is indispensable to the formation of a harmonious whole in a country like India.
The units of Indian society are not territorial as in European countries … The principle of European democracy cannot be
applied to India without recognising the fact of communal groups. The Muslim demand for the creation of a Muslim India
within India is, therefore, perfectly justified… Nationalism in India
‘The Hindu thinks that separate electorates are contrary to the spirit of true nationalism, because he understands the
word “nation” to mean a kind of universal amalgamation in which no communal entity ought to retain its private individuality.
Such a state of things, however, does not exist. India is a land of racial and religious variety. Add to this the general
economic inferiority of the Muslims, their enormous debt, especially in the Punjab, and their insufficient majorities in some
of the provinces, as at present constituted and you will begin to see clearly the meaning of our anxiety to retain separate
electorates.’
Source
Discuss
Read the Source D carefully. Do you agree with Iqbal’s idea of communalism? Can you define communalism in a
different way?
45
2019-20
4 The Sense of Collective Belonging
Nationalism spreads when people begin to believe that they are all
part of the same nation, when they discover some unity that binds
them together. But how did the nation become a reality in the minds
of people? How did people belonging to different communities,
regions or language groups develop a sense of collective belonging?
46
2019-20
The identity of the nation, as you know (see Chapter 1), is most
often symbolised in a figure or image. This helps create an image
with which people can identify the nation. It was in the twentieth
century, with the growth of nationalism, that the identity of India
came to be visually associated with the image of Bharat Mata. The
image was first created by Bankim Chandra Chattopadhyay. In the
1870s he wrote ‘Vande Mataram’ as a hymn to the motherland.
Later it was included in his novel Anandamath and widely sung during
the Swadeshi movement in Bengal. Moved by the Swadeshi
movement, Abanindranath Tagore painted his famous image of
Bharat Mata (see Fig. 12). In this painting Bharat Mata is portrayed
as an ascetic figure; she is calm, composed, divine and spiritual.
In subsequent years, the image of Bharat Mata acquired many
different forms, as it circulated in popular prints, and was painted
by different artists (see Fig. 14). Devotion to this mother figure came
to be seen as evidence of one’s nationalism.
Nationalism in India
47
2019-20
revival. In Madras, Natesa Sastri published a massive four-volume
collection of Tamil folk tales, The Folklore of Southern India. He believed
that folklore was national literature; it was ‘the most trustworthy
manifestation of people’s real thoughts and characteristics’.
These efforts to unify people were not without problems. When the
past being glorified was Hindu, when the images celebrated were
drawn from Hindu iconography, then people of other communities
felt left out.
Source E
‘In earlier times, foreign travellers in India marvelled at the courage, truthfulness and modesty of the people of the Arya
vamsa; now they remark mainly on the absence of those qualities. In those days Hindus would set out on conquest and
hoist their flags in Tartar, China and other countries; now a few soldiers from a tiny island far away are lording it over the
land of India.’
Tarinicharan Chattopadhyay, Bharatbarsher Itihas (The History of Bharatbarsh), vol. 1, 1858.
Source
48
2019-20
Conclusion
A growing anger against the colonial government was thus
bringing together various groups and classes of Indians into a
common struggle for freedom in the first half of the twentieth
century. The Congress under the leadership of Mahatma Gandhi
tried to channel people’s grievances into organised movements
for independence. Through such movements the nationalists
tried to forge a national unity. But as we have seen, diverse groups
and classes participated in these movements with varied aspirations
and expectations. As their
grievances were wide-ranging,
freedom from colonial rule also
meant different things to
different people. The Congress
continuously attempted to
resolve differences, and ensure
that the demands of one group
did not alienate another. This is
precisely why the unity within
the movement often broke down.
The high points of Congress
activity and nationalist unity
were followed by phases of
disunity and inner conflict
between groups.
In other words, what was emerging was a nation with many Fig. 14b
Women’s procession in Bombay during the Quit
voices wanting freedom from colonial rule. India Movement
49
2019-20
Write in brief
1. Explain:
a) Why growth of nationalism in the colonies is linked to an anti-colonial movement.
b) How the First World War helped in the growth of the National Movement in India.
c) Why Indians were outraged by the Rowlatt Act.
Write in brief
d) Why Gandhiji decided to withdraw the Non-Cooperation Movement.
2. What is meant by the idea of satyagraha?
3. Write a newspaper report on:
a) The Jallianwala Bagh massacre
b) The Simon Commission
4. Compare the images of Bharat Mata in this chapter with the image of Germania
in Chapter 1.
Discuss
1. List all the different social groups which joined the Non-Cooperation Movement of 1921.
Then choose any three and write about their hopes and struggles to show why they
joined the movement.
Discuss
2. Discuss the Salt March to make clear why it was an effective symbol of resistance
against colonialism.
3. Imagine you are a woman participating in the Civil Disobedience Movement. Explain
what the experience meant to your life.
4. Why did political leaders differ sharply over the question of separate electorates?
India and the Contemporary World
Project
Find out about the anti-colonial movement in Indo-China. Compare and contrast India’s national
movement with the ways in which Indo-China became independent.
Project
50
2019-20
PRELIMS 2020 BATCH- 1 (40-WEEKS PROGRAM)
100% Handholding with complete GS Pre Notes along with weekly Doubts' clearing sessions and
Tests to monitor your preparation till the end (for 40 weeks).
PROGRAM INCLUDES
1. 40 WEEKS' TIME-TABLE
40 Weeks Topic-wise Time-table covering complete GS Pre.
Live doubts clearing video session every Saturday.
Weekly test every Sunday from topics covered in the week.
2. 10-RED BOOKS - HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science, & Environment.
3 Current Books cover 14 Sources - PIB, Hindu, HT, Mint, ToI, and PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered with mind-mapping techniques on every page
to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 40-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
Tests evaluated on 11-Parameters to improve your exam skills with detailed explanations. Topic-wise
tests focus on developing 'How to read a topic' skills while Comprehensive tests focus on attempt
speed in exam.
PROGRAM SPECIALTIES
Complete & comprehensive, yet very crispy self-study notes. No need to study anything else.
Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4Qs. every year in UPSC come from our notes since last 12 years.
2019-20
2019-20
Chapter III
The Making of a Global World
1 The Pre-modern World
When we talk of ‘globalisation’ we often refer to an economic
system that has emerged since the last 50 years or so. But as you will
see in this chapter, the making of the global world has a long
history – of trade, of migration, of people in search of work, the
movement of capital, and much else. As we think about the dramatic
and visible signs of global interconnectedness in our lives today,
we need to understand the phases through which this world in
which we live has emerged.
World
spiritual fulfilment, or to escape persecution. They carried goods,
money, values, skills, ideas, inventions, and even germs and diseases.
As early as 3000 BCE an active coastal trade linked the Indus valley
civilisations with present-day West Asia. For more than a millennia,
cowries (the Hindi cowdi or seashells, used as a form of currency)
from the Maldives found their way to China and East Africa. The
Global
long-distance spread of disease-carrying germs may be traced as
far back as the seventh century. By the thirteenth century it had
become an unmistakable link.
a
of
MakingThe Making of a Global World
53
2019-20
1.1 Silk Routes Link the World
The silk routes are a good example of vibrant pre-modern trade
and cultural links between distant parts of the world. The name ‘silk
routes’ points to the importance of West-bound Chinese silk cargoes
along this route. Historians have identified several silk routes, over
land and by sea, knitting together vast regions of Asia, and linking
Asia with Europe and northern Africa. They are known to have
existed since before the Christian Era and thrived almost till the
fifteenth century. But Chinese pottery also travelled the same route,
as did textiles and spices from India and Southeast Asia. In return,
precious metals – gold and silver – flowed from Europe to Asia.
Fig. 2 – Silk route trade as depicted in a
Trade and cultural exchange always went hand in hand. Early Chinese cave painting, eighth century, Cave
Christian missionaries almost certainly travelled this route to Asia, as 217, Mogao Grottoes, Gansu, China.
did early Muslim preachers a few centuries later. Much before all
this, Buddhism emerged from eastern India and spread in several
directions through intersecting points on the silk routes.
54
2019-20
(Here we will use ‘America’ to describe North America, South
America and the Caribbean.) In fact, many of our common foods
came from America’s original inhabitants – the American Indians.
Sometimes the new crops could make the difference between life
and death. Europe’s poor began to eat better and live longer with
the introduction of the humble potato. Ireland’s poorest peasants
became so dependent on potatoes that when disease destroyed the
potato crop in the mid-1840s, hundreds of thousands died
of starvation.
Before its ‘discovery’, America had been cut off from regular contact Fig. 4 – The Irish Potato Famine, Illustrated
with the rest of the world for millions of years. But from the sixteenth London News, 1849.
Hungry children digging for potatoes in a field that
century, its vast lands and abundant crops and minerals began to has already been harvested, hoping to discover
transform trade and lives everywhere. some leftovers. During the Great Irish Potato
Famine (1845 to 1849), around 1,000,000
Precious metals, particularly silver, from mines located in present- people died of starvation in Ireland, and double the
number emigrated in search of work.
day Peru and Mexico also enhanced Europe’s wealth and financed
its trade with Asia. Legends spread in seventeenth-century Europe
about South America’s fabled wealth. Many expeditions set off in
search of El Dorado, the fabled city of gold.
The Portuguese and Spanish conquest and colonisation of America The Making of a Global World
was decisively under way by the mid-sixteenth century. European Box 1
conquest was not just a result of superior firepower. In fact, the
‘Biological’ warfare?
most powerful weapon of the Spanish conquerors was not a
John Winthorp, the first governor of the
conventional military weapon at all. It was the germs such as those Massachusetts Bay colony in New England,
of smallpox that they carried on their person. Because of their long wrote in May 1634 that smallpox signalled God’s
isolation, America’s original inhabitants had no immunity against blessing for the colonists: ‘… the natives … were
neere (near) all dead of small Poxe (pox), so as
these diseases that came from Europe. Smallpox in particular proved the Lord hathe (had) cleared our title to what
a deadly killer. Once introduced, it spread deep into the continent, we possess’.
ahead even of any Europeans reaching there. It killed and decimated Alfred Crosby, Ecological Imperialism.
whole communities, paving the way for conquest.
55
2019-20
Guns could be bought or captured and turned against the invaders.
New words
But not diseases such as smallpox to which the conquerors were
Dissenter – One who refuses to accept
mostly immune.
established beliefs and practices
Until the nineteenth century, poverty and hunger were common in
Europe. Cities were crowded and deadly diseases were widespread.
Religious conflicts were common, and religious dissenters were
persecuted. Thousands therefore fled Europe for America. Here,
by the eighteenth century, plantations worked by slaves captured
in Africa were growing cotton and sugar for European markets.
Until well into the eighteenth century, China and India were among
the world’s richest countries. They were also pre-eminent in Asian
trade. However, from the fifteenth century, China is said to have Discuss
restricted overseas contacts and retreated into isolation. China’s
Explain what we mean when we say that the
reduced role and the rising importance of the Americas gradually
world ‘shrank’ in the 1500s.
moved the centre of world trade westwards. Europe now emerged
as the centre of world trade.
India and the Contemporary World
Fig. 5 – Slaves for sale, New Orleans, Illustrated London News, 1851.
A prospective buyer carefully inspecting slaves lined up before the auction. You can see two
children along with four women and seven men in top hats and suit waiting to be sold. To attract
buyers, slaves were often dressed in their best clothes.
56
2019-20
2 The Nineteenth Century (1815-1914)
All three flows were closely interwoven and affected peoples’ lives
more deeply now than ever before. The interconnections could
sometimes be broken – for example, labour migration was often
more restricted than goods or capital flows. Yet it helps us understand
the nineteenth-century world economy better if we look at the
three flows together.
After the Corn Laws were scrapped, food could be imported into
Britain more cheaply than it could be produced within the country.
British agriculture was unable to compete with imports. Vast areas
of land were now left uncultivated, and thousands of men and
women were thrown out of work. They flocked to the cities or
migrated overseas.
57
2019-20
As food prices fell, consumption in Britain rose. From the mid-
nineteenth century, faster industrial growth in Britain also led to higher
incomes, and therefore more food imports. Around the world – in
Eastern Europe, Russia, America and Australia – lands were cleared
and food production expanded to meet the British demand.
Fig. 7 – Irish emigrants waiting to board the ship, by Michael Fitzgerald, 1874.
58
2019-20
Thus by 1890, a global agricultural economy had taken shape,
Activity
accompanied by complex changes in labour movement patterns,
capital flows, ecologies and technology. Food no longer came from Prepare a flow chart to show how Britain’s
decision to import food led to increased
a nearby village or town, but from thousands of miles away. It was
migration to America and Australia.
not grown by a peasant tilling his own land, but by an agricultural
worker, perhaps recently arrived, who was now working on a large
farm that only a generation ago had most likely been a forest. It was
transported by railway, built for that very purpose, and by ships
which were increasingly manned in these decades by low-paid
workers from southern Europe, Asia, Africa and the Caribbean.
Activity
Imagine that you are an agricultural worker who has arrived in
America from Ireland. Write a paragraph on why you chose to
come and how you are earning your living.
59
2019-20
FOUNDATION COURSE
2020 BATCH-1 (55-WEEKS PROGRAM)
100% Handholding with complete GS Pre, CSAT & GS Mains Notes along with weekly
Doubts' clearing sessions, and Pre & Mains Test Series to monitor your preparation
till the end (for 55 weeks).
PROGRAM INCLUDES
1. 55 WEEKS' TIME-TABLE
55 Weeks Topic-wise Time-table covering complete GS Pre, GS Mains & Essay.
Live doubts clearing video session every Saturday.
Weekly test of GS Pre and GS Mains every Sunday from topics covered in the week.
All NCERTs - Old & New and 70 other books covered – with mind-mapping
techniques on every page to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 55-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
4. CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
Line-to-line explanation with basic to advance level for beginners
as well as those who just need to practice CSAT
4 Current Books cover Mains Specific Current from 14 Sources - PIB, Hindu, HT,
Mint, ToI, and PRS for 1.5 years.
1 Book has synopsis of major Reports ofWorld Bank, UNDP, and articles of Yojana & EPW.
3 Books for Essay – with strategy for essay writing, model essays & essay specific
current affairs.
6. GS MAINS TEST SERIES - CLASSROOM & POSTAL- WITH EVALUATION BY CRACK EXPERTS
Tests conducted at our centres as well as postal. Test schedule is as per
55-Weeks Plan.
Topic-wise Test every Saturday (3 Questions) 55 Tests.
Subject-wise Tests every month (full-length) 10 Tests.
Essay Test every month (1 Essay) – 10 Tests.
Comprehensive Tests in Aug-Sept 2020 under exam conditions
(all 4- Papers & Essay) – 6 Tests.
Tests are evaluated strictly on UPSC guidelines by crack experts. 55 Tests & Essay tests
focus on developing answer writing skills while Comprehensive tests focus on
writing speed in exam.
Free access to our centres for self-study in a peaceful & enriching environment
PROGRAM SPECIALTIES
Complete & comprehensive, yet very Mains Q-Course covers previous 20 years
crispy self-study notes. No need to study UPSC question papers.
anything else. Read them again & again.
3 out of 4 Qs. every year in UPSC GS Pre Q-course (a new course) is expected to
come from our notes since last 12 years. deliver 80%+ Questions in GS Mains 2020.
60
2019-20
Look at a map of Africa (Fig. 10). You SPANISH
MOROCCO
will see some countries’ borders run MEDITERRANEAN SEA
TUNISIA
RE
rival European powers in Africa drew up RIO
DS
DE ORO
EA
the borders demarcating their respective FRENCH
FRENCH WEST AFRICA EQUATORIAL ERITREA FRENCH
territories. In 1885 the big European AFRICA ANGLO- SOMALILAND
FRENCH SUDAN
powers met in Berlin to complete the EGYPTIAN
PORT SUDAN BRITISH
NIGERIA
carving up of Africa between them. GUINEA SOMALILAND
ETHIOPIA
SIERRA CAMEROONS ITALIAN
Britain and France made vast additions to LEONE
GOLD TOGO BRITISH
SOMALILAND
CONGO
their overseas territories in the late nineteenth IVORY COAST MIDDLE
FREE STATE EAST AFRICA
COAST CONGO
century. Belgium and Germany became new (BELGIAN
CONGO) GERMAN
colonial powers. The US also became a ATLANTIC EAST AFRICA
OCEAN
colonial power in the late 1890s by taking ANGOLA
PORTUGUESE
NORTHERN
EAST AFRICA
over some colonies earlier held by Spain. RHODESIA
GERMAN SOUTHERN
Let us look at one example of the destructive BELGIAN
BRITISH SOUTH WEST RHODESIA MADAGASCAR
FRENCH AFRICA
impact of colonialism on the economy and GERMAN
ITALIAN
PORTUGUESE
livelihoods of colonised people. SPANISH
BRITISH DOMINION UNION OF
INDEPENDENT STATE
SOUTH AFRICA
Box 2
Fig. 11 – Sir Henry Morton Stanley and his retinue in Central Africa,
Illustrated London News, 1871.
61
2019-20
2.4 Rinderpest, or the Cattle Plague
In Africa, in the 1890s, a fast-spreading disease of cattle plague
or rinderpest had a terrifying impact on people’s livelihoods
and the local economy. This is a good example of the
widespread European imperial impact on colonised societies.
It shows how in this era of conquest even a disease affecting
cattle reshaped the lives and fortunes of thousands of people
and their relations with the rest of the world.
62
2019-20
peasants were displaced from land: only one member of a family
was allowed to inherit land, as a result of which the others were
pushed into the labour market. Mineworkers were also confined in
compounds and not allowed to move about freely.
63
2019-20
The main destinations of Indian indentured
migrants were the Caribbean islands (mainly
Trinidad, Guyana and Surinam), Mauritius and Fiji.
Closer home, Tamil migrants went to Ceylon and
Malaya. Indentured workers were also recruited
for tea plantations in Assam.
Marley) is also said to reflect social and cultural links with Indian
migrants to the Caribbean. ‘Chutney music’, popular in Trinidad
and Guyana, is another creative contemporary expression of the
post-indenture experience. These forms of cultural fusion are part
of the making of the global world, where things from different
places get mixed, lose their original characteristics and become
something entirely new.
64
2019-20
V.S. Naipaul? Some of you may have followed the exploits of
West Indies cricketers Shivnarine Chanderpaul and Ramnaresh
Sarwan. If you have wondered why their names sound vaguely
Indian, the answer is that they are descended from indentured
labour migrants from India.
From the 1900s India’s nationalist leaders began opposing the system
of indentured labour migration as abusive and cruel. It was abolished
in 1921. Yet for a number of decades afterwards, descendants of
Indian indentured workers, often thought of as ‘coolies’, remained
Fig. 16 — A contract form of an indentured
an uneasy minority in the Caribbean islands. Some of Naipaul’s labourer.
early novels capture their sense of loss and alienation.
Growing food and other crops for the world market required The testimony of an indentured labourer
capital. Large plantations could borrow it from banks and markets. Extract from the testimony of Ram Narain
But what about the humble peasant? Tewary, an indentured labourer who spent ten
years on Demerara in the early twentieth century.
Enter the Indian banker. Do you know of the Shikaripuri shroffs
‘… in spite of my best efforts, I could not properly
and Nattukottai Chettiars? They were amongst the many groups do the works that were allotted to me ... In a
of bankers and traders who financed export agriculture in Central few days I got my hands bruised all over and I
could not go to work for a week for which I was
and Southeast Asia, using either their own funds or those borrowed
prosecuted and sent to jail for 14 days. ... new
from European banks. They had a sophisticated system to transfer emigrants find the tasks allotted to them
money over large distances, and even developed indigenous forms extremely heavy and cannot complete them in
of corporate organisation. a day. ... Deductions are also made from wages
if the work is considered to have been done
Indian traders and moneylenders also followed European colonisers unsatisfactorily. Many people cannot therefore
earn their full wages and are punished in various
into Africa. Hyderabadi Sindhi traders, however, ventured beyond
ways. In fact, the labourers have to spend their
European colonies. From the 1860s they established flourishing period of indenture in great trouble …’
emporia at busy ports worldwide, selling local and imported curios Source: Department of Commerce and Industry,
to tourists whose numbers were beginning to swell, thanks to the Emigration Branch. 1916
Source
The Making of a Global World
development of safe and comfortable passenger vessels.
65
2019-20
Fig. 17 – East India Company House, London.
This was the nerve centre of the worldwide operations of the East India Company.
What, then, did India export? The figures again tell a dramatic
story. While exports of manufactures declined rapidly, export of
raw materials increased equally fast. Between 1812 and 1871, the
share of raw cotton exports rose from 5 per cent to 35 per cent.
Indigo used for dyeing cloth was another important export for
India and the Contemporary World
66
2019-20
many decades. And, as you have read last year, opium shipments to
China grew rapidly from the 1820s to become for a while India’s
single largest export. Britain grew opium in India and exported it to
China and, with the money earned through this sale, it financed its
tea and other imports from China.
Britain’s trade surplus in India also helped pay the so-called ‘home
charges’ that included private remittances home by British officials
and traders, interest payments on India’s external debt, and pensions
of British officials in India.
Aleppo Bukhara
ll
Wa
Yarkand The
Alexandria Great
Basra Lahore
Pe
Hoogly Canton
rs
Bandar Abbas
ia
n
G
ul
Muscat
f
Surat
Re
Jedda Hanoi
dS
ea
Madras
Acheh Malacca
Indian Ocean
Mombasa
Batavia
Bantam
Mozambique
Sea route
Land route
Volume of trade passing through the port
Fig. 19 – The trade routes that linked India to the world at the end of the seventeenth century.
67
2019-20
GS PRE &
(NOTES ONLY)
CSAT 2020
COURSE INCLUDES
1 10-RED BOOKS FOR GS PRE- HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science,& Environment.
3 Current Books cover Prelims Specific Current from 14 Sources - PIB, Hindu, HT, Mint,
ToI, & PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered- with mind-mapping techniques
on every page to make cramming easy
2 CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
PROGRAM SPECIALITIES
Complete & comprehensive, yet very crispy self-study notes. No need to study
anything else. Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4 Qs. every year in UPSC come from our notes since last 12 years.
From concepts to questions – everything at one place in CSAT notes.
From basic to advance in the form of self-study CSAT notes.
Consistently delivering 65+ Questions (out of 80) from our CSAT notes.
The First World War (1914-18) was mainly fought in Europe. But
its impact was felt around the world. Notably for our concerns
in this chapter, it plunged the first half of the twentieth century
into a crisis that took over three decades to overcome. During
this period the world experienced widespread economic and
political instability, and another catastrophic war.
68
2019-20
The war led to the snapping of economic links between some of
the world’s largest economic powers which were now fighting
each other to pay for them. So Britain borrowed large sums
of money from US banks as well as the US public. Thus the war
transformed the US from being an international debtor to an
international creditor. In other words, at the war’s end, the US and
its citizens owned more overseas assets than foreign governments
and citizens owned in the US.
The war had led to an economic boom, that is, to a large increase in
demand, production and employment. When the war boom ended,
production contracted and unemployment increased. At the
same time the government reduced bloated war expenditures to
bring them into line with peacetime revenues. These developments
led to huge job losses – in 1921 one in every five British workers
was out of work. Indeed, anxiety and uncertainty about work
became an enduring part of the post-war scenario.
69
2019-20
trouble in the years after the war, the US economy resumed
its strong growth in the early 1920s.
At first workers at the Ford factory were unable to cope with the
stress of working on assembly lines in which they could not control
the pace of work. So they quit in large numbers. In desperation
Ford doubled the daily wage to $5 in January 1914. At the same
time he banned trade unions from operating in his plants.
Fordist industrial practices soon spread in the US. They were also
widely copied in Europe in the 1920s. Mass production lowered
costs and prices of engineered goods. Thanks to higher wages,
more workers could now afford to purchase durable consumer
goods such as cars. Car production in the US rose from 2 million in
1919 to more than 5 million in 1929. Similarly, there was a spurt
in the purchase of refrigerators, washing machines, radios,
gramophone players, all through a system of ‘hire purchase’ (i.e., on
70
2019-20
credit repaid in weekly or monthly instalments). The demand
for refrigerators, washing machines, etc. was also fuelled by a boom
in house construction and home ownership, financed once again
by loans.
The housing and consumer boom of the 1920s created the basis of
prosperity in the US. Large investments in housing and household Box 3
goods seemed to create a cycle of higher employment
and incomes, rising consumption demand, more investment, and
yet more employment and incomes.
All this, however, proved too good to last. By 1929 the world
would be plunged into a depression such as it had never
experienced before.
71
2019-20
overseas loans amounted to over $ 1 billion. A year later it was one
quarter of that amount. Countries that depended crucially on US
loans now faced an acute crisis.
The US was also the industrial country most severely affected by Fig. 23 – People lining up for unemployment
benefits, US, photograph by Dorothea Lange,
the depression. With the fall in prices and the prospect of a 1938. Courtesy: Library of Congress, Prints and
depression, US banks had also slashed domestic lending and Photographs Division.
When an unemployment census showed
called back loans. Farms could not sell their harvests, households 10 million people out of work, the local
were ruined, and businesses collapsed. Faced with falling government in many US states began making
small allowances to the unemployed. These long
incomes, many households in the US could not repay what they had queues came to symbolise the poverty and
borrowed, and were forced to give up their homes, cars and other unemployment of the depression years.
In the nineteenth century, as you have seen, colonial India had become
an exporter of agricultural goods and importer of manufactures.
The depression immediately affected Indian trade. India’s exports
72
2019-20
and imports nearly halved between 1928 and 1934. As international
prices crashed, prices in India also plunged. Between 1928 and 1934,
wheat prices in India fell by 50 per cent.
Consider the jute producers of Bengal. They grew raw jute that was
processed in factories for export in the form of gunny bags. But
as gunny exports collapsed, the price of raw jute crashed more than
60 per cent. Peasants who borrowed in the hope of better times or
to increase output in the hope of higher incomes faced ever lower
prices, and fell deeper and deeper into debt. Thus the Bengal jute
growers’ lament:
The depression proved less grim for urban India. Because of falling
prices, those with fixed incomes – say town-dwelling landowners
who received rents and middle-class salaried employees – now found
themselves better off. Everything cost less. Industrial investment also
grew as the government extended tariff protection to industries,
under the pressure of nationalist opinion.
73
2019-20
4 Rebuilding a World Economy: The Post-war Era
The Second World War broke out a mere two decades after the
end of the First World War. It was fought between the Axis powers
(mainly Nazi Germany, Japan and Italy) and the Allies (Britain,
France, the Soviet Union and the US). It was a war waged for six
years on many fronts, in many places, over land, on sea, in the air.
Once again death and destruction was enormous. At least 60 million
people, or about 3 per cent of the world’s 1939 population, are
believed to have been killed, directly or indirectly, as a result of the
war. Millions more were injured.
Unlike in earlier wars, most of these deaths took place outside the
battlefields. Many more civilians than soldiers died from war-related
causes. Vast parts of Europe and Asia were devastated, and several
cities were destroyed by aerial bombardment or relentless
artillery attacks. The war caused an immense amount of economic Fig. 24 – German forces attack Russia, July 1941.
devastation and social disruption. Reconstruction promised to Hitler’s attempt to invade Russia was a turning
point in the war.
be long and difficult.
Two crucial influences shaped post-war
reconstruction. The first was the US’s
emergence as the dominant economic, political
and military power in the Western world. The
second was the dominance of the Soviet
Union. It had made huge sacrifices to defeat
Nazi Germany, and transformed itself from
a backward agricultural country into a world
power during the very years when the capitalist
world was trapped in the Great Depression.
India and the Contemporary World
74
2019-20
fluctuations of price, output and employment. Economic stability
could be ensured only through the intervention of the government.
75
2019-20
These decades also saw the worldwide spread of technology and Box 4
enterprise. Developing countries were in a hurry to catch up with
What are MNCs?
the advanced industrial countries. Therefore, they invested vast
Multinational corporations (MNCs) are large
amounts of capital, importing industrial plant and equipment
companies that operate in several countries at
featuring modern technology. the same time. The first MNCs were established
in the 1920s. Many more came up in the 1950s
and 1960s as US businesses expanded worldwide
4.3 Decolonisation and Independence and Western Europe and Japan also recovered
to become powerful industrial economies. The
When the Second World War ended, large parts of the world were worldwide spread of MNCs was a notable feature
still under European colonial rule. Over the next two decades most of the 1950s and 1960s. This was partly because
high import tariffs imposed by different
colonies in Asia and Africa emerged as free, independent nations. governments forced MNCs to locate their
They were, however, overburdened by poverty and a lack of manufacturing operations and become ‘domestic
producers’ in as many countries as possible.
resources, and their economies and societies were handicapped by
long periods of colonial rule.
The IMF and the World Bank were designed to meet the financial
New words
needs of the industrial countries. They were not equipped to cope
with the challenge of poverty and lack of development in the former Tariff – Tax imposed on a country’s imports
colonies. But as Europe and Japan rapidly rebuilt their economies, from the rest of the world. Tariffs are
they grew less dependent on the IMF and the World Bank. Thus levied at the point of entry, i.e., at the border
from the late 1950s the Bretton Woods institutions began to shift or the airport.
their attention more towards developing countries.
At the same time, most developing countries did not benefit from
the fast growth the Western economies experienced in the 1950s
and 1960s. Therefore they organised themselves as a group – the
Group of 77 (or G-77) – to demand a new international economic
order (NIEO). By the NIEO they meant a system that would give
them real control over their natural resources, more development
assistance, fairer prices for raw materials, and better access for their
manufactured goods in developed countries’ markets.
76
2019-20
PRELIMS 2020 BATCH- 1 (40-WEEKS PROGRAM)
100% Handholding with complete GS Pre Notes along with weekly Doubts' clearing sessions and
Tests to monitor your preparation till the end (for 40 weeks).
PROGRAM INCLUDES
1. 40 WEEKS' TIME-TABLE
40 Weeks Topic-wise Time-table covering complete GS Pre.
Live doubts clearing video session every Saturday.
Weekly test every Sunday from topics covered in the week.
2. 10-RED BOOKS - HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science, & Environment.
3 Current Books cover 14 Sources - PIB, Hindu, HT, Mint, ToI, and PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered with mind-mapping techniques on every page
to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 40-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
Tests evaluated on 11-Parameters to improve your exam skills with detailed explanations. Topic-wise
tests focus on developing 'How to read a topic' skills while Comprehensive tests focus on attempt
speed in exam.
PROGRAM SPECIALTIES
Complete & comprehensive, yet very crispy self-study notes. No need to study anything else.
Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4Qs. every year in UPSC come from our notes since last 12 years.
77
2019-20
Write in brief
1. Give two examples of different types of global exchanges which took place before the
seventeenth century, choosing one example from Asia and one from the Americas.
2. Explain how the global transfer of disease in the pre-modern world helped in the
colonisation of the Americas.
Write in brief
3. Write a note to explain the effects of the following:
a) The British government’s decision to abolish the Corn Laws.
b) The coming of rinderpest to Africa.
c) The death of men of working-age in Europe because of the World War.
d) The Great Depression on the Indian economy.
e) The decision of MNCs to relocate production to Asian countries.
4. Give two examples from history to show the impact of technology on food availability.
5. What is meant by the Bretton Woods Agreement?
Discuss
6. Imagine that you are an indentured Indian labourer in the Caribbean. Drawing from the
details in this chapter, write a letter to your family describing your life and feelings.
7. Explain the three types of movements or flows within international economic
exchange. Find one example of each type of flow which involved India and Indians,
and write a short account of it.
Discuss
8. Explain the causes of the Great Depression.
9. Explain what is referred to as the G-77 countries. In what ways can G-77 be seen as
India and the Contemporary World
Project
Find out more about gold and diamond mining in South Africa in the nineteenth century.
Who controlled the gold and diamond companies? Who were the miners and what were
their lives like? Project
78
2019-20
Chapter IV
The Age of Industrialisation
o f I n d us t r i a l isa t i o n
Fig. 1 – Dawn of the Century, published by E.T. Paull Music Co.,
New York, England, 1900.
machines, printing press and factory. Orient – The countries to the east of
the Mediterranean, usually referring to
This glorification of machines and technology is even more marked
Asia. The term arises out of a western
in a picture which appeared on the pages of a trade magazine over
viewpoint that sees this region as pre-
a hundred years ago (Fig. 2). It shows two magicians. The one at the
modern, traditional and mysterious
top is Aladdin from the Orient who built a beautiful palace with his
79
2019-20
magic lamp. The one at the bottom is the modern mechanic, who
with his modern tools weaves a new magic: builds bridges, ships,
towers and high-rise buildings. Aladdin is shown as representing the
East and the past, the mechanic stands for the West and modernity.
Activity
Give two examples where modern development that is associated
India and the Contemporary World
with progress has led to problems. You may like to think of areas
related to environmental issues, nuclear weapons or disease.
80
2019-20
1 Before the Industrial Revolution
81
2019-20
could remain in the countryside and continue to cultivate their small
plots. Income from proto-industrial production supplemented their New words
shrinking income from cultivation. It also allowed them a fuller use Stapler – A person who ‘staples’ or sorts wool
of their family labour resources. according to its fibre
Within this system a close relationship developed between the town Fuller – A person who ‘fulls’ – that is, gathers
and the countryside. Merchants were based in towns but the work – cloth by pleating
was done mostly in the countryside. A merchant clothier in England Carding – The process in which fibres, such as
purchased wool from a wool stapler, and carried it to the spinners; cotton or wool, are prepared prior to spinning
the yarn (thread) that was spun was taken in subsequent stages
of production to weavers, fullers, and then to dyers. The finishing
was done in London before the export merchant sold the cloth in
the international market. London in fact came to be known as a
finishing centre.
The first symbol of the new era was cotton. Its production boomed
in the late nineteenth century. In 1760 Britain was importing 2.5
million pounds of raw cotton to feed its cotton industry. By 1787
this import soared to 22 million pounds. This increase was linked to
India and the Contemporary World
82
2019-20
processes were brought together under one roof and management.
This allowed a more careful supervision over the production process, Activity
a watch over quality, and the regulation of labour, all of which had The way in which historians focus on
been difficult to do when production was in the countryside. industrialisation rather than on small
workshops is a good example of how what we
In the early nineteenth century, factories increasingly became an
believe today about the past is influenced by
intimate part of the English landscape. So visible were the imposing
what historians choose to notice and what they
new mills, so magical seemed to be the power of new technology,
ignore. Note down one event or aspect of your
that contemporaries were dazzled. They concentrated their attention own life which adults such as your parents or
on the mills, almost forgetting the bylanes and the workshops where teachers may think is unimportant, but which
production still continued. you believe to be important.
83
2019-20
Second: the new industries could not easily displace traditional
industries. Even at the end of the nineteenth century, less than 20 per
cent of the total workforce was employed in technologically
advanced industrial sectors. Textiles was a dynamic sector, but a
large portion of the output was produced not within factories, but
outside, within domestic units.
Third: the pace of change in the ‘traditional’ industries was not set
by steam-powered cotton or metal industries, but they did not remain
entirely stagnant either. Seemingly ordinary and small innovations Fig. 6 – A fitting shop at a railway works in
were the basis of growth in many non-mechanised sectors such as England, The Illustrated London News, 1849.
In the fitting shop new locomotive engines were
food processing, building, pottery, glass work, tanning, furniture completed and old ones repaired.
making, and production of implements.
Consider the case of the steam engine. James Watt improved the
steam engine produced by Newcomen and patented the new engine
in 1781. His industrialist friend Mathew Boulton manufactured the
new model. But for years he could find no buyers. At the beginning
of the nineteenth century, there were no more than 321 steam engines
all over England. Of these, 80 were
in cotton industries, nine in wool
industries, and the rest in mining,
canal works and iron works. Steam
engines were not used in any of the
other industries till much later in
India and the Contemporary World
84
2019-20
2 Hand Labour and Steam Power
85
2019-20
FOUNDATION COURSE
2020 BATCH-1 (55-WEEKS PROGRAM)
100% Handholding with complete GS Pre, CSAT & GS Mains Notes along with weekly
Doubts' clearing sessions, and Pre & Mains Test Series to monitor your preparation
till the end (for 55 weeks).
PROGRAM INCLUDES
1. 55 WEEKS' TIME-TABLE
55 Weeks Topic-wise Time-table covering complete GS Pre, GS Mains & Essay.
Live doubts clearing video session every Saturday.
Weekly test of GS Pre and GS Mains every Sunday from topics covered in the week.
All NCERTs - Old & New and 70 other books covered – with mind-mapping
techniques on every page to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 55-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
4. CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
Line-to-line explanation with basic to advance level for beginners
as well as those who just need to practice CSAT
4 Current Books cover Mains Specific Current from 14 Sources - PIB, Hindu, HT,
Mint, ToI, and PRS for 1.5 years.
1 Book has synopsis of major Reports ofWorld Bank, UNDP, and articles of Yojana & EPW.
3 Books for Essay – with strategy for essay writing, model essays & essay specific
current affairs.
6. GS MAINS TEST SERIES - CLASSROOM & POSTAL- WITH EVALUATION BY CRACK EXPERTS
Tests conducted at our centres as well as postal. Test schedule is as per
55-Weeks Plan.
Topic-wise Test every Saturday (3 Questions) 55 Tests.
Subject-wise Tests every month (full-length) 10 Tests.
Essay Test every month (1 Essay) – 10 Tests.
Comprehensive Tests in Aug-Sept 2020 under exam conditions
(all 4- Papers & Essay) – 6 Tests.
Tests are evaluated strictly on UPSC guidelines by crack experts. 55 Tests & Essay tests
focus on developing answer writing skills while Comprehensive tests focus on
writing speed in exam.
Free access to our centres for self-study in a peaceful & enriching environment
PROGRAM SPECIALTIES
Complete & comprehensive, yet very Mains Q-Course covers previous 20 years
crispy self-study notes. No need to study UPSC question papers.
anything else. Read them again & again.
3 out of 4 Qs. every year in UPSC GS Pre Q-course (a new course) is expected to
come from our notes since last 12 years. deliver 80%+ Questions in GS Mains 2020.
86
2019-20
shelters. Some stayed in Night Refuges that were set up by private
spindles
individuals; others went to the Casual Wards maintained by the Poor
Law authorities.
Wages increased somewhat in the early nineteenth century. But they Fig. 11 – A Spinning Jenny, a drawing by
tell us little about the welfare of the workers. The average figures T.E. Nicholson, 1835.
Notice the number of spindles that could be
hide the variations between trades and the fluctuations from year to operated with one wheel.
year. For instance, when prices rose sharply during the prolonged
Napoleonic War, the real value of what the workers earned fell
significantly, since the same wages could now buy fewer things.
Moreover, the income of workers depended not on the wage rate
alone. What was also critical was the period of employment: the
number of days of work determined the average daily income of
New words
the workers. At the best of times till the mid-nineteenth century,
about 10 per cent of the urban population were extremely poor. In Spinning Jenny – Devised by James Hargreaves
periods of economic slump, like the 1830s, the proportion of in 1764, this machine speeded up the spinning
unemployed went up to anything between 35 and 75 per cent in process and reduced labour demand. By
different regions. turning one single wheel a worker could set in
motion a number of spindles and spin several
The fear of unemployment made workers hostile to the introduction
threads at the same time.
of new technology. When the Spinning Jenny was introduced in
Source B
Discuss
A magistrate reported in 1790 about an incident when he was
Look at Figs. 3, 7 and 11, then reread source B.
‘From the depredations of a lawless Banditti of colliers and their use of the Spinning Jenny.
wives, for the wives had lost their work to spinning engines … they
advanced at first with much insolence, avowing their intention of
cutting to pieces the machine lately introduced in the woollen
manufacture; which they suppose, if generally adopted, will lessen
the demand for manual labour. The women became clamorous.
The men were more open to conviction and after some
expostulation were induced to desist from their purpose and return
peaceably home.’
J.L. Hammond and B. Hammond, The Skilled Labourer 1760-1832,
quoted in Maxine Berg, The Age of Manufactures.
Source
87
2019-20
Fig. 12 – A shallow underground railway being constructed in central London, Illustrated Times, 1868.
From the 1850s railway stations began coming up all over London. This meant a demand for large numbers of
workers to dig tunnels, erect timber scaffolding, do the brick and iron works. Job-seekers moved from one
construction site to another.
88
2019-20
3 Industrialisation in the Colonies
89
2019-20
Fig. 13 – The English factory at Surat, a seventeenth-century drawing.
While Surat and Hoogly decayed, Bombay and Calcutta grew. This
shift from the old ports to the new ones was an indicator of the
growth of colonial power. Trade through the new ports came to
be controlled by European companies, and was carried in European
ships. While many of the old trading houses collapsed, those that
wanted to survive had to now operate within a network shaped by
European trading companies.
How did these changes affect the life of weavers and other artisans?
India and the Contemporary World
90
2019-20
Portuguese as well as the local traders competed in the market
to secure woven cloth. So the weaver and supply merchants
could bargain and try selling the produce to the best buyer. In
their letters back to London, Company officials continuously
complained of difficulties of supply and the high prices.
92
2019-20
Fig. 15 – Bombay harbour, a late-eighteenth-century drawing.
Bombay and Calcutta grew as trading ports from the 1780s. This marked the decline of the old trading order
and the growth of the colonial economy.
Civil War broke out and cotton supplies from the US were cut
off, Britain turned to India. As raw cotton exports from India
increased, the price of raw cotton shot up. Weavers in India
were starved of supplies and forced to buy raw cotton at
exorbitant prices. In this, situation weaving could not pay.
93
2019-20
GS PRE &
(NOTES ONLY)
CSAT 2020
COURSE INCLUDES
1 10-RED BOOKS FOR GS PRE- HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science,& Environment.
3 Current Books cover Prelims Specific Current from 14 Sources - PIB, Hindu, HT, Mint,
ToI, & PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered- with mind-mapping techniques
on every page to make cramming easy
2 CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
PROGRAM SPECIALITIES
Complete & comprehensive, yet very crispy self-study notes. No need to study
anything else. Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4 Qs. every year in UPSC come from our notes since last 12 years.
From concepts to questions – everything at one place in CSAT notes.
From basic to advance in the form of self-study CSAT notes.
Consistently delivering 65+ Questions (out of 80) from our CSAT notes.
The first cotton mill in Bombay came up in 1854 and it went into
production two years later. By 1862 four mills were at work with
94,000 spindles and 2,150 looms. Around the same time jute mills
came up in Bengal, the first being set up in 1855 and another one
seven years later, in 1862. In north India, the Elgin Mill was started
in Kanpur in the 1860s, and a year later the first cotton mill of
Ahmedabad was set up. By 1874, the first spinning and weaving
mill of Madras began production.
Who set up the industries? Where did the capital come from? Who
came to work in the mills? Fig. 16 – Jamsetjee Jeejeebhoy.
Jeejeebhoy was the son of a Parsi weaver. Like
many others of his time, he was involved in
4.1 The Early Entrepreneurs the China trade and shipping. He owned a
large fleet of ships, but competition from
Industries were set up in different regions by varying sorts of people. English and American shippers forced him to
sell his ships by the 1850s.
Let us see who they were.
The history of many business groups goes back to trade with China.
From the late eighteenth century, as you have read in your book last
year, the British in India began exporting opium to China and took
tea from China to England. Many Indians became junior players in
this trade, providing finance, procuring supplies, and shipping
consignments. Having earned through trade, some of these
businessmen had visions of developing industrial enterprises in India.
In Bengal, Dwarkanath Tagore made his fortune in the China trade
before he turned to industrial investment, setting up six joint-stock
companies in the 1830s and 1840s. Tagore’s enterprises sank along
with those of others in the wider business crises of the 1840s, but
India and the Contemporary World
94
2019-20
commercial groups, but they were not directly involved in external
trade. They operated within India, carrying goods from one place
to another, banking money, transferring funds between cities, and
financing traders. When opportunities of investment in industries
opened up, many of them set up factories.
the capital while the European Agencies made all investment and
business decisions. The European merchant-industrialists had their
own chambers of commerce which Indian businessmen were not
allowed to join.
95
2019-20
Getting jobs was always difficult, even when mills multiplied and
the demand for workers increased. The numbers seeking work were
always more than the jobs available. Entry into the mills was also
restricted. Industrialists usually employed a jobber to get new recruits.
Very often the jobber was an old and trusted worker. He got people
from his village, ensured them jobs, helped them settle in the city
and provided them money in times of crisis. The jobber therefore
became a person with some authority and power. He began
demanding money and gifts for his favour and controlling the lives
of workers.
Source E
Vasant Parkar, who was once a millworker in Bombay, said: Fig. 20 – A head jobber.
‘The workers would pay the jobbers money to get their sons work Notice how the posture and clothes
emphasise the jobber’s position of
in the mill … The mill worker was closely associated with his village,
authority.
physically and emotionally. He would go home to cut the harvest
and for sowing. The Konkani would go home to cut the paddy
and the Ghati, the sugarcane. It was an accepted practice for
which the mills granted leave.’
Meena Menon and Neera Adarkar, One Hundred Years: One Hundred
Voices, 2004.
Source
Source F
96
2019-20
5 The Peculiarities of Industrial Growth
97
2019-20
ones ran multiple shifts. Many new workers were employed and
everyone was made to work longer hours. Over the war years
industrial production boomed.
After the war, Manchester could never recapture its old position in
the Indian market. Unable to modernise and compete with the US,
Germany and Japan, the economy of Britain crumbled after the
war. Cotton production collapsed and exports of cotton cloth from
Britain fell dramatically. Within the colonies, local industrialists
gradually consolidated their position, substituting foreign
manufactures and capturing the home market.
98
2019-20
Certain groups of weavers were in a better position than others to
survive the competition with mill industries. Amongst weavers some
produced coarse cloth while others wove finer varieties. The coarser
cloth was bought by the poor and its demand fluctuated violently.
In times of bad harvests and famines, when the rural poor had little
to eat, and their cash income disappeared, they could not possibly
buy cloth. The demand for the finer varieties bought by the
well-to-do was more stable. The rich could buy these even when the
poor starved. Famines did not affect the sale of Banarasi or
Baluchari saris. Moreover, as you have seen, mills could not imitate
specialised weaves. Saris with woven borders, or the famous lungis
and handkerchiefs of Madras, could not be easily displaced by
mill production.
Punjab
United Provinces
Bihar
Bombay
Madras
99
2019-20
6 Market for Goods
100
2019-20
But labels did not only carry words and texts. They also carried
images and were very often beautifully illustrated. If we look
at these old labels, we can have some idea of the mind of the
manufacturers, their calculations, and the way they appealed to
the people.
Look again at Figs. 1 and 2. What would you now say of the images
they project? Fig. 28 – An Indian mill cloth label.
The goddess is shown offering cloth produced
in an Ahmedabad mill, and asking people to
use things made in India.
101
2019-20
Write in brief
Write in brief
a) At the end of the nineteenth century, 80 per cent of the total workforce in
Europe was employed in the technologically advanced industrial sector.
b) The international market for fine textiles was dominated by India till the
eighteenth century.
c) The American Civil War resulted in the reduction of cotton exports from India.
d) The introduction of the fly shuttle enabled handloom workers to improve their
productivity.
3. Explain what is meant by proto-industrialisation.
Discuss
1. Why did some industrialists in nineteenth-century Europe prefer hand labour over machines?
2. How did the East India Company procure regular supplies of cotton and silk textiles from
Indian weavers?
India and the Contemporary World
Discuss
3. Imagine that you have been asked to write an article for an encyclopaedia on Britain and the
history of cotton. Write your piece using information from the entire chapter.
4. Why did industrial production in India increase during the First World War?
Project work
Project
Select any one industry in your region and find out its history. How has the technology changed?
Where do the workers come from? How are the products advertised and marketed? Try and talk
to the employers and some workers to get their views about the industry’s history.
102
2019-20
PRELIMS 2020 BATCH- 1 (40-WEEKS PROGRAM)
100% Handholding with complete GS Pre Notes along with weekly Doubts' clearing sessions and
Tests to monitor your preparation till the end (for 40 weeks).
PROGRAM INCLUDES
1. 40 WEEKS' TIME-TABLE
40 Weeks Topic-wise Time-table covering complete GS Pre.
Live doubts clearing video session every Saturday.
Weekly test every Sunday from topics covered in the week.
2. 10-RED BOOKS - HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science, & Environment.
3 Current Books cover 14 Sources - PIB, Hindu, HT, Mint, ToI, and PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered with mind-mapping techniques on every page
to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 40-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
Tests evaluated on 11-Parameters to improve your exam skills with detailed explanations. Topic-wise
tests focus on developing 'How to read a topic' skills while Comprehensive tests focus on attempt
speed in exam.
PROGRAM SPECIALTIES
Complete & comprehensive, yet very crispy self-study notes. No need to study anything else.
Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4Qs. every year in UPSC come from our notes since last 12 years.
2019-20
2019-20
Chapter V
Print Culture and the Modern World
It is difficult for us to imagine a world without printed matter. We
find evidence of print everywhere around us – in books, journals,
newspapers, prints of famous paintings, and also in everyday things
like theatre programmes, official circulars, calendars, diaries,
advertisements, cinema posters at street corners. We read printed
literature, see printed images, follow the news through newspapers,
and track public debates that appear in print. We take for granted
this world of print and often forget that there was a time before
C u Culture
P r i n t Print
105
2019-20
1 The First Printed Books
The imperial state in China was, for a very long time, the major
producer of printed material. China possessed a huge bureaucratic
system which recruited its personnel through civil service
examinations. Textbooks for this examination were printed in vast
numbers under the sponsorship of the imperial state. From the
sixteenth century, the number of examination candidates went up
and that increased the volume of print.
106
2019-20
playing cards and paper money. In
Belonging to the mid-13th
medieval Japan, poets and prose
century, printing woodblocks of
writers were regularly published, the Tripitaka Koreana are a Korean
and books were cheap and abundant. collection of Buddhist scriptures.
They were engraved on about
Printing of visual material led to 80,000 woodblocks. They were
interesting publishing practices. In inscribed on the UNESCO Memory
of the World Register in 2007.
the late eighteenth century, in the
Source: http://www.cha.go.kr
flourishing urban circles at Edo
Fig. 2b – Tripitaka Koreana
(later to be known as Tokyo),
illustrated collections of paintings
depicted an elegant urban culture, involving artists, courtesans,
and teahouse gatherings. Libraries and bookstores were packed
with hand-printed material of various types – books on women,
musical instruments, calculations, tea ceremony, flower
arrangements, proper etiquette, cooking and famous places.
Box 1
Print Culture
107
2019-20
2 Print Comes to Europe
For centuries, silk and spices from China flowed into Europe through New words
the silk route. In the eleventh century, Chinese paper reached Europe
Vellum – A parchment made from the skin
via the same route. Paper made possible the production of of animals
manuscripts, carefully written by scribes. Then, in 1295, Marco Polo,
a great explorer, returned to Italy after many years of exploration in
China. As you read above, China already had the technology of
woodblock printing. Marco Polo brought this knowledge back with
him. Now Italians began producing books with woodblocks, and
soon the technology spread to other parts of Europe. Luxury
editions were still handwritten on very expensive vellum, meant for
aristocratic circles and rich monastic libraries which scoffed at printed
books as cheap vulgarities. Merchants and students in the university
towns bought the cheaper printed copies.
There was clearly a great need for even quicker and cheaper
reproduction of texts. This could only be with the invention of a
Activity
new print technology. The breakthrough occurred at Strasbourg, Imagine that you are Marco Polo. Write a letter
from China to describe the world of print which
Germany, where Johann Gutenberg developed the first-known
you have seen there.
printing press in the 1430s.
108
2019-20
2.1 Gutenberg and the Printing Press
Gutenberg was the son of a merchant and grew up on a large
agricultural estate. From his childhood he had seen wine and olive
presses. Subsequently, he learnt the art of polishing stones, became a
master goldsmith, and also acquired the expertise to create lead
moulds used for making trinkets. Drawing on this knowledge,
Gutenberg adapted existing technology to design his innovation.
The olive press provided the model for the printing press, and moulds
were used for casting the metal types for the letters of the alphabet.
By 1448, Gutenberg perfected the system. The first book he printed
was the Bible. About 180 copies were printed and it took three Fig. 5 – A Portrait of
Johann Gutenberg,
years to produce them. By the standards of the time this was fast 1584.
production.
The new technology did not entirely displace the existing art of
producing books by hand. Frame
In the hundred years between 1450 and 1550, printing presses were
set up in most countries of Europe. Printers from Germany travelled
to other countries, seeking work and helping start new presses. As Printing block
placed over
paper
the number of printing presses grew, book production boomed.
The second half of the fifteenth century saw 20 million copies of
printed books flooding the markets in Europe. The number went Fig. 6 – Gutenberg Printing Press.
Notice the long handle attached to the screw.
up in the sixteenth century to about 200 million copies. This handle was used to turn the screw and
press down the platen over the printing block
Print Culture
This shift from hand printing to mechanical printing led to the that was placed on top of a sheet of damp
paper. Gutenberg developed metal types for
print revolution. each of the 26 characters of the Roman
alphabet and devised a way of moving them
around so as to compose different words of the
New words text. This came to be known as the moveable
type printing machine, and it remained the basic
Platen – In letterpress printing, platen is a board which is print technology over the next 300 years.
Books could now be produced much faster than
pressed onto the back of the paper to get the impression from was possible when each print block was
the type. At one time it used to be a wooden board; later it prepared by carving a piece of wood by hand.
The Gutenberg press could print 250 sheets
was made of steel on one side per hour.
109
2019-20
Fig. 7 – Pages of Gutenberg’s Bible, the first printed book in Europe.
Gutenberg printed about 180 copies, of which no more than 50 have
survived.
Look at these pages of Gutenberg’s Bible carefully. They were not just
products of new technology. The text was printed in the new Gutenberg
press with metal type, but the borders were carefully designed, painted and
illuminated by hand by artists. No two copies were the same. Every page of
each copy was different. Even when two copies look similar, a careful
comparison will reveal differences. Elites everywhere preferred this lack of
uniformity: what they possessed then could be claimed as unique, for no
one else owned a copy that was exactly the same.
In the text you will notice the use of colour within the letters in various
places. This had two functions: it added colour to the page, and highlighted
all the holy words to emphasise their significance. But the colour on every
page of the text was added by hand. Gutenberg printed the text in black,
leaving spaces where the colour could be filled in later.
India and the Contemporary World
110
2019-20
3 The Print Revolution and Its Impact
What was the print revolution? It was not just a development, a new
way of producing books; it transformed the lives of people,
changing their relationship to information and knowledge, and with
institutions and authorities. It influenced popular perceptions and
opened up new ways of looking at things.
Let us explore some of these changes.
even those who did not read could certainly enjoy listening to books
being read out. So printers began publishing popular ballads and
folk tales, and such books would be profusely illustrated with pictures.
These were then sung and recited at gatherings in villages and in New words
taverns in towns. Ballad – A historical account or folk tale in
Oral culture thus entered print and printed material was orally verse, usually sung or recited
transmitted. The line that separated the oral and reading cultures Taverns – Places where people gathered to
became blurred. And the hearing public and reading public became drink alcohol, to be served food, and to meet
intermingled. friends and exchange news
111
2019-20
FOUNDATION COURSE
2020 BATCH-1 (55-WEEKS PROGRAM)
100% Handholding with complete GS Pre, CSAT & GS Mains Notes along with weekly
Doubts' clearing sessions, and Pre & Mains Test Series to monitor your preparation
till the end (for 55 weeks).
PROGRAM INCLUDES
1. 55 WEEKS' TIME-TABLE
55 Weeks Topic-wise Time-table covering complete GS Pre, GS Mains & Essay.
Live doubts clearing video session every Saturday.
Weekly test of GS Pre and GS Mains every Sunday from topics covered in the week.
All NCERTs - Old & New and 70 other books covered – with mind-mapping
techniques on every page to make cramming easy
Tests conducted at our centres as well as online. Test schedule is as per 55-Weeks Plan.
Topic-wise Test every Sunday (50 Questions) 40 Tests.
Subject-wise Tests every month (100 Questions) 10 Tests.
Comprehensive Tests in March-April (100 Questions) 15 Tests.
4. CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
Line-to-line explanation with basic to advance level for beginners
as well as those who just need to practice CSAT
4 Current Books cover Mains Specific Current from 14 Sources - PIB, Hindu, HT,
Mint, ToI, and PRS for 1.5 years.
1 Book has synopsis of major Reports ofWorld Bank, UNDP, and articles of Yojana & EPW.
3 Books for Essay – with strategy for essay writing, model essays & essay specific
current affairs.
6. GS MAINS TEST SERIES - CLASSROOM & POSTAL- WITH EVALUATION BY CRACK EXPERTS
Tests conducted at our centres as well as postal. Test schedule is as per
55-Weeks Plan.
Topic-wise Test every Saturday (3 Questions) 55 Tests.
Subject-wise Tests every month (full-length) 10 Tests.
Essay Test every month (1 Essay) – 10 Tests.
Comprehensive Tests in Aug-Sept 2020 under exam conditions
(all 4- Papers & Essay) – 6 Tests.
Tests are evaluated strictly on UPSC guidelines by crack experts. 55 Tests & Essay tests
focus on developing answer writing skills while Comprehensive tests focus on
writing speed in exam.
Free access to our centres for self-study in a peaceful & enriching environment
PROGRAM SPECIALTIES
Complete & comprehensive, yet very Mains Q-Course covers previous 20 years
crispy self-study notes. No need to study UPSC question papers.
anything else. Read them again & again.
3 out of 4 Qs. every year in UPSC GS Pre Q-course (a new course) is expected to
come from our notes since last 12 years. deliver 80%+ Questions in GS Mains 2020.
112
2019-20
3.3 Print and Dissent New words
Print and popular religious literature stimulated many distinctive
Inquisition – A former Roman Catholic court
individual interpretations of faith even among little-educated working
for identifying and punishing heretics
people. In the sixteenth century, Menocchio, a miller in Italy, began
Heretical – Beliefs which do not follow the
to read books that were available in his locality. He reinterpreted the
accepted teachings of the Church. In medieval
message of the Bible and formulated a view of God and Creation
times, heresy was seen as a threat to the right
that enraged the Roman Catholic Church. When the Roman Church
of the Church to decide on what should be
began its inquisition to repress heretical ideas, Menocchio was hauled
believed and what should not. Heretical beliefs
up twice and ultimately executed. The Roman Church, troubled by
were severely punished
such effects of popular readings and questionings of faith, imposed
Satiety – The state of being fulfilled much
severe controls over publishers and booksellers and began to maintain
beyond the point of satisfaction
an Index of Prohibited Books from 1558.
Seditious – Action, speech or writing that is
seen as opposing the government
Source A
produced.
Discuss
Write briefly why some people feared that the development of
print could lead to the growth of dissenting ideas.
113
2019-20
4 The Reading Mania
The periodical press developed from the early eighteenth century, Box 2
combining information about current affairs with entertainment.
Newspapers and journals carried information about wars and trade, In 1791, a London publisher, James Lackington,
India and the Contemporary World
114
2019-20
4.1 ‘Tremble, therefore, tyrants of the world!’
By the mid-eighteenth century, there was a common conviction that Source B
books were a means of spreading progress and enlightenment. Many
believed that books could change the world, liberate society from This is how Mercier describes the impact of the
printed word, and the power of reading in one
despotism and tyranny, and herald a time when reason and intellect
of his books:
would rule. Louise-Sebastien Mercier, a novelist in eighteenth-century
‘Anyone who had seen me reading would have
France, declared: ‘The printing press is the most powerful engine of compared me to a man dying of thirst who was
progress and public opinion is the force that will sweep despotism gulping down some fresh, pure water … Lighting
my lamp with extraordinary caution, I threw
away.’ In many of Mercier’s novels, the heroes are transformed by myself hungrily into the reading. An easy
acts of reading. They devour books, are lost in the world books eloquence, effortless and animated, carried me
create, and become enlightened in the process. Convinced of the from one page to the next without my noticing
it. A clock struck off the hours in the silence of
power of print in bringing enlightenment and destroying the basis the shadows, and I heard nothing. My lamp began
of despotism, Mercier proclaimed: ‘Tremble, therefore, tyrants of to run out of oil and produced only a pale light,
but still I read on. I could not even take out time
the world! Tremble before the virtual writer!’
to raise the wick for fear of interrupting my
pleasure. How those new ideas rushed into my
brain! How my intelligence adopted them!’
4.2 Print Culture and the French Revolution
Many historians have argued that print culture created the conditions Quoted by Robert Darnton, The Forbidden Best-
within which French Revolution occurred. Can we make such Sellers of Pre-Revolutionary France, 1995.
a connection? Source
Three types of arguments have been usually put forward.
115
2019-20
questions about the existing social order. Cartoons and caricatures
typically suggested that the monarchy remained absorbed only in
sensual pleasures while the common people suffered immense
hardships. This literature circulated underground and led to the
growth of hostile sentiments against the monarchy.
Fig. 11 – The nobility and the common people before the French Revolution, a
cartoon of the late eighteenth century.
The cartoon shows how the ordinary people – peasants, artisans and workers – had a
hard time while the nobility enjoyed life and oppressed them. Circulation of cartoons
like this one had an impact on the thinking of people before the revolution.
Discuss
Why do some historians think that print culture created the basis for the French Revolution?
116
2019-20
5 The Nineteenth Century
Box 3
Lending libraries had been in existence from the seventeenth century
onwards. In the nineteenth century, lending libraries in England Thomas Wood, a Yorkshire mechanic, narrated
how he would rent old newspapers and read
became instruments for educating white-collar workers, artisans them by firelight in the evenings as he could not
and lower-middle-class people. Sometimes, self-educated working afford candles. Autobiographies of poor people
narrated their struggles to read against grim
class people wrote for themselves. After the working day was
obstacles: the twentieth-century Russian
gradually shortened from the mid-nineteenth century, workers had revolutionary author Maxim Gorky’s My Childhood
some time for self-improvement and self-expression. They wrote and My University provide glimpses of such
struggles.
political tracts and autobiographies in large numbers.
117
2019-20
5.2 Further Innovations
By the late eighteenth century, the press came to be made out of
metal. Through the nineteenth century, there were a series of further
innovations in printing technology. By the mid-nineteenth century,
Richard M. Hoe of New York had perfected the power-driven
cylindrical press. This was capable of printing 8,000 sheets per hour.
This press was particularly useful for printing newspapers. In the
late nineteenth century, the offset press was developed which could
print up to six colours at a time. From the turn of the twentieth
century, electrically operated presses accelerated printing operations.
A series of other developments followed. Methods of feeding paper
improved, the quality of plates became better, automatic paper reels
and photoelectric controls of the colour register were introduced.
The accumulation of several individual mechanical improvements
transformed the appearance of printed texts.
118
2019-20
6 India and the World of Print
Let us see when printing began in India and how ideas and information
were written before the age of print.
Print Culture
119
2019-20
GS PRE &
(NOTES ONLY)
CSAT 2020
COURSE INCLUDES
1 10-RED BOOKS FOR GS PRE- HARDCOPY & E-BOOK
6 Static Books cover History, Geography, Polity, Economy, Science,& Environment.
3 Current Books cover Prelims Specific Current from 14 Sources - PIB, Hindu, HT, Mint,
ToI, & PRS for 1.5years.
1 Book has synopsis of India, Eco Survey, and Budget.
All NCERTs - Old & New and 70 other books covered- with mind-mapping techniques
on every page to make cramming easy
2 CSAT
4 Books covering complete CSAT syllabus with adequate practice questions.
1 Book with advanced level tests.
PROGRAM SPECIALITIES
Complete & comprehensive, yet very crispy self-study notes. No need to study
anything else. Read them again & again.
Delivered 81 Qs. in GS Pre 2018.
3 out of 4 Qs. every year in UPSC come from our notes since last 12 years.
From concepts to questions – everything at one place in CSAT notes.
From basic to advance in the form of self-study CSAT notes.
Consistently delivering 65+ Questions (out of 80) from our CSAT notes.
of texts.
From 1780, James Augustus Hickey began to edit the Bengal Gazette,
a weekly magazine that described itself as ‘a commercial paper open
to all, but influenced by none’. So it was private English enterprise,
proud of its independence from colonial influence, that began English
India and the Contemporary World
to publish Indian newspapers. The first to appear was the weekly Bolts, however, left for England soon after and
nothing came of the promise.
Bengal Gazette, brought out by Gangadhar Bhattacharya, who
was close to Rammohun Roy.
Source
120
2019-20
7 Religious Reform and Public Debates
From the early nineteenth century, as you know, there were intense
debates around religious issues. Different groups confronted the
changes happening within colonial society in different ways, and
offered a variety of new interpretations of the beliefs of different
religions. Some criticised existing practices and campaigned for
reform, while others countered the arguments of reformers. These
debates were carried out in public and in print. Printed tracts and
newspapers not only spread the new ideas, but they shaped the
nature of the debate. A wider public could now participate in these
public discussions and express their views. New ideas emerged
through these clashes of opinions.
In north India, the ulama were deeply anxious about the collapse
of Muslim dynasties. They feared that colonial rulers would
encourage conversion, change the Muslim personal laws. To counter
this, they used cheap lithographic presses, published Persian and
Urdu translations of holy scriptures, and printed religious
newspapers and tracts. The Deoband Seminary, founded in 1867,
Print Culture
121
2019-20
the Ramcharitmanas of Tulsidas, a sixteenth-century text, came out
from Calcutta in 1810. By the mid-nineteenth century, cheap
lithographic editions flooded north Indian markets. From the 1880s,
the Naval Kishore Press at Lucknow and the Shri Venkateshwar
Press in Bombay published numerous religious texts in vernaculars.
In their printed and portable form, these could be read easily by the
faithful at any place and time. They could also be read out to large
groups of illiterate men and women.
Source D
Why Newspapers?
‘Krishnaji Trimbuck Ranade inhabitant of Poona intends to publish a Newspaper in the Marathi Language with a view of
affording useful information on every topic of local interest. It will be open for free discussion on subjects of general utility,
scientific investigation and the speculations connected with the antiquities, statistics, curiosities, history and geography of
the country and of the Deccan especially… the patronage and support of all interested in the diffusion of knowledge and
Welfare of the People is earnestly solicited.’
Bombay Telegraph and Courier, 6 January 1849
‘The task of the native newspapers and political associations is identical to the role of the Opposition in the House of
Commons in Parliament in England. That is of critically examining government policy to suggest improvements, by removing
those parts that will not be to the benefit of the people, and also by ensuring speedy implementation.
These associations ought to carefully study the particular issues, gather diverse relevant information on the nation as well
as on what are the possible and desirable improvements, and this will surely earn it considerable influence.’
India and the Contemporary World
122
2019-20
8 New Forms of Publication
123
2019-20
8.1 Women and Print
Lives and feelings of women began to be written in particularly
vivid and intense ways. Women’s reading, therefore, increased
enormously in middle-class homes. Liberal husbands and fathers
began educating their womenfolk at home, and sent them to schools
when women’s schools were set up in the cities and towns after the
mid-nineteenth century. Many journals began carrying writings by
women, and explained why women should be educated. They also
carried a syllabus and attached suitable reading matter which could
be used for home-based schooling.
labour and treated unjustly by the very people they served. In the Source E
1880s, in present-day Maharashtra, Tarabai Shinde and Pandita
In 1926, Begum Rokeya Sakhawat Hossein, a
Ramabai wrote with passionate anger about the miserable lives noted educationist and literary figure, strongly
of upper-caste Hindu women, especially widows. A woman in a condemned men for withholding education from
Tamil novel expressed what reading meant to women who were women in the name of religion as she addressed
the Bengal Women’s Education Conference:
so greatly confined by social regulations: ‘For various reasons, my
‘The opponents of female education say that
world is small … More than half my life’s happiness has come women will become unruly … Fie! They call
from books …’ themselves Muslims and yet go against the basic
tenet of Islam which gives Women an equal right
While Urdu, Tamil, Bengali and Marathi print culture had developed to education. If men are not led astray once
early, Hindi printing began seriously only from the 1870s. Soon, a educated, why should women?’
124
2019-20
the early twentieth century, journals, written for and sometimes
edited by women, became extremely popular. They discussed
issues like women’s education, widowhood, widow remarriage
and the national movement. Some of them offered household
and fashion lessons to women and brought entertainment through
short stories and serialised novels.
Fig. 20 – An Indian
couple, black and white
woodcut.
The image shows the
artist’s fear that the
Print Culture
125
2019-20
Fig. 21 – A European couple sitting on chairs,
nineteenth-century woodcut.
The picture suggests traditional family roles. The
Sahib holds a liquor bottle in his hand while the
Memsahib plays the violin.
126
2019-20
9 Print and Censorship
Before 1798, the colonial state under the East India Company was Box 4
not too concerned with censorship. Strangely, its early measures to
control printed matter were directed against Englishmen in India Sometimes, the government found it hard to
who were critical of Company misrule and hated the actions of find candidates for editorship of loyalist papers.
When Sanders, editor of the Statesman that had
particular Company officers. The Company was worried that such
been founded in 1877, was approached, he
criticisms might be used by its critics in England to attack its trade asked rudely how much he would be paid
monopoly in India. for suffering the loss of freedom. The Friend
of India refused a government subsidy, fearing
By the 1820s, the Calcutta Supreme Court passed certain regulations that this would force it to be obedient to
government commands.
to control press freedom and the Company began encouraging
publication of newspapers that would celebrate Britsh rule. In 1835,
faced with urgent petitions by editors of English and vernacular
Box 5
newspapers, Governor-General Bentinck agreed to revise press laws.
Thomas Macaulay, a liberal colonial official, formulated new rules
The power of the printed word is most often
that restored the earlier freedoms. seen in the way governments seek to regulate
and suppress print. The colonial government kept
After the revolt of 1857, the attitude to freedom of the press
continuous track of all books and newspapers
changed. Enraged Englishmen demanded a clamp down on the published in India and passed numerous laws to
‘native’ press. As vernacular newspapers became assertively control the press.
nationalist, the colonial government began debating measures of During the First World War, under the Defence
of India Rules, 22 newspapers had to furnish
stringent control. In 1878, the Vernacular Press Act was passed,
securities. Of these, 18 shut down rather than
modelled on the Irish Press Laws. It provided the government comply with government orders. The Sedition
with extensive rights to censor reports and editorials in the vernacular Committee Report under Rowlatt in 1919 further
strengthened controls that led to imposition of
press. From now on the government kept regular track of the
penalties on various newspapers. At the outbreak
vernacular newspapers published in different provinces. When a of the Second World War, the Defence of India
report was judged as seditious, the newspaper was warned, and if Act was passed, allowing censoring of reports of
war-related topics. All reports about the Quit India
the warning was ignored, the press was liable to be seized and the
movement came under its purview. In August
printing machinery confiscated. 1942, about 90 newspapers were suppressed.
127
2019-20
Write in brief
Write in brief
2. Write short notes to show what you know about:
a) The Gutenberg Press
b) Erasmus’s idea of the printed book
c) The Vernacular Press Act
3. What did the spread of print culture in nineteenth century India mean to:
a) Women
b) The poor
c) Reformers
Discuss
Discuss
1. Why did some people in eighteenth century Europe think that print culture would bring
enlightenment and end despotism?
2. Why did some people fear the effect of easily available printed books? Choose one example
from Europe and one from India.
3. What were the effects of the spread of print culture for poor people in nineteenth century India?
India and the Contemporary World
Project
Find out more about the changes in print technology in the last 100 years. Write about the
changes, explaining why they have taken place, what their consequences have been.
Project
128
2019-20