1) The English Education act was passed by the council of india in 1835.
2) T.B Macaulay drafted this system of education introduced in India.
3) Consequently, the colonial administration started schools, Colleges and Universities, imparting English and modern education, in India.
4) The colonial government Expected this section of educated  Indians to be the loyal to the british and act as the pillars of the british Raj. 

1) Abolition of custom duty on cotton manufactures imported from England and levy of excise duty on cotton fabrics manufactured in india created nationwide discontent.
2) During the viceroyalty of Ripon the indian judges were empowered through the IIbert Bill to try the europeans.
3) Bit in the face of resistance from the Europeans the bill was amended to suit the European interests.

1) The indigo revolt of 1859-60 was one of the responses from the Indian farmer to the oppressive policy of the British.
2) Indian tenants were forced to grow indigo by their planters who were mostly Europeans. Used to dye the clothes indigo was in high demand in Europe.

1) The British fixed the land revenue in cash without any regard to various contingencies, such as failure of crops, fall in prices and droughts or floods.
2) Moreover, the practice of sale in settlement of debt encouraged money lenders to advance money to landholders and resorting to every kind of trickery to rob them of their property.

1) Nationalism means loyalty and devotion to a nation 
2) It is a consciousness or tendency to exalt and place one nation above all the others, emphasising promotion of its culture and interests as opposed to those of other nations.

G. Subramaniam, Viraraghavachari, Ananda Charlu, Rangiah, Balaji Rao and Salem Ramaswamy.

1) The introduction of plantation crops such as coffee, tea and sugar in Empire colonies such as Ceylon (Sri Lanka), Mauritius, Fiji, Malaya, the Caribbean islands, and South Africa required enormous labour.
2) The abolition of slavery in British India in 1843 also facilitated the processes of emigration to Empire colonies. In 1837 the number of immigrant Tamil labourers employed in Ceylon coffee estate was estimated at 10,000.
3) The industry developed rapidly and so did the demand for Tamil labour.
4) In 1846 its presence was estimated at 80,000 and in 1855 at 128,000 persons. In 1877, the famine year, there were nearly 380,000 Tamil labourers in Ceylon.

1) The introduction of printing press in India was an event of great significance. It helped people to spread, modem ideas of self-government, democracy, civil rights and industrialisation.
2) The press became the critic of politics. It addressed the people on several issues affecting the country.
3) Raja Rammohan Roy's Sam bad Kaumudi (1821) in Bengali and Mirat-Ul-Akbar (1822) in Persian played a progressive role in educating the people on issues of public importance.
4) Later on a number of nationalist and vernacular news papers came to be launched to build public opinion and they did yeomen service in fostering nationalist consciousness.
5) Among them Amrit Bazaar Patrika, The Bombay Chronicle, The Tribune, The Indian Mirror, The Hindu and Swadesamitran were prominent.

1) The MNA petition was discussed in the Parliament in March 1853. H.D. Seymour, Chairman of the Indian Reform Society, came to Madras in October 1853.
2) He visited places like Guntur, Cuddalore, Tiruchirappalli, Salem and Tirunelveli.
3) However, as the Charter Act of 1853 allowed British East India Company to continue its rule in India, the MNA organised an agitation for the transfer of British territories in India to the direct control of the Crown.
4) MNA sent its second petition to British Parliament, signed by fourteen thousand individuals, pleading the termination of Company rule in India.

1) The colonial government aided the spread of modem education in India for a different reason than educating and empowering the Indians.
2) With this aim, the English Education Act was passed by the Council of India in 1855. T.B. Macaulay drafted this system of education introduced in India,
3) Consequently, the colonial administration started schools, colleges and universities, imparting English and modem education, in India.
4) Universities were established in Bombay, Madras and Calcutta in 1857.
5) The colonial government expected this section of educated Indians to be loyal to the British and act as the pillars of the British Raj.
6) The British created an educated Indian middle class for their own ends but sneered at it as the Babu class.
7) That every class, however, became the progressive intelligentsia of India and played a leading role in mobilising the people for the liberation of the country.

1) Indian national movement dates its birth from the 1857 uprising. The outrages committed by the British army after putting down the revolt remained "un-avenged".
2) Even the court-martial law and formalities were not observed Officers who sat on the court martial swore that they would hang their prisoners, guilty or innocent and, if any dared to raise his voice against such indiscriminate vengeance, he was silenced by his angry colleagues.
3) Persons condemned to death after the mockery of a trial were often tortured by soldiers before their execution, while the officers looked on approvingly.
4) It is worth recalling what Elphinstone, Governor of Bombay Presidency, wrote to Sir John Lawrence, future Viceroy of India (1864) about the British siege of Delhi during June- September, 1857'. A wholesale vengeance is being taken without distinction of friend or foe. As regards the looting, we have indeed surpassed Nadirshah.'
Racial Discrimination
1) The English followed a policy of racial discrimination.
2) The systematic exclusion of the Indians from higher official positions came to be looked upon as an anti-Indian policy measure and the resultant discontent of the Indian upper classes led the Indians to revolt against the British rule.
3) When civil service examinations were introduced the age limit was fixed at twenty one. When Indians were making it, with a view to debarring the Indians from entering the civil services, the age limit was reduced to nineteen.
4) Similarly, despite requests from Indian educated middle class to hold the civil service examinations simultaneously in India, the Imperial government refused to concede the request.

1) The British destroyed the traditional basis of Indian land system. In the pre-British days, the land revenue was realised by sharing the actual crop with the cultivators.
2)  The British fixed the land revenue in cash without any regard to various contingencies, such as failure of crops, fall in prices and droughts or floods. Moreover, the practice of sale in settlement of debt encouraged money lenders to advance money to landholders and resorting to every kind of trickery to rob them of their property.
3) There were also two other major implications of the new land settlements introduced by the East India Company. They institutionalised the commodification of land and commercialisation of agriculture in India.
4) As mentioned earlier, there was no private property in land in pre-British era Now, land became a commodity that could be transferred either by way of buying and selling or by way of the administration taking over land from holders, in lieu of default on payment of tax/rent.
5) Land taken over in such cases was auctioned off to another bidder. This created a new class of absentee landlords who lived in the cities and extracted revenue from the lands without actually living on the lands.
6) In the traditional agricultural set-up, the villagers produced largely for their consumption among themselves. After the new land settlements, agricultural produce was predominantly for the market.
7) The commodification of land and commercialisation of agriculture did not improve the lives and conditions of the peasants. Instead, this created discontent among the peasantry and made them restive. These peasants later on turned against the imperialists and their collaborators.
Laissez Faire Policy and De-industrialization: Impact on Indian Artisans
1) The policy of the Company in the wake of industrial Revolution in England resulted in the de-industrialization of India This continued until the beginning of the World War 1. The British Government pursued a policy of free trade or laissez faire.
2) Raw materials like cotton, jute and silks from India were taken to Britain. The finished products made from those raw materials were then transported back to the Indian markets.
3) Mass production with the help of technological advancement enabled them to flood the Indian market with their goods. It was available at a comparatively cheaper price than the Indian handloom cloth.
4) Prior to the arrival of the British, India was known for its handloom products and handicrafts. It commanded a good world market.
5) However, as a result of the colonia policy, gradually Indian hand loom products and handicrafts lost there market, domestic as well as international. Import of English articles into India threw the weavers, the cotton dressers, the carpenters, the blacksmiths and the shoemakers out of employment.
6) India became a procurement area for the raw material and the farmers were forced to produce industrial crops like indigo and other cash crops like cotton for use in British factories. Due to this shift, subsistence agriculture, which was the mainstay for several hundred years, suffered leading to food scarcity.