Dadabhai Naoroji, Gopal Krishna Gokhale, Bipin Chandra Pal, Lala Lajpat Rai, Bal Gangadhar Tilak.

Madras Native Association (MNA) on 26 February 1852.
Indian Society - 1865
East Indian Association - 1866
Madras Mahajana Sabha (MMS) on 16 May 1884

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) 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) 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.

1) Dadabhai Naoroji's major contribution to the Indian nationalist movement was his book Poverty and Un-Bntish Rule of the British in India (1901). In this book, he put forward the concept of 'drain of wealth'.
2) He stated that in any country the tax raised would have been spent for the wellbeing of the people of that country.
3) But in British India, taxes collected in India were spent for the welfare of England Naoroji argued that India had exported an average of 13 million pounds worth of goods to Britain each year from 1835 to 1872 with no corresponding return.
4) The goods were in lieu of payments for profits to Company shareholders living in Britain, guaranteed interest to investors in railways, pensions to retired officials and generals, interest for the money borrowed from England to meet war expenses for the British conquest of territories in India as well as outside India
5) All these, going in the name of Home Charges, Naoroji asserted, made up a loss of 30 million pounds a year.

1) In 1815, the Governor of Madras received a communication from the Governor of Ceylon asking for "coolies" to work on the coffee plantations.
2) The Madras Governor forwarded this letter to the collector of Thanjavur, who reported that the people were very much attached to the soil and unless some incentive was provided it was not easy to make them move out of their native soil.
3) But the outbreak of two famines (1833 and 1843) forced the people, without any prompting from the government, to leave for Ceylon to work as coolies in coffee and tea plantations under the indentured labour system.

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

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 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.

The major objectives and demands of INC were
Constitutional
Opportunity for participation in the government was one of the major demands of the Indian National Congress. It demanded Indian representation in the government.
Economic
High land revenue was one of the major factors that contributed to the oppression of the peasants. It demanded reduction in the land revenue and protection of peasants against exploitation of the zamindars. The Congress also advocated the imposition of heavy tax on the imported goods for the benefit of swadeshi goods.
Administrative
Higher officials who had responsibility of administration in India were selected through civil services examinations conducted in Britain. This meant that educated Indians who could not afford to go to London had no opportunity to get high administrative jobs. Therefore, Indianisation of services through simultaneous Indian Civil Services Examinations in England and India was a major demand of the Congress.
Judicial
Because of the partial treatment against the Indian political activists by English judges it demanded the complete separation of the Executive and the Judiciary.
Contributions of Early Nationalists (1885-1915)
1) The early nationalists in the INC came from the elite sections of the society. Lawyers, college and university teachers, doctors, journalists and such others represented the Congress. However, they came from different regions of the country and this made INC a truly a national political organisation.
2) These leaders of the INC adopted the constitutional methods of presenting petitions, prayers and memorandums and thereby earned the moniker of "Moderates".
3) It was also the time some sort of an understanding about colonialism was evolving in India There was no ready-made anti-colonial understanding available for reference in the late nineteenth century when the INC was formed.
4) It was the early nationalists who helped the formulation of the idea of we as a nation. The were developing the indigenous anti-colonial ideology and a strategy on their own which helped future mass leaders like M. K Gandhi.
5) From the late 1890s there were growing differences within the INC Leaders like Bipin Chandra Pal, Bal Gangadhar Tilak and Lala Lajpat Rai were advocating radical appro ache instead of merely writing petitions, prayers and memorandums.
6) These advocates of radical methods came to be called the "extremists" as against those who were identified as moderates. Their objective became clear in 1897 when Tilak raised the clarion call "Swaraj is my birth right and I shall have it".
7) Tilak and his militant followers were now requesting Swaraj -instead of economic or administrative reforms that the moderates were requesting through their petitions and prayers.
8) Though they criticised each other, it would be wrong to place them in the opposing poles. Both moderates and militants, with their own methods, were significant elements of the larger Indian nationalist movement.
9) In fact, they contributed towards the making of the swadeshi movement. The partition of Bengal in 1905, by the colonial government, which you will be studying in the next lesson, was vehemently opposed by the Indians.
10) The swadeshi movement of 1905, directly opposed the British rule and encouraged the ideas of swadeshi enterprise, national education, self-help and use of Indian languages.
11) The method of mass mobilisation and boycott of British goods and institutions suggested by the radicals was also accepted by the Moderates.

1) The colonial government aided the spread of modem education in India for a different reason than educating and empowering the Indians.
2) To administer a large colony like India, the British needed a large number of personnel to work for them. It was impossible for the British to import the educated lot, needed in such large numbers, from Britain.
3) With this aim, the English Education Act was passed by the Council of India in 1835. T.B. Macaulay drafted this system of education introduced in India
4) Consequently, the colonial administration started schools, colleges and universities, imparting English and modem education, in India
5) Universities were established in Bombay, Madras and Calcutta in 1857.
6) The colonial government expected this section of educated Indians to be loyal to the British and act as the pillars of the British Raj.
7) The British created an educated Indian middle class for their own ends but sneered at it as the Babu class.
8) 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.
9) The economic and administrative transformation on the one side and the growth of Western education on the other gave the space for the growth of new social classes.
10)  From within these social classes, a modem Indian intelligentsia emerged
11) The "neo-social classes" created by the British Raj, which included the Indian trading and business communities, landlords, money lenders, English-educated Indians employed in imperial subordinate services, lawyers and doctors, initially adopted a positive approach towards the colonial administration.
12)  However, soon they realised that their interests would be better served only in independent India
13)  People of the said social classes began to play a prominent role in promoting patriotism amongst the people.
14) The consciousness of these classes found articulation in a number of associations prior to the founding of the Indian National Congress at the national level.