(i) It used education as a tool to teach the Catholic religion to the masses.
(ii) They set up various educational institutions to promote the Catholic religion.
(iii) Society of Jesus succeeded in producing efficient and faithful followers of the Church.
(iv) The Jesuits, helped in raising the standard of the Church in Europe.

1) Madras played a pivotal role in the history of labour movement of India
2) The first trade union in the modem sense, the Madras Labour Union, was formed in 1918 by B.P. Wadia.
3) The union was formed mainly due to the ill-treatment of Indian worker in the Buckingham and Carnatic Mills, Perambur. The working conditions was poor.
4)  Short interval for mid-day meal, frequent assaults on workers by the European assistants and inadequate wages led to the formation of this union. 
5) This union adopted collective bargaining and used trade unionism as a weapon for class struggle.

1) The Ghadar Movement was an important episode in India's freedom struggle.
2) A ship named Komagatamaru, filled with Indian immigrants was turned back from Canada. As the ship returned to India several of its passengers were killed or arrested in a clash with the British police.
3) This incident left a deep mark on the Indian nationalist movement.

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.

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.

The outbreak of Second World War and Britain's decision to involve India in the War without consulting Congress ministries in provinces, provoked the leaders of Indian National Congress and Gandhi.
1. The Congress ministers resigned in protest.
2. The Cripps Mission arrived in March 1942 to assuage the nationalists.
3.  But its proposals bore no fruit.
4.  Gandhi decided to embark on the Quit India Movement in August 1942.

1) Minto-Morely Reforms, 1909 provided for eight seats to Muslims in the Imperial Legislative Council, out of the 27 non-officials to be elected.
2) In the Legislative Council of the provinces seats reserved for the Muslim candidates were: Madras 4; Bombay 4; Bengal 5.

1) The first major steel industry - Tata Iron and Steel Company (TISCO) - was set up by the Tatas in 1907 as a part of swadeshi effort in Sakchi, Bihar.
2) Prior to this, a group of Europeans had attempted in 1875 to found the Bengal iron Company.
3) Following this, the Bengal Iron and Steel Company was set up in 1889. However, TISCO made a huge headway than the other endeavourers in this sector.
4) Its production increased from 31,000 tons in 1912-13 to 1,81,000 tons in 1917-18.

1. The National Assembly abolished feudalism in the country.
2. In 1789 the Declaration of the Rights of Man and the Citizen was adopted.
3. In 1791, the National Assembly drafted the constitution by which the powers of the king were limited.
4. People started forming political clubs to discuss the problems they faced.
5. One such club which attained popularity was the Jacobin Club in Paris.
6. On 2 September 1792, the mob descended on the prisons and summarily executed those they believed to be royalists.
7. In 1792 the new Convention abolished monarchy and declared France a republic.
8. King Louis XVI was brought before the People s tribunal and executed by guillotine on 21 January 1793.
9. As the government and the base of society were radicalised, so the Jacobian group leader Robasesphere also hanged.

1) Dr. Ambedkar came to the centre stage of the struggles of the oppressed world in the 1920's. Born in the then so-called "untouchable" caste called Mahar in Central India as the son of an army man, he was a brilliant student and was the first to matriculate from his community.
2) Ambedkar joined the Elphinston College, with the help of a scholarship and graduated in 1912. With the help of a scholarship from the Maharaja of Barona he went to United States and secured a post-graduate degree, and doctorate, from the columbia University, Then he went to London to study law and economics.
3) Ambedkar's brilliance caught the attention of many. Already in 19'16, he had participated in an international conference of Anthropology and presented a research paper on 'Castes in India', which was published later in the indian Antiquary.
4) The British government which was searching for talents among the downtrodden of India invited him to interact with the Southborough or the Franchise Committee which was collecting evidence on the quantum and qualifications to be fixed for the Indian voters.
5) Ambedkar launched news journals and organizations. Mook Nayak (leader of the dumb) was, the journal to articulate his view. s and the Bahishkrit Hitakarini Sabha (Association for the welfare of excluded) spearheaded his activities. As 'a' member of the Bombay legislative council he worked tirelessly to secure removaL of disabilities imposed on untouchables.
6) He launched the 'Mahad Satyagraha' to establish the civic right of the untouchables to public tanks and wells. Ambedkar's intellectual and public 'activities drew the attention of all concerned.
7)  Ambedkar launched two political parties. The first one was the Independent Labour party in 1937 and the second Scheduled Caste Federation in 1942, The colonial government recognizing his struggles and also to balance its support base used the services of Ambedkar. Thus he was made a member of the Defence Advisory Committee in 1942, and a few months later, a minister in the Viceroy's cabinet.
8)  The crowning recognition of his services to the nation was electing him as the chairman of the Drafting Committee of the independent India's Constitution. After independence Ambedkar was invited to be a member of the Nehru cabinet.

1) The Khilafat Conference, at the instance of Gandhi, decided to launch the non-cooperation movement from 31 August 1920.
2) Earlier an all party meet at Allahabad had decided on a programme of boycott of government educational institutions and their law courts.
3) The Congress met in a special session at Calcutta in September 1920 and resolved to accept Gandhi's proposal on non-cooperation with the colonial state till such time as Khilafat and Punjab grievances were redressed and self-government established.
4) Non-cooperation movement included boycott of schools, colleges, courts, government offices, legislatures, foreign goods, return of government conferred titles and awards.
5) Alternatively, national schools, panchayats were to be set up' and swadeshi goods manufactured and used. The struggle at a later stage was to include no tax campaign and, mass civil disobedience, etc.
6) A regular Congress session held at Nagpur in 1920 endorsed the earlier resolutions. Another important resolution at Nagpur was to recognize and set up linguistic Provincial Congress Committees which drew a large number of workers into the movement.
7) In order to broad base the Congress, the workers were to reach out to the villages and enroll the villagers in the Congress on a nominal fee of four annas (25 paise). The overall character of the Congress underwent change and an atmosphere where a large majority of the masses could develop a sense of belonging to the nation and the national struggle developed.
8) But it also led to some conservatives who were opposed to mass participation in the struggle to leave the Congress.
9) Thus the Congress under Gandhi was shedding its elitist character, becoming a mass organization and in a real sense 'National'.

(1) The Khilafat issue was interpreted differently by different sections. Lower-class Muslims in U.P. interpreted the Urdu word khilaf (against) and used it as a symbol of general revolt against authority, while the Mappillais of Malabar converted it into a banner of anti landlord revolt.
(2) In Malabar, Muslim (Mapilla) peasants rose up in armed rebellion against upper caste landholders and the British government.
(3) The bloody Malabar rebellion of 1921, where Muslim peasants were pitted against both the British rulers and Hindu landlords, gave another reason for the renewed campaign of the Hindu Mahasabha.
(4) Though the outbreak was basically an agrarian revolt, communal passion ran high in consequence of which Gandhi himself viewed it as a Hindu-Muslim conflict.
(5) Gandhi wanted Muslim leaders to tender a public apology for the happenings in Malabar.

(i) Provinces should be freed as much as possible from Central control in administration and finance.
(ii) Four-fifths of the Central and Provincial Legislative Councils should be elected, and one-fifth nominated.
(iii) Four-fifths of the provincial and central legislatures were to be elected on as broad a franchise as possible.
(iv) Half the executive council members, including those of the central executive council were to be Indians elected by the councils themselves.
(v) The Congress also agreed to separate electorates for Muslims in provincial council elections and for preferences in their favour (beyond the proportions indicated by population) in all provinces except the Punjab and Bengal, where some ground was given to the Hindu and Sikh minorities. This pact paved the way for Hindu-Muslim cooperation in the Khilafat Movement and Gandhi's Non-Cooperation Movement
(vi) The Governments, Central and Provincial, should be bound to act in accordance with resolutions passed by their Legislative Councils unless they were vetoed by the Governor- General or Governors-in-Council and, in that event, if the resolution was passed again after an interval of not less than one year, it should be put into effect;
(vii) The relations of the Secretary of State with the Government of India should be similar to those of the Colonial Secretary with the Governments of the Dominions, and India should have an equal status with that of the Dominions in any body concerned with imperial affairs. The Lucknow Pact.

1) Swadeshi movement in Tamil Nadu, notably in Tirunelveli district, generated a lot of attention and support.
2) While the Swadeshi movement in Tamil Nadu had an all India flavour, with collective anger against the British rule remaining the common thread, it was also underpinned by Tamil - pride and consciousness.
3) There was a deep divide in the Tamilnadu congress between the moderates and the extremists.
Development of Vernacular Oratory.
1) Initially, the movement was more of a reaction to the partition of Bengal and regular meetings were held to protest the partition.
2) The speakers, in such meetings, spoke mostly in the vernacular language to an audience that included students, lawyers, and labourers at that time.
3) The shift from English oratory to vernacular oratory was a significant development of this time; which had a huge impact on the mass politics in Tamil Nadu
4) Swadeshi meetings at the Marina beach in Madras were a regular sight. The Moore Market complex in Madras was another venue utilised for such gatherings. During the period (1905-1907) there are police reports calling students dangerous and their activities as seditious.
V.O.C and Swadeshi Steam Navigation Company (SSNC)
1) The Swadeshi movement in Tamil Nadu came to national attention in 1906 when V.O.Chidambaram mooted the idea of launching a swadeshi shipping venture in opposition to the monopoly of the British in navigation through the coast.
2) In 1906, V.O.C registered a joint stock company called The Swadeshi Steam Navigation Company (SSNC) with a capital of Rs 10 Lakh, divided into 40,000 shares of Rs.25 each. Shares were open only to Indians, Ceylonese and other Asian nationals. V.O.C purchased two steamships, S.S. Gallia and S.S. Lawoe.
The Coral Mill Strike
1) After attending the session of the Indian National Congress at Surat, V.O.C on his return decided to work on building a political organisation.
2) While looking for an able orator, he came across Subramania Siva, a swadeshi preacher. From February to March 1907, both the leaders addressed meetings almost on a daily basis at the beach in Tuticorin, educating the people about swadeshi and the boycott campaign.
3) The meetings were attended by thousands of people. These public gatherings were closely monitored by the administration.
4) In 1908, the abject working and living conditions of the Coral Mill workers attracted the attention of V.O.C and Siva
5) In the next few days, both the leaders addressed the mill workers. In March 1908, the workers of the Coral Cotton Mills, inspired by the address went on strike. It was one of the earliest organised labour agitations in India
Subramania Bharati: Poet and Nationalist
1) The growth of newspapers, both in English and Tamil language, aided the swadeshi movement in Tamil Nadu. G. Subramaniam was one of the first among the leaders to use newspapers to spread the nationalist message across a larger audience.
2) Subramaniam, along with five others, founded The Hindu (in English) and Swadesamitran (which was the first ever Tamil daily).
3) Subramania Bharati became the sub-editor of Swadesamitran around the time (1904) when Indian nationalism was looking for a fresh direction. Bharati was also editing Chakravartini, a Tamil monthly devoted to the cause of Indian women.

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 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.

1) India has made great strides in developing institutions of scientific research and technology.
2) The only science research institute in India before Independence was the Indian Institute of Science (HSc) established in 1909 in Bangalore with funding from J.R.D. Tata and the Maharaja of Mysore.
3) The Tata Institute of Fundamental Research (TlFR) was set up in 1945 on the initiative of Homi J. Bhabha, with some funding from the Tatas. It was intended to promote research in mathematics and pure sciences.
4) The National Chemical Laboratory, Pune and the National Physics Laboratory, New Delhi were the first institutes set up in India around the time of Independence.
5) Since then there has been a steady increase in the number of institutes doing research in pure sciences, ranging from astrophysics, geology/geo-physics, cellular and molecular biology, mathematical sciences and so on.
6)  The Council of Scientific and Industrial Research (CSIR) is the umbrella organization under which most of the scientific research institutions function. The CSIR also advances research in applied fields like machinery, drugs, planes etc.
7) The Atomic Energy Commission is the nodal agency for the development of nuclear science which is strategically important, focusing both on nuclear power generation and nuclear weapons. The Atomic Energy Commission also funds several institutes of pure science research.
8) Agriculture is another area where there has been a significant expansion of research and development. The Indian Council of Agricultural Research (ICAR) is the coordinating agency for the research done not only in basic agriculture, but also associated activities like fishery, forests, dairy, plant genetics, bio-technology, varieties of crops like rice, potato, tubers, fruits and pest control, to name only a few of the activities covered by the Institute.
9) Agricultural universities are also actively engaged in teaching and research on agricultural practices. There are 67 Agricultural Universities in India, and 3 in Tamil Nadu.
10) Indian Institutes of Technology (IITs) were set up as centres of excellence in different fields of engineering.
11) The first lIT was located in Kharagpur, followed by Delhi, Bomb' y, Kanpur and Madras (Chennai).
12) There are now 21 IITs in the country, in addition to 30 NITs (National Institutes of Technology) and about 10 IIITs (Indian Institutes of Information Technology).
13) There are about 3500 engineering colleges in the country, but government engineering colleges only number around 100.
14) There has been an explosion of private engineering colleges, particularly in Andhra Pradesh, Tamil Nadu and Maharashtra.
15) Unfortunately, the colleges vary significantly in the quality of education that they provide, and there are many graduates with engineering degrees who are not able to get jobs because they do not meet the standards and skill sets required by corporate employers.
16) In spite of advances, the general perception is that science research in India still has a long way to go to catch up with the more developed countries and China.
17) The research output in theoretical fields is rather disappointing and scanty in spite of the number of research institutions in the country.

1) Education and health constitute the social sectors, and the status of education and health indicators are yardsticks for assessing the level of social development in a country.
2) Sadly, India is far behind many less developed countries, especially on health indicators like maternal mortality and infant mortality, and education indicators with respect to school education.
3) These poor outcomes are a reflection of the low share of plan outlay set aside for the social sectors.
4) This hovered between 16 and 18% between 956 and 1990 (Second to the Seventh Plans). The outlay has increased only from the Eighth Pian onwards due to a greater emphasis on social justice and inclusive growth.
5) But it was still less than 30% of the total outlay.
6) It crossed the one-third mark only .in the Twelfth Plan. Expenditure on education as a percentage of total GDP has been less than 5% in India, and compares unfavourably with China and other Asian countries.
7) Literacy levels have increased in India from 18.3% in 1951 to 74% in 2011. Female literacy still lags behind the male literacy rate at 65% as compared to 82% among men.
8) There has been a great increase in the number of schools from the primary to senior high school level and in the growth of institutions of higher learning.
9) In 2014-15 there were 12.72 lakh primary and upper primary schools, 2.45 lakh secondary .and higher secondary schools, 38, 498 colleges and 43 Central Universities, 316 State Universities, 122 Deemed Universities and 181 State Private Universities in the country.
10)  Enrolment in primary schools stood at 96%, and 40% in the secondary and higher secondary schools. However, the drop-out rate is 51% in primary schools, and as high as 62% in secondary and high schools.
11) Children dropping out of school mostly belonged to the poorer families in rural and urban areas and socially backward castes (SCs and STs).
12) The drop-out rate is particularly high among girl children. This is because they are often withdrawn from school either because the family is not able to afford to keep all the children in school and more often because they have to assist in household chores and looking after younger children in the family.
13) There are great inter-regional variations in the drop-out and enrolment rates, so that backward states and regions have the poorest record on school education.
14) A further problem is that government schools at all levels are perceived to be functioning very badly.
15) Teachers are often absent and seem to show little interest in providing good education to the students.
16) This has resulted in most parents, including low income parents, opting to take their children out of government schools (which are free) and putting them in private schools, paying high fees, because these are supposed to give better education.
17) Since private schools are rarely set up in backward regions with high levels of poverty, the regional disparities in school education have become more accentuated.

Under the Constitution of India, agriculture was a 'state subject', that is, each state had to pass laws relating to land reforms individually.
(a) Zamindari Abolition:
Zamindar - the class of landowners designated during British rule as the intermediaries who collected rent from peasants cultivating their land and paid that land revenue to the government under a Permanent Settlement.
1) Abolition of Zamindari was part of the manifesto of the Indian National Congress Party even before Independence.
2) Most provinces in India had enacted laws abolishing the zamindari system.
3) Land was taken away from the zamindars were distributed among the tenants.
4) The provincial legislatures also recommended the amount of compensation to be paid to the zamindars.
5) zamindars in various parts of the country challenged the zamindari abolition laws in court.
6) The government then passed two amendments to the Constitution, which removed the 'right to property' from the fundamental rights guaranteed under the Constitution and preempted the right of zamindars, to question the expropriation of their land or the value of the compensation.
7) Finally, zamindari abolition was completed by 1956, and was possibly the most successful of the land reforms.
8) In sum, however, the reform only achieved a very small part of the original objective. Thus, while the institution of zamindari was dismantled, many landowners continued in possession of vast tracts of land,
(b) Tenancy Reform:
Tenancy refers to an arrangement under which land was taken on lease from landowners by cultivators under specific terms.
1) Nearly half of the total cultivated land in India was under tenancy.
2) Not all tenants were landless peasants. Many small landowners, Some richer landowners also took additional land for cultivation on lease.
3) The rents received by the landowners generally amounted to about 50% or more of the produce from the land, which was very high.
4) Tenants could also be evicted at short notice, and tenants therefore always lived under some uncertainty,
Tenancy reform legislation was aimed at achieving three ends:
(i) to regulate the rent;
(ii) to secure the rights of the tenant;
(iii) to confer ownership rights on the tenants by expropriating the land of the land owners.
1) Legislation was passed in the states regulating the rent at one-fourth to one third of the produce. But this could never be implemented successfully.
2) The two Communist states, Kerala and West Bengal, were able to push through land reforms with greater success.
3)  In West Bengal, the programme to confer tenancy rights was called Operation Barga. This was quite successful, but the Communist government was criticized severely for giving official sanction to tenancy.
(c) Land Ceiling.
1) Land ceiling refers to the maximum amount of land that could be legally owned by individuals. Laws were passed after the 1950s to enforce it. In Tamilnadu it was implemented first in 1961.
2) Until 1972, there was a ceiling on the extent of land that a 'landholder' could own. After 1972, the unit was changed to a 'family'.
3) This meant that the landowners could claim that each member of the family owned a part of the land which would be much less than the prescribed limit under the ceiling.
4) Ultimately, only about 65 lakh hectares of land was taken over as surplus land. This was distributed to about 55 lakh tenants-an average of a little over 1 hectare per tenant.
5) Clearly, with their political power the dominant castes who were the big landowners managed to dilute and vitiate the entire legislation.
6) Efforts like Bhoodan started by Vinoba Bhave to persuade large landowners to surrender their surplus land voluntarily attracted much public attention.
7) But the end results were disappointing, since the land thus surrendered was usually unproductive land.
(d) Overall Appraisal:
1) Land reform legislation has overall not been a great success.
2) In economic terms, the dream of an agricultural sector prospering under peasant cultivators with secure, ownership rights has remained just that - a dream.
3) When agriculture has grown due to technological progress, a more efficient land market is 1 seen to be operating which is more conducive for long term growth.
4) In terms of social justice, the abolition of the semi-feudal system of zamindari has been effective.
5) The land reform measures have also made the peasants more politically aware of their rights and empowered them.

In April 1944, when the Congress leaders were in jail, C.Rajagopalachari put out a proposal to resolve the issue. It contained the following:
1)  A post-war commission to be formed to demarcate the contiguous districts where the Muslims were in absolute majority and a plebiscite of the adult population there to ascertain whether they would prefer Pakistan;
2) In case of a partition there would be a mutual agreement to run certain essential services, like defence or communication;
3) The border districts could choose to join either of the two sovereign states;
4) The implementation of the scheme would wait till after full transfer of power. After his release from prison, Gandhi, in July 1944, proposed talks with Jinnah based on what came to be the 'Rajaji formula'. The talks did not go anywhere.
Wavell Plan:
1) In June 1945 Lord Wavell moved to negotiate and called for the Simla conference.
2) The rest of the Congress leaders, including Jawaharlal Nehru, Sardar Patel and the Congress president, Maulana Abul Kalam Azad were released from jail for this.
3) Wavell convinced Churchill for a Congress-Muslim League coalition government as a way to deal with the post-war political crisis.
4) The Viceroy's proposal before the leaders of all political formations and most prominently the Congress and the Muslim League was setting up of an Executive Council, exclusively with Indians along with himself and the commander-in-chief; equal number of representatives in the council for the caste Hindus and the Muslims and separate representation for the Scheduled Castes; and start of discussions for a new constitution.
5) The proposal displeased everyone. The Simla Conference held between June 25 and July 14-1945 ended without resolution.
6) The talks broke down on the right of the Indian National Congress and the Muslim League to nominate members to the Viceroy's Council.
7) The Muslim League insisted on its exclusive right to nominate Muslim members to the Council.
8) Its demand was that the Congress nominees shall only be caste Hindus and that the Indian National Congress should not nominate a Muslim or a member from the Scheduled Caste.
9) This was seen as a means to further the divide on communal lines and deny the Congress the status of representing the Indian people.
10) Lord Wavell found a council without Muslim League representation as unworkable and thus abandoned the Simla talks.
11) The years between the Lahore resolution of 1940 and the Simla Conference in 1945 marked the consolidation of a Muslim national identity and the emergence of Jinnah as its sole spokesperson.
12) It was at a convention of Muslim League Legislators in Delhi in April 1946, that Pakistan was defined as a 'sovereign independent state.
13) For the first time the League also declared its composition in geographical terms as 'the region consisting of the Muslim majority provinces of Bengal and Assam in the Northeast and the Punjab, North-West Frontier Province, Sind and Baluchistan in the Northwest.
14) The Congress president Maulana Abul Kalam Azad rejected this idea and held that the Congress stood for a united India with complete independence.
15) All these were developments after the Simla conference of June-July 1945 and after Churchill was voted out and replaced by a Labour Party government headed by Clement Attlee.
16) Times had changed in a substantial sense. British Prime Minister, Attlee had declared the certainty of independence to India with only the terms left to be decided.

1) The outbreak of Second World War and Britain's decision to involve India in the War without consulting Congress ministries in provinces, provoked the leaders of Indian National Congress and Gandhi.
2) The Congress ministers resigned in protest.
3) Gandhi launched the individual Satyagraha in October 1940 to keep up the morale of the Congress.
4) The election of Subash Chandra Bose as Congress President upset Gandhi this led to Bose's resignation.
5) The Cripps Mission's proposal of March 1942 bore no fruit.
6) Gandhi decided to embark on the Quit India Movement in August 1942.
Congress Meet at Wardha
1) The Working Committee of the Indian National Congress met at Wardha on July 14, 1942 to launch a mass civil disobedience movement.
2) C.Rajagopalachari and Bhulabhai Desai had reservations against launching a movement
3) Nehru, though not want a movement then bound himself with the majority's decision in the Working Committee.
'Do or Die':
1) The Cripps mission had turned both Gandhi and Nehru sour with the British than any time in the past.
2) Gandhi in a press interview said: 'Leave India to God. If that is too much, then leave her anarchy.
3) The Mahatma called upon the people to 'Do or Die' and called the movement he launched from there as a 'fight to the finish'.
Quit India
1) All the leaders of the Indian National Congress, including Gandhi, were arrested early in the morning on August 9, 1942 by the colonial government.
2) The immediate response by Indian people against the arrest was hartals, in which people from almost all the towns where clashed, often violently, with the police.
3) Industrial workers such as Tata Steel Plant, textile workers in Ahmedabad and across India went on strike.
Brutal Repression:
1) The colonial government responded with brutal repression.
2) police resorted to firing, The army was called in to suppress the protest. Totally 57 battalions were called in as a whole. Aircrafts were used.
3) It spread in its second phase into the villages.
4) A sixty-point increase in prices of food-grains recorded between April and August 1942 had laid the seeds of resentment. . ,
5) The leaders of the Congress, who had managed to escape arrest on August 9 organised the youth into guerrilla actions.
Outbreak of Violence:
1) Beginning late September 1942, the movement took the shape of attacks and destruction of communication facilities such as telegraph lines, railway stations and tracks and setting fire to government offices.
2) This spread across the country and was most intense in Eastern United Provinces, Bihar, Maharashtra and in Bengal.
3)The rebels even set up ·'national governments' in pockets they liberated from the colonial administration.
4) Gandhi's 21 day fast in jail, beginning February 10, 1943, marked a turning point and gave the movement (and even the violence in a limited sense) a great push. Spread and Intensity of the Movement
5) By the end of 1943, the number of persons arrested across India stood at 91,836.
6) The police shot dead 1060 persons during the same period.
7) 208 police outposts, 332 railway stations and 945 post offices were destroyed or damaged very badly.
8) At least 205 policemen defected and joined the rebels.
9) Collective fines were imposed on all the people in a village where public property was destroyed.
Clandestine Radio:
1) Yet another prominent feature of the Quit India movement was the use of Radio by the rebels.
2) The press being censored, the rebels set up a clandestine radio broadcast system from Bombay.
3) The transmitter was shifted from one place to 'another in and around the city. Usha Mehta was the force behind the clandestine radio operations and its broadcast was heard as far away as Madras.
4) The Quit India movement was the most powerful onslaught against the colonial state hitherto.
5) The movement included the Congress, the Socialists, and the Forward Bloc.
6) The movement witnessed unprecedented unity of the people and sent a message that the colonial rulers could not ignore.
Release of Gandhi
1) Gandhi's release from prison, on In health grounds, on May 6, 1944 led to the revival of the Constructive Programme.
2) Congress committees began activities in its garb and the ban on the Congress imposed in the wake of the Quit India movement was thus overcome.
3) The colonial state, meanwhile, put forward a plan for negotiation.
4) Lord Archibald Wavell, who had replaced Linlithgow as Viceroy in October 1943, had begun to work towards another round of negotiation.
The message was clear: The British had no option but to negotiate!

Separate Electorates and the Spread of Communalism
1) The institution of separate electorate was the principle technique adopted by the Government of British India for fostering and spreading communalism. The people were split into separate constituencies so that they voted communally, thought communally, judged the representatives communally and expressed their grievances communally.
2) That the British did this with ulterior motive was evident from a note sent by one of the British officers to Lady Minto: 'I must send your Excellency a line to say that a very big thing has happened today. A work of statesmanship, that will affect Indian History for many a long year. It is nothing less than pulling of 62 million people from joining the ranks of seditious opposition.
3) The announcement of separate electorates and the incorporation of the principle of "divide and rule" into a formal constitutional arrangement made the estrangement between Hindus and Muslims total.
Communalism in United Provinces (UP)
1) The suspension of the non-cooperation movement in 1922 and the abolition of the Caliphate in 1924 left the Muslims in a state of frustration.
2) In the aftermath of Non-Co-operation movement, the alliance between the Khilafatists and the Congress crumbled.
3) There was a fresh spate of communal violence, as Hindus and Muslims, in the context of self-governing institutions created under the Act of 1919, began to stake their political claims and in the process vied with each other to acquire power and position.
4) 1920s was a trying period for the Congress. This time the communal tension in the United Province was not only due to the zeal of Hindu and Muslim religious leaders, but was fuelled by the political rivalries of the Swarajists and Liberals.

1) The Defence of India Regulations Act, it was an emergency criminal law enacted with the intention of curtailing the nationalist and revolutionary activities during the First World War.
2) The Act allowed suspects to be tried by special tribunals each consisting of three Commissioners appointed by the Local Government.
3) The act empowered the tribunal to inflict sentences of death, transportation for life, and imprisonment of up to ten years for the violation of rules or orders framed under the act.

She published a book How India brought for Freedom, a weekly The Commonweal, a daily newspaper New India.

1) The dismemberment of the Caliphate was seen as a blow to Islam. Muslims around the world, sympathetic to the cause of the Caliph, decided to oppose the move.
2) Muslims in India also organised themselves under the leadership of the Ali brothers - Maulana Muhammad Ali and Maulana Shaukat Ali started a movement known as Khalifat Movement.

1) The Newspapers (Incitement to Offence) Act, 1908. This act empowered the magistrate to confiscate press property which published objectionable material making it difficult to publish anything critical of British rule.
2) Indian Press Act 1910 made it mandatory for publishers and the printers to deposit a security that could be seized in case they printed 'obnoxious material'.
3) The Indian Criminal Law Amendment Act allowed summary trials and also imposed the prohibition of 'association dangerous to the public peace'.

Aurobindo Ghose, Bal Gangadhar Tilak, Bipin Chandra Pal and Lala Lajpat Rai

1) Swadeshi means 'of one's own country'.
2) The origin of the idea can be traced to 1872 when Mahadev Govind Ranade, in a series of lectures in Poona, popularised the idea of Swadeshi.
3) According to Ranade, the goods produced in one's own country should be given preference even if the use of such goods proved to be less satisfactory.

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

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) 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.