1

1.The Rise of Nationalism in Europe

Nationalism in France 1830-1848

Nationalism among Balkans 1871-1914

Unification of Italy 1830-1861 Nationalism in Europe 1789-1914

Nationalism in Britain 1688-1801

Unification of Germany 1866-1871

Brief Concepts of the Lesson 1) In 1848 Frederic Sorrieu a French artist visualized his dream of a world made up of Democratic and Social Republics. As a result nationalism emerged as a force which brought about sweeping changes in the Political and mental world of Europe. Due to the French revolution of 1789 the idea of National state and National identity emerged. Napoleonic Code and reforms carried out in other parts of Europe gave the idea of Social, Economic and Political Liberalism. Occurrence of revolutions in Brussels and Greece and development of cultural movement in Europe. Unification of Germany and Italy. The formation of Great Britain. The allegories of Marianne in France and Germania in Germany were invented by the artists in the 19th century representing the Nation. Thus the female figure became an allegory of the Nation.

2)

3)

4) 5)

6) The growth of undue Nationalism and Imperialism in Europe paved the way for tension and
conflict in Balkans States. Due to rise of Nationalism in Balkans States there was a spirit of struggle for Independence. At the outset the Political atmosphere in Balkans States led Europe to disaster in 1914.

2
Important terms Absolutist Literally, a government or system of rule that has no restraints on the power exercised. In history, the term refers to a form of monarchical government that was centralised, militarised and repressive. Plebiscite A direct vote by which all the people of a region are asked to accept or reject a proposal. Conservatism: A political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change. Feminist: Awareness of womens rights and interests based on the belief of the social, economic and political equality of the genders Ideology: System of ideas reflecting a particular social and political vision

Questions & Answers 1. Write notes on.

a) Guiseppe Mazzini b) Count Camillo de Cavour c) The Greek war of independence d) Frankfurt parliament e) The role of women in nationalist struggles ANSWERS: a) Guiseppe Mazzini. (i) Born in Genoa in 1807, he became a member of the secret society of the carbonari. (ii) As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. (iii) He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne (iv) Mazzinis relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. b) Count Camillo de Cavour (i) Cavour was the chief minister of Italy (ii) Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. (iii) Through a tactful diplomatic alliance with France engineered by Cavour, SardiniaPiedmont succeeded in defeating the Austrian forces in 1859. c) The Greek War of Independence (i) Greece had been part of the Ottoman Empire since the fifteenth century. (ii) The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks, which began in 1821. (iii) Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans (iv) The Treaty of Constantinople of 1832 recognized Greece as an independent nation.

3
d) Frankfurt Parliament (i) In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. (ii) On 18 May 1848, 831 elected representatives marched in a festive procession. (iii) They drafted a constitution for the German nation to be headed by a monarchy subject to a parliament. (iv) The deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia; he rejected it and joined other monarchs to oppose the elected assembly. e) The Role of Women in Nationalist Struggles (i) The issue of extending political rights to women was a controversial one within the liberal movement, (ii) Large numbers of women had participated actively over the years. (iii) Women formed their own political associations, founded newspapers and took part in political meetings and demonstrations.

2. What steps did the French revolutionaries take to create a sense of collective identity among
the French people Ans: (i) The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasized the notion of a united community enjoying equal rights under a constitution. (ii) A new French flag, the tricolor, was chosen to replace the former royal standard. (iii) The Estates General was elected by the body of active citizens and renamed the National Assembly. (iv) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation. (v) A centralised administrative system was put in place and it formulated uniform laws for all citizens (vi) Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted. Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation.

3. Explain what is meant by the 1848 revolutions of the liberals. What were the Political, Social
and Economic ideas supported by the Liberals? Ans: The 1848 Revolutions of the Liberals: (i) It was a revolt, which was led by unemployed, workers, and peasants and educated middle class. (ii) Events of February 1848 in France had brought about abdication of the monarch and a Republic based on universal suffrage had been proclaimed. (iii) The changes in France inspired men and women of middle class of Germany, Italy, Poland and Austro-Hungarian to fight for national unification. (iv) The liberals took advantage of the unrest prevailing in the society. They demanded the creation of nation state on parliamentary principles, freedom of press, freedom of association.

Political, Social and Economic ideas of Liberals: (i) The liberals demanded the creation of nation state on parliamentary principles. (ii) The issue of extending political rights for women was controversial as some of them were in favour of political rights for women while most of the liberals were against it. (iii) Serfdom and bonded labour was abolished in most of the European countries due to the efforts of the liberals. 4. Who were the Marianne and the Germania? What was the importance of the way in which they were portrayed? Ans: a. Artists in the 18th and 19th centuries started representing nations in human forms. Nation was then portrayed as female figures. b. The female form that was chosen to personify the nation did not stand for any particular woman in life; rather it became the allegory of the nation. c. Even after the French revolution, artists used the female allegory to portray ideas such as Liberty, Justice and Republic. d. These ideals were represented through specific objects or symbols. The attributes of liberty were the red cap or the broken chain, while Justice was generally a blind folded woman carrying weighing scales. e. In France, she was christened MARIANNE, a popular Christian name, which underlined the idea of people's nation. Her characteristics were drawn from those of the red cap, the tricolor, and the cockade. To popularize the national symbol the statues was erected in public squares. Marianne images were also marked on coins and stamps. f. Similarly, Germania became the allegory of the German nation. In visual representation, Germania wears a crown of oak leaves, as the German oak stands for heroism. 5. Choose three examples to show the contribution of culture to the growth of nationalism in Europe? Ans: Contribution of culture to the growth of nationalism in Europe: [1] Role of Culture: Culture played an important role in creating the idea of nations, art and poetry, stories and music helped express and shape nationalist feelings. Romanticism, is a cultural movement that sought to develop a particular form of nationalist sentiment. The effort of the artists and the poets was to basically create a sense of shared collective heritage, a common cultural past, as the basis of a nation. [2] Role of Music, Dance.etc. Other Romantics such as the German philosopher Johann Gottfried Herder claimed that true German culture was to be discovered among the common people. It was through folk songs, folk poetry and folk dances that the true spirit of the nation was popularized. [3] Role of Language: Language too played an important role in developing nationalist sentiments. After Russian occupation, the Polish language was forced out of schools and the Russian language was imposed everywhere. In1831, an armed rebellion against Russian rule took place, which was ultimately crushed. Following this, many members of the clergy in Poland began to use language as a weapon of national resistance.

5 6. Through a focus on any two countries, explain how nations developed over the 19th century.
Ans: The making of nationalism in Germany and Italy: (i) In the mid of the 18th century in Europe there were no nation states as we know of them today. (ii) Germany and Italy were divided into kingdoms. Eastern and Central Europe was under autocratic rule with in the territories lived people of diverse cultures. (iii) The Habsburg empire that ruled over Austria-Hungary, for example, was an area having intense diversity of culture and language too. It included the Alpine regions- the Tyrol, Austria and Sudetenland- as well as Bohemia, where the aristocracy was predominantly German speaking. It also included the Italian speaking provinces of Lombardy and Venetia. (iv) In Hungary half of the population spoke Magyar while the other half spoke different dialects. In Galicia, the aristocracy spoke Polish. Thus such differences did not easily promote a sense of political unity. The only tie binding them was a common kingdom. Through the 19th century nationalist feeling kept arising but the autocracy and the clergy suppressed most of it. 7. How was the history of nationalism in Britain unlike the rest of Europe? Ans: NATIONALISM IN BRITAIN Britain in earlier times There was no British nation prior to the 18th century. The ethnic groups consisted of the English, Welsh, Scot and Irish. All of them had different cultures and political interests.

Becoming a supreme power The English Parliament had seized power from the monarchy in 1688. It was an instrument through which a nation-state with England at its Centre came to be forged.

Dominance over Scotland The Act of Union made Scotland to come under England. The English people dominated the English Parliament. Catholic people also faced terrible repression whenever they tried to assert their freedom. The Scottish Highlanders were not allowed to speak their national language and wear their national clothes. Many were driven out of their homeland.

Domination over Ireland Ireland was deeply divided into Protestants and the Catholics. The English helped Protestants to establish their dominance over a largely Catholic country. Catholic revolts were suppressed. After a failed revolt led by Wolfe Tone, Ireland was forcibly incorporated into the United Kingdom in 1801.

New Britain The symbols of the new Britain were: the British flag (Union Jack), the national anthem (God Save Our Noble King), the English Language were actively promoted and the older nations survived only as subordinate partners in the nations.

8. Why did Nationalist tensions emerge in the Balkans?

Ans: NATIONALISM AMONG BALKANS The Balkans It was a region of geographical and ethnic variation comprising modern day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as Slavs.

Spread of Nationalism The spread of the idea of romantic nationalism in the Balkans together with disintegration of the Ottoman Empire made this region very explosive.

Claim of Independence The Balkans based their claims for independence of political rights on nationality and used history to prove that they had once been independent but had been subjugated by foreign power. Hence, the rebellious nationalities in the Balkans thought of their struggles as their attempts to win back their long lost independence.

Area of intense conflict As the different Slavic nationalities struggled to define their territories the Balkan region became a region of intense conflict. The Balkan states were extremely jealous of each other and each hoped to gain more territory at the expense of the other. Matters were further complicated because the Balkans also became the scene of big power rivalry.

9. What changes did Napoleon introduce to make the administrative system more efficient in
the territories ruled by him? Ans. Reforms introduced by Napoleon to make his administrative system more efficient. Napoleon destroyed democracy in France. He introduced civil code of 804 usually known as the Napoleonic code in the administrative field. He had incorporated revolutionary principles in order to make the whole system more rational and efficient.

Features of Napoleonic code He removed all discrimination based on birth, sex, and established equality before the law and secured the right to property.

7
Changes took place after the establishment of Napoleonic code Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. Transport and communication systems were improved. Peasants, artisans, workers and new businessman enjoyed a newfound freedom. Businessmen and small-scale producers realized that uniform laws, standardized weight and measures and common currency would facilitate the movement and exchange of goods and capital from one region to another.

10. Briefly trace the process of German and Italy unification. Compare both of them.
Ans. Establishment of German unification

Nationalist feelings were wide spread 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. The Liberal initiative to nation-building was repressed by the combined forces of monarchy and the military, supported by the large land owners (called Junkers) of Prussia. Otto Von Bismarck (chief minister) was the architect of the unification process carried out with the help of Prussian army and bureaucracy. After fighting three wars in seven years with Austria, Denmark and France,the Prussian won and completed the process of unification In January 1871, the Prussian king, William I, was proclaimed German emperor in the ceremony held at Versailles.

Geographical feature of Italy Italians were scattered over several dynastic states as well as multi-national Habsburg Empire. During the middle of the nineteenth century, Italy was divided into seven states of which Sardinia-Piedmont was ruled by the Italian princely house. PROCESS OF THE UNIFICATION OF ITALY During 1830, Guiseppe Mazzini had sought to put together a coherent programme for a unitary Italian republic. Mazzini had also formed a secret society called Young Italy for the dissemination of goals. The failure of revolutionary uprising both in 1831 and 1848 meant that the mantle now fell on Sardinia-Piedmont under its ruler king Victor Emmanuel II to unify the Italian states through war. Chief Minister Cavour who led the movement to unify the region of Italy was neither a revolutionary nor a democrat. Wealthy and educated members of the Italian elite spoke French much better than they spoke Italian. Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. A large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray.

8
. Comparison 1. In both the countries, nationalist feelings were wide spread among middle-class people. 2. The nationality among the people developed the legal and judicial system and modernised the currency and banking. EXTRA-QUESTIONS: 1. What is a nation state? 2. Mention two significance of the Treaty of Constantinople. 3. What is July Revolution? 4. What is Romanticism? 5. How did the artists of the 18th and19th century visualize a nation? Illustrate with an example. 6. What were the consequences of the Treaty of Vienna? 7. What were the changes that came into existence after the English parliament took over in the United Kingdom of Great Britain in 1688? 8. Explain the term liberal nationalism. How did the growth of liberalism help in promoting economic nationalism? 9. What were the factors that led to the rise of Nationalism in Europe? In 1860, they marched into south Italy and the kingdom of two sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish ruler. In 1861 Victor Emmanuel II was proclaimed the king of Italy.

2. THE NATIONALIST MOVEMENT IN INDO-CHINA

Map of French Indo China (Students should shade with different colours to identify) Concept of the lesson EMERGING FROM THE SHADOW OF CHINA Indo-China comprises the modern countries of Vietnam Laos and Cambodia. Its early history shows many different groups of people living in this area under the shadow of the powerful empire of China. They followed the Chinese culture. 1) Colonial domination and resistance: The colonization of Vietnam by the French. The French controlled their military and economic domination and wanted to reshape the Vietnamese culture. French troops landed in Vietnam in 1858 and established themselves by mid 1880s over the northern region. After the France Chinese war, the French assumed control of Tonkin and Anaam in 1887 and formed the French Indo-China. The Vietnamese Nationalist resistance developed against French rule. 2) Need for Colonialism by French Colonies supplied natural resources and essential goods. They increased cultivation of rice by irrigation works, canals and forced labour, constructed trans-Indo China rail network to link Northern and Southern parts of Vietnam and China. They pressurized Vietnamese government to develop infrastructure to make higher levels of profits in their business.

10
3) Development of Colonies Colonial economy, The French believed that to make more profits, the colonies had to be developed and the standard of living of the people improved. They would buy more goods. Bernard suggested there were several barriers to economic growth in Vietnam, so they carried out land reforms and ensured sufficient employment. Most of the Vietnamese depended on rice cultivation and rubber plantations owned by the French. The French did settle to industrialize the economy. In rural areas land lordism spread and the standard of living declined. THE DILEMMA OF COLONIAL EDUCATION 1) Civilizing Mission: The French, like the British, claimed they were bringing modern civilization to the Vietnamese. They wanted to introduce modern ideas to the colony even if this meant destroying local cultures, religion and traditions as it was seen as outdated and prevented development. The French needed educated labour force but once educated it would create problems for them they might lose their jobs and they might question colonial domination. 2) Problems in the sphere of Education: a) The elites in Vietnam were influenced by the Chinese culture; b) To consolidate the French power, they had to counter the Chinese influence; c) They had to dismantle the traditional system of education and establish French Schools for the Vietnamese; d) They wanted to replace the Chinese language; e) French language to be the medium of instruction was felt by policy makers. Others opposed it and suggested Vietnamese be taught in the lower classes and French in the higher classes f) Only a small fraction of population could enroll in schools and only a few could pass school leaving examinations. g) Their school text books glorified French and the colonial rule. The Vietnamese were represented as primitive, backward, capable of manual labour, first to work in the fields and were skilled copyists and not creative. 3) Western style of Education: The Tonkin Free School was started in 1907 to provide Western Style of Education. (i) This education included classes in Science, hygiene and French (ii) They encouraged the Western style such as having a short haircut as against their traditional long hair. 4) Resistance in Schools: The teachers and students did not blindly follow the curriculum. The teachers while teaching criticized their text. The students of French should occupy front seat in the class. If they refused, they were expelled. The students fought against the colonial governments efforts to prevent the Vietnamese from qualifying for white-collar jobs.

HYGIENE, DISEASE AND EVERYDAY RESISTANCE

11

1) Plague strikes Hanoi: The French decided to rebuild Hanoi. In 1903, the modern part of Hanoi was struck by bubonic plague. The French part of Hanoi was built as a beautiful and clean city with wide avenues and well laid out sewage system. But the native quarter was not provided with any modern facilities. The unhygienic environment in the French City became the cause of the plague. The large sewers also served as great transport system allowing rats to move around the city without any problem. 2. The Rat Hunt: (i) A rat hunt was started in 1902. The French hired Vietnamese workers and paid for each rat they caught. Rats began to be caught in thousands, but there seemed to be no end. (ii) They discovered innovative ways to profit from this situation. The rat catchers clipped the tails and released the rats. Some began raising rats to earn a bounty. RELIGION AND ANTI-COLONIALISM Vietnamese Religious beliefs and their movements: (i) It was a mixture of Buddhism, Confucianism and local practices. French missionaries to correct the Vietnamese introduced Christianity. (ii) Scholars Revolt in 1868 - movement against French control and the spread of Christianity. Thousands of Catholics were killed. (iii) Elites in Vietnam were educated in Chinese and Confucianism, religious beliefs among the peasantry was shaped by a variety of traditions. (iv) The Hoa Hao movement began in 1939 by Huynh Phu So on the religious ideas popular in antiFrench uprisings.

THE VISION OF MODERNISATION 1. Learning from the West and oppose foreign dominations: (i) Some intellectuals felt that Vietnamese traditions had to be strengthened to resist the domination of the West (ii) Others felt Vietnam had to learn from the West even while opposing foreign dominations. (iii) In the late 19th Century, Confucian scholar activists resisted French domination Phan Boi Chau formed a Revolutionary Society with prince Cuong De as the head. (iv) Other Nationalist Phan Chu Trinh and Phan Boi Chau differed in their approach to Vietnamese nationalism. Phan Chu Trinh was not in favour of resisting the French with the help of court. He wanted to establish a democratic republic in his country. On the other hand, Phan Boi Chau was in favour of monarchy to resist the French.

2.

Inspiration from Japan and China in modernization:

12
(i) In the 20th century a go east movement became popular. In 1907-08, some 300 Vietnamese students went to Japan to acquire modern education. (ii) Their prime objective was to drive out French from Vietnam, over throw the puppet emperor and re-establish the Nguyen dynasty. (iii) The Vietnamese nationalist looked for Japanese arms and help because Japan had modernised itself and had resisted Colonization by the West and its victory over Russia in 1907 proved its military capabilities. (iv) A branch of the Restoration Society was established by Vietnamese students in Tokyo, but was put down by Japanese ministry. (v) Developments in China also inspired Vietnamese nationalists. In 1911, monarchy in China was overthrown by a popular movement under Sun Yat-Sen, and a Republic was set up. Vietnamese students organized the Association for the Restoration of Vietnam. THE COMMUNIST MOVEMENT AND VIETNAMESE NATIONALISM 1. Impact of the Great Depression of the 1930s on the Vietnamese: (i) The prices of rubber and rice fell, leading to rising rural debts; (ii) Employment and rural uprisings in provinces of Nghe an and Ha Tinh. (iii) These uprisings were put down with great severity by the French even using planes to bomb demonstrators. In February 1930, Ho-Chi Minh organized the Communist Party and assumed the leadership of the freedom movement in Indo-China. In 1940, Japan occupied Vietnam as a part of its imperial drive to control South-East Asia. So the nationalists had to fight against the Japanese and the French. Ho-Chi-Minh recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho-Chi Minh became the Chairman.

2.

3.

4.

5.

The French tried to regain its control over Indo-China. The French were defeated in 1954 at the Battle of Dien Bien Phu. The French were forced to withdraw according to the Geneva Convention of 1954. But before withdrawing the Vietnamese were persuaded to accept the division of Vietnam. Thus Vietnam was divided into North Vietnam and South Vietnam. Ho Chi Minh established Communists power in the North while Bao Dais regime was put in power in South Vietnam. The Bao Dai regime was overthrown by a coup led by Ngo Dinh Diem. It set up a repressive and authoritarian government. His rule was opposed by a group called National Liberation Front (NLF) with Ho Chi Minh in North; the NLF fought for the unification of the country.

6.

7.

8.

The entry of the U.S. in to the war causes:

13

(i) Fear of the spread of Communism in Vietnam; (ii) Humiliation faced by the French in Vietnam (iii) The two countries North Vietnam and South Vietnam trying to unify were in violation of the Geneva Conference. So the U.S. decided to intervene in Vietnam. Effects: (i) The U.S. had to suffer a huge loss of men and money though she caused great destruction in North Vietnam. About 47,244 died in battle and 3,03,704 were wounded. (ii) The U.S.troops equipped with heavy weapons, tanks and most powerful bombers of the time destroyed many villages. (iii) Many were critical about the effects of war. The U.S.Media and films played major role in criticizing the war. 9. The Ho Chi Minh Trail: The Ho Chi Minh Trail shows how the Vietnamese fought against the U.S. with limited resources. The porters, mostly women, also played an important role in serving the Nation. They used the Ho Chi Minhs Trail in the network of roads and footpaths most heroically. They carried about 25 kilos weight on their backs or about 70 kilos on their bicycles. There was every risk of their falling in the deep valley and dangerous. THE NATION AND ITS HEROES 1. Women as Rebels: Writers and political thinkers began idealizing women who rebelled against social norms. In the 1930s, a famous novel by NHAT LINH caused a scandal because it showed a woman leaving a forced marriage and marrying someone of her choice who was involved in nationalist politics. Heroes of past Times (i) In 1913, the Nationalist Phan Boi Chau: wrote a play based on lives of the Trung sisters who had fought against the Chinese domination. They came to be idealized and glorified. They were depicted in paintings, plays and novels as an intense patriotism ii) Other women rebels of the past - the popular nationalists were Trieu Au, who lived in the 3rd century CE. Women as Warriors: (i) In the 1960s, photographs, magazines and journals, showed women as brave fighters. (ii) Some stories spoke of the womens bravery in single handedly killing the enemy Nguyen Thi Xuan, for example, reputed to have shot down a jet with just 20 bullets. (iii) Women were represented not only as warriors, but also as workers; they were shown with a rifle in one hand and a hammer in the other. (iv) Many women helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy. Along the Ho Chin Minh Trail young volunteers kept open strategic roads and guarded key points. Between 1965 and 1975, of the 17000 youths who worked on the Trail, 70 to 80% were women. Women in times of Peace:

2.

3.

4.

14
By the 1970s, peace talk began and the end of the war seemed near. Women were no more represented as warriors but were shown working in Agricultural cooperatives, factories and production units rather than as fighters. THE END OF THE WAR (i) Prolongations of the war created strong reactions within US. (ii) U.S. had failed to achieve its objectives. (iii) Vietnamese resistance was strong (iv) Thousands of young US soldiers lost their lives and countless Vietnamese killed. (v) This war became the first Television War. (vi) The writers visited North Vietnam and praised their heroic defence of their country. (vii) The scholar, Noam Chomsky called the war the greatest threat to peace, to national selfdetermination and to international cooperation, (viii) A peace settlement was signed in Paris in January 1974. (ix) The NLF occupied the Presidential Palace in Saigon on 30th April 1975 and unified Vietnam. Important terms 1) Indentured labour A form of labour widely used in the plantations from the mid-nineteenth century. Labourers worked on the basis of contracts that did not specify any rights of labourers but gave immense power to employers. Employers could bring criminal charges against labourers and punish and jail them for non-fulfillment of contracts. Republic A form of government based on popular consent and popular representation. It is based on the power of the people as opposed to monarchy. Syncretic Characterised by syncretism: aims to bring together different beliefs and practices, seen their essential unity rather than their difference. Concentration camp A prison where people are detained without due process of law. The word evokes an image of a place of torture and brutal treatment. Obscurantist Person or ideas that mislead.

2)

3)

4)

5)

Questions & Answers:

Q1. A Why did the French develop infrastructure in Vietnam? (i) To help transport goods for trade. (ii) To move military garrisons (iii) To control the entire region (iv) French business interests were also pressing the government of Vietnam to develop the infrastructure further Why did writers like Paul Bernard believe in developing the economy of the Colonies? (i) It would increase the profit opportunities of the colonizers. (ii) If the economy was developed, the standard of the people would improve with the result

Q2. A

15
they would buy more goods. (iii) The market would naturally expand which meant more business for the French businessmen. Q3. A On which factors was the economy of Vietnam based on? (i) Primarily based on rice cultivation (ii) Secondly on rubber cultivation owned by the French and the Vietnamese rich people. Why did education become a dilemma for the French Colonizers? (i) On one hand they wanted to educate the Vietnamese to get good local Labour force. (ii) On the other hand they feared that the educated Vietnamese would question colonial domination.

Q4. A

Q5.

Why did the French citizens in Vietnam oppose the expansion of education in Vietnam? A The French citizen in Vietnam, known as colons, feared that if the Vietnamese were educated, they would lose their jobs as teachers, shopkeepers, policemen etc. Q6. A. Explain the following: The French began building canals and draining Lands in the Mekong delta. The French did this with some specific aims in mind. They did so to increase cultivation in the area especially the cultivation of rice so that they could sell this commodity in the international market and add to their coffers. After all the French company was a trading company and the French rulers had ulterior motives to enrich themselves and their country at the cost of their colonies. What were the causes for the defeat of the French forces in the battle of Dien Bien Phu? (i) The valley where the French garrisons were located was flooded in the monsoons that made it impossible for the French forces and tanks to move. (ii) The whole area was covered with bushes and jungles making it difficult for the French Air Force to trace the anti-aircraft guns hidden in the bushes and the jungles. What do you mean by the Ho Chi Minh Trail? Trail means an immense network of footpaths and roads used by Ho Chi Minhs followers to transport men and materials from the North to the South in Vietnam. Who was Sun-Yat-Sen? When was monarchy overthrown in China? Sun-Yat-Sen was a great nationalist of China who became instrumental in establishing a republic in China in 1911. The Chinese Revolution of 1911 overthrew the monarchy in China in 1911.

Q7. A.

Q8. A

Q9. A

Q10.

What were the Viet Minh? In which year was the Democratic Republic of

16
Vietnam founded? Viet Minh was the League for the Independence of Vietnam, who fought against the Japanese occupation in 1940.With the help of the Viet Minh, the Democratic Republic of Vietnam was founded in 1945.

Q11. Which provinces of Vietnam were called the Electrical Fuses of Vietnam? A The provinces of Nghe An and Ha Tinh were the ones called the Electrical Fuses of Vietnam because they were the poorest among the provinces and had an old radical tradition. Q12. What did the Civilizing mission of the colonizers mean? A French colonization in Vietnam was not only based on economic exploitation but was also driven by the idea of civilizing mission. The French felt, like many Europeans, that imperialist expansion has a noble aspect too. According to them, it is a way of bringing civilization to the backward people of the world. It is the duty of the superior races to educate and civilize the people of Asia and Africa. That is what the civilizing mission means. Q13. A. Explain the following: Only one-third of the students in Vietnam would pass the school leaving examinations The French authorities were in a dilemma as regards the imparting of French Education to the Vietnamese. They felt that if the Vietnamese were educated in French they would steal the chances of the French citizens residing in Vietnam in getting jobs. So the French followed a deliberate policy of failing the students in the final years so that they could not qualify for better jobs. Describe the ideas behind the Tonkin Free School. To what extend was it a typical example of colonial ideas in Vietnam? Like all other imperialistic powers, the French too wanted to see the local people followers of their culture and civilization. As a result, they opened many French Schools in Vietnam. One such school was Tonkin Free School. In this school, subjects like Science, hygiene and French made the people fluent in the language of the rulers. Then it was thought that it was not enough to learn science and hygiene to become modern, the students should also look modern. So the schools began to emphasize on the adoption of Western styles. One such style was adoption of a short hair cut. But the Vietnamese greatly resisted it because it was a major break with their own identity as traditionally they kept long hair. Explain the following: The government made the Saigon Native Girls School to take back the students they had expelled. An incident, which happened in Saigon Native Girls School in 1926, created much bad blood in Vietnam. It so happened that a Vietnamese girl sitting on one of the front seats was asked to vacate her seat for a local French student. When she refused to do so, the Principal expelled her from the school. When the angry students protested, they too were expelled, leading to a further spread of the agitation and the protests. Seeing the situation getting out of control, the school authorities forced the school to take back the students.

Q14 A

Q15 A

Q16.

What was Phan Chu Trinhs objective for Vietnam? How were his ideas different from

17
Phan Boi Chau? Phan Chu Trinh was not in favour of resisting the French with the help of monarchy. He was profoundly influenced by the Democratic ideals of the West and wanted to establish a Democratic Republic in his country. Phan Chu Trinh and Phan Boi Chau were both great nationalists of Vietnam but they were of different approach to Vietnamese nationalism. Phan Boi Chau was in favour of Monarchy whereas Phan Chau Trinh was in favour of Republic.

Q17. Give a brief description of the life and achievements of Ho Chi Minh. A Very little is known about the early life of Ho Chi Minh. He was probably born in a small town in Central Vietnam. He completed his studies in French Schools and got a job on a French liner operating between Saigon and Marseilles. He was soon drawn towards Communism and became a member of Commintern. He had a chance to meet great Russian Communist Leaders including Lenin. He spent about 30 years abroad in Europe, China and Thailand, etc. He returned to Vietnam in May 1941. In 1943, he became the President of the Vietnam Democratic Republic. He died on September 1969. He is regarded as the maker of modern Vietnam.

Q18 A

What was the role of Religious groups in the development of Anti-National feelings on Vietnam? Religion always plays an important part over the cultural and social life of the people. The imperialistic powers try to use it in strengthening their controls over their colonies. They tried to thrust their religion on the local people so bluntly that it created resistance and led to anti-imperialist feelings in Vietnam against the French imperialists. Most of the Vietnamese were the followers of Buddhism and Confucianism but when the French authorities tried to convert the Vietnamese to their own religion forcibly, it created a strong feeling against them. As such there was an open revolt against them in 1868, known as the Scholars Revolt. In this revolt, about 1000 Catholics were killed. Another such movement known as Huynh Puh So started Hoa Hao. The French declared him mad and called him Mad Bonze and put him in mental asylum and sent many of his followers to concentration camps. But still they could not curb the tide of Nationalism.

Q19. A.

How did the people of Vietnam fight against the French Imperialists? i) An Indo-China became the part of French Colonial Empire. They exploited Vietnamese fully. They used to get rubber, coal and rice from her. The masses suffered heavy taxation and the wages for the labourers were very low. (ii) Ho Chi Minh organized the Communist party and assumed the leadership of the freedom movement in Indo-China. (iii) France however recklessly crushed the rebellion of 1930 AD (iv) Vietnam was occupied by Japan in 1948. (v) Ho Chi Minh recaptured Hanoi and declared the independence of Indo-China and named it as Vietnam. (vi) Ho Chi Minh became the first President of Republic of Vietnam. (vii)The French were forced to withdraw from Indo-China according to Geneva Convention of 1954 but before withdrawing she granted freedom to Southern Indo-China with its capital at Saigon

18
(viii) Thus, Indo-China was divided into North Vietnam and South Vietnam Extra Questions to be answered 1. Why did the French think colonies were necessary? Give two reasons 2. How was economic life in Vietnam affected during the early years of the 20th century as a result of French occupation? 3. Industrialization alone is the key to creation of more jobs. Do you agree? Give arguments for your answer. 4. What changes were introduced in the traditional system of education in Vietnam by the French colonizers? 5. Why were the French citizens living in Vietnam opposed to Educational reforms in Vietnam? 6. How did the French seek to strengthen their rule through the control of education? 7. Give an example to show that racial discrimination was practised even in the area of health and hygiene. 8. Why were the French forced to scrap the programme were bounty for killed rats? 9. Briefly comment upon French efforts to promote Christianity and the reaction of the people of Vietnam to the proposed changes in their religious beliefs. 10. How did the French suppress the movement inspired by Huynh Phu So? . 11. Mention any 2 highlights of Confucian thought. 12. Briefly describe the events from 1930 to 1945 that led to the creation of the Democratic Republic of Vietnam. 13. Why did the USA feel scared at the unification of Vietnam? 14. Discuss the position of women in Vietnam with special reference to their role in the struggle for freedom 15. On the Outline Map of Asia locate, shade and name the following: (i) Vietnam (v) Hanoi (viii) Phnom Penh (ii) Thailand (VI) Tonkin (iii) Cambodia (iv) Laos (vii Ho-chi Minh City

3. NATIONALISM

IN

INDIA

19

Satyagraha

Truth

Justice

Non-violence & Peace

Dates
1918 -1919 1919 1919 1921 1922 1929 1930 1930 - 1932 1931 1931 1932 1940 1942 1942 1945 1946 1947
Brief Concepts of the Lesson

Events
: - Peasants movement in U.P : - Jallianwalla Bagh Massacre : - Hartal against Rowlatt Act : - Non Cooperation & Khilafat movement : - Withdrawal of non-cooperation movement : - Lahore Congress session : - Civil Disobedience movement by breaking salt law at Dandi : - Round table conferences : - Gandhi Irwin pact :- End of Civil Disobedience movement :- Civil Disobedience movement relaunched : - Demand for Pakistan :- Cripps Mission : - Quit India movement : - End of World war-2 : - Cabinet mission : - Independence

The First World War, Khilafat and Non Cooperation In the years after 1919, the national movement spread to new areas, incorporating new social groups, and developing new modes of struggle. The movement created a new economic and political situation. It led to a huge increase in defenses expenditure which was financed by war loans and increasing taxes: customs duties were raised and income tax introduced. Through the years the prices increased doubling between 1913 and 1918 leading to extreme hardship for the common people. In the years 1918-1919 and 1920-1921 crops

20
failure resulted in acute shortage of food. The idea of Satyagraha of Mahatma Gandhi emphasized the power of truth and the need to search for truth. Mahatma Gandhi believed that this dharma of non-violence could unite all Indians.

The Rowlett Act (1919) In 1919 a nationwide Satyagraha against the proposed Rowlett Act was launched headed by Gandhiji. He wanted non-violent civil disobedience against unjust laws, which would start with a hartal on 6 April. Non-cooperation movement (1920 1922) At the congress session at Nagpur in December 1920, a compromise was worked out and the Non-Cooperation programme was adopted. The Non-Cooperation-Khilafat Movement began in January 1921 with the participation of middle-class in the cities. Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from Rs 102 crore to Rs 57 crore. The movement in the cities gradually slowed down for a variety of reasons such as -- Khadi cloth was often more expensive than mass produced mill cloth and poor people could not afford to buy it. From the cities, the Non-Cooperation Movement spread to the countryside. Towards Civil Disobedience (1930) In February 1922, Mahatma Gandhi decided to withdraw the Non Co-operation Movement. Within the Congress C R Das and Motilal Nehru found the Swaraj Party for return to council politics. Due to the world wide Economic depression the life of the people was badly affected in India. At this juncture the Simon Commission arrived in India in 1928, and it was greeted with the slogan Go back Simon. All parties, including the Congress and the Muslim League, participated.

The Salt March and the Civil Disobedience Movement (1930) Mahatma Gandhi found in salt a powerful symbol that could unite the nation. On 31 January 1930, he sent a letter to Viceroy Irwin stating eleven demands. Since the demands were denied Mahatma Gandhi started his famous salt march from Sabarmati Ashram on 6th April he reached Dandi, and ceremonially violated the law, manufacturing salt by boiling seawater. This marked the beginning of the Civil Disobedience Movement. The colonial government arrested the Congress leaders one by one. Satyagrahis were attacked, women and children were beaten, and about 100,000 people were arrested. In this situation, Mahatma Gandhi once again decided to call off the movement and entered into a pact with Irwin on 5 March

21
1931. By this Gandhi Irwin Pact, Gandhiji consented to participate in a round table conference in London. Due to the failure of the round table conference Mahatma Gandhi relaunched the Civil Disobedience Movement. For over a year, the movement continued, but by 1934 it lost its momentum. Who participated in the movement? The rich peasant communities, the poor peasantry, the industrial workers in Nagpur region and a large scale participation of women took active part in the movement. Besides, many Muslim leaders and intellectuals expressed their concern about the status of Muslims as a minority within India. 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. This sense of collective belonging came partly through the experience of united struggles. The identity of the nation is most often symbolised in a figure or image. Ideas of nationalism also developed through a movement to revive Indian folklore. As the national movement developed, nationalist leaders became more and more aware of such icons and symbols in unifying people and inspiring in them a feeling of nationalism. Another means of creating a feeling of nationalism was through reinterpretation of history. Important Terms 1) 2) 3) 4) Forced recruitment A process by which a colonial state forced people to join the Army. Boycott The refusal to deal and associate with people, or participate in activities, or buy and use things, usually a form of protest. Picket A form of demonstration or protest by which people block the entrance to a shop, factory or office. Begar Labour that villagers were forced to contribute without any payment. ACTIVITY BASED QUESTIONS: 1) Find out the biography of Mahatma Gandhi. 1) Full name :Mohandas Karamchand Gandhi 2) Date of birth :2nd October 1869 3) Birth place :Porbandar in Gujarat 4) Famous Movements started: :a) Started Satyagraha b) Non Cooperation movement in 1920 c) Salt March in 1930 d) Civil Disobedience movement in 1930

5) Also known as 6) Weapons used 7) Died on

::-

Bapuji, the father of our nation. Peace, Truth & Non- Violence. :30th January 1948.

22

3) Write on Rowlatt Act. 1. Proposed in 2. Imposed by 3. Aim 4. Reaction of Gandhi 5. Reaction of people

: - 1919 : - Imperial Legislative Council : - To allow detention of political prisoners without trial. : - Gandhi started Non Violent Civil Disobedience movement on 6th April 1919 : - Rallies were organized. Workers went on strike. People disrupted communication.

6) Write a note on the aim & importance of National movements. 1)Non Cooperation To redress the wrong done to Punjab & Turkey. To attain movement Swaraj 2)Chauri Chaura movement Non-Cooperation movement called off. 3) Civil Disobedience Attain Poorna Swaraj. Oppose Salt law. movement 4) Karachi session Resolution of fundamental rights and economic policies 5) Government of India Act Formation of a federation provincial autonomy. 6) Champaran movement Movement against Indigo Planters. Questions and Answers What do you mean by Swaraj? Swaraj is defined as the system of government. It is prevailed in the self-governing British colonies. What do you mean by diarchy? It means dual government when the government is run by the set of authority. In which year, Abdul Ghaffar Khan was arrested? How did Indians react to it? Abdul Ghaffar Khan was arrested in April 1930.Angry crowds demonstrated in the streets of Peshawar, facing armored cars and police firing. Many were killed. What were the steps taken by the nationalist leaders as the National movement developed? The steps taken by the leaders are: They became more and more aware of icons and symbols in unifying people and inspiring in them a feeling of nationalism. What were the changes that took place when civil disobedience movement started? An atmosphere of suspicion and distrust was created in communities. Large number of Muslims could not respond to the call for a united struggle. Explain the term Forced Recruitment. Forced Recruitment is a process by which the colonial state forced people to join the army. Who had started the Champaran movement in Bihar and why? M.K Gandhi started the Champaran movement in Bihar in 1917 against the Indigo planters. Which was the greatest achievement of Gandhiji in social field? He started a campaign against inhuman institution and untouchability.

1)

2) 3)

4)

5) 1) 2) 6) 7) 8)

9) What is meant by Gadar? Where was the Gadar party established? The word Gadar means a mutiny. It was revolutionary movement organized outside India. 10) When was the Indian National Congress founded? Who is its first president?

23
The Indian National Congress was founded in the year 1855.Its first president is W.C Bannerjee. 11) How did Mahatma Gandhi organize Satyagraha in various places in India? After arriving India Mahatma Gandhi organized Satyagraha in various places. They are: a In 1916 he travelled in Champaran, Bihar to inspire the peasants to struggle against oppressive plantation system. b. In 1917 he organized Satyagraha to support peasants of Kheda in Gujarat. c. In 1918 he went to Ahmedabad to organize this movement amongst cotton mill workers. d. In 1919 he launched Satyagraha against Rowlatt Act. 12) What is Rowlatt Act? A: In 1919 the Legislative council passed the Rowlatt Act. The act empowered the government to imprison a person without a trial. It gave enormous power to the government to repress political activities. 13) How was Civil disobedience movement different from Non Cooperation movement? A. Civil Disobedience Movement: 1. In this movement people were now asked not only to refuse cooperation with the British, but also to break colonial laws. 2. Thousands of people broke salt laws, manufactured salt and demonstrated in front of government salt factories. 3. Foreign cloth was boycotted & liquor shops were picketed. 4. Peasants refused to pay revenue and chaukidari taxes, village officials resigned. 5. In many places forest people violated forest laws-going into Reserved Forests to collect wood and graze cattle. 6. Large scale participation of women Non-cooperation MovementSurrender of titles Boycott of civil services, courts, army, police, and legislative councils. Foreign goods were boycotted, liquor shops picketed and foreign cloth burnt in huge bonfires. Boycott of council election. It turned into a violent movement.

1. 2. 3. 4. 5.

14) What were the limits of Civil Disobedience movement? A. Limits of the civil disobedience movement are: 1. Not all social groups were moved by the abstract concept of Swaraj 2. Dr B R Ambedkar also clashed with Mahatma Gandhi at second Round table conference 3. Muslim political organization in India were also lukewarm in their response to this movement 4. When this movement started there was an atmosphere of suspicion and distrust between communities 15) Describe the portrayed Bharath Mata and also its different image forms? A. 1. Bharat Mata was portrayed as an ascetic figure 2. She is calm, divine and spiritual.

24
3. The image of Bharat Mata acquired many different forms, as it is circulated in popular prints. Devotion to this mother figure came to be seen as evidence of ones nationalism 16) In what way did the Indian peasants revolt and against what reasons? A. 1. The peasant revolted against talukdars and landlords who demanded high rents and other cases. 2. The peasant movement demanded reduction of revenue and abolition of begar. 3. As the movement spread, the houses of talukdars and merchants were attacked. 4. Bazaars were looted, and grain boards were taken over. 5. The name of Gandhiji was being invoked to sanction all action and aspiration. 17) How was the feeling of nationalism created by reinterpretation of history? A. 1. Indians began to feel that to instill a sense of pride in the nation, Indian history had to be taught differently 2. They wrote about the glorious development in ancient times when art, science and technology had flourished. 3. This glorious time was followed by a history of decline when India was colonized. 4. These nationalists history urged in the past, the readers to take pride in Indian achievements. 18) Discuss how the First World War helped in the growth of Nationalism in India? A: The First World War helped in the growth of Nationalism in India in the following ways: 1. During the First World War, Indian merchants and industrialists profitedhugely and became powerful. 2. They wanted protection against import of foreign goods. 3. To organize business interests, they formed the Indian Industrial & Commercial Congress in 1920 FICCI in 1927. 4. Prominent industrialists attacked colonial control over the Indian economy. 5. They supported Civil Disobedience movement. 6. They gave financial assistance and refused to buy and sell foreign goods. 3) What were the demands put forth by M K Gandhi to Viceroy Irwin? 1. On the 31st of January 1930, Gandhi sent a letter to Viceroy Irwin stating 11 demands. They were of general interest. 2. The idea was to make demands wide ranging. So all classes within the Indian society could identify it and unity could be developed. 3. The most stirring was the salt task. 4. Salt was consumed by everybody in the same way. 5. The tax on the salt and the government monopoly over its production, M K Gandhi declared the most oppressive face in the British rule.

25
4) Examine the factors responsible for the growth of National consciousness in the later half of the 19th century. Factors responsible for the growth of nationalism: 1. Economic exploitation of people continued unabated. 2. Administrative and economic unification of the country. 3. Western thoughts and education. 4. Development of press. 5. Growth of Literature. 6. Cultural Heritage development. 5) Explain the importance of Karachi session of the congress in 1931 A.D. This session is important for the following decisions: 1. It approved the Gandhi-Irwin pact between M K Gandhi and Viceroy Irwin. 2. It passed a resolution of fundamental rights and economic policy. 3. It mentioned the Fundamental Rights that would be granted to all people irrespective of caste and religion. 4. The resolution on economic policy favored nationalization of certain industries. 5. The resolution also favored schemes for the welfare of workers. 6) What did the idea of Satyagraha emphasized? 1. The idea of Satyagraha emphasized the power of truth and the need to search for truth. 2. It suggested that if the cause is true, if the struggle is against injustice, then physical force is not necessary to fight the oppression. 3. Without being aggressive, a Satyagrahi could win the battle through non-violence. 4. This could be done by appealing to the conscience of the oppressor. Extra Questions--1. State the important features of the Civil Disobedience Movement. 2. Why did Gandhiji call off the Civil Disobedience Movement? 3. State the significance of Gandhi Irwin Pact. 4. Mention the importance of Poona Pact. 5. Why did political leaders differ sharply over the question of separate electorates? SKILL BASED QUESTIONS: 1. Find & locate the places using the information below: Map questions: 1) The Congress session of 1929 was held at ----------------------Ans: Lahore 2) Khilafat Committee was formed at ---------------Ans: Bombay 3) The Place where non cooperation movement turned violent Ans: Chauri - Chaura 4) Place where Ghandhiji Started Satyagraha movement against Indigo plantation system

26
Ans: Champaran 5) Salt March was ended in Ans: Dandi

1. 2. 3. 4. 5.

Jallianwalla Bagh Bardoli Kheda Karachi Lucknow

6) Locate the places on the outline map of India: -

27

4. THE MAKING OF A GLOBAL WORLD

Learning Objectives:
1. To study two different patterns of Industrialisations related to one in the imperial country and another within a colony. 2. To show the relationship between different sectors of production BRIEF CONCEPT OF THE LESSON

1. Pre-modern world:
Silk routes are a good example of pre-modern trade and cultural links between distant parts of a world. Many of our common foods were only introduced in Europe and Asia after the discovery of the continent of America. From the 16th century, the abundant crops and minerals began to transform trade and lives every where. The conquest of the European powers over America was not due to military power but the germs of small box that killed and decimated whole communities.

2. The Nineteenth Century (1815-1914)

A world Economy Takes Shape In Britain the government restricted the import of corn and this was known as corn laws. Unhappy with high food prices industrialists and urban dwellers forced the abolition of the Corn Laws. This led to higher income and more food imports and around the world. In Eastern Europe Russia, America & Australia lands were cleared and food production expanded to meet the British demand. Thus by 1890 the global agricultural economy had taken place. The British Indian Government built a network of irrigation canals in west Punjab to transform semi desert wastes in to fertile agricultural lands that could grow wheat and cotton for export. The railways steamships and the telegraphs were important inventions which transformed the 19th century world. The development of a new technology namely refrigerated ships enabled the transport of perishable foods over long distances. Now animals were slaughtered for food at the starting point in America, Australia or New Zealand and then transported to Europe as frozen meat. European conquests produced many painful economic, social and ecological changes through which the colonized societies were brought into the world economy.

2. Rinderpest or the Cattle Plague

A fast spreading disease of cattle plague or Rinderpest had terrifying impact on peoples livelihoods and the local economy in Africa in the 1890s. Rinderpest arrived in Africa and moved to other parts of the continent.

Indentured Labour Migration from India

Most Indian indentured workers went to work on plantations, in mines and road and railway construction projects around the world. The main destinations of Indian indentured migrants were the Caribbean Islands, Mauritius and Fiji. Tamil migrants went to Ceylon and Malaya. They were also recruited for tea plantation in Assam. 19th century indentured has been described as a new system of slavery. From 1900 Indias nationalist leaders began opposing system of indentured labour migration.

28 3. Indian Entrepreneurs Abroad

Shikaripuri Shroffs and Nattukottai Chettiars were amongst the many groups of bankers and traders who financed export agriculture in central and south east Asia. Hyderabadi Sindhi traders ventured beyond European colonies.

4. Indian Trade Colonialism and the Global System

Due to the economic policy of the British related to the Imposition tariffs on cloth imports into Britain the inflow fine Indian cotton began to decline. The British manufactures flooded the Indian market.

5. The Inter-war Economy

During the war period of 1914 18 the world experienced wide spread economic and political instability and another Catastrophic war. The scale of death and destruction in Europe during the 1st world war reduced the able bodied workforce in Europe which affected the economy of the world.

6. Post-war Recovery
Post war economic recovery proved difficult. Many agricultural economies were in crisis. Grain prices fell rural income declined, unemployment increased and farmers fell deeper into debt.

7. Rise of Mass Production and Consumption

One important feature of the US Economy of 1920 s was mass production. A well known pioneer of mass production was the car manufactured by Henry Ford. He recovered the high wages by repeatedly speeding up the production line and forcing workers to work ever harder. Car production in the US rose from two million in 1919 to more than five million 1929.

8. The Great Depression

It began around the 1929 and lasted till the mid 1930 s. The depression was caused by a combination of several factors like Agricultural over production, non payment of loan to the US by European countries, withdrawal of the US loans to the rest of the world, etc. The US was severely affected by the depression in the form of closure of banks, collapse of farms, rise of unemployment etc. which had wider effects on society politics, and international relations.

9. India and the Great Depression

The great depression immediately affected Indian trade. Between 1928 and 1934 wheat prices in India fell by 50%. Peasants and farmers suffered more than urban dwellers. Across India peasants indebtedness increased. The depression proved less grim for urban India.

10. Rebuilding a World Economy : The Post war Era

The Second World War caused an immense amount of economic devastation and social disruption. Too crucial influences shaped the post war reconstruction namely the USA and the USSR. The main aim of the post war international economic system was to preserve economic stability and full employment in the industrial world. The Bretton Woods Conference established the IMF to deal with external surpluses and deficits of its member nations. The World Bank was set up to finance post war reconstructions. The IMF and World Bank commenced financial operations in 1947. The international monetary system is the system linking national currencies and monetary system. The Bretton Woods system inaugurated an era of unprecedented growth of trade and incomes for the western industrial nations and Japan in the early post war years.

29 11. Decoloniasation and Independence

Over the next two decades after the 2nd world war most colonies in Asia and Africa emerged as free, independent nations. The IMF and the World Bank were designed to meet the financial needs of the industrial countries.

12. End of Bretton Woods and the Beginning of Globlisation

From the 1960s the raising costs of its overseas involvements weakened the US finances and strength. Eventually this led to the collapse of the system of fixed exchanged rates and the introduction of a system of floating exchange rates.

Important Terms
1. Dissenter One who refuses to accept established beliefs and practices. 2. Indentured Labour - A bonded labourer under contract to work for an employer for a specific amount of time, to pay off his passage to a new country or home. 3. Tariff Tax imposed on a countrys imports from the rest of the world. Tariffs are levied at the point of entry i.e. at the border or at the Airport. 4. Fixed exchanged rates when exchange rates are fixed and the governments intervene to prevent movements in them. 5. Floating exchange rates these rates fluctuate depending on demand and supply of currencies in foreign exchange markets, in principle without interference by Governments.

QUESTIONS & ANSWERS :

Q 1. What is silk route? Ans: The name silk route points to the importance of west bound Chinese silk cargoes. China is known for the trade of the silk since ancient period. The trade developed to different countries of Europe and northern Africa. Q 2. Mention the reasons for the European conquest on America. Ans: It was the germs of small pox that European carried on their person to America. Because of their long isolation, Americas original inhabitants had no immunity against small pox disease that came from Europe. Q 3. Give reasons a) The British Governments decision to abolish the Corn Laws The population growth had increased the demand for food grains in Britain. Prices of food grains increased due to growth of urban centers and industries. They imported food from other countries which was cheaper. b) Ans: c) Ans: The coming of render of pest Africa. It was carried by infected cattle imported from British Asia to feed the Italian soldiers invading Eritrea in east Africa. The great depression of Indian economy. The depression immediately affected Indian trade. Indias exports and imports affected. As International prices crashed, prices in India also plunged by 50%.

Q 4. What is meant by Bretton Woods agreement? Ans: The main aim of the post war international economic system was in to preserve economy stability and full employment in the industrial world. Its frame work was agreed upon at the United Nations and Financial Conference held in July 1944 at Bretton Woods a New Hampshire, USA

30

Q 5. Explain the causes of Great Depression. Ans: 1. The world experienced catastrophic declines in production employment incomes and trade. 2. Agricultural regions and communities were affected due to the fall in agricultural prices. 3. Over production of agriculture 4. Withdrawal of US loans to the rest of the world.

Extra Question:
Q 1. Explain how the global transfer of disease in pre-modern world helped in the colonization of the Americas. Q 2. Who profits from jute cultivations according to the jute growers lament? Explain. Q 3. Briefly summaries the two lessons learned by economists and politicians from the inter-war economic experience? Q 4. Explain the effect of the Great Depression on the rest of the world. Q 5. Explain what is referred to as the G-7 countries. In what ways can G-7 be seen us a reaction to the activities of the Bretton Woods twins.

31

5. THE AGE OF INDUSTRIALISATION

Learning Objectives: 1.To show the difference between urbanisation in two different contexts. 2. Importance of handicraft 3. Industrialization 4. Trade and colonization 5. Discuss urbanization and Industrialization

Dwarakanath Tagore

Dinshaw Petit

Early Entrepreneurs

J N Tata

Seth Hukumchand

Early Factories in India

Ports Bombay 1854 Surat Hoogly Old Port Old Port Bombay Calcutta New Port New port

Cotton Mills Jute Mills Elgin Mills Spinning & Weaving

Bengal 1855 Kanpur 1860 Madras 1874

32

Brief Concept of the Lesson

1. Before the Industrial Revolution There was a large-scale industrial production for an international market even before factories began to dot the landscape in England and Europe. This was not based on factories this was known as proto industrialization In the 17th and the 18th century merchants from the towns in Europe began in the countryside supplying money to peasants and artisans persuading them to produce for an international market. As urban crafts and trade guilds were powerful merchants were not able to expand production within town. Merchants offered advance to produce goods to cottages and poor peasants who were dependent on common lands for their survival so they eagerly agreed and continued to cultivate their small plots. 2. THE COMING OF THE FACTORY The earliest factories came up in England by 1730s.The first symbol of the era was cotton. A series of inventions in the 18th century increased the efficacy of each step of the production process. Richard Ackwright created the cotton mill. Within the mill all the processes were brought together under one roof and management. 3. THE PACE OF INDUSTRIAL CHANGE The most dynamic industries in Britain were cotton and metals. Cotton was the leading sector in the first phase of industrialization up to the 1840s. After that the iron and the steel industry led the way. With the expansion of the railways, demand for these increased. Secondly the new industries were not able to easily displace traditional industries. Large portions of the output were produced not within the framework but outside within the domestic units. Thirdly ordinary and small innovations were the basis of growth in may non-mechanized sectors such as food processing building, pottery, glasswork, tanning, furniture making and the production of implements. Fourthly technological changes occurred slowly as new technology was expensive. 4. HAND LABOUR AND STEAM POWER In Victorian Britain there was no shortage of human labor. Poor peasants and vagrants moved to the cities. Industrialists had no problem of labor shortage or high wage costs. In many industries the demand for labor was seasonal A range of products could be produced only with hand labor. Machines were oriented to producing uniforms standardized goods for a mass market. In Victorian Britain the upper class preferred things produced by hand. Handmade products came to symbolize refinement and class. 5. LIFE OF THE WORKER The abundance of labor in the market affected the life of the workers. The actual possibility of getting a job depended on the existing network of friendship and kinship. Many jobseekers had to wait weeks. Seasonality of work in many industries meant prolonged periods without work. After the busy season was over, the poor were on the streets again. Wages increased in the early 19th century but not in favor of the worker. The income of a worker depended not on the wage rate alone but the number of days of work and this determined the average daily income of the worker. The fear of unemployment made workers hostile to the introduction of new technology. After the 1840s building activity intensified in the cities opening up greater opportunities.

33
6. INDUSTRIALISATION IN THE COLONIES The age of Indian textiles - Before the age machine industries, silk and cotton goods dominated the international market in textiles. Surat on the Gujarat coast connected India to the Gulf and the Red seaports, Masulipattam on the Coromandel Coast and Hoogly had trade links with Southeast Asian ports. By the 1750s this network controlled by Indian merchants was breaking down. The European companies gradually gained power first securing a variety of concessions from local courts, then the monopoly rights to trade. This resulted in a decline of the old ports of Surat and Hoogly through which local merchants had operated. While Surat and Hoogly decayed, Bombay and Calcutta grew because the growth of colonial power. 7. WHAT HAPPENED TO THE WEAVERS? Once the East India Company established political power it could assert a monopoly right to trade. This it did through a series of steps. The Company tried to eliminate the existing traders and brokers connected with the cloth trade and establish a more direct control over the weaver. It appointed a paid servant called the GOMASTHA to supervise collect supplies and examine the quality of cloth. It prevented company weavers from dealing with other buyers. In many weaving villages there were reports of clashes between weavers and the gomasthas. The gomasthas were outsiders with no long term social links with the village. They acted arrogantly, marched into the villages with sepoys and peons and punished weavers for delays in supply often beating and flogging them. The price weavers received from the company was miserably low and the loans they had to accept tied them to the company. 8. MANCHESTER COMES TO INDIA There was a decline of textile exports from India by 1850-51. The major reason for this decline was industrial groups of Britain pressurized the government to impose import duties on cotton textile so that the Manchester goods could sell in Britain without facing any competition from outside. At the same time industrialists persuaded the East India Company to sell British manufacturing in Indian markets as well. The cotton weaver in India faced two problems at the same time. Their export market collapsed. The local market shrank because the imported cotton goods were so cheap that the weavers could not easily compete with them. The other problem faced by the weavers in 1860s was that they could not get sufficient supply of raw cotton of good quality. In the end of the 19th century factories in India began production flooding the market with machine goods this was another problem faced by the weavers and other craftspeople. 9. THE EARLY ENTERPRENEUR In 1830s and the 1840s in Bengal, Dwarakanath Tagore set up a six joint stock companies. In Bombay Dinshaw Petit and J N Tata built huge industrial empires in India. Seth Hukumchand set up the first Indian jute mill in Calcutta in 1917. There were yet other 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. As colonial control over Indian trade tightened the space within which Indian merchants could function became increasingly limited. Till the 1st world war European Managing Agencies in fact controlled a large sector of Indian industries. The 3 major agencies were Bird Heiglers & co, Andrew Yule & Jardine Skinner. The agencies mobilized capital, set up joint stock companies and managed them.

34
10. WHERE DID THE WORKERS COME FROM Factories needed workers. As the factories expanded the demand for them increased. The majority of the Industrial regions workers came from the districts around them. Peasants and artisans who found no work in the village went to the industrial areas. Most often mill workers moved between the village and city, returning to their village homes during harvests or festivals.

Important Terms: Orient The countries to the east of the Mediterranean, usually referring to Asia. The term arises out of a western view point that sees this reason as pre modern, traditional & mysterious. Proto Indicating the first or early form of some thing. Stapler A person who staples or sorts wool according to its fiber. Fuller A person who fulls i.e. gathers cloth by pleating. Carding The process in which fibers, such as cotton or wool, are prepared prior to spinning. QUESTIONS & ANSWERS:
1. What is meant by proto-industrialization? Ans. There was large-scale industrial production for an international market, even before factories began to dot the land scape in England and Europe. This was not based on factories; this phase of industrialization is known as proto-industrialization. 2. Why were merchants not able to expand production within a town? Ans: Merchants were not able to expand production within the town because the urban crafts and trade guilds were powerful. 3. Name the two ports which grew after the decay of the Surat and Hoogly ports and why? Ans: Bombay and Calcutta grew because of the growth of colonial power. 4. Who were gomasthas? Ans: Gomasthas were paid servants, appointed to supervise weavers, collect supplies, and examine the quality of cloth. 5. Who was the first business man to set up the first Indian jute mill in Calcutta in 1917? Ans: Seth Hukumchand. 6. Why did images of the Indian gods and goddesses regularly appear on the labels for advertisements? Ans: Images of Indian gods and goddesses regularly appeared on the labels for advertisements because it was as if the association with gods gave divine approval to the goods being sold. 7. Explain the pace of Industrial change. Ans: Firstly, the most dynamic industries in Britain were cotton and metals. Later iron and steel industry led the way and with the expansion of the railways and the demand for steel and iron, it further increased. Secondly, the new industries were not able to easily displace traditional industries. Large portion of the output was produced not within factories but outside, within domestic units. Thirdly, ordinarily and small innovation were the basis of growth in many non-mechanized sectors such as food processing, building, pottery, glass work, tanning, furniture making and production of implements. At last, technological changes occurred slowly as new technology was expensive. 3. Explain the industrialization in the colonies. Ans a. Earlier, silk and cotton goods in India, dominated the international market in textiles. b. Surat on the Gujarat coast connected India to the Gulf and Red Sea ports, Masulipatnam on the Coromandel Coast and Hoogly in Bengal had trade links with Southeast Asian ports. c. By the 1750s, there was a breakdown in this network controlled by Indian merchants. d. The European companies gradually gained power by securing a variety of concession from local courts, then monopoly rights to trade. e. This resulted in a decline of the old ports of Surat and Hoogly through which local merchants had operated, while Surat and Hoogly decayed, Bombay and Calcutta grew because growth of colonial power.

35

4. Explain the working of Gomasthas. Ans: a. Gomasthas were paid servants, appointed to supervise weavers, collect supplies, and examine the quality of cloth. b. The Gomasthas prevented weavers from dealing with other buyers. c. The new gomasthas were outside with no long term social links with the villages. d. They acted arrogantly, marched into villages with sepoys and peons, and punished weavers for delays in supply often beating and flogging them. 5. What were the reasons for decline of the textile export from India by 1850-51? Ans: The major reason for this decline was industrial groups of Britain pressurized the government to impose import duties on cotton textiles so that the Manchester goods could sell in Britain without facing any competition from outside. At the same time industrialits persuaded the least Indian company to sell British manufacture in India. Like this the export market of the Indian cotton weaver collapsed and the local market shrank because the imported cotton goods were so cheap that weavers could not easily compete with them. The other problem faced by weavers was that they could not get sufficient supply of cotton of good quality.

EXTRA QUESTIONS
1. Discuss the importance of Proto Industrialisation? 2. Does Industrialization mean only the growth of factory industries? 3. Enlighten the life of the workers on account of industrialisation in Europe. 4. Explain the impact of Industrialisation in the colonies.

36

6.Work, life and leisure

Learning objectives : 1. Urbanisation of cities 2. Industrial capitalism 3. Growth and development 4. Environmental degradation

Bombay city

Cities in England

Below is a table, which shows air pollution data about two major cities taken in 1995. City Population/ million 15.1 7.6 Suspended Particles levels/ mg m3 240 Sulfur Dioxide levels/ mg m3 33 25 Nitrogen Dioxide levels/ mg m3 39 77

Bombay London

37

Brief concept of the Lesson 1. Industrialisation and the rise of the Modern city in England Industrialisation changed the form of urbanisation in the modern period. People were migrated from rural areas to cities. Insdustries in cities provided employment in large numbers to men women & children. Factory or workshop owners did not house the migrant workers. But gradually a large number of people began to recognise need for housing for the poor. A variety of steps were taken to clean up London. Architect and planner Ebenezer Howard developed the principle of the Garden City where people would both live and work Raymond Unwin and Barry Parker designed the garden city of New Earswick. The London underground railway solved the housing crisis by carrying by large masses of people to and from the city.

2. Social change in the City The city no doubt encouraged a new spirit of individualism among both men and women. Gradually women came to participate in political movements for suffrage that demanded the right to vote for women or for married womens rights to property. Several cultural events were organized for wealthy Britishers such as the Opera, the theatre & classical music performances. Many new types of large scale entertainment like Libraries, art galleries were established by the state for the common people.

3. Politics in the City The poor workers in London demanded relief from the terrible conditions of poverty. The marchers were suppressed by the police in 1887. This episode came to be known as the Bloody Sunday. Eventually large masses of people could be drawn into political causes in the city.

4. The City in Colonial India Bombay was one of the three presidency cities in colonial India under British rule. It was a group of seven islands under Portuguese control which was transferred to British in 1661. Gradually it became an important administrative centre as well as a major Industrial centre. Due to the expansion of textile industries large communities of traders, bankers, artisans and shop keepers came to settle in Bombay. By the late 1930 s ,womens job were taken over by machines or men. Bombay dominated the maritime trade of India. The introduction and development of railways encouraged higher scale migration in to the city. With the rapid and unplanned expansion of the city the crisis of housing and water supply became acute. Many families could reside in a tenement of one room. People who belonged to the depressed classes found it difficult to find houses. On the other hand the rich people lived in spacious bungalows. A successful reclamation project was under taken by the Bombay port Trust and used the excavated earth to create the 22 acres Ballard Estate. Subsequently the famous Marine Drive of Bombay was developed.

5. Bombay as the city of Drams : the World of Cinema and Culture By 1925 Bombay became Indias first film capital producing films. Most of the people in the film industry were migrants from cities like Lahor, Calcutta, Madras & Punjab. Bombay films have contributed in a big way to produce as image of the city as a blend of dream and reality of slums and star bungalows.

38

6. Cities and the challenge of the Environment City development everywhere occurred at the expanse of ecology and the environment. Large quantities of refuse and waste products polluted air and water and excessive noise as became a feature of urban life.

Important - Terms
Urbanization - development of a city or a town. Individualism - a theory, which promotes the welfare of a person rather than the society. Chawls: one - room tenement built for the workers in Bombay. Reclamation - reclaiming of marshy or submerged areas for settlements. Akharas - traditional wrestling schools for the young to improve their
physical and moral fitness.

Questions & Answers : Q1: Mention any two steps, which were taken by the govts to check Criminalization of London.

A:

1: the authorities imposed high penalties for crime and offered work to those who were considered the deserving poor. 2: The compulsory elementary education act was passed through which the children were kept out of industrial work. 3: Population of criminals was counted and their activities were watched.

Q2: What steps were taken to clean up London? A: 1: attempts to decongest locality, green the open spaces, reduce pollution
and landscape the city. 2: large blocks of apartments were built. 3: rent control was introduced to ease the impact of a housing shortage. 4: Single-family cottages were built.

Q3: What was the impact of city life on women?

A:

1: women of upper and middle classes in Britain worked as domestic maids, who cooked cleaned and took care of siblings on low wages. 2: women gained control of their own lives. 3: the city life was dominated by men therefore the women were forced to withdraw into their house. 4: conservatives were against the presence of women in public space. 1: to check overcrowding in London, by taking the people to suburbs outside the city. 2: to ease the congestion in London, this could prove of great health hazard at any time. 3: to provide transport facility to public. 1: It was a hub of trade in opium and cotton. 2: It was a junction head of two major railways. The railways encouraged a large number of people to migrate to the city.

Q4: What was the need of underground railways in London?

A:

Q5: Mention any two factors, which promoted migration to Bombay?

A:

Q6: How did the development or expansion of Bombay differ from London?
A: 1: Bombay was overcrowded city where a person had only 9.5 sq yard of space where as it was 155 sq in London. 2: Bombay did not grow according to plan where as London grew according to plan.

39

Q7: The rapid and unplanned expansion of Bombay led to many problems. Mention the major problems.
A: 1: water crisis. 2: crisis of housing 3: lack of space. 4: caste and family group clashes.

Q8: Mention 4 features of the houses of the Bombay city, which developed during the colonial period.
A: 1: private landlords owned houses. 2: people lived in Chawls. 3: the house were very small, so neighborhoods were used for cooking washing, sleeping etc 4: richer Parsee Muslims and upper caste traders lived in spacious bungalows.

Q9: When did Bombay film industry make its appearance? How it contributed to the national character of the industry?
Ans: Harish Chandra Sakharam Bhatwa Dekar shat a scene of a wrestling match in Bombays hanging garden. and it became Indias first movie in1896.Soon after Dada Sahib Phalke made Raja Harish Chandra 1913.Most of the people in the film industry were themselves migrants who came from cities like Lahore ,Calcutta ,madras and contributed to the national character of the industry. (i) Since the city was built on marshy land, the resulting fog combined with smoke to generate thick black smog. (ii) Burning of dung and wood fuel was the main source of air pollution (iii) The railway line introduced in 1856 brought a dangerous new pollutant into the picture coal from raniganj .The high content of ash in Indian coal was a problem.

Q10: What were factors responsible for high pollution level in Calcutta?
Ans:

Q11. What led to the major expansions of Bombays population in the mid 19th century?
Ans. Bombay is the biggest seaport of India. In the 17th century it was the group of 7 islands under the Portuguese. In 1661 the control of these islands passed into the British hands. There were many causes responsible for the major expansion: i. When in 1819 Bombay became the capital of Bombay presidency, it was bound to attract more & more people towards it. ii. With the growth of trade in cotton, a large no. Of traders and bankers along with artisans and shopkeepers came to settle in Bombay. iii. Bombay dominated the maritime trade of India with the European countries. iv. Famine in the dry regions of Kutch drove large number of people into Bombay.

Extra question:
1.When was London underground railways opened? How did it affect the health of passengers? 2.What is Garden City? Name the architect of it? 3.What is Chartism? 4. What does the Haussmanisation of Paris mean? 5. Mention any six points of systematic planning of Singapore.

40

7. Print Culture & the Modern World

Learning objectives:
1. 2. 3. 4. Development of print culture and the circulation of ideas Spread of education and social reforms Rise of nationalism Emergence of women publishers

Guttenbergs Printing Press Brief concept of the Lesson

Advanced Printers of today

1. The First Printed Books The system of hand printing began first in China and introduced into Japan and Korea Macro Polo the great explorer brought the knowledge of hand printing technology to Italy which spread to other parts of Europe.

2. Gutenberg & the Printing Press 3. Print Revolution & its Impact

He invented the Printing Press and the first book he printed was the Bible. The Printing Presses were setup in most countries of Europe between 1450 & 1550. As a result printed books flooded the markets in Europe. Thus the print revolution began. Reduced the cost of books Multiple copies can be produced at greater speed Reduced time & labour Replaced oral tradition o Books flooded the markets A shift from hearing public to a reading public Printers published popular ballads and folk tales for the common people

4. Religious Debates and the Fear of Print -

41

Persuaded the people to think differently & move them to action Many were apprehensive of the effects of book on peoples mind and their reaction Introduced a new world of ideas & debate Critics of church used this as an opportunity to attack blind beliefs. Ex: Martin Luther wrote 95 theses against catholic church & later church was divided into Catholics & Protestants

5. Development of new strategies 1.Pedlars carried little books for sale in villages
2. Almanacs,or ritual calendars, ballads and folktales were sold 3. Reading matter for entertainment reached ordinary people 4.Chapmen sold chapbooks for a penny in England 5.In France Biliotheque Bleue, small books for poor were printed 6. Periodicals, newspapers and journals carried information 7. Ideas of scientists and philosophers became accessible to common people 8.Shilling series were sold in England

6. Print culture and the French Revolution

Three arguments: 1. Rule of reason and rationality rather than custom 2. A new culture of dialogue and debate against the existing ideas and beliefs 3. Questions raised on the existing social order

7. Print & Dissent

Manocchio reinterpreted a view of God & Creation that angered the Church & he was executed. Church imposed heavy restriction on printers It started to maintain an Index of Prohibited Books

8. The Nineteenth Century children, women & workers

The print recorded old tales but also changed them Women become important readers as well as writers. Ex: Jane Austin, Bronte sisters, George Eliot etc Lending libraries became instruments for educating while collar workers, artisans & lower middle class Growth of self expression

9. Innovations in printing press

Press came to be made out of metal Richard M Hoe of New York perfected the power driven cylindrical press. It was more useful in printing newspaper Offset press was developed which could print six colors at a time

10. Print comes to India

42

Printing press came to Goa with the Portuguese missionaries 50 books were printed in the Konkani & Kanara languages by 1674 Catholic priests printed first Malayalam & Tamil book. A Hickey began to edit Bengal Gazette Gangadhar Bhattahary was the first Indian to start newspaper called Bengal Gazette

11. Religious Reform & Public Debates

Debate over religious reforms took center stage in the 19th century Intense debates went on over widow immolation, monotheism, Brahmanical priesthood & idolatory Sambad Kaumudi, Samachar Chandrika, Jam i- Jahan, Shamsul Akbar & Bombay Samachar were leading publications of that day The Muslims used cheap lithographic press to publish scriptures in Persian & Urdu to counter the moves of the colonial power The Deoband Seminary published thousands of fatwas for Muslims how to conduct in everyday life Growth of vernacular languages Naval Kishore Press & Sri Venkateshwar Presspublished various religious texts in vernaculars It connected people of different communities

12. New Forms of Publication

New literary forms- lyrics, short stories, essays about social & political matters & new emphasis on human lives became part of the literature Visual images could be easily reproduced in multiples Caricatures & cartoons were published in journals & newspaper ridiculing the educated Indians fascination with western tastes & clothes

13. Print & Poor People

Cheap small books were published for the poor Public libraries were set up It was prestigious matter for the rich to set library Gulamgiri of Jyotiba Phule exposed the ill-treatment to the low caste Dr Ambedkar & E V Ramaswamy Naicker wrote powerfully against untouchability Chhote Aur Bade Ka Saval of Kashibaba exposed the link between caste & class exploitation Sudarshan Chakr published a collection called Sachchi Kavitayan

14. Print & Censorship

English East India Company thought to censor the press as it was directed against misrule of the Company & its officials Calcutta Supreme Court passed regulation on press freedom in 1820s Thomas Macaulay restored rights to the press Vernacular Press Act was passed to regulate the vernacular press as it was assertively nationalistic Kesari & Marati were published by Tilak

Important Terms

43
Calligraphy: the art of beautiful & stylized writing Vellum: A parchment made from the skin of animals Ulama: Legal scholars of Islam & the sharia Fatwa: A legal pronouncement on Islamic law usually given by a Mufti to clarify issues on which the law is uncertain Despotism: A system of governance in which absolute power is exercised by an individual, unregulated by legal & constitutional checks Denominations: Sub groups within a religion Almanac: An annual publication giving astronomical data, information about the movements of the sun & moon, timing of full tides & eclipses, and much else that was of importance in the everyday life of people Chapbook: A term used to describe pocket size books that are sold by traveling pedlars called chapmen. These became popular from the time of the 16th century print revolution Protestant Reformation: A 16th century movement to reform the Catholic Church dominated by Rome. Several traditions of anti-Catholic Christianity developed out of the movement Inquisition: A former Roman Catholic court for identifying & punishing heretics Heretical: Beliefs which do not follow the accepted teachings of the Church. In medieval times, heresy was seen as a threat to the right of the Church to decide on what should be believed & what should not. Heretical beliefs were severely punished Satiety: The state of being fulfilled much beyond the point of satisfaction Seditious: Action, speech or writing that is seen as opposing the government Ballad: A historical account or folk tale in verse, usually sung or recited Taverns: Places where people gathered to drink alcohol, to be served food & to meet friends & exchange news Questions & Answers

1.
Ans. 2. Ans. 3.

Where did the print technology begin in the world & how? China, Japan, Korea Rubbing paper against the inked surface of woodblocks Which is the oldest Japanese book? When was it printed? Diamond Sutra in 868A D What is called ukiyo? Who developed it?

44
Ans. 4. Ans. 5. Ans. Pictures of floating world or depiction of ordinary experiences. Kitagawa Utamaro developed it. Who developed printing press? Which country does he belong to? Johann Gutenberg, Germany What were the merits of print books? a The ideas of scientists & philosophers now became more accessible b They were sources of spreading progress & enlightenment. Believed that it would liberate the world from despotism c It created a new world of debate & discussion Persuaded the people to think & act differently d Attacked blind beliefs of the church e) Reformation of church & society f) Reduced the cost of books g) Time & labour required to produce books was reduced h) Rural folk acquired new forms

6. How did the print culture create the conditions for French Revolution? Explain Ans.It popularized the ideas of Enlighted thinkers. It created critical commentary on tradition, superstition & despotism. Everything should be judged through the application of reason & nationality. It created a new culture of dialogue & debate. Values, norms & institutions were reevaluated & discussed by the public. Outpouring of literature that mocked the royalty & criticized their morality. People questioned the existing social orders. Cartoons were published depicting the monarch as involved in sensual pleasures. 7. What were the drawbacks of manuscripts? Could not meet the increasing demand Expensive & fragile, laborious and time consuming Awkward to handle Difficult to read and carry Errors were caused while writing Limited number of copies were available Extra Questions: 1. How did Martin Luthers writings bring the Protestant Reformation? 2. What were the new strategies adopted by printers and publishers to sell their products? 3. The print culture created the conditions within which French revolutions occurred? Support the arguments of historians on this statement. 4. What were the contributions of scientists in the development of popular literature? 5. Enumerate the series of innovations which had taken place in printing technology. 6. Describe the importance of manuscript in India. 7. Make a list of social reformers and their publications. 8. Throw light on the contribution of Indian women in publication. 9. What were the restrictions imposed on Indian press after the revolt of 1857?

45

8. Novels, Society and History

Learning objective: 1. History of novels 2. Best novels of the west 3. Commonalities in Novels 4. Novels in India 5. The forms of writing that reflected historical changes within society and shaping the forces of change. 6. The ideas of writers that have an impact on society.

Novels from the West

Hard Times 1854 Oliver Twist 1838 (Charles Dickens)

Germina l 1885 (Emily Zola)

Mayor of Kaster Bridge 1886 (Thoma s Hardy)

Pride and Prejudic e (Jane Austen)

Jane Eyer 1874 (Charlott e brownte)

Treasur e Island 1883 (RL Stevens on)

Jungle Book 1894 (Rudyar d Kipling)

What Katy dide 1872 (Sara C.Wools ey)

Remona 1884 (Helen Hunt Jackson )

Robinso n Crusoe 1719 (Daniel Defoe)

46

Novels from India

Induloekh a Chandu menon

Godan Seva Sadan Premchan d

Sara swathi Vijayam Pothari Kunjambu

Anguriya Binimoy 1857 (Bhudev Mukhopad hyay)

Durgesh Nandini (Bankim chand)

Pariksha Guru (Srinivas Das)

Chandrak anta (Devakina ndan Khatri)

Yamuna paryatan (baba padmanji)

Muktamal a 1861 (Lakshma n Moreshwa r Halbe

Kadambar iBanabhatt a

Brief Concept of the Lesson 1.The Rise of the Novel The novel A history that is closely connected to the making of the modern ways of thinking. We will first look at the history of novels in the west and then see how this form is developed in some of the regions of India. Instead of handwritten manuscripts, novels were printed, which were read widely and became popular very quickly. Novels produced a number of common interests among their scattered and varied readers. As readers were drawn into the story and identified with the lives of the fictitious characters, they could think about issues such as relationships between love and marriage, the proper conduct for men and women and so on.

2.

As readership grew and the market for books expanded, the earnings of authors increased. This freed them from financial dependence on the patronage of aristocrats, and gave them independence to experiment with different literary styles. The epistolary novel, on the other hand, used private and personal form of letters to tell its story.

3.Publishing Market Technological improvements in printing brought down the price of books and innovations in marketing led to expanded sales. In 1836, a notable event took place when Charles Dickenss Pick Wick Papers was serialized in a magazine. Magazines were attractive since they were illustrative and cheap. Serialization allowed people to relish the suspense, discuss the characters of a novel and live for weeks with their stories- like viewers of television soaps today.

47

4. The World of Novel More than other forms of writing, which came before, novels are about ordinary people. They do not focus on the lives of great people of actions that change the destinies of states and empires. Instead, they are about the everyday life of the people. The growth of the industry was accompanied by an economic philosophy which celebrated the pursuit of profit and undervalued the lives of workers. Charles Dickens focused on the terrible conditions of urban life under industrial capitalism. 5. Community and Society The vast majority of readers of novels were from the city. This was actually a time when large farmers fenced off land, bought machines and employed workers to produce for the market. The old rural culture with its independent farmers was dying out. The novel uses the vernacular, the language that is spoken by common people. By coming closer to the different spoken languages of the people, the novel produces the sense of a shared world between diverse people of a nation. Novels also draw from different styles of language. A novel may take a classical language and combine it with the language of streets and make them all a part of the vernacular that it uses. Like the nation, the novel brings together many cultures. 6. The New Women Many novels were written about domestic life a theme about which women were allowed to speak with authority. They drew upon their experience, wrote about family life and earned public recognition. Women novelists did not simply popularize the domestic role of women. Often their novels dealt with women who broke established norms of society before adjusting to them. Such stories allowed women readers to sympathize with rebellious actions. 7. Novels for the Young Novels for young boys idealized a new type of a man: someone who was powerful, assertive, independent and daring. Most of these novels were full of adventure set in places remote from Europe. 8. Colonialism and After The early novels contributed to colonialism by making the readers feel they were a part of a superior community of fellow colonialists. Colonized people were seen as primitive and barbaric, less than human and colonial rule was considered necessary to civilise them , to make them fully human. 9. The Novel comes to India Stories in prose were not new for India. The Panchatantra is an example. There was also a long tradition of prose tales of adventure and heroism in Persian and Urdu, known as Dastan. Some of the earliest novels were written in Bengali and Marathi. Translation of novels into different regional languages helped to spread the popularity of the novel and stimulated the growth of novel in new areas.

48

10. The Novel in Hindi a) In the north, Bharathendu Harishchandra, was the pioneer of modern Hindi literature urged the writers and the poets to recreate and translate novels from other languages. Srinivas Dass novel published in 1882 was titled Pariksha Guru. The writings of Devaki Nandan Khatri created a novel reading public in hindi. b) It was with the writing of Premchand that the Hindi Novel achieved excellence. His novel Sewasadan published in 1916 lifted the Hindi novel from the realm of fantacy and reflected the lives of ordinary people and social issues. d) Novels in Bengal The first novel Durgeshnandini ( 1865) was published in 1865 by Bankim Chandra Chattopadhyay. d) Sharatchandra Chattopadhyay was the popular novelist in Bengal known for short stories. 11. Women and the Novel Women did not remain mere readers of stories written by men, soon they began writing novels. In some languages, the early creations of women were poems, essays or autobiographical pieces. Women in south India also began writing stories in early 20th century. Some parents kept novels in the loft of their houses, out of their childrens reach. Young people often read them in secret. 12. Caste Practices Over time the medium of novel has become popular among the common people of the society irrespective of caste and colour. 13. The Nation and its History a) In Bengal, many historical novels were about Marathas and Rajputs. These novels produced a sense of pan-Indian belonging. They imagined the nation to be full of adventure, heroism, romance and sacrifice.- qualities that could not be found in the offices of 19th century. b) The imagined nation of the novel was so powerful that it could inspire actual political movements. Bankims Anandmath is a novel about a secret Hindu militia that fights Muslims to establish a Hindu kingdom. Drawn from various strata of the society, Premchands characters create a community based on democratic values. It makes the lives of the oppressed section of the society as worth of literary reflection.

Important Terms
a. Epistolary Written in the form of series of letters. b. Serialised A format in which story is pulished in installments, each part in a new issue of a journal. c. Vernacular The normal spoken form of a language rather than formal literary form. d. Satire A form representation through writing, drawing, painting etc., that provide a criticism of society in a manner i.e. witty and clever.

49 Questions and Answers 1. . What are the major differences between a novel and a manuscripts? (i) Novel is born from print where as manuscripts are hand written. (ii) Manuscripts were difficult to prepare and there were only few readers whereas novels are easy to print and widely read. 2. Name the countries where the novel first took firm root. Who formed the readership for the novels? The novel first took firm root in England and France. New groups of lower middle class people such as shopkeepers, clerks, aristocrats and gentlemanly classes formed the new readership for the novels. 3.How did most of the novels of the 19th century represent the true picture of the community and society? (i) In the 19th century, Europe entered the industrial age. Novelists such as Charles Dickens and Emile Zola wrote about the terrible effects of industrialization on peoples lives and characters. (ii) British novelists Thomas Hardy wrote about traditional rural communities of England that were fast vanishing. 4. During the 19th century, the early Bengali novelists lived in two worlds. Explain. (i) These were novelists who were located in the past, their characters, events and love stories based on historical events. (ii) This group of novelists depicted the inner world of domestic life in contemporary settings. Domestic novels frequently dealt with the social problems and romantic relationships between men and women. 5. Mention some important reasons for popularity of Novels. Technological improvements in printing brought down the prices of books and innovations in marketing led to expanded sales. (i) The illusions created by novels were absorbing and believable and they seemed real. (ii) While reading novels, the reader was transported to another persons world and began looking at life as it was experienced by the characters of the novel. (iii) Novels allowed individuals the pleasure of reading in private. (iv) They also provided the individual a chance to read it publicly. (v) The stories of novels were discussed in homes, meetings or even in offices. (vi) They also became a source of entertainment for even rural people. 6. Mention some important characteristics of novels, which increased their popularity among readers. The most important characteristics of novel were that they were about ordinary people and were read by ordinary people. They were about the everyday life of common people. Most of he novels focused on the lives of common people. In the 19th century, Europe entered into the industrial age. His changed the social and economic structure of the society. Most of the novelists showed the terrible effects of industrialization on peoples life.

50

7. How did novels bring together different cultures? The novel uses the vernacular, the language that is spoken by common peole in a nation. Even those who were not highly educated could read it, identify with characters and feel part of the community that the novel creates. Novels also draw from different styles of language. A novel may take a classical language and combine it with the language of the streets and make them all the part of the vernacular that it uses. Like the nation, the novel brings together many cultures. 8. Trace the history of novels in South India. (i) Novels began appearing in South Indian languages during the period of colonial in India. (ii) Chandu Menon tried to translate an English novel but as his readers were not familiar with the ways in which character in English novels lived so, he wrote Indulekha in Malayalam in 1889. (iii) Kandukari Viresalingam also started translating Olvier Goldsmiths Vicar of Wakefield but finished up in writing Telugu novel called Rasashekhara Caritamu in 1878. 9. Explain the contribution of Premchand in Hindi novels. Munshi premchand : He was one of the greatest literacy figures of Modern Hindi and Urdu literature. It was with the writing of Prem Chand that the Hindi novel matured into greatness. He began writing in Urdu and later shifted to Hindi. He drew on the traditional art of Kissagoi (story telling ). Before Munshi, Hindi literature was confined to the tales, the stories of magical powers and other such escapist fantasies. His novel Seva Sadan ( the abode of service) published in 1916, lifted the Hindi novel from the realm of fantasy moralizing and simple entertainment to a series reflection on the lives of ordinary people and social issues. Sevasadan deals mainly with the poor condition of women in society. Prem Chand wrote on the realistic issues of the day i.e Communalism, Corruption, Zamindari, debt, poverty, colonialism etc. it also traces about the ways in which the Indian upper classes used the space created by particle self-governance allowed under the colonial rule. 10. How had the different novelist of the colonial period taken up the task of modernisation of the Indians? Explain. Chandu Menon potrayed Indulekha as a women of breath taking beauty, high intellectual abilities, artistic talent with an education in English and Sanskrit. Madhavan, the hero of the novel was also presented in ideal colours. He was a member of the of the newly English educated class of the Nayars from the university of Madras. The heroes and heroines in the most of the novels were people who lived in the modern world. Thus, they were different from the ideas or mythological characters of the earlier poetic literature of India. Under colonial rule, many of the English educated class found new western base of living and thinking attractive. But they also feared that a wholesale adoption of western values would destroy their traditional ways of living. Characters like Indulekha and Madhavan showed readers how Indian and foreign life style could be brought together in an ideal combination.

51

11. What was the importance of Novels? (1) Source of information: Colonial administrators found (vernacular) novels a valuable source of information on the native life and custom. Such information was useful for them in governing Indian society, with is large variety of communities and caste. As outsiders, the British new little about life inside Indian households. The new novels in Indian languages often had descriptions domestic life. They showed how people dressed, their forms of religious worship, their beliefs and practices and so on. British administrators or Christian missionaries translated some of theses books into English, often. (2) Social and Economic Problems: Indians used the novels as powerful medium to criticize what they considered defects in their society and to suggest remedies. Writers like Viresalingam used the novel mainly to propagate their ideas about society. 12. Discuss how the issue of caste was included in novels in India. (i) Novels like Indira Bai and InduLekha were written by members of upper caste and were primarily about upper caste characters. But, not all novels were of this kind. (ii) Potheri Kunjambu ,a Lower Caste writer from North kerala wrote a novel called Saraswativijayam in 1892, mounting a strong blow on caste oppressions. This novel shows a young man from an untouchable caste leaving his village to escape the cruelty of his Brahmin landlord. He converts to Christianity, obtains modern education and returns to the Judge in the local court. Meanwhile, the villagers, thinking that the landlords men had killed him, filed a case. As the conclusion of the trial, the judge reveals his true identity and the Nambuthiri repents and reforms his ways. Saraswativijayam stresses the importance of education for the upliftment of the lower caste. 13. Describe the ways in which novels in India sttempted to create a sense of panIndian belonging. (i) In Bengal, mainly historical novels were brought about Marathas and Rajputs. These novels produced a sense of pan-Indian belonging. They imagined the nation to be full of adventure, heroism, romance and sacrifice qualities that could not be found in the offices and streets of the 19th century world. The Novel allowed the colonized to give shape to their desires. (ii) Bhudeb Mukhyopadhyayas Anguriya Bhimoy was the first historical novel written in Bengal. Its hero, Shivaji engages in many battles against clever Aurangzeb. Mann Singh persuades Shivaji to make peace with Aurangzeb. Realizing that Aurangzeb intended to confine him as a house prisoner, Shivaji escapes and returns to battle. What gives him courage and grit is his belief that he is a nationalist fighting for the freedom of Hindus. (iii) The imagined notion of the novel was so powerful that it could inspire actual political movements. Bankims Ananda Math is a novel about a secret Hindu militia that fights Muslims to establish a Hindu kingdom. It was a novel that inspired many kinds of freedom fighters.

52

14. Outline the changes in technology and society that led to an increase in readers of novels in 18th century Europe. (i) The invention of the print in the 18th century led to the popularity of the novels because now it became quite easy to print novels in large numbers. In ancient times, manuscripts were hand written and hence their availability was very limited. (ii) The novels dealt with many social issues such as love and marriage, proper conduct for men and women and so on, so common people were attracted towards them. (iii) Novels appealed to all sections of the society, both middle class people like the shopkeepers and the clerks as well as aristocratic and gentlemanly classes. (iv) Novels not only attacked the ills of the society but also suggested remedies so they were much liked but one and all. (v) The novels became a popular medium of entertainment among the middle class. (vi) Most of the novelist used the vernacular, the language that is spoken by common people. (vii) Novels involved women also. 15. Summarize the concern in both 19th century Europe and India about women reading novels. What does this suggest about how women were viewed? (i) It is not surprising that many men were suspicious of women writing novels or reading them. This suspicion cut across communities. Hannah Mullens, a Christian missionary and the author of Karuna o Pulmonir Bibaran, reputedly the first novel in Bengali, tells her readers that she wrote in secret. The 20th century Sailabal Ghosh Jaya, a popular nove3list could only write because her husband protected her. As we have seen in the case of the south, women and girls were often discouraged from reading novels. (ii) When women began writing and reading novels, many people feared that they would not neglect the traditional role as wives and mothers and homes would be in disorder. Extra Questions: 1. What is epistolary. Give one example of it. 2. Mention the advantages of serialized magazines. 3. Name the novels of Thomas Hardy and Charles Dickens. Mention any two features from the theme of their novels. 4. State the importance of novels that helped in binding Indians. 5. Discuss how novels become popular as a medium of entertainment 6. What are the different kinds of characters used in the novels of Premchand. 7. Name the authors of the following novels and write one socio economic problem mentioned in the novels of each. i) Godan ii) Saraswativijayam iii) Yamuna Paryatan iv) Robinson Crusoe v) Hard Times 8. Make a list of novels from your text book and name their authors.