Impact of British Rule on India

British rule profoundly reshaped India, primarily for its own benefit. Economically, India suffered resource drain, industrial decline due to British competition, and agricultural shifts to cash crops, causing famines. New land policies impoverished farmers. Administratively, centralized systems and infrastructure served British control. Socially, some reforms occurred, but racial superiority and divisions were fostered. Education aimed to create clerks. Politically, India lost sovereignty, fueling nationalist movements.

I. Fill in the blanks:

1. The British domination of India brought many changes in the ____________ life of India.

Ans : cultural, educational and social

2. The Indian villages were __________ communities before the coming of the British.

Ans : self sufficient village

3. The British charged revenue in _______ instead of kind.

Ans : cash

4. The three kinds of land settlements made by the British were ____________

Ans : Permanent settlement (b) Ryotwari settlement and (c) Mahalwari settlement

5. A new class of landholders called____________ came into existence during this time.

Ans : Zamindars

6. __________, is known as the founder of British system of education in India.

Ans : Lord Macaulay

II. Match the contents of Column A and Column B:
Column A                                                                    Column B

Answer:

III. State whether the following statements are True or False:

1. The British rule resulted in the destruction of Indian industry, trade and handicrafts.
Ans : True

2.The important centres for Indian goods were Dhaka, Benaras, Lucknow, Multan, Ahmadabad, etc.
Ans : True

3. The British greatly developed Indian agriculture.
Ans : False.

4. Lord Cornwallis introduced the Permanent Land Settlement in India.
Ans : True

4. The first railway line was built during Lord Dalhousie’s time.
Ans : True

5. The British took interest in building up transport and communication systems to help them in trade and military affairs.
Ans : True

6. The English took great interest in Indian culture and promoted it
Ans : False

7. The English took interest in the education of Indians only because they needed low paid, English speaking clerks.
Ans : True

8. The new education policy benefitted only the upper and the middle class.
Ans : True

9. The Company promoted education of girls and technical education.
Ans : False

IV. Answer the following questions:

Question 1.
Mention the social evils prevalent in India during British rule.
Answer:
During the British Raj, India grappled with deeply entrenched social ills. Sati, the horrific practice of widow immolation, along with widespread child marriage and female infanticide, highlighted the severe oppression faced by women. The discriminatory caste system, particularly the scourge of untouchability, marginalized vast segments of society. The purdah system further curtailed women’s freedom, while illiteracy was rampant, especially among women and lower castes. Exploitation of labor, including forced labor like “begar,” was also prevalent. Visionary reformers such as Raja Ram Mohan Roy and Jyotiba Phule spearheaded efforts to eradicate these injustices, laying the groundwork for social reform.

Question 2.
Why did India’s foreign trade decline during British rule?
Answer:
India’s foreign trade sharply declined under British rule due to policies favoring Britain. British actions deindustrialized India, transforming it from an exporter of finished goods into a raw material supplier. A colonial monopoly restricted Indian merchants, forcing an exploitative trade pattern where India imported expensive British goods and exported cheap raw materials, leading to a “drain of wealth.” The British deliberately avoided investing in Indian industries, maintaining an agrarian economy, and developed infrastructure solely to facilitate this exploitative trade, further hindering India’s economic growth.

Question 3.
During British rule, “India was a loser both ways – as a buyer and also a seller.” Explain.
Answer:
The British exploited India by extracting cheap raw materials, manufacturing goods in England, and then selling those finished products back to India. This process financially disadvantaged India, both as a supplier and as a market.

Question 4.
Why did the English East India Company feel the need for educational; reforms?
Answer:
The English East India Company felt the need for educational reforms to:

Create a Class of Clerks – Train Indians for administrative jobs to reduce dependence on British officials.

Spread Western Ideas – Promote European knowledge to strengthen colonial control.

Replace Persian – English was introduced as the official language after the 1835 English Education Act.

Moral Justification – Claimed to “civilize” Indians through Western education.

Economic Benefits – Educated Indians helped in smooth trade and governance.

These reforms aimed to serve British political and economic interests.             

Question 5.
Who was Lord Macaulay? Why did he recommend the system of British education in India?
Answer:
Lord Macaulay championed Western education in India, through English, to cultivate a class of Indians “English in taste, opinions, morals, and intellect.” This aimed to create intermediaries for British administration, provide cheap labor for governance, and assert British cultural supremacy.

Question 6.
What were the main objectives of British education in India? Mention the steps recommended to implement the policy.
Answer:
The British education system in India primarily served to reinforce colonial power and streamline administration. It aimed to foster loyalty among a segment of Indians through Western education, creating a cadre of clerks and officials vital for governance. Concurrently, it promoted Western culture, gradually supplanting indigenous traditions. This was achieved by adopting English as the medium of instruction, largely influenced by Macaulay’s Minute of 1835, and establishing institutions focused on Western subjects. English replaced Persian as the official language, and the curriculum prioritized European literature and science, with Indian teachers trained to deliver this content. These strategic measures ultimately solidified British control and adapted education to their administrative needs.

Question 7.
Describe the recommendations in Wood’s Despatch and their effects.
Answer:
Wood’s Despatch of 1854 was a landmark document for education in British India. Its key recommendations included:

• Establishment of a Graded Educational System: From vernacular primary schools in villages to Anglo-vernacular high schools, affiliated colleges in districts, and universities in presidency towns (Calcutta, Bombay, Madras) modeled on the University of London.
• Promotion of Vernacular Languages: For primary education, alongside English for higher studies.
• Emphasis on Teacher Training: Establishment of teacher training institutions.
• Grants-in-Aid System: To encourage private educational initiatives.
• Promotion of Women’s Education: A progressive step for the time.
• Secular Education: Advocating for a separation of religious instruction.
• Creation of a Department of Public Instruction: In each province to oversee educational progress.

Effects:

• Foundation of Modern Indian Education: It laid the groundwork for the structured education system seen today.
• Establishment of Universities: Universities in Calcutta, Bombay, and Madras were founded in 1857.
• Growth of Educational Institutions: Leading to an increase in schools and colleges across India.
• Increased Access to Education: Though largely for the privileged initially, it broadened access compared to earlier policies.
• Westernization of Education: Prioritizing European arts, science, and literature, aiming to create a class of educated Indians to serve in British administration.

Question 8.
Discuss various aspects of the drain of wealth.
Answer:
The “Economic Drain” under British rule was the systematic transfer of India’s wealth and resources to Britain without adequate return. Unlike previous rulers who spent revenue within India, the British diverted a significant portion of Indian taxes and income to their home country. This drain began in Bengal in 1757, with Company servants extorting vast fortunes. After gaining the Diwani of Bengal in 1765, the Company used Bengal’s revenues to purchase Indian goods for export, sending out substantial value with no reciprocal benefit to India. This unrequited export surplus intensified after 1858, continually depleting India’s wealth.

V. Picture Study –
(A) Look at the picture.

1.Which important development does the picture depict?
Ans. The image of a train on a bridge represents British-era railway development in India. While seemingly beneficial, these railways primarily served British interests. They efficiently transported raw materials to ports for export and distributed British finished goods across India. Additionally, they were vital for quickly moving troops to quell uprisings and maintain control. Though eventually connecting regions and aiding some internal trade, their core purpose was to support British colonial administration and its exploitative economic agenda.

2.Write a short note on its development in India.
Ans.The image shows an early Indian railway bridge and train, representing the British introduction of railways in the mid-19th century. Lord Dalhousie championed railway expansion to move raw materials to ports and facilitate troop movements. While private British companies built the lines with guaranteed returns, the financial burden often fell on Indian taxpayers. Though built for exploitation, railways inadvertently aided internal trade, famine relief, and a nascent sense of national unity, but their core purpose remained serving British imperial goals.

3) How did it prove to be a boon for the Indians?
Ans. The image shows early Indian railways, built by the British primarily for their own benefit. However, these railways inadvertently offered some advantages to Indians: improved connectivity and reduced travel times, limited economic opportunities in construction and operations, facilitated famine relief by transporting food, and fostered social interaction among diverse communities.

(B) This is the picture of a Governor-General.

1.Identify him.
Ans : Lord William Bentinck, serving as Governor-General of Bengal (1828-1833) and the first Governor-General of India (1833-1835), implemented significant liberal reforms. His tenure is notable for the abolition of Sati in 1829 and the suppression of Thuggee, which drastically improved law and order. He also undertook financial reforms, opened administrative and judicial positions to Indians, and, influenced by Macaulay’s Minute, established English as the medium for higher education, replacing Persian as the official court language. These actions modernized British administration and addressed crucial social issues, leaving a lasting legacy in India.

2.What do you understand by ‘Sati’? Who put an end to this practice and why?
Ans. ‘Sati’ was a historical practice in India where a widow would immolate herself on her deceased husband’s funeral pyre. He did so due to humanitarian concerns, recognizing it as a cruel and inhumane custom, and was greatly influenced by the reformist efforts of Raja Ram Mohan Roy and other Indian social reformers who advocated for its eradication.

3.Mention four social reforms introduced by the British.
Ans : The British introduced significant social reforms in India: the Abolition of Sati (1829), outlawing widow self-immolation; the Suppression of Thuggee, enhancing travel safety; the Legalization of Widow Remarriage (1856), permitting Hindu widows to remarry; and efforts towards the Abolition of Female Infanticide.

Additional Questions

EXERCISES
A. Fill in the blanks:

1. The __________ famine of 1770 was one of the most terrible famines in human history.

Ans : Bengal

2. A large share of revenue collected by the Company in India had to be paid to the British government as_________.

Ans : home charges

3. Under the Mahalwari system the revenue settlement was made with the _______.

Ans : village as a whole

4. To eliminate competition from India’s traditional industries the British transformed India into a _________.

Ans : supplier of raw material and a market for british products.

5. Before the advent of the British the Indian craftspeople operated at two levels—the___________levels.

Ans : rural and the urban 

6. Before the advent of the British the Indian textile industry was the___________ in the world.

Ans : finest and the largest

7. After the Battle of Plassey the Company used its political power to _________ the Indian handicraft industry and promote British industries.

Ans : destroy

8. With the spread of the Industrial Revolution in England, Indian markets were flooded with_____________ of British mills.

Ans : cheap, machine made textiles

9. By 1850, India became a major ___________

Ans : importer of English textiles.

10. ___________ introduced the railway system in India in 1853.

Ans : Lord Dalhousie

11. The Grand Trunk Road from ________ was reconstructed by the British in the 19th century.

Ans : Calcutta to Peshawar

B. Match the following:

Answer:

C. Choose the correct answer:

1. The Treaty of Allahabad/Madras/Benaras granted the English East India Company the right to collect revenue from Bihar, Bengal and Orissa.
Ans. The Treaty of Allahabad granted the English East India Company the right to collect revenue from Bihar, Bengal and Orissa.

2. To remove the defect of the revenue system Lord Cornwallis introduced the Permanent settlement/Ryotwari system/ Mahalwari system in 1793.
Ans. To remove the defect of the revenue system Lord Cornwallis introduced the Permanent settlement in 1793.

3. The Ryotwari system of revenue collection was introduced in the Madras/Calcutta/Bombay presidency.
Ans. The Ryotwari system of revenue collection was introduced in Madras presidency.

4. The Charter Act of 1813, directed the Company to spend 1/ 10/15 lakh rupees on the education of Indians.
Ans. The Charter Act of 1813, directed the Company to spend 1 lakh rupees on the education of Indians.

5.The first railway line was from Bombay to Poona/Thana/ Calcutta.
Ans. The first railway line was from Bombay to Thana.

D. State whether the following are true or false:

1. Before the advent of the British more than 95 per cent of Indians lived in villages.
Ans : True

2. The Indian peasants were satisfied with the Company’s revenue collection methods.
Ans : False

3. The Permanent Settlement assured the Company a fixed revenue at a fixed time even during natural calamities.
Ans : True

4. Lord Macaulay insisted that Western education should be imparted through the medium of the vernacular languages.
Ans : False

Correct : Lord Macaulay insisted that Western education should be imparted through the medium of the English.

5. The development of transport and communication systems did not benefit Indians in any way.
Ans : False
Correct : The development of transport and communication systems benefit Indians in unexpected ways.

E. Answer the following questions in one or two words/ sentences:

Question 1.
Why did the Indian peasants begin to grow cash crops ?
Answer:
Indian peasants shifted to growing cash crops largely due to British policies promoting commercial agriculture for export. They were often coerced or incentivized to cultivate crops like indigo, cotton, jute, and opium to meet British industrial and market demands, frequently compromising their own food security.

Question 2.
How did the Company utilize the revenues from Bengal ?
Answer:
The East India Company primarily utilized the revenues from Bengal for two main purposes:

1. Purchasing Indian goods for export to Britain: After gaining the Diwani (right to collect revenue) in 1765, the Company used Bengal’s land revenue to buy Indian textiles, spices, and other commodities. These goods were then shipped to Britain and sold for immense profits, effectively financing their trade without sending bullion from Britain.
2. Financing its administrative and military expenses in India: The revenues also supported the Company’s growing military apparatus and administrative infrastructure in India, which was crucial for maintaining and expanding its territorial control. This included paying salaries of Company officials, maintaining its army, and constructing fortifications.

Question 3.
What were the drawbacks of Warren Hastings’s five-year revenue settlement ?
Answer:
Warren Hastings’s five-year revenue settlement faced several issues: high revenue demands led to peasant exploitation and abandonment of land. The short settlement term discouraged agricultural investment, and the collection system fostered widespread corruption.

Question 4.
What was the significance of the Charter Act of 1813 in the context of British educational policy in India?
Answer:
The Charter Act of 1813 marked a significant turning point in British educational policy in India. Its main significance was:

• Official Recognition and Funding: For the first time, the Act legally acknowledged the British government’s responsibility for the education of Indians. It mandated an annual allocation of one lakh rupees for the “revival and improvement of literature” and the “promotion of knowledge of sciences” among the inhabitants of British territories. This was the first state-funded initiative for education in India.
• Opening for Missionaries: It allowed Christian missionaries to enter India and engage in educational and religious activities, which contributed to the spread of Western education.
• Debate over Medium of Instruction: While the Act allocated funds, it didn’t specify the exact method or medium of instruction. This led to the famous Orientalist-Anglicist controversy, debating whether to promote traditional Indian learning or Western education through English, eventually leading to Macaulay’s Minute in 1835 favoring English education.

In essence, the Charter Act of 1813 laid the foundation for a state-supported education system in India, signaling a shift in British policy from non-interference to active involvement, albeit with a strong underlying motive of serving colonial interests.

Question 5.
In what way would westernized Indians help to promote the interests of British manufacturers?
Answer:Westernized Indians would inadvertently promote British manufacturers’ interests by adopting British goods and tastes, creating a market for their products and further integrating India into the British economic sphere.

Question 6.
How did knowledge of contemporary nationalist movements in Europe inspire the Indians?
Answer:Exposure to contemporary nationalist movements in Europe provided Indian intellectuals and leaders with crucial inspiration. They observed how European nations fought for self-determination, national unity, and democratic rights against foreign domination or autocratic rule. This resonated deeply with India’s own struggle against British colonial power.

Specifically, the European movements demonstrated:

• The power of unified national identity: The success of movements like the unification of Italy and Germany showed how a shared cultural, linguistic, or historical identity could be a powerful force for political change.
• The ideals of liberty and self-governance: Concepts like popular sovereignty, individual rights, and representative government, central to many European nationalist movements, became aspirational goals for Indian nationalists.
• Methods of organized resistance: Indians learned about strategies such as political associations, public protests, and the dissemination of nationalist ideas through literature and education.

This knowledge helped solidify the concept of an Indian nation, distinct from the diverse regional identities, and provided a framework for articulating demands for independence and self-rule. It fueled the belief that if European nations could achieve freedom, so could India.

Question 7.
Mention any two positive effects of the introduction of English in the Indian educational system.
Answer:
Two positive effects of the introduction of English in the Indian educational system are:

1. Access to Global Knowledge: English facilitated access to a vast repository of scientific, technological, and literary knowledge from around the world, which was often not available in regional languages. This opened doors for Indians to participate in global advancements and research.
2. Improved Communication and Mobility: English became a common link language across India’s diverse linguistic landscape, enabling easier communication among people from different regions. It also significantly improved opportunities for higher education abroad and for careers in multinational companies, both within India and internationally.

Question 8.
Which section of Indians gained from the British commercial policies ?
Answer:The primary beneficiaries of British commercial policies in India were British merchants, traders, and industrialists, along with a segment of Indian intermediaries like compradors and some moneylenders/bankers who facilitated British trade and financial operations.

Question 9.
How would the improved transport and communication system benefit the Indian later ?
Answer:
Improved transport and communication systems would significantly benefit the Indian labor force by:

• Increased Job Opportunities: Better connectivity opens up new markets and industries, leading to the creation of more jobs in various sectors like logistics, manufacturing, and services.
• Enhanced Mobility and Access: Workers can more easily commute to job centers, even those further away, expanding their employment options and reducing geographical barriers to work. This is particularly beneficial for seasonal or migrant workers.
• Higher Wages and Better Conditions: Increased competition for labor and the ability of workers to access a wider range of jobs can lead to higher wages and improved working conditions as employers strive to attract and retain talent.
• Skill Development and Training: Improved communication facilitates access to online learning platforms and training programs, allowing workers to upskill or reskill, making them more competitive in the job market.
• Reduced Travel Time and Costs: Efficient transport saves workers time and money on their daily commutes, improving their quality of life and potentially increasing their disposable income.
• Better Information Access: Enhanced communication networks provide workers with quicker access to job postings, market trends, and labor rights information, empowering them to make more informed career decisions.
• Support for Gig Economy and Remote Work: Robust communication infrastructure is crucial for the growth of the gig economy and remote work opportunities, offering flexibility and new avenues for income generation.

F. Answer the following questions briefly:

Question 1.
In the context of Permanent Settlement of Bengal answer the following:
(a) Explain the special features of the Permanent Settlement.
(b) What are its advantages ?
(c) Briefly describe its disadvantages
Answer:
(a) Special Features of the Permanent Settlement (1793):

Fixed Revenue Demand – The zamindars had to pay a fixed amount of revenue to the British government annually, regardless of agricultural income.

Hereditary Rights – Zamindars became permanent landowners, with rights passed down to heirs.

No Revenue Increase – The British could not increase the revenue demand in the future.

Exploitation of Peasants – Since zamindars had fixed payments, they often oppressed peasants to maximize profits.

British Benefit – Ensured steady income for the East India Company without direct responsibility for land management.

(b) Advantages

The Permanent Settlement of Bengal offered several advantages: it provided a fixed and stable revenue for the British, encouraged zamindars to invest in agricultural improvements, simplified the complex tax system, granted zamindars long-term land security through hereditary rights, and reduced corruption by minimizing arbitrary tax demands.

(c) The Permanent Settlement of Bengal, while intended to stabilize land revenue for the British, had several significant drawbacks. For the zamindars (landlords), it often led to financial ruin if they couldn’t collect enough revenue to pay the fixed British demand, resulting in the sale of their lands. For the peasants, it meant increased exploitation as zamindars, now absolute owners, could demand exorbitant rents and evict tenants at will, leading to widespread poverty and discontent. Furthermore, the British government lost out on potential revenue increases from agricultural expansion and rising prices, as their share was fixed permanently. This rigidity also hindered agricultural development, as there was little incentive for either the zamindars or the cultivators to invest in improving the land.

Question 2.
With reference to Ryotwari and Mahalwari systems answer the following:
(a) Explain the features of the Ryotwari system.
(b) What were the features of the Ryotwari system?
(c) What were the fundamental changes introduced by these systems in the traditional land system of the country ?
Answer:
(a)The Ryotwari system was a land revenue system introduced by the British in parts of India, mainly in Madras and Bombay Presidencies. Its key features were:

Direct Settlement with Cultivators (Ryots) – The government collected revenue directly from individual farmers (ryots), eliminating intermediaries like zamindars.

Assessment Based on Land Quality – Taxes were fixed according to soil fertility, crop type, and land productivity.

Periodic Revisions – Revenue rates were revised periodically (usually every 20-30 years), leading to uncertainty for farmers.

Cash Payments – Farmers had to pay taxes in cash, not crops, which increased hardship during poor harvests.

Ownership Rights – Ryots were considered landowners but could lose their land if they failed to pay taxes.

(bThe Ryotwari system had the following key features:

Direct Settlement – The British government collected taxes directly from the ryots (cultivators), eliminating intermediaries like zamindars.

Land Ownership – Peasants were recognized as landowners but had to pay high revenue, often leading to debt.

Revenue Assessment – Taxes were fixed based on soil quality and crop potential, but rates were frequently excessive.

Cash Payments – Revenue was demanded in cash, forcing farmers to sell crops at low prices.

Frequent Revisions – The government periodically increased revenue demands, causing hardship for cultivators.

(c)The Ryotwari and Mahalwari systems revolutionized land revenue collection in India by involving the state directly. Ryotwari established direct links between the government and individual cultivators for revenue payment and recognized their ownership. Mahalwari, conversely, held the entire village community responsible for revenue collection. Both systems bypassed traditional intermediaries like zamindars, resulting in increased state control and a more inflexible revenue demand.

Question 3.
The first century of British rule resulted in the decay and destruction of traditional India trade and industry. Explain this statement with reference to the following:
(a) Political powers of the Company
(b) Collapse of ruling dynasties and ruling courts
(c) Decline of modern India industries.
Answer:
(a) After the Battle of Plassey in 1757, the British East India Company’s policies had a devastating effect on Indian industries. They exploited their political power to dismantle Indian handicrafts, forcing weavers to sell their products cheaply while making them buy poor-quality raw cotton from Company officials at high prices.

(b) The decline of Indian royal courts and noble patronage, a direct result of British expansion, further withdrew crucial support from Indian craftspeople and artisans, leading to a significant collapse of traditional crafts.

(c) Moreover, the British government actively obstructed the growth of modern Indian industries. This deliberate policy kept India economically reliant on Britain, meaning everyday goods, from basic pins to essential medicines, were imported from England, thus preventing any local industrial development.

Question 4.
The Charter Act of 1813 passed by the British Parliament was the first major step to introduce changes in the Indian system of education. In this context discuss:
(a) The general directives issued to the Company in the Charter Act of 1813 and its inherent weakness
(b) The Great Debate over the content and medium of education
(c) The introduction and spread of Western education
Answer:
(a) The Charter Act of 1813 was a landmark British parliamentary act, allocating one lakh rupees annually for education in India, aiming to revive literature, encourage learned natives, and promote sciences. However, its primary flaw was a lack of clear directives on how these funds should be utilized, leading to ambiguity and delaying effective implementation.

(b) This vagueness ignited the “Great Debate” or “Orientalist-Anglicist Controversy” over the content and medium of education. Orientalists, like H.T. Prinsep, advocated for preserving traditional Indian learning in Sanskrit, Persian, and Arabic. Conversely, Anglicists, most notably Thomas Babington Macaulay, championed Western education with English as the medium, believing it superior for India’s modernization

(c)The Anglicist viewpoint ultimately prevailed with Macaulay’s Minute in 1835 and Lord William Bentinck’s subsequent resolution. This formally introduced Western education in India, making English the primary medium of instruction. The “downward filtration theory” was adopted, intending to educate an elite who would then educate the masses. Wood’s Despatch of 1854 further solidified this, recommending a comprehensive educational system from primary to university level, including the establishment of universities in major cities, thus laying the groundwork for modern education in India.

Question 5.
The Wood’s Despatch introduced further changes in the Indian educational system. With reference to the above statement, answer the following questions:
(a) What was the purpose behind the introduction of Western education in India?
(b) How did the introduction of Western education benefit the British?
(c) Explain how

1. Western education and
2. The English language led to the rise of a spirit of nationalism among the Indians.

Answer:
(a) Purpose of Western Education: The British introduced Western education in India primarily to create a class of Indians who would be “Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.” This was intended to facilitate administration, spread British values, and provide a ready supply of clerks and subordinate officials for their vast empire.

(b) Benefits for the British: Western education benefited the British by creating a pool of educated Indians who could fill lower-level administrative positions, thereby reducing the cost of governance. It also aimed to instill a sense of loyalty to the British Crown and promote English cultural norms, which was seen as a way to consolidate their rule.

(c) Western Education and English Language leading to Nationalism:

• Western Education: Exposure to Western liberal ideas like democracy, freedom, equality, and nationalism through education inspired Indian intellectuals to question British rule and demand similar rights for themselves. They learned about historical struggles for independence in other countries, which fueled their own aspirations for self-governance.
• The English Language: English, while initially a tool of the colonizers, inadvertently became a unifying language for educated Indians from diverse linguistic backgrounds. It enabled them to communicate, share ideas, and organize politically across regional barriers, fostering a sense of shared identity and purpose that was crucial for the rise of Indian nationalism.

Question 6.
With reference to the transport and communication system in India, answer the following questions:
(a) Why and how did the British develop proper transport and communication facilities in India?
(b) How did the railways serve the interests of the British?
(c) Explain how the improved transport and communication system proved beneficial for Indians.
Answer:
(a) The British developed transport and communication facilities in India primarily to consolidate their economic and administrative control. They needed efficient ways to move raw materials from the interior to ports for export to Britain and to distribute manufactured goods from Britain throughout India. Furthermore, a robust communication network was crucial for maintaining law and order, deploying troops, and administering their vast empire effectively. They achieved this by constructing an extensive railway network, developing roads, and establishing telegraph and postal services.

(b) The railways served the interests of the British in several ways. Firstly, they facilitated the swift and cost-effective transportation of raw materials like cotton, jute, and indigo from production centers to port cities for shipment to Britain. Secondly, they enabled the distribution of British manufactured goods, such as textiles, to even the remotest parts of India, creating a massive market for their industries. Thirdly, railways were vital for the quick movement of troops and administrative personnel, helping to suppress rebellions and maintain British authority across the subcontinent.

(c) While developed for British interests, the improved transport and communication system did prove beneficial for Indians in unforeseen ways. The railways, for instance, helped in integrating various regions of India, fostering a sense of national unity among diverse populations who could now travel more easily. This increased interaction facilitated the spread of ideas, including those of nationalism and political awakening. Furthermore, improved communication systems like the telegraph and postal services allowed for faster dissemination of news and enabled political leaders to coordinate their efforts across the country, playing a crucial role in the freedom struggle. They also aided in famine relief efforts by allowing for the quicker distribution of food grains to affected areas

G Picture Study:

This is the picture of an Indian nationalist.

1. Identify the person.
Answer.
The image displays Dadabhai Naoroji, an eminent Indian nationalist, easily recognized by his distinct beard and spectacles. Known as the “Grand Old Man of India,” Naoroji was a key figure in India’s freedom struggle. He was the first Asian to become a British MP, where he advocated for Indian rights. His most significant contribution was the “Drain Theory,” which exposed the economic exploitation of India by the British, detailed in his work “Poverty and Un-British Rule in India.” A founding member and three-time president of the Indian National Congress, Naoroji’s ideas profoundly influenced the nationalist movement.

2.What did he think about British rule in India ?
Answer.
Assuming the image depicts Dadabhai Naoroji, he was a staunch critic of British rule in India. He famously articulated the “Drain of Wealth” theory, arguing that Britain’s economic policies systematically plundered India’s resources and wealth, leading to its impoverishment. While initially advocating for constitutional reforms, his views evolved, pushing for self-government for India.

3.Explain any three ways in which he felt that the Indian economy was being exploited by the British.
Answer.Assuming “he” is Dadabhai Naoroji, he argued the British exploited the Indian economy through:

1. Home Charges: India’s tax revenues funded British administrative and military costs, enriching Britain at India’s expense.
2. Unfair Trade Practices: British policies turned India into a raw material source and a market for British goods, crippling Indian industries.
3. Profits and Remittances: Profits from British enterprises and earnings of British officials in India were sent back to Britain, preventing capital reinvestment in India’s development.