Chapter 10: British Policies and Their Impact PDF

# Chapter 10: British Policies and Their Impact ## Learning Outcomes - Land revenue systems introduced by the British and their effects on people. - Impact of British economic policies on craft and industries in India. - Drain of wealth from India to England. - Spread of western education in India...

# Chapter 10: British Policies and Their Impact ## Learning Outcomes - Land revenue systems introduced by the British and their effects on people. - Impact of British economic policies on craft and industries in India. - Drain of wealth from India to England. - Spread of western education in India. ## Introduction India underwent significant changes during the two hundred years of British rule, especially in the economic sphere. The British arrived as traders seeking profits and their economic policies had a major impact on the lives of ordinary Indians. Their attitude towards exploitation, even after becoming rulers, shaped their economic policies and had lasting consequences. ## Traditional Indian Economy Before British rule, India was primarily an agricultural economy. The majority of the population lived in villages, with only a small percentage residing in towns, which were usually trade centers, capitals of provinces, or kingdoms. Villages were self-sufficient units of production, relying primarily on agriculture and handicrafts. The villagers depended mainly on farmers, potters, weavers, blacksmiths, and carpenters for their livelihoods. Participation in the larger economy was limited to paying taxes, often in kind, collected directly by the king's officials or zamindars. ## System of Revenue Collection With the British arrival, the economic system transitioned significantly. The East India Company, awarded the Diwani of Bengal, Bihar, and Orissa in 1765 by the Treaty of Allahabad, prioritized revenue collection. Their administration aimed to maximize revenue, gradually gaining influence and expanding their territory. They relied heavily on traditional methods of revenue collection, imposing high rates and demanding cash payments. While native officials collected revenue, the Company officials closely supervised the process. The British also realized the potential for cultivating cash crops like opium and indigo, which were highly demanded in Europe. They persuaded or forced cultivators to switch to these crops through various means. ## The Permanent Settlement The British attempted to address the shortcomings of the earlier _ijaradari_ system. In 1793, Lord Cornwallis, Governor-General of British India, introduced the Permanent Settlement, initially implemented in Bengal and later extended to Orissa (Odisha), Andhra Pradesh, and the north-western parts of India. The Permanent Settlement aimed to: - **Fix revenue:** The revenue payable to the British East India Company was fixed and could not be raised under any circumstances. - **Zamindar as landowner:** The zamindars, who collected the revenue, were recognized as the owners of the land, as long as they paid their revenue to the Company. - **Keep the surplus:** If the zamindars collected more revenue than the prescribed amount, they could keep the surplus. The Permanent Settlement also granted zamindars hereditary rights over the land, allowing them to sell or mortgage it. However, this resulted in the land cultivators becoming tenants of the zamindars, losing their ancestral rights. Failure to pay revenue led to the zamindari rights being _auctioned off_. This settlement, while removing administrative and judicial functions from zamindars, aimed at creating a class of loyalists for the British. The system, however, had its drawbacks: - **Oppression of cultivators:** The zamindars often exploited cultivators, raising rents frequently and evicting them for non-payment, leading to widespread poverty. - **No incentive for agricultural improvement:** The fixed revenue provided no incentive for zamindars to invest in improving agricultural production. It instead encouraged them to prioritize their own income rather than better land management. - **Corruption and misery:** Rich zamindars often delegated revenue collection to agents, who exploited cultivators with illicit taxes and further contributed to the misery of farmers. ## The Ryotwari System In 1820, Sir Thomas Munro introduced the Ryotwari System in the Madras Presidency, later extending it to the Bombay Presidency. This system differed from the Permanent Settlement because traditional zamindars were absent in the south. The Ryotwari System aimed to: - **Recognize the peasant as proprietor:** The peasant, or _ryot_, directly responsible for cultivating the land, was recognized as the landowner, as long as they paid their revenue on time. - **Direct revenue payment:** Peasants paid their revenue directly to the revenue collectors. Without an intermediary like the zamindar, this ensured a more direct relationship between the peasant and the government. - **Fixed revenue for a period:** Land revenue was fixed for a period of 30 years, making it relatively predictable for cultivators. After the period, the revenue could be revised. - **Half of the produce:** Revenue was fixed at half of the total produce, seemingly establishing a fair share for the peasant and the government. However, the Ryotwari System also had its challenges: - **Strict collection and difficulties:** Revenue collection was strict, with no concessions given for crop failures. This made it difficult for peasants to manage during unfavorable agricultural seasons. - **Infeasible for large-scale development:** Due to the individual focus on maintaining revenue from a single peasant, implementing large-scale agricultural projects was complex. ## The Mahalwari System The Mahalwari System was introduced in 1833 by Holt Mackenzie, focusing on the Central Provinces, parts of the North-Western Provinces, and Punjab. The Mahalwari System aimed to: - **Entire village unit:** Revenue settlement was made with the entire village (_mahal_) as the unit of assessment. - **Village head as collector:** The head of the village collected revenue and passed it to the British officials. - **Land measured and revenue revised:** All village land was carefully measured, and the revenue, though not fixed, was subject to periodic revision. - **Eliminating middlemen:** The system aimed to eliminate middlemen between the government and the community, allowing for more direct interaction between the villager and the governing body. The Mahalwari System, while offering some advantages over prior systems, ultimately suffered from similar challenges: - **Lack of peasant control:** It lacked the provision for peasants to have more direct control over their land, making them vulnerable to exploitation. - **Overburdened officials:** The revenue officials were responsible for carrying out complicated processes related to revenue collection for entire villages. This often led to corruption and oppressive practices. - **Inconsistent implementation:** The system lacked clear guidelines and lacked proper implementation across different regions. ## Indian Crafts and Industries During the 18th Century, Indian industries flourished in sectors such as textiles, handicrafts, arts and crafts, tannery, perfumery, and paper-making. Indian goods found a thriving market in the West, while demand for Western products in India remained limited. India has been a major cotton-producing country since ancient times, enjoying a thriving trade in cotton textile. Weaving and artisan crafts, inherited from their ancestors, contributed to an enviable reputation for their excellence. The British arrival impacted Indian industries in various ways: - **The decline of traditional crafts:** The Industrial Revolution in Europe led to the influx of cheaper machine-made textiles, directly competing with Indian weavers and leading to a decline in the local demand for their products. - **Governmental restrictions:** The British government implemented laws prohibiting the sale of Indian products in England, further impacting local businesses. - **The rise of British industry:** The British government focused on protecting its own growing industries by imposing high duties on Indian textiles entering England and exporting raw cotton and silk from India to fuel its industries. The British government did not promote the development of industries in India. - **Loss of royal patronage:** The decline of traditional Indian dynasties and the rise of British influence weakened the royal patronage that had supported Indian crafts. ## Drain of Wealth The dominant British economic influence resulted in a systematic "Drain of Wealth" from India. This involved the export of India's resources and wealth to Britain without adequate economic returns for India. Major contributors to this drain included: - **High taxes and remittances:** The British imposed heavy taxes on Indians and remitted a significant portion of the collected revenue to Britain. This wealth was not reinvested in India for the benefit of its people. - **Export of raw materials:** The British government encouraged the export of raw materials like cotton, silk, jute, indigo, and tea, to fuel their industries without contributing to the development of Indian industries. - **Favoritism towards British goods:** The British government restricted the trade of Indian goods and favored those from Britain through various measures. Dadabhai Naoroji, a renowned nationalist leader and economist, articulated the "Drain of Wealth theory" in his book, "Poverty and Un-British Rule in India". He attributed the impoverishment of India to this continuous drain of resources, challenging the commonly held notion that poverty was solely due to internal factors. ## Introduction of Modern Education Policy The British arrival, initially focused on trade, later led to the realization that they needed a workforce capable of handling administrative tasks. Their response was the introduction of the English education system in India. Prior to British influence, education in India was primarily religious and restricted to the upper class. _Patshalas_ and _maktabs_ provided elementary education, while higher education was offered in _tols_ and _madrasas_. ## The Charter Act of 1813 The Charter Act of 1813, a significant step towards introducing Western education, directed the East India Company to invest one lakh rupees for the education of Indians. However, this amount became available only in 1823. This act ignited a debate regarding the content and medium of instruction, with two distinct groups emerging: * **Orientalists:** This group advocated for promoting Indian literature and learning through the medium of classical and vernacular languages such as Sanskrit, Arabic, and Persian. * **Anglicists:** This group, spearheaded by Lord Macaulay, argued in favor of promoting Western learning through the medium of English. ## Macaulay's Minute Macaulay's Minute settled the debate and provided the basis for the English Education Act of 1835. His system of teaching Western sciences and literature using the English medium was supported by Governor-General William Bentinck. ## The English Education Act of 1835 The English Education Act of 1835 established numerous English-medium schools and colleges. In 1844, English was declared the official language, and those educated in British schools were favored for government jobs. This shift in language policy had a lasting, significant impact on Indian society. ## Wood's Despatch In 1854, Charles Wood, President of the Board of Control of the East India Company, prepared a comprehensive despatch, outlining a plan for the spread of education in India. Key provisions of Wood’s Despatch included: - **Establishment of Education Department:** The creation of education departments within each province to oversee education initiatives. - **Development of Universities:** The establishment of universities in major cities like Bombay, Calcutta, and Madras. - **Opening of Government Schools:** The establishment of at least one government school in each district. - **Training in Vernacular:** Emphasis was on training Indian natives in their native languages while prioritizing a systematic approach to education from the primary level to the university level. - **Support for Women's Education:** The promotion of education for girls and women. - **Grants-in-Aid:** The government would provide financial assistance to government-aided private schools to facilitate the expansion of education. - **Expansion of Education:** The government would take responsibility for expanding education to the masses. Drawing on Wood's Despatch, the Department of Education was established in all provinces, with universities being founded in Calcutta, Bombay, and Madras in 1857. ## Purpose of Western Education The introduction of western education in India was driven by several factors: - **Economical administration:** Western-educated Indians would be able to take up positions in the administration at a lower cost. - **Integration with British society:** Exposure to English education would allow Indians to assimilate more easily into British society. - **Promoting a sense of respect:** The British believed that western education would generate respect for their rule among Indians. The introduction of western education, while initially intended to address administrative needs, ultimately fostered a sense of cultural and linguistic dominance, furthering British control. ## Effects of Western Education Western education created a class of western-educated Indians. This had significant positive and negative impacts: * **Positive Effects for Indians:** - **Exposure to democratic values:** Educated Indians became aware of democratic principles and the ill effects of colonialism. - **Rise of nationalism:** Educated Indians were exposed to global nationalist movements, inspiring them to fight for India's independence. * **Negative Effects for Indians:** - **Creation of a class divide:** Western education, particularly under the British system, widened the gap between western-educated individuals and the larger Indian population, perpetuating societal divisions. - **Cultural disconnect:** Some individuals prioritized western culture and customs, disregarding their own traditions. * **Positive Effects for the British:** - **Creation of a loyal workforce:** English education created a class of Indians who were more capable of serving as government workers, furthering British administrative control. - **Maintaining power:** Western education, while emphasizing cultural assimilation, also promoted an image of British superiority, aiding in the consolidation of their power. ## Timeline | Year | Event | |---|---| | 1793 | Permanent Settlement of Bengal | | 1820 | Ryotwari System implemented in Madras Presidency | | 1833 | Mahalwari System introduced in Central Provinces | | 1813 | Charter Act passed | | 1835 | English Education Act passed | | 1854 | Wood's Despatch issued | ## Exercise **Fill in the Blanks** 1. India in the eighteenth century had an **agricultural** economy. 2. Warren Hastings introduced the **ijaradari** system of revenue collection. 3. The Permanent Settlement of Bengal was instituted by **Lord Cornwallis**. 4. The Ryotwari System was started in the **Madras** presidency. 5. The Drain of Wealth Theory was propounded by **Dadabhai Naoroji**. **Match the Columns** 1. Permanent Settlement: _**d.** Fixed land revenue_ 2. Ryotwari System: _**e.** Revenue directly paid by cultivators_ 3. Mahalwari System: _**a.** Entire village as unit of assessment for revenue_ 4. Wood's Despatch: _**c.** English education_ 5. Macaulay's Minute: _**b.** Universities set up in Bombay, Madras and Calcutta_ **Choose the correct answer** 1. The Treaty of **Allahabad** granted the East India Company the Diwani of Bengal, Bihar and Orissa. 2. The **Permanent Settlement** created a class of zamindars loyal to the British. 3. **Thomas Munro** introduced the Mahalwari system in 1833. 4. **Lord Bentinck** was the most prominent person among the Anglicists 5. Wood's Despatch was sent in the year **1854**. **Answer the following questions in brief.** 1. What was the main feature of the ijaradari system? It involved auctioning the right to collect revenue to the highest bidder for five years. 2. Who wrote Poverty and Un-British Rule in India, and what was its theme? Dadabhai Naoroji wrote the book; its theme was to highlight the exploitation of India and its resources by the British. 3. What was the significance of the Charter Act of 1813? It was significant for directing the East India Company to invest in education for Indians. 4. What were the tenets of Wood's Despatch? Its main focus was on establishing an organized system of education in India, including creating departments, promoting Western education, and expanding education for women. 5. Give one reason why the Anglicists favored western education for Indians. They believed that western education would generate a workforce capable of serving in the administration and promote respect for British rule. **Answer the following questions in detail.** 1. Explain the main features of the Permanent Settlement system. How did it affect the Indians? 2. How was the Ryotwari system organized? How was it different from the Mahalwari system? 3. Describe the impact of British economic policies on traditional Indian trade and industries. 4. Give an account of the introduction of western education in India. 5. Elaborate the impact of western education on the Indian society. **Snap Shot!** 1. Identify the person in the picture. The picture shows **Lord Macaulay**. 2. What is his role in the education of India? He was a prominent Anglicist and his **Macaulay's Minute** greatly influenced the direction of Western education in India. 3. What was the impact of his policies on education in India? His policies played a central role in establishing English as the medium of instruction in schools, which contributed to the rise of English-educated Indians and furthered the spread of Western education. However, it also resulted in a significant cultural disconnect between the western-educated elite and traditional learners, contributing to a wider social and economic gap. This chapter provides a detailed overview of the economic and educational policies implemented by the British in India, highlighting their profound impact on Indian society. Notably, the chapter sheds light on the complexities of the "Drain of Wealth" phenomenon, the introduction of a Western-centric education system, and the changing social landscapes during this period.