National Cadet Corps Class XI PDF

NATIONAL CADET CORPS UNITY & DISCIPLINE CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 301 India ...

NATIONAL CADET CORPS UNITY & DISCIPLINE CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 301 India  N A T I O N A L NATIONAL C CADET A CORPS D E T C O R CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 301 India P S N A T National Cadet Corps Price: ` I First Edition 2014, CBSE, India O Copies: N A L C This book or part thereof may not be reproduced by any person or agency in any manner. A D E T Published By : The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community Centre, Preet Vihar, C Delhi-110301 Design, Layout : Multi Graphics, 8A/101, W.E.A. Reghar Pura, Karol Bagh, O New Delhi-110005 Phone: 011-25783846 Printed By : R P S  H k k jrd k laf o /k u m í sf ' kd k 1 g e]H k k jrd sy ksx ] Hk kj r dk s,d l E iw. k Z ¹i zH k qR o &l ai U u l ek t o k nh i aF k fuj is{ kyk sdr a= k kRe dx.k jk T;ºcu ku sd sfy ,] rF kk m l dsl eLr uk xfj d ksa d ks% l k e k ftd ]v k fF k Zdv kSj jk tu Sfr d U ;k;] fo p k j ]vfH k O ; fDr ]f o ' ok l] / eZ v kSj m i k lukd h L o ra= k r k ] izfr " Bk vk Sjv o lj dh l e rk i zk I r dj k u sd sf y, r Fk k m u l c esa O; fD r d hx fj e k 2 v kSj¹ j k" Vªd h ,drkv kSj v[kaM rk º l qf u f 'p rd j u so ky h ca/qrk csv kSjml d k i fj j { k. k d j s_ ( N) i zk Ñ frd i ; k Zoj. k d h f t l d sv ar x Zro u ] > hy ] u n h ] vk Sj oU ;t h o g Sa] j{ kk d j sv kSj ml dklao / Zu djsr Fkki zk f. k e k=kd sizf r n; k H k k o j[ k s_ ( t) o SK k f u d n`f"V dk s.k ] ek u o o kn v k SjK k u kt Zu r Fk k l q/ kj dh Hk k ouk d k fo d k l djs_ ( >) l koZtfu d l ai f Ùk d k sl qjf{ kr j [k sv k Sjf gal k l sn wj j g s_ ( ×k ) O; fD r xr v k Sj l kewf gd x f r fo f/ ;k sa d sl H k h { ks=k k sa e sa m Rd " kZdhv k sj c< +u sdk l r ri z; kl d jsf t ll sj k" Vªf uj arjc< +rsgq, iz; Ru v k Sj m iy f C / dh u b Zm ap k b ;ksa d k sN wy s_ 1 (V ) ; f n e kr k&f ir k ; k l aj { kd gS] N g o "k Zl sp kSn g o "kZr d d h v k ;qo k y sv i u s]; F kk f L F k fr] c kyd ; k i zf r i k Y; dsf y; sf' k {kk ds v ol ji zn k u d j sA 1 - l af o /k u(N ; k lh ok al a' k k s/ u) v f/ f u ;e] 20 02 dh /k jk 4}k j k(1 2 - 12 -2 0 02 ) lsa v ar % LF k k fi rA  THE CONSTITUTION OF INDIA PREAMBLE WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 1[SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the2 [unity and integrity of the Nation]; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. 1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic” (w.e.f. 3.1.1977) 2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation” (w.e.f. 3.1.1977) THE CONSTITUTION OF INDIA Chapter IV A FUNDAMENTAL DUTIES ARTICLE 51A Fundamental Duties - It shall be the duty of every citizen of India- (a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) to safeguard public property and to abjure violence; (j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement; 1 (k) who is a parent or guardian to provide opportunities for education to his/her child or, as the case may be, ward between age of six and forteen years. 1. Ins. by the constitution (Eighty - Sixth Amendment) Act, 2002 S.4 (w.e.f. 12.12.2002)  N A T The CBSE's National Cadet Corps (NCC) curriculum for classes XI and XII stands out for its strong I dynamism. The National Cadet Corps (NCC) came into existence on 15th July 1948 under an Act of Parliament. Its motto "Unity and Discipline" has guided the NCC in its long - standing effort to mould young volunteers into disciplined and responsible young citizens of India. Over the years, in response O to the evolving environment, the NCC's initial military orientation has been augmented by including aspects of social service and adventure training. The National Cadet Corps (NCC) provides a platform for individual upliftment through the process of channelizing the energy of the youth in constructive pursuits. Besides giving thrill and excitement, NCC promotes camaraderie and resilience, and hones skills to preserve the cultural traditions and N values of the society. It helps the youth to understand the intimate relationship between humanity and the community, between community and nature and their inter-dependability. A In a scenario of change and with a focus on holistic development, CBSE has strived to induct novel teaching methods, innovative thought processes and life-reflecting subjects. To further the dynamism of learning, CBSE has decided to focus on instilling nationalism, patriotism, esprit de corps by offering L NCC as an optional elective subject at Class XI-XII level. In the National idea of learning this new cources NCC - National Cadet Corps. This would help to inculcate a Defence services work ethos, which is characterized by diligence, perseverance, dedication, a regimented way of life and above all, C resilience and humility. Youth is the major factor that determines the overall success rate of a nation. An educated and empowered youth power can drive a nation towards success. NCC plays a very crucial role in A inculcating social ethos in the youth of the country and harnesses their energy towards something useful for them as well as society, they are also taught that, to be successful in life, one has to be bold to take calculated risks despite great discomfort. At the +2 level, students begin to contemplate and D introspect on their choice of subjects for higher studies. For some students, this stage may be the end of their formal education, leading to the world of work and employment; for others, the foundation for higher education. E Teachers handling the course need to inform themselves regarding the effective use of the course content, teaching methodology, management of group field work, and independent individual work, T the management of large classes, appropriate use of assessment tools, grading and record keeping to benefit their students. This book would never have been possible but for the sincere effort, devotion and leadership of C O Dr. (Prof.) Sadhana Parashar, Director [Academics, Research, Training & Innovation], CBSE and Mr. Sandeep Sethi, Education Officer with his team. Any further suggestions are welcome and will be incorporated in the future editions. Vineet Joshi Chairman, CBSE R P S N A T ADVISORY PANEL I ` Sh. Vineet Joshi, Chairman, CBSE ` Dr. Sadhana Parashar, Professor & Director O (Academic, Research, Training and Innovation), CBSE MONITORING AND EDITING BOARD N ` Mrs. P. Rajeshwary, ` Vandana Indoria Kaushik, Euctaion Officer, CBSE Consultant (Economics), CBSE A ` Mr. Sandeep Sethi ` Colonel Nand Kumar Education Officer, CBSE L ` Ms. Srividya Sundar ` Colonel Ahlawat ` Colonel Gurung ` Ms. Anshu Arora C ` Ms. Madhu Mrinal Mohan ` Ms. Disha Grover ` Ms. Deepa Wadhwa A MATERIALS PRODUCTION D ` Army Public School, Dhaulakuan, Delhi ` Bal Bharti School, Bahadurgarh E ` Salwan Public School, Gurgaon ` Cambridge School, Noida T ` Delhi Public School, Mathura Road Delhi C POEM ` Tanessa Puri, R.N. Podar School, Mumbai O COVER PAGE R ` Pahul Singh, Maharaja Sawai Mansingh Vidyalaya, Jaipur P S  N A T Unit – 1 1 National Cadet Corps I Unit – 2 19 National Integration O Unit – 3 36 N Drill Unit – 4 54 Weapon Training Unit – 5 74 A Personality Development and Leadership Unit – 6 123 L Disaster Management and Civil Affairs Unit – 7 149 C Social Awareness and Community Development Unit – 8 174 A Health and Hygiene Unit – 9 Adventure and Obstacle Training 201 D Unit – 10 Environment Awareness and Conservation 212 E T C O R P S N ANATIONALITY TARGET ALERTCALMNESS T INDIAN OBJECTIVE OUR COUNTRY, OUR PRIDE LIABILITY NATIONAL We were, we are and we shall remain, I INTEGRATION It was, it is and it shall be our reign. O DETERMINATION Our hearts where was rocked our cradle, Our love where we spent our toil, CALMNESS And our faith, and our hope, and our honour, EFFECTIVE ORGANIZE NACTIVE We pledge to our native soil. God gave all human all earth to love, But since our hearts are small, A COURAGE RETALIATE Ordained for each one spot should prove Beloved over all. L We were, we are and we shall remain, PRINCIPLE SQUAD It was, it is and it shall be our reign. C On the wheels of struggle and success ASKY BRAVE We shall always protect India's fortress India- our motherland, we confess Our love for you we shall never fall short to express EFFICIENT We were, we are and we shall remain, D RETALIATE NATIONAL It was, it is and it shall be our reign. NATIONALITY TARGET ALERT Unity in diversity as we flaunt through our places LIABILITY E A melting pot of myriad and many faces LIABILI To you, our motherland, our gratitude paces For each of your selfless and unending graces T C INDIAN OBJECTIVE NATIONAL We were, we are and we shall remain, It was, it is and it shall be our reign. TARGET LIABILITY Your borders and corners- we shall protect BRAVE INTEGRATION DETERMINATION O Ensuring forever for you to remain as decked Through our tiny ways we shall always connect Our motherland and it's respect we shall collect RCALMNESS EFFECTIVE ORGANIZE We were, we are and we shall remain, ACTIVE It was, it is and it shall be our reign. P RETALIATE COURAGE S  UNIT–1: NATIONAL CADET CORPS Content Comprehension Analysis Synthesis Evaluation Aims and To gain an insight To explore the To appreciate the Worksheets, objectives of NCC into the aims and importance of spirit of comprehension objectives of NCC. NCC in nation patriotism in the questions, building. organization. discussion and activities. Organization, Understand the Assess the To appreciate the Worksheets, training and the organizational different systematic comprehension NCC Song. hierarchy of NCC. functional bodies organizational questions, The feeling of and their roles in structure of NCC. discussion and patriotism for the organization. activities. motherland is evoked by the NCC song ‘Hum sab bharatiya hain….’ Incentives Acquire Compare the Appreciate the Worksheets, knowledge about state-wise efforts of the comprehension the incentives incentives. individual states questions, offered by to promote NCC. discussion and different states in activities. India. 1 Unit-1 The National Cadet Corps During the First World War, Britain formed the University Corps with the aim of putting in place a second line of defence and also to create a large pool of trained youth available for entering the Armed Forces. The NCC, in India, was conceptualised and raised before independence, mainly with the aim of grooming the youth-boys and girls-nurturing them and channelising their energy towards nation building, by making them responsible citizens. After independence, the present day NCC came into existence on April 16, 1948, through XXXI Act of Parliament. NCC was formally inaugurated on July 15, 1948. The Girls Division of the NCC was raised in July 1949. On April 1, 1950, the Air Wing was raised, with one Air squadron each in Bombay and Kolkata. The Naval Wing of the NCC was raised in July 1952, completing the true representation of all services in the Corps. Today, the NCC has an enrolled strength of more than 13 lakh cadets and it basically comprises two divisions of all the three Services, i. e., the Senior Division (Senior Wing for men and women from colleges) and the Junior Division (Junior Wing for boys and girls from schools). The motto of NCC is ‘Unity and Discipline’. 1. Aims of the NCC The aims are broadly three fold:- I. To develop the following qualities in the cadets: i) Character ii) Comradeship iii) Discipline vi) Secular outlook v) Spirit of adventure vi) Sportsmanship vii) Ideals of selfless service II. To create a human resource of organised, trained and motivated youth to provide leadership in all walks of life, and always be available for the service of the nation. III. To provide a suitable environment to motivate the youth to take up a career in the Armed Forces. 2  1.2 Objectives of the NCC Objectives are to: a) Reach out to the maximum number of youth through various institutions. b) Make NCC an important part of society. c) Develop positive thinking and attitude among youth. d) Be the main source of National Integration by making NCC as one of the greatest cohesive forces of our nation, irrespective of caste, creed, religion or region. e) Mould the youth into united, secular and disciplined citizens. Rock climbing f) Provide an ideal platform for the youth to showcase their potential for nation building. g) Instil the spirit for secularism and unity by organising National Integration Camps all over the country. h) Reach out to the youth of friendly foreign countries through Youth Exchange Programmes (YEP). The NCC has come a long way, and as an organisation, it has assumed a very important place in the country in grooming the youth to be the leaders of tomorrow. It endeavours to meet all its objectives by bringing together the youth of the entire country by living up to its motto ‘Unity and Discipline’. 2. Organisation, Training and NCC song NCC Training 3  The NCC is a voluntary organization which is administered through the Ministry of Defence. The Defence Secretary has the overall charge and responsible for the efficient functioning of the NCC. At the Headquarters of the Direction General, this organization is headed by an officer of the rank of Lieutenant General, who is responsible for the functioning of the NCC in the country. There are 17 Directorates located in the state capitals, each headed by an officer of the rank of a Major General/Brigadier or equivalent from the three Services. Depending upon the size of the state and growth of NCC in the states, Directorates have up to 14 Group Headquarters under them through which, they exercise their command and control over the organisation in the state. Each group is headed by an officer of the rank of Brigadier/Colonel or equivalent, known as Group Commander. Airwing Training Each NCC Group Headquarters controls 5-7 NCC units/battalions, commanded by Colonel/ Lieutenant Colonel or equivalent. Each battalion consists of companies which are commanded by the Associate NCC Officers (ANO) of the rank of Lieutenant, Captain or Major. In all, there are 95 Group Headquarters in the country who exercise control over a network of 667 Army Wing Units (including technical and girls units), 60 Naval Wing Units and 61 Air Squadrons. There are two training establishments, namely, Officers Training School, Kamptee and Officers Training School, Gwalior where professors and teachers from colleges and schools are specially trained to impart training to the cadets as Associate NCC Officers (ANOs). NCC – Airwing 4  Organisation and Structure of NCC HQ DG NCC DG NCC (Lt Gen) 2xAddl. DGs (Maj. Gen./Eqvl.) and 5xDy DGs(Brig/Eqvl) 17 State Directorates Army –12, OTA Gwalior OTA Kamptee Navy –02, AF -- 03 Navy - 60 Tech–1, Med – 1, Dock–1, Non Tech - 57 Air Force–61 Flying -50, 788 units Tech- 11 95 –Gp HQs Army –85, Navy –04, AF -- 06 Army– 667 Inf- 417, Girls- 115, Armd-22, Arty-23, Sig-14, Engrs-13, Med-13, Rand V-19, EME-8, Compo-23 5 2.1 NCC Staff a) Regular officers are drawn from the three services. The NCC Directorates are headed by Service officers of the rank of Major Gen / Brigadier and equivalent; Group Headquarter and Units are headed by Service Officers of the rank of Brigadier / Colonel and equivalent. b) Whole Time Lady Officers (WTLO): A cadre of Whole Time Lady Officers (WTLO) with cadre strength of 110 officers has been sanctioned in 1995. They are commissioned partly through departmental channel and partly through UPSC in a phased manner. c) Associate NCC officers (ANO): ANOs are teachers or lecturers in the respective schools or colleges who volunteer to serve in the NCC. They are responsible for training and administration of the NCC sub-units attached to their schools/ colleges and for the overall discipline of the cadets placed under their charge. They are paid an honorarium for their service by the State Government. They are granted commission in NCC on a part- time basis. NCC Girl Cadets d) Girl Cadet Instructors (GCI): For training of Girl Cadets, a cadre of Girl Cadet Instructor (GCIs) was instituted in the sixties. This is a group post. The GCIs look after the administration in the Girl Battalions and also perform escort duties for Girl Cadets when they go for camps and adventure activities. In order to give them better promotional avenues, the cadre has recently been restructured into three grades viz. Grade I, II and III instead of two grades. e) Permanent Instructional (PI) Staff: PI staff for the NCC consisting of Junior Commissioned Officers and Non-commissioned Officers for the Armed Forces are posted on tenure basis on Extra Regimental Employment. f) Civilian Gliding Instructors: CGIs are posted to NCC Air Wing Squadrons. Their primary task is to train NCC cadets in flying Gliders. g) Civilian Staff. 6 2.2 Training in NCC Training in NCC in still qualities like nationalism, patriotism, discipline, team spirit, esprit–de-corps, leadership and self-confidence, promotes overall personality development. NCC gives a tremendous opportunity to cadets for their betterment, irrespective of caste, creed, religion or economic status. Based on the aims of NCC, the organisation has laid down training syllabi for the cadets. The syllabi for the Junior Division cadets cover a period of two years and for Senior Division cadets a period of three years. Except for minor variations, the syllabus for each Division is similar for both boy and girl cadets. The training year matches the academic and financial years. Importance of Training A good and structured training is the essential part of the NCC and hence it is given due importance. The corps has achieved success through its well regulated system of intensive training which includes Basic, Advanced and Specialised training, with more stress on training camps. Training activities: Training activities can be broadly classified as: a) Institutional Training: Training organised in schools and colleges such as a weekly/monthly parades. b) Camp Training: Formal training organized as camps of 10-12 days duration. c) Attachment Training: Formal training organized by attachment with army/ naval/air force units or with officer training academies like IMA and OTA. Attachment Training 7 d) Naval Wing Activities: Seamanship, navigation, communication and Naval Warfare are taught to cadets. Swimming, scuba diving and wind surfing are other interesting activities. e) Air Wing Activities: Airmanship, Aero modelling, Navigation, Air Frames, Aero- Engines and Microlite Flying. f) Remount and Veterinary Activities: This activity is primarily meant for horsemanship and riding. Types of Camps a) Annual Training Camps (ATC): These are held within the state under the aegis of the respective NCC Directorates and are of 12 days duration for senior boys / girls and 10 days for junior boys/girls. b) Centrally Organised Camps (COC): These activities/camps are planned by HQ DGNCC in consultation with the Directorates nominated to conduct them. The centrally organized camps are:- (i) Leadership Camps (Basic and Advanced): These camps are conducted on an all India basis. Four Advanced Leadership Camps (ALC) and three Basic Leadership Camps are held each year. (ii) Thal Sainik Camp (TSC): Two TSCs are conducted at RD parade ground, Delhi Cantonments every year i.e. one for SD/JD boys and the other for SW/JW girls. Training Camps (iii) Vayu Sainik Camp (VSC): This centrally organized camp is organized for Air Wing Cadets. Cadets from all Directorates attend the camp. VSC is generally conducted in the month of October. (iv) Nau Sainik Camp (NSC): This centrally organized Naval Camp is conducted annually for selected Naval Wing Cadets. Boat pulling, regatta and sailing competitions are the main attractions of this camp. (v) Rock Climbing Camps: Rock climbing camps are held each year to expose the cadets to the basics of rock climbing and to inculcate the spirit of adventure. (vi) National Integration Camps (NIC): The camps are conducted on an all India 8  basis and help bridge the cultural gap among / cadets from different states of India. In addition, the NCC conducts NICs at remote and forward areas to promote national integration. Special NICs are conducted regularly at Leh, Srinagar, North Eastern Region and Port Blair. (vii) Republic Day Camp (RDC) and Prime Minister’s (PM’s) Rally: The Republic Day Camp is a prestigious camp inaugurated by the Vice President of India and visited by the Defence Minister, Chief Minister of Delhi, the three Service Chiefs and other dignitaries. During the Camp, a horse show and cultural programmes are held wherein important dignitaries are Chief Guests. The camp culminates in the Prime Minister’s Rally on 27th January every year which showcases all the activities of NCC. c) Adventure Training and Sports: These include mountaineering, sailing, para-sailing, rafting, trekking, Valley of Flowers expedition, cycle expedition, desert safari, shooting and show-jumping activities. d) Youth Exchange Programme (YEP): In this, selected cadets are sent to friendly foreign countries for a 10-day visit. 2.3 NCC Song The official song of the NCC – “Kadam Mila Ke Chal” was adopted in 1963. However, in 1974, the need was felt for a more appropriate song to catch the imagination of the youth and portray the true feelings of NCC. The song was replaced by “Hum Sab Hindi Hain”, which kept playing during RDCs till the word ‘Hindi’ was replaced by ‘Bhartiya’ in 1980. The NCC song depicts the feelings of unity in diversity and exhorts everyone to march towards the common goal. NCC as an organization has unified the youth, not only of our country but has made significant efforts to interact with the youths of other countries through YEPs, thus expanding the scope of its training and the ultimate goal of Unity. NCC Song Hum Sab Bhartiya Hain, Hum Sab Bhartiya Hain. Apni Manzil Ek Hai, Ha, Ha, Ha, Ek Hai, Ho, Ho, Ho, Ek Hai Hum Sab Bhartiya Hain Kashmir Ki Dharti Rani Hai, Sartaj Himalaya Hai, Sadiyon Se Hamne Isko Apne Khoon Se Pala Hai Desh Ki Raksha Ki Khatir, Hum Shamshir Utha Lenge, Hum Shamshir Utha Lenge, Bikhre –Bikhre Tarey Hain Hum Lekin Jhilmil Ek Hai 9  Ha, Ha, Ha Ek Hain Hum Sab Bhartiya Hain Mandir Gurudware Bhi Hai Yahan Girija Ka hai Ghadiyal Kahin Mullah Ki Kahin Hai Ajaan EK Hi Apna Ram Hai, Ek Hi AllahTaala Hai, EK Hi Allah Taala Hai, Rang Birange Deepak Hai Hum Lekin Jagmag Ek Hai, Ha, Ha, Ek Hai, Ho, Ho, Ho, Ek Hai Hum Sab Bhartiya Hain, Hum Sab Bhartiya Hain. 3. Incentives for NCC Cadets Apart from grooming and preparing the youth for the future challenges in NCC, cadets are given various benefits in terms of job opportunities, scholarships and financial assistance in time of any tragedy while performing NCC related activities. These incentives, announced from time to time by the Central and State Governments, are in the field of employment as well as academics and personal including medals, trophies, cash awards etc. A major incentive in form of vacancy reserved for ‘C’ certificate-holder cadets for the commission as an officer in the Indian army. 3.1 Incentives by the Central Government: Concession in Employment: a) For ‘C’ Certificate Holders: Specific vacancies in the Army, Air Force and Navy are reserved for NCC ‘C’ certificate holders. For officers there is no UPSC written exams. After application, the cadet is called directly for SSB interview, which he has to clear before final selection as per the merit list. The following vacancies are reserved by each service:- i) Army: 64 seats per year at IMA and 100 seats per year at OTA. ii) Navy: 06 seats per course through Naval SSB. iii) Air Force: 10% vacancies in all courses through Air Force SSB. b) 5-10% bonus marks for recruitment in ranks in the Army, Navy and Air force. c) Bonus marks for employment in the Para Military Forces and the Department of Telecommunication. d) Can apply for a gazetted post in CRPF, if third division degree is held by the cadet. e) Preference in state services and in private sectors. f) Employment within NCC as whole time lady officer, Girl Cadet Instructor, Aero and Ship-Modelling Instructor. 10 Cadets Welfare Society (CWS): In order to provide financial assistance and relief to cadets who sustain injury/death during NCC related activities, a society called the 'NCC Cadets Welfare Society' was established and registered in February 1985, under the Societies Registration Act, 1860. Aims: Financial assistance to cadets NOK/nominee in case of a demise during NCC activity.  Financial relief to cadets on sustaining injury/disability during NCC activity.  Scholarships for academically brilliant cadets.  Grant of Best Cadet Award of Rs 3500/- and 2nd Best Cadet Award of Rs 2500/- at each Group level.  Conduct sports and adventure activities which cannot be funded by public funds. Financial Assistance/Scholarships: Financial assistance and relief to cadets is provided by the Cadet Welfare Society (CWS) in case of any injury to the cadet or to the NOK, in case of any fatality during NCC related activities. Details of the financial assistance are:- NCC Activities Death Cases Permanent Temporary Disability Disability (a) High Risk 4,00,000/- upto 4,00,000/- (b) 3,50,000/- upto 3,50,000/- upto 1,75,000/- Other Activities Scholarships: a) Cadets Welfare Society (CWS): CWS awards scholarship of Rs 6000/- per cadet for 1000 NCC cadets every year. b) Sahara Scholarship: Sahara gives Rs 30,000/- for Professional and Other categories and Rs 12000/- NCC Cadets at the RD Camp for SD/SW. 11 The State-Wise Incentives given to NCC cadets are given below: S. State Employment Benefits Admission in Educational No. Institutions 1. Andhra Preference for NCC ‘B’/’C’  One seat reserved in degree and Pradesh Certificate holders for diploma courses and 5% seats for recruitment in Police Service LLB courses in Osmania University and Transport Department  Seats in Goverment Polytechnics, PG Degree/Diploma in Engineering Colleges  0.25% seats in Medical colleges 2. Bihar and Bonus marks to NCC ‘B’ /‘C’ Bonus marks are awarded to NCC Jharkhand certificate holders in the Certificate holders for admission in Police and Forest Department various courses in the Universities of Patna, Ranchi, Mithila and Bhagalpur 3. Jammu and 10% or one seat reserved in ----------------- Kashmir non-gazetted service in Police, Home Guards, Forest and Excise Department for NCC ‘C’ certificate holders. Similar reservations are for Girl Cadets in Police and as nurses, receptionists and telephone operators 4. Karnataka ----------------- 10% seats in Medical, 5 in Non- and Goa Allopathic, 50 in Engineering, 10 in Technical, 8 in B.Ed., 3 in Post- Graduation and 47 in Polytechnic Colleges for outstanding NCC Cadets 5. Kerala and -----------------  Seats in Engineering Colleges, Lakshadweep Polytechnics, Ayurveda Medical and Nursing Colleges  Bonus marks for Pre-Degree  Degree Courses, Post Graduate Courses, B.Ed. Courses and Teachers Training Course  Weightage for admission to higher studies 12  S. State Employment Benefits Admission in Educational No. Institutions 6. Madhya Preference to ‘C’ certificate  Preference for admission to the Pradesh holders for recruitment in postgraduate/ professional/degree all state jobs colleges  Ten Marks added to final marks of NCC cadets selected for participation in Republic Day Camp 7. Maharashtra -----------------  Ten grace marks to NCC cadets appearing in various degree examinations by University of Mumbai  2% mark to NCC cadets by Maharashtra University  Three marks given for admission in medical colleges  Ten seats reserved in Engineering colleges for NCC cadets representing State in the All-India competition  Weightage of four marks for admission in ITI 8. North Eastern Preference given to NCC Two seats reserved in diploma and Region– ‘B’/’C’ certificate holders for certificate courses in engineering and Assam recruitment in Police Service technology. One seat each in Assam and and Government Jobs Jorhat Engineering College 9. Arunachal Preference in recruitment to Relaxation of 5% marks for admission Pradesh the State Police Service to educational institutions 10. Manipur Reservation of 10% posts in ----------------- the Police Department 11. Meghalaya Posts of women constable in ----------------- state police force 12. Nagaland Preference to NCC ‘B’ and ‘C’ Relaxation of 5% marks for admission certificate holders in State to educational institutions including Police Force technical institution under State Govt. 13. Tripura Preference to NCC ‘B’ and ‘C’ ----------------- certificate holders in Police service and Government jobs 13  S. State Employment Benefits Admission in Educational No. Institutions 14. Orissa Preference for recruitment to Additional weightage of marks over the State Police Force and above the aggregate marks obtained for admission in various colleges 15. Haryana Preference in Home Guard ----------------- Department and State Police Force 16. Himachal ----------------- Weightage for admission to various Pradesh courses of study in Himachal Pradesh University 17. Punjab ----------------- Weightage of marks given for admission in various courses in State Goverment Polytechnics, Colleges and Universities 18. Rajasthan Preference in State Police Weightage for the purpose of Force admission to various courses 19. Tamil Nadu Consideration by Tamil Nadu One seat reserved in Under Graduate and Andaman Public Commission in Civil Course in each college and one seat in Nicobar Services, exams. any Post Graduate Course and Islands Out of twelve marks for the Polytechnic, where NCC Scheme is oral test in the B.T. and P.G. available Assistant recruitment / appointment in Tamil Nadu, half mark is awarded for NCC activities 20. Pondicherry Preference in all Departments A weightage of 2% of marks for of Pondicherry, especially in B.A./B.Sc./B.Com. courses Police 21. Uttar Pradesh 8% posts are reserved in Bonus marks/weightage by various State Government for part Universities for admission in various time NCC officers and NCC Degree, B.Ed. and Post-Graduation cadets who become disabled courses during the course of training 14  S. State Employment Benefits Admission in Educational No. Institutions 22. Uttarakhand ----------------- One seat in each branch in Kumaon Engineering College, GB Pant Engineering College and Govt. Polytechnic Colleges and two seats each in Kumaon University and Garhwal University for B.Ed. 23. West Bengal Weightage being given for ----------------- and Sikkim enrollment in Police. 20% weightage is given to NCC cadets for recruitment in Home Guard In states like Delhi, Gujarat, Dadra Nagar Haveli, Chhattisgarh and Mizoram, incentives in the form of concessions for employment, education are not being given. Other incentives like scholarships and cash awards are however, being given in these States. The incentives keep changing from time to time. Hence, the cadets must keep themselves abreast of the incentives published in various orders. The youth of Independent India are extremely fortunate to have such an organization existing in the country which devotes vast amount of financial and physical resources towards their personality development, and thus is indeed a nursery for grooming of future leaders in various walks of life. The NCC offers relaxation in the selection criteria for employment in various armed forces, para-military forces as well as state government jobs; it also provides opportunities to work for NCC either in the form of GCI or WTLO. The teachers of various schools and colleges can also have the opportunity to be associated with any of the three wings i.e., Army, Navy and Air force of NCC and guide Cadets. SUMMARY  The National Cadet Corps was created by Britain during the First World War.  Its objective was to train young boys and girls for Armed Forces.  After Independence, the NCC was formed on April 16, 1948 through XXXI Act of Parliament.  The Girls Division, the Air Wing and the Naval Wing were added in year 1949, 1950 and 1952 respectively.  Today the NCC comprises the senior division from colleges and the Junior Division from schools. 15  The NCC aims to organise, train and motivate the youth of our country.  The Defence Secretary is responsible for efficient functioning of the NCC.  At the state level, the Directorates and Group Headquarters control the organisation.  There are various training activities to sharpen the skills of the cadets.  Training camps are held periodically.  By being associated with NCC related activities, the cadets get various benefits given by the Central Government in terms of job opportunities, scholarships and financial assistance.  The State Government also gives incentives in the form of employment benefits as well as reservation in educational institutions.  In the states of Delhi, Gujrat, Chattisgarh and Dadra Nagar Haveli and Mizoram, incentives are given in the form of scholarships and cash awards instead of concessions in employment.  The details of incentives is published by the organization in various orders released from time to time. Comprehension Questions Q1. Answer the following in about 15 words: i) Why was University Corps formed? ii) When was NCC formally inaugurated in India and when was girls division of the NCC raised? iii) In which year and where was the Air wing and the Naval wing of the NCC raised? iv) What is the present enrolled strength of NCC cadets and what does it basically comprise? v) How is NCC administered? vi) Who heads the NCC at the Headquarters DG NCC? vii) Who heads the Group Headquarters and how many Group Headquarters are there in the country? viii) What is the full form of WTLO? ix) What is the duration of Annual Training Camp for senior boys/ girls and for junior boys /girls? x) Which state provides the maximum benefits in admission in various courses? xi) How many seats are reserved for NCC ‘C’ certificate holders with A and B grading in Army? xii) What incentives are given in admission in educational institutions in Madhya Pradesh? 16  xiii) Which states do not provide any incentives in admission to educational institutions? xiv) What other benefits apart from financial assistance are provided by the CWS (Cadet Welfare Society)? Q2. Answer the following in about 50 words: i) Which qualities does NCC aim to develop among the cadets? ii) Write about any two objectives of the NCC. iii) Write about the two objectives that aim at promoting National Integration. iv) List of those who comprise of NCC staff. v) What are Centrally Organized Camps? Give three examples. vi) What kind of activities are included in adventure training and sports? vii) Who are GCIs? viii) What type of employment benefits are provided by the government of Uttarakhand to NCC cadets? ix) Name the states that provide no incentives in the form of concessions for employment and education? How do they compensate? Q3. Answer the following in about 75 words i) What was the objective of the NCC in India, before independence? And what kind of a human resource does NCC want to create? ii) How does NCC helps in all round development of the cadets? Explain with examples? iii) What qualities can NCC instill among youth? iv) What kinds of activities are undertaken by the Naval and Air wings of the organization? v) Write a note on Attachment training, Remount and Veterinary activities in NCC. vi) What do you understand by institutional training? vii) What is the aim of Youth Exchange Programme (YEP)? viii) What employment and educational benefits are provided by the states of Assam, Arunachal Pradesh, Manipur, Meghalaya, Nagaland and Tripura? ix) What role do the incentives given by NCC play in the life of the cadets? Q4. Answer the following in about 150 words i) Write a note on the aims of the NCC in modern times. ii) Write a note on the NCC as an organization. iii) Write in detail about the Organizational structure of NCC. iv) Write a note on the evolution of NCC song. 17  v) What are the benefits of organizing camps? vi) Make a Comparative study of the incentives provided by the states of North India and South India. Q5. Answer the following in about 250 words i) How are the objectives of NCC relevant for the progress of the Nation in the present times? ii) Explain in detail, any five qualities that NCC aims to develop among the cadets. iii) What are the three wings of NCC? Write in detail about the NCC staff. iv) Write in detail about the centrally organized camps. Let’s Discuss: Q.6 HOTS (Higher Order Thinking Skills) i) What is the need and relevance of NCC in today’s world? How can youth contribute in the progress of the Nation? ii) Make a flow chart of various life skills, a student can learn through different NCC camps with examples. iii) After analyzing various incentives provided by different states, which state would you like to be in NCC and why? Substantiate your answer with examples. Group Activities: i) You are a NCC cadet. Imagine you have gone on a Youth Exchange Programme (YEP) to Srilanka. You meet cadets/students from Maldives, Nepal, Singapore, Bangladesh and Srilanka. They have also joined NCC activities in their school. In groups of six (where each student represents the aforesaid countries), share your experiences of how NCC is conducted in your country, what NCC means to you and how it will help in Nation building (each group will be given two days to find out information of how NCC is conducted in the country they have selected). Other Suggested Activities: i) Draft an oath for yourself as a NCC cadet. ii) Watch a documentary film on ‘NCC’ A Cadet Diary. iii) Organise a talk by an NCC officer. iv) NCC provides a lot of incentives in terms of job opportunities, academics and personal research. Draw a comparative analysis of the above mentioned facilities and identify three states and one union territory offering the maximum incentives. 18  UNIT -2: NATIONAL INTEGRATION Content Comprehension Analysis Synthesis Evaluation Religions, culture, Develop an insight Analyse the Appreciate the Worksheets, traditions and into the religion, religo-cultural spirit of oneness comprehension customs of India. cultural and diversity of the despite the questions, tradition of India. country and its diversity. discussion and Understand the impact on the activities. impact of different lives of the people races that came and their beliefs. and left a mark here. National Understand the Assess the Appreciate the Worksheets, Integration: concept of different areas spirit of National comprehension Importance and National that bring out the Integration in the questions, necessity. Integration and its necessity of citizens of India. discussion and importance. National activities. Integration. Freedom struggle Acquire Make an in depth Appreciate the Worksheets, and nationalist knowledge of analysis of each role of all the comprehension movements in freedom struggle movement and its freedom fighters, questions, India. and nationalist impact on the sung unsung. discussion and movements in freedom struggle. activities. India. 19 Unit-2 National Integration National integration is the awareness of a common identity amongst the citizens of a country. It means that though we belong to different castes, religions and regions and speak different languages. India is a secular democratic country we recognize the fact that we are all one. This kind of integration is very important in the building of a strong and prosperous nation. A unique feature of our country is that all the major religions of the world are practiced here. There are also great varieties in costume, food habits, and social customs. Geographically our land is diverse and there are amazing differences in climate. Despite all these differences India is a political entity, every part of which is governed under the same Constitution. 1. Religions in India Major: Religion for the Hindus is an experience or attitude of mind. It is not an intellectual proposition, but a life conviction; it is consciousness of ultimate reality. Man becomes aware of God through experience. The source of Hindu thought is the Vedas. The Hindus believe in meditation and yoga. The goal of religious quest is earned by intellectual and moral discipline. The Hindus believe in re-birth, spirit and salvation. Perfection in life is attained through knowledge of truth. The theory of Hinduism lays stress on Bhakti, Karma and Re-birth. Islam: Islam means ‘Submission’ or resignation to Allah (God). The Quran, the highest authority is revealed as the eternal word of God incarnate. All the prophets from Adam to Mohammad and the books revealed to them are regarded as religious heritage of Islam. Muslims have to bear witness to the oneness of God and message of Muhammed and have to observe prayer five times daily with a weekly Juma prayer on Friday noon. They keep dawn to dusk fast for purity of soul in the ninth month of Ramzan of the Islamic year. The Islamic teaching highlights the purity of life, charity to the poor and spread of brotherhood. Christianity: Christianity was founded by Jesus Christ, and commands the largest following in the world. Christ was born in 4 BC in Judaea. He started preaching about the kingdom of God when he was thirty. His activities roused the opposition of the Jewish high priests. He was crucified on the orders of Pontius Pilate, the Roman Governor. Christianity preaches charity, love and peace. The message of Jesus Christ is given in the Holy Bible. Christianity is not a religion but a way of life, which guides the actions and life for mental peace and love of humanity. Jainism: Jainism derives its name from Jaina (the Conqueror). Mahavira belonged to a princely family in Vaishali. At the age of 30, he renounced the world and spent 12 years in austerity and meditation in search of truth. At the age of 47, while meditating, he 20  received enlightenment. As per Jainism teachings, anger, pride, deception and greed must be counteracted by the ten best virtues such as forgiveness, humility, straight forwardness, contentment, truthfulness, restraint, austerity, purity, chastity and renunciation. To keep himself steady on path of liberation and to destroy karma, a monk has to bear all the trouble that might cause him pains and practise austerity b ot h external and internal. It is pure meditation which ultimately leads to liberation. Buddhism: Buddhism was founded by Gautam Buddha who was t he son of Indian Prince Suddhodan. The sorrow and suffering of the world tormented his heart. He abandoned his house in pursuit of enlightenment. Gautam found enlightenment while meditating under a Pipal tree at the age of 42. Buddha preached that emancipation from cycle of re-birth i.e., Nirvana can be attained by path of self purification, with doctrine of love and mercy. Buddhism is essentially a religion of kindness, humanity and equality. It denounces all claims to superiority on grounds of birth or caste. Sikhism: God, the original Guru, imparted his message to his disciple Nanak, who having absorbed the divine spirit, became the Guru himself. The message is known as Gurmat. He, who follows the teaching of Gurmat, is a pure person and known as Sikh. The same spirit was passed on to the successive Gurus and ultimately the divine spirit has been passed onto the sacred script of ‘Guru Granth Saheb’. The teachings of Sikhism are that ‘God is one’. Equality in society and leading a life of purity are important. The institution of Gurudwara and common kitchen (langar) are noble examples of equality in Sikhism. 1.1 Culture of India Our country has witnessed arrival of people from different races. They affected the indigenous cultures and through the process of assimilation and synthesis, Indian culture grew all the more richer. Arrival of various races in India and their effect:1 I. Negrito Race: According to J H Huntton, the oldest race reaching India was Negrito. They did not know how to make use of instruments made of stones and bones, cultivate land, make earthen wares or build houses. They are now found only in the Andaman Islands. II. Proto-Australoid Race: After the Negrito race, came the Proto-Australoid or the primitive Australian race. They are specially found in Central India or in South - East India in the present age. They are also called ‘Austric’ in English and ‘Agneya’ in Hindi. Santhal, Munda, Birho, Asur, Kobra, Coorg, Jaung and such other tribes are related to the Proto- Australoid race. The people of Australoid race 1 http://www.preservearticles.com/essay-india-has-been-the-meeting-place-of-conflicting-races-and-civilizations.html 21  influenced the material and religious life in India. Indians learnt, how to cultivate land with the help of pick - axe and to grow rice, bananas, coconuts, brinjals, betel leaves, lemons, jamboo fruit and cotton from them. In the religious field, they brought to India the belief in rebirth, various fabulous stories about the origin of creation, a myth about incarnation of God. The interesting stories in Mahabharata and Ramayana about Vasuki, the ruler in ‘Patal Lok’, the origin of the creation from snakes and eggs, interesting stories about Ganesh have been taken from the myths of this race. Perhaps, this very race taught the Indians, how to count the dates according to moon phases and fixation of sacred festivals etc. III. The coming of Aryans: Aryans made the greatest contribution towards the development of Indian culture. Their Vedas are the main roots of Indian culture. The contribution of the Aryans has been described by Dr. Jadunath Sarkar, ‘as a feeling of sympathy and adjustment, a wonderful evolution of science and philosophy, fixation of adjustment among different castes through their principle of ‘Varna’ system and the spread of civilization through ‘Tapovan’ system.’ IV. The coming of Islam: The followers of Islam came to India after the Aryans. In his book titled ‘Influence of Islam on Indian Culture’, Dr. Tarachand has written that the influence of Islam on the Indian life has been noticeable, specially on many customs, music, dress, cooking methods, marriage traditions, festivals, fairs and on the institutions and manners of the Maratha, Rajput and Sikh courts. V. Influence of the British: The British deeply influenced all aspects of Indian culture. The English language brought hundreds of English words into the Indian languages. The influence of western culture on the prose, novel, one-act plays and poetry in Indian literature can be clearly seen. Western education created a wave of reformation in the whole country. On one hand, the ideas of equality, freedom and nationality helped in uprooting social evils like Sati custom, female foeticide, child marriage and prohibition of widow marriage. On the other hand, they also created a political awakening in the country. The present form of administration in India is the outcome of the great influence of the British ideology. The present economic organization, joint stock companies, managing agencies, big factories, production through machines, railways, telegraphs, telephone, aeroplanes and other means of conveyance and communication were brought to India from the West. This influence has been profound and has helped for the country’s progress, although its assimilation is equally necessary. 22 1.2 Customs and Traditions of India India is a multi-racial, multi-lingual civilization with rich cultural heritage and has provided peaceful atmosphere for the development of many religions. Indian culture and customs are influenced by these religions. The customs of India depict a very colourful panorama. There are certain customs which are prevalent in a particular region and some are common to all Diwali Fireworks regions of the country. Indian festivals are famous the world over. Since India is an agro-based economy most of the festivals are related to the change of weather and harvesting. The most famous Indian festivals are Diwali, Holi, Dussehra and Basant Panchami. There are certain festivals which are prevalent in particular regions only like Bihu in Assam, Baishakhi in Punjab, Pongal in Tamil Nadu, Onam in Kerala, to name a few. Customs and Traditions: (a) Indian customs are mostly related to local practices. The customs of a Hindu marriage are different from that of Christians or Sikhs. Similarly, there are different customs for festival celebrations. All these customs have been protected by law. (b) Certain religious customs pertain to a particular religion only, like Mundan ceremony among Hindus and the naming ceremony in Sikhs. Apart from religious value, these customs are a means of entertainment. (c) There are some customs regarding dresses and ornaments of women. These are associated with particular regions, which give a very colorful dimension to Indian customs and traditions. Similarly, all regions have their distinctive ornaments. (d) India with different races and religions, has rich customs related to festivals, religious ceremonies, dresses, marriages, architecture, painting, song, dance and food habits. The customs and traditions of India though varied, are a binding force, which ultimately serves as a unifying factor for a secular Bharatnatayam dance India. 23  Today, modern thinking has broken all barriers in society. People have become more tolerant and celebrate most festivals, even if they happen to belong to other religions. 2. National Integration: Importance and Necessity Indian civilisation is one of the oldest in the world. In the past, people belonging to different races and religions came and settled here. They brought with them their distinctive language and life style. Different tribes with their distinct languages intermingled with the tribes of our country. Our culture is described as an example of composite culture. It consists of all communities, races and religions. 2.1 Importance of National Integration National integration implies a feeling of togetherness and unity among the people of a country. It also means an atmosphere in which all citizens, irrespective of their caste, religion and region live together peacefully. It refers to integration in all respects, social, political, economic and above all emotional. In an integrated country people share common goals. They all work together and co-operate with each other for the prosperity of the nation. We must understand that national integration does not mean uniformity of religion, dress and food habits etc. It means both, preservation of diverse cultures and, at the same time, living and working in harmony. No country or society can survive if its people do not remain united. The feeling of togetherness and a sense of belonging are absolutely necessary for a nation to survive. Such a feeling can only be generated through the process of integration. Thus national integration is a positive concept which provides strength to fight against all divisive forces. It provides a congenial condition in which people can make good progress. Importance National integration has assumed greater importance in the recent years due to the fast changing ethos and moral values in the society. The turbulent atmosphere and the deteriorating law and order situation in the country due to various religious, social and political factors, have led to the realisation of the necessity for national integration. The realisation of its importance in itself is a step in the right direction. The government is taking positive steps towards achieving national integration. NCC, one of the prime organisation of the country training the youth, provides the ideal ground to start with. National integration has been made part and parcel of NCC training. A great deal of emphasis is laid on national integration by conducting national level camps and number of other activities where cadets from all over the country participate. 24  2.2 Necessity of National Integration National integration is necessary, particularly in a country like India, where people with different languages, religions, races and culture are required to be woven together. The unity in diversity, of which we are proud of, can only be maintained, if we have the understanding and respect for each other’s religion, customs and traditions. If we have to survive as a nation and safeguard our sovereignty and national integrity, we have to remain united. National integration is a pre-requisite for the survival and prosperity of any nation. Hence, national integration is a basic necessity for the following reasons:- (a) Maintenance of sovereignty and territorial integrity of the nation. (b) Maintenance of peace and harmony. (c) Growth and development of the nation. (d) Eradication of poverty and illiteracy. (e) Internal security, law and order. (f) Culture and religious development. (g) Economic and industrial growth. (h) Attract foreign investment and increase import and export. (j) Exchange of technological know-how and culture (k) Dignity and self-respect as a nation. (l) Welfare and well-being of the people. (m) Foreign relations and better standing among the nations of the world. It is the duty of every citizen to strive to achieve unity in spite of diversity and further cement it. We must remember that there should be no divisions between North and South or East and West of India. There is only one India; we all Indians are inheritors of this great nation. 3 Freedom Struggle and Nationalist Movement in India India is a free nation with a rich variegated history, an extraordinarily multifaceted cultural diversity and a commitment to democratic values and well-being for all. Its civilisation is one of the oldest civilisations in the world. In the past, people belonging to different races and religions came and settled here. They brought with them their distinctive language and lifestyle. Different tribes with their distinct languages intermingled with various tribes of our country. That is why our culture is described as 25 an example of a composite culture. It is made up of diverse communities, races and religions. The Britishers came and ruled India for nearly 200 years. After the battle of Plassey in 1757, the British achieved political power in India. Their supremacy was established during the tenure of Lord Dalhousie, who became the Governor- General in 1848. He annexed Punjab, Peshawar and the Pathan tribes in the north-west of India. And by 1856, the British conquest and its authority were firmly established. While the British power reached its height during the middle of the 19th century, the discontent among the local rulers, the peasantry, the intellectuals, common masses as also of the soldiers who became Map of India 1857 unemployed due to the disbanding of the armies of various states, became widespread. This soon broke out into a revolt which assumed the dimensions of the 1857 Mutiny. The Indian Mutiny of 1857 The conquest of India, which could be said to have begun with the Battle of Plassey (1757), was practically completed by the end of Dalhousie's tenure in 1856. It had been, by no means, a smooth affair as the simmering discontent of the people manifested itself in many localized revolts during this period. However, the Mutiny of 1857, which began with a revolt of the military soldiers at Meerut, soon became widespread and posed a grave challenge to the British rule. Even though the The Mutiny of 1857 British succeeded in crushing it within a year, it was certainly a popular revolt in which the Indian rulers, the masses and the militia participated so enthusiastically, that it came to be regarded as the First War of Indian Independence. The introduction of the „zamindari system‟ by the British, ruined the peasants due to exorbitant charges by the new class of landlords. The craftsmen were destroyed by the influx of the British manufactured goods. The religion and the caste system which 26 formed the firm foundation of the traditional Indian society was endangered by the British administration. The Indian soldiers as well as people in administration could not rise in hierarchy as the senior jobs were reserved for the Europeans. Thus, there was all- round discontentment and disgust against the British rule, which burst out in a revolt by the 'sepoys' at Meerut whose religious sentiments were offended when they were given new cartridges greased with cow and pig fat, whose covering had to be stripped out by biting with the teeth, before using them in rifles. The Hindu as well as the Muslim soldiers, who refused to use such cartridges, were arrested, which resulted in a revolt by their fellow soldiers on 9 May 1857. The rebel forces soon captured Delhi and the revolt spread to a wider area and there was uprising in almost all parts of the country. The most ferocious battles were fought in Delhi, Awadh, Rohilkhand, Bundelkhand, Allahabad, Agra, Meerut and western Bihar. The rebellious forces under the commands of Kanwar Singh in Bihar and Bakht Khan in Delhi gave a stunning blow to the British. In Kanpur, Nana Sahib was proclaimed as the Peshwa and the brave leader, Tantya Tope led his troops. Rani Lakshmibai was proclaimed the ruler of Jhansi, who led her troops in the heroic battles against the British. The Hindus, the Muslims and the Sikhs fought shoulder to shoulder to throw out the British. The revolt was controlled by the British within one year; it began in Meerut on 10 May 1857 and ended in Gwalior on 20 June 1858. Source: http://nccindia.nic.in/hand-book-common-subject-sdsw, http://www.archive.india.gov.in/knowindia/culture_heritage.php?id=5 End of the East India Company Consequent to the failure of the Revolt of 1857 Rebellion, it also saw the end of the East India Company's rule and many important changes took place in the British Government's policy towards India which sought to strengthen the British rule through winning over the Indian princes, chiefs and landlords. Queen Victoria‟s Proclamation of 1 November 1858, declared that, thereafter, India would be governed by and in the name of the British Monarch through a Secretary of State. The Governor General was given title of 'Viceroy', which meant the representative of the Monarch. Queen Victoria assumed the title of the Empress of India, and thus, gave the British Government unlimited powers to intervene in the internal affairs of the Indian states. In brief, the British supremacy over India, including the Indian States, was firmly established. The British gave their support to the loyal princes, zamindar and local chiefs, but neglected the educated people and the common masses. They also promoted the other interests like those of the British merchants, industrialists, planters and civil servants. The people of India, as such, did not have any say in running the 27 government or formulation of its policies. Consequently, people's disgust with the British rule kept mounting, which gave rise to the birth of Indian national movement. The leadership of the freedom movement passed into the hands of reformists like Raja Rammohan Roy, Bankim Chandra and Ishwar Chandra Vidyasagar. During this time, the binding psychological concept of National Unity was also forged in the fire of the struggle against a common foreign oppressor. Raja Rammohan Roy (1772-1833), founded the Brahmo Samaj in 1828, which aimed at purging the society of all its evil practices. He worked for eradicating evils like sati, child marriage and purdah system, championed widow marriage and women's education and favoured the English system of education in India. It was through his effort that sati was declared a legal offence by the British. Swami Vivekananda (1863-1902), the disciple of Ramakrishna Paramahamsa, established the Ramkrishna Mission at Belur in 1897. He championed the supremacy of Vedantic philosophy. His talk at the Chicago (USA) Conference of World Religions in 1893, made the westerners understand the philosophy of Hinduism for the first time. Source: http://nccindia.nic.in/hand-book-common-subject-sdsw, http://www.archive.india.gov.in/knowindia/culture_heritage.php?id=5 Nationalist Movement in India Formation of the Indian National Congress (INC) The foundations of the Indian National Movement were laid by Suredranath Banerjee with the formation of Indian Association at Calcutta in 1876. The aim of the Association was to represent the views of the educated middle class, inspire the Indian community to take the value of united action. The Indian Association was, in a way, the forerunner of the Indian National Congress, which was founded, with the help of A.O. Hume, a retired British official. The birth of the Indian National Congress (INC) in 1885 marked the entry of new educated middle-class into politics and transformed the Indian political horizon. The first session of the Indian National Congress was held in Bombay in December 1885, under the presidentship of Womesh Chandra Banerjee and was attended among others by Badr-uddin Tyabji. At the turn of the century, the freedom movement reached out to the common unlettered people through the launching of the Swadeshi Movement by leaders such as Bal Gangadhar Tilak and Aurobindo Ghose. The Congress session at Calcutta in 1906, presided by Dadabhai Naoroji, gave a call for attainment of 'swaraj', a type of self- government elected by the people within the British Dominion, as it prevailed in Canada and Australia, which were also the parts of the British Empire. 28 Meanwhile, in 1909, the British Government announced certain reforms in the structure of Government in India which are known as Morley-Minto Reforms. But these reforms came as a disappointment as they did not mark any advance towards the establishment of a representative government. The provision of special representation of the Muslim was seen as a threat to the Hindu-Muslim unity on which the strength of the National Movement rested. So, these reforms were vehemently opposed by all the leaders, including the Muslim leader, Muhammad Ali Jinnah. Subsequently, King George V made two announcements in Delhi: Firstly, the Partition of Bengal, which had been effected in 1905, was annulled and, secondly, it was announced that the capital of India was to be shifted from Calcutta to Delhi. The disgust with the reforms announced in 1909 led to the intensification of the struggle for swaraj. While, on one side, the activists led by the great leaders like Bal Gangadhar Tilak, Lala Lajpat Rai and Bipin Chandra Pal waged a virtual war against the British, on the other side, the revolutionaries stepped up their violent activities. There was a widespread unrest in the country. To add to the already growing discontent among the people, the Rowlatt Act was passed in 1919, which empowered the Government to put people in jail without trial. This caused widespread indignation, led to massive demonstrations and hartals, which the Government repressed with brutal measures like the Jallianwala Bagh massacre, where thousands of unarmed peaceful people were gunned d