All questions of India Under British Rule: Governance and Other Aspects for UPSC CSE Exam

Option c is wrong... area of zamindari is not as the same of ryotwari and mahalwari .

The correct answer is option 'C' - Both of them.

Explanation:
1. Formation of the Agrarian League:
The statement correctly states that the peasants of Yusufshahi Pargana in Patna district formed an agrarian league or combination. This league was formed by the peasants in response to the oppressive regime they were facing. The zamindars, who were the landowners, were imposing heavy demands on the peasants, leading to their dissatisfaction and desire for resistance.

2. Rent Strike by the Agrarian League:
The statement also correctly mentions that the league organized a rent strike. The ryots, which refers to the peasants or tenants, refused to pay the enhanced rents demanded by the zamindars. The ryots challenged the zamindars in the courts, seeking justice and relief from the oppressive demands.

The agrarian league's rent strike was a form of protest and resistance against the exploitative practices of the zamindars. By refusing to pay the enhanced rents, the ryots aimed to assert their rights and demand fair treatment. The strike also aimed to draw attention to the unjust conditions faced by the peasants and put pressure on the authorities to address their grievances.

Overall, both statements accurately describe the formation and actions of the Pabna Agrarian League. The league was formed by the peasants to resist the oppressive demands of the zamindars, and they organized a rent strike as a means of protest and seeking justice.

For the 2nd and 3rd statement, see the notes and references mentioned after chapter Laxmikanth.

The correct answer is option 'A', which means that only statement 1 is correct. Let's understand why the other statements are incorrect:

1. It created a new office, Secretary of State for India: This statement is correct. The Government of India Act of 1858 abolished the East India Company's rule in India and transferred the powers and responsibilities to the British Crown. As a part of this transfer, a new office called the Secretary of State for India was created in the British government. The Secretary of State became the principal authority responsible for the governance of India.

2. The Secretary of State was a member of the British cabinet and was responsible only ultimately to the British cabinet: This statement is incorrect. The Secretary of State for India was indeed a member of the British cabinet, but they were not solely responsible to the British cabinet. The Secretary of State was also accountable to the British Parliament and had to report on Indian affairs to the Parliament. The Secretary of State had significant powers and authority over the governance of India.

3. It constituted the Secretary of State-in-Council as a body corporate, capable of suing and being sued only in England: This statement is incorrect. The Government of India Act of 1858 did establish the Secretary of State-in-Council as a body corporate, but this body was not limited to suing and being sued only in England. The Secretary of State-in-Council had the power to sue and be sued in both England and India. This provision allowed for legal actions against the British government or the Secretary of State-in-Council in Indian courts.

In conclusion, only statement 1 is correct as it created the office of Secretary of State for India. Statements 2 and 3 are incorrect as they misrepresent the accountability and legal jurisdiction of the Secretary of State and the Secretary of State-in-Council.

The correct answer is option 'D': 2 Only.

Explanation:
1. Fort William College - Warren Hastings: This is an incorrect match. Fort William College was established in 1800 by Marquess Wellesley, not Warren Hastings. It was set up to train British civil servants in the languages and cultures of India. Warren Hastings was the first Governor-General of Bengal during the period of 1774-1785. He is known for his administrative reforms and for establishing the Calcutta Madrasah.

2. Sanskrit College - Jonathan Duncan: This is also an incorrect match. The Sanskrit College in Calcutta was established by Sir William Jones in 1781, not Jonathan Duncan. Sir William Jones was a British philologist and scholar of ancient India who is known for his contributions to the study of Sanskrit and Indian literature.

3. Calcutta Madrasah - Wellesley: This is the correct match. The Calcutta Madrasah was established in 1781 by Warren Hastings, not Wellesley. It was the first Islamic seminary in Calcutta and played a significant role in the promotion of Islamic education and culture in Bengal.

To summarize:
- Fort William College was established by Marquess Wellesley, not Warren Hastings.
- The Sanskrit College was established by Sir William Jones, not Jonathan Duncan.
- The Calcutta Madrasah was established by Warren Hastings, not Wellesley.

Therefore, the correct match is option 'D': 2 Only.

Incorrectly matched newspapers and their founders:

1. Narayan Meghajee Lokhande started the newspaper Bharat Shramjeevi - This is a correct match. Lokhande was a social reformer and started Bharat Shramjeevi in 1897 to raise awareness about the plight of workers and peasants.

2. Shashi Pada Banerjee started newspaper Deena Bandhu - This is an incorrect match. Deena Bandhu was actually started by Anand Mohan Bose in 1877. Shashi Pada Banerjee was a journalist and founder of the newspaper Banglar Katha.

Therefore, the correct answer is option D, neither of them.

Explanation:
- Narayan Meghajee Lokhande and Bharat Shramjeevi: Lokhande was a social reformer who worked for the betterment of workers and peasants. He started the newspaper Bharat Shramjeevi in 1897 to raise awareness about their issues. The newspaper was published in Marathi and was aimed at promoting social and political reforms.

- Shashi Pada Banerjee and Deena Bandhu: Shashi Pada Banerjee was a journalist who founded the newspaper Banglar Katha, which was published in Bengali. He did not start the newspaper Deena Bandhu. Deena Bandhu was actually started by Anand Mohan Bose in 1877 in Kolkata. It was one of the earliest newspapers in India and was published in Bengali. Its aim was to promote social and political awareness among the Indian masses.

The early Nationalist:

The early Nationalist movement in India was characterized by various ideologies and goals. One of the key aspects of the early Nationalist movement was the differentiation between the labour in the Indian owned factories and those in the British owned factories. This differentiation was based on the understanding that the working conditions and treatment of Indian labourers in British owned factories were significantly worse compared to those in Indian owned factories.

Did not want a division in the movement based on classes:

Another important aspect of the early Nationalist movement was the desire to avoid divisions based on social classes within the movement. The early Nationalists believed in the unity of all Indians regardless of their social class or background. They recognized the need for a united front in order to effectively challenge British colonial rule and achieve independence.

Supported the factory acts of 1881 and 1891:

The early Nationalists also supported the factory acts of 1881 and 1891. These acts were legislation introduced by the British colonial government to regulate working conditions in factories. The acts aimed to improve the conditions of labourers, particularly in terms of working hours, health and safety measures, and child labour.

Explanation of the correct answer:

The correct answer is option 'A' which includes points 1 and 2 only. The early Nationalists did differentiate between the labour in Indian owned factories and British owned factories, recognizing the disparity in working conditions. They also did not want a division in the movement based on social classes, emphasizing the need for unity. However, there is no mention of their specific support for the factory acts of 1881 and 1891 in the given options. Therefore, the correct answer is option 'A' as it includes the two points mentioned in the question.

The Trade Union Act, 1926

Explanation:

1. John Adam, who had reactionary views, enacted these:
The statement is correct. The Licensing Regulations of 1823 were enacted during the reign of John Adam, who was known for his conservative and reactionary views. These regulations aimed to control the press and restrict the dissemination of information that was deemed to be against the interests of the ruling British government in India.

2. The Act was extended to cover journals and pamphlets:
The statement is correct. The Licensing Regulations of 1823 initially focused on newspapers and periodicals. However, the Act was later extended to cover other forms of publications, including journals and pamphlets. This extension allowed the government to have greater control over the spread of information and ideas.

3. Due to this, the publication of Maharatta stopped:
The statement is incorrect. The Licensing Regulations of 1823 did not lead to the complete cessation of the publication of Maharatta. Maharatta was a prominent Marathi newspaper that played a significant role in the social and political movements of its time. While the regulations did impose restrictions on Maharatta and other newspapers, they were not able to completely shut down these publications. Maharatta continued to be published, albeit under strict government control.

Conclusion:
Based on the above analysis, we can conclude that statements 1 and 2 are correct, while statement 3 is incorrect. Therefore, the correct answer is option 'A' - 1 and 2 only.

Factors for the Impoverishment of the Indian Peasantry

Factors for the impoverishment of the Indian peasantry include colonial economic policies, the new land revenue system, and overcrowding of land. These factors have played a significant role in the economic and social degradation of the Indian peasantry.

1. Colonial economic policies:
Under British colonial rule, India's economy was subjugated to benefit the British Empire. The British implemented policies that exploited and drained the resources of India, resulting in the impoverishment of the Indian peasantry. These policies included:

- Drain of wealth: The British extracted enormous wealth from India through heavy taxation, trade policies, and the export of raw materials. This led to economic exploitation and hindered the development of industries and agricultural practices in India, further impoverishing the peasantry.

- Deindustrialization: The British dismantled India's indigenous industries to protect their own industries in England. This led to the collapse of many traditional Indian crafts and industries, leaving the peasantry with limited economic opportunities and forcing them to rely solely on agriculture, which further intensified their poverty.

2. The new land revenue system:
The British introduced the Permanent Settlement System, also known as the Zamindari system, in many parts of India. This system involved the fixation of land revenue, which had to be paid by the peasants to the Zamindars (landlords). This system had several negative consequences:

- Increased burden on peasants: The fixed revenue demand was often high, and the peasants were forced to pay it irrespective of their economic conditions. This led to an increased burden on the peasantry, pushing them further into poverty.

- Exploitation by Zamindars: The Zamindars, who were appointed by the British as intermediaries, exploited the peasants by extracting exorbitant rents and imposing arbitrary taxes. This further impoverished the peasantry as they were left with little to no surplus from their agricultural produce.

3. Overcrowding of land:
Due to the growing population and limited availability of land, there was overcrowding of land in rural areas. This resulted in smaller landholdings for individual farmers, leading to decreased productivity and income. Overcrowding also intensified competition for resources, further exacerbating poverty among the peasantry.

In conclusion, the impoverishment of the Indian peasantry can be attributed to factors such as colonial economic policies, the new land revenue system, and overcrowding of land. These factors, driven by British colonial rule, created a cycle of economic exploitation and social degradation, leaving the peasantry trapped in a cycle of poverty.

Gujarati, Indu Prakash, Dhyan Prakash and Kal was started in Bombay.

Regular recurrence of famines in India:
- The first statement states that regular recurrence of famines became a common feature of daily existence in India. This statement is correct.
- India has a long history of famines, with records of severe famines dating back to ancient times. However, during the colonial period, famines in India became more frequent and widespread.
- The East India Company, and later the British colonial authorities, introduced policies that disrupted traditional agricultural practices and led to the loss of livelihoods for many farmers and agricultural laborers.
- Additionally, the British policies and economic exploitation of India resulted in the concentration of wealth and resources in the hands of a few, exacerbating poverty and inequality.
- These factors, combined with natural disasters such as droughts or floods, often led to severe food shortages and famines in different regions of India.
- The famines were not just a result of food grain scarcity but were also a direct consequence of the poverty unleashed by India's colonial forces.

Direct result of poverty unleashed by India's colonial forces:
- The second statement asserts that these famines were a direct result of poverty unleashed by India's colonial forces. This statement is also correct.
- The colonial policies of the British in India, such as the imposition of high taxes, the introduction of cash crops, and the destruction of local industries, led to economic exploitation and impoverishment of the Indian population.
- The British administration also prioritized the export of agricultural products from India, leaving insufficient food supplies for the local population during times of scarcity.
- The colonial authorities failed to implement effective relief measures during famines, exacerbating the suffering of the affected communities.
- Many historians and scholars argue that the colonial policies and economic exploitation of India by the British were significant factors in the occurrence and severity of famines during this period.
- The famines not only resulted in the loss of lives but also had long-lasting social and economic consequences, further deepening poverty and inequality in India.

Conclusion:
- In conclusion, both statements are correct. Regular famines became a common feature in India during the colonial period, and these famines were a direct result of poverty unleashed by India's colonial forces. The policies and economic exploitation by the British colonial authorities exacerbated poverty and inequality in India, leading to severe food shortages and famines.

There was a rush of foreign capital in India in the second half of the 19th century due to several factors. These factors include:

1. Prospects of high profits:
- The British Industrial Revolution had created a demand for raw materials for industries in Europe, and India had abundant resources such as cotton, jute, tea, and minerals.
- The availability of these resources and the potential for high profits attracted foreign capital to invest in India.

2. Cheap and readily available raw material:
- India was known for its vast reserves of raw materials, including cotton, jute, indigo, and minerals.
- These raw materials were available at low prices, making it economically viable for foreign investors to establish industries in India.

3. Willingness of administration to provide all help:
- The British colonial administration in India actively encouraged foreign investment by providing various incentives and support.
- They offered protection for foreign investors, ensured a stable legal system, and provided infrastructure such as railways, ports, and telegraph lines.
- The administration also implemented policies that favored foreign capital, such as land revenue reforms and taxation policies.

4. Ready market in India:
- India had a large population and a growing middle class, which provided a ready market for goods produced by industries.
- The demand for textiles, machinery, transportation, and other products was increasing, creating lucrative opportunities for foreign investors.
- Additionally, the British colonial government implemented policies that promoted the consumption of British goods in India, further boosting the market for foreign capital.

By combining these factors, the rush of foreign capital in India during the second half of the 19th century was fueled by the prospects of high profits, the availability of cheap and readily available raw materials, the willingness of the administration to provide support, and the presence of a ready market in India. These factors created a favorable environment for foreign investors to establish industries and exploit the resources of India for their own economic benefit.

James Thomson, lieutenant-governor of NW Provinces (1843- 53), developed a comprehensive village education scheme through the medium of vernacular languages. In these village schools, useful subjects such as mensuration and agriculture sciences were taught. The purpose was to train personnel for the newly set up Revenue and Public Works Department.

The Demand for Regulation of Factory Conditions in India

Statement Analysis:
1. The first ever demand for regulation of conditions of workers in factories in India came from the Lancashire textile capitalist lobby.
2. They demanded the appointment of a commission for investigation into factory conditions.
3. The first commission was appointed in 1875, and the first Factory Act was passed in the same year.

Explanation:
The statement is related to the demand for regulation of conditions of workers in factories in India. The Lancashire textile capitalist lobby was the first to demand this regulation. Let's break down the statements and analyze them in detail.

1. The first ever demand for regulation of conditions of workers in factories in India came from the Lancashire textile capitalist lobby.
The Lancashire textile capitalist lobby was a group of British textile manufacturers who were concerned about the competition they faced from Indian textile mills. They demanded that Indian factories be regulated to ensure fair competition. They were also concerned about the working conditions of Indian factory workers, which they believed were inhumane and unsafe. Therefore, they demanded regulation of factory conditions in India.

2. They demanded the appointment of a commission for investigation into factory conditions.
The Lancashire textile capitalist lobby demanded that a commission be appointed to investigate the conditions of Indian factories. This was necessary to gather information about the working conditions of Indian factory workers. The commission would also be responsible for making recommendations on how to improve these conditions.

3. The first commission was appointed in 1875, and the first Factory Act was passed in the same year.
In response to the demand from the Lancashire textile capitalist lobby, the British government appointed a commission to investigate the conditions of Indian factories in 1875. This commission was known as the First Indian Factory Commission. Based on the recommendations of this commission, the first Factory Act was passed in the same year. This act aimed to regulate the working conditions of Indian factory workers and improve their safety.

Conclusion:
Therefore, we can conclude that the first ever demand for regulation of conditions of workers in factories in India came from the Lancashire textile capitalist lobby. They demanded the appointment of a commission for investigation into factory conditions, and the first commission was appointed in 1875. The first Factory Act was also passed in the same year.

1. Transferability of land was one feature of the new settlement which caused great insecurity to the tenants who lost all their traditional rights inland

- The statement is correct. The new settlement system introduced by the British East India Company allowed for the transferability of land. Under this system, the British government recognized the zamindars as the owners of the land and gave them the power to transfer land rights to others. This caused great insecurity to the tenants who were traditionally tied to the land and had customary rights over it. They lost their traditional rights and became vulnerable to eviction and exploitation by the new landowners.

2. There was little spending by the Government on the improvement of land productivity

- The statement is correct. The British government did not invest much in the improvement of land productivity in colonial India. The main focus of the colonial administration was to collect revenue from the land rather than promoting agricultural development. The government did not allocate sufficient funds for irrigation, modern farming techniques, or rural infrastructure. As a result, agricultural productivity remained low, and the farmers struggled to improve their living conditions.

3. Zamindars, with increased powers and greed to earn more money, invested for the improvement of agriculture

- The statement is incorrect. While the zamindars did gain increased powers under the new settlement system, their primary motivation was to extract maximum revenue from the land rather than investing in agricultural improvement. The zamindars acted as intermediaries between the British government and the peasants, collecting revenue from the latter and remitting it to the former. They often resorted to exploitative practices to extract more money from the peasants, which further hindered agricultural development.

In conclusion, statements 1 and 2 are correct, while statement 3 is incorrect. The transferability of land caused insecurity to tenants, and the British government did not prioritize spending on land productivity improvement. The zamindars, although they gained increased powers, did not invest in agricultural improvement but rather focused on maximizing revenue extraction.

Cheap and machine-made imports flooded the Indian market after the Charter Act of 1813, allowing one-way free trade for British citizens. On the other hand, Indian products found it more and more difficult to penetrate the European markets.

Answer:

The correct chronological arrangement of the given events is option 'B': 1-3-2-4. To understand this sequence, let's examine each event in detail.

1. Lord Macaulay's Minute:
Lord Macaulay's Minute refers to a historical event that took place in 1835. In this event, Lord Macaulay, who was a British colonial administrator, drafted a document known as the "Minute on Indian Education." This document outlined the British policy for education in India. Lord Macaulay's intention was to create a class of English-educated Indians who would serve as intermediaries between the British administration and the Indian population. This event marked a significant shift in the British approach to Indian education and had long-lasting effects on the Indian education system.

2. Woods Dispatch:
The Woods Dispatch is the next event in chronological order, which occurred in 1854. It was a landmark moment in the history of education in India. The Dispatch was drafted by Sir Charles Wood, the President of the Board of Control for India. It laid down the foundation for the modern education system in India. The Woods Dispatch emphasized the importance of education, especially in English, for the social, economic, and political development of India. It proposed the establishment of a systematic and uniform educational system throughout the country. The Dispatch also advocated for the inclusion of vernacular languages in education and the promotion of female education. It led to the expansion of educational institutions and the spread of English education in India.

3. Hunter Education Commission:
The Hunter Education Commission is the third event in chronological order, which took place in 1882. The Commission was established under the chairmanship of Sir William Wilson Hunter. Its purpose was to examine the state of education in India and make recommendations for its improvement. The Commission conducted an extensive survey of educational institutions and published a comprehensive report known as the "Hunter Commission Report." This report highlighted various issues in the Indian education system, including the lack of adequate funding, the need for trained teachers, and the necessity of educational reforms. The recommendations made by the Commission played a crucial role in shaping the future of education in India.

4. Saddler University Commission:
The final event in the sequence is the Saddler University Commission, which occurred in 1917. The Commission was led by Sir Michael Sadler and was established to review the state of universities in India. The Commission's report, known as the "Sadler Report," addressed several important aspects of university education, including governance, curriculum, examinations, and funding. The report emphasized the need for academic freedom, student participation, and research-oriented education in universities. It also recommended the establishment of affiliating universities and the improvement of teaching standards. The recommendations of the Sadler Commission had a significant impact on the development of higher education in India.

In conclusion, the correct chronological arrangement of the given events is 1-3-2-4, which corresponds to Lord Macaulay's Minute, Woods Dispatch, Hunter Education Commission, and Saddler University Commission, respectively.

Bardoli Satyagraha was a prominent nonviolent protest movement led by Sardar Vallabhbhai Patel in the Bardoli taluka (administrative division) of Gujarat, India, between 1928 and 1929. It aimed to resist the excessive taxation imposed by the British colonial government on the farmers in Bardoli.

1. Intelligence Wing and Tenant Compliance:
- The first statement states that an intelligence wing was set up to ensure that all the tenants followed the resolutions of the Bardoli Satyagraha. This statement is true.
- During the movement, a system was established to monitor the activities of tenants and ensure their compliance with the movement's resolutions.
- The intelligence wing was responsible for gathering information, maintaining records, and ensuring that the tenants did not cooperate with the British government's demands for increased taxes.

2. Social Boycott of Opponents:
- The second statement mentions that those who opposed the Bardoli Satyagraha faced a social boycott. This statement is also true.
- The movement adopted a strategy of social boycott against individuals who opposed or undermined the cause of the satyagraha.
- This boycott involved isolating and ostracizing those who did not support the movement, which put pressure on them to reconsider their stance.

3. Emphasis on Mobilization of Women:
- The third statement suggests that there was less emphasis placed on the mobilization of women during the Bardoli Satyagraha. This statement is false.
- The Bardoli Satyagraha was unique in its mobilization of women. Women actively participated in various aspects of the protest, including organizing meetings, providing financial support, and participating in nonviolent demonstrations.
- The women of Bardoli played a significant role in the movement, contributing to its success and highlighting their determination for social and economic justice.

In conclusion, the correct answer is option 'A' - statements 1 and 2 are true, while statement 3 is false. The Bardoli Satyagraha had an intelligence wing to monitor tenant compliance, opponents faced a social boycott, and there was significant emphasis on the mobilization of women during the movement.

The issues involved were: (i) high rents-50 per cent higher than the recorded rates; (ii) oppression of Thikadars in charge of revenue collection; and (iii) practice of share-rents.

The Charter Act of 1833 was a significant act that brought about several changes in the administration of India. However, neither of the given options is correct about this act. Let's understand why:

1. It deprived the governor of Bombay and Madras of the executive powers: This statement is incorrect. In fact, the Charter Act of 1833 increased the power of the governors of Bombay and Madras by giving them the power to issue ordinances without the prior approval of the Governor-General in Council.

2. In this act, the Court of directors attempted to introduce the system of open competition for selection of civil servants: This statement is also incorrect. The system of open competition for selection of civil servants was actually introduced by the Charter Act of 1853, which abolished the East India Company's monopoly on the appointment of civil servants and opened up the civil service to competition.

Therefore, the correct answer is option 'D', which states that neither of the given options is correct. Some other important provisions of the Charter Act of 1833 include:

- It made English the official language of the courts and government in India, replacing Persian.
- It reorganized the legislative and executive councils and increased the number of British members in these councils.
- It abolished the trading activities of the East India Company, which was now limited to governance and administration.
- It provided for the establishment of a Law Commission to codify and consolidate laws in India.
- It extended the Company's monopoly on trade with China for another 20 years.

And B are correct.

Montague-Chelmsford reforms were introduced in 1919 to provide a greater degree of autonomy to Indians in the governance of their country. The reforms aimed to introduce responsible government in India and to increase the participation of Indians in the administration of their country. The reforms also sought to address the educational needs of the country.

The correct statement about the Montague-Chelmsford reforms is:

1. Under Montague-Chelmsford reforms education was shifted to provincial ministries.

The Montague-Chelmsford reforms transferred control of education from the Central Government to the provincial ministries. This move aimed to give greater autonomy to the provinces and to enable them to develop education policies that were more suited to their local needs.

The other statements are incorrect:

2. Government started taking a direct interest in education matters.
This statement is incorrect. The Montague-Chelmsford reforms did not result in the government taking a direct interest in education matters. In fact, the reforms shifted the responsibility of education to the provincial ministries, reducing the involvement of the central government in education matters.

3. Philanthropic efforts, to grow the education, stopped.
This statement is also incorrect. The Montague-Chelmsford reforms did not result in the cessation of philanthropic efforts to grow education. Philanthropic organizations continued to play a crucial role in the development of education in India.

In conclusion, the Montague-Chelmsford reforms transferred the responsibility of education from the central government to the provincial ministries. This move aimed to give greater autonomy to the provinces and to enable them to develop education policies that were more suited to their local needs.

1. The Bethune School was founded by J.E.D. Bethune

- This statement is correct. The Bethune School was indeed founded by J.E.D. Bethune.

2. Bethune was the president of The Central Board of Secondary Education

- This statement is incorrect. J.E.D. Bethune was not the president of The Central Board of Secondary Education.

Explanation:

The Bethune School was founded by J.E.D. Bethune, an educationist and social reformer in India. He established the school in 1849 in Kolkata (then Calcutta) to provide education to girls. The school was initially known as the Hindu Female School and later renamed as the Bethune School in honor of its founder.

J.E.D. Bethune was known for his efforts in promoting education for women in India during a time when female education was not widely supported. He firmly believed in the importance of educating women to empower them and improve society as a whole.

On the other hand, The Central Board of Secondary Education (CBSE) is a national level board of education in India. It is responsible for conducting examinations and prescribing the curriculum for schools affiliated with it. The CBSE was established in 1962 and has its headquarters in New Delhi.

While J.E.D. Bethune made significant contributions to education, he was not the president of the CBSE. The CBSE is governed by a board of directors, and the position of president is not a part of its organizational structure.

Therefore, the correct answer is option 'A' - 1 Only. Only the first statement, "The Bethune School was founded by J.E.D. Bethune," is correct. The second statement, "Bethune was the president of The Central Board of Secondary Education," is incorrect.

Regulating Act of 1773:

The Regulating Act of 1773 was passed by the British Parliament to regulate the affairs of the East India Company in India. It was the first step taken by the British Government to control the company's affairs in India.

The correct option is B, which includes the following features of the Regulating Act of 1773:

1. It designated the governor of Bengal as the Governor-General of Bengal: The Act created the office of Governor-General of Bengal and designated the governor of Bengal as the Governor-General.

2. It made the Governors of Bombay and Madras Presidencies subordinate to the governor-general of Bengal: The Act made the governors of Bombay and Madras Presidencies subordinate to the governor-general of Bengal.

3. It prohibited the servants of the company from engaging in any private trade: The Act prohibited the servants of the company from engaging in any private trade.

4. It prohibited the servants of the company from accepting presents or gifts: The Act prohibited the servants of the company from accepting presents or gifts.

5. The court of directors have to report on its revenue and civil affairs Except for Military Affairs to the British government: The Act required the court of directors of the East India Company to report annually to the British government on the company's revenue and civil affairs, except for military affairs.

Thus, option B is the correct answer, which includes features 1, 3, and 4 of the Regulating Act of 1773.

Features of the Act:

Indigo Revolt
The correct statement about the Indigo revolt is:

2. Gradually they learnt to go on a rent strike by refusing to pay the enhanced rents

Explanation:

Peasant’s Methods:
- Initially, the peasants did not resort to violent methods or armed revolution supported by fund collection.
- Instead, they learned to effectively resist the oppressive practices of the British indigo planters.
- The peasants organized themselves and decided to go on a rent strike by refusing to pay the enhanced rents demanded by the planters.

Rent Strike:
- The peasants realized that refusing to pay the enhanced rents was a powerful way to protest against the exploitative practices of the planters.
- By engaging in a rent strike, the peasants were able to demonstrate their unity and determination to fight for their rights.
- This peaceful method of resistance proved to be successful as it put pressure on the planters to reconsider their unjust demands.

Conclusion:
- The Indigo revolt is a significant event in India's history where the peasants effectively challenged the oppressive practices of the British indigo planters through non-violent means such as the rent strike.
- This event highlights the resilience and determination of the Indian peasantry in standing up against colonial exploitation.

The correct answer is option 'A': 1 Only.

Explanation:
The Censorship of Press Act, 1799 was enacted by Lord Wellesley during his tenure as the Governor-General of India. The act was introduced in response to the prevailing political situation at that time.

1. Lord Wellesley enacted this, anticipating French invasion of India:
- Lord Wellesley enacted the Censorship of Press Act, 1799 as a preventive measure to control the press and limit the publication of certain materials.
- The act was primarily enacted in anticipation of a possible French invasion of India. The British authorities were concerned that the press might publish information that could aid the French forces or create panic among the public.
- The act gave the British government the power to censor and control the press, ensuring that no information that could compromise national security or create unrest was disseminated.

2. These restrictions become more oppressive under Lord Hastings:
- The statement that these restrictions became more oppressive under Lord Hastings is incorrect. Lord Hastings (1813-1823) was the Governor-General of India after Lord Wellesley (1798-1805).
- Lord Hastings did introduce certain regulations and laws regarding the press, but they were not as restrictive as those enacted under Lord Wellesley.
- Under Lord Hastings, there was a relaxation of press regulations compared to the earlier period. He emphasized the need for a free press and encouraged the growth of vernacular newspapers.
- The Press Regulations of 1823 introduced by Lord Hastings aimed to prevent the misuse of the press rather than impose strict censorship.

In conclusion, only statement 1 is correct. Lord Wellesley enacted the Censorship of Press Act, 1799 in anticipation of a French invasion of India. The statement about the restrictions becoming more oppressive under Lord Hastings is incorrect as he emphasized the need for a free press and introduced regulations to prevent misuse, rather than imposing strict censorship.

Overview:
The correct statements about British policy on education are:
1. Education became a Monopoly of upper and rich classes
2. There was almost total neglect of women's education

Explanation:
The British policy on education in colonial India had a significant impact on the socio-economic structure of society. Here is a detailed explanation of the correct statements:

1. Education became a Monopoly of upper and rich classes:
During the British colonial era, education became a privilege of the upper and rich classes. The British implemented a policy that favored the education of the elite, ensuring that the upper classes had exclusive access to modern education.

- Macaulay's Minute: Lord Macaulay, in his famous Minute on Indian Education in 1835, advocated for the promotion of English education among the elite class. This Minute became the foundation of British educational policy in India.
- English as the medium of instruction: The British introduced English as the medium of instruction in schools and colleges. This meant that only those who could afford to learn English and send their children to English-medium schools had access to modern education.
- Creation of elitist institutions: The British established prestigious institutions like the Presidency Colleges, which were exclusively meant for the upper classes. These institutions played a crucial role in maintaining the educational monopoly of the elite.

2. There was almost total neglect of women's education:
The British policy on education in colonial India also resulted in the neglect of women's education. The education of women was largely ignored, and they were denied access to modern education.

- Traditional role of women: The British viewed Indian women as being confined to traditional roles and did not prioritize their education. They believed that women should focus on domestic duties rather than seeking education.
- Limited opportunities for women: Very few schools were established for girls, and those that existed had limited resources and opportunities. The curriculum for girls was often limited to basic literacy and domestic skills.
- Social norms and prejudices: The prevailing social norms and prejudices further hindered the progress of women's education. The perception that educated women would challenge traditional gender roles and disrupt societal norms contributed to the neglect of women's education.

Therefore, the correct statements about British policy on education in colonial India are that education became a monopoly of the upper and rich classes and there was almost total neglect of women's education. These policies had long-lasting repercussions on social mobility and gender equality in Indian society.

Having decided to side with the reactionary elements of Indian society, the British withdrew support to social reforms, which they felt had aroused the wrath of orthodox sections against them. Also, by encouraging caste and communal consciousness, the British helped the reactionary forces.

Explanation:

Both statements 1 and 2 are correct.



Statement 1: Determined to avoid a united mass action challenging their authority, the British rulers in India decided to practice a naked policy of divide and rule.



During the colonial rule, the British authorities adopted a policy of divide and rule to maintain their control over India. The British realized that a united Indian population posed a threat to their rule. To counter this, they tried to create divisions among the Indian population based on religion, caste, and ethnicity. By exploiting these divisions, the British hoped to prevent a united mass action against their authority. This policy of divide and rule was implemented in various ways, such as creating separate electorates based on religion, supporting communal political parties, and favoring certain communities over others. The ultimate goal was to weaken the unity and solidarity among Indians, making it easier for the British to maintain control.



Statement 2: After an immediate spell of repression against Muslims, following the 1857 revolt, the authorities decided, after 1870, to use the middle and upper educated classes among Muslims against the rising tide of nationalism.



After the 1857 revolt, in which both Hindus and Muslims participated, the British authorities carried out repressive measures against the Muslims as they were seen as the main instigators of the rebellion. However, after 1870, the British authorities changed their approach and started using the educated middle and upper classes among the Muslims to counter the rising tide of nationalism. They saw the educated Muslims as potential allies who could be co-opted to support the British rule and act as a counterweight to the growing demands for independence. The British authorities provided them with opportunities in the bureaucracy, education, and other fields, thereby creating a class of loyal Muslims who would be less likely to join the nationalist movement. This divide-and-rule strategy aimed to weaken the unity between Hindus and Muslims and prevent a united front against British rule.



In conclusion, both statements are correct. The British rulers in India practiced a policy of divide and rule to avoid a united mass action challenging their authority. They initially repressed Muslims after the 1857 revolt but later co-opted the educated middle and upper classes among Muslims to counter the rising tide of nationalism.

The correct answer is option 'D', neither of the statements is correct. Let's analyze each statement:

1. It recommended the transfer of control of primary and secondary education to newly set up district and Municipal boards.
This statement is incorrect. The Hunter Education Commission, also known as the Hunter Commission, was appointed in 1882 by the Government of India to investigate the state of education in India. The commission was chaired by Sir William Hunter, a renowned Scottish historian and a member of the Indian Civil Service.

The Hunter Commission did not recommend the transfer of control of primary and secondary education to district and Municipal boards. Instead, it recommended the establishment of a system of State control over education. The commission emphasized the importance of centralized control and supervision of education to ensure uniformity and quality.

2. It drew attention to inadequate facilities for female education, but only inside Presidency towns.
This statement is also incorrect. The Hunter Commission recognized the need to improve female education in India. It highlighted the inadequate facilities and opportunities available for women's education in the country as a whole, not just limited to presidency towns. The commission emphasized the importance of providing equal educational opportunities for women and recommended measures to promote their education.

Therefore, both statements are incorrect. The Hunter Education Commission did not recommend the transfer of control of education to district and Municipal boards, nor did it limit its concerns about inadequate facilities for female education to presidency towns. The commission's recommendations focused on centralized control of education and the promotion of female education throughout the country.

In conclusion, it is important to carefully evaluate statements and their accuracy when analyzing the work and recommendations of a specific commission or organization.