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Class 8 History Chapter 3 Important Question Answers - Ruling the Countryside

Q1. When was the ‘Diwani’ of Bengal granted to the East India Company?

Ans: The Diwani of Bengal was granted to the British East India Company on 12 August 1765.

Q2. During the Mughal rule what was the status of the ‘Diwan’?

Ans: During the Mughal Empire, the Diwan held a significant role as the chief revenue officer of a province. The Diwan was responsible for managing the province's finances. This position was crucial for ensuring effective revenue collection. The Diwan also played a role in the administration of land and resources.

Q3. What were the benefits reaped by the East India company as the Diwan of Bengal?

Ans: With its appointment as the Diwan, the East India Company became the chief financial administrator of Bengal. This role brought several benefits:

  • The Company could manage the land and revenue resources of Bengal.
  • It used the revenue to cover its growing expenses.
  • The Company gained the freedom to trade in all desired goods.

Q4. What were the ambitious plans of the East India Company?

Ans: The East India Company had several ambitious plans aimed at establishing control and maximising profits in India:

  • Colonisation of the countryside to expand its territory.
  • Organising and managing revenue resources effectively.
  • Redefining the rights of the people to ensure compliance.
  • Producing specific crops, such as opium and indigo, to meet European demand.

These strategies were intended to secure a stable revenue stream while maintaining control over local powers.

Q5. Give a brief description of the ‘ryotwari system’.

Ans: The ryotwari system was established by Captain Alexander Read and later developed by Thomas Munro. According to the new system, it collected revenue directly from farmers (ryots), rather than through intermediaries. It was implemented in southern regions where the zamindari system was not common. Each farmer's land was assessed individually, and revenue was set based on this assessment. This system is also referred to as the Munro System.

Q6. What were the disadvantages of the ryotwari system?

Ans: The ryotwari system had several disadvantages for farmers:

  • The revenue set by British officials was too high for many farmers.
  • Farmers who could not pay the revenue often abandoned their farms.
  • This led to many villages becoming deserted and uninhabited.

Q7. Why did the British want to grow the ‘indigo plant’ in India?

Ans: The indigo plant thrives in tropical regions, making India an ideal location for its cultivation. By the thirteenth century, Indian indigo was sought after by cloth manufacturers in Italy, France, and Britain for dyeing fabrics, as it produced a vibrant blue colour.

Another reasons were:

  • The rising demand for Indian indigo in Europe, which led to increased prices.
  • The industrialisation of Britain, resulting in a surge in cotton production and a corresponding need for cloth dyes.
  • A decline in indigo production from other regions, such as the West Indies and America, which heightened the need for new sources.

Consequently, the East India Company sought to expand indigo cultivation in India to meet this growing demand.

Q8. What were to the two major systems of indigo cultivation in India?

Ans: The two major systems of indigo cultivation in India were:

  • Nij system: Planters cultivated indigo on land they controlled. They either bought or rented land from zamindars. Labourers were directly employed by the planters.
  • Ryoti system: Planters forced ryots to sign contracts. Contracts often pressured village headmen to act on behalf of ryots. Ryots received cash advances to produce indigo.

Q9. What were the main features of the ‘Nij’ system of cultivation?

Ans: In the ‘nij’ system of indigo cultivation the planter produced indigo in lands that he directly owned. He either bought the land or rented it from other zamindars and produced indigo by directly employing hired labourers.

Q10. What were the main features of the ‘Ryoti’ system of cultivation?

Ans: Under the Ryoti system, the following features were prominent:

  • The planters compelled the ryots (peasants) to sign a contract.
  • Village headmen were sometimes pressured to sign on behalf of the ryots.
  • Peasants received a loan from the planters to cultivate their land.
  • They were required to grow indigo on at least 25% of their land.
  • The planters provided seeds and ploughs for cultivation.
  • Peasants were responsible for preparing the soil, sowing seeds, and harvesting.
  • All harvested indigo had to be handed over to the planters.

Q11. Give a brief description of the method of producing indigo dye?

Ans: The method of producing indigo dye involves several key steps:

  • Fermentation: Indigo leaves are soaked in warm water in a fermenting vat for several hours. This process allows the leaves to ferment.
  • Oxidation: The liquid is then transferred to a beating vat, where it is stirred and beaten. Lime water is added as the colour changes from green to blue.
  • Precipitation: The indigo separates out in flakes, settling at the bottom of the vat. The clear liquid is drained off.
  • Collection: The remaining indigo pulp is moved to a settling vat, where it is pressed and dried for sale.

This dried and compacted material is the final indigo dye.

Q12. When did the ‘Blue rebellion’ break-out?

Ans: The Blue Rebellion occurred in March 1859 when thousands of ryots in Bengal protested against the forced cultivation of indigo plants. Farmers refused to grow indigo, leading to widespread unrest. They stopped paying rents to planters and attacked indigo factories. Women participated in the rebellion using household items as weapons. Those who worked for planters faced social boycotts. Ryots vowed to reject advances for indigo cultivation.

This rebellion was driven by the oppressive indigo system and a perceived support from local zamindars and the British government.

Q13. What were the findings of the Indigo Commission?

Ans: The Indigo Commission was set up to enquire into the system of indigo production. The Commission declared that the Planters were unfair and that the farmers were not paid enough for their toil. The Commission also stated that in future the farmers could refuse to grow indigo plants and the Planters did not have a right to force them.

Class 8 History Chapter 3 Important Question Answers - Ruling the CountrysideAn Indigo dye factory in Bengal, 1867

Q14. What was the out come of the Blue Rebellion?

Ans: After the Blue Rebellion, indigo production in Bengal faced a significant collapse.

  • Indigo planters shifted their operations to Bihar.
  • The rebellion highlighted the oppressive nature of the indigo system.
  • Many ryots refused to grow indigo or pay rents to planters.
The document Class 8 History Chapter 3 Important Question Answers - Ruling the Countryside is a part of the Class 8 Course Social Studies (SST) Class 8.
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FAQs on Class 8 History Chapter 3 Important Question Answers - Ruling the Countryside

1. What is the significance of ruling the countryside in Class 8?
Ans. Ruling the countryside in Class 8 is significant as it helps students understand the political, social, and economic aspects of rural areas and their governance. It provides insights into the challenges faced by rural communities and the role of governance in addressing their needs and concerns.
2. How does the topic "Ruling the Countryside" relate to the Class 8 curriculum?
Ans. The topic "Ruling the Countryside" is included in the Class 8 curriculum to familiarize students with the concept of governance and its impact on rural areas. It helps students gain a holistic understanding of rural governance and its relevance in addressing the needs and issues of rural communities.
3. What are the key themes covered in the article "Ruling the Countryside"?
Ans. The article "Ruling the Countryside" covers various key themes related to rural governance, such as the role of local governments, challenges faced by rural communities, rural development policies, and the impact of governance on rural areas. It provides a comprehensive overview of the subject.
4. How can understanding rural governance help students in their daily lives?
Ans. Understanding rural governance can help students in their daily lives by making them aware of the challenges faced by rural communities. It can enable them to contribute towards finding solutions for rural development issues and become responsible citizens who actively participate in the governance process.
5. Are there any specific case studies or examples discussed in the article "Ruling the Countryside"?
Ans. Yes, the article "Ruling the Countryside" provides specific case studies and examples to illustrate the concepts of rural governance. These examples highlight the real-life experiences of rural communities and the impact of governance on their lives. By studying these case studies, students can better understand the practical aspects of rural governance.
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