Vardaan Learning Institute
Chapter 2: Growth of Nationalism & Foundation of INC
PART B: Factors Leading to the Growth of Nationalism
1. Economic Exploitation
- Drain of Wealth (Dadabhai Naoroji's theory): India's raw materials were exported to Britain cheaply; finished goods were imported at high prices. India's profits, savings, and taxes went to Britain — leaving India impoverished. Naoroji calculated this "drain" in his book Poverty and Un-British Rule in India.
- De-industrialization: British machine-made textiles destroyed India's ancient handloom and cottage industries. Millions of weavers and artisans were left destitute.
- Exploitative land revenue: Heavy taxes under various settlement systems forced peasants into debt, causing widespread poverty and frequent famines (Great Bengal Famine 1770, Deccan Famine 1876–78, etc.).
- No reinvestment in India: British capital went back to Britain; India received little industrial investment. Roads and railways were built to extract resources, not to develop India.
2. Repressive Colonial Policies
- Vernacular Press Act (1878): Passed by Lord Lytton; allowed the government to seize and suppress any newspaper in an Indian language that published content critical of the British government. Indian nationalists were outraged — it was called the "Gagging Act."
- Indian Arms Act (1878): Indians were prohibited from possessing weapons without a license; Europeans were completely exempted. This discriminatory law symbolized British distrust of Indians.
- Ilbert Bill Controversy (1883): Viceroy Lord Ripon proposed that Indian judges should be allowed to try European offenders. Europeans in India protested furiously and the bill was diluted. This racial discrimination angered Indians and boosted nationalist sentiment.
- Racial discrimination in civil services: The ICS examination was held in London in English, at a very young age, making it virtually impossible for Indians to qualify. Indians were denied senior positions.
3. Socio-Religious Reform Movements
Reformers who challenged social evils also awakened Indians to their dignity and rights — creating the cultural foundation for nationalism.
Reformer
Raja Rammohan Roy (1772–1833) — "Father of Modern India":
- Founded the Brahmo Samaj (1828) — advocated monotheism (one God), opposed idol worship, superstition, and the caste system.
- Campaigned vigorously against the practice of Sati (widow burning) — led to the Bengal Sati Regulation Act (1829) banning Sati. He saved countless women's lives.
- Promoted women's education and rights — opposed child marriage and polygamy; supported widow remarriage.
- Promoted Western scientific education while preserving Indian culture.
Reformer
Jyotiba Phule (Mahatma Phule, 1827–1890):
- Founded the Satyashodhak Samaj (1873) — "Truth-seeking Society" — to fight against Brahminical supremacy, caste discrimination, and untouchability.
- Opened schools for girls and lower-caste children (1848) — his wife Savitribai Phule became India's first female teacher. He defied all social norms to educate the oppressed.
- Wrote Gulamgiri (1873) — comparing the condition of the lower castes to slavery in America; dedicated it to the American abolitionist movement.
- Fought for the rights of Shudras and Ati-Shudras (Dalits) — challenged caste-based oppression at its very root.
Reformer
Swami Dayananda Saraswati (1824–1883):
- Founded the Arya Samaj (1875) — "Back to the Vedas" movement; advocated a return to pure Vedic religion and rejected medieval Hindu practices.
- Strongly opposed idol worship, caste based on birth, child marriage, and untouchability; believed caste should be based on qualities and actions, not birth.
- Established the Dayananda Anglo-Vedic (DAV) schools and colleges — promoted education for all including women.
- Started the Shuddhi movement — reconversion of Hindus who had converted to other religions back to Hinduism.
- Promoted Hindi as the national language; wrote Satyarth Prakash (Light of Truth).
Reformer
Swami Vivekananda (1863–1902):
- Founded the Ramakrishna Mission (1897) — combining spiritual teaching with practical social service based on Vedanta philosophy. Preached "Service to man is service to God."
- Represented India at the Parliament of World's Religions, Chicago (1893) — his speech beginning "Sisters and Brothers of America" received a standing ovation. He put India on the world map and filled Indians with pride.
- Revived pride in Hinduism and Indian culture — told Indians their civilization was as great as any in the world. His message inspired a generation of nationalists including Bal Gangadhar Tilak and Subhas Chandra Bose.
- Promoted Vedanta philosophy and the unity of all religions.
4. Role of the Press
- Indian newspapers spread nationalist ideas, exposed British exploitation, and educated Indians about their rights.
- Bal Gangadhar Tilak's newspapers: Kesari (Marathi) and Mahratta (English) — boldly criticized British rule; were widely read across Maharashtra.
- Surendranath Banerjee's The Bengalee — one of the most influential English nationalist newspapers.
- Bipin Chandra Pal's New India — spread Assertive Nationalist ideas.
- Dadabhai Naoroji's writings — exposed the Drain of Wealth theory to educated Indians.
- The press created a shared national consciousness — people in Bengal could read about events in Punjab and vice versa — creating an all-India nationalist identity.
PART C: Foundation of the Indian National Congress (INC)
Key Facts
- Founded: 28 December 1885, Bombay (Mumbai)
- Founder: A.O. Hume (Allan Octavian Hume) — a retired British civil servant
- First Session (1885, Bombay): President — Womesh Chandra Bonnerjee; 72 delegates attended
- Second Session (1886, Calcutta): President — Dadabhai Naoroji; about 436 delegates
Immediate Objectives of the INC (at its founding)
- To provide a platform for educated Indians to voice their grievances to the British government in an organized manner.
- To promote friendship and cooperation among nationalist politicians from different parts of India — to build a national identity above regional loyalties.
- To promote civic and political education among Indians.
- To work for the political, social, and economic interests of Indians by constitutional means.
- To train Indians in parliamentary politics and democratic debate.