La Martiniere College, Lucknow

Digital Academic Services

Class: 8 Subject: History

Name/Number of Chapter: British Policies and Their Impacts/5

Module Number: 5(b)
Dates From: 24th June , 2021 To: 29nd June, 2021

Learning Objectives of this Module:

1. The children will be able to understand the reasons for the Expansion of British Power in India.
2. To familiarize the students with the (i) Decline of Indian Crafts and Industries (ii) Drain of Wealth (iii)
Transport and Communication (iv) Educational Policy (v) Charter Act Of 1813 (vi) The Great Debate
(vii) Wood's Despatch
3. They will also understand the important contributions of (i) William Bentinck (ii) Sir Charles Wood
(iii) Dadabhai Naoroji (iv) Lord Macaulay.

Guidance Notes:
1. Parents are requested to carefully read the module along with the students to ensure proper
understanding of the concepts encapsulated.
2. The student may be aided in his work by the parent to ensure the system of education flows smoothly,
but the written work must be attempted by the student on his own.
3. Additional work may be provided by the parent, for revision.

CONTENT:
DECLINE OF INDIAN CRAFTS AND INDUSTRIES
The first century of British rule resulted in the decay and destruction of traditional Indian trade and industry.
• At the beginning of the 18th century, the British and other European countries passed laws which
prevented the entry of cotton and silk textiles from India even though there was a demand for it. Thus
foreign markets for Indian goods virtually disappeared.
• After the Battle of Plassey in 1757, the company used its political power to destroy the Indian
handicraft industry and promote British industries. The Indian weavers were forced to sell their
products to the Company at very low prices. To add to their miseries, they were compelled to buy
inferior raw cotton at high prices from the Company officials who bought it from the Indian farmers
at low rates.
• With the growth of the Industrial Revolution in England, Indian markets were flooded with cheap,
machine-made textiles. India became a dumping ground for products manufactured in England, Indian
handloom textiles could compete with the cheaper textiles of British mills.
 • With the establishment and expansion of the British Empire in India, the royal courts and the nobility
of the ruling dynasties, (including the Mughals) collapsed one by one. The craftspeople and artisans
were deprived of royal patronage and Indian handicrafts suffered a severe setback.
• The members of the British Civil Service and the army were not interested in Indian goods. They only
used articles and goods made in England. The newly educated Indian middle class was greatly
influenced by British culture. They developed a marked preference for European goods. This dealt a
severe blow to manufacturers of luxury items.
• To eliminate competition, the British transformed India into a supplier of raw materials and a market
for British products. This policy led to the ruin of India's traditional industries.
• The British government also obstructed the growth of modern Indian industries to keep the country
underdeveloped and economically backward. Almost everything of daily use like needles, pins, sewing
machines, thread, soaps, biscuits, cycles, medicines, paper, etc. were imported from England.
The new class of Indian capitalists received no support from the government. The trade, tariff, taxation and
transport policies were stumbling blocks to the development of modern industries. It was only as late as 1851
that a cotton mill was set up in Bombay by a Parsee.
By 1850, India, which was earlier a major exporter of textiles to world markets, became a major importer of
English textiles, importing about one fourth of the textiles produced in England.

EXPLANATION:
DECLINE OF INDIAN CRAFTS AND INDUSTRIES
The first century of British rule resulted in the decay and destruction of traditional Indian trade and industry.
• At the beginning of the 18th century, Industrial revolution took place, the British cotton mills started
production in large quantities. To promote the sale of the indigenous products, they did not want the
Indian silk and cotton textiles to be used in England. So the British and other European countries
passed laws which prevented the entry of cotton and silk textiles from India even though there was a
demand for it. Thus foreign markets for Indian goods virtually disappeared.
• After the Battle of Plassey in 1757, the company used its political power to destroy the Indian
handicraft industry and promote British industries. Very heavy duties were imposed on the Indian silk
and cotton textiles. The Indian weavers were forced to sell their products to the Company at very low
prices. Indians were compelled to buy inferior raw cotton at high prices from the Company officials
who bought it from the Indian farmers at low rates.
• The Industrial Revolution in England was a bane to the cottage industry in India. Indian goods were
made by hand. Therefore, they were expensive to produce. On the other hand, machine-made goods
were much cheaper. Traditional Indian handicrafts could not compete with machine made goods. So
India became a dumping ground for products manufactured in England.
• Earlier, the princes of the native states, the nobles and even the middle class patronized these
handicrafts. But with the expansion of the British rule and the disappearance of the native rulers. The
 craftspeople and artisans were deprived of royal patronage and Indian handicrafts suffered a severe
setback.
• The members of the British Civil Service and the army only used articles and goods made in England.
They were not interested in Indian goods. The newly educated Indian middle class was influenced by
British culture. They started preferring European goods. This dealt a severe blow to manufacturers of
luxury items.
• To eliminate competition, the British transformed India into a supplier of raw materials and a market
for British products. Thus, India was reduced to an agricultural colony of the British. This policy led
to the ruin of India's traditional industries.
• The British government also obstructed the growth of modern Indian industries to keep the country
underdeveloped and economically backward. Almost everything of daily use like needles, pins, sewing
machines, thread, soaps, biscuits, cycles, medicines, paper, etc. were imported from England.
The new class of Indian capitalists received no support from the government. The trade, tariff, taxation and
transport policies were stumbling blocks to the development of modern industries. It was only as late as 1851
that a cotton mill was set up in Bombay by a Parsee.
By 1850, India, which was earlier a major exporter of textiles to world markets, became a major importer of
English textiles, importing about one fourth of the textiles produced in England.

CONTENT:
DRAIN OF WEALTH

Dadabhai Naoroji criticized British policies for the ways in which they drained wealth out of India.
(Picture Credit: This image is taken from the textbook.)
Dadabhai Naoroji, one of the early nationalists of India, described British rule as an 'everlasting... foreign
invasion that was utterly, though gradually, destroying the country'. The exploitation of Indian economy led
to continuous drain of wealth to England in various forms.
• A greater part of the salaries of British officials and employees of the Company (paid out of Indian
revenues) was deposited in England as savings.
• Material resources like cotton, jute, indigo, tea, coffee, etc. were transported to England.
• Goods purchased in India with revenues drawn from the country were sent to England.
• Huge sums of money which the officials received as bribes and gifts were sent out of the country.

This map is for reprresentation purposes only. It does not reflect actual shipping route
The drain of wealth from India to Britain
(Picture credit: This image is taken from the textbook.)

EXPLANATION:
DRAIN OF WEALTH
Dadabhai Naoroji, one of the early nationalists of India, described British rule as an 'everlasting... foreign
invasion that was utterly, though gradually, destroying the country'. India's wealth was being taken away to
England in the following forms:
• Salaries payable to the officers of the company.
• Payments to the British troops and army officers in India,
• Profits of the British trading agencies.
• Material resources like cotton, jute, indigo, tea, coffee, etc. were transported to England
• Despatch of savings to England by the British personnel posted in India, and
• Bribes and gifts received by company officials thus, the British systematically siphoned off India's
wealth to Britain.
CONTENT:
TRANSPORT AND COMMUNICATION
The transport and communication system in India in the 18th century was very backward. The British realized
the importance of developing proper communication facilities to consolidate their position in India and
promote their industrial and commercial growth.
Steps were taken to link all the major cities, ports, agricultural centres and markets through an elaborate
network of roads, canals and railways. Metalled roads, steamships and trains were introduced.

Lord Dalhousie
(Picture Credit: This image is taken from the textbook.)

The first railway line was inaugurated in 1853 from Bombay to Thane by Lord Dalhousie. The Post and
Telegraph department was also opened in the same year. The Grand Trunk Road (from Calcutta to Peshawar)
was reconstructed.
While Indian cottage industries and craftspeople were adversely affected by British rule, the Indian merchants
enjoyed the benefits of Dalhousie's measures. They imported manufactured goods from Europe and exported
cash crops like cotton, jute, indigo, etc. Indian merchants and bankers also made substantial profits and became
wealthy. This group of wealthy Indians would form the nucleus of the capitalist class in India.
The vastly improved communication system was established to serve British interests and geared to suit
colonial needs. The railways ensured quick transfer of troops and ammunition during revolts and other
disturbances and the easy transportation of raw materials and manufactured goods.
The transport and communication system, however, would ultimately benefit Indians in unexpected ways.
Besides stimulating trade and commerce, it would bring the people of India closer to one another and infuse
in them a sense of unity and nationalism-a development that would have far-reaching effects on India's future.

EXPLANATION:
TRANSPORT AND COMMUNICATION
The British developed railways, roads, ports and irrigation facilities (canals) since it suited the economic
interests of England.
Steps were taken to link all the major cities, ports, agricultural centres and markets through an elaborate
network of roads, canals and railways. Metalled roads, steamships and trains were introduced.
On 16 April 1853, India's first train ran from Bombay to Thane. Introduction of railways throughout the
country had far reaching consequences. The railways enabled the British manufacturers to reach and uproot
the traditional industries in the remote villages of the country. The construction of railways, together with
roads and canals, were instrumental in speeding up commercialisation in India under the British rule. The
advent of the railways the mid-nineteenth century encouraged the export of commercial crops such as cotton,
jute and indigo. Indian merchants and bankers also made substantial profits and became wealthy. This group
of wealthy Indians would form the nucleus of the capitalist class in India.
The high speed of the train and its bigger carriage capacity solved the problem of carrying raw materials to
the ports quickly. It also enabled imported manufactured goods from England to reach the interior of India.
Railways facilitated quick transfer of troops whenever required to suppress a revolt or disturbance. Lord
Dalhousie also introduced telegraph in India. The use of telegraph brought spectacular changes in the
communication system and helped the British in maintaining law and order. The introduction of railways,
transport and communication system played a crucial role in the decline of the Indian small-scale industries
and exploitation of natural resources by the British. But it also helped the Indians indirectly. It brought the
people from different parts of India closer to each other and allowed them to share their views. Later, it proved
to be an important factor in the growth of nationalism.

CONTENT:
EDUCATIONAL POLICY
For more than half a century of its rule, the English East India Company-a trading, profit-making Company
made no efforts to change the Indian system of education. Education was mainly religious and the privilege
of the rich upper classes of society.

EXPLANATION:
EDUCATIONAL POLICY
For more than five decades of its rule the East India Company showed very little interest in the promotion of
education in India. In India, at that time, only the rich and the upper class people had access to education.

CONTENT:
CHARTER ACT OF 1813
The Charter Act of 1813 directed the Company to spend 1 lakh rupees on the education of Indians. This was
the first step taken by the British rulers towards the encouragement of the study of literature and science in
India. The Charter Act, however, did not lay down any specific guidelines. The money sanctioned for the
education project lay untouched for two decades while a great controversy raged over the content and medium
of education.

EXPLANATION:
CHARTER ACT OF 1813
The first step towards development of Western Education in India was taken by the British rulers after the
Charter Act of 1813. The Charter sanctioned one lakh rupees for education of the masses. It allowed the
Christian missionaries to spread their religious ideas in India.
There were certain drawbacks of the Charter Act.
• The direction of education during the period 1813-1833 remained uncertain as the Charter had failed
to clearly state what should be the medium of instruction-English or Indian languages such as Sanskrit
or Persian.
• It was also not clear whether education should be given to all or to a select few. This led to a debate
among the British administrators as well as some Indians on the type of education that should be
introduced in India.

CONTENT:
THE GREAT DEBATE

William Bentinck
(Picture credit: This image is taken from the textbook.)
One group favoured the promotion of traditional Indian learning through the medium of classical (Sanskrit
and Persian) and regional languages. This group was known as the Orientalists. The other group, led by Lord
Macaulay (Law Member of the Governor General's Council) insisted that Western education should be
introduced and imparted through the medium of English. This group was called Anglicists.

William Bentinck supported Macaulay's views. In 1835, the government passed a resolution outlining its new
education policy. The government would utilize its educational funds on teaching Western science and
literature through the medium of the English language.

EXPLANATION:
THE GREAT DEBATE
Debate between the Orientalists and the Anglicists

The debate regarding the nature of education in India happened between two groups
The Orientalists: They wanted to promote Indian education through the medium of classical languages such
as Sanskrit, Arabic and Persian.
The Anglicists: They supported the promotion of western learning through the medium of English. Lord
Macaulay was the leading proponent of the Anglicist group.
• Under Macaulay's system of education, which was approved by Governor General William Bentinck,
Persian was abolished as the court language and was substituted by English.

CONTENT:
INTRODUCTION AND SPREAD OF WESTERN EDUCATION
The government began to set up English medium schools and colleges for the education of a limited number
of Indians. In 1844, English became the official language and the government announced that Indians educated
in British schools would be given jobs in government services. This helped the spread of English education in
India.

EXPLANATION:
INTRODUCTION AND SPREAD OF WESTERN EDUCATION
The government began to set up English medium schools and colleges for the education of a limited number
of Indians. In 1844, English became the official language. The government also announced that Indians who
were educated in British schools would get government jobs.
CONTENT:
WOOD'S DESPATCH

Sir Charles Wood

(Picture credit: This image is taken from the textbook.)
In 1854, Sir Charles Wood (President of the Board of Control) sent a despatch (official report) outlining a
comprehensive plan for the education of the Indians. This plan, known as Wood's Despatch, introduced further
changes in the system of education.

EXPLANATION:
WOOD'S DESPATCH
In 1854, Charles Wood, President of the Board of Control, sent an official report outlining a comprehensive
plan for the education of Indians. This report was called Wood's Dispatch and was considered the Magna Carta
of European education in India. It recommended a graded system of English medium schools, colleges and
universities. A department of education and institutions for training teachers was also set up. The educational
institutions would be run by European headmasters and principals. The Universities of Madras, Bombay and
Calcutta were set up in 1857.

CONTENT:
PURPOSE OF WESTERN EDUCATION
The primary motive of the British government behind the introduction of Western education in India was to
create a class of persons, Indian in blood and colour, but British in taste, opinions, morals and intellect. This
class of Anglicized Indians could be employed, on low salaries, as clerks in the Civil Service.
This would greatly reduce the heavy expenditure involved in running the administration. Employing the
British in these posts was both expensive and difficult.

Westernized Indians, it was hoped, would create a demand for British goods and promote the interests of
British manufacturers.
Western education would inculcate in the Indians a sense of admiration and respect for British rule. This would
strengthen the foundations of the British Empire in India.

EXPLANATION:
PURPOSE OF WESTERN EDUCATION
The British did not introduce western education in India merely for the benefit of their colonial subjects; rather
it was aimed at the benefit of the colonial empire as a whole.

• The main motive of the British government behind imparting Western education was to strengthen the
foundations of their political authority in India by creating a class of Indians who would be loyal to
them.
• The British intended to employ the English educated Indians on low salaries as clerks in the civil
service. It would help them to reduce the administrative cost that was involved in bringing and paying
English clerks from England. The British also hoped that the English educated Indians would provide
a market for British goods and cater to the interests of the British manufacturers.
• The British planned to educate a small section of upper and middle classes with the aim to create a
class of Indians who would have western tastes, opinions morals and intellect. These Indians would
also help in spreading the knowledge of western sciences and literature to masses.

CONTENT:
EFFECTS OF WESTERN EDUCATION
• The British system of education produced English-speaking Indian graduates who helped their British
masters to run the empire.
• It also created a class of Indians who were westernized to the extent that they rejected Indian culture
and patronized anything and everything that was British, including British goods.
Western education, however, impacted Indian society in a way the British could never have imagined.
• It aroused in them an awareness of the evil effects of foreign rule.
• The teachings of modern European philosophers instilled in them admiration for democratic
institutions.
• Knowledge of contemporary nationalist movements in Europe fired the Indians with an intense desire
to build a new India-progressive, strong, prosperous and united. In course of time, the best among them
became leaders of the national movement.
To build a nation, it was imperative to establish bonds of unity. Once again the imposition of English in the
Indian educational system proved to be a boon in disguise.
• English became the medium of communication and exchange of ideas between Indians from diverse
regions speaking diverse languages.
• English broke down regional barriers and united educated Indians. A spirit of nationalism began to
take shape.

EXPLANATION:
EFFECTS OF WESTERN EDUCATION

• It led to the decline of the traditional system of education.

• The focus was on educating a limited number of Indians. Therefore, mass education was neglected,
which led to widespread illiteracy.
• A wide linguistic and cultural gulf was created between the educated few and the masses.
• The English educated class remained loyal to the British.
• The English educated class adopted the western culture so religiously that they became alienated from
their own culture.
Western education, however, impacted Indian society in a way the British could never have imagined.
• It helped in creating awareness and development of analytical skills among Indians.
• The educated Indians understood the evil effects of foreign rule and tried to create awareness.

To build a nation, it was imperative to establish bonds of unity. Once again the imposition of English in the
Indian educational system proved to be a boon in disguise.

• English became the common language of communication between different regions of India. This
helped in the spread of nationalist ideas to diverse regions.
• The English educated Indians were greatly influenced by the ideals of rationalism, humanism and
liberalism prevailing in Europe. They developed an admiration for democratic institutions.

• The English language united the educated Indians from various regions and thus, broke down the
regional barriers.
 Exercises for the Chapter (British Policies and Their Impacts) - Module 5(b)

Section A
Q.1 Fill in the blanks:
1. The first century of _______________________ rule resulted in the decay and destruction of
traditional Indian trade and industry.
2. The first railway line was inaugurated in ______________________ from Bombay to Thane.
3. The British introduced English as the official language in the year ______________________.
4. The new class of Indian ________________________ received no support from the government.
5. ______________________ was mainly religious and the privilege of the rich upper classes of society.

Q.2 Mention whether the following statements are TRUE or FALSE:

1. Charles Wood is known for his educational despatch.
2. The development of transport and communication systems did not benefit Indian in any way.
3. Lord Macaulay insisted that western education should be imparted through the medium of vernacular
languages.
4. The Indian handicrafts industry declined as a result of the British economic policies.
5. The British transformed India into a supplier of raw materials and a market for British products.

Q.3 Match the following:

S. Column A S. Column B
No No.
.
1. The British and other European A and Indian handicrafts suffered a severe setback.
countries passed laws
2 The craftspeople and artisans were B was established to serve British interests and
deprived geared to suit colonial needs.
3 The vastly improved communication C ideas between Indians from diverse regions
system speaking diverse languages.
4 English became the medium of D a sense of admiration and respect for British rule.
communication and exchange of
5 Western education would inculcate in E which prevented the entry of cotton and silk
the Indians textiles from India.
Q.4 Give one-word answers for the following questions:
1. Who insisted that Western education should be introduced and imparted through the medium of
English?
2. When did the government pass a resolution outlining its new education policy?
3. When did the Post and Telegraph department open in India?
4. Who set up a cotton mill in Bombay in 1851?
5. Who obstructed the growth of modern Indian industries to keep the country underdeveloped and
economically backward?

Q.5 Choose the correct answer from the options given:

1. Which nationalist leader resented the drain of wealth?

(a) Dadabhai Naoroji (b) Gopal Krishna Gokhale

(c) Mahatma Gandhi (d) Bal Gangadhar Tilak

2. Who inaugurated the first railway line from Bombay to Thane?

(a) Lord Cornwallis (b) Lord Dalhousie
(c) Lord Macaulay (d) Sir Charles Wood

3. Whose Education Despatch provided a new direction to British educational policy?

(a) Lord Cornwallis (b) Sir Charles Wood

(c) Lord Macaulay (d) William Bentinck

4. Which group of people favoured the promotion of traditional Indian learning through the medium of
classical and regional languages?

(a) Orientalists (b) Anglicists

(c) Nationalist (d) None of them

5. How much money did the Charter Act of 1813 direct the company to spend on the education of
Indians?

(a) 15 Lakh rupees (b) 10 Lakh rupees

(c) 1 Lakh rupees (d) 5 Lakh rupees
 Section B
Q.6 Study the picture and answer the following questions:

This is the picture of an Indian nationalist.

1. Identify the person given in the picture.
2. What did he think about the British rule in India?
3. Explain any three ways in which he felt that the Indian economy was being exploited by the British.

Q.7 Answer the following questions in short:

Q.1 What was the significance of the Charter Act of 1813 in the context of the British educational policy
in India?
Q.2 How did westernized Indians help to promote the interests of British manufactures?
Q.3 How did knowledge of contemporary nationalist movement in Europe inspire the Indians?
Q.4 Mention any two positive effects of the introduction of English in the Indian educational system.
Q.5 What were the differences between Anglicists and Orientalist regarding the education policy?

Q.8 Answer the following questions briefly:

Q.1 Why and how did the British develop proper transport and communication facilities in India?
Q.2 Discuss the introduction and spread of western education.
Q.3 What was the purpose behind the introduction of western education in India?
Q.4 Explain how the improved transport and communication system proved beneficial for the Indians.
Q.5 Explain the decline of the modern Indian industries