The document discusses the revenue systems established by the British East India Company after it became the diwan, or tax collector, of Bengal in 1765. It describes three main systems - the Permanent Settlement of 1793, which recognized zamindars and fixed revenues permanently; the Mahalwari system of 1822, which assessed revenues at the village level; and the Ryotwari or Munro system in southern India, which settled revenues directly with cultivators. However, all three systems failed as revenue demands were too high and peasants struggled to pay, leading to deserted villages. The document also explains how the British promoted certain cash crops for export, including indigo, and the role of indigo cultivation in India
Prepared By
IT CLUB, Sainik School Amaravathinagar
Post: Amaravathinagar
Dist: Tiruppur, Tamilnadu
Club I/c
Praveen M Jigajinni
DCSc & Engg,PGDCA,ADCA,MCA,MSc(IT),MTech(IT), M.Phil (Comp Sci)
For Any Queries Please feel free to contact:
Email Id : praveenkumarjigajinni@gmail.com
Cell No: 9431453730
8th std Social Science- Ch. 3 Why Do We Need A Parliament?Navya Rai
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
People would elect their representatives to the Parliament
One group from among these elected representatives forms the Government
The Parliament, which is made up of all representatives together, controls and guides the government.
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 8 CHAPTER permanent settlement ryotwari and mahalwari system holt mackenzi charles cornwalis indigo and blue rebellion
Prepared By
IT CLUB, Sainik School Amaravathinagar
Post: Amaravathinagar
Dist: Tiruppur, Tamilnadu
Club I/c
Praveen M Jigajinni
DCSc & Engg,PGDCA,ADCA,MCA,MSc(IT),MTech(IT), M.Phil (Comp Sci)
For Any Queries Please feel free to contact:
Email Id : praveenkumarjigajinni@gmail.com
Cell No: 9431453730
8th std Social Science- Ch. 3 Why Do We Need A Parliament?Navya Rai
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
People would elect their representatives to the Parliament
One group from among these elected representatives forms the Government
The Parliament, which is made up of all representatives together, controls and guides the government.
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 8 CHAPTER permanent settlement ryotwari and mahalwari system holt mackenzi charles cornwalis indigo and blue rebellion
Hey I am arjun ,my new powerpoint that you see ‘RULING THE COUNTRY SIDE’ is the detailed notes of the chapter 3 8 history . It consists of the notes of chapter , pictures related to the chapter .l hope you all will like my presentation.
This is an in depth description of the chapter 2 class 8 history and all the important points are covered in the ppt for the students for the reference purpose
The making of national movement 1870s-1947s ARJUNPRATHEEP
Within about a hundred years, the British took control of almost every aspect of life in India. Many Indians began to feel that the British control had to end to make India the country for Indians.After 1850, many political associations were formed. Most of them were formed in the 1870s and 1880s. Most of these associations were led by English-educated professionals. Some of the important ones were; the Poona Sarvajanik Sabha, the Indian Association, the Madras Mahajan Sabha, the Bombay Presidency Association.
How, When And Where - Class 8 - History - (Social Studies)AnjaliKaur3
This PPT explains history chapter 1 from NCERT book in a very different manner. It will be useful for students and for teachers. It contains more information apart from books and hopefully students will find it interesting as they can relate this topic by going through different examples.
The making of the national movement: 1870s - 1947 | Ls-11 | History | Class - 8 SugeethJayarajSA
Well, let's take a look at the past of India. India is a land filled with great wonders. Let's look at a class 8 History ppt filled with lots of info put in a very attractive manner about the making of the national movement.
The British Raj was the rule by the British Crown in the Indian subcontinent between 1858 and 1947.The rule is also called Crown rule in India,or direct rule in India.The region under British control was commonly called India in contemporaneous usage, and included areas directly administered by the United Kingdom, which were collectively called British India, and those ruled by indigenous rulers, but under British tutelage or paramountcy, and called the princely states. The resulting political union was also called the Indian Empire and after 1876 issued passports under that name.As India, it was a founding member of the League of Nations, a participating nation in the Summer Olympics in 1900, 1920, 1928, 1932, and 1936, and a founding member of the United Nations in San Francisco in 1945.
This system of governance was instituted on 28 June 1858, when, after the Indian Rebellion of 1857, the rule of the British East India Company was transferred to the Crown in the person of Queen Victoria(who, in 1876, was proclaimed Empress of India). As a state, the British Empire in India functioned as if it saw itself as the guardian of a system of connected markets maintained by means of military power, business legislation and monetary management.It lasted until 1947, when the British Indian Empire was partitioned into two sovereign dominion states: the Dominion of India (later the Republic of India) and the Dominion of Pakistan (later the Islamic Republic of Pakistan, the eastern part of which, still later, became the People's Republic of Bangladesh). At the inception of the Raj in 1858, Lower Burma was already a part of British India; Upper Burma was added in 1886, and the resulting union, Burma, was administered as an autonomous province until 1937, when it became a separate British colony, gaining its own independence in 1948.
8th std Social Science History Chapter 3- Ruling the CountrysideNavya Rai
8th std Social Science History Chapter 3- Ruling the Countryside
The East India Company became the Diwan of Bengal, on 12 August 1765.
As Diwan, the Company became the chief financial administrator of the territory under its control.
The Company needed to administer the land and organise its revenue resources. It needed to be done in a way that could yield enough revenue to meet the growing expenses of the company.
Hey I am arjun ,my new powerpoint that you see ‘RULING THE COUNTRY SIDE’ is the detailed notes of the chapter 3 8 history . It consists of the notes of chapter , pictures related to the chapter .l hope you all will like my presentation.
This is an in depth description of the chapter 2 class 8 history and all the important points are covered in the ppt for the students for the reference purpose
The making of national movement 1870s-1947s ARJUNPRATHEEP
Within about a hundred years, the British took control of almost every aspect of life in India. Many Indians began to feel that the British control had to end to make India the country for Indians.After 1850, many political associations were formed. Most of them were formed in the 1870s and 1880s. Most of these associations were led by English-educated professionals. Some of the important ones were; the Poona Sarvajanik Sabha, the Indian Association, the Madras Mahajan Sabha, the Bombay Presidency Association.
How, When And Where - Class 8 - History - (Social Studies)AnjaliKaur3
This PPT explains history chapter 1 from NCERT book in a very different manner. It will be useful for students and for teachers. It contains more information apart from books and hopefully students will find it interesting as they can relate this topic by going through different examples.
The making of the national movement: 1870s - 1947 | Ls-11 | History | Class - 8 SugeethJayarajSA
Well, let's take a look at the past of India. India is a land filled with great wonders. Let's look at a class 8 History ppt filled with lots of info put in a very attractive manner about the making of the national movement.
The British Raj was the rule by the British Crown in the Indian subcontinent between 1858 and 1947.The rule is also called Crown rule in India,or direct rule in India.The region under British control was commonly called India in contemporaneous usage, and included areas directly administered by the United Kingdom, which were collectively called British India, and those ruled by indigenous rulers, but under British tutelage or paramountcy, and called the princely states. The resulting political union was also called the Indian Empire and after 1876 issued passports under that name.As India, it was a founding member of the League of Nations, a participating nation in the Summer Olympics in 1900, 1920, 1928, 1932, and 1936, and a founding member of the United Nations in San Francisco in 1945.
This system of governance was instituted on 28 June 1858, when, after the Indian Rebellion of 1857, the rule of the British East India Company was transferred to the Crown in the person of Queen Victoria(who, in 1876, was proclaimed Empress of India). As a state, the British Empire in India functioned as if it saw itself as the guardian of a system of connected markets maintained by means of military power, business legislation and monetary management.It lasted until 1947, when the British Indian Empire was partitioned into two sovereign dominion states: the Dominion of India (later the Republic of India) and the Dominion of Pakistan (later the Islamic Republic of Pakistan, the eastern part of which, still later, became the People's Republic of Bangladesh). At the inception of the Raj in 1858, Lower Burma was already a part of British India; Upper Burma was added in 1886, and the resulting union, Burma, was administered as an autonomous province until 1937, when it became a separate British colony, gaining its own independence in 1948.
8th std Social Science History Chapter 3- Ruling the CountrysideNavya Rai
8th std Social Science History Chapter 3- Ruling the Countryside
The East India Company became the Diwan of Bengal, on 12 August 1765.
As Diwan, the Company became the chief financial administrator of the territory under its control.
The Company needed to administer the land and organise its revenue resources. It needed to be done in a way that could yield enough revenue to meet the growing expenses of the company.
Hai viewers, please benefit from these SS-Indian history resources made as part of ICT learning in World class functioning JNVs -the centres of excellence of its kind.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Introduction
In the last chapter we saw how the Company established its
power ( From Trade to Territory) and how the Company
became Diwan.
Here we discuss what happened after company becoming
Diwan or how the company organised their revenues, for that
we study three revenue systems such as i) Permanent
settlement ii) Mahalwari system iii) Munro system or
Ryotwary system.
Then we also see how the British grow crops they required ,
one such crop is Indigo and the method of production. Then
we also study about the Blue Rebellion and what happened
after the Blue Rebellion.
3. The Company becomes Diwan
In the last chapter we discussed the Company became diwan ,
in this chapter we study what happened after the company
becoming diwan.
On 12th August 1765, the Mughal Emperor Sha Alam II
appointed the East India Company as the Diwan of Bengal in
Robert Clive’s Tent.
[ Image where Robert Clive is accepting Diwani Right over
Bihar, Orissa and Bengal]
4. After the Battle of Buxar Mughal emperor was forced to
issue the Diwani Rights ( Right to collect Tax).
As Diwan, the Company became the chief financial
administrator and had to administer the land and organise its
revenue resources.
This had to be done in a way that could yield enough
revenue to meet the growing expenses of the company and
could buy all the products it needed and sell what it wanted.
So, over the years the company learnt that those had held
local power had to be controlled but they could not be
entirely eliminated to pacify who had ruled the countryside.
For this what was done? We will see how the company came
to
•Colonise the countryside
• Organise revenue resources
•Redefined the rights of people and how they produced the
crops they wanted.
5. Revenue for the company
Let’s see how the company organised revenue resources?
Even though the company became the Diwan of Bengal the
company saw itself primarily as a trader and they wanted
larger revenue income
For this what they did ? They didn’t set up any regular
revenue system. So simply they wanted to increase revenue as
much as it could and buy fine cotton and silk cloth as cheaply
as possible.
6. Within five years the value of these goods bought by the
company in Bengal doubled. ( Before 1865, the company
had to purchase goods in India by importing gold and silver
from Britain).
But now the revenue collected in Bengal could finance the
purchase of goods for export and maintainance of the army
etc.
And soon the Bengal economy started falling drastically,
because of the following reasons.
i) The artisans were deserting villages as they were forced
to sell their goods to the company at low prices.
ii) Peasants were unable to pay the revenue dues.
iii) And Artisanal production was in decline and
agricultural cultivation started to collapse.
iv) Then in 1770 a terrible famine killed ten million people
in Bengal that is about 1/3rd of the population was wiped
out.
7. 1. Image of Murshidabad weekly
market where peasants & artisans
from rural area regularly came to
sell their produce but these
markets were badly affected
during Economic crisis.
2. Image of Bengal Famine 1770 about
10 million people killed.
8. The need to improve agriculture
This economic crises effected the company’s income so,
most of the company officials began to feel that agriculture
had to be improved because they knew their revenue
depended on Indian agriculture.
After two decades of debate the company introduced a new
revenue system name as “Permanent settlement” in 1793, by
Governor General Charles Cornwallis.
9. Terms of the Permanent Settlement:
The rajas and talukdars were recognised as Zamindars.
And the Zamindars were asked to collect rent from the
peasants and pay revenue to the company.
The amount to be paid was fixed permanently.
The government thought this would ensure a regular flow
of revenue in company’s coffers and at the same time
encourage the zamindars to invest in improving the land. As
agriculture improves, revenue also increases and Zamindars
aslo get benefited.
10. The problems of Permanent Settlement
The permanent settlement, however created problems:
The Company officials noticed that the Zamindars were not
investing in the improvement of land. Why was it so? Because
as revenue that had been fixed was so high they faced it
difficult to pay and any one who failed to pay the revenue lost
his zamindari and numerous zamindaris were sold of at
auction organised by the company.
But by the 1st decade of the 19th century, the situation
changed, the prices in the market rose and cultivation slowly
expanded, so there was an increase in the income of the
Zamindars, but no gain for the company, since the revenue
demand had been fixed permanently. This was an issue of the
company.
11. Even then the Zamindars did not have an interest in
improving the land, because they had lost lots of land in the
early years of settlement. So now they did not want to take
risk , instead they were giving land to the tenant and getting
rent.
In other hand in villages the cultivators found the system
oppressive. Because;
i) The rent he paid to the zamindar was high.
ii) And his right on the land was insecure.
iii) To pay the rent he had to take loan oftenly from the
moneylender and when he failed to pay the rent he was
evicted from the land he had cultivated for generations.
In short we come to know that the permanent settlement
had problems with zamindars, cultivators and the
company.
12. A new system is devised-The
Mahalwari settlement
By the early 19th century, the company officials wanted to
change the system of revenue, because the company needed
more money, where as in permanent settlement revenues were
fixed, so they had to change the system of revenue.
In the North western province of the Bengal an English
man Holt Mackenzie devised the new system which came into
effect in 1822 and this system is called as Mahalwari system.
13. Under his directions:
Collectors went from village to village , inspecting the
land, measuring the fields and recording customs of different
groups of villages.
The estimated revenue of each plot within a village was
added up to calculate the revenue that each village(Mahal)
had to pay.( Mahal- at the British rule was a revenue estate or
a village or a group of villages).
14. Conti…….
The demand was to revised periodically, not permanently
fixed.
The charge of collecting the revenue and paying it to the
company was given to the village headman, rather than the
Zamindar.
This system came to be known as the Mahalwari system and
this came in to effect in the year 1822.
15. The Munro System
The Mahalwari system devised in the North, in the south the
new system was devised known as the Ryotwari system or
Munro system.
It was tried in a small scale by Captain Alexander Read and
was later developed by Thomas Munro and this system was
gradually extended all over south and this system is called
Munro system or Ryotwari system.
Read and Munro noticed that in the south there were no
Zamindars.
16. The settlement had to be made directly with the
cultivators(Ryots).
Their fields had to be carefully and separately surveyed
before the revenue assessments was made.
Munro thought that the British should act as paternal father
figures protecting the land under their charge.
But all was not well, because:
British introduced two three revenue systems for high income
from land but revenue officials fixed too high revenue
demand.
i) Peasants were unable to pay, ryots fled the countryside and
villages became deserted in many regions.
17. The officials had imagined that the new systems would
transform the peasants in to rich farmers but this did not
happen, they all were failures.
Till now we discussed how company organised the
revenue system.
18. Crops for Europe( How company
produced the crops they wanted)
The British also realised that in countryside they could
yield revenue and also they could grow crops that Europe
required.
By the late 18th century the company tried to expand
cultivation of Opium and Indigo.
The British persuaded or forced the cultivators to grow
other crops such as Jute in Bengal, Wheat in Punjab, Tea in
Assam, Cotton in Maharastra, Sugarcane in the United
province(now UP) & Punjab and Rice in Madras.
19. Conti….
The British used a variety of methods to expand the
cultivation of crops that they needed . In this chapter we
discuss the story of one such crop and one such method of
production.
20. Does colour have a history?
The blue that you see in these prints was produced from a
plant called Indigo.
The first image is a Kalamkari print from Andra Pradesh in
India and second image is a floral cotton designed and
produced by William Morris, using the blue dye
manufactured from indigo plant cultivated in India.
In the 19th century India was the biggest supplier of indigo
in the world.
21. Why there was a demand for Indian
Indigo?
The Indigo plant grows primarily in the tropics, hence
India’s climate was suitable for growing Indigo.
By the 13th century Indian Indigo was being used in Italy,
France, & Britain to dye cloth.
However, Indian Indigo didn’t reach the European market
and its cost was very high.
22. Hence the European cloth manufacturers therefore had to
depend on Woad plant to make violet and blue dyes.
Wood was more easily available in Europe and was grown
in temperate zone like Italy, France, Germany and Britain.
Worried by the competition of indigo the Woad producers
in Europe pressurised their governments to ban the import of
Indigo.
23. Conti….
Cloth dyers however preferred indigo as a dye, because
indigo produced a rich blue colour , where as the dye from
Woad was pale and dull.
24. By the 17th century, European cloth producers asked their
governments to relax the ban on Indigo import, so they could
cultivate indigo and many countries started cultivation of
Indigo.
Ex: The French began cultivating indigo in St. Domingo in
the Caribbean islands.
The Portuguese in Brazil.
The English in Jamaica
The Spanish in Venezuela
And Indigo plantations also came up in many parts of North
America.
By the end of the 18th century the demand for Indian
Indigo grew.
And Britain began to industrialize and its cotton
production expanded dramatically creating enormous new
demand for cloth dyes.
25. While the demand for indigo increased ,its existing
supplies from the West Indies and America collapsed for
variety of reasons( one of the reasons, they used slaves to
work on the indigo plantation, when slavery was abolished
they didn’t get labours to work so production decreased).
Between 1783 & 1789 the production of indigo in the
world fell by half. Britain now desperately looked for new
sources of indigo supply.
Hence they had to turn to India.
26. Britain turns to India
The rising demand of Indigo in Europe the company looks
ways to expand area under Indigo cultivation.
By the end of 18th century, Indigo cultivation in Bengal
expanded rapidly and dominated the world market.
In 1788, 30% of the Indigo imported in to Britain was from
India. By 1810, the proportion had gone up to 95%.
27. Conti…
As the Indigo trade grew, many officials of the company
began investing in Indigo production and left their jobs to
look after their indigo business in hope of getting better
income.
Because of high profits many Scottish men and English
men came to India and became Indigo planters. Those who
had no money to produce indigo could get loans from the
company and some other banks.
28. How was Indigo cultivated?
There were two main system of indigo cultivation NIJ
cultivation and Ryoti cultivation.
Nij cultivation : Within this system of Nij cultivation the
planter produced indigo in lands that he directly controlled.
He either bought the land or rented it from other Zamindars
and produced indigo by directly employing hired labourers.
In India less than 25% of the land producing indigo was
under the nij cultivation system and the rest was under the
ryoti system
29. The problem with Nij cultivation
The planters found it difficult to expand the area under nij
cultivation, because :
i) Indigo could be cultivated only on fertile lands and all the
fertile lands were occupied by food crops and other crops
the Indians required.
ii) Only small plots or scattered plots could be accquired.
iii) Planters needed large areas to cultivate indigo
plantations.
iv) Hence they attempted to lease in the lands around the
indigo factory and evicted the peasants from the area this
led to many conflicts and tensions.
30. Conti…
V) For indigo cultivation a large labour force was required
and at the time of indigo cultivation laboures usually busy in
the harvesting of other crops.
vi) Nij cultivation on a large scale required many ploughs and
bullocks. One Bigha ( Unit of measurement of land at that
time) required 2 ploughs, it means for 100 bigha 200 ploughs
required.
vii) Investing on purchase, maintenance of ploughs and
supplies was a big problem.
Till the late 19th century, planters were therefore reluctant to
expand the area under Nij cultivation.
31. Ryoti System
Under the Ryoti system, the planters forced the ryots or the
village headmen to sign a contract an agreement(Satta).
Those who signed, got cash at low rates of interest to
produce indigo.
But the loan committed the ryot to cultivating indigo on
atleast 2% of the land they are holding.
The planters provided the equipments, while cultivator
prepared the soil, sowed the seeds etc.
32. The problem with Ryoti cultivation
When the crop was delivered to the planters after the
harvest the new loan was given to the ryot and the cycle
started all over again.
The peasants who were tempted by the loans previously
now realised how harsh the system was.
The price they got for the indigo they produced was very
low and the cycle of loans never ended.
The planters usually insisted that indigo be cultivated on
the best soils, in which peasants preferred to cultivate rice.
More over the indigo they had deep roots and it exhausted
the soil fertility. After an indigo harvest the land could not be
sown with rice.
From this we understood both the systems nij and ryoti
had their own defects.
33. The Blue Rebellion and after
In March 1859 thousands of ryots in Bengal refused to
grow Indigo.
They refused to pay rents to the planters and attacked
indigo factories , armed with swords and spears, bows and
arrows.
Women turned up to fight with pots, pans and kitchen
implements.
They ryots boycotted and the Gomasthas –agents of
planters, who came to collect rents were beaten up.
Ryots swore they would no longer take advances to sow
indigo nor be harrashed by the planter, s lathiyals.
The indigo ryots had the support of the local zamindars and
village headmen in their rebellion against planters.
34. After the revolt of 1857 the British was cautious of the
another rebellion. The Lieutenant Governor toured the
regions in the winter of 1859 and the ryots saw the tour as a
sign of government’s sympathy.
When in Barasat, the magistrate Ashley Eden issued a
notice stating that ryots would not be compelled(forced) to
accept indigo contracts. Eden was trying to placate( making
less angry) the peasants, but his action was read as support
for the rebellion.
As the rebellion spread intellectuals from Calcutta rushed
to the rebellion districts and wrote about the tyranny of the
indigo planters, the misery of the indigo ryots and horrors of
the indigo system.
35. Conti….
Worried by the rebellion, the government brought in the
military to protect the planters from assault and set up the
Indigo commission to enquire into the indigo production.
The Commission:
i) The Commission held the planters guilty and criticized
them for the coercive (forcefull) methods they used with
indigo cultivators.
ii) Declared that indigo production was not profitable for
ryots.
iii) Asked ryots to fulfil their existing contracts but also told
them that they could refuse to produce indigo in future.
36. Conti….
After the revolt indigo production collapsed in Bengal.
But the planters now shifted their operations to the Bihar.
With the discovery of synthetic dyes in the late 19th century
they managed to expand production.
When Mahatma Gandhi returned from South Africa a
peasant from Bihar persuaded him to visit Champaran.
Mahatma Gandhi’s visit in 1917 marked the beginning of
the Champaran movement against the indigo planters.