Analysis Of ' Hind Swaraj And Indian Home Rule '

“I am well aware, that I speak of a country containing congeries of races, religions and languages, and I know well the difficulties thereby created but these difficulties can only be overcome by the Indians. We are mindful of the rights of the minority. On the other hand, we cannot allow a minority to place a veto on the advance of majority”

As India’s modernization developed, the entire civilization of India improved remarkably. The country’s improvement of civilization is exemplified through it’s establishment of schools and law. Western education was introduced by Britain and laws were well made with courts that enforce them. (Doc 3). One should take into account the speaker of this document because Romesh Dutt is an Indian like any other, yet he praises the British for what they have done to contribute to the development of India. In addition to these establishments is Britain bringing finer ideals of humanity to India. Infanticide, the killing of female babies, was brought to a halt as well as participation in the slave trade (Doc 5). Without the interference of Britain, these inhumane actions would be prevalent throughout India and the country would suffer from a bad reputation. These

The general cause of the Indian Independence Movement was India’s desire for independence from British, French and Portuguese Rule. The aim of the movement was “Swaraj, a self-governing India” (Sharma, 2005, p. 22). One, more specific, cause of the Indian Independence Movement took place in 1905 when the province of Bengal was divided into two provinces,

British imperialism had a negative impact on the politics of India because of the establishment of the framework for India that leads to their downfall and the Indian Army which they used to control their own kind. According to Dr.Lalvani, the British established the framework for India’s justice system, civil services, loyal army, and the efficient loyal police. (Paragraph #6). While this is true, the framework didn’t include the Indians, because “Of 960 civil offices, 900 are occupied by English men and 60 by natives”(Doc. #2). British laws often benefited the British and were designed to limit the freedom of speech of the Indians, for example, the Rowlatt Act in 1919. (Gandhi). This evidence shows that the British, when creating the framework for the new and improved India wanted to benefit from it while trying to lower the Indian’s and limit the

(Document 5) This shows that even though Britain gave education to Indians they only gave it to who could afford it and hardly anyone could. Lalvani claims that over the 200 year span of British imperialism, India’s religions felt safer and less discriminated against. ( According to Dr.Lalvani) Although the British thought this was true it actually was not. Christians were mocking and discriminating against Muslims and Hindus. (Gandhi) Similarly Hinduism believes in nonviolence so when the protest at Amritsar took place the Indians were brutally slaughtered while being unarmed. (Gandhi) Because of their non-violence beliefs the Hindus had no defense and were killed by what they thought was their

Inspired by Mohandas K. Gandhi’s philosophy of Satyagraha during his strive for freedom from government control, Attenborough depicts this in his film. During Gandhi’s first non-violent protest in South Africa, the cross-cutting between Gandhi burning legal documents outlining the rules of the Indians and the English policemen restraining Gandhi signifies the competing political perspectives that exist on the freedom and rights that should be given to Indians. Attenborough emphasises the concept of Satyagraha through Gandhi’s patience and non-violent rebuttal regardless of the Englishmen beating him. Similarly, following the Amritsar massacre, Gandhi reiterates his idea of fighting for the freedom of his nation as he claims people would prefer ‘their own bad government to the good government of an alien power’ which contradicts to the perspective of the British rulers who feel chaos would ensure if that was to occur. Attenborough motto in the film of “peaceful, non-violent, non-co-operation” highlights Gandhi’s motivation to give his people independence. Gandhi makes a statement on non-violent protests through the symbolic salt march scene where the panning of Gandhi marching

Many people believe that in the 1940’s most of India’s problems involving independence was to do with divisions within India rather than British imperialism. In this essay I will be looking at both points of view and finally giving my opinion. I will be using three sources also to help me show both sides of the story. I will also be using my further knowledge to add a wider range of knowledge.

Applebee, Arthur N. “Gandhi's - Civil Disobedience.” The Language of Literature, McDougal Littell, Evanston, IL, 2000, pp. 377–377.

Throughout the years many historians have compilated and examined why Indian people were so desperate to gain back their independence from the British Empire during their rule over India, from 1612 to 1947. The reasoning can most definitely be found as the British discriminated against Indian people as they believe that they were inferior; it is no surprise that Indian people fought so hard for their independence. Throughout the British Raj, they placed and put forward unbelievably racist acts and laws which discriminated against Indian people. Which of course led to Indians to rebel against the British rule and which the British reacted with causing massacres. Explaining the nationalistic many India’s felt during the British Raj.

India is no different, the Sepoy Rebellion was one of the main stands the Indians took to defend their beliefs. With the British's complete disregard of Hindu and Muslim practices, Indians broke into outrage when asked to bite off the ammunition cartridge greased with pork and beef fat. How could they not? Their entire belief system itself was being threatened. Although out of this gruesome cultural war Gandhi emerged with a new way of thinking, without violence. With Gandhi’s defiance, a salt taxation was released which gave even more control to the British Raj. Although stopping Gandhi’s way of thinking was helpless and the Indians took yet another stand with the 1930’s Salt March. Though there were some laws that Gandhi could not take a stand too. Some of the government released laws were careless and did not seem to have any purpose but to irk the Indian people. Being treated as second class citizens in their own home is what the people came to know, racist attitude also dominated around the country of India.

Gandhi’s first hand experiences in dealing with discrimination began in South Africa. In Chapter VII ‘Some Experiences,’ Gandhi recalls on his first days of his arrival the incident at the Durban court

Events in South Africa had made Gandhi a very well-known man in India and in 1915 he along with family in tow, arrives in Bombay, India which is where the following scene takes place. I immediately noticed that he was no longer wearing a suit, but instead the traditional clothing of the Indian people. Upon returning to India, the film depicts Gandhi taking on the English once again with the backing of millions of Indian supporters seeking independence from Great Britain. This done by once again forming a non-violent protesting organization. From here the film goes on to show violence brought to Gandhi’s followers, supporters, and the non-violent protestors by officials using force with gunfire, batons, etc. Afterwards, Gandhi was again imprisoned several times in India with one occurrence resulting in a six year sentence.

In South Africa, he involved himself in an attempt to end discrimination against the minority Indians residing there. During this course, he developed “satyagarha”, which translates into “soul force”, or an approach of non-violence resistance, against the British governments in South Africa. In the years following the World War I, Gandhi became a leading figure in India for his struggle to achieve independent from the mighty British rule. His willingness to tolerate the punishments and the prison confinement earned him the title of “ Mahatama”, a “great soul” in India in 1914. (Mohandas Gandhi, 2015)

The researcher understood the specific theme chosen and was a bit au-fait with the topic, because she had a keen interest in Gandhi and all his work. In an age where violence is on the increase Gandhi’s message of non-violence is needed. It is the researchers hope that this IA will reach a wide cross section of people and will effect a change. Gandhi’s views on issues like untouchability are deeply dealt with. Never anywhere Gandhi’s views about untouchability were effectively heard. But, in this book they were dealt in detail with lots of arguments and convincing proofs of why untouchability is sin. Even his co-living with the untouchables and the resistance he faced for that is discussed. His views on religion, nationality, his movements like civil-disobedience, are also clearly shown. Even his opinions on many religions were discussed in deep; a striking

E.M. Forster’s classic novel “A Passage to India” tells the story of a young doctor, Dr. Aziz, and his interactions with the British citizens who are residing in India during the time of the British Raj. Throughout the novel, the reader gets many different viewpoints on the people and the culture of India during this point in history. The reader sees through the eyes of the Indian people primarily through the character of Dr. Aziz, and the perceptions of the British through the characters of Mr. Fielding, Adela Quested, and Mrs. Moore. Through the different characters, and their differing viewpoints, the reader can see that Forster was creating a work that expressed a criticism that he held of the behavior of the British towards their Indian subjects.