Partition of India

The partition of India in 1947 was the division of British India into two independent dominion states, the Union of India and Dominion of Pakistan. The Union of India is today the Republic of India, and the Dominion of Pakistan is the Islamic Republic of Pakistan and the People's Republic of Bangladesh. The partition involved the division of two provinces, Bengal and the Punjab, based on district-wide non-Muslim (mostly Hindu and Sikh) or Muslim majorities. It also involved the division of the British Indian Army, the Royal Indian Navy, the Indian Civil Service, the railways, and the central treasury, between the two new dominions. The partition was set forth in the Indian Independence Act 1947 and resulted in the end of the British Raj, or Crown rule in India. The two self-governing countries of India and Pakistan legally came into existence at midnight on 14–15 August 1947.

With the partition of British India and withdrawal of the British from the Indian subcontinent, the Indian Independence Act provided that the princely states were released from their subsidiary alliances and other obligations to the British, while the British withdrew from their obligations to the states, leaving the rulers to decide whether to accede to India or Pakistan or to remain independent outside both. Sardar Patel said in a speech in January 1948, "On the lapse of Paramountcy, every Indian State became a separate independent entity." The political integration of the princely states into the two new dominions was begun by many accessions in August 1947, but mostly it followed on later. Critically, the rulers of the states of Hyderabad, Jammu and Kashmir, and others, chose independence.

The partition displaced between 12 and 20 million people along religious lines, creating overwhelming refugee crises associated with the mass migration and population transfer that occurred across the newly constituted dominions; there was large-scale violence, with disputed estimates of the loss of life before, at the time of, or following the partition. As of 2009, the estimates still varied between two hundred thousand and two million. The violent nature of the partition created an atmosphere of hostility and suspicion between India and Pakistan that plagues Indo-Pakistani relations to the present.

The term partition of India does not cover the earlier separations of Burma (now Myanmar) and Ceylon (now Sri Lanka) from the administration of British India. It does not cover the incorporation of the enclaves of French India into India during the period 1947–1954, or the annexation of Goa and other districts of Portuguese India by India in 1961. Other contemporaneous political entities in the region in 1947, such as Sikkim, Bhutan, Nepal, and the Maldives, were unaffected by the partition.

The secession of Bangladesh from Pakistan in 1971 was a later partition of Pakistan, and not of India.

Partition of Bengal: 1905

The Bengal Presidency was a large administrative unit in British India. In 1905, Viceroy of India Lord Curzon split it into the Muslim-majority province of Eastern Bengal and Assam and the Hindu-majority province of Bengal. The partition of Bengal—which had been contemplated by previous colonial administrations, though never acted upon—transformed nationalist politics.

Bengalis were upset at the prospect of being outnumbered in the new Bengal province by Biharis and Oriyas. They felt that Curzon's act was punishment for their political assertiveness. The pervasive protests against Curzon's decision predominantly took the form of the Swadeshi ('buy Indian') campaign, involving a boycott of British goods. Sporadically, but flagrantly, the protesters also took to political violence, which involved attacks on civilians. The violence was ineffective, as most planned attacks were either prevented by the British or failed. The rallying cry for both types of protest was the slogan Bande Mataram (Bengali, lit. 'Hail to the Mother'), the title of a song by Bankim Chandra Chatterjee, which invoked a mother goddess, who stood variously for Bengal, India, and the Hindu goddess Kali. The unrest spread from Calcutta to the surrounding regions of Bengal when Calcutta's English-educated students returned home to their villages and towns. The religious stirrings of the slogan and the political outrage over the partition were combined as young men, in such groups as Jugantar, took to bombing public buildings, staging armed robberies, and assassinating British officials. Since Calcutta was the imperial capital, both the outrage and the slogan soon became known nationally.

The overwhelming, predominantly-Hindu protest against the partition of Bengal, along with the fear of reforms favouring the Hindu majority, led the Muslim elite of India in 1906 to the new viceroy Lord Minto, asking for separate electorates for Muslims. In conjunction, they demanded representation in proportion to their share of the total population, reflecting both their status as former rulers and their record of cooperating with the British. This would result in the founding of the All-India Muslim League in Dacca in December 1906. Although Curzon by now had returned to England following his resignation over a dispute with his military chief, Lord Kitchener, the League was in favor of his partition plan. The Muslim elite's position, which was reflected in the League's position, had crystallized gradually over the previous three decades, beginning with the 1871 Census of British India, which had first estimated the populations in regions of Muslim majority. For his part, Curzon's desire to court the Muslims of East Bengal had arisen from British anxieties ever since the 1871 census, and in light of the history of Muslims fighting them in the 1857 Rebellion and the Second Anglo-Afghan War.

In the three decades since the 1871 census, Muslim leaders across North India had intermittently experienced public animosity from some of the new Hindu political and social groups. The Arya Samaj, for example, had not only supported the cow protection movement in their agitation, but also—distraught at the census' Muslim numbers—organized "reconversion" events for the purpose of welcoming Muslims back to the Hindu fold. In the United Provinces, Muslims became anxious in the late-19th century as Hindu political representation increased, and Hindus were politically mobilized in the Hindi–Urdu controversy and the anti-cow-killing riots of 1893. In 1905, Muslim fears grew when Tilak and Lajpat Rai attempted to rise to leadership positions in the Congress, and the Congress itself rallied around the symbolism of Kali. It was not lost on many Muslims, for example, that the bande mataram rallying cry had first appeared in the novel Anandmath in which Hindus had battled their Muslim oppressors. Lastly, the Muslim elite, including Nawab of Dacca, Khwaja Salimullah, who hosted the League's first meeting in his mansion in Shahbag, were aware that a new province with a Muslim majority would directly benefit Muslims aspiring to political power.

Biography of Swami Vivekananda

Swami Vivekananda (12 January 1863 – 4 July 1902), born Narendranath Datta, was an Indian Hindu monk, philosopher, author, religious teacher, and the chief disciple of the Indian mystic Ramakrishna. Vivekananda was a major figure in the introduction of Vedanta and Yoga to the Western world during the late 19th century, and is credited with raising interfaith awareness and elevating Hinduism to the status of a major world religion.

Vivekananda showed an early inclination towards religion and spirituality. At the age of 18, he met Ramakrishna and became his devoted disciple, and later took up the vows of a sannyasin (renunciate). Following Ramakrishna’s death, Vivekananda travelled extensively across the Indian subcontinent as a wandering monk, gaining first-hand knowledge of the often harsh living conditions endured by the Indian masses under then British India, he sought a way to alleviate their suffering by establishing social services but lacked capital. In 1893, he travelled to the United States to participate in the Parliament of the World's Religions in Chicago, where he delivered a landmark speech beginning with the words "Sisters and brothers of America.". His powerful message introduced Hindu spiritual thought and advocated for both religious tolerance as well as universal acceptance. The speech made a profound impression; an American newspaper described him as "an orator by divine right and undoubtedly the greatest figure at the Parliament".

Following his success in Chicago, Vivekananda lectured widely across the United States, the United Kingdom, and continental Europe, disseminating the essential principles of Hindu philosophy. He established the Vedanta Society of New York and the Vedanta Society of San Francisco (now the Vedanta Society of Northern California), both of which became the foundations for later Vedanta Societies in the West. In India, he founded the Ramakrishna Math, a monastic order for spiritual training, and the Ramakrishna Mission, dedicated to social services, education, and humanitarian work.

Vivekananda is widely regarded as one of the greatest modern Indian thinkers. He was a prominent philosopher, social reformer, and the most successful proponent of Vedanta philosophy abroad. He played a crucial role in the Hindu revivalist movement and contributed significantly to the rise and development of Indian nationalism in colonial India. Celebrated as a patriotic saint, his birth anniversary is observed in India as National Youth Day.

Early life (1863–1888)

Vivekananda was born as Narendranath Datta (name shortened to Narendra or Naren) in an aristocratic Bengali Kayastha family in his ancestral home at 3 Gourmohan Mukherjee Street in Calcutta, the capital of British India, on 12 January 1863 during the Makar Sankranti festival. He was one of nine siblings. His father, Vishwanath Datta, was an attorney at the Calcutta High Court. Durgacharan Datta, Narendra's grandfather was a Sanskrit and Persian scholar who left his family and became a monk at age twenty-five. His mother, Bhubaneswari Devi, was a devout housewife. The progressive, rational attitude of Narendra's father and the religious temperament of his mother helped shape his thinking and personality. Narendranath was interested in spirituality from a young age and used to meditate before the images of deities such as Shiva, Rama, Sita, and Hanuman. He was fascinated by wandering ascetics and monks. Narendra was mischievous and restless as a child, and his parents often had difficulty controlling him. His mother said, "I prayed to Shiva for a son and he has sent me one of his demons".

Education

In 1871, at the age of eight, Narendranath enrolled at Ishwar Chandra Vidyasagar's Metropolitan Institution, where he went to school until his family moved to Raipur in 1877. In 1879, after his family's return to Calcutta, he was the only student to receive first-division marks in the Presidency College entrance examination. He was an avid reader in a wide range of subjects, including philosophy, religion, history, social science, art and literature. He was also interested in Hindu scriptures, including the Vedas, the Upanishads, the Bhagavad Gita, the Ramayana, the Mahabharata and the Puranas. Narendra was trained in Indian classical music, and regularly participated in physical exercise, sports and organised activities. He studied Western logic, Western philosophy and European history at the General Assembly's Institution (now known as the Scottish Church College). In 1881, he passed the Fine Arts examination, and completed a Bachelor of Arts degree in 1884. Narendra studied the works of David Hume, Immanuel Kant, Johann Gottlieb Fichte, Baruch Spinoza, Georg W. F. Hegel, Arthur Schopenhauer, Auguste Comte, John Stuart Mill and Charles Darwin. He became fascinated with the evolutionism of Herbert Spencer and corresponded with him. He translated Spencer's book Education (1861) into Bengali. While studying Western philosophers, he also learned Sanskrit scriptures and Bengali literature.

William Hastie (the principal of Scottish Church College, Calcutta, from where Narendra graduated) wrote of him: "Narendra is really a genius. I have travelled far and wide but I have never come across a lad of his talents and possibilities, even in German universities, among philosophical students. He is bound to make his mark in life". He was known for his prodigious memory and speed reading ability, and a number of anecdotes attest to this. Some accounts have called Narendra a shrutidhara (a person with a prodigious memory).

East India Company

The East India Company was an English, and later British, joint-stock company that was founded in 1600 and dissolved in 1874. It was formed for Indian Ocean trade, initially with the East Indies (which included the Indian subcontinent and Southeast Asia), and later with East Asia. The company gained control of large parts of the Indian subcontinent and Hong Kong. At its peak, the company was the largest corporation in the world by various measures and had its own armed forces in the form of the company's three presidency armies, totalling about 260,000 soldiers, twice the size of the British Army at certain times.

Originally chartered as the "Governor and Company of Merchants of London Trading into the East-Indies," the company rose to account for half of the world's trade during the mid-1700s and early 1800s, particularly in basic commodities including cotton, silk, indigo dye, sugar, salt, spices, saltpetre, tea, gemstones, and later opium. The company also initiated the beginnings of the British Raj in the Indian subcontinent.

The company eventually came to rule large areas of the Indian subcontinent, exercising military power and assuming administrative functions. Under this government-like rule, the company used torture to extract taxes, reduced much of the population to poverty and enacted policies that resulted in the Great Bengal famine of 1770, during which 10 million people starved to death.

Company-ruled areas in the region gradually expanded after the Battle of Plassey in 1757, and by 1858 most of modern India, Pakistan and Bangladesh, along with Lower Burma, was either ruled by the company or princely states closely tied to the company by treaties. Following the Indian Rebellion of 1857, the Government of India Act 1858 led to the British Crown assuming direct control of present-day Bangladesh, India, Pakistan, and Myanmar in the form of the new British Raj. The company subsequently experienced recurring problems with its finances, despite frequent government intervention. The company was dissolved in 1874 under the terms of the East India Stock Dividend Redemption Act enacted one year earlier, as the Government of India Act had by then rendered it vestigial, powerless, and obsolete. The official government machinery of the British Empire had assumed its governmental functions and absorbed its armies.

History

In 1577, Francis Drake set out on an expedition from England to plunder Spanish settlements in South America in search of gold and silver. Sailing in the Golden Hind, he achieved this, and then sailed across the Pacific Ocean in 1579, known then only to the Spanish and Portuguese. Drake eventually sailed into the East Indies and came across the Moluccas, also known as the Spice Islands, and met Sultan Babullah. In exchange for linen, gold, and silver, the English obtained a large haul of exotic spices, including cloves and nutmeg. Drake returned to England in 1580 and became a hero; his circumnavigation raised an enormous amount of money for England's coffers, and investors received a return of some 5,000 per cent. Thus started an important element in the eastern design during the late sixteenth century.

With England at war with Spain and Portugal in 1585, trade was now cut off, and Queen Elizabeth I resorted to privateering. Soon after Thomas Cavendish's circumnavigation in 1587 and the Spanish Armada's defeat the following year, the captured Spanish and Portuguese ships and cargoes laid the foundation for further privateering to even more distant zones of the conflict. London merchants presented a petition to Elizabeth I for permission to sail to the Indian Ocean, and beyond with the Spice Islands of particular interest. The aim was to deliver a decisive blow to the Spanish and Portuguese monopoly of far-eastern trade. Elizabeth granted her permission and in 1591, James Lancaster in the Bonaventure with two other ships, financed by the Levant Company, sailed from England around the Cape of Good Hope to the Arabian Sea, becoming the first English expedition to reach India that way. Having sailed around Cape Comorin to the Malay Peninsula, they preyed on Spanish and Portuguese ships there before returning to England in 1594.

The biggest prize that galvanised English trade was the seizure of a large Portuguese carrack, the Madre de Deus, by Walter Raleigh and the Earl of Cumberland at the Battle of Flores on 13 August 1592. When she was brought in to Dartmouth she was the largest vessel ever seen in England and she carried chests of jewels, pearls, gold, silver coins, ambergris, cloth, tapestries, pepper, cloves, cinnamon, nutmeg, benjamin (a highly aromatic balsamic resin used for perfumes and medicines), red dye, cochineal and ebony. Equally valuable was the ship's rutter (mariner's handbook) containing vital information on the China, India, and Japan trade routes.

In 1596, three more English ships sailed east but all were lost at sea. A year later however saw the arrival of Ralph Fitch, an adventurer merchant who, with his companions, had made a remarkable nine year overland journey to Mesopotamia, the Persian Gulf, the Indian Ocean, India and Southeast Asia. Fitch was consulted on Indian affairs and gave even more valuable information to Lancaster.

Medical education

Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education).

Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research.

Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education.

Common techniques and evidence base

Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning".

Entry-level education

Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both undergraduate entry programs and graduate entry programs (Australia, South Korea).

In general, initial training is taken at medical school. Traditionally entry-level medical education is divided between preclinical and clinical studies. The former consists of the basic sciences such as anatomy, physiology, biochemistry, pharmacology, pathology, microbiology. The latter consists of teaching in the various areas of clinical medicine such as internal medicine, pediatrics, obstetrics and gynecology, psychiatry, general practice and surgery. More recently, there have been significant efforts in the United States to integrate health systems science (HSS) as the "third pillar" of medical education, alongside preclinical and clinical studies. HSS is a foundational platform and framework for the study and understanding of how care is delivered, how health professionals work together to deliver that care, and how the health system can improve patient care and health care delivery.

The Liaison Committee on Medical Education (LMCE) is a committee of educational accreditation for schools of medicine leading to an MD in the United States and Canada. In order to maintain accreditation, medical schools are required to ensure that students meet a certain set of standards and competencies, defined by the accreditation committees. The "Function and Structure of a Medical School" article is a yearly published article from the LCME that defines 12 accreditation standards.

The Association of American Medical Colleges (AAMC) has recommended thirteen Entrustable Professional Activities (EPAs) that medical students should be expected to accomplish prior to beginning a residency program. EPAs are based on the integrated core competencies developed over the course of medical school training. Each EPA lists its key feature, associated competencies, and observed behaviors required for completion of that activity. The students progress through levels of understanding and capability, developing with decreasing need for direct supervision. Eventually students should be able to perform each activity independently, only requiring assistance in situations of unique or uncommon complexity.

Indian independence movement

The Indian independence movement was a series of political efforts from the mid-1880s to 1947 that took place in the Indian subcontinent with the aim of ending British colonial rule.

The first nationalistic movement took root when the Indian National Congress (INC) was formed in 1885. Prominent moderate leaders of the INC worked on demands such as greater economic rights for Indians and the right to appear for Indian Civil Service examinations in British India.

The first half of the 20th century saw a progressively radical approach towards self-rule. This began with protests against the Partition of Bengal (1905), which exposed the limits of the moderate leaders' reformist agenda, and evolved into the Non-cooperation Movement (1919–1922), which demanded non-cooperation with colonial authorities. Momentum grew steadily through the Civil Disobedience Movement (1929–1931) that called for active disobedience to the colonial government, and culminated in the Quit India Movement (1942), which categorically demanded the end of British colonial presence in India, ultimately resulted in the transfer of power in 1947.

The stages of the independence struggle in the 1920s were characterised by the leadership of Mahatma Gandhi and Congress's adoption of his policy of non-violence and civil disobedience. Some of the leading followers of Gandhi's ideology were Jawaharlal Nehru, Vallabhbhai Patel, Abdul Ghaffar Khan, and Maulana Azad. Intellectuals such as Rabindranath Tagore, Subramania Bharati, and Bankim Chandra Chattopadhyay spread patriotic awareness. Female leaders such as Sarojini Naidu, Vijaya Lakshmi Pandit, Pritilata Waddedar, and Kasturba Gandhi promoted the emancipation of Indian women and their participation in the freedom struggle.

A few leaders adopted a more violent approach, which grew in popularity following the passage of Rowlatt Act that permitted indefinite detention without trial. The Act sparked protests across India, particularly in the Punjab Province, where these demonstrations were violently suppressed in the Jallianwala Bagh massacre.

The Indian independence movement was in constant ideological evolution. Essentially anti-colonial, it was supplemented by visions of independent economic development alongside a secular, democratic, republican, and civil-libertarian political structure. After the 1930s, the movement took on a strong socialist orientation. It culminated in the Indian Independence Act 1947, which ended Crown suzerainty and partitioned British India into the Dominion of India and the Dominion of Pakistan. On 26 January 1950, the Constitution of India came into effect, establishing the Republic of India, while the partitioned territories evolved into the independent nations of Pakistan and, later, Bangladesh.

Background

The first European to reach India via the Atlantic Ocean was the Portuguese explorer Vasco da Gama, who reached Calicut in 1498 in search of spice. Just over a century later, the Dutch and English established trading outposts on the Indian subcontinent, with the first English trading post set up at Surat in 1613.

Over the next two centuries, the British defeated the Portuguese and Dutch but remained in conflict with the French. The decline of the Mughal Empire in the first half of the eighteenth century allowed the British to establish a foothold in Indian politics. During the Battle of Plassey, the East India Company's Army defeated Siraj ud-Daulah, the Nawab of Bengal, and the company established itself as a major player in Indian affairs. After the Battle of Buxar of 1764, it gained administrative rights over Bengal, Bihar and the Midnapur part of Odisha.

After the defeat of Tipu Sultan, most of southern India came either under the company's direct rule, or under its indirect political control in a subsidiary alliance. The Company subsequently seized control of regions ruled by the Maratha Empire, after defeating them in a series of wars. Much of Punjab was annexed in the year 1849, after the defeat of Sikh armies in the First (1845–46) and Second (1848–49) Anglo-Sikh Wars.

Biography of savitribai Phule

Savitribai Phule (3 January 1831 – 10 March 1897) was an Indian educator, social reformer, and poet, widely regarded as the first Indian female teacher. Along with her husband, Jyotirao Phule, she took a pivotal role in advancing women's rights and education in Maharashtra, leaving a legacy that continues to influence social reform movements across India. She is also considered a front runner of India's feminist movement. She worked to abolish discrimination and the unfair treatment of people based on caste and gender. Savitribai Phule and her husband were trailblazers in women's education in India. In 1848, they established their first school for girls at the residence of Tatyasaheb Bhide, known as Bhide Wada in Pune. By 1851, they had established three girls' schools in Pune, with around 150 students. In total, the couple opened 18 schools. Later, she also co-founded the Satyashodhak Samaj in 1873 and led its women's wing.

In 1848, together with Jyotirao and Sagunabai Kshirsagar, she opened the nation's first girls' school at Bhidewada in Pune on a progressive syllabus of mathematics, science, and social studies, in spite of strong opposition from society.

Savitribai’s career was remarked by her relentless efforts in advancing education for girls and marginalized communities. By 1851, she and Jyotirao managed three girls’ schools in Pune with around 150 students. They opened a total of 18 schools, alongside initiatives such as "Mahila Seva Mandal" in 1851 to promote women's rights and the "Balhatya Pratibandhak Griha", an infanticide prevention center for widows in 1853. Savitribai’s literary contributions include Kavya Phule (1854) and Bavan Kashi Subhodh Ratnakar (1892). She died of bubonic plague in 1897. Today her legacy as the “Mother of Modern Education in India” endures, commemorated through memorials, institutional names, and cultural representations.

Early life

Savitribai Phule was born on 3 January 1831, in the village of Naigaon in Satara District, Maharashtra. She was the youngest daughter of four children born to Laxshmi and Khandoji Nevse Patil, both of whom belonged to the Mali community. Savitribai married Jyotirao Phule, at the age of 9 in 1840, when he was 13 years old.

Education

Savitribai was illiterate at the time of her marriage. She received her education from her husband, Jyotirao Phule, and his mother figure Sagunabai Kshirsagar, who taught her to read and write at home and while working on their farm. Once she completed her primary education with Jyotirao, she continued her studies under the guidance of her mentors, Sakharam Yeshwant Paranjpe and Keshav Shivram Bhavalkar. In 1846–47, she passed the third and fourth-year examinations in an English school, and in the same year, she helped Sagunabai establish a school for marginalized communities in Maharwada. She enrolled herself in two teachers' training programs: the first was at an institution run by an American missionary, Cynthia Farrar, in Ahmednagar, and the second course was at a Normal School in Pune. Savitribai became India's first formally-trained female teacher and headmistress.

Quit India movement

The Quit India Movement was a political campaign launched at the Bombay session of the All India Congress Committee by Mahatma Gandhi on 8 August 1942, during World War II, demanding an end to British rule in India. After Britain failed to secure Indian support for the British war effort with the Cripps Mission, Gandhi made a call to Do or Die in his Quit India speech delivered in Bombay on 8 August 1942 at the Gowalia Tank Maidan. Viceroy Linlithgow described the movement as "by far the most serious rebellion since 1857".

The All India Congress Committee launched a mass protest demanding what Gandhi called "An Orderly British Withdrawal" from India. Even though it was at war, Britain was prepared to act. Almost the entire leadership of the Indian National Congress was imprisoned without trial within hours of Gandhi's speech. Most spent the rest of the war in prison and out of contact with the masses. The British had the support of the Viceroy's Council, of the All India Muslim League, the Hindu Mahasabha, the princely states, the Indian Imperial Police, the British Indian Army, and the Indian Civil Service. Many Indian businessmen profiting from heavy wartime spending did not support the Quit India Movement. The major outside support came from the Americans, as President Franklin D. Roosevelt pressured Prime Minister Winston Churchill to give in to some of the Indian demands.

The movement included anti-British boycotts and rejection of transactions involving the colonial government. Various violent incidents took place around the country against British rule, and the colonial government arrested tens of thousands of leaders, keeping them imprisoned until 1945. Ultimately, the British realised that India was ungovernable in the long run, and the issue for the postwar era became how to exit gracefully and peacefully. The movement ended in 1945 with the release of all jailed nationalists. Prominent independence activists who died during the movement include Mukunda Kakati, Matangini Hazra, Kanaklata Barua, Kushal Konwar, Bhogeswari Phukanani and others. In 1992, the Reserve Bank of India issued a 1 rupee commemorative coin to mark the Golden Jubilee of the Quit India Movement.

World War II and Indian involvement

In 1939, Indian nationalists were angry that British Governor-General of India, Lord Linlithgow, brought India into the war without consultation with them. The Muslim League supported the war, but Congress was divided.

At the outbreak of war, the Congress Party had passed a resolution during the Wardha meeting of the working committee in September 1939, conditionally supporting the fight against the Axis, but were rebuffed when they asked for independence in return:

If the war is to defend the status quo of imperialist possessions and colonies, of vested interest and privilege, then India can have nothing to do with it. If, however, the issue is democracy and world order based on democracy, then India is intensely interested in it... If Great Britain fights for the maintenance and expansion of democracy, then she must necessarily end imperialism in her possessions and establish full democracy in India, and the Indian people have the right to self-determination... A free democratic India will gladly associate herself with other free nations for mutual defence against aggression and for economic co-operation.

Gandhi had not supported this initiative, as he could not reconcile an endorsement for war (he was a committed believer in non-violent resistance, used in the Indian Independence Movement and proposed even against Adolf Hitler, Benito Mussolini, and Hideki Tojo). However, at the height of the Battle of Britain, Gandhi had stated his support for the fight against racism and of the British war effort, stating he did not seek to raise an independent India from the ashes of Britain. However, opinions remained divided. The long-term British policy of limiting investment in India and using the country as a market and source of revenue had left the Indian Army relatively weak and poorly armed and trained and forced the British to become net contributors to India's budget, while taxes were sharply increased and the general level of prices doubled: although many Indian businesses benefited from increased war production, in general business "felt rebuffed by the government" and in particular the refusal of the British Raj to give Indians a greater role in organising and mobilising the economy for wartime production.

History of the Indian Constitution

The Constitution of India is the supreme legal document of India, and the longest written national constitution in the world. The document lays down the framework that demarcates fundamental political code, structure, procedures, powers, and duties of government institutions and sets out fundamental rights, directive principles, and the duties of citizens.

It espouses constitutional supremacy (not parliamentary supremacy found in the United Kingdom, since it was created by a constituent assembly rather than Parliament) and was adopted with a declaration in its preamble. The Indian Constitution does not contain a provision to limit the powers of the parliament to amend the constitution. However, the Supreme Court in Kesavananda Bharati v. State of Kerala held that there were certain features of the Constitution so integral to its functioning and existence that they could never be cut out of the constitution (known as the 'Basic Structure' Doctrine).

The Government of India Act 1935, mainly drafted by Samuel Hoare, provided the basis for the constitution of India. The Constituent Assembly of India adopted the constitution on 26 November 1949 and became effective on 26 January 1950. It became the country's fundamental governing document, and the Dominion of India became the Republic of India. To ensure constitutional autochthony, its framers repealed prior acts of the British parliament, in Article 395. India celebrates its constitution on 26 January as Republic Day.

The constitution declares India a sovereign, socialist, secular, and democratic republic, assures its citizens justice, equality, and liberty, and endeavours to promote fraternity. The original 1950 constitution is preserved in a nitrogen-filled case at the Parliament Library Building in New Delhi.

Background

In 1928, the All Parties Conference convened a committee in Lucknow to prepare the Constitution of India, which was known as the Nehru Report.

With the exception of scattered French and Portuguese exclaves, India was under the British rule from 1858 to 1947. From 1947 to 1950, the same legislation continued to be implemented as India was a dominion of United Kingdom for these three years, as most of the princely states were convinced by Jawaharlal Nehru, Sardar Patel and Louis Mountbatten to sign the articles of integration with India, and the British Government continued to be responsible for the external security of the country. Thus, the constitution of India repealed the Indian Independence Act 1947 and Government of India Act 1935 when it became effective on 26 January 1950. India ceased to be a dominion of the British Crown and became a sovereign, democratic republic with the constitution. Articles 5, 6, 7, 8, 9, 60, 324, 366, 367, 379, 380, 388, 391, 392, 393, and 394 of the constitution came into force on 26 November 1949, and the remaining articles became effective on 26 January 1950 which is celebrated every year in India as Republic Day.

Previous legislation

The Indian constitution was drawn from a number of sources, mainly the Government of India Act 1935 which was significantly drafted by Samuel Hoare. Mindful of India's needs and conditions, its framers borrowed features of previous legislation such as the Government of India Act 1858, the Indian Councils Acts of 1861, 1892 and 1909, the Government of India Acts 1919 and 1935, and the Indian Independence Act 1947. The latter, which led to the creation of Pakistan, divided the former Constituent Assembly in two. Each new assembly had sovereign power to draft and enact a new constitution for the separate states.

Constituent Assembly

The constitution was drafted by the Constituent Assembly, which was elected by elected members of the provincial assemblies. The 389-member assembly (reduced to 299 after the partition of India) took almost three years to draft the constitution holding eleven sessions over a 165-day period.

In the constitution assembly, a member of the drafting committee, T. T. Krishnamachari said:

Mr. President, Sir, I am one of those in the House who have listened to Dr. Ambedkar very carefully. I am aware of the amount of work and enthusiasm that he has brought to bear on the work of drafting this Constitution. At the same time, I do realise that that amount of attention that was necessary for the purpose of drafting a constitution so important to us at this moment has not been given to it by the Drafting Committee. The House is perhaps aware that of the seven members nominated by you, one had resigned from the House and was replaced. One died and was not replaced. One was away in America and his place was not filled up and another person was engaged in State affairs, and there was a void to that extent. One or two people were far away from Delhi and perhaps reasons of health did not permit them to attend. So it happened ultimately that the burden of drafting this constitution fell on Dr. Ambedkar and I have no doubt that we are grateful to him for having achieved this task in a manner which is undoubtedly commendable.

Biography of Prime Minister Indira Gandhi

Indira Priyadarshini Gandhi was an Indian stateswoman who twice served as the Prime Minister of India from 1966 to 1977 and again from 1980 until her assassination in 1984. She was India's first and only female prime minister, and a central figure in Indian politics as the leader of the Indian National Congress (INC). Gandhi also served as chairperson of the Non-Aligned Movement (NAM) from 1983 to 1984, becoming the first Indian to hold the position. She was the daughter of Jawaharlal Nehru, the first prime minister of India, and the mother of Rajiv Gandhi, who succeeded her as prime minister. Her cumulative tenure of 15 years and 350 days, spanning four terms, makes her the second-longest-serving Indian prime minister after her father.

During her father Jawaharlal Nehru's premiership from 1947 to 1964, Gandhi was his hostess and accompanied him on his numerous foreign trips. In 1959, she played a part in the dissolution of the communist-led Kerala state government as then-president of the Indian National Congress, otherwise a ceremonial position to which she was elected earlier that year. Lal Bahadur Shastri, who had succeeded Nehru as prime minister upon his death in 1964, appointed her minister of information and broadcasting in his government; the same year she was elected to the Rajya Sabha, the upper house of the Indian Parliament. After Shastri's death in January 1966, Gandhi defeated her rival, Morarji Desai, in the INC's parliamentary leadership election to become leader and also succeeded Shastri as prime minister. With her premiership of India she became the world's second female prime minister after Sirimavo Bandaranaike. She led the Congress to victory in two subsequent elections, starting with the 1967 general election, in which she was first elected to the lower house of the Indian parliament, the Lok Sabha. In 1971, her party secured its first landslide victory since her father's sweep in 1962, focusing on issues such as poverty.

As prime minister, Gandhi was known for her uncompromising political stances and centralisation of power within the executive branch. In 1967, she headed a military conflict with China in which India repelled Chinese incursions into the Himalayas. In 1971, she went to war with Pakistan in support of the independence movement and war of independence in East Pakistan, which resulted in an Indian victory, the end of the Bangladeshi genocide, and the independence of Bangladesh, as well as an increase in India's influence to the point where it became the sole regional power in South Asia. Another military operation against Pakistan, codenamed Operation Meghdoot, occurred during her tenure in 1984, which led to India expanding the territory it effectively controlled in the disputed Kashmir region.

Gandhi also played a crucial role in initiating India's first successful nuclear weapon test in 1974. Her rule saw India grow closer to the Soviet Union by signing a friendship treaty in 1971 to ward off perceived geopolitical threat as a result of the U.S. warming up to China. India received military, financial, and diplomatic support from the Soviet Union during its conflict with Pakistan in the same year. Though India was at the forefront of the Non-Aligned Movement, Gandhi made it one of the Soviet Union's closest allies in Asia, each often supporting the other in proxy wars and at the United Nations.

Responding to separatist tendencies and a call for revolution, she instituted a state of emergency from 1975 to 1977, during which she ruled by decree and basic civil liberties were suspended. More than 100,000 political opponents, journalists and dissenters were imprisoned. Following the Emergency, the INC lost the 1977 election in the midst of massive anti-incumbency sentiment — the first such loss for the INC in the history of the Republic of India. She even lost her own parliamentary constituency. However, due to her portrayal as a strong leader and the weak governance of the Janata Party, her party won the next election by a landslide and she returned to the premiership.

She faced the Sikh separatist movement throughout her fourth premiership; in response, she ordered Operation Blue Star, which involved military action in the Golden Temple and killed hundreds of Sikhs. On 31 October 1984, she was assassinated by two of her bodyguards, both of whom were Sikh nationalists seeking retribution for the events at the temple.

Gandhi was cremated at the site now known as Shakti Sthal (transl. 'Place of strength'). The site is marked by a large monolithic rock of iron ore commemorating her as the "Iron Lady of India". Gandhi is remembered as one of the most powerful women in the world. Her supporters cite her leadership during victories over geopolitical rivals China and Pakistan, the Green Revolution, a growing economy in the early 1980s, and her anti-poverty campaign that led her to be known as Mother Indira among the country's poor and rural population. Critics note her cult of personality and authoritarian rule of India during the Emergency. In 1999, she was named "Woman of the Millennium" in an online poll organised by the BBC. In 2020, she was named by Time magazine among the 100 women who defined the past century as counterparts to the magazine's previous choices for Man of the Year.

Dr. Bhimrao Ambedkar Biography

Bhimrao Ramji Ambedkar (14 April 1891 – 6 December 1956) was an Indian jurist, economist, social reformer and politician who chaired the committee that drafted the Constitution of India based on the debates of the Constituent Assembly of India and the first draft of Sir Benegal Narsing Rau. Ambedkar served as Law and Justice minister in the first cabinet of Jawaharlal Nehru. He later renounced Hinduism and converted to Buddhism, inspiring the Dalit Buddhist movement.

After graduating from Elphinstone College, University of Bombay, Ambedkar studied economics at Columbia University and the London School of Economics, receiving doctorates in 1927 and 1923, respectively, and was among a handful of Indian students to have done so at either institution in the 1920s. During his time at Columbia University, Ambedkar came under the influence of John Dewey and his philosophy of pragmatism. He also trained in the law at Gray's Inn, London. In his early career, he was an economist, professor, and lawyer. His later life was marked by his political activities; he became involved in campaigning and negotiations for partition, publishing journals, advocating political rights and social freedom for Dalits, and contributing to the establishment of the state of India. In 1956, he converted to Buddhism, initiating mass conversions of Dalits.

In 1990, the Bharat Ratna, India's highest civilian award, was posthumously conferred on Ambedkar. The salutation Jai Bhim (lit. "Hail Bhim") is used by his followers to honour him. He is also referred to by the honorific Babasaheb, meaning "Respected Father".

Early life and education

Ambedkar was born on 14 April 1891 in the town and military cantonment of Mhow (now officially known as Dr Ambedkar Nagar, Madhya Pradesh). He was the 14th and last child of Ramji Maloji Sakpal, an army officer who held the rank of Subedar, and Bhimabai Sakpal, daughter of Laxman Murbadkar. His family was of Marathi background from the town of Ambadawe (Mandangad taluka) in Ratnagiri district of modern-day Maharashtra. Ambedkar's ancestors had long worked for the army of the British East India Company, and his father served in the British Indian Army at the Mhow cantonment.

Ambedkar was born into a Mahar (Dalit) caste, who were treated as untouchables and subjected to socio-economic discrimination. Although they attended school, Ambedkar and other untouchable children were segregated and given little attention or help by teachers. They were not allowed to sit inside the class. When they needed to drink water, someone from a higher caste had to pour that water from a height as they were not allowed to touch either the water or the vessel that contained it. This task was usually performed for the young Ambedkar by the school peon, and if the peon was not available then he had to go without water; he described the situation later in his writings as "No peon, No Water". He was required to sit on a gunny sack which he had to take home with him.

Ramji Sakpal retired in 1894 and the family moved to Satara two years later. Shortly after their move, Ambedkar's mother died. The children were cared for by their paternal aunt and lived in difficult circumstances. Three sons – Balaram, Anandrao and Bhimrao – and two daughters – Manjula and Tulasa – of the Ambedkars survived them. Of his brothers and sisters, only Ambedkar passed his examinations and went to high school. His original surname was Sakpal but his father registered his name as Ambadawekar in school, meaning he comes from his native village 'Ambadawe' in Ratnagiri district. His Marathi Brahmin teacher, Krishnaji Keshav Ambedkar, changed his surname from 'Ambadawekar' to his own surname 'Ambedkar' in school records.