NCERT Book Class 9 Democratic Politics

SOCIAL SCIENCE
Textbook in Political Science

for Class IX
Rationalised 2023-24
0972 – DEMOCRATIC POLITICS – I
ISBN 81-7450-537-7
Textbook in Political Science for Class IX
First Edition ALL RIGHTS RESERVED

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FOREWORD
The National Curriculum Framework (NCF), 2005, recommends that
children’s life at school must be linked to their life outside the school. This
principle marks a departure from the legacy of bookish learning which
continues to shape our system and causes a gap between the school, home
and community. The syllabi and textbooks developed on the basis of NCF
signify an attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp boundaries between
different subject areas. We hope these measures will take us significantly
further in the direction of a child-centred system of education outlined in
the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and
to pursue imaginative activities and questions. We must recognise that given
space, time and freedom, children generate new knowledge by engaging with
the information passed on to them by adults. Treating the prescribed textbook
as the sole basis of examination is one of the key reasons why other resources
and sites of learning are ignored. Inculcating creativity and initiative is
possible if we perceive and treat children as participants in learning, not as
receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching
days is actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook proves for making
children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular
burden by restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for teaching.
The textbook attempts to enhance this endeavour by giving higher priority
and space to opportunities for contemplation and wondering, discussion in
small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT)
appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory
group in Social Sciences, Professor Hari Vasudevan and the Chief Advisors
for this book, Professor Yogendra Yadav and Professor Suhas Palshikar for
guiding the work of this committee. Several teachers contributed to the
development of this textbook; we are grateful to their principals for making
this possible. We are indebted to the institutions and organisations which
have generously permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the National
Monitoring Committee, appointed by the Department of Secondary and
Higher Education, Ministry of Human Resource Development under the
Chairmanship of Professor Mrinal Miri and Professor G.P. Deshpande, for
their valuable time and contribution. As an organisation committed to
systemic reform and continuous improvement in the quality of its products,
NCERT welcomes comments and suggestions which will enable us to
undertake further revision and refinement.
Director
New Delhi National Council of Educational
20 December 2005 Research and Training
iv
A LETTER FOR YOU
Dear teachers and parents,
‘Civics is boring’. You may have heard this from your students or your child.
You may have felt that they had a point. Syllabi of Civics in our country
tend to focus on formal institutions of government. The textbooks are full of
constitutional, legal and procedural details, presented in a dry and abstract
manner. No wonder children experience disconnect between the theory they
read in the textbook and what they see in real life around them. This is
perhaps what makes Civics ‘boring’ for young adults in a country otherwise
full of passion for politics.
The present textbook is a small step towards changing this. The impetus
came from the National Curriculum Framework 2005 that provided the space
and opportunity to bring about this basic change. The foreword to this book
by the Director of the NCERT explains the philosophy of the new curriculum.
It meant a complete overhaul of the traditional Civics syllabi. The change in
the name – from Civics to Political Science – reflects the shift in the focus. The
new syllabi recognise that the student at this stage is aware of and needs to
know more about politics. Accordingly, the students in classes IX and X will
be offered an introduction to various facets of politics. Democracy is the
window through which they get to look at the theory and the practice of
politics.
With this textbook you are going to take the students on a tour of a
museum of contemporary democracy. You will first take them quickly
through a series of stories from different parts of the world. Once they develop
a sense and feel of democracy, you can ask some reflective questions: what
is democracy? Why democracy? With this clarity you can take them to a
gallery on constitutions. An understanding of what and how of the
constitutions would prepare them for an exhibition on three aspects of
democratic politics: elections, institutions and rights. You may encounter
many contentious themes during this tour. Our attempt here is not to hand
over a definite opinion to the students but to enable them to think on their
own.
This textbook is meant to help the students enjoy this tour and to assist
you in guiding them. It does not merely inform the students. It encourages
them to think on their own. It interacts with them through questions, moves
them with stories and pictures and tickles them with cartoons. It helps you
in reviewing their progress and in getting them involved with activities. All
these features have meant taking more space than used to be the case earlier.
It is precisely to reduce the information load that the book takes more pages.
Please do read ‘How to use this book’ on the following pages to be able to
use these features of the book. The tour will continue in the textbook for class
X and will focus more on the working of democracy. We hope this tour will
create interest in them to understand politics more carefully and to help them
become active and participant citizens.
This hope of ours rests on you. That is why this book makes more
demands on you. You may have to learn more about new names, events and
places. You may face questions that the textbook does not answer. You may
have to guide the students through sensitive and passionate debates that
naturally arise when we discuss politics. Just when you begin to feel tired or
irritated, do entertain a thought. When your student asks a question that
you find difficult to answer, when she seeks information that is not easy to
find or expresses an opinion that you don’t approve of, this may actually be
a sign of your success as a teacher or a parent. As we all know, getting
students to question is critical to their learning process both as a student
and as citizens of a democracy. This is what the present book tries to cultivate.
The desire to get rid of the ‘boring Civics’ tag brought together, perhaps for
the first time in our country, a group of political scientists, school teachers and
educationists to think about how to teach politics to our next generation. You
can read about this group, the Textbook Development Committee, on page
xii. All these colleagues spared their valuable time and mental space for this
unscheduled event in their academic calendar. Professor Krishna Kumar,
Director NCERT, not only dragged some of us into this pleasant duty but
also supported us at every stage. Professor Hari Vasudevan and Professor
Gopal Guru provided this experiment the protection it needed. Professor
Mrinal Miri, Professor G. P. Deshpande and other members of the National
Monitoring Committee offered valuable inputs and criticisms. The experiment
gained many friends on the way: Ambassador Jorge Heine, Arvind Sardana,
Aditya Nigam, Suman Lata and Chandni Khanduja read different parts of the
draft and provided valuable inputs. At many points it drew upon Lokniti research
programme and Lokniti network of the Centre for the Study of Developing
Societies for intellectual and logistic resources. Above all, this experiment drew
upon the insights and energy of Alex M. George, Pankaj Pushkar and Manish
Jain – three young educationists committed to a radical pedagogy — who
taught us how to think about the challenge of school education. Designer Oroon
Das and cartoonist Irfan Khan and copy editor Devyani Onial helped us turn
the idea of this book into a reality.
We sincerely hope that you and the students would enjoy this book and
perhaps look at politics as something valuable, something worth taking
seriously, something worth studying. We look forward to your feedback.
K. C. Suri Yogendra Yadav

ADVISOR Suhas Palshikar
CHIEF ADVISORS
vi
How to use this book?
OVERVIEW comes at the beginning of each chapter. You can use it to understand
the purpose of the chapter and how it links with the rest of the book. It also
helps you explain the rationale behind the different sections of the chapter. If
you are in doubt about what to teach, what to emphasise and what kind of
questions to ask, please do refer back to the overview.
Sections and Sub-sections help you break the chapter into small bits that
you can take up one by one. Each chapter is usually divided into four
sections, each of which you can complete within about three periods. Section
Heading(s) are numbered and announce the beginning of a fresh theme within
the chapter. Sub-section heading(s) provide convenient breaks for you to
sum up one point and move to the next. Boxes are very much part of the
main text and are meant to be taught. They provide additional information
or analysis that requires a little detour.
Each chapter begins with one or more real life stories or imagined dialogues.
This is to create an interest and understanding of some central issues
discussed in the chapter. Sometimes smaller stories or examples are used to
lead the student into a section or sub-section. Please do tell this story in all
its details. If you can, please add more details to those given here. You don’t
need to bother very much if the student does not grasp the full significance
of the story at this stage. As the chapter develops, it draws upon from the
initial story and moves from the concrete to the abstract. But please do not
ask the students to memorise the facts and details of the story like the year,
names of personalities or places, etc. The same applies to any other example
used in this book. This would kill their interest and defeat the very purpose
of using stories. If the story is good, some details will stay in their memory.
Even if no details stay with them but they can draw the general point from
any such instance, we have succeeded in our task.
Munni and Unni are two characters specially designed for this book by
cartoonist Irfan Khan. The two of them keep appearing every now and then
to ask all kinds of questions: impish, irrelevant, irreverent or even impossible.
The questions are sparked off by the points made in the text. But in most
cases you will not find the answer in the textbook itself. Munni and Unni are
there to assure the students that the kind of ‘funny’ thoughts that often
come to their minds are not stupid and to give them the courage to ask such
questions. They give you the space to take a detour and get into a side
discussion that is often richer than the main one. Please do not use these
questions for evaluation.
You would notice lots of cartoons and pictures in this book. This brings
visual relief and some fun. But these images are meant to do more. These
are parts of the teaching and learning process. The caption to each visual
provides background information to help the student appreciate the message. read
It also asks them questions. Please do stop at each cartoon or visual and get
the students involved in reading the message. If you can, please select some
the
more cartoons from your regional languages and use them. Similarly there cartoon
are several maps and many more references to countries unknown to the
students. One of the aims of this book is to expand the student’s imagination
beyond our own country. Please keep and refer to a recent political map of
the world while teaching this book.
Check your progress questions come usually at the end of every section.
These questions give you an opportunity to ensure that the students
comprehend the things discussed in that section. These questions also
indicate to you the kind of learning you might wish to emphasise. May we CHECK
urge you to please make more questions of this kind so that the student can
move away from learning by rote.
YOUR
PROGRESS
Activity may involve getting the students together within the classroom
or doing things outside the classroom. You would need to guide them by
assigning tasks to individuals or to groups. The activity and its location
in the chapter is only suggestive. If you can think of an activity that relates
better to students’ own life, please feel free to replace our suggestion
with yours. ACTIVITY
Glossary of unfamiliar words or concepts comes at the end of a chapter.
Such a word appears in pink when it is used for the first time. Please
encourage the students to refer to the glossary and learn to use the word
in a different context. But there is no need for them to memorise the
definition given in the glossary.
GLOSSARY
Exercises come at the end of each chapter. You would notice that there are
exercises
many more questions here than used to be the case. You would also notice
that the questions are of a different kind. These questions do not test the
student’s ability to recall and reproduce what they have read in the Chapter.
Keeping in with the approach of the new NCF, we have asked questions
that require interpretation, application, analysis, and reasoning based on
what they have learnt in the Chapter. You would need to spend some time
with the students going over these exercises. Please feel free to come up
with new and better questions than suggested here and use those for
student evaluation.
viii
Let us read the newspaper is both an exercise and an activity. You can use
it to ensure that the students can apply what they have learnt to a different
context. You can also use it to encourage the habit of newspaper reading.
Where most students have access to news channels on television, you may
supplement or modify the projects suggested here to include watching of
news and current affair programmes. Here again, if you think a different
project will suit your students’ context and resources, you must be right.
Please go ahead.
ACCESSING ONLINE INFORMATION

We are living in an era of information and communication revolution. Printed books, textbooks
and the mass media such as newspapers and periodicals have ceased to be the only sources
of information. Now millions of websites (World Wide Web) provide easy and instant access
to a vast and diverse amount of online information. The World Wide Web has enabled a sudden
and extreme decentralisation of information. Since many schools do not possess the latest
encyclopaedias and traditional libraries, students and teachers may rely on the Internet to
access the needed information.
While using this textbook, the teachers and students may sometimes feel that information
provided in the book is, ‘insufficient’ for learning or classroom teaching. You may want to
know more about certain ideas, concepts and events in different countries. We would suggest
some of the ways you can use the Internet for this purpose.
You may find some information in free encyclopaedias like www.en.wikipedia.org or
www.britannica.com Search engines like Google and Yahoo can provide links to websites
that are specifically dedicated to different topics that you may be interested in.
Similarly, several important newspapers and magazines are available online. Some of
them allow you to access their archives without payments and registrations. Similarly a few
TV channels also allow you to access information without registrations and payments.
Some other websites would be useful to know more about the various institutions
discussed in the text. You could find the links to all the Indian government institutional websites
from www.india.gov.in. Specifically http://india.gov.in/directories_gov.php will provide you
the direct link to various institutions. Similarly various international organisations such as
United Nations, International Monetary Fund (IMF),World Bank, human rights organisations
such as National Human Rights Commission (NHRC) too have their own websites. Apart
from Indian constitution you will also find constitutions of many countries also being available
online. You can also look at parliaments around the world by following the link from Inter
Parliamentary Union www.ipu.org/english/home.htm
Further you may want to use more images, pictures, or cartoons for discussions. You
will find them in newspapers that are available online. Apart from it, you could also look at
www.politicalcartoons.com for this purpose. Similarly, through searching “images” category
of Google you could locate them.
You may find it useful to visit the websites like www.plato.standford.edu,
www.opendemocracy.net, www.brainyencyclopeid.com especially when you wish to get
more clarity on certain theoretical aspects or to learn more about politics.
ix
REQUEST FOR FEEDBACK
How did you like this textbook? What was your experience in reading or using this? What were
the difficulties you faced? What changes would you like to see in the next version of this book?
Write to us on all these and any other matter related to this textbook. You could be a teacher, a
parent, a student or just a general reader. We value any and every feedback.
Please write to:

Coordinator (Political Science)
Department of Education in Social Sciences (DESS)
NCERT
Sri Aurobindo Marg, New Delhi 110016.
TEXTBOOK DEVELOPMENT COMMITTEE
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS AT THE SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Calcutta,
Kolkata.
CHIEF ADVISORS
Yogendra Yadav, Senior Fellow, Centre for the Study of Developing Societies,
Delhi
Suhas Palshikar, Professor, Department of Politics and Public Administration,
University of Pune, Maharashtra
ADVISOR
K.C. Suri, Professor, Nagarjuna University, Guntur, Andhra Pradesh
MEMBERS
Alex M. George, Independent Researcher, Eruvatty, District Kannur, Kerala
Amman Madan, Assistant Professor, Department of Humanities and Social
Sciences, Indian Institute of Technology, Kanpur, Uttar Pradesh
Malini Ghose, Nirantar, Centre for Gender and Education, New Delhi
Manish Jain, PGT, currently doctoral student, Department of Education,
University of Delhi, Delhi
Muzaffar Assadi, Professor, Department of Political Science, Mysore University,
Manasgangothri, Karnataka
Niraja Gopal Jayal, Professor, Centre for the Study of Law and Governance,
Jawaharlal Nehru University, New Delhi
Pankaj Pushkar, Lecturer, Directorate of Higher Education, Government of
Uttaranchal, Dehradun
Sabyasachi Basu Roychowdhary, Professor, Rabindra Bharati University, Kolkata
MEMBER-COORDINATOR
Sanjay Dubey, Reader, DESSH, NCERT, New Delhi
ACKNOWLEDGEMENTS
We also acknowledge the contributions of the following members — Anju

Anand, PGT, G. M. Public School, R. K. Puram Sector VII, New Delhi; Amit,
Adharshila School, Village Sakal, Post Office Chatali, District Badwani,
Madhya Pradesh; A. Kamakshi, J. S. S. Public School, Banashankari,
Bangalore, Karnataka; Arvind Mohan, Associate Editor, Dainik Hindustan,
Kasturba Gandhi Marg, New Delhi; Anuradha Sen, PG Teacher, Springdales
School, Dhaula Kuan, New Delhi; P. Jisha, Noble Public School, Manjeri,
District Malapuram, Kerala; Ram Murthy, Independent Researcher and
Teacher, Nangal Slangri, District Una, Himachal Pradesh; Madan Sahani,
PGT, Government Senior Secondary School, R. K. Puram Sector VII, New
Delhi; Usha Rani T ripathy, PGT, Kendriya Vidyalaya, Bollaram,
Secunderabad, Andhra Pradesh; Yame Pertin, PGT, Government Higher
Secondary School, Doimukh, Itanagar, Arunachal Pradesh. Srimathi
Subbarao, SST Teacher, BGS International School, Nityananda Bangalore.
Thanks are also due to Cagle Cartoons for providing copyrights of the
cartoons of Angel Boligan, Patrick Chappatte, Stephane Peray, Ares, Emad
Hajjaj, Nerilicon, John Trever, Eric Allie, Simanca, M.E. Cohen.
We are also thankful to La Nacion (Chile), South Africa History Online,
GCMMF India, Shagun Jaat (Jabalpur) and PIB (India) for providing us
photographs or images.
We are specially grateful to Shankar, R.K. Laxman, Mario Miranda and
Harish Chandra Shukla (Kaak) for allowing us to use their cartoons. And
special thanks are due to Devyani Onial for her inputs in copy-editing.
The contribution of M.V.S.V. Prasad, Assistant Professor, Department
of Curriculum Studies, NCERT, in reviewing and updating the current
edition is appreciated.
Foreword iii
A Letter for You v
How to Use this Book? vii
CHAPTER 1
WHAT IS DEMOCRACY? 1
WHY DEMOCRACY?
CHAPTER 2
CONSTITUTIONAL DESIGN 18
CHAPTER 3
ELECTORAL POLITICS 34
CHAPTER 4
WORKING OF INSTITUTIONS 56
CHAPTER 5
DEMOCRATIC RIGHTS 74
SECTION I
EVENTS AND PROCESSES

In Section I, you will read about the French Revolution, the Russian Revolution,
and the rise of Nazism. In different ways all these events were important in the
making of the modern world.
Chapter I is on the French Revolution. Today we often take the ideas of liberty,
EVENTS AND PROCESSES
freedom and equality for granted. But we need to remind ourselves that these ideas
also have a history. By looking at the French Revolution you will read a small part
of that history. The French Revolution led to the end of monarchy in France. A
society based on privileges gave way to a new system of governance. The Declaration
of the Rights of Man during the revolution, announced the coming of a new time.
The idea that all individuals had rights and could claim equality became part of a
new language of politics. These notions of equality and freedom emerged as the central
ideas of a new age; but in different countries they were reinterpreted and rethought
in many different ways. The anti-colonial movements in India and China, Africa and
Revolution
South America, produced ideas that were innovative and original, but they spoke in
a language that gained currency only from the late eighteenth century.
In Chapter II, you will read about the coming of socialism in Europe, and the dramatic
events that forced the ruling monarch, Tsar Nicholas II, to give up power. The Russian
French
Revolution sought to change society in a different way. It raised the question of

economic equality and the well-being of workers and peasants. The chapter will tell
you about the changes that were initiated by the new Soviet government, the problems
The
it faced and the measures it undertook. While Soviet Russia pushed ahead with
industrialisation and mechanisation of agriculture, it denied the rights of citizens
that were essential to the working of a democratic society. The ideals of socialism,
however, became part of the anti-colonial movements in different countries. Today
the Soviet Union has broken up and socialism is in crisis but through the twentieth
century it has been a powerful force in the shaping of the contemporary world.
Chapter III will take you to Germany. It will discuss the rise of Hitler and the
politics of Nazism. You will read about the children and women in Nazi Germany,
about schools and concentration camps. You will see how Nazism denied various
minorities a right to live, how it drew upon a long tradition of anti-Jewish feelings
to persecute the Jews, and how it waged a relentless battle against democracy and
socialism. But the story of Nazism’s rise is not only about a few specific events,
about massacres and killings. It is about the working of an elaborate and frightening
system which operated at different levels. Some in India were impressed with the
ideas of Hitler but most watched the rise of Nazism with horror.
The history of the modern world is not simply a story of the unfolding of freedom
and democracy. It has also been a story of violence and tyranny, death and destruction.
India and the Contemporary World
Chapter I
The French Revolution
On the morning of 14 July 1789, the city of Paris was in a state of
alarm. The king had commanded troops to move into the city. Rumours
spread that he would soon order the army to open fire upon the citizens.
Some 7,000 men and women gathered in front of the town hall and
decided to form a peoples’ militia. They broke into a number of
government buildings in search of arms.
Finally, a group of several hundred people marched towards the eastern

part of the city and stormed the fortress-prison, the Bastille, where they
hoped to find hoarded ammunition. In the armed fight that followed,
R e v o l u t i o n
the commander of the Bastille was killed and the prisoners released –
though there were only seven of them. Yet the Bastille was hated by all,
because it stood for the despotic power of the king. The fortress was
demolished and its stone fragments were sold in the markets to all
those who wished to keep a souvenir of its destruction.
The days that followed saw more rioting both in Paris and the
countryside. Most people were protesting against the high price of bread.
Much later, when historians looked back upon this time, they saw it as
the beginning of a chain of events that ultimately led to the execution
of the king in France, though most people at the time did not anticipate
this outcome. How and why did this happen?
F rR e ev o l unt i ocn h
T h T eh e French
Fig.1 – Storming of the Bastille.

Soon after the demolition of the Bastille,
artists made prints commemorating the event.
1 French Society During the Late Eighteenth Century
In 1774, Louis XVI of the Bourbon family of kings ascended the

throne of France. He was 20 years old and married to the Austrian 1st estate
princess Marie Antoinette. Upon his accession the new king found
Clergy
an empty treasury. Long years of war had drained the financial
resources of France. Added to this was the cost of maintaining an
extravagant court at the immense palace of Versailles. Under Louis 2nd estate
XVI, France helped the thirteen American colonies to gain their Nobility
independence from the common enemy, Britain. The war added more
than a billion livres to a debt that had already risen to more than 2
3rd estate
billion livres. Lenders who gave the state credit, now began to charge
10 per cent interest on loans. So the French government was obliged Big businessmen,
merchants, court
to spend an increasing percentage of its budget on interest payments officials, lawyers etc.
alone. To meet its regular expenses, such as the cost of maintaining
Peasants and
an army, the court, running government offices or universities, the artisans
state was forced to increase taxes. Yet even this measure would not
have sufficed. French society in the eighteenth century was divided Small peasants,
landless labour,
into three estates, and only members of the third estate paid taxes. servants
The society of estates was part of the feudal system that dated back to
the middle ages. The term Old Regime is usually used to describe the Fig.2 – A Society of Estates.
society and institutions of France before 1789. Note that within the Third Estate some were
rich and others poor.
Fig. 2 shows how the system of estates in French society was organised.
Peasants made up about 90 per cent of the population. However,
only a small number of them owned the land they cultivated. About
60 per cent of the land was owned by nobles, the Church and other
richer members of the third estate. The members of the first two
estates, that is, the clergy and the nobility, enjoyed certain privileges by
birth. The most important of these was exemption from paying taxes to
the state. The nobles further enjoyed feudal privileges. These included
feudal dues, which they extracted from the peasants. Peasants were obliged
New words
to render services to the lord – to work in his house and fields – to serve
in the army or to participate in building roads. Livre – Unit of currency in France,
discontinued in 1794
The Church too extracted its share of taxes called tithes from the peasants,
Clergy – Group of persons invested with
and finally, all members of the third estate had to pay taxes to the state.
special functions in the church
These included a direct tax, called taille, and a number of indirect taxes
Tithe – A tax levied by the church, comprising
which were levied on articles of everyday consumption like salt or tobacco.
one-tenth of the agricultural produce
The burden of financing activities of the state through taxes was borne
Taille – Tax to be paid directly to the state
by the third estate alone.
‘This poor fellow brings everything,
grain, fruits, money, salad. The fat lord
sits there, ready to accept it all. He does
not even care to grace him with a look.’
Activity
Explain why the artist has portrayed the
nobleman as the spider and the peasant
as the fly.
‘The nobleman is the spider,

‘The more the devil has, the more he wants.’
the peasant the fly.’
Fig.3 – The Spider and the Fly.

An anonymous etching.
1.1 The Struggle to Survive Revolution

The population of France rose from about 23 million in 1715 to 28
million in 1789. This led to a rapid increase in the demand for
foodgrains. Production of grains could not keep pace with the
French
demand. So the price of bread which was the staple diet of the majority
rose rapidly. Most workers were employed as labourers in workshops New words
whose owner fixed their wages. But wages did not keep pace with
Subsistence crisis – An extreme situation where
The
the rise in prices. So the gap between the poor and the rich widened.
Things became worse whenever drought or hail reduced the harvest. the basic means of livelihood are endangered
This led to a subsistence crisis, something that occurred frequently Anonymous – One whose name remains
in France during the Old Regime. unknown
1.2 How a Subsistence Crisis Happens
Bad The poorest can no

harvest longer buy bread
Disease
epidemics
Fig.4 – The course of a subsistence crisis.
Activity
Fill in the blank boxes in Fig. 4 with
appropriate terms from among the following:
1.3 A Growing Middle Class Envisages an End to Privileges
Food riots, scarcity of grain, increased
In the past, peasants and workers had participated in revolts against number of deaths, rising food prices,
increasing taxes and food scarcity. But they lacked the means and weaker bodies.
programmes to carry out full-scale measures that would bring about
a change in the social and economic order. This was left to those
groups within the third estate who had become prosperous and had
access to education and new ideas.
The eighteenth century witnessed the emergence of social groups,

termed the middle class, who earned their wealth through an

expanding overseas trade and from the manufacture of goods such as
woollen and silk textiles that were either exported or bought by the
richer members of society. In addition to merchants and
manufacturers, the third estate included professions such as lawyers
or administrative officials. All of these were educated and believed
that no group in society should be privileged by birth. Rather, a
person’s social position must depend on his merit. These ideas
envisaging a society based on freedom and equal laws and
opportunities for all, were put forward by philosophers such as John
Locke and Jean Jacques Rousseau. In his Two Treatises of Government,
Locke sought to refute the doctrine of the divine and absolute right
of the monarch. Rousseau carried the idea forward, proposing a
form of government based on a social contract between people
and their representatives. In The Spirit of the Laws, Montesquieu
proposed a division of power within the government between
the legislative, the executive and the judiciary. This model of
government was put into force in the USA, after the thirteen
colonies declared their independence from Britain. The American
constitution and its guarantee of individual rights was an important
example for political thinkers in France.
The ideas of these philosophers were discussed intensively in salons

and coffee-houses and spread among people through books and
newspapers. These were frequently read aloud in groups for the
benefit of those who could not read and write. The news that
Louis XVI planned to impose further taxes to be able to meet the
expenses of the state generated anger and protest against the system
of privileges.
Source A
Accounts of lived experiences in the Old Regime

1. Georges Danton, who later became active in revolutionary politics, wrote to a friend in
1793, looking back upon the time when he had just completed his studies:
‘I was educated in the residential college of Plessis. There I was in the company of
important men … Once my studies ended, I was left with nothing. I started looking for a
post. It was impossible to find one at the law courts in Paris. The choice of a career in the
army was not open to me as I was not a noble by birth, nor did I have a patron. The
church too could not offer me a refuge. I could not buy an office as I did not possess a
sou. My old friends turned their backs to me … the system had provided us with an
education without however offering a field where our talents could be utilised.’
2. An Englishman, Arthur Young, travelled through France during the years from 1787 to
1789 and wrote detailed descriptions of his journeys. He often commented on what he
Revolution
saw.
Source
‘He who decides to be served and waited upon by slaves, ill-treated slaves at that, must
be fully aware that by doing so he is placing his property and his life in a situation which is
very different from that he would be in, had he chosen the services of free and well-
treated men. And he who chooses to dine to the accompaniment of his victims’ groans,
should not complain if during a riot his daughter gets kidnapped or his son’s throat is slit.’
French
Activity What message is Young trying to convey here? Whom does he mean when he speaks of‘ ‘slaves’?
The
Who is he criticising? What dangers does he sense in the situation of 1787?
2 The Outbreak of the Revolution
Louis XVI had to increase taxes for reasons you have learnt in the
previous section. How do you think he could have gone about doing Some important dates
this? In France of the Old Regime the monarch did not have the 1774
Louis XVI becomes king of France, faces
power to impose taxes according to his will alone. Rather he had to empty treasury and growing discontent
call a meeting of the Estates General which would then pass his within society of the Old Regime.
proposals for new taxes. The Estates General was a political body to 1789
Convocation of Estates General, Third
which the three estates sent their representatives. However, the Estate forms National Assembly, the
monarch alone could decide when to call a meeting of this body. The Bastille is stormed, peasant revolts in the
countryside.
last time it was done was in 1614.
1791
A constitution is framed to limit the powers
On 5 May 1789, Louis XVI called together an assembly of the Estates of the king and to guarantee basic rights to
General to pass proposals for new taxes. A resplendent hall in all human beings.
Versailles was prepared to host the delegates. The first and second 1792-93
France becomes a republic, the king is
estates sent 300 representatives each, who were seated in rows facing beheaded.
each other on two sides, while the 600 members of the third estate Overthrow of the Jacobin republic, a
Directory rules France.
had to stand at the back. The third estate was represented by its more
1804
prosperous and educated members. Peasants, artisans and women Napoleon becomes emperor of France,
were denied entry to the assembly. However, their grievances and annexes large parts of Europe.
1815
demands were listed in some 40,000 letters which the representatives Napoleon defeated at Waterloo.
had brought with them.
Voting in the Estates General in the past had been conducted according
to the principle that each estate had one vote. This time too Louis
XVI was determined to continue the same practice. But members of
the third estate demanded that voting now be conducted by the
assembly as a whole, where each member would have one vote. This
was one of the democratic principles put forward by philosophers
like Rousseau in his book The Social Contract. When the king rejected
this proposal, members of the third estate walked out of the assembly
in protest. Activity
The representatives of the third estate viewed themselves as spokesmen
Representatives of the Third Estate take the
for the whole French nation. On 20 June they assembled in the hall oath raising their arms in the direction of
of an indoor tennis court in the grounds of Versailles. They declared Bailly, the President of the Assembly,
themselves a National Assembly and swore not to disperse till they standing on a table in the centre. Do you
had drafted a constitution for France that would limit the powers of think that during the actual event Bailly
the monarch. They were led by Mirabeau and Abbé Sieyès. Mirabeau would have stood with his back to the
was born in a noble family but was convinced of the need to do away assembled deputies? What could have
with a society of feudal privilege. He brought out a journal and been David’s intention in placing Bailly
delivered powerful speeches to the crowds assembled at Versailles. (Fig.5) the way he has done?
Fig.5 – The Tennis Court Oath.
Preparatory sketch for a large painting by Jacques-Louis David. The painting was intended to be hung in the National Assembly.
Abbé Sieyès, originally a priest, wrote an influential pamphlet called

‘What is the Third Estate’?
While the National Assembly was busy at Versailles drafting a

constitution, the rest of France seethed with turmoil. A severe winter
had meant a bad harvest; the price of bread rose, often bakers exploited
the situation and hoarded supplies. After spending hours in long
queues at the bakery, crowds of angry women stormed into the
shops. At the same time, the king ordered troops to move into Paris.
On 14 July, the agitated crowd stormed and destroyed the Bastille.
In the countryside rumours spread from village to village that the

lords of the manor had hired bands of brigands who were on their
way to destroy the ripe crops. Caught in a frenzy of fear, peasants in
Revolution
several districts seized hoes and pitchforks and attacked chateaux.
Regions not affected by the Great Fear
They looted hoarded grain and burnt down documents containing Areas of agrarian revolt early 1789
Epicentres of main panic movements
records of manorial dues. A large number of nobles fled from their The spread of the Great Fear
homes, many of them migrating to neighbouring countries.

Fig.6 – The spread of the Great Fear.
The map shows how bands of peasants spread
Faced with the power of his revolting subjects, Louis XVI finally from one point to another.
French
accorded recognition to the National Assembly and accepted the

principle that his powers would from now on be checked by a
New words
constitution. On the night of 4 August 1789, the Assembly passed a
The
decree abolishing the feudal system of obligations and taxes. Members Chateau (pl. chateaux) – Castle or stately
of the clergy too were forced to give up their privileges. Tithes were residence belonging to a king or a nobleman
abolished and lands owned by the Church were confiscated. As a Manor – An estate consisting of the lord’s
result, the government acquired assets worth at least 2 billion livres. lands and his mansion
2.1 France Becomes a Constitutional Monarchy
The National Assembly completed the draft of the constitution in
1791. Its main object was to limit the powers of the monarch. These
powers instead of being concentrated in the hands of one person,
were now separated and assigned to different institutions – the
legislature, executive and judiciary. This made France a constitutional
monarchy. Fig. 7 explains how the new political system worked.
Judiciary Executive Legislature

CONTROL
Judge King National Assembly (745 members)
VETO
OL VOTE
NTR
CO
Ministers Electors (50,000 men)
V
O
T
E
VOTE
Active citizens: entitled to vote. About 4 million of a
population of 28 million
Passive citizens: no voting rights. About 3 million men
Women, children and youth below 25.
Fig.7 – The Political sytstem under the Constitution of 1791.

The Constitution of 1791 vested the power to make laws in the

National Assembly, which was indirectly elected. That is, citizens
voted for a group of electors, who in turn chose the Assembly. Not
all citizens, however, had the right to vote. Only men above 25 years
of age who paid taxes equal to at least 3 days of a labourer’s wage
were given the status of active citizens, that is, they were entitled to
vote. The remaining men and all women were classed as passive
citizens. To qualify as an elector and then as a member of the Assembly,
a man had to belong to the highest bracket of taxpayers.
10
Fig.8 – The Declaration of the Rights of Man
and Citizen, painted by the artist Le Barbier in
1790. The figure on the right represents France.
The figure on the left symbolises the law.
Source C
The Declaration of Rights of Man and

Citizen
1. Men are born and remain free and equal
in rights.
2. The aim of every political association is
the preservation of the natural and
inalienable rights of man; these are liberty,
property, securi ty and resistance to
oppression.
3. The source of all sovereignty resides in
the nation; no group or individual may
The Constitution began with a Declaration of the Rights of Man
exercise authority that does not come
and Citizen. Rights such as the right to life, freedom of speech, from the people.
freedom of opinion, equality before law, were established as ‘natural 4. Liberty consists of the power to do
and inalienable’ rights, that is, they belonged to each human being whatever is not injurious to others.
by birth and could not be taken away. It was the duty of the state to 5. The law has the right to forbid only
actions that are injurious to society.
protect each citizen’s natural rights.
6. Law is the expression of the general
will. All citizens have the right to participate
in its formation, personally or through their
representatives. All citizens are equal
before it.
Source B
7. No man may be accused, arrested or
detained, except in cases determined by
Revolution
The revolutionary journalist Jean-Paul the law.
Marat commented in his newspaper 11. Every citizen may speak, write and print
L’Ami du peuple (The friend of the freely; he must take responsibility for the
people) on the Constitution drafted by abuse of such liberty in cases determined
the National Assembly: by the law.
‘The task of representing the people 12. For the maintenance of the public
has been given to the rich … the lot of force and for the expenses of
French
the poor and oppressed will never be administration a common tax is

improved by peaceful means alone. Here indispensable; it must be assessed equally
we have absolute proof of how wealth on all citizens in proportion to their means.
influences the law. Yet laws will last only as long as the people
17. Since property is a sacred and inviolable
agree to obey them. And when they have managed to cast off
The
right, no one may be deprived of it, unless

the yoke of the aristocrats, they will do the same to the other
a legally established public necessity
owners of wealth.’
requires it. In that case a just
Source: An extract from the newspaper L’Ami du peuple. compensation must be given in advance.
11
Box 1
Reading political symbols

The majority of men and women in the eighteenth century could not read or write. So images and symbols
were frequently used instead of printed words to communicate important ideas. The painting by Le Barbier
(Fig. 8) uses many such symbols to convey the content of the Declaration of Rights. Let us try to read
these symbols.
The broken chain: Chains were used to fetter slaves.

A broken chain stands for the act of becoming free.
The bundle of rods or fasces: One rod

can be easily broken, but not an entire
bundle. Strength lies in unity.
The eye within a triangle radiating light: The all-

seeing eye stands for knowledge. The rays of the sun
will drive away the clouds of ignorance.
Sceptre: Symbol of royal power.
Snake biting its tail to form a ring: Symbol of

Eternity. A ring has neither beginning nor end.
12
Red Phrygian cap: Cap worn by a slave
upon becoming free.
Blue-white-red: The
national colours of France.
Activity
1. Identify the symbols in Box 1 which stand
for liberty, equality and fraternity.
2. Explain the meaning of the painting of the

Declaration of Rights of Man and Citizen
(Fig. 8) by reading only the symbols.
3. Compare the political rights which the

Constitution of 1791 gave to the citizens
with Articles 1 and 6 of the Declaration
(Source C). Are the two documents
consistent? Do the two documents convey
the same idea?
Revolution
The winged woman:
Personification of the law. 4. Which groups of French society would have
gained from the Constitution of 1791?
Which groups would have had reason to
The Law Tablet: The law is the same for all, be dissatisfied? What developments does
and all are equal before it. Marat (Source B) anticipate in the future?
French
5. Imagine the impact of the events in France

on neighbouring countries such as Prussia,
Austria-Hungary or Spain, all of which were
The
absolute monarchies. How would the kings,

traders, peasants, nobles or members of
the clergy here have reacted to the news of
what was happening in France?
13
3 France Abolishes Monarchy and Becomes a Republic
The situation in France continued to be tense during the following years.

Although Louis XVI had signed the Constitution, he entered into secret
negotiations with the King of Prussia. Rulers of other neighbouring
countries too were worried by the developments in France and made
plans to send troops to put down the events that had been taking place
there since the summer of 1789. Before this could happen, the National
Assembly voted in April 1792 to declare war against Prussia and Austria.
Thousands of volunteers thronged from the provinces to join the army.
They saw this as a war of the people against kings and aristocracies all
over Europe. Among the patriotic songs they sang was the Marseillaise,
composed by the poet Roget de L’Isle. It was sung for the first time by
volunteers from Marseilles as they marched into Paris and so got its
name. The Marseillaise is now the national anthem of France.
The revolutionary wars brought losses and economic difficulties

to the people. While the men were away fighting at the front,
women were left to cope with the tasks of earning a living and
looking after their families. Large sections of the population were
convinced that the revolution had to be carried further, as the
Constitution of 1791 gave political rights only to the richer sections
of society. Political clubs became an important rallying point for
people who wished to discuss government policies and plan their
own forms of action. The most successful of these clubs was that of
the Jacobins, which got its name from the former convent of St
Jacob in Paris. Women too, who had been active throughout this
period, formed their own clubs. Section 4 of this chapter will tell
you more about their activities and demands.
The members of the Jacobin club belonged mainly to the less

prosperous sections of society. They included small shopkeepers,
artisans such as shoemakers, pastry cooks, watch-makers, printers,
as well as servants and daily-wage workers. Their leader was
Maximilian Robespierre. A large group among the Jacobins decided
to start wearing long striped trousers similar to those worn by
dock workers. This was to set themselves apart from the fashionable
sections of society, especially nobles, who wore knee breeches. It
New words
Convent – Building belonging to a community devoted to a

religious life Fig.9 – A sans-culottes couple.
14
Fig.10 – Nanine Vallain, Liberty.
This is one of the rare paintings by a woman artist.
The revolutionary events made it possible for
women to train with established painters and to
exhibit their works in the Salon, which was an
exhibition held every two years.
The painting is a female allegory of liberty – that
is, the female form symbolises the idea of freedom.
Activity
Look carefully at the painting and identify the
objects which are political symbols you saw in
Box 1 (broken chain, red cap, fasces, Charter
of the Declaration of Rights). The pyramid
stands for equality, often represented by a
triangle. Use the symbols to interpret the
painting. Describe your impressions of the
female figure of liberty.
was a way of proclaiming the end of the power wielded by the

wearers of knee breeches. These Jacobins came to be known as the
sans-culottes, literally meaning ‘those without knee breeches’. Sans-
culottes men wore in addition the red cap that symbolised liberty.
Women however were not allowed to do so.
Revolution
In the summer of 1792 the Jacobins planned an insurrection of a
large number of Parisians who were angered by the short supplies
and high prices of food. On the morning of August 10 they stormed
the Palace of the Tuileries, massacred the king’s guards and held
the king himself as hostage for several hours. Later the Assembly
French
voted to imprison the royal family. Elections were held. From now
on all men of 21 years and above, regardless of wealth, got the right
to vote.
The
The newly elected assembly was called the Convention. On

21 September 1792 it abolished the monarchy and declared France
a republic. As you know, a republic is a form of government where
the people elect the government including the head of the
15
government. There is no hereditary monarchy. You can try and New words
find out about some other countries that are republics and investigate
when and how they became so. Treason – Betrayal of one’s country or
government
Louis XVI was sentenced to death by a court on the charge of
treason. On 21 January 1793 he was executed publicly at the
Place de la Concorde. The queen Marie Antoinette met with the
same fate shortly after.
3.1 The Reign of Terror
The period from 1793 to 1794 is referred to as the Reign of
Terror. Robespierre followed a policy of severe control and
punishment. All those whom he saw as being ‘enemies’ of the Source D
republic – ex-nobles and clergy, members of other political
parties, even members of his own party who did not agree with What is liberty? Two conflicting views:
his methods – were arrested, imprisoned and then tried by a The revolutionary journalist Camille
revolutionary tribunal. If the court found them ‘guilty’ they Desmoulins wrote the following in 1793. He
was executed shortly after, during the Reign
were guillotined. The guillotine is a device consisting of two
of Terror.
poles and a blade with which a person is beheaded. It was named
‘Some people believe that Liberty is like a
after Dr Guillotin who invented it. child, which needs to go through a phase of
being disciplined before it attains maturity.
Robespierre’s government issued laws placing a maximum ceiling Quite the opposite. Liberty is Happiness,
on wages and prices. Meat and bread were rationed. Peasants Reason, Equality, Justice, it is the Declaration
were forced to transport their grain to the cities and sell it at of Rights … You would like to finish off all
your enemies by guillotining them. Has
prices fixed by the government. The use of more expensive white anyone heard of something more senseless?
flour was forbidden; all citizens were required to eat the pain Would it be possible to bring a single person
d’égalité (equality bread), a loaf made of wholewheat. Equality to the scaffold without making ten more
enemies among his relations and friends?’
was also sought to be practised through forms of speech and
address. Instead of the traditional Monsieur (Sir) and Madame On 7 February 1794,
(Madam) all French men and women were henceforth Citoyen Robespierre made a
speech at the
and Citoyenne (Citizen). Churches were shut down and their
Convention, which was
buildings converted into barracks or offices. then carried by the
newspaper Le Moniteur
Robespierre pursued his policies so relentlessly that even his Universel . Here is an
supporters began to demand moderation. Finally, he was extract from it:
convicted by a court in July 1794, arrested and on the next day ‘To establish and consolidate democracy, to
sent to the guillotine. achieve the peaceful rule of constitutional
laws, we must first finish the war of liberty
against tyranny …. We must annihilate the
Activity enemies of the republic at home and abroad,
or else we shall perish. In time of Revolution
Compare the views of Desmoulins and Robespierre. How does a democratic government may rely on terror.
each one understand the use of state force? What does Terror is nothing but justice, swift, severe
Robespierre mean by ‘the war of liberty against tyranny’? How and inflexible; … and is used to meet the
does Desmoulins perceive liberty? Refer once more to Source C. most urgent needs of the fatherland. To curb
the enemies of Liberty through terror is the
What did the constitutional laws on the rights of individuals lay
right of the founder of the Republic.’
down? Discuss your views on the subject in class.
16
Fig.11 – The revolutionary government sought to mobilise the loyalty of its subjects through various means – one of
them was the staging of festivals like this one. Symbols from civilisations of ancient Greece and Rome were used to convey
the aura of a hallowed history. The pavilion on the raised platform in the middle carried by classical columns was made of
perishable material that could be dismantled. Describe the groups of people, their clothes, their roles and actions. What
impression of a revolutionary festival does this image convey?
3.2 A Directory Rules France

The fall of the Jacobin government allowed the wealthier middle
classes to seize power. A new constitution was introduced which
Revolution
denied the vote to non-propertied sections of society. It provided
for two elected legislative councils. These then appointed a Directory,
an executive made up of five members. This was meant as a safeguard
against the concentration of power in a one-man executive as under
the Jacobins. However, the Directors often clashed with the legislative
councils, who then sought to dismiss them. The political instability
French
of the Directory paved the way for the rise of a military dictator,
Napoleon Bonaparte.
Through all these changes in the form of government, the ideals of

The
freedom, of equality before the law and of fraternity remained inspiring

ideals that motivated political movements in France and the rest of Europe
during the following century.
17
4 Did Women have a Revolution?
Fig.12 – Parisian women on their way to Versailles.

This print is one of the many pictorial representations of the events of 5 October 1789, when women marched to Versailles
and brought the king back with them to Paris.
From the very beginning women were active participants in the events
which brought about so many important changes in French society.
They hoped that their involvement would pressurise the revolutionary
government to introduce measures to improve their lives. Most
women of the third estate had to work for a living. They worked as Activity
seamstresses or laundresses, sold flowers, fruits and vegetables at the

Describe the persons represented in
market, or were employed as domestic servants in the houses of
Fig. 12 – their actions, their postures, the
prosperous people. Most women did not have access to education or
objects they are carrying. Look carefully to
job training. Only daughters of nobles or wealthier members of the
see whether all of them come from the
third estate could study at a convent, after which their families
same social group. What symbols has the
arranged a marriage for them. Working women had also to care for
artist included in the image? What do they
their families, that is, cook, fetch water, queue up for bread and stand for? Do the actions of the women
look after the children. Their wages were lower than those of men. reflect traditional ideas of how women
In order to discuss and voice their interests women started their own were expected to behave in public? What
do you think: does the artist sympathise
political clubs and newspapers. About sixty women’s clubs came up
with the women’s activities or is he critical
in different French cities. The Society of Revolutionary and
of them? Discuss your views in the class.
Republican Women was the most famous of them. One of their
18
main demands was that women enjoy the same political rights as
men. Women were disappointed that the Constitution of 1791 reduced
them to passive citizens. They demanded the right to vote, to be
elected to the Assembly and to hold political office. Only then, they
felt, would their interests be represented in the new government.
In the early years, the revolutionary government did introduce laws

that helped improve the lives of women. Together with the creation
of state schools, schooling was made compulsory for all girls. Their
fathers could no longer force them into marriage against their will.
Marriage was made into a contract entered into freely and registered
under civil law. Divorce was made legal, and could be applied for by
both women and men. Women could now train for jobs, could
become artists or run small businesses.
Women’s struggle for equal political rights, however, continued.

During the Reign of Terror, the new government issued laws ordering
closure of women’s clubs and banning their political activities. Many
prominent women were arrested and a number of them executed.
Women’s movements for voting rights and equal wages continued

through the next two hundred years in many countries of the world.
The fight for the vote was carried out through an international
suffrage movement during the late nineteenth and early twentieth
centuries. The example of the political activities of French women
during the revolutionary years was kept alive as an inspiring memory.
It was finally in 1946 that women in France won the right to vote.
Source E
The life of a revolutionary woman – Olympe de Gouges
Revolution
(1748-1793)
Olympe de Gouges was one of the most important of the politically
active women in revolutionary France. She protested against the
Constitution and the Declaration of Rights of Man and Citizen as
they excluded women from basic rights that each human being was
French
entitled to. So, in 1791, she wrote a Declaration of the Rights of

Woman and Citizen, which she addressed to the Queen and to the
members of the National Assembly, demanding that they act upon
it. In 1793, Olympe de Gouges criticised the Jacobin government
The
for forcibly closing down women’s clubs. She was tried by the
National Convention, which charged her with treason. Soon after
this she was executed.
19
Source F
Some of the basic rights set forth in Olympe de Gouges’

Declaration.
1. Woman is born free and remains equal to man in rights.
2. The goal of all political associations is the preservation of the natural
rights of woman and man: These rights are liberty, property, security,
and above all resistance to oppression.
3. The source of all sovereignty resides in the nation, which is nothing
but the union of woman and man.
4. The law should be the expression of the general will; all female and
male citizens should have a say either personally or by their
representatives in its formulation; it should be the same for all. All
female and male citizens are equally entitled to all honours
and public employment according to their abilities and without any Activity
other distinction than that of their talents.
Compare the manifesto drafted by Olympe de
5. No woman is an exception; she is accused, arrested, and detained in
Gouges (Source F) with the Declaration of the
cases determined by law. Women, like men, obey this rigorous law.
Rights of Man and Citizen (Source C).
Source G
In 1793, the Jacobin politician Chaumette

sought to justify the closure of women’s
clubs on the following grounds:
‘Has Nature entrusted domestic duties to
men? Has she given us breasts to nurture
babies?
No.
She said to Man:

Be a man. Hunting, agriculture, political duties
Fig.13 – Women queuing up at a bakery. … that is your kingdom.
She said to Woman:
Be a woman … the things of the household,
the sweet duties of motherhood – those
are your tasks.
Activity Shameless are those women, who wish to
become men. Have not duties been fairly
Imagine yourself to be one of the women in Fig. 13. Formulate a
distributed?’
response to the arguments put forward by Chaumette (Source G).
20
5 The Abolition of Slavery
One of the most revolutionary social reforms of the Jacobin regime

was the abolition of slavery in the French colonies. The colonies in
the Caribbean – Martinique, Guadeloupe and San Domingo – were
important suppliers of commodities such as tobacco, indigo, sugar
and coffee. But the reluctance of Europeans to go and work in distant
and unfamiliar lands meant a shortage of labour on the plantations.
So this was met by a triangular slave trade between Europe, Africa
and the Americas. The slave trade began in the seventeenth century.
French merchants sailed from the ports of Bordeaux or Nantes to
the African coast, where they bought slaves from local chieftains.
Branded and shackled, the slaves were packed tightly into ships for
the three-month long voyage across the Atlantic to the Caribbean.
There they were sold to plantation owners. The exploitation of slave
labour made it possible to meet the growing demand in European
markets for sugar, coffee, and indigo. Port cities like Bordeaux and
Nantes owed their economic prosperity to the flourishing slave trade.
Throughout the eighteenth century there was little criticism of slavery

in France. The National Assembly held long debates about whether
the rights of man should be extended to all French subjects including
those in the colonies. But it did not pass any laws, fearing opposition
from businessmen whose incomes depended on the slave trade. It
was finally the Convention which in 1794 legislated to free all slaves Fig.14 – The emancipation of slaves.
This print of 1794 describes the emancipation
in the French overseas possessions. This, however, turned out to be of slaves. The tricolour banner on top carries
a short-term measure: ten years later, Napoleon reintroduced slavery. the slogan: ‘The rights of man’. The
inscription below reads: ‘The freedom of the
Plantation owners understood their freedom as including the right unfree’. A French woman prepares to ‘civilise’
to enslave African Negroes in pursuit of their economic interests. the African and American Indian slaves by
Revolution
giving them European clothes to wear.
Slavery was finally abolished in French colonies in 1848.
Activity
New words
Record your impressions of this print
French
Negroes – A term used for the indigenous people of Africa (Fig. 14). Describe the objects lying on the
south of the Sahara. It is a derogatory term not in common use ground. What do they symbolise? What
any longer attitude does the picture express towards
Emancipation – The act of freeing non-European slaves?
The
21
6 The Revolution and Everyday Life
Can politics change the clothes people wear, the language they speak
or the books they read? The years following 1789 in France saw many
such changes in the lives of men, women and children. The
revolutionary governments took it upon themselves to pass laws that
would translate the ideals of liberty and equality into everyday practice.
One important law that came into effect soon after the storming of
the Bastille in the summer of 1789 was the abolition of censorship. In
the Old Regime all written material and cultural activities – books,
newspapers, plays – could be published or performed only after they
had been approved by the censors of the king. Now the Declaration
of the Rights of Man and Citizen proclaimed freedom of speech and
expression to be a natural right. Newspapers, pamphlets, books and
printed pictures flooded the towns of France from where they
travelled rapidly into the countryside. They all described and discussed
the events and changes taking place in France. Freedom of the press Activity
also meant that opposing views of events could be expressed. Each
side sought to convince the others of its position through the medium Describe the picture in your own words. What
of print. Plays, songs and festive processions attracted large numbers are the images that the artist has used to
communicate the following ideas: greed,
of people. This was one way they could grasp and identify with ideas
equality, justice, takeover by the state of the
such as liberty or justice that political philosophers wrote about at
assets of the church?
length in texts which only a handful of educated people could read.
Fig.15 – The patriotic fat-reducing press.

This anonymous print of 1790 seeks to make the idea of justice tangible.
22
Fig.16 - Marat addressing the people. This is a painting by Louis-Leopold Boilly.
Recall what you have learnt about Marat in this chapter. Describe the scene around him. Account for his great popularity.
What kinds of reactions would a painting like this produce among viewers in the Salon?
Conclusion
In 1804, Napoleon Bonaparte crowned himself Emperor of France.
He set out to conquer neighbouring European countries, dispossessing
dynasties and creating kingdoms where he placed members of his family.
Revolution
Napoleon saw his role as a moderniser of Europe. He introduced many
laws such as the protection of private property and a uniform system of
weights and measures provided by the decimal system. Initially, many
saw Napoleon as a liberator who would bring freedom for the people.
But soon the Napoleonic armies came to be viewed everywhere as an
French
invading force. He was finally defeated at Waterloo in 1815. Many of his

measures that carried the revolutionary ideas of liberty and modern laws
to other parts of Europe had an impact on people long after Napoleon
had left.
The
The ideas of liberty and democratic rights were the most important
legacy of the French Revolution. These spread from France to the Fig.17 – Napoleon crossing the Alps, painting
rest of Europe during the nineteenth century, where feudal systems by David.
23
were abolished. Colonised peoples reworked the idea of freedom from Box 2
bondage into their movements to create a sovereign nation state. Tipu Raja Rammohan Roy was one of those who
Sultan and Rammohan Roy are two examples of individuals who was inspired by new ideas that were spreading
through Europe at that time. The French
responded to the ideas coming from revolutionary France. Revolution and later, the July Revolution excited
his imagination.
‘He could think and talk of nothing else when he
heard of the July Revolution in France in 1830.
On his way to England at Cape Town he insisted
on visiting frigates (warships) flying the
revolutionary tri-colour flag though he had been
temporarily lamed by an accident.’
Susobhan Sarkar, Notes on the Bengal Renaissance 1946.
Activities
1. Find out more about any one of the revolutionary figures you have read
about in this chapter. Write a short biography of this person.
2. The French Revolution saw the rise of newspapers describing the events of
each day and week. Collect information and pictures on any one event and
Activities
write a newspaper article. You could also conduct an imaginary interview
with important personages such as Mirabeau, Olympe de Gouges or
Robespierre. Work in groups of two or three. Each group could then put up
their articles on a board to produce a wallpaper on the French Revolution.
Questions
1. Describe the circumstances leading to the outbreak of revolutionary protest

in France.
?
2. Which groups of French society benefited from the revolution? Which

groups were forced to relinquish power? Which sections of society would
have been disappointed with the outcome of the revolution?
3. Describe the legacy of the French Revolution for the peoples of the world
during the nineteenth and twentieth centuries.
4. Draw up a list of democratic rights we enjoy today whose origins could be
traced to the French Revolution.
5. Would you agree with the view that the message of universal rights was
beset with contradictions? Explain.
6. How would you explain the rise of Napoleon?
24
Socialism in Europe and
Chapter II
the Russian Revolution
1 The Age of Social Change
In the previous chapter you read about the powerful ideas of freedom
and equality that circulated in Europe after the French Revolution.
The French Revolution opened up the possibility of creating a
dramatic change in the way in which society was structured. As you
Revolution and the Russian Revolution

have read, before the eighteenth century society was broadly divided
into estates and orders and it was the aristocracy and church which
controlled economic and social power. Suddenly, after the revolution,
it seemed possible to change this. In many parts of the world including
Europe and Asia, new ideas about individual rights and who
controlled social power began to be discussed. In India, Raja
Rammohan Roy and Derozio talked of the significance of the French
Revolution, and many others debated the ideas of post-revolutionary
Europe. The developments in the colonies, in turn, reshaped these
ideas of societal change.
Not everyone in Europe, however, wanted a complete transformation

of society. Responses varied from those who accepted that some
change was necessary but wished for a gradual shift, to those who
wanted to restructure society radically. Some were ‘conservatives’,
others were ‘liberals’ or ‘radicals’. What did these terms really mean
in the context of the time? What separated these strands of politics
and what linked them together? We must remember that these terms
do not mean the same thing in all contexts or at all times.
Europe
We will look briefly at some of the important political traditions of
the nineteenth century, and see how they influenced change. Then inthe Russian
we will focus on one historical event in which there was an attempt
at a radical transformation of society. Through the revolution in
Russia, socialism became one of the most significant and powerful
Socialism in Europe and
ideas to shape society in the twentieth century.

Socialism
1.1 Liberals, Radicals and Conservatives

One of the groups which looked to change society were the liberals.
Liberals wanted a nation which tolerated all religions. We should
remember that at this time European states usually discriminated in
25
favour of one religion or another (Britain favoured the Church of
England, Austria and Spain favoured the Catholic Church). Liberals
also opposed the uncontrolled power of dynastic rulers. They wanted
to safeguard the rights of individuals against governments. They
argued for a representative, elected parliamentary government, subject
to laws interpreted by a well-trained judiciary that was independent
of rulers and officials. However, they were not ‘democrats’. They
did not believe in universal adult franchise, that is, the right of every
citizen to vote. They felt men of property mainly should have the
vote. They also did not want the vote for women.
In contrast, radicals wanted a nation in which government was based

on the majority of a country’s population. Many supported women’s
suffragette movements. Unlike liberals, they opposed the privileges
of great landowners and wealthy factory owners. They were not
against the existence of private property but disliked concentration
of property in the hands of a few.
Conservatives were opposed to radicals and liberals. After the French

Revolution, however, even conservatives had opened their minds to
the need for change. Earlier, in the eighteenth century, conservatives
had been generally opposed to the idea of change. By the nineteenth
century, they accepted that some change was inevitable but believed
that the past had to be respected and change had to be brought about
through a slow process.
Such differing ideas about societal change clashed during the social
and political turmoil that followed the French Revolution. The
various attempts at revolution and national transformation in the
nineteenth century helped define both the limits and potential of
these political tendencies.
1.2 Industrial Society and Social Change

These political trends were signs of a new time. It was a time of
profound social and economic changes. It was a time when new cities
came up and new industrialised regions developed, railways expanded
and the Industrial Revolution occurred.
Industrialisation brought men, women and children to factories. Work

hours were often long and wages were poor. Unemployment was
New words
common, particularly during times of low demand for industrial goods.
Housing and sanitation were problems since towns were growing Suffragette movement – A movement to
rapidly. Liberals and radicals searched for solutions to these issues. give women the right to vote.
26
Fig.1 – The London poor in the mid-nineteenth century as seen by a
contemporary.
From: Henry Mayhew, London Labour and the London Poor, 1861.
Almost all industries were the property of individuals. Liberals and

radicals themselves were often property owners and employers.
Having made their wealth through trade or industrial ventures, they
felt that such effort should be encouraged – that its benefits would
Socialism in Europe and the Russian Revolution

be achieved if the workforce in the economy was healthy and citizens
were educated. Opposed to the privileges the old aristocracy had by
birth, they firmly believed in the value of individual effort, labour
and enterprise. If freedom of individuals was ensured, if the poor
could labour, and those with capital could operate without restraint,
they believed that societies would develop. Many working men and
women who wanted changes in the world rallied around liberal and
radical groups and parties in the early nineteenth century.
Some nationalists, liberals and radicals wanted revolutions to put an

end to the kind of governments established in Europe in 1815. In
France, Italy, Germany and Russia, they became revolutionaries and
worked to overthrow existing monarchs. Nationalists talked of
revolutions that would create ‘nations’ where all citizens would have
27
equal rights. After 1815, Giuseppe Mazzini, an Italian nationalist, conspired
with others to achieve this in Italy. Nationalists elsewhere – including India
– read his writings.
1.3 The Coming of Socialism to Europe

Perhaps one of the most far-reaching visions of how society should be
structured was socialism. By the mid - nineteenth century in Europe, socialism
was a well-known body of ideas that attracted widespread attention.
Socialists were against private property, and saw it as the root of all social ills
of the time. Why? Individuals owned the property that gave employment
but the propertied were concerned only with personal gain and not with
the welfare of those who made the property productive. So if society as a
whole rather than single individuals controlled property, more attention
would be paid to collective social interests. Socialists wanted this change and
campaigned for it.
How could a society without property operate? What would be the basis of
socialist society?
Socialists had different visions of the future. Some believed in the idea of
cooperatives. Robert Owen (1771-1858), a leading English manufacturer,
sought to build a cooperative community called New Harmony in Indiana
(USA). Other socialists felt that cooperatives could not be built on a wide
scale only through individual initiative: they demanded that governments
encourage cooperatives. In France, for instance, Louis Blanc (1813-1882)
wanted the government to encourage cooperatives and replace capitalist
enterprises. These cooperatives were to be associations of people who
produced goods together and divided the profits according to the work
done by members.
Karl Marx (1818-1883) and Friedrich Engels (1820-1895) added other ideas
to this body of arguments. Marx argued that industrial society was ‘capitalist’.
Capitalists owned the capital invested in factories, and the profit of capitalists
was produced by workers. The conditions of workers could not improve
as long as this profit was accumulated by private capitalists. Workers had to
overthrow capitalism and the rule of private property. Marx believed that
to free themselves from capitalist exploitation, workers had to construct a
radically socialist society where all property was socially controlled. This
would be a communist society. He was convinced that workers would
Activity
triumph in their conflict with capitalists. A communist society was the natural List two differences between the capitalist
society of the future. and socialist ideas of private property.
28
1.4 Support for Socialism
By the 1870s, socialist ideas spread through Europe. To coordinate
their efforts, socialists formed an international body – namely, the
Second International. Activity
Workers in England and Germany began forming associations to Imagine that a meeting has been called in
fight for better living and working conditions. They set up funds to your area to discuss the socialist idea of
help members in times of distress and demanded a reduction of working doing away with private property and
hours and the right to vote. In Germany, these associations worked closely introducing collective ownership. Write the
with the Social Democratic Party (SPD) and helped it win parliamentary speech you would make at the meeting if you
seats. By 1905, socialists and trade unionists formed a Labour Party in are:
Britain and a Socialist Party in France. However, till 1914, socialists never Ø a poor labourer working in the fields
succeeded in forming a government in Europe. Represented by strong Ø a medium-level landowner
figures in parliamentary politics, their ideas did shape legislation, but
Ø a house owner
governments continued to be run by conservatives, liberals and radicals.
Fig.2 – This is a painting of the Paris Commune of 1871 (From Illustrated London News, 1871). It portrays a scene from the
popular uprising in Paris between March and May 1871. This was a period when the town council (commune) of Paris was
taken over by a ‘peoples’ government’ consisting of workers, ordinary people, professionals, political activists and others.
The uprising emerged against a background of growing discontent against the policies of the French state. The ‘Paris
Commune’ was ultimately crushed by government troops but it was celebrated by Socialists the world over as a prelude to a
socialist revolution.The Paris Commune is also popularly remembered for two important legacies: one, for its association with
the workers’ red flag – that was the flag adopted by the communards ( revolutionaries) in Paris; two, for the ‘Marseillaise’,
originally written as a war song in 1792, it became a symbol of the Commune and of the struggle for liberty.
29
2 The Russian Revolution
In one of the least industrialised of European states this situation was

reversed. Socialists took over the government in Russia through the
October Revolution of 1917. The fall of monarchy in February 1917
and the events of October are normally called the Russian Revolution.
How did this come about? What were the social and political
conditions in Russia when the revolution occurred? To answer these
questions, let us look at Russia a few years before the revolution.
2.1 The Russian Empire in 1914

In 1914, Tsar Nicholas II ruled Russia and its empire. Besides the
territory around Moscow, the Russian empire included current-day
Finland, Latvia, Lithuania, Estonia, parts of Poland, Ukraine and
Belarus. It stretched to the Pacific and comprised today’s Central
Asian states, as well as Georgia, Armenia and Azerbaijan. The majority
religion was Russian Orthodox Christianity – which had grown out Fig.3 – Tsar Nicholas II in the White
Hall of the Winter Palace,
of the Greek Orthodox Church – but the empire also included St Petersburg, 1900.
Catholics, Protestants, Muslims and Buddhists. Painted by Earnest Lipgart (1847-1932)
Fig.4 – Europe in 1914.

The map shows the Russian empire and the European countries at war during the First
World War.
30
2.2 Economy and Society
At the beginning of the twentieth century, the vast majority of
Russia’s people were agriculturists. About 85 per cent of the Russian
empire’s population earned their living from agriculture. This
proportion was higher than in most European countries. For instance,
in France and Germany the proportion was between 40 per cent and
50 per cent. In the empire, cultivators produced for the market as
well as for their own needs and Russia was a major exporter of grain.
Industry was found in pockets. Prominent industrial areas were

St Petersburg and Moscow. Craftsmen undertook much of the
production, but large factories existed alongside craft workshops.
Many factories were set up in the 1890s, when Russia’s railway
network was extended, and foreign investment in industry increased.
Fig.5 – Unemployed peasants in pre-war
Coal production doubled and iron and steel output quadrupled. By St Petersburg.
the 1900s, in some areas factory workers and craftsmen were almost Many survived by eating at charitable
kitchens and living in poorhouses.
equal in number.
Most industry was the private property of industrialists. Government

supervised large factories to ensure minimum wages and limited hours
of work. But factory inspectors could not prevent rules being broken.
In craft units and small workshops, the working day was sometimes
15 hours, compared with 10 or 12 hours in factories. Accommodation
varied from rooms to dormitories.
Workers were a divided social group. Some had strong links with
the villages from which they came. Others had settled in cities
permanently. Workers were divided by skill. A metalworker of St.
Petersburg recalled, ‘Metalworkers considered themselves aristocrats
among other workers. Their occupations demanded more training

and skill . . . ’ Women made up 31 per cent of the factory labour Fig.6 – Workers sleeping in bunkers in a
dormitory in pre-revolutionary Russia.
force by 1914, but they were paid less than men (between half and
They slept in shifts and could not keep their
three-quarters of a man’s wage). Divisions among workers showed families with them.
themselves in dress and manners too. Some workers formed
associations to help members in times of unemployment or financial
hardship but such associations were few.
Despite divisions, workers did unite to strike work (stop work) when
they disagreed with employers about dismissals or work conditions.
These strikes took place frequently in the textile industry during
1896-1897, and in the metal industry during 1902.
In the countryside, peasants cultivated most of the land. But the

nobility, the crown and the Orthodox Church owned large
properties. Like workers, peasants too were divided. They were also
31
deeply religious. But except in a few cases they had no respect for the Source A
nobility. Nobles got their power and position through their services
Alexander Shlyapnikov, a socialist
to the Tsar, not through local popularity. This was unlike France
worker of the time, gives us a description
where, during the French Revolution in Brittany, peasants respected of how the meetings were organised:
nobles and fought for them. In Russia, peasants wanted the land of ‘Propaganda was done in the plants and
the nobles to be given to them. Frequently, they refused to pay rent shops on an individual basis. There were
and even murdered landlords. In 1902, this occurred on a large scale also discussion circles … Legal meetings
took place on matters concerning [official
in south Russia. And in 1905, such incidents took place all issues], but this activity was skilfully
over Russia. integrated into the general struggle for
the liberation of the working class. Illegal
Russian peasants were different from other European peasants in meetings were … arranged on the spur
another way. They pooled their land together periodically and their of the moment but in an organised way
commune (mir) divided it according to the needs of individual families. during lunch, in evening break, in front
of the exit, in the yard or, in
establishments with several floors, on
the stairs. The most alert workers would
2.3 Socialism in Russia
form a “plug” in the doorway, and the
All political parties were illegal in Russia before 1914. The Russian whole mass piled up in the exit. An
agitator would get up right there on the
Social Democratic Workers Party was founded in 1898 by socialists
spot. Management would contact the
who respected Marx’s ideas. However, because of government police on the telephone, but the
policing, it had to operate as an illegal organisation. It set up a speeches would have already been
newspaper, mobilised workers and organised strikes. made and the necessary decision taken
by the time they arrived ...’
Some Russian socialists felt that the Russian peasant custom of dividing Alexander Shlyapnikov, On the Eve of
land periodically made them natural socialists. So peasants, not 1917. Reminiscences from the
Revolutionary Underground.
workers, would be the main force of the revolution, and Russia could
become socialist more quickly than other countries. Socialists were
active in the countryside through the late nineteenth century. They
formed the Socialist Revolutionary Party in 1900. This party struggled
for peasants’ rights and demanded that land belonging to nobles be
transferred to peasants. Social Democrats disagreed with Socialist
Revolutionaries about peasants. Lenin felt that peasants were not
one united group. Some were poor and others rich, some worked as
labourers while others were capitalists who employed workers. Given
this ‘differentiation’ within them, they could not all be part of a

socialist movement.
The party was divided over the strategy of organisation. Vladimir
Lenin (who led the Bolshevik group) thought that in a repressive
society like Tsarist Russia the party should be disciplined and should
control the number and quality of its members. Others (Mensheviks)
thought that the party should be open to all (as in Germany).
2.4 A Turbulent Time: The 1905 Revolution

Russia was an autocracy. Unlike other European rulers, even at the
beginning of the twentieth century, the Tsar was not subject to
32
parliament. Liberals in Russia campaigned to end this state of affairs.
Together with the Social Democrats and Socialist Revolutionaries,
they worked with peasants and workers during the revolution of
1905 to demand a constitution. They were supported in the empire
by nationalists (in Poland for instance) and in Muslim-dominated
areas by jadidists who wanted modernised Islam to lead their societies.
The year 1904 was a particularly bad one for Russian workers. Prices
of essential goods rose so quickly that real wages declined by 20 per
cent. The membership of workers’ associations rose dramatically.
When four members of the Assembly of Russian Workers, which
had been formed in 1904, were dismissed at the Putilov Iron Works,
there was a call for industrial action. Over the next few days over
110,000 workers in St Petersburg went on strike demanding a
reduction in the working day to eight hours, an increase in wages
and improvement in working conditions.
When the procession of workers led by Father Gapon reached the

Winter Palace it was attacked by the police and the Cossacks. Over
100 workers were killed and about 300 wounded. The incident,
known as Bloody Sunday, started a series of events that became known
as the 1905 Revolution. Strikes took place all over the country and
universities closed down when student bodies staged walkouts,
complaining about the lack of civil liberties. Lawyers, doctors,
engineers and other middle-class workers established the Union of
Unions and demanded a constituent assembly.
During the 1905 Revolution, the Tsar allowed the creation of an

elected consultative Parliament or Duma. For a brief while during
the revolution, there existed a large number of trade unions and
factory committees made up of factory workers. After 1905, most

committees and unions worked unofficially, since they were declared
illegal. Severe restrictions were placed on political activity. The Tsar Activity
dismissed the first Duma within 75 days and the re-elected second
Why were there revolutionary disturbances in
Duma within three months. He did not want any questioning of his Russia in 1905? What were the demands of
authority or any reduction in his power. He changed the voting revolutionaries?
laws and packed the third Duma with conservative politicians. Liberals
and revolutionaries were kept out.
New words
2.5 The First World War and the Russian Empire Jadidists – Muslim reformers within the
In 1914, war broke out between two European alliances – Germany, Russian empire
Austria and Turkey (the Central powers) and France, Britain and Real wage – Reflects the quantities of
Russia (later Italy and Romania). Each country had a global empire goods which the wages will actually buy.
33
and the war was fought outside Europe as well as
in Europe. This was the First World War.
In Russia, the war was initially popular and people

rallied around Tsar Nicholas II. As the war
continued, though, the Tsar refused to consult the
main parties in the Duma. Support wore thin. Anti-
German sentiments ran high, as can be seen in the
renaming of St Petersburg – a German name – as
Petrograd. The Tsarina Alexandra’s German
origins and poor advisers, especially a monk called
Rasputin, made the autocracy unpopular.
The First World War on the ‘eastern front’ differed

from that on the ‘western front’. In the west, armies
fought from trenches stretched along eastern
France. In the east, armies moved a good deal and
fought battles leaving large casualties. Defeats were
shocking and demoralising. Russia’s armies lost
badly in Germany and Austria between 1914 and
1916. There were over 7 million casualties by 1917.
As they retreated, the Russian army destroyed
crops and buildings to prevent the enemy from
being able to live off the land. The destruction of Fig.7 – Russian soldiers during the First
crops and buildings led to over 3 million refugees in Russia. The World War.
The Imperial Russian army came to be known
situation discredited the government and the Tsar. Soldiers did not
as the ‘Russian steam roller’. It was the
wish to fight such a war. largest armed force in the world. When this
army shifted its loyalty and began supporting
The war also had a severe impact on industry. Russia’s own industries the revolutionaries, Tsarist power collapsed.
were few in number and the country was cut off from other suppliers
of industrial goods by German control of the Baltic Sea. Industrial Activity
equipment disintegrated more rapidly in Russia than elsewhere in
Europe. By 1916, railway lines began to break down. Able-bodied The year is 1916. You are a general in the
Tsar’s army on the eastern front. You are
men were called up to the war. As a result, there were labour shortages
writing a report for the government in
and small workshops producing essentials were shut down. Large
Moscow. In your report suggest what you
supplies of grain were sent to feed the army. For the people in the
think the government should do to improve
cities, bread and flour became scarce. By the winter of 1916, riots at
the situation.
bread shops were common.
34
3 The February Revolution in Petrograd
In the winter of 1917, conditions in the capital, Petrograd, were grim.

The layout of the city seemed to emphasise the divisions among its
people. The workers’ quarters and factories were located on the right
bank of the River Neva. On the left bank were the fashionable areas,
the Winter Palace, and official buildings, including the palace where
the Duma met. In February 1917, food shortages were deeply felt in
the workers’ quarters. The winter was very cold – there had been
exceptional frost and heavy snow. Parliamentarians wishing to
preserve elected government, were opposed to the Tsar’s desire to dissolve
the Duma.
On 22 Febr uar y, a lockout took place at a

factory on the right bank. The next day, workers
in fifty factories called a strike in sympathy.
In many factories, women led the way to strikes.
This came to be called the International Women’s
Day. Demonstrating workers crossed from the
factory quarters to the centre of the capital – the
Nevskii Prospekt. At this stage, no political party
was actively organising the movement. As the
fashionable quarters and official buildings were
surrounded by workers, the government imposed
a curfew. Demonstrators dispersed by the evening,
but they came back on the 24th and 25th. The
government called out the cavalry and police to
keep an eye on them.

On Sunday, 25 February, the government
suspended the Duma. Politicians spoke out against
the measure. Demonstrators returned in force to
the streets of the left bank on the 26th. On the
27th, the Police Headquarters were ransacked. The
streets thronged with people raising slogans about
bread, wages, better hours and democracy. The
government tried to control the situation and
called out the cavalry once again. However, the
cavalry refused to fire on the demonstrators. An
officer was shot at the barracks of a regiment and
three other regiments mutinied, voting to join the
striking workers. By that evening, soldiers and Fig.8 – The Petrograd Soviet meeting in the Duma, February 1917.
35
striking workers had gathered to form a ‘soviet’ or ‘council’ in the
same building as the Duma met. This was the Petrograd Soviet.
The very next day, a delegation went to see the Tsar. Military
commanders advised him to abdicate. He followed their advice and
abdicated on 2 March. Soviet leaders and Duma leaders formed a
Provisional Government to run the country. Russia’s future would
be decided by a constituent assembly, elected on the basis of universal
adult suffrage. Petrograd had led the February Revolution that
brought down the monarchy in February 1917.
Box 1
Women in the February Revolution
‘Women workers, often ... inspired their male co-workers … At the Lorenz telephone
factory, … Marfa Vasileva almost single handedly called a successful strike. Already that
morning, in celebration of Women’s Day, women workers had presented red bows to the
men … Then Marfa Vasileva, a milling machine operator stopped work and declared an
impromptu strike. The workers on the floor were ready to support her … The foreman
informed the management and sent her a loaf of bread. She took the bread but refused to
go back to work. The administrator asked her again why she refused to work and she
replied, “I cannot be the only one who is satiated when others are hungry”. Women
workers from another section of the factory gathered around Marfa in support and
gradually all the other women ceased working. Soon the men downed their tools as well
and the entire crowd rushed onto the street.’
From: Choi Chatterji, Celebrating Women (2002).
3.1 After February

Army officials, landowners and industrialists were influential in
the Provisional Government. But the liberals as well as socialists
among them worked towards an elected government. Restrictions
on public meetings and associations were removed. ‘Soviets’, like
the Petrograd Soviet, were set up everywhere, though no common

system of election was followed.
In April 1917, the Bolshevik leader Vladimir Lenin returned to

Russia from his exile. He and the Bolsheviks had opposed the war Activity
since 1914. Now he felt it was time for soviets to take over power. Look again at Source A and Box 1.
He declared that the war be brought to a close, land be transferred
Ø List five changes in the mood of the
to the peasants, and banks be nationalised. These three demands
workers.
were Lenin’s ‘April Theses’. He also argued that the Bolshevik Party
Ø Place yourself in the position of a woman
rename itself the Communist Party to indicate its new radical aims.
who has seen both situations and write
Most others in the Bolshevik Party were initially surprised by the
an account of what has changed.
April Theses. They thought that the time was not yet ripe for a
36
socialist revolution and the Provisional Government needed to be
supported. But the developments of the subsequent months changed
their attitude.
Through the summer the workers’ movement spread. In industrial

areas, factory committees were formed which began questioning
the way industrialists ran their factories. Trade unions grew in
number. Soldiers’ committees were formed in the army. In June,
about 500 Soviets sent representatives to an All Russian Congress
of Soviets. As the Provisional Government saw its power reduce
and Bolshevik influence grow, it decided to take stern measures
against the spreading discontent. It resisted attempts by workers
to run factories and began arresting leaders. Popular
demonstrations staged by the Bolsheviks in July 1917 were sternly
repressed. Many Bolshevik leaders had to go into hiding or flee.
Meanwhile in the countryside, peasants and their Socialist

Revolutionary leaders pressed for a redistribution of land. Land Fig.9 – A Bolshevik image of Lenin
addressing workers in April 1917.
committees were formed to handle this. Encouraged by the
Socialist Revolutionaries, peasants seized land between July and
September 1917.
Fig.10 – The July Days. A pro-Bolshevik demonstration on 17 July 1917 being fired upon by the army.
37
3.2 The Revolution of October 1917 Box 2
As the conflict between the Provisional Government and the Date of the Russian Revolution
Bolsheviks grew, Lenin feared the Provisional Government would Russia followed the Julian calendar until
set up a dictatorship. In September, he began discussions for an 1 February 1918. The country then changed to
uprising against the government. Bolshevik supporters in the army, the Gregorian calendar, which is followed
soviets and factories were brought together. everywhere today. The Gregorian dates are
13 days ahead of the Julian dates. So by our
On 16 October 1917, Lenin persuaded the Petrograd Soviet and
calendar, the ‘February’ Revolution took place
the Bolshevik Party to agree to a socialist seizure of power. A
on 12th March and the ‘October’ Revolution
Military Revolutionary Committee was appointed by the Soviet
took place on 7th November.
under Leon Trotskii to organise the seizure. The date of the event
was kept a secret.
The uprising began on 24 October. Sensing trouble, Prime Minister Some important dates
Kerenskii had left the city to summon troops. At dawn, military
1850s -1880s
men loyal to the government seized the buildings of two Bolshevik Debates over socialism in Russsia.
newspapers. Pro-government troops were sent to take over telephone
1898
and telegraph offices and protect the Winter Palace. In a swift Formation of the Russian Social Democratic
response, the Military Revolutionary Committee ordered its Workers Party.
supporters to seize government offices and arrest ministers. Late in 1905
the day, the ship Aurora shelled the Winter Palace. Other vessels The Bloody Sunday and the Revolution of
1905.
sailed down the Neva and took over various military points. By
nightfall, the city was under the committee’s control and the 1917
2nd March - Abdication of the Tsar.
ministers had surrendered. At a meeting of the All Russian Congress
24th October - Bolshevik unprising in
of Soviets in Petrograd, the majority approved the Bolshevik action. Petrograd.
Uprisings took place in other cities. There was heavy fighting –
1918-20
especially in Moscow – but by December, the Bolsheviks controlled The Civil War.
the Moscow-Petrograd area.
1919
Formation of Comintern.
1929
Beginning of Collectivisation.
Fig.11 – Lenin (left) and Trotskii (right) with

workers at Petrograd.
38
4 What Changed after October?
The Bolsheviks were totally opposed to private property. Most

industry and banks were nationalised in November 1917. This meant
that the government took over ownership and management. Land
was declared social property and peasants were allowed to seize the
land of the nobility. In cities, Bolsheviks enforced the partition of
large houses according to family requirements. They banned the
use of the old titles of aristocracy. To assert the change, new
uniforms were designed for the army and officials, following a
clothing competition organised in 1918 – when the Soviet hat
(budeonovka) was chosen.
The Bolshevik Party was renamed the Russian Communist Party

(Bolshevik). In November 1917, the Bolsheviks conducted the
elections to the Constituent Assembly, but they failed to gain
majority support. In January 1918, the Assembly rejected Bolshevik
measures and Lenin dismissed the Assembly. He thought the All
Russian Congress of Soviets was more democratic than an assembly Fig.12 – A soldier wearing the Soviet hat
(budeonovka).
elected in uncertain conditions. In March 1918, despite opposition
by their political allies, the Bolsheviks made peace with Germany
at Brest Litovsk. In the years that
followed, the Bolsheviks became
the only party to participate in the
elections to the All Russian
Congress of Soviets, which became
the Parliament of the country.
Russia became a one-party state.

Trade unions were kept under
party control. The secret police
(called the Cheka first, and later
OGPU and NKVD) punished
those who criticised the
Bolsheviks. Many young writers
and artists rallied to the Party
because it stood for socialism and
for change. After October 1917,
this led to experiments in the arts
and architecture. But many became
disillusioned because of the
censorship the Party encouraged. Fig.13 – May Day demonstration in Moscow in 1918.
39
Box 3
The October Revolution and the Russian Countryside: Two Views
‘News of the revolutionary uprising of October 25, 1917, reached the village the following day and
was greeted with enthusiasm; to the peasants it meant free land and an end to the war. ...The day
the news arrived, the landowner’s manor house was looted, his stock farms were “requisitioned”
and his vast orchard was cut down and sold to the peasants for wood; all his far buildings were
torn down and left in ruins while the land was distributed among the peasants who were prepared
to live the new Soviet life’.
From: Fedor Belov, The History of a Soviet Collective Farm
A member of a landowning family wrote to a relative about what happened at the estate:
‘The “coup” happened quite painlessly, quietly and peacefully. …The first days were unbearable..
Mikhail Mikhailovich [the estate owner] was calm...The girls also…I must say the chairman
behaves correctly and even politely. We were left two cows and two horses. The servants tell them
all the time not to bother us. “Let them live. We vouch for their safety and property. We want them
treated as humanely as possible….”
…There are rumours that several villages are trying to evict the committees and return the estate
to Mikhail Mikhailovich. I don’t know if this will happen, or if it’s good for us. But we rejoice that
there is a conscience in our people...’
From: Serge Schmemann, Echoes of a Native Land. Two Centuries of a Russian Village (1997).
Activity
4.1 The Civil War
Read the two views on the revolution in the
When the Bolsheviks ordered land redistribution, the Russian army countryside. Imagine yourself to be a witness
began to break up. Soldiers, mostly peasants, wished to go home for to the events. Write a short account from the
the redistribution and deserted. Non-Bolshevik socialists, liberals and standpoint of:
supporters of autocracy condemned the Bolshevik uprising. Their Ø an owner of an estate
leaders moved to south Russia and organised troops to fight the

Ø a small peasant
Bolsheviks (the ‘reds’). During 1918 and 1919, the ‘greens’ (Socialist
Ø a journalist
Revolutionaries) and ‘whites’ (pro-Tsarists) controlled most of the
Russian empire. They were backed by French, American, British
and Japanese troops – all those forces who were worried at the growth
of socialism in Russia. As these troops and the Bolsheviks fought a
civil war, looting, banditry and famine became common.
Supporters of private property among ‘whites’ took harsh steps with

peasants who had seized land. Such actions led to the loss of popular
support for the non-Bolsheviks. By January 1920, the Bolsheviks
controlled most of the former Russian empire. They succeeded due
40
to cooperation with non-Russian nationalities and Muslim jadidists.
New words
Cooperation did not work where Russian colonists themselves turned
Bolshevik. In Khiva, in Central Asia, Bolshevik colonists brutally Autonomy – The right to govern
massacred local nationalists in the name of defending socialism. In themselves
this situation, many were confused about what the Bolshevik Nomadism – Lifestyle of those who do
government represented. not live in one place but move from area
to area to earn their living
Partly to remedy this, most non-Russian nationalities were given
political autonomy in the Soviet Union (USSR) – the state the
Bolsheviks created from the Russian empire in December 1922. But
since this was combined with unpopular policies that the Bolsheviks
forced the local government to follow – like the harsh discouragement
of nomadism – attempts to win over different nationalities were
only partly successful.
Activity
Why did people in Central Asia respond to the Russian Revolution in
different ways?
Source B
Central Asia of the October Revolution: Two Views
M.N.Roy was an Indian revolutionary, a founder of the Mexican Communist Party

and prominent Comintern leader in India, China and Europe. He was in Central
Asia at the time of the civil war in the 1920s. He wrote:
‘The chieftain was a benevolent old man; his attendant … a youth who … spoke
Russian … He had heard of the Revolution, which had overthrown the Tsar and
driven away the Generals who conquered the homeland of the Kirgiz. So, the
Revolution meant that the Kirgiz were masters of their home again. “Long Live the

Revolution” shouted the Kirgiz youth who seemed to be a born Bolshevik. The
whole tribe joined.’
M.N.Roy, Memoirs (1964).
‘The Kirghiz welcomed the first revolution (ie February Revolution) with joy and the
second revolution with consternation and terror … [This] first revolution freed them
from the oppression of the Tsarist regime and strengthened their hope that …
autonomy would be realised. The second revolution (October Revolution) was
Source
accompanied by violence, pillage, taxes and the establishment of dictatorial power

… Once a small group of Tsarist bureaucrats oppressed the Kirghiz. Now the same
group of people … perpetuate the same regime ...’
Kazakh leader in 1919, quoted in Alexander Bennigsen and Chantal Quelquejay,
Les Mouvements Nationaux chez les Musulmans de Russie, (1960).
41
4.2 Making a Socialist Society
During the civil war, the Bolsheviks kept industries and banks
nationalised. They permitted peasants to cultivate the land that had
been socialised. Bolsheviks used confiscated land to demonstrate what
collective work could be.
A process of centralised planning was introduced. Officials assessed

how the economy could work and set targets for a five-year period.
On this basis they made the Five Year Plans. The government fixed
all prices to promote industrial growth during the first two ‘Plans’
Box 4
Socialist Cultivation in a Village in the Ukraine
‘A commune was set up using two [confiscated] farms as a base. The commune
consisted of thirteen families with a total of seventy persons … The farm tools taken
from the … farms were turned over to the commune …The members ate in a communal
dining hall and income was divided in accordance with the principles of “cooperative
communism”. The entire proceeds of the members’ labor, as well as all dwellings and
facilities belonging to the commune were shared by the commune members.’
Fedor Belov, The History of a Soviet Collective Farm (1955).
(1927-1932 and 1933-1938). Centralised planning led to economic

growth. Industrial production increased (between 1929 and 1933 by
100 per cent in the case of oil, coal and steel). New factory cities
came into being.
However, rapid construction led to poor working conditions. In

the city of Magnitogorsk, the construction of a steel plant was achieved

in three years. Workers lived hard lives and the result was 550
stoppages of work in the first year alone. In living quarters, ‘in the
wintertime, at 40 degrees below, people had to climb down from the
fourth floor and dash across the street in order to go to the toilet’.
An extended schooling system developed, and arrangements were

made for factory workers and peasants to enter universities. Crèches
were established in factories for the children of women workers.
Cheap public health care was provided. Model living quarters were
Fig.14 – Factories came to be seen as a
set up for workers. The effect of all this was uneven, though, since symbol of socialism.
This poster states: ‘The smoke from the
government resources were limited.
chimneys is the breathing of Soviet Russia.’
42
Fig.15 – Children at school in Soviet Russia in the Fig.16 – A child in Magnitogorsk during the
1930s. First Five Year Plan.
They are studying the Soviet economy. He is working for Soviet Russia.
Fig.17 – Factory dining hall in the 1930s.

Source C
Dreams and Realities of a Soviet Childhood in 1933

Dear grandfather Kalinin …
My family is large, there are four children. We don’t have a father – he died, fighting
for the worker’s cause, and my mother … is ailing … I want to study very much, but
I cannot go to school. I had some old boots, but they are completely torn and no
one can mend them. My mother is sick, we have no money and no bread, but I want
to study very much. …there stands before us the task of studying, studying and
studying. That is what Vladimir Ilich Lenin said. But I have to stop going to school.
We have no relatives and there is no one to help us, so I have to go to work in a
Source
factory, to prevent the family from starving. Dear grandfather, I am 13, I study well
and have no bad reports. I am in Class 5 …
Letter of 1933 from a 13-year-old worker to Kalinin, Soviet President
From: V. Sokolov (ed), Obshchestvo I Vlast, v 1930-ye gody (Moscow, 1997).
43
4.3 Stalinism and Collectivisation
The period of the early Planned Economy was linked to
the disasters of the collectivisation of agriculture. By 1927-
1928, the towns in Soviet Russia were facing an acute
problem of grain supplies. The government fixed prices
at which grain must be sold, but the peasants refused to sell their
grain to government buyers at these prices.
Stalin, who headed the party after the death of Lenin, introduced
firm emergency measures. He believed that rich peasants and traders
in the countryside were holding stocks in the hope of higher prices.
Speculation had to be stopped and supplies confiscated.
In 1928, Party members toured the grain-producing areas, supervising

enforced grain collections, and raiding ‘kulaks’ – the name for well-
to-do peasants. As shortages continued, the decision was taken to
collectivise farms. It was argued that grain shortages were partly due
to the small size of holdings. After 1917, land had been given over to
peasants. These small-sized peasant farms could not be modernised.
To develop modern farms, and run them along industrial lines with
Fig.18 – A poster during collectivisation. It
machinery, it was necessary to ‘eliminate kulaks’, take away land
states: ‘We shall strike at the kulak working for
from peasants, and establish state-controlled large farms. the decrease in cultivation.’
What followed was Stalin’s collectivisation programme. From 1929,

the Party forced all peasants to cultivate in collective farms (kolkhoz).
The bulk of land and implements were transferred to the ownership
of collective farms. Peasants worked on the land, and the kolkhoz
profit was shared. Enraged peasants resisted the authorities and
destroyed their livestock. Between 1929 and 1931, the number of
cattle fell by one-third. Those who resisted collectivisation were
severely punished. Many were deported and exiled. As they resisted
collectivisation, peasants argued that they were not rich and they
were not against socialism. They merely did not want to work in
collective farms for a variety of reasons. Stalin’s government allowed
some independent cultivation, but treated such cultivators
unsympathetically.
In spite of collectivisation, production did not increase immediately.

In fact, the bad harvests of 1930-1933 led to one of most devastating
famines in Soviet history when over 4 million died.
New words
Deported – Forcibly removed from one’s own country.

Fig.19 – Peasant women being gathered to
Exiled – Forced to live away from one’s own country. work in the large collective farms.
44
Source D
Official view of the opposition to collectivisation and the government response

‘From the second half of February of this year, in various regions of the Ukraine
… mass insurrections of the peasantry have taken place, caused by distortions
of the Party’s line by a section of the lower ranks of the Party and the Soviet
apparatus in the course of the introduction of collectivisation and preparatory
work for the spring harvest.
Within a short time, large scale activities from the above-mentioned regions
carried over into neighbouring areas – and the most aggressive insurrections
have taken place near the border.
The greater part of the peasant insurrections have been linked with outright
demands for the return of collectivised stocks of grain, livestock and tools …
Between 1st February and 15th March, 25,000 have been arrested … 656 have
Source
been executed, 3673 have been imprisoned in labour camps and 5580 exiled …’
Report of K.M. Karlson, President of the State Police Administration of the Ukraine
to the Central Committee of the Communist Party, on 19 March 1930.
From: V. Sokolov (ed), Obshchestvo I Vlast, v 1930-ye gody
Many within the Party criticised the confusion in industrial

production under the Planned Economy and the consequences of
collectivisation. Stalin and his sympathisers charged these critics with
conspiracy against socialism. Accusations were made throughout the
country, and by 1939, over 2 million were in prisons or labour camps.
Most were innocent of the crimes, but no one spoke for them. A
large number were forced to make false confessions under torture
and were executed – several among them were talented professionals.
Source E

This is a letter written by a peasant who did not want to join the collective farm.
To the newspaper Krestianskaia Gazeta (Peasant Newspaper)
‘… I am a natural working peasant born in 1879 … there are 6 members in my
family, my wife was born in 1881, my son is 16, two daughters 19, all three go
to school, my sister is 71. From 1932, heavy taxes have been levied on me that
I have found impossible. From 1935, local authorities have increased the taxes
on me … and I was unable to handle them and all my property was registered:
my horse, cow, calf, sheep with lambs, all my implements, furniture and my
Source
reserve of wood for repair of buildings and they sold the lot for the taxes. In
1936, they sold two of my buildings … the kolkhoz bought them. In 1937, of two
huts I had, one was sold and one was confiscated …’
Afanasii Dedorovich Frebenev, an independent cultivator.
From: V. Sokolov (ed), Obshchestvo I Vlast, v 1930-ye gody.
45
5 The Global Influence of the Russian
Revolution and the USSR
Existing socialist parties in Europe did not wholly approve of the
way the Bolsheviks took power – and kept it. However, the possibility
of a workers’ state fired people’s imagination across the world. In
many countries, communist parties were formed – like the
Communist Party of Great Britain. The Bolsheviks encouraged
colonial peoples to follow their experiment. Many non-Russians from
outside the USSR participated in the Conference of the Peoples of
the East (1920) and the Bolshevik-founded Comintern (an international
union of pro-Bolshevik socialist parties). Some received education in
the USSR’s Communist University of the Workers of the East. By
the time of the outbreak of the Second World War, the USSR had
given socialism a global face and world stature.
Yet by the 1950s it was acknowledged within the country that the
style of government in the USSR was not in keeping with the ideals
of the Russian Revolution. In the world socialist movement too it
was recognised that all was not well in the Soviet Union. A backward
country had become a great power. Its industries and agriculture
had developed and the poor were being fed. But it had denied the
essential freedoms to its citizens and carried out its developmental
projects through repressive policies. By the end of the twentieth
century, the international reputation of the USSR as a socialist
country had declined though it was recognised that socialist ideals
still enjoyed respect among its people. But in each country the ideas
of socialism were rethought in a variety of different ways.
Box 5
Writing about the Russian Revolution in India
Among those the Russian Revolution inspired were many Indians. Several
attended the Communist University. By the mid-1920s the Communist Party was
formed in India. Its members kept in touch with the Soviet Communist Party.
Important Indian political and cultural figures took an interest in the Soviet
experiment and visited Russia, among them Jawaharlal Nehru and Rabindranath
Tagore, who wrote about Soviet Socialism. In India, writings gave impressions of Fig.20 – Special Issue on
Soviet Russia. In Hindi, R.S. Avasthi wrote in 1920-21 Russian Revolution, Lenin, Lenin of the Indo-Soviet
Journal.
His Life and His Thoughts, and later The Red Revolution . S.D. Vidyalankar
Indian communists
wrote The Rebirth of Russia and The Soviet State of Russia. There was much mobilised support for the
that was written in Bengali, Marathi, Malayalam, Tamil and Telugu. USSR during the Second
World War.
46
Source F
An Indian arrives in Soviet Russia in 1920

‘For the first time in our lives, we were seeing Europeans
mixing freely with Asians. On seeing the Russians mingling
freely with the rest of the people of the country we were
convinced that we had come to a land of real equality.
We saw freedom in its true light. In spite of their poverty,
imposed by the counter-revolutionaries and the imperialists,
the people were more jovial and satisfied than ever before.
The revolution had instilled confidence and fearlessness in
them. The real brotherhood of mankind would be seen here
among these people of fifty different nationalities. No
barriers of caste or religion hindered them from mixing freely
with one another. Every soul was transformed into an orator.
One could see a worker, a peasant or a soldier haranguing
like a professional lecturer.’
Shaukat Usmani, Historic Trips of a Revolutionary.
Source G
Rabindranath Tagore wrote from Russia in 1930

‘Moscow appears much less clean than the other
European capitals. None of those hurrying along the
streets look smart. The whole place belongs to the
workers … Here the masses have not in the least been
put in the shade by the gentlemen … those who lived in
the background for ages have come forward in the open Activity
today … I thought of the peasants and workers in my
own country. It all seemed like the work of the Genii in Compare the passages written by Shaukat

the Arabian Nights. [here] only a decade ago they were Usmani and Rabindranath Tagore. Read
as illiterate, helpless and hungry as our own masses … them in relation to Sources C, D and E.
Who could be more astonished than an unfortunate Indian
like myself to see how they had removed the mountain of Ø What did Indians find impressive about
ignorance and helplessness in these few years’. the USSR ?
Ø What did the writers fail to notice?
47
Activities
1. Imagine that you are a striking worker in 1905 who is being tried in court
for your act of rebellion. Draft the speech you would make in your defence.
Act out your speech for your class.
2. Write the headline and a short news item about the uprising of 24 October
1917 for each of the following newspapers
Ø a Conservative paper in France
Ø a Radical newspaper in Britain
Ø a Bolshevik newspaper in Russia
Activities
3. Imagine that you are a middle-level wheat farmer in Russia after
collectivisation. You have decided to write a letter to Stalin
explaining your objections to collectivisation. What would you write about
the conditions of your life? What do you think would be Stalin’s response
to such a farmer?
Questions
1. What were the social, economic and political conditions in Russia before
?
1905?
2. In what ways was the working population in Russia different from other
countries in Europe, before 1917?
3. Why did the Tsarist autocracy collapse in 1917?
4. Make two lists: one with the main events and the effects of the February
Revolution and the other with the main events and effects of the October
Revolution. Write a paragraph on who was involved in each, who were the
leaders and what was the impact of each on Soviet history.
5. What were the main changes brought about by the Bolsheviks immediately
after the October Revolution?
6. Write a few lines to show what you know about:
Ø kulaks
Ø the Duma
Ø women workers between 1900 and 1930
Ø the Liberals
Ø Stalin’s collectivisation programme.
48
Chapter III
Nazism and the Rise
of Hitler
In the spring of 1945, a little eleven-year-old German boy called
Helmuth was lying in bed when he overheard his parents discussing
something in serious tones. His father, a prominent physician,
deliberated with his wife whether the time had come to kill the entire
family, or if he should commit suicide alone. His father spoke about
his fear of revenge, saying, ‘Now the Allies will do to us what we did to
the crippled and Jews.’ The next day, he took Helmuth to the woods,
where they spent their last happy time together, singing old children’s
songs. Later, Helmuth’s father shot himself in his office. Helmuth
remembers that he saw his father’s bloody uniform being burnt in the
family fireplace. So traumatised was he by what he had overheard and
what had happened, that he reacted by refusing to eat at home for the
following nine years! He was afraid that his mother might poison him.
Although Helmuth may not have realised all that it meant, his father
Hitler Rise of Hitler

had been a Nazi and a supporter of Adolf Hitler. Many of you will
know something about the Nazis and Hitler. You probably know
of Hitler’s determination to make Germany into a mighty power
and his ambition of conquering all of Europe. You may have heard
that he killed Jews. But Nazism was not one or two isolated acts. It
was a system, a structure of ideas about the world and politics. Let
us try and understand what Nazism was all about. Let us see why
Helmuth’s father killed himself and what the basis of his fear was.
In May 1945, Germany surrendered to the Allies. Anticipating what

was coming, Hitler, his propaganda minister Goebbels and his entire
family committed suicide collectively in his Berlin bunker in April. the
At the end of the war, an International Military Tribunal at
the Rise of
Nuremberg was set up to prosecute Nazi war criminals for Crimes

Nazism andand
against Peace, for War Crimes and Crimes Against Humanity.

Germany’s conduct during the war, especially those actions which
Nazism
New words
Allies – The Allied Powers were initially led by the UK and France.
In 1941 they were joined by the USSR and USA. They fought
Fig.1 – Hitler (centre) and Goebbels (left)
against the Axis Powers, namely Germany, Italy and Japan. leaving after an official meeting, 1932.
49
came to be called Crimes Against Humanity, raised serious moral
and ethical questions and invited worldwide condemnation. What
were these acts?
Under the shadow of the Second World War, Germany had waged
a genocidal war, which resulted in the mass murder of selected
groups of innocent civilians of Europe. The number of people killed
included 6 million Jews, 200,000 Gypsies, 1 million Polish civilians,
70,000 Germans who were considered mentally and physically
disabled, besides innumerable political opponents. Nazis devised
an unprecedented means of killing people, that is, by gassing them in
various killing centres like Auschwitz. The Nuremberg Tribunal
sentenced only eleven leading Nazis to death. Many others were
imprisoned for life. The retribution did come, yet the punishment
of the Nazis was far short of the brutality and extent of their crimes.
The Allies did not want to be as harsh on defeated Germany as
they had been after the First World War.
Everyone came to feel that the rise of Nazi Germany could be New words
partly traced back to the German experience at the end of the
First World War. Genocidal – Killing on large scale leading
to destruction of large sections of people
What was this experinece?
50
1 Birth of the Weimar Republic
Germany, a powerful empire in the early years of the twentieth

century, fought the First World War (1914-1918) alongside the
Austrian empire and against the Allies (England, France and Russia.)
All joined the war enthusiastically hoping to gain from a quick
victory. Little did they realise that the war would stretch on,
eventually draining Europe of all its resources. Germany made initial
gains by occupying France and Belgium. However the Allies,
strengthened by the US entry in 1917, won , defeating Germany and the
Central Powers in November 1918.
The defeat of Imperial Germany and the abdication of the emperor

gave an opportunity to parliamentary parties to recast German polity.
A National Assembly met at Weimar and established a democratic
constitution with a federal structure. Deputies were now elected to
the German Parliament or Reichstag, on the basis of equal and
universal votes cast by all adults including women.
This republic, however, was not received well by its own people
largely because of the terms it was forced to accept after Germany’s
defeat at the end of the First World War. The peace treaty at
Nazism and the Rise of Hitler
Germany 1914
Land taken from Germany
Land under League of Nations control Fig.2 – Germany after the
Demilitarised zone Versailles Treaty. You can see in
this map the parts of the
territory that Germany lost after
the treaty.
51
Versailles with the Allies was a harsh and humiliating peace. Germany lost
its overseas colonies, a tenth of its population, 13 per cent of its territories,
75 per cent of its iron and 26 per cent of its coal to France, Poland,
Denmark and Lithuania. The Allied Powers demilitarised Germany to
weaken its power. The War Guilt Clause held Germany responsible for
the war and damages the Allied countries suffered. Germany was forced
to pay compensation amounting to £6 billion. The Allied armies also
occupied the resource-rich Rhineland for much of the 1920s. Many
Germans held the new Weimar Republic responsible for not only the
defeat in the war but the disgrace at Versailles.
1.1 The Effects of the War

The war had a devastating impact on the entire continent both
psychologically and financially. From a continent of creditors,
Europe turned into one of debtors. Unfortunately, the infant Weimar
Republic was being made to pay for the sins of the old empire. The
republic carried the burden of war guilt and national humiliation
and was financially crippled by being forced to pay compensation.
Those who supported the Weimar Republic, mainly Socialists, Catholics
and Democrats, became easy targets of attack in the conservative
nationalist circles. They were mockingly called the ‘November criminals’.
This mindset had a major impact on the political developments of the
early 1930s, as we will soon see.
The First World War left a deep imprint on European society and
polity. Soldiers came to be placed above civilians. Politicians and
publicists laid great stress on the need for men to be aggressive, strong
and masculine. The media glorified trench life. The truth, however,
was that soldiers lived miserable lives in these trenches, trapped with
rats feeding on corpses. They faced poisonous gas and enemy shelling,
and witnessed their ranks reduce rapidly. Aggressive war propaganda

and national honour occupied centre stage in the public sphere, while
popular support grew for conservative dictatorships that had recently
come into being. Democracy was indeed a young and fragile idea,
which could not survive the instabilities of interwar Europe.
1.2 Political Radicalism and Economic Crises

The birth of the Weimar Republic coincided with the revolutionary
uprising of the Spartacist League on the pattern of the Bolshevik
Revolution in Russia. Soviets of workers and sailors were established
52
Fig.3 – This is a rally organised by the radical group known as the Spartacist League.
In the winter of 1918-1919 the streets of Berlin were taken over by the people. Political demonstrations became common.
in many cities. The political atmosphere in Berlin was charged with

New words
demands for Soviet-style governance. Those opposed to this – such
as the socialists, Democrats and Catholics – met in Weimar to give Deplete – Reduce, empty out
shape to the democratic republic. The Weimar Republic crushed the Reparation – Make up for a wrong done
uprising with the help of a war veterans organisation called Free
Corps. The anguished Spartacists later founded the Communist Party of
Germany. Communists and Socialists henceforth became irreconcilable

enemies and could not make common cause against Hitler. Both
revolutionaries and militant nationalists craved for radical solutions.
Political radicalisation was only heightened by the economic crisis

of 1923. Germany had fought the war largely on loans and had to
pay war reparations in gold. This depleted gold reserves at a time
resources were scarce. In 1923 Germany refused to pay, and the
French occupied its leading industrial area, Ruhr, to claim their coal.
Germany retaliated with passive resistance and printed paper currency
recklessly. With too much printed money in circulation, the value Fig.4 – Baskets and carts being loaded at a
bank in Berlin with paper currency for wage
of the German mark fell. In April the US dollar was equal to 24,000 payment, 1923. The German mark had so
marks, in July 353,000 marks, in August 4,621,000 marks and at little value that vast amounts had to be used
even for small payments.
53
98,860,000 marks by December, the figure had run into trillions. As
the value of the mark collapsed, prices of goods soared. The image of
Germans carrying cartloads of currency notes to buy a loaf of bread
was widely publicised evoking worldwide sympathy. This crisis came
to be known as hyperinflation, a situation when prices rise
phenomenally high.
Eventually, the Americans intervened and bailed Germany out of

the crisis by introducing the Dawes Plan, which reworked the terms
of reparation to ease the financial burden on Germans.
1.3 The Years of Depression Fig.5 – Homeless men queuing up for a

night’s shelter, 1923.
The years between 1924 and 1928 saw some stability. Yet this was
built on sand. German investments and industrial recovery were
totally dependent on short-term loans, largely from the USA. This
support was withdrawn when the Wall Street Exchange crashed in
1929. Fearing a fall in prices, people made frantic efforts to sell their
shares. On one single day, 24 October, 13 million shares were sold.
This was the start of the Great Economic Depression. Over the next
three years, between 1929 and 1932, the national income of the USA
fell by half. Factories shut down, exports fell, farmers were badly hit
and speculators withdrew their money from the market. The effects
of this recession in the US economy were felt worldwide.
The German economy was the worst hit by the economic crisis. By
1932, industrial production was reduced to 40 per cent of the 1929
level. Workers lost their jobs or were paid reduced wages. The number
of unemployed touched an unprecedented 6 million. On the streets
of Germany you could see men with placards around their necks
saying, ‘Willing to do any work’. Unemployed youths played cards
or simply sat at street corners, or desperately queued up at the local
employment exchange. As jobs disappeared, the youth took to

criminal activities and total despair became commonplace.
The economic crisis created deep anxieties and fears in people. The
middle classes, especially salaried employees and pensioners, saw
their savings diminish when the currency lost its value. Small
businessmen, the self-employed and retailers suffered as their
New words Fig.6 – Sleeping on the line. During the Great

Depression the unemployed could not hope for
Wall Street Exchange – The name of the world’s biggest stock either wage or shelter. On winter nights when
they wanted a shelter over their head, they
exchange located in the USA.
had to pay to sleep like this.
54
businesses got ruined. These sections of society were filled with the
fear of proletarianisation, an anxiety of being reduced to the ranks
of the working class, or worse still, the unemployed. Only organised
workers could manage to keep their heads above water, but
unemployment weakened their bargaining power. Big business was
in crisis. The large mass of peasantry was affected by a sharp fall in
agricultural prices and women, unable to fill their children’s
stomachs, were filled with a sense of deep despair.
Politically too the Weimar Republic was fragile. The Weimar

constitution had some inherent defects, which made it unstable
and vulnerable to dictatorship. One was proportional
representation. This made achieving a majority by any one party a
near impossible task, leading to a rule by coalitions. Another defect
was Article 48, which gave the President the powers to impose
emergency, suspend civil rights and rule by decree. Within its short
life, the Weimar Republic saw twenty different cabinets lasting on
an average 239 days, and a liberal use of Article 48. Yet the crisis
could not be managed. People lost confidence in the democratic
parliamentary system, which seemed to offer no solutions.
New words
Proletarianisation – To become impoverished to the level of

working classes.
55
2 Hitler’s Rise to Power
This crisis in the economy, polity and society formed the background
to Hitler’s rise to power. Born in 1889 in Austria, Hitler spent his
youth in poverty. When the First World War broke out, he enrolled
for the army, acted as a messenger in the front, became a corporal, and
earned medals for bravery. The German defeat horrified him and the
Versailles Treaty made him furious. In 1919, he joined a small group
called the German Workers’ Party. He subsequently took over the
organisation and renamed it the National Socialist German Workers’
Party. This party came to be known as the Nazi Party.
In 1923, Hitler planned to seize control of Bavaria, march to Berlin

and capture power. He failed, was arrested, tried for treason, and
later released. The Nazis could not effectively mobilise popular
support till the early 1930s. It was during the Great Depression that
Nazism became a mass movement. As we have seen, after 1929, banks
collapsed and businesses shut down, workers lost their jobs and the
middle classes were threatened with destitution. In such a situation
Nazi propaganda stirred hopes of a better future. In 1928, the Nazi
Party got no more than 2. 6 per cent votes in the Reichstag – the
German parliament. By 1932, it had become the largest party with
37 per cent votes.
New words
Propaganda – Specific type of message

directly aimed at influencing the opinion
of people (through the use of posters, films,
Fig.7 – Hitler being greeted at the Party Congress in Nuremberg in 1938. speeches, etc.)
56
Fig.8 – Nuremberg Rally, 1936.
Rallies like this were held every year. An
important aspect of these was the
demonstration of Nazi power as various
organisations paraded past Hitler, swore
loyalty and listened to his speeches.
Hitler was a powerful speaker. His passion and his words moved
people. He promised to build a strong nation, undo the injustice of
the Versailles Treaty and restore the dignity of the German people.
He promised employment for those looking for work, and a secure
future for the youth. He promised to weed out all foreign influences
and resist all foreign ‘conspiracies’ against Germany.
Hitler devised a new style of politics. He understood the significance

of rituals and spectacle in mass mobilisation. Nazis held massive rallies
Fig.9 — Hitler addressing SA and SS columns.

Notice the sweeping and straight columns of
people. Such photographs were intended to
show the grandeur and power of the Nazi
movement
and public meetings to demonstrate the support for Hitler and instil
a sense of unity among the people. The Red banners with the
Swastika, the Nazi salute, and the ritualised rounds of applause after
the speeches were all part of this spectacle of power.
57
Nazi propaganda skilfully projected Hitler as a messiah, a saviour, as
someone who had arrived to deliver people from their distress. It is
an image that captured the imagination of a people whose sense of
dignity and pride had been shattered, and who were living in a time
of acute economic and political crises.
2.1 The Destruction of Democracy

On 30 January 1933, President Hindenburg offered the
Chancellorship, the highest position in the cabinet of ministers, to
Hitler. By now the Nazis had managed to rally the conservatives to
their cause. Having acquired power, Hitler set out to dismantle the
structures of democratic rule. A mysterious fire that broke out in
the German Parliament building in February facilitated his move.
The Fire Decree of 28 February 1933 indefinitely suspended civic
rights like freedom of speech, press and assembly that had been
guaranteed by the Weimar constitution. Then he turned on his arch-
enemies, the Communists, most of whom were hurriedly packed off
to the newly established concentration camps. The repression of
the Communists was severe. Out of the surviving 6,808 arrest files
of Duesseldorf, a small city of half a million population, 1,440 were
those of Communists alone. They were, however, only one among
the 52 types of victims persecuted by the Nazis across the country.
On 3 March 1933, the famous Enabling Act was passed. This Act
established dictatorship in Germany. It gave Hitler all powers to
sideline Parliament and rule by decree. All political parties and trade
unions were banned except for the Nazi Party and its affiliates. The
state established complete control over the economy, media, army
and judiciary.
Special surveillance and security forces were created to control and

order society in ways that the Nazis wanted. Apart from the already
existing regular police in green uniform and the SA or the Storm
Troopers, these included the Gestapo (secret state police), the SS (the
protection squads), criminal police and the Security Service (SD). It
was the extra-constitutional powers of these newly organised forces
that gave the Nazi state its reputation as the most dreaded criminal New words
state. People could now be detained in Gestapo torture chambers, Concentration camp – A camp where people
rounded up and sent to concentration camps, deported at will or were isolated and detained without due
arrested without any legal procedures. The police forces acquired process of law. Typically, it was surrounded
powers to rule with impunity. by electrified barbed wire fences.
58
2.2 Reconstruction
Hitler assigned the responsibility of economic recovery to the
economist Hjalmar Schacht who aimed at full production and full
employment through a state-funded work-creation programme. This
project produced the famous German superhighways and the
people’s car, the Volkswagen.
In foreign policy also Hitler acquired quick successes. He pulled

out of the League of Nations in 1933, reoccupied the Rhineland in
1936, and integrated Austria and Germany in 1938 under the slogan,
One people, One empire, and One leader. He then went on to wrest German-
speaking Sudentenland from Czechoslovakia, and gobbled up the Fig.10 – The poster announces: ‘Your
volkswagen’.
entire country. In all of this he had the unspoken support of Such posters suggested that owning a car was
England, which had considered the Versailles verdict too harsh. no longer just a dream for an ordinary worker.
These quick successes at home and abroad seemed to reverse the

destiny of the country.
Hitler did not stop here. Schacht had advised Hitler against investing
hugely in rearmament as the state still ran on deficit financing.
Cautious people, however, had no place in Nazi Germany. Schacht
had to leave. Hitler chose war as the way out of the approaching
Fig.11 – Expansion of Nazi power: Europe 1942.
59
economic crisis. Resources were to be accumulated through
expansion of territory. In September 1939, Germany invaded
Poland. This started a war with France and England. In September
1940, a Tripartite Pact was signed between Germany, Italy and
Japan, strengthening Hitler’s claim to international power. Puppet
regimes, supportive of Nazi Germany, were installed in a large
part of Europe. By the end of 1940, Hitler was at the pinnacle of
his power.
Hitler now moved to achieve his long-term aim of conquering

Eastern Europe. He wanted to ensure food supplies and living space
for Germans. He attacked the Soviet Union in June 1941. In this
historic blunder Hitler exposed the German western front to British
aerial bombing and the eastern front to the powerful Soviet armies.
The Soviet Red Army inflicted a crushing and humiliating defeat
on Germany at Stalingrad. After this the Soviet Red Army
hounded out the retreating German soldiers until they reached the
heart of Berlin, establishing Soviet hegemony over the entire Eastern
Europe for half a century thereafter.
Meanwhile, the USA had resisted involvement in the war. It was

unwilling to once again face all the economic problems that the
First World War had caused. But it could not stay out of the war
for long. Japan was expanding its power in the east. It had occupied
French Indo-China and was planning attacks on US naval bases in
the Pacific. When Japan extended its support to Hitler and bombed
the US base at Pearl Harbor, the US entered the Second World
War. The war ended in May 1945 with Hitler’s defeat and the US
dropping of the atom bomb on Hiroshima in Japan.
From this brief account of what happened in the Second World

War, we now return to Helmuth and his father’s story, a story of
Nazi criminality during the war.
Fig.12 – Newspapers in India track the

developments in Germany.
60
3 The Nazi Worldview
The crimes that Nazis committed were linked to a system of belief Source A
and a set of practices.
‘For this earth is not allotted to anyone
Nazi ideology was synonymous with Hitler’s worldview. According nor is it presented to anyone as a gift. It
is awarded by providence to people who
to this there was no equality between people, but only a racial
in their hearts have the courage to
hierarchy. In this view blond, blue-eyed, Nordic German Aryans conquer it, the strength to preserve it,
were at the top, while Jews were located at the lowest rung. They and the industry to put it to the plough…
The primary right of this world is the right
came to be regarded as an anti-race, the arch-enemies of the Aryans.
to life, so far as one possesses the
All other coloured people were placed in between depending upon strength for this. Hence on the basis of
their external features. Hitler’s racism borrowed from thinkers like this right a vigorous nation will always
find ways of adapting its territory to its
Charles Darwin and Herbert Spencer. Darwin was a natural scientist
population size.’
who tried to explain the creation of plants and animals through the
Hitler, Secret Book, ed. Telford Taylor.
concept of evolution and natural selection. Herbert Spencer later
added the idea of survival of the fittest. According to this idea, only
Source B
those species survived on earth that could adapt themselves to
changing climatic conditions. We should bear in mind that Darwin ‘In an era when the earth is gradually
never advocated human intervention in what he thought was a purely being divided up among states, some of
natural process of selection. However, his ideas were used by racist which embrace almost entire continents,
we cannot speak of a world power in
thinkers and politicians to justify imperial rule over conquered connection with a formation whose
peoples. The Nazi argument was simple: the strongest race would political mother country is limited to the
survive and the weak ones would perish. The Aryan race was the absurd area of five hundred kilometers.’
finest. It had to retain its purity, become stronger and dominate the Hitler, Mein Kampf, p. 644.
world.
The other aspect of Hitler’s ideology related to the geopolitical

concept of Lebensraum, or living space. He believed that new territories Activity
had to be acquired for settlement. This would enhance the area of Read Sources A and B
the mother country, while enabling the settlers on new lands to retain

Ø What do they tell you about Hitler’s
an intimate link with the place of their origin. It would also enhance
imperial ambition?
the material resources and power of the German nation.
Ø What do you think Mahatma Gandhi would
Hitler intended to extend German boundaries by moving eastwards, have said to Hitler about these ideas?
to concentrate all Germans geographically in one place. Poland became
the laboratory for this experimentation.
New words
3.1 Establishment of the Racial State
Nordic German Aryans – One branch of
Once in power, the Nazis quickly began to implement their dream those classified as Aryans. They lived in
of creating an exclusive racial community of pure Germans by north European countries and had German
physically eliminating all those who were seen as ‘undesirable’ in the or related origin.
61
extended empire. Nazis wanted only a society of ‘pure and healthy
Nordic Aryans’. They alone were considered ‘desirable’. Only they
were seen as worthy of prospering and multiplying against all others
who were classed as ‘undesirable’. This meant that even those Germans
who were seen as impure or abnormal had no right to exist. Under
the Euthanasia Programme, Helmuth’s father along with other Nazi
officials had condemned to death many Germans who were considered
mentally or physically unfit.
Fig.13 – Police escorting gypsies who are
Jews were not the only community classified as ‘undesirable’. There
being deported to Auschwitz, 1943-1944.
were others. Many Gypsies and blacks living in Nazi Germany were
considered as racial ‘inferiors’ who threatened the biological purity
of the ‘superior Aryan’ race. They were widely persecuted. Even
Russians and Poles were considered subhuman, and hence undeserving
of any humanity. When Germany occupied Poland and parts of
Russia, captured civilians were forced to work as slave labour. Many
of them died simply through hard work and starvation.
Jews remained the worst sufferers in Nazi Germany. Nazi hatred of

Jews had a precursor in the traditional Christian hostility towards
Jews. They had been stereotyped as killers of Christ and
usurers.Until medieval times Jews were barred from owning land.
They survived mainly through trade and moneylending. They lived
in separately marked areas called ghettos. They were often persecuted
through periodic organised violence, and expulsion from the land.
However, Hitler’s hatred of Jews was based on pseudoscientific
theories of race, which held that conversion was no solution to
‘the Jewish problem’. It could be solved only through their
total elimination.
From 1933 to 1938 the Nazis terrorised, pauperised and segregated

the Jews, compelling them to leave the country. The next phase,
New words
1939-1945, aimed at concentrating them in certain areas and eventually
killing them in gas chambers in Poland. Gypsy – The groups that were classified as
‘gypsy’ had their own community identity.
Sinti and Roma were two such communities.
3.2 The Racial Utopia
Many of them traced their origin to India.
Under the shadow of war, the Nazis proceeded to realise their Pauperised – Reduce to absolute poverty
murderous, racial ideal. Genocide and war became two sides of the Persecution – Systematic, organised
same coin. Occupied Poland was divided up. Much of north-western punishment of those belonging to a group
Poland was annexed to Germany. Poles were forced to leave their or religion
homes and properties behind to be occupied by ethnic Germans Usurers – Moneylenders charging excessive
brought in from occupied Europe. Poles were then herded like interest; often used as a term of abuse
62
cattle in the other part called the General Government, the
Activity
destination of all ‘undesirables’ of the empire. Members of the Polish
See the next two pages and write briefly:
intelligentsia were murdered in large numbers in order to keep the
Ø What does citizenship mean to you? Look at
entire people intellectually and spiritually servile. Polish children
Chapters I and 3 and write 200 words on how
who looked like Aryans were forcibly snatched from their mothers
the French Revolution and Nazism defined
and examined by ‘race experts’. If they passed the race tests they
citizenship.
were raised in German families and if not, they were deposited in
Ø What did the Nuremberg Laws mean to the
orphanages where most perished. With some of the largest ghettos
‘undesirables’ in Nazi Germany? What other
and gas chambers, the General Government also served as the killing
legal measures were taken against them to
fields for the Jews.
make them feel unwanted?

Fig.14 – This is one of the freight cars used to deport Jews to the death chambers.
63
STEPS TO DEATH
Stage 1: Exclusion 1933-1939
YOU HAVE NO RIGHT TO LIVE AMONG US AS CITIZENS
The Nuremberg Laws of citizenship of September 1935:
1. Only Persons of German or related blood would henceforth be German

citizens enjoying the protection of the German empire.
2. Marriages between Jews and Germans were forbidden.
3. Extramarital relations between Jews and Germans became a crime.
4. Jews were forbidden to fly the national flag.
Other legal measures included:

Boycott of Jewish businesses
Expulsion from government services
Forced selling and confiscation of their properties
Besides, Jewish properties were vandalised and looted, houses attacked,

synagogues burnt and men arrested in a pogrom in November. 1938, Fig.16 – Park bench announces: ‘FOR ARYANS ONLY’
remembered as ‘the night of broken glass’
New words
Synagogues – Place of worship for people

of Jewish faith
Fig.15 – The sign declares that

this North Sea bathing resort is
free of Jews.
Stage 2: Ghettoisation 1940 - 1944 Fig.17 – ‘This is all I have to sell’.

YOU HAVE NO RIGHT TO LIVE AMONG US Men and women were left with nothing to survive
in the ghettos.
From September 1941, all Jews had to wear a yellow Star of David on their breasts. This identity mark was stamped on their passport,
all legal documents and houses. They were kept in Jewish houses in Germany, and in ghettos like Lodz and Warsaw in the east. These
became sites of extreme misery and poverty. Jews had to surrender all their wealth before they entered a ghetto. Soon the ghettos
were brimming with hunger, starvation and disease due to deprivation and poor hygiene.
64
Stage 3:Annihilation 1941 onwards:
YOU HAVE NO RIGHT TO LIVE
Fig.18 – Killed while trying to escape. The Fig.19 – Piles of clothes outside the gas chamber.
concentration camps were enclosed with live wires.
Jews from Jewish houses, concentration camps and ghettos from different parts of Europe were brought to death factories by
goods trains. In Poland and elsewhere in the east, most notably Belzek, Auschwitz, Sobibor, Treblinka, Chelmno and Majdanek,
they were charred in gas chambers. Mass killings took place within minutes with scientific precision.
Fig.20 – A Concentration Camp.
Fig.21 – A concentration camp. Fig.22 – Shoes taken away from prisoners before
A camera can make a death the ‘Final Solution’.
camp look beautiful.
65
4 Youth in Nazi Germany
Hitler was fanatically interested in the youth of the country. He felt

that a strong Nazi society could be established only by teaching children
Nazi ideology. This required a control over the child both inside and
outside school.
What happened in schools under Nazism? All schools were ‘cleansed’

and ‘purified’. This meant that teachers who were Jews or seen as
Fig.23 – Classroom scene depicting a lesson
‘politically unreliable’ were dismissed. Children were first segregated: on racial anti-Semitism.
Germans and Jews could not sit together or play together. From Der Giftpilz (The Poison Mushroom) by
Ernst Hiemer (Nuremberg: der Sturmer, 1938),
Subsequently, ‘undesirable children’ – Jews, the physically handicapped, p.7. Caption reads: ‘The Jewish nose is bent at
Gypsies – were thrown out of schools. And finally in the 1940s, they its point. It looks like the number six.’
were taken to the gas chambers.
‘Good German’ children were subjected to a process of Nazi schooling,

a prolonged period of ideological training. School textbooks were
rewritten. Racial science was introduced to justify Nazi ideas of race.
Stereotypes about Jews were popularised even through maths classes.
Children were taught to be loyal and submissive, hate Jews, and worship
Hitler. Even the function of sports was to nurture a spirit of violence
and aggression among children. Hitler believed that boxing could make
children iron hearted, strong and masculine.
Youth organisations were made responsible for educating German

youth in the ‘the spirit of National Socialism’. Ten-year-olds had to
Fig.24 – Jewish teacher and Jewish pupils
enter Jungvolk. At 14, all boys had to join the Nazi youth organisation expelled from school under the jeers of
– Hitler Youth – where they learnt to worship war, glorify aggression classmates.
From Trau keinem jud auf gruner Heid: Ein
and violence, condemn democracy, and hate Jews, communists, Gypsies Bilderbuch fur Gross und Keom (Trust No
and all those categorised as ‘undesirable’. After a period of rigorous Jew on the Green Heath: a Picture Book for
Big and Little), By Elvira Bauer (Nuremberg:
ideological and physical training they joined the Labour Service, usually
Der Sturmer, 1936).

at the age of 18. Then they had to serve in the armed forces and enter
one of the Nazi organisations.
The Youth League of the Nazis was founded in 1922. Four years later
it was renamed Hitler Youth. To unify the youth movement under Activity
Nazi control, all other youth organisations were systematically dissolved
If you were a student sitting in one of these
and finally banned.
classes, how would you have felt towards
Jews?
Have you ever thought of the stereotypes of

New words
other communities that people around you
Jungvolk – Nazi youth groups for children below 14 years of age. believe in? How have they acquired them?
66
Source: C
All boys between the ages of six and ten went through a
preliminary training in Nazi ideology. At the end of the training
they had to take the following oath of loyalty to Hitler:
‘In the presence of this blood banner which represents our
Fuhrer I swear to devote all my energies and my strength to
the saviour of our country, Adolf Hitler. I am willing and ready to
give up my life for him, so help me God.’
From W. Shirer, The Rise and Fall of the Third Reich
Source: D
Robert Lay, head of the German Labour Front, said:

‘We start when the child is three years old. As soon as he even
starts to think, he is given a little flag to wave. Then comes
school, the Hitler Youth, military service. But when all this is
over, we don’t let go of anyone. The labour front takes hold of
them, and keeps hold until they go to the grave, whether they
like it or not.’
Fig.27 – Jewish children arriving at a death
factory to be gassed
Activity
Look at Figs. 23, 24, and 27. Imagine yourself
to be a Jew or a Pole in Nazi Germany. It is
Fig.25 – ‘Desirable’ children that Fig.26 – A German-blooded
September 1941, and the law forcing Jews to
Hitler wanted to see multiplied. infant with his mother being

brought from occupied Europe wear the Star of David has just been declared.
to Annexed Poland for Write an account of one day in your life.
settlement.
4.1 The Nazi Cult of Motherhood

Children in Nazi Germany were repeatedly told that women were
radically different from men. The fight for equal rights for men
and women that had become part of democratic struggles everywhere
was wrong and it would destroy society. While boys were taught
to be aggressive, masculine and steel hearted, girls were told that
they had to become good mothers and rear pure-blooded Aryan
children. Girls had to maintain the purity of the race, distance
67
themselves from Jews, look after the home, and teach their
children Nazi values. They had to be the bearers of the Aryan
culture and race.
In 1933 Hitler said: ‘In my state the mother is the most important
citizen.’ But in Nazi Germany all mothers were not treated equally.
Women who bore racially undesirable children were punished
and those who produced racially desirable children were awarded.
They were given favoured treatment in hospitals and were also
entitled to concessions in shops and on theatre tickets and railway
fares. To encourage women to produce many children, Honour
Crosses were awarded. A bronze cross was given for four children,
silver for six and gold for eight or more.
All ‘Aryan’ women who deviated from the prescribed code of

conduct were publicly condemned, and severely punished. Those
who maintained contact with Jews, Poles and Russians were
paraded through the town with shaved heads, blackened faces and
placards hanging around their necks announcing ‘I have sullied
the honour of the nation’. Many received jail sentences and lost
civic honour as well as their husbands and families for this
‘criminal offence’.
4.2. The Art of Propaganda

The Nazi regime used language and media with care, and often to
great effect. The terms they coined to describe their various
practices are not only deceptive. They are chilling. Nazis never
used the words ‘kill’ or ‘murder’ in their official communications.
Mass killings were termed special treatment, final solution (for the Jews),
euthanasia (for the disabled), selection and disinfections. ‘Evacuation’
meant deporting people to gas chambers. Do you know what the Source E
gas chambers were called? They were labelled ‘disinfection-areas’,

and looked like bathrooms equipped with fake showerheads. In an address to women at the
Nuremberg Party Rally, 8 September
Media was carefully used to win support for the regime and 1934, Hitler said:
popularise its worldview. Nazi ideas were spread through visual We do not consider it correct for the
woman to interfere in the world of the
images, films, radio, posters, catchy slogans and leaflets. In posters,
man, in his main sphere. We consider it
groups identified as the ‘enemies’ of Germans were stereotyped, natural that these two worlds remain
mocked, abused and described as evil. Socialists and liberals were distinct…What the man gives in courage
on the battlefield, the woman gives in
represented as weak and degenerate. They were attacked as
eternal self-sacrifice, in eternal pain and
malicious foreign agents. Propaganda films were made to create suffering. Every child that women bring
hatred for Jews. The most infamous film was The Eternal Jew. to the world is a battle, a battle waged
for the existence of her people.
Orthodox Jews were stereotyped and marked. They were shown
68
Source F
Hitler at the Nuremberg Party Rally, 8 September 1934, also

said:
‘The woman is the most stable element in the preservation
of a folk…she has the most unerring sense of everything that
is important to not let a race disappear because it is her
children who would be affected by all this suffering in the
first place…That is why we have integrated the woman in
the struggle of the racial community just as nature and
providence have determined so.’
with flowing beards wearing kaftans, whereas in reality it was

difficult to distinguish German Jews by their outward appearance
because they were a highly assimilated community. They were
referred to as vermin, rats and pests. Their movements were compared
to those of rodents. Nazism worked on the minds of the people, Activity
tapped their emotions, and turned their hatred and anger at those How would you have reacted to Hilter’s ideas
marked as ‘undesirable’. if you were:
The Nazis made equal efforts to appeal to all the different sections of Ø A Jewish woman
the population. They sought to win their support by suggesting that Ø A non-Jewish German woman
Nazis alone could solve all their problems.
Fig.28 – A Nazi poster attacking Jews.

Caption above reads: ‘Money is the God of Jews. In order to earn
Activity
money he commits the greatest crimes. He does not rest, until he can
What do you think this poster is trying to depict?
sit on a big sack of money, until he has become the king of money.’
69
GERMAN FARMER
YOU BELONG TO HITLER!
WHY?
The German farmer stands in between two great dangers
today:
The one danger American economic system –
Big Capitalism!
The other is the Marxist economic system of Bolshevism.
Big Capitalism and Bolshevism work hand in hand:
they are born of Jewish thought
and serve the master plan of world Jewery.
Who alone can rescue the farmer from these dangers?
NATIONAL SOCIALISM.
From: a Nazi leaflet, 1932.

Fig.30 – A Nazi party poster of the 1920s. It
Fig.29 – The leaflet shows how the Nazis appealed to the peasants. asks workers to vote for Hitler, the frontline
soldier.
Activity Some important dates

August 1, 1914
Look at Figs. 29 and 30 and answer the following: First World War begins.
November 9, 1918
What do they tell us about Nazi propaganda? How are the Nazis Germany capitulates, ending the war.
trying to mobilise different sections of the population? November 9, 1918
Proclamation of the Weimar Republic.
June 28, 1919
Treaty of Versailles.
January 30, 1933

Hitler becomes Chancellor of Germany.
September 1, 1939
Germany invades Poland. Beginning of the
Second World War.
June 22, 1941
Germany invades the USSR.
June 23,1941
Mass murder of the Jews begins.
December 8 1941
The United States joins Second World War.
January 27,1945
Soviet troops liberate Auschwitz.
May 8, 1945
Allied victory in Europe.
70
5 Ordinary People and the Crimes Against Humanity
How did the common people react to Nazism?
Many saw the world through Nazi eyes, and spoke their mind in
Nazi language. They felt hatred and anger surge inside them when
they saw someone who looked like a Jew. They marked the houses
of Jews and reported suspicious neighbours. They genuinely believed
Nazism would bring prosperity and improve general well-being.
But not every German was a Nazi. Many organised active resistance
to Nazism, braving police repression and death. The large majority
of Germans, however, were passive onlookers and apathetic witnesses.
They were too scared to act, to differ, to protest. They preferred to
look away. Pastor Niemoeller, a resistance fighter, observed an
absence of protest, an uncanny silence, amongst ordinary Germans
in the face of brutal and organised crimes committed against people
in the Nazi empire. He wrote movingly about this silence:
‘First they came for the Communists,

Well, I was not a Communist –
So I said nothing.
Then they came for the Social Democrats,
Well, I was not a Social Democrat Box 1
So I did nothing, Was the lack of concern for Nazi victims only
because of the Terror? No, says Lawrence
Then they came for the trade unionists, Rees who interviewed people from diverse

But I was not a trade unionist. backgrounds for his recent documentary,
‘The Nazis: A Warning from History’.
And then they came for the Jews, Erna Kranz, an ordinary German teenager in
But I was not a Jew – so I did little. the1930s and a grandmother now, said to
Rees:
Then when they came for me,
‘1930s offered a glimmer of hope, not just for
There was no one left who could stand up for me.’ the unemployed but for everybody for we all
felt downtrodden. From my own experience I
Activity could say salaries increased and Germany

seemed to have regained its sense of
Why does Erna Kranz say, ‘I could only say for myself’? How do you purpose. I could only say for myself, I thought
view her opinion? it was a good time. I liked it.’
71
What Jews felt in Nazi Germany is a different story altogether.
Charlotte Beradt secretly recorded people’s dreams in her diary and
later published them in a highly disconcerting book called the Third
Reich of Dreams. She describes how Jews themselves began believing in
the Nazi stereotypes about them. They dreamt of their hooked noses,
black hair and eyes, Jewish looks and body movements. The
stereotypical images publicised in the Nazi press haunted the Jews.
They troubled them even in their dreams. Jews died many deaths
even before they reached the gas chamber.
5.1 Knowledge about the Holocaust

Information about Nazi practices had trickled out of Germany
during the last years of the regime. But it was only after the war
ended and Germany was defeated that the world came to realise the
horrors of what had happened. While the Germans were preoccupied
with their own plight as a defeated nation emerging out of the rubble,
the Jews wanted the world to remember the atrocities and sufferings Fig.31 – Inhabitants of the Warsaw ghetto
they had endured during the Nazi killing operations – also called the collected documents and placed them in three
milk cans along with other containers. As
Holocaust. At its height, a ghetto inhabitant had said to another that destruction seemed imminent, these containers
he wanted to outlive the war just for half an hour. Presumably he were buried in the cellars of buildings in 1943.
This can was discovered in 1950.
meant that he wanted to be able to tell the world about what had
happened in Nazi Germany. This indomitable spirit to bear witness
and to preserve the documents can be seen in many ghetto and camp
inhabitants who wrote diaries, kept notebooks, and created archives.
On the other hand when the war seemed lost, the Nazi leadership
distributed petrol to its functionaries to destroy all incriminating
evidence available in offices.
Yet the history and the memory of the Holocaust live on in memoirs,
fiction, documentaries, poetry, memorials and museums in many
parts of the world today. These are a tribute to those who resisted it,
an embarrassing reminder to those who collaborated, and a warning
to those who watched in silence. Fig.32 – Denmark secretly rescued their Jews
from Germany. This is one of the boats used
for the purpose.
72
Box 2
Mahatma Gandhi writes to Hitler
LETTER TO ADOLF HITLER

AS AT WARDHA, C. P., INDIA,
July 23, 1939
HERR HITLER
BERLIN
GERMANY
DEAR FRIEND,
Friends have been urging me to write to you for the sake of
humanity. But I have resisted their request, because of the feeling that
any letter from me would be an impertinence. Something tells me that
I must not calculate and that I must make my appeal for whatever it
may be worth.
It is quite clear that you are today the one person in the world
who can prevent a war which may reduce humanity to the savage
state.
Must you pay that price for an object however worthy it may appear
to you to be? Will you listen to the appeal of one who has deliberately
shunned the method of war not without considerable success?
Anyway
I anticipate your forgiveness, if I have erred in writing to you.
I remain,
Your sincere friend,
M. K. GANDHI
THE COLLECTED WORKS OF MAHATMA GANDHI
VOL. 76.
LETTER TO ADOLF HITLER

WARDHA,
December 24, 1940 We have found in non-violence a force which, if organised, can without
doubt match itself against a combination of all the most violent forces in
the world. In non-violent technique, as I have said, there is no such thing

as defeat. It is all ‘do or die’ without killing or hurting. It can be used
practically without money and obviously without the aid of science of
destruction which you have brought to such perfection. It is a marvel to
me that you do not see that it is nobody’s monopoly. If not the British,
some other power will certainly improve upon your method and beat you
with your own weapon. You are leaving no legacy to your people of
which they would feel proud. They cannot take pride in a recital of cruel
deed, however skilfully planned. I, therefore, appeal to you in the name
of humanity to stop the war….
I am,
Your sincere friend,
M. K. GANDHI
THE COLLECTED WORKS OF MAHATMA GANDHI
VOL. 79.
73
Activities
1. Write a one page history of Germany

Ø as a schoolchild in Nazi Germany
Activities
Ø as a Jewish survivor of a concentration camp
Ø as a political opponent of the Nazi regime
2. Imagine that you are Helmuth. You have had many Jewish friends in school
and do not believe that Jews are bad. Write a paragraph on what you would
say to your father.
Questions
1. Describe the problems faced by the Weimar Republic.

2. Discuss why Nazism became popular in Germany by 1930.
3. What are the peculiar features of Nazi thinking?
4. Explain why Nazi propaganda was effective in creating a hatred for Jews.
?
5. Explain what role women had in Nazi society. Return to Chapter 1 on the
French Revolution. Write a paragraph comparing and contrasting the role of
women in the two periods.
6. In what ways did the Nazi state seek to establish total control over its people ?
74
SECTION II
LIVELIHOODS, ECONOMIES AND SOCIETIES

In Section II we will shift our focus to the study of livelihoods and economies. We
LIVELIHOODS, ECONOMIES AND SOCIETIES
will look at how the lives of forest dwellers and pastoralists changed in the modern
world and how they played a part in shaping these changes.
All too often in looking at the emergence of the modern world, we only focus on
factories and cities, on the industrial and agricultural sectors which supply the market.
But we forget that there are other economies outside these sectors, other people too
who matter to the nation. To modern eyes, the lives of pastoralists and forest dwellers,
the shifting cultivators and food gatherers often seem to be stuck in the past. It is as
if their lives are not important when we study the emergence of the contemporary
world. The chapters in Section II will suggest that we need to know about their
lives, see how they organise their world and operate their economies. These
communities are very much part of the modern world we live in today. They are
not simply survivors from a bygone era.
Chapter IV will take you into the forest and tell you about the variety of ways the
Forest Society and Colonialism
forests were used by communities living within them. It will show how in the
nineteenth century the growth of industries and urban centres, ships and railways,
created a new demand on the forests for timber and other forest products. New
demands led to new rules of forest use, new ways of organising the forest. You will
see how colonial control was established over the forests, how forest areas were
mapped, trees were classified, and plantations were developed. All these developments
affected the lives of those local communities who used forest resources. They were
forced to operate within new systems and reorganise their lives. But they also rebelled
against the rules and persuaded the state to change its policies. The chapter will give
you an idea of the history of such developments in India and Indonesia.
75
Chapter V will track the movements of the pastoralists in the mountains and deserts,
in the plains and plateaus of India and Africa. Pastoral communities in both these
areas form an important segment of the population. Yet we rarely study their lives.
Their histories do not enter the pages of textbooks. Chapter V will show how their
lives were affected by the controls established over the forest, the expansion of agri-
culture, and the decline of grazing fields. It will tell you about the patterns of their
movements, their relationships to other communities, and the way they adjust to
changing situations.
We cannot understand the making of the contemporary world unless we begin to see
the changes in the lives of diverse communities and people. We also cannot understand
the problems of modernisation unless we look at its impact on the environment.
76
Forest Society and
Chapter IV
Colonialism
Take a quick look around your school and home and identify all
the things that come from forests: the paper in the book you are
reading, desks and tables, doors and windows, the dyes that colour
your clothes, spices in your food, the cellophane wrapper of your
toffee, tendu leaf in bidis, gum, honey, coffee, tea and rubber. Do
not miss out the oil in chocolates, which comes from sal seeds, the
tannin used to convert skins and hides into leather, or the herbs
and roots used for medicinal purposes. Forests also provide bamboo,
wood for fuel, grass, charcoal, packaging, fruits, flowers, animals,
birds and many other things. In the Amazon forests or in the
Western Ghats, it is possible to find as many as 500 different plant
species in one forest patch.
A lot of this diversity is fast disappearing. Between 1700 and 1995,

the period of industrialisation, 13.9 million sq km of forest or 9.3
per cent of the world’s total area was cleared for industrial uses,
cultivation, pastures and fuelwood.
Society
ForestForest and Colonialism
Society and Colonialism
Fig.1 – A sal forest in Chhattisgarh.

Look at the different heights of the trees and plants in this
picture, and the variety of species. This is a dense forest,
so very little sunlight falls on the forest floor.
77
1 Why Deforestation?
The disappearance of forests is referred to as deforestation.

Deforestation is not a recent problem. The process began many
centuries ago; but under colonial rule it became more systematic and
extensive. Let us look at some of the causes of deforestation in India.
1.1 Land to be Improved

In 1600, approximately one-sixth of India’s landmass was under
cultivation. Now that figure has gone up to about half. As population
increased over the centuries and the demand for food went up,
peasants extended the boundaries of cultivation, clearing forests and
breaking new land. In the colonial period, cultivation expanded
rapidly for a variety of reasons. First, the British directly encouraged
Fig.2 – When the valleys were full. Painting by John Dawson.

Native Americans like the Lakota tribe who lived in the Great North American Plains had a diversified economy. They
cultivated maize, foraged for wild plants and hunted bison. Keeping vast areas open for the bison to range in was seen by
the English settlers as wasteful. After the 1860s the bisons were killed in large numbers.
78
the production of commercial crops like jute, sugar, wheat and Source A
cotton. The demand for these crops increased in nineteenth-century
Europe where foodgrains were needed to feed the growing urban The idea that uncultivated land had to
population and raw materials were required for industrial be taken over and improved was popular
with colonisers everywhere in the world.
It was an argument that justified
Box 1 conquest.
In 1896 the American writer, Richard
The absence of cultivation in a place does not mean the land was Harding, wrote on the Honduras in
uninhabited. In Australia, when the white settlers landed, they Central America:
claimed that the continent was empty or terra nullius. In fact, they ‘There is no more interesting question of
were guided through the landscape by aboriginal tracks, and led the present day than that of what is to
be done with the world’s land which is
by aboriginal guides. The different aboriginal communities in
lying unimproved; whether it shall go to
Australia had clearly demarcated territories. The Ngarrindjeri the great power that is willing to turn it
people of Australia plotted their land along the symbolic body of to account, or remain with its original
the first ancestor, Ngurunderi. This land included five different owner, who fails to understand its value.
The Central Americans are like a gang of
environments: salt water, riverine tracts, lakes, bush and desert
semi-barbarians in a beautifully furnished
plains, which satisfied different socio-economic needs. house, of which they can understand
neither its possibilities of comfort nor its
use.’
production. Second, in the early nineteenth century, the colonial
Three years later the American-owned
state thought that forests were unproductive. They were considered
United Fruit Company was founded, and
to be wilderness that had to be brought under cultivation so that grew bananas on an industrial scale in
the land could yield agricultural products and revenue, and enhance Central America. The company acquired
such power over the governments of
the income of the state. So between 1880 and 1920, cultivated area
these countries that they came to be
rose by 6.7 million hectares. known as Banana Republics.
Quoted in David Spurr, The Rhetoric of
We always see the expansion of cultivation as a sign of progress.
Empire, (1993).
But we should not forget that for land to be brought under the
plough, forests have to be cleared.
1.2 Sleepers on the Tracks
New words
Sleepers – Wooden planks laid across railway

tracks; they hold the tracks in position
Fig.3 – Converting sal logs into sleepers in the Singhbhum forests, Chhotanagpur, May 1897.
Adivasis were hired by the forest department to cut trees, and make smooth planks which would serve as sleepers for the
railways. At the same time, they were not allowed to cut these trees to build their own houses.
79
By the early nineteenth century, oak forests in England were
disappearing. This created a problem of timber supply for the Royal
Navy. How could English ships be built without a regular supply of
strong and durable timber? How could imperial power be protected
and maintained without ships? By the 1820s, search parties were
sent to explore the forest resources of India. Within a decade, trees
were being felled on a massive scale and vast quantities of timber
were being exported from India.
The spread of railways from the 1850s created a new demand.

Railways were essential for colonial trade and for the movement of
imperial troops. To run locomotives, wood was needed as fuel, and
to lay railway lines sleepers were essential to hold the tracks together.
Each mile of railway track required between 1,760 and 2,000 sleepers.
From the 1860s, the railway network expanded rapidly. By 1890,

about 25,500 km of track had been laid. In 1946, the length of the
tracks had increased to over 765,000 km. As the railway tracks spread
through India, a larger and larger number of trees were felled. As
early as the 1850s, in the Madras Presidency alone, 35,000 trees were
Fig.4 – Bamboo rafts being floated down the
being cut annually for sleepers. The government gave out contracts Kassalong river, Chittagong Hill Tracts.
to individuals to supply the required quantities. These contractors
began cutting trees indiscriminately. Forests around the railway tracks
fast started disappearing.
Fig.5 – Elephants piling squares of timber at a timber yard in Rangoon.

In the colonial period elephants were frequently used to lift heavy timber both in the
forests and at the timber yards.
80
Source B
Activity
‘The new line to be constructed was the Indus Valley Railway
between Multan and Sukkur, a distance of nearly 300 miles. At
Each mile of railway track required between
the rate of 2000 sleepers per mile this would require 600,000
sleepers 10 feet by 10 inches by 5 inches (or 3.5 cubic feet 1,760 and 2,000 sleepers. If one average-
apiece), being upwards of 2,000,000 cubic feet. The sized tree yields 3 to 5 sleepers for a 3 metre
locomotives would use wood fuel. At the rate of one train daily wide broad gauge track, calculate
either way and at one maund per train-mile an annual supply
approximately how many trees would have to
of 219,000 maunds would be demanded. In addition a large
supply of fuel for brick-burning would be required. The sleepers be cut to lay one mile of track.
would have to come mainly from the Sind Forests. The fuel
from the tamarisk and Jhand forests of Sind and the Punjab.
The other new line was the Northern State Railway from Lahore
to Multan. It was estimated that 2,200,000 sleepers would be
required for its construction.’
E.P. Stebbing, The Forests of India, Vol. II (1923).
Fig.6 - Women returning home after collecting

fuelwood.
Fig.7 - Truck carrying logs

When the forest department decided to take up
an area for logging, one of the first things it did
was to build wide roads so that trucks could
enter. Compare this to the forest tracks along
which people walk to collect fuelwood and
other minor forest produce. Many such trucks
of wood go from forest areas to big cities.
81
1.3 Plantations
Large areas of natural forests were also cleared to make way for
tea, coffee and rubber plantations to meet Europe’s growing need
for these commodities. The colonial government took over the
forests, and gave vast areas to European planters at cheap rates.
These areas were enclosed and cleared of forests, and planted with
tea or coffee.
Fig.8 – Pleasure Brand Tea.

82
2 The Rise of Commercial Forestry
In the previous section we have seen that the British needed forests
in order to build ships and railways. The British were worried that
the use of forests by local people and the reckless felling of trees by
traders would destroy forests. So they decided to invite a German
expert, Dietrich Brandis, for advice, and made him the first Inspector
General of Forests in India.
Brandis realised that a proper system had to be introduced to manage

the forests and people had to be trained in the science of conservation.
This system would need legal sanction. Rules about the use of forest
resources had to be framed. Felling of trees and grazing had to be
restricted so that forests could be preserved for timber production.
Anybody who cut trees without following the system had to be
Activity
If you were the Government of India in 1862
and responsible for supplying the railways
with sleepers and fuel on such a large scale,
what were the steps you would have taken?
Fig.9 – One aisle of a managed poplar forest

in Tuscany, Italy.
Poplar forests are good mainly for timber.
They are not used for leaves, fruit or other
products. Look at the straight lines of trees,
all of a uniform height. This is the model that
‘scientific’ forestry has promoted.
83
Fig.10 – A deodar plantation in Kangra, 1933.
From Indian Forest Records, Vol. XV.
punished. So Brandis set up the Indian Forest Service in 1864 and

helped formulate the Indian Forest Act of 1865. The Imperial Forest
Research Institute was set up at Dehradun in 1906. The system they
taught here was called ‘scientific forestry’. Many people now,
including ecologists, feel that this system is not scientific at all.
In scientific forestry, natural forests which had lots of different types

of trees were cut down. In their place, one type of tree was planted
in straight rows. This is called a plantation. Forest officials surveyed
the forests, estimated the area under different types of trees, and
made working plans for forest management. They planned how much
of the plantation area to cut every year. The area cut was then to be Fig.11 – The Imperial Forest School,
Dehra Dun, India.
replanted so that it was ready to be cut again in some years. The first forestry school to be inaugurated in
the British Empire.
After the Forest Act was enacted in 1865, it was amended twice, From: Indian Forester, Vol. XXXI
once in 1878 and then in 1927. The 1878 Act divided forests into
three categories: reserved, protected and village forests. The best
forests were called ‘reserved forests’. Villagers could not take anything
from these forests, even for their own use. For house building or
fuel, they could take wood from protected or village forests.
2.1 How were the Lives of People Affected? New words
Foresters and villagers had very different ideas of what a good forest Scientific forestry – A system of cutting
should look like. Villagers wanted forests with a mixture of species trees controlled by the forest department,
to satisfy different needs – fuel, fodder, leaves. The forest department in which old trees are cut and new ones
on the other hand wanted trees which were suitable for building planted
84
Fig.12 – Collecting mahua ( Madhuca indica) from the forests.
Villagers wake up before dawn and go to the forest to collect the mahua flowers which have fallen on the forest floor. Mahua
trees are precious. Mahua flowers can be eaten or used to make alcohol. The seeds can be used to make oil.
ships or railways. They needed trees that could provide hard wood,
and were tall and straight. So particular species like teak and sal were
promoted and others were cut.
In forest areas, people use forest products – roots, leaves, fruits, and
tubers – for many things. Fruits and tubers are nutritious to eat,
especially during the monsoons before the harvest has come in. Herbs
are used for medicine, wood for agricultural implements like yokes
and ploughs, bamboo makes excellent fences and is also used to make
baskets and umbrellas. A dried scooped-out gourd can be used as a
portable water bottle. Almost everything is available in the forest –
leaves can be stitched together to make disposable plates and cups,
the siadi (Bauhinia vahlii) creeper can be used to make ropes, and the
thorny bark of the semur (silk-cotton) tree is used to grate vegetables.
Fig.13 – Drying tendu leaves.
Oil for cooking and to light lamps can be pressed from the fruit of The sale of tendu leaves is a major source of
the mahua tree. income for many people living in forests. Each
bundle contains approximately 50 leaves, and if a
The Forest Act meant severe hardship for villagers across the country. person works very hard they can perhaps collect
as many as 100 bundles in a day. Women,
After the Act, all their everyday practices – cutting wood for their children and old men are the main collectors.
85
Fig.14 – Bringing grain from the threshing
grounds to the field.
The men are carrying grain in baskets from the
threshing fields. Men carry the baskets slung
on a pole across their shoulders, while women
carry the baskets on their heads.
houses, grazing their cattle, collecting fruits and roots, hunting and
fishing – became illegal. People were now forced to steal wood
Activity
from the forests, and if they were caught, they were at the mercy of Children living around forest areas can often
the forest guards who would take bribes from them. Women who identify hundreds of species of trees and plants.
collected fuelwood were especially worried. It was also common for How many species of trees can you name?
police constables and forest guards to harass people by demanding

free food from them.
2.2 How did Forest Rules Affect Cultivation?

One of the major impacts of European colonialism was on the practice
of shifting cultivation or swidden agriculture. This is a traditional
agricultural practice in many parts of Asia, Africa and South America. It
has many local names such as lading in Southeast Asia, milpa in Central
America, chitemene or tavy in Africa, and chena in Sri Lanka. In
India, dhya, penda, bewar, nevad, jhum, podu, khandad and kumri
are some of the local terms for swidden agriculture.
In shifting cultivation, parts of the forest are cut and burnt in rotation.
Seeds are sown in the ashes after the first monsoon rains, and the crop is
harvested by October-November. Such plots are cultivated for a couple
of years and then left fallow for 12 to 18 years for the forest to grow
back. A mixture of crops is grown on these plots. In central India
and Africa it could be millets, in Brazil manioc, and in other parts of
Latin America maize and beans. Fig.15 – Taungya cultivation was a system in
which local farmers were allowed to cultivate
European foresters regarded this practice as harmful for the forests. They temporarily within a plantation. In this photo
taken in Tharrawaddy division in Burma in
felt that land which was used for cultivation every few years could not 1921 the cultivators are sowing paddy. The
grow trees for railway timber. When a forest was burnt, there was men make holes in the soil using long bamboo
poles with iron tips. The women sow paddy
the added danger of the flames spreading and burning valuable timber. in each hole.
86
Fig.16 – Burning the forest penda or podu plot.
In shifting cultivation, a clearing is made in the forest, usually on the slopes of hills.
After the trees have been cut, they are burnt to provide ashes. The seeds are then
scattered in the area, and left to be irrigated by the rain.
Shifting cultivation also made it harder for the government to calculate

taxes. Therefore, the government decided to ban shifting cultivation.
As a result, many communities were forcibly displaced from their
homes in the forests. Some had to change occupations, while some
resisted through large and small rebellions.
2.3 Who could Hunt?

The new forest laws changed the lives of forest dwellers in yet another
way. Before the forest laws, many people who lived in or near forests
had survived by hunting deer, partridges and a variety of small Forest Society and Colonialism
animals. This customary practice was prohibited by the forest laws.
Those who were caught hunting were now punished for poaching.
While the forest laws deprived people of their customary rights to

hunt, hunting of big game became a sport. In India, hunting of tigers
and other animals had been part of the culture of the court and
nobility for centuries. Many Mughal paintings show princes and
Fig.17 – The little fisherman.
emperors enjoying a hunt. But under colonial rule the scale of hunting Children accompany their parents to the forest
increased to such an extent that various species became almost extinct. and learn early how to fish, collect forest
produce and cultivate. The bamboo trap which
The British saw large animals as signs of a wild, primitive and savage the boy is holding in his right hand is kept at
society. They believed that by killing dangerous animals the British the mouth of a stream – the fish flow into it.
87
Fig.18 – Lord Reading hunting in Nepal.
Count the dead tigers in the photo. When British colonial officials and Rajas went hunting they were accompanied by a
whole retinue of servants. Usually, the tracking was done by skilled village hunters, and the Sahib simply fired the shot.
would civilise India. They gave rewards for the killing of tigers, wolves Source C
and other large animals on the grounds that they posed a threat to Baigas are a forest community of
cultivators. 0ver 80,000 tigers, 150,000 leopards and 200,000 wolves Central India. In 1892, after their
shifting cultivation was stopped, they
were killed for reward in the period 1875-1925. Gradually, the tiger
petitioned to the government:
came to be seen as a sporting trophy. The Maharaja of Sarguja alone
‘We daily starve, having had no
shot 1,157 tigers and 2,000 leopards up to 1957. A British foodgrain in our possession. The only
administrator, George Yule, killed 400 tigers. Initially certain areas wealth we possess is our axe. We
have no clothes to cover our body with,

of forests were reserved for hunting. Only much later did
but we pass cold nights by the
environmentalists and conservators begin to argue that all these species fireside. We are now dying for want of
of animals needed to be protected, and not killed. food. We cannot go elsewhere. What
fault have we done that the
government does not take care of us?
Prisoners are supplied with ample food
2.4 New Trades, New Employments and New Services in jail. A cultivator of the grass is not
deprived of his holding, but the
While people lost out in many ways after the forest department government does not give us our right
took control of the forests, some people benefited from the new who have lived here for generations
opportunities that had opened up in trade. Many communities left past.’
their traditional occupations and started trading in forest products. Verrier Elwin (1939), cited in Madhav
Gadgil and Ramachandra Guha, This
This happened not only in India but across the world. For example, Fissured Land: An Ecological History of
India.
88
with the growing demand for rubber in the mid-nineteenth century, Source D
the Mundurucu peoples of the Brazilian Amazon who lived in villages
on high ground and cultivated manioc, began to collect latex from
wild rubber trees for supplying to traders. Gradually, they descended Rubber extraction in the Putumayo
to live in trading posts and became completely dependent on traders. ‘Everywhere in the world, conditions of
work in plantations were horrific.
In India, the trade in forest products was not new. From the medieval
The extraction of rubber in the Putumayo
period onwards, we have records of adivasi communities trading region of the Amazon, by the Peruvian
elephants and other goods like hides, horns, silk cocoons, ivory, Rubber Company (with British and
Peruvian interests) was dependent on
bamboo, spices, fibres, grasses, gums and resins through nomadic
the forced labour of the local Indians,
communities like the Banjaras. called Huitotos. From 1900-1912, the
Putumayo output of 4000 tons of rubber
With the coming of the British, however, trade was completely was associated with a decrease of some
regulated by the government. The British government gave many 30,000 among the Indian population due
to torture, disease and flight. A letter
large European trading firms the sole right to trade in the forest
by an employee of a rubber company
products of particular areas. Grazing and hunting by local people describes how the rubber was collected.
were restricted. In the process, many pastoralist and nomadic The manager summoned hundreds of
Indians to the station:
communities like the Korava, Karacha and Yerukula of the Madras
He grasped his carbine and machete
Presidency lost their livelihoods. Some of them began to be called
and began the slaughter of these
‘criminal tribes’, and were forced to work instead in factories, defenceless Indians, leaving the ground
mines and plantations, under government supervision. covered with 150 corpses, among them,
men, women and children. Bathed in
New opportunities of work did not always mean improved well- blood and appealing for mercy, the
survivors were heaped with the dead
being for the people. In Assam, both men and women from forest
and burned to death, while the manager
communities like Santhals and Oraons from Jharkhand, and shouted, “I want to exterminate all the
Gonds from Chhattisgarh were recruited to work on tea Indians who do not obey my orders
about the rubber that I require them to
plantations. Their wages were low and conditions of work were
bring in.” ’
very bad. They could not return easily to their home villages
Michael Taussig, ‘Culture of Terror-Space
from where they had been recruited. of Death’, in Nicholas Dirks, ed.
Colonialism and Culture, 1992.
Source
89
3 Rebellion in the Forest
In many parts of India, and across the world, forest communities

rebelled against the changes that were being imposed on them. The
leaders of these movements against the British like Siddhu and Kanu
in the Santhal Parganas, Birsa Munda of Chhotanagpur or Alluri
Sitarama Raju of Andhra Pradesh are still remembered today in songs
and stories. We will now discuss in detail one such rebellion which
took place in the kingdom of Bastar in 1910.
3.1 The People of Bastar

Bastar is located in the southernmost part of Chhattisgarh and
borders Andhra Pradesh, Orissa and Maharashtra. The central part
of Bastar is on a plateau. To the north of this plateau is the
Chhattisgarh plain and to its south is the Godavari plain. The river
Indrawati winds across Bastar east to west. A number of different
communities live in Bastar such as Maria and Muria Gonds, Dhurwas,
Bhatras and Halbas. They speak different languages but share
common customs and beliefs. The people of Bastar believe that each Sketch map
Not to scale.
village was given its land by the Earth, and in return, they look after
Fig.20 – Bastar in 2000.

In 1947 Bastar kingdom was merged with
Kanker kingdom and become Bastar district in
Madhya Pradesh. In 1998 it was divided
again into three districts, Kanker, Bastar and
Dantewada. In 2001, these became part of
Chhattisgarh. The 1910 rebellion first started
in the Kanger forest area (encircled) and soon
spread to other parts of the state.
Fig.19 – Army camp in Bastar, 1910.

This photograph of an army camp was taken in Bastar in 1910. The
army moved with tents, cooks and soldiers. Here a sepoy is guarding the
camp against rebels.
90
the earth by making some offerings at each agricultural festival. In
addition to the Earth, they show respect to the spirits of the river,
the forest and the mountain. Since each village knows where its
boundaries lie, the local people look after all the natural resources
within that boundary. If people from a village want to take some
wood from the forests of another village, they pay a small fee called
devsari, dand or man in exchange. Some villages also protect their forests
by engaging watchmen and each household contributes some grain
to pay them. Every year there is one big hunt where the headmen of
villages in a pargana (cluster of villages) meet and discuss issues of
concern, including forests.
3.2 The Fears of the People

When the colonial government proposed to reserve two-thirds of
the forest in 1905, and stop shifting cultivation, hunting and collection
of forest produce, the people of Bastar were very worried. Some
villages were allowed to stay on in the reserved forests on the condition
that they worked free for the forest department in cutting and
transporting trees, and protecting the forest from fires. Subsequently,
these came to be known as ‘forest villages’. People of other villages
were displaced without any notice or compensation. For long, Source E
villagers had been suffering from increased land rents and frequent ‘Bhondia collected 400 men, sacrificed a
demands for free labour and goods by colonial officials. Then came number of goats and started off to
the terrible famines, in 1899-1900 and again in 1907-1908. Reservations intercept the Dewan who was expected
to return from the direction of Bijapur.
proved to be the last straw. This mob started on the 10th February,
burnt the Marenga school, the police
People began to gather and discuss these issues in their village councils, post, lines and pound at Keslur and the
in bazaars and at festivals or wherever the headmen and priests of school at Tokapal (Rajur), detached a
several villages were assembled. The initiative was taken by the contingent to burn Karanji school and
captured a head constable and four
Dhurwas of the Kanger forest, where reservation first took place. constables of the State reserve police
Although there was no single leader, many people speak of Gunda who had been sent out to escort the
Dhur, from village Nethanar, as an important figure in the Dewan and bring him in. The mob did Forest Society and Colonialism
not maltreat the guard seriously but
movement. In 1910, mango boughs, a lump of earth, chillies and eased them of their weapons and let
arrows, began circulating between villages. These were actually them go. One party of rebels under
messages inviting villagers to rebel against the British. Every village Bhondia Majhi went off to the Koer river
to block the passage there in case the
contributed something to the rebellion expenses. Bazaars were looted, Dewan left the main road. The rest went
the houses of officials and traders, schools and police stations were on to Dilmilli to stop the main road from
burnt and robbed, and grain redistributed. Most of those who were Bijapur. Buddhu Majhi and Harchand Naik
led the main body.’
attacked were in some way associated with the colonial state and its
Letter from DeBrett, Political Agent,
oppressive laws. William Ward, a missionary who observed the events, Chhattisgarh Feudatory States to
wrote: ‘From all directions came streaming into Jagdalpur, police, Commissioner, Chhattisgarh Division, 23
merchants, forest peons, schoolmasters and immigrants.’ June 1910.
91
Source F
Elders living in Bastar recounted the story of this battle they had heard
from their parents:
Podiyami Ganga of Kankapal was told by his father Podiyami Tokeli that:
‘The British came and started taking land. The Raja didn’t pay attention
to things happening around him, so seeing that land was being taken,
his supporters gathered people. War started. His staunch supporters
died and the rest were whipped. My father, Podiyami Tokeli suffered many
strokes, but he escaped and survived. It was a movement to get rid of
the British. The British used to tie them to horses and pull them. From
every village two or three people went to Jagdalpur: Gargideva and
Michkola of Chidpal, Dole and Adrabundi of Markamiras, Vadapandu of
Baleras, Unga of Palem and many others.’
Similarly, Chendru, an elder from village Nandrasa, said:
‘On the people’s side, were the big elders – Mille Mudaal of Palem, Soyekal
Dhurwa of Nandrasa, and Pandwa Majhi. People from every pargana
camped in Alnar tarai. The paltan (force) surrounded the people in a
Source
flash. Gunda Dhur had flying powers and flew away. But what could those
with bows and arrows do? The battle took place at night. The people hid
in shrubs and crawled away. The army paltan also ran away. All those
who remained alive (of the people), somehow found their way home to
their villages.’
The British sent troops to suppress the rebellion. The adivasi leaders
tried to negotiate, but the British surrounded their camps and fired
upon them. After that they marched through the villages flogging
and punishing those who had taken part in the rebellion. Most
villages were deserted as people fled into the jungles. It took three
months (February - May) for the British to regain control. However,
they never managed to capture Gunda Dhur. In a major victory
for the rebels, work on reservation was temporarily suspended,
and the area to be reserved was reduced to roughly half of that

planned before 1910.
The story of the forests and people of Bastar does not end there.
After Independence, the same practice of keeping people out of the
forests and reserving them for industrial use continued. In the 1970s,
the World Bank proposed that 4,600 hectares of natural sal forest
should be replaced by tropical pine to provide pulp for the paper
industry. It was only after protests by local environmentalists that
the project was stopped.
Let us now go to another part of Asia, Indonesia, and see what was
happening there over the same period.
92
4 Forest Transformations in Java
Java is now famous as a rice-producing island in Indonesia. But

once upon a time it was covered mostly with forests. The colonial
power in Indonesia were the Dutch, and as we will see, there were
many similarities in the laws for forest control in Indonesia and
India. Java in Indonesia is where the Dutch started forest
management. Like the British, they wanted timber from Java to
build ships. In 1600, the population of Java was an estimated 3.4
million. There were many villages in the fertile plains, but there
were also many communities living in the mountains and practising
shifting cultivation.
4.1 The Woodcutters of Java

The Kalangs of Java were a community of skilled forest cutters and
shifting cultivators. They were so valuable that in 1755 when the
Mataram kingdom of Java split, the 6,000 Kalang families were
equally divided between the two kingdoms. Without their expertise,
it would have been difficult to harvest teak and for the kings to
build their palaces. When the Dutch began to gain control over the
forests in the eighteenth century, they tried to make the Kalangs
work under them. In 1770, the Kalangs resisted by attacking a Dutch
fort at Joana, but the uprising was suppressed.
4.2 Dutch Scientific Forestry

In the nineteenth century, when it became
important to control territory and not just
people, the Dutch enacted forest laws in Java,
restricting villagers’ access to forests. Now
wood could only be cut for specified purposes
like making river boats or constructing houses,
and only from specific forests under close
supervision. Villagers were punished for
grazing cattle in young stands, transporting
wood without a permit, or travelling on forest
roads with horse carts or cattle.
As in India, the need to manage forests for

shipbuilding and railways led to the Fig.21 – Train transporting teak out of the forest – late colonial period.
93
introduction of a forest service. In 1882, 280,000 sleepers were Source G
exported from Java alone. However, all this required labour to cut
Dirk van Hogendorp, an official of the
the trees, transport the logs and prepare the sleepers. The Dutch
United East India Company in colonial
first imposed rents on land being cultivated in the forest and then Java said:
exempted some villages from these rents if they worked collectively ‘Batavians! Be amazed! Hear with
to provide free labour and buffaloes for cutting and transporting wonder what I have to communicate. Our
fleets are destroyed, our trade
timber. This was known as the blandongdiensten system. Later, instead
languishes, our navigation is going to
of rent exemption, forest villagers were given small wages, but their ruin – we purchase with immense
right to cultivate forest land was restricted. treasures, timber and other materials
for ship-building from the northern
powers, and on Java we leave warlike
and mercantile squadrons with their
4.3 Samin’s Challenge
roots in the ground. Yes, the forests of
Around 1890, Surontiko Samin of Randublatung village, a teak forest Java have timber enough to build a
respectable navy in a short time, besides
village, began questioning state ownership of the forest. He argued that as many merchant ships as we require
the state had not created the wind, water, earth and wood, so it could not … In spite of all (the cutting) the forests
own it. Soon a widespread movement developed. Amongst those who of Java grow as fast as they are cut,
and would be inexhaustible under good
helped organise it were Samin’s sons-in-law. By 1907, 3,000 families care and management.’
were following his ideas. Some of the Saminists protested by lying down Dirk van Hogendorp, cited in Peluso, Rich
on their land when the Dutch came to survey it, while others refused to Forests, Poor People, 1992.
pay taxes or fines or perform labour.
Fig.22 – Most of Indonesia’s forests are located in islands like Sumatra, Kalimantan and West Irian. However, Java is
where the Dutch began their ‘scientific forestry’. The island, which is now famous for rice production, was once richly
covered with teak.
94
4.4 War and Deforestation
The First World War and the Second World War had a major impact
on forests. In India, working plans were abandoned at this time, and
the forest department cut trees freely to meet British war needs. In
Java, just before the Japanese occupied the region, the Dutch followed
‘a scorched earth’ policy, destroying sawmills, and burning huge
piles of giant teak logs so that they would not fall into Japanese
hands. The Japanese then exploited the forests recklessly for their
Fig.23 – Indian Munitions Board, War Timber
own war industries, forcing forest villagers to cut down forests. Sleepers piled at Soolay pagoda ready for
Many villagers used this opportunity to expand cultivation in the shipment,1917.
The Allies would not have been as successful
forest. After the war, it was difficult for the Indonesian forest service in the First World War and the Second World
to get this land back. As in India, people’s need for agricultural land War if they had not been able to exploit the
resources and people of their colonies. Both
has brought them into conflict with the forest department’s desire
the world wars had a devastating effect on the
to control the land and exclude people from it. forests of India, Indonesia and elsewhere.
The forest department cut freely to satisfy war
needs.
4.5 New Developments in Forestry
Since the 1980s, governments across Asia and Africa have begun to
see that scientific forestry and the policy of keeping forest
communities away from forests has resulted in many conflicts.
Conservation of forests rather than collecting timber has become a
more important goal. The government has recognised that in order
to meet this goal, the people who live near the forests must be
involved. In many cases, across India, from Mizoram to Kerala, dense
forests have survived only because villages protected them in sacred
groves known as sarnas, devarakudu, kan, rai, etc. Some villages have
been patrolling their own forests, with each household taking it in
turns, instead of leaving it to the forest guards. Local forest
communities and environmentalists today are thinking of different
forms of forest management.
Fig.24 – Log yard in Rembang under Dutch

colonial rule.
95
Activities
Activities
1. Have there been changes in forest areas where you live? Find out what these
changes are and why they have happened.
2. Write a dialogue between a colonial forester and an adivasi discussing the
issue of hunting in the forest.
Questions
?
1. Discuss how the changes in forest management in the colonial period affected
the following groups of people:
Ø Shifting cultivators
Ø Nomadic and pastoralist communities
Ø Firms trading in timber/forest produce
Ø Plantation owners
Ø Kings/British officials engaged in shikar (hunting)
2. What are the similarities between colonial management of the forests in Bastar
and in Java?
3. Between 1880 and 1920, forest cover in the Indian subcontinent declined by 9.7
million hectares, from 108.6 million hectares to 98.9 million hectares. Discuss
the role of the following factors in this decline:
Ø Railways
Ø Shipbuilding
Ø Agricultural expansion
Ø Commercial farming
Ø Tea/Coffee plantations
Ø Adivasis and other peasant users

4. Why are forests affected by wars?
96
Chapter V
Pastoralists in the Modern World
World
in the Modern World

Fig.1 – Sheep grazing on the Bugyals of eastern Garhwal.
Bugyals are vast natural pastures on the high mountains, above 12,000 feet. They are under snow in the winter and
come to life after April. At this time the entire mountainside is covered with a variety of grasses, roots and herbs.
By monsoon, these pastures are thick with vegetation and carpeted with wild flowers.
In this chapter you will read about nomadic pastoralists. Nomads

are people who do not live in one place but move from one area to
another to earn their living. In many parts of India we can see nomadic
pastoralists on the move with their herds of goats and sheep, or
camels and cattle. Have you ever wondered where they are coming
from and where they are headed? Do you know how they live and
earn? What their past has been? Pastoralists in the Modern World
Pastoralists rarely enter the pages of history textbooks. When you
read about the economy – whether in your classes of history or
Pastoralists
economics – you learn about agriculture and industry. Sometimes

you read about artisans; but rarely about pastoralists. As if their
lives do not matter. As if they are figures from the past who have no
place in modern society.
In this chapter you will see how pastoralism has been important in
societies like India and Africa. You will read about the way
colonialism impacted their lives, and how they have coped with the
pressures of modern society. The chapter will first focus on India
and then Africa.
97
1 PPastoral
astoral Nomads and their Movements
1.1 In the Mountains Source A
Even today the Gujjar Bakarwals of Jammu and Kashmir are great Writing in the 1850s, G.C. Barnes gave
herders of goat and sheep. Many of them migrated to this region in the following description of the Gujjars
the nineteenth century in search of pastures for their animals. of Kangra:
Gradually, over the decades, they established themselves in the area, ‘In the hills the Gujjars are exclusively
a pastoral tribe – they cultivate scarcely
and moved annually between their summer and winter grazing
at all. The Gaddis keep flocks of sheep
grounds. In winter, when the high mountains were covered with and goats and the Gujjars, wealth
snow, they lived with their herds in the low hills of the Siwalik consists of buffaloes. These people live
in the skirts of the forests, and maintain
range. The dry scrub forests here provided pasture for their herds.
their existence exclusively by the sale
By the end of April they began their northern march for their summer of the milk, ghee, and other produce
grazing grounds. Several households came together for this journey, of their herds. The men graze the
forming what is known as a kafila. They crossed the Pir Panjal passes cattle, and frequently lie out for weeks
in the woods tending their herds. The
and entered the valley of Kashmir. With the onset of summer, the women repair to the markets every
snow melted and the mountainsides were lush green. The variety of morning with baskets on their heads,
grasses that sprouted provided rich nutritious forage for the animal with little earthen pots filled with milk,
butter-milk and ghee, each of these
herds. By end September the Bakarwals were on the move again, this pots containing the proportion required
time on their downward journey, back to their winter base. When for a day’s meal. During the hot
the high mountains were covered with snow, the herds were grazed weather the Gujjars usually drive their
herds to the upper range, where the
in the low hills.
buffaloes rejoice in the rich grass which
In a different area of the mountains, the Gaddi shepherds of the rains bring forth and at the same
time attain condition from the
Himachal Pradesh had a similar cycle of seasonal movement. They temperate climate and the immunity
too spent their winter in the low hills of Siwalik range, grazing their from venomous flies that torment their
flocks in scrub forests. By April they moved north and spent the existence in the plains.’
summer in Lahul and Spiti. When the snow melted and the high From: G.C. Barnes, Settlement Report
of Kangra, 1850-55.
passes were clear, many of them moved on to higher mountain
Fig.2 – A Gujjar Mandap on the high

mountains in central Garhwal.
The Gujjar cattle herders live in these
mandaps made of ringal – a hill bamboo –
and grass from the Bugyal. A mandap was
also a work place. Here the Gujjar used to
make ghee which they took down for sale. In
recent years they have begun to transport the
milk directly in buses and trucks. These
mandaps are at about 10,000 to 11,000 feet.
Buffaloes cannot climb any higher.
98
Fig.3 – Gaddis waiting for shearing to begin. Uhl valley near Palampur in Himachal Pradesh.
meadows. By September they began their return movement. On the

way they stopped once again in the villages of Lahul and Spiti, reaping New words
their summer harvest and sowing their winter crop. Then they descended
with their flock to their winter grazing ground on the Siwalik hills. Bhabar – A dry forested area below the
Next April, once again, they began their march with their goats and foothills of Garhwal and Kumaun
sheep, to the summer meadows. Bugyal – Vast meadows in the high
mountains
Further to the east, in Garhwal and Kumaon, the Gujjar cattle herders
came down to the dry forests of the bhabar in the
winter, and went up to the high meadows – the
bugyals – in summer. Many of them were
originally from Jammu and came to the UP hills in
the nineteenth century in search of good pastures. Pastoralists in the Modern World
This pattern of cyclical movement between summer
and winter pastures was typical of many pastoral
communities of the Himalayas, including the
Bhotiyas, Sherpas and Kinnauris. All of them had
to adjust to seasonal changes and make effective use
of available pastures in different places. When the
pasture was exhausted or unusable in one place they
Fig.4 – Gaddi sheep being sheared.
moved their herds and flock to new areas. This By September the Gaddi shepherds come down from the high
continuous movement also allowed the pastures to meadows (Dhars). On the way down they halt for a while to have
their sheep sheared. The sheep are bathed and cleaned before the
recover; it prevented their overuse. wool is cut.
99
1.2 On the Plateaus, Plains and Deserts
Not all pastoralists operated in the mountains. They were also to be
found in the plateaus, plains and deserts of India.
Dhangars were an important pastoral community of Maharashtra.

In the early twentieth century their population in this region was
estimated to be 467,000. Most of them were shepherds, some were
blanket weavers, and still others were buffalo herders. The Dhangar
shepherds stayed in the central plateau of Maharashtra during the
monsoon. This was a semi-arid region with low rainfall and poor
soil. It was covered with thorny scrub. Nothing but dry crops like
bajra could be sown here. In the monsoon this tract became a vast
grazing ground for the Dhangar flocks. By October the Dhangars
harvested their bajra and started on their move west. After a march
of about a month they reached the Konkan. This was a flourishing
agricultural tract with high rainfall and rich soil. Here the shepherds
Fig.5 – Raika camels grazing

on the Thar desert in western
Rajasthan.
Only camels can survive on the
dry and thorny bushes that can

be found here; but to get
enough feed they have to graze
over a very extensive area.
were welcomed by Konkani peasants. After the kharif harvest was

New words
cut at this time, the fields had to be fertilised and made ready for the
rabi harvest. Dhangar flocks manured the fields and fed on the Kharif – The autumn crop, usually harvested
stubble. The Konkani peasants also gave supplies of rice which the between September and October
shepherds took back to the plateau where grain was scarce. With the Rabi – The spring crop, usually harvested
onset of the monsoon the Dhangars left the Konkan and the coastal after March
areas with their flocks and returned to their settlements on the dry Stubble – Lower ends of grain stalks left in
plateau. The sheep could not tolerate the wet monsoon conditions. the ground after harvesting
100
In Karnataka and Andhra Pradesh, again, the dry central plateau was
covered with stone and grass, inhabited by cattle, goat and sheep
herders. The Gollas herded cattle. The Kurumas and Kurubas reared
sheep and goats and sold woven blankets. They lived near the woods,
cultivated small patches of land, engaged in a variety of petty trades
and took care of their herds. Unlike the mountain pastoralists, it
was not the cold and the snow that defined the seasonal rhythms of
their movement: rather it was the alternation of the monsoon and
dry season. In the dry season they moved to the coastal tracts, and
left when the rains came. Only buffaloes liked the swampy, wet
conditions of the coastal areas during the monsoon months. Other
herds had to be shifted to the dry plateau at this time.
Banjaras were yet another well-known group of graziers. They were

to be found in the villages of Uttar Pradesh, Punjab, Rajasthan,
Madhya Pradesh and Maharashtra. In search of good pastureland
for their cattle, they moved over long distances, selling plough cattle
and other goods to villagers in exchange for grain and fodder.
Source B
The accounts of many travellers tell us about the life of pastoral

groups. In the early nineteenth century, Buchanan visited the
Gollas during his travel through Mysore. He wrote:
‘Their families live in small villages near the skirt of the woods,
where they cultivate a little ground, and keep some of their
Activity
cattle, selling in the towns the produce of the dairy. Read Sources A and B.
Their families are very numerous, seven to eight young men in
each being common. Two or three of these attend the flocks in Ø Write briefly about what they tell you about
the woods, while the remainder cultivate their fields, and supply the nature of the work undertaken by men
the towns with firewood, and with straw for thatch.’ and women in pastoral households.
From: Francis Hamilton Buchanan, A Journey from Madras through Ø Why do you think pastoral groups often
the Countries of Mysore, Canara and Malabar (London, 1807).
live on the edges of forests?

In the deserts of Rajasthan lived the Raikas. The rainfall in
the region was meagre and uncertain. On cultivated land,
harvests fluctuated every year. Over vast stretches no crop
could be grown. So the Raikas combined cultivation with
pastoralism. During the monsoons, the Raikas of Barmer,
Jaisalmer, Jodhpur and Bikaner stayed in their home villages,
where pasture was available. By October, when these grazing
grounds were dry and exhausted, they moved out in search
of other pasture and water, and returned again during the
next monsoon. One group of Raikas – known as the Maru Fig.6 – A camel herder in his settlement.
This is on the Thar desert near Jaisalmer in Rajasthan.
(desert) Raikas – herded camels and another group reared The camel herders of the region are Maru (desert)
sheep and goat. Raikas, and their settlement is called a dhandi.
101
Fig.7 – A camel fair at Balotra in western Rajasthan. Camel herders come to the fair to sell and buy camels. The Maru
Raikas also display their expertise in training their camels. Horses from Gujarat are also brought for sale at this fair.
So we see that the life of these pastoral groups was sustained by a

careful consideration of a host of factors. They had to judge how
long the herds could stay in one area, and know where they could
find water and pasture. They needed to calculate the timing of their
movements, and ensure that they could move through different
territories. They had to set up a relationship with farmers on the
way, so that the herds could graze in harvested fields and manure the
soil. They combined a range of different activities – cultivation, trade,
and herding – to make their living.
How did the life of pastoralists change under colonial rule?

Fig.8 – A camel fair at Pushkar.
102
Fig.9 – A Maru Raika genealogist with a group of Raikas.
The genealogist recounts the history of the community. Such oral traditions give pastoral groups their own sense of identity.
These oral traditions can tell us about how a group looks at its own past.
Fig.10 – Maldhari herders moving in search of pastures. Their villages are in the Rann of Kutch.
103
2 Colonial R ule and P astoral L ife
Under colonial rule, the life of pastoralists changed dramatically. Source C

Their grazing grounds shrank, their movements were regulated,
H.S. Gibson, the Deputy Conservator of
and the revenue they had to pay increased. Their agricultural stock Forests, Darjeeling, wrote in 1913:
declined and their trades and crafts were adversely affected. How? ‘… forest which is used for grazing cannot
be used for any other purpose and is
First, the colonial state wanted to transform all grazing lands unable to yield timber and fuel, which are
into cultivated farms. Land revenue was one of the main sources the main legitimate forest produce …’
of its finance. By expanding cultivation it could increase its revenue
collection. It could at the same time produce more jute, cotton,
wheat and other agricultural produce that were required in
England. To colonial officials all uncultivated land appeared to
be unproductive: it produced neither revenue nor agricultural
produce. It was seen as ‘waste land’ that needed to be brought
under cultivation. From the mid-nineteenth century, Waste Land
Rules were enacted in various parts of the country. By these Rules
uncultivated lands were taken over and given to select individuals.
These individuals were granted various concessions and encouraged
to settle these lands. Some of them were made headmen of villages
in the newly cleared areas. In most areas the lands taken over
were actually grazing tracts used regularly by pastoralists. So
expansion of cultivation inevitably meant the decline of pastures
and a problem for pastoralists.
Second, by the mid-nineteenth century, various Forest Acts were

also being enacted in the different provinces. Through these Acts Activity
some forests which produced commercially valuable timber like Write a comment on the closure of the forests
deodar or sal were declared ‘Reserved’. No pastoralist was allowed to grazing from the standpoint of:
access to these forests. Other forests were classified as ‘Protected’. Ø a forester
In these, some customary grazing rights of pastoralists were Ø a pastoralist

granted but their movements were severely restricted. The
colonial officials believed that grazing destroyed the saplings and
young shoots of trees that germinated on the forest floor. The
herds trampled over the saplings and munched away the shoots.
This prevented new trees from growing.
These Forest Acts changed the lives of pastoralists. They were

now prevented from entering many forests that had earlier
New words
provided valuable forage for their cattle. Even in the areas they
were allowed entry, their movements were regulated. They needed Customary rights – Rights that people are
a permit for entry. The timing of their entry and departure was used to by custom and tradition
104
specified, and the number of days they could spend in the forest Source D
was limited. Pastoralists could no longer remain in an area even if In the 1920s, a Royal Commission on
forage was available, the grass was succulent and the undergrowth Agriculture reported:
in the forest was ample. They had to move because the Forest ‘The extent of the area available for
grazing has gone down tremendously
Department permits that had been issued to them now ruled their
with the extension of area under
lives. The permit specified the periods in which they could be cultivation because of increasing
legally within a forest. If they overstayed they were liable to fines. population, extension of irrigation
facilities, acquiring the pastures for
Third, British officials were suspicious of nomadic people. They Government purposes, for example,
defence, industries and agricultural
distrusted mobile craftsmen and traders who hawked their goods
experimental farms. [Now] breeders find
in villages, and pastoralists who changed their places of residence it difficult to raise large herds. Thus their
every season, moving in search of good pastures for their herds. earnings have gone down. The quality
of their livestock has deteriorated,
The colonial government wanted to rule over a settled population. dietary standards have fallen and
They wanted the rural people to live in villages, in fixed places indebtedness has increased.’
with fixed rights on particular fields. Such a population was easy The Report of the Royal Commission of
Agriculture in India, 1928.
to identify and control. Those who were settled were seen as
peaceable and law abiding; those who were nomadic were
considered to be criminal. In 1871, the colonial government in
India passed the Criminal Tribes Act. By this Act many
communities of craftsmen, traders and pastoralists were classified
as Criminal Tribes. They were stated to be criminal by nature
and birth. Once this Act came into force, these communities were
expected to live only in notified village settlements. They were
not allowed to move out without a permit. The village police
kept a continuous watch on them.
Fourth, to expand its revenue income, the colonial government

looked for every possible source of taxation. So tax was imposed
on land, on canal water, on salt, on trade goods, and even on
animals. Pastoralists had to pay tax on every animal they grazed
on the pastures. In most pastoral tracts of India, grazing tax was

introduced in the mid-nineteenth century. The tax per head of
cattle went up rapidly and the system of collection was made
Activity
increasingly efficient. In the decades between the 1850s and 1880s Imagine you are living in the 1890s.
the right to collect the tax was auctioned out to contractors. These You belong to a community of nomadic
pastoralists and craftsmen. You learn that the
contractors tried to extract as high a tax as they could to recover
Government has declared your community as
the money they had paid to the state and earn as much profit as
a Criminal Tribe.
they could within the year. By the 1880s the government began
Ø Describe briefly what you would have
collecting taxes directly from the pastoralists. Each of them was
felt and done.
given a pass. To enter a grazing tract, a cattle herder had to show
Ø Write a petition to the local collector
the pass and pay the tax. The number of cattle heads he had and explaining why the Act is unjust and
the amount of tax he paid was entered on the pass. how it will affect your life.
105
2.1 How Did these Changes Affect the Lives of Pastoralists?
These measures led to a serious shortage of pastures. When grazing
lands were taken over and turned into cultivated fields, the available
area of pastureland declined. Similarly, the reservation of forests
meant that shepherds and cattle herders could no longer freely pasture
their cattle in the forests.
As pasturelands disappeared under the plough, the existing animal

stock had to feed on whatever grazing land remained. This led to
continuous intensive grazing of these pastures. Usually nomadic
pastoralists grazed their animals in one area and moved to another
area. These pastoral movements allowed time for the natural
restoration of vegetation growth. When restrictions were imposed
on pastoral movements, grazing lands came to be continuously used
and the quality of patures declined. This in turn created a further
shortage of forage for animals and the deterioration of animal stock.
Underfed cattle died in large numbers during scarcities and famines.
Fig.11 – Pastoralists in India.

This map indicates the location of only those
pastoral communities mentioned in the
chapter. There are many others living in
various parts of India.
106
2.2 How Did the Pastoralists Cope with these Changes?
Pastoralists reacted to these changes in a variety of ways. Some
reduced the number of cattle in their herds, since there was not
enough pasture to feed large numbers. Others discovered new
pastures when movement to old grazing grounds became difficult.
After 1947, the camel and sheep herding Raikas, for instance, could
no longer move into Sindh and graze their camels on the banks of
the Indus, as they had done earlier. The new political boundaries
between India and Pakistan stopped their movement. So they had
to find new places to go. In recent years they have been migrating
to Haryana where sheep can graze on agricultural fields after the
harvests are cut. This is the time that the fields need manure that
the animals provide.
Over the years, some richer pastoralists began buying land and
settling down, giving up their nomadic life. Some became settled
peasants cultivating land, others took to more extensive trading.
Many poor pastoralists, on the other hand, borrowed money from
moneylenders to survive. At times they lost their cattle and sheep
and became labourers, working on fields or in small towns.
Yet, pastoralists not only continue to survive, in many regions

their numbers have expanded over recent decades. When
pasturelands in one place was closed to them, they changed the
direction of their movement, reduced the size of the herd, combined
pastoral activity with other forms of income and adapted to the
changes in the modern world. Many ecologists believe that in dry
regions and in the mountains, pastoralism is still ecologically the
most viable form of life.
Such changes were not experienced only by pastoral communities

in India. In many other parts of the world, new laws and settlement
patterns forced pastoral communities to alter their lives. How did
pastoral communities elsewhere cope with these changes in the
modern world?
107
3 Pastoralism in Africa
Let us move to Africa where over half the world’s pastoral population
lives. Even today, over 22 million Africans depend on some form of
pastoral activity for their livelihood. They include communities like
Bedouins, Berbers, Maasai, Somali, Boran and Turkana. Most of
them now live in the semi-arid grasslands or arid deserts where rainfed
agriculture is difficult. They raise cattle, camels, goats, sheep and
donkeys; and they sell milk, meat, animal skin and wool. Some also
earn through trade and transport, others combine pastoral activity
with agriculture; still others do a variety of odd jobs to supplement
their meagre and uncertain earnings from pastoralism.
Like pastoralists in India, the lives of African pastoralists have changed

dramatically over the colonial and post-colonial periods. What have
these changes been?
Fig.12 – A view of Maasai land with Kilimanjaro in the background.

Forced by changing conditions, the Maasai have grown dependent on food produced in other areas such as maize meal,
rice, potatoes, cabbage.Traditionally the Maasai frowned upon this. Maasai believed that tilling the land for crop farming is a
crime against nature. Once you cultivate the land, it is no longer suitable for grazing. Courtesy: The Massai Association.
108
Fig.13 – Pastoral communities in Africa.
The inset shows the location of the Maasais in Kenya and Tanzania.
We will discuss some of these changes by looking at one pastoral

community – the Maasai – in some detail. The Maasai cattle herders
live primarily in east Africa: 300, 000 in southern Kenya and another
150,000 in Tanzania. We will see how new laws and regulations took
away their land and restricted their movement. This affected their
lives in times of drought and even reshaped their social relationships.

3.1 Where have the Grazing Lands Gone?
One of the problems the Maasais have faced is the continuous loss of
their grazing lands. Before colonial times, Maasailand stretched over
a vast area from north Kenya to the steppes of northern Tanzania.
In the late nineteenth century, European imperial powers scrambled On Tanganyika
for territorial possessions in Africa, slicing up the region into different
Britain conquered what had been German East
colonies. In 1885, Maasailand was cut into half with an international Africa during the First World War. In 1919
boundary between British Kenya and German Tanganyika. Tanganyika came under British control. It
Subsequently, the best grazing lands were gradually taken over for attained independence in 1961 and united with
white settlement and the Maasai were pushed into a small area in Zanzibar to form Tanzania in 1964.
109
south Kenya and north Tanzania. The Maasai lost about 60 per cent
of their pre-colonial lands. They were confined to an arid zone with
uncertain rainfall and poor pastures.
From the late nineteenth century, the British colonial government

in east Africa also encouraged local peasant communities to expand
cultivation. As cultivation expanded, pasturelands were turned into
cultivated fields. In pre-colonial times, the Maasai pastoralists had
dominated their agricultural neighbours both economically and
politically. By the end of colonial rule the situation had reversed.
Large areas of grazing land were also turned into game reserves like
the Maasai Mara and Samburu National Park in Kenya and Serengeti
Park in Tanzania. Pastoralists were not allowed to enter these
reserves; they could neither hunt animals nor graze their herds in
these areas. Very often these reserves were in areas that had
traditionally been regular grazing grounds for Maasai herds. The
Serengeti National Park, for instance, was created over 14,760 km.
of Maasai grazing land.
Fig.14 – Without grass, livestock (cattle, goats and sheep) are malnourished, which means less food available for families
and their children. The areas hardest hit by drought and food shortage are in the vicinity of Amboseli National Park, which
last year generated approximately 240 million Kenyan Shillings (estimated $3.5 million US) from tourism. In addition, the
Kilimanjaro Water Project cuts through the communities of this area but the villagers are barred from using the water for
irrigation or for livestock.Courtesy: The Massai Association.
110
Fig.15 – The title Maasai derives from the word Maa. Maa-sai means 'My People'. The Maasai
are traditionally nomadic and pastoral people who depend on milk and meat for subsistence.
High temperatures combine with low rainfall to create conditions which are dry, dusty, and
extremely hot. Drought conditions are common in this semi-arid land of equatorial heat. During
such times pastoral animals die in large numbes. Courtesy: The Massai Association.
Source E
Pastoral communities elsewhere in Africa faced similar problems.

In Namibia, in south-west Africa, the Kaokoland herders
traditionally moved between Kaokoland and nearby
Ovamboland, and they sold skin, meat and other trade
products in neighbouring markets. All this was stopped with

the new system of territorial boundaries that restricted
movements between regions.
The nomadic cattle herders of Kaokoland in Namibia
complained:
‘We have difficulty. We cry. We are imprisoned. We do not know
why we are locked up. We are in jail. We have no place to live
… We cannot get meat from the south … Our sleeping skins
cannot be sent out … Ovamboland is closed for us. We lived in
Ovamboland for a long time. We want to take our cattle there,
also our sheep and goats. The borders are closed. The borders
press us heavily. We cannot live.’
Statement of Kaokoland herders, Namibia, 1949.
Quoted in Michael Bollig, ‘The colonial encapsulation of the north
western Namibian pastoral economy’, Africa 68 (4), 1998.
111
Source F
In most places in colonial Africa, the police were given instructions to keep a
watch on the movements of pastoralists, and prevent them from entering white
areas. The following is one such instruction given by a magistrate to the police,
in south-west Africa, restricting the movements of the pastoralists of Kaokoland
in Namibia:
‘Passes to enter the Territory should not be given to these Natives unless
exceptional circumstances necessitate their entering … The object of the above
Source
proclamation is to restrict the number of natives entering the Territory and to
keep a check on them, and ordinary visiting passes should therefore never be
issued to them.’
‘Kaokoveld permits to enter’, Magistrate to Police Station Commanders of Outjo
and Kamanjab, 24 November, 1937.
The loss of the finest grazing lands and water resources created
pressure on the small area of land that the Maasai were confined
within. Continuous grazing within a small area inevitably meant a
deterioration of the quality of pastures. Fodder was always in short
supply. Feeding the cattle became a persistent problem.
3.2 The Borders are Closed

In the nineteenth century, African pastoralists could move over vast
areas in search of pastures. When the pastures were exhausted in one
place they moved to a different area to graze their cattle. From the
late nineteenth century, the colonial government began imposing
various restrictions on their mobility.
Like the Maasai, other pastoral groups were also forced to live within
the confines of special reserves. The boundaries of these reserves
became the limits within which they could now move. They were
not allowed to move out with their stock without special permits.
And it was difficult to get permits without trouble and harassment.

Those found guilty of disobeying the rules were severely punished.
Pastoralists were also not allowed to enter the markets in white areas.
In many regions, they were prohibited from participating in any
form of trade. White settlers and European colonists saw pastoralists
as dangerous and savage – people with whom all contact had to be
minimised. Cutting off all links was, however, never really possible,
because white colonists had to depend on black labour to bore mines
and, build roads and towns.
The new territorial boundaries and restrictions imposed on them

suddenly changed the lives of pastoralists. This adversely affected
112
both their pastoral and trading activities. Earlier, pastoralists not
only looked after animal herds but traded in various products. The
restrictions under colonial rule did not entirely stop their trading
activities but they were now subject to various restrictions.
3.3 When Pastures Dry

Drought affects the life of pastoralists everywhere. When rains fail
and pastures are dry, cattle are likely to starve unless they can be
moved to areas where forage is available. That is why, traditionally,
pastoralists are nomadic; they move from place to place. This
nomadism allows them to survive bad times and avoid crises.
But from the colonial period, the Maasai were bound down to a
fixed area, confined within a reserve, and prohibited from moving
in search of pastures. They were cut off from the best grazing lands
and forced to live within a semi-arid tract prone to frequent droughts.
Since they could not shift their cattle to places where pastures were
available, large numbers of Maasai cattle died of starvation and disease
in these years of drought. An enquiry in 1930 showed that the Maasai
in Kenya possessed 720,000 cattle, 820,000 sheep and 171,000 donkeys.
In just two years of severe drought, 1933 and 1934, over half the
cattle in the Maasai Reserve died.
As the area of grazing lands shrank, the adverse effect of the droughts
increased in intensity. The frequent bad years led to a steady decline
of the animal stock of the pastoralists.
3.4 Not All were Equally Affected

In Maasailand, as elsewhere in Africa, not all pastoralists were equally
affected by the changes in the colonial period. In pre-colonial times
Maasai society was divided into two social categories – elders and Pastoralists in the Modern World
warriors. The elders formed the ruling group and met in periodic
councils to decide on the affairs of the community and settle disputes.
The warriors consisted of younger people, mainly responsible for Fig.16 – Note how the warriors wear
the protection of the tribe. They defended the community and traditional deep red shukas, brightly beaded
Maasai jewelry and carry five-foot, steel tipped
organised cattle raids. Raiding was important in a society where cattle spears. Their long pleats of intricately plaited
was wealth. It is through raids that the power of different pastoral hair are tinted red with ochre. As per tradition
they face East to honour the rising sun.
groups was asserted. Young men came to be recognised as members Warriors are in charge of society's security
of the warrior class when they proved their manliness by raiding while boys are responsible for herding
livestock. During the drought season, both
the cattle of other pastoral groups and participating in wars. They, warriors and boys assume responsibility for
however, were subject to the authority of the elders. herding livestock. Courtesy: The Massai Association.
113
Fig.17 - Even today, young men go through
an elaborate ritual before they become
warriors, although actually it is no longer
common. They must travel throughout the
section's region for about four months,
ending with an event where they run to the
homestead and enter with an attitude of a
raider. During the ceremony, boys dress in
loose clothing and dance non-stop throughout
the day. This ceremony is the transition into a
new age. Girls are not required to go through
such a ritual. Courtesy: The Massai Association.
To administer the affairs of the Maasai, the British introduced

a series of measures that had important implications. They
appointed chiefs of different sub-groups of Maasai, who were
made responsible for the affairs of the tribe. The British
imposed various restrictions on raiding and warfare.
Consequently, the traditional authority of both elders and
warriors was adversely affected.
The chiefs appointed by the colonial government often
accumulated wealth over time. They had a regular income with
which they could buy animals, goods and land. They lent
money to poor neighbours who needed cash to pay taxes. Many
of them began living in towns, and became involved in trade.
Their wives and children stayed back in the villages to look
after the animals. These chiefs managed to survive the
devastations of war and drought. They had both pastoral and
non-pastoral income, and could buy animals when their stock

was depleted.
But the life history of the poor pastoralists who depended only
on their livestock was different. Most often, they did not have
the resources to tide over bad times. In times of war and famine,
they lost nearly everything. They had to go looking for work
in the towns. Some eked out a living as charcoal burners, others
did odd jobs. The lucky could get more regular work in road
or building construction.
The social changes in Maasai society occurred at two levels.

First, the traditional difference based on age, between the elders
114
and warriors, was disturbed, though it did not break down
entirely. Second, a new distinction between the wealthy and poor
pastoralists developed.
Conclusion
So we see that pastoral communities in different parts of the world
are affected in a variety of different ways by changes in the modern
world. New laws and new borders affect the patterns of their
movement. With increasing restrictions on their mobility,
pastoralists find it difficult to move in search of pastures. As pasture
lands disappear grazing becomes a problem, while pastures that
remain deteriorate through continuous over grazing. Times of
drought become times of crises, when cattle die in large numbers.
Yet, pastoralists do adapt to new times. They change the paths of

their annual movement, reduce their cattle numbers, press for rights
to enter new areas, exert political pressure on the government for
relief, subsidy and other forms of support and demand a right in
the management of forests and water resources. Pastoralists are not
relics of the past. They are not people who have no place in the
modern world. Environmentalists and economists have increasingly
come to recognise that pastoral nomadism is a form of life that is
perfectly suited to many hilly and dry regions of the world.
Fig.18 – A Raika shepherd on Jaipur highway.

Heavy traffic on highways has made migration of shepherds a new experience.
115
Activities
1. Imagine that it is 1950 and you are a 60-year-old Raika herder living in
post-Independence India. You are telling your grand-daughter about the
changes which have taken place in your lifestyle after Independence. What
would you say?
Activities
2. Imagine that you have been asked by a famous magazine to write an article
about the life and customs of the Maasai in pre-colonial Africa. Write the
article, giving it an interesting title.
3. Find out more about the some of the pastoral communities marked in Figs.
11 and 13.
Questions
?
1. Explain why nomadic tribes need to move from one place to another.
What are the advantages to the environment of this continuous
movement?
2. Discuss why the colonial government in India brought in the following
laws. In each case, explain how the law changed the lives of
pastoralists:
Ø Waste Land rules
Ø Forest Acts
Ø Criminal Tribes Act
Ø Grazing Tax
3. Give reasons to explain why the Maasai community lost their grazing
lands.
4. There are many similarities in the way in which the modern world forced
changes in the lives of pastoral communities in India and East Africa.
Write about any two examples of changes which were similar
for Indian pastoralists and the Maasai herders.
116
Credits
Photographs and pictures Karlekar, Malavika, ed., Visualizing Indian Women
We would like to acknowledge the following: 1875–1947, OUP, New Delhi.
Moynahan, Brian, The Russian Century, Seven Dials
Institutions and photo archives:
Illustrated Division, The Orion Publishing Group,
Central State Archives of Film-Photo Phono 1999 (II: 5, 7, 8, 19)
Documents of the USSR (II: 13) Obolensky, Chloe, The Russian Empire: A Portrait
Forest Research Institute in Dehradun (IV: 17) in Photographs, Jonathan Cape Ltd., London, 1980
Jewish Historical Institute, Warsaw, Poland (III: 31) (II: 6)
Majdanek Museum Archives, Lublin, Poland (III: 22) Obshchestvo i Vlast v 30 – yegody, Moscow 1998
Publications Division, Ministry of Information and (II: 15, 16,17)
Broadcasting, GOI (Most of the Gandhi Photographs) Peluso, Nancy, Rich Forests, Poor People, Berkeley:
The United States Holocaust Memorial Museum University of California Press, 1992 (IV: 15, 21, 24)
(III: 14, 22) Rees, Laurence, The Nazis: A Warning from History,
The New Press, New York, 1997 (III: 7, 17)
Journals Rurup, Reinhard, ed., Topography of Terror: A
Indian Forester (IV: 10, 11) Documentation, Verlag Willmuth Arenhovel,
The Illustrated London News (II: 2; VII: 7, 8, 9,16) Berlin, 1987 (III: 1, 3, 18, 27)
Scott, James, Seeing like a State, New Haven: Yale
Individuals
University Press, 1998 (IV: 8)
Barnela, Sanjay (IV: 11, 12, 15, 16; V: 8, 10 ) Stebbing, E P, The Forests of India, John Lane,
Saberwal, Vasant (V: 3, 4) London (IV: 3, 4, 5, 13, 14, 21)
Sundar, Nandini (IV: 6, 13, 14, 17) The Times Atlas of World History, ed. Geoffrey
Barraclough, Hammond, 1985 (IV: 22)
Publishers and authors
Wegner, Gregory Paul, Anti-Semitism and Schooling
Ballantine, Betty and Ian Ballantine, eds., The Native under the Third Reich, Routledge Falmer, 2002
Americans: An Illustrated History. Atlanta: Turner (III: 23, 24)
Publishing Inc., 1993 (IV: 2)
Welch, David, The Third Reich: Politics and
Berelowitch, Wladimir and Laurent Gervereau, Russie
Propaganda, Routledge, London, 1993(III: 10)
URSS, 1914 -1991 (II: 10)
Burleigh, Michael and Wolfgang Wippermann, The Racial Text
State: Germany 1933-1945, Cambridge University Some chapters or sections draw substantially from:
Press (III: 13, 15, 16, 25, 31, 32) Peluso, Nancy, Rich Forests, Poor People, Berkeley:
Davidson, Eugene, The Making of Adolf Hitler: The Birth University of California Press, 1992 (IV: Section 4)
and Rise of Nazism, University of Missouri Press, 1977
(III: 4, 5, 6)
Clothing: A Social History
Note: We have written to all copyright holders and concerned authorities. Any omission will be rectified in subsequent
printings if notice is given to the publisher.
117
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SOCIAL SCIENCE

Textbook in Political Science

First Edition ALL RIGHTS RESERVED

December 2014 Pausa 1936 NCERT Campus

Research and Training, 2006

` 90.00 Publication Team

Printed on 80 GSM paper with NCERT

K. C. Suri Yogendra Yadav

ACCESSING ONLINE INFORMATION

Please write to:

We also acknowledge the contributions of the following members — Anju

EVENTS AND PROCESSES

Revolution sought to change society in a different way. It raised the question of

Finally, a group of several hundred people marched towards the eastern

Fig.1 – Storming of the Bastille.

In 1774, Louis XVI of the Bourbon family of kings ascended the

‘The nobleman is the spider,

Fig.3 – The Spider and the Fly.

1.1 The Struggle to Survive Revolution

Bad The poorest can no

Fig.4 – The course of a subsistence crisis.

The eighteenth century witnessed the emergence of social groups,

termed the middle class, who earned their wealth through an

The ideas of these philosophers were discussed intensively in salons

Accounts of lived experiences in the Old Regime

Who is he criticising? What dangers does he sense in the situation of 1787?

Abbé Sieyès, originally a priest, wrote an influential pamphlet called

While the National Assembly was busy at Versailles drafting a

In the countryside rumours spread from village to village that the

homes, many of them migrating to neighbouring countries.

accorded recognition to the National Assembly and accepted the

Judiciary Executive Legislature

Passive citizens: no voting rights. About 3 million men

Women, children and youth below 25.

Fig.7 – The Political sytstem under the Constitution of 1791.

The Constitution of 1791 vested the power to make laws in the

The Declaration of Rights of Man and

the poor and oppressed will never be administration a common tax is

right, no one may be deprived of it, unless

Reading political symbols

The broken chain: Chains were used to fetter slaves.

The bundle of rods or fasces: One rod

The eye within a triangle radiating light: The all-

Sceptre: Symbol of royal power.

Snake biting its tail to form a ring: Symbol of

2. Explain the meaning of the painting of the

3. Compare the political rights which the

5. Imagine the impact of the events in France

absolute monarchies. How would the kings,

The situation in France continued to be tense during the following years.

The revolutionary wars brought losses and economic difficulties

The members of the Jacobin club belonged mainly to the less

Convent – Building belonging to a community devoted to a

was a way of proclaiming the end of the power wielded by the

The newly elected assembly was called the Convention. On

3.2 A Directory Rules France

Through all these changes in the form of government, the ideals of

freedom, of equality before the law and of fraternity remained inspiring

Fig.12 – Parisian women on their way to Versailles.

seamstresses or laundresses, sold flowers, fruits and vegetables at the