The Era of Militant Nationalism (1905-1909) was marked by rising discontent with British rule, influenced by both internal and international factors. Key developments included the Swadeshi and Boycott Movement in response to the partition of Bengal, the militant approach of leaders like Tilak and Pal, and severe government repression. The Morley-Minto Reforms of 1909 aimed to address some demands but faced criticism for failing to provide real self-governance.
Realisation of Exploitative Rule: The British India government was seen as taking away even existing privileges rather than conceding more.
Growth of Self-Confidence and Self-Respect
Impact of Education: Increased awareness and unemployment due to growth in education.
International Influences:
Emergence of Japan: Japan’s rise as an industrial power challenged the myth of European supremacy.
Abyssinia’s Victory: Ethiopia's victory over Italy.
Boer Wars: British faced reverses in the Boer Wars (1899-1902).
Japan’s Victory over Russia: Japan’s victory in the Russo-Japanese War (1905).
Nationalist Movements Worldwide
Reaction to Westernisation
Dissatisfaction with Moderates: Frustration with the achievements and methods of the Moderates.
Reactionary Policies of Curzon: Policies such as the Calcutta Corporation Act (1899), the Official Secrets Act (1904), the Indian Universities Act (1904), and the partition of Bengal (1905).
Militant School of Thought: Existence of a militant school of thought promoting direct action and self-sacrifice.
Origins: Began as a reaction to the partition of Bengal, formally announced in July 1905 and came into force in October 1905. The motive was to weaken Bengal, the center of nationalist activity.
Moderate-Led Anti-Partition Movement (1903-05): Led by Surendranath Banerjea, K.K. Mitra, and Prithwishchandra Ray. Methods included public meetings, petitions, and propaganda through newspapers and pamphlets.
Extremist-Led Movement (1905-08): Led by Tilak, Bipin Chandra Pal, Lajpat Rai, and Aurobindo Ghosh. Methods included:
Boycott of Foreign Goods
Public Meetings and Processions
Formation of Volunteer Corps
Use of Festivals for Propaganda
Promotion of Swadeshi or National Education
Initiation of Indigenous Enterprises
New Trends in Indian Culture
Call for Boycott of Schools, Colleges, and Government Services
Reasons for Extremist Takeover: Failure of Moderates to achieve results, divisive tactics, and severe government repression.
Extent of Mass Participation: Involved students, women, zamindari, labor, and lower middle classes. Muslims generally kept away.
Annulment of Partition: Mainly to curb revolutionary terrorism.
Decline of the Movement (1908): Due to severe government repression, lack of effective organization, leaderless movement after arrests, and split in nationalist ranks.
Achievements: Participation of previously untouched sections, major trends in later movements, cultural enrichment, and undermining of colonial hegemony.
Major Cause of Moderate-Extremist Split at Surat (1907)
Moderates' Approach: Wanted to restrict the Boycott Movement to Bengal and focus on boycotting foreign cloth and liquor.
Extremists' Approach: Sought to expand the movement nationwide, including boycotts of schools, colleges, law courts, legislative councils, government service, and municipalities.
Government Acts for Repression of Swadeshi Movement
Increase in Elected Members: More elected members in Imperial and Provincial Legislative Councils, though non-officials were still in the minority.
Indirect Elections: Introduced elections for the first time, with non-officials elected indirectly.
Separate Electorates for Muslims
Legislative Powers: Legislatures could pass resolutions, ask questions, and vote on separate items of the budget.
Indian Representation in Viceroy’s Executive Council: One Indian to be on the viceroy’s executive council.
Government Strategy: Aimed at dividing nationalist ranks and rallying Moderates and Muslims to the government’s side.
Criticism: No responsibility entrusted to legislators, leading to thoughtless criticism. System of election was too indirect.
We use cookies to improve your experience on our website. By continuing to browse, you agree to our use of cookies. Please review our
Privacy Policy and
Terms of Use for more information.
