History & Civics
Read the excerpt given below and answer the question that follows:
Tagore's 'Banglar mati, Banglar jol', and the sentiment of brotherhood and patriotism that it invokes
In 1905, Curzon partitioned Bengal on communal lines which Rabindranath Tagore opposed strongly, and wrote a hymn for communal harmony, brotherhood, and a united Bengali identity. The TMC government has now declared 'Banglar mati, Banglar jol' the state anthem.
The song calls for unity for all Bengalis by invoking the beauty of Bengal - its natural environs, its language, its people, and its soul. This is perhaps best expressed in the final stanza of the song which is loosely translated as:
The soil of Bengal, the water of Bengal; The air of Bengal, the fruit of Bengal; Let them be blessed; Oh my Lord.
[All] Bengalis' life, [all] Bengalis' soul; All brothers and sisters in Bengal's homes, may they be united; Oh my Lord
— Indian Express, September 9, 2023
Name another song composed by Rabindranath Tagore during the Anti-partition agitation.
2ⁿᵈ Phase of INM
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Answer
Rabindranath Tagore composed the patriotic song, 'Amar Sonar Bangla' (My Golden Bengal), during the Anti-partition agitation which was sung by huge crowds parading the streets.
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Related Questions
In the second phase of the national movement, there emerged a new younger group of leaders within the Congress who did not agree with the old leadership. In this context, answer the following questions:
(a) Explain how the repressive policies of Lord Curzon and influence of International events led to the Assertive nationalism.
(b) Name the Assertive Nationalist leader who was wounded when he was leading a protest against Simon Commission. How were his words, when he was wounded, prophetics?
(c) Differentiate between the Early Nationalists and the Assertive Nationalists in their objectives and achievements, stating one objective and two achievements of each wing of the Congress.
Read the excerpt given below and answer the questions that follow:
"You will have observed the word 'boycott' attached to the word 'movement'. It means that it shall move, move from point to point, move from city to city, move from division to division, move from province to province till we realise the highest destiny of our people as a nation in the comity of nations. I mean swaraj."
—Bipin Chandra Pal, 1906 Calcutta Session of the Congress
(a) Mention Bipin Chandra Pal's political aims.
(b) State his ideas on National Education.
(c) What remedies did he propose to eradicate India's poverty and unemployment?
Read the excerpt given below and answer the questions that follow:
It is a mistake to suppose that the Swadeshi movement requires sacrifice from poor people. We, the middle classes are the greatest offenders in this respect. The poor Kumbi villagers, require not many foreign articles at all, — probably none at all. It is we, the middle classes, who are the consumers of foreign goods; and since this Government is not going to stop the drain by imposing a protective duty it becomes imperatively necessary to adopt a measure by which we can do ourselves what the Government is bound to do and what the government ought to have done long ago. That one point was self-help and another point was determination; and the third sacrifice. You will find that all this included in this resolution, joined with the declaration made in the Presidential address that Swadeshism is a forced necessity in India owing to unnatural economic conditions in India, makes up a complete case for you. I trust that resolution of self-help adopted this year will form the basis of other resolutions of self-help in years to come.’
— Bal Gangadhar Tilak (At the 1906 session of Indian National Congress, where the resolution on Swadeshi was moved.).
(a) What was the main aim of Swadeshi as referred to in the extract? How does, it relate to 'boycott'?
(b) What are the reasons for focussing on Swadeshi?
(c) In what ways is the speaker of this extract the forerunner of Gandhiji?
Study the pictures given below and answer the questions that follow:
(a) Identify the persons 'A' and 'B' given above. To which section of the Congress did each belong and what were their ultimate objectives?
(b) State three different methods of struggle adopted by each section of the Congress.
(c) State two contributions of persons 'A' and 'B' to the freedom struggle.