Hist 4538

February 10, 2004

The Uprising of 1857

 

Reactions to East India Company Rule

• Rammohan Roy: saw enlightened Br rule as positive change from earlier despotism

• indirect rule: EIC government through existing institutions

            ◦ preserved princely power

◦ Lapse of Paramountcy: British tool to annex states with no “legitmate” heir

◦ outright annexation: eg Oudh (aka Awadh) in 1856

• resentment of high tax burden

• anger at British sense of superiority

 

The Uprising Begins

sepoys (soldiers) resented using cartridges rumored to be greased with cow/pig fat

• 10 May 1857: sepoys killed British in Meerut, marched to Delhi

• rallied around elderly Mughal emperor, Bahadur Shah

• but no real uniting ideology

• a multiplicity of motivations (see Bhadra’s “Four Rebels of Eighteen Fifty-Seven”)

• uprising confined to North India, South remained “loyal”

• Sikhs had no desire to aid sepoys who’d conquered them

• educated Bengalis sided with EIC

• princes anxious to retain privileges also cast lot with EIC

 

The EIC Response

• after initial surprise, EIC responded to Indian violence with brutality

• Indians: massacre of Britons at Cawnpore

• EIC: use of cannon for exemplary punishment of “mutineers”

• Sept 1857: EIC recaptured Delhi, exiled Bahadur Shah, killed Mughal heirs

• Nov 1857: Lucknow finally reconquered

• mid-1858: central Indian rebels put down (Marathas, Rani of Jhansi)

 

Repercussions

• 2 Aug 1858: British Crown takes over India from EIC

• new hands-off approach to ruling India

• fears of uncontrolled native brutality and sexuality (see Paton's "In Memoriam")

• notions of martial races (Sikhs, Jats, Rajputs, Gurkhas, eventually some Muslims)

• army reorganization for tighter British control

• technological changes

 

What makes a good essay?

• is more analytical than descriptive

• answers the question asked

• has tight focus

• demonstrates mastery of material through argument rather than through rote recitation

• synthesizes readings and lectures

• shows critical thinking

 

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