Back to Projects
JOIN WHATSAPP GROUP
Free PSC MCQ 4 Lakhs+
Please Write a Review
Current Affairs 2018 to 2022
PYQ 1200 Q/A Part - 1
PYQ 1200 Q/A Part - 2
PYQ 1200 Q/A Part - 3
PYQ 1200 Q/A Part - 4
PYQ 1200 Q/A Part - 5
Kerala PSC Indian History Book Study Materials Page 1697
Book's First Pagework came a new and conscious alternative to an anglicized form of administration. They need to be studied closely because they were the dominant school in the formation of Indian policy, when liberalism first began to exercise an influence on internal administration after 1818. Despite differences of age and temperament, there is a unity of thought in founders of a political tradition. Their great work was in different forms, to counter the spirit of the Cornwallis system. Though most of them spent the major part of their careers in military and diplomatic activities, their concrete and visible achievement was the Ryotwari System of land settlement and general administration, first evolved by Munro, and extended by him throughout the Madras Presidency in the period of his governorship from 1819 until 1827. Mountstuart Elphinstone, who was rewarded in 1819 for his diplomatic achievements against the Marathas, with the governorship of the Bombay Presidency, adopted the Ryotwari System for the large area of western India that was annexed to the Bombay Presidency as a result of the Maratha defeat; and his work was maintained by his successor, John Malcolm, Governor from 1827 until 1830. In the north, Metcalfe, the youngest and the last to leave India, threw all the weight of his influence (as Resident of the Delhi Territory and later as member of the Governor General’s Council) against the extension of the Cornwallis system to the Ceded and Conquered (afterwards North-Western) Provinces. He ensured that the “village communities” there were made the basis of the revenue settlement, and the executive and magisterial functions permanently reunited in the person of the collector. The attitude of Munro, Elphinstone, Malcolm and Metcalfe towards the Cornwallis school is of particular importance, because it blends almost imperceptibly, into their attitude to the movement of reform, which picked up momentum in the eighteen-twenties. As the “Romantic” generation in British-Indian history, they rebelled against what they thought to be the cold, lifeless, mechanical principles informing the Cornwallis system, which would impose English ideas and institutions on Indian society. They did not deny the theoretic virtue of the rule of law and division of the powers, but they denied that these could be introduced unmodified into India.