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"On 13 April 1919, a fateful event took place which was to define the last decades of the British Raj in India. At 5:10pm on that day, Brigadier-General 'Rex' Dyer led a small party of soldiers through the centre of Amritsar into a walled garden known as the Jallianwala Bagh. He had been informed that an illegal political meeting was taking place and had come to disperse it. On entering the garden, Dyer's men immediately lined up in formation. Dyer then gave the order to open fire on the huge crowd that had gathered there. 379 people were killed and at least 1,000 more were wounded in what has became known as the Amritsar Massacre. Nick Lloyd here provides a highly readable, but detailed account of the most infamous British atrocity in the entire history of the Raj. He considers the massacre in its historical context, but also describes its impact in uniting the people of the sub-continent against their colonial rulers. The book dispels common myths and misconceptions surrounding the massacre and offers a new explanation of the decisions taken in 1919. Ultimately, it seeks to examine whether the massacre was an unfortunate and tragic mistake or a case of cold-blooded murder, and one which would fatally weaken the British position in India."--Publisher's website.

Amritsar Massacre, Amritsar, India, 1919 --- Amritsar Massacre d', Amritsar, Inde, 1919) --- India --- Inde --- History --- Histoire

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Gursant Singh --- Dadaji --- Amritsar --- the Sikh Path --- Amritsar's Golden Temple --- corruption --- spirituality --- the Himalayas --- India

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Mss Amritsar. Mss penjabs. Mss urdus --- Manuscripts, Panjabi --- Manuscripts, Urdu --- Sikhs

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Modernity and Education in Colonial Punjab explores the localisation of modernity in late colonial India. As a case study, it focuses on the hitherto untold colonial history of Khalsa College, Amritsar, a pioneering and highly influential educational institution founded in the British Indian province of Punjab in 1892 by the religious minority community of the Sikhs. Addressing topics such as politics, religion, rural development, militarism or physical education, the study shows how Sikh educationalists and activists made use of and ‘localised’ communal, imperial, national and transnational discourses and knowledge. Their modernist visions and schemes transcended both imperialist and mainstream nationalist frameworks and networks. In its quest to educate the modern Sikh – scientific, practical, disciplined and physically fit – the college navigated between very local and global claims, opportunities and contingencies, mirroring modernity’s ambivalent simultaneity of universalism and particularism.

Imperialism. --- Asia—History. --- Education—History. --- World history. --- Social history. --- Imperialism and Colonialism. --- History of South Asia. --- History of Education. --- World History, Global and Transnational History. --- Social History. --- Descriptive sociology --- Social conditions --- Social history --- History --- Sociology --- Universal history --- Colonialism --- Empires --- Expansion (United States politics) --- Neocolonialism --- Political science --- Anti-imperialist movements --- Caesarism --- Chauvinism and jingoism --- Militarism --- Education --- History. --- Asia --- Teaching --- Sikhs --- Khalsa College (Amritsar, India)