The khuntkatti tenure was prevalent in which one of the following regions of India during the British Colonial Rule ?
Chota Nagpur
The question asks about the prevalence of the khuntkatti tenure system during the British Colonial Rule in India and its specific geographical location.
The khuntkatti tenure is a unique system of land ownership. It is primarily associated with the Munda tribal community. In this system, land is held collectively by the lineage or the family group that first cleared the forest and brought the land under cultivation. The term "khuntkatti" literally refers to the "stake of the lineage" or "pioneer family," signifying the original clearers of the land.
Key characteristics of the khuntkatti tenure include:
This system represented a form of collective or joint ownership and was distinct from the individualistic land revenue systems (like Ryotwari or Permanent Settlement) introduced by the British in many other parts of India. The British administration often struggled to understand and integrate such community-based systems into their revenue collection frameworks.
The khuntkatti tenure system was historically and predominantly prevalent in the Chota Nagpur region. This area, located in the eastern part of India (primarily in present-day Jharkhand, parts of Odisha, West Bengal, and Chhattisgarh), is home to various tribal communities, including the Mundas, who maintained this traditional land system.
During British rule, attempts were made to impose standard land revenue systems in Chota Nagpur, which often led to conflict and uprisings (like the Munda Rebellion led by Birsa Munda) as it disrupted the traditional khuntkatti rights. Recognizing the uniqueness and importance of this system to the tribal communities, the British eventually enacted specific laws, such as the Chota Nagpur Tenancy Act of 1908, to protect the khuntkatti rights and prevent the alienation of tribal land to non-tribals.
Let's consider the given options:
Based on the historical prevalence of the khuntkatti tenure system among the Munda tribe and its specific protection under legislation related to the region, Chota Nagpur is the correct answer.
The khuntkatti tenure system, a unique form of collective land ownership practiced by the Munda community, was widely prevalent in the Chota Nagpur region during the British Colonial Rule. This system was significant for maintaining tribal identity and land rights and was later legally protected.
| Tenure System | Key Feature | Prevalent Region (British India) |
|---|---|---|
| Khuntkatti | Communal ownership by lineage (original clearers) | Chota Nagpur |
| Permanent Settlement (Zamindari) | Zamindars recognized as landowners; fixed revenue paid to state | Bengal, Bihar, Odisha, parts of UP, etc. |
| Ryotwari | Individual cultivator (Ryot) recognized as landowner; direct revenue payment to state | Madras, Bombay, Assam, etc. |
| Mahalwari | Village or group of villages (Mahal) recognized as unit; joint responsibility for revenue | Parts of UP, Punjab, Central Provinces, etc. |
The British administration's interaction with tribal land systems like khuntkatti in Chota Nagpur highlights the conflict between traditional communal rights and colonial revenue objectives. Initial attempts to impose external systems led to significant unrest. The subsequent recognition and protection of khuntkatti rights through legislation like the Chota Nagpur Tenancy Act were important steps, albeit often implemented after considerable struggle. This also reflects the broader challenges faced in integrating diverse indigenous land systems within a centralized colonial framework.
Which one among the following was demanded by the All India Depressed Classes Leaders' Conference at Bombay in 1931?
Who took over the 'Eka Movement’ started by the Congress in Awadh during 1921-1922?
Which of the following statements about the Non-Cooperation Movement is/are correct?
1. It was marked by significant participation of peasants from Karnataka.
2. It was marked by non-Brahmin lower caste participation in Madras and Maharashtra.
3. It was marked by the lack of labour unrest in places like Assam, Bengal and Madras.
4. It was badly shaken by the Chauri Chaura incident in 1922 after which Gandhiji decided to continue with the movement on a much smaller scale.
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Directions: The item consists of two statements, Statement I and Statement II. Examine these two statements carefully and select the correct answer using the code given below.
Statement I:
The Pahi-kashta peasants were non-resident cultivators cultivating lands on a contractual basis.
Statement II:
The Pahi-kashta peasants worked under the temptation of favourable terms of revenue or the compulsion of economic distress.
Which one of the following statements about the National Green Tribunal is not correct?
Consider the following statements:
1. In the 19 th century, peasants in various parts of India rose in revolt against moneylenders and grain dealers.
2. In May 1875, at village Supa in Poona District in the Bombay Deccan, peasants attacked shopkeepers, burnt the bahi khatas (account books), looted grain shops and set fire to the houses of Sahukars.
Which of the statements given above is/are correct?
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| (a) | Navjivan | Mahatma Gandhi |
| (b) | Mahratta | Bal Gangadhar Tilak |
| (c) | Bengalee | Surendranath Banerjea |
| (d) | Voice of India | Gopal Krishna Gokhale |
Who among the following founded the Bhil Seva Mandal in 1922?
Who among the following founded the Marathi newspaper ‘Kesari’?
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1. This movement was organized by the Kisan Sabha.
2. It was against Jotedars and moneylenders
3. It was led by Swami Sadanand
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In which of the following countries did the concept of Public Interest Litigation originate?
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"All progress in social liberation tends to be a change from the law of status to the law of contract, from the restraints of family and caste, customs to the self-imposed restraints of the free will of the individual"
What is formal Education? Choose the correct alternative given below.
(a) In teaching methodology, the classroom teaching method and direct presence of teacher to teach is important.
(b) The curriculum is pre-decided.
(c) The curriculum is prepared as per need.
(d) There are different levels. The access to the next level of education is not possible without completion of the prior level of education.