Chapter 5: Indigo – Class 12 English Flamingo NCERT Solutions

Class 12 English Flamingo Chapter 5 Indigo

Think As You Read

Q1. Strike out what is not true in the following:

(a) Rajkumar Shukla was:

• (ii) a politician
• (iii) a delegate
• (iv) a landlord
• (i) a sharecropper ✅

(b) Rajkumar Shukla was:

• (i) poor ✅
• (ii) physically strong
• (iii) illiterate ✅

Q2. Why is Rajkumar Shukla described as being ‘resolute’?

He had come all the way from Champaran district in the foothills of the Himalayas to Lucknow to speak to Gandhi. Shukla accompanied Gandhi everywhere and followed him to the ashram near Ahmedabad. For weeks, he never left Gandhi’s side until Gandhi asked him to meet at Calcutta.

Q3. Why do you think the servants thought Gandhi to be another peasant?

Shukla led Gandhi to Rajendra Prasad’s house. The servants knew Shukla as a poor yeoman. Gandhi was clad in a simple dhoti and looked like the companion of a peasant. Hence, the servants mistook Gandhi for another peasant.

Think As You Read

Q1. List the places that Gandhi visited between his first meeting with Shukla and his arrival at Champaran.

Gandhi first met Shukla in Lucknow. He then went to Cawnpore and other parts of India, returned to his ashram near Ahmedabad, and later travelled to Calcutta, Patna, Muzaffarpur before arriving at Champaran.

Q2. What did the peasants pay the British landlords as rent? What did the British now want instead and why? What would be the impact of synthetic indigo on the prices of natural indigo?

The peasants paid the British landlords indigo as rent. Now, Germany had developed synthetic indigo, so the British wanted money as compensation to release them from the 15% arrangement. As a result, the prices of natural indigo would fall due to the competition from synthetic indigo.

Think As You Read

Q1. The events in this part of the text illustrate Gandhi’s method of working. Can you identify some instances of this method and link them to his ideas of Satyagraha and non-violence?

Gandhi’s involvement with day-to-day problems of common people showed his unique method. He opposed unjust laws and was willing to court arrest. The Dandi March to break the salt law is a classic example. His resistance was peaceful and aimed at truth and justice, closely aligned with Satyagraha and non-violence.

Think As You Read

Q1. Why did Gandhi agree to a settlement of 25 per cent refund to the farmers?

Gandhi believed the amount of refund was less important than the fact that landlords had to surrender part of their money and prestige. So, he agreed to a 25% refund as it symbolized victory for the farmers.

Q2. How did the episode change the plight of the peasants?

The peasants were spared legal expenses and lengthy cases. Eventually, the British planters relinquished control of their estates which reverted to the peasants. Indigo sharecropping ended permanently.

Understanding The Text

Q1. Why do you think Gandhi considered the Champaran episode to be a turning-point in his life?

The Champaran episode started as a mission to help suffering peasants but grew into a movement with mass support. Gandhi declared that the British could not order him around in his own country, making it a turning point in his life.

Q2. How was Gandhi able to influence lawyers? Give instances.

Initially, the lawyers said they would return home if Gandhi was jailed. But when he highlighted the injustice to sharecroppers, they held a meeting and decided to support Gandhi, even if it meant going to jail.

Q3. What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’?

People were afraid to show sympathy to home-rule advocates. For instance, Professor Malkani, a government teacher, risked his job by giving Gandhi shelter, which was a rare and bold step during those times.

Q4. How do we know that ordinary people too contributed to the freedom movement?

Students and citizens welcomed Gandhi. Thousands of peasants came to meet him, and massive crowds gathered at railway stations and courts. Their participation highlighted the collective spirit of the movement.

Talking About The Text

Q1. “Freedom from fear is more important than legal justice for the poor.” Do you think that the poor of India are free from fear after Independence?

No, most poor people still live in fear due to corruption, exploitation, and oppressive systems. In villages, powerful landlords and officials continue to intimidate them. Poor farmers still face debt, crop failures, and even commit suicide. Legal justice is distant for them without freedom from fear.

Q2. The qualities of a good leader.

A good leader has mass appeal and works selflessly for the people. Qualities include honesty, patriotism, truthfulness, moral integrity, and transparency. A real leader does not divide people based on caste, class or region and resists corruption and nepotism.

Working With Words

1. List the words used in the text that are related to legal procedures.

Examples from the text:

• Deposition
• Notice
• Summons
• Prosecutor
• Trial
• Plead
• Guilty
• Order
• Penalty
• Sentence
• Bail
• Judgement
• Prison
• Case
• Inquiry
• Evidence
• Commission

Other related legal terms:

• Complaint
• Complainant
• Decree
• Defendant
• Witness
• Prosecution
• Defence
• Sessions
• Jury
• Verdict
• Decision

Thinking About Language

Q1. Why does the author use quotations in his narration?

Direct speech makes the narrative more authentic and impactful. It helps highlight important points, reveals the emotions and thoughts of the speaker, and brings realism to historical narration.

Q2. Notice the use or non-use of the comma in the following sentences:

• (a) When I first visited Gandhi in 1942 at his ashram in Sevagram, he told me what happened in Champaran.
• (b) He had not proceeded far when the police superintendent’s messenger overtook him.
• (c) When the court reconvened, the judge said he would not deliver the judgement for several days.

Explanation:

• (i) When the subordinate clause comes before the main clause, a comma is used.
• (ii) No comma is used when the main clause comes first.

UNDERSTANDING THE TEXT

Q1. Why do you think Gandhi considered the Champaran episode to be a turning point in his life?

Gandhi considered the Champaran episode a turning point because it was the first time he directly addressed the oppression of the poor peasants. The support he received from thousands of people showed him the power of collective action. He also realized that he could challenge British authority in his own country, which was a major shift in his approach to the freedom movement.

Q2. How was Gandhi able to influence lawyers? Give instances.

Gandhi influenced the lawyers by appealing to their sense of justice. When he asked them what they would do if he was sent to jail, the lawyers initially said they would return home. But Gandhi made them realize that they couldn’t abandon the peasants in their struggle for justice. This led the lawyers to join him in his fight, ready to face jail with him.

Q3. What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’?

In smaller localities, the average Indian was often afraid to show support for advocates of home rule due to fear of government repression. Gandhi’s stay at the home of a government professor in Muzaffarpur was extraordinary because it was rare for government employees to openly support someone opposing the government.

Q4. How do we know that ordinary people too contributed to the freedom movement?

Ordinary people contributed to the freedom movement by showing support for Gandhi in various ways. For example, professors, students, and sharecroppers came to meet him and support his cause. A large number of people, including lawyers and peasants, demonstrated their solidarity with Gandhi when he arrived in Motihari. This mass support showed that the freedom movement was driven by people from all walks of life.

TALKING ABOUT THE TEXT

Q1. “Freedom from fear is more important than legal justice for the poor.” Do you think that the poor of India are free from fear after Independence?

No, the poor in India are still not free from fear after Independence. Though the country gained political freedom, the poor continue to face exploitation from powerful landowners, moneylenders, and corrupt officials. They still live in fear of these forces, which prevent them from accessing justice and better livelihoods.

Q2. The qualities of a good leader.

A good leader is one who rises from the masses and works for their welfare. They are sincere, principled, and committed to truth, honesty, and service. A good leader must not mix politics with religion or sectarianism. Their actions should align with their words, and they should always act in the public interest, avoiding corruption and nepotism.

WORKING WITH WORDS

1. List the words used in the text that are related to legal procedures.

• Notice
• Summons
• Prosecutor
• Trial
• Plead
• Guilty
• Order
• Penalty
• Sentence
• Bail
• Judgment
• Prison
• Case
• Inquiry
• Evidence
• Commission

2. List other words that you know that fall into this category.

• Complaint
• Complainant
• Decree
• Defendant
• Witness
• Prosecution
• Defense
• Sessions
• Jury
• Verdict
• Decision

THINKING ABOUT LANGUAGE

Q1. Notice the sentences in the text which are in ‘direct speech’. Why does the author use quotations in his narration?

The author uses direct speech to convey the exact words spoken by Gandhi and others, which adds authenticity and impact to the narrative. It also helps emphasize key points made by the characters, making the story more vivid and engaging for the reader.

Q2. Notice the use or non-use of the comma in the following sentences:

• (a) When I first visited Gandhi in 1942 at his ashram in Sevagram, he told me what happened in Champaran.
• (b) He had not proceeded far when the police superintendent’s messenger overtook him.
• (c) When the court reconvened, the judge said he would not deliver the judgment for several days.

Explanation:

• In sentence (a), a comma is used after the subordinate clause.
• In sentence (b), no comma is used as the main clause precedes the subordinate clause.
• In sentence (c), the comma is placed after the subordinate clause, before the main clause.

MORE QUESTIONS SOLVED

Q1. Who was Rajkumar Shukla? Why did he come to Lucknow?

Rajkumar Shukla was a poor peasant from Champaran, Bihar. He came to Lucknow to seek Gandhi’s help regarding the exploitation of peasants by the British landlords in Champaran.

Q2. Where is Champaran district situated? What did the peasants grow there? How did they use their harvest?

Champaran is in Bihar, located in the foothills of the Himalayas. The peasants there grew indigo and had to give 15% of their harvest to the British landlords as rent.

Q3. How did the development of synthetic indigo affect the English estate owners and the Indian tenants?

The development of synthetic indigo made the natural indigo less profitable. The British landlords began to demand money as compensation from the peasants instead of indigo, leading to exploitation.

Q4. How did the Indian peasants react to the new agreement released them from sharecropping arrangement?

Some peasants accepted the new agreement, while others resisted. They began to realize the injustice of the new arrangement and sought legal help to reclaim their money.

Q5. Why do you think Gandhi was not permitted to draw water from Rajendra Prasad’s well at Patna?

Gandhi was not allowed to draw water because the servants were unsure of his social status, whether he was an untouchable or not. They feared he might pollute the well.

Q6. Why did Gandhi decide to go first to Muzaffarpur before going to Champaran?

Gandhi wanted to gather more information about the conditions of the peasants. He sought help from lawyers in Muzaffarpur who had experience with peasant cases.

Q7. Why did Gandhi chide the lawyers? What according to him was the real relief for the peasants?

Gandhi chided the lawyers because they were focused on legal formalities rather than the real issue, which was the exploitation of the peasants. He believed the real relief would come from empowering the peasants and helping them understand their rights.

LONG ANSWER TYPE QUESTIONS

Q1. What solution to the problems of the poor did Gandhi suggest? How far did the Champaran movement help in this direction?

The sharecropper peasants had to grow indigo on 15 percent of their holdings and surrender the indigo harvest as rent to the landlord. When Germany developed synthetic indigo, the British planters started extracting money illegally and deceitfully as compensation from the peasants for being released from the 15 percent arrangement. The peasants were made to sign new agreements and pay money. The planters behaved as lords above the law. Many peasants engaged lawyers at hefty fees and went to courts.

The Muzaffarpur lawyers briefed Gandhi about the peasants for whom they frequently represented in courts. Gandhi realized that these peasants were badly crushed and fear-stricken. Freedom from fear was more important than legal justice for them. Gandhiji was ready to court arrest for them. Thousands of peasants demonstrated spontaneously around the court. The government had to release Gandhi without bail. This voluntary uprising of the peasants marked the beginning of their liberation from the fear of the British.

Q2. Why was Gandhi summoned to appear in the court? How did he gain his liberty?

Gandhi had reached Motihari, the capital of Champaran, to study the problems of the sharecropper peasants. He was on his way to a neighbouring village, where a peasant was ill-treated. On the way, he was stopped by the police superintendent’s messenger and ordered to return to town. When he reached home, he was served with an official notice to quit Champaran at once. Gandhi wrote on the receipt that he would disobey the order. So Gandhi received a summons to appear in the court the next day.

Next morning the town of Motihari was black with peasants. Thousands of peasants demonstrated voluntarily outside the court. The prosecutor requested the judge to postpone the trial. Gandhi protested against the delay. He read out a statement pleading guilty. He asked the penalty. The judge announced that he would pronounce the sentence after a two-hour recess. He asked Gandhi to furnish bail for that period. Gandhi refused. The judge released him without bail. After the recess, the judge said that he would not deliver the judgement for several days. Meanwhile, he allowed Gandhi to remain at liberty

Q3. Give an account of Gandhi’s efforts to secure justice for the poor indigo sharecroppers of Champaran.

Gandhi went to Champaran on receiving reports of exploitation of the poor sharecropper peasants at the hands of British planters. He began by trying to get the facts. The British landlords as well as the Commissioner of Tirhut were non-cooperative. Lawyers from Muzaffarpur briefed him about the court cases of these peasants.

Gandhi and the lawyers collected depositions by about ten thousand peasants. Notes were made on other evidence. Documents were collected. The whole area throbbed with the activities of the investigators and forceful protests of landlords.

The lieutenant governor summoned Gandhi. After four protracted interviews an official commission of inquiry was appointed to look into the indigo sharecroppers’ condition. Gandhi was the sole representative of the peasants. The official inquiry assembled a huge quantity of evidence against the big planters. They agreed, in principle, to make refunds to the peasants. After consultation, a settlement of 25 percent refund to the farmers was agreed on. This was a moral victory of the peasants. They recognised their rights and learned courage.

Within a few years, the British planters gave up their estates. These now went back to the peasants. They became the masters of land. Thus, indigo sharecropping disappeared.

Q4. How did Gandhi work for rural uplift during his stay in Champaran?

Gandhi wanted to do something to remove the cultural and social backwardness in Champaran villages. He appealed for teachers. Two young disciples of Gandhi, Mahadev Desai and Narhari Parikh, and their wives volunteered themselves for work. Several others responded from distant parts of the country. Mrs. Kasturba Gandhi and Devdas, Gandhi’s youngest son, arrived from the Ashram. Primary schools were opened in six villages. Kasturba taught the ashram rules on personal cleanliness and community cleanliness. She also talked to women about their filthy clothes.

Health conditions were miserable. Gandhi got a doctor to volunteer his services for six months. Only three medicines were available: castor oil, quinine, and sulphur ointment. Anyone who showed a coated tongue was given a dose of castor oil; anybody with malaria fever received quinine plus castor oil; anybody with skin eruptions received ointment plus castor oil.

Thus, Gandhi never contented himself with large political or economic solutions. He worked for total uplift of villages and the poor sections of society.

Q5. ‘Self-reliance, Indian independence and help to sharecroppers were all bound together.’ Elucidate on the basis of reading ‘Indigo’ by Louis Fischer.

Gandhi stayed in Champaran for a long time. The Champaran episode was a turning point in his life. It was during this struggle in 1917 that he decided to urge the departure of the British.

The Champaran episode did not begin as an act of defiance. It grew out of an attempt to make the sufferings of large numbers of poor peasants less severe. Gandhi concentrated on their practical day-to-day problems. He analysed the root cause of the problem—fear, and tried to eradicate it. The voluntary demonstration of the poor peasants against the government for putting Gandhi in trouble was the beginning of the end of their fear of the British.

In everything Gandhi did, he tried to mould a new free Indian who could stand on his own feet and thus make India free. He taught his lawyer friends a lesson in self-reliance by opposing the involvement of C.F. Andrews, an Englishman, in their unequal fight. His help would be a prop. This would reflect their weakness. Their cause was just and they must rely on themselves to win the battle. Thus self-reliance, Indian independence and help to sharecroppers were all bound together.

Q6. Justify the appropriateness of the title ‘Indigo’ to this extract.

The title ‘Indigo’ is quite appropriate, to the point, and suggestive. It at once focuses our attention on the central issue—the exploitation of the indigo sharecropper peasants at the hands of cruel British planters. They compelled them through a long-term agreement to raise indigo on 15 percent of their landholding and surrender the entire indigo harvest as rent.

After the development of synthetic indigo by Germany, the British planters extracted money from the peasants as compensation for being released from the 15 percent agreement. The peasants who wanted their money back had filed civil suits. The planters who behaved as lords above the law and were dreaded by the poor were obliged to surrender part of the money and with it part of their prestige.

The extract also points out the work done by Gandhi and his associates to improve the economic, political, cultural, and social life of the indigo sharecroppers. Their education, health, and hygiene also received due attention. The plight of indigo sharecroppers, their struggle under Gandhi’s leadership, and ultimate victory when indigo sharecropping disappeared were important landmarks. Thus, the title ‘Indigo’ is highly suggestive and apt.

Q7. What impression do you form about Gandhi on reading the chapter ‘Indigo’?

The chapter ‘Indigo’ pays a tribute to the leadership shown by Mahatma Gandhi to secure justice for oppressed people through convincing argumentation and negotiation. Gandhi had a magnetic attraction and great persuasive power. He could draw people of all classes to himself and make them partners in the freedom movement. Even ordinary people were inspired to make contributions to the freedom movement.

Gandhi emerges as a champion of the downtrodden and the oppressed. Rural uplift was his favourite programme. His knowledge of legal procedure and respect for law is also highlighted. He does not want to be a lawbreaker. At the same time, he wants to render humanitarian and national service in obedience to the higher law of our being—the voice of conscience. He also appears as a polite and friendly person. Gandhi’s ability to read the minds of others made them speechless. He believed in self-reliance, just cause, and purity of means to achieve India’s independence.

Q8. Why is the Champaran episode considered to be the beginning of the Indian struggle for Independence?

The Champaran episode began as an attempt to ease the sufferings of a large number of peasants who were exploited by the British indigo planters. Gandhi initially came here to try to provide justice for the peasants. But when the people of Champaran came to his aid, it turned into a major political issue. Gandhi’s method of nonviolent protest, his leadership, and ability to organize people marked the beginning of the Indian struggle for independence. He proved that the British government could be challenged nonviolently, making it a model for future struggles in India.

VALUE-RASED QUESTIONS

Q1. Patriotism is in political life what faith is in religion. John F. Kennedy said, “Ask not what your country can do for you, ask what you can do for your country.” Those who sacrifice their comfort for the welfare of the state get recognition. Write an article on the topic ‘Patriotism’.

“Breathes there the man with soul so dead, Who never to himself hath said, This is my own, my native land!” — Scott

Patriotism is a deep, unwavering love and devotion to one’s country. A patriot’s heart beats for their homeland, and they are willing to sacrifice personal comfort and even their lives for the greater good of the nation. Sardar Bhagat Singh, for example, embraced martyrdom for India’s freedom. Similarly, Shivaji, Rana Pratap, and Guru Gobind Singh endured immense suffering to honor and protect their land. True patriots not only love their country but also respect others, while defending their homeland’s honor.

As a philosopher once said, “It is not gold that makes a nation great, but the sacrifice and martyrdom of patriots.” India is fortunate to have produced such heroes who led the nation to independence. Patriotism unites people of different backgrounds under one ideal—service to the motherland. It is more than emotion; it is a responsibility and a moral compass.

However, real patriotism is not narrow or arrogant. A genuine patriot also embraces universal values and international brotherhood. As Seneca stated, “No one loves his country for its size or eminence, but because it is his own.”

Q2. Undoubtedly, only a socially just country has the right to exist. In the modern world, justice is a concept. Muscle is the reality. Corruption has become the way of the world. The destitute are exploited ruthlessly. People feel that ‘to make a living, craftiness is better than learnedness’. Write an article on this issue taking reference from the chapter ‘Indigo’.

Corruption is one of India’s most deep-rooted problems, affecting every stratum of society. It can be described as dishonest or unethical conduct by those in power, often motivated by personal gain. Many people are forced into corruption by circumstances, while others choose it as a shortcut to success. “To make a living, craftiness is better than learnedness” has sadly become a modern-day reality.

Corruption starts at the top. When political leaders or government officials engage in corrupt practices, it filters down to common citizens. Bureaucrats, law enforcers, and service providers often misuse their authority, leaving the common man helpless. As seen during Gandhi’s trial, justice was delayed, proving the adage “Justice delayed is justice denied.”

The judicial system, too, is plagued by inefficiency and red tape, making legal recourse a nightmare for the poor. Delayed judgments, bribery, and manipulation often determine the fate of legal cases. Unless systemic reforms are introduced and moral accountability is restored, India will continue to struggle under the weight of corruption.

Q3. Obstacles determine the quality of life. Hermits feel convinced that ‘sweet are the uses of adversity’. Problems are opportunities. Elucidate the saying in the light of Gandhi’s efforts in Champaran.

Adversity, though unpleasant, often acts as the foundation of greatness. The Bible says, “Man is born unto trouble, as the sparks fly upward.” Life’s challenges reveal character and inner strength. As Emerson wisely observed, “Every calamity is a spur and valuable hint.”

Gandhi’s struggle in Champaran is a shining example. The indigo sharecroppers suffered greatly under British oppression, but their hardships awakened their consciousness. Gandhi turned their adversity into a movement that led to the end of indigo sharecropping. British landlords eventually abandoned their estates, and peasants gained land ownership.

Adversity builds resilience. Like gold refined in fire, humans develop courage and resolve through challenges. A life of ease rarely shapes noble character, but trials do. Gandhi’s leadership showed that through patience, truth, and nonviolence, adversity can become a catalyst for societal transformation.

Q4. Education sets the tone of a nation. Joseph Addison has rightly said, “What sculpture is to a block of marble, education is to the soul”. But the quality of education is deteriorating gradually. Discuss the defects of our education system in your own words with reference to Gandhi’s work in Champaran.

Joseph Addison said, “What sculpture is to a block of marble, education is to the soul.” Unfortunately, the current Indian education system is failing to shape character and intellect. Instead of encouraging critical thinking, it emphasizes rote learning. Students memorize facts for exams and forget them soon after.

The system lacks practical, hands-on learning. There is minimal focus on vocational training, creativity, or real-world problem-solving. Children face pressure from a very young age, even during pre-nursery admissions. The process has become a rat race for marks, sidelining values, ethics, and life skills.

Gandhi identified this flaw in Champaran and appealed for teachers to address the villagers’ social and cultural backwardness. He believed education should elevate the human soul and promote cleanliness, discipline, and purpose. Today, we must rethink our curriculum. Education should not just prepare students for exams but help them understand life, morality, and responsibility. As Maria Montessori rightly noted, real education nurtures not only intellect but also the heart and conscience.