New Ideas in India During the Nineteenth Century by John Morrison (best ereader for graphic novels txt) π
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To the man instructed in English, such contrasts are always being presented, tacitly inviting him to compare and to modify. We can put ourselves in the place of many a youth of sixteen or seventeen, hope of the village school, going up to enter a college in one of the larger towns of India. He is entering the new world. Should he be of brahman caste, it may profit him a little, for he will still meet with many non-brahman householders ready to find him in food and lodging simply because he is a poor brahman student. Of course he is looking forward to one of the new professions, Law, or Medicine, or Engineering, or Teaching, or Government Service. In these it is patent to him that caste is of no account. High caste or low, he and all his fellow-students are aware they must prove themselves and fight their way up. The leading place at the bar is no more a high-caste man's privilege than it is his privilege to be exempted from standing in the dock or suffering the extreme penalty of the law. We have already referred to the effect of the assertion of the equality of men before the law in 1775 in the hanging of the brahman, Nandakumar, for forgery. Now, looking back at the dissolving of the old ideas of artificial rank and privileges, we may reckon also the equality of men in the great modern professions, foremost in India being Law, as among the chief dissolving agencies.
It is easy to give figures at least for the vast agency now at work in the spread of English education in India. Higher English education for natives began with the founding of the Hindu College in Calcutta in 1817; in the year 1902 there were in India five Universities, the examinations of which are conducted in English; and affiliated to these examining Universities were 188 teaching colleges containing 23,009 undergraduates; and preparing for the Matriculation Examination (in the year 1896-97) were 5267 Secondary Schools, containing 535,155 pupils. From these Secondary Schools in the year 1901, 21,750 candidates appeared at the Matriculation Examinations of the Universities professing to be able to write their answers in English, and of these nearly 8000 passed. That figure is a measure of the process of leavening India with modern ideas through English educationβ8000 fresh recruits a year. That is the measure of the confusion introduced into the old social organism. A small number, no doubt, compared with the ten million of unleavened youth born in the same year, and yet they are the pick of the middle classes and must become the leaders of the masses. The masses in China, it is alleged, would not be anti-foreign were it not for the influence of their literati, and the thoughts of these Indian literati must also become the thoughts of the Indian masses. It is the mind of these literati, mainly, which we are trying to gauge. According to the census of 1901 their total number approached one million, being those who could read and write English. Descending below the English-reading literati, I have noted about three hundred English words naturalised in two of the chief vernaculars of India, an indication, if not a measure, of the new influence among the masses.
Yet having tabulated figures, once more, ere we proceed, we enjoin upon ourselves and our readers a cautious estimate of the progress of ideas. The European hood and gown of the Indian student may merely drape an unchanged being. Writing in 1823 about the encouragement of education and the teaching of English and the translation of English books, the Governor of Bombay, Mountstuart Elphinstone, declared too confidently that "the conversion of the natives must result from the diffusion of knowledge among them." Macaulay, similarly, writing from India in 1836 to his father, the well-known philanthropist, declares: "It is my firm belief that if our plans of[English] education are followed up, there will not be a single idolater among the respectable classes in Bengal thirty years hence." Omar Khayyam's words suggest themselves as the other extreme of opinion regarding English education in India, inside of which the truth will be found:
"Myself when young did eagerly frequentDoctor and saint, and heard great argument
About it and about, but evermore
Came out by that same door wherein I went."
The lines express the view of many Anglo-Indians. We may reply that anywhere only a few individuals are positively liberalised by a liberal education. We must patiently wait while their standpoint becomes the lore and tradition of the community.
The part played by English education in the introduction of new ideas is apparent whenever we enumerate the leading reformers of the nineteenth century. One and all have received a modern English education, and several of them have made some name by addresses and publications in English. Of Indian reformers, distinguished also as English scholars, may be named with all honour:
1. Rammohan Roy, a great opponent of Suttee and Idolatry, who also dared to make the voyage to England. He died at Bristol in 1833.
2. Iswar Chunder Vidyasagar, a great upholder of the right of widows to remarry and an advocate of education, both elementary and higher. He died at Calcutta in 1891.
3. K.M. Banerjea, D.L., C.I.E., an opponent of the caste system, the greatest scholar among Indian Christians. He died at Calcutta in 1885.
4. Keshub Chunder Sen, religious reformer, an advocate of a higher marriage age for girls. He died at Calcutta in 1884.
5. Mr. Behramji Malabari, an advocate of a higher marriage age for girlsβof the Bombay side of India.
6. The late Mr. Justice M.G. Ranade, a social reformer of Bombay.
7. The late Mr. Justice K.T. Telang, C.I.E., an opponent of child marriages and a social reformer of Bombay.
8. The late Raja Sir T. Madhava Rao, K.C.S.I., a social reformer, of the Madras Presidencyβdied in 1891.
Pandita Ramabhai, it may be noted, had entered upon her career as a champion of female education before she began the study of English.
In striking contrast with all these in this respect are the men who represent the extreme conservative or reactionary spirit, who as a rule are as ignorant of English as the great reformers are the reverse. We may cite, in illustration:
1. Dyanand Saraswati, founder of the new sect of Δryas in the United Provinces and Punjab. Their chief doctrine, the infallibility of the Vedas or earliest Hindu scriptures, is reactionary, although a number of reforms are inculcated in the name of a return to the Vedas.
2. The late Ramkrishna Paramhansa, a famous Bengali ascetic of high spiritual tone, but of the old type.
3. The gentleman already referred to, who as University lecturer on Hindu Philosophy in Calcutta insisted that none but Hindus be admitted to the exposition of the sacred texts, shutting out the Chancellor, the Vice-Chancellor, and many Fellows of the University.
4. Sanscrit pundits, very conservative as a class, and generally unfamiliar with English.
New Hinduism in contact with the modern educational influences was most interestingly manifest in the person of Swami Vivekananda (Reverend Rational-bliss we may render his adopted name), representative of Hinduism at the Parliament of Religions in Chicago in 1893. The representative Hindu was not even a member of the priestly caste, as we have already told. It were tedious to analyse his Hinduism, as set forth at Chicago and elsewhere, into what was Christianity or modern thought, and what, on the other hand, was Hinduism. Suffice it to say that as Narendra Nath Dutt, B.A., he figures on the roll of graduates of the Church of Scotland's College in Calcutta. While a student there, he sat at the feet of two teachers representing the new and the old, the West and the East. In the College classroom he received religious instruction from Dr. Hastie, the distinguished theologian who afterwards taught Scottish students of theology in the University of Glasgow. At the same time he was in the habit of visiting the famous Bengali ascetic, Ramkrishna Paramhansa, already mentioned, and of communing with him. Returning from Chicago crowned with the honour which his earnestness, his eloquence, his power of reasoning, his attractive manner, and his striking physique and dress called forth, Young India lionised him; Old India met in Calcutta and resolved that Mr. Dutt of kayasth caste must drop the brahman title Swami, which he had assumed, before they could recognise him. In 1895, having gone to Dakhineswar, the old residence of his Hindu master, Ramkrishna, Swami Vivekananda was actually expelled from the temple where his master had been wont to worship. The Chicago representative of Hinduism had been guilty of the sins of crossing the sea and of living like a European, and so he must be disowned and the temple purged of his presence. After a few years, Swami Vivekananda bravely settled down to unobtrusive, philanthropic work, one had almost said Christian philanthropic work, in a suburb of Calcutta, denouncing caste and idolatry and the outcasting of those who had crossed the sea, and recommending the Hindus to take to flesh-eating. There, and while so engaged, in 1902 he died. How shall we ticket that strange personage? Kayasth caste as he was born, or new brahman? Swami or B.A. of a Mission College of the modern Calcutta University? A conservative or a reformer? Hindu ascetic or Christian philanthropist? He stands for India in transition, old and new ideas commingling. He is a typical product of the English and Christian education given to multitudes in India to-day.
CHAPTER V WOMAN'S PLACE "To lift the woman's fallen divinity
Upon an equal pedestal with man's."
"The woman's cause is man's; they rise or sink
Together, dwarfed or godlike, bond or free."
TENNYSON, The Princess.
Next to caste, the chief social feature of India is the position of women in the community. Hindus and Mahomedans alike assign to the female sex an inferior position. In Mahomedan mosques, for example, no woman is ever seen at prayer; she would not be permitted to take part. Only by the neglect of female children in India, and the special disadvantages from which women suffer there, can it be explained why in India in 1901 there were only 963 females to every 1000 males. In India, as in Europe and all the world over, more boys than girls are born, but in the course of life the balance is soon redressed, and in the whole population in every country in Europe, except Italy[22] and Bulgaria, the females actually outnumber the males. Why are the Indian figures so different? Pro-Hindu enthusiasts may glorify the Hindu social system, and wish to deny the social inferiority of the female sex; average Anglo-Indians may be suspected of being unsympathetic in their statements; but the Census figures stand, and demand an explanation. Where are these 37 girls and women out of every 1000βover five million altogether? Common humanity demands an answer of India, for we seem
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