Modern India Part 21

1. Embracing Christianity or Mohammedanism.

2. Going to Europe, America or any other foreign country.

3. Marrying a widow.

4. Throwing away the sacred thread.

5. Eating beef, pork or fowl.

6. Eating food cooked by a Mohammedan, Christian or low caste Hindu.

7. Officiating as priest in the house of a low caste Sudra.

8. By a female going away from home for an immoral purpose.

9. By a widow becoming pregnant.

When a Hindu is excluded from caste his friends, relatives and fellow townsmen refuse to partake of his hospitality; he is not invited to entertainments in their houses; he cannot obtain wives or husbands for his children; even his own married daughters cannot visit him without running the risk of being excluded from caste; his priest and even his barber and washerman refuse to serve him; his fellow caste men ostracize him so completely that they refuse to a.s.sist him even in sickness or at the funeral of a member of his household. In some cases the man excluded from caste is debarred from the public temples.

To deprive a man of the services of his barber and his washerman is becoming more difficult these days, but the other penalties are enforced with more or less rigor.

They tell us that foreigners cannot appreciate the importance of caste. Murray's guide book warns the traveler to remember that fact, and says that the religion of the Hindu amounts to little more than the fear of demons, of the loss of caste and of the priests. Demons have to be propitiated, the caste rules are strictly kept and the priests presented with gifts. Great care has to be taken not to eat food cooked by a man of inferior caste; food cooked in water must not be eaten together by people of different castes, and castes are entirely separated with regard to marriage and trade. A sacred thread of cotton is worn by the higher castes. Was.h.i.+ng in the sacred rivers, particularly the Ganges, and especially at Allahabad, Benares, Hardwar and other exceptionally holy spots, is of efficacy in preserving caste and cleansing the soul of impurities.

"The traveler should remember," says the guide book, "that all who are not Hindus are outcasts, contact with whom may cause the loss of caste to a Hindu. He should not touch any cooking or water holding utensil belonging to a Hindu, nor disturb Hindus when at their meals; he should not molest cows, nor shoot any sacred animal, and should not pollute holy places by his presence if any objection is made. The most sacred of all animals is the cow, then the serpent, and then the monkey. The eagle is the attendant of Vishnu, the bull of Siva, the goose of Brahma, the elephant of Indra, the tiger of Durga, the buffalo of Rama, the rat of Ganesh, the ram of Agni, the peac.o.c.k of Kartikkeya, the parrot of Kama (the G.o.d of love), the fish, the tortoise and boar are incarnations of Vishnu, and the crocodile, cat, dog, crow, many trees, plants, stones, rivers and tanks are sacred."

Nevertheless, Brahmins are very clever in dodging an issue when it is necessary for their convenience. For example, when a modern water supply was introduced for the first time into a city of India the problem arose, How could the Hindus use water that came from hydrants, in face of the law which prohibited them drinking it from vessels which may have been touched by people of another caste? After much reflection and discussion the pundits decided that the payment of water rates should be considered an atonement for violating the ordinances of their religion.

There has been some improvement in the condition of women in India, and it is due almost entirely to the Christian missionaries who have brought about reforms which could not have occurred otherwise, although, at the same time, the spirit of modern progress has not been without its influence upon the native families.

Remarkable instances have occurred in which native women have attained distinction in literature, scholars.h.i.+p and science.

Several have pa.s.sed university entrance examinations; a few have obtained degrees. In 1903 there were 264 women in collegiate inst.i.tutions throughout the empire, more than has ever been known before. There has been a gradual increase in their number. In 1893-4 there were only 108; two years later there were 110. In 1898-9 the number jumped to 174, and in 1900-1 it reached 205, hence you will see that the advance has been normal and regular and there have been no steps backward. The greatest progress has been in the southern part of the empire, where women are less secluded and the prejudice against their education is not so strong. Nevertheless 99 per cent of the women of India are absolutely illiterate, and among the total of 144,409,000 only 1,433,000 can read and write; 75 per cent of them can do no more.

If a census were taken of those who can read and understand an ordinary novel or a book of travel the total would be less than 250,000, and counted among the literates are all the girls now in school who have advanced as far as the first reader.

In the United Provinces, the richest and proudest of India, where the arts and sciences have advanced quite rapidly among men, only 56,000 women out of a total of 23,078,000 can read and write, and that, as I said before, includes the girl children in the schools. In the Punjab Province, which lies in the north, out of a total of 12,369,000 women and girls only 42,000 can read and write and at least 50 per cent of them are under 12 years of age. The total number of girls now attending school in India is only 446,282 out of a total population of 144,409,000 women, but even this small number shows most encouraging improvement during the last ten years. In 1893-4 the girls in school were only 375,868, but since then there has been a gradual increase every year--400,709 in 1897-8, 425,914 in 1899-1900 and 429,645 in 1900-01. In the Central Province, which ought to be one of the most progressive in India, out of a total female population of 23,078,000 only 20,821 girls altogether are in school.

But this does not fairly indicate the influence of women in India, where they take a larger and more active share in the responsibilities of the family and in the practical affairs of life than one would suppose. The mother of a family, if she is a woman of ability and character, is always the head of the household, and the most influential person in it, and as long as she lives she occupies the place of honor. Women often manage estates and commercial affairs, and several have shown remarkable executive ability and judgment. Several of the native states have been ruled by women again and again, and the Rannee of Sikkim is to-day one of the most influential persons in India, although she has never been outside of the town in which she lives.

An American lady told me of a remarkable interview she recently had with the granddaughter of Tipu, the native chief who, in the latter part of the eighteenth century, gave the English the hardest struggle they ever had in India. He was finally overcome and slain, and his territory is now under English rule, but his family were allowed a generous pension and have since lived in state with high-sounding t.i.tles. His granddaughter lives in a splendid palace in southern India, which she inherited from her father, and is now 86 years old. She cannot read or write, but is a women of extraordinary intelligence and wide knowledge of affairs, yet she has never been outside of the walls that surround her residence; she has never crossed the threshold of the palace or entered the garden that surrounds it since she was a child, and 90 per cent of her time, day and night, has been spent in the room in which she was born. Yet this woman, with a t.i.tle and great wealth, is perfectly contented with her situation.

She considers it entirely appropriate, and thinks that all the women in the world ought to live in the same way.

The influence she and other women of old-fas.h.i.+oned ideas and the conservative cla.s.ses have is the chief obstacle to progress, for they are much more conservative than the men, and much more bigoted in their ideas. She does not believe that respectable women ought to go to school; she does not consider it necessary for them to read or write, and thinks that all women should devote themselves to the affairs of their households and bear children, duties which do not require any education. The missionaries who work in the zenanas, or harems, of India tell me that the prejudice and resistance they are compelled to overcome is much stronger and more intolerant among women than among men, for the former have never had an opportunity to see the outside of their homes; have never come in contact with foreigners and modern ideas, and are perfectly satisfied with their condition. They testify that Hindu wives as a rule are mere household drudges, and, with very rare exceptions, are patterns of chast.i.ty, industry and conjugal fidelity, and they are the very best of mothers.

Here and there a husband or a father is found who is conscious of the disadvantages under which the women of his family are laboring and would be glad to take upon himself the duty of instructing his wife and daughters, yet is prevented from doing so because the latter prefer to follow the example of their foremothers and remain ignorant.

While such conditions prevail it is impossible for the government to take any steps for the promotion of education among women, but a notable reform has been conducted by English women of India under the leaders.h.i.+p of the Marchioness of Dufferin, Lady Curzon, and the wives of other viceroys, by supplying women doctors and hospitals, because, as you understand, men physicians are not permitted to enter zenanas except upon very rare occasions and then only in the most liberal of families. Nor are women allowed to be taken to hospitals. There are excellent hospitals and dispensaries in every part of India, but women are not permitted to partic.i.p.ate in their benefits, and an untold amount of unnecessary suffering is the result. Some years ago, inspired by Lady Dufferin, an a.s.sociation was formed to provide women doctors, hospital nurses, and establish, under the direction of women exclusively, hospitals for the treatment of women and girls. This a.s.sociation is non-sectarian and no religious services or conversations are allowed. The movement has received active encouragement from both the imperial government and the local authorities, and by the latest returns is responsible for 235 hospitals and dispensaries, 33 women doctors with degrees from the highest inst.i.tutions of Europe, 73 a.s.sistants, and 354 native students and trained nurses, who, during the year 1903, took care of nearly a million and a half of women and girls who needed treatment and relief. This does not include many similar inst.i.tutions that are maintained by the various missionary boards for the same purpose. Taking both the civil and religious inst.i.tutions together, the women of India are now well supplied with hospitals and asylums.

Scattered over the country under the care of zealous and devoted Christian women are a large number of homes for widows, and no one who has not lived in India can appreciate the importance of such inst.i.tutions and the blessing they offer, for the situation of widows is pitiable. Formerly they were burned upon the funeral pyres of their husbands. It was an ancient custom, adopted from the Scythian tribes, who sacrificed not only the wives, but the concubines and slaves and horses upon the tombs of their dead lords.

The British government forbade "suttee," as widow burning was called, and although we hear that it is still practiced occasionally in remote parts of the empire, such an act would be punished as murder if the police were to learn of it. But the fate of some thousands of widows is worse than death, because among the superst.i.tious Hindus they are held responsible for the death of their husbands, and the sin must be expiated by a life of suffering and penance. As long as a widow lives she must serve as a slave to the remainder of the family, she must wear mourning, be tabooed from society, be deprived of all pleasures and comforts, and practice never-ending austerities, so that after death she may escape transmigration into the body of a reptile, an insect or a toad. She cannot marry again, but is compelled to remain in the house of her husband's family, who make her lot as unhappy and miserable as possible.

The Brahmins prohibit the remarriage of widows, but in 1856 Lord Canning legalized it, and that was one of the causes of the mutiny.

The priests and conspirators told the native soldiers that it was only a step toward the abolition of all their rites and customs.

The law, however, is a dead letter, and while there have been several notable marriages of widows, the husband and wife and the entire family have usually been boycotted by their relatives, neighbors and friends; husbands have been ruined in business and subjected to every humiliation imaginable.

If you will examine the census statistics you will be astonished at the enormous number of widows in India. Out of a total of 144,000,000 women in 1901, 25,891,936 were widows, of whom 19,738,468 were Hindus. This is accounted for by child marriage, for it is customary for children five years of age and upwards to become husbands and wives. At least 50 per cent of the adherents of Brahminism are married before they are ten years old and 90 per cent before they are fifteen. This also is an ancient custom and is due to several reasons. Fathers and mothers desire to have their children settled in life, as we say, as early as possible, and among the families of friends they are paired off almost as soon as they are born. The early marriage, however, is not much more than a betrothal, for after it takes place, usually with great ceremony, the children are sent back to their homes and remain under the care of their parents until they reach a proper age, when the wife is conducted with great rejoicing to the home of her husband, and what is equivalent to another marriage takes place. This occurs among the highly educated and progressive Hindus.

They defend the custom as wise and beneficial on the theory that it is an advantage for husband and wife to be brought up together and have their characters molded by the same influences and surroundings. In that way, they argue, much unhappiness and trouble is prevented. But in India, as everywhere else, the mortality is greatest among children, and more than 70 per cent of the deaths reported are of persons under ten years of age. Those who are married are no more exempt than those who are not, which explains the number of widows reported, and no matter how young a girl may be when her husband dies she can never have a second.

Widowers are allowed to marry again and most of them do. There are only 8,110,084 widowers in all India as against nearly 26,000,000 widows.

Of course there are many native homes in which widows are treated kindly and receive the same attention and are allowed the same pleasures as the other women of the family, but those who understand India a.s.sert that they are exceptional, and hence asylums for those who are treated badly are very much needed. This is a matter with which the government cannot deal and the work is left entirely to the Christian missionaries, who establish homes and teach friendless widows to become self-supporting.

XXV

EDUCATION IN INDIA

Allahabad is the center of learning, the Athens in India, the seat of a native university, the residence of many prominent men, the headquarters of Protestant missionary work, the residence of the governor of the United Provinces, Sir James La Touche, one of the ablest and most progressive of the British officials in India. Allahabad was once a city of great importance. In the time of the Moguls it was the most strongly fortified place in India, but the ancient citadel has been torn down by the British and the palaces and temples it contained have been converted into barracks, a.r.s.enals and storehouses. Nowhere in India have so many beautiful structures been destroyed by official authority, and great regret is frequently expressed. Allahabad was also a religious center in ancient times and the headquarters of the Buddhist faith. The most interesting monument in the city is the Lat of Osoka, one of a series of stone columns erected by King Asoka throughout his domains about the year B. C. 260, which were inscribed with texts expressing the doctrines of Buddhism as taught by him. He did for that faith what the Emperor Constantine the Great did for Christianity; made it the religion of the state, appointed a council of priests to formulate a creed and prepare a ritual, and by his orders that creed was carved on rocks, in caves and on pillars of stone and gateways of cities for the education of the people. The texts or maxims embodied in the creed represent the purest form of Buddhism, and if they could be faithfully practiced by the human family this world would be a much better and happier place than it is.

Several handsome modern buildings are occupied by the government, the courts and the munic.i.p.al officials, and the university is the chief educational inst.i.tution of northern India. There are five universities in the empire--at Bombay, Calcutta, Lah.o.r.e, Allahabad and Madras--and they are managed and conducted on a plan very different from ours, having no fixed terms or lectures, but having regular examinations open to all comers who seek degrees.

The standard is not quite so high as that of our colleges and the curriculum is not so advanced. The students may come at 15 or 16 years of age and be examined in English, Latin, Greek history, geography, mathematics and the elements of science, the course being just a grade higher than that of our high schools, and get a degree or certificate showing their proficiency. They are very largely attended by natives who seek diplomas required for the professions and government employment. After two years' study in any regular course a student may present himself for an examination for a degree and is then eligible for a diploma in law, medicine, engineering and other sciences.

The slipshod systems pursued at these inst.i.tutions have been severely criticised by scientific educators, but they seem to answer the purpose for which they are intended. It is often a.s.serted that the colleges and universities in India do not cultivate a genuine desire for learning; that the education they furnish is entirely superficial, and that it is obtained not for its own sake, but because it is a necessary qualification for a government appointment or a professional career. It is a.s.serted that no graduate of any of these inst.i.tutions has ever distinguished himself for scholars.h.i.+p or in science, that no native of India educated in them has ever produced any original work of merit, and that no problem of political or material importance has ever been solved by a citizen of this empire. In 1902 Lord Curzon, who has taken a deep interest in this subject and is an enthusiastic advocate of public schools, appointed a commission to investigate the conduct and efficiency of the universities of India. The report was not enthusiastic or encouraging. It was entirely noncommittal. At the same time it must be said that the universities and colleges of India are a great deal better than nothing at all, and as there is no other provision for higher education they serve a very important purpose.

The deplorable illiteracy of the people of India is disclosed by the recent census. Ninety-five per cent of the men and more than 99 per cent of the women have never learned the first letter of the alphabet, and would not recognize their own name it written or printed. I have been told by ladies engaged in missionary and educational work that grown people of the lower cla.s.ses cannot even distinguish one picture from another; that their mental perceptions are entirely blank, and that signs and other objects which usually excite the attention of children have no meaning whatever for them. The total number of illiterates recorded is 246,546,176, leaving 47,814,180 of both s.e.xes unaccounted for, but of these only 12,097,530 are returned as able to read and write. The latest statistics show that 3,195,220 of both s.e.xes are under instruction.

And even the percentages I have mentioned do not adequately represent the ignorance of the ma.s.ses of the people, because more than half of those returned by the census enumerators as literates cannot read understandingly a connected sentence in a book or newspaper and can only write their own names. The other half are largely composed of foreigners or belong to the Brahmin castes.

The latter are largely responsible for present conditions, because their long-continued enjoyment of a hereditary supremacy over the rest of the population has been due to their learning and to the ignorance of the ma.s.ses belonging to other castes. They realize that they could never control any but an illiterate population. Hence the priests, who should be leaders in education, are, generally speaking, the most formidable opponents of every form of school.

The census shows that only 386,000 natives in the whole of India possess a knowledge of English, and this number includes all the girls, boys and young men under instruction.

[Ill.u.s.tration: AUDENCE CHAMBER OF THE MOGUL--PALACE--AGRA]

The Pa.r.s.ees and Jains are more eager for learning than the Hindus, and are taking an active part in educational affairs. The Mohammedans are also realizing the importance of modern schools, and there is now quite an energetic movement among that sect. There is a school connected with almost every Jain temple. We visited one at Delhi. There were no benches or desks. The children, who were of all ages, from 4 years old upward, were squatting upon the floor around their masters, and were learning the ordinary branches taught in common schools, with the exception of one cla.s.s over in a far corner of the room, which was engaged in the study of Sanskrit. It was explained to us that they were being trained for priests. Everybody was bare-footed and bare-legged, teachers and all, and every boy was studying out loud, repeating his lesson over and over as he committed it to memory. Some of the youngsters made their presence known by reading in very loud voices. A few of them had ordinary slates. Others used blocks of wood for the same purpose, but the most of them wrote their exercises upon pieces of tin taken from cans sent over by the Standard Oil Company. We went into a school one day where, for lack of slates and stationery, the children were copying their writing lessons in the sand on the floor. It was a new idea, but it answered the purpose. With little brushes they smoothed off a surface and formed letters as clearly as they could have been made upon a blackboard.

Bright colors are characteristic of the Hindus. Their garments are of the gayest tints; both the outer and inner walls of their houses are covered with rude drawings in colors; their carts are painted in fantastic designs; and their trunks are ornamented in a similar way. They are not always done in the highest form of art, but you may be sure that the colors are bright and permanent. Some people paint the hides of their horses and bullocks, especially on holidays, and their taste for art, both in design and execution, is much more highly developed than their knowledge of letters.

The present Indian educational system is about fifty years old, but popular education, as we use that term, was not introduced in a practical way until during the 80's. Up to that time nearly all the schools were conducted by missionaries and as private inst.i.tutions. In 1858, when the government was transferred from the East India Company to the crown, there were only 2,000 public schools in all India, with less than 200,000 pupils, and even now with a population of 300,000,000 there are only 148,541 inst.i.tutions of learning of all kinds, including kindergartens and universities, with a grand total of 4,530,412 pupils. Of these 43,100 are private inst.i.tutions, with 638,999 pupils.

Education is not compulsory in India. The natives are not compelled to send their children to school and the officials tell me that if it were attempted there would be great trouble, chiefly because of the Brahmin priests, who, as I have already intimated, are decidedly opposed to the education of the ma.s.ses. Normal schools have been established in every province for the training of teachers, with 31,114 young men and 2,833 young women as students. There has been a slight increase in the attendance at school during the last few years. In 1892 only 11.1 per cent of the children of school age were enrolled and the average attendance was a little over 7 per cent. In 1902 the enrollment had increased to 12.5 per cent of the school population, and the attendance to a little more than 8 per cent. Of the pupils in the public schools 509,525 were Brahmins and 2,269,930 non-Brahmins. In the private inst.i.tutions 43,032 were Brahmins and the balance non-Brahmins.

There are several important art schools in India which have been established and are encouraged by the government for the purpose of encouraging the natives to pursue the industrial arts. Lord Curzon has taken a decided interest in this subject, and is doing everything in his power to revive the ancient art industries, such as brocade weaving, embroidery, carving, bra.s.s working, mosaic, lacquering, and others of a decorative character. The tendency of late years has been to increase the volume of the product at the sacrifice of the quality, and the foreign demand for Indian goods and the indifference of the buying public as to their excellence is said to have been very demoralizing upon the artisans.

From an artistic point of view, the manufactures of metal are the most important products of India; the wood carvers of ancient times surpa.s.sed all rivals and still have a well-deserved reputation.

In every village may be found artists of great merit both in bra.s.s, copper, wood, silk and other industrial arts, but the quality of their work is continually deteriorating, and Lord Curzon and other sincere friends of India are endeavoring to restore it to the former high standard. For that purpose art schools have been established in Calcutta, Lah.o.r.e, Bombay, Madras and other places, first to train the eyes and the hands of the young artisans, and, second, to elevate their taste and stimulate their ambition to excel in whatever line of work they undertake.

There are several thousand young men in these schools who have shown remarkable talent and are beginning to make their influence felt throughout the country.

As you may imagine, it is very difficult to induce people to produce objects of high art when those which cost less labor and money can be sold for the same prices. As long as the foreign demand for Indian goods continues this tendency to cheapen the product will be noticed.