Tuesday, 3 February 2015

LITERATURE- LIGHT AND DELIGHT. 84. GUIDES ALONG THE WAY



LITERATURE-LIGHT AND DELIGHT

84. GUIDES ALONG THE WAY


In classic Tamil literature of the Sangam Age, we have a phenomenon. The poet,  person of learning, is usually poor; he is always in search of a patron. On the way, he meets another such poet, who is returning from such a patron, rich with gifts! The second person tells him the great qualities of the patron,  and gives him directions to reach his place, to which our poet then gladly proceeds. This is a genre called  "Aatruppadai".

Incidentally, why should learned poets be poor? Those days, learning was not a means to earning! It was an end by itself. Tiruvalluvar goes a step further and says it has always been so: In a couplet under the head 'Destiny' he says: The world falls into two categories which are mutually exclusive- worldly riches are one thing, saintliness quite another. Kural-374.( A man of learning was automatically expected to be a man of saintly character those days.)

This indicates a general rule that only those who have first hand knowledge can guide others. This is held especially valid in spiritual matters. Mere philosophical instruction does not count, or theoretical exposition. The teacher has to rely on his own realisation. 

In modern times, Sri Ramakrishna used to explain this very simply. Only those with personal experience can guide others. He used to show a log floating on the water, which would sink the moment a crow sat on it; yet boats and ships ferry hundred of people! It is only the man with experiential knowledge who can take others across. How can the blind lead the blind?

Appropriately the greatest Aatruppadai work in Tamil is one where the Poet-Sage directs a questing devotee to the abodes of Lord Muruga or Subrahmanya! The devout Tamil people placed this at the head of all their Classical collections! Fear (Love?) of the Lord is the beginning of wisdom!





From mind to something greater!


Among the poets, we find two categories: those that operate from the mind and appeal to the mind and those that appeal to a deeper faculty. Human mind is fickle- we keep changing our ideas and opinions. So, the appeal to the mind cannot be long-lasting. The reason why classical poetry is still read, in spite of the huge modern literature that gets so much publicity ( but quickly disappears), is that their appeal is to  a faculty in us which does not change.

Such poetry need not necessarily be 'religious' or even 'metaphysical', as they are classified. In fact, most such poetry is just statement of some particular dogma or doctrine. What we have in mind is poetry that touches our heart, stirs something deep in us and sets us on a course to seek our own truth! Writing on the 'metaphysical poets', whose works are "more often read than profitably studied", T.S.Eliot wrote:


"When a poet's mind is perfectly equipped for its work, it is constantly amalgamating disparate experience; the ordinary man's experience is chaotic, irregular, fragmentary. The latter falls in love, or reads Spinoza, and these two experiences have nothing to do with each other , or with the noise of the typewriter or the smell of cooking; in the mind of the poet these experiences are always forming new wholes."  





T.S.Eliot Photo by Lady Ottoline Morrell.jpg
Public domain.




So, a poet  experiences a 'wholeness' where the common man perceives but disparate things or events! This is what he is trying to convey through poetry! Where the poet's experience is confined to a mental perception, the result is short-lived.; where the poet's own experience has been deeper, the effect on the reader is longer,and stronger.

This is what we might call 'philosophical', without meaning any specific school or system. In its primary sense, it means nothing more than thinking-even wondering- about the meaning of existence. Whatever we may believe in, or think as true, it becomes our philosophy, often held as opinion; when expressed in our action and behaviour, it becomes our philosophy of life. In this sense, all of us are philosophical, except when we become hypocritical.

Philosophy but gives us a perspective : how to make sense out of life. The ultimately philosophical person accepts life as it comes. The reformer tries to remove the perceived imperfections in the world; the philosopher looks at his own perceptions! The ultimate moral or religious philosopher, like the Buddha or a Marcus Aurelius would go to the extent of saying that you can only control your mind, not the world, so the real reform is of our own mind or perception. Poets do reach such sublime heights, though not all of them, or at all times.

Beauty, Truth, Good!

An artist is taken up with the idea of Beauty, a philosopher , with Truth or the Good. But a poet sees that one, perfectly realised, involves the other two, too!

He that loves a rosy cheek,
Or a coral lip admires,
Or from star-like eyes doth seek
Fuel to maintain his fires;
As old time makes these decay,
So his flames must waste away.

But a smooth and steadfast mind,
Gentle thoughts,calm desires,
Hearts with equal love combined,
Kindle never-dying fires.
Where these are not, I despise
Lovely cheeks, or lips, or eyes.

-Thomas Carew: Disdain Returned, 1640.

This is the poet's way; a serious philosopher would put it starkly, refusing to see real beauty in the flesh:

Naari stanabhara naabhi desham
Drushva maa gaa mohavesham;
Yae tan maamsa vasaadi vikhaaram
Manasi vichintaya vaaram vaaram.

Don't get intoxicated, looking at the beauteous breasts and the mid-region of a woman. If you think, you will see that these are but modifications of flesh and fat.

Sankaracharya: Bhajagovindam.


But poets sometimes express extreme religious thoughts. Where this happens across languages and cultures and temperaments, and separated by centuries and thousands of miles , we are struck with wonder.In the orthodox Hindu circles, the Sri Rudram from the ancient Veda occupies a unique and  exalted place, indispensable in daily devotions. It conceives of the Lord as consisting of everything in the world, including its thieves and robbers, and prays to  him to put aside his weapons and bless the devotee.

Meedushama shivatama  shivo na:sumanaa bhava
Parame vruksha aayudham nidhaaya krittim vasaana:
Aachara pinakam bibhradaa gahi

O Lord, of the form of Absolute Auspiciousness!
Excellent in granting our desires!
Please keep your weapons on that high tree,yonder.
Please approach us , wearing the tiger skin, bearing your great bow, Pinakam, as an ornament.
Please become disposed to confer blessings on us.

See how George Herbert, 17th century British poet, sings of the same sentiments, in more or less the same words!

Discipline

Throw  away thy rod,
Throw away thy wrath:
               O my God,
Take the gentle path.

For my heart's desire
Unto thine is bent:
          I aspire
To a full consent.

Throw away thy rod;
Though man frailties hath
             Thou art God:
Throw away thy wrath.


Religion, Philosophy, and Beyond!

These are really tricky matters. Can we not be 'religious' without following  or subscribing to  an organised religion formally? Can we not be 'philosophical' without accepting any of the commonly known ones?  I think the great poets prepare us by slow degrees to reach such a position. Most of us are born in a faith, a cult, a tradition. But we can learn to outgrow it, without losing our roots.When we get a hint that the world of senses is not all, and that a greater reality pervades and animates it, we have become sufficiently religious and philosophical. What remains is only to express it in action. People do it their own way, but overall, there is a basic unity: that of belonging to something greater than ourselves, of being part of something Universal. As George Chapman wrote:

         ........in this one thing, all the discipline
Of manners and of manhood is contained;
A man to join himself with th' Universe
In his main sway, and make in all things fit
One with that All, and go on, round as it;
Not plucking from the whole his wretched part,
And into straits , or into nought revert,
Wishing the complete Universe might be
Subject to such a rag of it as he;
But to consider great Necessity.


From the play: The Revenge of Bussy D'Ambois,1613, quoted by T.S.Eliot in his essay on the metaphysical poets.



























Monday, 2 February 2015

LITERATURE-LIGHT AND DELIGHT. 83. SIGHT AND INSIGHT


LITERATURE-LIGHT AND DELIGHT

83. SIGHT AND INSIGHT

Outward Show and Inner Reality


The world is divided in every conceivable way- by political, racial, ethnic, religious, linguistic ,etc factors. And each of this is further subdivided: within nations we have provinces; within religions,sects; within political parties, groups or factions; within languages, regional variations! The list is endless.

Yet, great minds of all times, of all races and faiths have spoken about the unity of Mankind. Even in modern times, the great statesmen who thought of the UN and the great economists who conceived of the Bretton Woods institutions thought of humanity as a whole- of multilateral arrangements, beyond all national barriers. How they have turned out in practice is a different matter- any golden vessel seems to become a mud pot in the hands of practical men!

Political or any kind of power confers a sense of superiority on the possessor. This is but human. At the height of the Victorian age, when Britain ruled over one fourth of humanity,- one in four people of the world were subjects of the Empire- the pride felt by the British ruling class was quite natural- even if it hurt us. Rudyard Kipling sang about the civilising role of Britain; Macaulay felt the other races and peoples were barbarians and England had to impose its language , law and culture on them. Yet, deeper thinkers were looking at another picture: how hollow was this glory; how the outward glitter and glamour concealed suffering and sorrow. Just as Macaulay was extolling the virtues of European knowledge and achievements, Matthew Arnold wrote:

For what wears out the life of mortal men?
     'Tis that from change to change their being rolls;
'Tis that repeated shocks , again and again,
     Exhaust the energy of the strongest souls
 And numb the elastic powers.

-   From: The Scholar-Gipsy.1853

Again:

Sons of the world,oh, speed those years;
But,while we wait, allow our tears!

Allow them! We admire with awe
The exulting thunder of your race;
You give the universe your law,
You triumph over time and space!
Your pride of life,your tireless powers,
We laud them, but they are not ours.

Our fathers watered with their tears
This sea of time whereon we sail,
Their voices were in all men's ears
Who passed within their puissant hail.
Still the same ocean round us raves,
But we stand mute and watch the waves.

Say, have their sons achieved more joys,
Say, is life lighter now than then?
The sufferers died, they left their pain-
The pangs which tortured them remain.

- From: The Grande Chartreuse,1852


Again:

..............the world, which seems
To lie before us like a land of dreams,
So various, so beautiful, so new,
Hath really neither joy,nor love,nor light,
Nor certitude,nor peace,nor help for pain;
And we are here as on a darkling plain
Swept with confused alarms of struggle and flight,
Where ignorant armies clash by night.

- From: Dover Beach, 1851.

The world goes by outward sight and show; the philosophers and poets have the insight to tell us the reality behind the show: Macaulay imposed his education and law on India; yet within 15 years of Victoria's passing, the armies of the 'enlightened' nations of 'civilised' Europe were engaged in the bloodiest war in known history, on land and sea, day and night!

Changing perceptions of vulgarity and barbarism

Indian poverty has been a subject of political and economic debates. People have ascribed it to India's religion, its 'other -worldliness'- a pet theme and fond rhetoric of our leftist comrades and the intellectuals with brains dyed in Harvard and Cambridge. Yet, what is the truth?

India was once so fabulously rich that the other nations of the world held this very prosperity against us! As Sri Aurobindo pointed out:

No people before modern times reached a higher splendour of wealth, commercial prosperity,material appointment, social organisation. That is the record of history, of ancient documents,  of contemporary witnesses; to deny it is to give evidence of a singular prepossession and obfuscation of the view, an imaginative, or is it unimaginative, of misreading of present actuality into past actuality.The splendour of Asiatic, not  least of Indian prosperity, the wealth of Ormuz and of Ind,the "barbaric doors rough with gold",barbaricae postes squalentes auro, were once stigmatised by the less opulent West as a sign of barbarism.Circumstances are now strangely reversed; the opulent barbarism and a much less artistic ostentation of wealth are to be found in London, New York and Paris, and it is the nakedness of India and the squalor of her poverty which are flung in her face as evidence of the worthlessness of her culture.

From: A Defence of Indian Culture,1919.

Of course now we have the further unshakable evidence from economists themselves about the historical richness of India. eg. Angus Maddison who has shown that in the Christian era, up to mid-18th century, India contributed about 30% of world GDP, not all of that agricultural products!

 Macaulay's children will decry not only our history and culture, but also deny our economic greatness and achievements.

Rajarishi- Philosopher Kings!


Great thinkers - men endowed with insight- have always seen the imperfections in the external life of man. The remedy they prescribed was for the ruler to be endowed with wisdom: power tempered by a higher vision of life. Two thousand five hundred years ago, Socrates declared , as recorded by Plato in 'Republic':


Unless the philosophers rule as kings, or unless those now called  kings and chiefs genuinely and adequately philosophize, and political power and philosophy coincide in the same place,....there is no rest from the ills for the cities, my dear Glaucon, nor I think for the human kind.

From: The  Republic of Plato, 5.473d. Translated by Allan Bloom.



Socrates felt that with this one change, the cities (ie the quality of life in the cities)would be transformed.
Shortly later, we have our Tiruvalluvar emphasise the same point in his Kural, in ten verses,( 541-550) saying how the righteousness of the ruler accounted for the welfare of the people, accounting for even the rainfall! Righteousness here indicates moral excellence, not just administering some law.

Socrates.Capitoline Museums, Rome.



At least two thousand years before Socrates, we have Krishna telling Arjuna that the ideal for a prince is Janaka, the ancient king who was also a sage! So we have all ancient authorities  converge on the point that temporal power must be tempered by a higher wisdom, for people to lead happy lives. A king who claimed: " I am the State;after me the deluge" invited the deluge of revolution soon enough!

Solomon (Sulayman, according to Muslims) is held up for his wisdom ;yet his life is not inspiring., or elevating. In historical times, we have only the example of Marcus Aurelius, the Roman Emperor from 160 to 180 AD in the West of a true philosopher- king. He called himself "protector of philosophy" during his visit to Athens in 173 AD- Athens , the ancient seat of Greek Philosophy! And he recorded some notes to "himself" during his campaigns in the last ten years of his regime, which have become world famous as "Meditations". Though Roman Emperor, he wrote it in Greek- perhaps an unconscious tribute to the Greek Masters, the fathers of Western philosophy. Some samples from his "Meditations":

  • You have power over your mind- not outside events. Realise this and you will find strength.
  • The happiness of your life depends upon the quality of your thoughts.
  • Everything we hear is an opinion- not a fact. Everything we see is perspective,not the truth.
  • Waste no more time arguing about what  a good man should be. Be one.
  • Accept the things to which fate binds you, and love the people with whom fate brings you together, but do so with all your heart.
  • The best revenge is to be unlike him who performed the injury.


Marcus Aurelius. Metropolitan Museum of Art, New York







We Indians find so much in common in his Meditations. This shows how great minds think alike, and how true philosophy leads to the same destination, from East or West. We have brothers everywhere. Rajaji rendered it in Tamil long ago.


Philosophy consoles


In recorded Western history, we rarely meet philosophers who become kings,or kings who turn philosophers, or combine both power and wisdom. Bu

One of them is Boethius. He was a Roman nobleman, who lived from c.480 - 526 AD. There had been Roman emperors and Popes among his ancestors. He too held a high position in administration, but was accused, probably due to treachery, of treason and jailed. He was put to very painful death. He devoted his time in prison to philosophical inquiry. The question that worried him was: why do good people suffer and evil ones prosper? He conceived of Philosophy as a compassionate wise woman or goddess and wrote down his meditations as a dialogue between them. They discuss the issues that have always troubled all thinking men: why is there evil in God's creation, how can we be happy, what is the place of knowledge, why is our knowledge imperfect, how free will can coexist with God's foreknowledge , etc. He veers round to the view that the human race has fallen from its source, and hence has lost knowledge of the whole.These dialogues are published under the title 'The Consolation of Philosophy'.

For neither does he know in full,
    Nor is he reft of knowledge quite;
But, holding still to what is left,
    He gropes in the uncertain light,
And by the part that still survives
To win back all he bravely strives.

The way for man is to meditate and acquire inner knowledge.

Who truth pursues, who from false ways
    His heedful steps would keep,
By inward light must search within
     In meditation deep;
All outward bent he must repress
His soul's true treasure to possess.

The ultimate teaching he gives is to have faith in God and lead a virtuous life.

" withstand vice, practise virtue, lift up your souls to right hopes, offer humble prayers to Heaven. Great is the necessity of righteousness laid upon you, if ye will not hide it from yourselves, seeing that all your actions are done before the eyes of a Judge who seeth all things."

 From:  Boethius:The Consolation of Philosophy; Translated by H.R.James. World Publications Group,Inc. Signature Editions, 2008. This is a beautiful edition.


I salute all teachers, East or West!







Note:

Images of Socrates and Marcus Aurelius are taken from the Internet. They are reproduced here purely for educational purpose. No commercial or profit motive is involved. I have no intention to violate any copyright. If any violation is brought to my notice, I will remove the images.















Sunday, 1 February 2015

LITERATURE-LIGHT AND DELIGHT. 82. ENJOYING READING



LITERATURE- LIGHT AND  DELIGHT

82. ENJOYING READING

We live in times when there is a theory about everything. There is lot of literature on how to read, what to read, and why, and so on. Like in most things, no one theory is right. There are as many ways as there are readers.

Reading for pleasure or ?



One factor is basic: whether we read for pleasure, or for some more serious purpose, such as  formal study. In our school days, over half a century ago, the two rather coincided: the syllabus was small, the teachers were good- most knew the poems by heart and their teaching was like mono acting. They obviously enjoyed what they were doing. When the teacher taught us the Friar's speech in Romeo and Juliet, beginning " I will be brief, for my short date of breath", we felt the teacher might break down any moment-such was the intensity of his feeling. Who could then say we were just learning for passing an exam? 

In teaching Tamil poems, the teachers would first 'sing' it- ie recite it in an appropriate tune, then recite it without the tune but with the rhyme and other features unbroken, then read it with the compound words duly split to make the meaning clear. By the time he finished it, most of us would have learned it by heart! There were teachers who could not finish a poem in the whole period- the teacher for the next 'period' would adjust . Unfortunately, we had such rules as four periods in the morning session, each period dealing with one subject, etc. We would be happy that the maths period was over, or the science class, but would feel distressed when an interesting topic in history or literature had to be interrupted because the period was 'over'. Some days the teachers would be inspired and one word or suggestion would lead them on and on- they and we would forget everything. Not that every teacher was like this, but why judge anything by the bad specimen?

So we 'learned' how to read, we were not taught.

For the prose, we were made to read the  paras by turns. The teacher would correct us. Most boys could not do it . But we tried and learned. But this was such a small part of the whole- hardly two periods a week- about 90 minutes! 

Serious reading on our own started in college. There were nice essays by mostly renowned writers and we would read, analyse and discuss- but with an eye on the exam.

But in the last half century, things have become businesslike. Syllabuses are heavy, there is too much to read, too little time or leisure to absorb, study of language and literature has become a mere formality- it is all gone through as a chore. Where is the idea of pleasure at all?

Should Shakespeare be read?

Shakespeare we know was primarily drama- but we could only read it as poetry- everything was poetry for us! But we did not simply read; there was lot of visualisation. I think this has done us good in the long run.

Had we seen the play enacted, our image would have been affected by the actor's appearance and mannerisms. I don't see how any actor, however great, could portray a Hamlet or Macbeth or Lady Macbeth. Was Hamlet feigning madness or had he really gone mad? We see there are so many interpretations- we can imagine or visualise all , depending on our mood and deepening understanding over the years. I for one feel that 'reading' Shakespeare is more rewarding than witnessing a play enacted. 

Reading here does not mean just going through the words- it is creating a mental image: in fact, the image forms of itself- we  only have not to interfere!

The amount and depth of scholarship on the subject is simply incredible. Every edition has something in it- alas, we have such limited time and capacity to understand and appreciate!

The "Complete Works"  of Shakespeare by the Royal Shakespeare Company (2008) has a great instruction on how to 'read' Shakespeare. In his preface, Michael Boyd, Artistic Director of the Company writes:

There is an extent to which you shouldn't 'read' the book at all, but rather speak the parts out loud. You need to imagine the use of space, time, pitch,and rhythm as well as the (sometimes) unspoken voice of the audience, that are all essential to the realization of  what the scripts imply. They were not written as literature and should not be 'read' as such.

It is true they were not written as literature- ie for merely reading. But they are great literature-the greatest in the English language!.

Mahabharata!

The mind jumps to our own books- like the Mahabharata. It was never 'read' ie studied in the olden days, our own younger days.  A learned man recited it aloud,in an assembly, big or small, in the appropriate metre and tune, and explained the meaning. It would bring in a lot of other things- comparison with other characters from other books, similar thoughts and quotations, songs, etc. It was a complete mono-acting performance, often to the accompaniment of musical instruments.It contained all the features that Boyd has indicated! It was an experience to sit through a session like this.

The Mahabharata  is a unique book-it is an unfinished book. Each one of us has to write 'finis' in our own way- some of the questions raised will have to be answered by each one of us in our own way! No character is either black or white, wholly! We know some characters are born evil- they could not change. Duryodhana for instance says he knows what is right- he cannot do it; he knows what is wrong- but he can't avoid doing it; there is an inner compulsion which he has to obey! What do you do with such a character? Was he a mere tool in the hands of fate  or the gods- as the Greeks would have it? We pity his helplessness, as much as we hate his cruelties and misdeeds. Yudhishthira is the very image of dharma- righteousness- but some of the things he does are plain hideous- like staking  the common wife after he lost himself in the game of dice! Though he is the embodiment of dharma, he does not win our wholehearted affection. We feel he did not apply his mind to practical situations, and interpreted dharma in his own way! (After all, this is what every one else does too, !) Bhishma is a venerable figure- but he sides with the wrong party knowing that they are wrong! He does not act when Draupadi is sought to be disrobed in the assembly! How can you fully like him? Bhima is mighty- but mighty in his cruelty too. But he alone among the five brothers has a really tender heart for Draupadi- he cares for her feelings and protects her personally. You see such tenderness in such unexpected corners! You are really moved! Aswathama is such a despicable figure- killing the five Pandava princes when they are asleep- an act despised even by the born evil doer-his master Duryodhana; yet Draupadi does not want him killed- she has such a motherly heart that in spite of her own suffering , she does not want the mother of Aswathama to undergo the same suffering- the loss of her son!  She is thus a mother to other mothers too! And we have Kunti, who prays to the Lord: 'Lord, whenever we had suffering, you came to protect us. Give me more suffering if that will get us your company!' How many of us can pray like that! Above all, we have the lingering doubt: could not Krishna have prevented the holocaust, if he really intended it? Was it that in this instance, evil would not end , except with the end of the evil doers? Who can answer? Such is the complex beauty of Mahabharata. Only a traditional  pravachanam could do justice. A dramatic portrayal , or Cinema or TV shows would be like a caricature.It would show people as black or white- not as they are portrayed in the Itihasa. However individual episodes have always been depicted in dance and drama, as also in the movies. 

We can surely agree with Michael Boyd that such things are not meant to be 'read'! We feel so happy, and also humble when we get such nice tips! There is such a universal touch in the appreciation of literature! Why should physical or linguistic geography be allowed to interfere with the reign of the mind?



LITERATURE-LIGHT AND DELIGHT, 81. UNDERSTANDING CONTEXTS


LITERATURE- LIGHT AND DELIGHT

81. UNDERSTANDING  CONTEXTS


Corruption is a popular topic in the media. I am sure most readers  would have heard  of the quotation of Lord Acton:
'Power corrupts, and absolute power corrupts absolutely."

And yet, I am also sure that most of us have not seen the full statement. Or the context in which it was made. The fuller statement is:


Power tends to corrupt, and absolute power corrupts absolutely. Great men are almost always bad men even when they exercise influence and not authority, still more when you superadd the tendency or the certainty of corruption by authority. There is no worse heresy than that the office sanctifies the holder of it.

John Emerich Edward Dalberg, first Baron Acton- in short, Lord Acton for us, wrote this in a letter to a religious figure who was also a scholar, in 1887. 
The effect of the statement read as a whole is much more damaging than we originally thought. It would seem that great men- men in authority- had almost an innate tendency to be corrupt. 


Lord Acton was a scholar and  his knowledge of history was formidable. Though he was a Roman Catholic, he did not subscribe to all Church dogmas, in the light of  his own study and understanding of history. In the 1870s, the Roman Catholic Church was trying to promulgate the doctrine of the Infallibility of Pope in the First Vatican Council. Lord Acton journeyed to Rome and canvassed against it, but he did not succeed. In this letter he was giving his reason as to why people in high authority, whether King or Pope, should not be judged  differently than other men, as advocated by the churchman. Citing specific examples of Elizabeth and William III, he said how greatest names were coupled with greatest crimes!



Lord Acton
By Allen &Co [Public domain] via Wikimedia Commons


High office has no sanctifying effect on the holders of the office. No one in power should be automatically trusted. When we understand the context, the full gravity of the situation dawns on us. The situation is more hopeless than we like to think, and all solutions appear puerile. Something more than, higher than, education is involved here, seeing that it is mostly educated people holding high office who are also highly corrupt. No country, under any system, is totally free, though the extent and methods vary. Indira Gandhi once famously said that corruption was, after all, an international phenomenon! So, we had already embraced globalism then!

The  administration under the British at the higher levels was almost totally free of corruption- a fact recognised by even Peter Drucker as contributing to the stability of the regime. But they were indifferent to the lower ranks. Certain departments- like education, police, revenue- were recognised as affording opportunities for the lower officials for frequent contact with the public, and thus providing chances for unofficial gratification! Hence their salaries were deliberately fixed low! But after Independence, it assumed much greater proportions, in spite of steady increase in official remuneration. 

It was Rajaji who first pointed out the seriousness of the problem, in the 60s- half a century ago! He also explained its genesis  and growth under the Permit-Licence-Quota raj administered by the politicians and bureaucrats in the name of the Socialist pattern of society. We are now supposed to be having a ''reform '' regime, but corruption is still with us. It has now pervaded every aspect of our public life at all levels.We can only raise our hand, and cry with the poet:

Jinhe naaz hai Hind par, woh kahan hai?


Education for Enslavement

Our present education system is a legacy from the colonial  sarkar. How many people understand it in context?

In all old cultured societies, learning was an end in itself- not a means to something else. Scholarship was valued in and for itself. This had taken the form of "classical education" in England, consisting of the teaching of Greek and Latin,through grammar schools. But by  the 19th century, some people had come to think of "useful learning" (utilitarian)through English, rather than appreciating classic poetry.

In India too learning was highly valued, but not for practical ends. It was in fact not necessary to be literate to earn a living. The East India Company's charter was subject to renewal by Parliament every 20 years, and while renewing the charter in 1813, the Parliament had required the company to encourage the revival and promotion of literature and encouragement of the learned natives of India., earmarking 1.00.000 rupees for the purpose. This had taken the form of supporting the traditional forms of scholarship of both Hindus and Muslims - through Sanskrit and Arabic.

With sentiments rising in England against Classical learning, thinkers like James Mill said that the objective should be not to encourage oriental learning, but to encourage 'useful' learning through English. It was however felt by some that native education being an expression of the cultural and religious beliefs of the people, its replacement by English education might lead to adverse reaction.

Thomas Babington Macaulay, the legal member of the Council of India and was to take over as the president of the committee of Public Instruction now powerfully intervened. He did not have a high or favourable opinion of the native learning of India (especially of the Hindus) and considered them little more than superstition. ( One does not know how much he really knew in the matter).He thought that modern subjects could not be taught through Indian languages. In his now famous Minute of 1835, he dismissed the whole of the Indian and Arabian knowledge as being less than a " single shelf of a good European library". He advocated European subjects through English medium. He clearly understood the difficulty of educating the whole population; so he hit upon the idea of creating a class of "interpreters" between the natives and the rulers-
 " a class of persons, Indian in blood and colour, but English in taste , in opinions, in morals,in intellect".

 That is, a class of Anglicised Indians who would convert the rest!

William Bentinck, the Governor General, concurred with Macaulay and decided on 7 March 1835 that

" the great object of the British Government ought to be the promotion of European Literature and science among the natives of India." 

He also decided that thenceforth govt funds should not be spent for printing books of oriental knowledge. This became law in 1836. Indigenous education and its institutions gradually declined.

Several points require attention in this connection.

   1. Macaulay thought of Indians as barbarians, their knowledge no more than a bundle of superstitions. In introducing European education through English instruction, he thought he was attempting to civilise India. This he considered to be triumph "followed by no reverses." He was trying to establish in India "imperishable  empire of our arts and our morals,our literature and our laws." 
  2.He was also aware that having access to European knowledge, Indians might demand European institutions!

    3.In a letter to his father in 1836, Macaulay said:



"The effect of this education on the Hindoos is prodigious.No Hindoo who has received an English education ever remain sincerely attached to his religion.Some continue to profess it as a matter of policy; but many profess themselves pure deists, and some embrace Christianity. It is my firm belief , that if our plans of education are followed up,there will not be a single idolater among the respectable classes of Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty...I heartily rejoice in the prospect." 

This shows the hidden agenda of the whole scheme of education!
   
   4. Whatever might have been his educational attainments , Macaulay seems to have been a complete idiot  concerning India. Just 50 years before his educational efforts in India, when English rule had not been firmly established in the country, other Englishmen , uninfluenced by any official 'vision' or mission, were discovering the merits of Indian knowledge! ( which Macaulay decried without knowledge) Sir William Jones, a Judge at Calcutta, studied Sanskrit and on 2 February 1786 observed:


"The Sanskrit language, whatever be its antiquity, is of wonderful structure;more perfect than Greek, more copious than Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity.


Even before learning Sanskrit, he had studied Indian scriptures through Persian translations and he said:


"I am in love with Gopia, charmed with Crishen [Krishna], an enthusiastic admirer of Raama and a devout admirer of Brihma [Brahma],Bishen [Vishnu], Mahisher [Maheshwar]; not to mention that Judishteir,Arjen, Corno [ Yudhishthira, Arjuna, Karna] and other warriors of the M'hab'harat [Mahabharata] appear greater in my eyes than Agamemnon, Ajax and Achilles appeared when I first read the Iliad."

He also said:

" I am no Hindu but I hold the doctrine of the Hindu concerning a future state to be incomparably more rational, more pious and more likely to deter men from vice than the horrid opinions inculcated by the Christians on punishment without end."





Sir William Jones
After Joshua Reynolds [Public domain] via Wikipedia Commons.


 German scholars and thinkers were also discovering the greatness of Sanskrit and its literature. Frederick von Schlegel (1772-1829), his brother Wilhelm August (1765-1845), Humbolt (1767-1835) and Arthur Schopenhauer (1776-1860) were great admirers of India and its  heritage. Humbolt declared in 1827: 

"The Bhagavadgita is perhaps the loftiest and the deepest thing that the world has to show."

Schopenhauer read the Upanishads in Latin, translated by a French scholar from the Persian translation of Dara Shikoh. He was so moved that he considered it the "production of the highest human wisdom" and declared:


It is the most satisfying and elevating reading (with the exception of the original text) which is possible in the world; it has been the solace of my life and will be the solace of my death.

This shows how ignorant was Macaulay of the stirrings in the intellectual circles of Europe about India and its heritage. He was but serving the shopkeepers- the East India Company. And he was the first of a new breed of colonialists who wanted to suppress the intellectual attainments of the indigenous people, in order to show his own culture in better light- a task in which the dubious scholar Max Muller was to be engaged later. Such are the origins of the English educational enterprise in India.

But education by itself  could not have become such a pervading force but for its linkage with jobs. It is this linkage which has made this educational system such a strong social and political force, defying all attempts at reform or even improvement.

But one insight of Macaulay need not be denied. It was that Indian native languages were not adequate or suitable for teaching modern subjects. This is the position even today,especially in the light of the explosion in knowledge and information in all areas of mental effort and investigation. However this could have been achieved without denying ancient achievements and decrying the heritage as a whole. The unfortunate result is that we have all become Macaulay's children, brought up in complete ignorance of our own heritage. The position has not changed a wee bit in over 60 years of independence.

The whole situation is not without its ironies and tragedies. In 1836, the year indigenous education was replaced by English education, with the hidden idea or expectation of de-Hinduising India, in the very month it was introduced, was born Sri Ramakrishna. And from Calcutta, the then seat of imperial capital, he spoke against a mere 'bread winning' education. Without formal education, he held the 'Englishmen' ,as he called the English -educated youngsters of Bengal, spell bound with his native wisdom, educating them on the strengths of Indian tradition. In 1893, his chief disciple Vivekananda went to US and planted the flag of Vedanta there. He used Macaulay's language to proclaim and interpret Hindu wisdom, which macaulay had derided!

But this message has been lost on India subsequently! English is indispensable for modern education, but it also continues as an instrument of cultural enslavement- cultural colonialism. This is the most serious damage inflicted by Macaulay and the English colonialists on India. The average educated Indian today lacks any conception of the historical achievements of India in any field, and lacks pride in his country and its civilisation. Education is seen as the means to Westernisation and this for him is civilisation! 

Sri Aurobindo pointed out in December,1918:


"English rule has by its general principle of social and religious non-interference prevented any direct and violent touch, any deliberate and purposeful social pressure; but it has undermined and deprived of living strength all the preexisting centres and instruments of Indian social life and by a sort of unperceived rodent process left it only a rotting shell without expansive power or any better defensive force than the force of inertia."  



Sri Aurobindo
Photo by Henri Cartier-Bresson


(But since 1918, the British govt also changed its strategies and indulged in "deliberate and purposeful social pressure" when it encouraged Hindu-Muslim rift, and also communal divisions within the Hindu fold. ) However, the over-all effect of their education system has been to perpetuate  intellectual poverty and a sense of cultural inferiority among Indians, especially Hindus. That the so called Independent govt of India has simply followed the colonial policy is the most unkindest cut of all!

Note:

It is necessary for an educated and nationalistic Indian to study, in some detail, the "Minute on Indian Education" drafted in 1835, which has decided the educational fate of India . It shows the full extent of Macaulay's ignorance and the full force of his prejudices. It can be read in The Norton Anthology of English Literature, vol.E, p.1640. I give some salient points below in his own language.

1."the dialects commonly spoken among the natives of this part of India contain neither literary or scientific information, and are moreover so poor and rude that, until they are enriched from some other quarter,it will not be easy to translate any valuable work into them."

2. " I have no knowledge of either Sanscrit or Arabic."

3. " a single shelf of a good European library was worth the whole native literature of India and Arabia."

4."the department of literature in which the Eastern writers stand highest is poetry. And I certainly never met with any Orientalist who ventured to maintain that Arabic and Sanscrit poetry could be compared to that of the great European nations."

5."all the historical information which has been collected from all the books written in the Sanscrit language is less valuable than what may be found in the most paltry abridgments used at preparatory schools in England."

6."We have to educate a people who cannot at present be educated by means of their mother -tongue. We must teach them some foreign language."

7. (Sanscrit and Arabic ) "literature of small intrinsic value" .."that literature inculcates the most serious  errors on the most important subjects"

8."We are told to teach it because it is fruitful of monstrous superstitions. We are to teach false history, false astronomy,false medicine, because we find them in company with a false religion."

We see a man here, ignorant of Sanskrit and Persian ( it was Persian, the court language which was written in Arabic script) but arrogant enough to pronounce judgement on the worth of the literature without having read anything in the original!  ( Condemnation without study of the original is not literary criticism) Even the most illiterate and idiotic person will not tolerate if his mother is abused.. Yet we have an ignoramus here condemning our Motherland- and there are people in India who still hail him!

And the free Indian govt shamelessly follows the educational policy raised on his foundations!




Thomas Babington Macaulay who laid the foundation for officially liquidating Indian knowledge systems, and de-Indianising Indians.










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