-By Kum. B. Nivedita
During the time of the East India Company and later, in the British rule, there seem to have been two motives working in the minds of the rulers: plundering the wealth of this land and the ‘white man’s burden’ of civilizing the natives (the term used by them to refer to all Indians). We shall see, how in order to achieve these ends, the British so cleverly played their cards that even after 60+ years of independence we still continue to exist in a state of stupor, unable (and even unwilling!) to extricate ourselves from one of the greatest hypnoses woven over a whole nation.
Perhaps many of us do not know that India was the richest land till the British came here. Whereas Britain’s share in world exports before was only 9% as against India’s share of 19% today our share is only 0.5%. Most of the foreigners came to India in search of her fabulous wealth. Ernest Wood, in the book “A Foreigner defends Mother India” states, “In the middle of the eighteenth century, Phillimore wrote that ‘the droppings of her soil fed distant regions‘. No traveller found India poor until the nineteenth century, but foreign merchants and adventurers sought her shores for the almost fabulous wealth, which they could there obtain. ‘To shake the pagoda tree’ became a phrase, somewhat similar to our modern expression ‘to strike oil’.”
In India 35% to 50% of village lands were revenue free and that revenue was utilized for running schools, conducting temple festivals, producing medicines, feeding pilgrims, improving irrigation etc. The British in their greed brought down the revenue free lands down to 5%. When there was a protest they assured Indians that the government would create an irrigation department to take care of irrigation, an educational board to take care of education. etc. The initiative of the people was destroyed. But the rulers found to their chagrin, that though they had conquered this nation, it was still strongly rooted in its own culture. They found that as long as the nation was aware and even proud of its traditions, their ‘white man’s burden’ remained as ‘heavy and cumbersome as ever’! India had, at that time, a very well spread system of education and that system had to be made ineffective for their purposes. Now, most of us are taught to believe that the education was in the hands of the Brahmins and in Sanskrit medium and that the other castes had no education. But here are the facts about how the British destroyed the Indian educational system and made one of the most literate nations illiterate.
In the Round- table conference in 1931, Mahatma Gandhi in one of his speeches said, “The beautiful tree of education was cut down by you British. Therefore today India is far more illiterate than it was 100 years ago.” Immediately, Philip Hartog, who was a parliamentarian stood up and said, “Mr.Gandhi, it is we who have educated the masses of India. And therefore you must take back your statement and apologise or prove it.” Gandhi said he would prove it. But the debate did not continue for lack of time. Later one of his followers, Shri Dharampal, went to the British museum and examined the reports and archives. He published a book “The Beautiful Tree” where this matter has been discussed in great detail. By 1820, the British had already destroyed the financial resources that supported our educational system- a destruction that they had been carrying out for nearly twenty years. But still the Indians persisted in continuing with their system of education. So, the British decided to find out the intricacies of this system. Therefore a survey was ordered in 1822 and was conducted by the British district collectors. In the survey it was found that the Bengal presidency had 1 lakh village schools, in Madras there was not a single village without a school, in Bombay, if the village population was near 100, the village had a school. Teachers as well as students of all castes were in these schools. The Brahmins accounted 7% to 48% of the teachers, and the rest of the teachers in any district, came from other castes. Further all children had their education in their mother tongue.
The equivalent of the present day primary education lasted 4 to 5 yrs. We all know that it is universal primary education that is important for taking the nation ahead, not just a few getting higher education. The British administrators admired the dedication and capacity of the Indian teachers. By the time the students came out of the schools they had acquired the capacity to be competitive, and to understand and have proper insight into their own culture. One Mr.Bell, a Christian missionary in Madras took the Indian system of education back to England, and introduced it there. Until then, only the children of the nobles were given education there and he started education for the masses in England. So, we gather that it is from India that the British adopted the system for educating the masses.
The Cause of Degradation: The Downward Filtration Method.
But what happened in India? Foreign Christian missionaries even resented the nominal amount of one lakh rupees kept aside for the education of Indians. The British cut down the financial resources and brought in several regulations one after the other- regulations like “there has to be a ‘pucca’ building etc. That was not the end. They invited T.B. Macaulay to decide how to divert the money, what should be the medium of instruction and the mode of educating the Indian. He made English the medium of instruction and diverted the money for English education. G.D.Trevelyan writes in “Life of Lord Macaulay”(vol 1 pg164) “A new India was born in 1835”. What Alexander, Ashoka and the western missionaries had failed to do was accomplished by Macualay’s educational minutes, decreeing that India was to receive through English education, the language of the West. “The very foundations of her ancient civilization began to rock and sway. Pillar after pillar in the edifice came crashing down.” But Macaulay did a more harmful thing, which is not generally known. He adopted the “downward filtration method” for educating the Indians. What is this method? The problem facing Macaulay was that Indians were numerous and The British were a handful. How were they going to educate the Indians? How could this nation be weakened so that in self-forgetfulness it would support the British Raj?
The story goes that once when he was in Ooty, in his residence, he saw an Indian officer coming and touching the feet of a peon sitting outside his office (which was near his residence.) and was obviously surprised. Why was an officer touching the feet of a peon? He was told, “You don’t know, this Indian society is a peculiar one. Here the Brahmins are respected and the peon belongs to that caste.” The changes that Macaulay brought after this are well documented and authenticated in books. The downward filtration method was formulated according to which the forward caste (even this was much later) was given preference in schools. To put it in his own words,” But it is impossible for us with our limited means to educate all in English. We must at present do our best to form a class of persons Indian in blood and colour but English in tastes, in opinion, in morals, and in intellect.’ To gauge how much he succeeded in his mission, we only need to look into the history of the Indian educated classes since that time onwards. The fact is that we have not tackled the Macaulayian issue even after Independence, and graver still, few realise that the problem exists at all. The system of giving preference to Brahmins in the govt. and missionary run schools went on for nearly hundred yrs. In the meantime other castes practicing any trade had lost their business due to the flooding of Indian markets with British goods and also due to the deliberate strangulation of their business by the British. Due to the land policy of the British, born out of their greed, the farmers had become landless labourers in their own lands, and the landlords the cruel stooges of the British. The systematic destruction of the Indian system of education deprived certain castes of education. Thus over a hundred years these castes had become impoverished and ignorant and the Brahmins who were supposed to lead the society became distorted in their understanding of things, due to foreign education.
The Designs of Macaulay Frustrated
In Macaulay’s letter dated 12th Oct., 1836, he wrote to his father:
“Our English schools are flourishing wonderfully; we find it difficult to provide instruction to all. The effect of this education on Hindus is prodigious. No Hindu who has received an English education ever remains sincerely attached to his religion. It is my firm belief that if our plans of education are followed up, there will not be a single idolater among the respected classes 30 years hence. And this will be effected without our efforts to proselytize; I heartily rejoice in the prospect’
That was the confidence with which they set out. But the missionaries, after years of toiling in vain realised that their efforts of proselytization had not been successful. So after some years there was a conference of missionaries in India in 1882. They sat together and discussed the effects of their education on the Brahmins. They found that though to an extent they were successful in taking away the Brahmins from their ideals, their conversion had not taken place. A decision to slowly target the other castes and tribals in their educational institutions, was taken. Till the British started ruling India most of the castes were educated and prosperous but the delicate policies of the British are responsible for their later condition. The Brahmins who were supposed to set the standards of behaviour in the society were targeted, and when they strayed away from their path they were blamed for the condition of the other castes. The point to note here is that they are responsible not because they kept all the education to themselves, as is generally believed, but because they allowed themselves to be intellectually corrupted by the British and because they entered into all the professions practiced by other castes. They also took on government jobs thus paving the way for competition and hatred among castes in the society. Today they stand discredited in general, and are no longer considered to be the examples to be followed. But although the Brahmins became corrupted, it is to the credit of all the other castes that though they too were targeted, they stood firm, and thus foiled the designs of the British.
But as the poison induced by Macaulay continues to weaken this nation, we hardly even care to know about “Indian thinking”, Indian problems and Indian models and solutions to these problems. The best brains and the best energies are concentrated on evolving and applying western models and solutions. We seem to know less and less about our own nation. After all how does a nation die? One way is by physical destruction as the Europeans who settled in America destroyed whole civilizations there. Another is that people lose faith in their own way of life, their philosophies, their principles, their thought currents etc., and the nation is destroyed. Take for example, the Greek and Roman civilizations. What great civilizations they were! But there came a time when the intelligentsia lost faith in their own way of life, in their own wisdom. They adopted a totally different philosophy in their lives and where are these nations and their civilizations now? In a sense, in the museums and monuments!
Compare that with India! The land with the most ancient cultural continuity, the oldest living nation Greece did not physically die. People did not die. People now in Greece, Italy and Persia are the descendants of those who were the originators of those great civilizations. But today if we ask them what are the ideals that sustained their nation they would say,” we do not know, it is in the books; it is in the museum; you may refer to it better there.” That is how a nation is destroyed, rather mummified. Now these countries are nothing more than geographical or political entities trying to evolve a nation out of their statehood. How does a nation get weakened? A nation gets weakened when the ignorance of the people about their own roots increases, or when they become ashamed of themselves or of their forefathers. Actually that is where real regression of a nation starts. A nation which wants to forget about itself and imitate other nations cannot redeem itself but is on the path of self-destruction. The regression is there in our nation at present. And if we truly do not want to weaken ourselves as a nation, we need to extricate our educational system out of its Macaulayian traits, and obtain a fresh and untainted understanding of our ideals; for these have held us together as a nation for nearly ten thousand years. Then put them up for renewed enquiry before the younger generations so that if at all they are imbibed, they are expressed with feelings that become stronger, nobler and grander with time.
The Divine Holy Rivers of India
~ Bill Aitken
Indian rivers are not just part of epics and religious texts but also guardians of her cultural wealth.
From the beginning of recorded history, India has honored her rivers, both for their beauty and their blessings. Seven of these rivers were singled out for recognition as goddesses, not for their hydrological profile but for the sacred and cultural associations surrounding them.
Ganga: Symbol of purity
First in the list is the goddess Ganga (the Ganges river). Her source at the ice cave of Gaumukh (cow’s mouth) in the Uttarakhand Himalayas must be the most inspiring on our planet for sheer aesthetic grandeur. Not even the epics surrounding the river can match the sublime impact of its physical birth. Starting from the pilgrim site of Gangotri, she flows as river Bhagirathi. It is only on her meeting with Alakananda River at Devprayag that the name Ganga is given.
Then, downstream at Haridwar, the Ganga emerges into the plains where her course to the sea is marked by the confluence at Prayag in Allahabad in Uttar Pradesh. Here Ganga is joined by Yamuna and symbolically by the third goddess, Saraswati. Varanasi is likewise graced by the waters of Ganga Maharani. Of Ganga’s flowing locks that comprise the river’s delta, the Hooghly passing through Kolkata in West Bengal, has the privilege of hosting the final place of pilgrimage at the small island of Ganga Sagar where the goddess, after 2,525 km, merges with the Bay of Bengal.
Yamuna: Bountiful beauty
The source of the second goddess Yamuna, the younger sister of the Ganga, is marked by scalding hot springs at Yamnotri. She rises from the snows of the Bander Poonch massif near Uttarakhand’s border with the state of Himachal Pradesh. While passing near Mussoorie in Uttarakhand, the winding course of the river has an Ashokan edict on its banks extolling the virtues of non-violence. The goddess exits the Himalayas at Paonta Sahib, a Sikh pilgrimage hallowed by the residence of the Sikh Guru Gobind Singh. Its waters help give the state of Haryana in India its name signifying dazzling greenery.
Once it nears New Delhi, the capital of India, the goddess is assailed by urban challenges. Downstream of the capital, the river flows past the ghats at Mathura in Uttar Pradesh where the votaries of Radha and Krishna gather. It curls round the dreamy profile of the Taj Mahal at Agra in Uttar Pradesh, then winds her way through eroded terrain where the Chambal joins her. Finally, before the auspicious meeting of the rivers at Prayag, 1,370 km from her source, the Yamuna is refreshed by the blue waters of the Betwa.
Godavari: Promise of prosperity
Godavari, Ganga’s elder sister, is a non-Himalayan river. Her flow is seasonal. She drains the lesser ranges of Deccan Plateau which receives little precipitation outside the monsoon. Her source is atop the black mesa formations of the north Sahyadri range. At the foot of these mountains is the sacred Trimbakeshwar Temple near the town of Nasik in the state of Maharashtra. The river flows for 1,465 km across almost the width of the peninsula from Nasik in the Western Ghats to cut through the Eastern Ghats leading to Yanam which was a former colonial outpost of Puducherry in Andhra Pradesh.
The small town of Paithan in Maharashtra lay on an ancient trade route and is famous for heavy silk saris. Shirdi is another small town near the Godavari that has become a place of pilgrimage. Downstream is the well-maintained gurudwara at Nander where Sikh Guru Gobind Singh breathed his last. The southeast flow of the river after it leaves Maharashtra for the state of Andhra Pradesh is supplemented by river Manjra from the south and Pranhita and Indrawati from the tribal districts lying to the north. The goddess takes a sharp turn at the Bhadrachalam Temple in Andhra Pradesh before cleaving a passage through the Eastern Ghats. She then descends in a broad southerly flow to the agricultural town of Rajahmundry in the state of Andhra Pradesh which marks the entrance to the fertile delta. Here the Draksharama Temple commanding the Gautam Godavari delivers final blessings before the goddess flows via Yanam into the Bay of Bengal.
Narmada: Auspicious beauty
Narmada, daughter of Lord Shiva, is to many the most beautiful. Her source is at Amarkantak amidst the leafy Maikala Hills of eastern Madhya Pradesh. It then passes through tribal territory thick with bamboo and rich in iron ore. At the medieval fort of Mandla in Madhya Pradesh, the river broadens out. The erstwhile ruling dynasty of the area boasts of being the last to hold out against the Mughal advances. Near Jabalpur in Madhya Pradesh are the Dhuandar waterfalls in the fabled marble gorge. The many hues of marble are said to be auspicious for carving temple images.
Large smooth basaltic lingams are also found in Narmada’s bed. Jabalpur lays claim to inventing snooker; it is said to have first been played here in colonial times. Omkareshwar is a scenic island with an ancient Jyotirlinga Temple and in contrast, this pilgrim site is followed downstream by the princely bathing ghats at Maheshwar. These were built by the widowed Holkar queen Ahalya Bai of the Maratha-ruled Malwa kingdom who bravely stood up for her family faith in the face of bigotry. Lower in its course, the river is dammed to form the Sardar Sarovar, a gravity dam near Navagam in Gujarat. Finally, at the estuary town of Bharuch in Gujarat, it flows into the Arabian Sea.
Saraswati: Alive in folklore
The holy river Saraswati is the Hindu goddess of learning. Beautiful to look upon, Saraswati holds the ancient stringed veena and is seated upon a swan. In ancient scriptures, Saraswati was a broad river that used to water what is now the Rajasthan desert. It was discovered under the sand in the 1930s from the remains of the Harappan civilisation. According to satellite imagery, the course of the dried-up river can still be discerned and in Hindu folklore, the Saraswati remains very much alive.
Recently, at Ad Badri in the Shivalik foothills of Haryana, the source of a small river, known as the Sarsutti, has been developed as a pilgrim centre. Both Kurukshetra in Haryana and Pushkar in Rajasthan have lakes associated with this lost sacred river and host huge gatherings of pilgrims on auspicious bathing days. It is assumed that the Saraswati flowed into the Rann of Kutch in Gujarat and then into the Arabian Sea.
Indus: High and mighty
The Indus gave its name to India – foreigners referred to it as the land that lies “beyond the Indus.” Also known as the Lion River, the Indus (or Sindhu) is the largest in the subcontinent, flowing for 3,200 km from undistinguished springs in Tibet, north of Mt Kailash. The flow of the river is determined by season – it diminishes in winter while flooding its banks between July and September.
This mighty river delimits the western end of the Great Himalayan range and the towering height of the Naga Parbat massif at the river’s sharp turn to outflank the mountain astounds all who behold it. From Tibet border, it flows northeast through Leh past the town’s huge and fascinating mud fort. At Nyemo, the Zanskar River joins the Indus at perhaps the most sublime confluence in the Himalayas. The river is worshipped by fishermen downstream in the Pakistan province of Sind where the shallow and sluggish Indus reaches the Arabian Sea.
Kaveri: Guardian of cultural wealth
Goddess Kaveri may be the shortest in length (765 km) but is the guardian of the most scintillating array of India’s cultural wealth. Known as the ‘Ganga of the South’, the goddess is depicted standing wearing a red silk sari and holding a copper water pot from which she pours her blessings. Kaveri (or Cauvery) rises in the hills of Coorg in the Karnataka section of the Western Ghats above the temple at Bhagamandalam. The source is known as Talakaveri and a small tank has been built to receive the overflow from the sacred spring. From the wooded hills of Coorg, the river flows to the confines of Mysore, then past Srirangapatnam in Karnataka where Tipu Sultan had his palace.
On the banks of Kaveri at Talakad near Mysore in Karnataka stands a strange spectacle of medieval temples silted up by the sand and wind. The goddess in her regal mood is seen at the spectacular Shivanasamundra Waterfalls and then again at the dramatic cataracts of Hogenakkal near the border of Tamil Nadu. As she approaches the delta region, the goddess unleashes a display of artistic, architectural and musical wonders. Trichy’s fort, the devotional rendering of Tyagaraj’s songs at Thiruvaiyaru in Thanjavur district in Tamil Nadu, Sriramgam’s extensive godly enclosure, the exquisitely poised bronze images of Cholan figures and Thanjavur’s towering temples and are a few of the living treasures of the delta region. The recognised channel of the Kaveri debouches into the Bay of Bengal near the coast at Poompahar in Tamil Nadu known to Roman traders as Kaveri Emporium.
Telhara University – Older than Nalanda, Vikramshila Universities
It was a useful mound, no doubt. A good vantage point where villagers occasionally relieved themselves.
But who would have thought that deep beneath its golden brown earth would be stories of dynasties and empires that now suggest that this — Telhara, a village 33 km from the ruins of the more famous Nalanda University — could be ‘Tilas-akiya’ or ‘Tiladhak’, the place Chinese traveler Hiuen Tsang visited and wrote about during his travels through India in 7th century AD? So far, there were only vague references but recent excavations at the mound suggest that Telhara was indeed an ancient university or seat of learning with seven monasteries.
The Bihar government has been calling the Telhara project one of its biggest after the excavations that unearthed Nalanda and Vikramshila universities. The excavation at Telhara should have happened earlier, say experts, but the site lost out to the more famous Nalanda.
The Telhara project that started on December 26, 2009, has so far come across over 1,000 priceless finds from 30-odd trenches — seals and sealing, red sandstone, black stone or blue basalt statues of Buddha and several Hindu deities, miniature bronze and terracotta stupas and statues and figurines that go back to the Gupta (320-550 AD) and Pala (750-1174 AD) empires. But the 2.6-acre mound has now thrown up the most tantalising find yet — evidence of a three-storied structure, prayer hall and a platform to seat over 1,000 monks or students of Mahayana Buddhism.
The terracotta monastery seals — a chakra flanked by two deers — unearthed at Telhara are similar to those at Nalanda, suggesting Telhara or Tiladhak was another great seat of learning besides Nalanda and Odantpuri during the Gupta and Pala reigns. It was the discovery of a similar monastery seal that clinched it for Nalanda University.
Former Archaeological Survey of India director B S Verma, who between 1971 and ’81 supervised the excavation at the site of the ancient Vikramshila university, says, “Telhara or Tiladhak has much more convincing epigraphical proofs — monastery inscriptions — than Vikramshila. The findings that match Hiuen Tsang’s account do more to convince that the place was a university or mahavihara similar to Nalanda.”
In his book, The Antiquarian Remains in Bihar, historian D R Patil writes about Hiuen Tsang’s description of Telhara. “Hiuen Tsang describes Telhara or Tilas-akiya as containing a number of monasteries or viharas, about seven in number, accommodating about 1,000 monks studying in Mahayan. These buildings, he says, had courtyards, three-storied pavilions, towers, gates and were crowned by cupolas with hanging bells. The doors and windows, pillars and beams have bas relieves (sculptures in guilded copper). In the middle vihara is a statue of Tara Bodhisatva and to the right (is) one of Avlokiteshwar”.
Other history books too talk of Tiladhak monastery, on the western side of Nalanda, as having four big halls and three staircases. It is said the mahavihara or university was built by one of the descendants of Magadha ruler Bimbisara. The monastery was decorated with copper and also had small copper bells that gently chimed in the breeze.
For months now, the excavation has been unearthing these stories. Apart from the mound that is now being dug up, Telhara has six other mounds — five of which have settlements and one which is partially elevated.
Atul Kumar Verma, director (archaeology) of the Bihar government’s Department of Art and Culture, says, “Since the excavations suggest that Telhara might have been a contemporary of Nalanda, it is quite possible that it was either an independent university for specialized education or that students graduating from Nalanda University would come here for specialized study. It is a great feeling to see the place emerging as the next big find after Nalanda. It has also aroused great curiosity and attracted even the likes of Nobel laureate Amartya Sen.” Sen wrote in the visitors’ book: “What a wonderful site, really thrilling! And so skillfully excavated and restored.”
“We have found the courtyard that might have been an extension of the platform Hiuen Tsang had described,” Nand Gopal, camp in-charge at the Telhara site, says, peering into his optical line meter that’s mounted on a tripod.
In more recent times, it was A M Broadley, then magistrate of Nalanda, who in 1872 wrote about “Tilas-akiya” as a university and site of learning. British army officer and archaeologist Sir Alexander Cunningham, who visited the place between 1872 and 1878, wrote about inscriptions describing “Teliyadhak” as a place that had seven monasteries and which matched Hiuen Tsang’s account. A statue of the 12-armed Avlokiteshwar Buddha found from a Tiladhak site is at the Indian Museum in Kolkata. Perhaps the best known Pala sculpture from Telhara is now in Rietberg Muzeum, Zurich.
Though there was this and more proof that Telhara could be sitting on a glorious past, it wasn’t until December 2009 that the excavations finally began. Telhara panchayat head Awadhesh Gupta claims to have been the one who got things started.
“We all knew Telhara was once a great seat of learning, but nobody did anything to prove it. In 1995, I approached the Congress government requesting that the place be excavated but got no assurance. When Bihar Chief Minister Nitish Kumar visited the site in 2007, I put up this demand once again. The villagers were not happy with me. They thought I should have demanded something more concrete than just the digging of a mound.”
But the mukhiya may have had the last laugh. Villagers now talk about Telhara being part of the Nalanda-Rajgir circuit and how that could bring them jobs and better opportunities. “We hope the site is conserved and clubbed with Nalanda to attract tourists. The site has already given temporary jobs to 70 villagers,” says Anil Kumar, a villager.
It was a useful mound, no doubt.
Experts associated with its excavation are now claiming that the university originated in the Kushan period.
Atul Kumar Verma said that in the recent excavation, archaeologists have found some bricks of very large size (42x36x6.5cm) substantiating that the university belonged to the Kushan period. “Bricks of the Kushan period were quite large from other dynasties, including the Gupta and Pala periods,” said Verma.
While the Kushan period is considered to be 1st century AD, the Gupta dynasty ruled from 3rd to 6th century AD.
SEALS AND SEALING
The recovery of over 100 terracotta seals and sealings from the Gupta and Pala periods provides strong evidence of this being a Buddhist university. Besides seals of the chakra flanked by two deers, other seals have inscription of Buddhist mantras. Seals of Gaj-Lakshmi and flying birds were also found. Some inscriptions that have not yet been deciphered would be sent to Mysore for deciphering.
Just above the ashen layer — said to be proof of Turkish general Bakhtiyar Khilji having destroyed the monastery — is the sanctum sanctorum of three Buddhist shrines, each measuring 3.15 square metres. A big platform, found just below this ashen layer, is said to have accommodated over 1,000 monks.
CELLS FOR TEACHERS
The excavation has so far revealed 11 cells of 4 square meters each. It is believed that these were faculty quarters. There is evidence of bricks from the Gupta and Pala periods.
COPPER BELL CHIMES
The excavation revealed several broken pieces of small bells. Parts of molten copper also suggest that the monastery was well-decorated.
A stone inscription in Sanskrit (early Nagari script), probably written just before the destruction of the Tiladhak mahavihara, says, “He who tries to destroy this monastery is either a donkey or a bull”. Below the stone inscription are images of the two animals.
FASTING BUDDHA AND VOTIVE STUPA
A miniature terracotta image of a fasting Buddha from the Pala period is a rare find. A six-foot-tall votive stupa from the Pala period suggests the prevalence of Buddhism.
Bone tools and pottery shards of Northern Black Polished Ware points to this being a settlement in the Mauryan period.
Among the over 15 stone sculptures found at the site are a red sandstone sculpture of Bodhisatva, Avlokiteshwar, Manjusri and the Buddha in his ‘earth witness’ mudra. A black stone statue of Buddha in abhay mudra (fearless mode) from the Pala period has been found. The red sandstone Bodhisatva sculpture is believed to be from the Gupta period. Some sculptures of Hindu deities such as Uma Maheshwar and Ganesh and Vishnu from the later Pala period were also found. The presence of a Yamantaka sculpture is evidence of Tantric Buddhism at the monastery.
Macaulay’s Children are still thriving in India
~ Subhash Kak, Indian American Computer Scientist, Regents Professor and Author
Imprinting is the key that explains many of our peculiarities. Imprinted birds and mammals act as if they were human. Goslings, when reared by a person, become imprinted to the caregiver, and they will ignore geese. Imprinted people live in their own world of symbols, and their behavior to an outsider would appear strange.
Imprinting occurs during a sensitive window of development. Imprinted animals will mate with their own kind but will prefer the animal to which they have been imprinted. In extreme cases they will refuse social contact with their own kind. Imprinting is fixed for life; it occurs also in motor patterns, as in birdsong. Humans are also imprinted— to ideas and beliefs they are exposed to in their childhood.
All this has been known for a long time. Herodotus tells us of how hostage children raised in court became loyal to their captors. In the US, Canada, Australia, the children of the natives were forcibly taken from their parents and put in foster homes for this reason.
The Ottoman Empire built a bizarre but effective system based on this idea. It created the institution of the Kapi Kullari (“Slave” or “Ruling Institution”), whose members were legally slaves of the sultan: they were born Christians but were converted to Islam primarily through the practice of devsirme, where able-bodied young children were recruited as child-tribute and immersed in Islamic culture.
The kullars were forbidden to contract legal marriage, to have acknowledged children, and to own private property. They served solely at the pleasure of the sultan, at whose will they were promoted and executed. The slave status divested the kullars of any personality outside the service of the master.
The kullars as Janissaries were the best regiments of the Ottoman army; they also served in the palace jobs and as provincial governors. The Grand Vizier was invariably a kullar. They constituted a superlative bureaucracy: they were devoted to their duties, were completely loyal and since they were isolated from the general population, they were fair. Their non-hereditary status prevented the formation of a ruling elite that might threaten the sultan.
With time, the kullars began seeking reforms in their inhumane system. By the end of the Empire, they had won the right to matrimony. But as their circumstances changed they became venal; what was their strength as an isolated community now became a license to do good only for themselves.
If the kullars constituted the backbone of the Ottoman Empire, an institution, similar in spirit but somewhat different in form (but more subtle and resilient), was formed to safeguard the British Empire in India. This was the institution of the brown sahib, the colonial apologist, formed under the directive of the famous Minute of Macaulay (1835) who wished to create “a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.” These Indian kullars may be properly called Macaulay’s children.
The central idea in the imprinting of the Indian kullars was Macaulay’s assertion that “a single shelf of a good European library was worth the whole native literature of India.” The British, following Macaulay’s ideas, dismantled the traditional pathshala system of village education, which had provided universal literary to the people. William Adam, a Scottish missionary in Bengal and Bihar during 1835-7, estimated that there were 100,000 pathshalas which were popular with all classes of people, “irrespective of their religion, caste, or social status,” and the “curriculum was designed towards meeting the practical demands of rural society.”
The village school had great room for improvement but it was very effective and was one of the institutions of local power. When it was superseded by the new system, controlled by the British bureaucracy using an alien language whose benefit ordinary people could not see, children of the poorer classes simply pulled out. This led to the illiteratization of the great masses of the Indian population.
The Macaulayite bureaucracy worked against other traditional knowledge also. For example, it targeted the millennia-old system of water tanks, which had been serviced by village councils. In its place was instituted a system of canal irrigation. This was done even where it was unsuitable, and the local councils were disbanded. Soon, the tanks fell into disuse and the water table dropped; this had disastrous effects for agriculture.
In the colonial state, the idea of profit was replaced by that of service of the British empire. The new system of education was instrumental for the socialization of this view. The idea of the other-worldly Indian was promoted.
In 1947, there was hope that India would create a progressive nation-state, but Macaulay’s children quietly seized power. Taught to hate India’s past and lacking a defining center, they took the fashions of the day–such as Socialism and Marxism–, and elevated these to their religious ideology. The terms Socialism and Secularism–but with a perverted meaning–were even written into the Indian Constitution during the Emergency of the mid-1970s.
In awe of the British and insecure of their positions, those of the Macaulay children who went into governance were good administrators. But as the system of checks and balances eroded after independence, they lost their reputation for incorruptibility.
Blind adherence to an ideology can stunt intellectual and emotional growth. Such people are forever seeking approval from those whom they idolize, and they are unable to grasp the incongruity of their behavior. Emotionally stunted people are like imprinted children, who can be very cruel. (The Khmer Rouge massacres of Cambodia, amongst the most horrific of the past century, were carried out principally by teenagers imprinted to one brand of Marxism.) Adults, with the minds of children, also brook no opposition, although their ways may not be as drastic.
The Macaulayite establishment in India is especially intolerant: it also knows a few tricks of Stalin. It silences its opponents using censorship and a system of patronage. But recently, independent minded American-style Internet magazines have provided a means to side-step this censorship.
Take Arun Shourie’s experience: Although India’s most famous and recognized journalist and author, winner of the Magasaysay award, he was black-listed by mainstream publishers and the media as soon he turned his attention to subjects considered taboo by the establishment. During the last ten years he has been compelled to self-publish his books and newspapers have banned him. But thanks to his Internet column he remained hugely popular until he joined the Vajpayee administration as a minister and stopped writing.
Having been black-listed once, his books are still not reviewed, and his speeches as a minister are rarely reported unless his words can be twisted to paint him as a monster. He is like a non-person of the apartheid South Africa. The favorite abusive label to pin on the opponent is to call him “communalist” or “fascist”, and Shourie has carried these labels frequently.
As another example consider Mark Tully, the distinguished British journalist and author, who was for a long time the bureau chief of BBC in Delhi. Just because one of his books was perceived as somewhat critical of the Macaulayites, he was called names and declared a sell-out. His books have also stopped receiving notices.
This is quite unlike the rivalry between the liberals and the conservatives in the West, where the most partisan writers concede that their opponents have the right to be heard through the print and the TV media.
Some have suggested that the current turmoil in India is just a struggle between the traditional and modern approaches to governance. Nothing could be further from the truth. The opponents of the Macaulayites and Marxists do not wish for a religious state. They want to build a modern society somewhat like that of the United States: forward-looking but yet connected to its culture.
Reading the reportage of the culture wars of India by Western journalists in a hurry, one gets the feeling that the only sane people in India are these Macaulay’s children. The reformers are labeled nationalists, swamis, traditionalists, or worse. These journalists do not understand the real nature of the struggle.
It is funny. The West proclaimed a certain imagined view on India, and now its pupils insist this is the real thing, even though there is evidence to the contrary for everyone to see.
Could there be a better case of the tail wagging the dog?
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