Social Reform Movement In India and Women Education from 19th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [3]

Social Reform Movement In India and Women Education from 19^th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [3]

Historians and Researchers may have to fix their writings in time and space: Indians are very often told and informed through writings that, “The position of women during the period was undoubtedly low, inferior and subordinate to men in patriarchal social system. Their life was miserable because of social customs like ‘purdah’, child marriage, ‘sati’, ban on widow remarriage, their confinement to household activities, their recognition as the producers of progeny particularly sons, denial of education to them etc”. These lines are repeated again and again as established theory, without giving details, but, quoting verbatim from others[1]. And these are repeated in M.Phil and Ph.d theses, books routinely and carried on and away for the last decades. So –

1. Indian women were dying on the pyre, whenever their husbands died.
2. Indian women were put behind “purdha,” i.e., they were not coming out of their houses.
3. They were married away, when they were children.
4. They were not sent to schools and educated.
5. They were inferior to men, as patriarchal system was followed.

If all these were happening, every year, the Indian women population must have been reduced considerably. Indian men must have been searching and running after non-Indian, foreign women. Then, within a considerable period, due to miscegenation, the entire Indian population must have been changed. But nothing happened.

1. The Indian society continued with increasing population.
2. This implies that there were gynaecologist-type doctors and well-experienced mid-wives were there to take care of pregnant women and deliveries.
3. Born babies were taken care of and children grown up with care.
4. For the increasing population, they were having food, dress and housing in spite of intrusions, invasions and other disturbances by the Mughals, Mongol, Afgan, European and other forces.
5. Had they been illiterates how then they could be experts in such medical fields.
6. More textile goods were manufactured and exported till 21^st century to European and American countries.
7. In 19^th century, many women took arms, marched with cavalry and fought with the British forces, even defeating them.
8. How then, they were given such training of using arms, raiding horses, fighting with males, that too, on battle-fields?
9. In fairs, religious tours / pilgrims, lakhs of women with children were fund, how they could have come out?

In this way, many questions can be raised, as they have been logical, scientific and factual also. How then the learned historians, researchers and others could not understand, realize and noted these points.

1. Bengal was not India, i.e., the issues and problems of Bengal were not applicable to other parts of India.
2. Afganistan, Burma, Nepal, Punjab, Rajaputna, Hyderabad, Mysore, Tanjore, Travancore and other states were independent by 19^th
3. After 1857 only 19^th century, 50% of India was brought under the British Rule.
4. After the application of “Doctrine of lapse” and kidnapping or forceful taking away of sons of native kings, the British brutally brought other states under their control.
5. The French [Pondicherry, Mahe, Yanam etc.,] and Portuguese [Goa] were still keeping some parts of India under their control.
6. In spite of all these atrocities, cruelties and brutalities, they could rule 70% of India by the end of 19^th

Thus, the Acts and Rules of them were not applicable to others. Therefore, any research or historical results by any means cannot be applicable to all parts of India.

The British women and Indian women should be compared to know the position of the period 1757-1947: Women were burned alive till 18^th century officially in England and continued in 19^th century also. Some reports have recorded that even in 19^th century such women were punished. On 9 May 1726, Catherine Hayes was chained to a stake near Tyburn gallows. She was burned alive – the executioner let go of the rope (which would have strangled her) before the flames had reached her. Hayes was one of the last women ever to be burned at Tyburn. Catherine Murphy, who at her execution in 1789 was “dresst in a clean striped gown, a white ribbon, and a black ribbon round her cap“, was the last woman in England to be burned and in 1790, it was banned. Although burning was not a common punishment by this time, at least 33 women were burned alive between 1735 and 1789.  They were:

Name	Date	Place	Crime
Margaret Onion	08/08/1735	Chelmsford	Murdered husband
Mary Fawson	08/08/1735	Northampton	Murdered husband
Ann Mudd	25/06/1737	Tyburn	Murdered husband
Mary Bird	01/07/1737	Ely	Murdered husband
Mary Groke or Troke (age 16)	18/03/1738	Winchester	Murdered mistress
Ann Goodson	12/04/1738	Guildford	Murdered husband
Susannah Broom (age 67)	21/12/1739	Tyburn	Murdered husband
Elizabeth Moreton (or Owen)	10/08/1744	Evesham	Murdered husband
Mary Johnson	?/04/1747	Lincoln	Murdered husband
Amy Hutchinson	07/11/1749	Ely	Murdered husband
Elizabeth Packard	?/?/1750	Exeter	Murdered husband
Ann Whale (age 21)	08/08/1752	Horsham	Murdered husband
Ann Williams	13/04/1753	Over, near Gloucester	Murdered husband
Susannah Bruford  (age 19)	03/09/1753	Wells (Somerset)	Murdered husband
Mary Ellah	28/03/1757	York	Murdered husband
Alice Davis	31/03/1758	Tyburn	Coining (High Treason)
Margaret Bedingfield	08/04/1763	Ipswich	Murdered husband
Mary Heald	23/04/1763	Chester	Murdered husband
Mary Saunders	21/03/1764	Monmouth	Murdered mistress
Mary Norwood (age 33)	08/05/1765	Ilchester (Somerset)	Murdered husband
Ann Sowerby	10/08/1767	York	Murdered husband
Susannah Lott	21/07/1769	Maidstone	Murdered husband
Mary Hilton (or Hulton)	06/04/1772	Lancaster	Murdered husband
Elizabeth Herring	13/09/1773	Tyburn	Murdered husband
Margaret Ryan	18/03/1776	Maidstone	Murdered husband
Elizabeth Bordingham	30/03/1776	York	Murdered husband
Ann Cruttenden (age 80)	08/08/1776	Horsham	Murdered husband
Isabella Condon	27/10/1779	Tyburn	Coining (High Treason)
Rebecca Downing	29/06/1782	Exeter	Murdered mistress
Mary Bailey	08/03/1784	Winchester	Murdered husband
Phoebe Harris	21/06/1786	Newgate	Coining (High Treason)
Margaret Sullivan	25/06/1788	Newgate	Coining (High Treason)
Catherine Murphy	18/03/1789	Newgate	Coining (High Treason)

In England, burning was a legal punishment inflicted on women found guilty of high treason[2] [unfaithful husband mainly], petty treason[3] and heresy[4]. Over a period of several centuries, female convicts were publicly burnt at the stake, sometimes alive, for a range of activities including coining [counterfeiting] and mariticide[5]. So when they were burning their women in this way, how they could preach to Indians and disparage them as barbarians, uncivilized, patriarchal and so on.

A Long Time Burning: The History of Literary Censorship in England: It has been the title of a book giving details about the censorship in England. Indians need not think that England was / is free for freedom of expression / thought etc.

Literary censorship in England from the introduction of printing in 1476 to the present is the subject of this book[6]. Topics discussed include –

(1) the development of prepublication censorship from 1476 to 1695;

(2) political censorship generated by fear of enemies at home and abroad: 1695-1760;

(3) religious and political censorship in the early 18th century;

(4) influences of Societies for the Reformation of Manners on the enforcement of laws against obscene literature, beginning in 1692;

(5) liberty versus licentiousness: 1760-1792;

(6) struggles against political censorship after 1792, with greater freedoms of speech and the press evident by 1832;

(7) expurgation in the 19th century fostered especially by Thomas Bowdler and various organizations working against freedom of the press;

(8) Victorian mistranslations, expurgations, and moral censorship exercised chiefly by booksellers, libraries, publishers, and editors; and

(9) the relaxed moral censorship in the 20th century which nevertheless continues to exercise its own form of censorship–on racism, pornography, the emancipation of women. A 200-page appendix contains extracts from little-known publications banned during the past 500 years. Therefore, they should not teach Indians about all these topics.

India was different for political, social, religious and ideological purposes and interpretation: The views of the ideologists could be identified very easily, as they contradict many times in their speeches and writings. They talk about Vedic India, Hindu India, Hellenistic India, Moghul India, Colonial India, French India, British India and so on. From 17^th to 20^th centuries, they could deal with many “Indias”, yet,  they say that there was no “India” as such, till it was made later. However, coming to “invading / conquering / ruling of India,” everybody claimed that he invaded / conquered / ruled India. Incidentally, the other people wanted to discover and come to India, as milk and honey were flowing on the roads, i.e, India was so fertile, bountiful, and rich in all aspects. Columbus without coming to India, discovered “India” exactly in the opposite direction. In other words, the people who lived in the opposite direction, looked like “Indians” for the learned Columbus and he was informed accordingly by the most-learned other experts. Anyway, India was discovered, the routes were also found and the Arabs and the Europeans came. They came as traders, merchants, brokers of goods, but, slowly started setting up factories with Indian experts and workers. Then, they colonized the areas, looted and brought under control with mercenaries [private armies, armed forces]. The British India slowly enlarged from 1757 to 1857 and disappeared in 1947. Yet, the “histories” written by them, and that followed by the Indian counterparts followed a pattern forgetting the basics, fundaments and rudiments of logic. Thus, they forget “Indias” existing, when they talk about “British India” and when they quote the documents of the “British India,” they forget the documents of “other Indias.” Audi Alteram Partem (Hear the other Side) or “let the other side be heard as well” has been the legal dictum. Here, are they listening to other side i.e, getting documents of the other side? When Indians, Hindus specifically accused of for all social evils of “India” [what India, they have to tell], how such evils came up? How that they could continue for the last 5000 years in spite so many non-Hindu reformers, non-Vedic warriors and rulers continuously ruled for 1300 years?

© K. V. Ramakrishna Rao

23-02-2020

[1] See, Mahesh Chundra Deb, “A Sketch of the Conditions of the Hindoo women” (1839),

Goutam Chattopadhya ed.,  Awakening in the early Nineteenth Century, Progressive Publishers, Calcutta,1965), PP. 89- 105;

Neera Desai, Women in Modern India, 2nd edn, Vara and Co., Bombay 1967;

Partha Chatterjee, “The Nationalist Resolution of the women’s question,” in Recasting Women, , PP.238 – 39.

[2] Under the law of the United Kingdom, high treason is the crime of disloyalty to the Crown. Offences constituting high treason include plotting the murder of the sovereign; committing adultery with the sovereign’s consort, with the sovereign’s eldest unmarried daughter, or with the wife of the heir to the throne; levying war against the sovereign and adhering to the sovereign’s enemies, giving them aid or comfort; and attempting to undermine the lawfully established line of succession

[3] Petty treason or petit treason was an offence under the common law of England which involved the betrayal (including murder) of a superior by a subordinate. It differed from the better-known high treason in that high treason can only be committed against the Sovereign. In England and Wales, petty treason ceased to be a distinct offence from murder by virtue of the Offences against the Person Act 1828.

[4] Heresy is any belief or theory that is strongly at variance with established beliefs or customs, in particular the accepted beliefs of a church or religious organization. A heretic is a proponent of such claims or beliefs.[1] Heresy is distinct from both apostasy, which is the explicit renunciation of one’s religion, principles or cause,[2] and blasphemy, which is an impious utterance or action concerning God or sacred things

[5] Mariticide literally means killing of one’s husband or boyfriend. It can refer to the act itself or the person who carries it out. Used in current common law terminology as gender-neutral for either spouse or significant other of either sex. The killing of a wife is called uxoricide.

[6] Thomas, Donald, A Long Time Burning: The History of Literary Censorship in England, Frederick A. Praeger, Inc., 111 Fourth Avenue, New York, New York 10003, 1969.https://eric.ed.gov/?id=ED039231

Social Reform Movement In India and Women Education from 19th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [2]

Social Reform Movement In India and Women Education from 19^th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [2]

Mahima Dharma / movement and its misinterpretation suppressing other facts: In the second session headed by Prof Naidu, three papers were presented – Anjaiah, Pareswar Sahu and …..Anjaiah talked about the women education of the local AP areas. Pareswar Sahu dwelt upon the Mahima Dharma that teaches belief in a single God (parambrahma or the supreme-soul who is formless and omnipresent) named Alekha. Mahima Dharma became a powerful force for liberation in India because, as a traditional Indian religion, it stood uncompromising in its rejection of the caste system. Sri Bhima Bhoi, an initiate and ardent disciple of Mahima Swami who collected, disseminated and created bhajans from the teachings of Mahima Swamy, was a Khond from Odisha. The distinct and original teachings of Mahima Dharma are often conveyed using terms that may have an unrelated meaning in other Indian religious traditions. This has led scholars to see similarities between Mahima Dharma and, variously, the traditions of “crypto-Buddhism”, Panchashakas, Jainism and Tantra . Adherents reject idol worship as well as the Advaita tradition of Vaishnavism. Charity through the provision of food for those in need is an essential part of Mahima Dharma.

Why Mahima cult should oppose Idol-worship?: However, when I asked how “Idol worship” could solve the problem or opposed for the purpose, he could not explain, but was repeating general points of the Mahima Dharma. I pointed out that had the idil-worship been so bad or sinned, more and more idols and temples would not have come up in India and as well as in other countries. He was arguing that the Orissa tribals were not idol-worshippers. When I started giving examples, he kept quiet. I do not know why he was presenting details partially, suppressing some and pointing out others. There should be consistency in arguing through the facts presented. One cannot take two or different stands at different occasions, just for argument. In fact, there have been many papers and books published on the subject[1]. Incidentally, he avoided many important points about the movement that worked against the Puri Jagannath temple aiding and abetting the colonial forces and also turning against them, at another stage. Researchers have pointed out that many counter traditions and critiques like the Mahima Dharma did emerge, but ultimately these were absorbed into the broad fold of the Jagannath cult[2].

Pandita Ramabai and the Christian Missionaries: The third session was chaired by Dr Gangaiah and Prof Naidu and Reddy presented their papers. Of course, Gangaiah also presented his paper briefly. He wondered for Europe the modern period starts from 1483, whereas, for India, It starts from 1857. As he is going to attend one international conference at Eluru, he wanted to share some of the points here. In 1852, the Hunter Commission opened education to women. Zenana Missionary played a key role in educating Indian women. Though T. B. Macaulay was blamed for his attempt to create slaves in the form oof clerks by giving English education, he is responsible for opening up an avenue for education in India in 1835.

Prof Naidu presented a paper on “Pandita Ramabai,” claiming based on the rare documents that he found at the United Theological College, Bangalore, but most of the details have already been available in the public domain.  In fact, many research papers are available in the internet sites as could be noted from “Google scholar.” About “why she was not excommunicated while Rajaram Mohan Roy was” and “Inculturation,” he responded with the single word answer “no”. Gangaiah also raised the issue that the Christian missionaries did not do much for education. But, Naidu was differentiating the different denominations. I wanted to talk with Dr Gangaiah, but, he had gone already. The morning I saw him at a house when the car went there to pick up, but, he was not ready. The Orissa researcher had also already left, with whom also, I wanted to discuss about the “Mahima dharma”. I wondered though only 40 registered and there were 14 paper presenters, most of them had been in a hurry in presenting a paper, getting a certificate and leaving immediately. I do not want as to why they could not listen to others, but, expect others to listen to their papers!

The second-day proceedings – 20-02-2020: On 20^th second day, in the first session, headed by Dr B. Ramachandra Reddy, K. V. Ramakrishna Rao, Dr Samba Siva Reddy and Alladi Mahalakshmi, presented their papers. I presented my paper, “The Myth and Reality of Social Reform Movement in India and Women Education from the 19^th Century,” wit PPT. Generally, about the social reformation of colonial India, historians and researchers have been repeating the points that the British banned Sati, child-marriage, etc., introduced the Widow Remarriage Act etc., and so on, without going to the details of the other side.

I concluded with the following points:

• The subject matter has been subjective, though aimed at an objective, however, objectivity also affects historians.
• The “Social Reform Movement in India and Women Education from 19^th Century” cannot be analyzed exclusively based on the colonial documents, as they have been one-sided, biased and prejudiced, and therefore, the other evidences of Indians have to be taken into account to get a balanced, realistic and objective view.
• With the cause and effect and other logical processes, from the results, the facts could be assessed, determined and judged.
• The East India Company and the British Indian rulers, administrators and the British Government may or may not open up with all their documents, so that Indian researchers could come out with 100% perfect factual report about the issue.
• Indian intellectuals had responded to social reform by all means, by changing their pattern. Associations, conferences and meeting were conducted to create awareness among the Indian women[3]. Their immediate response through such activities prove the awareness among them.
• Annie Besant[4] urged Indians should compete with westerners in the aspects of education to women, going to other countries and so on.
• However, in spite of all efforts and modernization, even today, the highly scientific and technical atmosphere, the exploitation of women has reached, different arena.
• As pointed out about the contradictions of worshipping and exploiting womanhood in India[5], the modernism, snobbery, gadgets, IT jobs, luxury life etc., has led to the lopsided social reform leading to new types of exploitations and crimes meted against girl-children and women.
• Among the modernized women themselves, to what extent the “modernism” could be applied when they walk on the roads, mingling with the opposite sex and interact with many exigencies.[6] Therefore, the “Social reform movement,” has to be re-oriented, revamped and recondition to suit the changed conditions.

 

The next session was chaired by Dr Sudharshan with the three paper presenters – Prof Venkateswarara Rao presented a paper on Social movements of Nellore Districts, ….. and a lady on Durgabhai Deshmukh.

Old Guru was honoured: The valedictory function was also carried on as a formality as only 10 delegates were there. As already mentioned, dozen paper presenters had already left. After that, the valedictory function was held. Prof A. R. Rammachandra Reddy gave an emotional talk about his association with many scholars, colleagues and students who became professors and HOD now. Prof A. R. Ramachandra Reddy was honoured by their collogues and students.  Thus, the seminar was over. As my train was at 6.00 pm, I returned to the room, packed up and checked out. Sri Madhusudhana Rao was also there, we caught an auto and went to the railway station, he proceeded to the bus-stand. I went to the platform no.3 and waited for the “Jansathabthi.” Here, for the convenience of the passengers, an elevator and a lift have been provided so that the elders and others who have leg/knee problem can conveniently use them, without climbing steps. This has been an important development by the railways to bring facility to the public. Thus, my visit to Ongole was over and expecting another to come again and meet all the friends!

© K. V. Ramakrishna Rao

23-02-2020

[1] Beltz, Johannes. Contested Authorities, Disputed Centres and Rejected Norms: Situating Mahima Dharma in its Regional Diversity, in Periphery and centre: studies in Orissan history, religion and anthropology, 2002.

[2] A Eschmann, Mahima Dharma: An Autochthonous Hindu Reform Movement’ in A Eschmann et al (eds), The Cult of Jagannath, op cit. Also see Subhakanta Behera (1997): ‘Jagannath and Alekh: A Study in Juxtaposition’, Economic and Political Weekly, Vol XXXII, Nos 33 and 34, August 16-23, pp 2096-97.

[3] Chintamani, Chirravoori Yajneswara, ed. Indian Social Reform: Being a Collection of Essays, Addresses, Speeches, &c., with an Appendix. Minerva Press, 1901

[4] Annie Besant, Wake up India – A Plea for Social Reform, TheosophicalPublishing House, Madras, 1913.

[5] Mazumdar, Vina. Social Reform Movement in India from Ranade to Nehru. Indian Women: From Purdah to Modernity, Vikas, Delhi, t976, pp. 41-66.

[6] What to dress or not to dress, how much they expose or not, the difference between the nudity of the poor and filthy rich and such other issues cannot be discussed or debated in terms rights, freedom of thought, expression and so on.

 

Social Reform Movement In India and Women Education from 19th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [1]

Social Reform Movement In India and Women Education from 19^th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [1]

PG Campus of Acharya Nagarjuna University (ANU) has become the Andhra Kesari Tanguturi Prakasam University: The U.G.C. sponsored National Seminar on Social Reform Movement In India and Women Education from 19^th Century was held at the Ongole campus of the Sri Acharya Nagarjuna University from 19^th and 20^th February 2020. The government has upgraded the erstwhile PG Campus of Acharya Nagarjuna University (ANU) into a new university named as the Andhra Kesari Tanguturi Prakasam University [AKTP University]. The Ongole-AKTP University is fortunate in this regard, as it had an advantage of owning 100 acres of land at Pernamitta village within the Ongole city limits. The university is set up over 114 acres of land allotted for the Ongole PG Centre. It is currently running with 10 postgraduate courses and has 137 private un-aided colleges affiliated to it. Around 48 staff are working in the PG Centre and withe the upgradation, the number is likely to increase. As for as  Ongole is concerned, I have come here several times to attend seminars in 2013[1], 2014[2], 2016[3], 2018[4] etc., and it is not a new place and I have covered and posted in my blogs also [the links are given below]. Thus, I used to meet our friends again and again. It would be very nice to meet elders and get blessings, meet colleagues to share ideas and youngsters to understand the present times, as we have still been in learning processes from others. From 2013 to 2020, I have to note the changes taking place there.

The Theme of the Seminar[5]: Nineteenth-Century of British India is a milestone for the social reform movement in India. In the course of century, the social reformers of Indian and Christian Missionaries adapted several initiations for the uplift of women as well as depressed classes. The reformers, as well as Missionaries in India, have studied the caste system of India. They observed the role of women down through the ages. For instance, in the Vedic period, women were in high esteem. Women shared education along with men. Since the 8^th Century, gradually women life became very seclude in Sub-continent. No refreshing streams flowed back, into the life of women in their homes and as centuries passed, the Brahmanical code. The decline of women education was so marked and rapid by the beginning of 19^th Century, hardly one woman in a hundred could read in Madras Presidency and Malwa. It may, therefore, be stated that at the advent of British rule, female education had practically disappeared from Hindu Community, nay, it was regarded as a source of moral danger, if not as an actual vice, since only dancing girls could normally read and write. In their families, the old tradition to teach reading & writing to the new generations was continued. However, from the second decade of the 19^th century with the initiation of East India Company, Missionaries and social reformers the importance of education of women and upliftment and elevation of depressed classes were started. In this way, the Indian renaissance started in nineteenth-century and several reforms transformed the Indian society in addition to the upliftment of woman status. Further, it also elevated the status of depressed classes.

The Sub-themes of the seminar: The following these were also identified as sub-themes for the seminar and paper presentation:

1. Role of Reformers
2. Upliftment of Dalits
3. Indian Renaissance in the 19th Century
4. Uplift of women
5. Role of Press in the Social Reform Movement
6. Role of Christian Missionaries
7. Status of women Education
8. Any other issue related to the Seminar theme

The seminar hall at the second floor had a facelift, but without lift and wash-room: About the seminar hall, I have already recorded in my earlier blog as, “The seminar was held at the auditorium situated at the second floor of the building. Here, there is no lift, in other words, the building has not changed like Ongole. Nowadays, lifts can be provided with 4 to 8 lakh budget and it is not at all a big amount for Universities, as they get funds. ” And still, no provision has been made for urinal/toilet/restroom facility, though, the seminar has been modernized with chairs, stage and AC facilities. The difference can be noted from the photos of mine included in my blogs covering the earlier seminars attended. Nowadays, people give facelift only forgetting the other parts and it happens everywhere. Many times, we talk about principles, lecture about code of conduct and advocate all sorts of moral values and all, but, when anything comes to practice, most of us want to avoid, evader even started arguing against apologetically.

Ongole, where I get varieties of pickles: Earlier, daily, I used to go for walking up to the junction where there is a church and statues for the former CM and the bodyguard that got killed in the air accidence. But, this year, because of my health condition, I could not go. In fact, here in the Hotel Abhilash, I was accommodated in the first floor Room no.215 along with Prof Madhusudhana Rao, Tirupati, where there is no lift. Thus, from 2013, except the hall, nothing has changed as for as the lift and urinal. Definitely, it has been difficult and inconvenience for the aged and as well as sugar patents, they might relax once in three hours or so. Incidentally, Ongole has been famous for food in the sense that they sell side-dishes separately in packets. When I had meals first time in 2013, I was about to complete the taking meal and get up, but, suddenly, the server came and pointed out that I did not taste the other side-dishes showing kept on the other side of the table. In fact, there were nearly 35 items, but, I could not taste all. They sell different varieties of pickles also. Last time, I purchased seven varieties of pickles that we cannot get in Chennai. This time, I could get only five varieties. Thanks to Prof Madhusudhana Rao, who only informed about this and got also!

The inauguration of the National seminar 19-02-2020: The moment, we reached the Campus, there was registration. Only 40 registered and 14 with papers. After registration, we went to the seminar hall on the second floor. I had great difficulty to reach the second floor, as I was not feeling well with the raising BP coupled with a breathing problem. The seminar appeared with a new look modified with new chairs and airconditioned. From my postings, you can note the difference between the old hall and the present one. The seminar was inaugurated on 19^th morning 11.00 hours by their officials and it was some sort of family affair with the routines of lamp lighting etc.. The chief guest was Sri V. Rangaraju, Director, AP State Archives. The theme of the seminar was explained by the convener, Dr G. Rajmohan Rao. The inaugural address was by Dr I. Thirumali and the key-note address by Prof Adapa Satyanarayana. The guests, invitees were honoured and they talked about the subject matter and issues of the seminar.

The paper presentation sessions: After the inaugural, there was lunch and after lunch, the paper reading session started.  Sudarshan, Madhusudhana Rao,…. and a lady presented papers. Dr Anjaiah presided over and presented his paper also. There was an audience of 20 only.  Madhusudhana Rao presented the paper, “Colonial Prostitution of Whites and Blacks: How White and Black prostitutions were considered, treated and controlled,” was a joint paper co-authored by K. V. Ramakrishna Rao. Perhaps, for the first time, this aspect has been raked up fr research and facts brought out about the British exploitation of Indian women during the colonial period, when much raise was heaped upon them for their great role involved in the upliftment of Indian women. V. Sudarshan read a paper on Durgabai Deshmukh, and such details are already available[6]. In fact, in Chennai, the hospital started by her working under the banner of  “Andhra Mahila Sabha” has been well known to serve the poor and the middle-class people of Chennai. The lady-paper presenter was blaming Brahmins for their exclusion, treating menstrual women kept in rooms, “too much untouchability” followed among themselves etc, but, in between, she was reading about other issues that are not connected with what he was trying to point out. Though Anjaiah and others discussed about Andhra women who worked for the upliftment of women, they never mentioned that those women were Brahmins. Thus, her bias in the paper presentation was revealed and it was questioned by Anjaiah, Sudarshan and others. The sectional president also advised her to take the points and change the paper suitably.

© K. V. Ramakrishna Rao

23-02-2020

[1] National Seminar on Migration Movements and Indian Diaspora in Modern Period was held on April 3^rd and 4^th 2013 at the ANU Ongole campus. My coverage of the proceedings can be read here:

https://kvramakrishnarao.wordpress.com/2013/04/05/national-seminar-on-migration-movements-and-indian-diaspora-in-modern-period/

[2]  National Seminar on “Historicity of Ramayana” held at Ongole, Andhrapradesh on November 8^th and 9^th 2014. My coverage of the proceedings can be read here:

https://kvramakrishnarao.wordpress.com/2014/11/11/national-seminar-on-historicity-of-ramayana-held-at-ongole-andhrapradesh-on-november-8th-and-9th-2014/

[3]  Social Justice and the Marginalized in South India: Experiences and Challenges” – National seminar held at C. S. R. Sarma College, Ongole on July 30^th and 31^st, 2016. My coverage of the proceedings can be read here:

https://kvramakrishnarao.wordpress.com/2016/08/15/social-justice-and-the-marginalized-in-south-india-experiences-and-challenges-national-seminar-held-at-c-s-r-sarma-college-ongole-on-july-30th-and-31st-2016/

[4] Indian press and Socio-cultural and Religious Transformation in Colonial Rule of 19^th and 20^th Centuries: A New Perspective – National Seminar held at Nsgarjuna University, Ongole Campus. My coverage of the proceedings can be read here in three parts:

Part-I – https://kvramakrishnarao.wordpress.com/2018/09/24/indian-press-and-socio-cultural-and-religious-transformation-in-colonial-rule-of-19th-and-20th-centuries-a-1/

Part-II – https://kvramakrishnarao.wordpress.com/2018/09/28/indian-press-and-socio-cultural-and-religious-transformation-in-colonial-rule-of-19th-and-20th-centuries-a-new-perspective-national-seminar/

Part-II – https://kvramakrishnarao.wordpress.com/2018/09/29/indian-press-and-socio-cultural-and-religious-transformation-in-colonial-rule-of-19th-and-20th-centuries-a-new-perspective-national-seminar-held-at-nagarjuna-university-ongole-campus-3/

[5] Based on the circular of the seminar of the orgainizers issued this year 2020. However, I have a feeling that these sentences, I could remember of heard or read somewhere in some conference. I am not able to recollect immediately now.

[6] https://ddms.co.in/ – and https://ddms.co.in/founder/here about the institutional details can be found; https://ddms.co.in/milestones/ – here, the achievements of Durgabhai Deshmukh with details and photos can be seen.

Indian press and Socio-cultural and Religious Transformation in Colonial Rule of 19th and 20th Centuries: A New Perspective – National Seminar held at Nagarjuna University, Ongole Campus [2]

Indian press and Socio-cultural and Religious Transformation in Colonial Rule of 19^th and 20^th Centuries: A New Perspective – National Seminar held at Nagarjuna University, Ongole Campus [2]

The first day [19-09-2018] seminar proceedings continued (3.00 to 4.00 pm): After lunch, the paper reading session started with the paper presentation of G. Anjaiah, K. Maddaiah, P. C. Venkatasubbaiah, G. J. Sudhakar, A. Madhusudhana Rao, and Savitri. G. J. Sudhakar had chaired the session.

Anjaiah[1] – The State of press in Nizam’s state (1863-1948) – A Historical perspective: The Asafjahi State was founded by Nizam-ul-Mulk in the year 1724CE. He and his successors ruled most parts of present two Telugu speaking states and some portions of Maratwada region, Kannada region. The Long rule of Asafjahis if known in the history of Colonial times for its achievements and some anti-people activities. The Nizam-British relations between 1798-1857 & 1858-1948 contributed to the growth of modern education in this region, Telugu, Urdu are the two major languages of the majority people of the Nizam’s State. But when the Social reformers and scholars started number of journals, newspapers (weekly or monthly) in British India, in Nizam State the freedom of press was completely suppressed by the State.  The establishment Vignanachandrika Mandali, , Srikrishnadevaraya Bashamdramilayam, the Marati Mandal, Andhrasaraswatha Parishat etc gave a new direction to press in Nizam State.  The Autocratic Anti-Civil Policies/Farman’s of Last Two Nizam’s were challenged by the intellectuals of this region.  The editors of Local papers like Golkonda Patrika, Rayyat (Mamndumula Narsing Rao), Imroz, Siyasat, Nilagiri, openly criticised the anti-people policies of Nizam.  Their writings covering the gloomy condition of Peasants, Women, atrocities of landlords, inspired the common public to revolt against State.

Maddaiah[2] – Contribution of Gadicherla Harisarvothama Rao to Telugu Journalism: a cae study of Swarajya – A Telugu daily: Gadicherla Harisarvothama Rao (1883-1960), popularly known as Andhra Tilak, was a doyen among the freedom fighters in pre-Gandhian era and a fearless journalist in the erstwhile Madras Presidency. He was a multifaceted personality. During the Vandemataram Movement in 1907, he was the first student of Government Training College, Rajahmundry to be rusticated. Harisarvothama Rao wrote an editorial under the heading, “Vipareetha Buddhi” (Strange Proceedings), condemning the action of the Englishman in his journal Swarajya of 26 March 1908, wherein he said that the cruel English tiger had devoured two Indians. For his editorial in “Swarajya” dated 26 March,1908, he was sentenced to three years imprisonment(1908-1911). He was the first Telugu Editor to suffer the most inhuman treatment in Vellore jail. He was also associated with Library Movement and Adult Education. Harisarvothama Rao promoted the publication of several journals solely with a view to carrying forward the message of national independence and spreading literacy among the adults.

Madhusudhana Rao[3] – A Critical study of Raja Ram Mohan Roy, Christian missionsries and social reformation: It was a joint paper of Madhusudhana Rao and K. V. Ramakrishna Rao[4], and Madhusudhana Trao presented. In Indian history, even in just past-history, many details are not known to all, as only selective details are printed and circulated for the selected audience. Most of the facts, details and information are hidden from the general public. About the social reformation, societal transformation and public progress, even revealed details have also been subjected to bias, prejudice and manipulated processes. In the case of Ram Mohun Roy, later became “Raja,” many details have been suppressed and only partial information has been presented to the public, as if he has been only a reformer, abolisher of sati, child marriage and so on. Though, such benevolent and beneficial services are acknowledged, why other facts have been suppressed is intriguing.Though, more and more books are published, research papers presented and published, such suppressed facts are not brought out, is not known. Thus, how and why, he happened to be associated with such reformative actions has to be studied critically. In fact, here in the context, abolition of Sati etc., the reformative actions were enforced only through Act. Thus, as even, in legal parlance, it is emphasized the dictum, “Audi alteram partem.” It is a Latin phrase meaning “listen to the other side”, or “let the other side be heard as well”. In fact, Bengal was also under “dual control”, when Shah Alam II, the Emperor of Delhi granted the charter of Bengal, Bihar and Orissa to the East India Company in 1765, he Indian subjects were playing double fiddles to two masters. Thus, the other side of the historical narrative is critically analyzed in this paper.

G. J. Sudhakar[5] – Tamil Press and socio-cultural and religious transformation in the Madras presidency of the early 19^th and 20^th century: The introduction of English education, establishment of the Universities, Courts and Government administration by the British made changes in the social life of people. New schools and colleges were established for imparting English education. The Brahmins were the first to make use of the opportunity to get English education which was a passport for gaining employment in the British Government. The growth of English education led to the emergence of the Brahmins as an important community with a superior status in the social hierarchy. The social struggle witnessed by the nineteenth century was a resistance offered simultaneously against the ideological beginning of the British Colonial rule and traditional social and cultural order. With the spread of the western ideas came the awareness of the weakness of the traditional order and the irrelevance of ritual activities. The birth of modern ideas under colonialism influenced the educated people to understand the social and political evolution of India in a new perspective. In different parts of the country, these ideas came up through different movements. The nineteenth century saw the emergence of a number of social movements, which sought to reform and regenerate Indian traditional institutions. In the beginning of the twentieth century, communal conflicts occurred between the Brahmins and non-Brahmins, especially in the Tamil region. The Brahmins had preponderance in the Home Rule League, and they used the Home Rule Movement for sustaining their power and prestige in the society. The strength of their population during the colonial period was 3.3 percent of the total population. However, 3.3 percent of the population held 93 percent of the official positions in the government during the period of British administration. Thus, this period witnessed the birth of communal politics and the Dravidian press leading to an ideological war between the nationalists and the communal politicians. The Dravidian Press championed the cause of the representation of people marginalized in the Brahmin dominated Tamil society and it supported the British administration.

4.10 to 5.20 pm: V. Sudharshan chaired the scond session. Victor Babu, M. Deendayal and Gangaiah presented papers.

4.10 to 4.25 pm – V. Sudharshan[6]: He presented a paper, “Colonial epoch press at Rajamundta – A study”: The major newspapers in the British India are The Indian Mirror, The Bombay Samachar, and The Hindu Patriot, The Amrita Bazar Patrika, Rayet, The Hindu, The Kesari, The Bengalee, The Huriara. The Bengali Public Opinion, The Reis and The Samprokash, The Sulabh Samachar, The Hitavadi, The Induprakash, The Swadeshimitran, The Advocate of Lucknow, The Herald of Bihar are really noteworthy. By 1875, there was phenomenal growth of newspapers in India which rose to 475 in number. These newspapers created awareness among the masses of India about the need to be united and to act with one voice to achieve their goal of freedom from foreign yoke. Bipan Chandra observes that in the period from 1870 to 1918, powerful newspapers emerged under distinguished and fearless nationalists. The influence of the press extended far beyond its literate subscribers. Their influence was not limited to cities and large towns. Along with newspapers, library movement also kindled the spirit of nationalism and political participation on a large scale.

4.25 to 4.40 pm – S. Victor Babu[7]: He presented a paper,  “Print, Enlightenment, Gospel and social reform: A reading of Hitavadi journal in Andhra during colonial period” – It is well known that it was Christian missionaries who started the printing work in different regions and languages. In the same way, printing technology was also brought to Andhra region at the initiative of missionaries. Once the press arrived, it played an important role in spreading the progressive ideas in the social and political spheres in Andhra. The Christian journals, no doubt, had the objective of spreading religion as it was their primary concern. In the process, they also critiqued some aspects of Hindu religion. As a result various aspects of religious, social and cultural issues came under attack of these journals. However, these journals also took up various issues which are aimed at reforming the society. It was assumed that most journals published by missionaries had single agenda of critiquing Hindu religion. But a close reading of these journals reveal that besides criticism of religious issues, they also took up cudgels against social evils in the society. Edmond Sharkey of Machilipatnam started Hitavadi in 1848 and continued upto 1862, nearly 14 years. This  journal took up various religious, social and cultural issues. Many of the issues raised in these kind of journals were taken up by social reformers later like K. Veeresalingam. Therefore, this paper argues that missionary journals also took up the issues of social reforms and not only efforts to promote their religion.

4.40 to  4.55 pm – M. Deen Dayal[8]: He presented a paper on “The role of press in Indian National movement”. The development of a free press is one of the notable features of the nineteenth century awakening generally known as Bengal Renaissance.  To view the modern   Indian press as a lineal  descendant of the medieval  news-letters of the Mughal age produced by the official class of  waqianavis, would  be nearly  as good  as to  compare  modern chemistry with  medieval alchemy.  In a real sense the modern press is a   gift of the West to India and it served, to use the expression of Karl Marx, a “new and powerful agent of reconstruction” of modern Indian Society and  culture.  The initiative in the field had come from the English settlers in the land to whom it was a long established tradition.  The Indians were not slow to grasp the significance and realize the possibilities of the new development.₁ By the second and third decades of the nineteenth century quite a few among them including men of real talent and caliber had taken to journalism often with remarkable success.  They had discovered in the press a novel and powerful weapon to wage war in favour of their ideologies – the reformers vehemently attacking age-old conventions through it and the conservatives desperately defending them. The language of agitational politics was born and criticism of the establishment, however mild, found systematic expression. Notwithstanding this, the then ruling authorities had, sought to visit the dreaded fourth  estate with  repressive  measures to check its liberty.₂ It required a prolonged  struggle entailing the sacrifices of many to restore it to its normal  status of  freedom. The sunshine of official favour was however short-lived.  About two and a half decades later the great rebellion of 1857 had shaken the foundation of the East India Company’s rule in India and thrown the administration into total disorder. The authorities   had become extremely suspicious of the press and led them once more to apply the gag on it, though the educated Indian    middle class had never supported the rising.  These vicissitudes in the early career of the press form one of the most fascinating chapters  in the history of  modern India

4.55  to  5.20 pm  – Gangaiah : He presented a paper on the role of the contribution of Christian missionaries in the colonial press. He mentioned about James Augustus Hickey and differentiated between missionary press and colonial press. Through press only, the missionaries played a role so that the British introduced western education that was opened to all without any caste discrimination. Without the British and Christian missionaries, India would not have been transformed.

20-9-2018 – the second day proceedings: On the second day, in the first session, Aravind Kumar, B. Ramachandra Reddy, Pareswar Sahoo,…….. and Sudha Rani. Sudha Rani chaired the session.

 

10.11 to 10.27 am – Aravind Kumar[9]: He presented a paper, “The role of Telugu press in the Hyderabad state freedom struggle”. The press has played a crucial role in the Indian National Movement. Manfred Lohman states that Journalists and political writers became important carriers of dynamism in the process of socio and political change in India. The Press had played a decisive role in national movement. It has emerged as a powerful force in the modern age. It is described as ‘Fourth Estate’ of the society. The news papers inform, enlighten and inspire the people. R.C. Mujumdar writing about the contribution of the press to the Indian freedom struggle remarks that “the press imbibed the people with patriotic fervour, indomitable courage and heroic sacrifice and extraordinary degree”. The Newspapers rendered invaluable service by arousing national consciousness among the people. In the liberation of Hyderabad State, the press played an important role. Several newspapers in local languages paved for the awakening of the people. The latter half of the 19th century was characterized by vigorous journalistic activity in Hyderabad and number of newspapers and journals in Urdu, Telugu, Marathi, and English were started during this period. A new development of this period was the birth of the newspapers.1 Newspapers are rightly regarded as the fourth estate. Though Hyderabad was a princely state and sovereignty was claimed by the Nizam, the rulers of the state, Among such public institutions, the most important were the newspapers, which arose in a large number due to the spread of political consciousness.2 This political awakening and the significant role of Hyderabad journalism is the result of gradual, sincere, and silent contributions of those teachers, Scholars, Lawyers and Philanthropists who tried their level best to spread knowledge among their people. Newspapers were the effective media between the ruler and the masses. This indicated that along with Urdu speaking people, the Telugu, Marathi, and Kannada speaking people also were politically conscious enough to express their views. The Press exposed the yawning gap between the privileged and unprivileged. While explaining the object poverty of poor masses, they highlighted the extravagance of the ruling class and its coterie. An attempt is made in the present paper the significant role played by the Telugu language press in bringing enlightenment in the minds of the people of Hyderabad state, paved the way for freedom struggle against the autocratic rule of the Nizam government. The Telugu newspapers strived to spread the ideas of nationalism; they were simple in style, soul, stirring, had an emotional appeal and created a real political movement.

10.28 to 10.52 am – B. Ramachandra Reddy[10]: Prostitution was a melody of the Indian society from time immemorial. All dancing girls were generally treated as prostitutes though many prostitutes were not nautch girls. The nautch, initially started with the practice of dedicating women to one of the Hindu divinities, became a recognized form of social entertainment. It was performed formerly by a class of proficient dancers who took it as a family profession known as ‘Bogams’ and ‘Sanis’. Their services were in great demand at social gatherings of the higher classes. After the collapse of the traditional aristocracy and loss of patronage, the women of the community to earn a living, strayed into the lucrative path of prostitution and sold themselves for money for promiscuous intercourse. Girls from various castes were also bought to introduce them to the profession of prostitution. The nineteenth century social reformers of Telugu region like K. Veeresalingam and R. Venkataratnam Naidu were very active in raising their voice against the abominable activities of nautch girls. By 1894 the nautch question received the attention of progressive sections in the society. The reason for the growth of opposition and feeling against the patronage of nautch girls was that their profession was closely associated with prostitution. The feeling had gathered strength in course of time and the institution had begun to be openly condemned.  People were urged not to attend nautch performances and the girls themselves were asked to abandon their wayward life and enjoy the bliss of matrimony. The growing concern over moral issues and purity in life added much fuel to strengthen the movement. In the second decade of the twentieth century the propaganda efforts against the practice of nautch and prostitution increased. A number of dramas were written and enacted highlighting the harmful repercussions of prostitution.

10.53 to 11.10 am – Paraeswar Sahu[11]: The 19^th century history of Odisha was influenced a lot by mass media and journalism because; it was the urgency of the social transformation in the society, particularly among the women community and the backward people to gain freedom and right from the British yoke.  It is noticed from the archival sources and the British records that during the colonial period in Odisha from 1803 to 1947 the masses were illiterate, economically backward, socially stagnant and conservative attitude.  Therefore, not only the women but also the downtrodden were deprived of the social connectivity of the freedom movement. This precarious social condition was lively described in the `writings of Fakir Mohan Senapati e.g. the Revati and Lachhama.  In the novel the Revati three words prompted by the grandmother like lo Revi, (Revati, nice of the grandmother) lo Nian (the Fire), .lo Chuli (a mud place where cooking is made) proves that how the society was under the social nail. Here Revati is the central character in the novel the Revati. Due to a girl she has been deprived of education and her grandmother said education is meaningless unless and until to know cooking. Therefore the grandmother said lo Revati you are meant for fire, fire land. It says that in 18^th and 19^th century social transmission was very slow and callous. As a result the press and Journalism of Satyabadi School, in Puri district of Odisha acts as a torch bearer   to promote the nationalist history and the concept of social transformation in the society.  The Satyabadi School in Puri district of Odisha was established by Pandita Gopabandhu Das, the pioneer of the Panchasakha Movement in modern times. The Panchasakhsa were Pandita Gopabandhu Dash, Acharya Harihar Dash, Godabarish Mishra, Krupasindhu Mishra and Pandita Nilakantha Dash. They were the beacon of the light with a commitment to evacuate darkness from the socio- economic and political life of Odisha.

11.11 to 11.40 am – Sudha Rani: She strssed the points of Adapa Satyanarayana and urged that the dalits should be liberated.

K. V. Ramakrishna Rao

28-09-2018

[1] Dr. G. Anjaiah, Assistant Professor & Chairman, Board of Studies, Department of History, Osmania University

[2] Dr. K . Maddaiah, M.A., P.hd., PGDCJ. Reader in History / Journalism (Retd.) 34/28-29, Peta,  Kummari Street, Kurnool – 518001. (A.P),Cell no: 9951121036.  E-mail: kurubamaddaiah@gmail.com

[3] Dr A. Madhusudhana Rao,  HOD, History Department, Sri Govindaraja Swami Arts College, Tirupati.

[4] K.V. Ramakrishna Rao I.R.S, Independent researcher,  Former visting faculty, NACIN, Chennai.

[5] Prof. G.J. Sudhakar, Professor and Head, Centre for Historical Studies, C.P.R. Institute of Indological, Research, Chennai – 600 018

[6] Dr. V.SUDARSHAN, Reader, Head Dept of History, V.S.M College (Autonomous), RAMACHANDRAPURAM (E.G) A.P, Mobile:9885242037, Email : dr.veepuri123@gmail.com

[7] Prof. S.VICTOR BABU, Dept. Of History, B.B.Ambedkar central University, Lucknow- U.P

[8] Dr. M. Deenadayal, Academic Consultant, Department of History, S.V.U. College of Arts, S.V. University, Tirupati, E-mail:makaladeenadayal@gmail.com., Cell No.09490922867

[9] Dr. Aravind Kumar, Dravidian University, Kuppam – 517426, Mobile: 9391029522, Email:aravindrao46@gmail.com

[10] Dr. B. Rama Chandra Reddy, Associate Professor, Department of History, KMCPG Studies, Puducherry- 8

[11] Dr. Pareswar Sahoo, Asst. Professor in History, S.B. Women’s (Auto) College, Cuttack