Category Archives: education

Bengal’s New Bourgeoisie

From The Epic City: The World on the Streets of Calcutta, by Kushanava Choudhury (Bloomsbury, 2018), Kindle Loc. approx. 560-580:

Each summer, I had returned to Calcutta for months at a time, without a project or a purpose, just to be there. The Statesman looked worse with each passing year. Most of my Statesman friends – those who weren’t lifers like Mike – had fled to the Telegraph or one of the national papers that had opened up offices in Calcutta. The times were changing. India’s corporate boom was trickling into the city. New jobs were emerging. Some friends had left journalism altogether to work in back offices, writing content and doing design for American corporations. On the verdant eastern edge of the city, a whole planned suburb called Sector Five had sprouted to accommodate them. Next to grazing fields dotted with palms and cows, the likes of IBM, GE and Pricewaterhouse-Coopers had built glittering glass temples to global capitalism. Premodern and postmodern India headbutted each other as if waiting to deliver the punchline to a cruel joke. A peasant and a programmer walk into a bar . . .

I met a friend who had found such a position in an American firm at Sector Five. As she was showing me around her glass temple, she took me to a room full of rolled-up mats. They reminded me of the mats that some of the Muslim waiters used to spread out during prayer times at the Statesman canteen.

‘Are the mats for namaz?’ I asked.

‘No,’ she said, ‘they are for yoga.’

It was the first time I had heard anyone in Calcutta utter the word. She didn’t say joge, which is the Bengali term for the breathing exercises and body contortions that we had all been forced to practise as kids, exercises that were the realm of old geezers, much like consulting astrological charts, performing exorcisms or taking snuff. Joge to us was some grandpa forcing you to sit still for fifteen minutes and pretend to ‘meditate’. This avatar of grandpa’s joge as yuppie yoga was part of a prepackaged global lifestyle imported from America.

At six o’clock, Sector Five was lined with more coach buses than South Point School. As those glass temples emptied into the streets, throngs of twenty- and thirty-somethings all lit Filter Wills cigarettes and fired off that last text message. And new masses replaced them, for another shift would start soon enough. It may have been quitting time in Calcutta, but somewhere in New York or California, the day had just begun. Sector Five was staffed by my people, my generation of the middle class. It employed thousands of men in Moustache jeans and women in Fab India salwars, the types that in my time would idle for years, having passed their college exams, offering tutoring, writing Charminar-fuelled poetry before finally giving up or moving out of the city. Those multitudes represented something unprecedented in my lifetime. Before, I had only seen such crowds of the young middle classes at cricket matches and during student demonstrations. This was new. They were not jeering Pakistani cricketers or attacking tuition hikes. They were working. In Sector Five, on parade was Bengal’s new bourgeoisie.

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Did the Sepoys Fight for ‘India’?

From Army of Empire: The Untold Story of the Indian Army in World War I, by George Morton-Jack (Basic Books, 2018), Kindle pp. 446-447:

All the evidence from the great British listening post for the Indian troops’ thoughts–the censors office of Indian Expeditionary Force A in France that translated thousands of their letters–points to a communication gap still existing in mid-1918 between the educated urban Indian politicians and the uneducated rural Indian soldiers. The translated letters indicate among the Indian infantry and cavalry in France no nationalism as Gandhi and the Indian politicians articulated it at the Delhi War Conference. The letters’ anthologiser, the British historian David Omissi [also author of The Sepoy and the Raj], found this a ‘deafening silence’:

The ‘India’ that they wrote about… was very much a geographical expression, and one that was not central to a sepoy’s main sense of self. Even in Europe, the sepoys left little evidence that they imagined themselves to be primarily ‘Indians’… Prominent people never mentioned in the letters read like a political Who’s Who of the First World War: Woodrow Wilson, Lloyd George, Herbert Asquith, Lenin, Trotsky and Gandhi are among the many who failed to make any impression. [The] soldiers never discussed… international politics, except in cases which, for Muslims, had an obviously ‘Islamic’ angle… Nor were the troops aware of, or interested in, Indian ‘high’ politics… Two men voiced a hope for self-government after the war, but neither were soldiers: one was a labourer and the other was clearly an educated man. The only letter which could in any way be described as subversively ‘nationalist’ was written by a storekeeper.

Indeed, far from subscribing to the nationalist politicians’ argument in favour of the war, many village families were against military service for their own reasons. As the demand for recruits rose in 1918, so did villages’ reluctance to send their men to fight. Rural pandemics of malaria and bubonic plague made helping hands at home all the more precious in the fragile rural economy, and the new publicity boards’ propaganda posters and poetry only went so far to convince communities that had suffered losses at the fronts to give up more men. In some Punjabi districts volunteers became so unforthcoming that the local recruitment brokers, under pressure from provincial civil authorities to fill their quotas, grew desperate and strayed into unlawful coercion. Such brokers visited Punjabi villages with gangs to seize recruits against their will, and often took cash bribes to leave a village alone. There were also brokers who abused magistrates’ powers of summons to court, by arranging for summons only to grab men for the Indian Army when they showed up.

In Punjab’s Shahpur district, the young men of a number of villages stood up to the coercive brokers, entering into pacts to resist them with force. On occasion this led to violent fights and riots, leaving village streets running with blood. The active Punjabi resistance to recruitment deterred the Government of India from imposing conscription to make sure of reaching its new annual target of 500,000 recruits. This was despite local authorities’ pleas for conscription because their stretched recruitment networks were, in the words of one British civil servant in Punjab in May, ‘riding the voluntary horse to a standstill’.

There was also coercive recruitment in the Indian Empire’s remoter hill and jungle tracts of the north-east called on for non-combatants for labour corps.

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The Peasant’s University in British India

From Army of Empire: The Untold Story of the Indian Army in World War I, by George Morton-Jack (Basic Books, 2018), Kindle pp. 31-32, 36:

The men of the pre-First World War Indian Army were a tiny proportion of the Indian Empire’s population, just 0.07 per cent of 310 million. In July 1914 there were 217,000 volunteer Indian servicemen. Around 150,000 of them were active professional soldiers, 35,000 reservist soldiers and 32,000 non-combatants; altogether roughly two fifths were Muslims, nearly as many were Hindus, and a fifth were Sikhs. They were not remotely representative of India’s population as a whole. The combatant majority were members of an exclusive list of rural peasant farming communities to whom alone the British opened military service. These were the ‘martial races’, a mix of tribes, clans and castes mostly dotted about British India’s northern provinces–in the plains and hills of Punjab, the valleys of the North-West Frontier Province, and the southern slopes of the Himalayas in the United Provinces of Agra and Oudh–or beyond British Indian borders in the independent Pukhtun tribal areas or in Nepal. The British selected them in the pseudo-scientific delusion that their offspring were genetically fitter for fighting than India’s more numerous ‘non-martial races’. As George MacMunn, the pre-eminent British buff on the subject, explained: ‘In India we speak of the martial races as a thing apart because the mass of the people have neither martial aptitude nor physical courage, the courage that we should talk of colloquially as “guts”.’

A dearth of sources on individual Indian soldiers’ pre-war lives makes it difficult to fathom their personal motivations. But by generally following their journeys from their villages to the Indian Army between the 1890s and 1913, using snapshots from veteran interviews and also the viewpoints of British officers, it becomes clear that illiterate men of the martial races willingly joined up for a professional career with distinct benefits. The Indian Army for them was more than just an employer: it doubled as an educational institution that taught them many things, not least on overseas assignments prior to 1914. One British civil servant, as an administrator of numerous Punjabi martial race villages, judiciously summed it up with his nickname for the Indian Army: ‘the peasant’s university’.

Certain Hindu, Muslim or Sikh village communities tended to provide recruits for particular Indian regiments, so that companies could be filled with fathers, sons, brothers, uncles and cousins serving together, or at least with local men of the same faith. This was another vital attraction of soldiering: the regiment was a home from home. The regimental British officers did much to make the regiment a comfortable professional environment where village religious or community customs were respected. They doggedly studied their men’s languages, faiths and social ways, becoming quasi-anthropologists in order to ensure that the regimental kitchen turned out curries, dairy foods and other staples in keeping with company religious requirements; that daily prayers and annual holy festivals were accommodated in the regimental calendar; and that recruits were free to wear their hair as they liked according to their own community traditions, for example the Sikhs’ waist-length uncut locks tied up under the turban, or the Waziristani style of curls about the shoulders. They also strove to make military service consistent with tending to village matters, allowing men generous home leave.

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China’s Constant Internal Migrations

From Yangtze: Nature, History, and the River, by Lyman P. Van Slyke (Stanford Alumni Assn., 1988), p. 53:

China generates paradox. The Chinese are renowned for their attachment to place, their deep identification with native soil. And yet whenever one looks at Chinese history one finds people everywhere on the move. Migration is part of this movement, the permanent transfer of people from one region to another, sometimes pushed out of their original homeland by overpopulation, poverty, disaster, or war, and sometimes attracted to new lands by real or presumed opportunities for betterment of their lives.

But migrants were not the only travelers across the Chinese landscape. Merchants big and small set forth on business trips; Buddhist monks and devout layfolk made pilgrimages or sought centers of learning; scholars aspiring to prestigious careers in the imperial civil service headed for provincial capitals or Peking to take the most fiendishly demanding examinations ever devised. Officials took up their posts across the far-flung realm, and some were exiled for real or alleged offenses to the most remote and dangerous corners of the empire; corvee labor gangs were sent to work on canals or defensive walls; boatmen and transport coolies moved the goods of the empire; one might even spot a rare travel buff exploring his world out of curiosity or scholarly interest. There were foreign traders, Japanese and Korean monks who had come to learn from Chinese Buddhist masters, ambassadors and their retinues, entertainers, bandits, fugitives. In wartime, armies were on the march. Rebel hordes, angry and desperate peasants headed by ambitious or megalomaniac leaders with their own dynastic dreams, followed the same routes as migrants, merchants, a11d scht1lars. In the mid-1960s, during the Cultural Revolution, urban youth went on an orgy of hitherto prohibited travel, sanctioned by Mao Tse-tung’s revolutionary dictum to “exchange revolutionary experience”; later, beginning in 1969, some fourteen million of these urban youth were sent whether they wanted to go or not to the countryside to “learn from the peasants.”

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African vs. Indian Experience in Mauritius and Seychelles

From “Slavery and Indenture in Mauritius and Seychelles” by Burton Benedict, in Asian and African Systems of Slavery, ed. by James L. Watson (U. Calif. Press, 1980), pp. 154-168. Both colonies depended very heavily on imported labor for their sugar plantations. Watson attempts to explain why Indian cultural traits survived better in the two island groups than did African cultural traits. The following summaries are closely paraphrased.

1. ORIGINS: African slaves came from all over the continent and lacked common cultures or political systems. Indentured Indians came from diverse cultures that had nevertheless all coexisted within a more or less unified political and economic system ruled by the Mughals and then the British.

2. RECRUITMENT: African slaves were nearly all unwilling recruits who had usually passed through many hands in many markets. Indentured Indians were volunteers recruited by men from their own culture and often from the same village, caste, or tribe, even though they usually had no idea about their destination or working conditions, and their voyaging conditions were hardly better than that of the African slaves.

3. FAMILIES: Most Africans arrived as isolated individuals, with no guarantee that any surviving relatives would be sold to the same plantation. Indentured Indians left their wives behind during the early years, but were later assigned as family units, whose marriages were recognized by the local courts. They were better able to preserve family life.

4. YOUTH: Many African slaves were kidnapped as children, and children were favored over adults by plantation managers. They received little education and adapted to local French culture. Most Indians came as young adults, some with children, who learned Indian customs and values at home and at vernacular schools.

5. LANGUAGE: African slaves spoke many different languages, and had to communicate among themselves in Swahili, Arabic, or the languages of European traders. On the plantations, they learned the local French Creole. Most of the Indians came from three major language groups (Bhojpuri) Hindi, Tamil, and Telegu. Employers relied on bilingual overseers and the Indians preserved their home languages, in which they transmitted their home cultures. Many man but far fewer women learned Creole, even into the 1960s.

6. NAMING: African slaves were given European names, usually French or English for given names. Over time, African surnames were replaced by French or English ones. Indians retained their Indian names and gave their children Indian names, although some Christian converts took European names.

7. RELIGION: The dominant religion in Mauritius and the Seychelles was Roman Catholic, from when they were French colonies, and African slaves were heavily evangelized. Catholic and Protestant churches were controlled by Europeans. The Indians were generally Hindu or Muslim, and Europeans made little effort to convert them to Christianity. Moreover, temples, mosques, and religious ritual and education were controlled by Indians, not Europeans.

8. MUSIC AND DANCE: Africans lost not just their traditional religious rites of passage, but also music and dance connected with them. The latter became entirely secular, adapted to European and Creole cultures. Indians retained Hindu and Muslim ceremonies for rites of passage, along with their musical and dance components.

9. OVERSEAS CONNECTIONS: African slaves were completely cut off from Africa. Those who went overseas for training went to France or Britain, not Africa. Indians were also cut off from home, but many of those indentured returned to India, the Indian government took frequent interest in their welfare, and Hindu and Muslim missionaries came to preach to them. Many went to Europe for training but others went to India.

10. ECONOMIC BASE: Africans lost their kinship organizations, which had been their principal units of production and consumption. The sugar plantations produced cash crops, not subsistence crops, and individual workers purchased what they consumed. Indians came from highly stratified societies with complex, caste-based divisions of labor that produced goods and services. They were used to sharecropping and wage work (which was why indentured themselves), but the family remained the basic unit of consumption.

11. ENDOGAMY: Marriage in both European and Indian societies was very much about property; brides came with dowries. Both groups also tended to marry within their race, class, or caste. In African societies, marriage was more about building alliances; brides required bridewealth. African social stratification was much more fluid; chiefs could marry commoners.

Watson concludes “that there was a concatenation of factors which militated against the retention of African cultural traits (or conversely which fostered the adaptation of European cultural traits) and that these factors did not operate in the same fashion for Indians” (p. 167).

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When Chinese Was a State Secret

From God’s Chinese Son: The Taiping Heavenly Kingdom of Hong Xiuquan, by Jonathan D. Spence (W. W. Norton, 1996), Kindle Loc. 240f.

Language might seem a problem, since in all of Canton and the foreign hongs there is no Chinese who can read or write in English or other European languages, and only a few Westerners who know enough Chinese to write with even partial elegance. This has not always been the case. In the 1810s and 1820s, when the East India Company was at its peak of power, there were a dozen or more young men from England studying Chinese in the Canton factories. They translated Chinese novels and plays, and even the Chinese legal code, so they could assess the equity of the government’s rules more carefully. Though the local officials on occasion imprisoned Chinese for teaching their own language to foreigners, and even executed one, and Chinese teachers often had to shelter privately in their pupils’ lodgings, the East India Company representatives fought back. By tenacity, they won the right to submit commercial documents in Chinese translation, rather than in English, and to hire Chinese teachers, for study of classical texts as well as Cantonese colloquial dialect. And though the company directors never won official acknowledgment of their right to hire Chinese wood-carvers, they went ahead anyway and block printed an Anglo-Chinese dictionary using Chinese characters; in addition, they managed to accumulate a substantial library of four thousand books, many of them in Chinese, which they housed in their splendidly appointed hong, with the company’s senior physician doubling as the librarian.

With the termination by the British government in 1834 of the company’s monopoly of China trade, these glory days were over. Most of the language students and experts were reassigned to other countries; their finest teacher, Robert Morrison, died the same year; and the great library was scattered. Only three young men, who had been classified on the company’s roster as “proficient” enough to receive an annual student’s allowance, are left in Canton by 1836, and their main role is to be caretakers of the company’s former buildings and oversee their closing down. Nor are there any established bookshops to be found in the foreigners’ restricted zone of residence, for specific laws forbid the sale of Chinese books to foreigners, and even make it a crime to show them one of China’s local histories or regional gazettes. Those who wish to search out books must walk some distance to the west, where two bookshops on a side street (a street with gates locked and barred at night) will break the law to the extent of selling novels, romances, and “marvellous stories” to the foreigners, and sometimes arrange for purchases of other titles from the larger stores within the city.

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Female Suicides in China

From River Town: Two Years on the Yangtze (P.S.), by Peter Hessler (HarperCollins, 2010), Kindle pp. 273-274, 281:

DURING OUR FIRST YEAR IN FULING, Adam’s best freshman student had been a girl named Janelle. She was so far ahead of the others that there was no comparison, and something about this intellectual distance also set her apart socially. She had no friends in the class and spent her time alone, often talking with Adam or me to practice her English. At the end of the school year, she seemed depressed, and then for some unknown reason she went home early, missing her final exams.

At the start of the second year, Adam had class for the first time and called roll. Everybody was there except for Janelle, and Adam asked if she was sick. A few students shook their heads. Nobody said anything.

“Will she be here later?” Adam asked.

“No,” said Shannon, who was the class monitor.

“She will not come back this year.”

“Why not?”

“She is dead,” Shannon said, and then he laughed. It was a nervous and humorless sound, the sort of Chinese laugh that was simply a reaction to an uncomfortable situation. It wasn’t difficult to distinguish these laughs from normal ones, but nevertheless they always sent shivers down a waiguoren’s spine. The students had their heads down and Adam quickly changed the topic. On that day class was a long two hours.

The subject was difficult to broach and we never heard much about it, because none of the students had known Janelle well. All they could tell us was that during the summer she had jumped off a bridge in her hometown. When the Chinese commit suicide, it’s common for them to jump off things—bridges, buildings, cliffs. Sometimes in the countryside they eat pesticide. They tend to do a much more thorough job of killing themselves than Americas do, especially American women, who often take pills and are saved by having their stomachs pumped.

Chinese women are more likely to commit suicide than Chinese men. More than half of the female suicides in the world take place in China, where the suicide rate for women is nearly five times the world average. China is the only country on earth in which more women kill themselves than men.

Fuling women lived under complicated expectations, and the economic pressures of Reform and Opening seemed to weigh particularly heavily on them. In the countryside, many of the men had left to work in urban areas, and for every stick-stick soldier or construction worker in the city, there was a peasant wife back at home, tending the farm alone. A total of 66 percent of China’s agricultural workers are female. Social scientists believe that this imbalance is partly responsible for the high female suicide rate, which occurs predominantly in the countryside. Rarely do these rural deaths seem to be the result of poverty; in fact, most happen within a relatively affluent and well-educated class of peasants. Adam’s student Janelle was a textbook example of this trend: she wasn’t poor, and she had academic opportunities that were unusual for peasant girls. But Janelle’s career path most likely would have involved returning to her hometown to teach, which probably had been a depressing prospect for somebody so bright. I suspected that she had recognized clearly her own potential, as well as the bleakness of her future: to become a rural schoolteacher, marry young, raise a child. In the end it was more—or less—than she could bear.

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