Andheri Raat Ke Taare

SIDH wants to bring out books written in our languages that helps us to see India, it’s samaaj, it’s ways, it’s aesthetics from our indigenous perspective. ‘Andheri Raat Ke Taare’, which was out of print for a long time, is the first book in this series. We are extremely happy that this classic has now got published. The following is the introduction that Pawanji wrote for this new edition…

ख़ुशक़िस्मत हूँ मैं। कृपा है कहीं से कि जीवन में अद्भुत और जिनके प्रति स्वतः श्रद्धा पैदा हो, ऐसे लोगों से बग़ैर ज़्यादा कोशिश किये, मिलना हुआ, और इतना ही नहीं, उनसे घरेलू सम्बन्ध बने। इनमें से एक धरमपाल जी थे और उनके मार्फ़त “गुरुजी” रवीन्द्र शर्मा के बारे में पता चला। पहली ही मुलाक़ात में आत्मीयता हो गयी। “गुरुजी’ शुद्ध मौखिक परम्परा के व्यक्ति थे। क़िस्से, कहानियाँ, अपने अनुभव में आयी बातें। उन्होंने जो देखा, सुना उसे सुनाते और उनके तार एक-दूसरे से जोड़ते जाते थे। ऐसा अहसास देते थे कि वे पढ़ते-लिखते नहीं ही होंगे। पर ऐसा नहीं था। कभी-कभार उनके मुँह से कुछ किताबों के नाम निकल पड़ते थे।

उन्हीं से सबसे पहले किशन सिंह जी चावड़ा की इस अद्भुत किताब, “अँधेरी रात के तारे” के बारे में सुना। कहीं मिली नहीं, लोगों से, जानकारों, जो लोग पढ़ने-पढ़ाने वाली जमात के थे अपनी मित्र मण्डली में, उनसे पूछा। किसी को पता नहीं। किसी ने नाम तक नहीं सुना था। फिर कहीं से एक फ़ोटो प्रति मिली। बहुत साफ़ भी नहीं थी। थोड़ा पढ़ा तो मज़ा आ गया। पहली बार किसी किताब को पढ़ते वक़्त ऐसा लगा कि, ‘भई धीरे-धीरे पढ़ो, कहीं जल्दी ख़त्म हो गयी तो?’ जैसे किसी स्वादिष्ट पकवान को सबसे बाद में खाते हैं, बचा कर रखते हैं कि स्वाद लम्बा चले, कुछ-कुछ वैसा। चाय को चुस्की लेकर पीते हैं, जल्दी नहीं, वैसा।

“गुरुजी” रवीन्द्र शर्मा जो बातें करते थे उनसे मेल खाते क़िस्से, इसमें भरे पड़े हैं। वाह। ऐसा अद्भुत और रंगीनियों से भरा, वैविध्य लिए हुए देश कभी हाल तक था-यह हमारा भारत। मज़ा आ गया सोचकर, कल्पना करके ही। और इन्होंने, किशन सिंह जी चावड़ा ने तो जीता जागता देखा है इसे। महात्मा गाँधी से लेकर, अद्भुत गाने वालियों के क़िस्से। उनकी गरिमा और हिन्दू और मुसलमान बाईजीइयों में बारीक भेद। फ़कीरों से लेकर राजाओं और महाराजाओं के क़िस्से। एक आम मन्दिर में साधारण लोगों की गाने की महफ़िल से लेकर फ़ैयाज़ ख़ॉन साहब के गायकी की बारीकियों। श्री अरविन्द से लेकर गुरुजी रवीन्द्रनाथ के क़िस्से। क्या छोड़ा? हर वर्ग, हर सौन्दर्य, हर रस को समेटे हुए अपनी सहज, साधारण भाषा में, एकदम खरे क़िस्से और इनकी पैनी दृष्टि। क्या कहने? हमलोग “गुरुजी” की पैनी दृष्टि की दाद देते थकते नहीं थे। वे वो देख लेते हैं और दिखा भी देते हैं जो हम मूढ़ों को सामने होते हुए भी नहीं दिखता। किशन सिंह जी की दृष्टि, उनकी लेखनी वैसी ही मिली।

ऐसा लगा इस किताब को तो लोगों के सामने लाना ही चाहिए। बहुत ज़रूरी है। हमारा पढ़ा-लिखा वर्ग जो आमतौर पर अपने देश के बारे में भी दूसरे देश के लोगों, या उनके पढ़ाये भारतीयों से समझता है उसे यह एक सच्चा खालिस नज़रिया भी देखने-पढ़ने को मिले तो सही, भले ही वह इन्हें काल्पनिक मानेगा। पता नहीं। सोमय्या प्रकाशन को सम्पर्क किया जिन्होंने इस किताब के हिन्दी अनुवाद को छापा था। वे अपना प्रकाशन बन्द करने का निर्णय ले चुके थे। उन्होंने ढूँढ़-ढाँढ़ कर बची हुई ५ प्रतियां मुझे भिजवायीं और कहा “आप जो करना चाहते हैं, कर सकते हैं।”

इसी के कुछ समय पहले कमलेश जी को ४ घण्टे बैठाकर “गुरुजी” रवीन्द्र शर्मा को सुनाया था। वे तो लट्टू हो गये “गुरुजी” पर। कहने लगे, “पवन जी, मेरे जीवन के सबसे अनमोल ४ घण्टे आपने मुझे दिये”। अपने भारी भरकम बीमार शरीर को वे गुरुजी के पास आदिलाबाद ले जाने को लालायित रहते। हम सब डरते रहते। गुरुजी भी। उसी समय मुझे यह “अँधेरी रात…” मिलीं। कमलेश जी को दिखायी और अपने मन की बात कि इसे दुबारा छपवाना चाहिए, बतायी। वे तुरन्त राजी हो गये। “अँधेरी रात के तारे” तो मूलतः गुजराती में लिखी गयी थी, हिन्दी में अनुवाद हुआ था। कमलेश जी को लगा कि इसे थोड़ा सा सम्पादन की ज़रूरत है। वे करने भी लग गये पर इसी बीच चल बसे। फिर उदयन वाजपेयी जी से बात हुई और उन्होंने इसे छपवाने का जिम्मा लेकर कृपा की।

“अँधेरी रात के तारे” दुबारा छप कर लोगों के पास पहुँचेगी यह सोचकर भी रोमांच हो रहा है। किताब है ही इतनी अद्भुत, आज तक फोटो प्रतियाँ करवा करवा कर अपने मित्रगणों में जो रसिक हैं उन्हें भेजता रहा हूँ। अब एक सुन्दर रूप में भेज सकूँगा, इसकी बेहद ख़ुशी है। इस तरह का साहित्य हिन्दी एवं अन्य भारतीय भाषाओं में बिखरा पड़ा है। हमारे देश का दुर्भाग्य ही कहा जा सकता है कि हमें इसकी वकत नहीं। पर कोशिश तो करनी पड़ेगी कि इस प्रकार का साहित्य आमलोगों तक बहुंचे और वे जिसे महात्मा गाँधी “भारत की आत्मा” कहते थे, इसके दर्शन कर पायें।

‘Andheri Raat Ke Taare’ is published by Vagdevi Prakashan and is priced at Rs 450. If you are interested in buying copies, we can provide the book at the following discounted price:

1-4 copies: Rs. 400 plus postage
5-10 copies: Rs. 360 plus postage
11+ copies: Rs. 315 plus postage

Please write to sidhsampark@gmail.com to take the conversation forward. Namaste!

Invisible systems and their visible effects

SIDH is going to publish ‘The White Sahibs In India’ (first published in 1937 and talked about here, here and here on this blog) by Reginald Reynolds in a month or two. I read the full book once and then started creating a final word document for printing, for which I had to pay attention to every comma and inverted comma, every italic and quotation mark. Reading the book even once is distressing and heart-wrenching and having to go through it painfully slowly is very difficult to bear. The book is relentless in graphically telling us about the dishonesty, the inhumanity, the brutality of the growth and maintenance of British rule in India. The story is told by the author using many voices – people who go along with the mainstream narrative and are happy for Britain, people who go along with the mainstream narrative but are appalled by the excesses perpetrated by the British rule, and some few voices who warn that Britain will inevitably have to pay a heavy price for its actions in India.

Anger is the appropriate first response to reading the book. It took some time to work through the anger and arrive at some form of acceptance that these things happened and that we need to acknowledge the trauma heaped on us and heal ourselves as a people. The book tells this disturbing story in clear, well-referenced terms; a story that has been carefully hidden away from us by our British-initiated, West-glorifying, India-bashing (subtly) education system. I found myself thinking that if the information in this book was presented to every Indian, our unnatural attraction to the West and its value-systems would be comprehensively broken. That brings me to the insight I wanted to present with this post. Take a look at the following excerpt:

“Our conquest there, after twenty years, is as crude as it was the first day. The natives scarcely know what it is to see the grey head of an Englishman; young men, boys almost, govern there, without society, and without sympathy with the natives. They have no more social habits with the people than if they still resided in England; nor, indeed, any species of intercourse but that which is necessary to making a sudden fortune, with a view to a remote settlement. Animated with all the avarice of age, and all the impetuosity of youth, they roll in one after another; wave after wave, and there is nothing before the eyes of the natives but an endless, hopeless prospect of new flights of birds of prey and passage, with appetites continually renewing for a food that is continually wasting.”
– The great statesman Edmund Burke speaking in 1783 about the conquest of Bengal, as quoted in The White Sahibs In India.

In my after-anger, acceptance phase, it looked like the worst excesses done by these young British men happened because they were part of a corrupting system, what Gandhiji called a satanic civilization in Hind Swaraj. I could find myself believing that they were only energetic young men merely doing their jobs, men who just wanted to make a ‘sudden fortune’. Men who, probably, were not aware of the satanic system that drove their actions. If that is possible, it got me thinking about what is it that I and people like me are not aware of, as we go about our daily lives, just doing our jobs? Going beyond the distress and anger the story causes, I found that meditating on and exploring this idea was the great gift that reading The White Sahibs In India gave me.

Looking back at one year of weekly blog posts

This blog started in November 2020 as a way to keep the conversation going among the participants of the online courses that we were running at SIDH. We started with some basic rules:
a. There would be a new post every Monday.
b. The posts would be a quick read of around 500 words.
c. The topics would be related to ideas explored in the online courses.

Looking back, the posts can be classified as:

Related to important educationists:
Samdhong Rinpoche: Education in the Tibetan Buddhist tradition
Dharampal: Gently reminding us of who we are
Dharampal: Unpublished writings
Dharampal: The Dharampal project
Dharampal: Sahajta aur aatma vishwaas kaise laute (Part 1 of 2)
Dharampal: Sahajta aur aatma vishwaas kaise laute (Part 2 of 2)
Ravindra Sharma: Sahajta aur samarthya
Ananda Coomaraswamy: The towering genius
AK Saran: A radical spokesman of tradition
SN Balagangadhara: Shaking us awake
SN Balagangadhara: What does it mean to be ‘Indian’?
CK Raju: A mathematical genius
Kapil Kapoor: The cheerful Pandit
Rabindranath Tagore: The history of Bharatvarsha
Sri Aurobindo: The Renaissance in India
J Krishnamurti: On Education
MK Gandhi: Hind Swaraj

Related to our online course:
The problem with modern education
Drawing the attention or dhyaanakarshan vidhi
The Isa Upanishad illuminates an aspect of modernity
Understanding modern education – Online course

Related to SIDH publications:
A matter of quality
Understanding history
Learning to learn
Learning at Bodhshala
The white sahibs in India
The white sahibs in India: Excerpts
The white sahibs in India: Excerpts (Part 2)

Related to alternate schools:
Microschools: The future of education?
Microschools: Networks
Muni International
Aksharnandan
Indus World School
Manzil
Anand Niketan

Posts by Pawanji not covered in the above list:
Hamara itihaas bodh
Saadhaaran hi shresth thhe
Vividhta – parampara mein/ adhunikta mein (Part 1)
Vividhta – parampara mein/ adhunikta mein (Part 2)
Vividhta – parampara mein/ adhunikta mein (Part 3)
Nothing exists in isolation (Part 1)
Nothing exists in isolation (Part 2)

There are some stand-alone posts that do not fit into the above categories but an overview of the year-long blog project can be seen by reading the above list. Take a look, follow some of the links, and let us know what you think. Namaste!

Our new Telegram channel

This weekly blog was started on 23/11/2020 to seed discussions among the participants of our online courses. Since we have gone through a full year of regular blog posts, it is time to give you a 2-week break. 🙂

The next post will be up here on 13th December 2021. See you all then!

Meanwhile, our Telegram channel with daily posts is live at https://t.me/joinchat/6L8R1CROo6AyZWM1. Check it out!

The Dharampal Project

The 100th birth anniversary of Shri Dharampalji is being celebrated this year with various programs. We at SIDH have been fortunate to have spent quality time with him over the years and have had the privilege to publish some of his works.

Under the ‘Dharampal project’ we are looking at ways in which we can:
– build on and disseminate his hugely influential and perception-correcting work and
– to undertake further research into understanding the mind of the ordinary Indian, as suggested by Dharampalji.

Take a look at the proposal below and share it with people who can help make it happen.

Get in touch at arunelassery@gmail.com or pawansidh@gmail.com or call me at 9633983530 if you are interested in funding the project. Namaste!

What does it mean to be ‘Indian’?

A new book by S.N. Balagangadhara, Balu to his many admirers, has been published recently. Prof Balu is an original thinker and this new book presents his ideas in a manner accessible to a lay audience. Every time I listen to a video or read something written by him, I come away with important new perspectives that clarify my understanding. Given below are some excerpts that may get you interested in buying and reading the book. I highly recommend that you do!

Excerpt 1:

I think our culture is going to see a renaissance. Such a renaissance is of importance not just to us, Indians, but also to all of humankind. Because this is going to lay the real foundation for the sciences of the social, it will provide a surprising answer to the question, ‘what does it mean to be ‘Indian’?’ This process is going to take place – sooner, if we accelerate the pace; later, if we do nothing about it. In the latter case, this may not happen in your lifetime or mine; but happen it shall. Of this, I am utterly convinced. It is this conviction that has kept me going all these years; it is the same conviction that has made me want to reach out to you.

Excerpt 2:

Any group that survives as a culture would thus have built two extremely rich storehouses containing two things: linguistic items and actionable items. Even though this distinction appears simple, their diversity and complexity are enormous: human languages and human institutions are extraordinarily varied. The latter – whether family, marriage, rituals, child rearing, schools, clubs, legal and political organizations-are congealed human actions. Poems, stories, theories, hypotheses, speeches, and talks are embodied in languages. As we grow up, our elders draw upon these multiple storehouses to educate us. Through education, we learn to make our environments habitable, i.e., learning is a way of creating a habitat. As we learn, we also draw upon the treasure chests that our teachers use.

Not only do we draw upon these resources, but we also learn how to use them both to learn and to go about with things in our two environments. The same consideration applies to those who teach us. They too use this reservoir of knowledge to teach us to use it better. Because these resources used by both teachers and their pupils help us to relate to others, we could call them the ‘resources of socialization’.

In simple terms: human beings are socialized using the resources of socialization. As I indicated earlier, in this process, we also learn how to use these different resources. In the broadest terms, this is what a ‘culture’ is: the available resources for socialization and their uses.

Excerpt 3:

I suggested above that religion produces and reproduces a configuration. In that case, how do we understand the role of Christianity and Islam in India? Are not the followers of these religions socialized differently because of their religion, and is not their presence a disturbing factor for Indian culture? Why would these religions not produce their configurations of learning and adapt instead to the Indian configuration of learning? My answer will be simplified here again: when these religions entered India, they met a culture that was already formed as a stable configuration of learning. As a result, these religions had to adapt themselves to this culture to survive. That is, these religions could continue to hold their beliefs and practice their religious activities only by adapting to Indian uses of the resources of socialization. Thus, Indian Christianity and Indian Islam remain Indian irrespective of their religious beliefs and practices. The specificities of their religions are given a space to survive and flourish in Indian culture as one of the many diversities present within it. In this process, these religions themselves undergo modifications and changes in how the believers live their daily life, which does not affect their beliefs (say about Christ or Mohammed) or their places of worship. It is this kind of adoption of and adaptation into Indian culture that many Madrassa schools fight. It is this adaptation to India that Catholicism and Protestantism in India have undergone which the Evangelical Christians militate against. Whether such resistance has any effect at all or not depends not on their militancy but on the vibrancy of Indian culture. A vibrant Indian culture (because it is a culture) allows a place for these religions and absorbs their drive to create other configurations of learning within its own multiplicities that constitute a configuration of learning. These religions, on their own, cannot do what the military, economic and administrative powers that supported them, viz., colonialism, could not do, which is to destroy Indian culture. However, this does not mean that the two colonialisms did not damage Indian culture. They did, and their effects are still visible. We will discover what these are in later chapters.

Excerpt 4:

Reflection on experience is sensible only in relation to non-introspective thinking. Introspection does not make experience accessible; instead, it takes us away from experience. It creates a self-sustaining loop by sending us to a place where experience is impossible but results only in an endless series of imaginary thoughts. When we think, all we do is blame ourselves: recrimination, beating ourselves up endlessly, feeling guilty, etc.

The first step in thinking about experience the Indian way, as I see it, is to break free from introspection and desist from reflecting on thoughts and feelings, etc., as being unique and individual. Then we can come to an understanding of ourselves and our psychologies by discovering how human we are. To understand why human beings react in specific ways is to understand them; we must see our own reactions and responses as ‘facts’ of a hypothesis. This is also an activity: we actively learn how to deal with our idiosyncrasies. Growing up as an Indian is to learn these things and to transmit them as well.

The white sahibs in India: Excerpts (part 2)

“In order to restore India to its pristine condition, we have to return to it. In our own civilization there will naturally be progress, retrogression, reforms, and reactions; but one effort is required, and that is to drive out Western civilization. All else will follow.” – Hind Swaraj, M.K. Gandhi

Our long education brainwashes us into not seeing the ‘satanic’ nature (as Gandhiji calls it in Hind Swaraj) of western civilization and its British envoys who completed the task of destroying India. ‘The white sahibs in India’ is a very good eye-opener.

The full book is available online here and given below are some hard-hitting excerpts.

Excerpt 1:

Following the [Jalianwala bagh] massacre, which has often been excused as an act of panic, a deliberate and diabolical regime of terror was established in the city. No Indian will ever forget General Dyer’s “crawling order” by which all Indians who passed along a particular street were made to crawl on their bellies, on pain of instant death. For the slightest indication of “disrespect” to their British masters Indians were publicly flogged, while military tribunals sat daily, dealing out summary “justice” against which there was no appeal. Water supplies were cut off from Indian houses and prisoners were kept in open cages under the scorching sun.

Throughout the whole of the Punjab martial law was imposed. Eighteen death sentences were passed and immediately carried out, while twenty-eight persons were sentenced to transportation for life. To prevent news from reaching the outside world, no one was allowed to enter or leave the Province. Meanwhile an inestimable number of people were killed by the bombing of Punjab villages from the air, and armoured trains which pulled up in these villages massacred all inhabitants within range by indiscriminate firing from machine guns. In one town the biggest schoolboys were flogged, apparently to encourage the others, and at Lahore all students were forced to attend a roll-call four times a day.

Dyer justified his action on the ground that he saved India from revolution. Whether this was the case or not, he certainly did more than any other man to arouse a revolutionary mentality in the Indian people. All over the country meetings of protest were held as the news of the Punjab horrors gradually became known. Festivities organised by the Government to celebrate the Allied victory were boycotted, and the Government’s processions passed down empty streets, where the shops were closed in token of national mourning.

The last act of the Amritsar tragedy was the virtual endorsement of all the actions of the military by a Government which clearly deplored the clumsiness rather than the crime.

Excerpt 2:

The Government’s official publication ‘India in 1929-30’ spoke of poverty as “the most characteristic feature of the rural classes of India.” According to this authority:

“A large proportion of the inhabitants of India are still beset with poverty of a kind which finds no parallel in Western lands, and are living on the very margin of subsistence.”

This poverty is the result of 150 years of extortion. It began in Bengal with the robberies described in the early chapters of this book and a steady rise in the land tax assessment to double or treble the amount exacted by the Indian rulers. It progressed with the policy of annexation, whereby the revenues of Indian States were plundered on the pretext of defence. It was systematised in some of the Provinces by the creation of an Indian land-owning class, which by the year 1900 was paying only 28 per cent of its rents to the Government and keeping the rest of the plunder as a reward for its loyalty.

In the ryotwari provinces a standard levy of 45 per cent to 50 per cent on the gross produce of the peasant, and in some cases of a revenue assessment actually exceeding the gross produce, drove the helpless villagers into permanent indebtedness.

Excerpt 3:

“India had been populous and flourishing, the people thriving and happy,” wrote Horace Wilson of the conditions “for centuries prior to the introduction of European agency.” Unlike previous conquerors, the British, till force of circumstances compelled them to make terms with the reactionary elements of Indian society, excluded the conquered people from all positions of responsibility.

“There is probably,” wrote Holt Mackenzie, “no example of a Government carrying the principles of absolutism so completely through the civil administration of the country, if that can be called civil which is in spirit so military.”

Under such a system, embryonic of modern fascism, Indians were for years “excluded from every honour, dignity or office which the lowest Englishman could be prevailed upon to accept.” By the end of the nineteenth century the villagers, powerless to protect themselves either from the Government or the native parasites whom it shielded, were paralysed with poverty. The results of an enquiry made in 1888 by the Government were so frightful that the authorities kept them secret; but we have the authority of Sir William Hunter that in his time forty millions passed through life with only one meal a day. Another eminent official stated that half of the agricultural population did not get a square meal during the whole course of the year, the standard of “squareness” being the food supplied in the Indian prisons.

The white sahibs in India: Excerpts

The following excerpts are from ‘The white sahibs in India’ by Reginald Reynolds, a book that we want to re-publish and popularize. The full book is available online here.

Excerpt 1:

Reference has already been made to the antiquity of this panchayat system. Megasthenes, who visited India three centuries before Christ, described the village communities as “republics” which were “almost independent of any outside relations.” The village originally owned the land on which the villagers lived and worked; so that before the dislocation of the peasant industries many of these communities had remained, right up to the time of British rule, economically self-contained units. In the North of India, however, a previous succession of rapacious conquerors had already done much to destroy this economic independence, and the zemindars or rent collectors of the Moslem rulers were already acquiring something like feudal power in pre-British days.

The zemindari system hardened rapidly under British rule. In Bengal the “Permanent Settlement” of 1793 turned these revenue collectors into owners of the soil and confirmed their status as a landed aristocracy. For a hundred and forty years since that time, while the value of money has fallen steadily and the rents of the Bengal peasants have risen in proportion, the tax paid, by the zemindars to the Government has remained stationary, fixed for all time by the settlement of 1793. This far-sighted piece of legislation has enabled the landlord class which it created to squeeze enormous sums from the peasants by the payment of a light tax on the proceeds. The effect of this is that whilst the Government gets a smaller share of the spoils than it might expect by direct taxation of the peasantry, it gains a powerful ally in a landlord class the very existence of which is bound up with the continuation of British rule.

Excerpt 2:

“…to take the ordinary acts of husbandry, nowhere would one find better instances of keeping land scrupulously clean from weeds, of ingenuity in the device of water-raising appliances, of knowledge of soils and their capabilities, as well as the exact time to sow and to reap, as one would in Indian agriculture, and this not at its best alone, but at its ordinary level. It is wonderful, too, how much is known of rotation, the system of mixed crops and of fallowing. Certain it is that I, at least, have never seen a more perfect picture of careful cultivation, combined with hard labour, perseverance, and fertility of resource, than I have seen in many of the halting places in my tour.”

This quotation brings us back once more to the fact that it is from no lack of knowledge or skill, but from the conditions under which he lives that the Indian peasant suffers. An instance indicated by Dr. Voelcker is that of manure, of which there is a great shortage, owing to the prevalence among Indian peasants of the habit of using cow-dung for fuel. This is not, as is commonly supposed, a matter of ignorance or wilful waste, but a matter of necessity. The value of cow-dung as manure is about three times its value as fuel; but as the Forest Laws make it illegal for the peasant even to collect a few twigs from the forests, his manure is the only fuel available. However near he may be to forest land, he must pay for wood, and this he cannot afford to do. Consequently he burns his cow-dung, though he knows its value, simply because it is the only fuel that he can obtain without paying for it.

Excerpt 3:

There is a true story of India that is also a parable of British rule. It is to be found in the history of the Sal forests of the Gangetic Plain.

For fifty years British forestry experts protected these forests from fire, and it was only a few years ago that they made an interesting discovery. It appeared that, after all, these Sal forests, unlike resinous forests, required an occasional fire to stimulate their growth. Fire destroys the undergrowth, leaving an ash which forms an alkaline mould and makes good soil for the young saplings.

Fifty years of protection produced a thick undergrowth, damp and heavy in the rainy season. It kept the light from the young shoots and covered them with a poisonous acid mould which killed them. Such shoots as survived were eaten by deer, which multiplied under British forestry laws. For while deer were protected by law, white sahibs on safari had greatly reduced the number of tigers which (regardless of law) might otherwise have kept down the number of deer.

A few years before, the protection of India’s forests had been considered indisputable evidence of the success of British administration in this sphere. By 1930, though it was not (and will not be) publicly admitted, the experts knew that British efficiency had been misplaced. They were humbly learning from a natural, unprotected forest how sal regenerates itself when freed from interference.

The white sahibs in India

At SIDH we are thinking of publishing some books that we consider very important, that are not very well known and are currently out of print. ‘The white sahibs in India’ by Reginald Reynolds, first published in 1937, is the first one we hope to publish in this series. The author in the preface dedicates the book to – “all who have suffered in Indian jails for the crime of patriotism.”

Pearl S. Buck says about the book:

“It tells the story of English officialdom in India, not from the government point of view, nor from the the Indian, but from the point of view of an incorruptibly just and honest man, and one thoroughly humane. The facts he presents make a picture of imperialism which does not pale before Italy in Ethiopia or before Hitler and the Jews. It would be interesting to know if there can possibly be another side to the question than the one here given.

Reginald Reynolds has written a bold, brave book. One hopes he will not suffer for it. In some other country than England he would.”

Here is what the dust jacket of one of the versions says:

“India is in the headlines again. The year 1937 sees the inauguration of the new Constitution in the Indian Provinces. Behind the latest constitutional developments lie over three hundred years of history since the formation of the East India Company. The story, so little known in England, is told in this book, with special chapters to explain such problems as those created by the Depressed Classes and Hindu-Moslem differences.

The author traces the economic influences which moulded Indian history from the fall of the Mughals to the present day. Inevitably this involves the explosion of many popular myths regarding individuals and incidents. The “Black Hole,” Clive and Hastings, the Mutiny, Lord Irwin and the Round Table Conference, are all subjected to the same merciless scrutiny. Less familiar subjects, such as the administration of village communities in pre-British times, and the rule of the Indian Princes, receive equally close attention.”

Next week I will share some excerpts from the book to highlight its relevance and importance to present day India.

A new curriculum

Under the post titled ‘Science delusion’, last week we looked at Dr Rupert Sheldrake’s list of ten dogmas that an educated modern individual religiously believes. Today, across the world, the dogma of the mechanistic and non-conscious nature of the universe is propagated with our education systems. In traditional or not-yet-fully-modern societies like India, our upbringing with the emphasis on the sanaatana, is in direct conflict with the dogmas pushed by the modern education system. Most people seem to make an uneasy, schizophrenic truce and manage to live their lives with, for example, a traditional home-life and a modern work-life.

Recently, I have been thinking that:

– What is natural is effortless.
(Is it because people are maintaining an unnatural system that they work so hard?)
– It takes enormous effort to keep the unnatural going.
(In ‘Hind Swaraj’, Mahatma Gandhi pointed out that western civilization is doomed because it is against nature and what is unnatural does not last long.)
– Everything we study in school and college is based on a modern, mechanistic, unnatural world view.
– The gaps in the modern narrative are becoming apparent to more and more people.
– Is it time to question everything we study? Many very interesting people seem to think so.
– Dr Rupert Sheldrake is talking about a new science.
Prof CK Raju is talking about a new mathematics.
Prof Balagangadhara is talking about moving to a brand new social science.
Prof Stefan Lanka, whom I discovered recently, is talking about a new theory of disease.

And if what the scientists above are saying is true, does that mean that all the effort in making our children go through a complicated curriculum at great cost is pointless? What do you think?