7.1.2. Girls begin going to school

Many of the reformers felt that education for girls was necessary in order to improve the condition of women. Vidyasagar in Calcutta and many other reformers in Bombay set up schools for girls.

In the 19th century, reformers began to recognize that education for girls was crucial for enhancing their social status and improving their lives. They believed that by educating women, they could contribute significantly to society and themselves, breaking the cycle of oppression and limited roles assigned to them by traditional norms. Vidyasagar, along with other reformers, took practical steps by establishing schools aimed specifically at girls to promote their education and empower them through knowledge.

Imagine if we think of education like a ladder. Traditionally, girls were kept at ground level, with their roles limited to household activities. The reformers were like people who built a ladder, allowing girls to climb up and reach new heights—gaining knowledge, skills, and the ability to envision a different future.

When the first schools were opened in the mid-nineteenth century, many people were afraid of them. They feared that schools would take girls away from home, prevent them from doing their domestic duties. Moreover, girls had to travel through public places in order to reach school. Many people felt that this would have a corrupting influence on them.

Despite the establishment of girls' schools, there was significant resistance from society. Many people held fears that sending girls to school would divert them from their domestic responsibilities, as they believed a woman's primary role was to maintain the home. Additionally, the travel involved in getting to school was seen as potentially dangerous and inappropriate for girls, reinforcing the notion that women should remain in private spaces rather than partake in public life.

Consider this like a society that loves tradition and worries about change. It’s akin to a family that has always planted their garden in a particular way, fearing that experimenting with new methods might ruin the harvest. The fear of the unknown often keeps people from embracing beneficial changes.

Therefore, throughout the nineteenth century, most educated women were taught at home by liberal fathers or husbands. Sometimes women taught themselves.

Due to societal fears about public education for girls, many educated women received their education at home from supportive family members or through self-education. This meant that while some women did gain knowledge and skills, it was often limited and dependent on the willingness of their families to break from traditional norms. This approach demonstrated how some families began to see the value of educating their daughters, but it still kept girls within the confines of home.

Think of this as a rare flower in a garden. While it may not receive the full sunlight it needs to thrive, it still manages to grow in the shade as long as someone tends to it. Each educated woman in this scenario became a symbol of change, even if her opportunities were limited.

In the latter part of the century, schools for girls were established by the Arya Samaj in Punjab, and Jyotirao Phule in Maharashtra.

As the century progressed, more organizations began to open schools specifically for girls, such as the Arya Samaj in Punjab and initiatives led by Jyotirao Phule in Maharashtra. This represented significant progress in the fight for women's education, as these institutions provided structured learning environments that aimed not only to educate girls but also to challenge societal norms that restricted female education.

Imagine a small group of pioneers building a new road through a dense forest. Each school established was like a clearing in the woods, creating pathways for more girls to follow in the pursuit of education and future potential, leading to a wider transformation in society.

When girls’ schools were first set up in the nineteenth century, it was generally believed that the curriculum for girls ought to be as less taxing than that for boys. The Hindu Mahila Vidyalaya was one of the first institutions to provide girls with the kind of learning that was usual for boys at the time.

Initially, the education provided to girls was often considered to be less rigorous than that for boys. People believed that girls didn't need the same level of academic challenge. However, institutions like Hindu Mahila Vidyalaya began to provide a more comprehensive curriculum that equaled what boys received, thus advocating for equality in education and challenging the stereotype that girls were less capable of handling difficult subjects.

This situation can be compared to a sports coach who initially believes that a girl only needs light practice, while the boys train more intensively. However, when the girl surpasses expectations, the coach realizes that talent knows no gender and adjusts the training to create fairness and equality.

In aristocratic Muslim households in North India, women learnt to read the Koran in Arabic. They were taught by women who came home to teach. Some reformers such as Mumtaz Ali reinterpreted verses from the Koran to argue for women’s education.

During this time, aristocratic Muslim women were also receiving education, particularly in reading religious texts. Special women educators visited homes to teach girls, which showcased a different approach compared to the traditional schooling that was becoming more popular. Reformers like Mumtaz Ali sought to reinterpret religious texts, arguing that Islam supported women’s education, thereby advocating for changes within the framework of their own religious beliefs.

Think of it like a unique recipe. While traditional cooking methods might be followed, a chef introduces a few amazing ingredients that enhance the dish without losing its core essence. Here, reformers are mixing educational ingredients into the traditional recipe of women's roles, creating a new flavor of empowerment.

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