7.1. Working Towards Change

From the early nineteenth century, we find debates and discussions about social customs and practices taking on a new character. One important reason for this was the development of new forms of communication. For the first time, books, newspapers, magazines, leaflets and pamphlets were printed. These were far cheaper and far more accessible than the manuscripts that you have read about in Class VII. Therefore ordinary people could read these, and many of them could also write and express their ideas in their own languages.

In this chunk, we learn that in the early 19th century, a new way of sharing ideas began through various printed materials like books and newspapers. These materials were easier to get compared to older manuscripts, meaning more people could access them. As a result, ordinary individuals could not only read but also share their thoughts and opinions in their own languages, which led to a rise in discussions about social customs and reforms.

Imagine a small town where people used to communicate only by word of mouth. Suddenly, a printing press arrives and starts printing local newsletters. Everyone can now read about events happening in the town, share their own opinions, and even write letters to the editor, empowering the entire community to engage in discussions and push for change.

These debates were often initiated by Indian reformers and reform groups. One such reformer was Raja Rammohun Roy (1772–1833). He founded a reform association known as the Brahmo Sabha (later known as the Brahmo Samaj) in Calcutta. People such as Rammohun Roy are described as reformers because they felt that changes were necessary in society, and unjust practices needed to be done away with.

This chunk highlights the important role played by Indian reformers like Raja Rammohun Roy in initiating discussions about social change. Rammohun Roy founded the Brahmo Sabha, which focused on pushing for necessary changes in society and eliminating practices that were considered unjust. Reformers like him were motivated by the belief that society should evolve towards fairness and equality.

Think of a school where certain rules seem unfair to some students. One student, like Rammohun Roy, decides to gather others and discuss these rules, advocating for change and seeking to make the school a place where everyone feels treated equally and fairly.

Rammohun Roy was keen to spread the knowledge of Western education in the country and bring about greater freedom and equality for women. He wrote about the way women were forced to bear the burden of domestic work, confined to the home and the kitchen, and not allowed to move out and become educated.

In this part, Rammohun Roy’s focus on promoting women's rights is emphasized. He recognized the limitations placed on women, especially regarding education and freedom. He advocated for women's access to education, believing that educating women would lead to greater equality and empowerment, which was a progressive stance at the time.

Consider a scenario where a group of women are not allowed to attend school because of traditional expectations. If someone like Rammohun Roy steps in to advocate for their education, it would be similar to a mentor encouraging a sports team to include girls so that they can develop their skills and pursue their passions.

Rammohun Roy was particularly moved by the problems widows faced in their lives. He began a campaign against the practice of sati. Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and European languages. He tried to show through his writings that the practice of widow burning had no sanction in ancient texts. By the early nineteenth century, many British officials had also begun to criticise Indian traditions and customs.

This chunk discusses Rammohun Roy’s campaign against the practice of sati, wherein widows were compelled to sacrifice themselves on their husband's funeral pyre. Roy utilized his extensive knowledge of various languages and texts to argue against this practice, stating that it was unjust and not supported by ancient scriptures. His efforts were bolstered by an increasing number of British officials who were also criticising such practices.

Picture a person advocating against an old law that is clearly unfair, like a rule that requires a student to take a difficult exam without any preparation. They gather evidence, present to school authorities, and find allies in the community who support the change, eventually leading to the abolishment of that unfair rule.

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. When the first schools were opened in the mid-nineteenth century, many people were afraid of them.

This segment highlights the efforts of reformers to establish education specifically for girls, driven by the belief that education was crucial for improving women's status in society. When schools for girls started opening, there was significant opposition and fear from society, as many believed that education would divert girls from their traditional roles at home.

Imagine a situation where a new community program is set up to teach girls leadership skills, but some community members protest, fearing that this may disrupt their traditional lives. Over time, however, they see how empowered and capable the girls become, leading to a change in attitude towards education and women's roles in society.

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