The Suppressed History of Hindi
Bharatendu Harishchandra (1850-1885) became the father of Modern Hindi Literature, because he understood Lord Macaulay better than Hindu intellectuals of today, who condemn the Macaulay Minute (1835) without having read it. Bharatendu grasped Macaulay’s Protestant view that a mother-tongue is far more important a tool of nation-building than a sacred but dead language, such as Sanskrit. He agreed with the Vernacularists in his time that 14 or so dialects collectively called “Hindi” could be enriched by ideas adopted from more developed languages such as English and French. Therefore, he was transmitting the Christian view on nation-building to his fellow countrymen when he said, Nij Bhasha Unnati Ahe, sab unnati ko mul. Bin nij bhsha-gyan ke, mitat na hiy ko sul. Vividh kala shikha amit, gyan anek prakar Sab ddesan se le karhu, bhasha mahi prachar Progress is made in one’s mother tongue, the foundation of all progress. Without the knowledge of the mother tongue, there is no cure for heart’s pain. Many arts and education, infinite knowledge of various kinds, Should be taken from all countries, but propagated in one’s mother tongue. Sadly, until Bharatendu’s time, caste prejudice and cultural arrogance had prevented the Hindu religio-intellectual aristocracy from developing the language of the people that we now call “Hindi.” It was the painstaking toil of the Christian movement that gave us what has become our unofficial “national language.” Protestant Christianity with help from some Roman Catholics and many enlightened Hindus created Hindi because they were committed to moving the “Backwards” forward. The Older Meaning of “Hindi” During Bharatendu’s time, the term “Hindi” did not refer to the language that you read in the pages ofFORWARD Press. It was a generic name given by Muslims to dozens of languages – just as the Muslim term “Hindu” referred to thousands of gods and goddesses, different and even contradictory beliefs and practices, oppressors and the oppressed beyond the “Sindh” river. Sir George Abraham Grierson, who earned the right to become the Superintendent of the prestigious Linguistic Survey of India in 1898, came to Bengal in 1873. From 1880 he served as the Inspector of Schools in Bihar and then as the Additional Commissioner of Patna. He had a position that allowed him to pursue personal pleasure and power. But the spirit of Christ enabled him to use his spare time not for indulgence but to understand the people he was called to serve (govern). He focused his attention on their dialects in order to retain the richness of their culture into a wholesome language that could become a vehicle for India’s knowledge-based development. Out of Grierson’s voluntary labour came the “Seven Grammars of Bihari Dialects.” John Beames, the author of the Comparative Grammar of the Modern Aryan Languages was a missionary who became the world’s foremost expert on structural variations among different languages and dialects of India. He reviewed Grierson’s master-piece above in Indian Antiquity of July 1, 1885. In that review he explained what the term “Hindi” meant in those days: “All round the outer edge of Aryan India (Gangetic planes) is a circle of kingdoms or provinces, Bengal, Orissa, Maharashtra, Gujarat, Sindh, Punjab, Nepal, and the ‘Indian’, or as the Muhammmaden called it, the Hindi, spoken in each of these places came by degrees to be called Bengali, Oriya, Marathi and so on. But in the centre there remained a vast area for which no special name was found: it was merely Hindi and its language or languages were all merely Hindi. It has long been known that under the general term [Hindi] were included forms of speech differing very widely from each other, and it only remained for some scholar to enquire into the subject and classify these various forms, referring them to their proper relationships. Grierson has done this for the eastern part of the hitherto undefined area, and he has therefore, a perfect right to give a name [“Bihari’] to the form of speech whose independence he has successfully established.” Hindu sages did not lack ability. They had already done a superb job in refining Sanskrit and its grammar. Their problem was that their religious worldview prevented them from sharing Sanskrit. The secret of their cultural power over fellow Hindus lay in keeping the common people ignorant of the language of the gods. The secrecy or monopoly of “knowledge,” turned Sanskrit, an otherwise scientific language, into a vehicle of religio-magical mumbo-jumbo. Nor did Muslim Maulanas lack talent. Their difficulty was that their theology and religion also prevented them from developing the dialects of the downtrodden. Islam was as interested in converting Hindus as was Christianity, yet Islam did not develop our dialects because its culture values submission more than intellectual freedom to pursue truth. It is estimated that a relatively weaker European country such as Spain publishes more books in a year than the whole of the Arabic world has published in a thousand years. The West’s vibrant literary tradition emerged because the Bible said that the Lord Jesus brought grace and truth (John 1: 17). The first two of the Ten Commandments required Jews and Christians to believe only what is true. That became the seed for a passion for truth which enabled Christianity to cultivate languages, libraries, schools, universities, and research labs as they developed technology and modern science. This intellectual tradition made the West powerful. Christ’s Spirit Why did the West share its secret of power so liberally and sacrificially? The Bible said that the Lord Jesus sacrificed himself to save this world, enslaved by sin and suffering. That inspired Christian scholars and saints to also dedicate their lives to go to the remotest parts of the world and live with Stone Age tribes to develop their mother-tongues. They gave to the marginalized the opportunity to acquire the secrets of intellectual power generated in more developed parts of the world. The Macaulay Minute, so hated by our bigoted elite, asked the East India Company to prepare a class of Indians, who would learn English, in order to give to India access to European sciences, arts, laws, governance, organization, values, and management. Understanding the nobility of
