MODULE - 1 Religious and Social Awkening in Colonial India

India and the World

through the Ages

Notes
RELIGIOUS AND SOCIAL
AWKENING IN COLONIAL INDIA
Read a conversation between Mimi, a thirteen year old girl, and her grandmother.
Mimi: “Which college did you go to read Grandma?”
Grandmother (smiling): “I never went to college, my dear. I only studied up to class
6 and was married when I was of your age.”
Mimi (shocked): “Married at thirteen! That is illegal, Grandma! Did you not protest?”
Grandmother: “Things were different at that time besides many of my friends got
married at the same age.”
This made Mimi curious about the practices prevalent in the society when her
grandmother was a child. She also wondered how things changed over a period of
time. Who were the people responsible for bringing this change? Mimi wanted to
know all this and more. In this lesson you will read how reforms were introduced
in the 19th and 20th century in India. You will also read about the impact of these
reforms on the society.

OBJECTIVES
After reading this lesson, you will be able to:
 identify the social practices that existed in our society during the 19th century;
 discuss the importance of socio-religious reform movements during the 19th and
early 20th century in raising awareness about prevalent social practices;
 explain the efforts of the reformers to deal with issues like caste system, child
marriage, sati pratha, through legislation and other means;
 discuss the role of reformers from the 19th century onwards in promoting school
education in India;
 analyse the impact of the reform movement on Indian society.

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6.1 SOCIETY IN THE EARLY 19TH CENTURY
The Indian society, which you see in 2012, is very different from the one in the first
half of the 19th century. Two major social causes prevented the society’s progress.
These were lack of education and subordination of women. Many sections of the
Indian society were rigid and followed certain practices which were not in keeping
with humanitarian values.
Notes
6.1.1 Lack of Education
Majority of people in those days were illiterate. All over the world education was
in the hands of a very small number of people. In India also, education was limited
to a handful of men belonging to the upper castes. Brahmins in India had access to
the Vedas which were written in Sanskrit. It was a language known only to them.
Religious texts were also controlled by these people. So they interpreted them in
a way that benefitted them. Expensive rituals, sacrifices and practices after birth or
death were outlined by this priestly class. It was mandatory for everyone to perform
these rituals in the belief of a better life after death. Nobody could question the
Brahmin priests because nobody knew what was written in the scriptures. Similarly
in Europe, the Bible was written in Latin. It was the language of the Church and
their priests interpreted the religious texts accordingly. And that is why, as a reaction,
Europe saw the Renaissance and the Reformation Movement about which you
have read earlier in this book. Even ideas like liberty, equality, freedom and human
rights were introduced in Europe by various revolutions which took place there.

6.1.2 Position of Women

Girls and women today have better opportunities for their development. They have
more freedom to study and work outside of home. However, way back in the 19th
century the life was much harder for majority of the women. Certain social practices
like female infanticide, child marriage, sati pratha and polygamy were prevalent in
some sections of Indian society. Female infanticide or killing of a girl child was a
very common practice. Girls who survived were often married at a very young age
and often to men who were much older. Polygamy, a practice of a man having more
than one wife was an accepted norm among many castes and religion. In some parts
of the country Sati Pratha was practiced in which a widowed woman was compelled
to burn herself on the funeral pyre of her husband. Those women who could escape
the practice of Sati had to live a very miserable life. Women had no right to property.
They also had no access to education. Thus, in general, women had a subordinate
position in the society. The fear of the invader and loss of family honor was one
reason. The other reasons were dowry and sharing of ancestral property which further
deteriorated their status.

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through the Ages It was evident that certain practices and superstitions were preventing Indians from
progressing. Reforms were needed to bring a change in the social and religious lives
of the people.

Notes Infanticide: The killing of an infant born alive; the killing of a newly born child;
Child Sex Ratio: The number of girls per 1000 boys in the 0-6 years age group.
In India, the ratio has shown a sharp decline from 976 girls to 1000 boys in 1961
to 914 girls to 1000 boys as per the 2011 census. As per global terms, the normal
child sex ratio should be above 950.

ACTIVITY 6.1
According to the 2011 census, the states with the highest and the lowest sex ratio
is Kerala with 1084 females per 1000 males, and Haryana with 877 females per
1000 males. Find out any 5 states having sex ratio of less than 914 females per 1000
males.
Visit the website www.censusindia.gov.in for information.

6.2 A DESIRE TO CHANGE: SOCIO-RELIGIOUS

AWAKENING
What do you think could be the reasons that led to the awakening of the people
against discrimination and inequality? Reformers like Raja Rammohan Roy,
Ishwarchandra Vidyasagar, Swami Dayanand Saraswati, Jyotiba Phule, Sir Syed
Ahmed Khan and Pandita Ramabai understood that ignorance and backwardness
in the society was responsible for hindering its progress and development. This
realisation was reinforced when they came in contact with the Europeans and found
that life was very different in other parts of the world. When the British missionaries
started spreading Christianity, they criticized and questioned many of our social and
religious practices. Many of their ideas were accepted by our reformers. The desire
to reform the society was so strong that these reformers were now ready to face
challenges as well as resistance from the orthodox Indians. They started several
movements to bring desirable changes in the society.
These were made possible by enlightened people like Swami Dayanand Saraswati
and Raja Ram Mohan Roy. They studied the religious scriptures and criticized the
prevalent religious and social practices. According to them, society should be based
on the concepts of liberty and equality both for men and women and this was possible

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only by the spread of modern and scientific education especially among the women. through the Ages
These movements came to be called socio-religious movement because the
reformers felt that no change is possible in a society without reforming the religion.
We will read further to know why education and other priviliges were available to
only the upper classes in society.

6.2.1 The Caste System

Notes
Since ancient times, Indian society had a caste system which was originally occupation
based. Over a period of time, interpretation of religious texts by the upper caste and
lack of access to religious scriptures by the lower caste led to several superstitious
practices in the name of religion. This also resulted in power being concentrated in
upper caste and exploitation of the lower caste.
Hindu society was based on the Varna system, that is, Brahmin, Kshatriya, Vaishya
and Shudra. According to this system people were divided on the basis of their
occupation. The people who were engaged in praying and worshipping the Gods
were categorized as Brahmins. Those who were engaged in wars were called
Kshatriyas. Those whose occupation was agriculture and trading were known as
Vaishyas and those who used to serve the upper three Varnas were known as
Shudras. This caste system, which was purely based on occupation, had become
hereditary. A person born in a particular caste could not change his/ her caste even
though they might have changed their work. This created inequality in society. It
also led to the exploitation of the lower castes. Therefore, caste system had became
a major hindrance in the development of a healthy, democratic and progressive
society
Many socio-religious reformers and organizations stepped forward to fight against
this social practice. Organizations, such as Brahmo Samaj, Arya Samaj, Prarthana
Samaj, Ramakrishna Mission and reformers like Jyotiba Phule, Pandita Ramabai, Sri
Narayana Guru, Periyar, Vivekananda, Mahatma Gandhi and many others strongly
protested against its rigidity. Most reformers considered the prevalent caste practices
as against the original spirit of the Vedas and other scriptures. They considered the
caste system as irrational and unscientific. They felt it was against the basic rules of
humanity. The untiring and relentless efforts of the social reformers helped people
to become more tolerant towards each other.

Article 14 of the Constitution states that, ‘it shall not discriminate against any
citizen on the grounds of religion, race, caste, sex, place of birth or any of
them.’ This constitutional provision has facilitated the participation of the
marginalized in the social, political and economic development of the country.

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through the Ages 6.2.2 The Prevalent Religious Practices
Most of the social practices were done in the name of religion. Hence, social reform
had no meaning without religious reform. Our reformers were deeply rooted in Indian
tradition and philosophy and had a sound knowledge of the scriptures. They were
able to blend positive Indian values with western ideas and the principles of
democracy and equality. On the basis of this understanding, they challenged the
Notes rigidity and superstitious practices in religion. They cited the scriptures to show that
the practices prevalent during nineteenth century find no sanction in them. The
enlightened and the rationalistic amongst them questioned the popular religion which
was full of superstitions and was exploited by the corrupt priests. The reformers
wanted society to accept the rational and scientific approach. They also believed in
the principle of human dignity and social equality of all men and women.

6.2.3 The Educational Scenario

In the 19th century, many children, especially girls, were not sent to school. Education
was imparted in traditional Paathshalas, Madrasas, Mosques and Gurukuls. Religious
Education was imparted along with subjects like Sanskrit, Grammar, Arithmetic,
Religion and Philosophy. Science and technology had no place in the curriculum.
Many superstitious beliefs existed in the society. In certain communities girls were
not allowed to be educated. It was thought that educated women would soon become
widows after marriage! But in reality lack of education and awareness was the root
cause of social and religious backwardness among the Indians. So it was important
to promote modern education.

All socio-religious reformers whether Hindus, Muslims, Sikhs or Parsis aimed at the
spread of modern education. They believed that education was the most effective
tool to awaken and modernize our society.

INTEXT QUESTIONS 6.1

1. List any two social practices against which the reform movement began.
2. Why the caste system was considered irrational and unscientific?
3. What was the basis of the reformers’ criticism of rigidity in religion?
4. Read the excerpt below and answer the given question:
Dr. Bhim Rao Ambedkar belonged to a poor Mahar family, considered an
untouchable caste. He had his college education in India and later earned
degrees and doctorates for his study and research from Columbia University

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and the London School of Economics. Dr. Ambedkar was the Chairman of through the Ages
the Drafting Committee of the Indian Constitution. Despite facing social
and financial hardships, Dr. Ambedkar spent his whole life fighting against
social discrimination and was awarded the Bharat Ratna posthumously in
1990.
(i) In addition to education, which other attributes (qualities) enabled Dr.
Ambedkar to withstand the discrimination and contribute to the society? Notes

ACTIVITY 6.2
Cite at least two instances where you observed caste-based discrimination. Note
down your reactions in 50 words.

6.3 SOCIO RELIGIOUS REFORMERS OF THE 19TH

CENTURY
Many Indian thinkers and reformers came forward to bring reforms in society.
According to them society and religion were interlinked. Both needed to be reformed
to achieve positive growth and development of the country. Hence our reformers
took the initiative to awaken the Indian masses. Some of these reformers founded
organizations to spread the awareness about which you will read now. Another major
contribution of these reformers was in the field of education.

6.3.1 Raja Ram Mohan Roy

Raja Ram Mohan Roy was born in a Brahmin family of Bengal. He knew many
languages and had read Quran, Bible and the New
Testament along with Hindu scriptures in great
depth. Liberal education exposed him to different
cultures and philosophies. Deeply moved by the
plight of his brother’s widow, who had been forced
to commit Sati, he was determined to uproot this
social practice. This led him to challenge other
unfair social and religious practices prevalent at
that time. He founded Brahmo Samaj in 1828.
He was the first person to take an initiative to
challenge the practice of Sati and it soon became
his life-long crusade. He mobilized public opinion
and cited the scriptures to show that this practice
had no sanction in Hindu religion. In the process
Figure 6.1 Raja Ram Mohan Roy
he faced displeasure and enmity of orthodox

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through the Ages Hindus. In his efforts he was supported by the then Governor General of India, Sir
William Bentinck. A law was passed in 1829 making Sati illegal and punishable. He
also made efforts to advocate widow re-marriage and condemned child marriage.
He represented a synthesis of the Eastern and the Western thoughts. An authority
on the Vedas, Vedantas and Upanishads, he also took up the best in all religions
as he was well versed in the scriptures. He advocated the importance of Vedas in
Notes reforming religion and upheld the fundamental unity among all religions. He held that
all the principal ancient texts of the Hindus preached Monotheism (worship of one
God) and opposed Polytheism (belief in more than one God). He was critical of
idol worship and observance of meaningless rituals.
He strongly advocated the learning of English language, literature, scientific advancement
and technology to modernize India. He maintained an English school in Calcutta at
his own cost. Subjects like mechanics and philosophy were also taught among other
subjects. A Vedanta college was opened in 1825. Raja Ram Mohan Ray helped in
the opening of the Hindu college in Calcutta for higher learning.

6.3.2 Ishwar Chandra Vidyasagar

A great scholar and reformer, Ishwar Chandra Vidyasagar dedicated his entire life
to the cause of social reforms. The first Hindu Widow Remarriage Act was introduced
in 1856 owing to his relentless efforts. He also protested
against child-marriage and campaigned against polygamy.
Though he did not concern himself much with religious
questions, he was against all those who opposed reforms
in the name of religion.
Though he was a Sanskrit scholar, his mind was open
to the best in Western thought. His major contribution
was in the field of education. He encouraged the study
of Sanskrit and Bengali literature. He also introduced the
study of Western thought in the Sanskrit college to Figure 6.2 Ishwar Chandra
inspire the Indians to shake off their age-old beliefs and Vidyasagar
modernize their ideas. He believed that condition of
women could be improved only through their education. His efforts in this direction
were praise worthy. He helped in opening approximately 35 girls’ school in Bengal.
He was a champion of women’s education. The admission of non-Brahmin students
in the Sanskrit College was made possible through his efforts.

6.3.3 Swami Dayanand Saraswati

The Arya Samaj founded by Swami Dayanand Saraswati in 1875 undertook the task
of reforming Hindu religion in North India. He considered Vedas to be infallible and

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the foundation of all knowledge. He rejected all those religious thoughts which were through the Ages
in conflict with the Vedas. He believed that every person had the right to have direct
access to God. It started the Shuddhi Movement to bring back those Hindus who
had converted to Islam and Christianity. Satyarth Prakash was his most important
book.

Notes

Figure 6.3 Swami Dayanand Saraswati

Arya Samaj advocated social reform and worked to improve the condition of women.
It fought untouchability and the rigidities of the hereditary caste system and promoted
social equality. The use of Hindi language in which he wrote and preached made
his ideas accessible to the people of Northern India. Arya Samaj also had a major
role to play in the national movement as it inculcated a spirit of self respect and self
reliance among the people.
The role of Arya Samaj was commendable in promoting education among the masses.
Some of Swami Dayanand’s followers later started a network of schools and colleges
called D.A.V. (Dayanand Anglo Vedic) in the country to impart education on western
lines without compromising on the Vedic teachings. They encouraged teaching of
English and modern science along with Sanskrit and Vedic education.

6.3.4 Ramakrishna Paramhansa and Swami Vivekananda

Ramakrishna Paramhansa (1836-1886) highlighted the essential unity of religions and
the need to lead a spiritual life. He believed that the different religions of the world
are only different ways to reach the same god. Swami Vivekananda (1863-1902)
was his foremost disciple.

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The history of the world is the history of a few men who had faith in themselves.
That faith calls out the Divinity within. You can do anything. You fail only when
you do not strive sufficiently to manifest infinite power. As soon as a man or
a nation loses faith in himself or itself, death comes. Believe first in yourself, and
then in God. – Swami Vivekananda.

Notes Vivekananda was the first spiritual leader who thought beyond religious reforms. He
felt that Indian masses needed secular as well as spiritual knowledge to empower
them to believe in themselves. Vivekananda established the Ramakrishna mission after
the name of his guru Ramakrishna Paramhansa. Through his speeches and writings,
he brought out the essence of Hindu culture and religion. He believed in the spirit
of Vedanta and the essential unity and equality of all religions. He laid stress on the
removal of religious superstitions, obscurantism, and outdated social customs. He
tried to remove caste rigidities, and untouchability. He motivated the people to
respect women while he himself worked for women’s upliftment and education.
Vivekananda attached primary importance to the removal of ignorance among the
people.

Figure 6.4 Sri Ramakrishna Paramhansa and Swami Vivekananda

6.3.5 Sir Syed Ahmed Khan

Sir Syed Ahmed Khan believed that the religious and social life of the Muslims could
be improved only by imbibing modern western scientific knowledge and culture. His
major concern was the removal of social and educational backwardness among the
Muslims. He worked hard to raise the status of the Muslim women. He was against

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the purdah system, polygamy, easy divorce and lack of education among the girls. through the Ages
Though he was opposed by the orthodox Muslims, he made commendable efforts
in promote women’s education. He tried to interpret the Quran in the light of reason
and spoke out against fanaticism and ignorance. He also initiated social reforms for
the upliftment of Muslim society.
Throughout his early life, he advocated the study of English language even against
the opposition of the orthodox Muslims. He considered that only modern education Notes
could lead Muslims towards progress. He established an English school in Ghazipur
(present day Uttar Pradesh) in 1864. He started the Mohammadan Anglo-Oriental
College (M.A.O.) at Aligarh in 1875 which later developed into the Aligarh Muslim
University. It provided education in humanities and science through English medium.
He also established a scientific society for translating English books. He also published
a journal for spreading awareness among the Muslims towards social reforms
especially towards modern education. He started the Mohammadan educational
conference for spreading liberal ideas among the Muslims. The movement for reform
started by him is known as the Aligarh Movement which proved to be an important
step towards social and political awakening among the Muslims.

Figure 6.5 Sir Syed Ahmed Khan

6.3.6 Jyotirao Govindrao Phule

Jyotirao Govindrao Phule from Maharashtra worked to attain equal rights for
peasants and the lower caste. He and his wife, Savitribai Phule, are most known
for their efforts to educate women and the lower castes as well as the masses. He
first educated his wife, after which both of them opened a school for girls in India

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through the Ages in August 1848.took up the cause of women and started a girls’ school in Poona
(Pune) in 1851. He is also remembered for his efforts towards promoting widow
remarriage. In September 1873, Jyotirao along with his followers formed the Satya
Shodhak Samaj (Society of Seekers of Truth) with the main objective of liberating
the lower castes and protecting them from exploitation and atrocities. He was
popularly known as Jyotiba.

Notes

Figure 6.6 Jyotiba Phule and his wife Savitribai Phule

6.3.7 Justice Mahadev Govind Ranade

Justice Mahadev Govind Ranade established the Poona Sarvajanik Sabha and the
Prarthana Samaj in 1867 in Bombay to bring about religious reforms. It sought
to remove caste restrictions, abolish child marriage, the shaving of widows’ heads,
the heavy cost of marriages and other social functions;
encourage education of women and promote widow
remarriage. Like Bramho Samaj, it advocated the
worship of one God. It condemned idolatry and the
domination of the priestly castes in religious matters.
He introduced vernacular languages in the University
curriculum which made higher education accessible
to Indians. He attempted to reform the rigid traditions
in the society without destroying the social atmosphere
of India’s rich cultural heritage. He was also a Figure 6.7 Justice Mahadev
founding member of the Indian National Congress. Govind Ranade

6.3.8 Pandita Ramabai

In Maharashtra, Pandita Ramabai, a renowned social reformer, fought for the rights
of women and spoke against the practice of child marriage. She promoted girls

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education and started the Arya Mahila Samaj in1881, through the Ages
in Pune, to improve the condition of women, especially
child widows. In 1889, she established the Mukti
Mission, in Pune, a refuge for young widows who had
been deserted and abused by their families. She also
started Sharda Sadan which provided housing,
education, vocational training and medical services to
widows, orphans and the visually challenged. She also Notes
wrote many books showing the hard life of women,
including child brides and child widows. The Pandita
Ramabai Mukti Mission is still active today. Figure 6.8 Pandita Ramabai

6.3.9 Annie Besant

Annie Besant was a member of the Theosophical Society and came to India for the
first time in 1893. This movement was led by Westerners who glorified Indian religious
and philosophical traditions and encouraged vernacular languages and literary works
to instill a sense of pride in Indian heritage and
culture. It aroused political awakening and helped
Indians recover their self-confidence and get a
sense of pride in their own country. The society also
preached the universal brotherhood of man. It
made immense contribution towards the
development of Modern India. Annie Besant became
the President of the Theosophical Society in 1907.
Besant opened a college for boys, the Central
Hindu College at Banaras based on Theosophical
principles with the aim to build a new leadership for
India. The students studied religious texts along with
modern science. The college became a part of the Figure 6.9 Annie Besant
new University, the Banaras Hindu University from
1917.

ACTIVITY 6.3
Identify any two social practices or superstitions which are still prevalent despite
several reform movements and government regulations. What can you, as an
individual do to challenge these social practices or superstitions?
Clue: Social practices or superstitions like dowry, gender discrimination, illiteracy,
child marriage, female infanticide.
Possible Action: Lead by personal example, organise group discussion; write a letter
to the newspaper, assist people in distress in public places etc.

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through the Ages 6.3.10 Muslim Reform Movement
A few movements were launched which aimed to spread modern education and
removing social practices like the polygamy. The Mohammedan Literacy Society of
Calcutta was founded by Abdul Latif in 1863. It was one of the earliest organisations
that promoted modern education among the upper
and middle class Muslims. It also played an important
role in promoting Hindu-Muslim unity. Shariatullah of
Notes
Bengal, leader of the Faraizi movement in Bengal,
took up the cause of the peasants. He also condemned
the evils of the caste system among the Muslims.
There were several other socio-religious movements
which in one way or the other helped the national
awakening of the Muslims. Mirza Ghulam Ahmed had
founded the Ahmediya Movement in 1899. Under this
movement, a number of schools and colleges were Figure 6.10 Muhammad Iqbal
opened all over the country. They emphasised the
universal and humanitarian character of Islam. They favoured the unity among Hindus
and Muslims.
One of the greatest poets of Modern India, Muhammad Iqbal (1876-1938)
influenced the philosophical and religious outlook of several generations through his
poetry.

Muhammad Iqbal wrote the famous song ‘Saare jahaan se achcha hindustaan
hamaara. . .’

6.3.11 The Akali Reform Movement

The formation of the two Singh Sabhas at Amritsar and Lahore in the 1870’s was
the beginning of religious reform movement among the Sikhs. The setting up of Khalsa
College in Amritsar in 1892 helped promote Gurmukhi, Sikh learning and Punjabi
literature. The college was set up with help from the British. In 1920, the Akali
movement which rose in Punjab, started the cleansing of the management of the
Gurudwaras or Sikh shrines. A powerful Satyagraha in 1921 against the Mahants
forced the Government to pass a new Gurdwara Act in 1925. With the aid of this
act and by direct action, they freed the sacred places from the control and domination
of corrupt Mahants.

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6.3.12 Reform Movement among the Parsis through the Ages

Narouji Furdonji, Dadabhai Naoroji, S.S. Bengalee

and others began religious reforms among the Parsis
in Mumbai in the middle of the 19th century. In
1851, they founded the Rahnumai Mazdayasnan
Sabha or Religious Reform Association. They played
an important role in the spread of education,
Notes
especially among girls. They also campaigned against
the orthodox practices in Parsi religion. In course
of time, the Parsis became one of the most
progressive sections of Indian society.
Figure 6.11 Dadabhai Naoroji

ACTIVITY 6.4
Make a list of 10 eminent personalities who have contributed towards making our
society a better place to live in. Also find out the field in which they have contributed.

INTEXT QUESTIONS 6.2

1. Fill in the blanks with correct answer:
(i) He ................... did not represent the synthesis of the thought of East
and West
(a) Swami Vivekananda (b) Rammohan Roy
(c) Dayanand Saraswati (d) Iswarchandra Vidyasagar
(ii) He did not emphasize the infallibility of the Vedas
(a) Swami Vivekananda (b) Ramakrishna Paramhans
(c) Dayanand Saraswati (d) Syed Ahmed Khan
(iii) The movement started to free the sacred places from the control and
domination of corrupt Mahants
(a) Akali Movement (b) Caste reform movement
(c) Shuddhi movement (d) Satyagraha movement.
2. Match the following:
(i) Bramho Samaj (a) Swami Vivekananda
(ii) Arya Samaj (b) Annie Besant
(iii) Ramakrishna Mission (c) Swami Dayanand Saraswati

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through the Ages (iv) Theosophical Society (d) Jyotiba Phule
(v) Akali Movement (e) Pandita Ramabai
(vi) Satya Shodhak Samaj (f) Raja Ram Mohan Roy
(vii) Aligarh Movement (g) Sikhs
(viii) Arya Mahila Samaj (h) Justice Mahadev Govind Ranade
Notes (i) Sir Sayed Ahmed Khan
(j) Dadabhai Naoroji
3. Write any two limitations of the reform movements.
4. Read the excerpt below and answer the given questions:
Ramvati is working as a peon in NIOS office. She got married at the age
of 21, but unfortunately her husband passed away when she was 28. She
was offered her husbands’ job at NIOS because she had completed her
secondary school education. With this job Ramvati is now able to look after
her children and herself. She leads a dignified life and her children are proud
of their mother.
(a) What could have happened if Ramvati had got married as a child?
(b) If Ramvati was not allowed to work outside home, what could have
happened to her and her family?

6.4 IMPACT OF THE REFORM MOVEMENTS ON

INDIAN SOCIETY
The reform movements were able to create socio-religious consciousness among the
Indians during the 19th century. All these movements laid stress on rational
understanding of social and religious ideas and encouraged a scientific and humanitarian
outlook. The reformers felt that modern ideas and culture could be best imbibed by
integrating them into Indian cultural streams. The introduction of modern education
guided the Indians towards a scientific and rational approach to life. All the
movements worked to improve women’s status and criticized the caste system
especially the practice of untouchability. These movements looked for social unity
and strived towards liberty, equality and fraternity.
Importance was given to education especially women’s education. Some legal
measures were introduced to raise the status of women. For example Sati Pratha
and infanticide were declared illegal. Widow Remarriage was made possible by a
law passed in 1856 and condition of widows improved. A law passed in 1872,
sanctioned inter-caste and inter-communal marriages. Marriageable age of girls was
raised to ten by a law passed in 1860. Further, Sharda Act was passed in 1929
preventing child marriage. According to it, a girl below 14 and a boy below 18 cannot

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be married. The impact of the efforts of these reformers was most evident in the through the Ages
National Movement. A large number of women came out to take part in the freedom
struggle. The role of women like Captain Laxmi Sehgal of Indian National Army,
Sarojini Naidu, Annie Besant, Aruna Asaf Ali and many others was extremely
important in the freedom struggle. Women now came out of the purdah and took
up jobs.
The persistent efforts of the reformers had immense impact on the society. The Notes
religious reform movements instilled in the minds of Indians greater self-respect, self-
confidence and pride in their country. These reform movements helped many Indians
to come to terms with the modern world. People became more conscious of their
identity as Indian. It was ultimately responsible for their united struggle against the
British in the freedom movement of India.
In the 20th century and especially after 1919, the Indian National Movement became
the main propagator of social reform. Indian languages were used to reach the
masses. They also used novels, dramas, short stories, poetry, the press and in the
1930’s used the cinema to spread their views. The movements promoted the feelings
of self-confidence, self-respect, awareness and patriotism and thereby developed a
feeling of national consciousness. Do you remember reading some of the novels and
seeing some films related to Independence Movement. For a beginning start making
a list of some such authors and their book. Make a list of some films also. Also make
a list of some songs. May be this clue will help you “Insaf ki dagar pe, Bachhon
dikhao chal ke, yeh desh hai tumhara, neta tumhi ho kal ke”, or “Vande
Mataram” sung by Lata Mangeshkar in the same film.
These reform movements had certain limitations. It affected a very small percentage
of the population, mostly the educated class and could not reach the vast masses
of the peasantry and urban poor who continued to live in the same conditions.

Humanitarian: Having the concern for or helping to improve the welfare and
happiness of all people.
Liberty: Freedom to act or think as you chose.
Fraternity: A group of people with something in common.

WHAT YOU HAVE LEARNT

 The Indian society was challenged by issues like superstitious beliefs, backwardness
and evil practices such as Sati or widow immolation and untouchability.
 Some educated Indians like Raja Rammohan Roy, Iswarchandra Vidyasagar,
Jyotiba Phule, Swami Dayanand Swaraswati, Sir. Syed Ahmed Khan, Swami

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India and the World
through the Ages Vivekananda took the initiative to reform the society by introducing reforms in
the religion first as the social practices were often driven by religious beliefs.
 All the socio-religious reformers emphasized upon modern education and
scientific knowledge to reform the society. Women’s education has been specially
emphasized upon to improve the position of the women in the society.
 The impact of the reform movements in the society was immense. Due to the
Notes persistent efforts of the social reformers many such practices like Sati, untouchability
was abolished by law. Widow-remarriage was introduced. Modern education
was encouraged in the society.
 Despite all the efforts, India still require more involvement of the educated people
in spreading awareness. The role of media is very crucial in this regard.

TERMINAL EXERCISES
1. Explain the social practices that existed in 19th century India.
2. Why do you think reforms were needed to awaken our society?
3. Why do you think that the social reform movement had no meaning without
religious reforms?
4. Do you think the reformers were able to bring change in the Indian society?
5. How did the socio-religious reform movements lead to the National Movement?
6. Explain the role of following reformers in challenging caste system and advocating
widow remarriage:
(a) Raja Ram Mohan Roy
(b) Ishwar Chandra Vidyasagar
(c) Jyotiba Phule
7. Identify the common features amongst the following reformers:
(a) Theosophical Society and Ramakrishna Mission
(b) Akali Movement and Arya Samaj
8. Explain the hindrances in the growth of women’s education in the 19th Century
India.
9. Who introduced English education among the Muslims? Explain his/her contribution
in this area.
10. Study the map carefully and answer the questions that follow:
(a) Name the places where Brahmo Samaj, Arya Samaj, Prarthana Samaj and
M.A.O. College became popular.
(b) Name the social reformers who were active in Western India and also mark
the places where they were active.

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Religious and Social Awkening in Colonial India MODULE - 1
India and the World
through the Ages

Notes

Figure 6.12

ANSWERS TO INTEXT QUESTIONS

6.1
1. Sati, Caste System, Child Marriage, Plight of Widows.
2. Because it was against the basic tenets of humanity.
3. Courage, determination, motivation and a vision to achieve goals.
4. They found that the scriptures do not sanction rigidity and superstitions.

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 MODULE - 1 Religious and Social Awkening in Colonial India
India and the World
through the Ages 6.2
1. (i) (c) (ii) (d) (iii) (a)
2. (i) (f) (ii) (c) (iii) (a) (iv) (b) (v) (g) (vi) (d)
(vii) (i) (viii) (e)
3. (a) She would have been illiterate, would have been married at an early age,
would have many children and possibly had been suffering due to ill health
Notes
as a result of child-birth at a very early age. She would probably have been
dependant on her parents or in-laws for her survival.
(b) She would be dependent on others resulting in low socio-economic status.
4. (a) It affected a very small percentage of the population, mostly the educated
class.
(b) It did not reach the masses.

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