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Copyright by Aarti Bhalodia-Dhanani 2012 Copyright by Aarti Bhalodia-Dhanani 2012 The Dissertation Committee for Aarti Bhalodia-Dhanani certifies that this is the approved version of the following dissertation: Princes, Diwans and Merchants: Education and Reform in Colonial India Committee: _____________________ Gail Minault, Supervisor _____________________ Cynthia Talbot _____________________ William Roger Louis _____________________ Janet Davis _____________________ Douglas Haynes Princes, Diwans and Merchants: Education and Reform in Colonial India by Aarti Bhalodia-Dhanani, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2012 For my parents Acknowledgements This project would not have been possible without help from mentors, friends and family. I want to start by thanking my advisor Gail Minault for providing feedback and encouragement through the research and writing process. Cynthia Talbot’s comments have helped me in presenting my research to a wider audience and polishing my work. Gail Minault, Cynthia Talbot and William Roger Louis have been instrumental in my development as a historian since the earliest days of graduate school. I want to thank Janet Davis and Douglas Haynes for agreeing to serve on my committee. I am especially grateful to Doug Haynes as he has provided valuable feedback and guided my project despite having no affiliation with the University of Texas. I want to thank the History Department at UT-Austin for a graduate fellowship that facilitated by research trips to the United Kingdom and India. The Dora Bonham research and travel grant helped me carry out my pre-dissertation research. The Institute of Historical Studies at UT provided me with a writing fellowship. Marilyn Lehman, the graduate coordinator, ensured that I had the required paper work to meet all deadlines, especially when I was away from Austin. I want to thank the organizers of the 38th Annual Conference on South Asia, the 3rd Biennial Gujarat Studies Association Conference, and the Women Faculty Research Day at Tulane University for allowing me to present my research. Over the years members of the Gujarat Studies Group have v helped in locating source material and people in India and the United Kingdom. I want to thank the listserv moderator Samira Sheikh for providing vital service by connecting often isolated researchers. In India I want to start by thanking Virendrasinh Jadeja of Gondal. He ensured that I got complete access to the Navlakha palace’s private library. Since the beginning, Virendrasinh as well as Jay Vasavda of Gondal have taken a keen interest in my topic and helped in finding relevant material, including photographs and maps. The Late Maharaja Kumar Shivrajsinhji, son of Maharaja Bhojrajji (the last Maharaja of Gondal) and grandson of Maharaja Bhagvatsinhji, sat down with me one afternoon and patiently answered my questions about Gondal, Bhagvatsinh and princely education. Hasmukhbhai Vyas of Dhoraji shared with me his collection on Gondal state. Drs. Makrand Mehta, Shirin Mehta, S.V. Jani, P.G. Korat, Kalpa Manek and Pradyuman Khachar shared their knowledge of Gujarat with me. I want to thank all of them for taking the time to meet with me, in some instances on multiple occasions. As current and retired faculty at various universities across Gujarat they made me aware of ongoing research on princely states in Saurashtra and colonial Gujarat. Jayantbhai Meghani in Bhavnagar lent me books from his collection. Pushpaben, Principal of the Arya Kanya Gurukul, Porbandar, provided me with material on the school and its illustrious founder, Shri Nanji Kalidas Mehta. Staff at the Bhagvatsinhji library in Gondal, Barton and Gandhi Smriti libraries in Bhavnagar, Lang library in Rajkot, BJ Institute and Gujarat Vidyapith libraries in vi Ahmedabad, University of Bombay library, and British Library in London assisted me in finding material for my project. Staff at the National Archives of India, Maharashtra State Archives and various branches of the Gujarat State Archives – Gandhinagar, Rajkot, Bhavnagar, Junagadh and Porbandar – did their best to help a time constrained researcher from out of town. I want to thank my family, immediate and extended, for their interest and encouragement. Nilesh and Kina Dedania welcomed me into their home in New Delhi and gave me a place to stay. I have fond memories of conducting research in London, primarily because of my brother and sister-in-law. My husband has always supported me in my academic pursuits. He was there to encourage me when my spirits were down or when I hit a roadblock. Above all, I would like to thank my parents to whom my work is dedicated. They instilled in me discipline, willingness to work hard, and courage to take the road less traveled. vii Princes, Diwans and Merchants: Education and Reform in Colonial India Aarti Bhalodia-Dhanani, Ph.D. The University of Texas at Austin, 2012 Supervisor: Gail Minault Scholarship on education and social reform has studied how communities with a history of literacy and employment in pre-colonial state administrations adjusted to the new socio-political order brought about by the British Empire in India. My work shifts the attention to the Indian aristocracy and mercantile communities and examines why they promoted modern education. I argue that rulers of Indian states adapted to the colonial environment quite effectively. Instead of a break from the past, traditional ideas of rajadharma (duties of a king) evolved and made room for reformist social and economic policies. This dissertation examines why many Indian princes (kings and queens) adopted liberal policies in the late nineteenth and early twentieth centuries. I argue that English-educated rulers of Indian states became reformers and modernizers to enhance their monarchical authority. The main audience for princes was their own state population, neighboring princes, imperial officials, and Indian journalists and politicians. viii I have carried out research at government archives and public and private libraries in India and the United Kingdom. Sources used include official records and correspondence, annual administrative reports, newspaper accounts, social reform journals, and weeklies and monthlies dedicated to educational topics. I have also consulted memoirs and biographies of kings, queens, diwans (prime ministers) and merchants. My source material is in English and Gujarati. I draw evidence from princely states across India with a focus on Hindu Rajput and Pathan Muslim states in the Gujarat (specifically Saurashtra) region of western India, neighboring the former Bombay Presidency. Due to Gujarat’s strong mercantilist tradition, commercial groups played an influential role in society. I examine how and why merchants in princely states supported their ruler’s educational policies. I also discuss how mercantile philanthropy crossed political and religious boundaries with the Gujarati (Hindu, Muslim and Jain) diaspora across India, Africa and Burma supporting educational institutions in Gujarat. My dissertation examines the interactions between the English-educated upper caste Hindus, the Anglicized Rajput rulers and the Gujarati merchants to understand how they all contributed to the shaping of modern Gujarati society. ix Table of Contents List of Abbreviations ………………………………………………………………….. xi List of Maps …………………………………………………………………………... xii List of Figures ………………………………………………………………………… xiii Introduction …………………………………………………………………………… 1 Chapter 1 Pre-Colonial Gujarat: Trade, Society and Religion …………………... 20 Chapter 2 Regeneration of Gujarati Society ……………………………………… 51 Chapter 3 Princely Support for Education and Reform: …………………………. 92 An Extension of Rajadharma Chapter 4 Prince Bhagvatsinh of Gondal: A Liberal Reformer …………………. 149 Chapter 5 Reformed Women Will Bring Forth the Golden Age ………………... 201 Chapter 6 Enhancing Abru by Performing Seva: Growing Support for Education among Gujarati Merchants …………. 244 Conclusion ……………………………………………………………………………. 300 Glossary ………………………………………………………………………………. 307 Bibliography ………………………………………………………………………….. 310 Vita …………………………………………………………………………………… 324 x List of Abbreviations Edu Dept Education Department F & P Foreign and Political Department GSA Gujarat State Archives, Gandhinagar GSA-J Gujarat State Archives, Junagadh GSA-R Gujarat State Archives, Rajkot MSA Maharashtra State Archives, Bombay NAI National Archives of India, New Delhi RNP Report on Native Newspapers WISA Western India States Agency Imperial Honors GCSI Knight Grand Commander of the Order of the Star of India GCIE Knight Grand Commander of the Order of the Indian Empire KCSI Knight Commander of the Order of the Star of India KCIE Knight Commander of the Order of the Indian Empire CSI Companion of the Order of the Star of India CIE Companion of the Order of the Indian Empire CI Companion of the Order of the Crown of India xi List of Maps Int.1 British India and the Princely States ………………………………… 19 1.1 Gujarat State ……………………………………………………….... 21 1.2 Colonial Gujarat ……………………………………………………... 50 2.1 Bhavnagar State ……………………………………………………… 91 3.1 Junagadh State ……………………………………………………… 134 4.1 Gondal State ………………………………………………………… 200 xii List of Figures 2.1 Diwan Gaorishankar Oza of Bhavnagar, CSI………………............... 90 2.2 Swami Sachchidanand Saraswati, the former Diwan Oza ……………90 3.1 Rajkumar College, Rajkot …………………………………………. 107 3.2
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