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How the Vision of the Serampore Quartet Has Come Full Circle
Oxford Centre for Christianity and Culture, Centre for Baptist History and Heritage and Baptist Historical Society The heritage of Serampore College and the future of mission From the Enlightenment to modern missions: how the vision of the Serampore Quartet has come full circle John R Hudson 20 October 2018 The vision of the Serampore Quartet was an eighteenth century Enlightenment vision involving openness to ideas and respect for others and based on the idea that, for full understanding, you need to study both the ‘book of nature’ and the ‘book of God.’ Serampore College was a key component in the working out of this wider vision. This vision was superseded in Britain by the racist view that European civilisa- tion is superior and that Christianity is the means to bring civilisation to native peoples. This view had appalling consequences for native peoples across the Empire and, though some Christians challenged it, only in the second half of the twentieth century did Christians begin to embrace a vision more respectful of non-European cultures and to return to a view of the relationship between missionaries and native peoples more akin to that adopted by the Serampore Quartet. 1 Introduction Serampore College was not set up in 1818 as a theological college though ministerial training was to be part of its work (Carey et al., 1819); nor was it a major part, though it remains the most visible legacy of, the work of the Serampore Quartet.1 Rather it came as an outgrowth of the wider vision of the Serampore Quartet — a wider vision which, I will argue, arose from the eighteenth century Enlightenment and which has been rediscovered as the basis for mission in the second half of the twentieth century. -
'A Christian Benares' Orientalism, Science and the Serampore Mission of Bengal»
‘A Christian Benares’: Orientalism, science and the Serampore Mission of Bengal Sujit Sivasundaram Gonville and Caius College, Cambridge By using the case of the Baptist missionaries called the ‘Serampore Trio’—Rev. William Carey, Rev. William Ward and Rev. Joshua Marshman—this article urges that science and Christianity were intimately related in early nineteenth-century north India. The Serampore Baptists practised a brand of Christian and constructive orientalism, devoting themselves to the recovery of Sanskrit science and the introduction of European science into India. Carey established an impressive private botanical garden and was instrumental in the formation of the Agricultural Society of India. Ward, in his important account of Hinduism, argued that true Hindu science had given way to empiricism, and that Hindus had confused nature with the divine. The Serampore College formed by the trio sought to educate Indians with respect to both Sanskrit and European science, and utilised a range of scientific instruments and texts on science published in India. The College aimed to change the way its pupils saw the material world by urging experimen- tation rather than reverence of nature. The style of science practised at Serampore operated outside the traditional framework of colonial science: it did not have London as its centre, and it sought to bring indigenous traditions into a dialogue with European science, so that the former would eventually give way to the latter. The separation of science and Christianity as discrete bodies of intellectual en- deavour is alleged to be central to the emergence of modernity. Until recently, scholars cast modern science as a Western invention, which diffused across the world on the winds of empires, taking seed and bringing nourishment to all human- ity.1 Those who studied the spread of Christianity took a similar position in urging the transplantation of European values and beliefs wholesale by evangelists.2 These views have been decisively recast in the past two decades. -
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"We do not to aspire be historians, we simply profess to our readers lay before some curious reminiscences illustrating the manners and customs of the people (both Britons and Indians) during the rule of the East India Company." @h£ iooi #ld Jap €f Being Curious Reminiscences During the Rule of the East India Company From 1600 to 1858 Compiled from newspapers and other publications By W. H. CAREY QUINS BOOK COMPANY 62A, Ahiritola Street, Calcutta-5 First Published : 1882 : 1964 New Quins abridged edition Copyright Reserved Edited by AmARENDRA NaTH MOOKERJI 113^tvS4 Price - Rs. 15.00 . 25=^. DISTRIBUTORS DAS GUPTA & CO. PRIVATE LTD. 54-3, College Street, Calcutta-12. Published by Sri A. K. Dey for Quins Book Co., 62A, Ahiritola at Express Street, Calcutta-5 and Printed by Sri J. N. Dey the Printers Private Ltd., 20-A, Gour Laha Street, Calcutta-6. /n Memory of The Departed Jawans PREFACE The contents of the following pages are the result of files of old researches of sexeral years, through newspapers and hundreds of volumes of scarce works on India. Some of the authorities we have acknowledged in the progress of to we have been indebted for in- the work ; others, which to such as formation we shall here enumerate ; apologizing : — we may have unintentionally omitted Selections from the Calcutta Gazettes ; Calcutta Review ; Travels Selec- Orlich's Jacquemont's ; Mackintosh's ; Long's other Calcutta ; tions ; Calcutta Gazettes and papers Kaye's Malleson's Civil Administration ; Wheeler's Early Records ; Recreations; East India United Service Journal; Asiatic Lewis's Researches and Asiatic Journal ; Knight's Calcutta; India. -
The British Learning of Hindustani
The British Learning of Hindustani Tariq Rahman The British considered Hindustani, an urban language of north India, the lingua franca of the whole country. They associated it with (easy) Urdu and not modern, or Sanskritized, Hindi. They learned it to exercise power and, because of that, were not careful of mastering the polite usages of the language or its grammar. The British perceptions of the language spread it widely throughout India, especially the urban areas, making it much more widespread than it was when they had arrived. Moreover, their tilt towards Urdu associated it with the Muslims and the language was officially discarded in favour of Hindi in India after independence. The literature of Anglo-India (used here in the earlier sense for the British in India and not for those born of marriages between Europeans and Indians as it came to be understood later) is full of words from Hindustani (also called Urdu by some authors). Rudyard Kipling (1865-1936) can hardly be enjoyed unless one is provided with a glossary of these words and even then the authenticity of the experience of the raj is lost in the translation and the interpretation. Many of those who had been in India used words of Hindustani as an identity marker. According to Ivor Lewis, author of a dictionary of Anglo-Indian words: They [the Hindustani words] could not have been much used except (with fading relevance) among a declining number of 20 Pakistan Vision Vol. 8 No. 2 retired Anglo-Indians in the evening of their lives spent in their salubrious English compounds and cantonments. -
Fort William College in Urdu Pdf Download
Fort William College In Urdu Pdf Download 1 / 4 Fort William College In Urdu Pdf Download 2 / 4 3 / 4 Downloaded from chistorys.ir at 0:39 +0330 on Sunday October 27th 2019 ... S. A. Ranking , 'History of the College of Fort William', Bengal: Past and Present), vol. ... Marc Gaborieau, (1994), 'Late Persian, early Urdu: The Case of “Wahhabi” .... UrduEngilshDictionary.org - Online Urdu Engilsh Dictionary, Web Directory, Urdu to English Dictionary, Urdu to English Lughat,FORT WILLIAM COLLEGE in .... PDF | It is an encyclopedia entry on Forth William College in Colonial India. | Find ... Three; Chapter: Fort William College; Publisher: Brill; Editors: Kate Fleet et. al ... Download full-text ... modern Urdu and Hindi prose, respec-.. BAITAL PACHCHISI or. The Twenty-five Tales of the Vampire: a famous Fort William College story (1802) presented in Hindi, Urdu, and English. Fort William College, Calcutta (1800 - 1854) was an academy of Oriental studies and a centre of ... this institution. This college also promoted the printing and publishing of Urdu books ... "Selected publications of Fort William College" (PDF). First Editions ... Print/export. Create a book · Download as PDF · Printable version .... Forum dédié à l'organisation de courses Interligue sur GTR-Evolution.. Read this articl to know college essay in urdu, fort william college 1800, fort williams kolkata, fort william history, fort william fort.. Book: fort william college ki adabi khidmaat Writer: Educational .... ... version downloaded .ﺍﺭﺩﻭ ﺭﯾﺴﺮﭺ ﺁﻑ ﺟﺮﻧﻞ dr ubaida begam Pages: 706 Price: 1400. ... Journal of Research Urdu from SOAS Research Online: http://eprints.soas.ac.uk/25898 ... study, though Urdu poetry seems to have come as a by-product of learning .. -
The Legacy of William Ward and Joshua and Hannah Marshman A
The Legacy of William Ward and Joshua and Hannah Marshman A. Christopher Smith magine an ellipse, with Calcutta and Serampore the focal youngermen whobecame his closest missionary colleagues also I points. A city and a suburban town in pre-Victorian Ben require notice. During the late eighteenth century Ward and the gal, separated from each other by twelve miles of the River Marshmanslived in important Britishports, in contrast to Carey, Hooghly. One British, one Danish. In those locations, a pioneer who never saw the sea before he sailed to India. Ward lived for band of British Baptists worked for several decades after 1800. several years in Hull, which was a key English port for the North Between those fixed points, they sailed several times a week for Sea and thus Germanic and Nordic Europe. The Marshmans various reasons-enough to make one wonder what sort of lived for decades in Bristol, which was a node of the triangular mission enterprise focused on that short axis. Thence developed Atlantic trade in African slaves and sugar. Ward and Marshman a tradition that would loom large in the history of the so-called sailed outto India together in 1799,the latterwith a wife and son, modern missionary movement. the other with neither, although the one who would become his The founding father of the Baptistmission at Serampore was wife also traveled with them on the American, India-bound ship William Carey.' An Englishman who sailed to Bengal in 1793, Criterion. By all accounts, both men had a promising missionary Carey keptresolutely to a twelve-mile stretchof river for 35 years career ahead of them withthe BaptistMissionarySociety (BMS).2 (after 1799) never departing from it. -
Interference of Bhojpuri Language in Learning English As a Second Language
ELT VOICES – INDIA INTERNATIONAL JOURNAL FOR TEACHERS OF ENGLISH FEBRUARY 2014 | VOLUME 4, ISSUE 1 | ISSN 2230-9136 (PRINT) 2321-7170 (ONLINE) Interference of Bhojpuri Language in Learning English as a Second Language V. RADHIKA1 ABSTRACT Studying the special features of any language is interesting for exploring many unrevealed facts about that language. The purpose of this paper is to create interest in the mind of readers to identify the special features of Bhojpuri language, which is gaining importance in India in the recent years among the spoken languages and make the readers to get rid of the problem of interference of this language in learning English as a second language. 1. Assistant Professor in English, AVIT, VMU, Paiyanoor, India. ELT VOICES – INDIA February 2014 | Volume 4, Issue 1 1. Introduction The paper proposes to make an in-depth study of Bhojpuri language to enable learners to compare and contrast between two languages, Bhojpuri and English by which communicative skill in English can be properly perceived. Bhojpuri language has its own phonological and morphological pattern. The present study is concerned with tracing the difference between two languages (i.e.) English and Bhojpuri, with reference to their grammatical structure and its relevant information. Aim of the Paper Create interest in the mind of scholars to make the detailed study about the Bhojpuri language with reference to their grammar pattern and to find out possible solution to eliminate the problem of mother tongue interference. 2. Origin of Bhojpuri Language Bhojpuri language gets its name from a place called ‘Bhojpur’ in Bihar. It is believed that Ujjain Rajputs claimed their descent from Raja Bhoj of Malwa in the sixteenth century. -
Religion in History: Conflict, Conversion and Co-Existence the Bengal Renaissance
Religion in history: conflict, conversion and co-existence The Bengal Renaissance John Wolffe In the following discussion we’re going to consider Ram Mohan Roy and Vivekananda not in Britain but in Bengal and the city of Calcutta where both lived for different parts of their lives. There they created movements for which they are remembered during a period in which it has been claimed India experienced a renaissance. I shall be talking with William Radice, Senior Lecturer in Bengali at the School of Oriental African Studies, University of London. In the following section, Dr Radice uses Bengali pronunciation. John Wolffe How do you think a British administrator or missionary travelling to Calcutta in the 19th century might have anticipated what they would find when they got there? William Radice You mean in the early period? Well, of course great wealth was built up in the 18th century because of the activities of the East India company and there were Bengalis who were able to build up great wealth too because of all the trading activity which led to the growth of Calcutta as a great city, but I think administrators going out to work, say for the East India company, they would have been aware that this was an environment with extraordinary social contrasts and they would have been aware that amidst all this wealth in the city of Palaces, as so called, there would be great squalor and great poverty and particularly if they had progressive ideals or if they had evangelical religious convictions, they would’ve been aware that there would be a lot of social iniquities and abuses, religious practices, that they would regard it as barbaric and so on. -
William Carey and the Education of India M
William Carey and the Education of India M. A. LAIRD I William Carey and his colleagues Joshua Marshman and William Ward were deeply concerned with education of all kinds and at all levels. From the beginning of their work in Bengal they organized local vernacular schools ; then in 1818 came Seram pore College, and subsequently some girls' schools ; meanwbile Carey himself was Iectur.ingat Fort William College to the recruits for the East In(Ua Company's administrative service. They thus played an important part in disseminating that Western learning which was to have a revolutionary effect on the whole of Indian life, and it seems appropriate in this bicentenary year of Carey's birth to remember this work of the missionary community over which he presided. Perhaps the most striking thing about these men is the variety of their interests and activities ; besides education, they engaged in direct evangelization, printing, translation work, philology, and botany, in all of which they were among the pioneers in India. ';I'hese things they loved for their own sakes ; nevertheless they were undertaken only as a ·means towards the one great end which alone had brought them to Serampore-of converting India to Christ. Their diverse activities were all integrated into this work, which they pursued as instruments of The Lord in the fulfllment of His purposes. Education would obviously be a most useful means, as it has been at every stage of missionary activity. Through it they could influence future generations at the formative period of their lives ; hence the almost immediate establishment of ele mentary schools. -
The Indo-Aryan Languages: a Tour of the Hindi Belt: Bhojpuri, Magahi, Maithili
1.2 East of the Hindi Belt The following languages are quite closely related: 24.956 ¯ Assamese (Assam) Topics in the Syntax of the Modern Indo-Aryan Languages February 7, 2003 ¯ Bengali (West Bengal, Tripura, Bangladesh) ¯ Or.iya (Orissa) ¯ Bishnupriya Manipuri This group of languages is also quite closely related to the ‘Bihari’ languages that are part 1 The Indo-Aryan Languages: a tour of the Hindi belt: Bhojpuri, Magahi, Maithili. ¯ sub-branch of the Indo-European family, spoken mainly in India, Pakistan, Bangladesh, Nepal, Sri Lanka, and the Maldive Islands by at least 640 million people (according to the 1.3 Central Indo-Aryan 1981 census). (Masica (1991)). ¯ Eastern Punjabi ¯ Together with the Iranian languages to the west (Persian, Kurdish, Dari, Pashto, Baluchi, Ormuri etc.) , the Indo-Aryan languages form the Indo-Iranian subgroup of the Indo- ¯ ‘Rajasthani’: Marwar.i, Mewar.i, Har.auti, Malvi etc. European family. ¯ ¯ Most of the subcontinent can be looked at as a dialect continuum. There seem to be no Bhil Languages: Bhili, Garasia, Rathawi, Wagdi etc. major geographical barriers to the movement of people in the subcontinent. ¯ Gujarati, Saurashtra 1.1 The Hindi Belt The Bhil languages occupy an area that abuts ‘Rajasthani’, Gujarati, and Marathi. They have several properties in common with the surrounding languages. According to the Ethnologue, in 1999, there were 491 million people who reported Hindi Central Indo-Aryan is also where Modern Standard Hindi fits in. as their first language, and 58 million people who reported Urdu as their first language. Some central Indo-Aryan languages are spoken far from the subcontinent. -
Grammaticalization of Spatial Terms and Directional
www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 10 October 2020 | ISSN: 2320-2882 GRAMMATICALIZATION OF SPATIAL TERMS AND DIRECTIONAL LEXEMES IN MAGAHI 1Saloni Priya 1PhD Scholar, 1Centre For Linguistics, Jawaharlal Nehru University, New Delhi Abstract: The following Paper investigates the Grammaticalization process in the Spatial term and Directional lexemes in Magahi Language. Magahi is an Indo-Aryan language and mainly spoken in Patna, Gaya, Nalanda, Nawada and Jahanabad, Aurangabad and some other districts of Bihar, Jharkhand and West Bengal. The term Grammaticalization refers to the process where the lexical terms or any lexeme and become the part of grammar or change in Grammatical functions. The findings of this work shows that the lexemes like ʈʰor> ʈʰɔre (Lips> In Front of), bʰɪt̪ ərɑ> bʰɪt̪ ər (Room> Inside), muhʋɑ> muhʋɑ(Mouth> Front) etc. are productive in the language. Keywords: Grammaticalization, Semantic Extention, Phonetic Erosion, Lexemes, Magahi, Grammatical categories 1. INTRODUCTION Grammaticalization refers to that part of the study of language change which is concerned with such questions as how lexical items and constructions come in certain linguistic contexts to serve grammatical function or how grammatical items develop a new grammatical function. In simple words we can say that Grammaticalization is defined as the development from lexical to grammatical forms and from grammatical to even more grammatical forms. Since the development of grammatical forms is not independent of the constructions to which they belong, the study of grammaticalization is also concerned with constructions and with even larger discourse segments. According to Heine and Kuteva (2007), Grammaticalization theory is concerned with the genesis and development of grammatical forms. -
Alison Safadi
alison safadi The Fictional “Fallout” from Fort William? Although language controversies were ìrepeated in every part of Brit- ish Indiaî (Robb 1997, 14) during British rule, the Urdu-Hindi controversy in the North Western (later United) Provinces (NWP) during the latter part of the nineteenth and first half of the twentieth centuries became an inte- gral part of the increasingly bitter communal divide between Hindus and Muslims, leading ultimately to the partition of India. The 1837 abolition of Persian in the lower courts generally saw it replaced with local languages: Bengali in Bengal, Gujarati and Marathi in Bombay and Tamil and Telugu in Madras. In the North Western Provinces (NWP), however, the Govern- ment adopted Hindustani (or more properly Urdu)1 in Persian script, which retained much of the previous Persian terminology. Hindus argued that this gave the, mainly Muslim, Urdu-speaking élite an unfair advantage in terms of employment and the new Hindu proto-élite called for Deva- nagari to be recognized in the courts. Initially, the demand to allow the use of Devanagari was a purely economic one. From 1854 onwards Hindi- medium education, especially at the primary level, had received govern- ment encouragement in the NWP, yet all the posts in administration and the courts continued to require Urdu in Persian script. The result of this confused and contradictory colonial language policy was that those edu- cated through Hindi found themselves unable to gain employment in the colonial administration. Crucially, at the same time as the controversy itself was developing, khari boli Hindi was also beginning to develop a Sanskritized literary form.