EXCEL International Journal of Multidisciplinary Management Studies Vol.2 Issue 2, February 2012, ISSN 2249 8834 Online available at http://zenithresearch.org.in/ IMPACT OF SOCIAL ORGANIZATIONS IN DEVELOPMENT OF EDUCATION IN HARYANA IN 19TH CENTURY NAVNEET KAUR* *Research Scholar, Department of History, Singhania University, Jhunjhunu, Rajasthan. ABSTRACT It is now increasingly felt by all educated States that education emerges as a natural characteristic of the human societies. On one hand, it is subject to society and on the other, it helps the society to mobilize its productive energies by ensuring the development of the human resources. Though in the present time, Haryana is one of the fastest growing States of India and has become a hub of education. There was a time in the beginning of 19th century when education facilities were far from satisfactory. In Haryana where peasants lived in a great majority, the number of schools was very less. There were many reasons for the educational backwardness of Haryana. It can be said that partly the Government and partly the people, especially the villagers were responsible for such a dismal situation regarding education. It was only the preaching of social reform movements like Arya Samaj, Indian National Congress, Sanatan Dharma Sabha which made a number of middle class persons especially in towns to send their wards to schools. The schools were found only in big towns and there too, the position was not good. It was heartening to note that several private agencies came forward to do this noble work. The study is historical in nature based upon the contribution of various social organizations in development of education in Haryana in 19th century in Haryana. _________________________________________________________________________ INTRODUCATION The people of Haryana did not understand the usefulness of education. They required extra hands for their professional pursuits at home and in agricultural land and thus, could not afford to send their children to school. They could not afford to pay heavy fees etc. as hardly they had any cash available with them every month. Haryana was economically poor where almost in every third or fourth year, there was a drought or famine. Geographically, Haryana was not a rich territory. The rainfall was also inadequate and scanty. The colonial rule operated harshly and brought utter ruination to the people. As a result, Haryana was economically poor, social fragmental and educationally backward. The Government had administrative apathy towards the people of Haryana. The private institutions also did not play any effective role here in this field and there was social inertia in the people towards education. The new education introduced by the British in India was quite unique and significant. Though in the beginning it was introduced to meet the needs of the British yet it began to spread widely in the Indian sub-continent inaugurating in dawn of new era. The early pioneers of India‟s freedom struggle duly acknowledged the advantages of the new education in proper perspective. It was a period of social and religious awakening and the growth of a new spirit leading to social-religious movements. These movements with www.zenithresearch.org.in regional differences were more or less identical in character because the focus was on the socio-economic and religious upliftment of the society. These movements produced a 158 EXCEL International Journal of Multidisciplinary Management Studies Vol.2 Issue 2, February 2012, ISSN 2249 8834 Online available at http://zenithresearch.org.in/ multifarious intellectual expression of the social and cultural transformation.i In majority of the cases, religion was the basic guiding source.ii In Haryana also, some movements sprang up among the Muslim and the Hindu communities. Their main objects were the eradication of social evils, the education of the people and the revival of their old religion. LITERATURE REVIEW The review of existing literature on the subject is immense importance for a researcher because it helps him in many ways such as knowing the difficult areas and getting a clear idea of one‟s own research. It also helps to know the usefulness in carrying out the study in comparison to studies already conducted. Although various studies have been conducted at macro and micro levels, cover many aspects of problems of education in general and social organizations in particular. It has been observed that a very few studies have been conducted regarding contribution of social organizations in the development of education in the region of Haryana. NEED OF THE STUDY Efforts of British to promote education for their interest and community based education in India particularly in Punjab; efforts of social reforms to promote education were important aspects of the 19th century. Though in the beginning it was introduced to meet the needs of the British yet it began to spread widely in the Indian sub-continent inaugurating in dawn of new era. The early pioneers of India‟s freedom struggle duly acknowledged the advantages of the new education in proper perspective. The focus of this study is to know the contribution of social organizations in education progress during the study period. OBJECTIVES OF THE STUDY The specific objectives of the study are as follows: 1. To find out the reasons for the neglect of education in the region of Haryana. 2. To study the contribution by different social organizations in the development of education in Haryana. 3. To identify the problems faced by these organizations and the measures taken to meet them. RESEARCH METHODOLOGY The present study is limited to Haryana State. As in 19th century, Haryana was part of Punjab State and was not created as separate State, the districts related to present Haryana State have been covered for the study. Data have been collected from various sources such as textbooks, periodicals, newspapers, research journals, District Gazetteers, NCERT Library (New Delhi), Central Library. Library of Kurukshetra Uninversity, Kurukshetra, M.D. University, Rohtak, Panjab University, Chandigarh. In addition, the State Archives of Haryana, Panchkula was also consulted for the record. www.zenithresearch.org.in www.zenithresearch.org.in 159 EXCEL International Journal of Multidisciplinary Management Studies Vol.2 Issue 2, February 2012, ISSN 2249 8834 Online available at http://zenithresearch.org.in/ DISCUSSION 1.1 THE ARYA SAMAJ The Arya Samaj was revivalist in form and reformist in content.iii It exercised a profound influence in Haryana. Originally launched in the second half of the 19th centuryiv, it became popular among the Hindusv particularly young menvi. According to the official view, it was a Hindu reformed church representing the reaction of Hinduism against the Christian religion, Western science and Western dominationvii. Swami Dayanand, its founder, got a fertile land for his ideology not at his birthplace at Tankara (now in Gujarat) but, it the towns of Punjab and in rural areas of Haryana. In his speeches he stressed idolatry, child-marriage and propagated the re-marriage of widows and female education. He praised Vedas as a source of eternal knowledge and criticized Christianity and the activities of their Missionaries. He also preached that the Vedas inculcated monotheism and focused Hinduism which is based upon the Purans. He accepted Shashtras as the main tool of proselytization. The first place in Haryana visited by Swami Dayanand was Ambala.viii He condemned the social and religious weaknesses of the orthodox Hinduism. Swami Dayanand also visited Rewari at the request of Rao Yudhisterix, the Ahir leader and the descendent of Rao Tula Ram. Later he became the disciple of Swami Dayanand. Swami delivered eleven religious discoursesx and took part in discussions. He again made violent attack on Puranic gossips, incarnatism etc. At this appeal of Swami Dayanand, a Goshala was established at Rewari. Perhaps, it was the first Goshala in Northern India.xi After the death of Swami Dayanad, the Arya Samaj soon became popular in Haryana by the efforts of Lala Lajpat Rai, Pandit Basti Ram, Lala Chandu Lal, Dr. Ramji Das and Rao Yudhister and his family members. Its branches were established at Rohtak and Karnal. In the year 1886, Jagadhri Arya Samaj was started by Pandit Lekh Raj of Punjab. In 1890 at Rewari, the Arya Samaj was established by the efforts of Rao Yudhister. In 1891, the Ambala Cantonment Arya Samaj was established under the presidentship of Sardar Kala Singh. In nutshell, all the prominent Arya Samajs in Haryana like the Arya Samajs at Panipat, Rohtak, Hissar, Narnodh (Hissar), Milakhpur (Hissar), Sinkpathry (Karnal), Jind etc. were established during the 1890‟s.xii Perhaps in Haryana, the expansion of Arya Samaj was on more sound footing than elsewhere in Punjab.xiii In Haryana, Hinduism being surrounded and infiltrated by the Islam and Sikh faith, was not as rigid as it was elsewhere.xiv The caste system was less rigid in comparison to other parts of the country. The Brahmans were unable to dominate large and powerful groups like the Jats.xv The Brahmans were also not so rigid. Perhaps, it was due to the absence of big towns and cities in Haryana that the rural masses had easily been attracted by the philosophy of Dayanand. The Arya Samaj made strenuous efforts to raise the social status of the lower communities. It also made efforts to raise the status of the untouchables. It took interest in the social uplift of the lower and oppressed classes. According to them, it was mainly due to bad environment, association, and training resulting deterioration of character.xvi Later, it started a Shudhi movement to prevent low caste Hindus from embracing Christianity or www.zenithresearch.org.in Islam and to purify them for their inclusion in Hinduism. 160 EXCEL International Journal of Multidisciplinary Management Studies Vol.2 Issue 2, February 2012, ISSN 2249 8834 Online available at http://zenithresearch.org.in/ Besides the religious and social sphere, in education also, some efforts were made by the Arya Samaj.