"I wish," said Rukkubai, "that I had never known freedom. Now I have known--and lost."

[Ill.u.s.tration: WILL LIFE BE KIND TO HER?]

Yet not all reformers are such. There are an increasing number whose deeds keep pace with their words. Such may be found among the members of The Servants of India Society, who spend part of the year in social studies; the remainder in carrying to ignorant people the message they have learned.

Such is the heritage of the Hindu woman of ancient freedom; centuries when traditions of repression have gripped with ever-tightening hold; to-day a new ferment in the blood, a new striving toward purposes half realized.

Of to-morrow, who can say? The future is hidden, but the chapters that follow may perhaps serve to bring us into touch with a few of the many forces that are helping to shape the day that shall be.

[Footnote 1: History of India, E.W. Thompson. Christian Literature Society, London and Madras, pp. 11-12.]

[Footnote 2: Outline of History, H.G. Wells. Vol. I, pp. 146-8.]

[Footnote 3: Outline of History, H.G. Wells, Vol. I, pp. 196-199.]

[Footnote 4: Outline of History, H.G. Wells, Vol. I, pp. 189-190.]

[Footnote 5: Ancient Times, Breasted, pp. 658-9.]

[Footnote 6: Code of Manu, Book 9, quoted Lux Christi, Mason, p. 14.]

[Footnote 7: India through the Ages, Florence Annie Steele, Routledge, pp. 95-104, 116-18.]

[Footnote 8: India through the Ages, pp. 190-200]

CHAPTER TWO

AT SCHOOL

Hindu or Christian.

In the last chapter we have spoken of the Hindu girl as yet untouched by Christianity, save as such influence may have filtered through into the general life of the nation. We have had vague glimpses of her social inheritance, with its traditions of an ancient and honorable estate of womanhood; of the limitations of her life to-day; of her half-formed aspirations for the future.

Of education as such nothing has been said. As we turn now from home to school life, we shall turn also from the Hindu community to the Christian. This does not mean that none but Christian girls go to school. In all the larger and more advanced cities and in some towns you will find Government schools for Hindu girls as well as those carried on by private enterprise, some of them of great efficiency. Yet this deliberate turning to the school life of the Christian community is not so arbitrary as it seems.

In the first place, the proportion of literacy among Christian women is far higher than among the Hindu and Muhammadan communities. Again, because a large proportion of Christians have come from the depressed cla.s.ses, the "submerged tenth," ground for uncounted centuries under the heel of the caste system, their education is also a study in social uplift, one of the biggest sociological laboratory experiments to be found anywhere on earth. And, lastly, it is through Christian schools that the girls and women of America have reached out hands across the sea and gripped their sisters of the East.

The School under the Palm Trees.

"And the dawn comes up like thunder Outer China 'cross the Bay." Far from China and far inland from the Bay is this South Indian village, but the dawn flashes up with the same amazing swiftness. Life's daily resurrection proceeds rapidly in the Village of the Seven Palms. Flocks of crows are swarming in from their roosting place in the palmyra jungle beside the dry sand river; the cattle are strolling out from behind various enclosures where they share the family shelter; all around is the whirr of bird and insect as the teeming life of the tropics wakes to greet "my lord Sun."

Under the thatch of each mud-walled hovel of the outcaste village there is the same stir of the returning day. Sheeted corpses stretched on the floor suddenly come to life and the babel of village gossip begins.

In the house at the far end of the street, Arul is first on her feet, first to rub the sleep from her eyes. There is no ceremony of dressing, no privacy in which to conduct it if there were. Arul rises in the same scant garment in which she slept, s.n.a.t.c.hes up the pot of unglazed clay that stands beside the door, poises it lightly on her hip, and runs singing to the village well, where each house has its representative waiting for the morning supply. There is the plash of dripping water, the creak of wheel and straining rope, and the chatter of girl voices.

[Ill.u.s.tration: A TEMPLE IN SOUTH INDIA]

The well is also the place for making one's morning toilet. Arul dashes the cold water over her face, hands, and feet. No soap is required, no towel--the sun is shining and will soon dry everything in sight. Next comes the tooth-brushing act, when a smooth stick takes the place of a brush, and "Kolynos" or "Colgate" is replaced by a dab of powdered charcoal. Arul combs her hair only for life's great events, such as a wedding or a festival, and changes her clothes so seldom that it is better form not to mention it.

Breakfast is equally simple,--and the "simple life" at close range is apt to lose many of its charms. In the corner of the one windowless room that serves for all domestic purposes stands the earthen pot of black gruel. It is made from the _ragi_, little, hard, round seeds that resemble more than anything else the rape seed fed to a canary. It looks a sufficiently unappetizing breakfast, but contentment abounds because the pot is full, and that happens only when rains are abundant and seasons prosperous. The Russian peasant and his black bread, the Indian peasant and his black gruel--dark symbols these of the world's hunger line.

There is no sitting down to share even this simple meal, no conception of eating as a social event, a family sacrament. The father, as lord and master, must be served first; then the children seize the one or two cups by turn, and last of all comes Mother. Arul gulps her breakfast standing and then dashes into the street. She is one of the village herd girls; the sun is up and shining hot, and the cattle and goats are jostling one another in their impatience to be off for the day.

The dry season is on and all the upland pastures are scorched and brown.

A mile away is the empty bed of the great tank. A South Indian tank in our parlance would be an artificial lake. A strong earth wall, planted with palmyras, encircles its lower slope. The upper lies open to receive surface water, as well as the channel for the river that runs full during the monsoon months. During the "rains" the country is full of water, blue and sparkling. Now the water is gone, the crops are ripening, and in the clay tank bottom the cattle spend their days searching for the last blades of gra.s.s.

"Watch the cows well, Little Brother," calls Arul, as she hurries back on the narrow path that winds between boulders and thickets of p.r.i.c.kly pear cactus. Green parrots are screaming in the tamarind trees and overhead a white-throated Brahmany kite wheels motionless in the vivid blue. The sun is blazing now, but Arul runs unheeding. It is time for school--she knows it by the sun-clock in the sky. "Female education," as the Indian loves to call it, is not yet fashionable in the Village of the Seven Palms. With twenty-five boys there are only three girls who frequent its halls of learning. Of the three Arul is one. Her father, lately baptized, knows but little of what Christ's religion means, but the few facts he has grasped are written deeply in his simple mind and show life-results. One of these ideas is that the way out and up is through the gate of Christian education. And so it is that Arul comes to school. She is but eight, yet with a mouth to feed and a body to clothe, and the rice pot often empty, the halving of her daily wage means self-denial to all the family. So it is that Arul, instead of herding cattle all day, runs swiftly back to the one-roomed schoolhouse under the cocoanuts and arrives not more than half an hour late.

The schoolroom is so primitive that you would hardly recognize it as such. Light and air and s.p.a.ce are all too little. There are no desks or even benches. A small, wooden blackboard and the teacher's table and rickety chair are all that it can boast in the way of equipment. The only interesting thing in sight is the children themselves, rows of them on the floor, writing letters in the sand. Unwashed they are, uncombed and almost unclothed, but with all the witchery of childhood in their eyes. In that bare room lies the possibility of transforming the life of the Village of the Seven Palms.

But the teacher is innocent of the ways of modern pedagogy, and deep and complicated are the snares of the Tamil alphabet with its two hundred and sixteen elusive characters. Baffling, too, are the mysteries of number combination. "If six mangoes cost three annas, how much will one mango cost?" Arul never had an anna of her own, how should she know? The teachers bamboo falls on her hard, little hand, and two hot tears run down and drop on the cracked slate. The way to learning is long and beset with as many thorns as the crooked path through the p.r.i.c.kly pear cactus. Bible stories are happier. Arul can tell you how the Shepherds sang and all about the little boy who gave his own rice cakes and dried fish, to help Jesus feed hungry people. She has been hungry so often that that story seems real.

The years pa.s.s over Arul's head, leaving her a little taller, a little fleeter of foot as she hurries back from the pasture, a little wiser in the ways of G.o.d and men. Still her father holds out against the inducements of child labor. Arul shall go to school as long as there is anything left for her to learn. And into Arul's eyes there has come the gleam of a great ambition. She will leave the Village of the Seven Palms and go into the wide world. The most s.p.a.cious existence she knows of is represented by the Girls' Boarding School in the town twenty miles away.

To enter that school, to study, to become a teacher perhaps--but beyond that the wings of Arul's imagination have not yet learned to soar. The meaning of service for Christ and India, the opportunity of educated womanhood, such ideas have not yet entered Arul's vocabulary. She will learn them in the days to come.

Countless villages of the Seven Palms; countless schools badly equipped and poorly taught; countless Aruls--feeling within them dim gropings, half-formed ambitions. Somewhere in America there are girls trained in rural education and longing for the chance for research and original work in a big, untried field. What a chance for getting together the girl and the task!

[Ill.u.s.tration: THE SORT OF HOME THAT ARUL KNEW IN THE VILLAGE OF SEVEN PALMS]

A HIGH SCHOOL

Where the Girls Come from.

If the girls of India could pa.s.s you in long procession, you would need to count up to one hundred before you found one who had had Arul's opportunity of learning just to read and write. Infinitely smaller is the proportion of those who go into secondary schools. American women have been responsible for founding, financing, and teaching many of the Girls' High Schools that exist. They are of various sorts. Some have new and up-to-date plants, modelled on satisfactory types of American buildings. Others are muddling along with old-time, out-grown schoolrooms, spilling over into thatched sheds, and longing for the day when the spiritual structure they are erecting will be expressed in a suitable material form. Schools vary also as to social standing, discipline, and ideals; yet there are common features and problems, and one may be more or less typical of all. Most include under one organization everything from kindergarten to senior high school, so that the school is really a big family of one or two or four hundred, as the case may be.

The girls come from many grades of Indian life. The great majority are Christians, for few Hindu parents are yet sufficiently "advanced" to desire a high school education for their daughters, and those who do usually send their girls to a Government school where caste regulations will be observed and where there will be no religious teaching.

Some of the Christian girls come from origins as crude as that of Arul.

To such the simplest elements of hygiene are unknown, and cleanly and decent living is the first and hardest lesson to be learned. Others are orphans, waifs, and strays cast up from the currents of village life.

Uncared for, undernourished, with memories of a tragic childhood behind them, it is sometimes an impossible task to turn these little, old women back into normal children. But the largest number are children of teachers and catechists, pastors, and even college professors, who come from middle cla.s.s homes, with a greater or less collection of Christian habits and ideals. With all these is a small scattering of high caste Hindu girls, the children of exceptionally liberal parents. The resulting school community is a wonderful example of pure democracy.

Ignorant village girls learn more from the "public opinion" of their better trained schoolmates than from any amount of formal discipline; while daughters of educated families share their inheritance and come to realize a little of the need of India's illiterate ma.s.ses. So school life becomes an experiment in Christian democracy, where a girl counts only for what she can do and be; where each member contributes something to the life of the group and receives something from it.

What the Girls Study.

Schools are schools the world over, and the agonies of the three R's are common to children in whatever tongue they learn. An Indian kindergarten is not so different from an American, except for language and local color. Equipment is far simpler and less expensive, but there is the same spontaneity, the same joy of living; laughter and play have the same sound in Tamil as in English. Besides, Indian kindergartens produce some charming materials all their own--shiny black tamarind seeds, piles of colored rice, and palm leaves that braid into baby rattles and fans.

So, too, a high school course is much the same even in India. The right-angled triangle still has an hypotenuse, and quadratics do not simplify with distance, while Tamil cla.s.sics throw Vergil and Cicero into the shade. The fact that high school work is all carried on in English is the biggest stumbling block in the Indian schoolgirl's road to learning. What would the American girl think of going through a history recitation in Russian, writing chemistry equations in French, or demonstrating a geometry proposition in Spanish? Some day Indian education may be conducted in its own vernaculars; to-day there are neither the necessary text-books, nor the vocabulary to express scientific thought. As yet, and probably for many years to come, the English language is the key that unlocks the House of Learning to the schoolgirl. Indian cla.s.sics she has and they are well worth knowing; but even Shakespeare and Milton would hardly console the American girl for the loss of all her story books, from "Little Women" and "Pollyanna"

up--or down--to the modern novel. To understand English sufficiently to write and speak and even think in it is the big job of the High School.

It is only the picked few who attain unto it; those few are possessed of brains and perseverance enough to become the leaders of the next generation.