द ब्यूटीफुल ट्री: १८वीं सदी में भारत की स्वदेशी गुरुकुल शिक्षा (धर्मपाल)

5,Inverness Gardens,W.8. 2 December 1931 Dear Mr Thompson, My apologies for not having acknowledged your kind letter of November 23rd with its references earlier. I was familiar with Adam’s Reports and Leitner, and with Howell from quotations. I have looked at Keay, and I’m afraid he doesn’t impress me. I will ask F.W. Thomas what he thinks of the book, but it all seems to me second-hand. After going through your reference I am still in doubt as to whether the statement on p.255 of the ‘Reconstruction of India’ ‘Nevertheless there was more literacy if of a low kind, than until the last ten years’ is justifiable. You mention figures for Bombay schools and Bengal schools. But from my experience of Indian schools it is a far cry from attendance to literacy. In the ten years 1917-27 with an increased enrolment of nearly 370,000 pupils in Bengal, the number in Class IV, where first you may expect permanent literacy, declined by 30,000. (See EDn Comtee of Simon Commission Report, p.59, including Table xxxiv). I imagine from my reading of Adam, and Howell and Leitner—all pressing the claims of indigenous education—that this kind of thing is not new. Did you notice in Long’s edition of Adam p.268 a quotation from a report of Mountstuart Elphinstone dated 25 October 1819 in which he says: ‘There are already schools (in the Deccan) in all towns and in many villages, but reading is confined to Brahmans, Banyans, and such of the agricultural classes as have to do with accounts.’ And Howell, p.7, in referring to Adam’s estimate that there were 100,000 schools in Bengal in 1835 and similar estimates in Madras and Bombay says ‘although all authorities were agreed that the existence of these schools was a satisfactory evidence of a general desire for education, there was equal unanimity that the instruction actually imparted in them was, owing partly to the utter incompetence of the teachers, the absence of all school books and appliances, and the early age at which the children were withdrawn, almost worthless.’ All the people I have quoted wanted Government to build up a system on the basis of the village schools. 368

Adam gives some literacy figures which are worth examining in detail. I will look up the Census returns for the actual districts for which Adam has given figures. Yours sincerely, Sd/- P.J. Hartog . . . Scar Top, Boars Hill, Oxford. December 5, 1931 Dear Sir Philip Hartog, I am really not clear as to what we are disputing about. My statement is mild enough, moderate enough and its purpose is plain. I was obviously trying to go to the limits of concession that truth permitted, as to claims that I consider entirely wrong. That seems to me the only way to get a controversy forward. I never did believe in the method of belittling whatever case my opponent, whether British imperialist or Indian nationalist, may have. The context makes it clear that I have never thought that Indian schools amounted to much. It makes equally clear what I remember quite well was in my mind when I wrote that passage—this was that I do not agree with the steady crabbing of the last dozen years but to emphasise that on the whole they have been years far more progressive than any previous decade. Of course—literacy and school attendance are not the same thing. They are not the same even now. But that is the realm of the imponderable and not worth arguing. If it comes to that, just now I rank mere literacy low enough. It seems to me we are in for a rotten ten years of struggle to keep any sort of decency alive. I may be overdepressed; but I saw the utter wash that the ‘literate’ populace of the United States read as their only gain from education, and I come back to this country to find that the weeklies are dying or recently dead, and that Daily Mail, Daily Express, and the infamous Sunday popular papers are about all the reading that Demos does. I believe the most popular weekly is ‘Competitions’, which guides the huge mob whose sole intellectual recreation (an absorbing and costly one) is making ‘bullets’ or cross-word puzzles (sending up six-pence a time). On the other hand, Akbar was ‘illiterate’. There are in India poor folk who never went to any sort of school who have learnt to read. But these of course are few. They 369

pay a few pice to be coached by some student. There must be more literacy in the sense of reading the vernaculars, than the numbers in schools indicate, or else how could every Bengal bazaar swarm with these frightfully printed (but cheap) texts of Ramprasad, Chandidas, Krittibas's Ramayana (before the War, according to Dinesh Sen, two hundred thousand sold every year), even of Bhadu songs (which are sung only in two divisions)? Sarat Chatterjee told me that in 1921 the twelve annas edition of his fiction had brought him in twelve thousand rupees in royalties, which I estimate to be a sale of two hundred thousand. But the semi-religious texts swarm and always have done, irrespectively of the number in schools. I will go into the matter when in India next spring. But my impression has steadily deepened that the first real advance we made—in most things—began about 1917. I do not think you will believe how stagnant officialdom was before the War. When I started in educational work in Bengal, the M.V. Schools used to pour an indescribably turbid stream into the fourth class of our high school—literate, if you like, but it would have been almost better if they were not. And the Education department was shocking. The acting Lieut. Governor was the notoriously inefficient Slack, and the D.P.I. the notoriously lazy Kuchler. I do not believe that a century ago there was widespread literacy. But neither do I believe that anything we ever did for education before about 1917 made any serious difference or improvement. We give ourselves many unjustified chits. But I will stand up for what we have done since the unfairly abused Montagu- Chelmsford Reforms. Previous to 1917, what were the figures of literacy? Four or five per cent of the population? I believe they were higher a century ago. But the only way of proving this would be by finding out what sales in the very much smaller population of that day (though the first census was 1871, was it not?) were achieved for the popular classics. Yours sincerely, Sd/- Edward Thompson (IN HAND FOLLOWING TYPED LETTER) P.S. ‘Banyan’ is a usual way of referring to ‘Banias’, in East India Company documents. I have again read carefully through your letter. It seems to me that we are in agreement. Obviously we both think that (a) 370

the literacy of a century ago amounted to very little to justify a song about it (b) that the average M.E. or M.C. schools of prewar days was a farce. We used to be asked continually to take over village ‘M.V.’ schools, with a failed Inter Arts or even failed Matric, as their head, and their students appalled me. Our own high school boys were bad enough but...I tell you what it is. The prewar administration of India in many ways was appalling. I know the difficulties. But tell me—what is it that has been wrong with Indian administration? I am reading old records by pre- Mutiny residents. They teem with information that makes you hope the Congresswalla will never get hold of it. Oxford swarms with ex-I.C.S. I like and respect them very much indeed. But what has happened to the often first class record of intellect they had before entering the I.C.S.? It seems to me the very hopelessness of...huge Indian job used to oppress and...us. We did not do anything like as much as Englishmen should have done. I scandalously ran on to the back of this—which I never do hurriedly—to keep it short. You see, I sail December 24, and I am shockingly overworked until I get off. · · · TO THE EDITOR, ‘INTERNATIONAL AFFAIRS’ (Extract from ‘International Affairs’, the journal of the Royal Institute for International Affairs, for January, 1932. p. 151.) Sir, At a very largely attended meeting at Chatham House on October 20th last, Mr Gandhi said: ‘I say without fear of my figures being challenged successfully that today India is more illiterate than it was fifty or a hundred years ago, and so is Burma, because the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out.’¹ It will be seen from the report of the meeting that Mr Gandhi did not at the time quote the figures to which he referred. I therefore asked him if he would give his authority for the statement that literacy had diminished during the last fifty years and he replied: 371

‘that his authority was the Punjab Administration Reports, and said that he had published in Young India a study of the Punjab educational statistics.’² I wrote at once to Mr Gandhi asking him for precise references. In response to my request he has been good enough to furnish me with typed copies of two articles on the ‘Decline of Mass Education’ by Mr Daulat Ram Gupta, published in ‘Young India’ for December 8th and December 29th, 1920. These articles do not, however, contain a single literacy percentage either for the Punjab or Burma or for India generally, nor do they contain any direct reference to Punjab Administration Reports. They do, however, refer to the ‘History of Indigenous Education in the Punjab’ by Dr G.W. Leitner, an educational official in the Punjab, which refers to some of these reports. But Dr Leitner’s Report was published forty-nine years ago, in 1882, and I have been unable to discover in it any literacy percentages. I have drawn Mr Gandhi’s attention to, these facts. The present position is that Mr Gandhi has so far been unable to substantiate his statement in any way. I have to add that in the course of a friendly correspondence, and also at an interview which 1 had with him on December 2nd, he has undertaken to retract that statement if he cannot support it. I think it best to postpone any further comment on the question until I receive his promised communication. Yours faithfully, Sd/- P. J. Hartog 5 Inverness Gardens, Vicarage Gate, W. 8. December 14, 1931 . . . 372

LETTER OF MR M.K. GANDHI TO SIR PHILIP HARTOG (COPY) Dear Friend, I am sorry I was unable, owing to circumstances beyond my control, to fulfill the promise I gave you about my statement on the condition of Primary education in India during the pre- British time. Immediately on my landing I entrusted the research to Advocate Munshi, a member of the Bombay University senate, and two other educationist friends. But they too like me find themselves civil resistance prisoners. I had asked Advocate Munshi to put himself in direct touch with you. But his arrest came so soon after mine that I hardly think he could have corresponded with you. As I am permitted to carry on non- political correspondence, I have now asked Prof Shah to test my statement and give you the result of his test. As I found in you a fellow seeker after truth, I was most anxious to give you satisfaction either by confirming my statement or withdrawing it as publicly as I had made it. I thought that I would tell you what I had done in pursuance of my promise. As I have not your private address by me, I am sending this to you under care India Office. Yours Sincerely, Sd/-M. K. Gandhi. Yeravda Central Prison, Poona. 15.2.32. . . . 45, Chowpatty Road, Bombay (7) 20th February, 1932 Dear Sir Philip, I have been informed by Mahatma Gandhi that during his stay in London recently, and while speaking at some public meeting about the state of education in British India before the advent of the British in this country, he remarked that the extent of literacy was greater in those days than at the present time. He adds that you had questioned the accuracy of that statement, and called upon Mr Gandhi to furnish proof in support of the same. Mahatmaji has, I understand, referred you to some writings in the Young India; but you do not consider 373

that sufficient proof; and so has asked me if I could find any more acceptable substantiation for that observation. I am, therefore, addressing you this letter to try and offer that substantiation, as far as the records available could permit of my doing so. If you care to acknowledge this letter to Mahatmaji, would you at the same time send me a copy of the same? To begin with, I need hardly point out to you that, at the time under reference, no country in the world had anything like definite, authoritative, statistical information of the type one would now recognise as proper proof in such discussions. In India particularly, thanks to the distracted state of the country, it was impossible to provide any such material on a nation-wide basis, even supposing it had been customary to compile such information from time to time. The elaborate ‘directory’, if I may so describe it, of the territories under his rule, compiled by the indefatigable Minister of the great Akbar known as the Ayeen-i- Akbari, was prepared so long before the advent of the British that I feel a hesitation even in referring to it, apart from the further fact that authoritative work suffers from other blemishes in the eyes of a too critical reader. All, therefore, that one can expect by way of proof in such matters, and at such a time, can only be in the form of impressions of people in a position to form ideas a little better and more scientific than those of less fortunately situated, or less well endowed, observers. Such official investigations as were ordered in connection with the periodical parliamentary enquiries before the renewal of the Company’s Charter in 1793, 1813, 1833, and 1853 also afford some data, though these have their own defect as is pointed out below. Other official enquiries, reports, or obiter dicta of qualified officers, were originally for a purpose different from the one under reference here; and, therefore, discussion or observation on educational matters therein must needs be taken as incidental rather than as the immediate subject of their concern, and consequently open to such defects as all such incidental ob- servation suffers from. For the immediate purpose of this letter, will you permit me to begin by referring you to the reports of certain provincial enquiries conducted about the time when the British rule first began in those provinces? Let me, however, add a remark as ap- plied to the country, at large, on the authority of Max Mueller, and another on the authority of the historian Ludlow,—both mentioned in Keir Hardie’s work on India. ‘Max Mueller, on the strength of official documents and missionary reports, 374

concerning education in Bengal prior to the British occupation, asserts that there were then 80,000 schools in Bengal, or one for every 400 of the population. Ludlow, in his History of British India, says that “in every village, which has retained its old form, I am assured that the children generally are able to read, write and cipher; but where we have swept away the village system, there the village school has also disappeared.” (Cp. B.D. Basu, Education in India under the E.1. Co., p18). In Bombay, which came under British rule after the fall of the Peshwas in 1818, a Report of the Bombay Education Society for 1819 observes:— ‘There is probably as great a proportion of persons in India who can read, write, and keep simple accounts, as are to be found in European countries.’ The same Report for the following year notes:— ‘Schools are frequent among the na- tives, and abound everywhere.’ In April, 1821, Mr Prendergast, member of the Executive Council of the then Government of Bombay, notes in a Minute on an application for 2 English schools in Thana or Panwell Talukas:— ‘I need hardly mention what every member of the Board knows as well as I do that there is hardly a village, great or small, throughout our territories, in which there is not at least one school, and in larger villages more; many in every town and in large cities in every division where young natives are taught reading, writing and arithmetic, upon a system so economical, from a handful or two of grain, to perhaps a rupee per month to the schoolmaster, according to the ability of the parents, and at the same time so simple and effectual, that there is hardly a cultivator or petty dealer who is not competent to keep his own accounts with a degree of accuracy, in my opinion, beyond what we meet with among the lower orders in our own country; whilst the more splendid dealers and bankers keep their books with a degree of ease, conciseness, and clearness I rather think fully equal to those of any British merchants.’ (Cp. Commons Report, 1832, p.468). I shall come to Madras in a moment, and revert to statistical proof such as I can find,—thereafter. Let me here refer you to the classic case of Dr Leitner’s Report on the system of Indigenous Education in the Punjab, based on an investigation carried out by the learned Doctor,—principal of a Government College, because of a surprising difference between his figures of the people educated in indigenous schools, and those supplied by the Director of Public Instruction for the province, to the Indian Education Committee of 1882. Dr Leitner remarks, in his 375

introduction to his Report,—'In short the lowest computation gives us 330,000 pupils (against little more than 190,000 at present) in the schools of the various denominations, who were acquainted with reading, writing and some method of computation; whilst thousands of them belonged to Arabic and Sanskrit colleges, in which oriental literature and systems of Oriental Law, Logic, Philosophy and Medicine, were taught to the highest standards.' I would particularly commend to your attention this classic document of 650 odd pages (folio), the more so as Dr Sir Wm. Hunter, president of the Indian Education Committee, made a special Minute to the Report of that Committee (pp.621-2) in which he found that Dr Leitner's estimate of 120,000 pupils in the Punjab was actually an underestimate by some 15,000, while the official figure supplied by the D.P.I. of the province was below the actual figure by some 80,000 pupils. Incidentally, this will suffice to show how imperfect, inaccurate, undependable, was the official statistical information for these early days, when the people viewed with easily intelligible suspicion enquiries of this nature, and so passively refused to afford the correct information wherever and whenever they could help it. Without minimising in the least degree the value of statistical evidence, I cannot but add that such evidence is worse than useless, when we recall the conditions under which it was compiled, as also the temperament and training of the officials who helped in compiling the same in those primitive times of British rule in India. Let me now speak of Madras, that earliest settlement of British rule in India, and even now said to be the best educated province in the Empire. Sir T. Munro, in a Minute dated 10.3.1826 (Commons Report, 1832, p.506) observes that, taking the male part of the population only, and taking children of between 5-10 years of age only, as school going population, (assumed to be one-ninth of the total population) there were 713,000 male pupils that would be at school. The actual number of pupils in recognised schools was found by him to be 184,110 which works out to be a little over a fourth of the total school- going population. Sir Thomas, however, was of opinion that the actual proportion was nearer one-third than one-fourth, owing to a large number of children receiving instruction privately, and so not included in the above calculation. In Bengal, (Cp. Adam's Report, 1838) the total number of children between 5-14 years of age is taken at 87,629. Of these, 6,786 were returned as receiving instruction in the recognised schools, or 7.7%. This includes both men and women, girls as 376

well as boys, while in Madras only the male population was considered. On that basis, this figure could be easily raised to at least 15% of the total. There is reason to prefer this basis for calculation, since, under the conditions and ideas of the time, women could not go for education to schools publicly recognised; and so a proper index for judging of the real state of literacy is rather the male population than the total. Again, the percentage of population receiving instruction, compared to the total of school-going age, would be still higher, if we would bear in mind the fact that the so called untouchables formed part of the total, but could not, necessarily, be included in the people receiving instruction as these were not admitted into public institutions. In the Bombay Presidency, the total population was returned in 1829 at 4,681,735. The total number of scholars in schools was 35,153. If we take, with Sir T. Munro, one-ninth of the population to be of school-going age, the total figure of school-going age would be 520,190. This gives a percentage of 7 to the total of school-going age; while if we confine ourselves only to males, the percentage of scholars to the total population (male) of school-going age would be 14. This proportion is more than borne out by the later Report of 1841, relating to only 9 selected districts in the Presidency. The following comparative position, between the state of things now and a hundred years ago, would be instructive, if not conclusive. Percentages of population of school-going age receiving primary education in 1921 (males only) and a 100 years ago (roughly): Madras 42.5 33 Bombay 45.1 14 (highest 28 in some parts) Bengal 37.2 16 (highest 32 in some parts) I have already pointed out that these statistical data for the earlier period are undependable, because (1) the figures for privately educated children are not available; (2) the people were averse to disclosing what they thought to be unwarrantable bits of information; (3) the compilers of this information were not of requisite efficiency or intelligence; (4) certain large sections of the population were necessarily excluded, and had to be excluded from these calculations, if they were to be at all reliable; and so the mere percentages, uncorrected, are of no use. The closer enquiry of this type conducted by Leitner is far more reliable, 377

and so also the obiter dicta of people in the position to have clear impressions. These people, also, generally obtained their impressions of the state of education in the area under their charge, only incidentally, while collecting information for Land Revenue Settlement of their districts; and the primary object was not to discover the real state of education in the country, but something quite different. Hence even those impressions must be held to give rather an underestimate than otherwise of the true state of affairs in this behalf, in view of the considerations mentioned already. Yours truly, Sd/-K.T. Shah . . . 5 Inverness Gardens, Vicarage Gate, London, W.8. 9 March, 1932 M.K. Gandhi, Esq., Yervada Central Prison, Poona, India. Dear Mr Gandhi, Many thanks for your kind letter of February 15, which reached me last night. I fully understand your difficulties in carrying out your promise. I received by the same post as your own a long letter from Professor K.T. Shah dated February 20, which he has no doubt sent to you, but the letter contains absolutely no data which would enable one to judge whether literacy had advanced or declined during the last fifty years; it contains not a single literacy percentage. I have been very much pressed by other work, but I have in a rough state material for two or three articles on the progress of literacy in Bengal during the last hundred years, of which I will send copies both to yourself and Professor Shah when they are completed. The position is still that you are unable to supply the figure to which you referred in your address at the Royal Institute of International Affairs on October 20. I feel sure that you will be convinced by the facts as stated in my articles, which are not in any way converted by the statements in Professor Shah's letter. I enclose a copy of my reply to Professor Shah and also a copy of a letter dated 378

December 14th which appeared in the Journal of the Royal Institute for January. With every good wish, I am, Yours sincerely, Sd/- Philip Hartog · · · 5 Inverness Gardens, London, W.8. March 10, 1932 Professor K.T. Shah 45 Chowpatty Road, Bombay (7). Dear Professor Shah, I am much obliged for your letter of February 20, and for the great trouble, you have taken in this matter. I received a letter dated February 15 from Mahatma Gandhi by the same post, and am sending to him a copy of this reply to you. I enclose copies of my reply to him, and of a letter from me which appeared in ‘International Affairs’, (the Journal of the Royal Institute of International Affairs) for January, 1932. When you have read these documents you will realise that your letter does not touch the main question which I put to Mr Gandhi, viz., what authority he had for the statement that literacy had diminished during the last 50 years in India. The latest authority that you quote is Leitner, whose History of Indigenous Education in the Punjab was published in 1882—50 years ago—and throughout your letter you do not give any literacy percentages at all. On the other hand, you appear to think that the number of schools is a guide to literacy percentages. I agree that that would be a natural conclusion, but, on the other hand, as has been pointed out in the census, a number of Indian schools in the past did not aim at literacy, and more recently the Education Committee of the Indian Statutory Commission, of which I was Chairman, pointed out that in the ten years 1917 to 1927 the number of primary schools in Bengal was increased by nearly eleven thousand, and the number of pupils by nearly 370,000 whereas in Class IV, the lowest class in which permanent literacy is likely to be attained under existing conditions, the number of pupils had actually diminished by nearly 30,000. I am afraid 379

that I am altogether unable to accept your conclusions with regard to the history of literacy in Bengal during the past 100 years, of which there remains a good deal to be said. This is only a preliminary reply to your letter; I hope to be able to write shortly again, both to Mr Gandhi and yourself. Yours sincerely, Sd/- P.J. Hartog . . . 20 March 1939 Dear Mr Gandhi, You will, I think, remember that when you were in England for the Round Table Conference, now more than seven years ago, we had a friendly discussion on the subject of literacy in India, which arose out of a statement made by yourself at the Royal Institute of International Affairs to the effect that literacy had diminished in British India in the last fifty or hundred years. You will perhaps also remember that I had an interview with you on the subject at your rooms in Knightsbridge in December 1931, and that you willingly undertook publicly to retract your statement if you were convinced that there was no basis for it in fact; and that you very kindly wrote to me about it later when you were in Yervada Gaol. The file of correspondence of which I enclose a copy will show you exactly how the matter rested after your last letter of 15 February 1932 and my reply of 9 March following. I had to put the subject aside, owing to other and urgent demands on my time, but I have recently concluded an investigation of the authorities to which you and Professor Shah referred me and have published the results in three memoranda included, in the book entitled Some Aspects of Indian Education, Past and Present, of which I enclose a copy for your acceptance. You will see that in the Preface I have referred not only to our controversy but to your Wardha scheme, in which I take the deepest interest. If you will read through the Memoranda, I have little doubt that you will find that a close analysis of the facts reveals no evidence to support the statement which you made at the Royal Institute of International Affairs on October 20, 1931, and that you will therefore feel justified now in withdrawing that statement. As you implied in your letter of 15 February 1932 we are both concerned only with ascertaining the truth, and, I 380

would add, in removing obstacles to good understanding between the British and the Indian peoples. With all good wishes, Believe me, Yours sincerely, Sd/- P. Hartog Mahatma M.K. Gandhi, The Asram, Wardha, C.P., India. P.S. I had intended sending a copy of my book to Professor K.T. Shah, but I have been unable to find his present address from any of the books of reference. Perhaps you would kindly let me know what has become of him? P.J.H . . . . 2 May 1939 Professor K.T. Shah, 45 Chowpatty Road, Bombay (7) Dear Professor Shah, I sent to you a few weeks ago a book of mine recently published by the Oxford University Press, called ‘Some Aspects on Indian Education, Past and Present’, which I hope you have duly received. I intended to write to you at the same time, but have been working under extreme pressure. As you will see, the book includes three ‘Payne Lectures’ given at the Institute of Education dealing with general problems, historical and actual, of Indian education, and also three memoranda in which I have examined in detail the arguments in the letter which you wrote to me in February, 1932 at Mahatma Gandhi’s request, in support of his statement at Chatham House that literacy had diminished in India during the previous fifty or a hundred years. You will perhaps remember that in my reply (of 10 March 1932) I pointed out that you had not touched on the question of the previous fifty years, and that I was unable to accept your conclusions in regard to the history of literacy in Bengal in the previous hundred years, of which there remained a good deal to be said. 381

I promised to write to you again but did not do so because, owing to the pressure of other work, I was obliged to postpone the detailed examination of the historical facts, of which the record was much too long to be comprised in a letter and is now set out in the book. Yours sincerely, Sd/- Philip Hartog . . . CONFIDENTIAL Copy of a letter from Mr Gandhi to Sir Philip Hartog. (Sent in envelope dated 16 August 1939; the date on the letter itself is difficult to decipher.) Segaon, Wardha. Dear Sir Philip, I have not left off the pursuit of the subject of education in the villages during the pre-British period. I am in correspon- dence with several educationists. Those who have replied do support my view but do not produce authority that would be accepted as proof. My prejudice or presentiment still makes me cling to the statement I made at Chatham House. I don't want to write haltingly in Harijan. You don't want me merely to say that the proof I had in mind has been challenged by you. Meanwhile I send you a copy of an article in Modern Review on the subject. I should like your reaction to it if you have the time. Yours sincerely, Sd/- M.K. Gandhi (Note: The article of which a copy has been sent to me by Mr Gandhi is in my opinion of no value P.J.H.) . . . 382

10 September 1939 Mahatma Gandhi, Segaon Wardha, Central Provinces, India. Dear Mr Gandhi, Many thanks for your letter and enclosure relating to my book. I will write to you on the subject later when I am less overwhelmed with work, but I cannot wait to express to you my profound gratitude, shared, I am sure, by an innumerable number of my fellow-countrymen, all over the world, for the attitude you have taken up in regard to the present War at your interview with the Viceroy, reported in the 'Times'. I know how much it must have cost you to express an opinion involving any kind of approval of war; I hate war, perhaps as much as you do, but violence on the part of a policeman in trying to rescue a child from the clutches of a ruffian, is surely justifiable and it is to such action that I compare the war of Great Britain and France in support of Poland at this moment. With every good wish, Believe me, Yours sincerely, Sd/- Philip Hartog . . . 383

Annexure G List of Tanjore Temples Receiving Revenue Assignments 14.4.1843 No.6: ACCOUNT PARTICULARS OF THE ANNUAL MOHINS TO THE PAGODAS OF TANJOUR FOR FUSLEE 1222 No. Name Place Amount Ch. Fs. C 1 2 3 4 Pagoda

1. Combaswara Swamy at Combaconum 1,349 4 8
2. Naugaswara Swamy -do- -do- 666 6 16
3. Somaswara Swamy -do- -do- 100 " "
4. Cailaheeteswara Swamy -do- -do- 90 " "
5. Vissvanauda Swamy -do- -do- 22 2 24
6. Govotamaswara Swamy -do- -do- 22 5 "
7. Sodasulinga Swamy -do- -do- 18 " "
8. Causevisswanada Swamy -do- -do- 125 " "
9. Aubemuttaswara Swamy -do- -do- 18 " "
10. Saurungapauny Swamy -do- -do- 2,120 2 24
11. Chacrapauny Swamy -do- -do- 766 6 20
12. Rauma Swamy -do- -do- 666 6 20
13. Saranaraina Permall -do- -do- 270 " "
14. Kistna Swamy -do- -do- 36 " "
15. Hanumut Swamy -do- -do- 50 " "
16. Aumortagataswara Swamy -do- Teroculasa Nellor 77 8 28
17. Nundanada Permall -do- Nundavanum 53 5 16
18. Caravalanauda Swamy -do- Keerungoody 36 " "
19. Hanumunta Swamy -do- Saucottah 138 “ "
20. Baunapooraswara Swamy -do- Varnahtoray 33 " "
21. Sevagoronauda Swamy -do- Sevaporum 48 3 6
22. Prauvataswara Swamy -do- Daunakpoorum 240 " "
23. Supta Ketchaswara Swamy -do- Sausevarum- 1,575 " " bakporum
24. Muhalinga Swamy -do- Murdearjenum 3,000 " "
25. Baunaporaswara Swamy -do- Govindaporum 240 " "
26. Vencatachellaputty Swamy -do- Govindapoorum 120 " "
27. Managanada Swamy -do- Trenalagoody 240 " "
28. Sudjunaswara Swamy -do- Caravaly 18 " "
29. Campaharaswara Swamy -do- Trebovum 1,000 " "
30. Naugananda Swamy -do- Vooppalapuncovil 291 6 20 384

1 2 3 4 Pagoda 31. Vencatachallaputtee at Vooppalapuncovil 144 9 " Swamy 32. Yadoottadynauda Swamy -do- Wootturoinnum- 18 " " boor 33. Somanada Swamy -do- Poundareeca- 6 " " poorum- 34. Raujagopaula Swamy -do- -do- 9 " " 35. Rauma Swamy -do- Adumbaur 54 " " 36. Veelenada Swamy -do- Terovalynalala 226 8 14 37. Solapareswara Swamy -do- Trepaum Boorum 38 5 " 38. Soochumanauda Swamy -do- Theelasaragoody 2 " " 39. Aupachagaswara Swamy -do- Tocayachee 36 " " 40. Codundarauma Swamy -do- -do- 18 " " 41. Ganaswara Swamy -do- Codevassels 36 5 16 42. Woottarasweedaswara -do- Coottaulum 466 6 20 Swamy 43. Cholaswara Swamy -do- -do- 240 " " 44. Vouncauluswara Swamy -do- -do- 12 " " 45. Munnaduswara Swamy -do- -do- 6 " " 46. Suptaratchaswara Swamy -do- -do- 1 5 " 47. Causevissvanauduswara -do- -do- 4 5 " Swamy 48. Audecaswara Permall -do- -do- 25 " " 49. Somanauda Swamy -do- Tevomungach- 18 " " arny 50. Verdaraja Permall -do- -do- 28 1 16 51. Veroopauchy Swamy -do- Saragoody 18 " " 52. Teroomoolenauda Swamy -do- Poladagooda 15 " " 53. Soondaraswara Swamy -do- Naicoopadenpady 15 " " 54. Vencatachellaputtee Swamy -do- Naicoopadenpady 7 5 " 55. Brumhapooraswara Swamy -do- Abraumapoorum 30 " " 56. Chamundaswara Swamy -do- Cholanelaugum 7 5 " 57. Nauradaverda Permall -do- Cudalungoody 75 " " 58. Soondaraswara Swamy -do- -do- 73 " " 59. Singaura Totul Pilliar -do- Cadalungoody 9 " " 60. Nutanaporuswaraswara Munemady 30 " " Swamy 61. Nuganauda Swamy -do- Teruchetumbalm 9 9 24 62. Retnanadaswara Swamy -do- Terovaluputtoor 75 " " 385

1 2 3 4 Pagoda 63. Vidonuuda Swamy at Virdouganellore 18 " " 64. Verdarauja Permall -do- Puupagoody 18 " " 65. Visswanauda Swamy -do- Satungoody 1 5 " 66. Neelacuntaswara Swamy -do- Covelady 75 " " 67. Kylausanada Swamy -do- Morogumungalam 12 5 " 68. Jemboonauda Swamy -do- Vyel 5 4 " 69. Vomamahaswara Swamy -do- Trenalum 37 3 12 70. Veeratunduswara Swamy -do- Veeraucum 18 " " 71. Padupataswara Swamy -do- Pundanellor 666 6 20 72. Audeecasava Permall -do- -do- 144 " " 73. Hunnumunta Swamy -do- Pundanelloor 18 " " 74. Pillyar -do- -do- 18 " " 75. Vissvanauda Swamy -do- -do- 7 5 " 76. Brumhapooraswar Swamy -do- Vatatoty 35 6 16 77. Vencatachellapattay -do- Covanoor 3 " " Swamy 78. Tolasaswara Swamy -do- Cauvennour 2 " " 79. Soondaraswara Swamy -do- Treloky 13 5 " 80. Sheraubdenaurauyana -do- -do- 20 " " Permall 81. Paulanauda Swamy -do- Terovaupaudy 149 8 16 82. Codundarauma Swamy -do- Corochy 62 1 16 83. Aumoortagataswara -do- Corochy 5 " " Swamy 84. Yesraumanaswara Swamy -do- Keelacauttoor 5 " " 85. Keelacauttoor Permall -do- Keelacauttoor 5 " " 86. Agusteeswara Swamy -do- Malacautoor 90 " " 87. Vencatachellaputty -do- -do- 150 " " Permall 88. Durmaporaswara Swamy -do- Darmaporum 60 " " 89. Soobbramanna Swamy -do- Govinthanallocherry 3 " " 90. Vencatachellaputtay -do- Terovembanellore 12 5 " Swamy 91. Aronaujataswara Swamy -do- Teropanental 533 3 8 92. Suptagerenauda Swamy -do- Senganellore 14 " " 93. Punchavurnaswara Swamy -do- Manecoody 30 " " 94. Pranavadanganauda -do- Pranavedencum 220 " " Swamy 95. Vadaporuswara Swamy -do- Trecaulatulla 9 " " 96. Aucheyanauda Swamy -do- Tremandery 90 " " 386

1 2 Pagoda 3 4 at 97. Sooregunaurauyana Sooreanercovil 288 6 20 Swamy 98. Yadancondaswara Swamy -do- -do- 9 " " 99. Veadooroonda Permall -do- Veeterondapermal- 3 9 " covil 100. Carnaudaswara Swamy -do- Cornadaropoor 30 " " 101. Kylausanaudaswara -do- Asoor 50 " " Swamy 102. Verdarauja Permall -do- -do- 58 " " 103. Augnaswara Swamy -do- Cunjanoor 216 “ " 104. Codundarama Swamy -do- -do- 90 “ " 105. Vissvanauda Swamy -do- -do- 18 “ “ 106. Trecataswara Swamy -do- Trecottacauvul 47 5 " 107. Soondaraswara Swamy -do- Naugamangalum 12 5 " 108. Buddracauly -do- Candeyoor 18 " " 109. Vissvanauda Swamy -do- Valoor 7 2 " 110. Baujacholaswara Swamy -do- Coottanoor 4 6 “ 111. Kylausanauda Swamy -do- Codeyalum 2 4 “ 112. Brumkapooraswara Swamy -do- Nullataday 6 7 16 113. Kylauswanada Swamy -do- -do- 2 1 24 114. Vissvanauda Swamy -do- Annacoody 107 5 " 115. Goporaswara Swamy -do- Terocolumbium 270 " " 116. Kaumaswamy -do- Ramaswarapoorum 480 " " 117. Boodaswara Swamy -do- Darany 19 1 " 118. Tautacaswara Swamy -do- Nainassel 1 " " 119. Soondaraswara Swamy -do- Davastanumca- 266 5 24 ropoor 120. Vencatachellaputtee -do- -do- 18 " " Swamy 121. Kylausanauda Swamy -do- Solavanum 97 5 " 122. Vencatachellaputtee -do- Solavanum 13 5 " Swamy 123. Nauganautaswara Swamy -do- Maunumbaudy 9 " " 124. Sondarauja Permall -do- Caduchembaudy 106 6 20 125. Raumaswamy -do- Valangam 48 " " 126. Chendrasucra Swamy -do- Chendrqasacor- 36 " " -do- apoorum 127. Kristnaswamy 24 " " -do- Trechara 300 5 " 128. Saranata Swamy -do- Trechara 36 " " 129. Vydenata Swamy -do- Veroopauchi- poorum 387