Book Review
Colonialism and its
Forms of Knowledge: The British in India. Bernard S. Cohn. Princeton University
Press, 1996. Xvii+189pp.
The
acceptance and maintenance of colonial power in any country is not dependent
only upon the military strength or the capacity to coerce the voices of masses
but also on the development of knowledge to understand the subjects. The
development of knowledge by the imperial power of East Indian Company and crown
(after 1858) to invent the history of the colonized and see through it the ways
and means of ruling and maintaining the empire was the ‘cultural’ domain of the
colonial history. Bernard Cohn uses the principles of anthropology in sync with
the methods of history to study colonialism and its forms of knowledge. This
book consists of four essays, foreword by Nicholas Dirk and introduction to the
book. These essays are written in the time period between 1950s and 1980s. In
this era, the Chicago school’s method of ‘ethnosociology’ was quite famous and
well appreciated by Bernard Cohn. The writing of McKimm Marriot and Ronald
Inden approached a new style of writing Indian culture history by the use of
ethnosociology to remove the ‘orientalist’ biasness. Using the same logical
tool, Cohn tried to show the logic and illogic of colonial discourse and
orientalist biasness in East Indian orientalist scholarships.
The
Brahminic hegemony in Indian society relates to their control over the secret
knowledge of Dharamshastras and
Sanskrit scriptures and British controlled this powerful discourse in society
by deciphering this control through different modalities. Cohn names these
modalities as the historiographic modalities, observational/trade modality, the
survey modality, the enumerative modality, the museological modality, the
surveillance modality and the investigative modalities in the post colonial
world. The historiographic modality being the most complex and also related to
other modalities gave British the ontological formation of their subjects i.e.
how the colonised Indians real social and natural worlds are formed. The
control over power can be associated with monopoly over knowledge and British
by ‘officialising’ established and extended its power in many areas. Knowledge
of subjects defined and classified spaces like making separation between public
and private spheres by recording transactions, changed most of the religious
institutions into secular institutions and established a bureaucratic
structures like census classified groups in society and established
registration of birth and deaths, standardized languages and scripts, and
fostering official beliefs through public education and its rituals.
When
British came to India then they operated on the idea that everything and
everyone had a ‘price’ and created many anglicized posts in the company like
Dubhashi, dalal, banian, shroff, pandit and vakil. These posts were related
with different specialisations and most important of them was the post of the
interpreter. The persistence of different languages in India posed a very
difficult situation for British and mainly translation of all letters into
Persian and vice versa was the most difficult task for them considering the
angle of secrecy in the communications. Cohn very eloquently showed this
through Sir Thomas Roe’s account of Jahangir’s court. James Fraser, who worked
in Surat establishment for 19 years, wrote a contemporary history of the court
of Nadir Shah after learning Persian based on Persian account and constant
correspondence between Persians and Mughals. After this, the period between
1770 and 1785 became the formative years in which British started producing
grammars, dictionaries, treatise, class books, translation etc. The production
of these texts and texts after this period established a discursive formation
and defined an epistemological space and created a discourse which had the
effect of converting Indian forms of knowledge and Indians into European
subjects.
They
started finding books on Mughal administration and epistolary practices of professionals
to learn from the successes and failures of earlier rulers. Then in 1771, Sir
William Jones published grammar of the Persian language and British Servant
N.B.Halhed produced first grammar of Bengali and Sanskrit on English model. The
language of Indian politics, Persian, was tried to decrypt by British to gain
access of administration of different rulers. The thrust of company administrators to
educate its employees in Persian and Sanskrit was to wrest power from the
munshis, akhunds, and pundits on whom they depended to mediate between the
company and native princess and merchants and to provide translations of the
legal and historical documents thought relevant to conducting business in
India. British’s learning of Sanskrit was emphasised to understand the Hindu
Law and get rid of Pundits from the Courts. They wanted to create benevolent
legal pattern in the country so that people will accept the rule. David Scott
in his paper “Colonial governmentality1” also finds the same
discourse of Colonial power to legitimise its rule. Later, the advent of
Hindoostani as the official language of the Raj, first created by John
Gilchrist turned the work in different direction. Now, the civil servants were
trained in basic Hindoostani and etiquettes needed in communications with
Indians. So, the shift from Persian to Hindoostani as the administrative
language of the British showed linguistic strategies for British imperial
domination.
After
having adequate knowledge in the field of languages, their main concern shifted
to codify laws and to create rational basis for imparting justice. British
accepted that despite having ancient and traditional culture, India had a state
system and this system is on decline from medieval times and this system has to
be recreated to extort land revenue from the agriculturists and the capacity to
access and levy tax was related to law. Warren Hastings started a post of
“collector” to control law and order and collect land revenues from the
provinces and had belief that Mughal had robust system to collect land revenue
and it was not based on European model rather on model based on theory and
practice of Indian administration. Hastings also refuted the despotic character
of state propounded by other British administrators and allowed William Jones
to codify laws. William Jones with the help of pundits and some other experts
started creating digest of Hindu laws and Muslim Laws. However, it completed
after his death and Colebrooke completed it. William Jones through the doctrine
of stare decisis and interpretations of religious texts created digests for
Hindu and Muslims.
The
British believed that Indians did not have history i.e. they are people without
history. So, through museological and survey modalities, British categorised
and objectified India. They started with different vague theories and gave
different historical accounts of Indian civilisation. From the period of 1600
to 1750, the British through rational despotism found India a stable and static
society with a relationship to west. Lord Wellesley first used the survey
methods to classify history of Indians which can be seen in Camden’s work.
Colonel Mackenzie researched to provide details about the Indian past and the
religions etc especially in South India. He found the discovery of Jaina religion and its philosophy and
its distinction from Buddhism, the different ancient sects of religions in the
country and their subdivisions, the nature and use of the Sasanams and inscriptions on stone and copper etc. After his death,
the reports of his survey were published but the work was stopped after some
times.
The
paucity of funds did not allow researchers to continue their projects. East India
Company provided meager sum for doing researches on archaeological sites. The
artefacts collected from different sites remained packed for decade because of
high maintenance costs of keeping all these artefacts in some museum. However,
most of the valuable and significant things were taken to Britain for display.
Koh-i-Noor diamond became one of the chief attractions of British crown and
Tipu’s sword and tiger were also kept in the museum. Richard Johnson’s
collection of large number of paintings of Akbar time and various manuscripts
of Mughal era is even today kept in India House at London. After the end of
Anglo-Mysore war, the transfer of Indian artefacts to Britain stopped for some
time but the revolt of 1857 radicalised the plundering. Most of the valuables
plundered from the country were taken to Britain and kept in the museums.
British
wanted to differentiate themselves from Indian in social, physical and cultural
spheres so East India Company did not allow any officer to wear Indian dress.
Fredrick John Shore was dictated to wear only gentlemen clothes in the
courtroom. They related clothes with the question of honour and dignity. In
Mughal Court also, the clothes were not seen as products for gaining profits
but it had different meanings for Indians. The gifts of clothes and jewellery
were seen as best gifts in Indian scenario at that time. Cohn through the
controversy of Nayars showed the linking between status and clothes. A decree
allowing Christian converts to cover themselves linked the civilising mission
of Christians to the upward mobility of lower castes and the upper castes
protection of their privileges, showing how “changes in dress becomes the
tokens of much wider social, political and economic changes that refracted in
unpredictable use, from the point of view of the principle actors in the
event”. The pith-helment, sikh turban and Gandhi cap are rooted in relations of
race and caste while breast-cover clothes are interwoven in the conspiracy
against gender and sexuality.
The
writers of the guide books which advised them not to touch one by his turban or
head were correct but the logic behind this was not correct. The main cause for
this relates to purity and pollution. Hand is associated with different kinds
of impurity so people did not like it in their normal conversations. Also, if
Indians wore shoe in front of British then it was called indiscipline but the
meaning of Indian with this act is related with cosmic phenomenon. So, 17th
and 18th Century British and Indians inhabited separate coginitive
universes is a projection back in time of the historiographic bifocalism of the
studies collectively. The acceptance of material in both the cultures was
different and the historiographic modality of Bernard Cohn finds the changes in
the clothes and jewellery associated with the power structures. In order to be
different, British gave certain guidelines to the officers to carry certain
clothes to India.
The
substance of authority was shown through clothes in Mughal era. The king or the
emperor wearing the khilat would place one of the robes to his subjects as a
particular honour. This will improve the subject’s rank in the kingdom.
Different forms of salutations also had different meanings and used at
different purposes. Indians would place his turban at the feet of the conqueror
as a sign of complete surrender. In sindh, turban was related to sovereignty.
The dress of the Indian army was also transformed to meet the desires of
different ethnic solders. The gorkhas wanted to wear turban and the uniform of
European and Indian were made same. So, the clothes represented differen
meanings for different communities. The world of signs and symbols gives
importance on the clothes, jewelleries, styles of honour etc.
Cohn
in the four essays deals with different concepts and the knowledge formation in
these areas. The historiographic modality is used to find the development of
languages in the society, development of laws, and development and changes in
the clothes. The survey modality has been used by same writer very efficiently
in his essay in the book “An Anthropologists among Historians” on census.
However, all these four things language, law, dress and objects are related to
each other and their development and change happened at the same time but Cohn
sees all these developments in four areas separately and does not relate each
other. The change in official language of the administration did not change the
local discourse of Hindoostani. However, Indian history of language did not
develop in a linear fashion but in structure and type. Also, Indians were
constituted based on the social positions unlike their western counterparts who
are constituted as unique individuals so the poems and prose of Indian
literature are different from western style.
In
this book Cohn only dealt with the cultural dimension of colonialism but the
cultural dimension of colonialism works simultaneously with repressive or
imperial functionaries to rule over subjects. The rule of colonizers is always confronted by
violence from both sides. The various cultural things are forced on subjects to
exploit them. Cohn does take the stand that colonialism is an illegitimate
extension of power. Colonial forms of knowledge generated for the benefit of
British and the indigenous forms of knowledge also developed out of practical
interests. But, Cohn does not give importance to this. However, the "scientific classification" of subjects in Foucauldian term has a long and complicated genealogy but it takes place through a variety of "operations on [people's] own bodies, on their own souls, on their own thoughts, on their own conduct." These operations characteristically entail a process of self-understanding but one which is mediated by an external authority figure, be he confessor or psychoanalyst.