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Anglophone Poetry in Colonial India, 1780–1913: A Critical Anthology makes accessible for the first time the entire range of poems written in English on the subcontinent from their beginnings in 1780 to the watershed moment in 1913 when Rabindranath Tagore won the Nobel Prize in Literature.Mary Ellis Gibson establishes accurate texts for such well-known poets as Toru Dutt and the early nineteenth-century poet Kasiprasad Ghosh. The anthology brings together poets who were in fact colleagues, competitors, and influences on each other. The historical scope of the anthology, beginning with the famous Orientalist Sir William Jones and the anonymous “Anna Maria” and ending with Indian poets publishing in fin-de-siècle London, will enable teachers and students to understand what brought Kipling early fame and why at the same time Tagore’s Gitanjali became a global phenomenon. Anglophone Poetry in Colonial India, 1780–1913 puts all parties to the poetic conversation back together and makes their work accessible to American audiences.With accurate and reliable texts, detailed notes on vocabulary, historical and cultural references, and biographical introductions to more than thirty poets, this collection significantly reshapes the understanding of English language literary culture in India. It allows scholars to experience the diversity of poetic forms created in this period and to understand the complex religious, cultural, political, and gendered divides that shaped them.

Foreword by James Scott

This classic work in subaltern studies explores the common elements present in rebel consciousness during the Indian colonial period. Ranajit Guha—intellectual founder of the groundbreaking and influential Subaltern Studies Group—describes from the peasants’ viewpoint the relations of dominance and subordination in rural India from 1783 to 1900.
Challenging the idea that peasants were powerless agents who rebelled blindly against British imperialist oppression and local landlord exploitation, Guha emphasizes their awareness and will to effect political change. He suggests that the rebellions represented the birth of a theoretical consciousness and asserts that India’s long subaltern tradition lent power to the landmark insurgence led by Mahatma Gandhi. Yet as long as landlord authority remains dominant in a ruling culture, Guha claims, all mass struggles will tend to model themselves after the unfinished projects documented in this book.
Students and scholars will welcome this paperback edition of Guha’s 1983 original, which was distributed on a limited scale in the United States. It will influence new generations studying colonialism, postcolonialism, subaltern studies, historiography, anthropology, and Indian, Asian, and Latin American history.

A 2012 CHOICE “Outstanding Academic Title“

A new historical approach to Indian English literature

Mary Ellis Gibson shows that poetry, not fiction, was the dominant literary genre of Indian writing in English until 1860 and that poetry written in colonial situations can tell us as much or even more about figuration, multilingual literacies, and histories of nationalism than novels can. Gibson re-creates the historical webs of affiliation and resistance that were experienced by writers in colonial India—writers of British, Indian, and mixed ethnicities.

Advancing new theoretical and historical paradigms for reading colonial literatures, Indian Angles makes accessible many writers heretofore neglected or virtually unknown. Gibson recovers texts by British women, by nonelite British men, and by persons who would, in the nineteenth century, have been called Eurasian. Her work traces the mutually constitutive history of English-language poets from Sir William Jones to Toru Dutt and Rabindranath Tagore. Drawing on contemporary postcolonial theory, her work also provides new ways of thinking about British internal colonialism as its results were exported to South Asia.

In lucid and accessible prose, Gibson presents a new theoretical approach to colonial and postcolonial literatures.

Since the economic reforms of the 1990s, India’s economy has grown rapidly. To sustain growth and foreign investment over the long run requires a well-developed legal infrastructure for conducting business, including cheap and reliable contract enforcement and secure property rights. But it’s widely acknowledged that India’s legal infrastructure is in urgent need of reform, plagued by problems, including slow enforcement of contracts and land laws that differ from state to state. How has this situation arisen, and what can boost business confidence and encourage long-run economic growth?
           
Tirthankar Roy and Anand V. Swamy trace the beginnings of the current Indian legal system to the years of British colonial rule. They show how India inherited an elaborate legal system from the British colonial administration, which incorporated elements from both British Common Law and indigenous institutions. In the case of property law, especially as it applied to agricultural land, indigenous laws and local political expediency were more influential in law-making than concepts borrowed from European legal theory. Conversely, with commercial law, there was considerable borrowing from Europe. In all cases, the British struggled with limited capacity to enforce their laws and an insufficient knowledge of the enormous diversity and differentiation within Indian society. A disorderly body of laws, not conducive to production and trade, evolved over time. Roy and Swamy’s careful analysis not only sheds new light on the development of legal institutions in India, but also offers insights for India and other emerging countries through a look at what fosters the types of institutions that are key to economic growth.

Subject Lessons offers a fascinating account of how western knowledge “traveled” to India, changed that which it encountered, and was itself transformed in the process. Beginning in 1835, India’s British rulers funded schools and universities to disseminate modern, western knowledge in the expectation that it would gradually replace indigenous ways of knowing. From the start, western education was endowed with great significance in India, not only by the colonizers but also by the colonized, to the extent that today almost all “serious” knowledge about India—even within India—is based on western epistemologies. In Subject Lessons, Sanjay Seth’s investigation into how western knowledge was received by Indians under colonial rule becomes a broader inquiry into how modern, western epistemology came to be seen not merely as one way of knowing among others but as knowledge itself.

Drawing on history, political science, anthropology, and philosophy, Seth interprets the debates and controversies that came to surround western education. Central among these were concerns that Indian students were acquiring western education by rote memorization—and were therefore not acquiring “true knowledge”—and that western education had plunged Indian students into a moral crisis, leaving them torn between modern, western knowledge and traditional Indian beliefs. Seth argues that these concerns, voiced by the British as well as by nationalists, reflected the anxiety that western education was failing to produce the modern subjects it presupposed. This failure suggested that western knowledge was not the universal epistemology it was thought to be. Turning to the production of collective identities, Seth illuminates the nationalists’ position vis-à-vis western education—which they both sought and criticized—through analyses of discussions about the education of Muslims and women.

In The Sexual Life of English, Shefali Chandra examines how English became an Indian language. She rejects the idea that English was fully formed before its life in India or that it was imposed from without. Rather, by drawing attention to sexuality and power, Chandra argues that the English language was produced through conflicts over caste, religion, and class. Sentiments and experiences of desire, respectability, conjugality, status, consumption, and fashion came together to create the Indian history of English. The language was shaped by the sexual experiences of Indians and by native attempts to discipline the normative sexual subject. Focusing on the years between 1850 and 1930, Chandra scrutinizes the English-education project as Indians gained the power to direct it themselves. She delves into the history of schools, the composition of the student bodies, and disagreements about curricula; the way that English-educated subjects wrote about English; and debates in English and Marathi popular culture. Chandra shows how concerns over linguistic change were popularly voiced in a sexual idiom, how English and the vernacular were separated through the vocabulary of sexual difference, and how the demand for matrimony naturalized the social location of the English language.