India and the Indians

by Edward Fenton Elwin

Drawing is a subject which is now extensively taught in schools in India, and it is a branch of education which is helping to train the Indian mind to observe and appreciate form and colour. At one time the many lads who came to the Mission-house for old Christmas cards scornfully rejected even the most beautiful pictures of flowers as being of no worth. Pictures of birds, or beasts, or people they sought for eagerly, because such objects came within their range of appreciation, but the beauty of a flower as such they did not understand.

Loose flowers without stalk or leaves are offered in temples, or they are strung on a thread and hung on the god like a necklace. But the value of the offering is in the scent of the flower, and not in the beauty of its colour or form. The Yerandawana village children often come to the church with their cap or pocket filled with flowers plucked in this fashion, which they present as an offering. We have a large brass bowl in which we receive such gifts, which is then placed on the altar, with the prayer that those who have thus shown their goodwill may be led on to give their own hearts to God.

The elaborate garlands which are used so largely as a complimentary gift to those whom it is thought desirable to honour are also valued for their scent rather than for any intrinsic beauty which they may possess. If the flowers happen to be defective in this respect the defect is corrected by the addition amongst their petals of powerfully smelling attar of roses. So little is the natural beauty of the flower recognised that in the more elaborate garlands small round looking-glasses in tawdry brass frames are strung at intervals, producing a painful incongruity.

But of late years quite a number of the more advanced students have called at the Mission-house expressly seeking pictures of flowers as drawing studies, and their discriminating remarks, and their admiration of pictures of special beauty, and the excellence of some of their own efforts in the production of drawings of natural objects, shows that at any rate this department of education is bringing about the desired results.

When the church at Yerandawana was building, the first indication that its unusual design commended itself to the Indian mind was that passers-by began to stop and look at it. You need to be familiar with the Indian's state of oblivion concerning his surroundings, already referred to, in order to understand the force of this. To pause and gaze at a big building in process of erection is, with most people, a natural and obvious thing to do; especially if time is of no object and the design of the building a novelty. But not so the Indian. To gradually slacken his pace, to turn and look, to pause and discuss, was an indication that new and unwonted impressions were being made on the Indian mind. The effect increased as the building approached completion. Few people passed without regarding it attentively. Many looked back to take another view before they had got out of sight. And although, to the villagers at any rate, the church is now a familiar object, many of them still seem to find a pleasure in looking up at it as they go by.

Yerandawana Church from a Distance.

Its interior never fails to impress Hindus of whatever age or station, and it has become a valuable agent in the work of pioneer evangelisation. People who enter the church in an easygoing way are impelled to reverence and subdued tones at the sight of its domes, and the many arches in the massive walls, combined with its extreme simplicity. Controversial Hindus drop their controversy, and find themselves uttering expressions of surprised pleasure. Young children are so attracted by the church that they ask to visit it again and again. Often when a Hindu boy comes and asks for pictures for the first time, some of the old stagers will suggest that he must see the church, and they are eager to display their knowledge of our religious ways by explaining to him the meaning of what he finds there.

The English stories which are given as text-books in the upper classes of Indian schools sometimes present great difficulties to the Hindu masters, who have to explain the meaning of words and phrases. Miss Yonge's Little Duke was being read in some of the Poona City High Schools one year. Even the Christian and surname of the author, pronounced with exact reference to the spelling, produced such a mysterious result that it was some time before I recognised the real name buried up in strange sounds. Miss Yonge's references to churches were often particularly perplexing, and a boy asking what was meant by "the chancel," his master wisely advised his pupil to pay a visit to a Christian church and see for himself. Quite a number of young students at this period came and asked to be shown over the church, and to have its various parts explained to them. Some of the questions were not easy to answer, considering that the questioners were Hindus. What is meant by "Holy Communion?" asked one of these young men. And later on another, having had the font explained to him, said, "And how about the ceremony of bread and wine?"