Letters of a Javanese Princess

by Raden Adjeng Kartini

There are all kinds of rumours about the Government regulations. The bill for this re-organization has passed both chambers of the Volks Vertegenwoordigers, and on July 1st. of next year it will go into effect. Nearly all of the residents have protested, but his excellency the Governor General wishes it, so in spite of all protests, the re-organization will proceed. I hope that the Government will eat no bitter fruit as a result.

And now about the people, about the inhabitants of Java in general. The Javanese are grown-up children. What has the Government done to further their development? For the noble sons of the country, there are, so called, High Schools, Normal schools, and the Doktor-djawa[12] School; and for the people, there are various common schools—one in each district; though the Government has divided these latter institutions into two classes. The first class, composed of schools which are situated in the provincial capitals, are conducted just as they were before the division, but in the schools of the second class, the children learn only Javanese, reading, writing and a little reckoning. No Malay is taught as formerly, why, it is not made clear. The Government believes, to my thinking, that if the people were educated, they would no longer be willing to work the land.

Father sent a note to the Government on the subject of education. O Stella, I wish that you could read it. You must know that many of the native rulers rejoice at the action of the Government. The Javanese nobles are in favour with the Government here and in the Motherland, and everything possible is done to help them, and to make them blossom to perfection.

The aristocracy sees with sad eyes how sons of the people are educated, and often even elevated to their ranks by the government because of knowledge, ability and industry. Sons of the people go to European schools and compare favourably in every respect, with the high and honourable sons of the noble. The nobles wish to have rights for themselves alone; they alone wish to have authority and to make western civilization and enlightenment their own. And the Government helps and supports them in this; for it is to its own advantage to do so. As early as 1895 there was a decree, that without the special permission of his Excellency the Governor General no native child (from six to seven years old) would be admitted to the free grammar school for Europeans, that could not speak Dutch. How can a native child of six or seven years learn Dutch? He would have had to have a Dutch governess, and then before he is able to learn the Netherland language, the child must first know his own language, and necessarily know how to read and write. It is only regents who do not have to ask permission for their families to go to the European schools: most of the native chiefs are afraid of receiving a "No" in answer to their request and therefore do nothing. Is it presumptuous of Father to call attention to the fact that African and Ambonese children may go directly to the European schools, without understanding a word of Dutch? Stella, I remember well from my own school days that many European children went to school who knew as little Dutch as I, and I hardly knew any.

Father says in his note, that the government cannot set the rice[13] upon the table for every Javanese, and see that he partakes of it. But it can clear the board, where the food is to be spread, and that food is education. When the Government provides a means of education for the people, it is as though it placed torches in their hands which enabled them to find the good road that leads to the place where the rice is served.

I will not quote any further, Stella; perhaps another time I can send you the whole note. From it you will learn something of the present condition of the people. Father wishes to do everything that he can to help the people and needless to say, I am on his side.

Father is very proud of his ancient noble race, but right is right, and justice is justice. We wish to equal the Europeans in education and enlightenment, and the rights which we demand for ourselves, we must also give to others. This putting of stumbling blocks in the way of the education of the people, may well be compared to the acts of the Tsar, who while he is preaching peace to the world, tramples under foot the good right of his own subjects. Measure with two measures, no! The Europeans are troubled by many traits in the Javanese, by their indifference and lack of initiative. Very well, Netherlander, if you are troubled so much by these things why do you not do something to remedy the cause? Why is it that you do not stretch forth a single finger to help your brown brother? Draw back the thick veil from his understanding, open his eyes, you will see that there is in him something else besides an inclination for mischief, which springs principally from stupidity and ignorance. I should not have to seek far for examples of this; nor would you, Stella. Here before you lie the innermost thoughts of one who belongs to that despised brown race. They are not able to judge us, and the things that we do, and leave undone. Do they know us?

No, even as little as we know them.

If you are interested in this subject, get the October number of Neerlandia. It contains an address delivered by my brother in the Dutch language at the literary congress at Ghent. Professor Kern took him there and asked him to speak. The sentiments to which he gives utterance are also mine; they are ours.

"Has your father much power?"[14] you ask. What is power? Father has great influence, but the Governor alone has power. My brother pleaded for the use of the Dutch language officially. Read what he says, Stella, if not for your own satisfaction, then because I wish it.