India: What can it teach us? Part 1

India: What can it teach us?

by F. Max Muller.

DEDICATED

TO

E. B. COWELL M.A., LL.D.,

PROFESSOR OF SANSKRIT AND FELLOW OF CORPUS CHRISTI COLLEGE IN THE

UNIVERSITY OF CAMBRIDGE.

MY DEAR COWELL: As these Lectures would never have been written or delivered but for your hearty encouragement, I hope you will now allow me to dedicate them to you, not only as a token of my sincere admiration of your great achievements as an Oriental scholar, but also as a memorial of our friendship, now more than thirty years old, a friendship which has grown from year to year, has weathered many a storm, and will last, I trust, for what to both of us may remain of our short pa.s.sage from sh.o.r.e to sh.o.r.e.

I must add, however, that in dedicating these Lectures to you, I do not wish to throw upon you any responsibility for the views which I have put forward in them. I know that you do not agree with some of my views on the ancient religion and literature of India, and I am well aware that with regard to the recent date which I have a.s.signed to the whole of what is commonly called the Cla.s.sical Sanskrit Literature, I stand almost alone. No, if friendship can claim any voice in the courts of science and literature, let me a.s.sure you that I shall consider your outspoken criticism of my Lectures as the very best proof of your true and honest friendship. I have through life considered it the greatest honor if real scholars, I mean men not only of learning, but of judgment and character, have considered my writings worthy of a severe and searching criticism; and I have cared far more for the production of one single new fact, though it spoke against me, than for any amount of empty praise or empty abuse.

Sincere devotion to his studies and an unswerving love of truth ought to furnish the true scholar with an armor impermeable to flattery or abuse, and with a visor that shuts out no ray of light, from whatever quarter it may come. More light, more truth, more facts, more combination of facts, these are his quest. And if in that quest he fails, as many have failed before him, he knows that in the search for truth failures are sometimes the condition of victory, and the true conquerors often those whom the world calls the vanquished.

You know better than anybody else the present state of Sanskrit scholarship. You know that at present and for some time to come Sanskrit scholarship means discovery and conquest. Every one of your own works marks a real advance, and a permanent occupation of new ground. But you know also how small a strip has as yet been explored of the vast continent of Sanskrit literature, and how much still remains _terra incognita_. No doubt this exploring work is troublesome, and often disappointing, but young students must learn the truth of a remark lately made by a distinguished member of the Indian Civil Service, whose death we all deplore, Dr. Burnell, "that no trouble is thrown away which saves trouble to others." We want men who will work hard, even at the risk of seeing their labors unrequited; we want strong and bold men who are not afraid of storms and shipwrecks. The worst sailors are not those who suffer shipwreck, but those who only dabble in puddles and are afraid of wetting their feet.

It is easy now to criticise the labors of Sir William Jones, Thomas Colebrooke, and Horace Hayman Wilson, but what would have become of Sanskrit scholarship if they had not rushed in where even now so many fear to tread? and what will become of Sanskrit scholarship if their conquests are forever to mark the limits of our knowledge? You know best that there is more to be discovered in Sanskrit literature than Nalas and _S_akuntalas, and surely the young men who every year go out to India are not deficient in the spirit of enterprise, or even of adventure? Why, then, should it be said that the race of bold explorers, who once rendered the name of the Indian Civil Service ill.u.s.trious over the whole world, has well-nigh become extinct, and that England, which offers the strongest incentives and the most brilliant opportunities for the study of the ancient language, literature, and history of India, is no longer in the van of Sanskrit scholarship?

If some of the young candidates for the Indian Civil Service who listened to my Lectures, quietly made up their minds that such a reproach shall be wiped out, if a few of them at least determined to follow in the footsteps of Sir William Jones, and to show to the world that Englishmen who have been able to achieve by pluck, by perseverance, and by real political genius the material conquest of India, do not mean to leave the laurels of its intellectual conquest entirely to other countries, then I shall indeed rejoice, and feel that I have paid back, in however small a degree, the large debt of grat.i.tude which I owe to my adopted country and to some of its greatest statesmen, who have given me the opportunity which I could find nowhere else of realizing the dreams of my life--the publication of the text and commentary of the Rig-Veda, the most ancient book of Sanskrit, aye of Aryan literature, and now the edition of the translations of the "Sacred Books of the East."

I have left my Lectures very much as I delivered them at Cambridge. I am fond of the form of Lectures, because it seems to me the most natural form which in our age didactic composition ought to take. As in ancient Greece the dialogue reflected most truly the intellectual life of the people, and as in the Middle Ages learned literature naturally a.s.sumed with the recluse in his monastic cell the form of a long monologue, so with us the lecture places the writer most readily in that position in which he is accustomed to deal with his fellow-men, and to communicate his knowledge to others. It has no doubt certain disadvantages. In a lecture which is meant to be didactic, we have, for the sake of completeness, to say and to repeat certain things which must be familiar to some of our readers, while we are also forced to leave out information which, even in its imperfect form, we should probably not hesitate to submit to our fellow-students, but which we feel we have not yet sufficiently mastered and matured to enable us to place it clearly and simply before a larger public.

But the advantages outweigh the disadvantages. A lecture, by keeping a critical audience constantly before our eyes, forces us to condense our subject, to discriminate between what is important and what is not, and often to deny ourselves the pleasure of displaying what may have cost us the greatest labor, but is of little consequence to other scholars. In lecturing we are constantly reminded of what students are so apt to forget, that their knowledge is meant not for themselves only, but for others, and that to know well means to be able to teach well. I confess I can never write unless I think of somebody for whom I write, and I should never wish for a better audience to have before my mind than the learned, brilliant, and kind-hearted a.s.sembly by which I was greeted in your University.

Still I must confess that I did not succeed in bringing all I wished to say, and more particularly the evidence on which some of my statements rested, up to the higher level of a lecture; and I have therefore added a number of notes containing the less-organized matter which resisted as yet that treatment which is necessary before our studies can realize their highest purpose, that of feeding, invigorating, and inspiriting the minds of others.

Yours affectionately,

F. MAX MuLLER.

OXFORD, December, 1882.

INTRODUCTION.

Professor Max Muller has been so long and widely known in the world of letters as to render any formal introduction unnecessary. He has been from his early youth an a.s.siduous student of philology, justly regarding it as an important key to history and an invaluable auxiliary to intellectual progress. A glance at his personal career will show the ground upon which his reputation is established.

Friedrich Maximilian Muller, the son of Wilhelm Muller, the Saxon poet, was born at Dessau, December 6th, 1823. He matriculated at Leipzig in his eighteenth year, giving his princ.i.p.al attention to cla.s.sical philology, and receiving his degree in 1843. He immediately began a course of Oriental studies, chiefly Sanskrit, under the supervision of Professor Brockhaus, and in 1844 engaged in his translation of the "Hitopadesa." He removed from Leipzig to Berlin, and attended the lectures of Bopp, Rucker, and Sch.e.l.ling. The next year he went to Paris to listen to Eugene Burnouf at the College de France. He now began the collecting of material for his great quarto edition of the "Rig-Veda Sanhita" and the "Commentary of Saganadranja." He visited England for this purpose to examine the ma.n.u.scripts in the Bodleian Library and at the Indian House. At the recommendation of H. H. Wilson, the Orientalist, he was commissioned by the East India Company to publish his edition in England at their expense. The first volume appeared in 1849, and five others followed during the next few years.

In 1850 he delivered a course of "Lectures on Comparative Philology"

at Oxford, and the next year was made member of Christ Church, curator, etc., and appointed Taylorian Professor of Modern European Languages and Literature. He received also numerous other marks of distinction from universities, and was made one of the eight foreign members of the Inst.i.tute of France. The Volney prize was awarded him by the French Academy for his "Essay on the Comparative Philology of Indo-European Languages and its Bearing on the Early Civilization of Mankind."

His writings have been numerous. Besides editing the translations of the "Sacred Books of the Princ.i.p.al Religions," he has published a "Handbook for the Study of Sanskrit," a "Sanskrit-English Dictionary and Grammar," "Lectures upon the Science of Language," "An Introduction to the Science of Religion," "Essays on Mythology,"

"Chips from a German Workshop," etc. He seems to have no intermission, but penetrates where others would not have ventured, or have faltered from utter weariness. In the field of philology he has few peers, while in early Sanskrit learning he has virtually taken the part of an innovator. While reverently following after Sir William Jones, Colebrooke, Windischmann, Bopp, and others of equal distinction, he sets aside the received views in regard to chronology and historical occurrences. The era of Vikramaditya and the Golden Age of Sanskrit literature, bearing a date almost simultaneous with the Augustan period at the West, are postponed by him to a later century. It may be that he has overlooked some canon of interpretation that would have modified his results. Those, however, who hesitate to accept his conclusions freely acknowledge his scholarly enthusiasm, persistent energy, and great erudition.

Sanskrit in his judgment const.i.tutes an essential element of a liberal education. While heartily admiring the employment of some of the best talent and n.o.blest genius of our age in the study of development in the outward world, from the first growth of the earth and the beginning of organic life to the highest stages, he pleads earnestly that there is an inward and intellectual world also to be studied in its historical development in strict a.n.a.logy with the other, leading up to the beginning of rational thought in its steady progress from the lowest to the highest stages. In that study of the history of the human mind, in that study of ourselves, our true selves, India occupies a place which is second to no other country. Whatever sphere of the human mind may be selected for special study, whether language, religion, mythology, or philosophy, whether laws, customs, primitive art or primitive science, we must go to India, because some of the most valuable and most instructive materials in the history of man are treasured up there, and there only. He inveighs most eloquently against the narrowing of our horizon to the history of Greeks and Romans, Saxons and Celts, with a dim background of Palestine, Egypt, and Babylon, leaving out of sight our nearest intellectual relatives, the Aryans of India, the framers of that most wonderful language the Sanskrit, the fellow-workers in the construction of our fundamental concepts, the fathers of the most natural of natural religions, the makers of the most transparent of mythologies, the inventors of the most subtle philosophy, and the givers of the most elaborate laws. It is the purpose of historical study to enable each generation to profit from the experience of those who came before, and advance toward higher aims, without being obliged to start anew from the same point as its ancestors after the manner of every race of brutes. He who knows little of those who preceded is very likely to care little for those coming after. "Life would be to him a chain of sand, while it ought to be a kind of electric chain that makes our hearts tremble and vibrate with the most ancient thoughts of the Past, as well as with the most distant hopes of the Future."

In no just sense is this an exaggeration. Deep as science and research have explored, extensive as is the field which genius and art have occupied, they have an Herculean labor yet to perform before India will have yielded up all her opulence of learning. The literature of the world in all ages has been richly furnished, if not actually inspired, from that fountain. The Wisdom of the Ancients, so much lauded in the earlier writings of Hebrews, Greeks, and Phoenicians, was abundantly represented in the lore of these Wise Men of the East.

The first Ionian sages lighted the torch of philosophy at the altar of Zoroaster. The conquest of Asia Minor by the Persians brought Thales, Anaximenes, and Herakletos into contact with the Eranian dogmas. The leaven thus imparted had a potent influence upon the entire ma.s.s of Grecian thought. We find it easy to trace its action upon opinions in later periods and among the newer nations. Kant, Hegel, Stewart, and Hamilton, as well as Plato, Zeno, and Aristotle, had their prototypes in the world and antiquity beyond. Even the first Zarathustra was an exponent and not the originator of the Religion and Science of Light.

We are thus carried by this route back to the ancient Aryan Home for the sources from which so many golden streams have issued. In the Sanskrit books and mantras we must look for the treasures that make human souls rich. Perhaps we have been too much disposed to regard that former world as a wonderland, a repertory of folk-lore, or a theatre of gross and revolting superst.i.tion. We are now required by candor and justice to revise such notions. These primeval peoples, in their way and in a language akin to ours, adored the Father in heaven, and contemplated the future of the soul with a sure and certain hope.

Nor did they, while observing the myriads of races intervening between man and the monad, regard the world beyond as waste and void.

Intelligences of every grade were believed to people the region between mortals and the Infinite. The angels and archangels, and the spirits of the just made perfect--_devas_ and _pitris_ they called them--ministered about the throne of the Supreme Being, and abode in the various spheres of universal s.p.a.ce. Much of the difference between our thought and theirs consists in the names and not in the substance of our beliefs.

We may thus be prepared to receive what India can teach us. In her cla.s.sic dialect, the Sanskrit, we may read with what success the children of the men who journeyed from the ancient Aryan Home into the Punjab and Aryavartta have ventured "to look inward upon themselves, upward to something not themselves, and to see whether they could not understand a little of the true purport of that mystery which we call life upon earth." It was perfectly natural, as well as perfectly right, that as the beholder caught a glance of the Infinite Beyond, the image impressed itself upon his sensorium, as would be the case from looking at the sun, and he would as a result perceive that Infinite in all that he looked upon. Thus to the Sanskrit-speaking Aryan, as to the enlightened mind of to-day, not to see it was utter blindness. What we call science, law, morality, religion, was in his view pervaded alike throughout by this concept of Divine presence, or else it would have been less than a dream that had not come to the awaking. He was a follower of the light, not from the senses or the logical understanding, but from the eternal world. Let us not dwell on any darker shade of the picture. Clouds are dark to those who are beneath them; but on the upper side, where the sun shines, they glow with golden splendor. Let us be willing to contemplate India fraternally, and upon that side where the radiance of the Divine sheds a refulgent illumination.

ALEXANDER WILDER.

NEWARK, N. J., May 14th, 1883.

INDIA.

LECTURE I.

WHAT CAN INDIA TEACH US?

When I received from the Board of Historical Studies at Cambridge the invitation to deliver a course of lectures, specially intended for the candidates for the Indian Civil Service, I hesitated for some time, feeling extremely doubtful whether in a few public discourses I could say anything that would be of real use to them in pa.s.sing their examinations. To enable young men to pa.s.s their examinations seems now to have become the chief, if not the only object of the universities; and to no cla.s.s of students is it of greater importance to pa.s.s their examinations, and to pa.s.s them well, than to the candidates for the Indian Civil Service.

But although I was afraid that attendance on a few public lectures, such as I could give, would hardly benefit a candidate who was not already fully prepared to pa.s.s through the fiery ordeal of the three London examinations, I could not on the other hand shut my eyes completely to the fact that, after all, universities were not meant entirely, or even chiefly, as stepping-stones to an examination, but that there is something else which universities can teach and ought to teach--nay, which I feel quite sure they were originally meant to teach--something that may not have a marketable value before a Board of Examiners, but which has a permanent value for the whole of our life, and that is a real interest in our work, and, more than that, a love of our work, and, more than that, a true joy and happiness in our work. If a university can teach that, if it can engraft that one small living germ in the minds of the young men who come here to study and to prepare themselves for the battle of life, and, for what is still more difficult to encounter, the daily dull drudgery of life, then, I feel convinced, a university has done more, and conferred a more lasting benefit on its pupils than by helping them to pa.s.s the most difficult examinations, and to take the highest place among Senior Wranglers or First-Cla.s.s men.

Unfortunately, that kind of work which is now required for pa.s.sing one examination after another, that process of cramming and crowding which has of late been brought to the highest pitch of perfection, has often the very opposite effect, and instead of exciting an appet.i.te for work, it is apt to produce an indifference, if not a kind of intellectual nausea, that may last for life.

And nowhere is this so much to be feared as in the case of candidates for the Indian Civil Service. After they have pa.s.sed their first examination for admission to the Indian Civil Service, and given proof that they have received the benefits of a liberal education, and acquired that general information in cla.s.sics, history, and mathematics, which is provided at our public schools, and forms no doubt the best and surest foundation for all more special and professional studies in later life, they suddenly find themselves torn away from their old studies and their old friends, and compelled to take up new subjects which to many of them seem strange, outlandish, if not repulsive. Strange alphabets, strange languages, strange names, strange literatures and laws have to be faced, "to be got up" as it is called, not from choice, but from dire necessity. The whole course of study during two years is determined for them, the subjects fixed, the books prescribed, the examinations regulated, and there is no time to look either right or left, if a candidate wishes to make sure of taking each successive fence in good style, and without an accident.

I know quite well that this cannot be helped. I am not speaking against the system of examinations in general, if only they are intelligently conducted; nay, as an old examiner myself, I feel bound to say that the amount of knowledge produced ready-made at these examinations is to my mind perfectly astounding. But while the answers are there on paper, strings of dates, lists of royal names and battles, irregular verbs, statistical figures and whatever else you like, how seldom do we find that the heart of the candidates is in the work which they have to do. The results produced are certainly most ample and voluminous, but they rarely contain a spark of original thought, or even a clever mistake. It is work done from necessity, or, let us be just, from a sense of duty, but it is seldom, or hardly ever, a labor of love.

Now why should that be? Why should a study of Greek or Latin--of the poetry, the philosophy, the laws and the art of Greece and Italy--seem congenial to us, why should it excite even a certain enthusiasm, and command general respect, while a study of Sanskrit, and of the ancient poetry, the philosophy, the laws, and the art of India is looked upon, in the best case, as curious, but is considered by most people as useless, tedious, if not absurd?

And, strange to say, this feeling exists in England more than in any other country. In France, Germany, and Italy, even in Denmark, Sweden, and Russia, there is a vague charm connected with the name of India.

One of the most beautiful poems in the German language is the _Weisheit der Brahmanen_, the "Wisdom of the Brahmans," by Ruckert, to my mind more rich in thought and more perfect in form than even Goethe's _West-ostlicher Divan_. A scholar who studies Sanskrit in Germany is supposed to be initiated in the deep and dark mysteries of ancient wisdom, and a man who has travelled in India, even if he has only discovered Calcutta, or Bombay, or Madras, is listened to like another Marco Polo. In England a student of Sanskrit is generally considered a bore, and an old Indian civil servant, if he begins to describe the marvels of Elephanta or the Towers of Silence, runs the risk of producing a count-out.