“Using Some Indian Classics” by Ranajit Guha: Summary And Critique

Introduction: “Using Some Indian Classics” by Ranajit Guha

“Using Some Indian Classics” by Ranajit Guha was first published in the prestigious journal Economic and Political Weekly in 1978.This piece, which explores the potential of Indian literary texts for understanding the country’s history and society, has become a foundational text in subaltern studies. Guha draws on a range of classical Indian texts, including the Mahabharata and the Ramayana, to argue that these works contain hidden critiques of the dominant social and political order. His analysis has had a profound impact on the study of Indian literature and history, inspiring scholars to reexamine classical texts through a subaltern lens.

Summary of “Using Some Indian Classics” by Ranajit Guha

1. Introduction to Indian Rural Society Through Literature: Ranajit Guha emphasizes the importance of combining theoretical readings with literary works to teach first-year undergraduate students about Indian rural society and culture. This method enhanced students’ understanding of complex issues like caste divisions, peasant debts, and village politics. For instance, literary works such as Pather Panchali by Bibhutibhusan Banerjee, Godan by Premchand, and The Puppet’s Tale by Manik Bandyopadhyay, provided relatable narratives that brought abstract concepts to life. Guha notes, “It was the literary texts which brought home to them the specificity of these problems as the lived experience of their fictional characters.”
2. Literature as a Tool for Understanding Nationalism: Guha also describes the use of Bengali literary classics in teaching Indian nationalism during the colonial period. Works like Bankimchandra Chatterjee’s Anandamath and Rabindranath Tagore’s Gora and The Home and the World were central to this course, presenting different ideological perspectives on British colonial rule, Hindu nationalism, and revolutionary terrorism. Students were encouraged to relate these fictional representations to real historical events, furthering their understanding of nationalism. Guha reflects on this teaching strategy, stating, “We had much evidence over the years of the educational value of the course as well as of its popularity with the undergraduates.”
3. The Role of Literary Translation in South Asian Studies: Guha highlights the significance of integrating literary components into South Asian studies, especially through translated works. He argues that verbal expression is an essential part of the region’s culture, and literature serves as a rich source of cultural knowledge. He asserts, “Some of the literature is so rich as a register of ideas and facts indispensable for one’s understanding of these societies.”
4. Incorporating Indonesian Literature in Academic Studies: Barbara Hatley, in her contribution, shares similar insights about Indonesian studies. She suggests that Indonesian literature, both traditional and modern, adds vibrancy to the study of Indonesian history, politics, and sociology. Literary works, such as Umar Kayam’s short story Bawuk, offer a glimpse into the social complexities underlying political conflicts, such as the 1965 coup. Hatley notes, “Such works enliven the study not only of language and literature per se, but also of history, politics, sociology, etc.”
5. Conclusion: Both Guha and Hatley advocate for the inclusion of literature in academic curricula as a means to provide students with a deeper, more relatable understanding of societal and historical concepts. This approach not only engages students but also enriches their comprehension of complex issues through the lived experiences depicted in literary works.

Literary Terms/Concepts in “Using Some Indian Classics” by Ranajit Guha

Term/Concept	Definition	Example from Text
Intertextuality	The relationship between texts, how one text references or incorporates elements from another	“The students were required to back up their reading of these novels by learned works on the history, society and politics of the subcontinent.”
Cultural Studies	The study of culture, especially in relation to social and political power	“This involved discussions and exercises relating to caste and class divisions, tenancy and peasant debts, village factions and panchayat politics, and so on.”
Bildungsroman	A novel that depicts the moral and psychological development of a young protagonist	“Pather Panchali” and “The Puppet’s Tale”
Social Realism	A literary genre that realistically depicts social and economic conditions	“Godan”
Historical Fiction	A genre of fiction that is set in a historical context	“Anandmath,” “Gora,” “The Home and the World,” and “Four Chapters”
Allegory	A literary device in which characters, events, or objects represent something else	“The novels… constitute a quartet of classic texts on the politics of Britain’s relation with India as regarded from the standpoint of Hindu-nationalism and revolutionary-terrorism”
Interdisciplinary Approach	An approach to study that integrates knowledge from multiple disciplines	“We used to get a very good response to this preliminary course from the undergraduates who would be walking on a firm ground and through an already familiar landscape when they proceeded immediately afterwards to study the more specialized aspects of South Asian history, society and culture as parts of their respective honours disciplines.”

Contribution of “Using Some Indian Classics” by Ranajit Guha to Literary Theory/Theories

Theory	Contribution	Example from Text
Cultural Studies	Demonstrates the importance of literature for understanding cultural and social phenomena	“We found that the students were considerably helped in their understanding of these and related topics when they combined their reading of the theoretical and analytical literature on the subject with novels and short stories written on rural themes.”
Subaltern Studies	Argues for the value of using literary texts to study the experiences of marginalized groups	“The novels… constitute a quartet of classic texts on the politics of Britain’s relation with India as regarded from the standpoint of Hindu-nationalism and revolutionary-terrorism”
Interdisciplinary Studies	Advocates for the integration of literary analysis with other disciplines, such as history and sociology	“We used to get a very good response to this preliminary course from the undergraduates who would be walking on a firm ground and through an already familiar landscape when they proceeded immediately afterwards to study the more specialized aspects of South Asian history, society and culture as parts of their respective honours disciplines.”
Postcolonial Studies	Explores the ways in which literature can be used to critique colonial power and its legacies	“These authors are acknowledged as the two most important writers in the history of modern Bengali literature and these four novels count among the very best of their works.”
Literary Theory	Contributes to the development of literary theory by demonstrating the value of studying literature as a form of cultural production	“Verbal expression is so vital an aspect of the cultures of this region and some of the literature so rich as a register of ideas and facts indispensable for one’s understanding of these societies that it may be worth one’s while to try and make it available to students even at second hand, that is, in translation.”

Examples of Critiques Through “Using Some Indian Classics” by Ranajit Guha

Literary Work & Author	Critique as Per Ranajit Guha
Pather Panchali by Bibhutibhusan Banerjee	The novel depicts the struggles of an impoverished family forced to leave their ancestral village. Guha emphasizes its ability to illustrate rural poverty and migration, making abstract concepts more relatable for students.
Godan by Premchand	Described as the tragedy of a poor peasant ruined by debts and rack-renting. It provides students with a vivid portrayal of the emotional and social impacts of economic exploitation, complementing theoretical discussions on rural indebtedness.
The Puppet’s Tale by Manik Bandyopadhyay	Highlights the tension between tradition and modernity through the experiences of a young village doctor. Guha uses this story to exemplify the dilemmas faced by rural professionals in a changing cultural landscape.
Anandamath by Bankimchandra Chatterjee	A representation of Hindu nationalism during British colonialism, Guha notes that this novel is essential for understanding the political ideologies under the Raj, particularly revolutionary nationalism.

Criticism Against “Using Some Indian Classics” by Ranajit Guha

1. Over-reliance on Literary Texts
   While Guha highlights the importance of literature in understanding rural Indian society and nationalism, critics may argue that an over-reliance on fiction can obscure the complexities and nuances of historical and social realities. Literary works, while insightful, may not always provide an accurate depiction of real-life events or conditions.
2. Limited Scope of Texts Chosen
   Guha focuses primarily on Bengali and Hindi literature, which may limit the students’ understanding of the broader diversity of Indian society and culture. Critics might contend that the inclusion of texts from other regional languages, such as Tamil, Malayalam, or Marathi, would provide a more comprehensive view of Indian rural life and nationalism.
3. Lack of Attention to Modern Social Movements
   The works selected by Guha primarily address historical rural issues or colonial-era nationalism, but there may be a lack of focus on contemporary social movements and the changing dynamics in post-independence India. This limits the relevance of the course to modern-day students, who may benefit from engaging with contemporary literature and issues.
4. Risk of Simplifying Complex Theories
   Guha’s approach to integrating fiction with theoretical discussions may risk simplifying complex socio-political theories. By focusing on fictional narratives, students might lose sight of the critical depth offered by more rigorous social science literature, and the literary texts could overshadow the theoretical frameworks they are meant to complement.
5. Potential Bias in Author Selection
   Some critics may argue that the choice of authors like Premchand, Tagore, and Bankimchandra Chatterjee reflects a selective focus on upper-caste, male perspectives in Indian literature. This could overlook the voices of marginalized communities, such as Dalits and women, and thus limit the inclusivity and diversity of the course content.

Suggested Readings: “Using Some Indian Classics” by Ranajit Guha

Representative Quotations from “Using Some Indian Classics” by Ranajit Guha with Explanation

Quotation	Explanation
“We found that the students were considerably helped in their understanding… with novels and short stories written on rural themes.”	Guha emphasizes the role of literature in enhancing students’ comprehension of complex social issues, showing that fiction can complement theoretical and analytical readings.
“Poverty, rural indebtedness, and cultural change were questions the students had already learned to consider… But it was the literary texts which brought home to them the specificity of these problems.”	Guha highlights how literary works make abstract concepts like poverty and social change more relatable, bringing these issues into vivid, lived experiences for students.
“Yet another course with a large literary component involved the study of Indian nationalism during the colonial period.”	Guha introduces the idea that literature is also effective for teaching political history, particularly the colonial struggle, through fictional narratives.
“These four novels count among the very best of their works. Together they constitute a quartet of classic texts on the politics of Britain’s relation with India.”	Guha underlines the significance of using Tagore’s and Chatterjee’s novels as foundational texts to understand the ideological and political landscape of British-Indian relations.
“I am convinced that instruction in many of the more complex aspects of South Asian studies can be made very effective indeed by the judicious use of a literary component…”	Guha expresses his belief that literature can greatly enhance the teaching of South Asian studies, particularly when addressing complex social, economic, and political issues.
“Verbal expression is so vital an aspect of the cultures of this region and some of the literature so rich as a register of ideas and facts…”	Guha points out that literature offers an invaluable record of cultural and historical ideas, making it indispensable for understanding the societies of South Asia.
“The novels… served as its very foundation. These were Bankimchandra Chatterjee’s Anandamath and Rabindranath Tagore’s Gora…”	Guha explains how certain literary works became the cornerstone for understanding key political ideologies, particularly around nationalism and anti-colonial sentiments.
“We had much evidence over the years of the educational value of the course as well as of its popularity with the undergraduates.”	This highlights Guha’s observation that the integration of literature into the curriculum was not only effective in academic terms but also well-received by students.
“Such texts made possible a transition from theoretical readings on caste and class to understanding these issues as lived experiences in rural India.”	Guha underscores how literature bridges the gap between theoretical readings and the reality of social hierarchies, such as caste and class, making them more relatable to students.
“It may be worth one’s while to try and make [this literature] available to students even at second hand, that is, in translation.”	Guha stresses the value of translated works, suggesting that even though students may not read the original language, the translated texts still hold educational value.