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Satyashodhak Samaj

Social reform movement in India, 1873–1930s

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  • 5 chapters

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Through Jyotirao Phule, Pune and Dalit

Early years

Phule was born into a Mali family in 1827 and was educated at a Christian missionary school. After he completed his own education, he and his wife focused on expanding educational opportunities for low caste communities. The Protestant Christian tilt of Phule's education strongly affected the theoretical underpinnings of the Satyashodhak Samaj. The Satyashodhak movement espoused a framework that could be called religious. It emphasised the equality inherent in all men, as bestowed upon them by a divine creator. It maintained faith in one God, rejected any kind of intermediary between God and man (referring here to the necessity of priests in religious rituals), and rejected the caste system. The Samaj also developed arguments against priestly social and political superiority.

Initially, Phule was attracted towards Arya Samaj, Prarthana Samaj and Poona Sarvajanik Sabha but he mistrusted them to successfully bring more rights for lower castes. This mistrust caused Phule to establish Satyashodhak Samaj. The Samaj argues that priestly dominance is not an inherent trait; rather, the varnas were manufactured in a strategic move meant to establish and protect priestly social standing. The artificial origins of the system gave low caste communities the right to contest it at the time. The Samaj insisted that, in order to reclaim their social standing, low caste groups should oppose priests as middleman between men and god in religious rituals and ceremonies. The Samaj also advocated for social changes that went against prevalent traditions, including less expensive weddings, inter-caste marriages, the end of child marriage, and the right of the widow to remarry.

The Samaj's original commitment to education and charitable activities was combined with the espousal of this anti-Brahmin rhetoric as the organisation spread across Maharashtra. The organisation attracted individuals of all castes, religions, and professions, including Brahmins, Muslims, lawyers, merchants, peasants, land-owners, agricultural laborers, Rajputs, untouchables, and government officials. Phule thought that the Samaj could uplift disadvantaged communities through collective action and organised movement, and the first step to doing so was educating low caste individuals about the misdeeds of the Brahmins. In order to spread their ideas more effectively, the Samaj published the Deenbandhu newspaper from 1877 to 1897. In addition, the Samaj emphasised the special importance of English education because it played a vital role in building occupational skills and served as the basis for the intellectual emancipation of disadvantaged groups. Phule also believed that an English education might open opportunities for employment with the British Government.

The Samaj's view of the colonial government went against nationalist groups at the time. They cultivated relations with British officials in order to seek benefits for low caste groups and saw the British government as the most likely power to offer low caste groups fair treatment. In fact, when Phule was criticised by Brahmins about his unwillingness to fight for national liberation, he responded that Shudras should expand their scope of freedom by directing their complaints to a benevolent, if misguided, British government.

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