India: What can it teach us?. F. Max Muller
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the "Sacred Books of the Principal 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 Vikramâditya 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 constitutes an essential element of a liberal education. While heartily admiring the employment of some of the best talent and noblest 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 analogy 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 Phœnicians, 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 Herakleïtos into contact with the Eranian dogmas. The leaven thus imparted had a potent influence upon the entire mass 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 Platô, Zenô, 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 superstition. 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 space. 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 classic dialect, the Sanskrit, we may read with what success the children of the men who journeyed from the ancient Aryan Home into the Punjâb 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 passing their examinations. To enable young men to pass their examinations seems now to have become the chief, if not the only object of the universities; and to no class of students is it of greater importance to pass their examinations, and to pass 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 pass 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