Current Science Association

A historical perspective of Ganot's book in Maharashtra

Author(s): Siladitya Jana and Françoise Khantine-Langlois
Source: Current Science, Vol. 113, No. 3 (10 August 2017), pp. 508-512
Published by: Current Science Association
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 HISTORICAL NOTES

A historical perspective of Ganot's book in Maharashtra

Siladitya Jana and Françoise Khantine-Langlois

Translation plays an important role in the transmission and diffusion of knowledge from
location to another. India has a long and rich tradition in this process. From the time of a
Singh and later with the colonial British rulers, science education evolved and transforme
lation process of foreign texts into vernaculars. The translation of Adolphe Ganot's p
viewed from this perspective. Ganot's physics books, particularly his 'Traité' and 'C
throughout the world in the nineteenth century. India was no exception. In English, t
books on natural philosophy. The only Indian language in which his book 'Cours ' was
thi. The present note gives a brief overview of the translated version of Ganot 's 'Cours '

Communication is the essence of new 1743). He took the initiative of translat lated version from Hutton's Trigono
knowledge created. It is never static; ingal the works of Ptolemy and Euclid into metry, Boucharlat's Conic Sections and
ways mobile. It is true for all typesSanskrit
of Simon's Analytical Geometry. The same
and Persian. In its initial days,
scholarly endeavours, including science. the British took the 'engraftment' route, trend was found with the translation of
The mobility of knowledge is the back i.e. trying to teach European science with Barnard Smith's Arithmetic for Indian
bone behind the creation of societies at the foundation of traditional texts used in Schools in Urdu and Hindi2. During the
large. Whether it is Indian astronomy, orIndia. Keeping that aim in mind, it late nineteenth century, this trend was
the Arabic number system, or Newton's started translating the vernacular texts also found in the translation of the popu
like Bijaganita, Lilavati and others into lar geology books into Tamil language4.
theory of physics, the transfer of all the
newly created knowledge helped to build English. However, due to some concern
modern societies. It gave the power to about its impact on the importance of
people to transform their own lives. And European education on the Indian minds, Ganot and his books
'translation' gave this mobility to the they stopped these translation projects.
knowledge transfer process. The trans Rather, they decided to reverse this proc In the nineteenth century, translation of
lated versions of science texts are not ess, i.e. translating English books into French physics textbooks into other lan
just another copy in a new language; vernaculars, and established several Ver guages was a common practice. How
rather they are the originals in those nacular Translation Societies and Native ever, even from that perspective, it can
translated languages. And this is the waySchool Book Societies throughout thebe said that Adolphe Ganot's books were
science and its ideas move across the Indian subcontinent2. For example, the more popular than other physics text
boundaries and become universal1. Calcutta School Book Society was estab books. It is proved from the number of
India went through a series of meta lished in 1816. The primary purpose be languages in which his books were trans
morphosis in its education sector during hind the establishment of these societies lated. In the nineteenth century itself, his
the nineteenth century. It was the was timeto identify and make available text Traité was translated into 11 languages.
when the British colonialists gradually books used in local schools either trans These were as follows: Italian (1852),
took administrative control over India. lated in vernaculars or in English (p.Spanish (1856), Dutch (1856), German
161)3. For example, the English mathe
As a result, along with other spheres, the (1858), Swedish (1857-1860), Spanish
Indian education system was also gradu matics textbooks were translated into (Paris, 1860), English (1861-1863), Pol
ally transformed from its indigenous ver such vernaculars as Hindi, Arabic, Urdu,ish (1865), Bulgarian (1869), Turkish
Bengali, Marathi and Oriya2.
sion to the system which the British put (1876) and Serbian (1876-1877). Here,
in place. As part of this process of proli However, this translation of English the years mentioned in the brackets are
feration of so-called modern Western texts into vernaculars was stopped afterthe dates of publication of the first edi
education in India, a need arose to haveThomas Macaulay's (1800-1859) reporttions. Later, in the early twentieth cen
textbooks on the modern science sub tury, his Traité was again translated into
to the British Parliament, more popularly
jects. This led to either the writing known
of as 'Macaulyan Minute' (1835). Chinese and Arabic5. Akbaç did a com
This reversed the process. Now, English
books in native languages or translating prehensive study for the Turkish editions
English language books in vernaculars. was used as the preferred medium of in of Ganot's Traité. This was first pub
lished in Turkish in 1876 under the title
struction in schools. Macaulay was of the
However, this tradition of translating sci
ence books written in foreign languagesopinion that it may be the job of theilm-1 Hikmet-I Tabiiye in Istanbul by
into vernaculars is an old one in India. Antranik Gircikyan (1819-1894). As we
Indians educated in English to develop
their own vernaculars and not otherwise. shall note later, like the Marathi edition of
This was reflected in the works of Yesu the Cours, this Turkish edition of Ganot's
Background das Ramachandra (1821-1880) with Traité also carried a lot of illustrations

the publication of Musallas-o-Tarashai from the original6. Traité was also trans
Makhrooti
Possibly it started with the famous Indian was Ilm-i-Hindsasahb-Alge lated into Russian in 1898 by Florentij
king and astronomer Jai Singh (1688— bra (1844). It was a compilation in trans Fedorovic Pavlenkov (1839-1900)7.

508 CURRENT SCIENCE, VOL. 113, NO. 3, 10 AUGUST 2017

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 HISTORICAL NOTES

The presence and use of physics of books

Physical Sciences. It was publishedTwo maps were used in the Electricity
of Pierre Benjamin Adolphe Ganot in several parts. The present book and Magnetism part. The cover page of
(1804-1887) in the 19th and early 20th is part one. It deals with electricity andthe book was printed in colour. The maps
century Bengal is already known8. We magnetism9. The Marathi title of the and the coloured cover page were printed
learnt that the English versions of hisbook is Bidyut ani chumban (Electricityat the famous printing press of Pune,
books were used in the classrooms of co and Magnetism). The Marathi translation Chitrashala. Modak also noted that at
lonial Bengal. The English translations was done by the renowned nineteenth that time English medium students who
of his books were first published by century promoter of science education appeared at the USF examination were
Franco-British publisher Hippolyte Bail and research in Maharashtra, Balaji learning physics through Ganot's books.
lière (1809-1867). Later, Longmans pub Prabhakar Modak (1847-1906)'°. At that In view of this, he hoped that if the Gov
lished the English translations of his time, he was a professor of physical sciernment establishes high schools using
books. The translations were done by ences at Rajaram College, Kolhapur. TheMarathi as the medium of instruction,
Edmund Atkinson (1831-1900). In Eng title page mentions that it was done withthen as his translations of Ganot's books
lish, these were known as books on natu the permission of the publisher and theare based on the original texts, there may
ral philosophy. But, the only Indian editor of the English version. From thisnot be any objection in using them as the
language in which Ganot's book was statement it is clear that the Marathi physics textbooks in those schools. He
translated is Marathi. His Cours de phy translation was not done from the origi also highlighted the anomaly in the Gov
sique purement expérimentale was first nal French edition, but from the English ernment's education policy here. He
translated in Marathi in 1898 (Simon5 translation of the book. Woodcut illustra mentioned that the Government wanted
mentioned it as 1899). Interestingly, his tions were used in the book using sten to ensure that only those candidates who
other famous book Traité was not trans cils. The book was printed at the passed USF examination with physics
lated into any Indian language5-8. In this Nirnaya-sagar Press, Bombay (in Mara and chemistry should get Government
regard, it may be noted that Traité thi, was it is mentioned as Mumbai). It wasjobs. a But, then, strangely, the Govern
targeted more towards the science hardback stu book, published in April 1899. ment did not ensure the teaching of phys
dents, whereas Cours was written keep The price was Rs 2 and 8 anna. The sec ics and chemistry in the teachers'
ing in mind the general audiences. It ondis part of the book was on heat. It was training colleges for the prospective
reflected in the fact that Traité carried published in October 1900 (réf. 11). teachers in the Marathi medium schools9.
mostly the illustrations of scientific inFrom the preface of this book9, it isModak was a sponsor of science edu
struments and without the presence of known that His Highness Gaikwad of cation through the vernacular language.
persons. However, Cours is full of artis Baroda was the real spirit behind this In order to teach science through Mara
tic illustrations with the presence of per endeavour. By the orders of His High thi, he himself wrote and translated vari
sons as a part of the experiments. The ness Gaikwad of Baroda, one Professor ous science books into that language. His
title page of the Marathi version of Gajjar started a series called Shreesayaji first science book was on inorganic
Cours (electricity and magnetism part) is Jnanamanjusha to publish scientific chemistry, entitled Rasayan Sastra: Pur
reproduced in Figure 1. books. For this purpose, Gajjar asked vardha. It was an important publication
Modak to translate Ganot's book. This in the history of science education
began the process of translation of though Marathi language. Translating
History of the Marathi translated Ganot's Cours in Marathi. As part of this Ganot's and others' books in Marathi
versions
series, Modak translated the first part of was an endeavour in that direction. The
Ganot's book on common properties of Department of Public Instruction (DPI),
The title page of this translated version materials and overall attraction forces, Bombay Presidency encouraged him to
presents it as a book on the Basic Principles liquid and gaseous state physics in 1898. translate Ganot's book. That his transla
However, the publication under this series tions of Ganot's books were used widely
came to a standstill soon and no other in Maharashtra is proved from the fact
|I 'inHOOOuun
iirnooouui.
part of Ganot's book was published. that the then DPI, Bombay Presidency,
Later, His Highness Gaikwad of Baroda Chatfield, instructed all libraries through
^r»4, urm -wm
allowed any other publisher to publish a circular to purchase Modak's transla
the already translated manuscripts under tion of Ganot's Electricity and Magnet
snfot
srrfr this series. It also came to light that ism10.

m# wrrar,
TîTîft wrârt,
Modak planned to translate the whole Modak delved on his thoughts on edu
^nrarsft jtw^tstep, book in four parts. First part was already cation and education policy in the pre
mssrsft srwtm
Tfr<öftrara!smsn% u"t'V,^<,
«>'},«<, irsnrm
TnrrmT published as mentioned above. The other face of the Heat part" (Ushnata in
planned parts were: Sound and Light, Marathi) of the book. Here he also men
IT#
Electricity and Magnetism and Heat. tioned that for helping the Government
fsMV*tr<rrawf?rc
*n<tiov*K ^ wi»i^i9i» qran wwfR
JjrarT 'KMii'l'i'i Modak also informed us that he planned job-seekers, he translated a small biology
5PIR %fS.
«wir
sÈtfNt wjf#erftwr
erfawr
to publish the images used in the books book from English to Marathi. He was of
^h.^1 jbKN wti^ 3ftfF% wrfcr.
using stencils. However he faced some the opinion that his efforts may help stu
v$m K4\\.
problems in this work. He acknowledged dents to learn science in their mother
f%WÇT
f%r?r ^ ^ ^3no>
SfTÔJ<5. the help of Balasaheb Mirajkar in procur tongue, i.e. Marathi. Like the Electricity
Figure
Figure1.1.Title
Title page
page of of
a part
a part
of Ganot's
of Ganot's ing these stencils for the current Electri and Magnetism part, here also he ex
Cours in Marathi. city and Magnetism volume. pressed his opinion that Marathi should

CURRENT SCIENCE, VOL. 113, NO. 3, 10 AUGUST 2017 509

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 HISTORICAL NOTES

be the medium of instruction in schools.knowledge. Later he discussed about learn his English without going to faraway
He also added that education should not thoughts on books on grammar, history places.
be a costly affair and it is possible toand geography. He also emphasized the Modak rued the lack of enough mid
provide high-level education in Marathi importance of handwriting of the chil dle-level Marathi medium schools. As a
at a low cost. It may be learnt from thedren. He opined that by the fourth stan result, students were deprived of educa
dard, children should be aware of basic
preface that during this period there was tion in their mother tongue. He wanted
a discussion in Pune and Dharwad about calculation, letter writing, grammar,more ba such Marathi schools where Eng
the establishment of Marathi schools. sics of history and geography. Students lish should be available as a second lan
Modak was motivated to express should his have the freedom of choosing guage and other subjects taught in
opinions about the prevalent education their medium of instruction, i.e. Marathi Marathi. This would help all types of
system because of his interest in chang or English after class four. Modak local students to expand their knowledge
ing the same to spread education among wanted to have incremental change in the of the English language. This would ul
the masses. From the preface we come syllabus
to with the higher classes. But he timately help them to get better jobs. He
know that Modak worked in the Gov noted with dismay that this was not emphasized the importance of establish
ernment education department for last the
31case. This was particularly true for ing new vernacular high schools. He
years. Possibly, this helped him under the fifth, sixth and the seventh classes. thought that these schools did not require
stand and comment on the colonial edu As the course contents of the Marathi much funds. One or two graduates and
cation system prevalent in Maharashtra upper standards and the first three stan other teachers from Marathi high schools
at that time. He added that during this dards in English were the same, accord with English knowledge could run these
period, the syllabus was changed three ing to Modak, students of the vernacular schools. This could be implemented
times. He was critical of the syllabus schools were good in all subjects but gradually.
in He once again placed impor
preparation authorities. According to English. But, in the reverse case, accord tance on learning English as a second
him, the present syllabus did not encouring to him, students were good onlylanguage.in This, according to him, should
age students in critical thinking. He was
English. He also added that the handwrit help get new teachers. This should help
ing of the English medium students was
of the opinion that under the present sys spread education with low cost. He
not good. According to Modak, as the
tem, the students took nine years to learn added that he was not against English
things for which they should not take English medium students did not receive medium schools. Rather he wanted to
more than 4-5 years. benefits as such even after spending teach primary classes in vernacular. He
According to Modak, students were more money behind it, the situation may was confident that if this option was
not learning enough even after spending be improved by employing English available, most of the students would
8-9 years in schools. He was of the opinteachers in the vernacular schools. He choose it. This could ultimately lead to
ion that anyone interested in higher educlearly states that as the country was theunclosing down of the English schools.
cation needs to learn English from the der British rule, the students had to He wanted the education authorities to
learn
initial years. And if anyone is interested
English. This was specially true for thoseconsider this opinion".
in a Government job in railways or post who wanted to get jobs in the Govern
office, he needed to study English for 2
ment sectors. He was of the opinion thatUnique features of the Marathi
4 years more. Modak was dissatisfied after the primary levels, the students version
with the procedure of the syllabus revi could enter the English medium schools
sion in Marathi schools. He felt it was or Marathi medium schools with English. There were several reasons behind the
not uniform. He was concerned about the He was confident that every studentworldwide
has popularity of Ganot's books
quality of education imparted in Marathithe capacity, courage and intelligence to
throughout the world8. Figure 2 shows a
schools. He added that a fifth or sixth
grade Marathi medium student was
learning what the English medium stu
dent already learnt in his first, second
and third grades. He was bothered about
the pressure and stress of various sub
jects in lower classes. He wanted to
reduce the number of subjects in these
lower classes and increase them in the
higher classes.
Modak divided subjects in two catego
ries: subjects which can be learnt by
memorization and intelligence. He rea
soned that as the students do not develop
the critical thinking power in the early
years, they should be taught those sub
jects which are learnt through memoriza
tion process. Subjects which require
critical thinking powers may be taught
later based on this foundation of basic Figure 2. Electricity experiment in a Marathi version (p. 98).

510 CURRENT SCIENCE, VOL. 113, NO. 3, 10 AUGUST 2017

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 HISTORICAL NOTES

page from the translated versionMarathi able in the original French version (p.
of theclothes (p. 69, 80, etc.), but the
furniture
Cours in Marathi language. It shows an remain in the European style 454)12. This happened because the Mara
experiment on electricity. (p. 213, 220, etc.). The same is true forthi version was translated from English
The interesting point is that this pic
the buildings also (Figure 4)9. text (p. 502)16 and not from the original
ture (Figure 2) is adapted from the Also,
Coursthe Marathi version (p. 80)9 car French text. So, we may conclude that
de physique purement expérimentaleried some
of images which were not avail the Marathi version of Ganot's Cours is
Ganot. Figure 3 proves this point. Figure
3 is taken from the book Cours by Ganot.
It may be noticed that some changes
were incorporated in the Marathi version
to make it localized. The persons became
Marathis with local dresses. The watch in
the original picture is missing in this ver
sion. But the other aspects of the image
remain the same. Interestingly, the shoes
worn by the people in the Marathi book
remain the same as in the original ver
sion. The number of persons in both the
images is the same (10 in number). Their
postures in both the images are identical.
Perhaps, it was the ingenuity and fore
sight of Modak to change the personnel
of this and other pictures from persons of IP1P'

the Western world to local people to

whom the book was targeted. Possibly, it
touched the right chord with the local
students of Maharashtra who could iden
tify themselves with the contents of the
book meant for them.
Figure 3 was published in the first12 Figure 3. Static electricity experiment in Ganot's Cours (p. 476).
and second editions of the Cours (1859)
with girls (p. 462). But, the third edition
presented the same picture with boys, as
shown in the Figure 2. However, the
ninth edition (1887 renewed by Georges
Maneuvrier after Ganot's death) did not
carry this picture. From this, it may be
conjectured that the Marathi version used
the third edition of the book. The picture
refers to an experiment by Jean-Antoine
Nollet (1700-1770), also known as Abbe
Nollet (Abonolet in the translation), a
physicist. In the 18th century, he debated
with Benjamin Franklin (1705/1706—
1790) about electricity13. Nollet did
many physical experiments in the court
of King Louis XV (ref. 14). It may be
noted that the same picture is used in
some other books of Ganot. It was used
in the sixth edition (1887) of Ganot's
Natural Philosophy (translated in Eng
lish by Atkinson) with boys (p. 445).
This picture was also used by W. G.
Peck in his Introductory Course of Natu
ral Philosophy for the Use of Schools
and Academies. It was 'edited from

Ganot's Popular Physics' with girls

(p.416)15.
Another interesting feature to note is
the fact that in the Marathi version in all
the figures the persons are dressed with Figure 4. A building used in the Marathi book (p. 162).

CURRENT SCIENCE, VOL. 113, NO. 3, 10 AUGUST 2017 511

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 HISTORICAL NOTES

an example of both translation and 3.adap

Raj, K., Relocating Modern Science: archives.gov/documents/Frankl in/O 1 -04
Circulation and the Construction of
tation to suit the needs and requirements 02-0154 (accessed on 9 December 2016).
Knowledge in South Asia and Europe, 14. Robinson, F. N. H., Kashy, E. and
of the targeted audiences, i.e. Marathi
students. 1650-1900, Palgrave Macmillan, Hamp McGrayne, S. B., In Encyclopedia Bri
shire, 2007. tannica, 2016; https://www.britannica.
4. Venkateswaran, T. V., Indian J. Hist. com/science/electromagnetism/Effects
Conclusion Sei., 2002, 37, 57-83. of-varying-electric-fields#ref152030 (ac
5. Simon, J., Communicating Physics: the cessed on 9 December 2016).
Production, Circulation and Appropria 15. Peck, W. G., Introductory Course of
It may be noted that this book was first
tion of Ganot 's Textbooks in France and Natural Philosophy for the use of
published in 1859. By 1884, eight edi Schools and Academies (edited from
England, 1851-1887, Pickering &
tions of the book were published in Chatto, London, 2011. Ganot's Popular Physics), A. S. Barnes,
France. And during the same period, 6. Akba§, M., In Science between Europe New York, 1869; https://ia800203.us.
64,500 copies of the book were sold in and Asia: Historical Studies on the archive.org/6/items/introductorycour00
France. The nineteenth century saw its Transmission, Adoption and Adaptation ganouoft/introductory cour00ganouoft.pdf
translation in six languages (English of Knowledge (eds Giinnergun, F. and (accessed on 15 December 2016).
New York, 1860; Dutch, 1862; Italian, 16. Ganot, A., Natural Philosophy for Gen
Raina, D.), Springer, Dordrecht, 2011,
1868; English, 1872; Spanish, 1873 (ref. pp. 177-191. eral Readers and Young people (Trans
7. http://catalogue.bnf.fr/ark:/12148/cb3106 lated and edited from Ganot's Cours
5); and Marathi (ref. 9). More informa
9862p (Reference No. FRBNF31069862; élémentaire de physique by Atkinson, E.),
tion on this popular physics textbook
accessed on 24 April 2017). D. Appleton, New York, 1887; https://
writer in India may help us to shed light
8. Sen, S. K. and Jana, S., Curr. Sei., 2011, archive.org/details/6thnaturalphilos00
on the physics education in the country 100, 803-804. ganouoft (accessed on 10 April 2017).
during the colonial era. 9. Ganot, A. Bidyut ani chumban (Electricity
Presently, in Maharashtra, the Univer and Magnetism). Translated by Modak,
sity of Mumbai has a copy of the Ele B. P., Nirnaya-sagar, Bombay, 1899;
ACKNOWLEDGEMENTS. We thank Subir
mentary Treatise on Physics by Ganot. It https://archive.org/details/ganotsnatural
K. Sen (since deceased), Swarang Sachin
is the English translation of the book. phy025378mbp (accessed on 9 December Pundlik, Andhari Madhavi Dipak, Devashish
The translation was done by A. W. Rei 2016). Pande, Piduri Chandrahas, and Kulkarni
10. Dhumatkar, A. S., Indian J. Hist. Sei.,
nold and E. Atkinson. It was published Shruti Gopal (USER Kolkata) and Dr Trupti
2004, (39)3, 307-334.
from London by Longmans Green & Co More (Deccan College Post-Graduate and Re
11. Ganot, A., Ushnata (Heat). Translated by
in 1902. It also has a copy of Ushnata, search Institute, Pune). We also thank Prof.
Modak, B. P. (from Prof. E. Atkinson's
translation of Heat (Ushnata in Marathi) Dhruv Raina (JNU) for his valuable sugges
English work). Nirnaya-sagar, Bombay,
by Ganot. It was translated by Modak 1900; https://ia800501 .us.archive.org/29/ tions to improve the manuscript.

and published in 1900. Pune University items/ganotspopularnat025368mbp/ganots

also has copies of the Heat volume in its popularnat025368mbp.pdf (accessed on
library.
1. Montgomery, S. L., Science in Transla
tion: Movements of Knowledge through
Cultures and Time, University of Chi
cago Press, Chicago, 2000, pp. 1-12.
2. Raina, D., In Handbook on the History of
Mathematics Education (eds Karp, A.
and Schubring, G.), Springer, New York,
2014, pp. 374-384.
15 December 2016).
12. Ganot, A., Cours de physique: purement
expérimentale. Chez L'auteur-Éditeur,
Paris, 1859; http://gallica.bnf.fr/ark:/
12148/bpt6k205797p.r=ganot%20cours
%20de%20physique?rk=21459;2 (ac
cessed on 9 December 2016).
13. Nollet, J.-A., Letters on Electricity.
[1753-1760], National Archives and
Records Administration; http://founders.
Siladitya Jana* is in the Indian Institute
of Science Education and Research
Kolkata, Mohanpur 741 246, India;
Françoise Khantine-Langlois is in the
Sciences, Société: Historicité, Education
et Pratiques EA 4148 S2HEP-Université
de Lyon, Université Lyon 1, F. 69100
VILLEURBANNE Cedex, France.
*e-mail: siladitya.jana@iiserkol.ac. in

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