Perceptions
of wealth in the traditional Indian society in Trinidad
Almost 30 years of after the system of indentureship
had been introduced, an Ordinance had defined a legal minimum wage. The
plantations found a way around this by simply increasing the tasks to be
performed. The result was lower wages. When this was added to the poor housing
and almost total lack of amenities, there was considerable disappointment and
depression on the sugar estates. Many protested that they were working
“daywork” instead of tasks.
A variety of laws oversaw the working conditions of the
Indians. By law, they were guaranteed not to work more than 280 days of work
per calender year, with five days a week out of crop and six days during crop.
A task was a body of work performed over a seven-hour period by an able bodied
person. Day work, on the other hand, was nine hours in the field. However, up
to fifteen hours was day work in the factory during crop time. The Ordinance
laid down a minimum wage of 25 cents per day or per task and 16 cents for
youngsters. Field work during crop went much longer than nine hours, but there
was a little more to be earned.
The indentureship period was a boost to the plantation
system and to the economy of the colony. Indians worked in both sugar, cocoa
and coffee estates. The third crop of great importance to Trinidad was rice.
This was entirely in Indian hands. Rice was introduced by Indians and to the
present is mostly cultivated by them. By the 1870s, it was apparent that rice
was being cultivated in the Caroni swamp; and to some degree in the Oropouche
lagoon. In a 1960 study produced by Arthur and Juanita Niehoff entitled “East
Indians in the West Indies”, it is said:
“In the first place there is a traditional sentimental
value attached to growing and possessing large amounts of rice. Among Hindus
rice is the one important crop in which religious rites are involved.”
Trinidad’s other agricultural harvests, sugar and
cocoa, were not invested with supernatural beliefs by the Indian immigrants.
However, rice fields were supposed to have guardian spirits, and many Hindus
made offerings to them in form of rum, cigarettes, candles and biscuits at the
time of harvest.
Rice is treated much more ceremoniously by the Hindu society
in Trinidad than other crops. This also includes the preservation of religious
traditions, e.g. that a small amount of the first rice crop were given to a Brahman, preferably a pundit (priest), or to a saddhu (religious ascetic). At pujas
and weddings, rice is an intergral part of the ritual offering.
“The only other crops in this area to which religious
ceremonialism is attached are watermelons and cucumbers, of which the first
fruits are given to the Brahman,” write A. and J. Niehoff. “It may be relevant
that both of these are grown in the rice fields during the dry season. That is,
the fields which produce rice take on some of the sacred character which is
attached to the grain itself.”
Apart from the religious standpoint, the possession of
rice serves as a symbol of plenty. No matter how poor a family may be, to have
several barrels of rice put away was an indication of worth. The possession of
money, however, was another matter. Banks were generally not trusted by the
Indians.
“The Indians came to Trinidad in search of better
economic conditions,” write A. and J. Niehoff. “Those who came were
consequently from the poorer classes of India and they had little more than
their personal belongings when they arrived. What they have today is therefore
a result of their efforts since they have lived on the island.”
The living wage, 1 shilling, 1 pence per day for men
and 8 pence for women was even in those days hardly a sum upon which great
future investments could be built. Thriftiness had to become a lifestyle beyond
modest living for the Indians. As Niehoffs write, Collens described that the
Indians ‘hoarded to a fault, often living on the plainest and coarsest diet in
order to save money’.
However, in the 1870s and 1880s, Indians deposited
large amounts of money in the local branches of banks. Not quite trusting the
slip of paper they got in return, it so happened that sometimes an Indian would
withdraw all his or her savings just to verify that it was really there! Many
Indians didn’t trust banks at all and hid their money in hollow trees or buried
it. Others again didn’t even trust in money and instead melted their silver
coins and made beautiful bracelets.
“There are Indians of the present generation who
remember this thriftiness to the point of deprivation among their emigrant
ancestors,” write A. and J. Niehoff. “The old Indians were described by this
son and his wife, who were by no means spendthrifts, as follows: ‘They didn’t
spend their money. You could never tell a man was rich by looking at him. They
wore plain clothes even if they could afford better.’”
Education was perceived as a way to an improved life,
and by the late 1860s the opportunity was grasped. Historian Gertrude
Carmichael remarks:
“Early in 1869, the Reverend John Morton proposed to
Sir Arthur Gordon a scheme for the education of the East Indian children, to be
entirely dependent on Government finance. The matter was raised before the
Legislative Council by the Govenor who said:
‘The present system of education has failed to produce
the anticipated fruits ... hardly an Indian child has attended a ward school,
whilst the small number of children of these immigrants who are recieving any
education are almost exclusively tobe found in private schools of the strictest
denominatioal character and uninspected by the state.’”
It seems that 130 years ago, the education system in
Trinidad and Tobago already had its familiar problems: inactivity of the Board
of Education, the inefficiency of many of the teachers, and lack of supervision
and local interest (as Governor Arthur Gordon said in 1869 in reference to the
failure to educate the children of the East Indian community).
No satisfactory policy on schools for East Indian
children was produced by the members and the chairman. It was the Reverend John
Morton, the Secretary, who due to his personal enthusiasm, petitioned the Board
of Education to open a trial school with government aid in San Fernando.
“In 1871, the first school for East Indian childeren
was opened in Cipero,” writes Carmichael. “Government aid amounted to £175 per
year for a teacher; $5.50 as result fee for every child who showed reasonable
progress in the annual examinations and a 50 cents capitation fee per quarter
for every child who recorded thirty attendances. Under these conditions it was
possible to send a child to school to make a small profit towards the rent of
£200 per year for which the mission was responsible.”
With four hours’ teaching per day devoted to secular
objects, and outside of this complete freedom of religious instruction, the
education scheme found the support of the planters in south, and by 1874, twelve school were open, ten supported
entirely by planters, one by the Mission itself and one by the government. By
1899, Rev. Morton directed 16 schools, 14 of which received government support.
The importance to the colony’s economy of its
agricultural sector is today hard to understand. The extent to which this
sector had collapsed in the period right after the abolition of slavery was
such that virtually all economic growth had been seriously threatened. The
recovery was slow but steady. The impact of the new immigrants was felt in many
ways as is reported by Daniel Hart, Senior Civil Servant, who in 1865 states:
“Crop of 1864
78,678,000 lb Sugar; 5,090,017 lb Cocoa; 13,329 lb
Coffee; 72,120 lb Galls. Rumm; 1,729,640 Galls. Molasses; 55,500 lb Cotton. -
Population 90,000.
No doubt some estates have made good crops, and those
crops have yielded to the proprietor a fair, or even a handsome nett return, but
how many estates have done so? On the other hand, it cannot be denied that
without the large number of immigrants that have been introduced, the present
crops could never have been made.”
The immigration of thousands of people from a
completely different culture was not without its problems in the eyes of the
Victorian westeners, however. In the days before radio and television, even
before colour photography (black and white photography had barely been invented
in 1838 and was still a complicated, expensive and poisonous affair), people
had no idea of what people from other parts of the world looked like and
behaved like. This led to immense cultural clashes in the 19th century, which
Hart describes:
“It is stated that on their arrival in the French
Colonies, the Indians are, previous to landing, made to attire themselves as
civilised beings. For this purpose proper clothing is provided for them- nor
are they permitted to be engaged as shopkeepers or traders in any way. In
Trinidad the eyes of the inhabitants, high and low, are to behold these people
almost in an entire state of nudity- it being contended that there should be no
interference with them in this respect. ... Surely there should be no reason
why they should not be told that they must clothe themselves as other people do-
and if this were done, it would also tend to benefit trade- as the Dry Goods
merchants would necessarily have to increase the importations.”
In many ways, the local population (which was in itself
constituted of European and African immigrants and their immediate descendants)
misunderstood the Indians’ way of life completely. Because the Indians were not
Christians, they were considered as people who did not respect the ‘laws of God
and Man’, as Hart describes:
“They cannot tend to the general benefit and
advancement of the Colony to that extent as they ought, or, no doubt, would do,
were the frequently and quietly exhorted by the clergy who should without, in
the slightest manner, infringing on their Faith or Religion (if they do possess
either, which is doubtful) remind them that the laws of God demand that every
man should labour honestly and industriously six days of the week for his daily
bread, and that the seventh day is the Sabbath of the Lord his God.”
The thiftyness of the mostly dirt-poor and displaced
Indians also was interpreted as a disadvantage by the Europeans.
“Indians have no motive for any great exertion. Their
simple wants are confined to a few pounds of rice, and a few peppers, and thus
one or two days’ work is sufficient to provide them with a week’s subsistence.
Hence, the limited extent of labour that is performed by or obtained from them
as a whole.”
Daniel Hart as the statesman and economist was not only
observant in the ‘cultural clashes’ between the local planters and the
immigrants from far-away countries, he also deduced what action needs to be
taken in order for the situation to improve:
“From all this follows the necessity for the planters
to do all in their power for the benefit of their labourers. This should be one
of their primary objects. Attention to their wants and comforts, together with
sound and wholesome advice, would tend to do much good. Nor can it be denied
that it is within the means of every planter to do a considerable amount of
good in this way. Measures such as these, aided by the labour of the clergy,
will, no doubt, tend to make the Indian and Chinese labourer more
treatable. This would render the
task of dealing with them less irksome. The advancement of an island like
Trinidad, where there is such a mixture of nations, depends in a great measure
upon the spiritual attention and instruction of the labouring population; the
stringent enforcement of the p olice-laws; and the prevention, by the strong
arm of the law, of vagrancy and idleness.”
Daniel Hart’s overall attitude and point of view is
typical of the colonists. Underlying it all is the real fear of a collapsing
economic future.
The reality, however, was that there was actual
privation in the Sugar Belt, if not the entire agricultural sector. The vast
majority of indentured Indians earned far less than the minimum wage that was
legally guaranteed to them. Strikes on the estates began to occur. They
appeared to be spontaneous. They were basically concerned with the collapse of
working conditions as the Indians understood it. Some 50 strikes occured
between 1870 and 1900.
“They usually occured in response to planters
increasing tasks, reducing wages or withholding accustomed privileges; the
strikes were defending existing plantation conditions from interference by
planters rather than demanding new and better ones, and so the strikes were not
a serious threat to the indentureship system.” (Dr. Bridget Brereton, ‘Race
relations in Colonial Trinidad’)
In fact the system provided little protection for the
indentured. More often than not the Protector of Immigrants, an official member
of the Legislative Council, sought to protect the interest of the planters and
not those under his charge.