Indonesian National Awakening's Day

Indonesian National Awakening

The Indonesian National Awakening (Indonesian: Kebangkitan Nasional Indonesia) is a term for the period in the first half of the twentieth century, during which people from many parts of the archipelago first began to develop a national consciousness as "Indonesians"
In the pursuit of profits and administrative control, the Dutch imposed an authority of the Dutch East Indies on an array of peoples who had not previously shared a unified political identity. By the start of the twentieth century, the Dutch had formed the territorial boundaries of a colonial state that became the precursor to modern Indonesia.
In the first half of the twentieth century, new organizations and leadership developed. Under its Ethical Policy, the Netherlands helped create an educated Indonesian elite. These profound changes amongst the indigenous Indonesian population are often referred to as the "Indonesian National Revival". They were accompanied by increased political activism and culminated in Indonesian nationalists' proclaiming independence on 17 August 1945.

Background

In some places, anti-colonial struggles were assembled upon a longstanding and widespread sense of indigenous unity. In the Indies, however, nationalists had to help incubate a national consciousness.
For Vickers, several factors gave rise to a nationalist consciousness: the indigenous print media, urbanization, communism, Islam, education, mass entertainment (such as film, stambul theater, and kroncong music), and suffering under Dutch apartheid. Leading intellectuals such as Kartini, Tirto, and Semaun gave voice and sentiment to the idea of a unified archipelago. These leaders, along with many others, sought to embrace "modernity" and nation, "freedom" (merdeka) and independence. Indigenous voices were suppressed by the Dutch, who disallowed freedom of speech and freedom of assembly, and who extensively spied on dissident organizations. Indeed, only a small number raised their voices against colonialism, with most people avoided the Dutch as best they could and with the aristocracy "content to collaborate." "The modern movement against colonial rule was maintained by the passion and commitment of a few remarkable men and women."^[4][5] It can not be understated the impact that certain individuals had on the ultimate success of the Indonesian Nationalist Movement. The movement had its beginnings in the late 19th century which was indeed a period of Dutch Indies government consolidation having significantly reinforced their governance over much of the area that is now in the 21st century the national Indonesian territorial boundaries. Kartini was one such individual who provided the impetus and ideology which inspired successive patriotic nationalists to pursue their ideals despite the adversity. Kartini's intuitive intellect was awakened by quality Dutch classical education and her inherent traditional Islamic beliefs and education, often arguing for a less prominent religious influence which contributed to the corruption of peace and peaceful endeavour. Kartini was supported by an enlightened and intellectually endowed family and firm foreign friends in Europe and Indonesia. Education, in the classic European sense provided Kartini with the intellectual tools to explore the most recent social and commercial developments in Europe through her focus on Dutch society. Kartini maintained her inquisitiveness and incorporated much of what she witnessed as ideology e.g., feminist principles, community welfare and education in her pursuit of the national Indonesian identity and her quest to modernise her traditional society, advocating changes in gender status and principles of individual and national self determination to realise the Indonesian universal dream of independence and self governance

Education

At the start of the twentieth century, the number of secondary educated Indonesians was almost negligible and from this time on, the Ethical Period saw the colonial government expand secondary educational opportunities to indigenous Indonesians. In 1925, the government's focus shifted to the provision of a widespread three-year elementary vocational education.
In 1940, over 2 million students were attending such schools which is thought to have improved the 6.3 per cent literacy rate recorded in the 1930 census. Dutch medium education opened new horizons and opportunities, and was in strong demand by Indonesians.
In 1940, 65,000 to 80,000 Indonesian students were in Dutch and Dutch-supported primary schools, equivalent to 1 per cent of the relevant age group. Around the same time, there were 7,000 Indonesian students in Dutch medium secondary schools. The vast majority of students attended intermediate MULO schools.
Although the numbers of enrolled students were small compared to the relevant age, the Dutch medium educated was of high quality and from the 1920s began to produce a new educated Indonesian elite.

Indonesian nationalism

The Ethical Period's emphasis on education did not deliver widespread educational opportunities, however, it did provide a Dutch education for the children of the indigenous Indonesian elite. Largely intended to provide clerical labour for the growing colonial bureaucracy, the Western education brought with it Western political ideas of freedom and democracy. During the 1920s and 30s, this small elite began to articulate a rising anti-colonialism and a national consciousness.
During this period the first Indonesian political parties began to emerge; the youth group, Budi Utomo was established in 1908, and the Indische Partij in 1912. The same year, Sarekat Islam was founded; inspired more by Islamic and Javanese mysticism than notions of independence and self-rule. It brought Indonesians together, using the banner of Islam in opposition to Dutch rule, however, it had not nationalist agenda, and was often more anti-Chinese than anti-Dutch. In contrast, the Communist Party of Indonesia (PKI), formed in 1920, was a fully-fledged independence party inspired by European politics. In 1926, it attempted a revolution throughout Indonesia through isolated insurrections across Java that panicked the Dutch, who arrested and exiled thousands of communists, effectively neutralising the PKI for the remainder of the Dutch occupation.
Muhammadiyah was established by KH Ahmad Dahlan in Yogyakarta, and Dwijo Sewoyo and some associates formed the Peasant's Insurance Cooperative (Asuransi Jiwa Bersama Bumi Putera) in Magelang.
On 20 July 1913, Suwardi Suryaningrat, who had connections with the Bumi Putera Committee wrote Als ik eens Nederlander was (What if I were a Dutchman?) a striking protest against the plans of the Dutch Colonial Government to celebrate 100 years of Dutch Independence. As a result of this article, Dr Tjipto Mangunkusumo and Suwardi Suryoningrat were tried and sentenced to exile in the Banda Islands. However, they were given the alternative choice of transportation to the Netherlands. In the Netherlands, Suwardi pursued studies in field of Education, while Dr Tjipto fell ill and returned home to Indonesia.
In 1918 a proto-parliament, the Volksraad, met for the first time, after being established two years before. It consisted of 39 members, where 15 were native Indonesians. During this year, the Dutch government agreed that at some, unspecified point in the future, Indonesians would be granted self-rule, but in subsequent years did nothing to follow up this aim.
In approximately 1920 that the word "Indonesia" came into its modern usage. Created by an English naturalist to classify the ethnic and geographic area, "Indonesia" was seized upon by nationalists as a word to imagine a unity of peoples. "Previously the Youth Alliances had talked about a separate Balinese nation, Javanese nation, Sumatran nation, and so on, now 'Indonesia' spoke of a single people."
In 1927, Sukarno founded the Indonesian National Party (PNI) in Bandung. It was the first all-Indonesia secular party devoted primarily to independence.
On 28 October 1928, the All Indonesian Youth Congress proclaimed the Youth Pledge (Indonesian: Sumpah Pemuda), establishing the nationalist goals of: "one country — Indonesia, one people — Indonesian, and one language - Indonesian."

Repression of Indonesian nationalism

Political freedoms under the Dutch were limited at best. While Dutch aims to "civilize" and "modernize" the peoples of the Indies sometimes led to tolerance for native publications and organizations, the Dutch also strictly limited the content of these activities.
Like many leaders before him, the Dutch government arrested Sukarno in 1929 and placed a virtual ban on PNI. Indeed, the Dutch colonial government repressed many nationalist organisations and jailed a variety of political leaders. Although the Dutch were unable to completely stifle local voices for change, they did successfully thwart widespread agitation. Although nationalist sentiment remained high in the 1930s, real moves towards independence remained stifled. With the dramatic changes of the Second World War, however, political power was recast forever.

End of the colonial state

With the coming of World War II, the political fate of the Indies was suddenly obscure. The islands' Dutch rulers found themselves occupied by Germany in May 1940. Themselves occupied by foreign rulers, the Dutch were in a weak position to guarantee their rule in the Indies. Yet, the colonial government in exile was determined to continue its rule over the archipelago.
In early 1942, Imperial Japan invaded the Dutch East Indies. The Netherlands had little ability to defend its colony against the Japanese army and Dutch forces were over run in little more than a month—a blow that was to end 300 years of Dutch colonial presence in Indonesia. The changes under the subsequent three year occupation were so numerous and extraordinary that the subsequent watershed, the Indonesia Revolution, was possible in a manner unfeasible just three years earlier.
After the Japanese surrendered to the Allies in 1945, the Dutch sought to resume colonial control over the Indies. In these aims, the Dutch obtained the military backing of the British who fought bloody battles on Java to restore Dutch rule. The Indonesian nationalists, despite heavy losses, were not to be deterred. By 1945, an idea of "Indonesia" was seemingly irresistible.

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National Education's Day

Ki Hajar Dewantara

Ki Hajar Dewantara

Ki Hajar Dewantara (2 May 1889 – 28 April 1959), born Raden Mas Soewardi Soerjaningrat into a noble Javanese family of Yogyakarta, was a pioneer in the field of education in Indonesia. He was the founder of Taman Siswa education system.

Ki Hadjar Dewantara studied at ELS (Europeesche Lagere School), then he continued his studies at Kweekschool (Teacher School) and Stovia (Javanese Doctor's School).

Active in the nationalist cause, he belonged to a faction favouring direct action and the use of Western methods to diminish the power of the Dutch. He was a member of the Bandung chapter of Sarekat Islām (“Islamic Association”), but later became a founder of the influential Indische Party together with Ernest Douwes Dekker and Tjipto Mangoenkoesoemo. His famous ironic essay of 1913, Als ik eens Nederlander was (What if I were a Dutchman?) contributed to his exile to the Netherlands between that year and 1918.

In the Netherlands he became converted to the idea of using Indonesian cultural traditions to cope with the challenges posed by Dutch colonial rule. He felt that education was the best means to strengthen Indonesians, and he was deeply influenced by the progressive theories of the Italian educational reformer Maria Montessori and by the Indian poet and philosopher Rabindranath Tagore.

His first Taman Siswa schools were established in Java in July 1922. Instruction, carried on informally, emphasized traditional skills and values of Javanese life, particularly music and dance. Western subjects were taught, too, in order to help students cope with the demands of modern life.

Teachers at the Taman Siswa school in Jogjakarta.

Overcoming initial official hostility, the Taman Siswa schools had spread throughout the archipelago and were by the late 1930s subsidized by the Dutch colonial government. Based on traditional Javanese concepts, the Taman Siswa schools appealed primarily to those segments of Indonesian society termed abangan, in which the Islamic faith is less deeply entrenched. In 1949, he was chosen for Minister of Education and Culture.

The 2nd of May is Indonesia's National Education Day, named in his honor.

The obverse of the 20,000-rupiah banknote contains the likeness of Ki Hadjar Dewantara.

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Kartini's Day

Kartini

Raden Ayu Kartini, (21 April 1879 – 17 September 1904), or sometimes known as Raden Ajeng Kartini, was a prominent Javanese and an Indonesian national heroine. Kartini was a pioneer in the area of women's rights for Indonesians.

Biography

Kartini was born into an aristocratic Javanese family when Java was part of the Dutch colony of the Dutch East Indies. Kartini's father, Sosroningrat, became Regency Chief of Jepara. Kartini's father, was originally the district chief of Mayong. Her mother, Ngasirah was the daughter of Madirono and a teacher of religion in Teluwakur. She was his first wife but not the most important one. At this time, polygamy was a common practice among the nobility. She also wrote the Letters of a Javanese Princess. Colonial regulations required a Regency Chief to marry a member of the nobility. Since Ngasirah was not of sufficiently high nobility, her father married a second time to Woerjan (Moerjam), a direct descendant of the Raja of Madura. After this second marriage, Kartini's father was elevated to Regency Chief of Jepara, replacing his second wife's own father, Tjitrowikromo.

Kartini was the fifth child and second eldest daughter in a family of eleven, including half siblings. She was born into a family with a strong intellectual tradition. Her grandfather, Pangeran Ario Tjondronegoro IV, became a Regency Chief at the age of 25 while Kartini's older brother Sosrokartono was an accomplished linguist. Kartini's family allowed her to attend school until she was 12 years old. Here, among other subjects, she learnt to speak Dutch, an unusual accomplishment for Javanese women at the time. After she turned 12 she was 'secluded' at home, a common practice among Javanese nobility, to prepare young girls for their marriage. During seclusion girls were not allowed to leave their parents' house until they were married, at which point authority over them was transferred to their husbands. Kartini's father was more lenient than some during his daughter's seclusion, giving her such privileges as embroidery lessons and occasional appearances in public for special events.

During her seclusion, Kartini continued to educate herself on her own. Because she could speak Dutch, she acquired several Dutch pen friends. One of them, a girl by the name of Rosa Abendanon, became a close friend. Books, newspapers and European magazines fed Kartini's interest in European feminist thinking, and fostered the desire to improve the conditions of indigenous Indonesian women, who at that time had a very low social status.

Kartini's reading included the Semarang newspaper De Locomotief, edited by Pieter Brooshooft, as well as leestrommel, a set of magazines circulated by bookshops to subscribers. She also read cultural and scientific magazines as well as the Dutch women's magazine De Hollandsche Lelie, to which she began to send contributions which were published. Before she was 20 she hard read Max Havelaar and Love Letters by Multatuli. She also read De Stille Kracht (The Hidden Force) by Louis Couperus, the works of Frederik van Eeden, Augusta de Witt, the Romantic-Feminist author Goekoop de-Jong Van Eek and an anti-war novel by Berta von Suttner, Die Waffen Nieder! (Lay Down Your Arms!). All were in Dutch.

Kartini's concerns were not only in the area of the emancipation of women, but also other problems of her society. Kartini saw that the struggle for women to obtain their freedom, autonomy and legal equality was just part of a wider movement.

Kartini with Joyodiningrat

Kartini's parents arranged her marriage to Joyodiningrat, the Regency Chief of Rembang, who already had three wives. She was married on the 12 November 1903. This was against Kartini's wishes, but she acquiesced to appease her ailing father. Her husband understood Kartini's aims and allowed her to establish a school for women in the east porch of the Rembang Regency Office complex. Kartini's only son was born on 13 September 1904. A few days later on 17 September 1904, Kartini died at the age of 25. She was buried in Bulu Village, Rembang.

Inspired by R.A. Kartini's example, the Van Deventer family established the R.A. Kartini Foundation which built schools for women, 'Kartini's Schools' in Semarang in 1912, followed by other women's schools in Surabaya, Yogyakarta, Malang, Madiun, Cirebon and other areas.

Commemoration of Kartini Day in 1953

In 1964, President Sukarno declared R.A. Kartini's birth date, 21 April, as 'Kartini Day' - an Indonesian national holiday. This decision has been criticised. It has been proposed that Kartini's Day should be celebrated in conjunction with Indonesian Mothers Day, on 22 December so that the choice of R.A. Kartini as a national heroine would not overshadow other women who, unlike R.A. Kartini, took up arms to oppose the colonisers.

In contrast, those who recognise the significance of R.A. Kartini argue that not only was she a feminist who elevated the status of women in Indonesia, she was also a nationalist figure, with new ideas who struggled on behalf of her people, including her in the national struggle

Ideas

Condition of Indonesian women

In her letters, Raden Adjeng Kartini wrote about her views of the social conditions prevailing at that time, particularly the condition of native Indonesian women. The majority of her letters protest the tendency of Javanese Culture to impose obstacles for the development of women. She wanted women to have the freedom to learn and study. R.A. Kartini wrote of her ideas and ambitions, including Zelf-ontwikkeling, Zelf-onderricht, Zelf-vertrouwen, Zelf-werkzaamheid and Solidariteit. These ideas were all based on Religieusiteit, Wijsheid en Schoonheid, that is, belief in God, wisdom, and beauty, along with Humanitarianisme (humanitarianism) and Nationalisme (nationalism).
Kartini's letters also expressed her hopes for support from overseas. In her correspondence with Estell "Stella" Zeehandelaar, R.A. Kartini expressed her desire to be like a European youth. She depicted the sufferings of Javanese women fettered by tradition, unable to study, secluded, and who must be prepared to participate in polygamous marriages with men they don't know.

Religion

Raden Adjeng Kartini also expressed criticisms about religion^]. She questioned why the Quran must be memorised and recited without an obligation to actually understand it. She also expressed the view that the world would be more peaceful if there was no religion to provide reasons for disagreements, discord and offence. She wrote "Religion must guard us against committing sins, but more often, sins are committed in the name of religion"
Kartini also raised questions with the way in which religion provided a justification for men to pursue polygamy. For Kartini, the suffering of Javanese women reached a pinnacle when the world was reduced to the walls of their houses and they were prepared for a polygamous marriage.
 Vegetarian Lifestyle
It is known from her letters dated October 1902 to Abendanon and her husband that at the age of 23, Raden Adjeng Kartini had a mind to live a vegetarian life. "It has been for sometime that we are thinking to do it (to be a vegetarian), I have even eaten only vegetables for years now, but I still don't have enough moral courage to carry on. I am still too young." R.A. Kartini once wrote.
She also emphasized the relationship between this kind of lifestyle with religious thoughts. She also quoted, "Living a life as vegetarian is a wordless prayer to the Almighty."

Further studies and teaching

Raden Adjeng Kartini loved her father deeply although it is clear that her deep affection for him became yet another obstacle to the realisation of her ambitions. He was sufficiently progressive to allow his daughters schooling until the age of 12 but at that point the door to further schooling was firmly closed. In his letters, her father also expressed his affection for R.A. Kartini. Eventually, he gave permission for R.A. Kartini to study to become a teacher in Batavia (now Jakarta), although previously he had prevented her from continuing her studies in the Netherlands or entering medical school in Batavia.
R.A. Kartini's desire to continue her studies in Europe was also expressed in her letters. Several of her pen friends worked on her behalf to support Kartini in this endeavour. And when finally Kartini's ambition was thwarted, many of her friends expressed their disappointment. In the end her plans to study in the Netherlands were transmuted into plans to journey to Batavia on the advice of Mrs. Abendanon that this would be best for R.A. Kartini and her younger sister, R.Ayu Rukmini.
Nevertheless, in 1903 at the age of 24, her plans to study to become a teacher in Batavia came to nothing. In a letter to Mrs. Abendanon, R.A. Kartini wrote that the plan had been abandoned because she was going to be married... "In short, I no longer desire to take advantage of this opportunity, because I am to be married..". This was despite the fact that for its part, the Dutch Education Department had finally given permission for R.A. Kartini and R.Ay. Rukmini to study in Batavia.
As the wedding approached, R.A. Kartini's attitude towards Javanese traditional customs began to change. She became more tolerant. She began to feel that her marriage would bring good fortune for her ambition to develop a school for native women. In her letters, R.A. Kartini mentioned that not only did her esteemed husband support her desire to develop the woodcarving industry in Jepara and the school for native women, but she also mentioned that she was going to write a book. Sadly, this ambition was unrealised as a result of her premature death in 1904 at the age of 25.

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