In order to win a war, one must know its enemy intimately. It goes in a phrase by Tsun Zu as, “to know your enemy, you must become your enemy.” During the periods of colonization, the Dutch...Show moreIn order to win a war, one must know its enemy intimately. It goes in a phrase by Tsun Zu as, “to know your enemy, you must become your enemy.” During the periods of colonization, the Dutch authority in Dutch East Indies (now Indonesia) had reflected such ideas through its language policy. This policy established in 1818 and was intended to exercise the colonial authority by utilizing the language. The departement voor Inlandsche Zaken was established in order to connect the domains of the indigenous and colonial government in Dutch East Indies. By this, the agency was obliged to study the language and culture in the archipelago. During the first five years of the Inlandsche Zaken, it had showed remarkable achievements in the unification of local vernaculars and the standardization of Malay. In this paper, I will provide several analyses on translation of documents from the archives of the Inlandsche Zaken kept at the National Archives of the Republic of Indonesia. By this, I will examine the differences between two similar documents-each documents contains Dutch texts and they are translated into Malay (Dutch texts in these two documents are similar but the Malay translations are different) produced by the Dutch colonial government. My central research question is, to what extent language was utilized as a tool of subordination towards the indigenous society in Dutch East Indies? In addition, I try to demonstrate that the Inlandsche Zaken had played a determinant role in bridging the two worlds in Dutch East Indies-namely the colonial government and the indigenous societies, and also had used such knowledge to exercise the colonial authority.Show less
In the decade of the 1920s, the government of the Dutch East Indies passed two educational ordinances in relation to private schools: (1) Staatsblad van Nederlandsch-Indie 1923 No. 136 and (2)...Show moreIn the decade of the 1920s, the government of the Dutch East Indies passed two educational ordinances in relation to private schools: (1) Staatsblad van Nederlandsch-Indie 1923 No. 136 and (2) Staatsblad van Nederlandsch-Indie 1925 No. 219. The first ordinance indicated that nonsubsidized schools were required to register their schools to the government, in this case to hoofd van het gewest (head of regional administration), meanwhile the teachers obliged to report their teaching materials. Since this ordinance was applied, the government began to frequently use words “wilde particulier schooltjes” (wild private schools) on their reports in referring to nonsubsidized schools. The next education policy was Staatsblad van Nederlandsch-Indie 1932 No. 494 (“Toezicht-ordonnantie particulier onderwijs”), which also known as the Wild Schools Ordinance (Wilde Scholen Ordonnantie), began to take effect on 1 October 1932. This ordinance aimed to control wild schools. It worked preventively (vergunningstelsel) by requiring a permit before a private school was established. This preventive ordinance provoked oppositions since they believed that the situation was unfair as the restriction began to take effect while the government could not provide education for indigenous people adequately. The first reaction came from Soewardi Soerjaningrat—widely known as Ki Hadjar Dewantara, the leader of a private school named Taman Siswa. On 1 October 1932, on the first day of the implementation of the Wild Schools Ordinance, he sent a telegram to the Governor-General Jhr. Mr. B.C. de Jonge containing his objection on the ordinance. In his telegram, Ki Hadjar conveyed his plan on conducting passive resistance (lijdelijk verzet) in case the government persists on implementing the ordinance. Considerable supports for Ki Hadjar’s plan came from many sides, including political parties. On 13 February 1933, the government suspended the Wild Schools Ordinance by stipulating a new ordinance which was valid from 21 February 1933. Regarding the implementation period, the Wild Schools Ordinance was valid not more than 5 months counted from October 1932 to February 1933. According to this, this paper investigates the reasons behind the short implementation of the Wild Schools Ordinance. It was known that there were protests addressed to the ordinance, but the considerations taken by the government in suspending the ordinance is still unclear. Why did the government suspend the ordinance shortly after it was enacted? Most of the recent works describe the Wild Schools Ordinance only under a chapter themed education or nationalistic movement in the 1930s. There is no literature that specifically focuses on wild schools. Most related-literatures tend to use a single perspective, especially from the perspective of Taman Siswa. By looking to this fact, this paper attempts to explore in balance the sources from the government and Taman Siswa. By doing this, explanations from both perspectives can be acquired in order to investigate the case and to answer the main question thoroughly. The primary and secondary sources used by this paper rely on published archives, books, and articles. Based on the findings, this paper argues that the implementation of the Wild Schools Ordinance in the Dutch East Indies which was suspended in the early 1933s has shown (1) a colonial policy change which contains a democratic process and (2) sensibility under the frame of colonial relationship. At least, there are four reasons why the government suspended the Wild Schools Ordinance shortly after it was enacted. Firstly, the ordinance seemed not well-prepared in almost any aspects. Secondly, considerable resistance from indigenous people to the implementation of the ordinance has given great effect for the government to determine their measures afterwards. Thirdly, in facing the resistance to the ordinance it can be observed that a contestation over the repealing of the ordinance was inevitable. Last, a substantial role of the minister of colonies is unquestionable, since it brought a change in attitude of the government while endeavors from the others did not succeed.Show less
In deze scriptie staat de toelating van zending en missie in Nederlands-Indië centraal. Een belangrijk thema in dit onderzoek is de plaats van godsdienst in de koloniale politiek. Zendelingen en...Show moreIn deze scriptie staat de toelating van zending en missie in Nederlands-Indië centraal. Een belangrijk thema in dit onderzoek is de plaats van godsdienst in de koloniale politiek. Zendelingen en missionarissen hadden een bijzondere toelating van de Gouverneur-Generaal nodig om hun dienstwerk te kunnen doen. De Nederlandse regering wilde namelijk voorkomen dat er onrust onder de Indonesische bevolking zou ontstaan door zending en missie toe te laten. In het parlement bestonden allerlei ideeën over het toelaten van zending en missie in het toenmalig Nederlands-Indië, maar de beeldvorming over dit onderwerp wordt completer als ook wordt onderzocht hoe leden van de Volksraad in Indië hierover dachten. In dit onderzoek worden daarom opvattingen over de toelating van zending en missie in Indië uit de handelingen van de Staten-Generaal en de Volksraad over de periode van 1911 tot 1935 met elkaar vergeleken. Dit onderzoek laat zien hoe en waarom discussies over de toelating van zending en missie in het parlement en de Volksraad inhoudelijk van elkaar verschilden.Show less
