PERSPECTIVES
Gendering Sports in
Colonial Bengal
Basudhita Basu
The early 20th century witnessed
important shifts in the Bengali
Hindu elites images of womens
public role. The number of
educated women increased even
if it was within the limited
domain of urban communities.
The games ethics influenced the
women and it was placed in the
broader perspective of their
emancipation. Different schools
and colleges with their motto of
holistic education and the
contemporary magazines
highlighted the importance of
womens health for future
motherhood. Their role in the
sporting field remained gendered
and female agency in this sphere
had to negotiate with forms of
patriarchy.
Basudhita Basu (basudhitabasuju@gmail.
com) is a research scholar at the University of
Calcutta, Kolkata.
32
T
he Census of 1911 (Calcutta) high-
lighted the remarkable replacement
of joint family system by the
nuclear families in Kolkata, erstwhile
Calcutta. Even though the urban elite
accepted the idea of considering wife not
as a property, but as a wife, their were the other factors which actually
identity was tied to her husband as a
companion (Dutt and Sarkar 2010: 214).
This sentiment produced a new trend
in the larger context of valorisation of
motherhood by nationalists.
As elsewhere in India, in Bengal also
the nationalist ideology and its move-
ment made motherhood central to main-
taining an orderly home for the new
woman. With the change in the conjugal
relationship between the husband and
wife, the wife was seen more as a true
companion of her husband. The wives
often wished to live up to such expecta-
tions. The educated husband frequently
appeared in the role of teachers (Ray-
chaudhuri 1999: 83). The removal of the
purdah system also brought a few women
to the forefront. Satyen Tagore created a
sensation by taking his wife out in an
open carriage (Raychaudhuri 1999: 84).
All such progressive movements created
a path for womens public role in late
colonial Bengal. Even earlier some women
possessed a passionate desire to learn
reading. For example, despite having 12
children, Rassundari Devi taught herself
to read by finding time from her hectic
household duties. The colonial govern-
ment also encouraged female education
by establishing a school at Bethune, fol-
lowed by several schools sponsored by
reformist religious institutions such as
the Brahmo Samaj, Prarthana Samaj,
Arya Samaj and Theosophical Society
(Forbes 2007: 83).
In the late 19th century, womens edu-
cation was a priority agenda of the
emerging reform movements. Womens
september 2, 2017
access to physical education was given
an emphasis during the debates on their
education. While a section of people
believed that physical culture should form
a part of the curriculum, another section
of people asserted that physical activity
on a regular basis was not only unneces-
sary, but also could be detrimental to the
kind of role women were expected to
play in the family (Chatterjee 2015: 76).
The question arises here is whether
this ambience made the pioneers of
reform movements to think about the
physical conditions of women? Or, what
allowed the girls to come out of their
zenana and participate in physical edu-
cation or take part in sports?
Suparna Ghosh in her article Sporting
Nationalism in Twentieth Century Bengal:
The Gendered Perspective, argued that
the growth of new woman and her
womanhood can be understood in the
light of the conception of the effeminate
babus of the 19th century Bengal, who
were weak and fragile. Hence, the revival
of their strength was needed. This new
woman was now assigned a specific and
crucial role in rearing a special breed of
men who would be brave, patriotic and
nationalistic. The nation needed strong
sons to fight against colonial rule and to
infuse the sense of self-respect among
the people. The nation needed daughters
to lend support to their nationalistic men
(Ghosh 2013: 109).
Sarala Devi, who had contributed a lot
for improving the health and physique
of the youths, established an akhra and
a byayam samiti as well as a physical
culture club. But she never took part in
displaying physical exercises in public.
But the situation became favourable after
1920s when women became associated
with the revolutionary movement. Physi-
cal fitness was an important prerequisite
for participation in revolutionary move-
ment and its foundation was laid in their
school and college days. For instance,
Kalpana Dutta and Preetilata Waddedar,
who were associated with Chittagong
Armoury Raid in 1930, used to play
badminton together in the Khastagir
Girls High School in Chittagong. They
vol liI no 35 EPW Economic & Political Weekly

continued their sporting activities as
students of Bethune College. Leela Roy
nee Nag, was associated with Sri Sangha
and founded the Deepali Sangha for play-
ing tennis, badminton, ha-du-du every
day in the Bethune College premises
(Ghosh 2013: 109).
Womens Emancipation
in Journals
The contemporary journals were full of
details with respect to the revival of the
powers of women. But quite interesting-
ly they were all advised to keep them-
selves healthy, but not to fight for their
nation (as was the case for men), but to
produce healthy children. It was said
that they had to be healthy to procure
healthy children. The journals also men-
tioned that women could protect them-
selves only through physical exercise.
This was talking indirectly about women
emancipation.1 In one issue of Cooch
Behar Darpan, Jaitindra Bhusan Ghosh
wrote about the incidents of womens
kidnapping appearing in the newspapers.
In Bengal, he wrote, the number of out-
laws and their operations were steadily
increasing. Against this background, he
continued, if Bengali women were physi-
cally strong, they would not have to face
such disgrace. The author also com-
pared Bengali women with women in
other countries where they were not
considered as weak or abala as Bengali
women. Along with education of those
women, a special emphasis on the devel-
opment of physical culture was also giv-
en. But unfortunately in case of Bengal,
though some arrangements were made
for education, physical education was
neglected.2
This article began with the question
of empowerment of women. It asked the
women to be strong and advised them
to protect themselves by practising physi-
cal exercise. But the second half of the
article was somewhat different. It stated
that the future of any nation depended
upon the child and the bearer of that
child, the mother. Thus, to secure a
healthy and a prosperous child, a woman
should do physical exercise. The article
continued that
subsequently these strong women would be-
come a wife, then a mother The health of
Economic & Political Weekly EPW september 2, 2017
the future citizens of a country was depend-
ant on the physical health of the women.
Therefore, like their male counterparts they
should take to physical exercise.3
Another article published in Bharat-
varsha mentions that the motherhood and
rearing of children were equally impor-
tant for women, harping on the same
tune that women who would become
mothers in future would discharge their
duty to rear children and ensure their
proper education. Therefore, she must
educate herself about physical culture
and its benefits. The article also sug-
gested that the future mothers of the
nation had to give special emphasis
on improving their health.4 Both these
articles were advising women to take part
in several exercises like skipping, play-
ing lathi, sword fighting and swimming,
etc, which would enhance their physical
strength.5
Gender specifications had always been
an important issue in sporting culture.
Even dance and performance, which were
considered as the domain of women, had
gender specifications. At Santiniketan,
while teaching dance, Rabindranath
Tagore was always particular to teach
Manipuri Tandava and Cholam as well
as Kathakali to boys and Lasya and
cymbal dance to girls (Dutt and Sarkar
2010: 218).
Similarly, in sports, women took part
in those sports which would facilitate
them to retain their femininity. Femi-
ninity urged women to participate only
in sports that involved graceful move-
ments because women were considered
frail, and therefore, unable to tolerate
the kind of physical contact that one
would expect in mens sports. For inst-
ance, Prabartak strongly recommended
slow cycling for women because fast
cycling was considered harmful for the
physical build of women. Cricket and
soccer remained a male monopoly
(Ghosh 2013: 113).
Physical Education for Women
The missionary women educators believed
in imparting education to girls and boys
equally. They regarded physical exercise
as an integral and necessary part of edu-
cation. The subject of physical education
for Asian girls was introduced by the
vol liI no 35
PERSPECTIVES
missionary girls schools. The missionary
teachers believed that education in
English-language schools founded by
Christian women would help raise the
Asian girls and women from inferiority
and deprivation, and would develop
females with better minds and physically
improved bodies (Brownfoot 1992: 85). In
colonial Bengal, like Malaya, the accounts
of several contemporary school women
inspectors reveal that in the early 20th
century, physical education for girls
received more attention in the missionary
schools when compared to the state-run
schools. By 1913, the Young Mens Chris-
tian Association (YMCA) was very active
in Bengal. The weekly lectures on drill
for teachers were held at the YWCA. Drill
was taught to children at all missionary
boarding schools in Bengal and in a few
Hindu Schools that had female teachers.
In the same year, Miss Bose, a Christian
school inspector, noted that drill could
not be introduced in schools run by pan-
dits owing to the supposed repugnance
towards physical training among Hindus.
She, however, felt that this problem could
be addressed with women teachers and
that introduction of physical training was
the right measure towards ensuring a
better health for native girls (Chatterjee
2015: 79).
Educational institutions like Bethune
School tried to regularise this curriculum
among their students whose enthusiasm
in this regard reciprocated the measures
of the school authority. To imbibe the team
spirit among the students, the Gokhale
Memorial School also organised sporting
events in a regular course. Kathi (stick)
play was popular among women students
of various educational institutions as a
part of the training in new Bratachari
movement. A large number of girls schools
in Bengal had adopted the Bratachari
movement with physical as well as moral
benefits for their students and teachers
(Chatterjee 2015: 82).
From the beginning, the Bethune Col-
lege had facilities for sports and games
among the day scholars and boarders.
Regular provisions were made for the
physical exercise of the boarders in 1988.
In 1920, the college authorities made
arrangements for extracurricular activi-
ties for the students. In 1922, special
33
PERSPECTIVES
arrangements were made for physical
exercises. In the following sessions, dur-
ing 192425, the Bengal Social Service
League arranged to deliver a course of
lectures at the Bethune College on Health
in the Home which was attended by
students in large numbers. It had been
mentioned in the reports that the health
of students community was in a bad
state. This was revealed in the health ex-
amination conducted by the university.
The interest in physical culture steadily
increased and about 20 students joined a
voluntary drill class in 192627.6 During
the tumultuous age of 192835, when
Indians were craving for swaraj, the col-
lege decided to introduce a well-qualified
physical instructress, Dorris Webber.
Webber did excellent work in organising
physical training in both college and
school. Drill was taken to with zeal by the
girls. In 1934, a provision was made for
an all-sided growth of corporate life in
the college by adding four departments,
for socials and excursions, debates, mag-
azines and sports.7 Later, the Old Girls
Association offered a silver cup of `30
for inter-class competition in game. This
turned into an annual function. On the
Foundation Day celebration of the Univer-
sity of Calcutta, they, among other girls
of different colleges, led the March Past.8
Basketball and tennis: In 1936, the
post of the physical instructress was
made permanent. Various sports like
basketball and tennis were improved. In
1937, on the College Day, a basketball
tournament was organised between the
current girl students and former girl
students of the school. With the passage
of time, sports were given more impor-
tance. In order to develop this competi-
tive spirit of the students, they were
encouraged to join the Womens Inter-
Collegiate Sports Association. Like the
inter-house tournaments of English
schools they started having inter-class
badminton tournaments.9
Cycling: In the early 20th century, the
girls started to engage in recreational
forms of sports. As a part of leisurely
sporting activity, girls used to practise
cycling before college hours. Ashoka
Gupta, a student at that time, for example,
34
fondly recalled her wonderful experience
of cycling with her friends Preeti Dutta
and Saivalini (Ghosh 2013: 1853). Cycling
was significant as it could be associated
with women emancipation. In colonial
Malaya, among the Malayan young
women, cycling was very popular as it
played a prime role in bringing Asian
girls out into the public. Gertrude Owen,
was the one who emphasised the role in
bringing Asian girls out into this arena
by emphasising the role of the bicycle as
a tool of female emancipation by the
1930s (Brownfoot 1992). However, how
much of this sporting dimension of
womens emancipation was replicated in
Bengal remains a question to be probed.
Badminton: Badminton was another
popular leisure activity for college girls.
In 192122, a tennis court was laid out
on the southern side of Bethune College
and both lawn tennis and croquet were
also introduced for the girls. However,
the girls remained most partisan to
badminton more than any of the other
games (Ghosh 2013: 1853). Badminton
and tennisalong with bowling and
swimmingwere games which im-
proved feminine characteristics like the
broadening of the hips (Chatterjee 2015:
76). This might have been the reason
why girls readily accepted badminton.
Even the girls of Scottish Church College
showed interest in playing badminton,
as did the residents of the Lady Jane
Dundas Hostel. According to the college
magazine of September 1910, the bad-
minton club had 26 members and every
afternoon the shuttlecock was kept busy.
The enthusiasm of the ladies seemed to
encourage the teaching staff too. The
college magazines hardly lost an oppor-
tunity to publish such sporting amuse-
ments with greater attention:
The enthusiastic Badmintonites of the Lady
Jane Dundas Hostel finished their yearly
competitions sometimes ago, and on 23 De-
cember the prize were presented to the stal-
wart conquerors at the annual social func-
tion of the club. Several of the Professors
have been trying their skill with the Shuttle-
cocks lately, and the students were afforded
rich amusement one afternoon on witness-
ing the enthusiastic efforts of four of our
young professors in a hotly contested match.
The LID Hostel students display a vigour
of body and mind which goes for to prove
september 2, 2017
that true sport is one of the worlds greatest
physician. (Bandopadhyay 2008: 76)
Drill: Another physical exercise which
was given much emphasis was drill.
Contemporary journals and newspapers
were advising women to participate
in drill. Missionaries in colonial Malaya
also emphasised on drill. To quote Brown-
foot,
From the 1890s up to the first world war it
seems that Drill, gym and Calisthenics, in-
volving mechanical forms of exercise, were
part of the regular educational programme
in a number of the English-medium girls
schools. (Brownfoot 1992: 93)
In Bengal too, the missionary schools
and colleges gave importance to drill. In
1899, the Calcutta Girls High School,
which had been established under the
patronage of Lord Canning, started classes
for drill. It was supported by the various
evangelical denominations of the city
with the principal, Miss Widdifield, as a
key centre. The gallery of the website
of this school shows pictures of young
girls playing basketball. The motto of
the school was providing the girls with
holistic education.10
The native schools also gave importance
to drill. In these schools, organisation of
Saraswati Puja, an annual worship of
the goddess of learning, was an occasion
for highlighting the proactive role of
women in educational institutions. This
puja was performed by the students of the
Binapani Girls School with great vigour.
The girls performed drills to entertain
the chief guest Maharaj Kumar Sailendra
Kumar Deb Bahadur.
The Gokhale Memorial Girls School,
under the presidency of the Raja of
Burdwan, was also a strong advocate
of physical education for women. An
attractive drill display, apart from usual
entertainment programmes like recita-
tion, drama, etc, by the pupils on the
Fourth Founders Day of the school, was
well-appreciated (Chatterjee 2015: 83).
The autobiographical memoir of Lila
Mazumdar talks about the tradition of the
St Johns Diocesan Girls Higher Second-
ary School of giving away separate prizes
to students for proficiency in drill as long
back as in 1921. In the annual report of
the United Missionary Girls High School
(UMGHS) of 1935, it was clearly mentioned
vol liI no 35 EPW Economic & Political Weekly

that every year special companies were
formed in the Classes V to X which func-
tioned in the organisation of games such
as badminton, netball and tenniquoits.
An inter-company drill contest was held
twice in the year. Even a school for
Hindi-speaking girls had pledged the
UMGHS to send some teachers and senior
students to teach drill, badminton and
ball games (Chatterjee 2015: 83).
Participation in competitions: To take
the leisurely activities of the women to a
competitive level, various sports compe-
titions for women took place in Calcutta.
But unfortunately they were not allowed
to be members of any clubs. The only ex-
ception was the Calcutta Ladies Golf
Club (CLGC), a club for European ladies,
which had begun in 1891. The CLGC, led
by Peddler, could no longer take the
humiliation of not being allowed to play
at will at the Royal Calcutta Golf Club or
the Tollygunge Club. They approached
the local authorities who allowed them
to lay a nine-hole course on the maidan,
provided they did not construct any per-
manent structures. The ingenious ladies
got over this problem by constructing
a clubhouse on wheels which could be
moved (Das and Das 2008: 88). Much
later, various public sporting events helped
the girls to come to forefront. Some of
such events were Womens Athletic Sports
and Girls Inter-School Provincial Athletic
Championship organised by Anandamela,
which witnessed the participation of
more than 200 girls from Calcutta and
other districts. A long programme of nearly
45 events like flat race, cycle race, hurdles,
sack race, high jump, relay, balance race,
etc, were organised as part of the event.
Various other local clubs and organisa-
tions took up the issue of women sports
seriously and organised a number of
sporting events. Notable among them were
the Bharat Stri Shiksha Sadan Sports,
Women School Championship Meeting,
Alpha Athletic Sports, Shanti Sangha
Sports, Jatiya Yuba Sangha Sports and
the Amherst Athletic Sports (Chatterjee
2015: 84).
The ladies sporting competitions, held
under the auspices of ladies sporting
union, were successful and interesting
events and the first of its kind in India, in
Economic & Political Weekly EPW september 2, 2017
which, the Bengali and Marwari girls
displayed swords and daggers so skilfully
that the whole audience was stuck with
high admiration (Chatterjee 2015: 84).
During this time, there were various insti-
tutions like girls schools, colleges and
private clubs which organised sporting
activities for women. The Victoria Insti-
tution, a girls college in central Calcutta
had organised its first annual sports
meet in the college compound in 1937
(Chatterjee 2015). The newspapers and
journals carried out news about womens
sports. In one of the issues of Bharatvarsha
it was given:
Girls are also participating in Sports. Recently
physical exercise has been introduced in
schools and colleges and even in girls school.
Education department of the Calcutta Corpo-
ration has asked its primary schools to see
that the students regularly participate in
physical exercises. Recently it has been seen
that various sports competitions in various
places of Calcutta are being held. We feel
that many more such competition should be
held in our country.11
Another journal gave updates about
another sporting event:
This years sport competitions of the Womens
Inter-College is a memorable thing. Women
students have seen to be no longer averse to
physical education. It has been noticed that
even female Muslim students participated
in various sports. Female students of Scot-
tish College, Ashutosh and Victoria College
participated in the sports wearing frocks.
Female students of Lady Brabourne College
participated in sports wearing Pajamas. Ku-
mari Santa Basu became champion in the
competition held in Calcutta.12
The names of winners were also pub-
lished and thus formed an idea about
the types of games in which they took
part. In the Anandamela Sports, Roma
Chakravarti of the Bethune College
became the winner of 100 yards flat
race and Beti Edwards was the winner
of Low Hurdle Race (86 yards) in the
city athletic sports. In another competi-
tion of Anandamela, Ramala Bando-
padhyay became the winner of the 75
yards flat race.13 Even married women
got an opportunity to participate in a
few sports competitions which took
place in Calcutta. In one of the reports it
was said:
In the month of February at Calcutta Womens
Garden in a badminton match Nirmala Devi,
vol liI no 35
PERSPECTIVES
the wife of Vice-Principal of Deaf and Dumb
School and Srimati Toru Devi, wife of Sri
Dhirendronath Mukherjee, Professor of City
College ranked first and had been awarded
a cup.14
Women were allowed to participate
even in the Bengal Olympic Sports. There
were competitions of sports like like tug
of war, 100metre flat race, hurdle race
and high jump,15 which were considered
as mens only sports. But women started
to participate in such games also.
In the early 20th century, the domestic
position of women changed as enco-
unters with colonial policies continually
modified womens relations with men,
giving rise to new agencies, innovation
and restrictions (Naha and Chatterjee
2013: 201). In many ways they were able
to act quite independently and could
become pioneers and innovators. Hence,
they often could keep pace with and
sometimes even be ahead of, metropolitan
or other colonial situations. For example,
in the United States and in the Philippines
basketball was deliberately restricted as
a sport for both American and Filipino
girls from about the 1910s because it was
considered unsuitably competitive and
unladylike. But in Malaya it was intro-
duced with inter-school matches and
conducted competitions (Brownfoot 1992:
92). As in Malaya, women from Calcutta
took part in basketball competitions. A
picture depicted the basketball team of
the Victoria Institution, Calcutta, as the
winners of the inter-college Hindustan
Standard Challenge Cup (Naha and
Chatterjee 2013). Schools and colleges
like Loreto House (LH), La Martiniere for
Girls also participated in certain compe-
titions. In fact, in the LH, girls used to
become the champions in senior basket-
ball league matches.16 In 1929, the
Womens Basketball Association of Bengal
came into being sponsored by the West
Bengal Basketball Association. It deve-
loped its own panel of women referees
and solved the referee problem (Ghosh
2013: 115).
Swimming: Amitabha Chatterjee writes
that swimming was another form of
sport which often raised the eyebrows of
the conservatives. Girls, hitherto restricted
to private domains, were drawn to the
35
PERSPECTIVES
swimming tracks. Amrita Bazar Patrika
reported an article on womens swim-
ming with a caption Swimming for
Grown up Girls in Hedua. It mentioned
that the swimming pool of the Cornwal-
lis Square Park was reserved exclusively
for women every day from 5:30 am to
6:30 am when the swimming club was
kept entirely closed, to keep women
swimmers entirely out of sight of the
general public. The National Swimming
Association supported this step, while
the college girls who lived in the neigh-
bouring hostels appreciated the innovation
with delight; Brahmo Kumari Roy, presi-
dent of the Bengal Provincial Womens
League, wholeheartedly supported the
project (Chatterjee 2015: 88).
In a swimming competition organised
by the Shanti Sangha in Dacca, a 10-year-
old girl, named Amiya Debi, showed
excellent swimming skills, which was
wholeheartedly cheered by spectators.
She swam two miles in only 35 minutes
(Ghosh 2013: 116). Sabitri Rani Khandel-
wala swam for 15 hours in Hedua Swim-
ming Pool and she had won the gold
medal at Rangoon, with her hands and
feet tied together.17 This reflected great
patience, strength, grace which were
cultivated through womens participation
in sporting events.
During the phase from 1935 to 1942,
Ila Sen had established herself as an
excellent sportswoman, who was equally
proficient in athletics, basketball, bad-
minton and tenniquoits. She represented
India in Olympic Games in 1940, thereby
proving the worth of Bengali girls
(Ghosh 2013: 116).
Cricket and soccer: But women were
never accepted in cricket and football.
These two sports remained under mens
dominion. Brajaranjan Ray attempted to
start an annual soccer tournament for
women, under the aegis of the Womens
Sports Association, established in 1929.
He had to face severe opposition from
the educated stratum of the society. The
decision to start an annual soccer tour-
nament for the girls college of the city
was treated as an attempt to promote
vulgarities. Consequently, only the Victoria
Institution and Asutosh College consented
to participate in the tournament. Due
36
to parental opposition, Bethune College 7 Op cit, p 54.
was not ready to field a team with 8 Op cit.
9 Op cit, p 93.
men referees, linesmen and spectators. 10 www.cghschool.org/homepage.html.
Purna Ghosh attempted to play soccer 11 Bharatvarsha, Baishak, 1349 (BS) 1942, May.
and became the subject of ridicule. 12 Cooch Behar Darpan, 1940, 21st issue.
13 Bharatvarsha, Baishak, 1349 (B S) 1942, May.
Despite considerable opposition, Womens
14 Desh, 1933, Phalgun (March).
Sports Federation was formed in 1938 15 Sachitra Bharat, 1937, Volume II, Issue III.
(Ghosh 2013). 16 Bharatvarsha, Kartik (November), 1937.
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september 2, 2017 vol liI no 35 EPW Economic & Political Weekly