Trends in Reform Movements | Maharashtra State PSC (MPSC): Preparation - MPSC (Maharastra) PDF Download

 Page 1


 
 
36
4 
 
 
 
TRENDS IN REFORM MOVEMENTS 
 
c) Prarthana Samaj and Satyashodhak Samaj 
d) Indian Social Conference and Efforts Towards Emancipation 
of Women 
 
Unit Structure: 
 
4.0 Objectives 
4.1 Introduction 
4.2 Prarthna Samaj 
4.3 Satyashodhak Samaj 
4.4 Indian Social Conference 
4.5 Towards Emancipation of Women  
4.6 Conclusion 
4.7 Questions 
 
 
  
 INTRODUCTION 
 
 Although, the 18
th
 century was under the conservative ideas 
and practices, the 19
th
 century Maharashtra experienced several 
trends of reform movements, which brought out awakening in the 
society. This was the direct result of several factors took place in 
India in general and in Maharashtra in particular. Those factors 
were as the English education, contact with the western liberal 
thinkers, British administration, the work of Christian Missionaries, 
the idea of equality, the rule of law and the contribution made by 
the Press. The English education led Indians to revolt against 
Page 2


 
 
36
4 
 
 
 
TRENDS IN REFORM MOVEMENTS 
 
c) Prarthana Samaj and Satyashodhak Samaj 
d) Indian Social Conference and Efforts Towards Emancipation 
of Women 
 
Unit Structure: 
 
4.0 Objectives 
4.1 Introduction 
4.2 Prarthna Samaj 
4.3 Satyashodhak Samaj 
4.4 Indian Social Conference 
4.5 Towards Emancipation of Women  
4.6 Conclusion 
4.7 Questions 
 
 
  
 INTRODUCTION 
 
 Although, the 18
th
 century was under the conservative ideas 
and practices, the 19
th
 century Maharashtra experienced several 
trends of reform movements, which brought out awakening in the 
society. This was the direct result of several factors took place in 
India in general and in Maharashtra in particular. Those factors 
were as the English education, contact with the western liberal 
thinkers, British administration, the work of Christian Missionaries, 
the idea of equality, the rule of law and the contribution made by 
the Press. The English education led Indians to revolt against 
 
 
ignorance, apathy, lethargy, superstition, fatalism and sloth. English 
language played very important role in communicating western 
ideas one to another. It worked as a common platform for people in 
all sections, segments, cultures and language groups. It brought to 
the notice of every one the flaws, short comings and lapses in 
Indian religions and social life and motivated them to follow the 
liberal concept advocated in the western literature.  
 
 The year 1818 was the beginning of the modern times in 
Maharashtra, where the people confronted with the new rulers and 
their way of life which was new for them. Lard Moire says that 
although, the British came to India as traders and became a 
political power to exploit India extensively, they adopted a wider 
perspective in the passage of time to enable them to establish 
peace and order in the society. In order to materialize that view 
Lord Moire wrote several letters to the bosses i.e. to the Count of 
Directors.  
 
 The British officers like Mountstuart Elphinstone who came 
to India were liberal and they believed in reasons. They opened 
schools and colleges where Indian students got opportunity to 
study the English literature, thoughts of Francis Bacon, David 
Hume, Middleton, George Berkeley, condorcet, Josepsh Butler and 
many other liberal litterateurs. Among the British officials, who were 
responsible to start the western education in Maharashtra, 
Mountstuart – elphinstan’s contribution was much more. He came 
to India at the age of sixteen, worked in diplomatic services as an 
assistant to the British Resident at the Peshwa court, Pune. He 
became British resident at Nagpur, in 1818. He was appointed as 
the commissioner of Deccan and the next year, he became a 
Governor of Bombay 1827.  
 
Elphinstone established a system of education in 
Maharashtra, due to the influence of people like T. Erskine, 
colebroke, John Locke and Jeremy Benthan. He secured 
cooperation from the traditional institutions and educated higher 
classes in Maharashtra. He improved the mode of teaching at the 
native schools, increased number of schools, supplied with school 
books, encouraged lower classes to receive instructions in 
education, which were affordable to them. Elphinstone established 
schools for teaching European sciences and improved higher 
branches of education under his jurisdiction. He provided certain 
amount to publish books of moral and physical sciences in native 
languages. He also provided for teaching English as a classical 
language to acquire knowledge and the knowledge of discoveries 
took place in European countries. Elphinstone used the money for 
education of people, which was used to distribute to Brahmins 
under the Peshwas. His efforts led to create awareness in 
Maharashtra, The English educated people began to question to 
Page 3


 
 
36
4 
 
 
 
TRENDS IN REFORM MOVEMENTS 
 
c) Prarthana Samaj and Satyashodhak Samaj 
d) Indian Social Conference and Efforts Towards Emancipation 
of Women 
 
Unit Structure: 
 
4.0 Objectives 
4.1 Introduction 
4.2 Prarthna Samaj 
4.3 Satyashodhak Samaj 
4.4 Indian Social Conference 
4.5 Towards Emancipation of Women  
4.6 Conclusion 
4.7 Questions 
 
 
  
 INTRODUCTION 
 
 Although, the 18
th
 century was under the conservative ideas 
and practices, the 19
th
 century Maharashtra experienced several 
trends of reform movements, which brought out awakening in the 
society. This was the direct result of several factors took place in 
India in general and in Maharashtra in particular. Those factors 
were as the English education, contact with the western liberal 
thinkers, British administration, the work of Christian Missionaries, 
the idea of equality, the rule of law and the contribution made by 
the Press. The English education led Indians to revolt against 
 
 
ignorance, apathy, lethargy, superstition, fatalism and sloth. English 
language played very important role in communicating western 
ideas one to another. It worked as a common platform for people in 
all sections, segments, cultures and language groups. It brought to 
the notice of every one the flaws, short comings and lapses in 
Indian religions and social life and motivated them to follow the 
liberal concept advocated in the western literature.  
 
 The year 1818 was the beginning of the modern times in 
Maharashtra, where the people confronted with the new rulers and 
their way of life which was new for them. Lard Moire says that 
although, the British came to India as traders and became a 
political power to exploit India extensively, they adopted a wider 
perspective in the passage of time to enable them to establish 
peace and order in the society. In order to materialize that view 
Lord Moire wrote several letters to the bosses i.e. to the Count of 
Directors.  
 
 The British officers like Mountstuart Elphinstone who came 
to India were liberal and they believed in reasons. They opened 
schools and colleges where Indian students got opportunity to 
study the English literature, thoughts of Francis Bacon, David 
Hume, Middleton, George Berkeley, condorcet, Josepsh Butler and 
many other liberal litterateurs. Among the British officials, who were 
responsible to start the western education in Maharashtra, 
Mountstuart – elphinstan’s contribution was much more. He came 
to India at the age of sixteen, worked in diplomatic services as an 
assistant to the British Resident at the Peshwa court, Pune. He 
became British resident at Nagpur, in 1818. He was appointed as 
the commissioner of Deccan and the next year, he became a 
Governor of Bombay 1827.  
 
Elphinstone established a system of education in 
Maharashtra, due to the influence of people like T. Erskine, 
colebroke, John Locke and Jeremy Benthan. He secured 
cooperation from the traditional institutions and educated higher 
classes in Maharashtra. He improved the mode of teaching at the 
native schools, increased number of schools, supplied with school 
books, encouraged lower classes to receive instructions in 
education, which were affordable to them. Elphinstone established 
schools for teaching European sciences and improved higher 
branches of education under his jurisdiction. He provided certain 
amount to publish books of moral and physical sciences in native 
languages. He also provided for teaching English as a classical 
language to acquire knowledge and the knowledge of discoveries 
took place in European countries. Elphinstone used the money for 
education of people, which was used to distribute to Brahmins 
under the Peshwas. His efforts led to create awareness in 
Maharashtra, The English educated people began to question to 
 
 
the existing outdated dogmas, principles and revolted against 
ignorance, apathy, superstition, lethargy and fatalism, which 
formented thought and created social and religious awakening in 
general.  
 
 In addition to the English education, the work of Christian 
Missionaries provoked the people to create the experience 
awareness in social and religious life and lead the life like people in 
Europe. The Missionaries criticized Hinduism as back ward religion 
began to convert Hindus into Christianity which hurted the educated 
Indians, who determined to reform their social and religious life. 
The idea of equality was generated as the missionaries admitted all 
Indians irrespective of their caste, creed and race in their schools. 
They also opened schools for girls which appealed to the learned 
Indians and led them to create awareness in their social & religious 
life. Missionaries dedicated their services towards the poors, the 
physically and mentally challenged people that also provoked the 
Indians to start reform movements. The last but not the least, the 
contribution of printing press and the work of orientalists to revive 
the past glory of India was one of the reasons for beginning the 
socio-religious reform movements in Maharashtra as well as in 
India in the nineteenth century.  
 
 
 
 
 
 
 
 
 
PRARTHANA SAMAJ 
 
The English educated middle class turned its attention 
towards the religious social and cultural renaissance. Its spirit of 
nationalism aroused both the Hindus and the Muslims to set their 
houses in order. This middle class began to analyse their own 
socio-religious conditions. It led them to convince that their original 
and pure religions had been defiled due to blind traditions on 
earning less ritual, customs, and superstitious beliefs. Naturally, 
they sought reforms in their religions and social life. As a matter of 
fact, there was much influence of the Brahmo Samaj on the 
educated people in Maharashtra, who created renaissance or 
awakening among the people. In its consequence the Parmahansa 
Sabha was established in 1849. 
Page 4


 
 
36
4 
 
 
 
TRENDS IN REFORM MOVEMENTS 
 
c) Prarthana Samaj and Satyashodhak Samaj 
d) Indian Social Conference and Efforts Towards Emancipation 
of Women 
 
Unit Structure: 
 
4.0 Objectives 
4.1 Introduction 
4.2 Prarthna Samaj 
4.3 Satyashodhak Samaj 
4.4 Indian Social Conference 
4.5 Towards Emancipation of Women  
4.6 Conclusion 
4.7 Questions 
 
 
  
 INTRODUCTION 
 
 Although, the 18
th
 century was under the conservative ideas 
and practices, the 19
th
 century Maharashtra experienced several 
trends of reform movements, which brought out awakening in the 
society. This was the direct result of several factors took place in 
India in general and in Maharashtra in particular. Those factors 
were as the English education, contact with the western liberal 
thinkers, British administration, the work of Christian Missionaries, 
the idea of equality, the rule of law and the contribution made by 
the Press. The English education led Indians to revolt against 
 
 
ignorance, apathy, lethargy, superstition, fatalism and sloth. English 
language played very important role in communicating western 
ideas one to another. It worked as a common platform for people in 
all sections, segments, cultures and language groups. It brought to 
the notice of every one the flaws, short comings and lapses in 
Indian religions and social life and motivated them to follow the 
liberal concept advocated in the western literature.  
 
 The year 1818 was the beginning of the modern times in 
Maharashtra, where the people confronted with the new rulers and 
their way of life which was new for them. Lard Moire says that 
although, the British came to India as traders and became a 
political power to exploit India extensively, they adopted a wider 
perspective in the passage of time to enable them to establish 
peace and order in the society. In order to materialize that view 
Lord Moire wrote several letters to the bosses i.e. to the Count of 
Directors.  
 
 The British officers like Mountstuart Elphinstone who came 
to India were liberal and they believed in reasons. They opened 
schools and colleges where Indian students got opportunity to 
study the English literature, thoughts of Francis Bacon, David 
Hume, Middleton, George Berkeley, condorcet, Josepsh Butler and 
many other liberal litterateurs. Among the British officials, who were 
responsible to start the western education in Maharashtra, 
Mountstuart – elphinstan’s contribution was much more. He came 
to India at the age of sixteen, worked in diplomatic services as an 
assistant to the British Resident at the Peshwa court, Pune. He 
became British resident at Nagpur, in 1818. He was appointed as 
the commissioner of Deccan and the next year, he became a 
Governor of Bombay 1827.  
 
Elphinstone established a system of education in 
Maharashtra, due to the influence of people like T. Erskine, 
colebroke, John Locke and Jeremy Benthan. He secured 
cooperation from the traditional institutions and educated higher 
classes in Maharashtra. He improved the mode of teaching at the 
native schools, increased number of schools, supplied with school 
books, encouraged lower classes to receive instructions in 
education, which were affordable to them. Elphinstone established 
schools for teaching European sciences and improved higher 
branches of education under his jurisdiction. He provided certain 
amount to publish books of moral and physical sciences in native 
languages. He also provided for teaching English as a classical 
language to acquire knowledge and the knowledge of discoveries 
took place in European countries. Elphinstone used the money for 
education of people, which was used to distribute to Brahmins 
under the Peshwas. His efforts led to create awareness in 
Maharashtra, The English educated people began to question to 
 
 
the existing outdated dogmas, principles and revolted against 
ignorance, apathy, superstition, lethargy and fatalism, which 
formented thought and created social and religious awakening in 
general.  
 
 In addition to the English education, the work of Christian 
Missionaries provoked the people to create the experience 
awareness in social and religious life and lead the life like people in 
Europe. The Missionaries criticized Hinduism as back ward religion 
began to convert Hindus into Christianity which hurted the educated 
Indians, who determined to reform their social and religious life. 
The idea of equality was generated as the missionaries admitted all 
Indians irrespective of their caste, creed and race in their schools. 
They also opened schools for girls which appealed to the learned 
Indians and led them to create awareness in their social & religious 
life. Missionaries dedicated their services towards the poors, the 
physically and mentally challenged people that also provoked the 
Indians to start reform movements. The last but not the least, the 
contribution of printing press and the work of orientalists to revive 
the past glory of India was one of the reasons for beginning the 
socio-religious reform movements in Maharashtra as well as in 
India in the nineteenth century.  
 
 
 
 
 
 
 
 
 
PRARTHANA SAMAJ 
 
The English educated middle class turned its attention 
towards the religious social and cultural renaissance. Its spirit of 
nationalism aroused both the Hindus and the Muslims to set their 
houses in order. This middle class began to analyse their own 
socio-religious conditions. It led them to convince that their original 
and pure religions had been defiled due to blind traditions on 
earning less ritual, customs, and superstitious beliefs. Naturally, 
they sought reforms in their religions and social life. As a matter of 
fact, there was much influence of the Brahmo Samaj on the 
educated people in Maharashtra, who created renaissance or 
awakening among the people. In its consequence the Parmahansa 
Sabha was established in 1849. 
 
 
 The Prarthana Samaj was founded by Dr. Atmaram 
Pandurang in 1867 in Mumbai. The Prarthana Samaj means prayer 
society, naturally, the people of Maharashtra never wanted to 
establish a branch of the Brahmo Samaj because it had the 
influence of Christian religion. They wanted to concentrate their 
attention on the reforms of their social life.  
 
Aims and objectives of the Prarthana Samaj :  
 
 The Prarthana Samaj believed that God is one and without 
any form, one has to worship him with spirituality. The Prarthana 
Samaj accepted and abided by the following principles: 
 
1. I shall daily meditate on God.  
2. I shall make efforts to do good and avoid evil.  
3. I shall pray to God that I may repeat if through the fault of my 
disposition I have committed a bad deed.  
4. God, give me strength deserve these promises.  
 
The Prarthana Samajists did not upset the intense feelings 
of people towards gods like Vithoba who was the representation of 
the true God Vishnu. This signified the flexibility in the principles of 
Prarthana Samaj. It was a practical Samaj which declared all 
customs and traditions meaning less but continued with the rational 
and undamagings tradition to avoid any discontent of people.  
 
Functions of the Prarthana Samaj : 
 
 As a matter of fact the Prarthana Samaj involved in the 
social work as foundation of night schools for imparting instructions 
to young and needy people, establishing organizations for social 
work and social reforms and creating social awareness. Among 
such organizations depressed class mission was very important 
organisation which worked towards the removal of untouchability. 
The Prarthana Samaj worked hard and tried to solve the problem of 
orphan children, who were wandering in the cities like Mumbai and 
Pune by founding Asylumes and Orphanages at holy or religious 
centres like Pandharpur, Dehu and Alandi. This Samaj fought for 
solving problems of women by discouraging the people for 
committing child marriage and islolating women from the 
mainstream in society. It supported for widow re-marriage and 
female education by instituting several institutions at various cities. 
The Prarthana Samaj wanted to concentrate on the religious 
reforms it thought that it would initiate the social reforms and 
improve the life of women and untouchables in society. It undertook 
religious activities like the Sunday services, Sunday schools, 
foundation of the young Thiests union and the postal mission that 
sent the Subodh Patrika, the mouth piece of the samaj to people 
through post.  
Page 5


 
 
36
4 
 
 
 
TRENDS IN REFORM MOVEMENTS 
 
c) Prarthana Samaj and Satyashodhak Samaj 
d) Indian Social Conference and Efforts Towards Emancipation 
of Women 
 
Unit Structure: 
 
4.0 Objectives 
4.1 Introduction 
4.2 Prarthna Samaj 
4.3 Satyashodhak Samaj 
4.4 Indian Social Conference 
4.5 Towards Emancipation of Women  
4.6 Conclusion 
4.7 Questions 
 
 
  
 INTRODUCTION 
 
 Although, the 18
th
 century was under the conservative ideas 
and practices, the 19
th
 century Maharashtra experienced several 
trends of reform movements, which brought out awakening in the 
society. This was the direct result of several factors took place in 
India in general and in Maharashtra in particular. Those factors 
were as the English education, contact with the western liberal 
thinkers, British administration, the work of Christian Missionaries, 
the idea of equality, the rule of law and the contribution made by 
the Press. The English education led Indians to revolt against 
 
 
ignorance, apathy, lethargy, superstition, fatalism and sloth. English 
language played very important role in communicating western 
ideas one to another. It worked as a common platform for people in 
all sections, segments, cultures and language groups. It brought to 
the notice of every one the flaws, short comings and lapses in 
Indian religions and social life and motivated them to follow the 
liberal concept advocated in the western literature.  
 
 The year 1818 was the beginning of the modern times in 
Maharashtra, where the people confronted with the new rulers and 
their way of life which was new for them. Lard Moire says that 
although, the British came to India as traders and became a 
political power to exploit India extensively, they adopted a wider 
perspective in the passage of time to enable them to establish 
peace and order in the society. In order to materialize that view 
Lord Moire wrote several letters to the bosses i.e. to the Count of 
Directors.  
 
 The British officers like Mountstuart Elphinstone who came 
to India were liberal and they believed in reasons. They opened 
schools and colleges where Indian students got opportunity to 
study the English literature, thoughts of Francis Bacon, David 
Hume, Middleton, George Berkeley, condorcet, Josepsh Butler and 
many other liberal litterateurs. Among the British officials, who were 
responsible to start the western education in Maharashtra, 
Mountstuart – elphinstan’s contribution was much more. He came 
to India at the age of sixteen, worked in diplomatic services as an 
assistant to the British Resident at the Peshwa court, Pune. He 
became British resident at Nagpur, in 1818. He was appointed as 
the commissioner of Deccan and the next year, he became a 
Governor of Bombay 1827.  
 
Elphinstone established a system of education in 
Maharashtra, due to the influence of people like T. Erskine, 
colebroke, John Locke and Jeremy Benthan. He secured 
cooperation from the traditional institutions and educated higher 
classes in Maharashtra. He improved the mode of teaching at the 
native schools, increased number of schools, supplied with school 
books, encouraged lower classes to receive instructions in 
education, which were affordable to them. Elphinstone established 
schools for teaching European sciences and improved higher 
branches of education under his jurisdiction. He provided certain 
amount to publish books of moral and physical sciences in native 
languages. He also provided for teaching English as a classical 
language to acquire knowledge and the knowledge of discoveries 
took place in European countries. Elphinstone used the money for 
education of people, which was used to distribute to Brahmins 
under the Peshwas. His efforts led to create awareness in 
Maharashtra, The English educated people began to question to 
 
 
the existing outdated dogmas, principles and revolted against 
ignorance, apathy, superstition, lethargy and fatalism, which 
formented thought and created social and religious awakening in 
general.  
 
 In addition to the English education, the work of Christian 
Missionaries provoked the people to create the experience 
awareness in social and religious life and lead the life like people in 
Europe. The Missionaries criticized Hinduism as back ward religion 
began to convert Hindus into Christianity which hurted the educated 
Indians, who determined to reform their social and religious life. 
The idea of equality was generated as the missionaries admitted all 
Indians irrespective of their caste, creed and race in their schools. 
They also opened schools for girls which appealed to the learned 
Indians and led them to create awareness in their social & religious 
life. Missionaries dedicated their services towards the poors, the 
physically and mentally challenged people that also provoked the 
Indians to start reform movements. The last but not the least, the 
contribution of printing press and the work of orientalists to revive 
the past glory of India was one of the reasons for beginning the 
socio-religious reform movements in Maharashtra as well as in 
India in the nineteenth century.  
 
 
 
 
 
 
 
 
 
PRARTHANA SAMAJ 
 
The English educated middle class turned its attention 
towards the religious social and cultural renaissance. Its spirit of 
nationalism aroused both the Hindus and the Muslims to set their 
houses in order. This middle class began to analyse their own 
socio-religious conditions. It led them to convince that their original 
and pure religions had been defiled due to blind traditions on 
earning less ritual, customs, and superstitious beliefs. Naturally, 
they sought reforms in their religions and social life. As a matter of 
fact, there was much influence of the Brahmo Samaj on the 
educated people in Maharashtra, who created renaissance or 
awakening among the people. In its consequence the Parmahansa 
Sabha was established in 1849. 
 
 
 The Prarthana Samaj was founded by Dr. Atmaram 
Pandurang in 1867 in Mumbai. The Prarthana Samaj means prayer 
society, naturally, the people of Maharashtra never wanted to 
establish a branch of the Brahmo Samaj because it had the 
influence of Christian religion. They wanted to concentrate their 
attention on the reforms of their social life.  
 
Aims and objectives of the Prarthana Samaj :  
 
 The Prarthana Samaj believed that God is one and without 
any form, one has to worship him with spirituality. The Prarthana 
Samaj accepted and abided by the following principles: 
 
1. I shall daily meditate on God.  
2. I shall make efforts to do good and avoid evil.  
3. I shall pray to God that I may repeat if through the fault of my 
disposition I have committed a bad deed.  
4. God, give me strength deserve these promises.  
 
The Prarthana Samajists did not upset the intense feelings 
of people towards gods like Vithoba who was the representation of 
the true God Vishnu. This signified the flexibility in the principles of 
Prarthana Samaj. It was a practical Samaj which declared all 
customs and traditions meaning less but continued with the rational 
and undamagings tradition to avoid any discontent of people.  
 
Functions of the Prarthana Samaj : 
 
 As a matter of fact the Prarthana Samaj involved in the 
social work as foundation of night schools for imparting instructions 
to young and needy people, establishing organizations for social 
work and social reforms and creating social awareness. Among 
such organizations depressed class mission was very important 
organisation which worked towards the removal of untouchability. 
The Prarthana Samaj worked hard and tried to solve the problem of 
orphan children, who were wandering in the cities like Mumbai and 
Pune by founding Asylumes and Orphanages at holy or religious 
centres like Pandharpur, Dehu and Alandi. This Samaj fought for 
solving problems of women by discouraging the people for 
committing child marriage and islolating women from the 
mainstream in society. It supported for widow re-marriage and 
female education by instituting several institutions at various cities. 
The Prarthana Samaj wanted to concentrate on the religious 
reforms it thought that it would initiate the social reforms and 
improve the life of women and untouchables in society. It undertook 
religious activities like the Sunday services, Sunday schools, 
foundation of the young Thiests union and the postal mission that 
sent the Subodh Patrika, the mouth piece of the samaj to people 
through post.  
 
 
Members of Prarthana Samaj : 
 
 There were several educated people, who became leaders 
of this samaj. Among them, M. G. Ranade, R. G. Bhandarkar, G. K. 
Gokhale, Talang and N. G. Chandavarkar were prominent 
members of this samaj. They were directly or indirectly involved in 
the activities the samaj. As the Mumbai paper, ‘Hindu Reformer’ 
claimed that the religion of Prarthana Samaj was destined to be the 
religion of the whole world due to the hand work and functions of 
the members of this samaj. In 1869, M. M. Kunte claimed that the 
three divisions of the Marathi society as English educated, Sanskrit 
educated and uneducated masses had attracted toward this 
society. Among them justice Ranade, although was a government 
employee, wrote extensively to create awakening and renaissance 
in society. M. G. Ranade was born in 1842 of Nifad of Nashik 
District, became a professor at the Elphinstone College, Mumbai, 
worked as translator to the Mumbai Government initially and then 
was appointed as a High Court Judge at Mumbai. He was a 
nationalist, educationist economist and a social reformer which led 
him to establish a Social Conference and discuss all problems 
related to women. In order to prepare a group of educated people 
to be yoked in the social reforms he associated with G. K. Gokhale 
who established the Deccan Education Society. It founded a school 
in the city of Pune, which grew naturally in Fergusson college, one 
of the leading educational institutions, the then. He also helped 
found another organization, which came to be known as the Poona 
Sarvajanik Sabha in 1870, which prepared a report on the 
economic conditions in Maharashtra, when a parliamentary 
committee was formed to enquire about the economic problems in 
India in 1871. 
 
 In addition to this, the Prarthana Samaj leaders like R. G. 
Bhandarkar dedicated to spread a right view on religion, reforms 
and right conduct. It appointed various committees to pay attention 
towards the education of workers. The leaders of the Prarthana 
Samaj were English educated and quite practical to give us 
religious foundation to the social reforms to attract the common 
people to the cause of social reforms. About the leaders of 
Prarthana Samaj, P. C. Mazoomdar says that the people of 
Maharashtra ware not like Bengalis who ware easily brought under 
any influence but if the Maharastrains came under it any how they 
ware extra ordinarily great and sustained their enthusiasm for a 
long time. It meant the leaders of the Prarthana Samaj did a 
commendable work for the society. G. K. Bhandarkar says that this 
samaj began its meetings with prayer and readings from the 
Theodore Parkar and such other rational writers. It generated the 
most important literature of the samaj and it also became the 
philosophy of the samaj, which was published in the Subodha 
Patrika, the weekly periodical of the samaj.