TheDutchcolonialburden:colonialcollectionsin

postcolonialtimesandthetransferofacademicvalues

FreekColombijn
VUUniversityAmsterdam

Introduction

InthispaperIwilladdressthewayDutchAsianiststransferacademic
valuestothenextgeneration.Theconclusionwillbethattheydoso
ina,perhapssurprisingly,unsystematicway,eventothepointthat
thereislittleconsensusaboutwhatconstitutethemajoracademic
values.Thepaperconsistsofapreliminaryanalysis,basedon
interviewswithfourscholars(JanBreman,ElsbethLocherScholten,
HenkSchulteNordholtandWimvandenDoel)andacontent
analysisofaselectionofPhDtheses,inaugurallectures,valedictory
lectures,andFestschriften.Thesefourtypesofwritingare,morethan
ordinaryarticlesandmonographs,textsinwhichpeopleexpress
normativeideas 1 .
1

CeesFasseur,HeatherSutherland,PeterBoomgaard,andMarioRuttenwere
interviewed after this paper was completed; their answers will be used for a
more extensive version of this paper. The idea was to interview three key
professors Breman of the University of Amsterdam, Fasseur of Leiden
University,andSutherlandofVUUniversityandatleastoneoftheirrespective
formerPhDstudents.IconsiderElsbethLocherScholten(Leiden,butwithIvo
Schffer as supervisor) as a more independent figure. The dissertations and
inaugurallectureshavebeendrawnfromthisgroupofscholars.Ialsodwellon
my own experience(PhD Leiden University, supervisor anthropologist Reimar
Schefold). The paper is a preliminary work not only in the sense that the
necessary research is yet unfinished, but also in the sense that the paper was
writtenwithoutaccesstoadictionaryandnotcorrectedbyanativespeaker;I
apologizeforlanguageflaws.Irealizethatbyjuxtaposingthecommentsofthe
interviewees,Imayunintentionallycriticizethem(orrather,theycriticizeeach
other); therefore I would like to emphasize that I appreciate the work of all
(albeit perhaps for different reasons) and greatly enjoyed interviewing them.
Thegeneroushelpofmyinterlocutorsisgratefullyacknowledged.
1

ISBN9781740762250

http://www.austneth.net/transmission_proceedings

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AlthoughIstartedtheinterviewswithaverybroadquestion
applicabletoanydisciplinewhatdoyouconsideracademicvalues?
thematterbecameverymuchentangledwithadiscussionofthe
relationshipwithIndonesia.Becauseoftheformercolonial
relationshipbetweenIndonesiaandtheNetherlands,Dutchscholars
inevitablyhavetopositionthemselvesvisvisthisrelationship,at
leasttodecideconsciouslyitdoesnotmatter. 2 Indonesianstudies
occupyalsoaspecialplaceintheNetherlandsbecausetheNational
ArchiveoftheNetherlands,theRoyalNetherlandsInstituteof
SoutheastAsianandCaribbeanStudies(KITLV)andotherinstitutes
formtogetherauniquedepositoryofsourcematerialonIndonesia.
Thepresenceofthissourcematerialhasalsoinfluencedtheacademic
valuesheldbyDutchscholars.

Theembarrassmentofrichness

Theexemplaryrepresentativeofscholarsworkinginthearchivesis
eminentDutchhistorianCeesFasseur.Forseveralyearsheusedhis
lunchbreakwhileatworkintheDepartmentofJusticetocollectthe
necessarydataforhisPhDthesis(onthenineteenthcentury
CultivationSystemorCultuurstelsel).Thispreferenceforarchive
work,preferablyintheNationalArchiveinTheHague,thatisalso
obviousintheworkofFasseursstudents,isinitselfanacademic
value.Thedecisiontoundertakearchiveworkwas,forFasseurand
hisstudents,notamatterofcalculationdrivenbythenatureofthe
topicstheychose.Rather,thematerialavailableinthearchives
determinedtherangeoftopicsavailableforinvestigation.Alternative
methodologies(literaturestudy,oralhistory,discourseanalysisof
photographs)donotseemtobeconsideredveryseriously.The
physicalproximityofthisgroupofLeidenbasedscholarstothe
2

I focus on historians and anthropologists or sociologists with a historical

inclination. I do not think Dutch anthropologists concentrating on
contemporary issues or culture (vernacular architecture, batik),
geographers, economists etcetera are tainted by the former colonial
relationship,andforthemIndonesiaisjustanothercountryfromtheGlobal
South.Dutchcivilengineers,whoaresometimescalledupontorehabilitate
drainage systems in Indonesia, are strongly aware of the colonial heritage,
butwithapositive,unproblematicfeeling.

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treasuryoftheNationalArchivesinTheHague(10minutesbytrain)
mayhaveinfluencedthispreference.

AtleastthreeotheracademicvaluesarelinkedwithLeidens
inclinationtoworkinthearchives.Thefirstvalueisthatthemost
importantworksfromthisgroupofhistoriansfromLeidenUniversity
arewritteninDutch.Language,bytheway,wasnotmentionedonce
asanacademicvalueininterviews,butIthinkitclearlyis.Whenone
writesinDutch,itisnotnecessarytomakethedifficult,neverfully
satisfying,translationofgoodquotesintoEnglish.WhywouldIwrite
inEnglish?,Fasseurreportedlyoncesaid,everybodywhowantsto
studyIndonesianhistorymustbeabletoreadDutch.Itrequiredan
outsider,AustralianProfessorHeatherSutherland(PhDYale
University)appointedatVUUniversityAmsterdamin1976,toopen
thewindowsandtoforcetheDutchIndonesianiststorealizethat
scienceisaninternationalactivity.ThedaysthatDutchscholarsfelt
theycouldclaimaselfevidentauthoritytospeakaboutIndonesiaare
gone.WesternbutnonDutchIndonesianistsoutnumberDutch
scholarsbyfarandIndonesianhistorianshavedevelopedtheirown
narrativesaboutthepast.NonDutchhistoriansstilllearnDutchto
haveaccesstocolonialarchives,buttheydosoinsuchlargenumbers
thatalsoinDutcharchivesandlibrariesDutchresearchersseema
minority.

Thesecondvaluetiedtoarchiveworkisthathistoriansshouldwrite
foralargeraudiencethanjustprofessionalhistorians. 3 Thereexistsa
largepotentialreadershipofpeoplewithapersonalrelationshipto
colonialIndonesia:byancestry,orplaceofbirth,work,military
service,ortheplaceofoneschildhood.Toreachthisreadership,
booksareamoreappropriatemediumthanarticlesinjournals.Texts
shouldbeeasytoread(buteasyreadingisdamnedhardwriting,
ErnestHemingwayhasremindedus).Inordertoachievethisaim,
3

ThisviewisnotexclusivelyheldbyLeidenbasedscholars.Theimportance
ofservingalayaudience,forinstanceinreviewsofbooksinnewspapers,
wasalsomentionedtomebyElsbethLocherScholten(PhDLeiden
University,butjustretiredfromUtrechtUniversity);HenkSchulte
Nordholt(PhDVUUniversityandforthelargerpartofhiscareerattached
totheUniversityofAmsterdam)hasrecentlypublishedabookinDutchon
contemporaryIndonesia,IndonesinaSoeharto.

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CeesFasseurandhisstudentsarefondofanecdotesandplayful(but
oftenincomprehensible)titlesofbooksandchapters.Aniceexample
isformedbythethesisofWimvandenDoel(1994),Destillemacht
(Thesilentforce),avariationonCouperusfamousnovelDestille
kracht,andevenbetterthethesisofHansvanMiert(1995),Eenkoel
hoofdeneenwarmhart(literally:Acoolheadandawarmhart)with
thechapterPetrukmetsportmuts(Petrukwithasportscap).As
WimvandenDoelexplained,tongueincheek,wedonotneedto
takeeverythingseriously.

Asacorollaryoftherichnessofthearchivesandthedesiretoservea
largereadership,theDutchacademicworldvaluesthickbooks.
Fasseursbestknownstudent,WimvandenDoel,explainedthisto
me.WhenhewaswritinghisPhDthesisonthecolonialcivilservice,
FasseurwaswritingamonographontheSchoolforColonial
Administration.Theyviedforwhowouldwritethemostvoluminous
work,sothatinhindsight,VandenDoeladmits,histhesis(581pages)
carriessuperfluousballast.

Thethirdvaluethatcomesalongwitharchivalworkandtheuseof
printedworksfromcolonialtimesistherespectforthesources,or
morepreciselyrespectfortheintegrityofthepeoplewhoproduced
thosesources.ElsbethLocherScholtenhadlearntinLeidentotake
thepeopleseriously,evennazis.AccordingtoWimvandenDoel,
onecannotjudgethepastbycontemporarymeasures.So,for
instance,itiseasyinhindsighttodisparagetheeurocentrismof
colonialcivilservants,butatthetimetheyconsideredthemselves
enlighteners(opheffers).Thisrespectforthesources,totellthestory
asitjustwas(wieeseigentlichgewesen),ischaracteristicforthe
liberalenvironmentofLeidenUniversity.WimvandenDoelstresses
hehadacquiredthisattitudeasanundergraduatestudent
(doctoraalstudent)beforehegottoknowhissupervisor,Fasseur,well.
Therespectforthesourcesbringsustoamootpoint:theimportance
ofobjectivity.

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Subjectivenotionsofobjectivity

Whenaskedwhatconstituteacademicvalues,threeoutoffour
respondentsmentionedobjectivity,whichisinterpretedasnotbeing
allowedtodrawanyconclusionthatiscontradictedbyempirical
facts.Todrawaconclusionthatisnotsupportedbyempiricalfact,or
worsecontradictedbythefacts,isnotonlybadscholarship,butalso
morallywrong.Henceavalue.Ifweacceptthemoralprimacyof
objectivity,immediatelytheparadoxicalquestionemergeswhythen
scholarsattheUniversityofLeidenandtheUniversityofAmsterdam
haverepeatedlyclashedovercolonialissues,whilebasingtheir
positionsonmoreorlessthesamecolonialarchivalandprinted
sources. 4 Theparadoxissolvedbythemeaninggiventotheword
objectivity.

ThemostoutspokeninthisrespectwasJanBreman.Objectivityhe
usedthemoreactiveformobjectifying(objectivering)isimportant
inhisview,preciselybecausescholarsareinfluencedbytheir
personalpreferencesandsocialbackground.Objectifyingthenisthe
processofbeingonguardagainstonesownpresuppositionsand
constantlytryingtofalsifythem.Comingfrom,inhisownwords,a
lowerclassmilieuandwritingaboutlabourrelationsinIndiaand
Indonesia,Bremanhadalwaystriedtofalsifyhisownsupposition
thatthelabourerswereexploitedbythelandowners.Yet,attheend
oftheanalysis,thelabourersareexploited.Theclosingsentencesof
hisdissertationare:Liketheircomradeselsewhere,theDubla[the
lowestcasteinhisresearchsiteinGujarat,India]dailylabourersare
paralysedbyapathyandsuspicion.Theyleadalifewithoutprospects
anddemonstratealackofinterestforthefuture.Itcanneverbecome
betterthanwhatlifeoftodayoffers.Andthatistoolittle. 5 The
impressiveclosingsentence,whichBremanmusthaveconsidered
4

Jan Breman and Vincent Houben on coolies (indentured labour) in

nineteenthcenturySumatra,HenkSchulteNordholtandWimvandeDoel
on the Ciomas Affair (the shooting of unarmed Indonesians yelling at a
distance),CeesFasseurandJanBremanonthecultivationsystem.
5
ZoalshunlotgenotenelderszijndeDublalandarbeidersverstardinapathie
enachterdocht.Zijleideneenuitzichtloosbestaanentonenzichonverschillig
voorwatdetoekomstbrengt.Hetkannooitbeterwordendanwatdedagvan
vandaagbidet.Endatisteweinig.(Breman1970:257).

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overandoveragain,isclearlyamoraljudgement.Lifebringstoolittle
totheDublaaccordingtowhosestandard?
Objectifying,then,seemslessamatterofwriting,thanofdoing
fieldwork,duringwhichBremanmadeanefforttohearbothsides,
alsothelandowningcaste. 6 Whenaskedinthefield,henevermadea
secretofhisownsympathiesforthelabourers;[p]reciselyforthat
reasonIhavealwaysstriventoactasobjectivelyaspossiblewhen
collectinginformation. 7 Bremanhadlearnedthiskeyvalueof
objectifyingfromhisPhDsupervisor,WimWertheim,buthedidnot
havefullconfidenceinhismasterinthisrespect.WhenBremanwas
visitedbyWertheiminthefield,afeathighlyappreciatedbyBreman,
hekepthimoutofhisresearchvillage,forfearthatWertheimwould
trytoconvincetheBrahmanlandownerstheyweretreatingtheir
labourersinaninjust,inhumaneway.Instead,Bremanshowedhim
around,withoutnotifyinghissupervisor,inanothervillageinthe
neighbourhood.

ElsbethLocherScholtenhasobservedthatknowingones
background,inordertounderstandonesbiases,isnotonlyamatter
ofsocialclass.Dependingonthesubjectunderstudygenderand
ethnicity(beingwhiteinthecaseofDutchscholars)canbejustas
important.ToBreman,however,classismostimportant,andhe
couldmentiontheclassbackgroundof(scientific)friendandfoe. 8

Inaninterestingsection,Breman(1970:9598)describeshowhetriedto
speakbothlandownersandlandlesslabourersuptoacertainpoint.Faced
withthechoicethatthelandownerswerenotornolongerwillingtoreceive
him if he continued to meet the low Dubla caste, Breman unequivocally
chosethesideofthelandless.Hedefendshischoicebypointingatthefact
it took more time to gain the confidence of the labourers. During his
interview,Bremanremarkedthatobjectifyingisnotonlyimportantduring
fieldwork,butalsobeforeandafterdatacollection.
7
Juistookdaaromhebikernaargestreefdbijhetverzamelenvaninformatie
zoobjektiefmogelijktewerktegaan(Breman1970:98).
8
Actually, I believe the relationship between personal characteristics and
onesworkisweaker,oratleastmoresubtle,thanBremansuggests.Other
Dutch scholars who have written critically about the colonial state and
suppressionoflabourerscomefromamiddleclassorelitebackground(e.g.
SchulteNordholt2000onviolenceandLocherScholten1998onservants).

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Paradoxically,BremanblamesFasseurforactinglikeahistorical
judge,handingoutasentence,whereasjudgingispreciselythething
oneshouldnotdoaccordingtoFasseursstudent,VandenDoel.
Afterall,oneshouldrespecttheintegrityofthehistoricalsources.IfI
hadinterviewedVandenDoelandBremaninonefocusgroup,the
latterwouldhaveansweredthatonecantakethisrespectforthe
sourcestoofar.BremanstatesthatFasseurtakesantatist
perspective,seeingthoughtheeyesofthestate(orthestate
produceddocuments),andthathedoesnotpayattentiontowhatis
leftoutofthedocuments.MostDutchscholarswillnowadays
subscribetothiscriticalapproachtodocuments(historicalor
contemporaryforthatmatter).LocherScholten,forinstance,
remembershowatalaterstageinhercareerHeatherSutherland
advisedhertoreadEdwardSaidsOrientalismandrecallshowmuch
shewasinspiredbythisbook.Inshortthen,theargumentbetween
LeidenandAmsterdamisnotabouttheidealofobjectivity,butan
epistemologicalissuehowtotreatthesources.Respectforthe
sourcesinLeidenhasresultedinamorepositiveappreciationofthe
colonialstate.When(notif)therewereabuses,theseweredescribed
asexcesses(henceexceptions)andnotastructuralpattern.However,
preciselybecauseofthisrespectforsources,thebestLeidenscholars
willnotletthecolonialstateoffthehookwhenfactsareclear.
Fasseur(intheExcessennota)speaksunequivocallyofDutchwar
crimesduringtheIndonesianRevolution.

Asseveralofmyinterlocutorsremarked,bothsideshaveprofited
fromtheLeidenAmsterdamcontroversiestoincreasetheirprofile.
Perhapsitwasfuntopulleachotherslegaswell.Itwassomewhat
problematic,though,forPhDstudentsinLeidenwithasupervisor
otherthanFasseurwhowereagainsttheirwillassociatedwiththe
Leidencamp.WhenIgaveapresentationattheUniversityof
Amsterdamintheearly1990s,mypeerstherereceivedmytalkwith
amazement:weneverthoughtitwasworthlisteningtosomebody
fromLeiden,butyouareaninteresting(thereforenice?)chap.
RemcoRaben(PhDLeidenUniversity1996)triedtodistancehimself
fromthedebate.Inoneoftheformalpropositions(stellingen)that
belongtohisthesis,hesays:TherepresentationofanallegedLeiden
andAmsterdamschoolofnonwesternhistorytestifiesofachildish

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denialtheworldconsistsofmorethantwoparts. 9 Atthedefenceof
thisthesis,LeidenprofessorHenkWesselingwasnotamused.He
rebukedRabenbyaskinghimfirsttoreadoutthisstatement,and
thenicilyignoredit,passingontoanothermatterwithoutdeeming
thepropositionworthacomment.

Inwardoroutwardlooking

Regardlessofthedegreeonetakescolonialsourcesatfacevalueor
seesthroughthepages,almostallDutchIndonesianistshaveastrong
inclinationtowriteempiricalstudies(andthispaperisnoexception).
Ibelievethepresenceoftheveryrichdepositorieshasexertedavery
powerfulinfluenceontheDutchscholars.Studiesarestartedwith
empiricalcuriosityaboutparticularphenomenaasthedrivingforce.
Theoriesarecalleduponatasecondstagetoanalysedataandframe
writings,butresearchprojectsveryrarelystartfromatheoretically
deducedproblem.Thestrategyofstartingwithanempiricalquestion
(withtheultimategoaltounderstandempiricalmattersandnotto
buildtheory)extendstostudiesoftodaysIndonesia. 10 Usuallythe
outcomeisathickdescription(Geertz)ofthephenomena;atbest
thetheoreticalconsequencesofthestudyconcernedareanalysed,at
worstthereisonlydescription.

Thereisamutualinfluencebetweentheinclinationtowrite
empiricalstudiesandaratherwidespreaddislikeofpostmodern
studies.Postmodernismhasbeenacceptedinsofarscholarsreflecton
howtheirownpositionisinfluencingtheirresearch,butstudiesin
whichtheresearcherortheinteractionbetweenresearcherandhis
interlocutorstakescentralstageareusuallyreceivedwithmockery.

TheflipsideoftheempiricalstudiesisthatmanyDutch
Indonesianistsdemonstrate,inthewordsofHenkSchulteNordholt,
ashyness(bedeesdheid)totakepartinbroaderdiscussions.Asa
9

DevoorstellingvanzakenalszoudenereenLeidseenAmsterdamseschool
bestaan in de buitenEuropese geschiedschrijving getuigt van een kinderlijke
ontkenningdatdewerelduitmeerdantweedelenbestaat(Raben1996:stelling14).
10WeshouldnotforgetinthisrespectthattheKITLVcollectiononcontemporaryIndonesiaisasoutstandingasits
historicalcollection.

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resultofthisshyness,others,basingthemselvesontheworkofDutch
authors(andsometimesnoteventhat),takethelimelight.For
instance,itiseasytodemonstratethatAnnStolermakesserious
empiricalflaws(BeaulieuBoon2009;Colombijn2010),butshe
definitelymakesherpointsandismuchwiderreadthanhercritics.

Thefocusonempiricalstudies,ignoringthebroaderpictureisfound
notonlyamongDutchIndonesianists,butisperhapscharacteristicof
Dutchsocialscienceatlarge.Tonuancethispositionsomewhat,Ican
refertocommentsmadebytwointerviewees.Onesaidthatanarrow
scopeisaproblemofallsocialscience,andtheotherremarkedthat
thefocusononlyIndonesiaisalsocharacteristicofAustralian
historians.

Tocounterthisinwardlookingattitude,accordingtomy
interlocutors,DutchIndonesianistsshouldaddacomparative
dimensiontotheirwork.Alotistobelearntfrom,forinstance,work
onIndiaorChina.Thiscanbedoneeitherbyreadingcasestudies
aboutthosecountries,orbyusingmoretheoreticalinsights.The
needtowritecomparativestudiesandusesocialtheoryhas
particularlybeenpromotedbyWimWertheimandHeather
Sutherland,buttheprincipleisnowwidelyaccepted.Comparative
workdoesnotonlyneedtobebetweensocieties,butitisalso
commontocomparecontemporaryandhistoricalsituations.Inother
words,sociologistsandanthropologistshistoricizetheirwork.

SocietalchangespushDutchscholarshipinthesamedirectionofa
broaderview.Athome,thenaturalreadershipofDutchmenwho
haveknowncolonialIndonesiafrompersonalexperienceisdyingout.
UniversitycoursesonIndonesiadrawadiminishingnumberof
studentsandinresponsehavebroadenedthesubject.Indonesianists
havenowadaystoexplaintootherDutchareaspecialistswhy
Indonesiaisinteresting,insteadofasusedtobethecasetheother
wayaround.Inthisuncertainlandscape,DutchIndonesianistshave
toreassesstheirposition,alsoinamoralsense.

Thisnewoutwardlookingattitudecanalsobetranslatedinto
normativetermsinanotherway.Whenaskedwhatconstituted
academicvalues,HenkSchulteNordholtmentionedforemostaway

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ofinteractingwithotheracademicsinanopenwayandawillingness
totakeeachotherseriouslyandlistentoeachother.Secondly,one
shouldbewaryoflikemindedscholarsandlookforpeoplewhoare
different.Inaddition,curiositytolearnnewthingsisimportant.In
short,academicvaluesarelessabouthowonedealswithones
researchtopicandsources,thanabouthowtointeractwithfellow
scholars.

Masterpupil

Afinalquestionishowtheseacademicvaluesaretransferredtothe
nextgeneration,andwhytheyaresometimessodifferenttodifferent
people.OnlyintheoldestthesisIhaveconsulted(Breman1970)is
thesupervisorisexplicitlyacknowledgedasamaster(leermeester)in
thepreface. 11 Arecurrentthemeintheinterviewshasbeenthatthe
scholarswerenormativelymouldedduringtheirundergraduate
studies.Normativesocializationwasoftenbegunwhenthestudents
becameassistantofaprofessor(notnecessarilytheirfuture
supervisor).Valueswereoftenacquirednotbylearningfromone
person,butfromseverallecturers.Lessonsdonotcomeinanexplicit
form,butbygivingtherightexample.

Icanconfirmthispicturefromownexperience.BasicvaluesIhave
learntfromvariouspersons,sometimesbycasualandincidental
remarks.Forinstance,fromananecdotetoldbyProfessor
Speckmann,Ilearntthatanythinggoesmethodologicallyspeaking,as
longasonecanmotivateonesdecisions.

ThepresenceoftheextensivedepositoriesofIndonesiansocietyand
historyintheNetherlandsputsaspecialobligationonDutch
shoulders.GiventhestillunsatisfyingstateofIndonesianscholarship,
accordingtomyinterlocutors,itisimportantthattheNetherlands
willgivegeneroussupporttoyoungIndonesianscholarsandhelp
themtodeveloptheirown,independentcareers.

11

A peculiar Leiden custom prohibits PhD candidates from thanking the

supervisorintheprefacetoPhDtheses,soweshouldnotmaketoomuchof
theabsenceofreferencestoamaster.

10

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