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 LIBRARY OF THE THEOLOGICAL SEMINARY 
 
 PRINCETON, N. J. 
 
 Purchased by the Hamill Missionary Fund. 
 
 BV 3280 .S68 E38 1880 
 South India Missionary 
 Conference 1879 : 
 Educational papers 
 
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MAR3 ! 1527 
 
 ^. 
 
 >^. 
 
 ^^^ 
 
 OGIGM^10 
 
 EDUCATIONAL PAPERS: 
 
 SUPPLEMENT 
 
 ^ 
 
 TO THE 
 
 SOUTH INDIA IIISSIONARY CONFERENCE 
 
 REPORT. 
 
 MADRAS : 
 
 ADDISON AND CO., MOUNT ROAD. 
 
 1880. 
 
TABLE OF CONTENTS, 
 
 Pages. 
 
 I, Despatch of 1854 1 
 
 II. Memorial to Hie Grace the Governor in Council 30 
 
 III. Order of Madras Government respecting Memorial... ... 38 
 
 IV. Remarks on Proposed Grant-in-Aid Rules 38 
 
 V. Director of Public Instruction's Reply to Memorial ... ... 46 
 
 VI. Government Order on the Memorial 95 
 
 VII. Remarks by Missionary Education Committee on the 
 
 Director's Reply 97 
 
 VIII. Director of Public Instruction's Second Reply 106 
 
 IX. Government Order on Director's Second Reply 115 
 
 X. Memorial to the Secretary of State 116 
 
 XL Memorandum by Missionary Education Committee on the 
 
 Director's Second Reply 120 
 
 XII. Director of Public Instruction's Third Reply 129 
 
 XIII. Government Order on Director's Third Reply 140 
 
 XIV. Concluding Memorandum by Missionary Education Com- 
 
 mittee 141 
 
 APPENDIX A. 
 
 Memorial on the Results Grant Rules.. 
 
 APPENDIX B. 
 Madras Graut.in-Aid Code 1880 
 
 ... 161 
 
 ... 153 
 
PREFACE. 
 
 The following papers are publislied as a supplement 
 to the Report of the South India Missionary 
 Conference held at Bangalore in June 1879. The 
 Memorial to the Madras Government, which began 
 the controversy with the Director of Public Instruc- 
 tion, originated with the Madras Missionary Con- 
 ference, but it was largely supported throughout 
 the Presidency, as the names appended to it show, 
 and was adopted by the South India Missionary 
 Conference in the following Resolution : — 
 
 " That this Conference appi'oves generally of the Memorandum 
 regarding Aided Education addressed to his Grace the Governor 
 in Council, and the Remarks on the Director's proposed rules ; 
 and exjjresses its decided opinion that the matter should, if 
 necessary, be carried to the highest authority." 
 
 Further, the Executive Educational Committee, 
 which is responsible for the other papers, was 
 appointed by the General Conference to watch over 
 the interests of education throughout the Presidency. 
 It is, therefore, only due to those who composed 
 that Conference, and to others interested in Aided 
 Education throughout the Presidency, to lay before 
 them these papers. 
 
 The Educational Despatch of 1854 has been 
 printed as the first Paper, because it is the authori- 
 tative exposition and enactment of the educational 
 policy to be pursued in India, and because on it the 
 Memorialists entirely take their stand. They may 
 claim a special right to do so, as paragraph 96 of 
 the Despatch says : — 
 
 " In Madras, whei'e little has been yet done by Government 
 to promote the education of the mass of the people, we can only 
 
ii PREFACE. 
 
 remark witli satisfaction that the educational efforts of Chris- 
 tian Missionaries have been more successful among the Tamil 
 population than in any other part of India ; and that the 
 Presidency of Madras offers a fair field for the adoption of our 
 scheyne of education in its integrity, by founding Government 
 Anglo- Vernacular Institutions only where no such places of 
 instruction at present exist, which might, by Grants-in-Aid and 
 other assistance, adequately supply the educational wants of the 
 people." 
 
 Wdtli the Despatch before them the readers of the 
 Papers which follow will be able to judge whether 
 the Memorialists have not made out their conten- 
 tion that the tendency of the Madras Educational 
 administration in recent years has been in the 
 opposite direction to that prescribed by the Des- 
 patch ; and whether they are not right in claiming 
 that if the policy of the Despatch is to be reversed, 
 it be done openly, deliberately and by the high 
 authority that imposed it. On these questions we 
 now wait the decision of the Secretary of State for 
 India. 
 
 The Memorial of the South India Missionary 
 Conference regarding the Results' Grant Rules has 
 been printed as Appendix A. As its main petitions 
 were granted and embodied in the Results' Grant 
 Rules given in Appendix B, it has not been thought 
 necessary to print the tables and other papers con- 
 nected with that Memorial. 
 
 The new Grant-in- Aid Code printed as Appendix 
 B will be useful for reference to all interested in 
 educational matters. 
 
 In the name of the Committee, 
 
 WILLIAM STEVENSON. 
 
EDUCATIONAL PAPERS. 
 
 I. DESPATCH OF 1854. 
 
 Copy of a Despatch from the Court of Directors of the East 
 India Company to the Governor-General of India in 
 Council, dated July 19th, 7854, No. 49. 
 
 1. It appears to ns^tliat the pi-eseiit time, when by an Act of 
 the Imperial Legislature tlie responsible trust of tlie Govern- 
 ment of India has again b^'en placed in our hands, is peculiarly 
 suitable for the review of the progress which has already been 
 made, the supply of existing deficiencies and the adoption of 
 such improvements as may be best calculated to secure the 
 ultimate benefit of the people committed to onr charge. 
 
 2. Among man}' subjects of importance, none can have a 
 stronger claim to our attention than that of Education. It is 
 one of our most sacred duties to be the means, as far as in us 
 lies, of conferring upon the natives of India those vast moral and 
 material blessings whicli flow from the general diffusion of use- 
 ful knowledge, and which India may under Providence derive 
 from her connexion with England. For, although British in- . 
 flnence has already, in many remarkable instances, been applied 
 with great energy aiid success to uproot demoralising practices, 
 and even crimes of a deeper dye, wliich for ages had prevailed 
 among the natives of India, the good results of those efforts 
 must, in order to bo permanent, possess the further sanction of 
 
 a general sympathy in the native mind which the advance of 
 education alone can secure. 
 
 3. We have, moreover, always looked upon the encourage- 
 ment of education, as peculiarly important, because calculated 
 
 " not onlj- to produce a higher degree of intellectual fitness, bat Pni. lie letter to 
 to raise the moral character of those who partake of its advan- fepf "I'sl?.'^ 
 tages, and so to supply you with servants to whose probity you 
 may with increased confidence commit offices of trust" in India, 
 where the well-being of the people is so intimately connected 
 with the truthfulness and ability of officers of every grade in all 
 depai'tments of the State. 
 
 4. Nor, while the character of England is deeply concerned 
 in the success of our efforts for the promotion of education, are 
 her material interests altogether unaffected by the advance of 
 European knowledge in fndia; this knowledge will teach the 
 natives of India the marvellous results of the employment of 
 
EDUCATIONAL PAPERS. 
 
 Western 
 learniuf^ to be 
 promoted. 
 
 Eastern 
 leai'DiDfr 
 unsuitaljle. 
 
 labour and capital, rouse them to emulate us in the develop* 
 raent of the vast resources of their country, guide them in their 
 efforts, and gradually, but certainly, confc-r upon them all the 
 advantages which accompany the healthy increase of wealth 
 and commerce ; and, at the same time, secure to us a larger 
 and ]nore certain supply of many articles necessary for our 
 manufactures and extensively consumed by all classes of our 
 population, as well as an almost inexhaustible demand for the 
 produce of British labour. 
 
 5. We have from time to time given careful attention and 
 encouragement to the efforts which have hitherto been made 
 for the spread of education, and we have watched Avith deep 
 interest the practical results of the various systems by which 
 those efforts have been dii-ected. The periodical reports of the 
 different Councils and Boards of Education, together with 
 otiier official communications upon the same subject, have put 
 us in possession of full information as to those educational 
 establishments which are under the direct control of Govern- 
 ment ; whihi the evidence taken before the Committees of both 
 Houses of Pai'liament upon Indian affairs has given ns the 
 advantage of similar information with respect to exertions 
 made for this purpose by persons unconnected with Grovern- 
 ment, and has also enabled us to profit by a knowledge of the 
 views of those who are best able to arrive at sound conclusions 
 upon the question of education generally. 
 
 6. Aided, therefore, by ample experience of the past, and the 
 most competent advice for the future, we are now in a position 
 to decide on the mode in which the assistance of Government 
 should be afforded to tlie more extended and systematic promo- 
 tion of general education in India, and on the measures which 
 should at once be adopted to that end. 
 
 7. Before i)roceeding fnrtlier, we must empliatically declare 
 that the education which we desire to see extended in India is 
 that which has for its object the ditt'usion of the improved arts, 
 science, philosopliy, and literature of Europe ; in short, of 
 European knowledge. 
 
 8. The systems of science and philosophy which form the 
 learning of the East abound with grave errors, and Eastern 
 literature is at best very deficient as regards all modern dis- 
 covery and improvements ; Asiatic learning, therefore, however 
 widely dift'used, would but little advance our object. We do 
 not wish to diminish the opportunities which are now afforded, 
 in special institutions, for the study of Sanskrit, Arabic, and 
 Persian literature, or for the cultivation of those languages, 
 whieh may be called the classical languages of India. An ac- 
 ((UMintance with the works contained in them is valuable for 
 historical and antiquarian purposes, and a knowledge of the 
 languages themselves is required in the study of Hindoo and 
 
DESPATCH OF 1854. 3 
 
 Maliomedan law, and is also of great importance for the critical 
 cultivation and improvementof tlie vernacular languages of India. 
 
 9. We are not unaware of the success of many distinguished 
 Oriental scholars in their praiseworthy endeavours to ingraft 
 upon portions of Hindoo philosophy' tin; germs of sounder morals 
 and of moi-e advanced science ; and we are far from under- 
 rating the good effect which has thus been produced iTpon the 
 learned classes of India, who pay hereditary veneration to those 
 ancient languages and whose assistance in the spreMd of educa- 
 tion is so valuable, from the honorable and infiiiential position 
 which they occupy among their fellow-countrymen. But such 
 attempts, although they may usefully co-operate, can only be 
 considered as auxiliaries, and would be a very inadequate founda- 
 tion for any general scheme of Indian education. 
 
 10. AVe have also received most satisfactor}^ evidence of the Object— the 
 high attainments in English literatu.re and European science pg"pfg'°° ^^'^^ 
 which have been acquired of late years by some of the natives of 
 
 India. But this success has been confined to but a small number 
 of persons ; and we are desirous of extending far moi'c widely 
 the means of acquiring general European knowledge, of a less 
 high order, but of such a character as may be practically useful 
 to the people of India in their different spheres of life. To attain 
 this end it is necessary, for the reasons which we have given 
 above, that they should be made familiar with the works of 
 European authors, and with the results of the thought and 
 labour of Europeans on the subjects of everj^ description upon 
 which knowledge is to be imparted to them ; and to extend the 
 means of imparting this knowledge must be the object of any 
 general system of education. 
 
 11. We have next to consider the manner in which our object Medium— the 
 is to be effected ; and this leads us to the question of the mediumf^^^^^Q, 
 through which knowledge is to be conveyed to the people of 
 
 India. It has hitherto been necessary, owing to the want of 
 translations or adaptations of European works in the vernacular 
 languages of India, and to the very imperfect shape in M'hicli 
 European knowledge is to be found in any works in the learned 
 languages of the East, for those who desired to obtain a liberal 
 education, to begin by the mastery of the English language as 
 a key to the literature of Europe ; and a knowledge of English 
 will always be essential to those natives of India who aspire to 
 a high order of education. 
 
 12. In some parts of India, more especially in the immediate 
 vicinity of the Presidency towns, where persons who possess a 
 knowledge of English ai^e preferred to others in many employ- 
 ments, public as well as private, a very moderate proficiency in 
 the English language is often looked upon by those who 
 attend school in.structiou, as the end and object of their educa- 
 tion, rather than as a necessary step to the improvement of their 
 
4 EDUCATIONAL PAPERS. 
 
 feneral knowledge. We do not deny the value in many respects 
 of the mere faculty of speaking and writing English, but we fear 
 that a tendency has been created in these districts, unduly to 
 neglect the study of the vernacular languages. 
 
 13. It is neither our aihi nor desire to substitute the English 
 language for the vernacular dialects of the country. We have 
 always been most sensible of tlie importance of tlie use of the 
 language whicli alone are understood by the great mass of tlie 
 population. These languages, and not English, have been put 
 by VIS in the place of Persian in the administration of justice, 
 and in the intercourse between the officers of Grovernmcnt and 
 the people. It is indispensable, therefore, that in any general 
 system of education the study of them should be assiduously 
 attended to. And any acquaintance with improved European 
 knowledge which is to be communicated to the great mass of the 
 people— whose circumstances yn'event them from acquiring a 
 high order of education, and who cannot be expected to overcome 
 the difficulties of a foreign language — can on.ly be conveyed to 
 them through one or otlier of these vernacular languages. 
 
 14. In any general system of education, the English language 
 should be taught wliere there is a demand for it ; but such 
 instruction should always be combined with a care'ful attention 
 to the study of the vernacular language of the district, and Avith 
 such general insti-uction as can be conveyed through that 
 language. And while the Engli.sh language continues to be made 
 use of, as by far tlie mo.st perfect niedhint for the education of 
 those persons who have acquired a sufficient knowledge of it to 
 receive general instruction lln-owjii it, the vernacular languages 
 must be employed to teach the far larger classes who are ignorant 
 of, or imperfectl}' acquainted with Phigli.sh. This can only be 
 done effectually through the instrumentality of masters and pro- 
 fessors, who may, by themselves knowing English, and thus 
 having full access to the latest improvements in knowledge of 
 every kind, impart to their fellow-countrymen, through the 
 medium of their mother tongue, the information which they have 
 thus obtained. At the same time, and as the importance of the 
 v(!rnacular languages becomes more appreciated, the vernacular 
 literatures of India will be gradually enriched by translations of 
 European books, or by the original compositions of men wdiose 
 minds have been imbued with the spirit of European advance- 
 ment, so that European knowledge ma^' gradually be placed in 
 this manner within the reach of all classes of the peojile. We 
 look, therefore, to the English langiiage and to the vernacular 
 languages of India together, as the niedin for the diffusion of 
 Enropeau knowledge, and it is our desire to see them cultivated 
 together in all schools in India of a sufficiently high class to 
 maintain a schoolmaster possessing the requisite qualilications. 
 
 15. We proceed now to the machinery which we propose to 
 
DESPATCH OF 1854. 5 
 
 establish foi* the superintendence and direction of edncation. 
 This has hitherto been exercised, in onr Presidencies of Bengal, 
 Madras, and Bombay, by Boards and Councils of Education, 
 composed of European and Native gentlemen, who have devoted 
 themselves to this duty Avith no other remuneration than the 
 conscionsness of assisting the progress of learning and civilisa- 
 tion ; and, at the same time, with an earnestness and ability 
 which must command the gratitude of the people of India, and 
 which will entitle some honoured names amongst them to a high 
 place among the benefactors of India and of the human race. 
 
 16. The Lieutenant-Governor of Agra ha.s, since the sepanx- 
 tiou of the educational institutions of the North- Western 
 Provinces from those of Bengal taken upon himself the task of 
 theii- management ; and we cannot allow this opportunity to pass 
 without the observation that, in this, as in all other branches of 
 his administration, Mr. Thomason displaj^ed that accurate 
 knowledge of the condition and requirements of the people under 
 his charge, and that clear and ready perception of the practical 
 measures best suited for their welfare, which make his death a 
 loss to India, which we deplox-e the more deeply as we fear that his 
 unremitting exertions tended to shorten his career of usefulness. 
 
 17. We desire to express to the present Boards and Councils Department of 
 of Education oiTi- sincere thanks for the manner in which they ^^1^*^'°°''°^® 
 have exercised their functions, and we still hope to have the 
 assistance of the gentlemen composing them in furtherance of a 
 
 most important part of our present plan ; but, having determined 
 upon a very considei'able extension of the general scope of onr 
 efforts, involving the simultaneous employment of different 
 agencies, some of which are now wholly neglected, and others 
 but imperfectly taken advantage of by Government, we are of 
 opinion that it is advisable to place the superintendence and 
 direction of education upon a more systematic footing, and we 
 have therefore determined to create an Educational Department, 
 as a portion of the machineiy of oni- Government in the several 
 Presidencies of India. We accordingly ])ropose that an officer 
 shall be appointed for each Presidency and Lieutenant-Governor- 
 ship, V. ho shall be .specially charged with the management of the 
 business connected with education, and be immediately respon- 
 sible to Government for its conduct. 
 
 18. An adequate system of inspection will also, for the inepectors. 
 future, become an essential part of onr educational system ; and 
 
 we de.sire that a sufficient number of qualitied inspectors be 
 appointed, who will periodically report upon the state of those 
 colleges and schools which are now supported and managed by 
 GovLn-nment, as well as of snch as will hereafter be brought 
 under Government inspection, by the measures that we propose 
 to adopt. They will conduct, or assist at, the examination of the 
 scholars at these institutions, and generally, by their advice, aid 
 
6 
 
 EDUCATIONAL PAPERS. 
 
 the managers and schoolmasters in eondncting colleges and 
 schools of every description throughont the country. They will 
 necessarily be of different classes, and may possess different 
 degrees of acquirement, according to the liigher or lower 
 character of the institutions which tliey will be employed to 
 visit ; but we need hardly say that, even for the proper inspec- 
 tion of the lower schools, and with a view to their effectual 
 improvement, the greatest care will be necessary to select 
 persons of high character and fitting judgment for such employ- 
 ment. A proper staff" of clerks and other officers will, moreover, 
 be required for the educational departments. 
 
 19. Reports of the proceedings of the inspectors should be 
 made periodically, nnd these again should be embodied in the 
 annual reports of the heads of the educational departments, 
 which should be transmitted to us, together with statistical 
 returns (to be drawn up in similar forms in all parts of India), and 
 otlier information of a general character relating to education. 
 
 20. We shall send copies of this despatch to tlie Governments 
 of Fort St. George and of Bombay, and direct them at once to 
 make provisional arrangements for the superintendence and 
 inspection of education in their respective Presidencies. Such 
 arrangements as they may make will be repoi'ted to you for 
 sanction. Yon will take similar measures in communication with 
 the Lieutenant-Governors of Bengal and of Agra, and you will 
 also provide in such manner as may seem advisable for the wants 
 of the non-regulation Provinces in this respect. We desire that 
 your proceedings in this matter may be reported to us with as 
 little delay as ])ossible ; and we are prepared to approve of such 
 an expenditure as you may deem necessary for this purpose. 
 
 21. In the selection of the heads of the educational depart- 
 ments, the inspectors, and other officers, it will be of the greatest 
 importance to secure the services of persons who are not only 
 best able, from their character, position, and acquirements, to 
 carry our objects into effect, but who may command the con- 
 fidence of the natives of India. It may perhaps be advisable 
 that the first heads of the educational department, as well as 
 some of the inspectors, should be members of our civil service ; 
 as such appointments in the first instance would tend to raise 
 the estimation in which these offices will be held, and to show 
 the importance we attach to the subject of education, and also as 
 amongst them yoa will probably find the persons best qualified 
 for the performance of the duty. But we desire that neither 
 these offices, nor any others connected with education, shall be 
 considered as necessarily to be filled b}' members of that service, 
 to the exclusion of others, Euro})eans or Natives, who may be 
 better fitted for them ; and that, in any case, the scale of their 
 remuneration shall be so fixed as publicly to recognise the im- 
 portant duties they will have to perform. 
 
DESPATCH OF 1854. f 
 
 22. We now proceed to sketch ont the general scheme of the 
 measares which we propose to adopt. We liave endeavoured to 
 avail ourselves of the knowledge which has been gained f i-om 
 the various experiments Avhich have been made in diiferent 
 parts of India for the encoui'agement of education ; and we hope, 
 by the more general adoption of those plans which have been 
 carried into successful execution in particular districts, as well 
 as bj the introduction of other measures which appear to be 
 wanting, to establish such a system as will prove generally 
 applicable throughout India, and thus to impart to the educa- 
 tional efforts of our different Presidencies a greater degree of 
 uniformity and method than at present exists. 
 
 23. We are fully aware that no general scheme would be 
 applicable in all its details to the present condition of all portions 
 of our Indian territories, dift'eiing, so widely as they do, one 
 from another, in many important particulars. It is difficult, 
 moreover, for those who do not possess a recent and practical 
 acquaintance Avith particular districts to appreciate the import- 
 ance which should be attached to the feelings and influences 
 which prevail in each ; and we have, therefore, preferred confining 
 ourselves to describing generally what we wish to see done, 
 leaving to you, in communication with the several local Govern- 
 ments, to modify particular measures so far as may be required, 
 in order to adapt them to diffei^ent paints of India. 
 
 24. Some years ago, we declined to accede to a proposal Universities, 
 made by the Council of Education, and transmitted to us, with 
 
 the recommendation of your Government, for the institution of 
 an University in Calcutta. The rapid spread of a liberal 
 education among the natives of India since that time, the high 
 attainments shown by the native candidates for Government 
 scholarships, and by native students in private institutions, the 
 success of the Medical Colleges, and the requirements of an in- 
 creasing European and Anglo-Indian population, have led ns to 
 the conclusion that the time is now arrived for the establish- 
 ment of Universities in India, which may encourage a regular 
 and liberal course of education, by conferring Academical 
 Degrees as evidences of attainments in the different branches of 
 art and science, and by adding marks of honour for those Avho 
 may desire to compete for honorary distinction. 
 
 25. The Council of Education, in the proposal to which we 
 have alluded, took the London University as their model ; and 
 we agree with them, that the form, government, and functions 
 of that University (copies of whose charters and regulations 
 we enclose for your reference) are the best adapted to the wants 
 of India, and may be followed with advantage, althougli some 
 variation will be necessary in points of detail. 
 
 26. The Universities in India will accordingly consist of a 
 Chancellor, Vice-Chancellor, and Fellows, who will constitute 
 
8 
 
 EDUCATIONAL PAPERS. 
 
 a Senate. The Senates will have the management of the fnnds 
 of the Universities, and frame regulations for your approval, 
 under whieh pei'iodical examinations may be held in the 
 different branches of art and scienee, by examiners selected 
 from their own body, or nominated by them. 
 
 Degrees. 27. The function of the Universities will be to confer degrees 
 
 upon such persons as, having been entered as candidates accord- 
 ing to the rules Avhich may be fixed in this respect, and having 
 produced, from any of the " affiliated institutions," which will 
 be enumerated on the foundation of the Universities, or be from 
 time to time added to them by Government, certificates of 
 conduct, and of having pursued a regular course of stndy for a 
 given time, shall have also passed at the Universities such an 
 examination as ma}'^ be required of them. It may be advisable 
 to dispense with the attendance required at the London Univer- 
 sit}' for the matriculation examination, and to substitute some 
 mode of entrance examination which may secure a certain 
 amount of knowledge in the candidates for degrees, without 
 making their attendance at the Universities necessary, previous 
 to the final examination. 
 
 28. The examinations for degrees will not include any sub- 
 jects connected with religious belief ; and the affiliated institu- 
 tions will be under the management of persons of every variety 
 of religious persiiasion. As in England, various institutions in 
 immediate connexion with the Church of England, the Presby- 
 terian College at Caermarthen, the Roman C;itholic College at 
 Oscott,__the Wesleyan College at Sheffield, the Baptist College 
 at Bristol, and the Countess o£ Huntingdon's College at Ches- 
 hunt, are among the institutions from wliich the London Uni- 
 versity is empowered to I'eceive certificates for degrees. So in 
 India, institutions conducted by all denominations of Christians, 
 Hindoos, Mahomedans, Paisees, Sikhs, Bhuddists, Jains, or any 
 other religious persuasions, may be affiliated to tlie Universities, 
 if they are found to afford the requisite coux'se of study, and can 
 be depended upon for the certificates of conduct which will be 
 required. 
 
 standard. 29. The detailed regulations for the examination for degrees 
 
 should be framed witli a due regard for all classes of the affiliated 
 institutions ; and we will only observe upon this subject, 
 that the standard for common degrees Avill require to be fixed 
 with very great judgment. There are many persons who will 
 deserve the distinction of an Academical Degree, as the recogni- 
 tion of a liberal education, who could not hope to obtain it, if 
 the examination was as difficult as that for the senior Govern- 
 ment scholarships ; and the standard required should be such 
 as to command respect, without discouraging the efforts of 
 deserving students, which would be a great obstacle to the 
 success of the Universities. In the competitions for honours, 
 
DESPATCH OF 1854. 9 
 
 which, as in the London University, will follow the examina- 
 tions for degrees, care should be taken to maintain snch a 
 standard as will afford a guarantee for liigh ability and valuable 
 attainments ; the subjects for examination being so selected as 
 to include tlie best portions of the different schemes of study 
 pursued at the affiliated institutions. 
 
 30. It will be advisable to institute, in connexion with the ProfessorsLipg. 
 Universities, Professorships for the purpo.se of the delivery of 
 lectures in various branches of learning, for the acquisition of 
 which, at any rate in an advanced degree, facilities do not now 
 exist in other institutions in India. Law is the most important Law. 
 of these subjects ; and it will be for you to consider whether, as 
 was proposed in the plan of the Council of Education to which 
 we have before referred, the attendance upon certain lectures. 
 and the attainment of a degree in law, may not, for the future, 
 be made a qualification for vakeels and moousift's, instead of, oi 
 in addition to, the present system of examination, which must, 
 however, be continued in places not within easy reach of an 
 University. 
 
 31. Civil Engineering is another subject of importance, the Civil 
 advantages of which, as a profession, are gradually becoming ^'^^'°^"''°°- 
 known to the natives of India ; and while we are inclined to 
 
 believe that instruction of a practical nature, such as is given at 
 the Thomason College of Civil Engineering at Roorkee, is far 
 more useful than any lectures could possibly be. Professorships 
 of Civil Engineering might perhaps be attached to the Universi- 
 ties, and Degrees in Civil Engineering be included in their 
 general scheme. 
 
 32. Other branches of useful learning may suggest them- Languages, 
 selves to yon, in which it might be advisable that lectures 
 should be read, and special Degrees given ; and it would greatly 
 encourage the cultivation of the vernacular languages of India 
 
 that Professorships should be founded for those languages, and, 
 perhaps, also for Sanskrit, Arabic, and Persian. A knowledge 
 of the Sanskrit language, the root of the vernaculars of the 
 greater part of India, is more especially necessary to tliose who 
 are engaged in the work of composition in those languages ; 
 while Arabic, through Persian, is one of the C(jmpouent parts of 
 the Urdu language, which extends over so large a part of 
 Hindustan, and is, we are informed, capable of considerable 
 development. The grammar of these languages, and their 
 application to the improvement of the spoken languages of the 
 country, are the points to which the attention of these Profes- 
 sors should be mainly directed; and there will be an ample field 
 for their labours unconnected with any instruction in the tenets 
 of the Hindoo or Mahomedan religions. We should refuse to 
 sanction any snch teaching, as directly opposed to the principle 
 of religious neutrality to which we have always adhered. 
 
 2 
 
10 EDUCATIONAL PAPERS. 
 
 33. We desire that you take into yonr consideration the 
 institntion of Universities at Calcutta and Bombay, upon the 
 general principles which we have now explained to you, and 
 report to us upon the best method of procedure, with a view to 
 their incorporation by Acts of the Legislative Council of Tndia. 
 The offices of Chancellor and Vice-Chancellor will naturally be 
 filled by persons of high station, who have shown an interest in 
 the cause of education ; and it is in connexion with the Univer- 
 sities that we propose to avail ourselves of the services of the 
 existing Council of Education at Calcutta, and Board of Educa- 
 tion at Bombay. We wish to place these gentlemen in a positiou 
 which will not only mark our sense of the exertions which they 
 have made in furtherance of education, but will give it the benefit 
 of their past expei-ience of the snbject. We pi'opose, therefore, 
 that the Council of Education at Calcutta, and the Board of 
 Education at Bombay, with some additional members to be named 
 by the Government, shall constitute the Senate of the University 
 at each of those Presidencies. 
 
 34. The additional members should be so selected as to give 
 to all those who represent the different .systems of education 
 which will be carried on in the affiliated institutions — including 
 natives of India, of all religiou.s persuasions, who possess the 
 confidence of the native communities — a fair voice in the Senates. 
 We ai-e led to make these remarks, as we observe that the plan 
 of the Council of Education, in 1845, for the constitution of the 
 Senate of the proposed Calcutta University, was not sufficiently 
 comprehensive. 
 
 35. We shall be I'eady to sanction the creation of an Univer- 
 sity at Madras, or in any other part of India, where a sufficient 
 number of institutions exist from which proj^erly qualified can- 
 didates for degrees could be supplied ; it being in our opinion 
 advisable that the great centres of European government and 
 civilisation in India should possess Universities similar in 
 character to those which will now be founded, as soon as the 
 extension of a liberal education sliows tliat their establishment 
 would be of advantage to the native communities. 
 
 3G. Having provided for the general superintendence of edn- 
 cation, and for the institution of Universities, not so much to be 
 in themselves places oF instruction, as to test the value of the 
 education obtained elsewhere, we proceed to consider, fiist, 
 the different classes of colleges, and schools, which should be 
 maintained in simultaneous operation, in order to place within 
 the reach of all classes of the natives of India the means of 
 obtaining improved knowledge suited to thcnr several conditions 
 of life ; and, secondly, the manner in which the most effectual 
 aid may be rendered by Goveinment to each class of educational 
 institutions. 
 
 37. The candidates for University degrees will, as we have 
 
Despatch op 1864. H 
 
 already explained, be supplied by Colleges affiliated to the Affiliated 
 Universities. These will comprise all snch institutions as are "^''''" '°°** 
 capable of supplying a sufficiently high order of instruction in the 
 different branches of art and science, in which University degrees 
 Avill be accorded. The Hindof), Hooghly, Dacca, Kishnagur, 
 and Berhampore Government Anglo- Vernacular Colleges, the 
 Sanskrit College, the ]\Iahomedan Madrissas, and the Medical 
 College, in Bengal ; tlie Elphinstone Institution, the Poonah 
 College, and the Grant Medical College, in Bombay; the Delhi, 
 Agra, Benares, Bareilly, and Thomason Colleges, in the North- 
 Western Provinces ; Seminaries, such as the Oriental Seminary 
 in Calcutta, which have been established by highly educated 
 n.atives, a class of places of instruction which we are glad to 
 learn is daily increasing in numbers and efficiency ; those which, 
 like the Parental Academy, are conducted by East Indians ; 
 Bishop's College, the General Assembly's Institution, Dr. Duff's 
 College, the Baptist College at Seram[)ore, and other institutions 
 under the superintendence of different religious bodies and 
 Missionary Societies ; will, at once, supply a considerable number 
 of educational establishments, worthy of being affiliated to the 
 Universities, and of occupying tlie highest place in the scale of 
 general instruction. 
 
 38. The affiliated institutions will be periodically visited by 
 Government Inspectors ; and a spirit of honourable rivalry, tend- 
 ing to preserve their efficienc}', will be promoted by this, as well 
 as by the competition of their most distinguished students for 
 Universit\- honours. Scholarships should be attached to them, 
 to be held by the best students of lower schools ; and their 
 scheme of education should provide, in the Anglo- Vernacular 
 Colleges, for a careful cultivation of the vernacular languages ; 
 and, in the Oriental Colleges, for sufficient instruction in the 
 English and vernacular languages, so as to render the studies of 
 each most available for that genei'al diffusion of European know- 
 ledge which is the main object of education in India. 
 
 39. It is to this class of institutions that the attention of 
 Government has hitherto been principally directed, and they 
 absorb the greater part of the public funds whicli ai'e now 
 applied to educational purposes. The wise abandonment of the 
 early views with respect to native education, which erroneously 
 pointed to the classical languages of the East as the Media for 
 injparting European knowledge, together -with the small amount 
 of pecuniary aid which, in the then financial condition of India, 
 was at your command, has led, we think, to too exclusive a 
 direction of the efforts of Government towards providing the 
 means of acquiring a very high degree of education for a small 
 number of natives of India, drawn, for the most part, from what 
 we should here call the higher classes. 
 
 40. It is well that every opportunity should have been given 
 
l2 ■ EDUCATIONAL PAPERS. 
 
 to those classes fov the acquisition of a liberal Earopean Ednca- 
 tion, the effects of which may be expected slowly to pervade 
 the rest of their fellow-conntrymen, and to raise, in the end, 
 the edncational tone of the whnU' country. We are, therefore, 
 far from iinderi-ating the importance, or the success, of the 
 efforts which have been made in this direction ; bnt the higher 
 classes are both able and willing, in many cases, to bear a 
 considerable part at lenst of the cost of their edncation ; and it 
 is abundantly evident that in some parts of Indiii. no artificial 
 stimulus is any longer i-equired in order to create a demand for 
 such an education as is conveyed in the Government Anglo- 
 Vernacnlar Colleges. We have, by the establishment and 
 support of these colleges, pointed out the manner in which a 
 hberal education is to be obtained, and assisted them to a very 
 considerable extent from the ]mblic funds. In addition to this, 
 we are now prepared to give b}- sanctioning the establishment 
 of Universities, full development to the highest course of educa- 
 tion to which the natives of India, or of any other country, can 
 aspire; and besides, by the division of University degrees and 
 distinctions into different branches, the exertions of liighly 
 educated men will be directed to the studies which are neces- 
 sary to success in the varions active professions of life. We 
 shall, therefore, have done as much as a Government can do to 
 place the benefits of edncation plaiiily and practically before 
 the higher classes in India. 
 Kducationof 41. Our attention should now be directed to a consideration 
 
 peo^e?' ''^ '^^ if possible, still more important, and one which has been hitherto, 
 Ave are bound to admit, too much neglected ; namely, how use- 
 ful and practical knowledge, suited to every station in life, may 
 be best conveyed to the great mass of the people, who are utterly 
 incapable of obtaining any education worthy of the name by 
 their OAvn unaided efforts ; and we desire to see the active mea- 
 sures of Government more especially directed, for the future, to 
 this object, for the attainment of which we are ready to sanction 
 a considerable increase of expenditure. 
 
 42. Schools — Avhose object should be, not to train highly a 
 few youths, but to provide more opportunities than now exist 
 for the acquisition of such an improved education as will make 
 those who possess it more useful members of society in every 
 condition of life — should exist in every district in India. These 
 schools should be subject to constant and careful inspection ; 
 and their pnpils might be encouraged by scholarships being 
 instituted at other institutions which would be tenable as 
 rewards for merit by the best of their number. 
 
 43. We include in this class of institutions those which, like 
 the Zilla schools of Bengal, the district Government Anglo- 
 Vernacular Schools of Bombay, and such as have been estab- 
 lished by the Rajah of Burdwan and other native gentlemen in 
 
bESPATCH OF i854. IS 
 
 different parts of India, use the English language as the chief 
 medium of instraction ; as well as others of an inferior order, 
 such as the Tahsili schools in the North-Western Provinces, 
 and the Government Vernacular Schools in the Bombay Presi- 
 dency, whose object is, however imperfectl}- it has been as yet 
 carried out, to convey the highest class of instruction which can 
 now be tanght through the niedinm of the vernacular languages. 
 
 44. We include these Anglo-vernacular and vernacular 
 Schools in the same class, because we are unwilling to maintain 
 the broad line of separation which at present exists between 
 schools in Avhich the Media for imparting instruction differ. 
 The knowledge conveyed is, no doubt, at the present time, 
 much higher in the Anglo-vernacular than in the vernacular 
 Schools ; but the difference will become less marked, and the 
 latter more efficient, as the gradual enrichment of the vernacu- 
 lar languages in works of education allows their schemes of 
 study to be enlarged, and as a more numerous class of school- 
 masters is raised up able to impart a superior education. 
 
 45. It is indispensable, in order fully and efficiently to carry 
 out our views as to these schools, that their masters should 
 possess a knowledge of English in order to acquire, and of the 
 vernaculars so as readily to convey useful knowledge to their 
 pupils ; but we are aware that it is impossible to obtain at 
 present the services of a sufficient number of persons so quali- 
 fied, and that such a class must be gradually collected, and 
 trained in the manner to which we shall hereafter allude. In 
 the meantime you must make the best use which is possible of 
 such instruments as are now at your command. 
 
 46. Lastly, what have been termed indigenous schools should 
 by wise encouragement, such as has been given under the 
 system organised by Mr. Thomason in the North- Western 
 Provinces, and which has been carried out in eight districts 
 under the able direction of Mr. H. S. Reid in an eminently 
 practical manner, and with great promise of satisfactory results, 
 be made capable of imparting correct elementary knowledge to 
 the great mass of the people. The most promising pupils of 
 these schools might be rewarded by scholarships in places of 
 education of a superior order. 
 
 47. Such a system as this, placed in all its degrees under 
 efficient inspection; beginning Avith the humblest elementary 
 instruction, and ending with the University test of a libeial 
 education ; the best students in each class of schools being 
 encouraged by the aid afforded them towards obtaining a 
 superior education as the reward of merit, by means of such 
 a system of scholarships as we shall have to describe, would, 
 we firmly believe, impart life and energy to education in India, 
 and lead to a gradual, but steady, extension of its benefits to all 
 classes of the people. 
 
14 
 
 EDUCATIONAL PAPt!RS. 
 
 To be 
 
 encouraged by 
 grants in aid. 
 
 48. When we consider the vast population of British India, 
 and the snms which are now expended upon educational efforts., 
 which, however successful in themselves, have reached but an 
 iiisignilicaiit number of those who are of a proper age to 
 receive school instruction, we cannot but be impressed with the 
 almost insuperable difficulties which would attend sncli an 
 extension of the present system of education b}^ means of Col- 
 leges and Schools entirely supported at the cost of Government, 
 as might be hoped to supply, in any reasonable time, so gigan- 
 tic a deficiency, and to provide adequate means for setting on 
 foot such a system as we have described, and desire to see 
 established. 
 
 49. Nor is it necessary that we should depend entirely upon 
 tlie direct efforts of Government. We are glad to recognise an 
 increased desire on the part of the native population, not only 
 in the neighbourhood of the great centres of European civilisa- 
 tion, but also in remoter districts, for the means of obtaining a 
 better education ; and we have evidence in many instances of 
 their readiness to give a practical proof of their anxiety in this 
 respect by coming forward with liberal pecuniary contributions. 
 Throughout all ages, learned Hindoos and Mahomedans have 
 devoted themselves to teaching, with little other remuneration 
 than a bare subsistence ; and munificent bequests have not 
 nnfrequently been made for the permanent endowment of educa- 
 tional institutions. 
 
 50. At the same time, in so far as the noble exertions of 
 societies of Christians of all denominations to guide the natives 
 of India in the way of religious truth, and to instruct uncivi- 
 lised races, such as those found in Assam, in the Cossya, Gar- 
 row, and Rajmehal hills, and in various districts of Central and 
 Southern India (who are in the lowest condition of ignorance, 
 and are either wholly without a religion, or are the slaves of a 
 degrading and barbarous superstition), have been accompanied, 
 in their educational establishments, by the diffusion of improv- 
 ed knowledge, they have largely contributed to the spread of 
 that education which it is our object to promote. 
 
 51. The consideration of the impossibility of Government 
 alone doing all that must be done in order to provide adequate 
 means for the education of the natives of India, and of the 
 ready assistance which may be derived from efforts which have 
 hitherto received but little encouragement from the State, has 
 led us to the natural conclusion that the most effectual method 
 of providing for the wants of India in this respect will be to 
 combine Avith the agency of the Government the aid which may 
 be derived from the exertions nnd liberality of the educated and 
 wealthy natives of India, and of other benevolent persons. 
 
 52. We have, therefore, resolved to adopt in India the system 
 of grants in aid, Avhich has been carried out in this country with 
 
DESPATCH OF 1854. 15 
 
 very great success ; and we confidently anticipate, by thus 
 drawing support from local resources, in addition to contribu- 
 tions from the State, a far more rapid progress of education 
 than would follow a mere increase of expenditure by the Gov- 
 ernment ; while it possesses the additional advantage of foster- 
 ing a spirit of reliance upon local exertions and combination for 
 local purposes, which is of itself of no mean importance to the 
 well-being of a nation. 
 
 53. The system of grants in aid which we propose to estab- 
 lish in India, will be based on an entire abstinence from inter- 
 ference with the religions instruction conveyed in the schools 
 assisted. Aid will be given (so far as the requirements of each 
 particular district, as compared with others, and the funds at. 
 the disposal of Government may render it possible) to all 
 schools which impart a good secular education, provided that 
 they are under adequate local management (by the term " local 
 management," we understand one or more persons, such as 
 private patrons, voluntary subscribers, or the trustees of endow- 
 ments, who will undertake the general superintendence of the 
 school, and be answerable for its permanence for some given 
 time) ; and provided also that their managers consent that the 
 schools shall be subject to Government inspection, and agree to 
 any conditions which may be laid down for the regulation of 
 such grants. 
 
 54. It has been found by experience, in this and in other Fees however 
 countries, that not only is an entirely gratuitous education required, 
 valued far less by those who receive it than one for which some 
 payment, however small, is made, but that the payment induces 
 
 a more regular attendance, and greater exertion, on the pai-t of 
 the pupils ; and, for this reason, as well as because school fees 
 themselves, insignificant as they may be in each individual 
 instance, will, in the aggregate, when applied to the support of 
 a better class of masters, become of very considerable import- 
 ance, we desire that grants in aid shall, as a general principle, 
 be made to such schools only (with the exception of normal 
 schools) as require some fee, however small, from their scholars. 
 
 55. Careful consideration will be required in framing rules 
 for the administration of the grants ; and the same course 
 should be adopted in India wiiich has been pursued with 
 obvious advantage by the Committee of Council here, namely, 
 to appropriate the grants to specific objects, and not (except, 
 perhaps, in the case of normal schools) to apply them in the 
 form of simple contributions in aid of the general expenses of a 
 Bchool. The augmentation of the salaries of the head teachers 
 and the supply of junior teachers, will probably be found in 
 India, as with us, to be the most important objects to which the 
 grants can ordinarily be appropriated. The foundation, or 
 assistance in the foundation, of scholarships for candidates from 
 
16 EDUCATIONAL PAPERS. 
 
 lower schools, will also be a proper object for the application of 
 gmnts in aid. In some cases, again, assistance towards erect- 
 ing, or repairing a school, or the provision of an adequate 
 supply of school books, may be required ; but the appropria- 
 tion of the grant in each particular instance should be regulated 
 by the peculiar circumstances of each school and disti-ict. 
 
 5(3. The amount, and continuance of the assistance given 
 will depend upon the periodical reports of inspectors, who will 
 be selected with special reference to their possessing the confi- 
 dence of the native communities. In their periodical inspec- 
 tions, no notice ivJuifsoever should be taken by them of the 
 religious doctrines which may be taught in any school ; and their 
 duty should be strictly coutined to ascertaining whether the 
 secular knowledge conveyed is such as to entitle it to considera- 
 tion in the distribution of the sum which will be applied to 
 grants in aid. They sliould also assist in the establishment of 
 schools, by their advice, wherever they may have opportunities 
 of doing so. 
 
 57. We confide the jjractical adaptation of the general 
 principles we have laid down as to grants in aid to your discre- 
 tion, aided by the educational departments of the different 
 Presidencies. In carrying into effect our views, which apply 
 alike to all schools and institutions, whether male or female, 
 Anglo-vernacular or vernacular, it is of the greatest importance 
 that the conditions under which schools will be assisted should 
 be clearly and publicly jjlaced before the natives of India. For 
 this purpose Government notifications should be drawn uj), and 
 promulgated, in the dift'erent vernacular languages. It may be 
 advisable distinctly to assert in them the principle of perfect 
 religious neutrality on which the grants will be awarded ; and 
 care should be taken to avoid holding out expectations which, 
 fiom any cause, may be liable to disappointment. 
 
 58. There will be little difficulty in the application of this 
 system of grants in aid to the higher oj-der of places of instruction 
 in India in which English is at present the medium of education. 
 
 59. Grants in aid will also at once give assistance to all such 
 Anglo-vernacular and vernacular Schools as impart a good 
 elementary education ; but we fear that the number of this class 
 of schools is at present inconsiderable, and that such as are in 
 existence require great improvement. 
 
 60. A more minute and constant local supervision than would 
 accompany tlie general system of grants in aid will be necessary 
 in order to raise the character of the " indigenous schools," 
 which are, at present, not only very inefficient in qualit}-, but of 
 exceedingly precarious duration, as is amply shown l)y the 
 statistics collected by Mv. Adam in Bengal and Behar, and from 
 the very important information we have received of late years 
 from the Noi-th- Western Provinces. In organising such a 
 
DESFATOn OF 1854. 17 
 
 system, we cannot do better than to refer you to the manner in 
 which the operations of Mr. Keid have been condncted in tlie 
 North- Western Provinces, and to the instrnctions j^iven by him 
 to the Zilhxh and Pergnnnah Visitors, and contained in the 
 Appendix to his First Report. 
 
 61. We desire to see local management under Government aovernmeut 
 inspection, and assisted by grants m aid, taken advantiige of fjg'^e"'^!^'',/]-'^^^^ 
 wherever it is possible to do so, and that no Government Colleges where otiier 
 or Schools .shall be founded, for the future, in any district where already e.\ist. 
 a sufficient number of institutions exist, capable, with assistance 
 
 from the State, of supplying the local demand for education. 
 Bat, in order fully to carry out the views we have expressed 
 with regard to the adequate provision of .schools throughout the 
 country, it will probabl}' be necessary, for some years, to supply 
 the wants of particular parts of India by the establishment, 
 temporary support, and management of places of education of 
 every class in districts where there is little or no prospect of 
 adequate local efforts being made for this purpose, but where, 
 nevertheless, they are urgently i-equired. 
 
 62. We look forward to the time when any general system Direct 
 
 of education entirel}^ provided b}^ Government may be discon- education to be 
 tinned, with the gradual advance of the system of gfrants in aid, ^r'^duaiiy 
 
 j' ci •• /^ '^ . . . discontinued. 
 
 and when many of the existing Government institutions, 
 especially those of the higher order, may be safely closed, or 
 tx'ansf erred to the management of local bodies under the control 
 of, and aided by, the State. But it is far from our wish to check 
 the spread of education in the slightest degree by the abandon- 
 ment of a single school to probable decay ; and we, therefore, 
 entirely confide in your discretion, and in that of the different 
 local authorities, while keeping this object steadilj' in view, to 
 act with caution, and to be guided by special reference to the 
 particular circumstances which affect the denaaud for education 
 in different parts of India. 
 
 63. The system of free and stipendiary Scholarships, to Schoiiirships to 
 which we have already more than once referred as a connecting ^'^ ®*'^'^'^''^'"^'*" 
 link between the different grades of educational institutions, will 
 
 require some revision and extension in carrying out our enlarged 
 educational plans. We wish to see the object proposed by Lord Minute. 24th 
 Auckland, in 1839, "of connecting the zillah schools with the Noveuit.er i839, 
 
 iiii 1 !• IT 111. 1 ■ t paras. 32 & 33. 
 
 central colleges, by attaching to the latter scholarships to which 
 the best scholais of the former might be eligible," more fully 
 carried out ; and also, as tlie measures we now propose assume 
 an organised form, that the same system may be adopted with 
 regard to schools of a lower description, and that the best pupils 
 of the inferior schools shall be provided for by means of 
 scholarships in schools of a higher order, so that superior talent 
 in every class may receive that encouragement and development 
 which it deserves. The amount of the stipendiary scholarships 
 
 3 
 
18 EDVCATIONAL PAPERS. 
 
 should be fixed at snch a sum as may be considered safficientfor 
 the maintenance of the holders of them at the colleges or 
 schools to which they ai-e attached, and which may often be at 
 a distance from the home of the students. We think it desirable 
 that this system of scholarships should be carried out, not 
 only in connexion with those places of education which are 
 under the immediate superintendence of the State, but in all 
 educational institutions wliich will now be brought into our 
 general system. 
 
 64. We are. at the same time, of opinion that the expendi- 
 ture upon existing Government scholarships, other than those 
 to which we have referred, which amounts to a considerable 
 sum, should be gradually ri'dnced, with the requisite regard for 
 the claims of the present holders of them. The encouragement 
 of young men of ability, bat of slender means, to pursue their 
 studies, is no doubt both useful and benevolent, and we have no 
 wish to interfere with the private endowments which have been 
 devoted to so laudable an object, or to withdraw the additions 
 which may have been made by us to any such endowments. 
 But the funds at the disposal of Government are limited, and 
 we doubt the expediency of applying them to the encouragement 
 of the acquisition of learning, ])y means of stipends which not 
 only far exceed the cost of the maintenance of the student, bnt 
 in many eases are above what he coald reasonably expect to gain 
 on entering the public service, or any of the active professions 
 of life. 
 
 65. We shall, however, offer encouragement to education 
 which will tend to more practical results than those scholarshi]>s. 
 By giving to persons vvlio possess an aptness for teaching, as 
 well as the requisite standard of acquiiements, and avIio are 
 willing to devote themselves to the profession of schoolmaster, 
 moderate monthly allowances for tlieir support dui-ing the time 
 which it may be requisite for them to pass in normal schools, or 
 classes, in order to acquire the necessary training, we shall assist 
 many deserving students to qualify themselves for a career of 
 practical usefulness, and one which will secure them an honour- 
 able competence through life. We are also of opinion, that 
 admission to places of instruction, which, like the ^ledical and 
 Engii)eering Colleges, are maintained by the State, for the pur- 
 pose of educating perstms for special employment under Govern- 
 ment, might be made the rewards of industry and ability, and 
 thus supply a practical encouragement to general education, 
 similar to that Avhicli will be afforded by the educational service. 
 
 60. The establishment of Universities will otter considerable 
 further inducements for the attainment of liigh proficiency, and 
 thus supply the place of the present, senior scholaiships, with 
 this additional advantage, that a greater number of subjects in 
 which distinction can be gained will be offered to the choice of 
 
b^Si'ATCli OF i854, l9 
 
 students tlian can be comprised in one uniform examination for 
 a scholarship, and that their studies will thus be practically' 
 directed into channels which will aid them in the different pro- 
 fessions of life which they may afterwards adopt. 
 
 (17. In England, when systematic attempts begaii to be made 
 for the improvement of education, one of tlie chief defects was 
 found to be the insufficient number of qualified schoolmasters, 
 and the imperfect metliod of teaching which prevailed. This 
 led to the foundat ion of normal and model schools for the training 
 of masters, and the exemplification of the best methods for the 
 organisation, discipline, and instruction of elementary schools. 
 This deficiency has been the move palpably felt in India, as the 
 difficulty of finding persons properly educated for the work of 
 tuition is greater ; and we desire to see the establishment, with 
 as little delay as possible, of training schools, and clas.ses, for 
 masters, in each Presidency in India. It will probably be found 
 that some of the existing institutions may bo adapted, wholly or 
 pai'tially, tf) this purpose, Avith less difficulty than would attend 
 tlie establishment of entirely new schools. 
 
 68. We cannot do better than refi'r you to the plan which 
 has been adopted in Great Britain for this object, and which 
 appears to us to be capable of easy adaptation to India. It 
 mainl}'^ consists, as yon will perceive on reference to the Minutes 
 of the Committee of Council, copies of which we enclose, in the 
 selection and stipend of pupil teachers (awarding a small pay- 
 ment to the masters of the schools in which they are employed, 
 for their instruction out of school hours) ; their ultimate i-e- 
 raoval, if they prove Avorthy, to norma] schools; the issue to 
 them of certificates, on the com})]etion of their training in those 
 normal schools ; and in securing to them a sufficient salary when 
 they ai-e afterwards employed as schoolmasters. This system 
 should be carried out in India, both in the Government colleges 
 and schools, and, by means of grants in aid, in all institutions 
 which are brought under Government inspection. The amount 
 of the stipends to pupil teachers and students at normal schools 
 sliould be fixed with great care. The former should receive 
 moderate allowances rather above the sums which they would 
 earn if they left school, and the stipends to the latter should be 
 regulated by the same })rinciple which we have laid down with 
 respect to scholarships. 
 
 69. Yon will be called upon, in carrying these measures into 
 effect, to take into consideration the position and prospects of 
 the numerous class of natives of India who are ready to under- 
 take the important duty of educating their fellow-countrymen. 
 The late extension of the j>ension regulations of 1831 to the 
 educational service may reqnire to be adapted to the revised 
 regulations in this respect : and onr wish is that the profession 
 of schoolmaster may, for the future, afford inducements to the 
 
20 
 
 EDUCATIONAL PAPERS. 
 
 Prcijaration of 
 vernacutnr 
 school liooks. 
 
 Report, 
 1851)— 1, paras. 
 298—308. 
 
 Education and 
 the public 
 service. 
 
 natives of India snch as are held out in other branches of the 
 public service. The provision of such a class of schoolmasters 
 as we wisli to see must be a work of time ; and, in encouraging 
 the " indigenous schools," onr present aim should be to improve 
 the teachers whom we find in possession, and to take care not to 
 provoke the hostility of this class of persons, whose influence is 
 so great over the minds of the lower clashes, by superseding them 
 where it is possible to avoid it. They should, moreover, be 
 encouraged to attend the normal 8cho«ls and classes which may 
 hereafter be instituted for this class of teachers. 
 
 70. Equal in importance to the training of schoolmasters is 
 the provision of vernacular school books, which sliall provide 
 European information to be the object of study in the lower 
 classes of schools. Something has, no doubt, been done, of late 
 year.<, towards this end, but more still remains to be done; and 
 we believe that deficiencies might be readily and speedily supplied 
 by the adoption of a course recommended by Mr. M. Elphinstone 
 in 1825, namely, " That the best translations of particular books, 
 or the best elementary treatises in the specified languages, should 
 be advertised for, and liberally rewarded." 
 
 71. The aim should be, in compilation, and original compo- 
 sitions, (to quote from one of Mr. Adam's valuable reports upon 
 the state of education in Bengal), " Not to translate European 
 works into the words and idioms of the native languages, but 
 so to combine the substance of European knowledge with native 
 forms of thought and sentiment as to render the school books 
 useful aiid attractive." We also refer with pleasure upon this 
 point to some valuable observations by Mr. Reid, in his report 
 which we have quoted before, more especially as regards instruc- 
 tion in geography. It is obvious that the local peculiarities of 
 different parts of India render it necessary that the class-books 
 in each should be especially adapted to the feelings, sympathies, 
 and history of the people ; and we will only further remark upon 
 this subject, that the Oriental Colleges, besides generally tend- 
 ing, as we have before observed, to the enrichment of the 
 vernacular languages, may, we think, be made of great use in 
 the translation of scientific works into those languages, as has 
 already been done to some extent in the Delhi, Benares, and 
 Poonah colleges. 
 
 72. We have always been of opinion that the spread of 
 education in India will produce a greater efiiciency in all 
 branches of administration, by enabling you to obtain the 
 services of intelligent and trustworthy persons in every depart- 
 ment of Government; and, on the other hand, we believe that 
 the numerous vacancies of different kinds which have constantly 
 to be filled up, may afford a great stimulus to education. The 
 first object must be to select persons properly qualified to fill 
 these situations : secondary to this is the consideration how 
 
DJSSPATCU OP 1854. 2l 
 
 far they may be so distributed as to encourage popular educa- 
 tion. 
 
 73. The resolutions of our Govornoi--General in Council of 
 the 10th of October 1844, gave a general preference to well- 
 edncated over uneducated men in the admissions to the public 
 service. We perceive, with much satisfaction, both from returns 
 which we have recently received of the persons appointed since 
 that year in the Revenue Department of Bengal, as well as from 
 the educational reports from different parts of India, that a very 
 considerable number of educated men have been employed under 
 Government of late years ; and we understand that it is often 
 not so much the want of Government employment as the want 
 of properly qualified persons to be employed by Government, 
 which is felt, at the present time, in man}^ parts of India. 
 
 74. We shall not enter upon the causes which, as we foresaw, 
 have led to the failure of that part of the resolutions which 
 provided for the annual submission to Government of lists of 
 meritorious students. It is sufficient for our present purpose to 
 observe that no more than 46 persons have been gazetted in 
 Bengal up to this time, all of whom were students in the 
 Government colleges. In the last year for which we have 
 returns (1852), only two persons were so distinguished; and we Letter of 6th 
 can readily believe, with the Secretary to the Board of Revenue returns L' ^" 
 in Bengral, that vonns' men who have passed a difficult examina- Revenue 
 tion in. the highest branches of philosophy and mathematics, are Bengal, 
 naturally disinclined to accept such employment as persons who 
 
 intend to make the public service their profession must neces- 
 sarily commence with. 
 
 76. The necessity for any such list will be done away with Preference to be 
 by the establishment of Universities, as the acquisition of a 1;'^^°^^^°^ 
 degree, and still more the attainment of University distinctions. Natives for 
 will bring highly educated young men under the notice ofemp^y™^" 
 Government. The resolutions in question will, therefore, require 
 revision so as to adapt them practically to carry out our views 
 upon this subject. What we desire is, that, where the other 
 qualifications of the candidates for appointments under Govern- 
 ment are equal, a person who has received a good education, 
 irrespective of the place or manner in which it may have been 
 a::-quired, should be preferred to one who has not ; and that, even 
 in lower situations, a man who can read and write be preferred 
 to one who cannot, if he is equally eligible in other respects. 
 
 76. We also approve of the institution of examinations where 
 practicable, to be simply and entirely tests of the fitness of 
 candidates for the special duties of the various departments in 
 which they are seeking employment, as has been the case in the 
 Bombay Presidency. We confidently commit the encouragement 
 of educated in preference to uneducated men to the different 
 officers who are responsible for their selection ; and we cannot 
 
^^ Educational papers. 
 
 interfere by any fm-ther regulations to fetter their free choice in 
 a matter of which they bear the sole responsibility. 
 
 77. We are sanc^nine enough to believe that some effect has 
 
 already been prodviced by the improved education of the pnblic 
 
 service of India. The aliility and integrity of a large and 
 
 increasing nnmber of the native judges, to whom the gi-eater 
 
 part of the civil jurisdiction in India is noAV committed, and the 
 
 high estiiuation in which many among them are held by their 
 
 fellow-countrymen, is, in our opinion, much to be attributed to 
 
 the progress of edncation among these officers, and to their 
 
 adoption along with it of that high moral tone which pervades 
 
 the general litei-ature of Europe. Nor is it among the higher 
 
 officers alone that we have direct evidence of the advantage 
 
 which the pablic derives from the employment of educated men. 
 
 Report on W« quote from the last Report of the Dacca College with parti- 
 
 fnstruction P^^h'r .satisfaction, as we are iivvare that much of the hapjjiness 
 
 Bengal, 1851-63, of the people of India depends upon the honesty of the officers 
 
 ^'^^^ ■ of police : — "The best possible evidence has been furnished," 
 
 say the local committee, " that some of the ex-students of the 
 
 college of Dacca have completely succeeded in the arduous office 
 
 of darogha. Krishna Chunder Dutt, employed as a darogha 
 
 under the Magistrate of Howrah, in particular, is recommended 
 
 for promotion, as having gained the respect and applause of all 
 
 classes, who, though they mny not practise, yet know how to 
 
 admire, real honesty and integrity of purpose." 
 
 78. But, however large the number of appointments under 
 Government may be, the views of the natives of India should be 
 directed to the fnr widei- and more important sphere of useful- 
 ness and advantage which a liberal education lays open to them ; 
 and such practical benefits arising from improved knowledge 
 should be constantly i)npressed upon them l)y those who know 
 their feelings, and have influence or authority to advise or direct 
 their efforts. We refer, as an e.vample in this respect, with' 
 mingled pleasure and regret, to the eloquent addresses delivered 
 by the late Mr. Bethane, when President of the Council of 
 Education, to the students of Kishnagur and Dacca Colleges. 
 Medical 79. There are some other points connected with the general 
 
 Coleges. subject of education in India upon which we will now briefly 
 
 remark. We have always regarded with special interest those 
 educational institutions which have been directed towards 
 training up the natives of India to particular professions, both 
 with a view to their useful employment in the pnblic service, 
 and to enable them to pursue active and profitable occupations 
 in life. The medical colleges in diffei-ent parts of India have 
 proved that, in despite of difficulties which appeared at first sight 
 to be insurmountable, the highest attainments in medicine and 
 surgci-y are within the reach of educated natives of India; we 
 shall be ready to aid in the establishment and support of such 
 
DESPATCH OF 1854. ^3 
 
 places of instruction as the medical colleges of Calcutta and 
 Bombay, in other parts of India. We have already alluded to 
 the manner in which students should be supplied to these colleges, 
 as well as to those for the training of civil engineers. 
 
 80. The success of the Thomason College of Civil Engineer- 
 ing at Roorkee has shown that, for the purpose of ti-aining up 
 persons capable of carrying out the great works which are in 
 progress under Government throughout India, and to qualify 
 
 the natives of India for the exercise of a profession which, now Practical 
 that the system of railways and public works is being rapidly |^^^^9|''°° 
 extended, will att'ord an opening for a very large number of Engineering, 
 persons, it is expedient that similar places for practical instruc- 
 tion in civil engineering should be established in other parts of 
 India, and especially in the Presidency of Madras, where works 
 of irrigation are so essentiiil, not only to the prosperity of the 
 country, but to the very existence of the people in times of 
 drought and scarcity. The subject has been prominently 
 brought under your notice in the recent reports of the Public 
 Works Commissioners for the different Presidencies ; and we 
 trust that immediate measures will be taken to supply a defi- 
 ciency which is, at present, but too apparent. 
 
 81. We may notice, in connexion with these two classes of schools of 
 institutions of an essentially practical character, the schools of J)° g^g^*"^ ^^^ 
 industry and design, which have been set on foot from time to 
 
 time in different p.'irts of India. We have lately received a very 
 encouraging report of that established by Dr. Hunter in Madras ; 
 and we have also been informed that Sir Jamsetjee Jejeebhoy, 
 with liis accustomed munificence, has offered to lay out a very 
 considerable sum upon a like school in Bombay. Such institu- 
 tions as these will, in the end, be self-supporting ; but we are 
 ready to assist in their establishment by gi-ants in aid for the 
 supply of models, and other assistance which they may advan- 
 tageously derive from the increased attention which has been 
 paid of late years to such subjects in this country. We enclose 
 you the copy of a report which we have received from Mr. Red- 
 grave upon the progress of the Madras school, which may prove 
 of great value in guiding the efforts of the promoters of any 
 similar institutions whicli may hereafter be established in India. 
 We have also perceived with .satisfaction, that the attention of 
 the Council of Education in Calcutta has been lately directed to 
 the subject of attaching to each zillah school the means of 
 teaching practical agriculture; for there is, as Di-. Mouat most Report on 
 truly observes, " no single advantage that could be afforded instruction, 
 to the vast rural population of India that would equal the Bengal, 1851-52, 
 introduction of an improved system of agriculture." pageclxsi. 
 
 82. The increasing desire of the Mahomedan popitlation to 
 acquire European knowledge has given us much satisfaction. 
 We perceive that the Council of Education of Bengal has this 
 
34 
 
 EDUCATIONAL PAPERS. 
 
 Female 
 Kducation. 
 
 Report on 
 Public 
 Instruction, 
 Bengal, 18-19-50, 
 page 2. 
 
 Roligrious 
 Instruction. 
 
 State of 
 education in 
 Bengal. 
 
 subject under consideration, and we shall receive with favour any 
 proposition which may appear to you to be likely to supply the 
 wants of so large a portion of the natives of India. 
 
 83. The importance of female education in India cannot be 
 over-rated ; and we have observed with pleasure the evidence 
 which is now afforded of an increased desire on the part of many 
 of the natives of India to give a good education to their daughters. 
 By this means a far greater proportional impulse is imparted to 
 the educational and moral tone of the people than by the educa- 
 tion of men. We have already observed that schools for females 
 are included among those to which grants in aid may be given ; 
 and we cannot refrain from expressing our cordial sympathy 
 with the efforts which are being made in this direction. Our 
 Governor-General iu Conncil has declared, in a communication 
 to the Government of Bengal, that the Government ought to 
 give to native female education in India its frank and cordial 
 support ; in this we heartily concur, and we especially approve of 
 the bestowal of marks of honour upon such native gentlemen as 
 Rao Bahadur Magaubhai Karramchand, who devoted 20,000 
 Rupees to the foundation of two native female schools in 
 Ahmedabad, as by such means our desire for the extension of 
 female education becomes generally known. 
 
 84. Considerable misapprehension appears to exist as to ouj* 
 views with respect to religious instruction in the Government 
 institutions. Those institutions were founded for the benefit of 
 the whole population of India ; and, in order to effect their object, 
 it was, and is, indispensable that the education conveyed in them 
 should be exclusively secular. The Bible is, we understand, 
 placed in the libraries of the colleges and schools, and the pupils 
 are able freely to consult it. This is as it should be ; and more- 
 over, we have no desire to prevent, or discourage, any explana- 
 tions which the pupils may, of their own free will, ask from the 
 masters upon the subject of the Christian religion, provided that 
 such information be given out of school hours. Such instruction 
 being entirely voluntary on both sides, it is necessary, in order 
 to prevent the slightest suspicion of an intention on our part to 
 make use of the influence of Government for the purpose of pro- 
 selytism, that no notice shall be taken of it by the inspectors in 
 their periodical visits. 
 
 85. Having now finished the sketch that we proposed to give 
 of the scheme for the encouragement of education in India, 
 which we desire to see gradually brought into operation, we 
 proceed to make some observations upon the state of education 
 in the sevei-al Presidencies, and to point out the parts of our 
 general plan which are most deficient in each. 
 
 8G. In Bengal, education through the medium of the English 
 language has arrived at a higher point than in any other part of 
 India. We are glad to receive constant evidence of an increas- 
 
DESPATCH OF 1854. 26 
 
 ing demand for snch an education, and of tlie readiness of the 
 natives of diiferent districts to exert themselves for tlie sake of 
 obtaining it. There are now five Government Anghi-vei'nacnlfir 
 CcxUeges ; and zillah schools have been established in nearly 
 every disti-ict. We confidently expect that the introduction of 
 the system of grants in aid will very largely increase the number 
 of schools of a superior order ; and we hope that, before long, 
 sufficient provision may be found to exist in many parts of the 
 country for the education of the middle and higher classes, 
 independent of the Government institutions, which ma}^ then be 
 closed, as has been ali'cady the case in Bardwan, in consequence 
 of the enlightened conduct of the Rajah of Burdwan, or they 
 may be transferred to local management. 
 
 87. Very little has, however, been hitherto done in Bengal 
 for the education of tlie mass of the people, especially for their 
 instruction through the medium of the vernacular languages. 
 A few vernacular schools were founded by Government in 1844, 
 of which oidy 33 now remain, with 1,400 pupils, and, upon their 
 transfer, in April 1852, from the charge of the Board of Revenue 
 to that of the Council of Education, it appeai-ed that " they were 
 in a languishing state, and had not fiilfilled the expectations 
 formed on their establishment." 
 
 88. We have perused, with considerable interest, the i-eport 
 of Mr. Robinson, Inspector of the Assam schools, of which there 
 appear to be 74, with upwards of 3,000 pupils. Mr. Robinson's 
 suggestions for the improvement of the system under which they 
 are now managed appear to us to be worthy of consideration, 
 and to approach very nearly to the principles upon which vei-na- 
 cular education has been encouraged in the North- Western 
 Provinces. We shall be prepai-ed to sanction such measures as 
 you may approve of, to carry out Mr. Robinson's views. 
 
 89. But the attention of the Government of Bengal should 
 be seriously directed to the consideration of some plan for the 
 encouragement of indigenous scliools, and for the education of 
 the lower classes, which, like that of Mr. Thomason in the North- 
 Western Provinces, may bring the benefits of education practi- 
 cally before them, and assist and direct their eiforts. We are 
 aware that the object held out by the Government of Agra to 
 induce the agricultural classes to improve their education does 
 not exist in Bengal : but we cannot doubt that there may be 
 found other similar solid advantages attending elementary know- 
 ledge, which can be plainly and practically made apparent to 
 the understandings and interests of the lower classes of Bengal. 
 
 90. We perceive that the scheme of study pursued in the 
 Oriental Colleges of Bengal is under the consideration of the 
 Council of Education, and it appears that they are in an unsatis- 
 factory condition. We have ah*eady sufficiently indicated our 
 views as to those colleges, and we should be glad to see them 
 
 4 
 
26 EDUCATIONAL PAPERS. 
 
 placed npon such a footing as may make them of greater prac- 
 tical utility. The points whicli you have referred to us, in your 
 letter of the 5th of May, relative to the establishment of a Pre- 
 sidency College in Calcutta, will form the subject of a separate 
 communication. 
 North-Western 91. In the North-Western Provinces the demand for educa- 
 Provinces. t^JQ^ |g go limited by circumstances fully detailed by the Lieuten- 
 ant-Governor in one of his early I'eports, that it will probably be 
 long before private efforts will become energetic enough to sup- 
 ply the place of the establishment, support, and management, by 
 Government, of places of instruction of the highest grade, where 
 there may be a sufficient reason for their institution. 
 
 92. At the same time, the system for the promotion of general 
 education throughout the country, by means of the inspection 
 and encouragement of indigenous schools, has laid the founda- 
 tion of a great advancement in the education of the lower classes. 
 Mr. Thomason ascertained, from statistical information, the 
 lamentable state of ignoi'ance in which the people were sunk, 
 while the registration of land, which is necessary under the 
 revenue settlement of the North-Western Provinces, appeai'ed 
 to him to offer the stimulus of a direct interest for the acquisi- 
 tion of so much knowledge, at least of reading and writing, of 
 the simple rules of arithmetic, and of land measurement, as would 
 enable each man to look after his own rights. 
 
 93, He therefore organised a system of encouragement of 
 indigenous schools, by means of a constant inspection by Zillah 
 and Pergunnah Visitors, under the superintendence of a visitor- 
 general ; while, at the head-quarters of each, tahsildar, a school 
 was established for the purpose of teaching " reading and writing 
 the vernacular languages, both Urdu and Hindi accounts, and 
 the mensuration of land." A school-house is provided by 
 Government, and the masters of the Tahsili schools receive a 
 small salary, and are further entitled to the tuition fees paid by 
 the pupils, of whom none are educated gratuitously, except " on 
 recommendations given by village schoolmasters who may be on 
 the visitor's list." A certain sum is annually allotted to each 
 zillah for the reward of deserving teachers and scholars ; and 
 the attention of the visitor-general was exiiressly directed to 
 the prepai'ation of elementary school-books in the vernacular 
 languages, which are sold through the agency of the Zillah 
 and the Pergunnah Visitors. We shall be prepared to sanction 
 the gradual extension of some such system as this to the other 
 districts of the Agra Presidency, and we have already referred 
 to it as the model by which the efforts of other Presidencies 
 for the same object should be guided. 
 
 Bombay. 94. In the Presidency of Bombay the character of the educa- 
 
 tion conveyed in the Anglo- vernacular Colleges is almost, if not 
 quite, equal to that in Bengal ; and the Elphinstone Institution 
 
i)ES PATCH OF 1854. 2? 
 
 is an instance of a college condacted in tlie main upon the prin- 
 ciple of grant in aid, which we desire to see more extensively 
 carried out. Considerable attention has also been paid in Bom- 
 bay to education, through the medium of the vernacular 
 languages. It appears that 216 vernacnlar schools are under 
 the management of the Board of Education, and that the 
 nnmber of pupils attending them is more than 12,000. There 
 are three Inspectors of the district schools, one of whom 
 (Mahadeo Govind Shastri) is a native of India. The schools 
 are reported to be improving, and masters trained in the Gov- 
 ernment Colleges have been i*ecently appointed to some of them 
 with the happiest effects. These results are very creditable to 
 the Presidency of Bombay ; and we trust that each Government 
 school will now be made a centre from which the indigenous 
 schools of the adjacent districts may be inspected and encour- 
 aged. 
 
 95. As the new revenue settlement is extended in the Bom- 
 bay Presidency, there will, we appi-ehend, be found an induce- 
 ment preci.sely similar to that which has been taken advantage 
 of by Mr. Thomason, to make it the interest of the agricultural 
 classes to acquire so much knowledge as will enable them to 
 check the returns of the village accountants. We have learnt 
 with satisfaction that the subject of gi-adually making some 
 educational qualification necessaiy to the confirmation of these 
 hereditary officers is under the consideration of the Government 
 of Bombay, and that a practical educational test is now insisted 
 upon pei'sons employed in many offices under Government. 
 
 96. In Madras, where little has yet been done by Government Madras, 
 
 to promote the education of the mass of the people, we can ^j^iJ^^^enoua 
 only remark with satisfaction that the educational efforts of Schools. 
 Christian Missionaries have been more successful among the 
 Tamil population than in any other part of India ; and that the 
 Presidency of Madras offers a fair field for the adoption of our 
 scheme of education in its integrity, by founding Government 
 Anglo-vernacular institutions only where no such places of 
 instruction at present exist, which might, by grants in aid and 
 other assistance, adequately supply the educational wants of 
 the people. We also perceive with satisfaction that Mr. Daniel 
 Eliott, in a recent and most able Minute upon the subject of 
 education, has stated that Mr. Thomason's plan for the encour- 
 agement of indigenous schools might readily be introduced into 
 the Madras Presidency, where the Rjotwari settlement offers 
 a similar practical inducement to the people for the acquisition 
 of elementary knowledge. 
 
 97. We have now concluded the observations which we think Summary, 
 it is necessary to address to you upon the subject of the educa- 
 tion of the natives of India. We have declared that our object 
 
 is to extend European knowledge throughout all classes of the 
 
2g EDUCATIONAL PAPERS. 
 
 people. We have shown that this object must be effected by 
 means of the Englisli language in the higher branches of 
 instruction, and by that of the vernacular languages of India to 
 the great mass of the people. We have directed such a system 
 of general superintendence and inspection by Government to be 
 established, as will, if properly cari-ied out, give efficiency and 
 uniformity to your efforts. We propose by the institution of 
 Universities to provide the highest test and encouragement of a 
 liberal education. By sanctioning grants in iiid of private 
 efforts, Ave hope to call to the assistance of Grovernment private 
 exertions and private liberality. The higher classes will now 
 be gradually called upon to depend more upon themselves ; 
 and your attention has been more especially directed to the 
 education of the middle and lower classes, both by the establish- 
 ment of fitting schools for this purpose, and by means of a 
 careful encouragement of the native schools which exist, and 
 have existed from time immemorial, in every village, and none 
 of which perhaps cannot in some degree be made available to 
 the end we have in view. We have noticed some particular 
 points connected with education, and we have reviewed the 
 condition of the different Presidencies in this respect, Avith a 
 desire to point out Avhat should be imitated, and what is want- 
 ing, in each. 
 
 98. We have only to add, in conclusion, that we commit this 
 subject to you with a sincex'e belief that you will cordially co- 
 operate with us in endeavouring to effect the great object we 
 have in hand, and that we desire it should be authoritatively 
 communicated to the principal officers of every district in India, 
 that henceforth they are to consider it to be an important part 
 of their duty, not only in that social intercourse Avith the natives 
 of India, Avhich Ave always learn with pleasure that they main- 
 tain, but also with all the influence of their high position, to aid 
 in the extension of education, and to support the inspectors of 
 schools by every means in their poAver. 
 
 99. We believe that the measures we have determined upon 
 are calculated to extend the benefits of education throughout 
 India ; but, at the same time, aa^c must add that we are not 
 sanguine enough to expect any sudden, or even speedy, results 
 to folloAV from their adoption. To imbue a vast, and ignorant, 
 population Avith a general desire for knoAvledge, and to take 
 advantage of that desire Avheu excited to improve the means for 
 diffusing education amongst them, must be a work of many 
 years ; Avhich, by the blessing of Divine Providence, may largely 
 conduce to the moral and intellectual improvement of the mass 
 of the natives of India. 
 
 100. As a Grovernment, we can do no more than direct the 
 efforts of the people, and aid them wherever they appear to re- 
 quire most assistance. The result depends more upon them than 
 
bkSPATCH OF 1854. 29 
 
 upon us ; and although we arc fully aware that the measures we 
 have now adopted will involve in the end a mnch larger expen- 
 diture upon education from the revenues of India, or, in other 
 words, from the taxation of the people of Indi.-i, than is at pre- 
 sent so applied, we are convinced, with Sir Thomas Mnnro, in 
 words used many years since, that any expense which may be 
 incurred for tliis object, " will be amply re-paid by the improve- 
 ment of the country ; for the general diffusion of knowledge is 
 inseparably folloAved by more orderly habits, by increasi»ig in- 
 dustry, by a taste for the comforts of life, by exertion to acquire 
 them, and by the growing prosperity of the people." 
 
 We are, &c., 
 
 (Signed) J. Oliphant. W. J. Eastwick. 
 
 E. Macnaghten. R. D. Mangles. 
 
 C. Mills. J. P. Willoughby. 
 
 R. Ellice. J. H. Astell. 
 
 J. W. Hogg. F. Currie. 
 
^0 iSDUCATIONAL PAPERS, 
 
 II. MEMORIAL TO HIS GRACE THE 
 GOVERNOR IN COUNCIL. 
 
 TO 
 
 HIS GRACE THE GOVERNOR IN COUNCIL, 
 
 FORT SAINT GEORGE. 
 The Meiiwrial of the undersigned repre- 
 sentatives of various Missionary 
 Societies and others engaged 
 in Education in this Presidency. 
 Humbly Sheavkth, 
 
 Your Memorialists, who represent various Missionary Societies 
 and other bodies largely engaged in the work of education 
 thronghoat this Presidency, desire humbly to approacli Your 
 Grace with reference to the woi-king of the Graiit-in-Aid system, 
 to ask the attention of Your Grace in Council to certain features 
 in the educational administration by which the due operation of 
 that system seems to be limited and hindered, and to pray that 
 such measures may be devised as may seem best fitted to promote 
 the free development of the Educational Policy for India declared 
 by Her Majesty's Government, and cordially adopted by Your 
 Grace in Council. 
 
 2. Your Memorialists base their present representation on the 
 Educational Despatch of 1854, in which Her Majesty's Govern- 
 ment laid down the following liberal lines as the polic}' to be 
 pursued in the education of the people of India : 
 
 (1). Her Majesty's Government declare that they have been 
 led to the " conclnsion, that the most effectual method of pi'o- 
 viding for the wants of India in this respect Avill be to combine 
 ■with the agency of Government the aid which may be derived 
 from the exertions and liberality of the educated and wealthy 
 natives of India and of other benevolent persons." 
 
 (2). The mode in which independent agency was to be 
 fostered, and their anticipations of its effect are set forth in the 
 following paragraph : — 
 
 " We have, therefore, resolved to adopt in India the system of 
 Grants-in-Aid which has been carried out in this country 
 (England) with very great success ; and we confidently antici- 
 pate, by thus drawing support from local resources, in addition 
 to contributions from the State, a far more rapid progress of 
 education than would follow a mere increase of expenditure by 
 the Government; while it jiossesses the additional advantage of 
 fostering a spirit of reliance upon local exertions and combina- 
 tion for local purposes, which is of itself of ho mean importance 
 to the well-being: of a nation." 
 
MEMORIAL ON AIDED EDUCATION. 31 
 
 (3). With regard to the system of administration, the follow- 
 ing general directions are laid down : — 
 
 " We desire to see local management under Government 
 inspection, and assisted by Grants- in- A id, taken advantage of 
 whenever it is possible to do so, and that no Government Col- 
 leges or Schools shall be founded for the future, in any district 
 where a sufficient number of institutions exist, capable, with 
 assistance from the State, of supplying the local demand for 
 education." 
 
 (4). Although Her Majesty's Goveinmeiit were of opinion 
 that it would " probably be necessary for some yeai-s, to supply 
 the wants of particular parts of India by the establishment, 
 temporary support and management of places of education of 
 every class in districts where there was little or no prospect of 
 adequate local efforts being made for this purpose ;" yet it was 
 intended that the maintenance of purely Government Schools 
 and Colleges should be only temporary, and that they should 
 gradually be withdrawn, as the growth of independent institu- 
 tions made it possible to be done. On this point the following 
 words are clear : — 
 
 " We look forward to the time when any general system of 
 education entirely provided by Government may be discontinued, 
 with tlie gradual advance of the system of Grants-in-Aid, and 
 when many of the existing Government Institutions, especially 
 those of the higher order, may be safely closed or transferred to 
 the management of local bodies under the control of and aided 
 by the State." 
 
 3. Your Memorialists gratefully acknowledge that the policy 
 embodied in this Despatch has been fully approved by the 
 Madras Government, and they are glad to observe that Your 
 Grace in Council, in an Order on the last publislud Report of 
 the Director of Public Instruction, gave expression to it in the 
 following terms : — 
 
 " Looking therefore to the increasing demands upon the State 
 for Grants-in-Aid, and the cheapness of the system, it is as much 
 the true as it is the admitted policy of Government .since the 
 Despatch of 1854, to reduce gradually expenditure on Govern- 
 ment institutions, where there is a Private, Local or Municipal 
 School doing equally good work, and capable of continuing it. 
 The Director will bear this principle in mind, and, wherever 
 and whenever the opportunity occurs, act in accordance there- 
 with." 
 
 With these words before us. Your Memorialists cannot but be 
 fully satisfied as to the purpose of Your Grace in Council ; and 
 the remarks which occur in connection with them render it 
 unnecessary for us to vindicate the preferability of the aided 
 system on the ground of economy, not to speak of its influence 
 in fostering the spirit of freedom and local self-government. 
 
32 EDUCATIONAL PAPERS. 
 
 4. Taming now to the practical administration of the policy, 
 Your Memorialists gratefully remember that in 1864 full elfect 
 was given to it iu this Presidency by the introduction of a Revised 
 Code of Rules for Grants-in-Aid, in which the main principle 
 adopted was that of sahiry grants. These Rules were framed 
 only after the fullest enquiry and consultation with the repre- 
 sentatives of all bodies engaged in educational work throughout 
 the Presidency, and the scheme made it possible for a well- 
 equipped and efficient school to obtain the most liberal aid. 
 
 5. By the adoption of this Code a powerful stimulus was 
 given to the progress of aided education. Missionary Societies 
 and other bodies engaged in educational work now felt that full 
 effect was likely to be given to the principles laid down in the 
 educational Despatch, and the anticipations, which we have 
 quoted above, expressed in that Despatch, were speedily realised. 
 At the close of 1803-64, the year immediately preceding the 
 introduction of the Revised Rules for Grants-in-Aid, there were 
 on the rolls of aided institutions 20,005 pupils, and the Grants- 
 in-Aid during that year amounted to Rs. 50,642-9-7. Six years 
 later, at the close of 18G'J-70, aided institutions had on their rolls 
 95,035 pupils, and received in Grants-in-Aid during that year 
 Rs. 3,07,881-14-7. Such a development of independent educa- 
 tion would manifestly have been impossible but for the libei-al 
 scheme established by the Madras Government in accordance 
 with the policy of tlie Despatch ; and the further development of 
 aided agencies or their continuance will doubtless depend on the 
 effective application of the same liberal principles. 
 
 6. In 1869 the financial necessities of the Government led to 
 a restriction being imposed on the issue of new Grants-in-Aid, 
 except for Girls' Schools. This restriction, however, it was 
 hoped, was only to be temporary. In I'eply to a Memorial, ad- 
 dressed in the beginning of 1871, to His Excellency, Lord Napier, 
 by members of the Madras Missionary Conference and others 
 connected with aided education, His Excellency the Governor 
 in Council in an Order dated 6th March 1871, " resolves to 
 intimate to the gentlemen who have addressed the Government, 
 that he is fully alive to the imi^ortance of maintaining tiie deve- 
 lopment of the Grant-in- Aid system, and that the present res- 
 trictions will be removed as soon as the state of the funds avail- 
 able to this Government for educational purposes will allow." 
 
 Relying on the conditional promise thus made, independent 
 bodies have continued and even extended their efforts, but the 
 restriction has not yet been withdrawn. 
 
 7. When we compare the expenditure on Grants-in-Aid from 
 Provincial Funds for 1869-70 with that for 1876-77 as given in 
 the Director's Reports, we find that it has not increased but 
 diminished, having fallen from Rs. 3,07,881-14-7 in the foi-mer 
 year to Rs. 2,78,682-2-4 in the latter. Daring the same period, 
 
MEMORIAL ON AIDED EDUCATION. 33 
 
 however, we observe that the gross expenditure on Government 
 Colleges and Schools for general education from the same funds 
 had risen from Rs. 2,13,827-8-2 to Rs. 3,09,0!t'J-7-6. In other 
 word's, Avhile Grants-in-Aid had been during these seven years 
 rednced by i>'4 per cent., the expenditure on direct Government 
 education had increased by 45 per cent. Your Memorialists do 
 not take it upon them to judge how it became necessary to in- 
 crease so largely the outlay on Government institutions, which 
 admittedly do their work at much greater cost to the State than 
 aided institutions, while a restriction was maintained on the legi- 
 timate operation of the Grant-in-Aid scheme ; but they respect- 
 fnlly submit that priind facie it would have been more in accord- 
 ance Avith the declared policy of Government, if the additional 
 funds had been expended on fostering aided education. It is 
 unnecessary also to point out to your Grace that if the larger 
 funds available for education are absorbed by Government insti- 
 tutions, the hope of seeing the restriction removed as promised, 
 and the Grant-in-Aid scheme carried out in its entirety, must be 
 abandoned. At the same time the confidence of independent 
 agencies in the encouraging policy of Government must corres- 
 pondingly be weakened, and their efforts in the cause of educa- 
 tion restrained. 
 
 8. Your j\Iemorialists would here beg to state that they do 
 not object to a revision of the present Grant-in-Aid rules, or to 
 any modification of them, which, on due consideration of the 
 ])rogress of education or other circumstances, may seem advisable. 
 What alone they deprecate is any tendency to reverse the 
 declared polic}- of Government — the policy, vi::., of fostering and 
 extending aided education in preference toapnrely Government 
 system, — or to hinder by special restrictions the free operation 
 of any well considered Grant-in-x4.id scheme framed in accord- 
 ance with this policy. That your Memorialists have good 
 grounds to entertain serious apprehensions regarding this matter 
 will appear not only from the contrast already pointed out between 
 the increased expenditure on Government Institutions on the 
 one hand, and the diminished Grants-in-Aid on the other, but 
 from the following instances to which we crave the special atten- 
 tion of your Grace in Council. 
 
 (1). Your Memorialists have to complain that important 
 changes are made in the administration of the Grant-in-Aid 
 scheme without due consideration being shown to the bodies 
 specially interested, and without an}- opportunity being given to 
 express their opinion regarding arrangements by which they are 
 materially affected, until remonstrance has become too late. In 
 January last, for example, an order was issued by the Director of 
 Public Instruction largely reducing the grants to aided Institutions 
 in Madras, without any previous consultation with the Managers, 
 and making the reduction take effect from 1st April, thus allow- 
 
 5 
 
g4 tlPUCATIONAL PAPERS. 
 
 ing only the very inadequate period of little more than two months 
 to make provision for the extra charges thus thrown on them. 
 
 It appears, further, from the Director's letter to Government 
 of 13tli December 1878, that he submitted to Government in 
 Januar}'^ of last year a revised Code of Rules for salary grants, 
 and that this Code is now under the consideration of your 
 Grace's Government. The Director's proposals have been sub- 
 mitted without any consultation with the Managers of the Edu- 
 cational Agencies to whicli they are to be applied, or any infor- 
 mation being vouclisafed as to their nature and bearing. Up to 
 the present moment all representatives of aided education are in 
 entire ignorance of the new, scheme under which they may find 
 tliemselves placed without previous warning. This procedure 
 is in such complete contrast with that followed when the Revised 
 Rules of 1864! were framed, that your Memorialists cannot but 
 fear that it may indicate a different line of policy. 
 
 (2). Your Memorialists beg to point, secondly, to the enlarge- 
 ment of the school department of the Presidency College, through 
 the opening of the lower classes in 1875-76. The Director 
 justified this measui-e on the ground that it was necessary to 
 strengthen the Presidency College, and that it would involve no 
 additional expense. Even if we set aside for the moment the 
 Educational Despatch of ISS-l, and admit that the strengthening 
 of the Presidency College against aided Institutions were a 
 legitimate end in itself, we cannot admit that as a College it 
 needed such a buttress. The calculation, moreover, that the new 
 classes would be self-supporting can only have been made by leav- 
 ing out of account in respect of them all charges for buildings, 
 general management, servants, pensions to masters, and the like. 
 However this may have been, the expectation has not been ful- 
 filled, for it appears from the Director's Report for 1876-77 that 
 while the total expenditure of the middle department formed by 
 these classes was Rs. 8,978-14-2, the income from fees was only 
 Rs. 1,940-8 or not quite a half of tlie expense. But what we 
 desire mainly to call your Grace's attention to in connection 
 with this case is, that there was no need in Madras of these new 
 classes, and that they could only be supplied by drawing away 
 pupils from aided Institutions, which were ^^erfectl}'^ adequate 
 to educate them. The weakening eft'ect on these Institutions 
 must have been the greater that such an influential Government 
 Institution as the Presidency College Avould naturally draw to 
 itself the best pupils. Your Memoi'ialists must respectfully sub- 
 mit that they cannot see how this measure can be reconciled 
 with the insti'uctiou of the Despatch which lays down that no 
 " Government School shall be founded for the future in any 
 district Avhere a sufficient number of institutions exist, capable, 
 with assistance from the State, of supplying the local demand 
 for education." 
 
MEMORIAL ON AIDED EDUCATION. 35 
 
 (3). Youi- Memoinalists boo- R;avo to point, thirdly, to the 
 action of Government with reo^ard to tlie Madras Christian Col- 
 le^'e. This Institution, which is tl\e only f nlly-developed Colles^e 
 amonpfst aided institutions and in whose management almost all 
 the Missionary Societies engaged in edncation have now a part, 
 deserves the fullest consideration on the ground both of its 
 efficiency and of its representative character. But while during 
 the last few years it has greatly grown, and its expenditure has 
 therefoi'e largely increased, the aid given to it has, notwithstand- 
 ing repeated and pressing applications, remained stationary. 
 At pi'esent it receives as a Grrant-in-Aid rather less than 20 per 
 cent, of its cost, although while still in a partially developed 
 condition, it was receiving like other aided institutions about 40 
 per cent. This refusal of increased aid might possibly be justi- 
 fied on the ground of want of funds ; though, as we have shown 
 above, funds were found during the same period for a greatly 
 iiicreased expenditure on direct Government Education. But it 
 might reasonably have been expected that the first opportunity 
 would be seized, when funds were available, to give it some of 
 the additional aid to which it was entitled. Such an opportu- 
 nity presented itself when the reduction of grants to schools in 
 Madras was I'ecently made. But while the Director allows that 
 a College requires more aid than a School, be assigns to the 
 College Department of this Institution only Rs. 450 a month, 
 although it has a staff of six Professors, two Assistant Profes- 
 soi's, and other Ofl&cers, involving an expenditure of six times 
 that sum. At the same time he reduces the grant to the School 
 Department to Rs. 150 a month. The effect of the whole 
 arrangement is to reduce the grant to the Madras Christian Col- 
 lege by nearly Rs. 3,000 a year, even though that grant is already 
 less than a fifth of the eutii'e expenditui'e. Your Memorialists 
 respectfully submit that such treatment of an aided institution 
 of this kind is calculated to awaken the gravest apprehension as 
 to the tendency of the present educational administration, and 
 to justify them in calling the attention of your Grace in Council 
 to the case. 
 
 (4). The fourth and last instance to which Your Memorial- 
 ists would point is the action recently taken regarding the 
 Government schools at Cuddalore and Salem. At each of these 
 towns there is a Grant-in-Aid school, side by side with the 
 Government school, and competing with it on equal terms. 
 Each was plainly a case in which, according to the principles of 
 the Despatch, the aided school should have been fostered, and as 
 soon as it was capable of supplying the educational wants of the 
 place, the Government school have been withdrawn. It is laid 
 down in the Despatch that this is the process to be followed 
 specially in the case of higher schools. Instead of this we hear 
 with deep regret and apprehension that the Zillah schools have 
 
36 EDUCATIONAL PAPERS. 
 
 been erected into Provincial Schools witli a Collegiate depart- 
 ment. There does not seem, in oar humble opinion, to be any 
 justification for this step in eitlier case on the ground of neces- 
 sity : tliere are Collogiate schools at no great distance, to which 
 those may resort who wish to prosecute their studies beyond the 
 matriculation standard. On the other hand Aarious results will 
 follow which are much to be deplored. In the first place, the 
 aided schools can no longer compete on equal terms with the 
 Government schools, but are most likely to be beaten out of the 
 field. Secondly, the change will in each case involve a very 
 heavy additional expenditure, as a Collegiate department, 
 especially when it is small, involves heavy charges and yields but 
 a small income. In present circumstances when the free opera- 
 tion of the Gi-ant-in-Aid system is entirely hindered from want 
 of funds, and grants are being reduced because of pressing 
 necessities, we i-espectfnlly submit that an additional outlay on 
 direct Government education of in all likelihood not less than 
 Rs. 10,000 a year is greatly to be deprecated. Lastly, such 
 action is calculated to have the worst effect on all itidependent 
 agencies, as it seems to threaten the reversal of the declared 
 l^olicy of Government, and to manifest a purpose to foster purely 
 Government education in opposition to and at the direct expense 
 of aided institutions. 
 
 9. We therefore pray your Grace in Council to take the 
 foregoing into your gracious consideration, and specially to favour 
 Your Memorialists with an answer on the following points : — 
 
 (1). Whether it may not be possible to give free operation to 
 a Grant-in-Aid scheme framed in accoidance with the policy 
 declared in the Despatch of 1854 : 
 
 (2). Whetlier the Revised Rules now submitted by the Direc- 
 tor may not be publislied for the consideration of those interested 
 in aided education, before your Grace in Council passes final 
 orders npon them : 
 
 (3). Whether some representatives of aided education might 
 not be appointed to consult with the Dii'ector or with Govern- 
 ment regarding matters directly affecting that important branch 
 of educational agency : and 
 
 (4). Whether in the instances to whicli we have pointed as 
 appearing to our humble judgment to be out of h;irmony with 
 the policy prescribed by the Educational Despatch and by your 
 Grace in Council, the resolutions arrived at may not be recon- 
 sidered. 
 
 And Your Memorialists will ever pray, &c. 
 
 Madras, March 1879. 
 
MEMORIAL ON AIDED EDUCATION. 
 
 37 
 
 Signed by 
 
 A. H. Ardeii, Secy. C. M. S. 
 J. M. Strachaii, Secy. S. P. G. 
 Edward Sell, C. M. S. 
 James Coolino:, W. M. S. 
 
 D. Sinclair, Ch. of Scotland Mission. 
 Walter Joss, L. M. S. 
 
 John Cook, Doveton Protestant Col. 
 
 J. T. Margoschis, S. P. G. 
 
 William Miller, Principal, Christian 
 
 College. 
 William Stevenson, Secy. F. C. S. M. 
 James Shaw, Methodist Episcopal 
 
 Church. 
 C. Runganadham, L, M. S. 
 Daniel Jacob, Church of Scotland 
 
 Mission. 
 F. Wilkinson, L. M. S. 
 W. T. Sathyanadhan, C. M. S. 
 Geo. Patterson, W. M. S. 
 P. J. Evers, W. M. S. 
 William Burgess, W. M. S. 
 C. Michie Smith. 
 Geo. Milne Rae, Madras Christian 
 
 College. 
 William Elder, F. C. S. M, 
 L. Jewett, Amer. Bap. Tel. Mission. 
 
 F. G. Davis, Meth. Ep. Church. 
 Andrew Dowsley, Ch. of Scot. Mis. 
 J. Murdoch, Ch. Ver. Ed. Society. 
 
 G. M. Cobban, W. M. S. 
 
 M. A. Coopoosavvmy Rao, W. M. S. 
 
 T. E. Slater, L. M. S. 
 
 P. Kajahgopaul, F. C. S. M. 
 
 F. Madras. 
 
 R. Caldwell, Bishop. 
 
 R. M. Bauboo, F. C. S. M. 
 
 V. Simeon, C. M. S. 
 
 S. W. Organe. 
 
 R. Handmann, Evangelical Lutheran 
 
 Mission. 
 Joseph Cornelius, C. M. S. 
 J.L.Duffield, Sunday School Teacher. 
 W. Stokes, Kaity, Neilgherries. 
 M. Meig, do. do. 
 
 J. Layer, do. do. 
 
 W. Schmolk, Tellieherry, Malabar. 
 L. G. Hanhart, Palghaut, do. 
 Ad. Ruhland, do. do. 
 
 G. Wagner, Codacal, , do. 
 J. Knobloch, Calicut, do, 
 G. Kuhnle, do. do. 
 S. Walter, Chombala, do. 
 S. Frohnmeyer, Tellieherry, do. 
 
 E. Liebendoerfer, do. do. 
 E. Diez, Canuanore, do. 
 J. LaufEer, Chowa, do. 
 
 C. T. P. Luxmoore. 
 
 Geo. Bidie. 
 
 Spencer A. Shutie, b.a., Head Master 
 
 S. P. G., Kamnad. 
 George Billing, b.a., S. P. G., Ramnad. 
 E. Unangst, 
 A. D. Rowe. 
 E. Sherman. 
 Robert P. Cell. 
 
 L. L. Uhl, Am. Mis. Sch., Guntoor. 
 W. X. G. Herre. 
 H. Brunotte. 
 A. F. Wolff. 
 H. Wannske. 
 A. Gehring. 
 
 C. A. Ouchterlony. 
 
 D. Bergstedt. 
 T. Paesler. 
 
 C. F. Kremmer. 
 C. J. Sandegren. 
 
 A. V. Timpany, Cocanada. 
 John Craig, do. 
 
 W. F. Armstrong, Chicacole. 
 C. E. Thompson, do. 
 
 B. Paul, do. 
 G. Churchill, Bobbilly. 
 
 R. Stanes, Coimbatore High School. 
 
 William Robinson, Coimbatore. 
 
 H. A. Hutchison, L. M. S., Coimbatore. 
 
 John Clay, S. P. G. 
 
 Arther Inman, S. P. G. 
 
 R. D. Shepherd, S. P. G. 
 
 J. W. Scudder. 
 
 H. M. Scudder, m.d. 
 
 G. W. Legate. 
 
 Jacob Chamberlain. 
 
 J. H. Wyckoff. 
 
 J. Xallathumbi, A. M. S., Arcot. 
 
 Martin Ijuther, do. 
 
 Arthur Margoschis, S. P. G. 
 
 Alfred Morgan, C. M. S., Godavery. 
 
 George Fryar, W. M. S. 
 
 J. M. Thompson, W. M. S. 
 
 E. J. Gloria, do 
 Henry Little, do. 
 George Hobday, do. 
 J. Dixon, do. 
 R. Arumainayagam, do. 
 J. R. Slater, do. 
 A. F. Barley, do. 
 R. S. Boulter, do. 
 
 J. B. Coles, L. M. S., Bellary. 
 Edwin Lewis, do. do. 
 E. Haines, do. do. 
 
 Maurice Phillips, L. M. S., Salem. 
 G. O. Newport, L. M. S., Travancore. 
 
38 EDUCATIONAL PAPERS. 
 
 M. Ruthnura, C. M. S., Bezwadah. 
 J. M. N. Schwarz, Leip. Luth. Mis., 
 
 Tranquebar. 
 A. Bloonistrancl, Leip. Luth. Mission. 
 K. Ihlefeld, Leip. L. M., Tranquebar. 
 J. Kabi.s, Lutheran Mission. 
 K. Pamperrien, do. School. 
 
 Edw. Sargent, Bishop, C. M. S. 
 A. H. Lash, do. 
 
 H. Schaffter, C. M. S. 
 
 T. Kember, do. 
 
 J. E. Padfield, C. M. S., Training In- 
 
 stitution, MasuHpatam. 
 E. Noel Hodges, Noble School Insti- 
 
 tution. 
 Arthur W. Poole, do. do, 
 
 Henry Wm. Eales, C. M. S. do. 
 C. S. Elliot, Madras. 
 
 III. ORDER OF MADRAS GOVERNMENT. 
 
 Educational Department. 
 Proi'eediiKjs of the Madras Goi^ernment. 
 Read the following Meinoi-ial from the Rev. A. H. Arden, Secre- 
 tar}-^, Church Missionary Society, and other Gentlemen, 
 dated March 1879. 
 
 Order thereox, 12th April 1879, No. 119. 
 
 Resolved that this Memorial be forwarded to the Director of 
 Public Instruction for his remarks, which he will furnish at an 
 early date. 
 
 2. Resolved also, that the Director's letter, dated the 15th 
 January 1878, No. 215, .submitting revised Grant-in- Aid I'ules, 
 which is now befoi'e Government, be referred to the Gentle- 
 men who have signed the Memorial, for their remarks. 
 
 (True Extract.) 
 
 John Pionnvcuick, Major, R.E., 
 
 Under Secy. P. W. D., 
 
 for Acting Chief Secretary. 
 To 
 
 The Rev. A. H. Arden, and other Gentlemen with 
 
 Director's letter. No. 215. 
 
 IV. REMARKS ON PROPOSED GRANT-IN-AID 
 RULES. 
 
 To 
 
 Sir, 
 
 C. G. Mastkr, Esq., 
 
 Acting Chief Secretary to Govt, of Fort St. George. 
 
 We have the honour, on behalf of the Memorialists who 
 lately addressed His Grace the Governor in Council regarding 
 Aided Education, to acknowledge receipt of the Government 
 Order of 12th April 1879, No. 119, together with the Director's 
 
REMARKS ON PROPOSED GRANT-IN-AID RULES. 39 
 
 . » 
 
 letter of 15tli January 1878, No. 215, submittiwg revised Grant- 
 in-Aid Rules. We desire to express our thanks for the oppor- 
 tunity afforded us of considering the proposals contained in the 
 lattei*, and we now have the honour, in accordance with the 
 request of Government, to submit the following remarks. 
 
 2. We have the ])leasure, first of all, to say that we approve 
 generally of the scheme now proposed by the Director. We recog- 
 nise that it is no longer necessaiy, as it has not been for some time 
 possible, to give free and full operation to the system of half grants. 
 The funds at the disposal of Government for edacation are, we 
 know, not unlimited, and though we are of opinion that a larger 
 proportion of them ought to have been n.nd ouglit now to be 
 allotted to Aided Education, yet we do not think that they could 
 be made sufficient to give unrestricted aid, on the veiy liberal 
 scale of a moiety of the expenditure of all efficient schools that 
 apply for it under the Rules. To the f tee issue of graiits under 
 this scheme a restriction has now been imposed for ten years, 
 and we do not see how it can be removed except by a reduction 
 of the scale of grants ordinarily given. The removal of the 
 restriction is fit the same time so necessaiy, and the free opera- 
 tion of any established scheme of so much importance, that we 
 willingly consent to a reduction which Jiiakes it possible. 
 
 By the new scheme it is proposed to red nee the ordinary 
 salary grants issued in favour of schools for boys from one-half 
 to one-third, as Avell as to cnt off various other grants, which in 
 the aggregate will amoant to a considerable sum. A school 
 will thus receive less than two-thirds of the aid it has been 
 entitled to under the existing rules, and so large a diminntion 
 will no doubt bear hard upon some. At the same time we think 
 it greatly preferable that full effect should be given to a less 
 liberal scheme, than that arbitrary restrictions should be imposed 
 on one more libei-al. In the one case Managers know what 
 they can count upon ; in the other case everything is brought 
 into uncertainty. We accept therefore the substitution as a 
 general rule of one-third grants in place of the half offered by 
 the present rules, in the assurance that such grants will be 
 given in all ordinary cases, when a school satisfies the conditions 
 on which they are promised. 
 
 Besides this, the progi'ess of edacation, by enlarging the 
 income derived from fees, I'enders it unnecessary to give aid 
 now in the same measure as was required fifteen years ago, and 
 is provided for by the existing rules. We do not indeed think 
 that the increase of receipts from fees will enable all aided 
 schools to bear easily at first the reduction of the grants, but 
 yet it may be hoped that they are to a certain extent prepared 
 for it, and that none will suffer any serious in jniy. We know 
 that there is great variety in the circumstances of aided schools, 
 and that some are in a much better position to meet diminished 
 
4/0 lEtoVCATIONAL PAPtlRS. 
 
 grants than others. At the same time we are of opinion that, 
 except in the case of poor schools which arc specially provided 
 for, a fair amount of the expenditure m;iy ordinarily be met by 
 fees, and that, accordingly, a part of the Government aid may 
 be set free to benefit a wider area. 
 
 3. In this connection we would observe that as the exception 
 of Poor Schools is specially provided for at one extreme, provi- 
 sion should also be made in the Rnles for an exception at the 
 other extreme. Some schools may now be, or may come to be, 
 so favourably circumstanced, that the fees and Government 
 grants together may more than cover their whole expenditure. 
 In such cases the Government aid enables the managers to make 
 a pi'ofit. Bat as the educational funds ai-e so limited, and at 
 the same time so ni-gently needed to help the necessities of the 
 poor, it is manifestly throwing them away when any portion is 
 applied to enrich a school or to yield a profit to those who 
 manage it. We are of opinion, therefore, that it should be dis- 
 tinctly laid down that whenever the fees and the Government 
 grants together are more than snfficient to meet the expenses, 
 the Government aid shall be withdrawn in whatever measure 
 seems fair and suitable. It is very necessary that the educa- 
 tional fnnds be administered with a careful economy that shall 
 make them as productive as possible. 
 
 4. There is another case which ought, perhaps, to be treated 
 as special, and in which more liberal aid ought to be given. We 
 refer to the case of College Departments. It can never be 
 expected that in these the fees will bea.r nearly so lar^ a pro- 
 portion of the expenditure as in schools, and therefore their 
 claim to more help ought in some manner to be recognised. 
 AVe content ourselves, however, with suggesting this for the 
 consideration of Government. We believe that the Dii*ector 
 agrees with us as to tiie diffei-ent proportion of fees in the two 
 cases, and the pi-iuciple of giving aid that follows from it. 
 
 5. Having thus stated our opinion of what we take to be the 
 central principle of the scheme and its bearings, we beg now to 
 refer to some of the rules in detail, and to suggest certain altera- 
 tions which seem to us necessary. We take them in their order. 
 
 (I). Rule 5 under II (a) runs thus : — 
 
 " Pjxcept in the case of Normal Scliools for training teachers, and of 
 Female Schools, such monthly schooling fees must be levied as may from 
 time to time be prescribed by Government." 
 
 As this rule, we presume, is not meant to stand in the way of 
 managers charging higher fees than those prescribed by Gov- 
 ernment, should they deem it advisable, we would suggest that 
 the rule read thus : — 
 
 " Except in the case of Normal Schools for training teachers and of 
 Female Schools, monthly schooling fees must bo levied not less than those 
 which may from time to time be prescribed by Government." 
 
Remarks on proposed granT-in.aid rules. 41 
 
 (2). In Rule 7 under II (a) : — 
 
 " No salary grant shall be given or continued to any school which 
 cannot show an average attendance for three months of at least twenty 
 boys," — ihe substitution of ' pupils' for ' boys' is necessary for accuracy, 
 as it is meant to apply to girls' schools also. 
 
 (8). Rule 8 under II (a) runs thus : — 
 
 " Generally a teacher will not be eligible for a grant unless he or she 
 spends at least four hours per diem in secular teaching, but in the case of 
 Pundits teaching Oriental languages alone, and Mistresses teaching needle- 
 work alone, two hours per diem will suffice, and in the case of Teachers 
 instructing collegiate classes three and a half hours will be accepted." 
 
 We approve of this rule with the exception of the last clause 
 in which it is laid down that teachers instructing collegiate 
 classes mnst give three and a half hours j>e/- diem to class- 
 teaching. We are decidedly of opinion that not more than 
 three hours should be here required. In Government Colleges 
 only three hours of actual teaching is required of the Pro- 
 fessors, and in fairness the same amount of woi'k ought to 
 entitle to a grant in Aided Colleges. This principle, we believe 
 has been tacitly recognised both by the present and former 
 Director. Further, there can be no doubt that considering the 
 amount of preparation and paper-work required in collegiate 
 classes, three hours of teaching in these is much more than 
 equivalent to four in a school. We trust tlierefore that for 
 " three hours and a half," "three hours" will be substituted. 
 
 (4). Under II (c) there are the following rules : — 
 
 " 16. A grant not exceeding one-third of the total salary within the 
 prescribed limits will be given to Masters holding Normal Certificates and 
 to uncertificated Mistresses who have passed the Higher, Middle, or 
 Primary Examination. 
 
 17. A grant not exceeding one-fourth of tlie total salary within the 
 prescribed limits will be given to Masters holding Ordinary Certificates. 
 
 18. A grant not exceeding one-fifth of the total salar}' within the pre- 
 scribed limits will be given to uncertificated Masters who have passed one 
 of the Madras University Examinations or the Middle or Primary 
 Examinations, or any examination which shall be declared equivalent to 
 such examinations 
 
 The following two rules, 19 and 20, define Normal and Ordi- 
 nary Certificates. 
 
 In these rules the Director proposes three proportions of 
 grants : — (1) one-third of the salary of Masters holding Normal 
 Certificates ; (2) one-fourth of the salary of Masters holding 
 Ordinary Certificates ; and (3) one-fifth of the salary of Masters 
 who have passed the General Educational Tests. We feel con- 
 strained strongly to object to the two latter on the following 
 .grounds: First, we think that they introduce unnecessary and 
 harassing complications, and tend to give managers of Schools 
 much trouble for little benefit. It is of importance for a 
 workable scheme that it be as little intricate as possible. 
 Secondly, we do not think that the difference of qualifications 
 
 6 
 
42 EDUCATIONAL PAPERS. 
 
 between tlie first class of teachers and tlie thii'd gives any suffi- 
 cient reason foi- making so large a dift'evence in their respective 
 grants. Tho advantages possessed by the former :ire summed 
 up in attendance at a Normal School for six months, which 
 training, we submit, however beneficial and deserving of encour- 
 agement, is not sufficient to Avarrant the preference implied in 
 their receiving a tliird grant, while on account of the latter only 
 a fifth will be sanctioned. We think that a fourth instead of a 
 fifth will sufticiently mark the difference. ThiixUy, comparing 
 the second class of teachers with the first, we see no ground 
 whatever for giving the latter a preference. A teacher cannot 
 receive an Ordinaiy Certificate until (I) he has passed the 
 General Education Test ; (2) has been actually employed as a 
 Teacher for at least two years in a school under Government 
 inspection, and (3) has obtained a favourable report from an 
 Inspector as to his teaching ability. We respectfully submit 
 that the qualifications implied in these requirements are fully 
 equivalent to those imparted by a Normal School training of six 
 months, and requii-ed by its accompanying tests. We are there- 
 fore clearly of opinion that a tliird grant may as reasonably be 
 given in the one case as in the other. To give only a fourth 
 grant on account of teachers certified to possess all the necessary 
 qualifications of a teacher, appears to us decidedly unfair both 
 to teachers and managers. It will be observed that Normal 
 Students will, though the grants be equalised, still possess a 
 great advantage, for they can receive a Normal Certificate after 
 six months' study, whereas the Ordinary Certificate cannot be 
 obtained till after two yeai's' actual service in a school. All 
 necessai-y encouragement will therefore still be given to Normal 
 Schools and pupils. 
 
 On these grounds we think that, the.se three rules should be 
 put into two, and read thus : — 
 
 " 16. A grant not exceeding one-third of the total salary within the 
 prescribed limits will be given to Masters holding Normal and Ordinary 
 Certiticates and to uncertiticated Mistresses who have passed the Higher, 
 Middle, or Priniaiy Examination. 
 
 17. A grant not exceeding one-fourth of the total salary within the pre- 
 scribed limits will be given to uncertificated Masters who have passed one 
 of the Madras University Examinations or the Middle or Priniai-y Examin- 
 ations, or any examination which shall be declared equivalent to such 
 examinations." 
 
 It may be noted that in the case of Mistresses those holding 
 Normal and Ordinar}' Certificates ai-e classed together in the 
 proposed Rules as entitled to the highest grant. 
 
 (5). Rule 21, under II (n) :— 
 
 " The cxiuiiinations for these tests will be held at Madras and other 
 places api)ointed by the Director of Public Instruction once a year, com- 
 mencing on the 8th day of December, unless that day falls on a Sunday, 
 when the examination will be held on the Monday following." 
 
REMARKS ON PROPOSED GRANT-IN-AID RULES. 43 
 
 We suppose the ' tests' here referred to are all other than the 
 University Examinations, but it might be well to make tliis 
 more clear. 
 
 (G). Rule 26, under II (c) lays down the scale of the 
 maximum salary contemplated, and the grants to be given to 
 the various classes of masters. We approve of the scale of 
 salaries, but if Rules 16, 17 and 18 are altered as we have sug- 
 gested, the scale of grants will have to be modified accordingly. 
 
 (7). Rule 30, under II (c) runs thus : — 
 
 " A Pundit who has passed the General Education Test for the Fifth 
 Grade may receive the salai-y grant of a master of the Fourth Grade if he 
 i.s employed in teaching students of the First Arts class, and the salary 
 grant of a master of the Third Grade if he is employed in teaching students 
 preparing for the B.A, Degree." 
 
 In our opinion it is not necessary to require that a Pundit 
 shall pass any General Education Test, nor do we think that 
 the Test of the Fifth Grade is sufficient to certify the peculiar 
 qualifications required in a Pundit. We would therefore sug- 
 gest the following reading of this Rule : — 
 
 " A Pundit, who is approved as duly qualified, may receive, if he is 
 employed in a school department a grant of one-third of the maximum 
 salary of a Fourth Grade teacher : and a grant of one-third of the 
 maximum salary of a Third Grade teacher, if he. is employed in a College 
 Department." 
 
 (8). In Rule 33, under II (c) it is provided that 
 
 " A half-salary grant of Rs. 10 may be assigned to any teacher of 
 Physical Science who (c) has attended a course of lectures in the Presidency 
 College on one of the subjects prescribed for the Physical Science branch 
 of the B.A. degree, and has received a certificate stating that he is qualified 
 to teach the elements of the subject." 
 
 As there are other Colleges besides the Presidency College in 
 which Physical Science is efficiently taught, there seems no 
 ground for restricting the privilege liere given to its students. 
 We therefore suggest that for ' the Presidency College' should 
 be substituted ' any affiliated College provided with the requisite 
 means of teaching the subject.' 
 
 (9). Rule 42, under II (c) lays down that the maximum 
 salaries contemplated for Mistresses are Rs. 100, Rs. 50 and 
 Rs. 20 for the First, Second and Third Grades respectively. 
 We beg to suggest, that especially considering the Higher 
 Standards which School-mistresses will be required to pass, 
 the maximum salaries should be Rs. 120, Rs. 60 and Rs. 30 for 
 the three grades respectively. 
 
 (10). We would suggest that under II a Rule be introduced 
 providing for the sanction of grants on account of Writing 
 Masters, who may be employed solely in teaching this subject 
 for not less than two hours a day. The experience of the 
 U. C. S. examinations shows the necessity of encouraging the 
 bestowal of particular attention on this subject. 
 
44 EDUCATIONAL PAPERS. 
 
 (11). With reference to building grants, the Director 
 proposes in paragraph 19 of his letter to reserve the Edacatioual 
 Building Fund exclusively for Government buildings, and that 
 all the building grants to aided schools should be paid out of 
 the amount alloted for Grant-in-Aid expenditure. The Director 
 does not assign any ground for making tliis separation now, and 
 we do not see why aided schools should not participate in the 
 benefit of that Fund so long as it lasts. Indeed, we do not 
 think there is any necessity to take it for granted that any 
 special funds will hereafter be required for Government school- 
 buildings. We .should i-ather hope that in accordance with the 
 principles of the Despatch of 1854, which is our only guide in 
 questions of this kind, the time has arrived for fewer buildings 
 being required for purely Government education than are now 
 in use. As to repairs of those that must be kept up, we tliiuk 
 that the sum necessary for this purpose should come from the 
 ordinary present expenditure on Government schools. Such 
 measures would be much moi'e accordant with the declared 
 policy of Government than those proposed by the Director. 
 
 (12). Rule 54, under IV, lays down that 
 
 " No grants will be given for the payment of school servants, contingent 
 charges, ordinary school furniture, maps, prizes and books of reference ; 
 but grants will be issued once to any College or school for the purchase of 
 special apparatus, diagrams, and examples requii-ed for the instruction of 
 pupils in science or art." 
 
 Now we think that as servants ai-e as necessary a part of a 
 school establishment as teachers, and school furniture as essen- 
 tial as the building, the former in either case should be placed 
 on the same footing as the latter. We are of opinion also that 
 for the sake of encouraging the taste for general reading, and 
 furnishing the means of gratifying it, aid should still be given 
 in the purchase of school and college libraries. We regard 
 these as holding a most important place in intellectual and moral 
 culture, and we think special favour should be shown to them. 
 We readily acquiesce in the abolition of grants for contingencies, 
 maps and prizes. 
 
 (13). With reference to Schedules A, B, C, we observe that 
 the standards are very much raised for Schoolmistresses. On 
 the whole we approve of this change, though we fear the new 
 standards may be found hard enough. We think it would be 
 well to make clearer what is no doubt implied, that candidates 
 may go up and pass in one language onl}', this limitation, 
 however, carrying with it certain disabilities in respect of 
 employment. 
 
 6. In conclusion we have only to advert to the question of 
 the application of these rules, should they be introduced, to 
 teachers already employed. As certain changes are made in the 
 Qualifications demanded, it cannot be expected that those already 
 
REMARKS ON PROPOSED GRANT-IN-AID RULES. 45 
 
 in the positiou of teachers can comply with the new require- 
 ments, neither should they be placed, in our opinion, at such 
 disadvantage in respect of grants as will impel managers to get 
 rid of them. New rules should neither avowedly nor in effect 
 be made retrospective. We suggest, therefore, that it be laid 
 down, that those teachers now employed and entitled to the 
 highest grants under the present rules should be regarded as 
 still entitled to the highest grant under the new rules, and that 
 those at present entitled to the lower grant receive similar con- 
 sideration. The new regulations should of course be applied 
 in their strictness to all who may enter the service after the 
 date of their publication. 
 
 7. There are some other points to which we might have 
 adverted as in our judgment capable of improvement, but we 
 have taken notice only of those which seem to us important. 
 We trust we may be permitted to express our satisfaction that 
 there is so much in the Director's scheme of which we can 
 heartily approve, and that the provisions in our opinion requiring 
 amendment are comparatively so few. We respectfully submit 
 the suggestion we have felt it necessary to make to the impartial 
 consideration of His Grace in Council. 
 
 We have the honour to remain, 
 
 On behalf of the Memorialists, 
 Sir, 
 Your most obedient and humble servants, 
 Signed by A. H. Ardkn. William Miller. 
 
 Jas. Cooling. Edward Sell. 
 
 John Cook. David Sinclair. 
 
 Walter Joss. William Stevenson. 
 
 J. T. Margoschis. J. M. Strachan. 
 Madras, 5th May 1879. 
 
46 EDUCATIONAL PAPERS. 
 
 V. DIRECTOR'S REPLY TO MEMORIAL. 
 
 No. 16. From Colonel R. M. MACDONA LB, Director of Pvhlic Instruction, 
 to the Acting Chief Secretary to Government, dated Madras, 1st May 
 1879, Nn. 1737-P. 
 
 I have the honor to submit the foUowiug remarks on the memorial 
 referred to me in G.O , No. 119, of the 12th instant. 
 
 2. The memorialists quote various passages from the Despatch of the 
 Court of Directors, No. 49, of the 19th July 1854, in which it is laid dovm 
 that the most effectual method of providing for the educational wants of 
 India " will be to combine with the agency of Government the aid which 
 may be derived froui the exertions and liberality of the educated and 
 wealthy natives of India and of other benevolent persons," and in which 
 instructions are given regarding the mode in which independent agency 
 should be fostered. Stress is laid on the injunctions that Government 
 Institutions should be limited in number at first, and that many of those 
 in existence should be gradually withdrawn ; and special attention is 
 drawn to the following words : — 
 
 " We look forward to the time when any general system of education entirely 
 provided by Government may be discontinued, with the gradual advance of the 
 system of grants-in-aid, and when many of the existing Government Institutions, 
 especially those of the higher order, may be safely closed or transferred to the 
 management of local bodies under the control of, and aided by, the State." 
 
 3. There is no Presidency in which the action of Government under this 
 despatch has been so favorable to Mission enterprise as Madras. Many 
 large and important towns have been deliberately left witliout any Govern- 
 ment schools for general education. Ajuong these may be mentioned 
 Viza<'apatam, Vizianagram, Cocanada, Masulipatam, Nellore, Vellore, Tan- 
 jore, Negapatam, Mannai^gudi, Trichinopoly, Palamcottah, Tinnevelly, 
 Coimbatore, Ramuad, Coujeveram and Chilambaram. Anything resembling 
 a general system of education entirely provided by Government has never 
 been attempted. The Keport on Public Instruction for 1877-78 shows that 
 out of 10,121 institutions \uider inspection only 131 were under the direct 
 management of the Educational Department. The few Government schools 
 which have been opened have boon generally established at stations where 
 efficient schools of the kind re(iuired were not in existence. At some of 
 these stations other schools have since sprang up. Some of these have been 
 established by Missionaries, some by Hindus. In many cases grants have 
 been given to these competing schools. In some cases the schools have 
 from various causes worked without grants, especially since the increase 
 in the rates of school-fees has rendered it possible for a well-educated and 
 enterprising man to make a livelihood by keeping a school. In some cases 
 
DIRECTOR'S REPLY TO MEMORIAL. 45^ 
 
 the Government schools have been given np. In others the old Government 
 schools are still <^o'ui{^ on. 
 
 4. The question as to whether an old Government Institution should be 
 closed to make way for a new Mission institution is one whicli presents some 
 difficulties. The Government Institution has been in most cases establiaiied, 
 because the inhabitants had expressed a wish for it and had shown their 
 interest in the matter by subscribing towards the cost of the building or 
 in other ways aiding in the establishment of the school. If the Government 
 School is abolished, they must either send their children to the Mission 
 School, to which they may have objections on the score of religion, or they 
 must establish and maintain a school of their own which thej' may not be 
 able to do on an efficient footing, or they must leave their children unedu- 
 cated. The memorialists evidently consider that it was intended by the 
 despatch that Hindu parents should be reduced to one of these three dilem- 
 mas, but a great many influential and intelligent Piuropeaus and Natives 
 deny that this is the meaning of the Despatch. Paragi'aph 51 " speaks of 
 the aid which may be derived from the exertions and liberality of the edu- 
 cated wealthy natives of India ;" paragraph 52 " of the advantage of foster- 
 ing a spirit of reliance upon local exertions and combination for local pur- 
 poses, which is of itself of no mean importance to the well-being of a 
 nation;" paragraph 62 of Government Institutions being " transferred to 
 the management of local bodies under the control of and aided by the State." 
 These expressions do not seem to refer to Mission Schools and Missionary 
 Societies. In paragraph 94 the Elphinstone Institution is described as 
 " an instance of a College conducted in the main upon the principle of 
 grant-in-aid which we desire to see more extensively carried out." The 
 Elphinstone Institution was at this period a secular College under the 
 control of the Board of Education, supj^orted partly by endowments and 
 partly by Government ; and when the Board of Education was superseded 
 by'the Department of Public Instruction, this quasi Government Institu- 
 tion became a Government College. It is obvious that if the Elphinstone 
 Institution is to be regai-ded as the type of the class of institutions which 
 the Court of Directors had in view, that type is something essentially 
 different fi-om that contended for in the memorial. In this Presidency the 
 nearest approach to the Elphinstone Institution is to be found in the 
 Mangalore College and the Brennen High School, both of which, although 
 partly supported by endowments, rank as Government Institutions. 
 
 5. The Despatch of 1854, in paragraph 96, distinctly contemplated 
 grants-in-aid being given to Mission Schools, especially in this Presidency, 
 and it went so far as to allow of instruction in the Bible being given by the 
 Masters of Government Schools, provided such instructiim was entirely 
 voluntary on both sides and given out of school hours. These portions of 
 the Despatch gave rise to controversies which were summed up by the 
 Secretary of State for India in his Despatch, No. 4, of the 7th April 1859, 
 in which, after observing that the time had arrived for instituting an 
 examination into the operation of the orders contained in the Despatch of 
 
48 EtoucATtoitAL PAPms. 
 
 1854, he continued " such an examination seems more especially required 
 since the measures, and particularly the more recent measures of Govern- 
 ment for the promotion of education, have been alleged to be among the 
 causes which have brought about the recent outbreak in the army of 
 Bengal, and the disquietude and apprehension which are believed to have 
 prevailed in some portions of Her Majesty's Indian territories." # # # 
 " It is obvious that measures, liowever good in themselves, must fail if 
 uusuited to those for whose benefit they are intended ; and it seems 
 important, therefore, to learn whether any of the measures taken by 
 Government in recent years to ])roTnote the education of the natives of 
 India have been such as to afford just ground of suspicion or alarm ; 
 whether, notwithstanding the absence of any just ground of alarm, there 
 has, in fact, existed a misunderstanding of the intentions of Government 
 with regard to their measures which excited apprehensions however 
 unfounded ; and whether any and what alterations of existing arrangements 
 can be devised by which without drawing back from the great duty so 
 deliberately affirmed in the Despatch of the 19th July 1854 of raising the 
 moral, intellectual, and physical condition of Her Majesty's subjects iu 
 India bj- means of improved and extended facilities of education, the risk 
 of misapprehension may be lessened and the minds of the people may be 
 set at rest." 
 
 6. Two days after this despatch was signed a meeting was held at Madras, 
 of which the following account is extracted from the Indian StatesDian 
 of the 16th April 1859:— 
 
 " A monster meeting (says the Eraminer) of the native inhabitants of Madras 
 — Hindu and Mahomedan — took place on the esplanade facing Patcheapah's 
 Hall on last Saturday evening. It was convened by the Sheriff and was 
 attended, it is supposed, by about six or seven thousand persons, among whom 
 were large representations of the Hindu and Mahomedanfgentry. The proceed- 
 ings were carried on in the vernacular, and the object of the meeting was 
 ' for the purpose of proposing and adopting a memorial to the Kight Honorable 
 the Secretary of State for India on the subject of interference by the Govern- 
 ment with the religious of the country.' This memorial was unanimously 
 adopted by the meeting, between live and six thousand signatures being obtained 
 on the spot. The document is lengthy, but its ' sum and substance' is thus 
 recorded in its last paragraph, viz. : — 
 
 " Your memorialists earnestly reiiuest that the system of grants-in-aid may be 
 abolished, and the sums at present disbursed through that channel devoted to 
 the establishment of Government Provincial Schools, by ineans of which a far 
 better education can be afforded to the people than has been, or can be, in the 
 institutions of the Missionary Societies in which the larger portion of the grants 
 is swallowed up to the intense dissatisfaction of the people ; this appropriation 
 having already evinced its natural consequences, as foreseen by the Hon. Mr. 
 P. Grant in his Minute dated the 12th October 1854, in the unhappy events in 
 the North-West Provinces — that Government Officers may be restrained from 
 taking oflicial part in Missioiiary proceedings ou public anniversaries and meet- 
 ings and that the neutrality promised liy your Lordship and solenmly confirmed 
 by Her Majesty the Queen may be undeviatingly observed and adhered to by 
 
DIRECTOR'S REPLY TO MEMORIAL. 49 
 
 which course of just and impartial policy the people of India will most assuredly 
 be won over to prize the English Government beyond that of any of its prede- 
 cessors, and in due time will be auspiciously and certainly reiilizcd the wise and 
 memorable observation of Her Majesty at the close of Her Gracious Proclamation. 
 
 " In the prosperity of the people will be our strength, in their contentment 
 our security, and in their gratitude our best reward. 
 
 " ThcChairujau on the occasion was Sreo Krisna Tatha Chariar, High Priest 
 of the Hindoos and a Warden of the Conjeveram Pagoda." 
 » 
 
 7. No papers connected with this memorial can be tiaced in this office, 
 but the Indian Statesman of the 13th August gives the following summarj' 
 of the contents of the memorial : — 
 
 " The memorialists commence by alleging that, although from the time when 
 the disturbances in the north-west side of India became the subject of public 
 comment both in England and this country, they had been desirous of address- 
 ing the Home Government wth a view of counteracting the renewed agitation 
 of the missionary party to coerce the State into an open patronage of proselytis- 
 ing operations, yet their unwillingness to embarrass the action of the autho- 
 rities, whilst struggling with a sudden and gigantic difficulty, had hitherto 
 caused them to refrain from doing so ; but that uo^v, when the Government of 
 India has been transferred from the Company to the Crown and the repression 
 of the disturbances has afforded leisure for Her Majesty's Ministers to consider 
 the subject of missionary operations in all its bearings, they take the opportunity 
 of presenting a respectful and loyal memorial upon the question. They then go 
 on to observe that Government demonstrations to incite the evangelical and 
 missionary party to renewed attacks upon the religions of the country must 
 inevitably arouse very wide-spread and popular apprehensions, and that it is 
 impossible to regard but as demonstrations of this nature certain meetings 
 which had been presided over, or patronized by, the highest officials in the 
 Madras administration. The powerful influence exercised by what is called the 
 evangelical party over the Parliament of England is notorious to every one, and 
 hence the operations of missionaries who are sent out by that party are regarded 
 with the deepest anxiety by the native community as affording direct indications 
 of the policy which will be pursued by so powerful a body in England. Thus 
 apprehensions of the most painful kind had been excited by a proposition made 
 at a recent large assemblage of missionaj-ies at the Neilgherries and j)ublished 
 in their report to the effect that all caste distinctions should cease in jails, and 
 that prisoners of every religion should be compelled to attend at religious services, 
 performed by missionaries, the gi-ound of this proposition being that prisoners 
 were slaves, not free men. Still more serious fears had originated in the conduct 
 of certain missionaries of various sects who had combined together to agitate for 
 the confiscation of all native religious endowments, proceeding so far as even to 
 petition the Bombay Government on two occasions to this effect. And though 
 these missionaries have .received a well-merited rebuke from that Government, 
 yet the character of their agitation is such as affords little hope of its inter- 
 mission ; while it is strongly countenanced by the speeches, addresses, and 
 circulars, however speciously worded they may be, of the evangelical party in 
 England. It is true that Her Majesty's recent Proclamation is no less than an 
 emphatic condemnation of such proceedings, but the most ingenious arguments 
 are put forward by the proselytising party to show that the declarations in that 
 
 7 
 
50 EDVCATIONAL PAPERS. 
 
 document are not incompatible with the policy they advocate, and experience 
 sufficiently proves that Governments, when subjected to strong outward pressure, 
 or when under the control of fanatical or unprincipled men, will not hesitate to 
 stultify their own avowed and most explicit manifestoes. Some of the most 
 popularly known and celebrated of the officials in the Indian Government have 
 recently published opinions which urge the adoption of principles into the 
 administration of this counti'y that are in direct contradiction of Her Majesty's 
 Proclamation, and these opinions have been received with the highest approba- 
 tion by the evangelical party in England. Sir John Lawrence has advocated 
 that the Bible should be taught in classes in the schools established by the 
 Government. Colonel Edwards, ^vithout meeting with the slightest rebuke from 
 his Government, has urged on it the confiscation of all native religious endow- 
 ments in addition to various other measures of persecution. Lord Harris, a 
 nobleman notorious for proselytising tendencies, appointed, in defiance of the 
 orders of the Home Government, three Clergymen to important posts in the 
 Educational Department, one of whom officially reported on the quality of the 
 Christian instruction which was afforded in certain schools that received pecuniary 
 aid from Government, such report being another instance of disobedience to the 
 orders issued from Home. Mr. (now Sir Robert) Montgomery offered the patron- 
 age of appointments in Government offices in the Punjab ,to the missionaries of 
 the district, requesting them to recommend Christian converts for employments, 
 stating publicly ' he took shame to himself ' th^it he had not done so before. 
 When such are the principles openly avowed antj practised by persons of high 
 office and influence in the Indian administration, tlie system of ' grants-in-aid' 
 becomes more objectionable than ever to the commtmity, who have always held 
 it incompatible with that absence of interference with the religions of the 
 country which has been solemnly guaranteed by the late East India Company as 
 well as by Her Majesty in the late Proclamation. It is a system that may be 
 made a powerful instrument of proselytism in the hands of an unscrupulous 
 Government, nor is the distrust of the natives lessened in it by the fact that 
 grants of this nature which have been made to missionary schools in this 
 Presidency exceed the amount conferred on all other institutions in the 
 proportion of nine to one and thus enable the missionaries to boast with 
 some semblance of truth that they exercise their vocation with the direct 
 patronage and support of the State. This impression, in so far as it exists, 
 has been much strengthened by the recent slaughter at Tinnevelly which, 
 originating in the pertinacious and determined claims of a missionary, does 
 not appear to have been satisfactorily investigated or dealt with by Govern- 
 ment. On the contrary the only certain facts which have yet reached the public 
 are the conduct of the Rev. Mr. Sargent, the irregular judgment of Mr. Story, 
 and the indiscriminate massacre of a multitude of men, women, and children, 
 and thus the affair serves to connect the missionaries with the armed interven- 
 tion of the military cantonment ns do official patronage and presence at their 
 meetings connect them with the force of Civil Government. The memorialists 
 therefore, taking the above and various other circumstances into consideration, 
 earaestly beg that the system of grants-in-aid may be abolished, and the sums at 
 present disbursed to them devoted to the establishment of Government Provin- 
 cial Schools ; that Government officers may be restrained from taking official 
 part in missionary proceedings, and that the neutrality solemnly promised by the 
 late Royal Proclamation be undcviatingly observed. At the same time the 
 
DIRECTOR'S REPLY TO MEMORIAL. 51 
 
 memorialists state distinctly that tliey ai-e not inimical to missionary enterprise 
 and do not object to the attempts of the mission agents ' acting of and by them- 
 selves and dependent only upon their own resources.' " 
 
 Some quotations are made from the Minutes of the Governor, Sir 
 Charles Trevelyan, and the Senior Member of Council, Mr. Walter 
 Elliott, and also from the remarks of the Director of Public Instruction, 
 Mr. A. J. Arbuthnot ; and the text of Sir Charles Trevelyan's Minute is 
 given in evtenxo ii) another part of the same issue. The following is a 
 copy of it : — 
 
 " Minute by the Governor, dated June 28. — It is right that the native petition 
 to Lord Stanley signed by large numbers of the Hindu and Mahomedan subjects 
 of Her Majesty and entitled the Memorial of the Madras Native Association and 
 others, Hindu and Mahomedan inhabitants of the Presidency of Madras, should 
 be forwarded to the Secretary of State with some observations on my part. 
 Although this petition was preceded by a public meeting at which speeches were 
 made and resolutions were moved in the English form, and although it may 
 contain some facts and arguments which are not fan\iliarly known to all the 
 subscribers, the document ought in its main scope and tendency to be accepted 
 as a genuine expression of the native mind. The subject of the petition is the 
 same as that which has been the pretext and, to a certain extent, the cause of 
 the great convulsion in Upper India ; but while Her Majesty's soldiers and 
 subjects in Northern India have risen in mutiny and rebellion to obtain the 
 redress of their alleged grievances, the faithful people of the South have had 
 recourse to the legal and constitutional mode of petition to make their wishes 
 and apprehensions known. They have even with affectionate loyalty waited 
 vmtil the rebellion was suppressed, lest the petition coming amidst the din of 
 arms might seem to convey something of a menace. The petitioners have entire 
 confidence in the sincerity of the gracious assurance " contained in Her Majesty's 
 recent proclamation, that the neutrality of the Government in matters of religion, 
 which was firmly maintained under the administration of the East India Com- 
 pany, will not be departed from under that of Her Majesty. They also, as they 
 say themselves, do not object to the exertions of the Missionaries acting of and 
 by themselves and dependent only on their own resources, as thus moving harm- 
 lessly within their own sphere they would give but small cause of apprehension. 
 But they have observed enough of the working of our institutions to know that 
 the Government of our free country is merely the organ of the ^vill of the body 
 of the people, and they are apprehensive that a popular cry in England might 
 obstruct the fulfilment of Her Majesty's declaration that she assumes no right 
 and entertains no desire to impose her religious convictions on any of her sub- 
 jects, that it is Her Royal will and pleasure that none shaU be favoured or dis- 
 quieted by reason of their religious belief or worship of any of her subjects. The 
 people of England have made such progress in the last two years in acquiring 
 correct information and forming sound opinions about India that I am persuaded 
 they will not permit the religious liberty of their Indian fellow-subjects to be 
 tampered with by State interference. There could not be a more grievous error 
 in any point of view. The people of this country are devoutly disposed, and they 
 are fond of religious discussion ; but they have not read the history of their 
 country in vain, and they dread, above aU things, the tremendous machine of 
 Government being brought into the field against them. This memorial, it will 
 
52 EDUCATIONAL PAPERS. 
 
 bo observed, chiefly turns not upon acts of the Government, but upon pres- 
 sure brought to bear against the Government in England and upon individual 
 officers of Government in this country taking part in the proceedings of religious 
 societies. The petitioners ought to be informed that the policy of non-interven- 
 tion has been finally settled ; and when they are convinced of this the natives 
 will regard the action of private bodies or individuals without alarm and will 
 become accustomed to free discussion and the exercise of private judgment as 
 befits the subjects of the British Empire. Officei's of the Government, whether 
 Christian, Mahomedan, or Hindu, have a right in their private capacity to 
 recommend their respective religions by all proper means, and they will be abje 
 to do so, wthout disturbing the public tranquillity, in proportion as it is gene- 
 rally believed that, under no circumstances, coercion or favouritism in matters 
 of religion are possible while the British Crown holds dominion in India. The 
 accompanjang minute and memoranda which were left on record by Lord Harris 
 and the paper by Mr. Arbuthnot, our Director of Public Instruction, entitled 
 ' Remarks on the Memorial of the Madras Native Association,' dated the 9th 
 April 1859, contain explanations relating to past transactions of this Govern, 
 ment adverted in the memorial. These papers also call attention to certain 
 inaccuracies in the statements in the petition, especially in reference to the 
 Han-is School. There are only two other points to which I need advert. The 
 first of these relates to the native prisoners in our jails. The peculiar i^osition of 
 these unhappy persons greatly strengthens the ordinary motives to refrain from 
 the exercise of official influence. Lord Canning's excellent despatch dated 
 16tli May 1859, prescribing that Christian missionaries are not to ^-isit prisoners, 
 except by their express desire, previously ascertained by the Magistrate, contains 
 all that is to be said upon this subject, and these instructions will be carefully 
 acted upon by this Government. The other point i-elates to grants-in-aid. The 
 idea that religious instruction should form part of education is ivradicable. On 
 the one hand, we ought not, by a system from which religion is excluded, to 
 bring up an atheistical people. On the other, it is impossible for the Govern- 
 ment itself to teach religion. The solution has been found in grants-in-aid 
 which, while they leave everybody free to teach what religion he pleases, give 
 assistance to sound secular instruction. If this compromise was necessary in 
 England, where the differences of religious belief are so slight, how much more 
 so in this country ? Besides this, the Government cannot bear the whole burden 
 of the education of the people, and if this were attempted, the result would be a 
 general relaxation of private eft'ort. The grant-in-aid system draws out private 
 resources and stimulates private effort. It is capable of indefinite extension, 
 greatly to the advantage of the public interests, and it would be a real misfor- 
 tune to India if any obstruction were oiTcred to it." 
 
 8. The following reply appears from the Indian Statefniiati to have been 
 received from the Secretary of State for India in a Despatch, Xo. 48, 
 ' dated the 30th September 1859 : — 
 
 " Your letter dated 12th July, No. 56, 1859, transmitting a memorial from the 
 Madras Native Association and others, Hindu and Mahoniedan inhabitants of 
 the Presidency of Madras, has been laid before me in Council. 
 
 2. The objects sought by the memorialists, besides the general one of an 
 uiideviating neutrality on the part of Government and its oflieers in matters of 
 religion, are, first, the abolition of educational grants-in-aid, and, second, the 
 
DIRECTOR'S llEPLT TO MEMORIAL. 63 
 
 prohibition of Government officers from talcin<^ ofticial part in missionary pro- 
 ceedings on public anniversaries and meetings. 
 
 " 3. Her Majesty has annonnced in Her gracious Proclamation to the Princes 
 and people of India that ' she assumes no right and entertains no desire to 
 impose Her religious convictions on any of Her subjects, that it is Her Royal vnll 
 and pleasure that none shall be favoured or disijuietod by reason of their religious 
 faith, and that all in authority under Her shall abstain from all interference 
 with the religious belief or worship of any of Her subjects.' To the principles 
 thus declared by the Proclamation the Government of British India will adhere. 
 
 " 4. As to the tirst of the two objects specially urged in the concluding para- 
 gi-aph of the memorial, the allegations of the memorialists h^ve failed to convince 
 Her Majesty's Government of the injustice or inexpediency of making grants-in- 
 aid under the existing rules for the promotion of education in India, such grants 
 being available for schools established or maintained by persons of all religious 
 persuasions indifferently, provided that the secular education given be equal to 
 the prescribed standard. 
 
 "5. In regard to the second point Her Majesty's Government consider that 
 the announcement contained in the Royal Proclamation and the communica- 
 tions which have already been made to the Governments in India respecting the 
 interference of Government officers officially with the religion of the people, 
 render unnecessary any further instructions on the subject. 
 
 " 6. You arc requested to inform the memoi-ialists accordingly." 
 
 9. With regard to the despatch of the 7th April 1859, Mr. Arbuthnot 
 reported that no objection existed to Mission Schools except in a few 
 localities in which suspicions as to the views and policy of the Government 
 on matters of religion had been suggested by Europeans. The recoi-ds of 
 this ofRce contain no information with regard to the nature of the reports 
 made in the other Presidencies. The Government of India must have 
 replied to the despatch and the subject must have been disposed of in 
 some other despatch, but this con-espondence does not appear to have 
 been communicated to this office. The Return 397, headed " East India 
 (Education)," laid before Parliament and ordered to be printed on the 
 29th July 1870, contains however some papers bearing on the general 
 question in connection with particular cases which have arisen in this 
 Presidency, and to these I will now advert. 
 
 10. The first of these cases relates to the refusal of Government to 
 establish a Zillah School at Trichinopoly. As the Blue Book begins with 
 1866, the earlier papers relating to this (juestion are omitted, and it will be 
 necessary for me to go back to a letter to Government froin Jlr Powell, 
 Director of Public Instruction, No. 3315, of the 12th November 1863, of 
 which the following is a copy : — 
 
 " In Order of Government, No. 138, of the 13th May 18G2, a grant of Rupees 
 5,000 was sanctioned for the erection of a Normal School-house at Trichinopoly ; 
 owing however to difficulties which arose in connexion with the selection of a 
 site, as was explained in a communication from Mr. Fowler submitted with my 
 letter, No. 403, of the 28th February last, no step had been taken up to that date. 
 
 "2. On visiting Trichinopoly in March of this year I found a great desire 
 for a Zillah School existed on the part of many of the principal Hindu 
 
54 EDUCATIONAL PAPERS. 
 
 inhabitauts. Mr. WalliouHe also, the Acting Collector, recommended that a 
 school of the above grade should be established aud was of opinion it would have 
 every chance of success. 
 
 " 3. In these circumstances I offered to convert tlie Normal School with its 
 attached Practising School into a Zillah School with a Normal class, provided 
 the inhabitants of 'i'richinopoly would come forward with a fitting subscription 
 towards the erection of a school-room. 
 
 "4. I have now to report that the sum of Rupees 2,000 has been paid into 
 the treasury from local subscriptions ; and though this is not a large amount for 
 such a place as Trichinopoly, yet it appears to be pretty fair considering that 
 suliscriptious have also been collected for a Civil Dispensary. I, therefore, 
 request that Governiiicnt will be pleased to permit the amalgamation of the 
 grant already sanctioned for a Normal School-house with the amount raised 
 from local contributions, and the appropriation of the whole sum, Rupees 7,000, 
 to the erection of a Zillah School-house. 
 
 " 5. I herewith sulnnit the papers marginally 
 Report to accompany the csti- , , . ,, „ „i„„ „„,i „„*.: 
 
 mate in constructing a school- noted, comparing among others a plan and esti- 
 
 liouse at Trichiiioi)oly. mate drawn up by Captain Palmer, the Execu- 
 
 ^'i^gT'sS:^o.!::;:tt^"hi: t-e Engineer, for a school-house to accommo- 
 
 tiojjoly. (late some 200 ordinary scholars and a normal 
 
 ''h^'':'lchoo!to[:;:oTtrct dass of 30 students. I request that the plan and 
 
 inopoly. estimate, if approved, may be sent on to the 
 
 Plan of the school-house. p^^^jj^ ^^^^^^ Department, aud that orders may 
 
 be given for the work to be put in hand with as little delay as possible. 
 
 " G. I may remark that a satisfactory site has been secured on land belonging 
 to Government. I must also mention that the Educational Department is under 
 much obligation to Mr. Walhouse for the ready assistance he has offered in the 
 matter generally. 
 
 " 7- Provision has been made in the current year's budget to the extent of 
 Rupees 5,000 for a Normal School-house at Trichinopoly." 
 
 11. The following order was passed on this letter in G.O., 299, of the 
 27th November 1863 :— 
 
 " Before sanctioning the arrangement recommended in the foregoing letter, 
 the Governor in Council would wish to be informed what schools are now in 
 operation at Trichinoi)oly in addition to the Government Normal School, and 
 what is their pre;<ent condition. 
 
 " 2. For .some years past an Anglo- Vernacular School, under the manage- 
 ment of the Wesleyan Mission, has been in existence at that station, and very 
 recently, it is understood, a school has been established ])y the Society for the 
 Propagation of the (lospcl in Foreign parts which it is proposed to raise to the 
 standard of a (ioverninerit Zillah School. 
 
 "3. In these circuriistM.nces it seems '(juestionable wliotlier it is advisable to 
 establish a (iovernnient School of that grade, the result of which will be to 
 draw away the pupils from the Mission Schools and to entail on the Government 
 a charge whicli is now defrayed from another source. It is the declared policy 
 of the Government to avail it.self of every possible opportunity of extending the 
 grant-in-aid system and to abstain from the establishment of Government Schools 
 where the work can be done by private agency with tlie aid of a Government 
 grant. Moreover it is to be apprehended that to convert the present Vernacular 
 
i)lRECTOR*S REPiy TO MEMORIAL. 65 
 
 Normal School into a Zillab School will interfere with the main object of the 
 former institution, viz., the training of toaclicra for elementary schools. 
 
 " 4. The Governor iu Council requests that the Director of Public Instruction 
 will reconsider his proposal with reference to the circumstances above adverted 
 to, and report further on the subject after communicating with the Committees 
 of the Wesleyan Mission and the Society for the Propagation of the Gospel. 
 
 "5. If there be no reasonable prospect of the educational wants of Trichino- 
 poly being supplied by the existing agencies within a reasonable time, the 
 Governor in Council will be prepared to sanction the establishment of a Zillah 
 School." 
 
 12. The Director of Public Instruction iu his letter, No. 479, of the 
 11th March 1864, reported as follows : — 
 
 " In my letter to Government. of the 12th November last. No. 2.315, permission 
 was requested for the amalgamation of the sum of llupees 5,000, granted for the 
 erection of a Normal School-house at Trichinopoly, with certain local subscrip- 
 tions, amounting to llupees 2,000, iu order that the entire amount might be 
 appropriated towards the erection of a building capable of accommodating a school 
 of the Zillah grade which, on the requisition of some of the principal inhabitants, 
 supported by the Acting Collector of Trichinopoly, I considered might be sub- 
 stituted for the present Normal School, provision being made for the main- 
 tenance of a Normal Class. 
 
 "2. Iu their Order, dated 27th idem. No. 2'Jd, the Government, being 
 desirous of ascertaining, before sanctioning the establishment of a Zillah School 
 whether the educational wants of Trichinopoly could not be met by private 
 agency supplemented by Government assistance in the shape of a grant-in-aid, 
 directed the submission of a report upon tlie private schools in operation at 
 Trichinopoly, especial reference being made to the Wesleyan Mission Anglo- 
 Vernacular School and to a school which the Government were led to understand 
 had been established by the Gospel Society, and which that Iwdy proposed to 
 raise to the standard of a Zillah School. 
 
 "3. On receiving the Order of Government in (iuestion, 1 placed myself in 
 communication with the Secretary to the Gospel Society and the Wesleyan 
 Missionary in charge of the school at Trichinopoly. I also forwarded a copy of 
 the order to the Officiating Inspector of Schools, 5th Division, and directed him 
 to furnish me with a report on the subject after consulting the Acting Collector 
 of Trichinopoly and the principal inhabitants of the town. 
 
 " 4. In my letters to Mr. Symonds and the Missionary iu charge of the 
 Wesleyan School at Trichinopoly, I enquired first whether their respective Com- 
 mittees would be prepared to raise their schools at Trichinopoly, so that they 
 should be capable of educating up to the Matriculation standard ; and, if so, I 
 asked the above gentlemen to state approximately the sums which the Societies 
 would be prepared to lay out on the staflE of m.usters. 
 
 "5. In a letter dated the 28th January last the Rev. Mr. Symonds informed 
 me that the Gospel Society would be prepared to enlarge their school and put 
 it on the footing of a Zillah School, provided the Government would make a 
 grant-in-aid of Rupees 200 per mensem. He added that, if the proposition 
 of the Society was agreed to, they would be prepared to build suitable pre- 
 mises in the Fort towards the cost of which it was presumed a graut would be 
 given. 
 
S6 EDVCATIONAL PAPERS. 
 
 " 6. The Rev. Mr. Jones, on behalf of the Wosleyan Mission, now states that 
 his Society would be prepared to raise their Anglo-Vernacular School to the 
 required standard, and he points out that pupils from the school have already 
 gone up to the Matriculation Examination and that one has passed. In regard 
 to expenditure, he observes that the Mission give a grant to the school annually 
 of from Rupees 1,000 to Rupees 1,200 besides allowing it the service of a Mis- 
 sionary, and permit the outlay on the institution of all moneys collected in fees 
 and subscriptions amounting in the aggregate to Rupees 1,800 or more per 
 annum. Mr. Jones adds that the Society hope to be able to commence erecting 
 a school-house early next year, and he expresses a hope that Govei-nment will 
 make a grant-in-aid of the building. 
 
 " 7. Mr. Bowers sent up, with his reply, a letter from the Acting Collector 
 
 C. Bauloo Mudaliyar, Native «*' Trichinopoly, and in his own letter he embodied 
 
 Surgeon. the opinions of the native gentlemen named in 
 
 ^ th^e^Nwrnal fclfool ^^^^^'^ °* ^^^ margin. Both Mr. Bowers and Mr. Walhouso 
 
 Kristna Aiyangar, District consider the opinions expressed fairly representa- 
 
 Venkat Rau, Court Sheristadar. ^ive of the feelings and wishes of the respectable 
 
 portion of the native community of Trichinopoly. 
 
 " 8. It is unnecessary for me to notice separately the remarks made by Mr. 
 
 Walhouse as they coincide entirely with those made by Mr. Bowers in his 
 
 report. 
 
 " 9. Mr. Bowers, after enumerating the replies received by him from the 
 persons whom he consulted, says that they are, one and all, confirmatory of the 
 impression he himself received during his visit to Trichinopoly ; that the place 
 is one of sufficient importance, both in respect to wealth and population, to 
 furnish an ample supply of scholars for a school of the Zillah grade, and that no 
 existing institution can reasonably be expected to meet the want now felt. 
 
 " 10. Regarding the condition of the two Mission Schools, Mr. Bowers 
 observes that the Wesleyan Anglo-Vernacular School is a very fair school, 
 efficiently managed, and comes near to the grade of a Zillah School. The Gospel 
 Society's Central School, he says, is much inferior and not at present ecjual to 
 the best of the Government Taluq Schools. If it ever rises to the grade of a 
 Zillah School, it must 1)0, he remai-ks, after some considerable period and much 
 persevering labor and expense on the part of the management. But even sup- 
 posing that the two schools were equal to the task of supplying the higher kind 
 of instruction, Mr. Bowers thinks that their existence ought not to be any 
 bar to the establishment of a Government Zillah School ; for they are 
 situated at some distance from Trichinopoly, being in one case three and in 
 the other between three and four miles from the site chosen for the new school- 
 house : the pupils who attend them arc drawn from their respective vicinities— a 
 very small minority, and this consisting of the children of poor parents coming 
 from the Fort. 
 
 " 11. Having thus pointed out that, in his opinion, the two Mission Schools axe 
 from position incapable of meeting the educational wants of Trichinopoly, and 
 that one of the schools is additionally so from the low standard of instruction 
 obtaining in it, Mr. Bowers proceeds to advocate the claims which the Fort of 
 Trichinopoly possesses for the establishment for its special benefit of a school of 
 the kind recommended. 
 
 " 12. The population of the town of Trichinopoly is 60,000 at the lowest esti- 
 mate, and while the suburbs have at least one school professing to educate up to 
 
BIRECTOIVS REPTjY TO MEMORIAL. 57 
 
 the Matrieulatioti st-niulurJ, the town possesses no such a(lvant,;i','P. The rcsnl 
 is that the more respcctiiltle fainilios are either oblii^ed t<i rest sutisticJ with th 
 elementary instruction of the Practisini^ School attached to the Normal School 
 or to employ private tutors, or to send their children to the fionuMiment School 
 at ^ladura iind Conibacoimni. 
 
 " 13. Tn addition to the inconvenience of sendinjif their children daily to a dis 
 tance of three or four miles, the families in the Town and Fort object to the 
 religious instnictiim imparted in the Mission Schools, and Mr. Bowers consider 
 this alone suflicient to prevent the two schools now in existence beins; availed of 
 to any considerable extent by a larice section of the native community. None of 
 the higher classes send their children to the Mission Schools, and he believes i 
 unlikely therefore that the establishment of a Government Zillah School in the 
 town would interfere with the attendance in them. 
 
 " 14. I have now to remark that one objection raised by the Actius; Inspector 
 to the plan of assisting the Gospel Society's School to develop itself into a Zillah 
 School, viz., its locality, is met by the willingness of the Society to remove their 
 institution to the Fort, a step which has, I understand, been taken since the 
 Inspector visited Trichiuopoly ; the other, the very low standard of the central 
 school, is not to be met so easily. 
 
 " 15. Upon the whole, looking at the fact that the district of Trichiuopoly is 
 without any Government School of a tolerably high order and that it contains 
 but one Taluk School, I am of opinion that a Governtneut Zillah School should 
 be established. The Gospel Society, though willing to overcome the obstacle of 
 locality, demands a special grant, and it is to be recollected that their present 
 school is apparently very far from the standard of a Zillah School ; so that much 
 less would be required to raise the Practising School of the Normal School to the 
 required standard. The Wesleyau School by its locality does not and cannot 
 meet the want felt by the Fort people, and, as it appears to be required where it 
 is, it seems unadvisable to endeavour to induce its managers to transfer it to 
 another locality. Its standard also, I am inclined to believe, is not higher than 
 that of the Governjuent Practising School, if in fact it is as high. 
 
 " 16. Should then my original proposal be approved l)y Government and sanc- 
 tion be given for the eventual elevation of the Practising School to the Zillah 
 School standard, there will be nothing to prevent due encouragement lieiug held 
 out to both the Mission Schools, and, with the very large population of Trichino- 
 poly, there seems ample room tor three schools, the rivalry among which would 
 doubtless have a most wholesome effect in raising and maintaining the standard 
 in all." 
 
 13. Before orders had been passed on this letter a despatch was received 
 from Sir Charles Wood, Secretary of State for India, No. 7, of the 2.3rd 
 July 1864, iu paragraph 9 of which he referred to this questiim ; — 
 
 " Your Government has called for a further i-eport as to the schools now in 
 
 existence at Trichiuopoly. I am not convinced 
 
 Proposed e.staltlishment of a iu i. x' i m • i- ■i.\ rz-n i 
 
 Zillah School at Trichiuopoly. ^^^^ '^ Normal Class in connection with a Zillah 
 
 School might not to a great extent answer the 
 purpose of the Normal School. If this should be so, I do not think that the 
 grounds stated in your Proceedings are sufficient to prevent your meeting the 
 wishes of the inhabitants for the formation of a Zillah School in the manner pro- 
 posed by the Director of Public Instruction, provided a sufficient sum be raised 
 by subscription for the building." 
 
 8 
 
58 EDUCATIONAL PAPERS. 
 
 14. This despatch was communicated to the Director of Public Instruc- 
 tion with G.O., No. 321, of the 26th October 1864, paragraph 5 of which 
 relates to Trichiuopoly : — 
 
 " Adverting to the observations of the Secretary of State regarding the propo- 
 sal to establish a Zillah School at Trichinopoly, a copy of Mr. Powell's letter of 
 the 11th March last will be transmitted to the Home Government with the 
 remark that as the managers of the two schools therein referred to are prepared 
 to raise their schools to the standard of a Government Zillah School, while the 
 Committee of the Society for the Propagation of the Gospel are willing to move 
 their school into the Fort, erecting a suitable building for it, the Governor in 
 Council would be averse to sanction any arrangement which would have the 
 effect of hindering the progress of the schools in question ; for be is satisfied that, 
 if the grant-in-aid system is to be extended in the manner contemplated by the 
 Home Government, it is essential that the local Government should abstain from 
 establishing Government Schools in localities where independent bodies are pre- 
 pared to undertake the work. The Vernacular Normal School at Trichino- 
 poly is designed for a special object, viz., the training of teachers for Vernacular 
 Schools ; and so long as it shall be restricted to that object it is not likely to 
 interfere with private schools in which instructiou is imparted chiefly through the 
 medium of the English^ language." 
 
 15. The Secretary of State in his despatch. No. 1, of the 9th March 1865, 
 again adverted to the question of the establishment of a Zillah School at 
 Trichinopoly : — 
 
 "The only other question on which I find it 
 
 Question of the establishment necessary to make any observations is that which 
 of a Government School at Tri- iii.ii ii.i-i iD /~« x 
 
 chinopoly. relates to the establishment or a Government 
 
 School at Trichiuopoly. 
 
 " I formerly expressed the opinion that the grounds on which you refused to 
 sanction the establishment of such a school were insufficient, provided ' an ade- 
 quate sum be raised by subscriptions for the building,' and I still think that your 
 Government should take some steps for meeting the wishes of those inhabitants 
 who object to send their children to either of the existing schools if they should 
 give the requisite proof of the sincerity of their objections and if the feeling 
 should be found to pervade any large proportion of the community. 
 
 " When a similar question arose with regard to the establishment of a Govern, 
 uient School at Tinnevelly in 1858, your Government, Avhile you regarded the 
 establishment of a Zillah School at a place where there was already au efficient 
 school in operation as being opposed to the views of the Home authorities, com- 
 municated to the Director of Public Instruction the opinion that ' aid should be 
 extended to all well-devised schemes for the education of the juvenile population 
 of the district on the same terms on which it is given to the existing Mission 
 School.' This intimation, which received the concurrence of Her Majesty's Gov- 
 ernment, seems to have been followed by the institution of a grant-in-aid school 
 by some of the native inhabitants of Tinnevelly, of which a favorable account is 
 given in the report of the Director of Public Instruction for 18(52-63. 
 
 " I am of opinion that the course taken in the case of Tinnevelly may very 
 properly be followed in the present instance. I should wish, therefore, that the 
 Director of Public Instruction should be instructed to announce to those gentle- 
 men who applied for the establishment of a Government School at Trichinopoly 
 
DIRECTOR'S REPLY TO MEMORIAL. 59 
 
 that, should thoy be prepared to take steps for the foundation of a school, to be 
 managed, like that of Tinuevelly, by some of their own community, for affording 
 education of a superior character to the youth of the place, they may rely on 
 receiving from Government a liberal grant in aid of their undertaking. I have 
 to request that you will report the result." 
 
 16. The Director was ordered iu G.O., No. 9i, of the 19th April 1865, to 
 carry out tliese instructions. The result is shown iu his letter, No. 2308, 
 of the 2nd November 1865 : — 
 
 " Referring to Order of Government, No. 94, of the 19th April last, I have the 
 honor to submit a letter,* dated the 27th ultimo^ 
 
 * Requested to be returned. from the principal subscribers to the proposed 
 Zillah School-house at Trichinopoly. 
 
 "2. It will be seen that the native community of Trichinopoly decline estab- 
 lishing a school for themselves as suggested l>y the Right Honorable the 
 Secretary of State for India in his despatch. No. 1, of the 9th March 1863, and 
 desire to have their subscriptions refunded to them. I request that Government 
 will be pleased to issue an oi'der iu regard to returning the subscriptions, and I 
 beg to remark that the only objection I see to the refund is that the question of 
 establishing a Zillah School does not appear to me to be disposed of since Sir 
 Charles Wood, in paragraph G of his despatch, desires to have a further report 
 upon the willingness of the native comnmuity to adopt the plan suggested by him. 
 If it be finally decided that a ZiUah School is not to be established at Trichino- 
 poly, the subscriptions will then of course have to be returned, as they were raised 
 solely on the understanding that a Zillah School would be set on foot. 
 
 "3. I have to observe in conclusion that the delay which has taken place in. 
 can-ying out the Order of Government, No. 94, attaches entirely to the subscri. 
 bers, who have been extremely slow iu coming to a decision. These gentlemen 
 were addressed by me fii'st on the 22nd April last, again on the 28th July, and 
 lastly on the 6th uUinw." 
 
 " From C. Bauloo Moodelly and others, Trichinopoly, to the Director 
 of Public Instruction, dated 27th October 1865. 
 
 " On the receipt of your letter. No. 917, dated the 22ud of April last, we 
 employed ourselves in communicating to others interested the views of the 
 Secretary of State for India and ascertaining their wishes iu the matter. 
 
 " 2. After due deliberation, we find it decidedly impracticable, from various 
 inconveniences, to undertake the establishment of a school in the manner 
 pointed out in paragraph 6 of the Right Hon. Sir Charles Wood's Despatch 
 favored with your communication under reply. 
 
 "3. All that we have asked and still ask for is, as already expressed, a Zillah 
 School on the same footing as that at Chittur, and all that we are able to afford 
 in furtherance of this project is the sum of 2,000 rupees already paid into the 
 Treasury ; beyond this sum, we beg to assure you, no more aid can be had from 
 lis. Should the higher authorities decline to grant our prayer, we request you 
 will be pleased to issue the necessary orders to refund to us the above-said sum." 
 
 17. The following order was passed in G.O., No. 85, of the 26th March 
 1866 :— 
 
 " For the reasons assigned in their Proceedings of the 26th October 1864, 
 No. 324, paragraph 5, the Government are not prepared to sanction the estab- 
 
60 EDUCATIONAL PAPERS. 
 
 lisliment of a Zillah School sit Tricliinopoly. The subscriptions, therefore, raised 
 by the native community in 1803, towards the erection of a building for that 
 purpose must be refunded." 
 
 18. The followiiif^ is a copy of the Educational letter from Fort St. 
 Georfce, dated 26th March, No. 1 of 1866 : — 
 
 " In furnishing a copy of your despatch of the 9th March 1805, No. 1, to the 
 Director of Public Instruction, we rcque.->ted him to carry out the instructions 
 contained iu paragraph 0, viz., to announce to those gentlemen who had applied 
 for the establishment of a Government School at Trichinopoly that .should they 
 be prepared to take steps for the fotmdation of a school, to be managi'd like that 
 of Tinuevelly by some of their own community, for the purpose of affording 
 education of :i superior character to the youth of the place, they might rely on 
 receiving from Government a li])eral grant iu aid of their undertaking. 
 
 " 2. We have now the honor to forward a copy of a letter on the subject from 
 
 the Dii-ector, together with its enclosure, from 
 Proceedings, aoth March IsOO, i • i v -ii i i\, t ii a- 
 
 Nos. 19 and .)ii. wliicli it will he seen that the native community 
 
 at Trichinopoly declined to establish a school 
 
 for themselves. 
 "3. In reply to Mr. Powell's further reference on the (juestion of establishing 
 a Government Zillah School at that station, we informed him that, for the 
 reasons assigned in our Proceedings of the 2(ith October 1804, paragraph 5, we 
 were not prepared to sanction the measure. We have therefore given directions 
 for the refund of the subscriptions raised in 1808 by the native community 
 towards the erection of a building for that purpose." 
 
 19. Tiie follovriiig is a copy of the reply of tlie Secretary of State of the 
 16th July 1866 :— 
 
 "I have considered in Council the letter dated 20th March (No. 1) 186G, 
 reporting the result of the announcement regarding the establishment of a school 
 on the grant-in-aid principle made to those native gentlemen at Trichinopoly 
 who had applied for the establishment of a Government Zillah School at that 
 place, and under the circumstances, I approve the deci.sion passed by your 
 Government on the subject." 
 
 20. These paj)eis appear in the lihic Book with tlie following dissents: — 
 
 DlSSK.Nl' liy Sill (lEOIUiK Cl.KKK. 
 
 " I regret that I am unable t6 concur in the decision of the majority of the 
 Council in this case. 
 
 "In a dissent recorded on a former (jccasion (IStli .Inly 1804), I stated the 
 reasons that led me to regard as erroneous and in contravention of the instruc- 
 tions contained in the Educational Despatch of 1854 those views which now seem 
 to suggest the approval of the resolution of the Madras Government. 
 
 " I also dissent from the present decision — 
 
 " Because the Madras Government, in forwarding c<ipy of the letter received 
 from the Director of Public Instruction, has not candidly stated the case when 
 merely remarking that ' it will be seen that the native comnninity at Trichi- 
 nopoly decline to establish a school for themselves,' and that accordingly their 
 subscriptions have been returned. 
 
 " Because what is really said by the subscriliers is : ' We find it decidedly 
 impracticable, from various iucouvcuicuccs to imdertake the establishment of a 
 
DIRECTOR'S REPLY TO MEMORIAL. 6l 
 
 school in the manner pointed out in the 6th paraj^aph of the Bight Hon. Sir 
 Charles Wood's Despatch,' adding that, ' all we Ikivc asked and still ask for is, 
 as already expressed, a Zillah School on the same footing as that at Chittur.' 
 
 " Because the Madras Government thus neglected to notice the demur of the 
 Director of PuhUc Instruction, who, in suhmitting this report, observes : ' The 
 only objection I see to the refund' (of 2,000 rupees subscribed for the purpose by 
 the inhabitants in 1863) ' is that the question of establishing a Zillah School does 
 not appear to me to be disposed of, since Sir Charles Wood, in paragraph 6 of 
 his despatch, desires to have a further report on the willingness of the native 
 community to adopt the plan suggested by him.' 
 
 " Because, in dealing with a people so discerning as our native subjects in 
 India, disingenuous measures will always fail to carry with us the influential 
 classes. 
 
 " Because history shows that, even iinder foreign rule, India could exhibit a 
 full treasury and an industrious, contented people, and we cannot succeed in 
 attaining these important ends of Government while opposing, for proselytising 
 objects, the reasonable requests of our native subjects in matters of vital moment 
 to them." 
 
 Dissent by Sik E. Pekry. 
 
 " I also dissent from the decision in this case, as the effect of it is to compel 
 the inhabitants of this large town either to send their sons to a Mission School, 
 which they dislike and which is not equal to a Government Zillah School, or to 
 have no school at all. 
 
 " For it is not sound to argue they may, if they choose, establish a school of 
 their o^vn, and then get a grant-in-aid. This is easy enough for Missionaries, or 
 for educated natives who are acquainted wth the operations of grant-in-aid 
 schools. But it is not easy for a town like this, wholly inexperienced in the 
 matter, to establish such a school, and we find by their refusal that there are 
 practical obstructions in the way." 
 
 21. It will be seen from this case that although the Secretary of State 
 ultimately approved the action of the Local Government in refusing to 
 establish a Zillah School at Trichinopoly, he was originally pi-epared to 
 approve the establishment of a Zillah School. It will also be seen that 
 two eminent members of the Council of India, one of whom had been 
 Governor of Bombay and the other had been Oiief Justice and Px-esident 
 of the Board of Education of Bombay considered that this final decision 
 was wrong. The construction of the Despatch of 1854 does not therefore 
 seem to be quite so plain as the memorialists state, and it is obviously a 
 much stronger measure to abolish an old Government School in favour 
 of a Mission School, than it is to refrain from establishing a new Govern- 
 ment School at a station already provided with two Mission Schools. 
 
 22. The other case is that of Tinnevelly, which is incidentally referred 
 to in the papers above noticed. In reviewing the Report on Public 
 Instruction for 1867-68 Government made the following remarks in their 
 Order, No. 174, of the I7th May 1869 :— 
 
 "The Government take this opportunity to remark that during the recent 
 tour of the Governor in the district of Tinnevelly a petition was presented to His 
 Excellency praying for the establishment of a Government Zillah School at 
 
62 EDUCATIONAL P APE US. 
 
 Tinnevelly, the educational requirements of this place being at present chiefly 
 supplied by a large Anglo-Vernacular School under the management of the 
 Church Missionary Society, and by a school of the same character recently 
 established by the native community and supported by subscriptions, fees, and a 
 grant-in-aid. These schools arc not, in the opinion of the petitioners, commen- 
 surate Avith the wants of the place. They desire to have the benefits of a 
 Government School of the higher class. The Government consider that there is 
 not sufficient ground for acceding to the prayer of the petition. Tinnevelly is 
 prosperous and its people are honorably distinguished by liberaUty and an 
 independent spirit. The Native Anglo- Vernacular School is susceptible of 
 improvement by the same means which have supported it up to the present 
 time. On the other hand, it is understood that the Church Missionary Society 
 have it in contemplation to procure a Head Master from England, a graduate 
 of one of the Universities, who will be able to raise the standard of instruction 
 in their school to the level of that of a Government Provincial College. The 
 Government, therefore, resolve to defer the consideration of the petition of the 
 inhabitants of Tinnevelly imtil the success of the measure contemplated by the 
 Church Missionary Society has been tested by experience." 
 
 The Duke of Argyll, Secretary of State for India, in his despatch of the 17th 
 February 1870, expressed his general concurrence in the order passed on the 
 report, but did not enter into any details : — 
 
 " The despatch of your Excellency in Council, dated 1st June. (No. 7) of 1869, 
 transmitting copy of the Report on Public Instruction for the official year 1867- 
 68, together with the Proceedings of your Lordship's Government in connection 
 with the subject, has been considered by me in Council. 
 
 " 2. The Resolution of Government, which embodies the views so clearly, 
 and ably stated in the Minutes of your Lordship and the Hon. Mr. Arbuthnot, 
 touches all the points in the report which demand notice. I have only to state 
 my general concurrence in the opinions expressed in the resolution, and ray 
 impression that the prospects of education in the Madras Presidency are on the 
 whole satisfactory." 
 
 23. Sir George Clerk recorded the following dissent : — 
 
 DissKNT BY Sir George Clerk. 
 
 " I dissent from the decision passed by the Council on Friday last, because I 
 consider it unfair to the people and an underhand measure. 
 
 " It adopts the principle of leaving education to zealous missionaries supported 
 by Indian public money, where we well know that the people desire the disburse- 
 ment of what we can spare for such purpose, from revenue derived from them, 
 in aid of their education by other means. 
 
 " The loyalty and the sjnupathy of the people have ever been seen to faU away 
 from us only when. failing in our engagements as their rulers. Therefore, in my 
 opinion, it would have been wiser were the Council not to encourage, but restrain, 
 the Local Government in this subterfuge. In India we now impose an educa- 
 tional cess. This is a. proper levy excepting when exacted in excess of declared 
 maximujn collection for a fixed period. The murder of some of our District 
 Officers, avowedly in retaliation, in the North- Western Provinces during the 
 rebellion in 1857 sadly expiated the faithless act. But the father, whom we are 
 stiU. free at once to assess, is seeking at our hands for aid to qualify his son for 
 doing well in life, while he and his family restl^vithout anxiety on the score of 
 
DIRECTOR'S REPLY TO MEMORIAL. 63 
 
 religion. This is at heart the universal feeling on the subject. This is well known 
 to all who have listened to the hopes and tlie apprehensions expressed by respec- 
 table classes. Ever since the notification of 1847 the parent is aware that, though 
 now-a-days we disregard those qualifications of rare ability for work, practical 
 experience and good birth, esteemed by our predecessors, who employed in all 
 departments and in the highest offices civil and military men of every religion, we 
 aim at distributing public employment among those natives only who attain in 
 our Missionary and Government Schools our standard of ' good education'. But 
 whilst on the one hand this declared preference stimulates a sort of learning, 
 there exists on the other hand a painful sense that the boon is embittered when 
 the child is doomed to lose time and exhaust patience in listening to the exposi- 
 tion, by a gi-eat clerical teacher lately among them, of the native being the 
 incai'nation of ' errors and lies, ignominous, sinful, and cruel, and false in logic 
 and metaphysics.' 
 
 " Miss Carpenter, after inquiries in India, informed the public lately of that 
 which those with similar opportunities have known ever since we have had any- 
 thing to do with that country. She ' found intelligent natives anxious for the 
 civilising influence of educated women, provided they would abstain from all 
 attempts at proselytising.' No doubt it is only owing to the neglect of this 
 precaution that the year before last, in reference to the reaction following 
 vain display in the Punjab, the Governor- General in Council questioned 
 ' whether beyond the neighbourhood of Presidency towns the native community 
 has really shown any spontaneous desire for the extension of female education, 
 and whether distrust has not already been excited by the action of the Govern- 
 ment. ' 
 
 " One would have thought that the sacrifice of duty now offered for an illusory 
 alliance with the Tinnevelly Missionaries is peculiarly imprudent, because only a 
 few years ago Tinnevelly was the scene of a disturbance between Hindus and 
 so-called converts, a distui-bance stated by the Magistrates to be ' got up by 
 influential public servants' sympathising with the former, against whom our 
 troops advanced, killing 10 and wounding 19. 
 
 " The last rebellion of an entire people or tribe was, I think, that of the 
 Jynteeahs in Bengal. The Missionary School Agency under the auspices of our 
 Commissioner was supposed to be ' doing wonders.' But in that which shortly 
 after ensued there was nothing at all wonderful. That people, irritated by Mr. 
 Wilson's crude mode of levying income-tax and by insufferable interference with 
 their religion on the part of a native Superintendent of Police, baptized Solomon , 
 went in for open rebellion. Two regiments sent to attack them (the 21st I know 
 was one, and the 33rd I believe the other) became disabled by sickness ; rein- 
 forcements moved up ; rewards were given for captured rebels. They then 
 pleaded that their grievance was, first, ' Solomon ;' secondly, that their children 
 were being compelled to learn where he was taught, and would so turn out just 
 as good for nothing. Now, a military expedition in so miserable a country as the 
 Jynteeah Hills costs money. Whatever that amount was, it followed a great deal 
 more spent in similar chimeras. 
 
 " Those who were in a position to ascertain the real motives of the Zemindars, 
 and the people in Behar and the North-West Provinces, when in revolt in 
 1857-58, saw, among other incitements to rebel, signal proof of the maddening 
 effect of the co-operation of Government officers in the design of proselytising in 
 schools and in jails ; for instance, one of the first outrages perpetrated by the 
 
64 EDUCATIONAL PAPERS. 
 
 Nawab of Furnikabad was stated to be Ins bavinp; ' Ijarbarously destroyed our 
 mission there.' For this he forfeited a domain valued at 60,000 rupees a year, 
 very desei'vedly considering his liistory. And from another district, the Commis- 
 sioner, reporting to the Government, stated that ' a special malignity appears to 
 have been shown in destroying all the educational buildings.' And Queen's 
 officers, who had never before heard the term, became soon familiar with the 
 rebel rallying war-cry, ' Deen, Deen, Deen.' 
 
 " Our Directors of Public Instruction, after their long association with all 
 classes, ought to know something of these matters. Sir Alexander Grant, until late- 
 ly, was one ; most able, diligent, observant, and constantly moving about, and 
 conversing with intelligent classes of the community. I personally observed his 
 labors. To his assiduity and Christian tolerance, following on the careful atten- 
 tioQ and discernment bestowed on the department for many years by Sir Erskine 
 Perry, it is unquestionably owing that, in the Western Presidency, education has 
 been so conducted as to qualify more natives than anywhere else in our institu- 
 tions for the efficient, active, and popular discharge of the public business. In 
 1862, Sir Alexander Grant, then serving under my Government, thus expressed 
 himself when wi-iting to me in reference to instructions received from home in 
 I860 : — ' In regard to grant-in-aid to Missionary Schools, I am quite resolved to 
 resign my appointment, rather than be a party to can-j-ing out a policy which I 
 believe to be unjust to the native taxpayer, and dangerous to the empire in India. 
 It is hardly credible that the lessons of the mutiny should be so soon forgotten.' 
 Also Mr. Hodgson Pratt, an educational officer of experience serving under the 
 Government of India, has been quoted in a public assembly by the Rev. Scott 
 Porter, when denouncing our futile measures, as having stated in a letter 
 addressed to him, ' that the only natives who send their children to Missionary 
 Schools are those who cannot afford to pay school fees. No one who is tolerably 
 well off \vill send his child to a Missionary School ; and I have scores of times 
 been applied to (unsuccessfully) by the sous of poor men for a small allowance to 
 save them from the hardship of attending the Missionary School, and to enable 
 them to go to the Government Institution instead.' But evidence of this charac- 
 ter, that is, on the side of common sense and honesty, is abundant. 
 
 " With regard to these grants-in-aid (what may be now their amount I don't 
 know ; the original scheme was 300,000'. per annum) there can be no doubt that 
 the present Governor of Jamaica, previously Lieutenant-Governor in Bengal, was 
 perfectly right when, being required to give an opinion on the Governor- Gene- 
 ral's recommendation of IMr. McLeod's suggestion of the measure, that, ' the 
 proposal was momentous, and in violation of an unbroken chain of express orders 
 issued by a long succession of Home Governments.' The inteii'erence of the Gov- 
 ernment in siipport of Missionary Schools from the revenues of India is indeed 
 momentous ; moreover, it is liable to defeat, rather than to advance, the great 
 object in view. Who that knows India is not aware that the imprudent Missionary 
 who accepts the grant is thenceforth universally regarded as ' Surkar-i-naukur.' 
 Thus is created a sentiment of antagonism^in the minds of the^people. This 
 hostility, according to my observation in several fields of missions in India and 
 South Africa, whether American, Wesleyan or French Protestant (I select these 
 because I have seen them devoting themselves more exclusively than some others 
 to genuine Missionary labors) is not in any degree manifested, or I believe felt, 
 by people, anywhere under our dominion, towards the unobtnisjve indepen4ent 
 Missionary. 
 
DIRECTOR'S REPLY TO MEMORIAL. 65 
 
 "The determination to support Missionary schools in India by its public revenue 
 was conceived by some to be an able measure of progress towards conversion ; I 
 do not believe it has proved to be the means of adding one true convert to Chris- 
 tianity. One of the least harmless of its failures has been thus represented by 
 the Hon. A. Arbuthnot, Member of Council, with reference to Madras : ' When 
 the grant-in-aid system was introduced, the Free Church at once affiliated its 
 institution with the Government. For various resisons, however, little real benefit 
 has been derived from this. It is now found everywhere that the grant-in-aid 
 have no appreciable effect in extending its operations, or raising the standard of 
 the schools by which they are received.' 
 
 " But it seems to be resolved that the fond day-dream is to endure until the 
 next serious rebellion. The further brief remarks I shall make upon it are there- 
 fore intended mainly to warn our financiers that it is a costly toy, that a revision 
 of these disbursements ought to be strictly prescribed, and that vigilance must 
 be especially directed to avert the expense of disturbances apt to be so provoked ; 
 for every active movement of troops means, in India, throwing open the military 
 chest and unstinted Conmiissariat expenditure. Where the public money is clearly 
 being thro^vn away, it ought surely to be saved at once, as in the ease stated by Mr. 
 Arbuthnot. A considerable saving might also be made in the Punjab Educa- 
 tional Departments, and in those of the North-Westem Provinces. According 
 to the last year's published returns of their ' Colleges,' the cost of each student, 
 or name registered, is in the former province 1,215 rupees a-year; and in the 
 latter 1,288 rupees. Such being the preposterous price paid for these ridiculous 
 native coUege boys, it is satisfactory to see that the aggregate number in all the 
 ' Colleges' in the North- Western Provinces is on 60 ; and that in the ' Lahore 
 Mission College,' under the patronage of the Government, where each pupil 
 costs 667 rupees a-year, of which the Government pays 459 rupees ; their number 
 ' has fallen from 15 to 10, owing partly to the limited number of scholarships, 
 and partly to the conversion of one or two of the scholars ;' while, ' for the 
 High Arts Examination, none of the candidates succeeded in passing.' To 
 disburse the people's money on such burlesque is silly and wrong at any time, 
 but peculiarly so when really useful departments in India are being starved by 
 reductions which they must find it very hard to bear. 
 
 " They being driven into this course of provocation, danger, and wasteful 
 bribery, is ascribed to the force of public opinion, or what the Missionary 
 newspaper at Serampore, and wild declamation at Exeter Hall, are pleased 
 to term public opinion. It is remarkable that the real public opinion of India 
 is never sought for by its modern rulers. Not more than one in a hundred of 
 Government officers now take the trouble to procure and read any other 
 vernacular newspapers than the constituted venal expositors of our transcendant 
 virtues. 
 
 "Not yet has our system of education reached influential natives in numbers 
 sufficient to inspire them with courage to denounce openly any Hindu abomina- 
 tion short of murder. In fact, our needless enthusiasm cannot be said to have 
 inspired the really respectable classes mth any degree of pure appreciation of our 
 semi-missionary scholastic institutions in that country ; I except, of course, the 
 Western Presidency. There, -vvith not more than two exceptions in a quarter 
 of a century, the zeal of our authorities in respect to this department has never 
 been indiscreet. 
 
 " There are many things which any influentis-l European, some years hence, 
 
 9 
 
GQ EDUCATIONAL PAPERS. 
 
 might safely do, with tbo avowed purpose of convei'sion, not only without giving 
 offence, but with more or less real success in advancing towards that object. But, 
 from 1848 to 1857 was decidedly not the time for indulgence in religious zeal, 
 nor is tlae period of the consequent rebellion yet remote enough for this to be 
 the time. It is indispensable that there should be a considerable interval 
 of abstinence from hurrying, from excessive or ci'ude legislation, and from bad 
 faith, towards subjects, tributaries, and allies. 
 
 " The manifold absurdities of Hinduism are not to be eradicated by doctrinaire 
 fanaticism even where relying, as now, on an imposing force of British bayonets. 
 And the practised Asiatic in affairs of finance, diplomacy, or conversion, regards 
 as contemptible and puerile the efforts of the European to play a crafty game. 
 Benevolent enthusiasts would succeed incomparably better if, trusting to time 
 and sound education, and less, or not at all, to notoriety hunting and subsiding 
 Missionaries. To disseminate true Christianity by the inconsiderate and perilous 
 means now in use, as illustrated in the instruction now going out, is hopelessly 
 impracticable. To retard the progress of real enlightenment even among 
 Hindus, to say nothing of Mahomedans or sectarians, such as Sikhs, those means 
 are certain. 
 
 " The people of India obtained fully the two great objects for which, in 
 1857-58, they rebelled, and the sepoys, almost always the exponents of the people's 
 sentiments, mutinied. Then came the Queen's Proclamation. They accepted 
 it gratefully. Two years later I had many opportunities of personally observing 
 that, in the minds of men of rank and much influence, as well as of other classes, 
 this feeling of gratitude to Lord Canning and the authorities at home was very 
 sincere. It is not so now. The feeling is departing. Servants of our Govern- 
 ment, and others conversant with the languages, and conciliatory in demeanour, 
 discover that, in the heart of our dominions there, as well as at the extremities, 
 it is no longer so. If the spirit of that Proclamation be not seen to influence our 
 measures more carefully, we shall rue the day when prevailing fantasies took the 
 place of fair dealing. Our security becomes scarcely a question of more or less 
 troops, when we meddle with religious in a way to drive a hundred millions of a 
 people, so pusillanimous as Hindus, combining \vith braver Mahomedans, as we 
 have at length learnt that in such a cause they will combine, to mai'tyrdom. It 
 will be well to bear in mind that the cost of this lesson, all told, was upwards of 
 fifty millions sterling." 
 
 24. Coming to a more recent period, I may refer to the measures taken 
 under Lord Hobart's Government with the object of advancing education 
 among the Mahomedan community. Government in their Order No. 288, 
 of the 7th October 1872, decided that elementary schools for Mussulmans 
 should be set on foot at the chief centres of Mahomedau population with a 
 view to qualify the pupils for admission into the higher classes of Zillah 
 and Provincial Schools and other similar institutions. The stations 
 suggested in the order were Arcot, Ellore, Trichinopoly, Cuddapah, 
 Kurnool, and Mangalore, but a report was called for. The Rev. Mr. 
 Barton, Secretai-y of the Church Missionary Society, pointed out to the 
 Director that at Masulipatam a special Hindustani Department had been 
 in existence for many years in connection with the Noble School, and he 
 strongly deprecated the establishment of a Government School at Ellore. 
 The following is an extract from his letter: — 
 
DIRECTOR'S REPLY TO MEMORIAL. 67 
 
 " Again at Ellorc, the chief centre of the Mussulman population in these 
 districts, ever since the Society first brolfe ground at that place in 1854 the 
 wants of the Mahoniedan population have always been especially recognised in 
 the schools which the Society has established for the benefit of the people of that 
 town. 
 
 " Tbc Committee observe that in the resohition already referred to Ellore is 
 specially singled out as one of the places in which the Government express a hope 
 that schools may be at once established for the benefit of the Mussulman com- 
 munity. The Committee think that the Government could hardly have been 
 aware of the actual state of things [as regards education at Ellore when that 
 resolution was framed, inasmuch as there are at this moment not less than three 
 schools in that place, all flourishing and well attended, in each of which special 
 provision is made for the instruction of Mahomedati students. 
 
 " In the Anglo-Vernacular School, which educates up to the Matriculation 
 standard, the three lowest classes in the school are each divided into two parts, 
 one consisting of Hindus and the other of Mahomedans, so that each is taught 
 through the medium of its own vernacular. These three Mahomedan classes, 
 numbering thirty-one boys, have a separate wing of the building allotted to them, 
 and are taught by Mahomedan Masters, two of whom are matriculated students 
 of the Madras Uuivei-sity, and who received all their education from boyhood in 
 the Mission School. In the upper division of the school Hindus and Mahomedans 
 mix freely together, and, with the exception of the vernacular subjects, are able 
 to read the same text-books, the instruction being given almost entirely thi-ough 
 the medium of English. 
 
 " There is also a Preparatory School attached to the Anglo-Vernacular 
 School, which like it is divided into two parts, one for Hindus and the other for 
 Mahomedans, in which there are forty-seven boys, taught by Mahomedan Masters, 
 who read up to the third standard on the results system. 
 
 " In another part of the town, more than a mile distant, there is a third school, 
 also maintained by the Society, in which there are about fifty Mahomedan 
 scholars, to whom insti'uction is also given in Hindustani, and who read up to 
 the third standard. 
 
 " In view of the above facts, the Committee would most earnestly deprecate 
 the establishment of any new school at Ellore under Government auspices, the 
 effect of wliich could only be to establish an unhealthy rivalry and seriously to 
 injure the existing schools. Not only would it be a waste of iiublic money, the 
 educational wants of the place being already sufficiently provided for, but it 
 would be very unfair, the Committee consider, to themselves as tending to cripple 
 and weaken their own efforts. Such action moreover on the part of Government 
 would be contrary to the principles laid down in the Educational Despatch of 
 1854, by which the Government pledge themselves to mthdraw from all direct 
 educational effects wherever there are local agencies at work which are proved to 
 be sufficient." 
 
 The Secretary to the Society for the Propagation of the Gospel also 
 pointed out to the Director that special provision for the education of 
 Mahomedans already existed in the Society's High School at Trichinopoly. 
 The Manager of the Wesleyan Mission School at Trichinopoly stated that 
 sixteen Mahomedan boys were attending this school ; that these boys were 
 not taught separately : but that he proposed with the aid of two Maho- 
 
(^S MDtJCATIOML PAPEkS. 
 
 nicdan teachers to commence a separate class for Mahomedans. Mr, 
 Powell, in submitting his proposals, recommended that no Government 
 Schools for Mahomedans should be established at Masulipatam, Ellore and 
 Trichiuopoly, and to this Government assented in their Order, No. 348, 
 of the 14th December 1872. A few weeks later however the following 
 Order, No. 77, of the I2th March 1873, was issued:— 
 
 " In the above Proceedings the Governor in Council accepted as sufficient the 
 provision made or proposed for the eleiiieutary education of Mahoniedau boys in 
 Mission Schools at Ellore, Masulipatam, and Trichiuopoly ; but, ou further con- 
 sideration, the Government have come to the conclusion that it would be better 
 to establish at these stations special elementary schools for the pui-pose, similar 
 to those which, in the same Government Order, were sanctioned for Rajah- 
 mundry, Kurnool, Cuddapah, and Adoni. 
 
 " The Director of Public Instruction will make the necessary arrangements to 
 give effect to this altered decision, and will expedite his reports on the remaining 
 centres of Mahomedan population, to which his attention was directed in the 
 G.O., of the 7th October 1872, No. 288, Educational, and especially on Arcot 
 and Vellorc." 
 
 There is nothing to show what circumstances induced Government to 
 alter their decision with regard to these three stations. According to the 
 views expressed by Mr. Barton in 1872, and according to the views held 
 by the memorialists now, the establishment of Government Schools for 
 Mahomedans at Masulipatam, Ellore, and Trichiuopoly was contrary to the 
 Despatch of 1854. The action of Government seems however to have been 
 quite in accordance with the construction placed on that despatch by the 
 Secretary of State in his despatch of the 23rd July 1864 already quoted. 
 
 25. In June 1875 Dr. Bradshaw recommended that the Government 
 Mahomedan School at Ellore should be closed and one opened instead at 
 Narsapur. In forwarding this letter I simply observed that a Government 
 Mahomedan School seemed more needed at Narsapur than at Ellore, and 
 that the grounds on which Government had decided on establishing a 
 Mahomedan School at Ellore had not been communicated to this office. On 
 this a reference was made to the Collector, In the meantime a petition 
 was received in this office, a translation of which was forwarded by the 
 Acting Director to Government. The following is a copy of it : — 
 
 " The undersigned Mahomedan inhabitants of Ellore respectfully beg to state 
 that they are obliged to mention a few facts which are fit for your information 
 concei-uing the Mahomedan School of this place, hoping that they may be heard 
 with deep consideration. 
 
 " 2. When the Right Honorable the Governor in Coimcil proposed to establish 
 a few schools in this country, Ellore also was one of the districts in which the 
 schools were to be, Imt on account of the reverend gentlemen who always tried to 
 prevent the existence of any Government School except one belonging to the 
 Mission, and to obtain the future reward by the religious and Avorldly instruc- 
 tions, the Government orders about the same were not issued in this place. 
 However, it was our good luck that in the second instance the abovementioned 
 Governor determined to educate the unfortunate people of this place, to prevent 
 
DtRECTOli'8 ttEPLY TO MEMORIAL. 69 
 
 which the reverend gentlemen tried their best, hut it was to no purpose. At last 
 the revised order of the Government was issued that, according to the rule, a 
 Mahomedan School should be opened in Ellorc. 
 
 "3. Oh ! exaltcr of the poor, may safety be to you. As soon as this took place 
 the Rev. Mr. Barton, who was the Secretary of the Church Mission Society, 
 wrote to the Kev. Mr. Padfield, who was the Head Master of the Mission School 
 of EUore, to say that the Goyemor in Council, the second.tinie, was strongly of 
 opinion that a school should be established in Ellore, and that it seems to be impos- 
 sible to change his intention, as he had [issued this order to that effect ; but still 
 there is a hope of preventing it if you can manage to send me a paper signed by 
 the Mussulmans, expressing that there is no use of the Government School here ; 
 the Mission School is very useful to them, and they, therefore, hope that the 
 Rev.. Mr. Padfield wiU in any way keep the Governor from his idea of establishing 
 a Government School. I then through the means of that paper, will speak to 
 the Council on the part of the Mussulmans as strong as possible and try to get 
 the order of the Government cancelled. 
 
 "4. Oh! cherisher of the poor. On receiving the letter from the Rev. Mr. 
 Barton the Rev. Mr. Padfield showed it to Mr. H. Prendergast, who then was a 
 Police Inspector of this place, and asked him to get a document of that kind as 
 mentioned above from Mussulmans in any way, as he had authority by the appoint- 
 ment he held. The Police Inspector agi-eed to his request and wrote a paper 
 himself in the English language, and again got it translated by Munshi Mahomed 
 Waizullah Sahib by force, and this paper was signed by some of the Mussulmans 
 by means of threatening and frightening them circulated by the Head Constables 
 to every house, and sent at once to the Rev. Mr. Barton. A few copies of some 
 English letters are annexed to this to prove the true expression of us (the poor 
 people) evidently on the subject. 
 
 "5. Whilst the report was circulated the Mussulmans, with the remaining 
 number of them, sent their application for a Mahomedan School to the Governor 
 in Council ; but, through fear of the chiefs, they did not give the slightest 
 information about what had taken place in Ellore. The application was accepted, 
 and a Mahomedan School was established here two years ago. Then the 
 reverend gentlemen turned very jealous and tried to root out the school; still no 
 harm could be done up to the time of Mr. Burrows, the Inspector of the Schools, 
 who was not a bigoted gentleman in the religious matters. After Mr. Bradshaw 
 came, Mr. Thornton was appointed as a master to the Mission School in the place 
 of the Rev. Mr. Padfield, and Lord Hobart, the Governor in Council, also closed 
 his eyes ; the fate of all the Mussulmans turned very bad, because Mr. Bradshaw, 
 who is an old friend and school-fellow of Mr-. Thornton, has strongly promised 
 him to close up the Government Mahomedan School in EUore by some means or 
 other ; he therefore has given reasons to discontinue the Mahomedan School of 
 this place in his report, and has published that the third class should be dismissed, 
 though they have given a splendid examination ; it is merely to confuse us in 
 order that we may send our children to the Mission School, and the Mahomedan 
 School may easily be discontinued by itself. In short, we are certain that the 
 said gentleman ■will never keep himself back from the ruin of this school ; yet we 
 (the subjects of the Government) are compelled to make knoivn our miserable 
 condition to the Government and to try, what we can do for our children. 
 
 " 6. Oh ! exalter of the poor. As the Inspector has reported that while there 
 is a Mahomedan class in the Mission School there is no necessity for having a 
 
70 tlDUCAftONAL PAPERS. 
 
 Government School in this place, his actual injustice is to be proved, because if, 
 for instance, his suggestion may be referred to the case of Hindus, there is 
 reason to questiou that, notwithstaudini^ the existence of the Mission School, 
 why the Government Auglo-Yernacular School was kept so long; is rather 
 certain that if Hindu boys had not decreased in number, the school would have 
 been continued and a good number of Hindus would have been benefited by the 
 same. Merely on account of tlie carelessness of the Hindus that school became 
 shut, on account of which the Hindus now regi-et ; besides that, as all nations 
 {i.e., the subjects and well-wishers of the Government) are entitled to be treated 
 alike by the authority of the Most Gracious Queen (whose country, may it con- 
 tinue for ever) without distinction of religious, Mussulmans especially arc 
 entitled to the same, as they are exceedingly reduced to a deplorable condition. 
 While so, it seems a regular oppression of the Mahomedans not to allow a small 
 Government Mahoracdan School for them here where there arc a great number 
 of Mah(3modan people, except the Mahomedan Department of the Mission 
 College in Ellorc, but on the contrary to allow thousands of real schools and 
 their branches in different places for Hindus, and sometimes two or more than 
 two schools for them. As Mr. Bradshaw has recommended the transfer of this 
 Government School to Narsapur, whei-e Mahomedans are rather fewer than in 
 this populous place, the most of the inhabitants of which ai-e Mussulmans, and 
 many more schools are wanted, his intention will evidently be known whether 
 right or wrong. 
 
 " 7. Oh ! gracious sir, may safety bo to you. It is evident that the instruc- 
 tion of the Mahomedan School of this place is in many degrees better than that 
 of the Mission School ; those who are just will understand it by the result of 
 examinations ; moreover the reports of the Deputy Inspector and the Inspector 
 will testify the same, and a great difference is manifest between the boys of the 
 former schools and of this with regard to the instructions which they have 
 jeceived. Notwithstanding all this good prospect, Mr. Bradshaw's rejecting the 
 Deputy Inspector's application for a third teacher for the third class and at the 
 same time accepting the like application from llajahmundry seems to be very 
 unfair. 
 
 " We, therefore, hope that you will kindly send an especial proceeding to con- 
 tinue the school hei-e for ever, and appoint a third teacher for the same, for 
 which kindness we (the helpless people) with all success will pray for your 
 country and wealth. 
 
 " May the sun of your prosperity always shine and ever last. Amen. Oh 
 God of the worlds." 
 
 This was also referred to the Collector, who siibmited a report from the 
 Sub-Collector, from which the following is an extract : — 
 
 " The Ellore School was established in 1872, being one of several schools then 
 established throughout the Presidency especially for imparting elementary 
 instruction to 3Iahomedan boys. It receives a grant of Rupees 52 per mensem 
 from Government : — 
 
 US. 
 
 Head Master 30 
 
 Second ,, ... ... ... ... ... ... 15 
 
 Kent ... ... ... ■■ 5 
 
 Servant ... ... ■•• •■■ 2 
 
 Total... 52 
 
DIRECTOR'S REPLY TO MEMORIAL. 71 
 
 But as all foes ai-e paid into the treasury, and as these average Rupees 10 per 
 mensem, the actual cost to (}overuuieut is something over Jlupees 40. 
 
 Mr. Bradshaw recommends that it should be abolished, chiefly on the ground 
 of there being no necessity for the existence of the school. There are three 
 schools in different parts of the town largely attended by Mahomedau boys, the 
 Church Mission High School having a separate department receiving aid from 
 Government to the amount of Rupees 27. 
 
 " This hardly puts the case fairly. There ai'e three schools, but all are con- 
 nected with the Church Mission Society ; in all the Christian religion is taught. 
 It is perfectly true that a large number of Mahomedau youths do not object to 
 attend these schools ; but on the other hand there are many others whose parents 
 wish for them a purely secular education. Even now there is an average monthly 
 attendance of over fifty in the secular Government .School, and the number would 
 be largely increased if the two competed on equal terms. 
 
 " I enclose a paper given me by the mastei's in charge of the Mission School, 
 which shows the number of boys attending each of the three schools and the 
 fees payable by them . 
 
 " The Government School is an elementary one, and its three classes corres- 
 pond with the three lower classes of the Mission School. The fees charged are 
 in the Mission Schools 6 annas, 4 annas, and 3 annas ; and iu the Government 
 School 6, 4, and 2 annas. But these Mission School-fees are to a great extent 
 nominal as far as the boys and their parents are concerned. There are a num- 
 ber of free students, that is of boys, who pay no fees ; and, secondly, the Mission 
 raise subscriptions for the express pui-pose of paying fees for boys. Such a 
 subscription list was brought to me at Ellore. It is clear that there is a great 
 inducement for parents to send their children to a school where they get free 
 scholarships or get their fees paid for them, whereas in the rival school full fees 
 are demanded from all. I have not any doubt that if the two schools were put 
 on anything like equal terms as regards fees, the numbers would rapidly increase 
 iu the Government School. 
 
 " In spite of this disadvantage there is au average monthly attendance of over 
 fifty boys, who thereljy show that they appreciate the advantages of the school. 
 Mr. Bradshaw alleges that the school is kept up because it is a source of profit 
 to the Head Master. Masters of schools usually do expect some remuneration 
 for their labours, but in the present instance the insinuation is uncalled for, 
 because the Head Master is a man of not inconsiderable position and wealth, 
 and perfectly independent of any remuneration he may receive for teaching. 
 
 ' ' Mr. Kershaw has recently inspected the school. I could not get a copy of 
 his report, but he spoke to me very favourably of it, and I have seen a copy of 
 the Proceedings of the Director of Public Instruction based on that report, 
 which describes the condition of the school as very creditable. The Deputy 
 Inspector of Schools who had examined it two weeks before told me that it was 
 in a very satisfactory condition, and when I put the question directly to him, he 
 gave it as his opinion, after first inspecting both schools, that the boys in the 
 Government School were better and more carefully taught than those in the 
 corresponding classes of the Mission School. He guarded himself by saying he 
 was not alluding to the higher classes of the Mission Schools, which have the 
 benefit of l^eing taught by European gentlemen, but to the lower classes, which 
 in both schools are taught by Mussulman masters. 
 " Under these circumstances, I am clearly of opinion that the Ellore school 
 
72 EDUCATIONAL PAPERS. 
 
 should not be closed. In spite of extra inducements to go to the Mission School 
 fifty boys attend the other school regvilarly, and they are as well taught if not 
 better taught than they would be at the other. Let the Mission Schools beat 
 others out of the field fairly if they can ; but there is too great a tendency to 
 invoke Government aid summarily to suppress any nval school in order that 
 boys may be forced to their schools. Within the last week I was consulted by 
 an agent of the same Society at Amalapur on my view about doing away with a 
 flourishing Taluk School in order that a IVIission School may take its place. It 
 had not occurred to my visitor that the fair way would be to establish the 
 Mission School and let it by superiority of teaching beat its rival out of the 
 field until it died a natural death. 
 
 " I strongly recommend that the Ellore school be not closed in order to com- 
 pel boys to attend the Mission School who cannot be attracted in other ways. 
 I do not allude to the mazirnamah or petitions, for a numerously-signed petition 
 can be got up advocating anything. But I may mention that the Kazi and 
 other Mahomedan gentlemen I have consulted are anxious that the school should 
 be continued." 
 
 The Collector in forwarding this letter stated that he agreed with the 
 views of Mr. Kelsall and thought that the Mahomedan School at Ellore 
 should be retained. Government in their Order, No. 422, of the 31st 
 December 1875, concurred in opinion with the District Officers that the 
 facts of the case fully warranted the continued maintenance of the Ellore 
 Mahomedan School. This order appears to show that His Grace's Govern- 
 ment takes the same view of the question as that taken by Lord Hobart's 
 Government. That view seems opposed to that held by the memorialists. 
 
 26. If the construction placed by the memorialists on the Despatch of 
 1854 and on paragraph 27 of the recent G. 0., No. 460, of the 23rd Octo- 
 ber 1878, is correct, not only should these three Mahomedan Schools be 
 abolished, but the Presidency College itself ought to be closed to make 
 room for the Madras Christian College. The continued maintenance of 
 such an institution as the Calcutta Presidency College must also bo a 
 mistake. It may however be observed that paragraph 12 of G. 0., 
 No. 286, of tlie 5th October 1873, and paragraph 2 of G. 0., No. 212, of 
 the 6th July 1875, are entirely opposed to the submission of any pi-oposals 
 for closing the Presidency College. 
 
 27. As a matter of fact Government Schools have sometimes been 
 closed when they have been found not to thrive, and Mission Schools have 
 in some of these cases obtained such advantages as a monopoly brings 
 with it. I may mention the abolition in 1868 of the Government Anglo- 
 Vernacular School at Ellore, where there is a Church Missionary School ; 
 in 1875 of the Taluk Scliools at Tiruvallur and Old Town, Cuddalore, the 
 Free Church having a school at the former station and the S. P. G. at the 
 latter ; and in 1878 of the Taluk School of Tindivanum, where there is an 
 American Mission School. It may be added that the Ellore case shows 
 the risk with which such measures are attended. When the Government 
 Anglo-Vernacular School was abolished at Ellore the Church Missionary 
 Society pledged itself to maintain its own institution in a really efficient 
 
DIRECTOR'S REPLY TO MEMORIAL. 
 
 73 
 
 Years. 
 
 1809-70 
 1870-71 
 1871-73 
 1872-73 
 1873-7-1 
 1874-75 
 1875-7C 
 1876-77 
 1877-78 
 1878-79 
 
 MATRICULA.TK8. 
 
 First Class. 
 
 Second Class. 
 
 State. That pledge has not been redeemed. For a short time matters 
 
 went on very well, but as soon 
 
 as Mr. Ardeu left the station, the 
 school befj^an to <^o down and for 
 several years tlie reports of the 
 Inspectors and the results of the 
 Matriculation Examination have 
 shown that the school is not in an 
 eflBcient condition. I have re- 
 cently had an opportunity of visit, 
 ing the institution and am satisfied 
 that, witli the present staff of 
 masters, it is never likely to be 
 in an efficient condition. The 
 result is that the inhabitants of a large and important town, in which 
 there ought to be a flourishing High School, are practically deprived 
 of the means of obtaining a sound education for their children. 
 
 28. This controversy about the construction of the Despatch of 1854 has 
 been going on for a quarter of a century, and it seems very desirable that 
 it should be closed by some authoritative decision which will leave no 
 further room for doubt in the minds on the one hand of Christian Mission- 
 aries and on the other of the Hindu and Mahomedan subjects of Her 
 Majesty. I have therefore endeavoured to place the history of the 
 question before Government in as complete a form as possible, and the 
 importance of the subject will, I hope, be deemed a sufficient justification 
 of the long extracts which I have give.i from Parliamentary papers and 
 other documents bearing on the point at issue. 
 
 29. In paragraphs 4, 5, and 6 the memorialists attribute the great deve- 
 lopment of aided schools between 1863-64 and 1869-70 to the revised Grant- 
 in-aid Code of 1864, and state that in the latter year the financial neces- 
 sities of Government led to a restriction being imposed on the issue of 
 new grants-in-aid except for girls' schools. This restriction, they state, 
 has not yet been withdrawn. It may be remarked that the increase in 
 the number of pupils in private schools was largely due to the results 
 system. The Code of 1864 did no doubt contain rules for results grants, 
 but these rules proved practically inoperative and were superseded by 
 fresh rules which came into force in 1868. Owing to the growing expen. 
 diture on grants-in-aid Government in their Order, No. 304, of the I7th 
 September 1869, directed that no fresh salary or other ordinary grants 
 should be sanctioned. No exception was made in favour of girls' schools 
 as stated in the memorial, but results schools were exempted from the 
 operation of this order. This restriction came into force on the 17th Sep- 
 tember 1869 and continued until the 1st August 1871, when funds were 
 set free by the transfer to Local and Municipal funds of the grants to 
 lower-class schools. In the meantime, however, the large proportion of 
 the Grant-in-aid Fund swallowed up by the Town of Madras had attracted 
 
 10 
 
74 EDUCATIONAL PAPERS. 
 
 special attention, and a circular was issued stopping all new salary grants 
 in Madras except for poor schools and girls' schools. As a matter of fact 
 new grants have been given from time to time to various Higher and 
 Middle-class Schools in different parts of the Presidency, among which may 
 be mentioned the American Mission School, Guntoor, the. Hindu Schools 
 at Bezwada and Palamcottah, and the Town School and Innespettah 
 School at Rajahmundry, all of which have been established since 1869-70, 
 and in some cases increased grants have been given to schools which 
 were already receiving aid, such as, for instance, St. Joseph's Institution, 
 Cuddalore. The amount available for new grants has however always 
 been small, and in practice it has been necessary to reserve it mainly 
 for girls' schools and results schools. For some time past there has 
 been no money available even for girls' schools. The difficulty has been 
 partly created by the Missionary Memorial of April 1873, under which all 
 grants to elementary girls' schools fall on Provincial funds, but under any 
 circumstances it must have arisen sooner or later. In England the educa- 
 tional grant is continually growing. In India, under the decentralization 
 scheme, a fixed sum is assigned to each Local Government for Provincial 
 Services, and all that seems possible is to make the most of the limited 
 sum available by gi-adually reducing the grants to schools, which are to a 
 large extent self-supportiug, and giving new grants to those schools which 
 are most in need of aid. That policy is the one which has been steadily 
 pursued in Bengal, and the attempt to introduce it on a very limited scale 
 in this Presidency is the immediate cause of this memorial. 
 
 30. In paragraph 7 the memorialists complain that while the gross 
 expenditure on Government Colleges and Schools for general education 
 from Provincial funds has risen from Rupees 2,13,827-8-2 in 1869-70 to 
 Rupees 3,09,997-7-6 in 1876-77, the expenditure from the same funds on 
 grants-in-aid during the same period has fallen from Rupees 3,07,881-14-7 
 to Rupees 2,78,622-2-4, and they imply that there has been a real increase 
 to this extent in the outlay on Government Schools and a real decrease in 
 the aid given to private schools. This statement seems based on an entire 
 misapprehension of the true facts of the case, and the form in which it is 
 put appears to me calculated to mislead. The figures are evidently taken 
 from the tables given in paragraph 143 of the Public Instruction Report 
 for 1869-70 and in paragraph 111 of the Public Instruction Report for 
 1876-77 ; but the sum of Rupees 2,13,827-8-2 in 1869-70 represents only 
 that part of the expenditure whicli was met from Imperial Revenue. There 
 was a very considerable expenditure from other sources. This is shown in 
 the same table as follows, but it includes some expenditure appertaining 
 
 to professional education : — 
 
 RS. A. p. 
 
 Charges in Government Schools borne by school-fees . . . 49,867 10 3 
 
 Do. do. from other sources. 4,467 3 7 
 
 Do. endowments, subscriptions, and donations ... 7,186 11 
 
 It is also stated in the next paragraph of the report that the total amount 
 of fees collected during the year Id Government Colleges and Schools was 
 
DIRECTOR'S REPLY TO MEMORIAL. 75 
 
 Rupees 73,462-12-8, in addition to which Rupees 2,308-2-0 obtained from 
 other sources had been credited to the School Fee Fund. It was added 
 that, after defraying charges to the amount of Rupees 49,867-10-3 and 
 paying Rupees 4,919-13-9 to the credit of Government, there remained a 
 balance of Rupees 20,983-6-8. The fee receipts in Professional Colleges 
 and Schools were of'coursc included in these figures. In 1871-72 the School 
 Fee Fund was abolished, and as under the new system all school fees were 
 remitted in full to the Treasury and all charges previously met from school 
 fees were paid from the Treasury, a corresponding change was necessarily 
 made in the form of the annual table of expenditure. In 1871-72 certain 
 charges were borne for a few months from school fees, and this accounts 
 for the reduced amount of Rupees 15,570-11-0 which appears in the table 
 for that year under this head, but in 1872-73 the item of " Charges borne 
 by school fees" entirely disappears, and the whole of the expenditure is 
 put under the head of Provincial Services, the school fees being credited 
 to Government and deducted at the end of the table from the gross ex- 
 pentdiure. The School Fee Fund was afterwards reconstituted, but on an 
 entirely different footing, the collections not being spent on any particular 
 schools, but applied to any educational purpose to which Government 
 chose to devote them. The expenditure of Rupees 3,09,999-7-6 in 1876-77 
 includes therefore the charges which under the system formerly in vogue 
 would have been debited to school fees. 
 
 31. Not only is there this fundamental difference in the mode in which 
 the charges are exhibited, but the charges in the two tables relate to 
 different classes of schools, the term Government School being used in a 
 different sense in the table of 1876-77 to that in which it was used in the 
 table of 1869-70. The old rate schools established under Act VI of 1863 
 were aided schools, and they were made over with their grants-in-aid to 
 the Local Fund Boards and Municipalities under Act IV of 1871. For 
 some years these schools and all other Local Fund and Municipal Schools 
 were treated as private schools, and such grants in aid as they continued 
 to receive were treated as grants to aided schools. In reviewing the 
 report for 1872-73 Government in their Order, No. 247, of the 13th 
 July 1874, observed that, althougli this was correct as regarded the Educa- 
 tional Department and the Educational Budget from the stand-point of the 
 tax-payer and the general public, schools under the management of a 
 Local or Municipal Board and deriving their support from local taxation 
 were as much public institutions as any other, and should be classified 
 apart from the private institutions in the returns connected with Appendix 
 B accompanying future reports. These orders were carried out in the 
 preparation of the report for 1874-75, and the change of course affected 
 the table of expenditure of that year and every subsequent year. Thus 
 the sum of Rupees 3,09,999-7-6 in the table of 1876-77 includes Rupees 
 11,233-12-0 shown in the returns of the Local Fund Schools as received in 
 grants from Government and Rupees 1,789-9-8 similarly shown in the 
 returns of the Municipal Schools. The details of these grants are given in 
 
76 MDVCATtONAL PAPERS. 
 
 Tables II and III of Appendix B of the report for 1876-77, where however, 
 by a mistake in totalling, the grants to Local Fund Schools are shown as 
 Rupees 11,206-8-0 instead of Rupees 11,233-12-0. The real grants were 
 however much larger than the sums entered in the returns received from 
 the Local Fund and Municipal Schools. On this point I may quote the 
 following remarks from paragraph 17 of my Report on Public Instruction 
 for 1875-76:— - 
 
 " lu all these cases the grants, although they might Ijc expended in a manner 
 at variance with the rules, were to be spent iu particular schools. The details 
 of this expenditure were, however, entirely removed , not only from the control 
 but even from the cogniziince of the Director of Public Instruction. In an 
 ordinary grant-in-aid school the monthly bill shows how the money is spent. 
 All such bills, if they involve any changes, require the countersignature of the 
 Director of Public Instruction ; if they involve no change they are sent after 
 payment by the Accountant-General to the Director for entry iu his books. In 
 the case of these lump grants there is no such check. All the information 
 received on the subject is that derived from the annual financial returns. The 
 abolition of the house-tax has, however, led to a still wider deviation from the 
 fundamental principles of the grant-in-aid rules. Lump grants are now given, 
 not only to individual schools but to circles, and under this system it seems 
 impossible in many cases to discover not only how the grants have been spent, 
 but even on what particular schools they have been spent. This is specially the 
 case in the Sixth Division. The annual returns prescribed by the Government 
 of India contain a column showing for each school the amount received from 
 Government and the average cost to Government of educating each pupil ; but 
 the following copy of a recent letter from Mr. Garthwaite ■will give some idea of 
 the confusion which has been introduced into the preparation of the annual 
 statistics of the department by the system of lump grants to circles :— 
 
 ' I have the honor to apijly for information as to whether Annual Return, 
 Part III, headings "'X, Institutions for boys iu Local Fuud Circles.'" and 
 " ' XI, Mixed Institutions for Boys and Girls in Local Fund Schools,' " in the 
 column " ' Receipts from Government,' " any entry should be made iu the ciise 
 of Local Fuud Schools in this division. While there is no grant, result »r 
 salary, issued by Government to the school, the Local Fund Boards receive from 
 Government a general lump grant to help them to meet their educational 
 expenses of all kinds, inspection, book-hawkers and buildings, their own schools, 
 salary grants, and results grants to other schools, &c. This grant for the current 
 year is entered by Government iu the revised budget as for " ' Education' " or 
 " ' Schools,' " but iu that for the coming year it is credited to the General Fund. 
 As it would be a matter of the utmost intricacy for the Local Fund Board to 
 determine what portion of this general grant is assignable to each individual 
 school, it would 1)e better to enter in the column of remarks that a lump grant 
 of so much was given to the circle, and put in the above column merely an 
 asterisk to refer to the remark. Otherwise the returns for Local Fund Schools 
 will be very late, and probably very unreliable.' " 
 
 In 1876-77 grants amounting to Rupees 25,050 were found unaccounted 
 for in the returns of individual Local Fund and Municipal Schools, and 
 this item was accordingly shown sej)arately in the table under the head of 
 " Other Expend ituie," the entry being as follows : — 
 
tUntlCTOR'S kEPLY TO MEMORIAL 77 
 
 Grants to Local Fund Circles of MasuHpatam, Cuddapab, 
 Bellary, Kurnool, Virudachalam, Tinnevelly, Calicut, and 
 
 Tellicherry not entered in educational returns 25 050 
 
 It is obvious therefore that if a fair comimrison is to be instituted between 
 the tables of expenditure in 1869-70 and 1876-77, Rupees 11,233-12-0 and 
 Rupees 1,789-9-8 must be deducted from Rupees 3,09,999-7-6 and trans- 
 f erred with Rupees 1,15,050 to grants-in-aid. A few words seem necessary 
 regarding the item of Rupees 1,15,525-2-8 which appears in the table of 
 1876-77 for charges in Government Colleges and Schools borne by endow- 
 ments, subscriptions, and funds from other sources. The apparently 
 corresponding items in 1869-70 are as follow :— 
 
 ES. A. P. 
 
 From other sources than school fees 4 467 3 7 
 
 From endowments, subscriptions, and donations 7,186 11 
 
 Total... 11,653 14 7 
 
 This great difference is of course owing to the fact that all the Local Fund 
 and Municipal School charges, which are not paid by Government, come 
 now into this part of the table. The sums annually received on account of 
 endowments, &c., in Government Schools properly so called are usually 
 small and are shown in detail in Table XXII of Appendix B of the report 
 for 1869-70 and in Table XXVI of Appendix A of the report for 1876-77. 
 They are chiefly for scholarships and medals. Besides these there are the 
 Telhcherry and Mangalore endowments. The late Mr. Brenuen of Telli- 
 cherry left Rupees 8,000 for the maintenance of a school and Rupees 4,000 
 for the erection of a building. This school was carried on for some years 
 by the Basel Mission and was in 1872-73 transferred to Government. The 
 interest of this endowment is credited to Government after deducting a 
 pension of Rupees 4 which is paid to an old servant of Mr. Brennen's. At 
 Mangalore the inhabitants subscribed Rupees 65,000 in 1865 towards the 
 establishment of a Provincial School. A part of this sum was expended on 
 a building, and the balance was invested in Government securities as an 
 endowment for the payment of the salaries of some of the teachers. Some 
 time after I relieved Mr. Powell I discovered that the interest of this 
 endowment, instead of being credited as had been ordered to Government, 
 had been added from time to time to capital. In 1876-77 the whole of this 
 sum, which amounted to Rupees 26,586-5-3, together with interest realised 
 dunng the year, viz., Rupees 8,143-12-5, was paid to Government, and in 
 the table of Expenditure of 1876-77 credit is of course taken for this pay 
 ment of Rupees 30,122-1-8. As however this large receipt is an abnormal 
 Item and would put the net Government expenditure in too favorable a 
 Kght, I have, in drawing up the following table, omitted from both years- 
 accounts the receipts from endowments, subscriptions, donations and other 
 sources. I have also debited Government Colleges and Schools with the 
 whole of the adjustments made on account of apparatus for teachin.. 
 physical science, library books and prizes, which are set down in the table 
 
ira 
 
 EDUCATIONAL PAPmS. 
 
 at Rupees 10,362-4-9. Strictly speaking, a considerable portion of these 
 charges appertains to the previous year, as the apparatus came out in 
 1875-76 and some part of it is not connected with Government Schools at 
 all, as several sets were specially got out for issue to Hindu Schools : — 
 
 Charges in Government Colleges and 
 Schools for general education. 
 
 1869-70. 
 
 1876-77. 
 
 Colleges for general education 
 
 Schools do. 
 
 KS. 
 
 62,929 
 1,50,898 
 
 A. 
 
 5 
 
 2 
 
 p. 
 
 10 
 
 4 
 
 RS. A. 
 
 1,09,149 6 
 2,00,850 1 
 
 p. 
 
 6 
 
 
 
 Total... 
 
 Adjustments on account of apparatus, library 
 books and prizes 
 
 2,13,827 
 
 8 
 
 2 
 
 3,09,999 7 
 10,362 4 
 
 6 
 9 
 
 Deduct grants to Local Fund and Municipal 
 Schools 
 
 3,20,361 12 
 13,023 5 
 
 3 
 
 8 
 
 Expenditure on purely Government Schools. 
 
 Charges in do. met directly 
 
 from schools fees 
 
 2,13,827 
 38,591 
 
 8 
 5 
 
 2 
 5 
 
 3,07,338 6 
 
 7 
 
 Total gross expenditure... 
 Deduct school fees in Colleges and Schools. 
 
 2,52,418 13 
 63,693 8 
 
 7 
 8 
 
 3,07,338 6 
 1,07,063 8 
 
 7 
 2 
 
 Total net expenditure... 
 
 1,88,725 
 
 4 11 
 
 2,00,274 14 
 
 5 
 
 32. The increase in the gross expenditure, supposing it to be fair to take 
 the account in that form, is therefore Rupees 54,919-9-0. As frequent 
 references are made in the memorial to me personally, and special atten- 
 tion is drawn in one passage to the tendency of the present educational 
 administration, it is not quite apparent why the year 1869-70 has been 
 taken for the purpose of comparison. On this point it may be sufficient 
 for me to remark that I succeeded Mr. Powell on the 27th March 1875, and 
 can therefore hardly be held responsible for the changes which took place 
 during the first five years of the above period. In many cases increases in 
 the gross expenditure of certain institutions which have not been counter- 
 balanced at the time they were made by decreases in the establishments 
 of other institutions. After going through the educational history of these 
 seven years it appears to me that the whole of the gross increase above 
 referred to may be accounted for as follows. Although the Provincial School 
 of Combaconum was nominally constituted a College some time previous to 
 1869-70, the increased establishment required was not sanctioned until 
 long afterwards, vh., i)artly in 1871-73 and partly in 1873-74. In 1871-72 
 some important changes were made in the graded branch of the educational 
 service, under which the Principals of the Presidency and Combaconum 
 Colleges and the Professors of the Presidency College became entitled to a 
 
DIRECTOR'S REPLY TO MEMORIAL. 79 
 
 new scale of salaries risen by increments from a minimum to a maximum. 
 In 1872-73 the Brenuen Zillah School, which had previously been an aided 
 school, was constituted a Government School. In the same year Lord 
 Hobart took up, as already mentioned, the question of Mahomedan educa- 
 tion, and a number of elementary schools were established for the special 
 benefits of Mahomedans. The Zillah School of Rajahmundry was also 
 i-aised in the same year to a Provincial School. In April 1873 the Pro- 
 testant Missionaries of Madras presented a memorial to Government pray- 
 ing that female education should be withdrawn from the superintendence 
 of the Local Fund Boards and Municipalities and that grants to girls' 
 schools of the lower class should no longer be paid by these bodies, but be 
 again constituted a charge on Provincial Funds. Various orders were 
 issued on the subject, and not only were these bodies relieved of the pay- 
 ment of all salary grants and results grants to girls* schools, but eventually 
 even a few girls' schools, which had been entirely supported by Local Fund 
 Boards and Municipalities, were, contrary to the opinion expressed by Mr. 
 Powell, constituted Government Girls' Schools. In 1874-75 a Professor- 
 ship of Physical Science was instituted in the Presidency College, and 
 Dr. Wilson arrived in February 1875. In 1874-75 and 1875-76, the discus- 
 sions of previous years regarding the encouragement of education among 
 the Ooriyas of the Ganjam District resulted in the ajipointment of some 
 Ooriya Masters in the Zillah School of Berhampore and in some of the 
 Taluk Schools. In 1875-76 a personal allowance of Rs, 200 per mensem 
 was given to Mr. Porter, Principal of the Combaconum College, an 
 additional Sauskrit Pundit was appointed, and the pay of the senior Tamil 
 Pundit was raised from Rs. 45 to Rs. 50. In the same year the Rakapilli 
 and Bhadrachalam Taluks were transferred from the Central Provinces to 
 this Presidency and a few small elementary schools which existed in them 
 were brought on the establishment. In the same year two additional 
 classes were established on my recommendation in the Presidency College 
 and a Sanskrit Pundit was appointed Some apparatus for teaching 
 physics and diagrams for teaching physiology, ordered in 1874-75, 
 came out in the following year, and the charges which amounted to 
 Rs. 6,371-14-8 were adjusted in 1876-77. The following statement shows 
 the gross amount of these increased charges : — 
 
 ES. A. p. 
 
 Increases to salaries of Principal and Masters, 
 
 Combaconum College 8,220 
 
 Increases to salaries of Principal and Profes- 
 sors, Presidency College, under the new 
 rules for the graded service 
 
 Brennen Zillah School, Tellicherry 
 
 Government Mahomedan Schools 
 
 Provincial School, Rajahmundry 
 
 Government Girls'. Schools 
 
 7,800 
 
 
 
 6,707 
 
 13 1 
 
 7,142 
 
 9 11 
 
 2,400 
 
 
 
 3,492 
 
 5 8 
 
80 EDUCATIONAL PAPERS. 
 
 Professorship of Physical Science, Presidency 
 
 College 
 
 Ooriya Masters in the Ganjam District 
 
 Personal allowance to Mr. Porter 
 
 Sanskrit and Tamil Pundits at Comhaconum 
 Government Schools in Bhadrachalam and 
 
 Rakapilli Taluks 
 Two additional Masters in Presidency College 
 
 Sanskrit Pundit do. 
 
 Adjustment charges on apparatus for teach- 
 ing physics, physiological charts, Ac. ... 6,37114 8 
 
 Total ... 55,327 2 6 
 
 6,000 
 
 
 
 
 
 1,506 
 
 
 
 
 
 2,400 
 
 
 
 
 
 360 
 
 
 
 
 
 886 
 
 7 
 
 2 
 
 1,440 
 
 
 
 
 
 600 
 
 
 
 
 
 33. It appears to me, however, altogether an unfair mode of stating the 
 case to take the gross expenditure and to say nothing about the school 
 fees. The real outlay of Government on Colleges and Schools is repre- 
 sented by the net expenditure, not by the gross expenditui-e. The account 
 above given shows that, during the seven years referred to by the 
 memorialists, the school fees have risen from Rs. 63,693-8-8 to 
 Rs. 1,07,063-8-2, and that if allowance is made for these enhanced receipts 
 the net increase of expenditure has been only Rs. 11,549-9.6. Even of 
 this increase a part is due to the Missionary Memorial of April 1873, 
 which resulted in certain girls' schools being constituted Government 
 Girls' Schools. 
 
 34. I now pass on to the alleged reduction in the amount expended on 
 grants-in-aid. It must be remembered that in 1869-70 tliere were no 
 Local Fund Boards and Municipalities, and that there was no expenditure 
 on grants-in-aid except from Imperial Funds. Under Acts III and IV 
 of 1871 a great change was made in this system. The payment of salary 
 grants and results grants to elementary schools was thrown on Local 
 Fund Boards and Municipalities. The working of the rules for results 
 grants commenced in 1868-69, but in 1869-70 elementary schools were 
 still largely aided on the salary grant system. This system was rapidly 
 superseded by the result grant system. The following statement coni- 
 p.ires the grants of 1869-70 with those of 1876-77, credit being taken in 
 the latter year for the grants to Local Fund and Municipal Schools 
 referred to in paragraph 31. The amount of grants given by Local Fund 
 Boards and Municipalities is shown separately, but it is explained in the 
 Public Instructioii report of 1876-77 that certain Local Fund Boards and 
 Municipalities had failed to send in complete statements of their expend', 
 ture. The figures shown under the heads of salary grants from Local 
 Fund Boards and Municipalities are therefox'e rather less than the suma 
 really paid by them : — 
 
DIRECTOR'S REPLY TO MEMORIAL. 
 
 81 
 
 Grants. 
 
 1869-70. 
 
 1876-75 
 
 
 us. A. I'. 
 
 us. A. 
 
 i>. 
 
 Salary, furniture and book grants 
 
 2,03,828 14 5 
 
 2,07,002 14 
 
 4 
 
 Results Grants 
 
 41,404 5 ;i 
 
 68,618 
 
 
 
 Scholarships 
 
 2,648 10 11 
 
 3,001 4 
 
 
 
 Grants to Local Fund Schools shown in 
 
 
 
 
 the returns 
 
 
 11,233 12 
 
 
 
 Do. Municipal do do. 
 
 
 l,78y 9 
 
 8 
 
 Do. Local Fund Circles not shown 
 
 
 
 
 in the returns 
 
 
 25,050 
 
 
 
 Total s^i-auts from Provincial Funds. 
 
 3,07,881 14 7 
 
 3,16,755 8 
 
 
 
 Results Grants paid from Local Funds. 
 
 
 2,04,742 8 
 
 6 
 
 Do. do. Municipal do. 
 
 
 33,293 12 
 
 10 
 
 Salary Grants paid from Local Funds. 
 
 J 
 
 1,205 13 
 
 1 
 
 Do. do. Municipal do. 
 
 
 0,617 3 
 
 7 
 
 
 3,07,881 14 7 
 
 5,61,674 14 
 
 
 
 It will be seen that the expenditure on grants-in-aid from Provincial 
 Funds so far from having fallen from Rs. 3,07,881-14 7 to Rs. 2,78,682-2-4 
 has risen to Rs. 3,16,755-8-0, the total increase being Rs. 8,873-9-5. This 
 is very little less than the net increase on the outlay in Government 
 institutions, and if allowance is made for the large grants given to private 
 schools by Local Fund Boards and Municipalities, the grant-in-aid expen- 
 diture has really risen from Rs. 3,07,881-14-7 to Rs. 5,61,674-14-0. 
 
 35. In paragraph 8 the memorialists complain that reductions have been 
 made in the grants to certain schools without any previous consultation 
 with the managers, and that the time given them to make provision for 
 the charges thrown on them has been too short. The reasons for making 
 these reductions are fully stated in my letter. No. 4696, of the 13th 
 December 1878, recorded in G.O., No. 529, of the 24th December 1878, 
 which has been communicated to the managers and the measure was carried 
 out with the approval of Government from a date suggested by Govern- 
 ment itself. Consultations on the general question of reducing the rates 
 of grants to schools had been going on for several years and action of 
 some kind seemed imperatively called for. The measure adopted could 
 scarcely be expected to be palatable to the parties concerned, but it may 
 be remarked that, except with regard to the grant to the Christian College 
 no attempt is made to impugn the correctness of the facts stated by me, 
 or to show that the time has not yet come for making these reductions. 
 In fact one of the gentlemen by whom the memorial was presented has 
 assured me both before and since that he has long been of opinion that 
 a reduction of grants was called for, and another gentleman who has taken 
 an active part in the matter has also assured me that he entirely approved 
 of the policy of the measure as regards schools, although not with regard 
 to colleges. 
 
 36. The memorialists complain that I submitted a revised Code of rules 
 
 11 
 
82 EDUCATIONAL PAPERS. 
 
 for Salary Grants without jirevious consultation with them. The first 
 Grant-in-aid Rules were those published in 1855. The managers of 
 private schools do not appear to have been consulted in their preparation. 
 The next set of rules was the Code of 1858. Here again the managers of 
 schools do not appear to have been consulted. In the preparation of 
 the Code of 1864, Mr. Powell did consult the Inspectors of Schools and 
 the managers of the most important private schools ; but the rules in the 
 shape in which he finally submitted them were not shown to the managers 
 of schools by him. It was the Gliief Secretary, who, before submitting 
 the papers for the orders of Government, circulated a memorandum 
 on the whole question of grants-in-aid among the representatives of 
 the leading educational societies and managers of the principal Mission 
 Schools in Madras and who had a personal conference with several 
 of these gentlemen, at which the various points adverted to in the 
 memorandum were fully discussed. The papers relating to these dis- 
 cussions were afterwards published as Selections from the Records of 
 the Madras Government, No. XXXII. In 1867 the portions of the rules 
 relating to results grants were entirely altered, and from time to time 
 other minor changes took place. In 1869 Mr. Powell submitted a revised 
 code of rules embodying all the modifications which had been ordered 
 since 1864 and making some further additions and changes, the necessity 
 for which he explained. In the preparation of this revised code he did not 
 consult the managers of schools. The revised rules were not sanctioned, 
 because Government deemed it advisable to delay the publication of them 
 until it was seen what changes in the administration of the grant-in-aid 
 system would be necessary under the legislative enactments then on the 
 eve of being passed for the imposition of an Educational Cess. On further 
 consideration however Government sanctioned the publication of a section 
 of the revised rules, containing the conditions under which grants were to 
 be made for the erection, purchase, repair or enlargement of scliool- 
 buildings. The general question of revising the grant-in-aid rules remained 
 in abeyance until 1873, when an important change in the educational policy 
 of Government was announced. Government stated that it was their 
 intention to employ for the purposes of elementary education some consider- 
 able part of the funds hitherto devoted to higher education, and directed 
 Mr. Powell to submit a report as to the best means of carrying out this 
 measure. Mr. Powell considered that funds might be set free in two ways, 
 (1) by reducing the scr.le on which aid was given in salary and other 
 grants, and (2) by remodelling Government Middle Schools. He recom- 
 mended that the grants to trained teachers should be reduced from one- 
 half to one-third, to certificated but untrained teachers to one-fourth, and 
 that no grants should be given to uncertificated teachers. He also suggested 
 that grants for contingencies, books of reference and prizes should be dis- 
 continued, and that grants for servants should be given only in the case 
 of Higher Class Schools. These proposals were referred by Government 
 to the representatives of the great Mission Societies and to the heads of 
 
blRECTOR'S REPLY TO MEMORIAL. 83 
 
 some important institutions for the education of Europeans, East Indians, 
 and Mahomedans, aTid their remarks were communicated in May 1874 to 
 Mr. Powell for his opinion and for the opinions of the Inspectors of 
 Schools. Mr. Powell having left India without disposing of the papers, 
 the duty of reporting on the question devolved on me. I submitted my 
 views in my letter. No. 1127, of the 22nd May 1875. In the following 
 month I was directed to proceed to Ootacamund for the purpose of afford- 
 ing information in connection with a measure proposed by the Acting 
 Governor, Sir William Robinson, K.c.s.i., for the extension of elementary 
 education in this Presidency. This scheme was discussed at a meeting 
 held in Sir William Robinson's house. Sir William Robinson, the Hon. 
 Mr. Ellis, and the Hon. Mr. Hudleston were present as well as Mr. 
 Thompson and myself. At this meeting some remarks were made on the 
 matters to which my letter. No. 1127, of the 22nd May 1875, related. Sir 
 William Robinson was in favour of lump grants, and he read a portion of 
 a minute which he had written on my letter. The Hon. Mr Ellis said that 
 he agreed with me in nearly all my views. The Hon. Mr. Hudleston did 
 not express any opinion. I remained five days at Ootacamund and soon 
 after my return went on three months' privilege leave to England. I 
 expected to receive a Government Order on the correspondence reviewed 
 in my letter. No. 1127, of the 22nd May 1875. No order was however 
 issued. In the meantime I dealt separately with the question of results 
 grants. A revised set of rules for these grants had been called for, and 
 at a conference of Inspectors held in January 1874 resolutions had been 
 passed regarding the changes which these gentlemen considered necessary 
 in the grant-in-aid rules, including both those relating to salary grants and 
 those relating to results grants. A revised set of results rules was pre- 
 pared and circulated by me in June 1875 for opinions among all the Local 
 Fund Boards and Municipalities and also among all the leading repre-. 
 scutatives of the Missionary Societies and other persons interested in the 
 matter. In December 1875 I submitted all the replies and a fresh set of 
 draft rules. In October 1876 the draft rules were reviewed by Govern- 
 ment and some further changes were ordered. Revised rules were sub- 
 mitted ill January 1877 and they were passed with some further modifica- 
 tions in May 1877. In October 1876, I was also asked by Government to 
 submit rules for the combined system, but it seemed desirable that these 
 should be preceded by the preparation of revised rules for ordinary salary 
 grants, and in April 1877 I drew the attention of Government to the fact 
 that I was still without any orders on my letter. No. 1127, of the 22nd May 
 1875. In August 1877 I was directed to submit such rules as I wished 
 to propose in parallel columns with the existing ones for ready comparison. 
 As Government had expressed no opinion on any of the points discussed in 
 my letter of the 22nd May 1875, it seemed useless to commence a fresh 
 series of consultations with the Inspectors and Managers of Schools, and 
 a revised code of rules, prepared in the manner directed by Government 
 was submitted with my letter. No. 215, of the 15th January 1878. This 
 
64 EDUCATION AL PAPERS. 
 
 was followed on the 6th Febrnaiy 1878 by a set of rules for the combined 
 
 system. It will thus be seeu that the memorialists are not coiTect in 
 
 stating that the revised sivlary grant rules have been framed without the 
 
 Managers of aided schools being consulted, but tlie discussions relating to 
 
 the revision of these rules have been so protracted that some of them have 
 
 perhaps forgotten the remarks made by them in the paper printed in G.O., 
 
 No. 158, of the 7th May 1874, and bearing the following signatures : — 
 
 John Barton, | „, t t.,- • c, ■ . 
 
 { Uhurcn Missionary Society. 
 David Fenn, ) j j 
 
 John Murdoch, Christian Vernacular Education Society. 
 
 D. Sinclair, Church of Scotland's Mission. 
 
 William Miller, "^ 
 
 William Carslaw, 
 
 George Milne Rae, '. „ „, u c c n a 
 ° >-Eree Church of Scotland. 
 
 Charles Cooper, i 
 
 AVilliam Koss, | 
 
 P. Rajahgopal, J 
 
 Edmund Jermyn, Gospel Propagation Society. 
 
 Edward Sell, Harris School. 
 
 George Hall, -v 
 
 T. E. Slater, [■ London Missionary Society. 
 
 S. Organe, > 
 
 James Gillings, J vVcsloyan Missionary Society. 
 
 William Burgess, J 
 
 George Thorn, Doveton College. 
 
 Edward H. DuBois, Bishop Corrie's Grammar School, 
 i may add that not only have all these gentlemen been consulted in the 
 manner above stated, but that my comments on their remarks have been 
 published in the Public Instruction Report for 1875-76, pages 26—32, in 
 which the whole of that portion of my letter. No. 1127, of the 22nd May 
 1875, which relates to the revision of the grant-in-aid rules is given. The 
 ji.ssertioii that no information has been vouchsafed as to the nature and 
 bearino- of my proposals does not therefore seem to be in accordance with 
 the real facts of the case. 
 
 37. The next complaint of the memorialists relates to the establishment, 
 or rather the re-establishment of a small middle department in the 
 Presidency College in 1875-76. The circumstances which necessitated this 
 measure were fully explained to Goverument at the time. The middle 
 classes were abolished one after another some years ago, because they 
 were no longer necessary. The Presidency College had for many years 
 almost a monopoly of superior instruction, but the development of the 
 Conibaconum and Free Church Colleges and of the Provincial Government 
 and Aided Schools in course of time entirely altered its position, and at 
 last it became evident that the College classes could no longer bo main- 
 tained at their proper strength, unless some measures were taken to 
 replace the School Department on something like its former footing. Such 
 
DIRECTOR'S REPLY TO MEMORIAL. 86 
 
 an institution as the Presidency College must, under any circumstances, be 
 costly, and in a financial point of view it is of importance that there should 
 be about forty students in each class. The measure to which exception is 
 taken was a very small one. Poruiissioii w:is given to establish an upper 
 and a lower fourth class, each consisting of forty boys. Two additional 
 masters were to be entertained for these classes, one on Rupees 70 and 
 the other on Rupees 50. The school fee in the upper fourth class was to 
 be Rupees 2-8-0, and in the lower fourth class Rupees 2. If the classes 
 filled to the extent proposed it was estimated that the fees would pay for 
 the two additional masters and leave in that case a surplus of Rupees 60 
 which might be applied to meeting the salary of an assistant for whom 
 Dr. Oppert had applied. It was distinctly explained that the main object 
 in view was not to provide for this Sanskrit Assistant, but to render the 
 Presidency College more efficient. The Principal of the Presidency College 
 makes the following remarks on this portion of the memorial in paragraph 
 10 of his annual report : — 
 
 " The cost of educating each pupil in the College in 1878-79 is more than fifty 
 rupees less than it was in the preceding year ; 
 Con°e^4 °^ ^'^''^'^^^°° "" '^^ in the High School the saving is about Rupees 
 twenty a head ; and in the Middle School the cost 
 remains practically at the same figure. It is necessary to say a few words with 
 regard to the cost of the Middle School in consequence of a statement made in 
 a memorial recently presented to his Grace the Governor and printed in the 
 Madras Times of the 7th instant. The memorialists say that when the lower 
 classes of this College were re-established in 1875-76 the Government were 
 informed that the change would involve no additional expense, and a little 
 further on they remark that the expectation has not been fulfilled inasmuch as in 
 1876-77 the fees obtained from these clas.ses failed to cover half the expense. 
 This statement is so entirely misleading and has had unfortunately such a wide 
 publicity given to it that it is necessary to expose its fallacy. The reason why 
 the expense is double the income is that this Middle School is debited with 
 portions of Dr. Oppert's salary, of the pay of the Sanskrit, Persian and Verna- 
 cular Pundits, the Writing Master, Clerk, College Servants, &c. But it is 
 obvious that if these middle classes did not exist the whole of these charges 
 would be borne by the College and High School as they were in the interval 
 between 1868 and 1876, and that the only additional expense caused by these 
 classes consists of the salaries of the two English Masters employed to teach 
 them and of a small amount of stationery consumed by the boys. In the year 
 quoted by the memorialists the salaries of these masters amounted to Rupees 
 1,440 and the fees they admit to have been Rupees 1,940, so that Rupees 500 
 were available for papers and pens. Instead therefore of the hopes held out at 
 the re-opening of these classes not being realized, they have been abundantly 
 fulfilled, for each year a small contribution has been made by these classes to the 
 general expenses of the institution. Regarding the necessity of the buttress, as 
 the memorialists call these classes, I need not repeat what has been urged in 
 former repoi-ts ; it is sufficient to remark that if an Aided College has a Junior 
 Department of 800 boys, the Government College may surely be allowed one- 
 fourth of the nrmiber. As to the ' weakening effect on aided institutions,' which 
 
86 i:bUCATtONAL TAPERS. 
 
 in the opinion of the memorialists is exercised hy these classes, I can only say that 
 the institutions they allude to must indeed be in a precarious condition, if they can 
 be affected to any appreciable extent by the education here of sixty or seventy boys, 
 mostly dwellers in Triplicanc, the Anglo-Vernacular School of which suburb cer- 
 tainly does not afford them the same sound education that they can get with us." 
 
 The statement in the margin shows the additional receipts and addi- 
 tional expenditure due to the re-estab- 
 „ Salaries of ,. , „ , , n ^i 
 
 Years. ii i two Adrtitional Iishment ot these two classes from the 
 
 CO ectet. Masters. -^^th January 1876 to the 31st March 
 
 Bs. A. V. lis. A. p. 1879. The surplus is Rupees 1,275. As 
 1876-77 ■■■ 1 9io 8 1 440 ^l however the salaries for March are paid 
 1877-78 .'.'.' l,'737 l!«o jn April, Rupees 120 should be deducted 
 1878-79 ... 1,619 4 l.iK) . j i u 
 
 from this amount and also a small sum 
 
 Total... 5,696 12 4,421 12 f^^. pj^pg,. ^nd pens. It will thus be 
 seen that although it has not been possible 
 to keep up these classes to the full strength proposed of forty boys, the 
 fee collections have been more than sufficient to cover the additional cost 
 of these classes. It is more necessary than ever that these classes should 
 be maintained, for notwithstanding their existence, the strength of the 
 Junior Department had fallen this year from 205 to 187. " This," Mr. 
 Thompson remarks, " is entirely owing to the small number of boys in the 
 fifth class ; the Anglo-Yernacular School at Triplicaue from which recruits 
 for this class were mainly drawn having now become a fully developed 
 High School, the boys that formerly came to us remain for the most part 
 in the school in which they have been brought up." If the existence of a 
 fourth class in the Presidency College now is a violation of the Despatch 
 of 1854, the existence of this class at a former period must also have been 
 a violation of the despatch, and if a fourth class must not exist iu the 
 Presidency College, it is not apparent what right it has to have a fifth 
 class or a sixth class, or, in fact, to have any classes at all. The establish- 
 ment of an upper and lower fourth class in the Presidency College has 
 been useful in many ways, and it has taught the important lesson that 
 even in the town of Madras an increase of gross expenditure on education 
 may be the means of obtaining a decrease of net expenditure. 
 
 38. The memorialists next point to the action of Government with regard 
 to the Madras Christian College which is described as the only fully 
 developed College amongst aided institutions. If this means that it is the 
 only aided institution, which educates up to the B.A. degree, it may be 
 remarked that St. Joseph's College, Negapatam, also educates up to the 
 B.A. degree, and that the Doveton College has only recently discontinued 
 doing so. It is no doubt a fact that Government has three times refused 
 to make any increase to the annual grant of Rupees 10,047 given to this 
 institution, but I had per.«onally nothing to do with any of these refusals. 
 The first of these applications is recorded in G.O., No. 53, of the 29th 
 Februai-y 1872. It was strongly opposed by Mr. Powell and the order 
 on it by Government was as follows : — 
 
DIRECTOR'S REPLY TO MEMORIAL. 87 
 
 " Cousidoriug tlie heavy demauds upon tbe allotment for grants-in-aid which 
 are now made from all parts of the Presidency, and the backward condition of 
 some of the districts in respect of education, the Government agrees with the 
 Director in thinking that, except on very special grounds, no addition ought to 
 be niade to the expenditure from the Provincial revenues on higher and middle 
 class education in the Presidency town, and decline to sanction the gi-ants now 
 asked for. 
 
 " The Government gather from the correspondence that the teachers in aid 
 of whose salaries grants have been applied for, were engaged by the Mission 
 without any previous communication with the Director of Public Instruction. 
 This, it seems to Government, was a very imprudent proceeding." 
 
 It will be observed that the refusal was not put on the ground that there 
 were no funds, but that such funds as there were ought to be applied to 
 aiding schools in other parts of the Presidency. A few months afterwards 
 the Secretary of the Financial Board solicited a reconsideration of this 
 order. In the following passages he laid great stress on the distinction 
 which ought to be made between the College and School Departments and 
 fully admitted the propriety of treating the School Department in the 
 same way as the other schools in Madras : — 
 
 " I venture to ground my present request mainly on the distinction, to which, 
 in the order in question, Government has not, I submit, suiRciently adverted, 
 between the School and College Departments of the institution. For the School 
 Department I gratefully admit that most liberal aid has been and is received. It 
 is true that even in it the grant received is less in proportion to the work done 
 than is afforded to any of the important schools in Madras. This appears from 
 the statistics contained in my former letter of date 19th December 1871. It is 
 also true that since the issue of fresh grants to schools in Madras was stopped in 
 October 18G9 considerable additional outlay has been incurred even in this 
 department. But I willingly admit that this has been more than covered by 
 the addition to the school fees which has been realized largely through the action 
 taken by Government, and I admit further that, in view of the necessities 
 of other districts, no further aid can be faii'ly demanded by any of the higher 
 class schools in the Presidency Town. 
 
 " While fully admitting, therefore, the propriety of treating the School 
 Department of the institution in the way as the other schools of Madras, I submit 
 that the College stands on a decidedly diffei'ent footing." 
 
 The application was disposed of in G.O., No. 309, of the 9th November 
 1872 in the following terms : — 
 
 " The Governor in Council regrets that he is unable to depart from the resolu- 
 tion contained in the G.O., dated 29th February last, declining to sanction 
 certain grants .to the College Branch of the Free Church Mission Central 
 Institution, Madras." 
 
 In July 1875 a third application was addressed to Government. The 
 following is an exti'act from this application : — 
 
 " We do not apply to have the grant so raised as to meet one-half of the 
 proposed outlay , though that is the proportion which it is implied in the existing 
 rules that Government may contribute. We recognize that a distinction should 
 
88^ EDUCATIONAL PAPERS. 
 
 he made betweea the School Department and the College. The former should 
 be largely and increasingly self-supporting by means of fees. In the latter, fees 
 can never be expected to do so much to meet the outlay. We would therefore 
 apply for half the amount only of what is spent upon the College, and be con- 
 tent with a much smaller proportion of the expenditure on the school. 
 
 " We venture however to request that whatever grant is issued should not be 
 apportioned as at present to individual teachers and professors, but should take 
 a consolidated form. The history of the Free Church Mission, extending now 
 over nearly forty years (to say nothing of the still wider character of the body 
 to which it is proposed that the management of the institution shall henceforth 
 be entrusted), gives ground, we submit, for believing that it will honestly apply 
 whatever funds are entrusted to it, aad ap]3ly them all the better if not hamper- 
 ed by minute rules in using them. The results of the University examinations 
 and the visits of an Inspector (should these be still thought necessary), Avill 
 sutiiciently show whether the grant is wisely administered. In addition to this 
 we should welcome an examination at the end of periods of perhaps five years, 
 into the financial condition of the iustitution. If it then appeared that the grant 
 was in any way misapplied, or that any part of it had become unnecessary, it 
 might fairly be reduced, as on the other hand it might be increased if it appear- 
 ed that its increase would be for the good of the community. 
 
 " If the grant be issued in this consolidated form and assured to the institu- 
 tion so long as it may be both needed, and well applied, we consider that one- 
 fourth of the expense of the school would be enough for us to ask from Govern- 
 ment. It would be the aim of the managing body to supplement the large 
 deficiency which this ^vould leave by raising the rate of fees as rapidly as 
 possible. The estimate of the division of the proposed outlay is as follows : — 
 
 lis. 
 
 On the School 18,800 yearly. 
 
 On the College 21,200 „ 
 
 Total ... 40,000 
 
 One-fourth of the former (ciz., Es. 4,700), together with one-half of the latter 
 (viz., Rs. 10,000) or Rs. 15,300 in all, is accoi'dingly the annual grant for which 
 we now apply, or to state it differently Rs. 1,2/5 per mensem." 
 
 As I was then in Eugland the application was reported on by Mr. 
 Thompson and the result was that Government intimated that the state of 
 the funds did not admit of any additional grant being given to the Free 
 Church Institution. When certain reductions in the grants to Colleges 
 and Schools were recently recommended, the principle laid down by the 
 Secretary of treating the School Department in the same w.ay as the other 
 schools and of leaving the College on .a decidedly different footing, was 
 carried out with a slight modification intended to be favourable to the 
 College. According to the returns received from the institution the pro- 
 portion of the grant spent in the College Department was Rs. 6,185-6-8, of 
 which Rs. 1,510 was on account of scholar.ships, leaving the net Govern- 
 ment grant to the College Department at Rs. 4,675-6-8, or rather less than 
 Rs. 400 per mensem. This added to Rs. 200 the monthly grant given to 
 the other schools would have been Rs. 600, but of this Rs. 450 was put 
 
DIRECTOR'S REPLY TO MEMORIAL 89 
 
 down by me to the College and Rs. 150 to the School. As there is every 
 probability of further reductions .at some future time in the grants to 
 schools, this mode of distributing the grant was obviously advantageous to 
 the institution. The Hector of St. Jo.seph's College points out in a commu- 
 nication now before Government that even this reduced grant of Rs. 600 
 per mcuscui is more than double the grant given to his own institution, 
 which receives only Rs. 250 per mensem. St. Joseph's College is the only 
 Roman Catholic College in this Presidency, which educates up to the B. A. 
 Degree and this is one out of many instances of the disparity of the grants 
 obtained by the Madras Colleges and Schools. The reduced grant of 
 Rs. 7,200 now given to the Madras Christian College is larger than the 
 grant giveu to any similar institution in Bengal and Bombay- The follow- 
 ing list of grants to aided Colleges in Bengal is taken from the Public 
 Instruction Report for 1877-78: — 
 
 " Saint Xavier's College, Calcutta 3,600 
 
 Free Church do. do 5,520 
 
 General Assembly's do. do 4,200 
 
 Cathedral Mission do. do 5,520 • 
 
 Doveton do. do 3,000 
 
 London Mission do. Bhowanipore ... ... ... 2,296 
 
 In Bombay there are only two aided Colleges and they received between 
 them Rs. 1,300 in 1877-78. The memorialists consider that it might 
 reasonably have been expected that the first opportunity would be seized, 
 when funds were available, to give the Chrisuian College some of the 
 additional aid to which it was entitled, and that such an opportunity pre- 
 sented itself when the" reduction of grants to schools in Madras was 
 recently made. The reductions are only about sufficient to pay for an 
 Inspectress of Schools, to provide funds for building grants and to allow 
 of the Church of Scotland School at Vellore being raised to a High School, 
 but even if the reductions had been of such a character as to leave money 
 available for fresh salary grants, I do not see how in the face of the very 
 decided refusal contained in G. 0., No. 55, of the 29th Febi-uary 1872, any 
 further grants could have been given to the Madras Christian College. In 
 an administrative point of view such a step as that suggested by the 
 memorialists would, I think, have been singularly inopportune. The 
 reductions proposed by me fell impartially both upon Mission Schools and 
 upon Hindu Schools, but the Hindus would have had some reason to be 
 indignant if they had found that the grant of the Hindu Proprietary 
 School had been entirely stopped and large reductions made in the grants 
 of Patcheappah'3 School and Govindoo Naidoo's School solely or mainly 
 for the purpose of still further increasing the grant of the most largely 
 aided Mission Institution in this Presidency, if not in India. 
 
 39. The last complaint of the memorialists relates to the action recently 
 taken regarding the Government Schools at Cuddalore and Salem. It is 
 asserted that the Zillah Schools at these stations have been erected into 
 Provincial Schools at an additional outlay on direct Government education 
 
 12 
 
90 EDUCATIONAL PAPSRS. 
 
 of in all likelihood not less than Rs. 10,000 a year, and that this has been 
 done in opposition to, and at the direct expense of, aided institutions, 
 •wliich will no longer be able to compete on eqnal terms with the Govern- 
 ment Schools, and will most likely be beaten out of the field. The measure 
 is considered unjustifiable becMnse there are Collegiate Schools at no great 
 distance. Before going into these canes in detail, I may observe that in 
 I»aragrapli 61 of my report on Public Iiistr\ictif(n for 1875-70, I pointed 
 out that tlie nninber of institutions working up to tiie F A. standard was 
 not enough for the wants of this Pi-esidoncy and suggested that there 
 ought, if possible, to be one in every district. In their order on my 
 report Government observed that, in reviewing the past history of the 
 department, I had di-awn attention incidentally to arrangements which 
 had not beeii found to work satisfactorily in practice or had outlived the 
 state of things for which they were designed, arid that I had indicated the 
 direction in which I considered improvement called for. As several of 
 these matters had formed tlie subject of separate communications, they 
 presumed that I would deal similarly with the other questions, on which 
 they therefore expressed no opinion. The above is one of these questions. 
 In two districts, Vizagapatam and Tinnevelly, the want to which I have 
 referred has been supplied by four aided schools raising their standard, 
 and I liave little doubt that other aided schools will follow their example. 
 But the measure is one in which the co-operation of Government is required 
 and it appeared to me that the time had come for doing something in this 
 direction for Cuddalore and Salem. Salem has a population of 50,012, and 
 materials are now furnished for First Arts classes by the Government 
 School and the London Mission School. The population of Cuddalo're is 
 40,290, and material is furnished for First Arts classes by the Government 
 School and St. Joseph's Institution, Cuddalore, and Patcheappah's Branch 
 School, Chilambaram, besides which the S- P. G. School in the Fort of 
 Cuddalore has also become a school of the higher class. The Collectors of 
 both these districts were cousidted and both were of opinion tliat 
 the measure was unobjectionable. The abolition of the chair of Ver- 
 nacular Literature in the Presidency College has effected a saving 
 of Rupees 190, and out of this saving an additional master has been 
 appointed at Salem on a salary of Kupees 125, rising to Rupees 175 
 by biennial increments of Rupees 10. At Cuddalore an additional master 
 has been obtained by transferring a teacher from the Madras Normal 
 School. This measure has therefore entailed no additional outlay 
 on Government, and I do not sec in what sense it can be said to have 
 been carried out in opposition to, and at the direct expense of, aided 
 institutions. The College Department of the Government Institutions 
 cannot compete in any way with institutions which have no College 
 Department. As regards the School Department the competition will be 
 the same as before, the private schools having the benefit in the competi- 
 tion of lower rates of school fees. The person who ought to know best if 
 any injury has been done to St. Joseph's Institution, Cuddalore, is the Kev. 
 
DIRECTOR'S REPLY TO MEMORIAL. 91 
 
 Mr. Tarbes, the Superior of that Tustitutiun. As he has not signed the 
 memorial, I wrote and asked hiiu whether he concurred with the memoria- 
 lists in considering that the raising of the standard of the Government 
 Institution was a ;j;rievaucc. The following is his reply : — 
 
 " In reply to your letter, No. 1518, I beg to state — 
 
 "1st. — That I knew nothing of the memorial presented to His Grace the 
 Governor until I had read it in the columns of the Madras Mail. 
 
 " 2nd.— That up to date St. Joseph's lustitution has not sustained any injury 
 couseiiuent on the raising of the standard of the Government Institution ; and 
 that, in my opinion, the establishment of an F.A. class in the Government 
 School, is not likely to be detrimental to St. Joseph's Institution, at least for 
 some time to come. But as regards its future, I cannot speak so confidently ; and 
 I feel sure that the Director of Public Instruction would permit me to raise the 
 standai'd of St. Joseph's Institution, should the measure recently adopted with 
 respect to the Government School be found to prejudicially aifect the progress of 
 our school. 
 
 "I may add that the F.A. class established at Cuddalore will prove a great 
 boon to the poor students of the town, who would be unable to continue their 
 studies." 
 
 The London Mission School of Salem is not an aided school, as is errone- 
 ously stated in the memorial, and the Managers of that institution, which 
 gave lip its grant about two years and a half ago, are very anxious that the 
 Government Institution should be abolished or reduced, but as T have 
 submitted a separate report on this subject, I need only remark here that 
 there is no more reason why the London Mission School should be injured 
 by the opening of a First Arts Class in the Government Institution than 
 that St. Joseph's Institution should be injured by a similar measure at 
 Cuddalore. If the argument that institutions working up to the F.A. 
 standard are not needed at Cuddalore and Salem, because such institutions 
 exist in other districts at no great distance, is a sonnd one, the practice of 
 the Societies represented by the memorialists is singularly at variance with 
 their theory. Why has the S. P. G. a First Arts Institution at Trichino- 
 poly, when the district of Tanjore with several Colleges, one under the 
 same Society, is close at hand ? Why has the Church Missionary Society 
 reoently raised the standard of its institution at Palamcottah ? The fact 
 is that the number of young men who can afford to leave their homes for 
 the purpose of prosecuting their studies in other districts is very small and 
 that in some districts it is extremely difficult, when appointments become 
 vacant, to find men for them who have passed the higher examinations and 
 are natives of the district. And of late years the F.A. classes in some of 
 the southern Colleges have become so large that it is scarcely desirable 
 that young men frotn the neighbouring districts should resort to them. At 
 Combaconum, for instance, there have been F.A. classes containing 
 upwards of a hundred students, and the Principal has actually been obliged 
 to reject young men, because he had no means of receiving them. The 
 theory that the interests of a whole district are to be sacrificed to the 
 imaginary interests of some private school, that an old Government Insti. 
 
92 EDUCATIONAL PAPERS. 
 
 tution is not to raise its standard because it is possible that a much more 
 recently established private school may possibly raise its standard at some 
 future period seems to me altogether unreasonable. The Government 
 Institution at Cuddalore is the oldest one of its class in the whole Presi- 
 dency. It was the first of the Provincial Schools and was established on 
 the 1st July 1853. St. Joseph's Institution came into existence in January 
 1868. The Salem Zillah School was established in 1857, the London Mis- 
 sion School in 1869. The memorialists speak of the expediency of fostering 
 aided schools which compete with Government Schools. The fact that I 
 some time ago increased the salary grants of St. Joseph's Institution was 
 probably not known to them. That school has, I believe, never been in so 
 efficient and thriving a state as it is now, and I trust that it will continue 
 to advance. 
 
 40. In the concluding portion of the memorial it is suggested that some 
 representatives of aided education might be appointed to consult with the 
 Director or with Government regarding matters directly affecting that 
 important branch of educational agency. No such body exists in any other 
 part of India and it is not apparent how such a system is to be worked. 
 As a matter of fact the Managers of schools have been, as shown in this 
 letter, often consulted by the Director and by Government and there is 
 nothing to prevent their being consulted when any question arises on which 
 their advice is needed. Nor is there any thing to prevent their coming 
 forward and stating their views on any question connected with the grant- 
 in-aid system. Generally it is found that very different opinions prevail 
 in different localities and among different classes of managers. The repre- 
 sentatives of Koman Catholic Institutions consider that the Protestant 
 Schools have received and are receiving more than their fair share of the 
 grant-iu-aid funds. Many of the ^representatives of Hindu Institutions 
 hold views on the grant-in-aid system strongly opposed to those entertained 
 by Protestant Missionaries. It seems to me extremely undesirable that 
 either the Director or Government should place themselves in the hands of 
 any particular set of advisers, however chosen, and still more objectionable 
 if such advisers are merely the representatives of certain class interests. 
 
 41. I have now gone through the various subjects'referred to in the 
 memorial. The length to which this letter has [extended seems to render 
 it desirable that I should conclude with a brief summary of the principal 
 points touched on in my reply : — 
 
 (1). It is assumed in the memorial] that, under'the Despatch of the I9th 
 July 1854, old Government Colleges and Schools should be closed to make 
 way for new Mission Institutions, but the language of the Despatch, espe- 
 ciallyjin paragraphs 51, 52, 62 and 94, does not seem to justify this 
 construction. 
 
 (2). The Despatch of 1854 contemplated grants-in-aid being given to 
 Mission Schools, and in 1859 the Hindu and Mahomedan inhabitants of this 
 Presidency submitted a memorial to the Secretary of State through the 
 Local Government complaining inter alia that the larger portion of the 
 
DIRECTOR'S REPLY TO MEMORIAL. 93 
 
 grant-in-aid funds was swallowed up in grants to Mission Schools and pray- 
 ing that the gi'ant-in-aid system might be abolished, and that the sums 
 disbursed through that channel might be devoted to the establishment of 
 Government Pi-ovincial Schools. The prayer of their memorial was of 
 course refused, but the history of this movement seems to show the neces- 
 sity of caution in dealing with such demands as these set forth in the 
 present memorial. 
 
 (3). In 1859 the Secretary of State instituted an examination into the 
 operation of the orders contained in the Despatch of 1854, which were 
 openly alleged to be among the causes which had brought about the Sepoy 
 Mutiny and the disquietude and apprehension prevailing in various parts of 
 India. No despatch seems however to have been published summing up 
 the result of the inquiries thus instituted. 
 
 (4). In 1863 the Director of Public Instruction recommended the esta- 
 blishment of a Zillah School at Trichinopoly, where the inhabitants had 
 subscribed Rupees 2,000 for a building, but Government doubted the 
 expediency of the measure, mainly because the Zillah School would draw 
 away pupils from two Mission Schools already in existence. The Secretary 
 of State in his Despatch of the 23rd July 1864 considered that these 
 grounds were not sufficient to prevent Government meeting the wishes of 
 the inhabitants for the formation of a Zillah School, but Government still 
 maintained that Government Schools should not be established in localities, 
 where independent bodies were prepared to undertake the work. The 
 Secretary of State in his Despatch of the 9th March 1865 reiterated 
 his conviction that Government should take some steps for meeting 
 the wishes of those inhabitants, who objected to send their children to the 
 Mission Schools, and suggested that at all events they should be promised 
 a liberal grant-in-aid. if they would establish a school of their own. This 
 the native gentlemen were not able to do and their subscriptions were 
 returned to them. The decision of Government was ultimately approved 
 by the Secretary of State, but two Members of the Council of India, Sir 
 George Clerk and Sir Erskine Perry, recorded their entire dissent, the 
 former appealing to the Despatch of 1854. 
 
 (5). In reviewing the report on Public Instruction for 1867-68, Gov- 
 ernment referred to a petition which had been addressed to Lord Napier, 
 praying for the establishment of a Zillah School at Tinnevelly and observed 
 that there was not sufficient ground for acceding to the prayer of the 
 memorial, as the educational requirements of the town were to some extent 
 met by the Church Mission School and the Hindu School, both of which 
 could be improved, and added that the matter should lie over, as it was 
 understood that the Church Missionary Society contemplated getting out as 
 Head Master a graduate of one of the English Universities, who would be 
 able to raise the standard of instruction to the level of a Government 
 College. The Secretary of State expressed his general concurrence in the 
 views of the Madras Government, but Sir George Clerk recorded a dissent, 
 in which he declared that it was unfair to the people to leave education to 
 
94 EDUCATIONAL PAPERS. 
 
 zealous Missionaries, supported by Indian i)iiblic mouey and denounced 
 " the sacrifice of duty now offered for an illusory alliance with the Tinne- 
 velly Missionaries." 
 
 (6). In 1873 Lord Hobart's Government ordered the establishment of 
 Government Mahomedan Schools at Ellore, Masulipatam, and Trichinopoly, 
 at all of which stations Mission Schools already existed, in which provision 
 was made for the education of Mahomedans. This measure was adopted 
 in opposition to the views of the Director of Public Instruction and in 
 spite of the protest of the Secretary of the Church Missionary Society, 
 who appealed to the Despatch of 185 1. 
 
 (7). In 1875 when it was proposed to transfer the Government 
 Mahomedan School of Ellore to Narsapur, the District Officers recom- 
 mended that the Ellore School should not be closed in order to compel 
 boys to attend the Mission School, who could not be attracted in other 
 ways, and Government concurred with thorn in opinion that the facts of the 
 case fully warranted the continued maintenance of the Ellore Mahomedan 
 School. 
 
 (8). If the construction placed by the memorialists on the Despatch of 
 1854 is correct, not only these Mahomedan Schools, but several other 
 schools should be abolished and the Presidency College should be closed to 
 make room for the Madras Christian College, but G.Os., No. 286 of the 
 5th October 1872, and No. 212 of the 6th July 1875, are entirely opposed 
 to the submission of any proposals for closing the Presidency College. 
 
 (9). Government Schools have sometimes been closed when they have 
 not been found to thrive, and Mission Schools have in some cases obtained 
 a monopoly of education in consecjueuce. The case of the Anglo-Vernacular 
 School, Ellore, shows the risk with which such measures are attended. 
 
 (10). Much of the increase in the number of pupils in private schools 
 which the memorialists ascribe in paragraph 5 to the Code of 1864 was due 
 to the results rules which came into force in IS68. 
 
 (11). The memorialists are entirely mistaken as to the nature and 
 duration of the restriction on grant-in-aid expenditure referred to iu 
 paragrai)h 6. 
 
 (12). The memorialists are entirely mistaken in asserting that the 
 expenditure on direct Government education has increased by 45 per cent, 
 and the expenditure on grants-in aid has decreased by 9'4 per cent, in 
 1876-77 as compared with 1869-70. 
 
 (13). Even if the gross expenditure had been correctly compared in 
 these two years, it would be altogether unfair and misleading to take the 
 account in that form and to ignore the fact that increased expenditure has 
 been largely covered by increased receipts iu school fees. 
 
 (14). The reductions of grants complained of in paragraph 8 were made 
 with the previous approval of Government and from a date suggested by 
 Government itself. 
 
 (15). The memorialists are not justified in stating that the draft grant- 
 in-aid Code submitted to Government in January 1878 was prepared without 
 
GOVERNMENT ORDER ON THE MEMORIAL. 06 
 
 the Managers of Schools being consulted, and that they have been left in 
 entire ignorance of the new scheme under which they may find themselves 
 placed without a moment's warning. 
 
 (16). The establishment of two additional classes in the Middle School of 
 the Presidency College was, and is, a necessary measure, and it lias not en- 
 tailed any additional expenditure on Government, as asserted in the memorial. 
 (17). No reduction has been made iu the grant to the College Depart- 
 ment of the ^Madras Christian College. The Secretary of that institution 
 lias himself admitted that the School Department should be treated like 
 other schools, and anything like an appearance of partiality would have 
 been highly impolitic at a time when the grants of several important 
 Hindu Schools were being largely reduced. 
 
 (18). The establishment of First Arts classes in the Government Schools 
 at Salem and Cuddalore has been carried out without entailing any 
 additional expenditure on Government, and there is no reason for believing 
 that the measure will have any of the effects supposed in the memorial. 
 
 (19). The Director and Government should, when necessary, obtain the 
 best advice they can on matters relating to aided schools, and for this 
 purpose Koman Catholic Missionaries and Protestant Missionaries, Hindus 
 and Mahomedans, officials and non-officials should all be freely consulted, 
 but the appointment of such a consultative body as that proposed is 
 altogether inexpedient. 
 
 VI. GOVERNMENT ORDER ON THE MEMORIAL. 
 
 No. 17. Order thereon, 15th September 1879, No. 351. 
 
 The leading feature of the policy enunciated iu the Educational Despatch 
 of the 19th July 185i (paragraphs 41 and 97) is that Government aid 
 should be given mainly to a less high class of education than had previously 
 monopolized it ; and in view to utilizing to the utmost the available funds 
 for the purpose the principle of grants-in-aid was urged on the considera- 
 tion of the Indian Government. 
 
 2. In summing up the instructions in paragraph 97 the Secretary of 
 State however observed, " The higher classes will now be gradually called 
 upon to depend more upon themselves, and your attention has been more 
 especially directed to the education of the middle and lower classes, both 
 by the establishment of fitting schools for the purpose and by means of a 
 cai'eful encouragement of the native schools which exist." 
 
 3. In the same summary it was remarked : " By sanctioning grants 
 in aid. of private efforts we hope to call to the assistance of Government 
 private exertions and private liberality ;" and in paragraph 49, after 
 detailing the manner and extent iu which the development of middle and 
 lower class education by means of Government Schools was contemplated, 
 the Secretary of State remarks, "nor is it necessary that we should depend 
 entirely upon the direct efforts of Government," and the despatch goes on 
 
96 EDUCATIONAL PAPERS. 
 
 to explain the contemplated system of grants-in-aid, but it insists on the 
 importance of manifesting in the details " the principle of perfect religious 
 neutrality on which the grants will be awarded." 
 
 4. In paragraph 61 the desire is expressed " that no Government 
 Colleges or Schools shall be founded for the future in any district where a 
 sufficient number of institutions exist capable, with assistance fi-om the 
 State, of supplying the local demand for education ;" and in paragraph 62 
 it is stated, " We look forward to the time when any general system of 
 education entirely provided by Government may be discontinued with the 
 gradual advance of the system of grants-in-aid and when many of the 
 existing Government institutions, especially those of the higher order, may 
 be safely closed." 
 
 5. The contention of the memorialists is that the free development of 
 this avowed policy of grants-in-aid, as the chief means of promoting middle 
 and lower education, has been violated by the action of Government in 
 certain cases in which Government Schools have been unnecessarily placed 
 in competition with existing private schools, and by the restricted expendi- 
 ture on grants-in-aid and the limitation of the grant in particular cases. 
 
 6. The Director of Public Instruction in the letter above read shows 
 how the memorialists are wrong in their facts in particular instances ; and 
 argues generally that the entire policy of the despatch has been upheld and 
 not violated by the action of this Government since its receipt. In para- 
 graph 41 of his reply he enumerates his arguments which the Government 
 regard as affording a full and satisfactory reply to the contention of the 
 memorialists. They consider that to carry out at once and to the extent 
 urged as due by the memorialists the principle of grants-in-aid to private 
 schools in view to the speedy supersession of Government schools of a 
 like class, would in fact be a practical abandonment of the still more 
 important principle of strict religious neutrality in the application of State 
 funds for aiding private effort in education, as it could not but have the 
 effect of making the population for the present, and probably for a long 
 time to come, mainly, if not solely, dependent upon Missionary and Christian 
 institutions for what may be called upper and middle education ; and thus 
 unavoidably envelope this branch of secular education in an atmosphere of 
 possible, if not probable, prosely tism. 
 
 7. The Government hold that sucli would necessarily be the effect of 
 their accepting the obligation which the memorialists would impose on 
 them, of relaxing or relinquishing their local efforts to promote the 
 education of the class in question, whenever a Missionary institution 
 entered the field or was in joint occupation of it. 
 
 8. They further think it beyond question that the alternative, as regards 
 superior education above the merest primary instruction, is between Gov- 
 ernment schools and Missionary schools ; and, while allowing all credit to 
 the magnificent efforts which have been made by Missionary institutions 
 for the education of the people of India, they regard it as undeniable that 
 proselytism is their ultimate aim and that it would be most unfair to the 
 
REMARKS ON THE DIRECTOR'S REPLY. 97 
 
 people of the country wlio provide the funds whence grants. in-ai<l are made 
 to shut them up to the alternative of superior education at institutions 
 with tiiis ultimate object, or absolute negiition of all opportunity for such 
 education. The Government cannot but conclude this to be tlie outcome 
 of the memorialists' contention, and that if this object be set aside then 
 they consider that the Director of Public Instruction has plainly shown 
 that the action of this Government, where it has apparently restricted the 
 absolutely free operation of the policy of grants-iu-;iid prescribed by the 
 despatch, has really only done what was essential to maintain the higher 
 principle of absolute religious neutrality in employing State funds for 
 educational purposes. 
 
 (True E.xtract.) 
 
 H. B. GRIGG, 
 
 Actimj Under Secy, to Govt. 
 
 VII. REMARKS ON THE DIRECTOR'S REPLY. 
 
 From 
 
 The Executive Missionary Education Co.mmittee, 
 
 To 
 
 Sir, 
 
 C. G. Master, Esq., 
 
 Acting Chief Secretartj to Government. 
 
 As representatives of those who in March last presented 
 a Memorial on the working of the Grant-in-aid System, we de- 
 sire through yon humbly to request tlie attention of His Grace 
 the Governor in Council to some I'emarks on the reply made by 
 the Director of Public Instruction to the Memorial in question. 
 
 A. — In that reply there are, in the first place, some subordi- 
 nate details on which we would briefly touch. 
 
 1. The Director seems to think tjiat he has convicted the 
 Memorialists of error when he shows that " much of tin- increase 
 in the number of pupils in private schools vvhicli the Memo- 
 rialists ascribe to the Code of 18(J4 was due to the Resnlts 
 Rules which came into force in 1868." It appears to ns, how- 
 ever, that the Results Rules of 1808 were only the amplification 
 and completion of the scheme set on foot in 1864. It was 
 partly for this reason that the Memorialists pitched n{)on the 
 year 18G9-7U as the earliest in which the elfect of the measures 
 of 18'34 could be clearly seen. Regard for ccjnciseness forbjide 
 their entering into minute details ; and the question of results- 
 grants as distinct from salary-grants, though of great import- 
 ance in its own place, bears merely upon the mode of adminis- 
 tering Grants-in-aid, not upon tlie general principles that 
 underlie them. To us the rules for .salary-grants passed in 
 1864 but largely modified in 1868, seem part of one scheme 
 which began to produce its full effect in 1869. 
 
 13 
 
98 EDUCATIONAL PAPERS. 
 
 2. The Director says, in para. (12) of his summary, that 
 " The Memorialists are entirely mistaken in asserting that the 
 expenditure on direct Government education has increased by 
 45 per cent, and the expenditu.re on grants-in-aid has decreased 
 by 9"4 per cent, in 1876-77 as compared with 18(39-70." We 
 beg leave to remark that the Memorialists of course depended 
 for information on the tables appended to the reports on Public 
 Instruction, and that their inferences from these tables are 
 based in every case on the plain and obvious interpretation of 
 them. We submit also that the explanations now given by the 
 Director leave untouched the main contention of the Memorial. 
 This contention is that while the Despatch of 1854 prescribes 
 a gradual movement in the direction of reducing Government in 
 favour of Aided Education, the decided tendency of the present 
 educational policy is in the opposite direction ; and that the 
 Memorialists are right in their contention the Director's own 
 figures prove. By explaining the tables, the Director makes 
 out that instead of a reduction there has been an increase of 
 Rs. 8,873-9-5 in Grants-in-aid since 1869-70, and that the 
 increase of expenditure on Government Institutions amounts 
 not to Rs. 96,171-15-4, as the Memorialists supposed, but only 
 to Rs. 54,919-9-0. Thus even if the revised figures be accepted 
 we cannot regard them as showing that the balance has been 
 kept even between the two kinds of education, still less as 
 showing that satisfactory progi-ess is being made in carrying 
 out the often reiterated policy of substituting aided local effort 
 for the direct action of the Educational Department. 
 
 3. The Director, however, maintains, in para. (13), that the 
 net and not the gross expenditure on Government Schools 
 should alone be taken into account ; and by this mode of 
 reckoning he reduces the increased outlay on them to 
 Rs. 11,549-9-6, — which is still, it will be observed, a larger sum 
 than the increased outlay which he claims to be making under 
 the head of Grants-in-aid. We venture to ask attention to 
 what such a mode of reckoning really implies. It means that 
 in the case of Govei'nment Schools all increased resources shall 
 be spent in strengthening and enlarging them. But both in the 
 paper under consideration and in his actual administration, the 
 Director holds that in the case of Aided Institutions any 
 increase of fees or other local resources should be followed by 
 corresponding diminution of aid from Government: — in other 
 words that Aided Institutions are not to be enlarged or strength- 
 ened by any natural ^irocess of development. A good school can 
 now raise a steadily increasing sum in fees in almost every 
 district. If this increase of resources is to be devoted in one 
 class of schools to their constant development, while in another 
 class it is met by corresponding reduction of other resources so 
 that they are kept always stationary, it needs no proof that 
 
REMARKS ON THE DIRECTOR'S REPLY. 99 
 
 sooner or later the former class will drive the latter from the 
 field. We cannot but regard the Director's frank avowal that 
 lie wishes to deal with the two classes of schools on such 
 different principles as bringing out the tendency of present 
 administration very clearly. 
 
 It seems to us that in most cases the increase of fees should 
 be devoted mainly to the reduction of expense ; but it cannot 
 possibly be right to apply it to this object in Aided Schools, 
 and in the case of Grovernment Schools to apply it to their 
 enlargement and development. Whatever mode of reckoning 
 is adopted should be applied equally to both. 
 
 4. We willingly admit that those who presented the Memo- 
 rial in March last were in error when they ^said that their 
 opinion had not been asked on the new rules for Grants-in-aid 
 that were then under the consideration of Government. It 
 appears that those Rules were practically almost the same as 
 those on which the opinion of parties interested in Aided Educa- 
 tion had been both asked and given some five years before. 
 We submit, however, that when the Memorialists were informed 
 that the Director had submitted to Government a "revised" 
 Code of Rules in January 1878, they could scarcely be expected 
 to understand that it was the same that had been brought to 
 their notice in the beginning of 1874. 
 
 All difficulty on this point has, however, been removed 
 through His Grace the Governor in Council having granted the 
 prayer of the Memorial by sending 'tlie Rules in question to the 
 Memorialists for their remarks. We trust it will be found 
 possible to bi'ing these Rules, with such emendations on them 
 as the Memorialists |have suggested, into uni'estricted operation 
 at an early date. 
 
 5. The Director holds, in para. (16), that the establish- 
 ment of two classes in the Middle School of the Presidency 
 College " has not entailed any additional expenditure on Gov- 
 ernment, as asserted in the Memorial." The statement of 
 the Memorial jWas based solely on the Director's tables ; but 
 it is now explained that about fhalf the outlay there set down 
 against the new classes, consists of portions of the salaries 
 of gentlemen whom Government have to pay in any case. 
 It seems to us to make little difference in the real expense of 
 a class whether it takes the form of direct outlay of money, 
 or of the employment of Government servants in conducting it 
 whose time, if they were not so employed, might be at the 
 disposal of Government for other purposes. 
 
 Probably, however, we should not think it necessary to refer 
 to this point were it not for a remark of the Director, which 
 seems to us to justify all the apprehensions of the Memorialists. 
 The Director says in para. 37 that the establishment of an upper 
 and lower fourth class in the Presidency College " has taught 
 
lOlO ^DUCATIOMt PAPERS. 
 
 the important lesson that even in the town of Madras an increase 
 of gross expenditare on education may ha the means of obtain- 
 ing a decrease! of net expenditure." We bog leave to point out 
 that classes attached to a great Institution like the Presidency 
 College, supported by tlie prestige of Government and the 
 influence of a great department, can always command pupils at 
 the expense of other schools. It would not be wonderful if such 
 classes became self-supporting even with a mode of reckoning 
 that every one would i-egard as fa.ir. But the self-support of 
 such an Institution makes it only more difficult for others 
 to support themselves. We submit tliat tlie Director's aim 
 should be to make all schools, and not this one only, as far as 
 possible self-supporting, and that he should therefoi-e seek, as 
 soon as other considerations render it advisable, to withdraw a 
 school which in the very nature of the case makes it difficult 
 for other schools to retain their most hopeful and their 
 wealthiest pupils. If, however, the Director is resolved, as his 
 remark seems to indicate, to extend Govei-nment Education, 
 whenever it can be done without increase of expense, disregard- 
 ing the interests of Aided Education, we cannot but hold his 
 policy to be plainly out of harmony with that of the Despatch. 
 
 In the same para, the Director appears to ascribe to the 
 Memorialists a feeling of hostility to the Presidency College, 
 and a desire that it should be abolished. We entirely disclaim 
 any such hostilit\' and we are clearly of opinion tliat it should 
 not be withdrawn without a secular Aided College to take its 
 place. We cannot, however, but express our conviction that 
 the school classes attached to the Presidency College ought 
 gradually to be abolished, as was at one time being done. We 
 desire nothing premature or hasty. But if the former course 
 of action were x-encAved and the school classes in the Presidency 
 College judiciously removed, it is our firm conviction (1) that 
 the usefulness of the College proper would in no way be im- 
 paired, and (2) that the self-supporting power of other Institu- 
 tions would so increase that nil Scluiol education in the town of 
 Madras might very soon be safely left to maintain itself, and the 
 Grants now devoted to it be saved for other purposes. 
 
 6. With regard to the Madras Christian College the Director 
 seems to us simply to pass over the argument of the ]\Iemoria.l 
 to the effect that an Institution which had been receiving a 
 grant amounting only to one-fifth of its whole expense ought 
 not to have that grant cut down in the same way as In.stitutions 
 that had been in receipt of nearly one-half of their total outlay. 
 But we understand tluit the Managers of the College have laid 
 their own view of tlie case before His Grace the Governor in 
 Council, and it is unnecessary for us to discuss it here. We can- 
 not but, however, express our conviction that the special position 
 which the Christian College occupies — a position at least as 
 
kEMARKS ON THE DIRECTOR\S REPLY. lol 
 
 special and pecoliai- among Aided lustifcutions, as the Presidency 
 College holds among Government Institutions — justly entitles 
 it to as special consideration as tlic latter. Instead of receiving 
 tliis, liowevei-, it does not receive even the aid to which it is 
 entitled on merely general grounds. 
 
 7. We cannot admit that " tlie establishment of First Aits 
 Classes in the Government Schools at Salem and Cuddalore has 
 been eari-ied out without entailing any additional expenditure 
 on Government." The Director says that the expense newly 
 incurred at Salem has been met by the abolition of the chair of 
 Vei-nacular Literature in the Presidency College, and that " at 
 Cuddalore an a,dditional master has been obtained by trans- 
 ferring a teacher from the Madras Normal School." We ven- 
 ture to submit that the maintenance of unnecessary outlay is a 
 form of expenditure as truly as the incurring of new liabilities. 
 AVhen a chair is found to be useless, the sum it costs might be 
 saved ; and when a teaclier is found unnecessary in one school 
 he might be transferred to some vacancy in another, without a 
 new po.st being created for him to fill. Besides, though the 
 addition of a single master to eacii of the schools in question 
 may suffice for the current year, much more will be i-eqnired to 
 develop them to the extent intended. We see no reason to 
 doubt the estimate of the Memorial that turning these schools 
 into Colleges will entail, when the development is complete, an 
 additional outlay of somewhere about Rs. 10,U00 a year. 
 
 Nor can it be admitted that the Director fairly represents the 
 Memorialists when he says that they proceed upon the theory 
 " that the interests of a whole district are to be sacrificed to the 
 imaginary interests of some private School." On the contrary 
 we maintain (1) that it is for the true interest of the districts in 
 question that young men seeking a liberal education should 
 attend some of the well-equipped Colleges in the neighbourhood, 
 ('!) that if it is desired to make up to these districts for their not 
 having sufficient Colleges actually within their bounds, this 
 object may be attained in the best and least expensive way by a 
 well-devised scheme of district scholarsliips, and (3) that there 
 ai'e few ways of spending money on education that do less 
 good and more harm than the multiplication of small struggling 
 Colleges such as those at Salem and Cuddalore will always be. 
 
 ]}. — We pass, however, from special points like the above to 
 the main question involved in the Memorial. 
 
 We agree with the Director in thinking it highly desirable 
 that the controversy about the construction of the Despatch of 
 1854 should be " closed by some authoritative decision :" but 
 we submit that it cannot be eitlier satisfactorily or permanently 
 closed unless the position taken up by the Memorialists is at 
 least understood by those who give the decision. Now the 
 Director throughout his paper represents the Memorialists as 
 
102 EbVCATIOML PAPERS. 
 
 claiming that in virtue of the Despatch of 1854 Government 
 Schools and Colleges should bo witlidrawn wherever a Mission 
 School or College comes into existence. No such claim was 
 made in the Memorial. It pleaded the canse not of Mission 
 bat of Aided Education. Its main prayer would be granted 
 if an effort were made to transfer the management of Govern- 
 ment Schools and Colleges to Local Committees of native 
 gentlem(!n, even tliough not a single Mission Institution 
 received any direct benefit from the change. The Memorial 
 interpreted the Despatch of 1854 as laying down the prin- 
 cii)le tliat the direct action of the Educational Department 
 should be replaced wlierever possible by local effort aided 
 by Government. It did not hold that this local effort should be 
 in all cases, or necessarily in any case, that of a Missionary 
 body ; but it expressed the fear that the tendency of present 
 administration is so to strengthen and establish Government 
 Seliools and Colleges that no local effort of any kind will ever be 
 allowed to provide substitutes for them ; so that the great lead- 
 ing principle of the Despatch of 1854 will become practically a 
 dead letter. 
 
 No doubt it appears to us that when there is no special reason 
 to the contrary, Mission Schools shonld be treated on the same 
 principles as any other Aided Schools, and should i-eceive equal 
 consideration. But we are far from saying, and we do not 
 understand the Memorialists to have said, that no attention is 
 ever to be paid to the nature of tlie Aided School that might 
 have to supply the educational wants of a district on the removal 
 of a Government School. Cases might arise iu which it might 
 l)e inexpedient to leave a town or district dependent for 
 education on a Mission School alone. Each case would have to 
 be wisely dealt with on its own merits. We repudiate the charge 
 which the Director makes against the Missionaries of Southern 
 India of seeking to draw Government on to commit a breach of 
 its avowed policj' of religious neutralit}'. We are as anxious for 
 real neuti-ality on the part of Government as any one can be. 
 We should strongly deprecate anything that would practically 
 drive the children of iinwilliiig parents, few as we believe they 
 are, into Mission Schools, though the Dii-ec tor represents this as 
 the one aim of the Memorial. The Memorial, as we understand 
 it, carefully avoided asking for any favour to Mission Schools as 
 such. It confined itself to asking that measures should be taken 
 to carry out the policy of tlie Despatch of 1854 in favour of 
 Aided Education generally. We believe that the enforcement 
 of that policy would not directly benefit any large number of 
 Mission Institutions. It is by Institutions managed by Local 
 Committees, whicli would consist in most cases of Hindn gentle- 
 men, that we think Government Institutions ought generally to 
 be replaced. It is for the good of the country at large, not for 
 
REMARKS ON THE DIRECTOR'S REPLY. 103 
 
 the special benefit of Mission Schools, that we desire to see the 
 policy of the Despatch acted on. Thei-e may be some bnt cer- 
 tainly there are not very many Mission Schools in Southern 
 India that woiild be directly gainers through the withdrawal of 
 the Educational Depai'tmeut from the maintenance of Schools. 
 But we believe that if encouragement were given, many exist- 
 ing Government Schools might be at once transferred to the 
 management of local non- Missionary bodies. We believe that 
 if this process were once begun it might go on steadily, if not 
 very rapidly, until the need for any Institutions being maintain- 
 ed by Government had manifestly ceased. We believe that snch 
 a process with such a result would be useful in many ways and 
 was unmistakably desired by those who framed the Despatch of 
 1854. It was for the setting on foot of such a process that the 
 Memorial pleaded. Thus if the real aim of the IMeraorialists be 
 kept in view, the twenty-four pages in which the Director 
 i-evives the groundless charges that have been brought at 
 various times against Missionary education and the aims of 
 Missionaries, will be seen to have no bearing on the matter in 
 hand. 
 
 The Director simply takes for granted that the only alterna- 
 tive is between a Government and a Mission Institution ; but we 
 submit that such a view is out of harmony with the facts of the 
 case. Hindu gentlemen are too sensible of the advantages that 
 India derives from the British Government, and too loyal, to 
 open Schools in direct opposition to the desires of a Govern- 
 ment Department ; but if that Department encouraged them they 
 would in man}' cases undertake the duty cheerfully, and we are 
 sure that when once undertaken they would feel an interest in 
 it and discharge it with constantly increasing vigour and success. 
 We are sure also that the management of such Schools and Col- 
 leges w'ould have the happiest effect on the community in many 
 ways, and in particular— to quote the words of the Despatch — 
 that it would foster " a spirit of reliance upon local exertions and 
 combination for local purposes, which is itself of no mean import- 
 ance to the well-being of a nation." We further submit that an 
 ample experience has shown the reasonableness of the expecta- 
 tions which we cherish. Schools and Colleges under local, yet 
 not Missionary, management, already exist and prosper in many 
 parts of Southern India. We need not refer to the Colleges at 
 Trevandium and Ernacolum, both under native management 
 yet both holding a most distinguished place among the Institu- 
 tions affiliated to the University of Madras. Nor need we refer 
 to the long-continued and uninterrupted prosperity and useful- 
 ness of Pacheappah's High School. Possibly these may be called 
 exceptional cases. But in nearly all districts of the Presidency 
 it is abundantly shown how much interested and how successful 
 native gentlemen and native committees may become in the 
 
104 EDUCATIONAL PAPERS. 
 
 manageraent of Colleges and Schools. The Hindu College at 
 Tinnevelly, the Colleges at Coimbatore, Vizagapatam and Vizia- 
 nagram, the Hindu Propi'ietary School, the Anglo-Vernacular 
 School in Triplicane, the Hindu High Schools at Masulipatam, 
 Nellore, Bezwada, Narsapur, the Town School in Combaconam, 
 Pacheappah's Branch Schools at Chedumbaram and Conjeverani 
 are only examples of what the native community are well able 
 to effect in this line when encouragement is given to them. 
 These Colleges and Schools were encouraged and in some cases 
 diligently fostered by the Educational Department. They 
 therefore came into existence and are now maintained with ease, 
 though some of them have to stand pretty severe competition 
 with the Mission Institutions by their side. We are not aware 
 of an instance in which such aided schools have been encouraged 
 in the same way either in the room or by the side of a Govern- 
 ment School, except the single one of the Town School at Com- 
 baconum when the Government School had become over-crowd- 
 ed and where it was well known that the new Institution would 
 act as a feeder to it. Bat if encouragement were afforded, thei'C 
 seems no reason why local committees should not take over and 
 manage the leading School or College in those towns which have 
 their educational wants supplied at present by Government 
 Institutions. If the Educational Department earnestly endea- 
 voured to carry out the policy of the Despatch, it seems to us 
 that the cliange in question miglit be effected in some of these 
 towns at once, and in all of them in the course of time. A mode 
 of action that has been thoroughly successful in TinneA^elly and 
 Coimbatore and Masulipatam would not be likely to fail — if the 
 same encouragement were given it — in Madura or Chittore or 
 Rajahmundry. 
 
 It may seem superfluous to give reasons for the practical 
 carrying out of a policy of which Government has so often 
 expressed its cordial approval : but there is one of those reasons 
 which deserves more attention than it has hitherto received. It 
 is that the Educational Department of Government, if it 
 carried out this policy, would exercise a more complete as 
 well as healthy control over all education than it can pos- 
 sibly exert at present. The need of a central and controlling 
 authority in all educational matters is necessarily very 
 great in a country like India ; and in the present condition 
 of India that authority, so far as non-university ediication is 
 concerned, cannot be so advantageously vested anywhere as in a 
 Department of Government. If that Department were once 
 confined to the functions of supervision and inspection, as con- 
 templated in the Despatch of 1854, an initiative in all changes 
 would be gladly given to it, and its legitimate influence would 
 be welcomed by all connected with education in a way that it is 
 vain to look for so long as the Department comes into direct 
 
kmiARKS 0]>t tHE DikECTOR'S REPLY. 
 
 105 
 
 competition witli those whom it should aim at guiding. We do 
 not wish to be understood as desiring to bring a charge of inten- 
 tional unfairness against the Department : but it is universally 
 acknowledged as a sound maxim that no man should be a judge 
 in cases to which he is himself a party. We are aware that 
 changes of the kind we advocate naust be judicious and gradual, 
 and we believe the Memorialists would not have appx'oachcd 
 Government in this matter if progress however slow wex'e being 
 made in the direction indicated. Their Memorial was prompted 
 by observing that all the recent action of the Department was 
 establishing, — it may be unintentionally, — a tendency in an 
 exactly opjiosite direction. 
 
 We desire to conclude by saying that there are many reasons 
 why we humbly think that the time has come when an effort 
 may be advantageously made for completing the scheme of 
 Indian education on the lines laid down in the Despatch of 1854, 
 and that not the least weighty of these reasons is that in pro- 
 portion as that effort came nearer to complete success it w^ould 
 give to the Government Department a control over education, 
 and a far-reaching influence willingly submitted to by all con- 
 cerned, such as in the very nature of the case it cannot possess 
 at present. 
 
 We have the honour to be, 
 Sir, 
 Your most obedient servants, 
 
 (Signed 
 
 ( „ 
 
 ( „ 
 
 ( „ 
 
 ( „ 
 
 ( „ 
 
 ( „ 
 
 ( „ 
 
 ( „ 
 
 Madras, ^lul Deceviher 1879. 
 
 George Patterson, 
 D. Sinclair. 
 William Miller. 
 Walter Joss. 
 John Cook. 
 J. T. Margoschis. 
 Edward Sell. 
 James Cooling. 
 William Stevenson, 
 
 Secretary. 
 
 U 
 
i06 HbUCATtOML PAPERS. 
 
 VIIT. THE DIRECTOR'S SECOND REPLY. 
 
 No. 14. From Colonel Pv. M. MACDONALD, Director of Piihlic Instruction 
 to the Chief Secretary to Government, dated Madras, 17 th March 
 18S0, No. 200- Z'. 
 
 I have the honor to submit the followin<? remarks on the accompanying 
 letter from the Executive Missionary Committee of the 2ud ultimo referred 
 to under docket, No. 2113, of the 13th ultimo. 
 
 2. lu my previous letter I pointed out that much of the increase in the 
 number of pupils which the Memorialists ascribe to the Code of 18G4 was 
 due to the iJesults Rules which came into force in 1868, for, although the 
 Code of 186i did contain rules for results grants, tliese rules had proved 
 practically inoperative. As the Memorialists spoke only of the Code of 
 1864 and described it as one in which the " main princi])le adopted was that 
 of salary grants," it could scarcely have been inferred from their language 
 that they remembered the Results Rules of 1868 and the effect produced 
 by them. It now appears that the omission of all reference to this feature 
 of the case was deliberate and arose from " regard for conciseness." The 
 Committee regard the Results Rules of 1868 as part of the scheme of 1864. 
 Every new set of rules is necessarily a modification of some previous set 
 of rules, and it might almost as well be said that the Code of 1864 was 
 part of the Code of 1858, for, if the main principle of the Code of 1864 was 
 that of salary grants, it was no new principle. The Code of 1858 contained 
 an elaborate set of rules for salary grants, and the modifications of these 
 rules in 1864 were not greater than the modifications of the rules in 1868. 
 The system of salary grants began in fact at even a moi'e remote period 
 than 1858, for salary grants were given from the very beginning under the 
 rules of 1855. 
 
 3. In paragraph 32 of my previous letter I ])ointod out that I succeeded 
 Mr. Powell on the 27th March 1875, and that there was no apparent reason 
 why the Memorialists should have gone back to the year 1869-70 for the 
 purpose of attempting to show that the expenditure on direct Government 
 education had increased in 1875-76 by 45 per cent, and that the expenditure 
 on grants-in-aid had decreased by 94 per cent. It was obvious that, even 
 if all the facts asserted had been true, such a comparison as that made 
 would have in no way shown the " tendency of the present educational 
 administration" and was therefore not only irrelevant, but misleading. It 
 will be observed that not only do the Committee express no regret for 
 what I hoped was merely an unintentional injustice, but that they still 
 attempt to make it appear that my explanations leave the main contention 
 of the Memorial untouched. 1 have shown that, apart from the illogical 
 nature of the argument used in support of their contention, the Memo- 
 rialists are entirely wrong in their figures ; that the grant-in-aid expendi- 
 ture increased instead of decreasing during the period in question ; that 
 the gross inci'ease on direct Government education was far less than the 
 
THE DIRECTOR'S SECOND REPLY. 107 
 
 Memorialists supposed ; and that the not increase was altogether insignifi- 
 cant. I have endeavoured, by going through the history of transactions 
 with most of which I had nothing to do, to show the constituent items 
 of the gross increase, such as it is. The Committee have therefore had an 
 opportunity of stating their objections in detail, but they have not availed 
 themselves of it, and it is obvious that any attempt to go into these details 
 would at once have exposed the fallacy of their case. 
 
 4. The Committee point out that, while the net expenditure on 
 direct Government education has increased according to my figures by 
 B,s. 11,552-9-6, the increased expenditure on grants-in-aid from Provincial 
 Funds is only Rs. 8,873-9-5. This no doubt gives a small balance in favor 
 of expenditure on Government Schools of Rs. 2,666-0-1, and this is repre- 
 sented as a grievance, but the Committee have failed to notice my remark 
 in paragraph 33 that the expenditure on Government Girls' Schools was 
 the result of the Missionary Memorial of April 1873, and that, if there had 
 not been this Missionary interference, the balance would have been the 
 other way. 
 
 5. The Committee state that I hold that in the case of Aided Institutions 
 any increase of fees or other local resources should be followed by corres- 
 ponding diminutions of aid from Government ; in other words that Aided 
 Institutions are not to be enlarged or strengthened by any natural process 
 of development. The words used by me in paragraph 29 are as follows : 
 " In England the educational grant is continually growing. In India under 
 the decentralization scheme a fixed sum is assigned to each Local Govern, 
 ment for Provincial Services, and all that seems possible is to make the 
 most of the limited sum available by gradually reducing the grants to 
 schools, which are to a large extent self-supporting and giving new grants 
 to those schools which are most in need of aid. That policy is the one 
 which has been steadily pursued in Bengal, and the attempt to introduce it 
 on a very limited sc:ile in this Presidency is the immediate cause of this 
 Memorial." The principle which should be pursued with regard to Govern- 
 ment Schools and Aided Schools is, I think, the same. As great results 
 should be produced as possible with the limited funds available and 
 money should be spent where it is most needed. 
 
 6. I showed in my former letter that the establishment of two additional 
 classes in the Middle School of the Presidency College had not entailed any 
 additional expenditure on Government as asserted in the Memorial, but had 
 on the contrary yielded a large profit. The Comnn'ttee are alarmed at my 
 remarking that the establishment of these classes lias " taught the import- 
 ant lesson that even in the town of Madras an increase of gross expenditure 
 on education may be the means of obtaining a decrease of net expenditui e." 
 That the education for three years and a (juarter of some sixty or seventy 
 boys has been carried on in the principal Government Institution of this 
 Presidency, not only without any expense to the State, but with a profit 
 of something like 26 per cent, on the sum expended, is surely a significant 
 »nd promising fact. It proves that English education up to the Middle 
 
108 EDUCATIONAL PAPERS. 
 
 School standard has become, or will soon become, self-supporting, 
 wherever tolerably large classes can be formed. It is an entire delusion 
 to suppose that what has been done in the Presidency College cannot be 
 done elsewhere. There is abundant evidence that both Government and 
 Aided Schools are gradually becoming more and more self-supporting in 
 all large towns. The Committee consider that it should be my aim to make 
 all schools as far as possible self-supporting. This aim has been steadily 
 kept in view. Schools are made self-supporting by gradually raising the 
 scale of fees, and from time to time the fees have been raised. The scale 
 now in force came into effect on the 1st January 1878, and a reference to 
 page 195 of the Report on Public Instruction of 1878-79 will show that in 
 one of the largest Aided Schools in this Presidency, the Town School of 
 Kumbakonam, the fees covered the whole cost of the institution and left 
 a considerable surplus. 
 
 7. The Committee again urge the abolition of the school classes of the 
 Presidency College without attempting to meet any of the objections which 
 have been shown to such a course. It seems unnecessary that I should go 
 over this ground again, but I would point out that these extraordinary 
 demands seem quite peculiar to this Presidency and were never heard of 
 until the Central Institution of the Free Church of Scotland became a 
 College, In Bombay there is the Elphinstone High School as well as the 
 Elphinstoue College, and this school is the most successful school in the 
 whole Presidency. In Bengal the Presidency College has two Government 
 Schools as feeders, viz., the Hindu School and the Hare School, and these 
 are also the best schools in Calcutta. No measures could be more injuri- 
 ous to the Presidency College than the abolition of the school classes, and 
 considering the small scale on which the School Department is maintained, 
 the pertinacity of the attempts to get it abolished seems not a little 
 remarkable. 
 
 8. The Managing Council of the Madras Christian College appealed in 
 a Memorial dated the 3rd March 1879 against the reduction proposed to be 
 made in the grant given to the School Department, The appeal was dis- 
 posed of in G. O., No. 187, of the 20th May 1879, in which Government 
 declined to interfere with the reduction. On the I2th August 1879 the 
 Managing Council again brought the question forward, and I submitted 
 some further remarks on the subject in my letter. No. 4,031, of the 
 30th September 1879, which was communicated to the Managing Council 
 by Government on the 1 tth October 1879. The subject has been fully 
 discussed, and I have nothing to add to my previous remarks. 
 
 9. The original contention of the Memorialists was that the establish- 
 ment of First Arts Classes in the Government Schools at Salem and 
 Cuddalore involved an additional outlay on direct Government education 
 of, in all likelihood, not less than Rs. 10,000 a year. It has been shown 
 that as yet no additional oiitlay has been incurred, two masters having 
 been provided by a transfer and a reduction. Thus two districts have 
 benefited and Government has been put to no additional expense. The 
 
THE DIRECTOR'S SECOND REPLY. 109 
 
 Committee now say that the money, instead of having been applied to this 
 purpose, might have been saved. They also observe that more masters 
 will be necessary, and that, when the development of the colleges is com- 
 plete, there will bo an additional outhiy of aoinewliero about Rs. 10,000. 
 No attempt is made to explain how this enormous estimate is arrived at, 
 and I can only say that whatever small further expenditure may be 
 necessary will probably bo met in the way in which such expenditure is 
 usually met, viz , by redactions or fees. The Committee consider that 
 the South Arcot and Salem districts would be much better off without 
 any colleges, and that all that is necessary is the institution of a few 
 scholarships. This of course is a matter of opinion. To the inhabitants 
 of South Arcot and Salem it may seem strange that it should be right that 
 Tanjore should have three colleges, Tinnevelly two, Vizagapatam two, and 
 Malabar two, and wi'ong for South Arcot and Salem to have one. I have 
 already pointed out that the pi-actice of the Missionary Societies with 
 regard to the multiplication of colleges is entirely at variance with the 
 theory pi'opounded by the Memorialists and repeated by the Committee, 
 but no attempt is made to account for this inconsistency. It seems 
 scarcely worth while to give additional instances of this inconsistency, 
 but it may not be out of place to observe that while it is now stated 
 " there are few ways of sjjendiug money on education that do less good 
 and more harm than the multiplication of small struggling colleges such as 
 those at Salem and Cuddalore will always be," the London Missionaries 
 proposed, in a letter addressed to Government on the 25th January 1879, 
 that the Government School at Salem, which was at that time a Zillah 
 School, should be abolished and that their own school should be" consti- 
 tuted a college. The following is an extract from this letter : — ■ 
 
 " The London Mission High School is prepared to supply all the education — 
 lower, middle, and upper — that is now supplied by the Zillah School and at lower 
 I'ates to the scholars, thereby rendering the latter school totally unnecessary, 
 provided that salary grants be made to the lower department of the former school. 
 The higher education would still be carried on without cost to Government. 
 
 " The London Mission High School is prepared to add a College Department 
 to its present establishment and to teach up to the F. A. standard if salary grants 
 be made to the present High School. In this case the College Department 
 would be carried on without cost to Government." 
 
 It will thus be seen that the Missionaries were perfectly willing to take 
 the very step of which, when taken by Government very shortly after, 
 wards, they so highly disapprove. If they are sincere in what they say 
 about the inexpediency of establishing a College at Salem, why did they 
 make such a proposal ? 
 
 With regard to the suggestion about scliolarships, it may be stated that 
 a system of district scholarships already exists, but it is on too small a 
 scale to produce any great effect, and, if a large number of scholarships 
 were given, it is by no means certain that the same amount of good would 
 be done for the same money. It roust also be remembered that boys 
 
110 EDUCATIONAL PAPERS. 
 
 sometimes matriculate at a very eady age, and that it is oftener better 
 that they should remain with their families until they reach the F. A. 
 standard than be at once exposed for four years to the temptations and 
 absence of restraint attendant on a four years' residence in a distant town. 
 10. The Committee are nut satisfied with the construction placed on the 
 Despatch of 1854 in G. O., No. 351, of the loth September 1879, and 
 consider that the position taken up by the Memorialists has not been 
 understood. The Memorial, it is stated, pleaded tlie cause not of Mission, 
 but of Aided Education. The Committee declare that they are anxious 
 for real neutrality on the part of Government as any one can be, and that 
 they would strongly deprecate anything that would practically drive the 
 children of unwilling parents into Mission Schools. It seems obvious that 
 the Memorialists and the Committee are merely the representatives of 
 certain class-interests, and that they have not the smallest right to the 
 position which they now claim. As far as I know, in every case in which 
 an attempt has been made to prevent a Government School being set on 
 foot or to close an already-existing Government School, the movement has 
 been a Missionary movement, and the object in view has been to reduce 
 the inhabitants to one of the three dilemmas which I have mentioned, 
 viz., to send their children to' a Mission School, to establish a school of 
 their own or to leave their children uneducated. No such attempt has 
 ever been made by the Hindu or Mahommedan community in the interests 
 of any secular Aided School. I have given several specific instances of 
 Missionary interference in my former letter, and within the last twelve- 
 month there have been two more cases of the same kind. The London 
 Missionaries of Salem proposed last January, as already mentioned, that 
 the Zillah school should be abolished. 
 
 " The Despatch of 1854," they observed, " which forms the basis of all 
 legislation respecting education in India, distinctly enunciates the princi- 
 ple that wherever practicable the higher education shall be left by Gov- 
 ernment to private enterprise, while Government efforts shall be restricted 
 to the spread especially of lower-class education. As a private efficient 
 high-class school now exists at Salem, there is no justification for a con- 
 tinuance of Government high-class education in that place." 
 
 A meeting was held at the Collector's Office, and the result showed 
 that the native community were quite opposed to any such measure, 
 which was also objectionable on other grounds. Government accord- 
 ingly declined to close the Zillah School, but, if the application liad 
 been complied with, the inhabitants of Salem would have had no school 
 except the Mission School to send their children to. The other case 
 is that of PoonauuvUee. In 1873 the Church Missionary Society estab- 
 lished a Middle-class School at Poonamallee, at which place there 
 was already a Talnk School. Several of the leading inhabitants sent 
 in petitions against the Mission School, expressing their apprehensions 
 that the result might bo the eventful closing of the Taluk School 
 and praying that the Mission School might be abolished. The late 
 
TliE DIRECTOR'S SECOND REPLY. Ill 
 
 Director of course stated that he could not interfere in the matter, but that 
 as Poonaniallee was not a large enough place to maintain two Middle-class 
 Schools, it would probably be his duty to refuse a grant in the event of any 
 application being made for one. This was in October 1876. On the 18th 
 September 1879 Mr. Arden, Secretary of the Church Missionary Society, 
 requested me in the following letter to close the Government School and to 
 give the Mission School a grant :— 
 
 " I beg to bring the following subject to your notice : — There is at the present 
 time a Government School at Poouamalleo and a School belonging to the Church 
 Missionary Society. The place seems hardly large enough for two schools, and 
 the Church Missionary Society do not feel able to carry on their school unless a 
 Government grant can be given, which is at present refused, I believe, on the^ 
 ground that there is a Government School in the place. 
 
 " It may be said that the Mission School was opened after the Government 
 School and that therefore it ought to withdraw. I fully allow the soundness of 
 the argument Avere it not the definite policy laid down by Government in their 
 Despatch of 1854 that Government Schools were gradually to give way to, and be 
 replaced by, Grant-in-aid vSchools. This being the case, it seems to presuppose 
 and encourage Aided Schools being established to the displacement of Govern- 
 ment Schools. 
 
 " It may be further said, ' When there are places without any schools, why 
 should the Church Missionary Society establish a school in a place like Poona- 
 maUee, whore a Government School is already in existence ?' To this I reply 
 that the number of our Missionaries and Mission agents are limited, and they 
 are definitely confined to certain limits. Hence it is only possible for them to 
 have schools ia certain particular localities. As Government Schools are not 
 thus confined to certain localities, it appears advisable and easy for such schools 
 to be removed to places which cannot be supplied by Grant-in-aid Schools. 
 
 ' ' The present state of the two schools plainly shows that the Mission School 
 is not unacceptable to the people. 
 
 " In the end of August there were in the Mission School 75 boys, and in the 
 Government Schools 53 boys. 
 
 " I am informed that in the Government School there is a first class (A and B), 
 though, if I am not mistaken, this is not according to Government Rules for 
 Taluk Schools. 
 
 " I do not wish to press the matter, but simply desire to know for my guidance, 
 as Secretary of the Church Missionary Society, what the declared policy of the 
 Educational Department is in such matters. 
 
 ' ' If the Government School is not closed, and a grant given (out of the 
 money thus saved) to the Mission School, the C!hurch Missionary Society will be 
 obliged to close their school and withdraw. I therefore await your decision in 
 the matter, and request the favor of an early reply." 
 
 Both these recent cases show, I think, how little the action of the Mis- 
 sionary bodies represented by the Committee is in accordance with their 
 professions, and that, whatever the Committee may say, the substitution of 
 Mission for Government Institutions, without any reference to the wishes 
 of the inhabitants, is one of the main objects which the Missionary Socie- 
 ties are aiming at. 
 
Il2 EDUCATIONAL PAPERS. 
 
 11. The Committee state that the malu object of the Memorial would 
 be granted if an effort were made to transfer the management of Goveru- 
 meut Schools and Colleges to local committees of native gentlemen, even 
 though not a single Mission Institution received any direct benefit from the 
 change, and they name certain colleges and schools as showing how suc- 
 cessfully native gentlemen can manage such institutions. The Colleges at 
 Trivandrum and Ernacolum are not Aided Institutions managed by. 
 committees of native gentlemen. They are State Institutions, and I 
 believe that their management is maiulj' entrusted to European gentlemen. 
 The following account of the Vizianagrum College is extracted from the 
 University Calendar for 1878-79 :^"The Inspector of Schools of the First 
 Division is entrusted by the Maharajah with the general naanagement of 
 the institution and it is conducted in all respects as a Government Provin- 
 cial School." The European element enters, I believe, largely into the 
 management of the Coimbatore and Vizagapatam Colleges. A few of the 
 other institutions named are very successfully condacted by native gen- 
 tlemen, but the management of sevei-al of those specified has been anything 
 but satisfactory. The state of the Centi-al School of Narsapur is described 
 at page 38 of the Report on Public Instruction for 1878-79, from which the 
 following extract is taken : — 
 
 " The Central School of Narsapur was inspected by Mr. Bradshaw in October. 
 ' This school,' he observes, ' seemed to me, and still seems, the embodiment of 
 all the defects which have been pointed out by my predecessor and myself as 
 being noticeable more or less in different schools. There is scarcely a depreca- 
 tory sentence in any of ray reports which was not applicable to this school at the 
 time of my visit.' 
 
 " As this state of things had existed for several years, it was evident that some 
 decided steps were necessary. The grants of the assistant masters were accord- 
 ingly suspended, and the Head Master, who, by the peculiar arrangement which 
 prevails in this school, is a Government servant, was informed that he would be 
 removed to another school. I visited the school myself in February, but found 
 that even then no steps had been talccn by the managers to replace any of the 
 inefficient assistant masters. In fact the staff was more inefficient than ever, as, 
 owing to the death of one of the assistant mastei-s, two men junior to him had 
 been placed in charge of higher classes than they were before, and a boy who 
 had failed in the Matriculation Examination had been made an acting assistant 
 master. The school was not furjiished with any apparatus for teaching physics, 
 the maps had not been rfinewed for many years, no additions had been made to 
 the school library for twelve years, and no use was made by the boys of the 
 library because there were no books in it suited to their capacity. The curricu- 
 lum was very defective. The Head Master stated that it had been prescribed by 
 the Committee, but the President did not admit the existence of any such order. 
 A meeting was held at which the managers agreed to adopt various measures 
 proposed by me for placing the school on a more efficient footing." 
 
 I may add that I found that several of the native gentlemen who con- 
 Btituted the Committee were persons ignorant of English and therefore 
 unfit to be entrusted with the management of an English School. This 
 
THE DIRECTOR'S SECOND REPLY. 113 
 
 state of things prevails extensively in English Schools under native 
 management. In the Hindu School of Bczwada the result of Mr. Fortey's 
 inspection was so unsatisfactory that the Head Master's grant was 
 suspended {vide page 69 of the same report). A special report on the 
 Hindu Proprietary School was submitted to Government in my letter, 
 No. 2007, of the 14th May 1879, and it was shown that the teaching 
 was unsound and the staff a very poor one, and that altogether the insti- 
 tution was unlikely to fulfil the purposes for which it was originally 
 established. An unfavourable account of this school is also given at 
 page 47 of the Report on Public Instruction for 1878-79. The Hindu 
 Anglo- Vernacular School in Triplicane was inspected by Mr. Fowler in 
 July 1879, and the following is a copy of my Proceedings reviewing his 
 report: — 
 
 " This report relates to an inspection of the Triplicane Anglo -Vernacular 
 School held in July 1879, the last previous inspection having taken place in 
 March 1879. 
 
 " The attention of the managers was drawn in the Director's Proceedings, No. 
 1793, of the 3rd May 1879, to the unsound character of much of the teaching 
 which was going on in this school, and it was pointed out that to work a large 
 High School of this kind successfully a staff would be required of four graduates, 
 four First Ai-ts men, and three matriculates. 
 
 " The only changes which have been made are the foUomng : — A Graduate has 
 taken the place of a First Arts man as Head Master at a reduced cost to the 
 managers of Rs. 5 per mensem, and a Matriculate named T. Kristna Ran, 
 who was receiving Rs. 7 per mensem, has left the institution. The managers 
 have therefore reduced their expenditure by Rs. 12 per mensem and their staff 
 by one man. The present staff consists of two graduates, two First Arts 
 men, four matriculates, three fifth-grade men, and one man who has passed no 
 examination. 
 
 " The report shows that the classes are still below their nominal standard, that 
 many of the boys are in classes for which they are utterly unfit, and that the 
 teaching is of the same unsound character as before. The last report of the 
 Syndicate shows that out of fifteen boys who went up for the Matriculation 
 Examination from this school not one passed. 
 
 " A High School of this character in a town like Madras does harm instead of 
 good, as the pupils might obtain a sound education elsewhere, whereas here they 
 are wasting their time and money. 
 
 " Large reductions have been recently made in the grants of certain schools 
 mainly on the ground that schools are rapidly becoming more or less self-sup- 
 porting, and that in some instances in which the Government grants and fees 
 have exceeded the expenditure profits have been made. 
 
 " From this report it appears that the receipts are greatly in excess of the 
 
 expenditure, and that it is not from any want of funds that the staff is main. 
 
 tained on its present inefficient footing. The Director of Public Instruction 
 
 considers it undesirable to allow this state of things to continue, but before 
 
 taking any measures for withdrawing or reducing the grant, he will await any 
 
 explanation which the managers may wish to offer as regards the past dammis- 
 
 tration of this institution or any proposals which they may wish to make with 
 
 regard to its future status." 
 
 16 
 

 Successful Can- 
 
 Institutions. 
 
 (litates. 
 
 
 1877-78. 1878-79. 
 
 Madras Government Schools. 
 
 45 2:i 
 
 Government Schools in 
 
 
 Native States 
 
 31 19 
 
 Madras Schools under Inspec- 
 
 
 tion 
 
 3,3 12 
 
 Other Private Institutions ... 
 
 25 9 
 
 Private Study 
 
 13 2 
 
 114 EDVCATIONAL PAPEtlS. 
 
 I confine myself to these cases because these schools are specially 
 singled out by the Committee as models for imitation. If native gentle- 
 men do not generally set up schools in oppo.sition to Government Schools, 
 it is probably because they are satisfied with the system on which these 
 schools are worked. They are no doubt aware that as a general rule 
 Government Schools are much more efficient than Aided Schools, whether 
 Missionary or secular. This is sufficiently evident from the relative 
 
 success of these two classes of 
 Z^^^!?,',^,^%°L institutions in the Matricula- 
 tion Examination, as will be 
 seen from the following table 
 taken from the Public Instruc- 
 tion Report for 1878-79, page 
 26. It will be observed that 
 45 per cent, of the candidates 
 sent from the Madras Govern- 
 ment Schools in 1877-78 passed, while only 33 per cent, passed from Aided 
 Schools. In 1878-79 the e.\amination was unusually severe, and the 
 percentage in the Madras Government Schools fell to 23 and in Madras 
 Schools under inspection to 12. 
 
 If the few Government Colleges and Schools which exist in this Presi- 
 dency were made over to the management of local committees of native 
 gentlemen, the inevitable eiicct would be a general lowering of the stand- 
 ard of education. Such a measure would probably be favorable to 
 Missionary enterprise, for it would reduce all schools to the level of the 
 Mission Schools, and it would bo easier for Mission Schools to compete 
 with Hindu Schools than with Government Schools, but it would be disas- 
 trous to the cause of sound learning. The Annual Reports on Pnblic 
 Instruction show the unsound character of much of the teaching which 
 goes on in Aided Schools generally, but I beg to di'aw special attention to 
 some of the details given in the report for 1878-79. 
 
 12. The Secretary submits with the remarks of the Committee certain 
 resolutions of the Bangalore Missionary Conference appointing the Com- 
 mittee. In the first of these resolutions it is stated that the Conference 
 approves generally of the Memorial and expresses its decided opinion that 
 the matter should, if necessary, be carried to the highest authority. It is 
 therefore probable that the whole question will go before the Secretary of 
 State for India. As the Committee state that the Memorial pleaded the 
 cause, not of Mission, but of Aided Education, and as they profess to 
 explain the motive which has hitherto prevented native gentlemen from 
 starting schools in opposition to Government Schools and to vouch for what 
 they will do, if they receive proper encouragement from this Department, 
 Government may see tit to allow a few leading representatives of the 
 Hindu and Mahomedan communities an opportunity of stating whether 
 they wish the Executive Missionary Education Committee to be accepted 
 as the exponent of their views on this and future occasions, and of record- 
 
GOVERNMENT ORDER. 115 
 
 ing, if necessary, their own opinions on the questions raised by the 
 Memorialists and the Committee. The following list of names is submitted 
 for the consideration of Government : — 
 
 His Highness Rama Vurma, First Prince of Travancore. 
 
 Eaja Sir T. Madhava Rau, k.c.s.i. 
 
 The Hon. T. Muttusami Aiyar, b.l., c.i.e. 
 
 „ Mir Humayun Jah Bahadur, c.i.k. 
 
 ,, V. Ramiengar, c.s.i. 
 
 „ A. Seshayya Sastriyar, c.s.i. 
 
 M. R. Ry. R. Raghoonath Row. 
 
 „ C. Rungacharlu, c.i.e. 
 
 „ C. Runganatha Sastri. 
 
 „ T. Gopala Row, Rao Bahadur, b.a. 
 
 „ p. Chentsal Rau. 
 
 „ P. Srinivassa Rau. 
 
 „ Y. Vencataramiah'Sastri. 
 
 „ V. Krishnania Chariar. 
 
 „ P. Runganadha Moodelliar, m.a. 
 
 „ V. Bashyem Iyengar, B A., b.l. 
 
 „ A, L. Venkataramana Punt, m.a., b.l. 
 
 Abdoor Razzak Sahib. 
 
 IX. GOVERNMENT ORDER. 
 
 No. 15. Order thereon, 13th March 1880, No. 86. 
 
 Recorded. The letter from the Director, with that from the Secretary 
 to the Missionary Committee, will be communicated to the Secretary of 
 State with Despatch, dated 13th March 1880, No. 2. 
 
 (True Extract.) 
 
 E. GIBSON, 
 Acting Under Secy, to Oovernment. 
 
116 EDUCATIONAL PAPERS. 
 
 X. MEMORIAL TO THE SECRETARY OF STATE. 
 
 To 
 
 The Right Honourable 
 
 THE Secretary of State for India. 
 
 The following Memorial from the 
 Executive Missionary Educa- 
 tion Committee, Madras Presi- 
 dency. 
 Humbly Sheweth, 
 
 That this Committee was appointed in June last by a 
 Conference of one hundred and twenty Missionaries of South 
 India and Ceylon, " to watch over the interests of Missionary 
 education throughout the Presidency." 
 
 2. That the Missionaries whom this Committee now repre- 
 sents, and others interested in Aided education, in March 1879, 
 addressed a Memorial to Mis Grace the Governor in Council, 
 Fort St. George, with reference to the working of the grant-in- 
 aid system, asking the attention of His Grace in Council " to 
 certain features in the educational administration, by which the 
 due operation of that system seems to be limited and hindered," 
 and praying " that such measures may be devised, as may seera 
 best fitted to promote the free development of the educational 
 policy for India declared by Her Majesty's Government." A 
 copy of this Memorial is herewith enclosed. (Enclosnre A.) 
 
 3. That His Grace the Governor in Council replied to this 
 Memorial in his Order dated 15th September 1879, No. 351, 
 with which was also communicated a letter of the Director of 
 Public Instruction, dated 1st May 1879, remarking on the 
 Memorial. The Government Order with the Director's letter 
 is herewith enclosed. (Enclosure B.) 
 
 4. That this Committee addressed the Chief Secretary to the 
 Government of Fort St. George on the subject, in its letter 
 dated 2nd December 1879, in which it replied to the relevant 
 points in the remarks of the Director above referred to. A 
 copy of this letter is miclosed. (Enclosure C.) 
 
 5. That in a Government Order, dated 13th March 1880, 
 No. 80, this Committee was informed that its letter together 
 with a letter from the Director in reply to it would be commu- 
 nicated to the Secretary of State. A copy of this Government 
 Order with the Director's letter is enclosed. (Enclosure D.) 
 
 6. That we are now constrained to lay the whole case before 
 your Lordship, and to pray for yonr Lordship's attention to the 
 documents above referred to, and to the remarks of this Com- 
 mittee in reply to the letter of the Director last mentioned, 
 (Enclosure E.) 
 
MEMORIAL TO THE SECRETARY OF STATE. 117 
 
 We pray for yoar Loi'dship's decision specially on these 
 points : — (1) as to whether the edacational policy laid down in 
 the Despatch of 1854 is still the educational policy of the Indian 
 Government ; and (2) as to whether the principles of the Des- 
 patch are being carried oat in the present edacational adminis- 
 tration of the Madras Presidency. Oar contention is that the 
 whole tendency of that administration is contrary to the policy 
 prescribed in the Despatch, on which we hold ourselves still 
 warranted to take oar stand : and we believe the present dis- 
 cussion has made it clear that the Director of Public Instruction 
 is resolved to set aside the Despatch and render it a dead letter. 
 We beg leave very briefly to state the grounds on which we 
 base these opinions. 
 
 (a.) The Despatch of 1854 makes it abundantly clear that 
 the object of the policy therein laid down was to foster, by 
 means of grants-in-aid, independent education, and so enable 
 Government, with the advance of the system of grants-in-aid, 
 gradually to discontinue its direct educational efforts. It is 
 now twenty-six j^ears since this policy was declared ; and the 
 grant-in-aid system has in this Presidency been remarkably 
 successful. The Report of the Director of Public Instruction 
 for the official year 1876-77 — the last published — shows (p. 167) 
 that in that year there were 9,227 independent institutions 
 educating 245,307 pupils at a total cost of Rs. 15,66,668-4-10. 
 Of this sum Rs. 2,78,682-2-4 was derived from grants-in-aid ; 
 Rs. 2,01,968-9-1 from Local Funds, (Boards) ; Rs. 37,983-4-5 
 from Municipal Funds ; Rs. 10,33,994-5-0 from Subscriptions, 
 Donations, &c. ; and Rs. 14,040-0-0 from Lawrence Asylum 
 Funds. In the same year 1,253 purely Government Institutions 
 were educating 43,934 pupils at a total cost of Rs. 8,42,991-3-1, 
 of which Rs. 4,84,402-11-8 came from Provincial Funds; 
 Rs. 1,64,433-13-3 from Local Funds; Rs. 30,629-6-6 from 
 Municipal Funds ; Rs. 1,15,525-2-8 from Subscriptions, Dona- 
 tions, &c. ; and Rs. 48,000 from the Lawrence Asylum Funds. 
 We are unable to say whether fees are or are not included in 
 the account, as the Director's table does not make it plain. 
 The figures in either case plainly show how well grounded was 
 the confident anticipation of the authors of the Despatch that 
 " by thus drawing support from local resources, in addition to 
 contributions from the State," there would be " a far more 
 rapid progress of education than would follow a mere increase 
 of expenditure by the Government." 
 
 The whole position of aided institutions in this Presidency 
 shows that the circumstances have come about in which it was 
 designed to give effect to the principles of the Despatch, by 
 discontinuing purely Government Schools or Colleges where 
 aided institutions are able to do the work. Yet no beginning 
 has been made, nor is there any sign of steps being taken, in 
 
118 EDUCATIONAL PAPERS. 
 
 this direction. On the contrary, between 18G9-70 (when the 
 grant-in-aid system first fully came into operation) and 1876-77, 
 the gross expenditure on Government Institutions for general 
 education had risen according to the Director's own figures by 
 Rs. 54,919-9-0, while the grants-in-aid during the same period 
 increased only by Rs. 8,873-9-5. The Director, however, 
 holds — on grounds the validity of which we cannot admit, — 
 that only the net and not the gross increase on Government 
 Schools should be regarded ; and that this amounts to only 
 Rs. ll,549-y-6. Even if the Director's figures, which we have no 
 means of checking, are correct, and even if his mode of viewing 
 the increase bo adopted, the fact still remains that the Govern- 
 ment expenditure on purely Government Schools has increased 
 more largely than the expenditure on gx'ants-in-aid. In the pre- 
 sent question this involves the whole case. If any effect were 
 being given to tlie main principles of the Despatch, the expen- 
 diture on direct Government operations would be — not increasing, 
 or even remaining stationaiy — but diminishing, and that on 
 grants-in-aid increasing. Now the tendency is in the opposite 
 direction. After twenty-six years not even a beginning has been 
 made in carrying out the central and characteristic feature of the 
 declared educational policy of Her Majesty's Indian Government. 
 
 (b.) The tendency of the present educational administration 
 of the Madras Presidency is further shown by the unequal way 
 in which the increase of fees is dealt with in the two classes of 
 schools. In Aided Schools, the increased income from this 
 source is made a main reason for reducing grants : while in Gov- 
 ernment Schools the same increase is applied to the extension of 
 Government education. This unequal treatment goes in a line 
 dir-ectly opposed to that prescribed by the Despatch. 
 
 (c.) The Despatch " looks forward to the time when with 
 
 the gradual advance of the system of grants-in-aid, many of the 
 existing Government Institutions, especially those of the higher 
 order, may bo safely closed or transferred to the management of 
 local bodies under the control of and aided by the State." 
 Instead of endeavouring to realise this aim, the Director has 
 within the last two years obtained the sanction of the Madras 
 Government to the institntion of three Provincial Colleges, 
 namely, at Salem, Caddalore and Madui-a ; while the grants to 
 every Aided College in the Presidency have been reduced, and 
 opposition has even been made to the development of an inde- 
 pendent College by the Zamorin of Calicut. 
 
 (fZ.) The Director asserts "that the Memorialists and the 
 Committee have not the smallest right to the position which they 
 now claim," namely, that of pleading the cause of Aided Educa- 
 tion, and endeavours to revive the unfounded and obsolete 
 prejudices against Missionaries and Missionary education, by 
 alleging that they have no aim except that of proselytizing, and 
 
MEMORIAL TO THE SMCB^TARY OE STATE. Ug 
 
 therefore wish to leave the people no altei'native bnt that of 
 sending their children to a Mission School or none at all, — as he • 
 takes it for granted that it is hopeless to expect the natives to 
 set np schools for themselves. We utterly disclaim and repu- 
 diate any such intention as that attributed to us of shutting up 
 the natives to the alternative asserted. The number and popu- 
 larity of Mission Schools incontestably jn-ove that they need no 
 such unworthy aid. We ask for no encouragement to Mission 
 Schools other than that to wliich all aided schools are entitled 
 by the principles of the Despatch ; and we assert with confidence, 
 on the ground of numerous instances, that native gentlemen are 
 quite able, with Government aid, to establish, maintain and 
 manage independent schools, wherever they see any necessity 
 for doing so. They do not, indeed, see the necessity in most 
 places where Government Schools are established, simply 
 because there is no need for them to do what Government is 
 doing for them, and no need especially to enter into competition 
 with an educational department resolved on maintaining and 
 extending direct Government education. If the tendency of the 
 present educational administration were reversed and turned in 
 the direction of the policy of the Despatcli, there can be no 
 doubt that local native effort would be called forth in much 
 larger measure. We desire to see independent effort of all kinds 
 fostered, and Missionary effort only as one among others, in 
 accordance in both cases with the principles of the Despatch. 
 
 (e.) Tiie Director justifies his encouragement of direct Gov- 
 ernment in preference to aided education, on the ground that, 
 tried by the Matriculation Examination of the University, the 
 results obtained ai-e better in the former than in the latter. 
 Setting aside altogether the question of the worth of this com- 
 parison, we beg simply to call attention to tlie fact that it is, 
 wholly beside the question at issue. So long as aided education 
 is generally sound and good, it will be allowed to be fulHlling 
 its object ; and it is this education which the Despatch of 1854 
 was designed to foster. It may. be that a highly organised and 
 bureaucratic system of education will show better results in 
 some T'espects at examinations than aided institutions under 
 many and diverse kinds of management ; but Her Majesty's 
 Government of India in 1854 regai-ded it as a higher aim "to 
 foster " the spirit of freedom and self-government." If this and 
 similar ends are now to be set aside in favour of a system that is 
 recommended by its securing, as is maintained, a greater number 
 of passes, those who are engaged in independent aided education 
 must submit and regulate their action in the altered circum- 
 stances as to them seems most fitting. But until the authority 
 Avhich promulgated the Despatch of 1854 recalls it, we claim, 
 that it, and not the opinion of the Director of Public Insti'uction, 
 ought to regulate the educational administration. 
 
120 EDUCATIONAL PAPERS. 
 
 (/.) We therefore humbly pray your Lordship to declare 
 ■whether the Despatcli of 1854 is or is not still in foi-cc ; and 
 whether, if it is so, the policy therein laid down should not be 
 carried out in the Madras Presidency. 
 
 And your Memorialists will ever prat. 
 
 William Stevenson, m.a. 
 
 John Cook, m.a. 
 
 Walter Joss. 
 
 J. T. Margoschis. 
 
 William Miller, m.a. 
 
 George Patterson. 
 
 D. Sinclair, m.a. 
 
 James Cooling, b.a. 
 
 Edward Sell. 
 Madras, 22nd April 1880. 
 
 XI. MEMORANDUM ON THE DIRECTOR'S 
 SECOND REPLY. 
 
 Memorandum. 
 
 On No. 14, the letter from Colonel R. M. Macdonald, to the 
 
 Chief Secretary dated 17 fh March 1880. 
 
 It seems desirable, in order that the whole case between the 
 
 Director and the Memorialists may be understood, to make 
 
 some remarks in correction of the misapprehensions shown in 
 
 the above letter. 
 
 2. In his second paragraph, the Director supplies a complete 
 justification of the way in whicli the Memorialists treated the 
 Rales of 1 864 and the modifications made on them in 1868, as 
 one scheme. The Code of 1864 contained rules for results 
 grants : but these rules, as the Director says, " proved practically 
 inoperative." They were therefore modified in 1868, while the 
 Code as a whole remained unchanged. In other woi'ds the scheme 
 that was devised in 1864 was first made practically operative in 
 all its parts in 1868. It therefore began to sliow its full effects 
 for the first time in 1869-70 as the Memorialists contend. 
 
 3. In his third pai-agraph, the Director complains of injustice 
 done to him personally. It may be desirable to explain that by 
 the expression " present educational administration," the Memo- 
 rial did not point at the present Director individually, as is 
 plain from the fact that the tendency of educational administra- 
 tion was traced from a date prior to that at which Colonel 
 Macdonald became Director. His predeces.sor acted on the 
 same general line of policy. The complaint of the Memorial 
 bore upon this line of policy, without any special reference to 
 individuals. 
 
MEMORANDUM ON THE DIRECTOR'S REPLY. 121 
 
 In the same paragraph, the Dii'ector complains that the 
 Committee did not state in detail their objcctious to his fignrea. 
 It was (juite unnecessary for them to do so. The facts are these. 
 The Memorial stated, in reliance on the annual educational 
 statistics as interpreted in their obvious sense, that the outlay 
 on direct Groverument education had increased in seven years by 
 Rs. 96,000, and that the amount spent on grants-in-aid had 
 diminished. By various explanations of the statistics, the 
 Director showed that the increase on direct Government educa- 
 tion Avas only about Rs. 55,000, and that there was also an 
 increase on grants-in-aid of nearly Rs. 9,000. The Committee 
 were absolutely destitute of the information necessary for check- 
 ing the somewhat intricate calculation by which the Director 
 arrived at his result. But this they did not need to do. Their 
 contention was that thei'e is a tendency to foster Government 
 education rather than Aided, and that the policy prescribed by 
 the Despatch of 1854 of fostering aided education and diminish- 
 ing Government education, was not being carried out. To 
 support this, the Director's revised figures are sufficient as they 
 stand. The existence of the tendency in question seems to be 
 established when the Director himself admits that the increased 
 outlay on Government education is six times as much as the 
 increased outlay on aided education. 
 
 4. In his fourth paragraph, the Director counts the outlay on 
 direct Government education by the net expense alone, without 
 adverting to the fact that the Committee considers this mode of 
 reckoning to be radically unfair. The grievance is not, as the 
 Director represents, that thex-e is " a small balance in favour of 
 expenditure on Government schools of Rs. 2,706," but that 
 while all increase of fees in aided schools is met by reduction 
 of the grants, all increase of fees in Government schools is 
 spent in the extension and development of Government educa- 
 tion ; and that over and above this, a sum of Rs. 11,549 has been 
 added even to the net outlay upon Government schools. We 
 think it quite right that grants should be diminished as fees 
 increase ; but we think it equally right that the net expense of 
 Government schools should diminish as fees increase in them, 
 and that the money thus saved should either be economised for 
 general purposes or devoted to the extension of aided education. 
 Instead of diminishing, the Director admits that even the net 
 outlay on direct Government education is steadily increasing. 
 
 In connection with this subject it should be noted that both 
 in his annual statistics and in his pi'esent calculations, the 
 Director leaves wholly oiit of view one highly important branch 
 of the expenditui'e on Government education; namely, that on 
 pensions. In aided schools pensions are not given ; while 
 employment in Government schools carries pension with it. It 
 is understood to be the rule that in all estimates of expenses of 
 
 16 
 
122 EDUCATIONAL PAPEkS. 
 
 establishmeufc, 25 per cent, should be added on account of 
 pensions. This is omitted in the Director's statements of 
 expense. If it be inchided, the Rs. 55,000 which lie admits to 
 have been added to the outlay on Government education will 
 become more than Rs. 6(S,000 per annum. 
 
 5. In his fifth paragraph, the Dii'ector states that tlie prin- 
 ciple on which Goveinment and aided Schools should alike be 
 treated, is simply "that as great results slionld be produced as 
 possible with limited funds availnhlc, and money should be spent 
 where it is most needed." It is no doubt his opinion, as lie 
 implies here, and shows clearly by his practical administration 
 and by the arguments in his eleventh paragrapli, that money 
 can be best spent imd is most needed in Government schools. 
 But this is diametrically opposed to the opinion expressed in the 
 Despatch of 1854 ; and so long as that Despatch remains in 
 force, it is the duty of the Director to give effect to the opinions 
 it expresses, not to his own oi^inions, however conscientious or 
 consistent they may be. 
 
 6. It is a mere abuse of language to speak of 60 or 70 boys 
 being educated in the Presidency College " at a profit to the 
 State of 2G per cent." This result is got, as the Director him- 
 self admits, (see para. 87, of his reply to the Memorial p. 86), 
 by counting only the additional outlay caused by the opening of 
 the classes in question. Nothing is set down for instruction in 
 vernacular or writing, for servants, superintendence and the like, 
 though these things are as necessar}- for the maintenance of the 
 classes as the part of their expense that is reckoned. The 
 Director himself in his Annual Report includes these things 
 -when estimating for the information of Government the actual 
 expenditure on the classes. In tlie paper under discussion he 
 takes for gi'anted that the entire expense of the classes is 
 Rs 1,440 p(!r annum ; but, as he shows himself in his Report 
 for the year 1876-77, on page 3 of Appendix A, the actual 
 outlay on the classes, v.'hen their whole expense is reckoned, is 
 Rs. 8,978-14-"2. If more tlnui half of the actual expense is left 
 out of account, there would be little difficulty in other schools 
 .showing a profit of 26 per cent. But nothing follows from such 
 variable modes of counting. 
 
 The Director calls it " a delusion" to suppose that what has 
 been done in the Presidency College cannot be done elsewhere. 
 The ])artieu]ar thing In; has in view can easily be done else- 
 where, if the computation be made as tbe Director himself 
 makes it in his Reports ; for there are many schools in w-hich 
 the fees bear a. better latio to the expense than tliat of 
 Rs. l,'J40-8 to Rs. 3,078-14-2— the ratio in Avhich the two 
 tilings are there stated. But it is a mistake to think that every 
 thing (lone by a Government school can be done equally by an 
 aided school. Every one acquainted with India knows, though 
 
MEMORANDUM ON THE DIKECTOR'S REPLY. 123 
 
 it is passed over without notice by the Director, that in the 
 present state of feelinc;' the mere name of Government is an 
 immense attraction. When a Groveinment and a non-Govern- 
 ment school exist side hy side, the latter must liave decided 
 advantages of some kind if it is to have a chance of even main- 
 taining its existence. To set up new cla.sses in a Government 
 school is ipso facto to draw away boys from all non-Government 
 schools within reach — especially tlie sons of Government servants 
 and of members of the wealthier classes. It is granted that the 
 feeling is not so strong in Madras as it was twenty years ago : 
 but it is very strong still, and in the country it reigns unbroken. 
 7. In his seventh paragraph, the Director returns to tlie 
 question of the lower classes attached to the Presidency College 
 some years ago. The Government was gradually abolishing 
 these classes of its own accord, as a measure of obvious 
 general utility. This policy was changed only when it was 
 found that the College attached to the Free Church Institu- 
 tion was rising in importance. If reference be made to the 
 Rejiorts of the Presidency College for 1869-70 and 1870-71, 
 (in which the change of policy was first advocated), it will 
 be found that the reopening of the abolished classes was 
 avowedly directed against the Free Church Institution. This 
 Committee did nothing more than suggest that the policy that 
 was acted on up to 1876 should be i*esumed. It did so mainly 
 because so long as a Government school exists, attracting to 
 itself as a matter of course a lai'ge proportion of the wealthiest 
 and ablest boys, it is impos.sible for aided scliools to raise their 
 fees and become self-supporting as tlie}' ouglit to be. No fewer 
 boys would be educated iu Madras if all schools in it were aided 
 schools ; and it is probable that as large a proportion of those 
 passing the Matriculation Examination would find their way to 
 the Presidency College as do at present. The fact of the Presi- 
 dency College being situated in immediate proximity to the 
 dwellings of most of the educated and wealthy native residents 
 in Madras, is enough to securu tliat a large proportion of their 
 sons will become its students, wherever their school education 
 may have been received. But even if classes became a little 
 smaller in the Presidency College, it seems hard that the whole 
 school eduf^ation of a great city should be hindered from sup- 
 porting itself, and that public funds should be spent in grants — 
 which are still needed only because the fees are low — all to 
 obtain a few additional students to a favoured College — and a 
 College which is so thoroughly equipped and efficiently con- 
 ducted as to draw students from every quarter by its intrinsic 
 merit alone. 
 
 8. In his eighth paragraph the Director states that in his 
 previous remarks he has fully discussed the subject of the 
 Madras Christian College. It is submitted that his previous 
 
124 EDUCATIONAL PAPERS. 
 
 remarks leave the real question quite untouched. That question 
 is, why the Chxnstian College, which from its history and posi- 
 tion has a claim for very special aid, should receive only one- 
 f^eventh of its expense from Government, while other Colleges 
 far more favourably situated ai-e receiving one-third or more. 
 In his previous remarks the Director has written many pages 
 on side questions, but has not attempted to reply to this one. 
 The only thing he has even tried to show, in reply to it, is that 
 there is one aided College — that at Negapatam — which has so 
 small an income from grants and fees combined that the aid 
 given by Government is no greater in proportion to its need 
 than he has assigned to the Christian College. Even this small 
 point is not fairly stated. The plain fact is that if the net 
 expense alone is reckoned, {i.e., the expen.se after fees are 
 deducted), 29| per cent, of it, according to the Director's own 
 figures, is provided for the Negapatam College by Government : 
 whereas only 23 per cent, of its net expense is assigned to the 
 Christian College. This shows, indeed, that the Negapatam 
 College is not very much better treated than the Christian 
 College ; though the difference is still considerable. But it 
 leaves unsolved the question why, — reckoning by net expense 
 alone, — the Coimbatore College is aided to the extent of 58 per 
 cent., the Tanjore College to the extent of 09 per cent., the 
 Trichinopoh- College to the extent of 83 per cent., while the 
 Christian College stands at 23 per cent., though it is far the 
 most unfavourably situated and difficult to maintain of any. 
 The simple figures seem to show that the Christian College is 
 treated with marked disfavour. 
 
 9. In his ninth paragraph the Director complains that no 
 attempt is made to show how " the enormous estimate" of 
 Rs. 5,000 for each of the new Government Colleges instituted by 
 him has been arrived at. It seemed scarcely necessary to show 
 it when Government Colleges of the same class already exist, and 
 when their net expense is stated in the educational statistics 
 from year to year. Such Government Colleges have existed for 
 many years at Calicut, Rajahmundry, Bcllary and Mangalore. 
 
 According to the Report for 1876-77, — the latest procurable 
 information, — the total and net expenditure on each of these 
 stands as follows: — 
 
 Total expense. Net expense. 
 
 Calicut Rs. 7,955 Rs. 0,732 
 
 Rajahmundry ... „ 6,308 „ 5,196 
 
 Beilary ... .'.. „ 6,496 „ 6,100 
 
 Mangalore „ 6,323 „ 5,489 
 
 4)27,082 4)23,467 
 
 Average 6,770 5,866 
 
MEMORANDUM ON THE DIRECTOR'S REPLY. 125 
 
 "When it is considered that the average net expense of the 
 Colleges of the same class already existing is Rs. 5,866 per 
 annum, and that the new Colleges will certainly have fewer 
 students and therefore will raise a sinaller sum in fees than the 
 old ones, the estimate of Ks. 5,000 for each of the new Colleges 
 must be regarded as decidedly below tlie mark. 
 
 The Director's argument that South Arcot and Salem mast 
 have at least one College each because Tanjore has three and 
 Tinnevelly two, is exactlj- parallel to maintaining that because 
 there are so many Colleges in Oxfordshire, Somerset and Cum- 
 berland must have one apiece. The Committee maintains that 
 the existence already of Colleges in places so close at hand as 
 Tanjore and Madras, renders it needless to establish new ones 
 at Salem and Cuddalore. Besides, where is the process to 
 stop ? The Director says that boys matriculate too young to be 
 " exposed for four years to the temptations and absence of 
 restraint attendant on a four years' residence in a distant town." 
 But boys from the villages wdll be quite as much from home in 
 Salem as in Madras or Tanjore. Is every village to have a 
 College ? The Committee maintains that there are Colleges 
 enough for the present wants of the community, and that a 
 system of forcing higher education at Grovernment expense is 
 extremely wasteful and unwise. 
 
 In the same paragraph, the Director dwells on the incon- 
 sistency of the representatives of Missionary education opposing 
 the opening of new Colleges, when Missionary Societies are 
 opening new Colleges of their own, and when the Missionaries 
 at Salem actually offered to Government to establish a College 
 there. It is enough to reply that when it became known that 
 the Director was determined to force on the opening of new 
 Colleges, there was no inconsistency even in men who thought 
 the opening of them uiiadvisable wishing them to be Aided 
 rather than Government Colleges, — i-eckoning this the smaller 
 of the two evils. 
 
 10. The Director devotes his tenth paragraph to repeating 
 and endeavouring to prove the charges that " the substitution 
 of Mission for Government Institutions without any reference to 
 the wishes of the inhabitants is one of the main objects which 
 the Missionary Societies are aiming at." It seems scarcely fair 
 to ascribe to tlie Committee motives which they have already 
 expressly repudiated ; but even if the Committee's motives were 
 such as are thus ascribed to them, it would in no way affect 
 the arguments they have adduced. Moreover, there is, in the 
 Committee's view, no prospect of Mission Schools being opened 
 at many, if any, places where Government schools exist, even if 
 the latter were at once abolished. It is not to Missionary 
 Societies but to the people of the country, that the Committee 
 look for supplying the want that would be caused if a begin- 
 
126 EDUCATIONAL PAPERS. 
 
 ning were made in withdrawinor Government schools according 
 to the policy of the Despatch of 1854. And it shonld be added 
 that even existing Mission schools wonld in very few cases 
 indeed be gainei-s hj the abolition of Goveinnient schools. It 
 is seldom that Government and Mission schools come into 
 direct competition, for the simple reason ttiat unless in excep- 
 tional cases it is not possible for a Mission or any other Aided 
 Institution to bear up against an Institntion that is backed by 
 the overwhelming influence of a Government Department. 
 
 11. In his eleventh paragraph, the Director makes statements 
 and, addnces arguments which appear strong but do not stand 
 examination. vSome of his omissions and misapprehensions it is 
 desirable to discuss at some length. 
 
 (a) It is probably true that native gentlemen are satisfied 
 with Government schools upon the whole ; but it has no bearing 
 on the point at issue. Tlie Committee has not in any way 
 denied this. It mei-ely expressed its belief that, if encouraged. 
 Local Committees would, in many cases and in the course of 
 time, undertake not nnwillingly the duty that the Despatch of 
 1854 wishes them to take in hand. 
 
 Hindu gentlemen and Hindus generally are for the most part 
 satisfied if all that is needed by the community is undertaken 
 by Government, and they themselves relieved from trouble. In 
 India at present it need not be expected that any large number 
 of local bodies will put themselves forward to do anything of 
 which Government Avill relieve them. Similarly, native gentle- 
 men will be more than satisfied if Government will undertake 
 for them the care of roads, bridges, sanitation, and all other 
 matters of the kind. But this notorious fact has not prevented 
 tlie setting up of Municipalities and Local Fuiui Boards every- 
 where throughout the country. Now what the Committee 
 maintain is that with proper enconragement it will be easier to 
 get local bodies to take an interest in schools than in any other 
 local institutions. If there was a gi-eat department opposing 
 itself to the development of local effort in those other matters, it 
 could use the ai-gument of native gentlemen being satisfied that 
 all local fiffaii-s should be managed by Government, exactly as 
 the Director uses this argument in tlie case of schools. 
 
 (h) The Director states that Government schools are more 
 efficient than aided schools, and adduces in proof the statistics 
 of tlie Matriculation Examination. On this, — omitting the 
 question of how far passing an examination is to be accepted as 
 a test of true educational efficiency, — these remarks shonld be 
 made : — 
 
 (1) The comparison seems to us to be eminently nnfair. 
 Government, (very properly), planted its schools at first in the 
 most favourable situations it could find, generally in the chief 
 town of an important district, where of course a school shonld 
 
Memorandum on the DitiECTOR's reply. 127 
 
 have the best results. Aided schools generally are in all sorts of 
 situations : a few as favonrably sitnated as those of Government, 
 bnt th(! trroat majority much less so. If the comparison were 
 made in the only fair way, viz., between Grovernment schools and 
 the aided schools that are as favourably situated, the result 
 would be very different. 
 
 (2) The state of feeling in the country is such that with- 
 out any superiority in a Government school, the sons of the 
 bettor classes are generally sent to it, especially the sous of 
 Government servants, simply because it is a Government institu- 
 tion. Having better material, Government schools naturally 
 show better results. 
 
 (3) There are few Government schools in country districts 
 that have any opposition. There are few aided schools of the 
 class sending boys to Matriculation without opposition. Now 
 in India the common effect of rivalry betAveen two schools in a 
 country town is not to increase the efficiency but to lower the 
 standard of both. Improvement in this matter has indeed begun, 
 but at present where there are rival schogls each is apt to attract 
 pupils by placing them in classes higher than they are fit for; 
 pupils arc; removed on the slightest cause from one school to the 
 other ; discipline grows lax, and both schools are less efhcient 
 than either of them would be if it were alone. This is a matter 
 of familiar experience, which it is certain that the Director will 
 not deny. 
 
 These and similar causes go far to account for any superiority 
 that there is on the part of Government schools. If the policy of 
 the Despatch were acted on, these causes would cease to operate. 
 It is remarkable that with so many difficulties there should be 
 no greater difference between the results attained by Aided and 
 by Government schools than the difference between 33 and 45 
 per cent. 
 
 (<•) Though it were granted that tliere is a greater superiorit}'- 
 on the part of Government schools than these causes are suffi- 
 cient to account for, it must be remembered at what a cost 
 this small supei-iority is gained : — the cost of the exclusion of 
 religion from all education, withoiit which, — at least in the 
 opinion of this Committee, — efficient teaching even of moral 
 duties is impossible. This exclusion must soon become hopeless 
 and complete if the policy of repressing aided education is 
 maintained. There is nothing to prevent the direct and efficient 
 teaching of moral duties in either of the two great classes of 
 aided Institutions. In Mission schools the thing is actually done. 
 In schools managed by Committees of native gentlemen, or local 
 Committees of any kind, there could be no objection to its being 
 done if the managers desired it. This Committee is of opinion 
 that in many such schools the attempt to inculcate the principles 
 of morality would be made, and made not unsuccessfully, if the 
 
128 tlDtJCATtONAL PAPERS. 
 
 overpowering example of Govei'nment in favour of an absolutely 
 secular sj'sfcem did not hinder it. 
 
 (d) The actual condition of aided scliool.s gives no criterion 
 of what they may become. It is only the best specimens of them 
 that shonld be taken into accoant in this connection. That some 
 of them are equal to any Government schools even the Director 
 ■will not deny: at all events he has not denied it. Now the tone 
 in which the Director has written in all his papers shows very 
 clearly what his feelings towards aided education are, and serves 
 as a sufficient index of the action of his Department towards it 
 hitherto. If even with such discouragement from the Educa- 
 tional Department, aided schools upon the whole approach 
 Government schools so nearlj', and if some of them are as good 
 as any Government school, why should not the best possible 
 educational results be attained if the Department frankly adopted 
 the policy of the Despatch and made it its business to develop 
 and improve aided education, instead of promoting direct Govern- 
 ment education at its expense ? 
 
 (e) The Dii^ector plainly makes no account of the wise remark 
 of the Despatch of 1854, to the effect tiiat the system of grants- 
 in-aid po.sse.sses the advantage " of fostering a spirit of reliance 
 upon local exertions and combination for local purposes, which 
 is of itself of no mean importance to the well-being of a nation." 
 The system of having education entirely supplied and managed 
 by Government cannot but discourage and repress local activity 
 in the very line of action along which it would, in Southern 
 India at present, find its Avay most naturally. To this Committee 
 it seems that the superiority of Government schools in pushing 
 their pupils through examinations would not compensate for this, 
 even tliough that superiority were really as great as the Director 
 thinks. 
 
 (f) But the most important point of all remains to be brought 
 forward. In his eleventh paragraph the Director appears to us 
 frankly to admit that it is his aim to reverse the policy- of the 
 Despatch of 1854. All that the Memorial asked was that some 
 beginning should be made in carrying out that policy. What it 
 complained of was that the tendency seemed to be in a reverse 
 direction : — that direct Government education was being develop- 
 ed and extended, and that there was not even the smallest sign 
 of its giving wa}' to the system advocated in the Despatch. The 
 Director's main reply is his attempt to show that Government 
 schools are so superior to aided ones that their withdrawal 
 would be "disastrous to the cause of sound learning." As the 
 Memorial did not ask that they should be all withdrawn 
 suddenly, this can only mean that they must be permanently 
 maintained. Now if direct Government education be really so 
 superior, (though in the face of the considerations adduced above, 
 it can hardly be maintained that its superiority has been proved), 
 
THE DIRECTOR'S THIRD REPLY. 129 
 
 there may be safiicient reason for reversing in a legitimate way 
 the policy of the Despatch. It does not, however, follow that 
 the Director should refuse to act upon that policy so long as it 
 is still avowed. If the Governments in India and at home, after 
 fully considering the question in all points of view, announce 
 that the policy of the Despatch was mistaken or premature, — if 
 direct Government action in education is henceforth to be 
 developed and other efforts to be repressed, — this discussion will 
 be at an end. Missionaries and ii.ll who ai-c interested in aided 
 education must in that ease accept what they cannot help, and 
 adapt themselves as best they can to the altered conditions of 
 the case. Meantime they are making efforts and spending 
 means, on the encouragement of a certain clearly expressed under- 
 standing. If tliat understanding holds good no longer, they 
 ought to be distinctly told so. If it still holds good, it seems 
 scarcely right that a Govei-nment official and a Government 
 Department should be allowed to make it gradually void, and 
 to substitute for the policy that is avowed by their superiors a 
 very different line of action which (rightly or wrongly) they 
 consider px'cferable. 
 
 0)0 hehalf of the Missionary Executice Educcttion Commitfee, 
 
 WILLIAM STEVENSON, 
 
 Secretary. 
 Madras, 22ncl April 1880. 
 
 XII. THE DIRECTOR'S THIRD REPLY. 
 
 No. 23. From Colonel R. M. MACDONALD, Director of PuhUc Instrnc 
 tion, to tlte Chief Secretary to Government, dated Madrax, I7th 
 June 1880, No. 2820.P. 
 
 I have the honour to submifc the following remarks on the memorial and 
 memorandum of the Executive Missionary Education Cominit.teo of the 
 22nd April 1S80, referred to me under endorsement, No. 1 1 90, of the 
 4th June 1880. 
 
 2. The Committee still endeavour to make out iu paragraph 2 that there 
 was uothin;; erroneous in their mode of puttint; the case as regards the 
 direct effect of the grant-iu-aid rules of 186 !•. The matter is of little 
 importance, but I think that I have sufficiently shown that the statement 
 in its original form was calculated to create an erroneous impression of 
 the real cause of much of the increase of schools under inspection during 
 the period referred to. 
 
 17 
 
130 EDUCATIONAL PAPERS. 
 
 3. In paragraph 3 the Committee exphiin that the expression " present 
 educational administration" was not meant to refer to me individually, but 
 referred eciually to my predecessor, who " acted on the same general line 
 of policy." Mr. Powell was the Director of Public Instruction from Octo- 
 ber 1862 to March 1875, and, if the whole of this period is intended to be 
 included, the term "present educational administration" would apparently 
 also mean " past educational administration," very much in the same way 
 as a reference to the salary grant rules of 1864 is declared to be also a 
 reference to the results 'grants rules of 1868. Seventeen years is such a 
 long period that it is scarcely possible to understand how the term present 
 can reallj' have been meant to apply to it. I may also be permitted to 
 point out that, whatever the Committee may say now, the four specific 
 instances, which were declared in paragraph 8 of the memorial to afford 
 good grounds for serious apprehensions regarding the existence of a ten- 
 dency to reverse the declared policy of Government, were all clearly 
 directed against me alone, and had no reference whatever to my prede- 
 cessor, except in one instance and then only by way of contrast. In this 
 case they declared that my procedure was in such complete contrast with 
 that followed when the revised rules of 1864 were framed that they could 
 not but fear that it might indicate a different line of policy. This particu- 
 lar charge has been shown to be perfectly unfounded and it has been since 
 retracted, but the remarks on the other specific instances given were all 
 equally explicit, and there can be no doubt that Mr. Powell was in no way 
 referred to in them. Paragraph 8, in which these specific instances are 
 given, certainly seems to me to imply that I am responsible for the 
 alleged increased expenditure on Government institutions and the alleged 
 decreased expenditure on aided schools, for these four specific instances 
 are merely brought in as additional evidence of the tendency of which the 
 memorialists complain. It is only since I have shown how the case really 
 stands on this point that the Committee have shifted their ground. But, 
 having taken up the new position which they have, they are bound, I think, 
 to point out what portion of the increased expenditure it is that they 
 object to, and it would then be possible to show who is directly or 
 indirectly responsible for the obje(!tioiiable items. Both the memorialists 
 and the Executive Committee seem in various passages to suppose that the 
 educational policy of Government is dictated by the Director of Public 
 Instruction, and they appear to entirely lose sight of the fact that this 
 officer is merely the head of a department without any power to make the 
 smallest addition to the establishment of any Government institution. 
 Every question relating to establishments must be submitted to Govern- 
 ment. In some cases the matter goes before the Government of India. 
 In very important matters the sanction of the Secretary of State is 
 required. If the charges given in paragraph 32 of my letter. No. 1737, of 
 the 1st May 1879, are examined scriittim, it will be seen that several of the 
 most important ones are items for which the Secretary of State is ulti- 
 mately responsible. The raising of the Px-ovincial School of Kumba- 
 
THE DIRECTOR'S THIRD REPLY. 131 
 
 konam to a College, the creation of a Chair of Physical Science in the 
 Presidency Collof^e, the establislinieiit of a crraded service for the superior 
 otticeis of the Educational Department, and tlie increase of Mr. Porter's 
 salary have all largely contributed to the increase of gross expenditure 
 complained of, but these measures have all been sanctioned by the Secre- 
 tary of State. All the other items relate to expenditure sanctioned either 
 by the Government of India or by the Local Government. The money 
 spent on these various items might of course have been spent on increased 
 grants to aided schools, but the real question at issue is v?hether the 
 charges are such as should or should not have been incurred. As far as 
 I can see, the memorialists and the Committee have no real grievance in 
 connection with this expenditure and are unable to point to a single item 
 as open to objection. 
 
 4. In paragraph 4 the memorialists complain that, while all increase of 
 fees in aided schools is met by a reduction of grants, all increase of fees 
 in Government schools is spent in the extension and development of Gov- 
 ernment education. It has been distinctly shown that in the period 
 referred to there was an increase instead of a reduction of grants. The 
 aided schools thus i-eceived an increased income from school fees and an 
 increased income from Government gi-ants. It is possible that this 
 increased income from school fees may have been devoted to other pur- 
 poses, but surely it might have been spent in the extension and develop- 
 ment of aided education. 
 
 5. The Committee point out that, both in my annual statistics and in 
 the calculations referred to by them, I leave wholly out of view one highly 
 important branch of the expenditure on Government education, viz., that 
 on jiensions. They understand it to be a rule that in all estimates of 
 expenses of establishments 25 per cent, should be added on account of 
 pensions. If the term " annual statistics'' refers to tliose published in the 
 Reports on Public Instruction, there is no such rule in existence as tliat 
 stated. Tiiere is a certain form in which all appliciitious for changes of 
 establishments must be made, but even in this form, which is intended to 
 show clearly tlie financial effect of any change proposed, there i.s no 
 column for pensions. In the case of officers transferred from Government to 
 foreign service, a contribution is levied of one-fifth of the salary which the 
 individual receives from his employers, and this is perhaps tVie rule which 
 the Committee refer to. It is obvious, of course, that whatever percen- 
 tage is added on account of pensions is so much added to the total, but, 
 whatever the total may be, the real questions at issue still are whether the 
 charges which make up the total were justifiable or unjustifiable and who 
 was responsible for them It will probablj-, however, be admitted that 
 increased gross charges, even if they include pensions, may be legitimately 
 met by increased receipts if such receipts are forthcoming, and the Com- 
 mittee can scarcely be right in calculating that air-pumps and physio- 
 logical charts receive pensions. This is, however, what they have done, 
 for one of the items of the gross total of lis. 55,327-2-6 is as follows : — 
 
132 EDUCATIONAL PAPERS. 
 
 us. A. P. 
 
 Adjustment charges on apparatus for teaching physics, 
 
 physiological charts, &c. 6,371 14 8 
 
 6. The Committee in paragraph 5 seem to me to again misrepresent 
 what I have stated. They assert that I imply that money can be best 
 spent and is most needed in Government schools. The words used are : 
 " In England the educational grant is coutinnally growing. In India, 
 under the decentralization scheme, a fixed sum is assigned to each Local 
 Government for Provincial Services, and all that seems possible is to 
 make the most of the limited sum available by erradually reducing the 
 grants to schools which are to a large extent self-supporting and giving 
 new grants to those schools which are most in need of aid." 
 
 7. It seems unnecessary for mo to go again into the question of the 
 financial result of .re-establishing an upper and lower fourth class in the 
 Presidency College. All the figures and facts have been already given, 
 and it has, I think, been suflficiently shown that the additional outlay 
 incurred by Government has been more than covered by the receipts. 
 Any other institution in Madras or elsewhere can produce exactly the 
 same results if the same number of boys join the classes and are willing 
 to pay the same fees. It has been already explained that, although this 
 measure has been a source of profit to Government, the gain is, in the 
 annual statistics, not all credited to the middle school, but spread over the 
 whole institution. The statistics are prepared in accordance with certain 
 rules under which each department is debited with a share of the salaries 
 of the teachers employed in it and also with a share of the charges for 
 servants. The master of the upper fourth class receives Rs. 70 a month 
 for teaching thirty or forty boys who pay Rs. 2-8-0 each, or from Rs. 75 
 to Rs. 100 in school fees. He in most schools would have to take them in 
 every subject, or, if he did not do so, he would, during the hour or hours 
 that some other teacher was engaged with his class, have to teach some 
 other class. Similarly, the master of the lower fourth class, who receives 
 Rs. 50 per mensem for teaching thirty or forty boys, who pay Rs. 2 each, 
 would, in ordinary schools, have to take them in every subject, or would, 
 if relieved during any portion of the school hours of the charge of that 
 particular class, have to take some other class. In the Presidency College 
 all the vernacular languages, except Uriya, are taught, and Sanskrit is also 
 taught, and, as there are teachers for all these languages, the instruction 
 in the Vernacular and in Sanskrit is entrusted in the upper and lower 
 fourth classes to these men and not to the class masters. The effect 
 of this is to throw a part of the cost of their salaries on the middle 
 department. Dr. Oppert himself devotes some time to this department, 
 and, as his salary is Rs. 700 a-month, every hour that he spends in teach- 
 ing Sanskrit in this department adds enormously to the apparent cost 
 of these classes. Whatever is, however, debited in this way in the middle 
 department leaves so much less to be debited to the college and high 
 school. The same remark applies to servants. Although the present 
 
THE DIRECTOR'S THIRD REPLY. 133 
 
 arranpremenfc does on the whole reduce the cost of the institution, the 
 financial effect is not quite so groat as it would be if there were other 
 classes in which the two additional masters could be employed wlien not 
 otherwise engaged, but, unlike other institutions in Madras, the Presidency 
 College has no classes below the lower fourth. 
 
 8. The circumstances which led to the abolition of some of the school 
 classes in the Presidency College and to the re-establishment of two of 
 them have been already fully explained. They were abolished at one time 
 because the Presidency College had at that time a monopoly of higher 
 education. They were reestubli.shod because it lost that monopoly. Not 
 a single institution can be pointed out as having sustained any appreci- 
 able injury from this measure. The statement that the existence of these 
 classes renders it impossible for aided schools to raise their fees and 
 become as self-supporting as they ought to be is wholly incorrect. A 
 Committee was appointed some years ago to revise the scale of fees, and 
 they made no changes in the scale of fees for the primary and middle 
 classes, because the existing scale was considered sufficient to pay the 
 salaries of the masters and so leave a small margin for other expenses. 
 There is nothing to prevent the managers of aided schools from charging 
 the same fees in the upper and lower fourth as are charged in the Pre- 
 sidency College. Their pupils could not go to the Presidency College, for 
 there is no room there for them, and as regards the third, second, and first 
 classes, it is obvious that the difiiculty is purely imaginary, as thei'e are no 
 such classes in the Presidency College. 
 
 9. There is a separate correspondence relating to the Madras Christian 
 College, and in this correspondence eveiy point which has been brought 
 forward in connection with the gi-ants of this institution has been discussed. 
 As the whole of this correspondence has been submitted, or will probably 
 be submitted, to the Secretary of State, it seems sufticieut here to quote 
 the following extract from my letter, No. 265(5, of the 9th instant, which 
 is now before Government : — 
 
 " Mr. Miller has again entered into various calculations as to the proportion 
 of the grant to the net expense of the Madras Christian College as compared 
 with other institutions. If it were intended that every institution should 
 necessarily, as a matter of course, receive a grant proportionate to its expendi- 
 ture, it might be worth while to go on discussing these figures, but it appears to 
 me that already too much time has been devoted to calculations which really 
 lead to no practical result. There is a certain maximum rate at which grants 
 can be given, but, as a matter of fact, grants are not necessarily given at these 
 rates. As shown in the previous correspondence, it was decided many years ago 
 that all additional grants to colleges and high schools in the town of Madras 
 should cease. As long as the grants remained stationary and the school fees 
 increased, it was possible for any institution in the town of Madras to increase 
 its gross expenditure without any additional drain on the Society with which 
 it was connected. In this way the tendency was for the grant to bear a con- 
 stantly decreasing proportion to the gross cost. In certain cases the school 
 managers may have corae in possession of additional funds from other sources, 
 and in such cases the grant would necessarily bear a still lower proportion to the 
 
134 EDUCATIONAL PAPERS. 
 
 gross expenditure. This bad been the case with tbe Madras Cbristian College, 
 wben it was resolved in December 1878, not only to restrict, but to reduce the 
 grants in certain flourishing institutions which no longer needed so large an 
 amount of aid as they had hitherto received." 
 
 10. In paragraph 9 the Committee explain how they have arrived at 
 their estimate of Rs. 5,000 for each of the new Government Colleges. This 
 explanation shows that they entirely misunderstand the question and that 
 they have altogether ignored the facts and figures given by me in my 
 previous letters. It is erroneously assumed that the new colleges are 
 of the same type as the old Provincial Schools and must therefore neces- 
 sarily cost the same. It is also erroneously assumed that when a high 
 school is raised to a second-graele college, the old establishment remains 
 unchanged and that such masters as are employed in the college depart- 
 ment are additional masters whose salaries form a new and additional 
 charge tninuf! such sums as may be realized from school fees. The fact is 
 that the old Provincial Schools were intended to be institutions educating 
 up to the B.A. degree and that a scheme of study going up to that 
 standard was published many years ago for the guidance of the head 
 masters of these pchools. The salary of the masters of these Pro- 
 vincial Schools was fixed at Rs. 500 in the expectation that for this 
 amount the services of gentlemen capable of carrying out this pro- 
 gramme would be secured. Mr. Thompson, Mr, Porter, Mr. Metcalfe, 
 Mr. Fortey, Mr. Marden, Mr. Caldwell, and many others all commenced 
 their career as head masters of Provincial Schools. As yet the only two 
 Provincial Schools in which the expectation above referred to has been 
 realized are the Provincial Schools of Kumbakonam and Rajahmundry, 
 both of which have been constituted first-grade colleges. But it was many 
 years before this result was achieved at Kumbakonam and Rajahmundry, 
 while at Bellary, Calicut, and Maugalore the teaching has never yet gone 
 beyond the First Arts standard. The question of establishing B.A. classes 
 in these institutions has at distant intervals come up, but owing to various 
 causes it is qiiite uncertain when the original design will be carried out. 
 The Salem, Cuddalore, and Madura Colleges are intended to educate up to 
 the F.A. standard only, and I have never proposed or intended to propose 
 that the head masters of these institutions should, as regards salary, be 
 placed on the same footing as the head masters of the Calicut, Mangalore, 
 and Bellary Colleges. I consider that the salaries of the head masters 
 of the.se minor colleges should be ultimately fixed at Rs. 300, rising by 
 biennial increments of Rs. 20 to Rs. 400. These posts should, I think, be 
 reserved for East Indian and Native graduates who have distinguished 
 themselves as head masters of high schools, assistants in colleges, and 
 Deputy Inspectors. Such men will, of course, not be equal in some 
 respects to gentlemen who have taken high honors at home, but the country 
 cannot afford to pay the salaries which are necessary to secure the services 
 of such men, and it is besides desirable on other grounds that there should 
 be some posts of this kind to which deserving men can be promoted. No 
 
THE DIRECTOR'S THIRD REPLY. 135 
 
 proposals for giving even these moderate salaries have as yet b?en sub- 
 mittcd. The persons who are now liead masters of these colleges have 
 not been specially selected for the posts wliich they are filling. They 
 happened to bo liead masters or acting head masters of certain high schools 
 and have in this way become head masters of colleges. All of them are, 
 as it were, on probation, and at present they continue to draw the salaries 
 which they have been hitherto drawing as head masters of high schools. 
 These salaries rise from Us. 200 to Rs. 300. In fiitm-e returns the salaries 
 of these head masters will of course be debited to the college instead of to 
 the high school, but for the present at all events there will be no real 
 increase in the expenditure in consequence so far as they are concerned. 
 As a general rule, when a high school is raised to a college, two additional 
 assistant masters are required, but in all the cases referred to these have 
 been obtained from reductions in establishments and increased fee receipts 
 in the new colleges. I can only repeat that Government has been as yet 
 put to no increased expense in connection with these colleges. A further 
 increase of Rs. 100 per mensem in the salaries of the head masters is con- 
 templated, but even this will not be proposed until the source from which 
 the charge is to be met can be indicated. The supposition that thei-e will 
 be an increased outlay of Rs. 5,000 in connection with each of these 
 colleges has therefore no foundation whatever. With regard to the state- 
 ment that these new colleges will certainly have fewer students than the 
 old colleges, I may mention that whereas the Bellary College had on the 
 31st March 1880 seven students, the numbers in the new colleges of Salem 
 and Cuddalore on the same date were eighteen and nineteen. The Com- 
 mittee observe that my argument that South Arcot and Salem must have 
 at least one college each, because Tanjore has three and Tinnevelly two, is 
 exactly parallel to maintaining that, because there are so many colleges in _ 
 Oxfordshire, Somerset and Cumberland must have one a piece. To make 
 the cases exactly parallel it would surely be necessary to show that 
 Tanjore and Tinnevelly are each the seat of a University, such as 
 that of Oxford, and it would be also necessary to show that there 
 are no institutions in Somerset and Cumberland in which a youth can 
 acquire the very moderate amount of knowledge which is required for 
 the First Examination in Arts of the Madras University. With regard 
 to the statement that the London Missionaries of Salem considered 
 it unadvisable to establish a college of any kind at Salem, and only 
 proposed establishing an aided college there, because they knew that 
 I was determined to force ou the opening of new colleges, I may 
 remark that not the slightest intimation of anything to this effect is to be 
 found in their letter, recorded in G. , No. 149 of the 26th April 1879. The 
 Committee pass over the fact that the action of the Missionaries has been 
 by no means confined to this case, and that they have been and are multi- 
 plying colleges in towns in which not even this plea for inconsistency can 
 be set up. 
 
 11. There is very little in paragraph 10 or 11 which calls for any 
 
136 KDVCATtONiL PAPERS. 
 
 special remark. With regard to the statement that Government planted 
 its schools at first in the most favourable stations it could find, generally 
 in the chief town of an important district, 1 may again refer to the list 
 already given in paragraph 3 of ray letter, No. 1737, of the 1st May 1879, 
 of large and important towns which have been deliberately left without 
 any Government schools for general education, viz., Vizagapatam, Viziana- 
 grum, Cocanada, Masulipatam, Nellore, Vellore, Tanjore, Negapatam, 
 Mannargudi, Trichinopoly, Palamcottah, Tiunevelly, Coimbatore, Ranmad, 
 Conjeeveram, and Chidambaram. Nearly all these stations are far more 
 favorable localities for schools than, for instance, Kurnool and Cuddapah, 
 at which Government schools have been established. 
 
 12. The Committee consider that the superiority of Government schools 
 is obtained " at the cost of the exclusion of religion, without which 
 efficient teaching of even moral duties is impossible." " There is nothing," 
 they add, " to prevent the direct and efiicieut teaching of moral duties in 
 either of the two great classes of aided institutions. In Mission schools 
 the thing is actually done. In schools managed by Conmiittees of native 
 gentlemen or local Committees of any kind, there would be no objection 
 to its being done if the managers desired it." This seems to mean that 
 moral training is attended to in Mission schools, that it might be attended 
 to in Hindu or Mahomedau schools, but that it cannot be attended to in 
 Government schools. This seems to me a very extraordinary proposition. 
 The following extract from " Standing Orders for Government schools and 
 District Book Dep6ts" wrill, I trust, show that the moral training is not 
 wholly neglected in Government schools : — 
 
 " Government schools being conducted on the principle of religious neutrality, 
 no creed is taught in them, but the great truths of natural 
 "' religion and morality are common to all mankind. The 
 reading books contain lessons on benevolence, justice, truth, purity, and order, 
 and they inculcate the existence of a Supreme Being, who reveals his power and 
 goodness in the works of creation. Both English and Oriental literatui-e teem 
 with noble sentiments. History is full of heroic deeds. It is also full of great 
 crimes and should ' be constantly used to exercise the moral judgment of the 
 young, to call f oi'th sympathy with the fortunes of the human race, and to expose 
 to indignation and abhorrence that selfish ambition, that passion for dominion, 
 which has so long deluged the world with blood and woe.' Every teacher will 
 take advantage of suitable opportunities for cultivating the moral sense of the 
 pupils entrusted to his charge, but it must be remembered that example is more 
 efficacious than precept, and that the tone of a school will largely depend on the 
 personal character and conduct of the masters, and especially of the head master. 
 It is, however, mainly in the play ground and in the home circle that the character 
 is formed and moral precepts are reduced to practice. By' mixing occasionally 
 with the pupils in their sports and out-door exercises, the teachers will find 
 opportunities of discountenancing quarrelling, bullying, the use of bad language, 
 cruelty to animals, and other vicious practices, but no attempt should be made 
 to learn what goes on out of school by encouraginsr the practice of tsile -telling. 
 Complaints are sometimes made that the system of education now in vogue has 
 
THE DIRECTOR'S THIRD REPLY. 137 
 
 an unfavoriiblo effect on tlio manners of the pupils, and that tbey arc apt to be 
 wanting in politeness and respect of tlieir elders and superiors. It will bo tbe 
 duty of the teachers to check any exhibition of this .spirit, but on the other baud 
 they should not eucounigc any return to the cringing servility which sometimes 
 characterized the old school. Schools in large towns arc often attended by 
 pupils who come from a distance and have no relations or friends to receive them. 
 Lodging-houses should, if possible, be established for the reception of such pupils 
 under the care of the masters or of other respectable persons. In these lodgings 
 the pupils would live more comfortably and cheaply than in stray lodgings ; they 
 would work with less interruption and be less exposed to temptation. The 
 precise nature of the arrangements to be made must depend on local circum- 
 stances." 
 
 As far as I have had an opportunity of judging, men brought up iu 
 Mission schools are not more religious or moral than those who have been 
 educated in Government schools. In both cases the education which they 
 receive seems to have the effect of shaking their faith in their own religion, 
 but it does not make them Christians, and sometimes the system now 
 pursued in Mission institutions seems to have the effect of engendering a 
 hati'cd of Christianity. Many earnest and experienced men are beginning 
 to doubt whether the moral effect of compelling a boy to receive instruction 
 in a religion which he disbelieves is altogether wholesome and fear that it 
 has a tendency to make him a hypocrite. Tlio Reverend Mr. Listen, Act- 
 ing Senior Chaplain of the Church of Scotland, has recently published a 
 pamphlet on " Christian Colleges as a Missionary Agency," from which 
 the following extracts are taken : — 
 
 " Besides, I believe the pi-opriety of Missionaries engaging in the higher 
 education, to the sacrifice of evangelistic work, is a subject which should be more 
 ventilated and discussed at home than has hitherto been done. I believe the 
 public iu Scotland are not aware of the true merits or demerits of this system as 
 a Missionary agency, and, if it were represented in its true light I fear it would 
 not receive that support which has hitherto been accorded to it. 
 
 " And, perhaps, you -^vill allow nie to add here a few additional reasons that 
 seem to me to militate against the usefulness, in the Missionary sense of the 
 word, of the so-called Christian colleges, but which in my idea differ very little 
 indeed, except iu name, from the Government colleges. 
 
 " And the./ir.sf rea.son I would offer is, the utter barrenness of the Missionary 
 fruits that have hitherto sprung from the efforts put forth in the direction of the 
 higher education. We have, indeed, turned out from these institutions sharp, 
 clever sceptics. These can be counted by the score and by the hundred, but I 
 am not aware of any instances of true conversions or of additions to the Church 
 of Christ brought aljout through the agency of our Christian colleges. 
 
 " In former days the ambition of the Missionaries was to gain so many natives 
 over to the cause of Christ, and education was regarded as useful only so far as 
 it helped to this result. Now-a-days, it seems to me, education is regarded by 
 some of our Missionaries as an end in itself, and their pride is to pass so many 
 candidates for honors at the Madras University. 
 
 18 
 
138 EDUCATIONAL PAPERS. 
 
 "It will not do to say 'Oh! we can teach the Bible in these colleges even 
 tlioujjli it is not proscribed by the University authorities.' We can, no doubt, if 
 wo please. JJut then, if wo do, we will be guilty of two things which are not 
 oonuncndable : Fird, vre will be teaching the Bible under false pretences. This 
 institution professes to be a college, and a college exists for the purpose of 
 qualifying for a degree. But then the authorities of this college declare their object 
 is uot so much to qualify for a degree as to be al)le to teach the Bible to advanced 
 students. If this is the object, then, I submit, the term ' ("hi'istiau Colleije* 
 is a mere misuomcr. If it is not this, thou it is quibbling of a most puerile 
 character. And the natives axe sharp enough to take advantage of our quibbling. 
 They are ready to take advantage of tlie largest amount of secular oduciition that 
 Avill qualify for a degree at the very cheapest rate, as it is offered at the Christian 
 College, with the least possible amount of Bible iusti-uction. And in this way the 
 Christian College defeats its own object. And this is no mere fancy of my own, 
 but it is the result which practical Missionaries, laboring in this very field, have 
 already experienced. The establishment of Christian colleges, instead of in- 
 creasing the love and study of the Bible, has diminished this to a considerable 
 extent. Thus, Mr. Ellis, whose voice, alas ! is now silenced in death, writing in 
 the Api-il number of the /(w/i'tm KramjpUcal Revieiv, records this fact — ' We can- 
 not of course assert dogmatically that the Bible- teaching in our schools is result- 
 less because, and only because, of their counection with the Universities ; but 
 we do know that, before the establishment of that counection, results were 
 obtained which are absent no\v.' The second thing we will be guUty of is, that 
 we will be wasting the time of the students, so far as his obtaining a degree is 
 concerned, by so much time as is occupied with this religious instruction. Re- 
 member I do uot say that the study of the Bible would be a waste of time to any 
 one, far less to the native students. But what I mean is, that these students 
 attend college for the purpose of qualifying for a degree. That is the purpose, 
 and the sole purpose, for which they pay their fee to the institution. And as 
 the Bible is not prescribed as a text-book in the curriculum of the University, 
 the teaching of it, in this light, becomes a waste of time. The natives thus come 
 to look ui)0u the study of the Bible, uot as a pleasure, but as a premium they 
 have to pay for the lower scale of foes charged in these institutions compared with 
 the (lovernment College. The writer above quoted bears testimony to this fact 
 from his own experience. He says that now ' the Bible is looked upon with a 
 more unfriendly eye than formerly, and it is admitted amongst a student's books 
 at a Missionary institution, not because he has any interest in the study of it, but 
 merely because his teachers there are considered more capable of getting him up 
 in the subjects which must be studied.' 
 
 " There is oue condition under which I can conceive it would be 
 legitimate, and almost necessary, for Missionary Societies to establish 
 such high educational iustitutions. And that is if there were no opportunities 
 olTered to the natives of attaining to the higher l)ranches of learning. Then 
 it would be a philanthropic undertaking, aud it would be of unspeakable 
 benefit to the public that such colleges should be established. But this 
 condition does not at present exist. It is upon the Government that 
 such a duty legitinuitely devolves, and they have uot been blind to the 
 necessity, nor shirked their responsibilities in this matter. The Goveru- 
 meut have, at great expense and much annual outlay, met the wants of the 
 
THE DIRECTOR'S THIRD REPLY. 139 
 
 public in this respect. We have the Presidency College and other Government 
 institutions where all who are anxious to have the letters F.A. or B.A. aftixed to 
 their najiies have the oppoi-tunity of gratifying their desire, if they have the 
 ability and perseverance to master tlie sabjpcts prescribed. In these circum- 
 stances the establishment of a Christian college ceases to be a philanthi'opic 
 enterprise. It becomes a work of supererogation and a waste of money into the 
 bargain, as I shall endeavour to sho^v when I come to answer the last (juestion 
 proposed. Taking an uuliiased and impartial view of the whole case, it seems to 
 me that these Missionary colleges do not rest solely upon the Christian foundation 
 the name seems to imply, and I cannot help feeling thei-e is an element of direct 
 oppositiou and antagonism to those efforts which the Government are putting 
 forth for the welfare and progress and advancement of the inhabitants of this 
 laud. 
 
 " Now this is a most serious subject, and it is a position which I believe to be 
 not only financially false, but very nearly morally wrong. It is putting the 
 Missionary in antagonism to the Government v/hicli they are bound, under the 
 laws of Christianity which they pi'each, to support. If the natives are tnught 
 by the Missionaries to believe that the Government iinder which they live are 
 atheists and unbelievers, and that their chief object in their colleges is to make 
 the pupils ' self-seekers,' ' time-servers,' and men of ' a low moral tone ;' if this 
 is not a slander on the Government, it is certainly not at all honorable to the 
 Christianity which Government, in common with the Missionary, believe, and it 
 is not calculated to make Christianity more attractive to the native. I regret 
 that a Missionary of such a high standing as Mr. Miller of the Free Church 
 College, jMadi-as, should have brought such a charge against the authorities. It 
 is simply a gratuitous assertion on his i^art. If it can, it is clear enough it has 
 never yet been proved. The Professors of the Presidency CoUege might, with 
 just as much foundation and reason on their side, retaliate that our Missionary 
 colleges wei-e turning out hypocrites, formalists, and deceivers. But the Princi- 
 pal of the Presidency College has slKiwn a better Christian spirit and refused to 
 take this course, as can be seen in his letter to the Madras Mail in reply to 
 Mr. Miller's accusation. In the matter of education I believe the Government 
 are doing wisely and well and to the full extent that is demanded of them. Let 
 us have more confidence in their honest, earnest desire to do good, even though 
 their efforts in this direction be not the precise copy of the method which we 
 would follow, and it will be better, far better, for all parties than this kind of 
 railing. 
 
 * * * * 
 
 " I cannot better conclude my remarks on this subject than by quoting the 
 closing observations of the author already referred to : ' We believe the time 
 has come when men have become sensible of the fact that the University coui'se, 
 University examinations, and Univei'sity degree as a means of fitting a man for 
 practical, useful, and beneficent life are a delusion and a snare. And we make 
 bold to say that the majority of sensible people throughout the land would hail a 
 better system with joy. If the great Missionary institutions would with one 
 accord throw off the yoke and determine henceforth to seek to prepare men for 
 real life— leaving it to themselves to take a degree or not as they pleased— afford- 
 ing them such facilities for doing so as they could, after the more practical and 
 useful course had been passed through— and declare thus openly and honestly to 
 the Indian world their true mission — we firmly believe they would in no wise be 
 
140 EDUCATIONAL PAPERS. 
 
 STifferers — nay, on the contrary, thoy would bo gainers. They would, by doing 
 so, place themselves on the only sure footing proper to Missionai-ies of Christ, 
 and by turning out men qualified for life — imbued with Christian morality and 
 common sense— they would gain in their own proper self-esteem and in the 
 esteem of every right-minded Hindu and Mahomedan and in the esteem of the 
 King whose kingdom we are here to people. We then might set ourselves to the 
 business of life — not the glory of the University — not the glory of the college or 
 school with which we are connected — but the glory of Christ, in the immediate 
 salvation of pupils who, it might be, would be drawn from a more humble sphere 
 than now, but would be equally acceptable, when presented in the robe we bring 
 them, as the very highest in the land.' " 
 
 13. Under the system now pursued all schools in which English is 
 taught whether Government or aided, are rapidly becoming self-supporting. 
 It has been shown that some are already entirely self-supporting, and, if 
 both classes of institutions are maintained, it is probable that in a very 
 few years they will cost the State nothing and may then be largely multi- 
 plied. It is possible that, if this had been foreseen when the despatch of 
 1854 was framed, the despatch might have been somewhat differently 
 worded. I think that it may be fairly asserted that the Government 
 schools have done far more than the aided schools in teaching the inhabi- 
 tants of this Presidency that, if they want to give their children a good 
 education, they must pay for it. It is in these schools that the highest 
 fees have always been levied and that the example has been set of 
 gradually raising these rates. In many cases it is cheaper now for Gov- 
 ernment to have a school of its own than to give a grant to an aided school. 
 It is undoubtedly the fact that, although a few Government schools have 
 been occasionally closed, no general measure for closing Government 
 schools and replacing them by aided schools has been proposed in this 
 Presidency, but in this respect the course pursued here does not differ 
 from the course pursued in other parts of India. 
 
 XIII. GOVERNMENT ORDER. 
 
 No. 27. Order thereon, 12th July 1880, No. 269. 
 
 The memorial of the Executive Missionary Educational Committee, 
 together with a copy of the Director's letter, will bo forwarded to the 
 Secretary of State, accompanied by a letter stating that His Grace the 
 Governov in Council is of opinion that the memorialists have no just 
 ground of complaint against the policy impugned. 
 
 (True Extract.) 
 
 R. DAVIDSON, 
 
 Chief Secretary. 
 
CONCLUDING MEMORANDUM. 141 
 
 XIV. CONCLUDING MEMORANDUM. 
 
 TiiK Committpc deems it fle.sirabl(! to close the rlisenssioTi by a 
 few T(!niarks on Colonel ^lacdonald's reply to their Memorial 
 to the Secretary of State, and accompanying memorandum. 
 
 2. In this reply, as in his previous pa[)ers. Colonel ATacdonald 
 says much about the bearing of the present discussion on himself 
 personally. This is an aspect of tlie question that the Com- 
 inittee has never made prominent, and has no desire to dwell on. 
 It is important, however, to observe how Colonel Macdonald 
 argues as if the whole question would be disposed of if he could 
 succeed in showing that the Government of Madras, or the 
 Secretary of State, is responsible for the items of expenditure 
 iu the rapidly increasing outlay on direct Government educa- 
 tion. This appears throughout the third paragraph of his 
 reply. Similarh', in the conclusion of his paper, paragraph 13, 
 he seems to hold that the failure to cari*y out the policy of the 
 Despatch of 185-4 by gradually removing Government schools, is 
 sufficiently defended by the statement that " the conr.se pursued 
 in Madras does not differ fi-om tlie course pursued in other 
 parts of India." ]3ut the question of who has been re.sponsible 
 for the course that has been pursued, has no real bearing on the 
 plea of the Memorial. The gist of that plea is this :— That the 
 Despatch of 1854 prescribes that Government institutions for 
 the higher education ai"e to be gradually given up as other 
 institutions rise to fill their place ; but that, instead of this, 
 Government institutions are being so extended and strengthened 
 that their removal will soon become extremely difficult, if not 
 impossible. 
 
 No doubt this Committee has indicated an opinion that the 
 constant strengtliening and development of direct Government 
 education is largely due to the suggestion of Directors of Public 
 Instruction : — but the correctness or otiierwise of tliis opinion 
 is entirely a side point. If still higher officials have deliberately 
 extended and strengthened the system of direct Government 
 education, it only makes the cause of complairit more grave. 
 And if tlie failure to carry out the policy of 1854 be univei-sal 
 throughout India, it only makes it more clear either that a 
 change of policy ought to be openly declared, or that the policy 
 of the Despatch should begin to be carried out. 
 
 3. In paragraph 4 of his reply, Colonel Macdonald evades 
 the point of what the Committ{^e has contended for. It seems 
 desirable therefore to restate the real question. 
 
 The principle on which grants to aided schools have been 
 recently reduced is that as fees increase grants should be pro- 
 portionately diminished. The Committee has said nothing 
 
142 EDUCATIONAL PAPERS. 
 
 against this principle, or against its being practically applied. 
 It niaiiitaiiied, however, that the same principle shonld be 
 applied to Groveriiment schools, and that when fees increase in 
 them the amoniit thus set free shonld be applied either to 
 purposes of general utility, or to the extension of aided educa- 
 tion as provided in the Despatch of 1854. This has not been 
 done. Oil the contrary, tlie Director expressly claims that all 
 the money saved by the increase of fees in Government schools 
 may be legitimately applied to the enlargement and develop- 
 ment of these institutions. He admits too that not only have 
 all savings been employed in this way but that a large sum 
 besides has been devoted to the same purpose. This appears to 
 the Committee to be indefensil)le. 
 
 With regard to the additional income drawn by aided schools 
 from increased fees up to the time of the late i-ednctions, there is 
 ample proof in tlie annual stati.^tics that it was " spent in the 
 exten.sion and development of aided education." 
 
 4. In paragraph 5, Colonel Macdonald withdraws attention 
 from the real point at issue. He announces that Rs. 0,371-14-8, 
 ont of the increase of Rs. 55,327-2-0 on the net annual outlay 
 npon Government schools, was spent on apparatus, and that 
 " the Committee can scarcely be right in calculating that air- 
 pumps and physiological charts receive pensions." It may be 
 quite true that cm one-iiinfh of the additional expenditure, the 25 
 per cent, for pensions should not be reckoned. Yet surely this 
 does not in any way affect the general principle that an estimate 
 for pensions must be added if the real expenditure upon Govern- 
 ment schools is to be faiily calculated. 
 
 5. In paragraph 6, Colonel Macdonald complains of his views 
 being misrepresented. Tlie original words are not very clear, 
 and certainly tliis Committee does not object to the principle 
 that the most should be made " of the limited sum available by 
 gi-adnally reducing the grants to schools wdiich ai-e to a large 
 extent self-supporting and giving new grants to those schools 
 which are most in need of aid." It is admitted, however, that 
 an increasiiig amount of the limited sum available has been 
 spent on direct Government education. It is also believed 
 that a large proportion even of the amount saved by the recent 
 reduction of grants, has been, or will be, devoted to the same 
 purpose. This policy the late Director not only acted npon but 
 has expressly defended in all his papers. He has no ground of 
 comphiint if liis words are interpreted where they are ambiguous 
 by the light of his well-known and admitted views and practice. 
 
 G. In his seventh and eighth i)aragraphs, Colonel Macdonald 
 reverts to the question of the reopening of a Middle School in 
 the Presidency College. The Committee will not ti'avel again 
 over the old ground ; but some of the statements now made for 
 the first time cannot be allowed to pass unnoticed. 
 
CONCLUDING MEMORANDUM. 143 
 
 (a.) It is a mere truism to say that " any other institution in 
 Madras or elsewhere can produce exactly the same 
 results if the same number of boys join the classes 
 and are willing to pay the sanu'. fees." But this leaves 
 out of account, — what Colonel ]\biC(lonald mnst be well 
 aware of, — that, in the [jreseni st;ite of feeling, 
 the merf! fact of a school being a Government school 
 and snppoi'ted by the influence of a Groveriiment 
 Department, draws pu])iis to it and makes them 
 Avilling to pay liigiier fees than they would pay to a 
 school admitted to be as good or even better but 
 destitute of Government prestige. 
 
 (h.) It is incorrect to say, as Colonel Macdonald says : — 
 "There is nothing to prevent the managers of 
 aided schools from charging the same fees in the 
 upper and lower fourth as are charged in the Pre- 
 sidency College. Tlieir yjupils could not go to the 
 Presidency College, for there is no room there for 
 them, and as regards tlie third, second, and Krst 
 classes, it is obvious that the difficulty is purely 
 imaginary, as there are no such classes in the Pre- 
 sidency College." 
 In regard to the three lowest classes it is generally felt, 
 as Colonel Macdonald admits in the very paragraph 
 under consideration, tliat the fees in all schools are 
 already high enough. It is in the four advanced 
 school classes that there is room for an enhancement 
 of the rate of fee. If the fees of aided schools were 
 I'aised in these classes and a large number of boys 
 thus sent to seek admission into the school classes 
 of the Presidency College, there is much reason to 
 fear that room would soon be made for them. New 
 classes would probably be opened to receive them, 
 and the late Director's favouril-e argument might be 
 resorted to, viz., that this could be done without 
 additional expense to Government. But even if all 
 candidates beyond the present number were steadily 
 refused, it is certain that the best among the candi- 
 dates would be carefully selected, and Aided schools 
 would be as irretrievably damaged as if theii- piipils 
 were lessened in point of number. If once the Govern- 
 ment school were able to pick out the most promising 
 pupils from all the scliools — and the equalizing of the 
 fees, would at present enable it to a great extent to 
 do so — it is plain that the whole character and position 
 of aided education would be lowered, and that men 
 who had a genuine interest in educational work would 
 be deterred from labouring in Aided schools. 
 
144 EDUCATIONAL PAPERS. 
 
 Tlio late Director seems determined to ignore the fact that 
 there cannot, at present, be any fair competition upon equal terms 
 i)et\veeii a Government and an Aided school. The former has a 
 weight of influence in the community which scarcely anything 
 can counterbalance. When such schools come into dii-ect com- 
 petition, some diffei'ence in fee is usually the only chance that 
 n(m-(fovernment institutions have of so much as preserving 
 their existence. Sucli a state of public feeling may be regretted, 
 but it is none the less a fact that i-equires to be taken into 
 account. If the Educational Department is determined to con- 
 sider the interest of its own immediate schools alone, it can 
 drive all competition from the field by simply extending and 
 enlarging them. If such irresistible power were wielded by 
 any private body, nothing perhaps could be expected but that 
 thej- should use it to the utmost. It is different in the case of 
 a Depjirtment that exists for the good of the community at 
 large. It Avas decided in 1854 that the development of aided 
 education was for the highest interests of India, and it seems to 
 follow that all that circumstances render necessary for its healthy 
 development should be done. It is this that gives us some 
 right to expect that the Educational Department will not 
 employ its acknowledged power in the interests of those institu- 
 tions only which are under its direct control. 
 
 7. The case of the Madras Christian College, brought forward 
 by Colonel Macdonald in his ninth paragraph, will probably 
 be laid before the Seci-etary of State sej)arately ; but there is 
 one point connected witli it which this Committee feels bound 
 to notice. One of the reasons here alleged for the grant 
 to this College being reduced to less than one-sevmth of its 
 expenditure, is that its " managers had come in possession 
 of funds from other sources." We do not dwell upon the 
 incorrectness of the statement, at least if it be taken in its 
 obvious sense ; for the local managers of the College, with whom 
 alone the Director has to do, have received no important addi- 
 tion to their resources for a very . considerable time. But the 
 principle that underlies the reason for reduction of grant 
 assigned by the Director is a very dangerous one. That principle 
 seems to be that when parties interested in an institution contri- 
 bute anything for its enlargement and development, its grant- 
 in-aid should be correspondingly reduced. 
 
 It will not be denied that if tlie Madras Chi-istian College 
 Avere to be an efficient and fully equipped institution, it needed 
 larger funds than it possessed in 1872, when the grants for which 
 it was qualified under the rules were first distinctly refused to 
 it. Xow it appears to the Committee that if the managers 
 succeeded in ])rocnring from friends of the College some portion 
 of the funds so urgently required, their doing so would be a 
 strong argument iu favour of Government enlarging its grant. 
 
CONCLUDING MEMORANDUM. 145 
 
 It seems to be maintained by the late Director on the contrary 
 that Government sliould reduce its grant by wliatever amount 
 the College succeeded in obtaining from those who were anxious 
 to improve it ; — in other words that all additional contributions 
 made to it should be simply appi'opriated by Government. 
 Doubtless Colonel Macsdonald would shrink from formulating 
 such a rule ; but we ai'e unable to see any meaning but this in 
 the statements that he m.akes. We arc cn'tain tliat this is a 
 rule on which Government does not mean to act. It would be 
 supertluous to point out that their acting on it even to a small 
 extent would quickly put an end to all voluntary effort in behalf 
 of Indian education. 
 
 8. It ap[)ears from the tenth paragraph of Colonel Macdonald's 
 reply that the three new Government Colleges lately opened 
 are intended to be officered by an inferior class of men, and 
 therefore to be somewhat less expensive than the colleges of the 
 same grade already in existence. This was not previously 
 explained, but it serves only to make the opening of such 
 colleges still moi'c objectionable. In the present circumstances 
 of India, it is far more impoi'tant that the higher education 
 sliould be of good quality than that it should be rapidly extended 
 at Government expense. Even with an inferior class of teachers, 
 the new colleges cannot be carried on without considerable out- 
 lay. To spend a large sum annually on developing an inferior 
 kind of higher edneation, when the high class colleges already 
 in existence are amply sufficient for the wants of the community 
 when the leading Aided College is crippled by a most dispropoi'- 
 tionate reduction of its grants, and when so little is being done 
 for the instruction of the masses, does not seem to be the way 
 "to make the most of the limited sum available." 
 
 9. As the late Director dismis.ses paragraphs 10 and 11 of the 
 Committee's memorandum by saying that they present " very 
 little which calls for any special remark," it may be convenient 
 to recapitulate the points advanced in the.se paragraphs. They 
 are these : — 
 
 {(t.) That the Memorialists were not fairly chargeable with 
 aiming at the substitution of Mission for Government 
 schools without any reference to the wishes of the 
 people, but were pleading for the avowed policy of 
 promoting and developing aided education generally. 
 
 {h.) That the fact of native gentlemen being fairly content 
 with things as they^ are, is not allowed to .stand in the 
 way of measures tliat tend to progress in otlier matters, 
 and ought not to be allowed as an argument against 
 sucli measures in things cojinected with education. 
 
 (c.) That t^e, not very great, extent to which Government 
 schools are more successful than aided schools in 
 passing their pupils through examinations, is capable 
 
 19 
 
146 EDUCATIONAL PAPERS. 
 
 of complete and easy explanation without ascribing 
 any necessary inferioi'ity to the latter. 
 (d.) That if the Educational Department strcnaoasly endea- 
 voured to encourage and develop aided education, 
 schools under local management might easily produce 
 the most satisfactory educational results. 
 (e.) That altogether apart from the question about success 
 at examinations, the system of aided education is 
 fitted to fostei^ a self-reliance and a public spirit which 
 may be extremely valuable to the community at 
 large. 
 (/.) That by fair inference from his well considered words it 
 is now plain, as has been alleged by the Committee, 
 that the late Director aimed at reversing in essential 
 particulars the policy announced in the Despatch 
 of 1854. 
 These are the points, — none of them unimportant, — to which 
 it now appears that Colonel Macdonald has no reply to make. 
 10. The only point in the tenth and eleventh paragraphs 
 of the memorandum that is dealt with in the reply, is the 
 0)Hnion expressed by the Committee on the moral aspects of the 
 whole question. This point is discussed at great length, and on 
 this discussion of it the Committee would make the following, 
 remarks : — 
 
 (a.) The Committee expressed their opinion tliat eflScient 
 moral training is not possible if it be wholly dissociated 
 from relio-ion. They did not mean to adduce proof of 
 this opinion. It must be proved or disapproved on 
 laro-er o-rounds than could be explained in a brief 
 memorandum. Colonel Macdonald's opinion is evi- 
 dently very different, but his calling the opiTiion of the 
 Committee " an extraordinary proposition" does not 
 show that he is right or that they are wrong. Neither 
 does his quotation from the Standing Orders show 
 this. The Committee did not say that no attempt 
 could be made to give moral training in Government 
 schools, but only that such an attempt, if made, was 
 not likely to prove successful. Tliey fail to see how 
 good advice to teachers given in a book which few 
 pupils are likely to peruse, proves even so much as 
 that an attempt is made to give moral training in 
 Government institutions. Certainly they cannot see 
 how the quotation in question can be held to prove 
 that moral training is not only given in these institu- 
 tions but that it pi-oves efficient. 
 (h.) Colonel Macdonald maintains that as far Q^s he has " had 
 an opportunity of judging, men brought up in Mission 
 schools arc not more religious or moral than those 
 
CONCLUDING MEMOKANDVM. 147 
 
 who have been cflucatod in Govcrnmoiit schools." 
 Without, raising any question about wliothcr Colonel 
 Macdonalfl has or has not shown himself to be an 
 accurate observer, we would point out that his 
 remark procc^eds on an erroneous assumption. He 
 seems to think that those brought up in Mission and 
 in Government schools are kept apart and exert no 
 influence on each other. Of course the fact is 
 that the pupils of both classes of institutions mix 
 with and affect each other both in their school days 
 and in after life. An influence for good or evil that 
 takes effect on any section of a community, and 
 especially of such a coinmunity as the Hindu, spreads 
 in a considerable degree to all. Some decision of the 
 question raised by Colonel Macdonald might be ai'rived 
 at by means of direct observation, if it were possible 
 to compare the whole body of educated natives as 
 they are with what they would be if there were no 
 Mission colleges and schools among them ; — or if it 
 were possible to find separate and tolerably large 
 bodies of men who had grown up wholly under the 
 influence of Mission schools on the one hand or 
 Government schools on the other. This, however, is 
 not possible. The question of how an efficient moral 
 ti'aining can be secured, must plainly be decided by 
 somewhat larger considerations than those Colonel 
 Macdonald has recourse to. 
 (c.) Colonel Macdonald suggests rather than affirms that the 
 training of Mission schools is morally hurtful, and in 
 particular that it tends to make a boy a hypocrite, 
 and sometimes engenders a hati-ed of Christianity. 
 It is hard to see how teaching a boy religious truths 
 which he disbelieves should make him hypocritical, 
 any more than teaching him those scientific truths 
 which are quite as much opposed to the beliefs of a 
 Hindu boy commencing his education as any of the 
 truths of Christianity. 
 As to the allegation that " the system now pursued in 
 Mission institutions seems to have the effect of engen- 
 dering a hati^ed of Christianity ;" it is probably true 
 that some such cases have occurred. In every age 
 and country close contact with the truth has some- 
 times the effect of rousing strong hatred of it, 
 though this takes place more commonly with those 
 who are of mature thaji of tender years. But all who 
 have any acquaintance with the working of Mission 
 colleges and schools know that such cases are of 
 rare occurrence, and that the ordinary effect of mis- 
 
148 EDUCATIONAL PAPERS. 
 
 siouai'Y edncatioii is the exact opposite of what 
 Colonel Macclonakl has suggested. There would be 
 no difficulty iu establishing this ; but even if this 
 were a suitable occasion, it would bo absurd to adduce 
 elaborate proof of what every South Indian Mission- 
 ary knows. 
 ((?). It is almost amusing to find Colonel Macdonald driven 
 to rely on the support of sucii an ally as LIr. Listen, 
 whose ignorance of the scheme alike of Government 
 and non-Government education is so fully evidenced 
 even in the few extracts from his pamphlet that the 
 late Diix'ctor quotes in his reply. Of course this 
 Committee need not argue seriously against charges 
 which will be recognized at once as a reproduction of 
 the loose talk against missionaries that is current in 
 ordinary society. But it is perhaps worth while to 
 point out that Mr. Listen's attack, — such as it is, — 
 upon missionary education proceeds on ground that is 
 exactly opposite to that taken up bv the; late Director. 
 Tile one charge into which all Colonel Macdonald's 
 arguments against Christian education run back, is 
 that it is ■p'^'Oselytizi'iKj, and that it would tlierefore be 
 dangerous to encourage it. The one chai'ge that Mr. 
 Listen makes against Christian colleges is that they 
 are itot proselytizing. Colonel Macdonald avoids 
 indeed those parts of Mr. Liston's pamphlet iu which 
 this chai'ge is most distinctly made ; but the parts 
 quoted are enough to show that this is the gist of 
 Mr. Liston's indictment, at all events to those who are 
 familiar with the current prejudices of which his 
 pamphlet is the expression. One could hardly have 
 ii, better illustration of how extremes meet, than to 
 find one who wishes to put down mission education 
 because its only aim is to proselytize, leaning for 
 support on one whose objection to Christian colleges 
 is that they do not " pi'oselytize" at all. The two 
 opposite accusations may be safely left to ausw'cr each, 
 other. 
 Probably the one point in which the most carefnl 
 examination can find substantial agreement between 
 Colonel Macdonald and Mr. Listen is in their both 
 holding that with regard to the supply of the higher 
 education " it is upon the Government that such 
 a duty legitimately devolves," and therefore, in 
 Mr. Liston's phraseology, that for the Christian 
 church to engage in education is " putting the mis- 
 sionary in antagouism to the Government which they 
 are bound, under the laws of Christianity which 
 
^ONCLtJDlNG MEMORANDUM. 149 
 
 they pvcacli, to suppoi't." In this point no doubt 
 the late Director and Mr. Listen really agret; ; but 
 in holding this opinion the}^ arc diametrically opposed 
 to Government itself, which has always invited help 
 in educating India from non-Government bodies, 
 which declares that it has established high class 
 institutions of its own only to meet a temporary 
 difficulty, and which has announced that it intends 
 to withdraw these institutions so soon as others under 
 local management are prepared to take their place. 
 11. Once again, in his thirteenth paragraph, Colonel Mac- 
 donald seems to plead for the reversal of the policy of the 
 Despatch of 1854. The words indeed are not particularly clear, 
 but to all appearance they express a wish that scliools directly 
 managed by the Educational Department should " in a few 
 years be largely multiplied." This is the only interpretation of 
 the words that seems to call for the euloginm upon Govern- 
 ment .schools that follows. Now with i-egard to this praise of 
 Government schools a few remarks seem desirable in conclusion, 
 (rt.) In all cases where it is " cheaper for Government to 
 have a school of its own than to give a grant to an 
 aided school," a locally managed institution, if it were 
 only countenanced by the Department, would be 
 perfectly able to maintain itself without any grant at 
 all. 
 (6.) This Committee has never been animated by an un- 
 reasoning hatred of Government schools, and has no 
 inclination to deny that tliey have been useful in 
 a variety of ways. The views of the Committee 
 upon this point are exactly those of the Despatch 
 of 1854. A quarter of a century ago some Gov- 
 t!rnment institutions for higher education were use- 
 ful and even necessary ; but great changes have 
 taken place, and the need for Government schools 
 that existed then does not exist in anything like 
 such large measure now. We freely admit that Gov- 
 ernment schools have taken an important place along 
 with other agencies in bringing about these salutary 
 changes. The Committee believe that in consequence 
 of these changes the time has f nlly come when a 
 beginning may be safely ma,de in leaving the higher 
 education to local effort, and Avhen the attention and 
 the direct outlay of the Educational Department 
 ought to be much more largely turned upon the 
 education of the masses, — an object for which Govern- 
 ment effort is still greatly needed. 
 (c.) In the face of the avowed policy of Government, the 
 Committee seems scarcely called upon to point out 
 
160 EWOATlONAL PAPMS. 
 
 the inexpediency of such perpctimtion and extension 
 of Government institutions foi- higher education as 
 Colonel Macdonald desires. It is jjerfectly ready to 
 concede to the late Director that there are certain 
 advantages in direct Government education, and that 
 by looking at tliese advantages alone and passing over 
 its disad vantages, a plausible argument might be con- 
 stracted in favour of maintaining, strengthening, and 
 enlarging direct Government institutions and thus 
 driving local effort from the field. The Committee 
 believes however that when advantages and disadvant- 
 ages are fairly weiglied, every wise statesman will see 
 that a policy by which local effort and public spirit arc 
 fostered ought to be preferred to one in which " every- 
 thing is done for the people and nothing by the people," 
 even though the latter have some subordinate advant- 
 ages which the former does not share. In adhering to 
 this opinion the Committee mere!}' re-echoes what was 
 said so well by those who framed the Despatch of 1854. 
 But whether this opinion be correct or not, the Com- 
 mittee can scarcely be wrong in asking that if the 
 advantages of a centralized and bureaucratic adminis- 
 tration have come to be so highly valued that Govern- 
 ment schools are henceforward to be multiplied, with 
 the inevitable result of discouraging and at last elim- 
 inating local effort, at least this entire change of 
 policy may be made only by the highest authority, 
 and only after full deliberation, and that when made 
 it should be openly avowed. 
 
APPENDIX A. 
 
 MEMORIAL ON THE RESULT GRANT 
 RULES. 
 
 To 
 
 His Grace the Governor in Council, 
 
 Fort Saint George. 
 
 The Memorial of the undersigned Members 
 of the South Indian Conference on 
 Missions assembled at Bangalore — 
 Jane 1879. 
 Humbly sheweth, 
 
 Your Memorialists, who I'epresent various Missionary Socie- 
 ties, now met together in Bangalore, being largely engaged in 
 the work of Elementary Education throughout this Presidency, 
 desire humbly to approacb Your Grace iu refei-ence to the 
 present " Result Gi'ant Rules," which, in the opinion of Yonr 
 Memorialists, by tlieir undue severity ai'e exercising a disastrous 
 influence on Elementary Education — and we pray that the 
 subject may receive the attention of Your Grace in Council with 
 a view to the modification of those rules. 
 
 2. Your Memorialists beg to adduce the following proofs in 
 support of their assertion that the Result Grant Rules require 
 modification. The results of the past year show that — 
 
 («) Many Managers and Teachers of Schools, especially in 
 the rural districts, who in former years received grants of from 
 Rs. 50 to Rs. 100 for their Schools, have this year received less 
 than Rs. 10. 
 
 {l>) Many Schools of a still more elementary character which 
 have received aid under the result system in former years have 
 this year failed to gain any grant whatever. 
 
 (c) The bulk of the money voted by the Local Fund and 
 Municipal Boards, iu Tinnevelly, Tanjore, Madura, and other 
 Districts for elementary education for the year remains unclaim- 
 ed, tlie Schools, which for several years had gained adequate 
 grants, utterly failing to do so this year. 
 
 The consequences are, that the School-masters and Mistresses 
 generally are discouraged, and in many cases schools have been 
 closed and the teachers have been compelled to seek their live- 
 lihood elsewhere. 
 
 Your Memorialists fear that if these rules remain in force 
 many thousands of boys and girls throughout the Presidency 
 will be deprived of elementary education, and elementary schools 
 
152 EDUCATIONAL PAPERS. 
 
 will receive a check from which it will take them years to 
 recover. 
 
 8. Your Memorialists cannot comprehend why the Result Grant 
 Standards in this country, wheie education is but partially diffused 
 and the successful establishment of schools is attended with many 
 difficulties unknown in more civilised countries, should be so 
 much higher than they are in England and Scotland. A glance at 
 the accompanying table A will illustrate this point. 
 
 4. The details of the present Result Grant Rules to which 
 Your Memorialists chiefly object are as follows : — 
 
 1st Standard — Reading — The children are required to read 
 from a book they have never seen before. 
 
 Poetry — There are no simple poetical books in Canarese or 
 Telugu. 
 
 Arithmetic — They are required to do questions in compound 
 rules, which demand a knowledge of division. 
 
 2nd Standard — Reading — The children are required to read 
 from a book they have never seen before. 
 
 Arithmetic — Omit the compound rule. 
 
 3rd Standard — Omit EngUsh weights and measures. 
 
 Grammar — The parts of speecli only should be required. 
 
 English — The reading should be limited to the book studied. 
 
 4th Standard — Arithmetic — Omit vulgar fractions. 
 
 English Grammar — The parts of speech only should be required. 
 
 Your Memorialists humbly request that the objectionable details 
 alluded to above be omitted. A table of standards suggested by 
 the Conference is attached to this memorial (see table B.) 
 
 5. Your Memorialists also feel that it woiild be decidedly 
 advantageous to elementary education if a Primary Standard 
 could be attached, lower than the first standard, and carrying 
 with it a small grant as they find it is impossible in the majority 
 of cases to pi^epare little children for the first standard in one 
 year. Such a standard would correspond to that provided for the 
 Infant Department in England and Scotland. A fifth standard, 
 a little raoi'e difhcnlt than the foui*tii, might also in their opinion 
 be added with advantage. Suggestions for the course of lessons 
 of the proposed additional standards are appended to table B. 
 With regard to the amount of the grants given, Your Memoria- 
 lists would suggest that if possible the old scale of jjayments be 
 reverted to as the remuneration offered under the existing scale 
 is in their opinion insufficient to induce competent teachers to 
 undertake the work. 
 
 6. We pray Your Grace to take the foregoing into your gi'aci- 
 ons consideration and Your Memorialists will kver pray. 
 
 (Signed) E. Sargent, Bishop, 
 
 and sixty-two others. 
 
APPENDIX B. 
 
 GRANT-IN-AID CODE. 
 
 GOVERNMENT OF MADRAS. 
 
 . EDUCATIONAL DEPARTMENT. 
 \6th February 1880, No. 36. 
 
 Read the following paper : — 
 
 No. 8. From Colonel B. M. MAGDONALD, Director of Puhllc 
 Instruction, to the Chief Secretary to Governmerd, dated 
 Madras, 2ud February 1880, No. 442-P. 
 
 I have the honor, with reference to G.O.,. No. 18, of the 24th 
 ultimo, to submit for approval a draft Notification and Code of 
 Grant-in-aid Rnles, in which I have made the alterations ordered. 
 Rules 28 and 45 have been framed to give effect to paragraph 7 
 of the above order. 
 
 2. When these rules were first drafted there were no such 
 examinations as the Upper Primary and Lower Primary Exami- 
 nations. The Primary Examination in Schedule C is in some 
 respects an examination of the same kind as the new Upper 
 Primary Examination, and I think it will be desirable to desig- 
 nate it the Special Upper Primary Examination. The former is 
 a brief viva voce examination of children, conducted by the 
 Head Masters and Head Mistresses, the latter is a departmental 
 examination on paper, from which boys and girls will not be 
 excluded, but which will be undergone by men and women, and 
 which will of course b(3 a more difficult test. 
 
 3. In that portion of the code wlucli relates to the results 
 system, I have made the alterations ordered in G.O., No. 854, 
 of the 16tli September 1879. In my letter. No. 4118, of the 
 8th October 1879, I inquired what system of financial check 
 
 20 
 
154 EDUCATIONAL PAPERS. 
 
 Government wished to be instituted with a view to giving efFecfc 
 to tills order, bnt as no instrnctions have been yet issued, I have 
 in the draft rules now submitted reverted to the principle on 
 wdiich tlie revised results rules were originally based, of leaving 
 the control of all expenditure falling on Local or Municipal 
 Funds in the hands of the Presidents, and of all expenditure 
 falling on Provincial Fuiuls in the hands of the Director of 
 Pnblic Instruction. 
 
 4. The question as to the jiayment of fourth standard results 
 grants in poor schools in the Madras Municipality is now before 
 Government in connection with my letter, No. 241, of the 20th 
 January 1880. In the draft rules now submitted I have assumed 
 that Government will agree to pay these grants. 
 
 5. As results grants are not given under the rules now in 
 force to schools which have classes working beyond the fonrtli 
 standard, tliese schools can have no claim to grants under the 
 higher standards during the official year 1880-81, but it seems as 
 well that this should be distinctly announced, which is accord- 
 ingly done in the draft notification. The applications of the 
 Managers for examinations in 1881-82 under tlie higher stand- 
 ards will of course bo investigated, when they are received. The 
 matter is one which will require careful consideration with 
 reference to financial, as well as other considerations. I see, 
 however, no objection to Middle Schools on the salaiy-grant 
 system being allowed to present pupils under the higher stand- 
 ards in 1880-81 , provided that they agree to give up their salary- 
 grants. Provision is therefore made accordingly in the draft 
 notification, subject to cei'tain restrictions. It is of course quite 
 uncertain whether many, or even any Managers, will care to 
 avail themselves of this privilege. 
 
 6. For the Treasons stated in my letter, No. 5095, of the 16th 
 December 1879, no rules on the combined system are entered in 
 this code. 
 
 7. I trust that Government will see fit to pass early orders 
 on this subject, as there is very little time to make the provi- 
 sions of the new rules known before the 81st March 1880. 
 
 Enclosure No. 1. 
 
 NOTIl'ICATION. 
 Fort St. George,— February 1880. 
 
 The following Educational Grant-in-aid Code will come into 
 force from the 1st April 1880 in supersession of all existing 
 
GRANT-IN-AID CODE. 165 
 
 rules, snbjecfc to the relaxations and restrictions hereinafter 
 mentioned. 
 
 2. Musters, who are reeeivlng" lialt" salary-n'rants under the 
 rules hitherto in force, will be eligible for one-third s;i.lary- 
 grauts until the 3 1st March 1882, and Masters, who ai-e receiv- 
 ing one-third salary-grants, will be eligible for one-fonrth salary- 
 grants until the same date. 
 
 3. Schools, which have boon hitherto on the rcsnlt .system, 
 will not be eligible for examination under the fifth and sixth 
 and seventh standards during the official year 1880-81, but such 
 schools will be at liberty to commence preparing pupils for 
 examination under these standards with a view to obtaining 
 grants in 1881-82. 
 
 4. Middle Schools, which have b(>en hitherto on the salary- 
 grant system, may apply for pei'mission to relin<iuish tlieir salary- 
 grants from the 1st April 1880, and to be placed on the results 
 system from that date. Such schools may be allowed to present 
 pupils under all the standards in 1880-81 provided that no 
 objection is raised Ijy the President of the Local Fund Circle or 
 Municipality in whicli the schools are situated, or by the Direc- 
 tor of Public Instruction, to the payment of such charges for 
 results gi'ants, as may in consequence devolve on Local, Munici- 
 pal, and Pi'ovincial Funds, respectively. 
 
 (By order of His Grace the Governor in Council.) 
 
 (Signed) R. DAVIDSON, 
 
 Chief Secretary. 
 
 EDUCATIONAL GRANT-IN-AID CODE. 
 
 I. Inti^otoction. 
 
 1. Grants-in-aid of schools and other educational institutions 
 will be made with the spcc^ial object of extending and improving 
 the secular education of the people, and will be given impartially 
 to all schools which impart a sound secular education, subject 
 to the conditions hereinafter specitied, and with due considera- 
 tion of the requirements of each locality and of the funds at the 
 disposal of Government. 
 
 2. Grants are given under two alternative systems, viz. : — 
 
 (1) The Salary-grant System. 
 
 (2) The Results-grant System. 
 Grants are also given for — 
 
 (3) The payment of Normal Scholarships. 
 
156 EDUCATIONAL rAPERS. 
 
 (4) The erection, purchase, enlargement and rent of 
 
 school-buildiiio-s. 
 
 (5) The purcliase of school-fnrnitnre, maps, books for 
 
 school libraries, special apparatus, diagrams, 
 examples and tools. 
 
 II. Thk Salary-grant System. 
 (a) Conditions nf Aid. 
 
 3. It will be essential to the consideration of any application 
 for aid under the Salary-grant System that the school on behalf 
 of which it is preferred shall be under the management of one 
 or more persons, who in the capacity of Proprietors, Trustees, 
 or Members of a Committee elected by the Society or Associa- 
 tion by which the school may have been established, will be pre- 
 pared to undertake the general superintendence of the school, 
 and to be answerable for its permanence for some given time. 
 
 4. Every application for a grant must be accompanied by a 
 declaration that the applicant or applicants are prepared to 
 subject the institution on behalf of which the application is 
 made, together with its current accounts, list of establishment, 
 time-table, scheme of studies, and register of attendance, to the 
 inspection of a Government Inspector, such inspection and 
 examination relating only to the general management and to the 
 secular instruction, and having no reference to any religions 
 instruction which may be imparted. 
 
 5. Except in the case of Normal Scliools for training teachers 
 and of Female Schools, sucli monthly schooling fees nmst be 
 levied as may from time to time be prescribed by Government. 
 
 6. No salary-grant shall be given until a fairly suitable build- 
 ing has been provided. 
 
 7. No salary-grant shall be given or continued to any school 
 which cannot show an average attendance for three months of at 
 least twenty pupils. 
 
 8. Generally a teacher will not be eligible for a grant unless 
 he or she spends at least four hours per diem in secular teaching, 
 but in the case of Pundits teaching oriental languages alone, 
 and Mistresses teaching needle-work alone, two hours per diem 
 will suffice, and in the case of Teachers instructing college 
 classes three hours will be accepted. 
 
 (b) Issue, Transfer, Withdrmvnl, and Payment of Grants. 
 
 9. Applications for a grant-in-aid of Masters and Mistresses 
 must be sent to the Director of Public Instruction through the 
 Inspector of the Division. 
 
GRANT-IN-AID CODE. 157 
 
 10. Except in cases in which a reference to Government is 
 required, all grants from Provincial Funds will be sanctioned by 
 the Diiector of Public Instruction. 
 
 11. Grants not exceeding Rs. 10 per mensem may be trans- 
 fen'ed, reduced, or withdrawn by an Inspector of Schools. The 
 transfer, reduction, or withdrawal of grants exceeding the fore- 
 going limit will be made by a Director on the recommendation 
 of an Inspector. 
 
 12. A teacher absent on leave for a period not exceeding six 
 months may, with the sanction of the Inspector of the Division 
 when the monthly salary-grant does not exceed Rs. 10, or with 
 the sanction of the Director of Public Instruction if it exceeds 
 that amount, I'cceive half his or her grant during such absence, 
 and the other half may be assigned to any fairly-qualified sub- 
 stitute, provided that the managers for the school contribute 
 the proportion required of them under these rules towards the 
 salaries of the ab.sent and officiating teachers. 
 
 13. In cases in which the managers of a school may desire to 
 draw a grant for an absent teacher for a pei'iod exceeding six 
 months, the sanction of Government shall be obtained. 
 
 14. All grants in aid of the salaries of Masters and Mistresses 
 vpill be paid monthly. It will be essential to the payment of 
 such grants that the proportion which the managers are requir- 
 ed to contribute for the purpose for which the grants may have 
 been sanctioned shall be duly paid. All grant bills shall there- 
 fore contain a declaration that the teachers have I'eceived the 
 portion of their salaries payable by the managers. 
 
 (c) Nature of Certificate and Amount of Grants. 
 
 15. Subject to the conditions prescribed in these rules, a grant 
 not exceeding one-half of the total salary within the prescribed 
 limits will be given to Schoolmistresses holding normal or ordi- 
 nary certificates and also to Masters in certain cases hereinafter 
 mentioned. 
 
 10. A grant not exceeding one-third of the total salary within 
 the proscribed limits will be given to Masters holding normal 
 certificates and to uncertificated Mistresses who have passed the 
 Higher, Middle School, or Special Upper Primary Examination. 
 
 17. A grant not exceeding one-fourth of the total salary 
 within the prescribed limits will be given to Masters holding 
 ordinary certificates. 
 
 18. A gi-ant not exceeding one-fifth of the total salary with- 
 in the prescribed limits will be given to uncertificated Masters 
 who have pnssed one of the Madras University Examinations or 
 the Middle School or Special Upper Primary Examinations, or 
 any examinations which shall be declared equivalent to such 
 examinations. 
 
158 EDVCATIONAL PAPERS. 
 
 19. Normal certificates will be given only to persons who 
 have gone through a full course of training in a Normal School 
 for a period of twelve mouths, and who have passed the follow- 
 ing tests : — 
 
 (1) The general education test of the grade for which the 
 
 teacher is a candidate. 
 
 (2) The test in the theory of school management prescrib- 
 
 ed for the grade. 
 
 (3) Teaching a class in the presence of an Inspectoi*. 
 
 (4) Reading aloud a passage selected by the Examiner in 
 
 the language or languages brought up by the candi- 
 date. 
 
 20. Ordinary certificates will be given to i^ersons who — 
 
 (1) have passed the general education test and the test in 
 
 school management prescribed for the grade for 
 which they are candidates ; 
 
 (2) have been actually employed as teachers for at last two 
 
 years in schools under Government inspection ; and 
 
 (3) have obtained a favorable report from an Inspector or 
 
 Deputy Inspector on their reading and ability to 
 teach a class, and on the mode in which the}' have 
 done their work generally. 
 
 21. The departmental examinations for these tests will he held 
 at Madras and at other places appointed by the Director of Public 
 Instruction once a 3'ear commencing on the 8th day of December 
 unless that day falls on a Sunday, when the examination will 
 commence on the Monday following. 
 
 22. The examination of European and East Indian teachers 
 in a vernacular will not be essential when they are employed in 
 .schools intended mainly for European and East Indian children. 
 Similarly in the case of Hindu or Mussulman teachers engaged 
 in Hindu or Mussulman Schools examination in English will 
 not be essential. In the case of teachers passing in but one 
 language the maximum grant will be only 75 per cent, of the 
 sum specified, except in the lowest grade, in which only one 
 language is prescril^ed. 
 
 23. The certificates awarded to Schoolmasters will be of five 
 grades. The general education tests for these grades are shown 
 below : 
 
 First Grade. — The B.A. Examination of the Madras, Calcutta, 
 
 or Bombay University. 
 Second Grade. — The F.A. Examination of the Madras, 
 
 Calcutta, or Bombay University. 
 TJdrd Grade. — Tlie Matriculation Examination of the 
 
 Madras, Calcutta, or Bombay University. 
 Fourth Grade. — The Middle School Examination, First 
 
 Class. 
 
GRANT-TN.AW CODE. 
 
 159 
 
 Fifth Grade. — The Special Upper Primary Examination 
 laid down in Schedule C. 
 
 24. Tlie tests ill the tlieory of school management for normal 
 and ordinary certificates of tlie above grades arc laid down in 
 Schedule D. 
 
 25. Graduates of Universities in Europe, America and Austra- 
 lia, and holders of certificates granted by the Committee of 
 Council on Education in Great Britain, or by the Commissioners 
 of National Education in Ireland, will be placed in such grades 
 as in tlie judgment of the Director of Public Instruction their 
 attainments and other qnalifieations may render appropriate, 
 and will be entitled to the same grants as the holders of normal 
 certificates. 
 
 26. Salary grants will be ordinarily given according to the 
 following maximum scale : — 
 
 Grades. 
 
 Maximum 
 Salary Con- 
 templated. 
 
 Grants to 
 Holders of 
 
 Normal 
 Certificates. 
 
 Grants to 
 Holders of 
 
 Ordinary 
 Certificates. 
 
 Grants to 
 Masters who 
 have passed 
 the General 
 
 Education 
 Test. 
 
 I ... 
 II ... 
 
 III ... 
 
 IV ... 
 V ... 
 
 Rs. 
 
 240 
 
 120 
 
 60 
 
 30 
 
 15 
 
 Bs. 
 80 
 40 
 20 
 10 
 5 
 
 B.<f. a. f. 
 
 60 
 
 30 
 
 15 
 
 7 8 
 
 3 12 
 
 Bs. 
 48 
 24 
 12 
 6 
 3 
 
 27. In cases in which the managers of a college or school 
 may be desirous of giving to a teacher of the first grade a higher 
 salary than the maximum contemplated in the above scale, a 
 proportionate grant may be assigned to him with the sanction 
 of Govei'nment. 
 
 28. The nature of the work which a teacher is to do must be 
 specified, when a grant is applied for, and if it is proposed to 
 permanently alter the character of that work, due previous inti- 
 mation of the same must be given to the Inspector of the Divi- 
 sion. Usually grants will not be given or continued, if a teacher 
 is employed on work Tieyond his capiicity. If, on the other 
 hand, a teacher is employed on work below his capacity, he 
 must expect to be paid according to his work and not according 
 to his qualifications. The following table shows the scale of 
 
160 
 
 EDUCATIONAL PAPERS. 
 
 salaries contemplated as suitable for the staif of a High School 
 for boys complete iu all its departiueuts and the qvialifications 
 expected for these salaries : — 
 
 
 
 Salaries 
 
 CONTEM- 
 
 
 
 PLATED. 
 
 Class. 
 
 Qualifications Expected. 
 
 
 
 
 
 
 
 From 
 
 To 
 
 Hi'jh School. 
 
 
 KS. 
 
 RS. 
 
 6th or Matriculation 
 5th or Preparatory Matri- 
 culation 
 
 B.A 
 
 B.A. or F.A 
 
 150 
 80 
 
 240 
 120 
 
 Middle School. 
 
 
 
 
 Upper Fourth 
 
 Lower Fourth 
 
 Third 
 
 B.A. or F. A 
 
 B.A., F.A., or Matriculate.. 
 F.A. or Matriculate 
 
 60 
 40 
 30 
 
 80 
 60 
 40 
 
 Upper Primary. 
 
 
 
 
 Second 
 
 Matriculate or 4th Grade... 
 
 20 
 
 30 
 
 Lower Primary. 
 
 
 
 
 First 
 
 Preparatory B(Vei-nacular) 
 Do. A( do. ) 
 
 Writing Master 
 
 Pundit 
 
 Matriculate or 4th Grade. . . 
 4th or 5th Grade ... 
 5th Grade ... 
 
 Matriculate or 4th Grade... 
 
 Matriculate, 4th or 5th 
 
 Grade 
 
 15 
 
 10 
 
 7 
 
 15 
 
 15 
 
 20 
 15 
 10 
 30 
 
 30 
 
 29. With the sanction of Government, Masters employed in — ■ 
 
 (a) Poor schooLs, especially schools for the poor Europeans 
 
 and East Indians, 
 
 (b) Mahomedan Schools, 
 
 may, if they have passed the general education' test, receive 
 half salary-grants ; or if they have not pa.ssed this test, but 
 are approved by the Inspector, one-third salary grant. 
 
 30. In other peculiar cases, wlien a qualified Master cannot 
 be procured, a salary-grant of one-third may, with the sanction 
 of Government, be assigned to a Master approved by the 
 Inspector. 
 
 31. A Pundit who has passed the general education test for the 
 fifth grade may receive the salary-grant of a Master of the fourth 
 grade, if he is employed iu teaching students of the First Arts 
 Class, and the salary-grant of a Master of tlio tliird grade, if he 
 is employed in teaching students preparing for the B.A. degree. 
 
 32. A Master of Arts of the Madras University who has 
 passed in the third or fourth branch (Physical Science or 
 
GRANT-IN-AID CODE. 161 
 
 Biology) may receive a half salary-grant of Es. 50 in addition 
 to sucli other salary-grant as he may be entitled to on condition 
 of his teaching one or more of the subjects prescribed for these 
 branches for not less than two hours in the college or school in 
 which he is employed. 
 
 33. A Bachelor of Arts of the Madras University who has 
 passed in Physical Science as his optional subject may receive a 
 half salary-graut of Rs. 25 on similar conditions. 
 
 34. A half salary-grant of Rs. lO may be assigned on similar 
 conditions to any teacher of Physical Science who — 
 
 (a) has ])assed the Preliminary Scientific Examination 
 
 pi^escribed for the M.B. and CM. Examination of the 
 Madras University ; 
 
 (b) has attended a course of lectures on Chemistry or Botany 
 
 in the Madras Medical College and has received a 
 certificate stating that he is qualified to teach the 
 elements of the subject ; 
 (<•) has attended a coarse of lectures on one of the subjects 
 prescribed for the Physical Science branch of the 
 B.A. degree in any affiliated College provided with 
 the requisite means of teaching the subject, and has 
 received a certificate stating that he is qualified to 
 teach the elements of the subject. 
 
 35. A Master who has undergone a full course of training in 
 the School of Agriculture and has received a certificate of quali- 
 fication as an agriculturist may i-eceive a half salary-grant of 
 Rs. 25 on similar conditions. 
 
 36. A Master who has attended a course of lectures in the 
 School of Agi'iculture, has undergone a partial training in prac- 
 tical agriculture, and has received a certificate stating that he is 
 qualified to teach the elements of the subject may receive an 
 additional Iialf salary-grant of Rs. 10 on similar conditions. 
 
 37. A Master who has orone through tlie full course of the 
 Madras School of Industrial Arts and has received an Art 
 Master's certificate may receive a half salary-grant of Rs. 25 on 
 similar conditions. 
 
 38. A Master who has -gone through a regular course of in- 
 struction in the Madras Scliool of Industrial Arts and has 
 received a certificate of the third stage, second degree, may 
 receive an additional half salary-grant of Rs. 10 on similar con- 
 ditions. 
 
 39. The extra grants laid down in paragraphs 32, 33, 34, 35, 
 3G, 37, and 38 may also, with the sanction of Government, be 
 assigned on similar conditions to any qualified teacher of Phy- 
 sical Science, Agriculture, or Drawing, who can produce a 
 diploma or certificate, equivalent in value to those above speci- 
 fied. 
 
 40. The certificates awarded to Schoolmistresses will be of 
 
 21 
 
162 
 
 E D UCA TIONA L PA I'ERS. 
 
 three grades. The general education tests for these grades are 
 as shown below : — 
 
 First Grade. — The Matriculation Examination of the Madras, 
 Calcutta, or Bombay University, or the Higher Examina- 
 tion laid down in Schedule A. 
 Sccuvd Grade. — The Middle School Examination, 1st Class, 
 
 with the test in needle-work laid down in Schedule B. 
 Third, Grade. — Tlie Special Upper Primaiy Examination laid 
 down in Schedule C. 
 
 41. The tests in the theory of school management for normal 
 ordinary certificates of the above grades are laid down in Sche- 
 dule D. 
 
 42. Schoolmistresses holding certificates from the Committee 
 of Council on Education in Great Britain or the Commissioners 
 of National Education in Ireland will be placed in the first 
 grade. 
 
 43. Salary-grants will be oi'dinarily given according to the 
 following maximum scale : — 
 
 Grades. 
 
 Maximum 
 Salary Contem- 
 plated. 
 
 Grants to Hold- 
 ers of Normal 
 and Ordinary 
 Certificates. 
 
 Grants to Mis- 
 tresses who have 
 
 passed the 
 General Educa- 
 tion Tekt. 
 
 I 
 
 II 
 
 Ill 
 
 RS. 
 
 120 
 60 
 30 
 
 RS. 
 60 
 
 30 
 15 
 
 RS. 
 
 40 
 20 
 10 
 
 44. In cases in which the manager of a school may be desirous 
 of giving to a teacher of the Hr.st grade a higher salary than 
 the maximum contemplated by the above scale, a proportionate 
 grant may be assigned to her with the sanction of Government. 
 
 45. The rule laid down in paragrapli 28 applies also, runtatis 
 mvtandis, to applications for grants for Schoolmistresses. The 
 following table shows the scale of salaries contemplated as suit- 
 able for the staff of a High School for^girls complete in all its 
 departments and the qualifications expected for these salaries : — 
 
 Glass. 
 
 Qualifications Expected. 
 
 Salaries 
 Contemplated. 
 
 
 From 
 
 To 
 
 Hirjh School. 
 6th or Matriculation 
 
 5th or Preparatory Matri- 
 culation. 
 
 Certificate of Great Britain 
 or Ireland, Matriculate, 
 or First Grade. 
 Do. do. 
 
 Rs. 
 100 
 
 80 
 
 Rs. 
 120 
 
 100 
 
GRANT-IN-AID CODE. 
 
 163 
 
 
 
 Salaries 
 
 Class. 
 
 Qualifications Expected. 
 
 Contemplated. 
 
 
 From 
 
 1 To 
 
 Middle School. 
 
 
 /i.v. 
 
 Rs. 
 
 Upper Fourth 
 
 Certificate of Great Britain 
 or Ireland, Matriculate, 
 or First Grade. 
 
 60 
 
 80 
 
 Lower Fourth 
 
 1st or 2nd Grade 
 
 40 
 
 60 
 
 Third 
 
 Do 
 
 30 
 
 40 
 
 Upfer Primary. 
 
 
 
 
 Second 
 
 2ud or 3rd Grade ... 
 
 20 
 
 30 
 
 Lower Primary. 
 
 
 
 
 First 
 
 Do. 
 
 15 
 
 20 
 
 Preparatory B 
 
 3rd Grade 
 
 10 
 
 15 
 
 Preparatory A 
 
 Do. 
 
 7 
 
 10 
 
 Writing Mistress ... 
 
 2nd or 3rd Grade 
 
 15 
 
 30 
 
 Pundit (if a man) 
 
 4th or 5th Grade 
 
 15 
 
 30 
 
 Sewing Mistress ... 
 
 2nd or 3rd Grade 
 
 15 
 
 30 
 
 46. In peculiar cases, when a qualified Mistress cannot be 
 procured, a salary-gi'ant <>f one-third may, with the sanction of 
 Government, be assigned to a Mistr'csa appi-oved by the Inspector. 
 
 47. Tlie additional salary-grants laid down for male teachers 
 of Physical Science and Drawing will be also given to female 
 teachers on similar conditions. 
 
 48. Applications for grants-in-aid of the salaries of instruc- 
 tors in Industrial Schools and Gymnasia will be disposed of by 
 Government, each case being determined as far as i)os.sible by 
 the analogv of the rules relating to salary grants. 
 
 III. Thio Ili<;suLTs-rTRANT System. 
 (a) Selertinji of SchooLs. 
 
 49. Every Manager, who desires to have his school examined 
 for a grant under the results system sliall forward, before the 
 31st December, an application, in the subjoineil Form E, to the 
 President of the Local Fund Board or Municipality in which the 
 school is situated. In Madras the Managers of schools other 
 than poor schools shall forward their applications to the Direc- 
 tor of Public Instruction before tlie above-mentioned date, and 
 managers of poor schools only shall forward their a[)plications to 
 the President of tlie Madras Municipality before the 30th Sept. 
 
 50. Every such application shall be referred to the Deputy 
 Inspector, who shall, as soon as possible after the 1st Jaimary, 
 embody the substance of all the applications referred to him in 
 a tabular statement, and shall submit the same to the Inspector 
 
164 EDUCATIONAL PAPERS. 
 
 of the Division with a covering letter, in which he shall briefly 
 state any facts, which he may consider it desirable to commnni- 
 cate regarding the respective claims to aid of the several schools 
 applying for grants, and shall also name the date on which he 
 proposes to examine each school. In the Madras Municipality 
 the Deputy Inspector shall submit the tabular statement and 
 letter relating to poor schools as soon as possible after the 1st 
 October. 
 
 51. A copy of this letter and list shall be furnished by the 
 Inspector of the Division with his own opinion to the Local 
 Fund Board or Municipality, who shall determine what schools 
 shall be eligible for results grants payable from Local or Munici- 
 pal Funds during the ensuing official year. A list of such 
 schools and of the dates fixed for their examination shall be 
 published in the District Gazette before the 31st March, and no 
 other schools shall be examined for results grants payable from 
 Local or Municipal Fu.nds without special orders from the 
 President. In the Madras Municipality the list of poor schools 
 and of the date fixed for their examination shall be published in 
 the Fort St. George Gazette before the 31st December. 
 
 52. Such portions of the list and reports as relate to schools 
 applying for results grants payable from Provincial Funds shall 
 be forwarded by the President of the Local Fund Board or Muni- 
 cipality with his own opinion to the Director of Public Instruc- 
 tion, who shall decide Avhat schools shall be eligible for results 
 gi-auts payable from Provincial Funds during the ensuing official 
 year, and under what standards such schools shall be examined. 
 The names of such schools, the dates fixed for their examination 
 and the standards under which they ai-e to be examined, shall 
 be published by the President of the Local Fund Board or 
 Municipality in the Distiict Gazette, and no other schools shall 
 be examined for results grants payable from Provincial Funds 
 without special orders from the Director of Public Instruction. 
 
 53. In the selection of schools to be aided, the amount of funds 
 available and the educational wants of the special neighbour- 
 hood and of the Circle or Municipality itself will be taken into 
 consideration. 
 
 54. An appeal shall lie to Government from any order passed 
 by the President of a Local Fund Board or Municipality, or by 
 the Director of Public Instruction refusing to declare a school 
 eligible for results grants. The omission from the published list 
 of any school for which an a]>plication (E) has been submitted, 
 within the prescribed tiniej shall be deemed equivalent to an 
 oi'der of refusal. 
 
 (h) Gdiiditioiin (if Aid. 
 
 55. No school shall be deemed eligible for a results grant if it 
 contains classes working beyond the seventh standard. 
 
GRANT-IN-AID CODE. 165 
 
 56. A school reccivint^ aid under the salary-grant system 
 cannot claim assistance in the same official year under the pay- 
 ment for results system, and similarly a resrdt school cannot be 
 aided under tlie salary-grant system. 
 
 57. A school cannot receive aid under the salary-grant system 
 for one portion of the school and under the result-grant system 
 for another. 
 
 58. Amongst schools otherwise equally eligible a preference 
 will be given to those in which school fees are levied and trust- 
 worthy returns of such fees are submitted. 
 
 50. All schools receiving aid under the system of payment for 
 results shall furnish such returns and statements as may from 
 time to time be prescribed. 
 
 CO. Regular registers of admissions, attendance, and fee collec- 
 tions shall be kept and shall be submitted for inspection when 
 demanded. 
 
 01. The attendance registers must be marked every time that 
 the school meets. 
 
 62. The village or liouse-name of the pupils must be written 
 in full in all the registers and when tliere are two pupils of the 
 same name, the father's name must be added. No entries ai-e to 
 be made in pencil, to be inked over afterwards. There must be 
 no blanks or erasures. If any error has been made it must be 
 corrected b}^ a foot-note. And in every case the register pro- 
 duced must be the original register, and not a fair copy. 
 
 63. Every register must have the pages numbered before any 
 entries ai'e made in it. 
 
 (c) Examination. 
 
 64. A school shall bo examined for a results grant once a year. 
 
 65. Local Fund Boards and Municipal Boards are invited to 
 depute one or more members to be present at such examination. 
 In villages the head of the village and other local village officials 
 are invited in like manner to atteiid and should be present at 
 such examination. 
 
 (jQ. The subjects of examination under the several standards 
 are specified in Scliedule F. English-speaking children may 
 bring the English language as their vernacular and one of the 
 vernaculars of this Presidency as an extra language. Mussul- 
 man children arc permitted to bring up Hindustani as their 
 vernacular with a Hindu language or Persian or English as their 
 exti'a language, or a Hindu language as their vernacular with 
 Hindustani, Persian or English as their extra language. 
 
 0)7 . In the third and fourth standards, the choice is given of 
 cex'tain alternative subjects. In the third standard History may 
 be submitted for English or the extra language. In the fourth 
 standard any two of the three following subjects, viz.. History, 
 Hygiene and Agriculture may be submitted for English or the 
 
166 EDUCATIONAL rAPERS. 
 
 extra language in boys' schools. In girls' schools only History 
 and Hygiene may be so submitted. 
 
 68. To be eligible for examination a pupil must have attended 
 the school for at least ninety days during the six working 
 months preceding the examination. Attendance for not less 
 than three hours will suffice to allow a day to count. 
 
 09. Only such pupils as have been actually studying within 
 the standards throughout the six working months preceding the 
 inspection shall be eligible for examination. 
 
 70. A pupil presented under the first or second standard will 
 not receive any grant unless he or she passes in at least two of 
 heads 1, 2, or 3 of the standard. A pupil presented under the 
 third or fourth standard will not receive any grant unless he or 
 she passes in at least three heads, two of which must be 1, 2, or 
 3, Under the fifth and sixth standai'ds, in each of which there 
 are foni- heads, a grant may be given even if a pupil passes only 
 in one head. 
 
 71. A pupil is not to be presented for examination under the 
 first, second, tliird, or fourth standard if he has already received 
 a grant for that standard. Under the fifth and sixth standards 
 he may be presented again as often as may be necessary, pro- 
 vided he remains in the same class, but no second grant will be 
 given for the head or heads under which he has already passed. 
 
 72. To pass in any head of the first, second, third, fourth, 
 fifth or sixth standard a pupil must secure one-half the marks 
 assigned to that head. Forty per cent, may, however, be accepted 
 if the deficiency under one head is compensated by an equiva- 
 lent proficiency under another. 
 
 73. When it is evident that some of the results attained at 
 examination are due to some other school in the town or village, 
 no grant shall be passed for those results, and the ground on 
 which it is proposed to Avithhold it shall he reported for appro- 
 val to the President of the Local Fund Board or Municipality, 
 if the grant is one payable from Local or Municipal Funds, or 
 to the Inspector of the Division, if the grant is one payable 
 from Provincial Funds. 
 
 74. Any falsification of the registers, any misrepresentation 
 regarding the fees and attendance, any deception in the present- 
 ation of pupils, and any other fraud or itTCgnlarity, shall be 
 similarly reported after the completion of the examination, and 
 the countersigning Officer will have tlie power to withhold the 
 grant in such cases and to take any ulterior measures which the 
 occasion may appear to him to demand. 
 
 75. As soon as possible after the conclusion of the examina- 
 tion the Inspecting Officer shall furnish the Manager with a 
 statement giving the names of the pupils passed, the standards 
 under which they were examined, and the marks which they 
 obtained under each head. 
 
QRiNT.lN.AID CODE. 
 
 167 
 
 (d) Results Grants. 
 
 76. Tho maximum scale of grants claimable under these Rules 
 in Primary and Middle Schools is shown below. Rates less than 
 maximum rates may be given to any school when a smaller 
 proportion of aid is evidently sufficient : — 
 
 
 Extra Sub- 
 ject for 
 Girls. 
 
 i-i 
 
 Needle-work. 
 
 RS. A, 
 
 1 8 
 
 2 
 
 3 (Lr test.) 
 
 4 (Hr test ) 
 
 
 1 
 
 
 -( 00 00 
 a N ■* 05 <o 
 
 
 Alternative Subjects. 
 
 a 
 
 r-l 
 
 ■aan^inouSy 
 
 05 • • • „ 
 
 
 oH 
 i-H 
 
 •aaaiS^^H 
 
 < . . . 
 
 M ■ ' ■ » 
 
 
 
 
 •ijo^sjH 
 
 « TOM 
 
 05 
 
 
 
 English or Extra 
 Language. 
 
 OS 
 
 •.tT3iami!.i9 
 
 . «4 . . . * 
 M ' ' " i-t 
 
 
 
 1 
 
 00 
 
 •Sai!)UAi 
 
 < , 00 
 
 t* 
 
 •3uipB9'g 
 
 < _ _ 
 
 ^ 
 
 
 
 eJ 
 a 
 
 > 
 
 50 
 
 •/qdBJooag 
 
 ■< _ _ 00 00 
 
 ai • • _ 
 
 M rH 
 
 
 \a 
 
 •.IBUUnBjr) 
 
 < _ _ 00 
 05 ^^ 1-H 
 
 
 ■* 
 
 •<fj!J90(J 
 
 ■i 00 IM ' 
 1-1 
 
 s ■ ^ 
 
 
 n 
 
 •oi;)8uiq;)ijY 
 
 <;* X 
 
 GO 
 
 03 -H fl (N M 
 
 
 N 
 
 •Smju^ 
 
 <■ 00 
 
 9J ^ "-< — < 
 
 
 i-l 
 
 •SaipBag 
 
 <■ -* 
 
 g r-l iH I-l (N 
 
 
 •SpJBpU'GIg 
 
 l-J M t-5 t> 
 
 ..H t-^ '^ 
 
168 
 
 EDUCATIONAL PAPERS. 
 B. Middle Schools. 
 
 Standards. 
 
 I. 
 
 Vernacu- 
 lar. 
 
 II. 
 
 Engli.sh. 
 
 III. 
 
 Mathema- 
 tics. 
 
 IV. 
 Geogra- 
 phy and 
 History. 
 
 Total. 
 
 Remarks. 
 
 V 
 
 BS. A. P. 
 
 4 
 
 BS. A. p. 
 6 8 
 
 BS. A. p. 
 
 3 8 
 
 HS. A. P. 
 
 4 
 
 U.S. A. V. 
 IS 
 
 
 VI 
 
 4 
 
 7 
 
 5 
 
 4 
 
 20 
 
 
 VII 
 
 
 
 
 
 25 
 
 The Middle School 
 Examination. 
 
 77. The grants for girls under heads 1 to 11 in Primai'y 
 Schools and in heads 1 to 4 in Middle Schools will be 75 per 
 cent, higher than those named in the scale. 
 
 78. All prospective reductions in the scale of grants, wliother 
 general or affecting particular schools, shall bo notified in the 
 District Gazette when the list of schools to be aided is published. 
 
 79. The Inspecting Officers shall, as soon as possible after the 
 examination of a school, furnish the Manager with a certifying 
 memorandum in duplicate, or, if necos.sary, Avlth two certifying 
 memoranda in duplicate, showing the number of pupils examined 
 and pfissed under each standard, and the grant claimable in con- 
 sequence either at maximum rates or at the reduced rates noted 
 in the District Gazette. 
 
 80. If the grant is payable from Local or Municipal Funds, 
 the certifying memorandum shall be submitted to the President 
 of the Local Fund Boai'd or Municipality, on whose counter- 
 signature the grant therein specified shall be paid by the Trea- 
 sury Officer of the Circle or the proper Municipal Officer. 
 
 81. If the grant is payable from Provincial Funds, the certify- 
 ing memorandum shall be submitted to the Inspector of the 
 Division, on whose countersignature the grant therein specified 
 shall be paid by the Treasury Officer. 
 
 82. The duplicate copy of every certifying memorandum siiall 
 be forwarded, with an endorsement showing the amount paid 
 thereon, to the Inspector of the Division for transmission to the 
 Director of Public Instruction. 
 
 83. All I'esnlts grants earned by boys under the first, second, 
 and third standards shall be payable from Local and Municipal 
 Funds. All other results grants shall be payable from Provin- 
 cial Funds. In the Madras Municipality all results grants earned 
 by boys or girls in poor schools under the first, second, and 
 third standards shall be payable from Municipal Funds, and all 
 grants earned by such boys or girls under the fourth standard 
 shall be payable from Provincial Funds. All results grants 
 eai'ned in the Madras Municipality in schools which are not poor 
 schools shall be payable from Provincial Funds. 
 
GRANT-IN-AID CODE. 
 
 169 
 
 84. If, owinpf to any miscalculation, the fund available for the 
 payment of rosnlts grants ran short of the amount required, all 
 unpaid claims due for the past year shall be discharged before 
 any sums are paid for grants earned during the current year. 
 
 IV. Normal Scholarships. 
 
 85. Half grants will be given according to the following 
 maximum scale on account of scholarships to normal students in 
 well-organiz^ Normal Schools : — 
 
 
 Male Students. 
 
 Female 
 
 Students. 
 
 Grade for which 
 
 
 
 
 
 
 preparing. 
 
 Maximum 
 
 
 
 Maximum 
 
 
 
 Stipend Con- 
 
 Grants 
 
 . 
 
 Stipend Con- 
 
 Grants. 
 
 
 templated. 
 
 
 
 templated. 
 
 
 
 RS. A. P. 
 
 RS. A. 
 
 p. 
 
 l?S. 
 
 RS. A. P. 
 
 I 
 
 15 
 
 7 8 
 
 
 
 12 
 
 6 
 
 II 
 
 12 8 
 
 G 4 
 
 
 
 9 
 
 4 8 
 
 Ill 
 
 10 
 
 5 
 
 
 
 6 
 
 3 
 
 IV 
 
 7 
 
 3 & 
 
 
 
 
 
 V 
 
 5 
 
 2 8 
 
 
 
 
 
 86. In the case of students who are being taught as well as 
 being trained, a grant for a scholarship will be tenable in each 
 grade for two years. In the case of students wlio have passed 
 the general education test of the grade, and are only being 
 trained, a grant for a scholarship will be tenable for one year. 
 
 V. School Buildings. 
 
 87. Grants will be made towards the erection, purchase, or 
 enlargement of a school-building on the following conditions :^ 
 
 1st. — That in each case the nianagei-s of the school shall contri- 
 bute double the amount of the grant. 
 2nd. — That satisfactory evidence shall be adduced of the 
 necessity for the erection, purchase, or enlargement, 
 in aid of which the grant is songht. 
 3rd. — That the amount applied for shall not exceed what may 
 be considered reasonable, taking into account the 
 budget provision for the year, the importance of the 
 school, and any previous grants which may have 
 been issued to the managers of the institution. 
 h. — That the application, which should be submitted before 
 the commencement of the undertaking, shall be 
 
 22 
 
170 EDUCATIONAL PAPERS. 
 
 accompanied by a plan and estimate of the cost of 
 the building proposed to be ei-ected, purchased, or 
 enlarged. The plan and estimate will be retained in 
 the Director's Office. 
 
 6th. — That previous to the disbursement of the grant it shall 
 be certified by the District Engineer, or other res- 
 ponsible officer who may have been deputed to 
 examine the building, that the work has been pro- 
 ceeded with as provided for in the plan and estimate 
 previously sanctioned. Also that before disburse- 
 ment the managers of the school shall declare that 
 they have funds on hand sufficient, when supple- 
 mented by the grant, to clear off all the debts incur- 
 red in the execution of the work. 
 
 6th. — That in the event of any bailding, towards the erection, 
 purchase, or enlargement of which a grant may have 
 been made by Government, being diverted prior to 
 the lapse of twenty years from the date of the issue 
 of the grant to other than educational purposes, the 
 managers at the time of the diversion shall refund 
 to Government such portion of the grant allowed 
 them as shall be determined by arbitrators, who in 
 making their award, shall take into consideration 
 the length of time the building has been used as a 
 school-house, and its consequent deterioration ; but 
 in the event of such managers failing to make such 
 refund, then they shall sell the building to Govern- 
 ment at a valuation to be determined by arbitrators, 
 who, in making their award, shall deduct from the 
 price such portion of the grant as may seem equit- 
 able, regard being had to the length of time the 
 building has been used as a school-house, and its 
 consequent deterioration. 
 
 7th. — That the arbitrators referred to in the last preceding 
 rule shall be three in number, one of whom shall be 
 nominated by Government, another by the managers 
 of the school, and the third by the two arbitrators 
 so appointed ; and in case of the arbitrators dilfer- 
 ing in opinion, the award of the majority shall be 
 binding and conclusive on all parties. 
 
 88. Building grants on account of schools are not intended 
 to provide house accommodation for teachers or pupils. 
 
 89. Grants are not given to pay off debts for building, nor in 
 consideration of former expenditure for building, nor for the 
 maintenance of buildings. 
 
 90. When a school is held in a building not owned by the 
 managers, and for which rent is paid, a grant may be given not 
 exceeding one-third of such rent. 
 
GRANT-IN-AID CODE. l71 
 
 01. Building gi-ants not exceeding Rs. 1,000 maybe sanction- 
 ed by the Director of Public Instruction. 
 
 VI. School Furniturk, Maps, School Libraries, Apparatus, 
 Diagrams, Examples, and Tools. 
 
 92. No grants will be given for the payment of school-ser- 
 vants, contingent charges and prizes, but grants will be issued 
 once to any college or school for the purchase of school furniture, 
 special apparatus, diagrams, and examples, required for the 
 instruction of papils in Science or Art. 
 
 9H. Grants for special apparatus will be confined to articles 
 of a non-destructible nature. Hence no aid will be afforded in 
 the pui'chase of breakable articles, such as glass retorts, test 
 tubes, &c., nor indeed generally in the purchase of articles to be 
 used by the vstudent, as distinguished from those of a permanent 
 and illustrative chai-acter, which are required by the teacher, 
 in giving instruction in Science or Art. 
 
 94. Grants may be given once in five years on account of 
 maps, and at sucli intervals as the Director of Public Instruction 
 may consider expedient on account of school libraries. 
 
 95. All applications for these grants must be accompanied by 
 a priced list of the furuiture, apparatus, maps, books, diagrams, 
 and examples which it is proposed to purchase. In the event of 
 the grant being sanctioned, half the cost of the articles will be 
 paid on the Director of Public Instruction being satisfied that 
 they have been provided. No grants will be allowed for any 
 school benches made without backs. 
 
 96. In the event of the college or school being closed within 
 five years fi'om the date on which the grant maj^ have been made 
 the Government shall be at liberty to purchase the furniture, 
 maps, books, apparatus, diagrams, and examples, towards the 
 supply of which the grant was given, at a valuation to be deter- 
 mined, as in the case of school-buildings, by arbitrators, credit 
 being taken in each case for depreciation due to wear and 
 tear. 
 
 97. Grants may be given on similar conditions for the pur- 
 chase of tools in Industrial Schools and in other schools which 
 have an Industrial Department, with the exception that the 
 restriction in Rule 93 will not apply to these grants. 
 
 98. Grants may be given on similar conditions for the pur- 
 chase of gymnastic apparatus. 
 
 99. Grants for school furniture, maps, books, apparatus, 
 diagrams, examples, tools, and gymnastic apparatus not exceed- 
 ing Rs. 200 may be sanctioned by the Director of Public 
 Instruction. 
 
172 EDUCATIONAL PAPERS. 
 
 THE HIGHER EXAMINATION (FOR WOMEN). 
 
 I. — Compulsory Subjects. 
 A.- English. 
 
 (a.) Dictation — A passage from a boek eqnal in difficulty to 
 tlie Matricnlation prose text-book. 
 
 (h.) Questions on the prose arid poetry appointed for the 
 ensuing Matriculation Examination. 
 
 (c.) Qncstions on the language generally. 
 
 (d.) Translating into the vernacular one or more passages 
 fi'om a book not previously studied, equal in difficulty to Leth- 
 bridge's Easy Selections. 
 
 Or if the candidate knows no vernacular : paraphrasing one or 
 more passages of poetry not pi-eviously studied, equal in diffi- 
 culty to Gay's Fables. 
 
 (e.) Translating into English one or more passages from the 
 vernacular. 
 
 Or if the candidate knows no vernacular : composition, such as 
 a description of a place, an account of some useful, natural or 
 artificial product, or the like. 
 
 B. — Yernnctdar Language. 
 
 (a.) Dictation — A passage from a book eqnal in difficulty to 
 the Matriculation prose text-book. 
 
 (i.) Questions on the prose and poetry appointed for the 
 Matriculation Examination. 
 
 (c.) Questions on the grammar, structure, and idiom of the 
 language. 
 
 {d.) Original composition of the Matricnlation standard. 
 
 G. — Arithmetic. 
 
 The first four simj)le and compound rales, reduction, vulgar 
 and decimal fractions, simple and compound proportion, practice, 
 extraction of the square root, interest. 
 
 J). — Geograph)/ and Indian History. 
 
 (a.) General Geography, and the Geography of India in 
 particular. 
 
 (h.) The History of India from 1817 to 1858. 
 
 Optional Subjects. 
 
 E. — Math ematics. 
 
 Euclid — The first two books with easy deductions. 
 
 Algebra — Addition, subtraction, multiplication, division, in- 
 
aRAiiT-lN-AlD COtil. \^^ 
 
 volution and evolution of algebraical quantities, and simple 
 equations with easy deductions. 
 
 F. — Physics. 
 
 Balfour Stewart's Physics (Macmillan's Science Primers), 
 first 67 paragraphs, or any similar book. 
 
 G. — Chemistry. 
 
 Roscoe's Chemistry (Macmillan's Science Primers), or any 
 similar book. 
 
 H. — Botany. 
 
 Hooker's Botany (Macmillan's Science Primers), with the 
 exception of Sections XIX and XXV, or any similar book. 
 
 J. — Geology. 
 
 Geikie's Geology (Macmillan's Science Primers), or any 
 similar book. 
 
 /. — Astronomy . 
 
 Locker's Astronomy (Macmillan's Science Primers), or any 
 similar book. 
 
 K. — English History. 
 
 The leading facts of the History of England to the year 1858. 
 
 L. — History of English Literature. 
 
 Brooke's English Literature (Macmillan's Literature Primers), 
 or any similar book. 
 
 M. — Needle-worh. 
 
 Cutting out and working on fine cloth a finely-made European 
 shirt, a native man's jacket, or a native woman's jacket and 
 petticoat finely made — Such portion as can be completed within 
 the time available. 
 
 (rt.) To obtain a certificate a candidate must pass in all the 
 compulsory and two of the optional subjects. Candi- 
 dates coming up for an imperfect certificate under 
 Rule 22 will be required to pass the same examination 
 with the exception of the omission of one language. 
 
 (6.) Marks will be deducted for bad writing and spelling in 
 every subject. 
 
 (c.) The answers in the non-language subjects must be in 
 English, except in the case of candidates who do not 
 bring up English. 
 
IJ'4 EDUCATIONAL PAPERS. 
 
 B. 
 THE MIDDLE SCHOOL EXAMINATION. 
 
 (rt.) Male and female candidates, who obtain a first class in 
 the Middle School ICxamination, but pass in one lan- 
 guage only, fall under Rule 22. Such candidates can 
 receive only imperfect certificates and the reduced 
 grants attached to snch certificates. 
 
 (h.) Female candidates must pass the following test in needle- 
 work : — 
 Gathering, back-stitching, working button holes and 
 darning calico, generally such woi'k as is on the sleeve 
 of a somewhat coarse shirt, or a native man's jacket. 
 
 THE SPECIAL UPPER PRIMARY EXAMINATION. 
 
 I. — Compulsory Subjects. 
 
 A. — English-speakivri Candidates. 
 
 English. 
 
 (ffl.) Dictation — A passage from a book equal in difficulty to 
 
 Chambers' Moral Class-book. 
 (h.) Composition — A letter on some easy subject. 
 (c.) Grammar, as contained in any approved elementary 
 
 grammar. 
 ((L) Poetry — Explanation of one or more passages from 
 
 Selections in Poetry No. I, or such book as may from 
 
 time to time be named by the Director of Public 
 
 Instruction. 
 
 B . — Vernacular-speak ing Candidates. 
 Vernacular. 
 
 (a.) Dictation — A passage from a book equal in difficulty to 
 
 the Third Book of Lessons, Public Instruction Press. 
 (5.) Composition — A letter on some easy subject, 
 (c.) Grammar, as contained in the elementary grammars used 
 
 in first and second classes of a Government School, or 
 
 any others of equal difficulty. 
 (t?.) Text-book — Explanation of one or more passages from 
 
 the following books : — 
 Tamil — Poetical Anthology, No. I. 
 Teluga— Do. do. No. I. 
 
GRANT-IN-AID CODE. 175 
 
 Malayalain — Panchatantram, Part I. 
 
 Canarese — First Book of Canarese Poetry. 
 
 Uriya — Hitopodesh, Part I. 
 
 Hindustani — Urdu Poetical Reader (Majmuah Sakhan), 
 
 Part I, pages 1 — 30. 
 Persian — Gulistan, Book I, expurgated edition, or such 
 
 books as may from time to time be named by the 
 
 Director of Public Instruction. 
 
 C. — Arlthinetw. 
 
 Four simple and compound rules, reduction, and vulgar 
 
 fractions. 
 (English figures must be used, and the candidate must 
 
 be acquainted with the principal Indian weights and 
 
 measures.) 
 
 D . — Geography . 
 
 (a.) The elements of General Geography as given in any 
 
 approved Geographical Primer, 
 (i.) The Geography of the Madras Presidency as given in the 
 
 short account of the Madras School Book Society. 
 
 II — Altkrnativk Subjects. 
 
 E. — History. 
 
 The leading facts of the Hiistory of India to the fall of 
 Seringapatam. 
 
 F. — Hygiene. 
 
 An elementary knowledge of the laws of health as contained 
 in Dr. Dhanakoti Raju's Elements of Hygiene, First Lessons 
 in Health by J. Berners, Personal care of Health by Dr. Parkes, 
 or any similar book. 
 
 G. — Agriculture (for nude candidates). 
 
 The elements of Indian Agriculture as contained in Robert- 
 son's Agricultural Class Book or any other approved book. 
 
 H. — Needle-ivork (for female candidates). 
 
 Hemming, top-sewing, and felling on fine cloth. 
 
 (a.) To obtain a certificate a candidate must pass in three 
 compulsory and two optional .subjects. Only one 
 language can be brought up for this examination. 
 
 (&.) Marks will be deducted for bad writing and spelling 
 in every subject. 
 
176 EDUCATIONAL PAPERS. 
 
 (c.) The answers in the non-language subjects must be in 
 the language brought up by the candidate unless 
 the language is Persian, in which case the answers 
 may be in Hindustani. 
 
 D. 
 
 SCHOOL MANAGEMENT. 
 
 First, Second, and Third Grade Schoolmasters and First 
 Grade Sclioolraistresses — 
 
 (^a.) To answer questions on the best methods of teaching 
 English and Vernacular reading, spelling, grammar, 
 composition, translation, writing, arithmetic, geo- 
 graphy, and history in a high school. 
 
 (6.) To answer questions on the art of oral teaching gene- 
 rally. 
 
 (c.) To answer questions on the form of school registers, 
 the mode of keeping them, and making returns 
 from them. 
 
 {d.) To write notes of a lesson on a given subject. 
 
 (e.) To answer questions on the organization of a high 
 school. 
 
 (/.) To answer questions connected with moral discipline, 
 as affecting the character and conduct of the pupils 
 of a high school. 
 Fourth Grade Schoolmasters and Second Grade School- 
 mistresses — 
 
 (ft.) To answer questions on the best methods of teaching, 
 i-eading, spelling, grammar, writing, arithmetic, 
 geography, and history in a middle school. 
 
 (fc.) To answer questions on the art of oral teaching gene- 
 rally. 
 
 (c.) To answer questions on the form of school registers, 
 the mode of keeping them and making returns from 
 them. 
 
 {(1.) To write notes of a lesson on a given subject. 
 
 (c.) To answer questions on the organization of a middle 
 school. 
 
GRANT-IN-AID CODE. 
 
 177 
 
 E. 
 
 Form of Api'lication. 
 
 1 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 Locality. 
 
 
 <ll 
 
 •s 
 
 d 
 o 
 
 A 
 
 r 
 
 °^ . 
 
 
 bo 
 
 §,1 
 
 < 
 
 * a a. 
 
 ID Oi .S 
 fl 0) o 
 
 -^ 3 oi w -t^ 
 m g 5^ d 
 :3 cj •*< 60 !^ 
 
 a a ca g fe 
 
 d ^ c^ rt "^ 
 ri_ ^ d 
 
 
 1 
 1 
 
 I 
 
 1 
 
 O 
 
 a 
 
 o 
 Eh 
 
 o 
 
 -s 
 
 CO 
 
 § 
 
 •1 
 i 
 
 1 
 
 
 
 
 
 
 
 
 
 
 • 
 
 
 I, the responsible Manager of the above school, promise to 
 comply with all the provisions of the Grant-in-aid Rules in case 
 of my receiving a grant according to the system of payment for 
 results. 
 
 (Date.) 
 
 Signature of Manager. 
 
 23 
 
178 
 
 EDUCATIONAL PAPERS. 
 
 P. 
 
 Examinations under the Results System. 
 Standards of Examination. 
 
 Iti 
 
 IG 
 
 2nd Head 
 (Writing). 
 
 3rd Head 
 (Arithmetic). 
 
 Tests. 
 
 l:}th Head 
 (Needle-work). 
 
 First (IjOwesi) Standard. 
 
 {it) To read correetly a few lines from 
 any approved book, not previous- 
 ly studied, 'eqnal in difficulty to 
 the first part of the First Book 
 of Lessons. 
 
 (})) To answer very simple questions 
 on the meaning and subject- 
 matter of the first part of the 
 First Book of Lessons, or of an 
 equivalent portion, previously 
 prepared, in any approved book 
 of equal difficulty. Manuscript 
 or cadjan books may be brought 
 np instead of printed books. 
 
 {(i) To transcribe in large hand on a 
 slate, board, or cadjan a short 
 sentence from the reading book 
 in use. 
 
 (h) To write from dictation short 
 words out of the reading book in 
 use. 
 
 Notation and Numeration to four 
 places of figures. Multiplication 
 table to 'i times 16. Simple 
 addition of numbers of four 
 figures in five lines. English 
 figures must be used in this as 
 well as in the higher standards. 
 
 Extra subject for Girls. 
 
 Hemming on calico or coarse cloth. 
 
RANT-IN. A ID CODE. 
 Standards of E.cami nation. — Continued. 
 
 179 
 
 1st Head 
 (Reading). 
 
 Testa. 
 
 2nd Head 
 (Writing). 
 
 3rd Head 
 (Arithmetic). 
 
 4fch Head 
 (Poetry). 
 
 Skcon'd Standaki>. 
 
 (a) To read correctly a few line.s from 
 any approved book, not previous- 
 ly studied, equal in difficulty to 
 the second part of the First Book 
 of Lessons. 
 
 (J>) To answer simple questions on 
 the meaning and subject-matter 
 of the second part of tlie First 
 Book of Lessons or of an equiva- 
 lent portion, previously prepared 
 in any approved book of equal 
 difficulty. Manuscript or cadjan 
 books may be brought up instead 
 of printed books. 
 
 (a) To transcribe in round hand on a 
 slate, board, or cadjan a sentence 
 from the reading book in use. 
 
 (h) To write from dictation short 
 sentences out of any book, not 
 previou.sly studied, equal in diffi- 
 culty to the second part of the 
 First Book of Lessons. 
 
 Notation and Numei-ation to seven 
 places of hgnres. Multiplication 
 table to 12 times IG. Four 
 simple rules. 
 
 ((() To recite a few lines of very easy 
 poetry or moral aphorisms. Fifty 
 lines to be brought up. 
 
 (?>) To answer simple questions on 
 the meaning and subject-matter 
 of the poetry or moral aphorisms 
 brought up. 
 
180 
 
 EDVOATIONAL PAPERS. 
 Standards of Exaitdnatiou. — Continued. 
 
 Maximum 
 of Marks. 
 
 Heads. 
 
 
 Testa. 
 
 
 
 
 E.dra Saljert fur Girls. 
 
 24 
 
 13th Head 
 
 Hemming, top-sewing, and felling on 
 
 
 (Needle-work). 
 
 
 fine cloth. 
 
 
 Third St.^ndard. 
 
 
 
 
 Vernacular. 
 
 (3 
 
 Ist Head 
 
 (o) 
 
 To read with ease and correctmess 
 
 
 (Reading). 
 
 
 a few lines from any approved 
 book, not previously studied, 
 equal in difficulty to the Second 
 Book of Lessons, and also from 
 a plainly written manuscript. 
 
 14 
 
 
 (&) 
 
 To answer questions on the mean- 
 ing and subject-matter of the 
 lessons comprised in a portion, 
 previously prepared, of the Se- 
 cond Book of Lessons, or any 
 approved reading book of equal 
 difficulty. Sixty pages to be 
 
 
 2nd Head 
 
 (a) 
 
 brought up. 
 
 20 
 
 6 
 
 To transcribe in small hand on 
 
 
 (Writing). 
 
 
 paper a sentence fi-om the read- 
 ing book in use. 
 
 10 
 
 
 (l^) 
 
 To write from dictation a passage 
 out of any book, not previously 
 studied, equal in difficulty to the 
 Second Book of Lessons. 
 
 
 16 
 
 3rd Head 
 
 Eaa 
 
 
 32 
 
 y questions in the compound rules 
 
 
 (Arithmetic.) 
 
 
 and reduction, resti'icted to the 
 Indian weight, measure, and 
 money tables published by the 
 Diiector of Public Instruction. 
 Easy mental Arithmetic restrict- 
 ed to the simple rules. 
 
GRANT-IN-AID CODE. ^gl 
 
 Standards of Exammation. — Continued. 
 
 Maximum i 
 of Marks. ! 
 
 Heads. 
 
 4th Head 
 (Poetry). 
 
 12 
 
 16 
 
 5th Head 
 (Gi'ammar). 
 
 Cth Head 
 (Geography). 
 
 12 
 
 20 
 
 32 
 
 7th Head 
 (Reading). 
 
 Tests. 
 
 (a) To recite a few lines of easy 
 poetry or moral aphorisms. One 
 Ixundred lines to be brought up, 
 not including any brought up 
 under the first or second stan- 
 dard. 
 
 (b) To answer questions on the mean- 
 
 ing and subject-matter of the 
 poetry or raoi'al aphorisms 
 brought up. 
 
 To answer questions on etymology, as 
 contained in any approved ele- 
 mentary grammar, with easy 
 applications of the rules to the 
 reading book. 
 
 To point out on a map the disti'icts, 
 chief towns, and principal rivers 
 and mountains of the Madras 
 Presidency, and to have such a 
 knowledge of the geography of 
 the district in which the school 
 is sitnated as may be acquired 
 from " A short account of the 
 Madras Presidency" or any simi- 
 lar book. 
 
 English. 
 
 (a) To read a few lines from any 
 approved book, not previously 
 studied, equal in difficulty to the 
 First Book of Reading of the 
 Madras School Book Society. 
 
 (h) To construe a passage from the 
 First Book of Reading or any 
 approved book of eqnal length 
 and difficulty previously pre- 
 pared. 
 
ISa EDUCATIONAL PAPERS. 
 
 Standards of Examination. — Continued. 
 
 Maximum 
 of Marks. 
 
 Heads. 
 
 Tests. 
 
 8 
 
 8tli Head 
 
 (a) To submit a full copy-book in 
 
 
 (Writing;. 
 
 large hand, each page to be 
 dated. 
 
 8 
 
 
 (6) To write from dictation woi'ds 
 from the English Reading Book 
 
 16 
 
 
 m use. 
 Alternative Vernactdar Subjects. 
 
 48 
 
 10th Head 
 
 The leading facts of the History of 
 
 
 (History). 
 
 India to the fall of Seringapatam 
 
 
 
 
 in 1799, as contained in any ap- 
 
 
 
 proved elementary History, with 
 
 
 
 such a knowledge of General 
 
 
 
 and Indian Geography as may 
 
 
 
 be necessary for an intelligent 
 
 
 
 .study of tlie subject. 
 
 
 13th Head 
 
 Extra Siibject for Girls. 
 
 32 
 
 Gathering, back-stitching, working 
 
 
 (Needle-work). 
 
 button holes and darning on 
 
 
 
 
 calico, generally such work as is 
 
 
 
 on the sleeve of a somewhat 
 
 
 
 coarse shirt or a native man's 
 
 
 
 jacket. 
 
 
 
 Fourth Standard. 
 
 
 
 Vernacular. 
 
 8 
 
 1st Head 
 
 (a) To read with ease and correct- 
 
 
 (Reading). 
 
 ness a few lines from any ap- 
 proved book, not previously 
 studied, equal in difiicnlty to the 
 Third Book of Lessons, and also 
 from any ordinary manuscript. 
 
 24 
 
 
 (b) To answer questions on the mean- 
 ing and sabject-matter of the 
 lessons comprised in a portion 
 previously prepared of the Third 
 Book of Lessons, or any approv- 
 ed reading book of equal diffi- 
 culty. Fifty pages to be brought 
 
 
 32 
 
 
 up. 
 
GRANT-IN-AID CODE. 
 Standards of EzaminaJtion. — Continued. 
 
 183 
 
 Maximum 
 of Marks. 
 
 Tests. 
 
 2nd Head 
 (Writing). 
 
 12 
 
 16 
 
 48 
 
 3rd Head 
 (Arithmetic). 
 
 4th Head 
 (Poetry). 
 
 12 
 
 16 
 24 
 
 5 th Head 
 (Grammar). 
 
 (a) To transcribe in running hand on 
 paper a sentence from the read- 
 ing book in use. 
 
 (6) To write from dictation a passage 
 out of any book, not previously 
 studied, equal in difficulty to the 
 Third Book of Lessons. 
 
 Miscellaneous questions in the com- 
 pound rules and reduction, easy 
 questions in vulgar fractions, 
 mental arithmetic applied to 
 bazaar transactions. 
 
 In Vernacular Schools the questions 
 will bear exclusively on the 
 Indian tables published by the 
 Director of Public Instruction, 
 including the native multiplica- 
 tion table of integers and frac- 
 tions marked A, and the table 
 used in native bazaars marked B. 
 
 (o) To recite a few lines from any 
 approved book of poetry or moral 
 aphorisms equal in difficulty to 
 the Poetical Anthology, No. I. 
 Two hundred lines to be brought 
 up not including any brought 
 up under the previous standards. 
 
 (5) To answer questions on the mean- 
 ing and subject-matter of the 
 poetry or moral aphorisms 
 brought up. 
 
 To answer questions in any approved 
 elementary Grammar with par- 
 sing and application of the rules 
 to the reading book. 
 
184 
 
 EDUCATIONAL PAPERS. 
 Standards of Examination. — Continued. 
 
 Maximum 
 of Marks. 
 
 Heads. 
 
 Tests. 
 
 24 
 
 6th Head 
 (Geography). 
 
 An 
 
 elementary knowledge of the 
 Geography of Asia, as eoutained 
 in Duncan's Introduction to the 
 Geography of the World, Part 
 I, or any approved Geographical 
 Primer. 
 
 
 
 
 
 E)i(/Iis]t. 
 
 12 
 
 7th Head 
 (Reading). 
 
 ('0 
 
 To read a few lines from any 
 approved book, not previously 
 studied, equal in difficulty to the 
 Second Book of Reading of the 
 Madras School Book Society. 
 
 36 
 
 8th Head 
 (Writing). 
 
 (a) 
 
 To construe a passage from the 
 Second Book of Reading, or any 
 approved book of equal length 
 and difficulty, previously pre- 
 pared. 
 
 48 
 
 
 8 
 
 To submit a full copy-book in 
 round hand, each page to be 
 signed and dated by the pupil. 
 
 16 
 
 
 (h) 
 
 To write from dictation sentences 
 from the PJnglish Reading Book 
 
 
 9th Head 
 (Grammar). 
 
 (a) 
 
 in use. 
 
 24 
 
 
 12 
 
 Simple questions on etymology 
 with parsing and easy applica- 
 tions of the rules to the reading 
 book. 
 
 12 
 
 
 (b) 
 
 Oral translation of very easy 
 sentences into English. 
 
 24 
 
 
 
GRANT-IN-AID CODE. 
 Standards of Examination. — Continued. 
 
 185 
 
 Tests. 
 
 llthHead 
 (Hygiene). 
 
 12th Head 
 (Agriculture). 
 
 13th Head 
 (Needle-woi'k.) 
 
 1st Head 
 (Vernacular). 
 
 Alteniatlce Vernaeahxr Subjects. 
 
 The leading fact.s of the History of 
 India from the fall of Seriiiga- 
 patam in 1799 to the abolition of 
 the East India Company's politi- 
 cal power in 1H.58, as contained 
 in any approved elementary 
 History, with such a knowledge 
 of General and Indian Geogi'aphy 
 as may be necessary for an in- 
 telligent stndy of tlie subject. 
 
 W. E. Dhanakoti Raja's Elements of 
 Hygiene or any approved book 
 containing easy lessons on the 
 preservation of health. 
 
 Robertson's Agricultural Class-book 
 or any other approved book. 
 
 Extra Subjects for Girls. 
 HiGHKR Test. 
 
 (a) Catting out and working on fine 
 
 cloth a iiually-made European 
 shirt. Such poitioii as can be 
 completed within tin- time avail- 
 able. 
 
 Or 
 
 LowKR Test. 
 
 (b) Cutting out and working on tine 
 
 ciotii a native man's jacket, or a 
 native woman's jacket and petti- 
 coat, finely made. Such portion 
 as can be completed within the 
 time available. 
 
 Fifth Standard. 
 («) To read a few lines of poetry, not 
 previously studied, equal in diffi- 
 culty to the Anthology No. I. 
 
 24 
 
186 EDVCATIONAL PAPERS. 
 
 Staiulard^ of E.ratni nation. — Coutinued. 
 
 Maximum 
 of Marks. 
 
 10 
 
 Heads. 
 
 Tests. 
 
 1st Head 
 (Vernacular) . 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 20 
 
 '2nd Head 
 (English). 
 
 (ft) To answer qustions on the mean- 
 ing and subject-matter of the 
 lessons compi'ised in a portion 
 previously prepared of the Brief 
 Sketches of Europe, or any 
 approved reading book of equal 
 difficulty. Sixty pages to be 
 brought up. 
 
 (c) To write from dictation a passage 
 out of any prose book, not pre- 
 viously studied, somewhat more 
 difficult than the Third Book of 
 Lessons. 
 
 (f?) To translate five lines from the 
 portion prepared in the English 
 Reading book in use. 
 
 (e) To recite a few lines of poetry 
 equal in difficulty to the Tamil 
 Anthology No. II, or the Telugu 
 Nalacharitram, and to answer 
 questions on the meaning and 
 subject-matter. Three hundred 
 lines to be brought up. 
 
 (f) To answer questions on any 
 approved grammar equal in diffi- 
 culty to pages 1 — 40 of Maha- 
 lingiah's Tamil Grammar, or 
 1—18 of Venkiah's Telugu 
 Grammar. 
 
 (a) To read a few lines from any 
 
 approved book, not previously 
 
 1 studied, equal in difficuhy to the 
 
 Third Madras Reader. 
 I (b) To explain in the vernacular a 
 I passage from the Third Madras 
 
 Reader, or any similar book, 
 previously prepared. Fifty pages 
 to be brought up. 
 
GRANT-IN-AID CODE. 
 Standards of Examination. — Continued. 
 
 187 
 
 Maximum 
 of Marks. 
 
 i 
 
 Heads. 
 
 
 Tests. 
 
 8 
 
 2nd Head 
 
 ('■) 
 
 To exliibit a full copy-book in 
 
 
 (English). 
 
 
 small hand, each page signed 
 and dated by the pupil. 
 
 16 
 
 
 (<0 
 
 To write from dictation five lines 
 from the poi-tion read of the 
 reading book in n.se. 
 
 24 
 
 
 (e) 
 
 To translate into English a fable 
 or a portion of a fable from 
 the Second Book of LessODS, or 
 any similar book. 
 
 24 
 
 
 U) 
 
 To answer questions on any ap- 
 proved grammar equal in diffi- 
 culty to pages 1 — 40 of Dr. R. 
 Morris' Grammar (Macmillan's 
 
 . 
 
 
 
 Primer Sei'iesj. 
 
 104 
 
 3rd Head 
 
 Sii 
 
 
 56. 
 
 nple and Compound Rules, Re- 
 
 
 (Ai'ithmetic), 
 
 
 duction, Vulgar aiid Decimal 
 Fractions, Mental Arithmetic 
 applied to bazaar transactions. 
 
 
 32 
 
 4th Head 
 
 (") 
 
 The Geography of Europe as con- 
 
 
 (Geography and 
 
 
 tained in the vernacular version 
 
 
 History). 
 
 
 of Duncan's Introduction to the 
 Geography of the World, Part II, 
 or any approved Geographical 
 Primer. 
 
 32 
 
 
 
 V>) 
 
 The leading facts of the Hi.stoiy 
 of India a.s contained in any 
 approved Vernacular Text-book, 
 with such a knowledge of Gene- 
 ral and Indian Geography as 
 may be necessary for an intelli- 
 gent study of the subject. 
 
 Sixth Standard. 
 
 64 
 
 
 
 
 6 
 
 Ist Head 
 
 i^) 
 
 To read a few lines of poetry, not 
 
 
 (Vernacular) . 
 
 
 previou.sly studied, equal in diffi- 
 culty to the Tamil Anthology 
 No. II, or the Telugu Nala- 
 
 
 
 
 charitjiam. 
 
188 EDVCATWNAL PAPERS. 
 
 Standards of Examination. — Continued. 
 
 Tests. 
 
 10 
 
 12 
 12 
 12 
 
 12 
 
 64 
 
 12 
 
 24 
 
 1st Head 
 (Vernacular.) 
 
 2nd Head 
 (English). 
 
 (h) To answer questions on the mean- 
 ing and subject-matter of the 
 lessons comprised in a portion 
 previously prepared of Brief 
 Sketches of Europe or any ap- 
 proved reading book of equal 
 difficalty. Seventy pages to be 
 brought up, not including any 
 brought up under the fifth, 
 standard. 
 
 (c) To write from dictation a passage 
 
 from the poetical Anthology 
 No. I. 
 
 (d) To translate a passage from the 
 
 portion prepared in the English 
 Reading Book in use. 
 
 (e) To recite a few lines of poetry 
 
 equal in difficulty to the Tamil 
 Anthology No. II, or the Telngu 
 Nalacharitram, and to . answer 
 questions on the meaning and 
 subject-matter. Four hundred 
 lines to be brought up. 
 (/) To answer questions on any ap- 
 proved grammar equal in diffi- 
 culty to pages 41 — 70 of Maha- 
 lingiah's Tamil Grammar, or 
 pages 19 — 36 of Venkiah's Teln- 
 gu Gi-ammar. 
 
 (a) To read a few lines from any 
 book, not previously studied, 
 equal in difficulty to Chambers' 
 Moral^Class-book. 
 
 (fe) To explain in the vernacular a 
 passage from Chambers' Moral 
 Class-book or any similar book 
 previously prepared, and to an- 
 swer questions in English on the 
 subject-matter. Sixty pages to 
 be brought up. 
 
QRANT.IN-AID CODE. 
 Standards of Examination. — Continued. 
 
 189 
 
 Maximum 
 of Marks. 
 
 Heads. 
 
 Tests. 
 
 12 
 
 2nd Head 
 
 (c) To exhibit specimens of writing 
 
 
 (English). 
 
 in fair exercise books, each exer- 
 cise to be signed and dated by 
 the pnpil. 
 
 16 
 
 
 (d) To write from dictation five lines 
 from a book equal in difficulty to 
 the reading book in use. 
 
 24 
 
 
 (e) To ti'anslateinto English five lines 
 from any book equal in difficulty 
 to Brief Sketches of Europe. 
 
 24 
 
 
 (/) To answer questions on any ap- 
 proved grammar equal in diffi- 
 culty to Dr. R. Morris' Grammar 
 
 
 3rd Head 
 
 (Macmillan's Primer Series). 
 
 112 
 
 
 48 
 
 (a) Arithmetic — as far as the fifth 
 
 
 (Mathematics). 
 
 standard with the addition of 
 Practice and Simple Proportion. 
 
 32 
 
 
 (h) Euclid Book I, to the end of the 
 
 
 4th Head 
 
 16th proposition. 
 
 80 
 
 32 
 
 (a) The Geography of Asia as con- 
 
 
 (Geography and 
 
 tained in Clyde's elementary 
 
 
 History). 
 
 Geography or any similar book. 
 
 32 
 
 
 (b) The History of India as contain- 
 ed in Chapters I — IX of Morris' 
 History of India or any similar 
 book. 
 
 
 64 
 
 
 Seventh Standard. 
 The Middle School Examination. 
 
 (By order of His Grace the Governor in Council.) 
 (Signed) R. DAVIDSON, 
 
 Chief Secretary^ 
 
INDEX. 
 
 Pages. 
 
 Agi'icultural Colleges to be established 23 
 
 Aided Education, Development of 32,117 
 
 „ „ Reduction of Grants to 32,80,98,106,118,121 
 
 Approval of policy of Despatch of 1854 by Madras Goverument ... 31 
 Bengal, Need of Primary education iu ... ... ... ... ... 25 
 
 ,, State of education in ... ... ... ... ... ... 24 
 
 Bombay, State of education in ... ... ... ... ... ... 26 
 
 Building Grants. ... 44,169 
 
 Changes in the mode of keeping Educational Accounts... ... ... 75 
 
 Civil Engineering Colleges to be establisshed ... ... ... ... 23 
 
 Clerk, Sir George, Dissent by 60,62 
 
 Code of Rules for Grauts-in-Aid. 1864 32,82 
 
 1880 153 
 
 Codes of Rules for Grants-in-Aid, History of 81 
 
 College classes, Teachers of, to work only three hours... ... 41,156 
 
 Concluding Memorandum by Committee ... ... ... ... ... 141 
 
 Cuddalore Zillah School raised to a Provincial College ... 35,89,101,108, 
 
 124,134,145 
 
 Department of Education created ... ... 5 
 
 Despatch of 1854 1 
 
 Directors of Public Instruction appointed 5 
 
 „ ,, „ at first to be members of the Civil 
 
 Service... ... ... ... ... 6 
 
 Director's reply to Memorial ... 46 
 
 Director's second reply to Memorial ... ... ... ... ... 106 
 
 Director's third reply to Memorial 129 
 
 Eastern learning unsuitable for a general scheme of education ... ... 2 
 
 Educated natives to be pi'ef erred for Government employ ... ... 21 
 
 Education in the past too exclusively for higher classes ... ... 11 
 
 Education The, of the people, the object of the Despatch of 1854 ... 3,12 
 
 Efficiency of Government and Aided Schools compared 114,119,126 
 
 Ellore, Establishment of Government Muhammadan School at 66 
 
 „ Petition from Muhammadans at ... ... ... ... ... 68 
 
 English language The, to be taught where there is a demand for it ... 4 
 Enquiry respecting the working of the Despatch of 1854 ... ... 47 
 
 Fees in Government Schools, controversy respecting ... 74,80,98,107, 
 
 118,121,131,141 
 
 Fees to be collected in Aided Schools 15 
 
 Female Education to be encouraged ... ... ... ... ... 24 
 
 General Scheme A, of education not applicable in detail to all India ... 7 
 
192 INDEX. 
 
 Parjes. 
 Government Education, Increase of expenditure on ... 33,78,98,107, 
 
 118,121 
 „ Institutions to be gradually closed or transferred... 17,47 
 
 „ Order on Director's second reply ... . ... ... 115 
 
 ,, Order on Director's third reply ... ... ... ... 140 
 
 „ Order on the Memorial ... ... ... ... 38,95 
 
 „ Schools dosed iu favour of Mission Schools ... ... 72 
 
 „ ,, not to be established where other schools exist. 17 
 
 „ unable alone to supply schools for all India ... ... 14 
 
 Grant-in-Aid Code 1880 ... 153 
 
 „ ,, Rules, Revision of, not objected to ... ... ... 33 
 
 „ ,, ,, The new, shonld not be retrospective ... ... 45 
 
 „ „ System introduced ... ... ... ... ... ... 14 
 
 Grants for School Furniture ... ... ... .. ..- ... 171 
 
 Grants to be given for specific objects ... ... ... ... ... 15 
 
 „ to various classes of teachers ... ... ... ... ... 41 
 
 Half grants no longer necessary ... ... ... ... ... ... 39 
 
 Higher Examination for Women ... ... ... ... ... ... 172 
 
 Importance The, of Government encouraging Education ... ... 1 
 
 Increase of expenditure on Government Schools... 33,78,98,107,118,121 
 Machinery The, for the direction of education ... ... ... ... 4 
 
 Madras Christian College, Grants to ... 35,86,100,108,123,133,144 
 
 „ State of Education in, in 1854 27 
 
 Muhammadan Community, Efforts of Government to extend education 
 
 among ... ... ... ... ... ... ... ... ... 66 
 
 Medical Colleges to be established and encouraged ... ... ... 22 
 
 Medium The, through which education is to be conveyed ... ... 3 
 
 Meeting in Madras on Government interference in religious matters... 48 
 
 Memorandum on the Director's second reply ... ... 120 
 
 Memorial The, based on Despatch of 1854 ... ... ... ... 30 
 
 ,, by natives of Madras for abolition of Grants-in-Aid... ... 49 
 
 „ on Aided Education to Mada-as Government ... ... ... 30 
 
 „ on the Results Grants Rules ". 151 
 
 „ to the Secretaiy of State .. ... ... ... ... 116 
 
 Middle School Examination... ... ... ... ... ... ... 174 
 
 Missionary Societies, Recognition of the Educational Work of 14 
 
 Moral training in Government Schools ... ... ... ... 136,146 
 
 Napier Lord, Reply of, to Memorial in 1871 ... ... ••• ••• 32 
 
 Normal Schools to bo established ... ... ... ... ... ... 19 
 
 J, Scholarships 169 
 
 „ Students, Grants to 41 
 
 North West Provinces, State of education iu 26 
 
 Object The, of Indian Education to diffuse European knowledge ... 2 
 Penaions to Government teachers ... ... ... ... ... 121,131 
 
 Perry, Sir E., Dissent by 61 
 
INDEX, 193 
 
 Pages. 
 
 Physical Science teachers, Grants to 43,161 
 
 Policy of Despatch of 1854 not being cai-ried out throughout India. 140,141 
 Poor Schools, Special grants to ... ... ... ... ... 40,160 
 
 Presidency College, Middle department of ... 34,84,99,108,122,132,142 
 
 Professorships in connection with the Universities ... ... ... 9 
 
 Pundits, Grants to 43,160 
 
 Reduction of Grants to Aided Education 32,80,98,106,118,121 
 
 Religious Instruction in Government Schools ... ... ... ... 24 
 
 „ Neutrality of Government 8,9,15,16,96,102,110,125 
 
 Remarks on Director's reply ... 97 
 
 „ Proposed Grant-iu-Aid Rules 38 
 
 Reply of Secretary of State to native Memorial, 1859 ... ... ... 52 
 
 Reports of the Educational Department ... ... ... ... ... 6 
 
 Representatives of Aided Education, Government asked to appoint. 36,92 
 
 Results Grant Rules 1880 163 
 
 Salary Grant Rules 1880 156 
 
 Salem Zillah School raised to a Provincial College ... 35,89,101,108,124, 
 
 134,146 
 Scale of Results Grants ... ... ... ... ... ... 167,168 
 
 Scholarships to be established ... ... ... ... ... ... 17 
 
 „ to bo given to Normal and Medical Students ... ... 18 
 
 Schools of Industry and Design to be encouraged ... ... ... 23 
 
 ,, under native management ... ... ... ... ... ... 103 
 
 School Management, Examination in ... ... .,. ... ... 176 
 
 Senate The, of Indian Universities, Constitution of ... ... ... 8 
 
 „ „ „ Selection of ... ... ... ... 10 
 
 Signatures to Memorial on Aided Education ... ... ... ... 37 
 
 Special Test Examinations to be instituted ... ... ... ... 21 
 
 Special Upper Primary Examination ... ... ... .. ... 174 
 
 Standard of degrees in Indian Universities ... ... ... ... 8 
 
 Standards of Examination under Results System ... ... ... 178 
 
 Summary of Director's reply ... ... ... ... ... ... 92 
 
 Tinnevelly, Application for a Government School at .., ... > ... 61 
 Trichinopoly, Correspondence respecting School at ... ... ... 54 
 
 „ Refusal of Government to establish a Zillah School at... 53 
 
 Trevelyan, Sir Charles, Minute by, on native Memorial... ... ... 51 
 
 Universities, Institution of, in India ... ... ... ... •■ 7 
 
 Vernacular Institution, Importance of ... ... ... ... ... 4 
 
 „ School books. Preparation of .. . ... ... ... ... 20 
 
 „ Schools, Establishment of ... ... ... ... ... 13 
 
 „ „ Masters in should know English ... ... ... 13 
 
 Western learning to be promoted by Indian Education ... ... ... 2 
 
 Writing Masters, Grants to 43,160 
 

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