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SELECTIONS
FR ON
THE RECORDS


OF
THE BENGAL GOVERNMENT.


aau'niwbw m.» annuity. {
N°~ XIV. '
PAPERS RELATING
ESTABLISHMENT 0F THE PRESIDENOY COLLEGE
@F
BENGAL-
CALCUTTAz'
BENGAL MILITARY ORPH AN PRESS.
_ 1854.
THE PRESIDENCY COLLEGE
OF
BENGAL.

No. 1348.
FROM F. J. MOUAT, ESQUIRE,
Secretary to the Council of Education,
To CECIL BEADCN,‘ ESQUIRE,
Secretary to the Government of Bengal.
FORT WILLIAM, 4th August, 1853.
SIR,
THE Council of Education have had under their considera-
Objects of this
Report.
PRESENT :
The Hon. Sir J. W. Colvile.
Mr. J. R. Colvin. '
Mr. C. Allen.
Mr. J. P. Grant.
Mr. W. S. Seton-Karr.
Dr. Forsyth.
Baboo Russomoy Dutt.
Baboo Ramgopal Ghose.
Dr. F. J. Mouat.
tion, for some time past, the present course of
education at the Mahomedan College or Mu-
drissa of Calcutta, and the present system under
which Hindoos exclusively are educated at
the Hindoo College, whilst there is in Calcutta
no Government College whatsoever accessible to
youths of any other classes.
nion that the time has come when organic
changes are necessary in both these respects;
They are of opi-
and in this report I have the honor respectfully to submit, for the con-
sideration and orders of the Most Noble the Governor of Bengal, the
changes which they recommend.
2. I take occasion, at the same time, to reply to the references
Government Letters replied to.
Letter No. 143, dated 26th March 1850, from the Oﬁiciat-
ing Under-Secretary to the Government of Ben-
gal with enclosure.
No. 52, dated 11th Februar 1851, from Mr.
Under-Secretary W. Seton- arr.
,, No. 235, dated 11th June 1151, from ditto.-
,, No. 527, dated 8th December 1851, from ditto.
No. 307, dated 3rd June 1852, from Mr. Under-
Secretary J. \V. Dalrymple.
noted in the margin, re-
lative to the creation of
the Anglo-Arabic class,
and the working of the
English Department at
the Mudrissa.
2 THE PRESIDENCY COLLEGE OF BENGAL.
N: "Mn-“w
M\W--__~.._M , , H a,"
3. Upon the receipt of the earliest of these communications, N o. 143,
. . dated 26th March 1850, from Mr. Ofﬁciating
Enquiry mto the - _
English Department Under-Secretary H. V. Bayley, calhng for a
0f the Mudrissa- special report on the English Department of the
Calcutta Mudrissa, and directing the Council to incorporate in that report
a statement of the past history and present condition of that department,
with various collateral circumstances connected with it, the Ofﬁciating
Secretary of the Mudrissa was directed to furnish such portions of the
information called for, as could be gleaned from the records of the _
Institution. '
4. On the 19th of August of the same year, Captain Hayes submitted a
an abstract of the history of the English Department, from its foundation
in 1829. This paper, with the addition of a supplemental account .of the
same department to the end of the Academic Session
of 1851, will be found in the Appendix to this report?“
5. From this paper it will be seen that the English Department of
the Mudrissa was organized in 1829; that up to 1851 it had cost Rupees
1,02,670; that the greatest number of pupils at one time never exceeded
156, and was occasionally as low as 31; that with the exception of the
sons of some of the Professors of the College and of the higher Mahome-
dan Law Ofﬁcers in the Hon’ble Company’s Courts, the pupils belonged
chieﬂy to the classes of petty shop-keepers, retailers, attornies, and
Moonshees; and that, with but a very few exceptions, the study of English
had failed to make any impression on the better class of Mussulmans.
6. Viewed generally, it must be admitted that the English Depart-
ment of the Mudrissa has been an entire, as well as a somewhat costly
failure.
7. Before submitting a report upon the subject, the Council were
Enquiry into an anxious, if possible, to ascertain the real cause of
the Departments of the failure; and determined to await the arrival
the M‘uh'issa‘ of the new Principal, Dr. Sprenger, in order that
he might aid them in the further investigation which was requisite. Upon
* Appendix No. I.
.Dr. Sprenger’s arrival in November 1850, it was intimated to him that
the Council were not satisﬁed with the existing state of the Mudrissa,
and he was called upon for a report, in order to the complete re-organiza-
tion of the Institution, in all its departments. It was the intention of the
Council to have then also themselves instituted a particular enquiry into
the condition of the English Department, and the causes of its failure, but
run PRESIDENCY COLLEGE or BENGAL. 3
about that time the Secretary of the Council fell sick, and was compelled
to be absent from his duties for ﬁve months.
8. During his absence, a premathre attempt to introduce reforms into
the Arabic Department of the Mudrissa, by
81:35:25: .ak Of the Dr. Sprenger, on his own authority, was forcibly
resisted by the Students, who broke out into
open rebellion against his authority. The matter was carefully investi-
gated by a Special Committee of the Council, which met on several
occasions at the Mudrissa, and collected evidence on the subject. The
Hon’ble Mr. Bethune, President of the Council, wrote out the Minutes
of evidence, and undertook to draw up a report on the subject; but his
death, on the 12th of August 1851, occurred before he had fulﬁlled his
intention. The papers were then placed in the hands of Mr. Beadon, one
of the Members of the Committee, who drew up a brief statement of the
facts of the case, upon which the Council communicated their decision to
the Principal of the Mudrissa. These docu--
ments are contained in the Appendix.* -
9. The feelings which led to this out—break were participated in by the
Professors, and the Mahomedan gentry of the place ; and, as is usual in
such cases, the Government of the College was not blameless. Certainly
there had been a long previous course of laxity, and no judicious attempt
had been made to remove unfounded apprehensions, which had lately
arisen in the minds of the Mahomedans connected with the Institution.
The Mudrissa had been allowed to become, to a great extent, a place
for the performance of religious observances by the Soonee sect of
Mahomedans, who had been allowed to obtain exclusive possession of
it. The scholars were in the habit of leaving their studies, to say prayers
over corpses, brought into the College for the performance of funeral
service. The necessary reforms were effected by the Council, without
* Appendix Nos. II. and III.
any permanent ill effect.
10. As soon as these matters were settled,
Dr- Sprenger’s Ge- . _
neral Report on the Dr. Sprenger was agam requested to furmsh
Mudrissa. a report upon the general re-organization of the
College. This report was submitted in February
1852. It will be found in the Appendix?“
11. After a few preliminary general remarks upon the existing state
of Mahomedan learning in the Mudrissa, which is explained as being
identical with the dialectical pursuits that obtained in Europe before. the
* Appendix N0. IV.
4 THE'PRESIDENCY COLLEGE or BENGAL.
revival of letters, Dr. Sprenger states that there are three leading
schemes of reform. ‘
12'. The ﬁrst scheme is to leave. scholastic studies for those who are
not ﬁt for any thing better, and to instruct intelligent young men exclu-
sively in European Science—the plan pursued in Turkey and Egypt, with '4
indifferent success. To adopt this, Dr. Sprenger thinks, would be virtually
to extinguish the Mudrissa as a seat of Mahomedan learning; a course not
approved by that gentleman. _
13. The second scheme is the method pursued with considerable
success by Dr. Ballantyne at Benares, viz., to extract all that is valuable,
refuting all that is erroneous in the ancient doctrine, thus contending
with the schoolmen upon their own ground. This, however, can only be
effected by a man peculiarly qualiﬁed for such a task; and Dr. Sprenger
doubts whether this method would be more agreeable to Mahomedans
than the open substitution of the modern for the ancient Philosophy.
14. The third scheme suggested is, in Dr. Sprenger’s words, “ to
“ cultivate Arabic and Persian as a philological pursuit; and to teach the -
‘-‘ pupils ﬁrst the elements of’modern sciences, and then the corresponding
“ scholastic theories.” This is the course advocated by Dr. Sprenger,
and worked out in detail in his scheme. ,
15. From the details of the scheme it will be perceived, that Dr.
Sprenger would teach Arabic and Persian as Greek and Latin are taught
in Europe; and that he would teach sciences by modern instruction
books, in English to those who learn English, and in Oordoo to those who
do not. But this he would only do in the junior Department; after
teaching science in its truest and highest degree of advancement to the
boy, he would teach it again to the young man for its historical interest,
in the erroneous, or at best, the half-way state beyond which the Arabic
mind has hitherto objected to pursue it. '
16. In order to render Arabic a purely philological pursuit, the
pupils are to commence the study of the Grammar vernacularized, to
continue it by means of Persian treatises 0n Etymology Syntax, and
to apply their knowledge to the construction and understanding of Arabic
sentences through the medium of the Analecta Arabica, publishedby the
Reverend Mr. Thomason. After this preparation, the Kuleela wa Dumna
is tobe read, when the student is prepared to enter upon the Koran, with "
the commentary of the two J ulals as well as the Mishkats, “the most
‘.‘ elegant works in the. Arabic lan-guage.”l_ All these works are to be
THE PRESIDENCY COLLEGE OF BENGAL. 5
studied exclusively for philological purposes, unconnected with the
religious doctrines expounded in them. Subsequently the course of
Arabic Belles Lettres is to be completed by the study of the seven sus-
pended poems and the Hameisah. _
17. Dr. Sprenger then proceeds strongly to recommend the systematic
study of Oordoo, which he considers to be the vulgar tongue of the
Mussulmans, either directly by means of Hindustanee books, or indirectly
. by translations from Persian into Oordoo, and vice versc’i.
18. He further advises the study of Persian in order to correct the
corruptions that have crept in India into that tongue.
19. He recommends the lowering of the entrance standard, in order
that pupils may come at an early age to the Mudrissa, when their minds
are most susceptible of useful impressions, and the process of imbuing
them with new ideas is most likely to be successful.
20. The study of modern science, beginning with the most practical
and self-evident branches, i“ such as Geography and Natural Philosophy,
forms part of Dr. Sprenger’s plan, but he‘ would have these sciences
taught in Oordoo by competent Native teachers; and, with the view of
D gradually overcoming the prejudice and opposition likely to be caused
by their introduction, he would begin by teaching them in the junior
classes, leaving the corresponding Arabic studies to be followed in. the
senior department.
21. For the study of English, the Principal recommends the amalga-
mation of the existing English and Anglo-Arabic Departments, the
more efﬁcient organization of the English classes, and the combined
pursuit of English and Oriental studies.
22. Upon the circulation of Dr. Sprenger’s scheme to the Council,
Discussion of Dr, Mr. Beadon, then a member of that body, in
Sprenger’s Report. an able and argumentative minute, which is
* Appendix N0. V. contained in the Appendix,* suggested as an
amendment that the study of Arabic should be conﬁned to Literature
and Law; that Persian should be introduced as an accomplishment, as
well as a means of inducing the Mahomedans to send their children early
to school; that a higher standard Of English should be attained upon
the plan pursued in the» Hindoo College; that Bengalee should be the
Vernacular tongue cultivated in Bengal, for Mahome‘dans as well as for
Hindoos; and that an uniform schooling fee of one rupee should be
levied on all pupils entering the Mudrissa.
6 THE PRESIDENCY COLLEGE OF BENGAL.
23. ' Mr. Halliday, on the same occasion, recorded a minute, which
will also be found in the Appendix)“ in which
he suggested that the time had arrived for intro-
ducing a radical change in the teaching of the younger members of the
Mussulman population. He proposed that an elementary knowledge of
Arabic should be obtained elsewhere; that the study of Arabic in the
Mudrissa should be conﬁned to Law; and that the means of teaching
English to the Mahomedans should be organized upon the plan and ‘to the
extent that has proved so eminently successful in the case of the Hindoos.
24. Several of the present members of the Council, named on the margin,
Honible 5114 J, w, (301,711,; have, in the course of the discussion ,“written
11;" papers showing their ﬁrst impressions and
3333133 ggﬁoénggallﬁﬁbse. news on the subject, which also will be found
Mr. W. Seton-Kari“. in the Appendix No. 5. As the Secretary
Dr' JOhn Grant was about to visit the N orth-Western Pro-
vinces, in the course of the cold season of 1852-53, Where he would
have an opportunity of examining the Colleges and Schools under the
Lieutenant Governor of those (Provinces, the Council deferred coming
to a resolution on this question until his return 3 as they wished to
beneﬁt by the large experience
of those Provinces in the edu-r-
cation of Mahomedans. On the
Secretary’s return, he laid before
* Appendix N 0. V.
* “ In the course of my recent inspection of the
Delhi, Agra, and Bareilly Colleges, I ascertained
that the number of Mahomedans from the respec-s.
table classes, receiving a high order of English
Education, was very small, and that in this res-
pect, the Colleges in the North—West had accom-
plished very little more than the Calcutta Mu-
(lrissa.
“ In the matter of Vernacular Education they
are far in advance of the corresponding institu-
tions in Bengal. In the Delhi College the higher
branches of Mathematics and Literature, as far
as can be accomplished by the books in existence,
are well and efﬁciently taught in Oordoo. -
“ At Agra lectures on Natural Philosophy in
Oordoo are delivered, and illustrated by experi-
ment. At Bareill a similar course is pursued,
and in none of the Colleges referred to, does
there appear to be any objection to studying
European Science in a Vernacular medium, on
the part of the Mahomedan Students.”
the Council the result of his
observations, in a report dated
the 14th March 1853, copy of
which is marginally cited}é as it
is brief in its terms, and fur-
nishes important evidence asto
the general failure, in that aquar-
ter also, of the inducements af-
forded to Mahomedans to study.
the English language and literature in the Government institutions, though
these are freely open to all classes.
25.
Council’s project
for the reform of the
Mudrissa. .
Having taken the whole of this very difﬁcult question, with
reference to all the above-mentioned papers, ‘
.into deliberate consideration, the . Council have
resolved collectively to submit, for the orders
THE PRESIDENCY COLLEGE or BENGAL. 7
of the Government, the following obServations and recommendations,
cencerning not merely the English class of the Mudrissa, but the Whole College in all its branches. ' '
, 2.6., The Calcutta Mudrissa at present consists of two distinct depart-
ments, the Arabic and the English departments, which form in fact
two distinct schools. The Arabic department, constituted at the founda-
tion of the College in 1782, instructs gratuitously one set ' of pupils,
belonging to the learned and highest classes of Mahomedans, in Arabic
learning, from the alphabet of the language to the highest sciences
taught in Arabic books. The English Department, constituted in 1829,
l. instructs, on payment of a small fee,* another
EJg%SI%IPr§§Z;ZEg$tm g2; set of pupils, mostly belonging to the lower
one “Pee. a month web, orders of Mahomedans, in the elements of the
the amount proposed to
vbe levied in Mr. Beadon’s English language, and in very little else. There
Mmute' are, however, Bengalee classes in this department,
forv such pupils as desire to study Bengalee as well as English. Lately,
that is to say in the year 1849, an Anglo-Arabic class was added to the
Arabic Department, at a charge of Rupees 100 a month, to instruct in the
English language such Arabic students as would avail themselves of such
instruction. This measure was an attempt to remedy the obvious faults
of the, former system; but the measure proved quite inadequate to the
object, and on the transfer, in May, of the master of the class to a more
" effective and better paid place elsewhere, the Council, in consideration of
past failure and contemplated projects of effectual reform, abstained from
ﬁlling up the place.
27. The Arabic Department contains 136 students, and is divided into
eight classes, each taught by one master. The ﬁrst class contains 13
students, whose average age is above twenty years. They study Maho-
medan Law, Logic, Poetry, Rhetoric, and Mathematics. The second
class contains 15 students, who are mostly about twenty years of age.
They study Mahemedan Law, Arabic Literature, both prose and poetry,
and Rhetoric. The third class contains 16 students, whose average age
is eighteen years. They study the elements and sources of Mahomedan
Law. The fourth class contains 17 students, Whose average age is sixteen
years. They study the elements of Mahomedan Law and of Logic. The
ﬁfth class contains 20 students, whose average age is above ﬁfteen years.
Tey study Arabic Grammar and the rudiments of Logic. The sixth
class contains 20 students, whose average age is thirteen years. They
8 THE PRESIDENOY COLLEGE or BENGAL.
study Arabic Syntax and Etymology. The seventh and eighth classes
contain 14 and 21 students. respectively, whose average age is about
twelve years, and who study Arabic Grammar.
28. 'There is no rule for promotion from one class to another, and
there is no well-deﬁned course of study for each class. Some students
attend more than one class. The only recognized rule of study is that
in the higher classes, those books are studied which are the test books
for the scholarship examinations ; and in the lower classes those books
are studied which are supposed to be necessary preparations for the study
of the test books.
29. The English Department contains 51 students, from ten years of
age upwards; and is divided into ﬁve classes, taught by three masters.
These boys are taught English from the alphabet, and this elementary
English instruction may be continued up to the test for junior scholar-
ships. Since its establishment, no more than two students from this depart-
ment, Moulvees Wuhee-doon N ubbee and Abdul Luteef, have gained
junior scholarships.
30. The number of students in the Mudrissa is at present much below
the complement, owing to the Council having thought it expedient, in the
present unsatisfactory condition of the whole College, and whilst projects
of organic reform are in agitation, not to remove a prohibition to the
admission of new scholars which was imposed in March 1851 , on the
occasion of the out-break above narrated.
31. The great object of Mr. Warren Hastings in founding the
Mudrissa, (as is shown by the passage cited from his minute of 1785, by
Mr. Beadon,) was to qualify the Mahomedans of Bengal for the public
service, chieﬂy in the Courts of Justice; and to enable them to compete,
on more equal terms, with the Hindoos, for employment under Govern-
/ihent.
‘ 32. The Council are far from thinking that this is the only, or the
highest object, for which the mental cultivation of the upper orders of
Mahomedans in Bengal ought to be encouraged by the Government of
the country. But it is certainly an important and legitimate object.
33. Looking ﬁrst at this object, the Council believe that the Institution,
when it Was founded, was well calculated to attain it. But, as the institu-
tion has undergone no real improvement of importance since its foundation seventy-one years ago, it would be strange if it were still equally well
calculated to attain that object, when the time that has passed has worked
THE rnnsmnxcr COLLEGE or BENGAL. 9
such vast changes in the nature and requirements of the public service,
the constitution and the procedure of the Courts of Law, and in the
temper and habits of the people. That, which in the last century was
perhaps hardly thought desirable, has become necessary. That, to the
accomplislnmnt of which, if the Government had desired it, the prejudices
of the people would then have opposed insuperable obstacles, is now
acknowledged as a popular want. i
34. The use of Persian has ceased in the Courts of Law, and in all
the ofﬁces. of Government, whilst a good knowledge of English has
become more and more useful to candidates for employment, whether
public or private. What is now the most useful education that can be
given, to ﬁt a young man for respectable employment in the public service,
is sound instruction in English, in the Vernaculars, and in that knowledge
which, with very rare exceptions, may be best acquired from books in
the English language.
35. The Council have‘good grounds for the belief, that the Mahome-
dans of Bengal have begun to be very sensibly impressed with the im-
portance of these facts to the interests of their rising generation. The
Council haVe no doubt that there is now amongst the higher and more
respectable classes of the Mussulman community in Bengal, a growing
desire for sound English education, though it is doubtless still much
less ardent, and less general, than that felt by the Hindoos. The failure
of the English classes in the Mudrissa, appears to the Council, to be owing
rather to. the bad quality of the instruction there given, and to other
defects of system which they hope to be able to correct, than to the gene-
ral indisposition of Mahomedans to the study. Mahomedans of rank and
respectability have sent their sons to St. Paul’s School and the Parental
Academy, because these are the only Seminaries, not of a strictly Mis-
sionary character, open to them, in which they can become proﬁcient
English scholars.
36. Therefore, with reference both to the present requisites for public
employment, and the inclinations of the people, the Council conceive that
any system of State education, designed for the Mahomedans of Bengal,
will fail to attain Mr. Hastings’ object above-mentioned, unless it affords I
the means of acquiring a sound English education. Such means are
not afforded by the Mudrissa now, and therefore the Council would
remodel the course of instruction there, so far as English is con-
cerned.
10 THE PRESIDENOY COLLEGE or BENGAL.
37. But their proposed reform would not stop here. Allusion has
been made above to other and higher objects of education, than a mere
preparation for employment under Government. These are no other
than the acknowledged objects of mental cultivation amongst all civilized
races. For letters, for their own sake, no race of men has greater res-
pect than Mahomedans. Here, the difﬁculty is not to induce Mahome—
dans to cultivate the minds of their children, but to afford means of
mental cultivation which they will accept as sufﬁcient, whilst their chil-
dren shall also be enabled to acquire a sound knowledge of English. In
this respect the case of the Mahomedans widely differs from that of the
Hindoos; and this, it is believed, is the true reason why the system of
English education, which has been so successful with Hindoos, has failed
with Mahomedans.
38. The English language to an Oriental is extremely difficult, and
is not to be acquired with any approach to perfection, without many
years of study. So also the learned languages of Hindoos and Mahome-
dans, Sanscrit and Arabic, acquired as Orientals acquire them, and
pursued to the point to which those pursue them who desire to be
esteemed men of learning, (which involves not the acquisition of a
language only, but of a whole body of sciences), are not to be mastered
without many years of almost exclusive study. In this respect both
classes are alike; and as there have been few instances of learned Pundits
being also considerable English scholars, it is not expected that there will
ever be more than an occasional instance of a highly-learned Moulvee
being also such a scholar.
39. For this reason, whilst the Council could not for a moment think
of excluding Arabic literature from a national system of educating
Mussulmans, they do not propose to shackle their system by any attempt
to force both high Arabic and high English attainments, upon any young
man desirous of educational honors.
40. But the Hindoo gentleman is content to leave his learned lan-
guage to the exclusive enjoyment of his Pundit, whilst he has very little,
or it may be said no popular literature of his own to occupy any part of
his time. It is therefore easy, and it seems no less natural from his than
from our point of view, for his mind to be cultivated exclusively by means
of English. It is not so with the Mahomedan, who, with only a trivial
knowledge of Arabic, has in the Persian language a body of literature
of his own, of which he is proud, and justly proud; and for complete
O..'.
THE PRESIDENCY COLLEGE or BENGAL. 11
ignorance in which no foreign knowledge, and no scientiﬁc attainments
would be a compensation, in his own opinion, or in that of his friends.
41. The Council have no desire to educate Mahomedan gentlemen
without a knowledge of their own literature, which has much of excel-
lence in itself, and is considered by their own class all over the world
indispensable to the character of a man of liberal education. And, if it
were desired to do so, the Council are sure that the attempt would fail.
In fact, the complete and marked failure of the English class at the
Mudrissa is an example, and a proof of this position. There, at a heavy
charge to the State, and with all the high sounding accessories of a
Government College, some 60 or 70 little boys of the lowest orders are
taught only the very elements of the English language, for no higher
purpose than to ﬁt them better for a few humble employments, in a town
where there are many wealthy and busy people who can speak nothing
but English.
42. It only remains to endeavour to provide means for combining a
fair English education, with such a degree of education in Mahomedan
popular literature, as is considered indispensable by the best minds
of the class for whom provision is to be made. The Council acknowledge,
unreservedly, the difﬁculty of the task; but, if the plans devised for the
purpose are heartily encouraged, and zealously persevered in, they are
not without much hope of eventual success.
43. Probably it will not be contested, that all attempts heretofore,
by means of the general school and college system of this Government,
to render an English education popular with Mahomedans, wheresoever
made, have met with not much better success than has been experienced
in Calcutta.
44. The history of the English Department of the Calcutta Mudrissa
appended to this letter, exhibits the result as
regards the metropolis. At Hooghly and Dacca
the Mahomedan pupils in the English classes are few, and fewer still
remain to complete their education. The Principals of these two Institu-
tions, with whom communication has been held on the subject, bear
strong testimony to the unsatisfactory attendance, and very partial suc-
cess of their Mahomedan scholars, which they attribute, in a great
measure, to the simultaneous study of Persian at home. At Delhi, as
might be expected, the number of Mahomedan pupils in the English
classes is larger, 'but the result is nearly the same; very few, if any of
* Appendix No. IV.
12 THE PRESIDENCY COLLEGE OF BENGAL.
the more TesPectable Mahomedans remain to complete their education.
At Agra and Bareilly, less has been attained in this respect than at Delhi.
And it is to be observed in reference to what has been above said in
para. 26, regarding the Up-country Colleges, that at all the Government
Institutions in which English is . taught out of Calcutta, the English
classes are, at present, freely open to students of respectable classes of all
creeds indiscriminately. .
45. To these facts the Council Would respectfully point, if it be
objected to their scheme, as it will be hereafter explained, that it is not
entirely in accordance with the general system of public education.
46. I now proceed to explain the plan according to which is pro-
posed that the Calcutta Mudrissa, in every department, should be
remodelled. '
47. The present English and Anglo-Arabic classes should be closed,
and in their stead an Anglo-Persian Department should be organised,
upon such a scale, and with such an establishment, as to afford the
means of acquiring a thorough elementary English education as far as
the junior English scholarship standard. Persian should .be taught
simultaneously with English in this department, for the following reasons.
48. There is an objection, in all Mahomedan families, to send
their children to school at the early age at which Hindoo boys are
to be found in our Patshalas. The earliest education of the Maho-
medan child is begun in his own home, where, in all families
of respectability, he is taught Persian, and enough of Arabic to
make him fairly master of the modern composite Persian. This educa-
tion is commenced at 6 or 7 years of age, and is usually carried
on to the age of 10 or 12; when those of the learned class, relations of
schOlarly families, or persons desirous of taking rank as Moulvees, devote
themselves chieﬂy to Arabic. At this age, a Mahomedan gentleman, in
Bengal, of the present day, sensible of the necessity of English for his
son’s success in life, and not caring that he should be learned in the
Arabic language and laws, will be very willing to make his son apply
himself to English, if he can carry on at the same time his Persian
reading; which, as a becoming and agreeable accomplishment, and a liberal
acquirement likely to be of beneﬁt to the character, he would not forego.
49. The Mudrissa is believed to be a very ﬁt, as it certainly is a very ,,
convenient place, in which to originate this Anglo-Persian scheme of
study. It is a place of learning which the Mahomedans regard as devoted
TEE PRESIDENCY coLLEGE or BENGAL. 13
to their exclusive beneﬁt; it is held in great respect and repute throughout
Bengal; and it .is freely resorted to by Mahomedans from all parts of the
Presidency.
50. In addition to English and Persian, it should contain the means of
- instruction in Hindustanee and Bengalee, the one being the domestic
language of the Mahomedans all over India, and the other being the Ver-
nacular language of this Province.
51. The Council propose to carry in the Mudrissa the study of English
only as far as the junior scholarship standard; that is to say the standard
of school honors. Intelligent pupils, entering at 9 or 10 years of age,
ought to be able to attain this standard in 5 or 6 years.
52. At the end of this period, the course of education in Persian, which
is considered to be ﬁt and, becoming for a. Mahomedan gentleman, will
have been well completed, and the pupil should make his election between
the further prosecution of English, and devotion exclusively, or at least
chieﬂy, to Arabic; the simultaneous and prolonged study of the two, in
the more advanced stages, being incompatible. If he prefers the Arabic
course, he will remain in the Mudrissa: if he prefers the English course,
he will prosecute his studies at the great Metropolitan College, open to
all classes, .into which it is proposed, as will be explained below, that the
present Hindoo College should be converted.
53. The Council recommend the following changes in the Arabic
Department of the College.
54. They would not oblige those who enter this department to pass
through the Anglo-Persian Department; but they would require of those
who enter it, without having passed through that department, a high
entrance standard in respect to Oriental acquirements, equal at least to
what would be required of a boy entering the Arabic Department from
the Anglo-Persian Department. In their opinion, it is only where
necessity compels it, that elementary instruction is properly given in such
an Institution as a Government College; and there is no, such necessity
in regard to Arabic.
v55. On the other hand, the Council would allow any student in the
Arabic Department, if he pleased, to attend any particular classes he
chose in the great Metropolitan College. . _
56. The Council would cease entirely from attempts to teach the
physical sciences in the Arabic language. If these sciences are taught
from Arabic books, as at present, a great mass of error and absurdity is
14 THE PRESIDENCY COLLEGE or BENGAL.
taught as if it were truth and reason; and, at the best, progressive sciences
are taught as if they had made no progress for some two thousand years.
Science ought not, the Council hold, to be thus taught by any Govern-
ment. To teach it otherwise in the Arabic Department, Vernacular trans-
lations of or compilations from English books must be made, and a new
set of teachers must be provided. This may perhaps be found eventually
desirable for the older students, who seek a high proﬁciency in the Arabic
language. But in English, such instruction is already available elsewhere;
and those to whom, for the present at least, instruction of this nature
would be acceptable, are the class who, it is expected, will acquire the
English language at any rate.
a 57. In other respects, the improvements thought desirable in the
Arabic Department, though numerous and important, are rather changes
of detail, than changes of principle; and it is, therefore, considered
unnecessary to discuss them in this place. Dr. Sprenger’s ideas on the
philological questions he raises appear to the Council to be generally
sensible, and correct.
58. There is a division of opinion amongst the Council, as to the pro-
(Sdo J_ R. Colvin. priety of requiring henceforth the payment of a
P1§§éié>bg -invlg-ligglgég’iggtng fee by all students at the Mudrissa. There is no
change hereafter. _ such payment at present, though gratuitous edu-
igdii g.%g:s?tg,1tb(ii the cation is contrary to the established general sys-
“ndersta‘ndingthatMudrissa tem of Government education. The majority of
pupils, like those of all other
GPVernmnt Cong“, 8‘0” the Council, whose names are noted on the
W111 be expected topay even- 0 _ _
Welly, or when the altered marg1n,lookmg to the ordmary poverty of the
t . , . k. a
:feSadillylS Othelmse wor m" class of students who come from all parts of
(Sd') R' G‘ Ghose' Bengal to the Mudrissa, and are, while prosecut-
ing their studies there, lodged, fed, and clothed by the beneﬁcence of
Mahomedan residents of Calcutta, and fearful of damaging, at the outset,
the chances of the new scheme by the simultaneous imposition of a fee,
would not change the existing practice, in this respect, at present. The
minority, whose names are also noted in the
Mr. J. P. Grant. _ _ , _ _ _ ,
Dr. F. J. Mouat. margm, being of OPIIIlOIl that the prmclple of
M“ W' sewn-Kan" requiring a moderate payment for the education
afforded is one of primary and fundamental importance; attributing much
of the success of the department of education in Bengal to its general
adoption; objecting to distinctions in such matters between one religious
sect and another; and seeing no suﬁicient specialty in this case to Warrant
THE PRESIDENGY coLLEGE or BENGAL. 15
'such a distinction; would adopt in the Mahomedan College, the Principle
of payment along with the other great improvements recommended: but
following the successful example of the other educational institutions in
Bengal, they would impose, at ﬁrst, a light fee. .
59. The scale _of Establishment necessary fully to carry out the above
plan, should it succeed to the extent contemplated, will probably be the
following: " ' .
ANGLO-PERSIAN DEPARTMENT.
no. Cl. 00 IO. use .0. 000 can
Second Master, ... ... .... .. 300
Third Master, ... 150
Fourth Master, ... ... ... .... .. 100
Fifth Master, ... ... 80
Sixth Master, .... .. 50
Seventh Master, ... 40
Eighth Master, ... r ... .... .. 30
First Persian Teacher, 100
Second Persian Teacher, 50
Third Persian Teacher, ... .~. 30
First Pundit, v .... .. 40
Second Pundit, 20
Librarian, ... .... .. 20
I Total,... ... 1,410amonth,
or 16,920 annually.
To meet this in part, there is the present cost of the English Depart-
I ment to be abolished, via:
Head Master, Rupees 150
Second Master, 1 ...... ,, 50
... ... ... l.‘ l‘. ... Bengalee Master, ... .... .. ,, 40
Rupees 270
and there is the allowance for the Anglo-Arabic Class, now in abeyance,
via, Rupees 100, leaving a balance of somewhat more than Rupees 1,000
a month to be provided from the Education] Funds. But, probably, this
may be diminished by some reductions in the Arabic Department, in
which the number of scholars and the number of branches of instruc-
tion taught will be reduced. -
16 ' THE PRESIDENCY coLLEGE or BENGAL.
60. This outlay is somewhat large, but not more than the Council
believe to be actually necessary to give the experiment a full and fair
trial, and to make an effectual advance in inducing Mahomedans generally
to apply themselves to English studies. There is too‘much reason to fear
that the previous failure has been partly due to the inefﬁcient instructive
staff employed.
6]. The Mudrissa does not cost at present within 548 rupees of the
annual amount set apart for it, and the general Education funds are now
well able to bear this additional cost, as will be seen by a reference to the
Accountant’s Statement of the year 1851-52 ; and so far as the means Iof
calculating the outlay of the past year are possessed by the Council, there
will be a still greater balance on the 30th of April 1853. The permanent
excess of income over expenditure is now believed to be at least Rupees
30,000 a year.
62. Another measure which the Council deem it advisable to recom-
mend, in connection with the present scheme, is
Proposal Of a new the establishment of a Branch School at C0-
Branch School. _ _
hngah. The Anglo-Perslan Department of the
Mudrissa, as above described, is intended only to extend the beneﬁt of an
English education to the children of Mahomedans of the higher order,
or of the many scattered literary families residing throughout the interior.
There are probably many persons of the same persuasion in Calcutta to
whom a classical education in their own language and literature is not an
object, and who will be content with a good English education, as more
suitable to their condition and prospects. There are also different
Mahomedan families in Calcutta, of easy means, who would prefer to
give a home education to their children in Persian literature, and who
would, therefore, wish that there should be a school conveniently situated,
at which English studies alone need be prosecuted. Moreover, it is
believed that the means of receiving a fair amount of instruction, upon
the plan and to the extent followed in the Government Schools, is much
desired by a large section of the poorer European and Eurasian population
of Calcutta, who are at present but ill-provided in this respect.
63. For the above mentioned classes, the new Branch School is
intended. In it the Council propose to teach English and Bengalee, to
the extent and on the plan adopted in the Hindoo College Branch School
via, frOm the earliest rudiments of knowledge in both languages, to the
junior English scholarship standard.
THE rBEsInENcY coLLEGE OF BENGAL. 17
' 64. The only institution of a similar character in Calcutta at the
present moment, is the school above-mentioned, which is afﬁliated to the
Hindoo College. It has succeeded so well as to enjoy a large .share of
favor with the Hindoo public, though other classes are not excluded from
it. This school more than covers its own expenses, and it has sent some
of the best and most proﬁcient scholars of recent years to the Hindoo
College. _ V _ _ .
65. Should the Government concur in the views of the Council on
this subject, authority to hire a suitable house in an eligible. locality, at a
moderate rent, and to entertain the necessary establishment, is solicited,
the scale of salaries and other detailed particulars to be exactly as in the
Branch School. The‘whole Establishment would not be needed at once,
and would only be entertained to meet the gradual extension of the
school. . . . . 1
’66. The schooling fee proposed to be charged is an uniform
rate of. two Rupees for each pupil, as charged at present in the
Branch School; the institution to be open to all classes and creeds,
without distinction. Colingah is selected as being a quarter of , the town
in which are many Mahomedans of the class by whom it is hoped the
school will be resorted to, and who live too far from the Hindoo College
Branch School to beneﬁt by that Institution. ,
67. Simultaneously with the institution of the Colingah Branch
School, the Council propose to change the name of the Hindoo College
Branch School to that of the Colootollah Branch School, that its nature,
as being an institution open to all classes, may be more publicly known
than it now is. _
68. The plan above described, it is hoped, will furnish in Calcutta,
Projec‘: of a Ge; the means of a good elementary English educa—
neral Metropolitan tion to the Mahomedan and Christian communi-
conege- ties; and to the many persons in comfortable cir-
cumstances who are neither Hindoos, Mahomedans nor Christians; such
as Jews, Parsees, Chinese. and others. But the want, at the Metropolis
of British India, of any Government College, such as is provided, at
many much less important places, where a higher course of English educa-
tion' can be pursued, open to all, whether they happen to be Hindoos of
c'ertain‘high castes, or. not, is a‘signal defect in, the present Government
system, which the Councilv are strongly of opinion ought no ‘ longer to
remain unsupplied. In the .view they take of this subject, the only
D
18 THE PRESIDENCY COLLEGE or BENGAL.
question that needs to be diScussed, after the broad statement of the Want,
is how best to supply it. i ‘
69. Two plans suggest themselves. The one to open a new College
for all classes; the other, to change the character and - present constitu-
tion of the Hindoo College, and to throw it open to all classes.
70. The objections to the plan of founding a new College for the
Propos al to convert‘ general public, continuing to defray the heavy
the Hindoo college cost of the eXIstmg Hindoo College exclusively
into a General Me- for the use of a section of the Hindoos, are very
tropolitan college' obvious. A great increase to the education-
grant would be requisite in that case, which might be much more bene-
ﬁcially expended, if granted, by founding. a new College in some place
where no College now exists, and where there are no means of forming
one out of existing materials. The staff for such a College as the Gene-
ral Metropolitan College should be, would not be readily procurable
without the aid of the staff of the Hindoo College. The General Cal-
cutta College should naturally be the ﬁnest institution of the sort in India;
but as it improved, the Hindoo College would, by comparison, dwindle
into costly insigniﬁcance. All these disadvantages, and all this cost Would
be incurred for no national object, and without any public advantage to
compensate them in any degree. .
71. On the other hand, the public advantages of throwing open the
Hindoo College are so manifest, that they hardly require to be stated, and
there are no public grounds of objection to the measure. The cost to
Government of a College common to all classes of its subjects, would
hardly exceed that of the Hindoo College as it exists. Few, if any, ad—
ditional Professors would be required, unless for the purpose of improving
the quality or extending the scope of the education now afforded.
72. Again, under a system of education from which all religious ,
instruction is necessarily excluded, the advantages of bringing the youths
of different creeds together in friendly intercourse, under a common
course of study and discipline, are unqualiﬁed. The feasibility of such
a liberal system cannot be contested, seeing that it is the system in actual
operation in every part of India, excepting only the town of Calcutta;
and even here, in the Medical College, Hindoos of all castes, Mahomedans,
Christians, and Buddhists, are constantly associated in the same studies ,,
and pursuits, many of them live under the same roof, and a little tact in
their management causes them to __ dwell together in harmony.
THE PBEsIDENGY coLLEGE or BENGAL, 19
-; 73. In the Hooghly, Dacca and Kishnaghur Colleges, and in many of
the Zillah schools in Bengal, Hindoos and Mahomedans associate freely with
some of the Christian residents who are studying in the same place, and
noobjection to the association has ever been raised by' any of the students,
, 74. In general society, Hindoo and Mahomedan gentlemen meet freely
with eachother, and with their Christian contemporaries, and no objection
to such intercourse is made by any class. -
_~ 75. If then, there be any substantial objection to throwing open the
‘ consideration of Hindoo College as proposed, it must be one pecu-
the, objections m this liar to the 1nst1tut10n itself. It must consist in
measure- the existence of certain exclusive privileges; in
the fact that either by its original constitution, or by subsequent conven-
tion, that institution has been devoted for all time, and unchangeably, to
the education of Hindoo students of the higher castes, exclusively.
76. That such an objection will be made, and perhaps plausibly sup-
ported, the Council think very probable. In order that the Most Noble the
Governor of Bengal may be in, a position to judge how far such an objection
can belwell founded, it is necessary to place before him a short history of
the, origin and progress of the Hindoo College. Such a history has been
prepared by me, under the directions of the Coun-
\ oil, and will be found appended to this report.*
' 7. From that history it undoubtedly appears that the Hindoo College
was originally a private, or rather a class institution, designed as a school
for conveying English learning to Hindoos of the higher classes exclusively;
that, as the school rose in usefulness and popularity, the endowments made
by its liberal and benevolent founders, diminished as they were by the
loss consequent on an unfortunate investment, were found to be quite
insufﬁcient for its objects ; that, thereupon, Government, at the desire of
all parties interested in the welfare of the institution, adopted it, devoting
the whole proceeds of the endowment to scholarships, and defraying at a
heavy annual charge the whole cost of the establishment; and that, in
consequence of that adoption and support, and of the ever increasing favor
with which the Hindoo community have regarded the institution, what
was in its original state, and so long as it remained in private hands, a
small school with a very uncertain prospect of longevity, has grown into
the most flourishing College in India. > This success, however, does not
appear to the Council to be due to the exclusive character of the College ;
“and still less is it due to the system of management, which is positively an evil.
' * ApPendix No. VI.
20 THE PRESIDENCY COLLEGE OF BENGAL.
' 78. For some years past, the native managers of the College have
ceased to take "any active interest in its affairs, except when questions
connected with their privileges are discussed, With the honorable excep-
tion, however, of Baboo Russomoy Dutt, whose devotion to theinterests of
the institution has been incessant, ever since he became its Secretary in.
1841 ; and indeed since 1822, when he became a member of its manage-
ment. The other native managers 'have' almost ‘ ceased to attend the
meetings ; one or two coming on rare occasions, and at long intervals.
l The annexed statement* will show _what . has, of
late been the _ attendance of the Members of the
Hindoo College Management. ' ' ' '
‘ 7 9. On the other hand, the double system of management is produc-
tive of delay. EVery paper connected with the Hindoo College must pass
the Native Committee pro format, before it is submitted to the Council of
Education. The position too of the Principal of this most important
College, is, by this system,'made less free and digniﬁed, than that of the
Principals of other Government Colleges, who correspond directly with
the Council of Education. ' ~ - '
‘ 80. The Council is fully sensible of the great advantage of the infusion
of a large native element into the body charged with the direction of the
educational establishments of the country. It conceives, however, that
this advantage Will-be best attained by adding to the Council of Education
such native gentlemen as the largeness and liberality of their views, their
intelligence, their connection with the original founders of the Hindoo
COllege, or their position with reference to the native community gene-
rally, may render worthy of the distinction. ‘ ~ - -
81. Again, whilst they do not deny that the Government did adopt
the Hindoo College] with its inherent quality of exclusiveness, the Council
can ﬁnd in the records and correspondence connected with that Institution,
nothing like a pledge on the part of Government to maintain that quality
of exclusiveness for all future time, or to abstain for ever, whatever
Changes of circumstances might occur, from all modiﬁcation of the origi—
* Appendix No. VII.
nal constitution of the College. ? 7 ~
' 82‘. To the original subscribers. undoubtedly belongs the honor of
having led the Way in the cause of Native education, and of having
provided means for imparting to their children the blessings and advan-
tages of European culture. The funds assigned by their liberality proved
inadequate to the end proPosed. In that state of things Government
THE PRESIDENCY COLLEGE OF BENGAL. 21
extended its aid to what, though an exclusive institution, then perhaps
embraced nearly all who were ﬁt or willingto be recipients of its bounty.
But the aid which, upon public grounds, the Government gratuitously
gave, the same Government may, upon the same grounds, at any time
withhold. - The Council are decidedly and unanimously of opinion, that
the time .has come when it i would be both unjust and inexpedient to
continue to spend upwards of Rupees 30,000 a year of public money,
upon- a College, which is, fact, wholly supported by that expenditure,
but nevertheless is closed against all but one class of the community,
although all other classes are greatly in want of such an institution, and
have none to which they can resort. .
- 83. The arrangement was in fact a convention, but a convention
which, in the opinion of the Council, either party might, upon reasonable
notice to the other, and upon equitable terms, at any time determine.
84. Upon a full consideration of the question, it appeared to the Council
that there were three modes in which, should Government see ﬁt to throw
open the Hindoo College, that object might be legitimately accOmplished.
85. First—The unconditional consent of those who represent (as far
as these can now be represented) the original founders, might be obtained.
Of such a result the Council did not despair, when they considered the
intelligence and liberality of many of those gentlemen, and the probability
that they, like those whom they have the honor to represent, would be
found in advance of, rather than behind, the age in which they live. In
this case little change in the present arrangements would be required.
‘86. Second—The consent of these gentlemen might be refused. This
hypothesis raises the question upon what terms the Government is at
liberty, of its own mere motion, to dissolve its connection with the founders
of the original H indoo College, or their representatives. The real pecu-
niary interest of those gentlemen is represented by the sum of Rupees
30,000, being the Rupees 23,000 funded in 1841, plus a further dividend
of Rupees 7,000, since received from the insolvent estate ' of Baretto and
* It should be mentioned that in addition sons: and also funded- The bUildlDgS
to the sum of Rupees 30,000, the residue of ' - ‘ v . a
the original subscription, there are other and all the ﬁttlngs’ bOOLS’ msn uments
funds Specially devoﬁed to the-S\1P1w,1‘§0f and other things connected with the
scholarships in the Hindoo College arismg
from the following sources, viz. .- College, are the Pl'OPCl‘ty 0f the G0.
The Bird Scholarship .... .. 6,000 ‘ ,E
,, Dwarkanath Tagore ditto, 6,000 Yel nment'
" Ryan, dltto’ 5,250 87. The whole expenses of the
establishment are defrayed out of the EducatiOn Funds, and the
22 THE PRESIDENCY COLLEGE OF- BENGAL.
schooling fees. 'After 'crediting the schooling fees, the sum contri-
buted by Government out of the Education Funds for the support of
the Hindoo College, (including the Patshala) during the year 1850-52
was Rupees 31,854. It may be conceded that the Government caiinot
in future throw open the Hindoo College against the will of those who
represent the original subscribers, assuming that will to be capable of
ascertainment, except upon the terms of paying back the before-mentiOned
sum of Rupees 30,000. That done, it appears to the Council that ,Go-
vernment may re-organize the College as it pleases. The only loss to the
College which the repayment of the money would cause, is the reduction.
of so many scholarships.
88. Third—The representatives of the Native Founders might not
refuse their consent to the opening of the College; but might yet insist,
as a condition of their consent, upon conﬁning the scholarships to whichv
the income arising from the Rupees 30,000 is devoted, to Hindoo compe-
titors. The principle of scholarships, limited to a particular class, is.
objectionable; but, in the peculiar circumstances of this case, the point
might be fairly Conceded. In this event, the liberality of wealthy Mahome-
dans might found Mahomedan Scholarships; or Government out of the -
Education Funds might found scholarships open to the competition of alL-
Who could not compete for the Hindoo Scholarships. '
89. Before coming to any ﬁnal resolution upon this important subject,
. , e the Council invited the Native Members of the
Conference With _ . a
the Native Members Hmdoo College Management to a friendly cons
of the _Hindoo Col- ference, for the purpose of ascertaining their
lege Mmtagemenh sentiments upon the project of opening the Col-
lege to all classes of the community. . '
90. The Meeting was held on the 27th of November 1852, and was
attended by Baboo Prosunoo Coomar Tagore, one of the hereditary
Governors, and Baboos Russomoy Dutt and Sree Kishen Sing. .
91. The ﬁrst named gentleman was understood to entertain no personal
objection to the proposed measure, which he deemed in itself to be a good
and proper measure; but he was of opinion that it could not be carried
into effect without infringing the terms of the original contract between
the Government and the founders of the College; and that, he, as a
hereditary Governor, could not give consent to it. ‘
‘92. The other hereditary Governor is the Maharajah of Burdwan, to
whom the Council addressed a letter upon the subject in November 1852,.
THE PRESIDENCY COLLEGE OF BENGAL. 23
In March 1853, the follOwing reply was received from the Rajah. “ I am
“- afraid our hands are tied'down in this respect by the original rules of
“' the above Institution which so far as declaratory of the intentions of
“its founders, I should be very 10th to depart from. As mere trustees
“ too, acting for the subscribers to the original College Fund, now placed
“ under the protecting care of Government, I cannot conceive what right
“ we can have to deviate from the purposes for which that fund was at
“ ﬁrst created. The names Vidalaya and Hindoo College seem to me
“‘clearly to show that none but'Hindoos would be admitted to the privilege
“ of its studentship, and the administrations of Lords Hastings and
“ Amherst, by placing the College on the side of an Institution intended
“ to become the nursery of Sanscrit learning in Calcutta, appear to have
_“ recognized those views of its founders. Had this not been the case, I
“ would most unhesitatingly at once vote with the Council of Education.
“ Upon principle, I have always thought that any distinction of caste or
“ religion should never be made in a seminary of Education: such distinc-
“ tion is specially unnecessary in a school or college in which no religious
“ doctrines of any kind can be taught. In my English and Bengalee
“ Schools at Burdwan, I admit boys of all, classes and creeds.”
93. The above are the only native Gentlemen who have any thing
like vested rights involved in the question. The remainder of the manage-
ment is elected, and liable to removal at the end of each year, but has
been allowed tacitly to become a quasi permanent, self-elected body, by
the indifference of the original subscribers.
94. Of these managers by far the most active friend of the Institution
has been Baboo Russomoy Dutt, whose personal connection with its
affairs dates from 1822, and who has acted as Secretary, without salary,
since 1841. To no one has the College been more indebted than to this
able and enlightened gentleman. Baboo Russomoy Dutt is of opinion
that the institution 'should be thrown open to all classes, without distinc-
tion, but he objects to any interference with the constitution and preroga-
tives of the management as settled in 1841.
95. Baboo Sreekishen Sing, an old member of the management, but
one who has never taken an active share in the Government of the
College, is opposed to the change, which would be, in his opinion, a breach
of a contract binding in perpetuity.
96. Baboo Ausootosh Dey, an elected member of recent appointment,
who has only twice attended the meetings of the Management, submitted
24 THE PRESIDENCY COLLEGE OF BENGAL.
the following statement of his views on the subject. “ The Hindoo
“ College, when established in the year 1816, was designed for the educa-
“ tion of the higher class of the Hindoos exclusively, so that the principle
_“ of exclusiveness has been the very foundation of the Hindoo College;
“ an attempt to undermine the foundation would probably bring down
“ the whole fabric itself. 'When the managers of the Vidalaya appli-
“ ed to Government for pecuniary assistance, and it undertook to
“ carry it on at its own expense on the Original principles, Government
“ tacitly granted this privilege to theHindoo College, which it enjoys up .to
“ this day. I apprehend that the withdrawal of this privilege, and the
“ dissolution of Government connection with the Founders of the Institu-
“ tion would in all probability be attended with sorrowful consequences,
“ the downfall Of a noble Institution, which has, by the exertions of
“ all friends to native education, both living and dead, risen up to its
“ present state of glOry. For however enlightened and liberal may be
“ the views of individual HindoOs, the generality of them, especially the
“ higher classes, with very few exceptions, are very scrupulous, so that
“ they would not willingly place their children to be instructed under
“ the same roof with the children of all castes and'creeds; the consequence
“ of throwing open the Hindoo College for the admission of all children
“ without distinction, would be the withdrawal of the majority of the
“ present students, who would resort to private schools now in existence
“ under the superintendence of very talented men, perhaps equally proﬁ-
“ cient with those who ﬁll the Principals chairs in the Government
“ Colleges. In the Mofussil the Hindoo parents, for want of good educa—
“ tional institutions, are obliged to send their children to Government
“ schools, where no distinction of caste and creed is observed; but in
i‘ Calcutta the Hindoos would not be necessitated to 'do the same. I cannot,
“ therefore, (agree to the proposal of opening the Hindoo College for all
?‘ castes and ereeds, and converting the name of Hindoo College to that of
“ General English College.” ‘ '
97. Baboo Debendernath Tagore, the remaining member, has expressed
no opinion upon the subject. ‘
I 98. To trace the representatives of the original subscribers of the
Funds by which the Hindoo College Or Vidalaya was founded, in order
to ascertain the persons who have any legal title to the 30,000 Rupees,
supposing the purposes to which the money is now devoted to fail, is
obviously extremely difﬁcult, if nOt altogether impossible. The Council,
THE PRESIDENCY COLLEGE OF BENGAL. 25
therefore, has been unable to do more than is above reported, in the way
of testing ..the feelings of those who may be considered to represent the
founders of the College.
99. What is above reported, however, will probably be sufﬁcient to
conclusion against convince the Government that the opposition to
the validity of the the measure among those most immediately
.:°bje°ti°n5- interested, is not of an active character, and is
founded upon what the Council believe to be the erroneous assumption of
alperpetual contract, not determinable by either party without breach of
faith. The Council, on the contrary, holding the opposite belief, strongly
advise the opening of the Hindoo College to all classes.
100. The Council do not expect that the throwing open of the Hindoo
College will cause any permanent diminution in the number of Hindoo
students, or any deterioration in their character either for talent or general
respectability. .
101. The open College will still be incomparably the best school for
English learning which Calcutta can afford to its Native inhabitants; and
that being the case, the resort of Hindoos to it will continue unabated,
for nothing will check their desire for the best English education
available. 4
102. And further, the Council have so much conﬁdence in the grow-
ing intelligence and liberality of the Hindoo gentry of Calcutta, that they
believe that any dissatisfaction felt or expressed at the change in the (3011?
stitution of the Hindoo College would be neither strong nor permanent.
103. In connection with this proposal to tln'ow open the Hindoo
Question of a res_ College, an incidental question has arisen, which
tri¢tive Rule in res- it is deemed right to brmg to the notice of the
pect of rank or caste. Government,
104. It has been suggested that in opening the College, the admission
of pupils might be restricted to the respectable classes Of every persuasion
or race. It is argued that although a Hindoo or Mahomedan of respecta-
bility will not object to the association, in school hours, of his children,
with those of the respectable members of a different faith, he will not con-
sent to their sitting on the same benches with children of very low caste
or social position. i
105. The difﬁculty of determining the question of respectability is
extremely great; and no such distinction is recognized in any other
College in Bengal or the N. W. Provinces. Should, however, the
E
26‘ THE PRESIDENCY COLLEGE 013 BENGAL.‘
Government regard the principle as proper to be adopted, the Council will
spare no pains to carry it into effect. 7
106. A mode of partially effecting this object so far as Hindoos are
Question of retem concerned, has been suggested; which, as it has
tion of the Junior found favor with several of its members, the
g?partment of. the Council deem it right to submit for the consi-
mdoo College as a. , . . .
school for Hindoos deration of Government. It 1s obV1ous that in
exclusively. this, as in other countries, the prejudices of rank,
caste, and station, oppose themselves more strongly to the association of
boys of tender years, than to that of youths of more advanced standing.
The latter, whose character and habits are in some degree formed, are
naturally less likely to suffer by contact with persons of a lower
class. On the other hand, the student of humbler origin, will
generally, as he advances in intellectual cultivation, become more reﬁned,
and throw off much of what in his former manners or mode of thinking,
may have been objectionable. As a general rule, the mixture of ranks is
greater at our English Universities than at our Schools, and nobody
complains of it. The gist of the Council’s proposal is to substitute a
general Metropolitan College for the College Department of the Hindoo
College. This they recommend with reference both to the necessity of
providing a sound English Education for the more advanced Mahomedan
Students, and to general considerations. But the Hindoo College as it
now exists, contains a Junior Department in which young boys receive,
though at a higher cost, no better education than that which they may
obtain at the Branch Schools. And many Hindoo gentlemen of high
respectability (e. g. Baboo Russomoy Dutt) do in fact prefer the Branch
School to the Junior Department of the College as a place of instruction
for young children. To retain a Junior Department as part _of a general
and open College would not, the Council conceive, be necessary. But
if the Most Noble thev Governor of Bengal should think it expedient to
make any concession to the feeling above referred. to, that object may be
attained by retaining the Junior Department of the Hindoo College, but
as a separate Institution, and under a different name. It might be reserV-
ed for Hindoos exclusively, retaining, if found expedient, the higher rate’
of schooling fees now paid there, as a means of excluding those who are
not of the higher classes. In this state of things, both Hindoos and
Mahomedans would, it is thought by the members of the Council who“
Would support this suggestion, have the means of educating their children
.THE PRESIDENCY COLLEGE on BENGAL. 27
separately, during the period when any evil results from the intermixture
of boys of different creeds or classes may most plausibly be apprehended.
The advanced students of both kinds would afterwards meet in fair com-
petition at the general College, and the advantages of a common educa-
tion would be then attained.
107. This arrangement is not recommended as abstractedly desirable;
but it is suggested as a mode by which opposition on the part of those
whose good will it is desirable to conciliate, may be avoided.
108. The Council cannot disguise from themselves that more personal
. indisposition to the abolition of the Hindoo
Question respect- ,
ing the native ma... College Management emsts on .the part of the
nagement 0f Hindoo Native, and in particular of the hereditary mem—
Couege; bers, of that body. They conceive, however, that
this indisposition may in a considerable degree be overcome, by
opening the Council of Education to the more efﬁcient members of the
Management, including the hereditary_ members. To making a seat in
the Council hereditary, His Lordship, the Governor of Bengal, will
perhaps see insuperable objection.
109. The change in the character of the Hindoo College, with the
Proposal to give abolition of the Native Management as at present
the College a. new constituted, would render necessary an alteration
name' in the name of the institution. So long as its
present designation continues, will last the idea of exclusiveness, which
has always been attached to it. As it is advisable, on every ground,
that this idea should cease to be connected with an open College, the
Council recommend that the Institution shall hereafter bear the name of
“ The Calcutta College.” I
1 10. In submitting these questions for the consideration of the Govern-
consequences ofthe ment, it is right, with reference to paragraph
agitation of this que's- 4 of your letter, No. 245, dated 17th May 1853,
tion in the cmmcn' to report all the external circumstances connected
with the agitation in the Council of the question of opening the Hindoo
College, that have come to the knowledge of the Members.
111. No memorial, protest, or appeal of any kind has ever been
addressed to the Council, upon the subject. It is known, however, that
the Institution, lately opened by several Hindoo Gentlemen of great
respectability, of a new Metropolitan College for Hindoos, upon an exclu~
sive principle, has been attributed by some to an expectation that the
28 ' THE PRESIDENOY COLLEGE or BENGAL.
Hindoo College is about to cease to be exclusive. If so, the step was
premature, for it must have been well known that no organic change
could be introduced into the Hindoo College, without the previous order
of the Most Noble the Governor of Bengal, and it must also have been
well known that no such order had been issued.
112. Other reasons, however, have been assigned for that measure,
of which the Council have heard the following, in the way of complaint,
against the existing management of the Hindoo College.
1st.——The alleged admission of pupils of other than the Hindoo religion
to the College. >
2nd.—The introduction of a pupil from an improper class of society.
3rd.-—-The undue amorult of attention paid to the study of mathematics
in the college course, to the prejudice of literature generally so called.
113. The ﬁrst reason assigned is simply an error of fact, as mentioned
in my letter, No. 867, dated 20th July 1853, to your address. -
114. The following is a brief account of the affair alluded to in the
second complaint. A boy representing himself to be a son of the late
General Matabar Sing, brought a letter of recommendation, requesting
admission to the College. He was examined by the Principal, found
qualiﬁed, and admitted, without inquiry as to the truth of his allegation
respecting his parentage.
Before the next meeting of the Management (by whom all intermediate
admissions are iinquired into, and ratiﬁed or otherwise) Babu' Ausootosh
Dey, addressed a letter to the Secretary of the Hindoo College, stating
that he had reason to believe that this boy was unﬁt for admission, and
suggesting inquiry into the circumstances of his case. An inquiry was
accordingly. made, and the result was the removal of the boy, as soon as
the Committee were satisfied that there was good ground for the step.
115. The subject of the last complaint does not appear to the Council
to be of such a nature as to require to be discussed in this report.
1 16. The result, up to the present time so far as the Hindoo College is
concerned, of the establishment of the New Hindoo Metropolitan College,
has been the withdraWal from the Hindoo College of about 92pupils.
belonging chiefly to the junior or School Department out of about 480 ;
and from the Branch School of 87 pupils out of nearly 500. Some who at
first withdrew, have returned, and the Council have every reason to
believe that the new private institution will materially or ultimately
interfere, in respect of Hindoo students, little or not at all with the older
THE PRESIDENCY comma: or BENGAL. ' 29'
public institution. In any point of view, the fact of so many native
gentlemen subscribing largely, for the purpose of creating and maintain-
ing a new place of liberal collegiate education, is regarded by the Council,
and should be regarded by all friends of native education, as a most
interesting and a most gratifying event.
117. In closing this report, it may be desirable to bring prominently to "
There is now a San; notice, that the Government has effectively pro-
scrit College exclu- vided, by the foundation and maintenance of the.
iiilzely for Hindoos in Sanscrit College, for the instruction of the prin-
e manner as there _
is the Mudrissa for clpal classes of the Hindoo community in their
the MahOIneaanS- own literature and learned language, in like
manner as it has provided, by the establishment of the Mudrissa or Maho-
medan College, for the instruction of the Mahomedans in the Arabic
language and literature.
118. The Hon’ble the Court of Directors have, by their despatch of
the 20th January 1841, laid it down as a permanent principle, in approval
of the recommendations which were submitted to it by the Govermnent
of India, that the funds assigned to these two great institutions of oriental
learning, should be employed exclusively in instruction in or in connec-
tion with, those institutions, giving a decided preference to the promotion
in the ﬁrst instance of perfect efﬁciency in oriental instruction.
119. While the special character and objects of these important insti-
tutions are carefully borne in mind by the Council, it is its earnest desire
so to frame the scheme of instruction in them, as that while every facility
is given for the cultivation of the highest oriental learning, the pupils may
also have the foundation well laid, of a knowledge of the English language
and of English literattue which may enable and induce many of them to
prosecute eventually those more improving studies in the advanced classes
of the General Metropolitan College.
120. The whole aim of the Council, in the proposals offered in the
present report in respect to the Mahomedan College, is, while maintain-
ngm&MMmE®MMw%MMﬁ%MmMMWdJmMcmmmmn
for the learned classes of that community, to infuse into it the same
spirit of progress, and of adaptation to the wants of the present time, which
so honorably distinguish the Sanscrit College, under the superintendence
of the singularly able and enlightened scholar, under whose care
as its Principal, the latter college has the good fortune to be now
placed.
30 THE PRESIDENGY COLLEGE OF BENGAL.~
121. Both of these are, in their nature, separate or exclusive Colleges,
conducted upon principles peculiar to themselves. That peculiarity of
their constitution the Council would sedulously respect; but, it would
seek at the same time, to bring them into harmony and connection with
the highest scheme of general instruction, which is devised for those who
are trained only in its English institutions.
122. The plans whiCh it has suggested, may, the Council venture to
hope, be found to comprehend and secure the fair claims of all classes of
the people; to guard all the objects for which the Government in its
several grants in aid of public instruction has provided with a liberal care
and at the same time to give a new and powerful stimulus to the promo-
tion of the most perfect general education.
I have the honor to be,
Sir,
Your most obedient Servant,
FEED. J. MOUAT,
Secretary, Council of lilalucazfz'on.~

No. 527.
FROM THE SECRETARY TO THE GOVERNMENT OF BENGAL,
To THE SECRETARY TO THE COUNCIL OF EDUCATION,
Dated Fort PViZlz'a'm, 21st October, 1853.-
SIB,
I am directed by the Most Noble the Governor of Bengal
Ed t, to acknowledge the receipt of your
uca ton. ' .
NO. 1348,dated the 4th August 1853, lettlers noted on the margm: and 111
With 7 endosm‘es' - re to communicate the f '
,, 1737, dated the 10th Oct. 1853. P y ouowmg
Observations and orders.
2. His Lordship has carefully studied the question of Government
Educational Institutions at Calcutta, as set forth by the Council of Edu-
cation in their able and comprehensive letter of the 4th August above
alluded to, which describes the actual condition of those institutions at
the present time, and the changes which the Council recommends the
Government to make.
3. Concurring for the most part in the conclusions at which the Coun-
cil of Education has a.rriVed, His Lordship feels that it would be super-
fluous for him to retrace in this communication the course of argument
which has led to those conclusions. The arguments cannot be more forcibly
or more clearly stated than in the language of the Council’s letter, and His
Lordship would refer to it for the reasons of the several decisions in which
he adopts the opinion of the Council. His Lordship will restrict this
communication, therefore, to a mere recital of those decisions, and to a
statement of the reasons that have induced him in some respects to prefer
measures which go beyond the suggestions of the Council, and which it
perhaps did not consider itself authorized to propose.
4. The Council of Education concludes with justice, that the Govern-
ment has not done for the encouragement of sound education in this Capi-
tal all that was desirable, or even all that would have been its positive
duty, if . the public ﬁnances had not been for many years past, and until
very lately, in a condition which clogged the action of the State. While
32 THE PRESIDENCY COLLEGE OF BENGAL.
Agra, Delhi, Benares, and many other places of lesser note and inferior
importance possess, each of them, a Government College for general
instruction, in Calcutta, the Metropolis of the British dominions in the
East, there is no General College at all. The Mudrissa has long been
established for the special advantage of the Mussulmans, but it is shown
that the English Department of that College has hitherto been a failure
in every form in which it has been tried, and that the Institution is
altogether in an unsatisfactory condition. The Hindoo College and the
Sanscrit College, which have been set apart for the use of the Hindoos
are ﬂourishing, but both are exclusive in their character, and the former
is hampered with a double management productive of delay and incon-
venience. ,
5. There are great evils and defects in the state of things thus: des-
cribed by the Council of Education, but it is thought by that body that
the evils may be remedied and the defects supplied.
6. The Council accordingly proposes to reform the Mudrissa; to
place the Junior Department on an amended footing; to introduce
improvements into the Arabic Department; and to establish a Branch
School in connexion with the Mudrissa, similar to the Branch School
which has been established with so great success in cmmexion with the
Hindoo College.
7. The Council further proposes to revolutionise the Hindoo College.
Preserving the Junior Department as it now is, the Council would break
down the principle of exclusiveness on which the Hindoo College has
hitherto been conducted, and would throw the College open to all castes,
classes, and creeds ; notwithstanding the opposition of most of the Native
Managers, which the Council considers to be practically feeble, though it
is pronounced.
8. The Council would -constitute the Hindoo College, when thus
thrown open, the Government College of the Metropolis of India. ‘
9. It is, in His Lordship’s opinion, the clear duty of the Government
of India to provide for its people in this city, the seat of Government,
such Educational Institutions as shall afford, to all who seek them, the
means of acquiring sound instruction, both in elementary knowledge
and in the higher branches of learning.
10. It is not less the duty of the Government to maintain in Calcutta,
as heretofore, the seminaries of that peculiar Oriental learning which is
cultivated by the great sects of Hindoos and Mussulmans respectively.
'rI-IE PRESIDENCY COLLEGE OF BENGAL. 33
11. And it is further the duty and the policy of the Government to
multiply facilities for acquiring a solid Vernacular and English education
by the youth of every sect, and colour, and creed.
12. These principles His Lordship holds in common with the'Council
of Education. _ But, speaking on behalf of the Government, and unfet-
tered by considerations of ﬁnance, by which the Council has probably
feltv its freedom of suggestion hampered, His Lordship would propose to
effect the objects that the Government have in view, by a scheme more
extended than that which has been laid before him, and free from some
plausible objections which appear to him to attach to a portion of the
Council’s plan.
13. The portion of that plan which appears open to objection, is the
proposal for the abolition of the exclusive character of the Hindoo College,
and for its transmutation into a Government College open alike to all.
14. Admitting that the Council is correct in holding that there is
nothing whatever in the terms of union between the Government and the
Native Managers of the Hindoo _ College, which binds the Government to
maintain that Institution, to all future times, exactly on the footing on
which it stood when the union was formed; and admitting further that the
Council is warranted in believing that, although the Native Managers
oppose the Opening of the College, and would murmur at that measure
being carried into effect, yet they would submit and would speedily be
reconciled to it; His Lordship nevertheless is of opinion that it is inexpe-
dient to throw open the Hindoo College to all classes, and to convert it
into the Metropolitan College of the Government in the manner proposed.
15. It is impolitic, His Lordship thinks, to afford unnecessarily a pre-
text for the circulation of any colorable complaints that the Government
is breaking faith with the Hindoo community, that it is promiscuously
admitting all classes to a Seminary which was established for Hindoos
alone, and that although a general Government College is to be erected,
it is upon the ruins of the Hindoo College that its foundations are laid.
16. His Lordship regards as very different things the dissolution of a
temporary connexion, and its continuance on terms contrary to the original
agreement, in spite of the opposition of one Of the two parties to the
agreement. _
17. His Lordship fully concurs with the Council in thinking that the
correspondence does not show, and that there is no reason whatever to
believe, that the Government originally covenanted with the Native
F
34 ' THE PRESIDENCY CoLLEGE or BENGAL.
Trustees to apply for ever the money which composed the joint fund, to
exactly the same purposes as those to which it was applied when the
joint fund was formed. Wherefore, although His Lordship conceives
that it would be inexpedient to apply that joint fund otherwise than as
originally agreed, he holds that the Government is fully and most justly
competent to withdraw altogether its contribution to the oint fund, when
the Native Managers refuse to consent to the reasonable changes which
are proposed for the purpose of making the joint fund more extensively
useful than heretofore.
18. Accordingly, His Lordship would at once take advantage of the
opportunity which the recorded refusal of the Native Managers has given
(and, as he thinks, fortunately given) for the dissolution of the present
connexion, and for the introduction of a system which shall continue
full advantages to the Hindoos, but shall extend those advantages to
other sects also. . -
19. For this purpose His Lordship would say to the Native Managers——
“ The Government formerly agreed to aid your fund with a sum of moneyv
for the purpose of introducing education in a form at that time adequate
and approved. Lapse of years and change of circumstances have ren-
dered it desirable that education should now be given in a more general
form, such as the Hindoos everywhere share in at all other Government
Colleges in India. The Native Managers object to this extension, and
require that the funds in the Hindoo College should be applied exclusively
to Hindoos. Such being the view of the Managers, however impolitic
and unwise the Government may think them, it will not insist upon the
extension which the Native Managers resist. But, as the Government feels
it to be its duty to provide a College in Calcutta, where all may meet for
instruction without distinction of classes or creeds, and as the'Govern-
ment will not consent, when it incurs this expense, to burden the public
revenue at the same time with a continuance of the whole of its present
payments to the Hindoo College, for the beneﬁt of the sect of Hindoos
alone, the Government must now give notice that the united management
and maintenance of the Hindoo College by the Government and the
Native Managers must cease.” I
20. The Native Managers should be requested to take especial note
that, in putting a close to the joint management and support of the Hindoo
College, the Government will deprive the Native Managers of nothing
“which is now included in or attached to their fund; and that it will con-
THE PRESIDENCY COLLEGE OF BENGAL.
in
tinue to the Hindoo community in Calcutta every educational advantage it
now receives, though in a slightly altered form. The sum of Rupees 30,000
shall be restored to the Native Managers, and even the Scholarships shall
be made over to them. The Sanscrit College shall be maintained by the
Government exactly as it is, so also shall the Junior Department of the
Hindoo College. The Senior Students among the Hindoos shall have
access given them to exactly the same education as heretofore, but in
another place, and in common with youths of other classes, precisely as in
all other Colleges in India. Nor will the Native Managers be thrown
upon the world with the fund restored to them; for either the Govern-
ment Institutions, as hereinafter mentioned, will receive their pupils, or
the Metropolitan College lately set up by the Hindoo community in Cal-
cutta, will be open to their overtures, and will probably be ready to unite
with them.
21. This course would, no doubt, be still unpalatable to- the Native
Managers. ' But, it is a course which is perfectly open in justice and
reason to the Government, entirely consonant with justice and liberality
to the Native Managers of the Hindoo College, and productive of exactly
the same measure of educational advantages to the Hindoo community
as it enjoys at present.
22. The scheme then which His Lordship wishes to suggest would,
when fully developed, stand thus :
23. A new general College should be established at Calcutta by the
Government, and designated “ The Presidency College,” in order to dis-
tinguish it by name from all merely local and private institutions, and in
order to give it an ofﬁcial character.
24. A ﬁtting ediﬁce should be built for the students entered at this
College. .
25. No student should be admitted there who has not passed, or shall
not pass, the standard of the Junior Scholarship. '
26. The College should be open to all youths of every caste, class, or
creed.
27. The Principal, Professors, &c., of the Senior Department of the
present Hindoo College, should become the establishment of the Presidency
College.
28. The Hindoo College, modiﬁed by the withdrawal of its Senior
Department, should be maintained exclusively for Hindoos. It should con-
sist of two main divisions, namely the Sanscrit College as at present con-.-
36 TEE PRESIDENCY COLLEGE OF BENGAL.‘.
8
stituted, and a Junior Department which should be for the reception, as at
present, of Hindoo children of the higher classes on a higher fee.“
29. ' The Branch School (whose name should be changed, asv sug~
gested by the Council, to that of the ColOotoll-a Branch School) should be
maintained, as at present, open to all classes and creeds.
‘ 30. The Mudrissa should be kept up exclusively for the Mussulmans.
It should also consist of two main divisions, the “ Arabic College” as pro-
posed by the Council, and a “Junior Department” for boys of the more
respectable classes. His Lordship concurs in the opinion of the minority,
that these several Institutions should be placed as far as possible on an
equal footing, and that a fee should be required at the Mudrissa and the
Sanscrit College, as it is now required at the Hindoo College. If the
Mahomedans do not object to other than Mussulman boys being admitted
to the Junior Department, and if there is any particular reason for ad—
. mitting them, they may be received. ' I
31. The internal reforms suggested in the MudriSsav should be carried
into eﬁect. ‘
32, Lastly, a Branch School at Collinga, auxi‘liary‘to the Mudrissa, as
the Colootolla School is ~to the Hindoo College, should be established,
open to all classes and creeds. '
33. When the Government shall have carried this scheme into effect,
His Lordship thinks it will have supplied an efﬁcient system of instruc-
tion for all portions of the community.
34. Boys of the Hindoo faith, whether they be of the higher or lower
class, will have access to a sOund elementary course of Vernacular and
English Education, in the Junior Department Of the Hindoo COllege,
and in the Colootolla Branch School, respectively. I
25. Boys of the Mussulman creed will have access to a similar educa-
tion in the Junior Department of the Mudrissa, and in its Branch School at
Collinga. ‘ '
36. Boys of every other faith will ﬁnd these same advantages in
either of the Branch Schools above-mentioned to which they may choose
to resort. ' ' ' '
- 37. The Hindoo of maturer age will have the means of pursuing his
studies in the highest branches of Hindoo learning at the Sanscrit Col-
lege, and the Mussulman youth may in like manner follow up his studies
in the peculiar learning of his sect in the Arabic College ;- and both of
these classes of young men, together with young men of every other
THE PRESIDENCY COLLEGE OF BENGAL. 37
class, will have an institution, where they may obtain the instruction they
desire in every branch of general acquirement, offered to them in the new
Presidency College, which will be in reality, what its - name imports, a
College, and not, what all the establishments so called that His Lordship
has seen in India are, a compound of a College and a Dame’s School.
‘ 38. The time, His Lordship doubts not, will come, though it is pro-
bably still in the distant future, when the Presidency College, having
elevated itself by its reputation, and being enriched by endowments and
scholarships, will extend its sphere of attraction far beyond the local
limits which it is now designed to serve; and when, strengthened by the
most distinguished scholars from other cities, and united with the Medical
College in all its various departments, as well as with other Professorships
of practical science and art whose establishment cannot be long postponed,
it Will expand itself into something approaching to the dignity and propor-
tions of an Indian University.
39. Foreseeing that such a day will come, His Lordship is anxious at
this time that all the plans of Government should provide that skilful
care may watch over the growth of the new Institution, and that the
fullest scope be afforded for its expansion.
40. If it should be objected that the continuing to exclude from the
Junior Department of the Hindoo College all but Hindoos of the higher
class, and the establishing the use of Persian in the Junior Department
of the Mudrissa, are departures from the general principles of equal ad-
mission to all, and of Vernacular instruction, the anomaly may at once
be admitted; but it may at the same time be justiﬁed on the ground of
the extended usefulness given thereby to the general system of instruction.
It is well to sacriﬁce something Of symmetry in the system to an in-
crease Of its useful strength.
41. The expense of the scheme which His Lordship has propounded
will not much exceed the expense of that proposed by the Council,
except in the cost of a structure required for the Presidency College.
Even this will form a very inconsiderable charge; and the improved
condition of the public ﬁnances obviates any valid objection that could be
made to incurring the expenditure required for the establishment of so
proper and so beneﬁcial an instrument of general good.
42. Although His Lordship has proposed to dissolve the connexionof
the British Government with the Native Trustees of the Hindoo College
and their education fund, he would not refuse to admit them to a re-union
t
38; J i ' THE BBEsmENCY COLLEGE OF BENGAL.)
with the Government Institutions which are now to be. establised, pro-
vided the Native Managers will agree to the following conditions :—--
First.---That the Management shall be vested wholly and exclusively in I
the Council of Education by which alone the system of Government
Education must be controlled. >
Secondly—That the scholarships already founded, together with such fur-
ther scholarships as their fund of Rupees 30,000 will endow, shall be allotted
between the Hindoo College and the Presidency College in such manner i _
as the Council of Education may determine; such scholarships, however,
being open only to students of the Hindoo persuasion. ‘
43. The principle of exclusive allotment of scholarships to particular
creeds is objectionable in itself; but under the peculiar circumstances of
the case, His Lordship would not object to make this concession. v ' _. ,
44. It is hoWever more probable that the Native Trustees will assoisiate
themselves with the new College which their co-religionists have recently
founded in Calcutta, than with the Presidency College.
45. ' Having thus drawn the outline of the Educational Scheme which
appears necessary for meeting existing defects, and to be best adapted to
the ends in view, His Lordship will leave it to the Council of Education,
if they should see ﬁt to adopt the extended plan, to work out its details,
and submit it in a complete form, for ﬁnal sanction. His Lordship hopes
that this may not occupy much time; and that before he resigns the
active administration of the Government of Bengal, he may have the
satisfaction of seeing the Educational Institutions of the Capital placed
upon a footing adequate to the wants of the community, and worthy of
the Government of the East India Company. '
I have the honor to be,
Sir,
Your most obedient servant,
CECIL BEADON,
Secretary to the Govt. of Bengal.
1 NO. 598.
g EROM F. J. MOUAT, M. 1).,
- . Secretary to the Council of Education,
To C“. BEADON, ESQUIRE, . -
' ' Secretmy to the Government of Bengal.
Dated 10th March, 1854.r
Sm, . -
I HAVE the honor, by direction of the Council of Education,
_ .- to acknowledge the receipt of your letter,
.PBESENR - No. 527, dated 21st October 1853, convey-
The Hon. Sir J. W. Colvile,Presdt. . . l .
The Hon’ble E J_ Hamday, . mg to the Councd the views of the Most
g: PAllégalﬁf‘lEuglil-lm Noble the Governor of Bengal upon the
Dr- J- Jackson- - various questions relating to the Govern-
Baboo Russomoy Dutt. _ , ,
,, gain Groped gllgose. ment Educational Inst1tut1ons at Calcutta,
1,13,10,22?“ 618a 0"" submitted by the Council in my letter of
' the 4th of August last, and directing the
Council to work out the details of the extended plan, whereof the outline-
is drawn in paragraphs 22 to 44 of your letter under reply, and to submit,
in a complete form, for ﬁnal sanction, a scheme framed upon the general
design indicated by the Most Noble the Governor. .
2. The Council of Education, being fully convinced that the design
whereof the outlines have been drawn by His Lordship, if maturely
worked out in its details, and intelligently and liberally superintended in-
its operation, will place the Educational Institutions of the Capital “ upon
“ a footing adequate to the wants of the community, and worthy of the
“‘ Government of the East India Company ;” and believing that nothing
short of that design will accomplish this end, have proceeded joyfully in
1 their present task. . . . 3. The main feature of the plan is the establishment of a new Presi—
'dency College, in a ﬁtting building to be erected for the purpose: and as
this part of the project, when the question was last before His Lordship,
was complicated by our then existing relatiOns with the Hindoo College, the
.Council will ﬁrst proceed to explain their proceedings connected withjthe
Hindoo College, under the very liberal instructions of His Lordship upon
this head; Whereof they are happy to have it . in their pewer to report
thatthe result has been entirely satisfactory. ' -
it
40 THE PRESIDENCY COLLEGE OF BENGAL.
4. The ﬁrst step taken by the Council was to communicate a copy of
Arrangement with your letter to the Hereditary Governors and
the Hindoo College Managers of the. Hindoo College, and to request
Management' them to state their views and wishes upon the
terms offered by His Lordship. ’
5. _ It has been already intimated that the only persons in the Manage-
ment of the Hindoo College, who had any vested or permanent rights 'or
privileges connected with the Institution, were the Maha Raj a of Burdwan,
and Baboo Prosunno Coomar Tagore and his brother.
6. The former intimated that, as far as his interests in the College
were concerned, he had not the slightest hesitation in at once resigning
the entire management of the College on its new footing, and the scholar-
ships now attached to it and hereafter to be created with its funds, wholly
into the hands of the Council of Education, upon; the terms proposed by
the Most Noble the Governor of Bengal.
7. ‘ Baboo Prosunno Coomar Tagore, after stating that he was indivi-
dually opposed to any exclusive system in education or in other matters,
resigned his trust in the following terms:—+- '
“ Although as a trustee and the representative of the surviving co—heir of
“ my late father, one of the principal founders of the Hindoo College, I can-
“ not be a consenting party to revolutionize'the College, yet in consideration
“ of many circumstances of importance, I beg leave, with the concurrence of
“ my brother, hereby to .transfer all the rights and privileges we possess in
“ the Institution and its funds to the Government, who may in the exercise
“ of sound discretion, remodel the Institution for the beneﬁt of the public at
“ large, in such manner as it may think proper.” Baboo Prosunno Coomar
Tagore further expressed ahope that the public-spirited conduct of the ori-
ginal foundersof the Hindoo” College might be placed on permanent record,
in “ some prominent memorial in the remodelled seminary, by which. their
“ names might be associated with the. College through every period of its
“ existence, and be embalmed in the grateful recollection of future
“ generations.” ‘ l '
-8. Baboo Russomoy Dutt, an elective member of the Management of
the Hindoo College, intimated his willingness at once to make over the
College unconditionallyto the management of the Council of Education,
as his opinion had always been that it should be thrown open onv equal
terms to all classes of the community. I . ' "
9. - Baboo Ausootosh Dey, another elective-member of the Management,
deeply regretted the organic change proposed to .be introduced into the
THE PRESIDENCY COLLEGE OF BENGAL. 41
College, and retired from the Management, as he had no opinion to offer
on the subject.
a. Baboo Debendernath Tagore. 10. The remaining Native members" of
Bab°° Sreekissen Singh' the Management expressed no opinion upon
the matter; their views, if they entertained any, are therefore unknown to
the Council. ' e
11. After the receipt of the documents above referred to, while the
subject was still under consideration, the Hindoo College Management
resigned its functions, and made over the College to the charge of the
Council of Education in the following resolution passed on the 11th of
January last, being the last meeting of the
* Pnnsnn'r: . at ‘
The Hon.ble Sir J. C OM18. Hindoo College Management. ‘ l3aboo
Dr' Mom" “ Russomoy Dutt brought to the notice of
Baboo Russomo Dutt. ,
y “ the meeting that Baboo Prosunno Coomar
“ Tagore had intimated, upon receiving notice of the present meeting, that
“ he conceived he had surrendered his place in the Management, when he
“ placed his rights as Hereditary Governor at the disposal of the Govern-
“ ment, and did not intend to take any further part in the Management,
“ and that no other Native member of the Management was in the habit of
“ attending the meetings ; whereupon, it was, on the suggestion of Baboo
“ Russomoy Dutt, resolved, that the functions of the Hindoo College
“ Management shall henceforth cease, and that the Principal be directed to
“ take charge of the Ofﬁce, reporting to the Council of Education directly;
“ and it was further resolved by the President and Dr. Mouat, that in
“ reporting this resolution to the Council of Education, the attention
“ of that body be drawn to the long and able services of Baboo Russomoy
“ Dutt, as Secretary and Member of the Hindoo College Management.”
12. Thus, in relation to the Hindoo College, there only remain to be
Proposed comme_ determined upon, before putting the new plan
moration of the ex- into operation, ﬁrst, the future appropriation, in
tinet Hind“, c°ue€e° connexion with the new plan, of Hindoo College
Scholarships, in such manner as may be most consistent with the known
wishes and intentions of the subscribers ; and secondly, the perpetuation
of the memory of the original founders of the Hindoo College, as proposed
by Baboo Prosunno Coomar Tagore.
13. This last object, in which the Council of Education heartily sym-
pathize with the representations of the founders, will be promoted to a
great extent by the perpetuation of the scholarships in the manner about
Gr
42 THE PRESIDENCY COLLEGE or BENGAL.
to be suggested, and it will be effected completely, the Council believe,
by the erection of a Marble Tablet in a prominent position in the present
Hindoo College building, on which should be inscribed a brief history of
the origin of the College, with the names of those who aided in its forma-
tion. Should any corresponding tablets be erected in the new Presidency
College building, perhaps the sense felt of the true value of the services
done by those Hindoo gentlemen to the cause of education in Bengal,
might be expressed becomingly, by' recording upon a tablet in the new
building to which all classes will have access, the fact that the way for
the foundation of the General Presidency College in 1854, had been ﬁrst
opened by the founders of the Hindoo College in 1816.
14. The ﬁrst object will be best effected, in the opinion of the Council,
by assigning the scholarships in question to students in the Hindoo School,
which the Junior Department of the Hindoo College will become after the
closing of the Senior Department of that College; such scholarships to be
held at the Presidency College, to be of the nature of Bursaries, and to
be so designated. Called by that pame, they will not interfere with any
general system of scholarships that may be in operation. The special
The Hon,b]e W. W' Bird. scholarships founded by general subscrip-
TheRightHon.SirEdwardRyan. tlon 1n honor of particular individuals, as
* Baboo Dwafkamth Tagore' named in the margin, will retain as Bursa-
ries the names of the gentlemen in Whose honor they were founded. Two
scholarships, founded by special grants from the Maha Raja of Burdwan,
will retain, as Bursaries, the name of the founder.
15. Other scholarships are now given in honor of ﬁve donors of large
sums to the Hindoo College, to an amount equal to the income arising
Maha Raja of Burdwan. from what remains of their donations.
Baboo Gopeemohun Tag°re~ These scholarships also will retain, as
Ra'a G0 eemohun Deb. ,
Baboo Jgykissen Singh. Bursaries, the names of the donors. To
Baboo Gunga’namin Doss“ these may be added, as a new foundation,
Bursaries to the value of Rupees 54 a month; that being nearly the
annual income at present rates derived from what remains of the funds
of the Hindoo College, after due reduction on account of the donations
of the ﬁve great donors above mentioned]L These Bursaries may be called,

* By oversight this last scholarship has not yet been constituted.
T One scholarship on this accOunt of rupees 30 a month is now given, and the interest
on Rupees 7,300 lately recovered from the Baretto’s Estate is still assignable. It will
amount at 4 per cent. to about rupees 24 a month. ~ ’
THE BRESIDENOY COLLEGE on BENGAL.- 43
in memory of the Institution by whose funds 'they' are created,‘ Hindoo
College Bursaries. ' ' 7 ~ ' ' ~
. 16. All the special scholarships but one are now given for the senior
scholarship standard, but they must be given hereafter (as Bursaries) for
the unior scholarship standard. In consideration. of this circumstance,
and for the sake cf uniformity, the Council would reduce the monthly
value of reach Bursary to 10 rupees, increasing the number proportionately.
This allowance is, by rupees 2 a month, more than the usual value
now of a junior scholarship. It is, the Council think, sufﬁcient, but not'
too much, considering'that the Bursary is to be held at the Presidency
College. Each Bursary would be held for four years.
‘ 17. - The following is the scheme proposed, in a tabulated form :
If

q-l "3 c... '13
o -p:?| 06 {2.1
‘ a 0 0H Q)
Om O -
as % 2‘3 %
NAME. .5151, 3 (up, :>
e253 $3 2
as a em =
F-u +9
$4.41 0 55 5
' P-lo H PM
(0 9-4 FD h


W0 W0 Bll‘d,... '0. .000 on 000 000 00-000 1 I 2
Rt. Hon’ble Sir Edward Ryan, 1 16 _ 1 io '
Baboo Dwarkanath Tagore, ... ... 1 25 . 2 2O _
Maha Raja of Burdwan,... ... ... 2 48 4 40 g
'Rajaof Burdwan family, ... ... 1 28 2 20
Tagore family, ... ... ... ... ... ... ... ... ... 1- 22 2 20
Gopeemohun Deb family, ... ... ... ... ...... 1 18 1 10
J oykissen Sing family, ... ... ... ... ... 1 12 1 V 10
Gunganarain Doss, ... ... ... ... ... ... .... .. 1 12 1 10
Surplus, ... l... ... ... ... ... ... ... O 0_ 4 40
Hindoo College, ... ... ... ... ... ... ... 0 > 54 4 - 40


10 255 ' ‘24 1240

18. This will afford six new Bursaries annually. There is an apparent
saving of rupees 15 a month, but the reduction of interest from 5 to 4;
per cent. will mOre than compensate this. ' ‘
44' ' THE PRESIDENCY co'LLEeE OEBENGAL‘.
19. v The Hindoo School will thus be placed in a very favorable posi-
tion in comparison with the Government open schools. '
20. All difﬁculties connected with the Hind00 College having thus,
' Detailed plan of a the Council hope, been disposed of in a manner
Presidency College» which cannot fail to be satisfactory to all parties,
the Council proceed, in compliance with His Lordship’s directions, to
submit, in detail, the following complete scheme for carrying into execu-
tion the new plan of Government Educational Institutions at the Presi-
dency, whereof His Lordship has already determined the outlines.
21. As has been observed, the leading feature of this plan is the
establishment, in a suitable ediﬁce to be erected for the purpose, of a
General College, to be called “ the Presidency College ;” to be open to all
youths of every caste and creed who pass the highest standard of school
education; with which General College the existing Medical College, in
all its branches, shall be united; and to which, besides the course of study
now taught at the Hindoo College, other Professorships of practical
science and art, whose establishment, as His Lordship observes, cannot
be long postponed, shall be added; the whole to be arranged so as readily
. to receive youths from all parts of the Presidency; a College in short,
which, when fully developed, shall be an Educational Institution of the
highest order, complete in' itself, and Worthy of the Metropolis of India,
and of the British Government. > .
22. As this noble plan, for want of any ﬁtting college building, must
be in some degree prospective, and as future development is a part of the
design, the Council think that} the best way of explaining the detailed and
- complete scheme which they have been required to submit, is to set forth,
ﬁrst, their notion of what this College in its details ought ultimately to be,
in order fully to realize His Lordship’s views ; next, the arrangements
which they think ought to be made now for its ﬁrst constitution ; and
lastly, the progressive'measures which they deem most likely to ensure
its full development hereafter. ' '
23. It is, the Council believe, of ﬁrst importance, that the whole
College should be in one building. There must
be at least two great departments, the Medical
_ Branch, and the General Branch, and to these the Council trust that two
other branches will be added as separate departments, namely, a School
of Law and a School of Civil Engineering. All objects Will be best provid-
ed for in one building. One building can contain several rooms, common
Building.
rREsmEncY coLLEeE or BENGAL. 45
to all departments of the College, such for example, as halls, examinal
tion rooms, libraries and ofﬁces. But besides this, many lectures will
be attended by students in various departments. - For example, the Che-
mical and Botanical classes are essential. parts of a medical course, but
they are not less essential parts of a General College; and of the Natural
Philosophy classes, which are certainly essential parts of; a General College,
it may, the Council believe, be safely said that a medical student is not
fairly trained, who, at least, has it not placed in his power to attend such
classes conveniently and without loss of time. With regard to students
of Civil Engineering, the same may be said of the classes of Mathema-
tics, Natural Philosophy, and Natural History, (not to mention again the
Botany and Chemistry classes,) which are no less essential to a General
College than to a thorough course of Civil Engineering, which, it is hoped,
will include, in this College, a, ﬁt preparation for the scientiﬁc and econo-
mic geologist. From such considerations as these, the economy in public
money and private time, which consolidation in one building, as well as in -
one institution, secures, will be obvious.
24. Before the project of a Presidency College had been approved,
the necessity of erecting a new building for the Medical College had been
_ admitted; and the Mest Noble the Governor had intimated to the Council
his intention to recommend a grant from the General Revenues of two
lacs and a half of rupees for that purpose. The correspondence which
the Council of Education have had with the Council of the Medical
College and professional gentlemen on this subject, leads them to believe
that a much larger sum than two lacs and a half would be indispensable
for a mere Medical College of adequate extent. But they believe that a~
sum of six lacs would build a suitable College for all departments. The
Council have now under 0 onsideration a plan of a Presidency College
which shall soon be submitted to_ Government.
25. The Council propose that candidates in all departments should
be admitted once a year, at the close of the long
vacation, via, about the second week of June;
paying, on admission, a matriculation fee, in consideration of the use of
the library and philosophical apparatus. This fee they would ﬁx for the
present at ten rupees.
26. No student should be admitted who does not come up to a pre-
scribed standard of scholarship. Candidates presenting a certiﬁcate of
having passed the required standard at a Government Institution, sliould
Admission.
46 THE PRESIDENCY COLLEGE OF BENGAL.
be admitted at once. ' Other candidates should be subjected to examina-‘
tion, and should not be admitted unless they pass the same standard. The
Council consider the present junior scholarship standard, which, on an
average, is passed by youths below sixteen years of age, as somewhat too
low to qualify for admission to such a College as is proposed to be now
constituted. They would therefore ﬁx the lowest standard for admission
at what may be roughly estimated at something less than a year above
the present junior scholarship standard.
27 . There should be four distinct branches or departments in the
courses of Study College, into one or other of which every student
and Diplomas- should enter. In each branch a distinct course
of education should be laid down, for passing successfully through which
a distinct diploma should be given. Thus a diploma would be of the
nature of a degree in any particular faculty. The four branches should
*consist of a General, a Medical, a Legal and a Civil Engineering branch.
28. The term of study should be as follows in each branch :—
The General Branch not less than four years.
,, Medical ,, ,, ﬁve years.
,, Legal ,, ,, three years.
,, Civil Engineering, three years.
29. Diplomas of proﬁciency should be given to students who have
gone through the whole term in any one of these courses, and who have
exhibited adequate proﬁciency at the ﬁnal examination ; and to none others.
30. The general and medical courses of study should be arranged
so as to be suitable for youths who have just thoroughly mastered a
- school course. The legal and civil engineering courses of study should
be so arranged, that a student may conveniently quit the general course
and enter either of them, after he has passed his second year in the general
branch; also so that either of them may be conveniently entered by any
one from the provinces or elsewhere, not previously a student of the
Presidency College, who passes a senior scholarship examination, and pays
the matriculation fee. There should be nothing to prevent a student who
has taken his diploma in the general branch, from entering any one of
the special branches; if so minded.
31. All students should pay a monthly fee, which for the present the
Council would ﬁx at ﬁve rupees. \ This is less
than the fee now paid at the Hindoo College,
which, for the Senior Department, is eight rupees a month; but it is more
Fees.
THE PRESIDENGY COLLEGEOE BENGAL; 47
than the fee as yet‘paid at any Mofussil College, which dOes not exceed
three rupees a month. ' ' ' ' . '
32. A matriculated student should be allowed to attend any class out
of his particular courSe; and upOnpassing in his
own course, and in that class too, he 'should
obtain a certiﬁcate to that effect, in addition to his diploma. :
33. Any stranger should be allowed to attend any class, upon paying
Classes.
ﬁfteen rupees for each course of lectures; but no examination of such
strangers should be made.
34. The Council are of opinion that much good would result from
I l _ ' _ l connecting'the Presidency College with all the
MOfuSSﬂ Bursanes' Mofussil Colleges and Zillah Schools, somewhat
upon the plan on which now the Colleges are connected with the Zillah
Schools of their respective circles by the system of junior scholarships.
The Council would give to each Zillah School one annual Bursary, and
to the Junior Department of each Mofussil College two annual Bur-
saries, to be gained by the best cOmpetitors not below the required
Presidency College standard, and .to-be' held at the Presidency College,
in the general branch 'for four years, subject to loss at the end of the
second year if fair progress is not made. A Bursary-holder going at
ﬁrst into the Medical Branch instead. of the General Branch, or going
out of the General Branch, after his ﬁrst two years, into either of the
special branches of Law or Civil Engineering, shOuld be allowed to
retain his Bursary for an additional or ﬁfth year, to enable him -tO com-
plete his course in his special branch. Bursary-holders shogld pay their
matriculation fee, but otherwise shOuld be free students.
35. The Council regard .the- frequent education. at the Presidency
Collegeof youths of good promise from every part of the Presidency,
including the most remote provinces, as a habit to be encomaged by
every legitimate means; and they conceive that this Object would be to
some extent directly. attained, and in its full extent greatly promoted, by
such a plan as this. It would be inconsistent with the great plan of the
“ Presidency College,” if its Connection with the whole Presidency, so
. far as Government prizes are concerned, were limited to the very small
circle ‘of districts heretofore connected with the Hindoo College. ’
36. There should be tWO examinations in the General, Branch, one
Examinations’~ scho_ at the close of the second year, and one, the
1arship5 and Honors. ﬁnal examination, at the close of- the fourth
48 ~ THE rR-EsinE-NCY COLLEGE OE BENGAL.
year. Astudent. failing to pass at either examination, would be thrown
back a year. At the ﬁrst examination a certain number Of scholarships
should be given as rewards for the highest proﬁciency in a particular
study accompanied with fair general progress, also for a high degree of
general progress. These scholarships should be held at the College for
two years; and, at the ﬁnal examination, honors should be given in each
subject to all who exhibit thev highest degrees of ' proﬁciency in that
subject, provided they pass a sufﬁciently good examination in the other
subjects belonging to their prescribed courses of study to enable them to
hold College Honors at all. I '
37. The following is regarded by the Council as an approximation
' to the several courses of study which they
would desire to open to the students in each
branch of the fully-developed Presidency College.
Proposed Studies.
GENERAL BRANCH.
English.
Languages and Clas- Latin
vsical Literature, _ . . . ' -
Vernacular. _ _ I
. ' General, Ancient and Modern, including Geography.
History, . . . English.
' Indian.
PM h { Moral.
1 O I C I Q I
Logic.
Political Economy. _
Geometry.
Mathematics, ... { Algebra.
\ _ Higher Analysis. .
Chemistry, including Light, Heat and Electricity.
_ Natural Philosophy, including Astronomy.
Physms’ Natural History, including vegetable and Animal
Physiology and Geology.
LEGAL BRANCH.
General Jurisprudence. Mahomedan Law. '
_Elements Of Civil Law. ‘ Mercantile Law.
Elements of International Law. The Municipal Law vo'f-Bengal, Civil,
English Law, so far as it is applicable to .- Criminal and Fiscal—Procedure of
India. _ ' ' "1 Courts—Tenures of Land.
Hindoo Law. ‘

THE PRESIDENCY COLLEGE OF BENGAL. _ 49
CIVIL ENGINEERING BRANCH.
Drawing. , Architecture.
The use of Instruments. Mining and Economic Geology.
Survaying. Roads, Bridges and Railways.
Machinery. . Canals and Emb'ankments.
Materials.
MEDICAL BRANCH.
38. In this great branch of the future Institution, the Council have
nothing to propose but the continuation of the very complete course at
present in operation in the Medical College, exclusive of the classes of
Chemistry and Botany, which will be transferred to the General Branch.
A special course in the former of these sciences, in the higher years,
will be requisite with special reference to Medicine; and a special
course in the latter of these sciences may perhaps be requisite with
special reference to Geology; which special courses will probably be
seldom attended by other than professional students, but there will be
no need, on this account, to disconnect the chairs with the General
Branch, to which, upon the whole, they certainly belong.
39. In the General Branch, the design of the three classes of languages
Explanaticn 9f the is to allow students to elect two'of the three
eourse- ' - subjects set down, of which English must
be one. Any student of European education Who does not take up Latin,
must be content to be required to pass the same examination in a
vernacular language, that is required to prove the mastery of his own
native language, which a thoroughly well-educated man ought to possess.
This will place Native students on an equal footing with students of
European education; and in effect English is to the Native of India all,
and much more than all, that Latin and Greek are to an Englishman.
In English a full course of four years should be given, attendance in the
whole of which should be imperative on all who do not take up Latin,
for whom attendance in English for two years should be sufficient. In
‘Latin a course of four years should be given, attendance during the
whole of which should be imperative for those who take up Latin at all.
Gr e‘ek should be taught to those of ‘the Latin class who desire to
learn it?“ In Vernaculars a course Of two years should be given, attend-

* Mr. Halliday objects to the teaching of Latin or Greek at the Presidency College, and
would not constitute this chair at all.
i H
50 B THE PRESIDENCY COLLEGE OF BENGAL.
dance during the whole of Which should be imperative on those who
take up Vernaculars at all. In'the subjects of Language and Classical-
Literature, the Council would insist on a high test for the diploma.
40. In the subject of History, the Council would give a course of
two years.
41. The Council would reserve the classes of Mental and Moral
Philosophy, Political Economy and Logic, for students of the last two
years, giving to each subject a one year’s course, and they would give
students the alternative of attending either these, or the classes in the
last two years of the Mathematical course. _
42. The Council would make attendance during the two ﬁrst years on
the Classes of Geometry and Algebra imperative; and they would give
the students the alternatiVe, during the last two years, of a further prose-
cution of these subjects, or of attending the Metaphysical, Politico-
Economical, and Logic classes.
43. Of Chemistry, including Light, Heat, and Electricity, there must be
two courses ; and the Council would make attendance on the ﬁrst of these,
in one Of the two last years of the College term of study, imperative.
44. Of Natural Philosophy and Astronomy, from the variety of the
subjects embraced by this Class, there must be a course of three years,
on the whole of which the Council would render attendance imperative.
45. In Natural History there must be one course, attendance on which
should be imperative.
46. The following table will show the classes that must be attended
by every student in the General Branch, according to the above scheme,
during each year of his College course. The Council are well aware,
however, that any scheme of this nature must be viewed as subject to
alteration after experience :


FIRST YEAR. SECOND YEAR. THIRD YEAR. FOURTH YEAR.
English,.. .. .. .. English, .. .. .. English or Latin, .. English or Latin.
Latin or Vernacular, . . Latin or Vernacular, . . Moral 1 or Mathe- Mental or Ms.-
General History,. . .. General History, . . . Philosophy matics,. . Philosophy thema-
Mathematics, . . .. Mathematics, . .' . . and Logic, and PolitiCal tics.
Economy. 7
Chemistry, . . . . . . Natural History.
Natural Philosophy, .. Natural Philosophy, .. ' Natural Philosophy
(Astronomy.)


THE PRESIDENCY COLLEGE OF BENGAL. 51
47. In the Legal Branch, the ﬁrst year should be given to General
Jurisprudence, the Elements of the Civil Law, and the Elements of Inter-
national Law; the second year to the special systems of Municipal
Law in force in India, in relation to particular classes of people, and
Mercantile Law; the third year to Regulation Law, including the ,Reve-
nue Law, and "the legal tenures of land in India, the Law of Procedure,
the Law of Evidence, and generally the Law as administered in the Courts
of the East India Company. During the ﬁrst year of the legal course,
the Law student should be bound to attend the lectures in the General
Branch on Moral Philosophy and Logic ; and during the second year he
should be bound to attend the lectures on Mental Philosophy and Poli-.
tical Economy. ‘
48. In the Civil Engineering Branch a course of three years is pro-
posed, on the understanding that it is to embrace chiefly the theory of the
science, and is to be commenced by young men who have already made
a certain progress in Mathematics. The Council are of opinion that
students, in the ﬁrst two years of this course, ought to attend the
Mathematical and Physical classes of the third and fourth years in the
General Branch. A
49. A few general observations will be necessary to explain the views
' of the Council in proposing the above
0&2)??? on the course Course of study, which differs in some
important points from the present system
in the Government Colleges.
50. By the present system, though all students are obliged to attend
in every class, the highest honors may be obtained by students who have
learnt nothing in particular subjects, when the number of marks allotted
to those subjects bears a small proportion to the aggregate number. This
the Council think a defect. By the system now proposed, every student
will be allowed, to a certain extent, to make his election amongst certain
subjects ; but in order to pass at all, or to obtain any honor, he must pass
a prescribed test, showing fair progress in every subject, elective or
otherwise, which forms part of his course. This will not interfere unduly
with any student’s desire to bestow especial attention upon any subject Or
. subjects he pleases. The improvement seems to the Council obvious.
51. The ﬁrst difference in the course of study proposed, is in the
subject of the English Language and Classical Literature. At present,
though four years are given to this subject, there are but two classes, 7 a
52 THE PRESIDENOY COLLEGE OF BENGAL.
student repeating in the second year a course of study similar to, though
not always in the books read the same as, that he has gone through the year
before.* One reason for the adoption of this plan is the want, in the
Mofussil Colleges, of a sufﬁcient number of teachers. In the Presidency
College, the Council trust that this reason will not exist. In consequence
partly of this defect, though more especially of the extreme attention
which all students desirous of honors have lately been obliged to give to
the higher Mathematics, (according to a part of the system hereafter to
be remarked upon,) the merely English part of the education at the
Government Institutions in Bengal at present, the Council think, is
susceptible of improvement. The Council .propose to have at the Pre-
sidency College a distinct English class for the students of every year.
52. In the present system, the course of study throughout is conﬁned
to a few works, or portions of works, and the examinations are conﬁned
to those works or portions of works that have been studied, and test
merely the student’s recollection of the fragments which he has read, and
the minute criticisms thereon which he has been taught, during the year.
In the two last years of the course, the Council would change this
method, framing the ﬁnal examination so as to test especially the
student’s general acquaintance with the language, and his general know-
ledge and understanding of its literature.
53. In the subject of History, the Council think a similar improve-
ment ought to be made. In the present system a portion of the history
of some one country is assiduously learnt every year, and with four
such fragments the historical acquirements of the student stop. In place
of this, the Council propose a course of General History, Ancient and
Modern, of the leading features of the whole of which, the examination
shall test the student’s knowledge. For those who wish to be grounded
in a more searching and more philosophical study of History, English
and Asiatic History will afford appropriate topics of class lecture upon
books to be studied at home.
54. Mental and Moral Philosophy, though books upon them occa-
Sionally form a part of a course of what is styled “ Literature,” can
hardly be said to form an essential part Of the course of study in our
present Colleges. N o attempt at the systematic teaching of these sub-
jects is made ; but the Council are of opinion that these subjects Cannot

“‘ N 0TE.--In this respect there has been a partial improvement within the last two years.
THE PRESIDENCY COLLEGE OF BENGAL. ' 53
be omitted to be systematically taught in any general scheme of liberal
education. Especially, the Council think, they ought not to be omitted
as essential parts in a Government scheme of education in India, where
they have been pursued with ardour from time immemorial, and where
mental cultivation and the study of a very subtle system of Metaphysics
are treated as" one and the same thing. Such an omission places the
disciples of the new learning at an unnecessary disadvantage in the eyes
of their countrymen.
55. Logic also now forms no essential part of the present system.
School Logic, as in Whately, has been occasionally taught in our Insti-
tutions, and Mills’s Work has once formed part of a year’s course of
“ Literature.” The Council think the subject, in some method or other
adequately treated, indispensable.
56. PolitiCal Economy has been taught in the same intermittent
manner. It is believed that its systematic adoption as a part of the
course of study was once proposed, but objected to, because it was
thought not yet to have become a sufﬁciently-settled science to be ﬁt
, for a collegiate course; seeing the contradictory views still held by its
Professors upon many important points. But the Council do not con-
sider this a valid objection. A very great deal of very useful, and of
very much wanted knowledge may be taught upon this subject, without
fear of rational contradiction; and of all sciences it is to be said that the
object of the Professor ought not to be to dogmatise, but to turn the
mind of the intelligent scholar in the proper direction for Obtaining for
himself the best possible view of the subject that present lights afford.
57. Hitherto, of the above branches of Philosophy, sometimes one,
sometimes another, and sometimes none has formed part of a year’s
course. The propriety of their forming parts of a collegiate course of
instruction has been thus, from time to time, practically admitted; but in
the infancy of our Educational Institutions, arrangements for teaching
them systematically could not be made. This defect, the Council propose
to supply in the Presidency College.
58. In the present system, Mathematics, pure and mixed, are the only
science regularly taught; and these are carried to a high point. Two-
ﬁfths of the marks given at enior scholarship examinations are for
Mathematics ; and as a senior scholar in his second year must get three-
fourths of the Whole number of marks to retain his scholarship, it follows
that College honors .are now a matter of extreme difﬁculty for any one
54 THE \PRESIDENCY COLLEGE OF BENGAL.
who does not happen to have a mathematical head, and for any one, of
whatever order of mind, who does not devote a very large portion of his
time to this one science ; whilst those of a different order of faculties easily
take high places, though they may be generally deﬁcient in other subjects
59. This system was commenced about ﬁve years ago; and the argu-
ment in favor of the study of Mathematics, to the exclusion of Logic and
Metaphysics (and all other sciences,) will be found ably stated by Mr,
Bethune, the late lamented President of the Council, in an address to the
students of the Kislmaghur College, printed in the General Report of Public
Instruction for 1850-51. It is however in the knowledge of the Council
that experience had led Mr. Bethune, some little time before his death,
to admit that some change of system upon this point was advisable. The
change contemplated was the adoption of a double tripos, so that honors
might be taken either in Mathematics or in General Literature, a principle
which is not lost sight of in the system now recommended by the Council.*
The experience of two more years, and the mature consideration of the
subject, have led the Council to the conviction that the exclusive mathe—
matical system is untenable.
60. The introduction of this system has been a subject of great, and
the Council believe of just complaint, amongst the students; especially
with those who have the highest appreciation of English Literature, in
which it is now physically impossible for a student taking honors, to make
the progress that used to be generally made before such preponderance
was given to Mathematics. The ill consequence of this lately-adopted
plan was assigned as one of the motives for the institution of the indepen-
dent Metropolitan College for Hindoos; a fact which at least shows the
feeling on this question of the educated classes of Hindoos in Calcutta.
61. The importance of mathematical study in a general course of
liberal education, is by none maintained on the ground of the direct useful-
ness in afterlife of more than a somewhat elementary knowledge of this
science. It is maintained on the ground of the general mental beneﬁt
whiCh this study affords; and in a high appreciation of this mental beneﬁt
the Council entirely concur. But they believe that it is now admitted by
those whose authority is the greatest on such a subject, that whilst the

* NOTE—See a note by the Secretary printed at page XI. of the General Report for
1851-52. The statement in thetext is made on the authority of the Secretary, who was
intimately acquainted with Mr. Bethune’s views on educational subjects.
THE PRESIDENCY COLLEGE OF BENGAL. 55
high analysis With which the modern m athem atician is familiar, affords
fOr scientiﬁc purposes an instrument of wonderful power, it does not
(at least in any corresponding degree) strengthen the reason, or improve
the general character of the mind. On this ground the Council would
leave the higher and more difﬁcult branches of this study to those whose
future professibns make them necessary, and to those whose turn of mind
ﬁts them for excellence 'in this line; but they would not force others
beyond their strength. 'They would make the elementary study of Geo-
metry and Algebra indispensable to all; believing few youths of any
capacity at all to be incapable of some advancement in these sciences,
~ and believing such a study, besides its uses for its own sake, to be of real
beneﬁt to the mental powers. But beyond this point, they would leave
those who prefer other studies to pursue their bent, without being at a
disadvantage with respect to other, though very frequently not higher,
orders of intellect than their own.
62. These remarks are of general application, but the Council think
that the peculiarities of the question, as far as the Government Educational
Establishments in India are concerned, greatly strengthen their case.
Practically, what suffers most in the present system is English Literature.
Now the Council would ask, what general improvement in the strength
and tone of the mind, which the strongest supporter of a partially exclu-
Sive mathematical education claims for his system under ordinary Circum-
stances, can be put for a moment into comparison with that improvement
in the strength and tone of the mind, which a Native of India acquires by
a large acquaintance with English Literature?
63. It is to be remembered further, that we are not preparing a scheme
Of education merely fOr-professional men and school masters, but (as we
hope) for the whole gentry of the country.
64. In the department of Physical Sciences, though the application
of Mathematics to Physics in theory is carried to a high pitch in the pre-
sent system, little or nothing is shown experimentally, and certainly
nothing in the shape'of a demonstrative or experimental course exists.
No branch of Natural History is professed to be taught, and it is well
known that no effective progress in Natural Philosophy is possible
Y With paper-work alone. The want of every thing of a practical character
in the educational course at present, appears to the Council to
be its greatest defect. Every thing that strikes the senses, one half of
the whole circle of knowledge, is as it were ignored in our present
56 THE PRESIDENCY COLLEGE OF BENGAL.-
scheme of education. This, the Council incline to think, would be a
grave defect in any country, but they cannot doubt that it is so in India.
It is in the more practical business of life, and in the physical depart-
ments especially, that education, in Bengal at least, has done nothing.
'Our Colleges, it must be admitted, have not turned out for many years
past half a dozen students who have attempted to earn their own liveli-
hood in any other line than as Clerks and Government employees.
Whilst we have trained scholars, in scores, who will integrate a difﬁcult
problem, no one has ever left our schools whom an Ofﬁcer making a
road would employ as an overseer, in preference to an English sergeant
who can just read and write.
65. The Council look to the department of Civil Engineering for the
proper education of one particular Class of individuals capable of useful
employment, private as well as public, in _many practical lines; but
their opinion it is emphatically our present duty, by working upon the
higher classes, to train the native mind generally to a more just appreciation
of the Physical Sciences, and to give educated natives that practical bent,
the mother of real progress, which marks the present epoch in Europe, but
which is strangely absent in all the educated classes of this country;
not less absent amongst those heretofore educated in our English Schools
and Colleges, than amongst the ancient Brahmuns of Benares.
66. The one exception to our system, the Bengal Medical College, in
the opinion of the Council, proves the case they would establish. In
Medicine and Surgery only, has a practical direction been given to the
education we impart to the natives of this country; and the admirable
Success of that great experiment, short as has been the time that has
elapsed since its commencement, has been such as its most sanguine
promoter would not have dared to prophecy eighteen years ago.
‘67. What has been done in Medicine may be done in every
department. But a healthy, spontaneous, and general progress in this
direction is not to be expected, whilst all the best-educated men in
the country are kept in practical ignorance of every kind of physical
knowledge. . ' v
68. It is on these grounds that the Council have proposed to make
attendance on elementary courses of Natural Philosophy and Natural
History compulsory, in the Presidency College.
69. On the same grounds, the Council would rejoice to see attached
to the Institution, a School of Arts, such as has been lately established
THE PRESIDENCY COLLEGE OF BENGAL. ' 57
"With success at Madras, and a 'School of Painting. They would also be
glad to see a class for the theory of Music. '
70. Law lectures were commenced experimentally in the Hindoo
College twenty-two years ago, and after intermissions they were again
commenced about ten' years ago, but they are still only upon an expe-
rimental footing. A Barrister gives two lectures a week on Law, which
no doubt, by turning the attention of the students to the subject, are
useful. Some of them have shown considerable aptitude for the study of
law, but it is obvious that law cannot be systematically or successfully
taught until the subject is made part of the regular course of College
studies, and becomes one of the paths to College honors. At present those
only who will attend, and as the time which they devote to the class is taken
from the studies by which alone they can gain or retain a scholarship, their
number is small and their attendance is irregular. The Council think that
not less than a three years’ course of systematic study will sufﬁce to
give the legal training for professional purposes which they consider
desirable. '
71. Whenever an opportunity of acquiring a regular legal education
of this sort is afforded, a legal diploma at the Presidency College might
supersede the present Vakeels and Moonsiffs’ examinations, and so become
necessary to every lawyer over a large Circle of districts not too remote
from Calcutta. ' ‘
7 2. The following is the Staff which would be necessary for the
‘ College when fully constituted. The chairs
7 marked thus are already in existence
either in the Hindoo College or the Medical College :--
Proposed College Staff.
1* Professor of English Language and
Literature.
1* Assistant ditto.
1* Professor of Chemistry.
1* Professor of Botany.
1 Professor of Natural Philosophy and
1 Professor of Latin and Assistant ditto. Astronomy.
1* Professor of Vernacular Literature. 1 Professor of N atural History and
1* Professor of History and Political Geology.
Economy.
. 1 Assistant ditto.
1 Professor of Moral and Mental Philo-
sophy and Logic.
1* Professor of Mathematics.
1 Assistant ditto.

1* Professor of Law.
1 Assistant ditto.
1 Professor of Civil Engineering.
1' Assistant ditto.
1* Drawing Master and Teacher of
Surveying. '
I
58 THE PRESIDENGY COLLEGE 0F BENGAL.
'7 3. In all twelve Professors, of whom one should be the Principal, ﬁve
Assistant Professors, and one Master. Of the twelve Professorships,
including one Principal, seven are now in existence, viz., ﬁve in the Hindoo
College, and two in the Medical College; and of the ﬁve Assistant Profes—
sorships, one is now in existence in the Hindoo College, on the establish-
ment of which there is also now a Drawing Master. This will leave only
the ﬁve following new chairs and four Assistant Professorships to be
supplied :—
1 Professor of Latin (and Greek) and 1 Professor of Civil Engineering.
Assistant Professor of English Lite- 1 Assistant Professor of History and
rature. Political Economy. ‘
1 Professor of Moral and Mental Philo- 1 Assistant Professor of Mathematics.
sophy and Logic. 1 Assistant Professor of Law. 3
1 Professor of Natural Philosophy and 1 Assistant Professor of Civil Engi-
Astronomy. neering.
1 Professor of Natural History and
Geology.

'74. Considering that the salary attached to a chair in the Medical
College is Rupees 400 a month, besides the full Military pay and allow-
ances of the holder, who is required to devote only a portion of his time
to the College, and therefore is permitted to practise in his profession; and
considering the expense of living in Calcutta, more especially in the item
of house rent, and the circumstance that all or most of the chairs in the
General Branch of the Presidency College will be ﬁlled by gentlemen who
will have no other source of income,* and of whom it will be required '
to devote their Whole time to the College, the Council are decidedly of
opinion that the salary of a gentleman holding no appointment but a
Professorship, and giving his Whole time to that duty, ought not to be
less than Rupees 600 a month, with an allowance of Rupees 100 a month
for house rent, and that the salary of an Assistant ProfeSsor, in a corres-
ponding chair, ought not to be less than Rupees 300 amonth, with Rupees
80 a month for house rent. For less than this the Council believe that
Government cannot look with certainty to securing the services of men
ﬁt to ﬁll a chair in such an Institution.
k ~______
’t This remark, it will be observed, does not apply to Professors in the special branches of
Medicine, Law, and Engineering.
THE PRESIDENCY COLLEGE OF BENGAL.
5’9
-, 7 5. .On ~this scale the cost of the Presidency College, when fully deve-
loped, Would be as follows -:-- a
1
. 1
H r-li-I r-I
)-l
l—ll—ll—l H H H H
H
l-l-l-li-l
Professor of English Language and Literature, ... Rs. 600
House rent, » ,, 100
Assistant Professor of ditto, ... ... ... ... ... ... ,, 300
House r'ent, ... .... .. ,, 80
Professor of Latin (and Greek) :and Assistant Professor
of ditto, ,, 600
House rent, ... 100
Professor of Vernacular Literature, .. .. ,, 300
Professor of History and Political Economy, .. ,, 600
House rent, 100
Assistant ditto, 300
House rent, ' 80
Professor _ of Moral and Mental Philosophy and
Logic, ,, 600
House rent, ,, 100
Professor of Mathematics, ,, 600
House rent, ,, 100
Assistant Professor of ditto, ,, 300
House rent, ,, 80
Professor of Natural Philosophy and Astronomy, ,, 600
' House rent, ... ... ... ... ,, 100
Professor of Natural History and Geology , ,, 600
House rent, ... ... ... .. ,, 100
Professor of Law, ,, 400 _
Assistant Professor of Law, ,, 300
Professor of Civil Engineering, ,, 600
House rent, ... ... ... ... ,, 100
Assistant Professor of ditto, ... I... ,, 300
House rent, ... ... ... ,, 80
Drawing Master and Teacher of Surveying, ... ,, 300
Professor of Chemistry, Paid as now in the Medical
Professor of Botany, } College.
Total, ... ... Rs., 8,420
Or annually, Rupees, 1,01,040
7 6.
should


Of the above, the Professor who holds the ofﬁce of Principal
receive an additional allowance of Rupees 600 a month, as the
executive control of the whole College will be vested in him. This
would make the, whole cost Rupees 9,020 monthly, or 1,08,240
annually. . - ~ “
60. THE rnnsmnncr COLLEGE or BENGAL}
77. Having now set forth in detail what the Council think the Presi-
dency College ought eventually to be, I proceed
to describe What the Senior Department of the
Hindoo College at present is, from which materials
for setting on foot the Presidency College immediately are available.
7 8. At present the Hindoo College, in its Senior Department, gives
instruction in the English Language and Literature, History, Mathematics,
Law, Bengalee, Drawing, and Surveying. The following is its Instruc-
tion Staff, with their salaries -:——_
Hindoo College
Staﬁ now available.
1 Principal and Professor of Mathematics (Mr. Sutcliffe),... Rs. 600 0 0
House rent, ,, 140 O 0
1 Professor of English Literature and History (Mr. Jones), ,, 500 O ' 0
1 Professor of English Literature (Mr. Grapel), . ,, 250 0 0
1 Assistant Professor" of English Literature and History
(Mr. R. Hand), ,, 300 0 O
1 Professor of Law (Mr. Theobald), ,, 300 0 0
1 Professor of Vernacular Literature (Baboo Ram Chun-
der Mittre), ,, 200 0 0
1 Drawing Master and Teacher of Surveying (Mr. Rowe),

,, 106 10 6
1 ... ... ... ... ... ... ... QC. ... ... ... .-
0 0
8 Monthly Cost, Rs. 2,431 10_ 6
being an annual charge of Rs. 26,17 9-14-0.
79. The Council propose'to close the Hindoo College at the end of
the Present session, via, on the 15th of April
next; and on the same day to announce the
p I constitution of the new Presidency College, and
of the Hindoo School, which will both open for the ﬁrst cOurse of in-
struction on the 15th of June, the day of the opening of the next session
of the Medical College. The present students in the Senior Department
of the Hindoo College can be classed in the Presidency College, in the
four classes which will represent hereafter the students of each year,
according to the acquirements which each student possesses.
80. They propose to model the departments of English and Verna-
_ cular languages and' Classical Literature, at once, upon the principles
recommended in a former part 'of this letter, for the Institution when fully,
developed. They have available the services of Mr. Jones as Professor
of English, of :Mr. Hand as Assistant Professor of English, and of Ram.
Chunder Mittre as Professor of the Vernacular.

Immediate mea-
sures proposed.
THE PRESIDENCY COLLEGE OF' BENGAL. 61W
81. They propose also to (model the department of History at once
upon the same principles. They have available for this the services of
Mr. Grapel. It is not expected that any Assistant ProfessOr will be
required for History immediately.
' 82. The Council propose to model the department of Mathematics,
embracing pure and mixed Mathematics, also at once upon the principles
recommended to be adopted in the College when fully developed. For
this department they have available the services of Mr. Sutcliﬁ'e, the
Principal of the Hindoo College, and they do not think that any Assistant ‘
Professor of Mathematics will be required immediately.
83. In these three great departments, then, if the views of the Council
be approved, the Presidency College, at its opening, can adopt the complete
course recommended as it ultimate object, excepting only the Latin Class.
84. F or all the above classes, room can be found in the apartments
now used for the Senior Department of the Hindoo College, until the
new Presidency College is built.
85. But the Council further recommend that a step be at once taken,
from the very opening of the Presidency College, in the direction of the
Physical Sciences.
86. They propose that the Medical College classes of Chemistry and
Botany be immediately opened to the students of the General Branch
of the Presidency College.
87 . The present Chemical course occupies two years, but it consists
of a single course repeated, which is attended by students twice over. Dr.
Macnamara, with reference only to Medical students, has projected the ex—
tension of the course to two years. This will exactly ﬁt the scheme of the
Council, as the ﬁrst year’s course can be made suitable to the general student.
88. The present Botany course occupies the student two years, but
it too consists but of one course of lectures, repeated in the second year.
A similar alteration will be necessary, the Council think, in this course
also, when Botany becomes part of the general course of study.
89. On reviewing the above proposals, His Lordship will see that a
decided step can be taken towards the complete education ultimately pro-
posed, even at the opening of the new Presidency College three months
hence, without any additional charge to the Education Fund.
90. But the Council venture to ask authority
Adﬂitional Stan.- re_ for making at once a step still further in ad-
commended at once. vance, which can be made at comparatively a
small cost.
62 THE PRESIDENCY COLLEGE or BENGAL.
91. Although few Latin students are to be expected at ﬁrst, yet con-
sidering how intimately connected, in the opinion of the majority of the
Council, the necessity of teaching Latin is with the change to a College
open to all classes from a College open only to Hindoos, the Council venture
to recommend that they be authorized to make such temporary arrange-
ments as they can, for obtaining the services of an acting Professor of
Latin, who will act also as an Assistant in the subjects either of the Eng—
lish Language and Classical Literature, or of History, as may be most ex—
pedient, at an expense not exceeding Rupees 300 a month. A perma-
nent arrangement can be hereafter made, before the new College build-
ing is completed. The Council are anxious from the ﬁrst to hold out
adequate encouragement to youths of European and Anglo-Indian
parentage, to complete the education they now receive, by coming, after
they have ﬁnished their course in their present schools, to the new
Presidency College; and as these youths are now taught Latin at seve-
ral of the Calcutta Schools, it seems clear that such encouragement
cannot be held out, if the new Institution is below the old one in this
important pointf“
92. Further, although the Council are able to provide at once for two
branches of Physical Sciencej they are unable,
with existing means, to provide for the most
general, the most interesting, and in their view the most important of all,
namely Natural Philosophy. They believe that if a chair of Natural
Philosophy and Astronomy be constituted, neither the more essential
part of the necessary apparatus", nor an individual ﬁt to ﬁll it will be
wanting by the 15th June, and they respectfully recommend that this
addition be now made to the General Branch of the new College.
93. Lastly they have to recall the attention of His Lordship to the
correspondence with my Ofﬁce noted on the
From Under—Secretary to Go- _ _ _
vernment of Bengal, 16th Septem- margm, relatlve to the establishment of a
be* 18"1. -
1130 gecretm. to Government of chair of Geology. The Hon’ble Court of
Bengal, 13th ember 1851' Directors thus expressed themselves in a
From Under-Secretary to Go-
vernment of Bengal, 29th April despatch, dated the 30th January 1850.
1852' “We are disposed to approve the establish-
“ ment of a course of lectures on Geology, and we think it should be con-
1 Chemistry and Botany.

* Mr. Halliday, as mentioned in a former note, objects to the Professorship of Latin
altogether ; of course, therefore, he does not concur in this recommendation.
THE PBESIDENCY COLLEGE OF BENGAL. 63
“ nected with the class of Civil Engineering, should such class be consti-
“ tuted. The'importance of Geological knowledge to Engineers, is well
“ pointed out in the memorandum of Mr. Simms. We think also that
“ the Museum of Economic Geology should be assigned to the same class,
“ and that the expense of the lectures and the museum should be brought
“ under one head.”
94. The Hon’ble the Deputy Governor of Bengal called upon the
Council of Education to report as to the establishment of a course of
lectures in Geology in the Medical College, with reference to the above
authority granted by the Hon’ble Court.
95. In reply to the above call, the Council, by my letter of the 13th of
October 1851, recommended earnestly the constitution of a chair of Geology
in the Medical College, and the transfer to the new chair of the custody of
the Museum of Economic Geology which belongs to Government, from the
Asiatic Society, to whose charge it had been temporarily made over in 1841.
It was a part of the Council’s plan to assign to the new chair, in part-pay-
* ' ment of the cost thereof, the allowance granted for
Curator, .... .. Rs. 250 , . . .
Contingencies,... ,, ‘64 the Curatorshlp of this Museum.* The AS1atlc
RS“; Society, when asked to report upon the question,
‘ freely concurred in the propriety of the proposal.
96. The Council’s proposal was submitted by the Hon’ble the then
Deputy Governor of Bengal, for the approval of the Government of
India, but it was not sanctioned by the last-mentioned Government at
that time, on the grounds that the Hon’ble Court contemplated the
connexion of the Geological Lectures with a class of Civil Engineers, not
with the Medical College; that it was doubtful whether instruction in
Geology would be necessary for such Civil Engineers as could be produc-
ed for some time to come ; and that if necessary, the Medical College was
not an appropriate place for it. Therefore, pending the decision of the
question of establishing a Civil Engineer’s Institution, then under con-
sideratiOn, it was thought best to leave the Geological Museum where
it was.
97. The Council trust that the Most Noble the Governor of Bengal
will see that so far as the establishment of a Geological chair is concern-
ed, the position of the case is now entirely altered. A chair of Geology
certainly could not have been proposed in connexion with a Medical Col-
lege except from the necessity of the case; and it is undeniable that
naturally such a chair forms no feature of a Medical College. But it
64 THE PRESIDENCY COLLEGE or BENGAL.
does form naturally a feature, and a most indispensable feature, of a
a General College such as His Lordship has now determined to found;
and now, in connexion with such a College, the cost will be charged, not
to the Medical College, but the General Education Fund, as it ought to
be. Besides the Museum of Economic Geology, there are two collections
which may be transferred to the chair in the Presidency College; via, an
European collection of Minerals, arranged, classiﬁed, and identiﬁed by
Mr. Rose of Edinburgh, and a Berlin collection of fossils and rocks, both
now in the Medical College.*
98. The services of Professor Oldham, temporarily, might be made
available for lectures on Mineralogy and Geology, at the opening of the
College, as the ﬁeld-work of that gentleman is necessarily suspended during
the whole of the rains: but the Council earnestly hope that a scien-
tiﬁc gentleman may be appointed from Europe, especially for the chair
of Natural History and Geology, as soon as practicable. This recom-
mendation is made with especial advertence to the important department
of Civil Engineering. ‘
99. In the department of Law, the Council propose to direct the next
course of lectures to be prepared on the principles above explained, for
students in their ﬁrst year of the Law course. For a year, certainly, an
Assistant Pr0fessor of Law will not be required. _
' ' 100. The Council of Education earnestly recommend the constitution
of the Civil Engineering Department, by the appointment of a Professor
and an Assistant Professor, as soon as possible. -
101. It will not be necessary, the Council think, to appoint a Professor
of Moral and Mental Philosophy and Logic, until the new College has
lieen two years in operation. By that time, the Council think, that the
services of a gentleman from Europe should be engaged for this chair; as
also those of a gentleman competent to ﬁll the chair cf History and
Political Economy. But if the above recommendations meet with appro-
val, a ﬁne institution for general education, not fully, but still largely,
developed, will certainly be opened for all classes and creeds on the 15th
of J une next, at an expense comparatively trifling beyond the present cost
‘ of the Hindoo College.

* For these collections the Institution is indebted to the liberality of Drs. Mouat
and McClelland.
THE rnnsmnncr oonnnenor BENGAL. 65
102. I - It only remains to provide for the scholarships of the Presidency
proposed schdap College. A sum of rupees 366, a month is
Ships and HOIIOI'S- available from the Government Scholarships of
the Hindoo College. The Council think rupees 30 a month a ﬁt sum at
which to ﬁx each scholarship. . At this rate, supposing each scholarship
to be held for two years, the existing funds will afford 12 scholarships, or
six .new scholarships annually. The Council are of opinion that this
number would be quite inadequate for the Presidency College. For the
General Branch alone they think it should be doubled; and they would
allot these rewards annually to the classes attended by the students in
their ﬁrst two years, as follows :—
English, ... ... ... ... ... 2
0.. .‘I ... 0.. .0. GO. ... ‘0. CC. ‘0. ... O Q I Q ﬂ. 1
2.. OI. ... ... ... .II OI. ll. ... OI. ... 0|. 1
_ coo can on cue on. 00. 000 no. ‘00 an"... 2
Natural Philosophy, ... ... ... ... ... ... 2
General Pr0ﬁ0i8n0y,... on no ~00. on no on. on. cccc on 4
12
103. As in the case of the Bursaries, the Council are of opinion that a
scholarship-holder who goes into either of the special branches of Law or
Civil Engineering, should be allowed to retain his Scholarship for an
extra or third year, to enable him to complete his course in that branch.
The Council would allow the present scholarship-holders in the Hindoo
College to retain their scholarships under the present rules.
104. At the ﬁnal examination in the General Branch, the Council
' would give a medal to the most proﬁcient student in each subj ect taught,
if he pass a fair examination in every subject that forms part of his
necessary cOurse, open to the competition of students of the corresponding
year in the three special branches. In each of the three special branches,
the Council would give a medal to the students who, not having lost a
year in that'branch, pass the best ﬁnal examination. ' ’
i 105. Bursaries should be given up by a Bursary-holder obtaining a
’ scholarship.“ No scholarship or medal should be gained by a student
who has lost a year. I ’
106. The best reward for- the most proﬁcient students in the Civil
Engineering Department, would be admission into the public service, on a
footing somewhat corresponding with that of Sub-Assistant Surgeons.
K
66 THE rnEsiuErcr coLLEe-E er BENGAL;
-- 107, The Council will now advert to ' the other features of the > new
plan determined upon by His Lordship. _ _ - a V -
108. In converting the Junior Department of the Hindoo College
B into a _Hindoo School for the higher orders of
Hindoos, the Council propose to make no imme-
diate change of arrangements. The department at present consists of the
following classes and masters :—
_ Hindoo School.

a so s
s Q . d
'5' o ,g
c: .13 0'6
CLASS. £5 mg 6, g
g. o . =88 NAMES or MASTERS. ".31 Q
(D H p;
-&.a *5 .. ’3-8
o m 5 o_ . o <9 c
5.9. iii a
.Z . . a:

SENIOR. DEPARTMENT.
1st Class,’ 36 144
O
0
Mr. C. T. Vaughan, 200 O 0
2nd ditto, _ 28 132 0 _0 Baboo Ram Chunder Mittre, 200 i 0 0
3rd ditto, 19 96 0 0 Mr. J. B. Grisenthwaite, _ 200 0 0
' 2 Pundits 1 at 35 and 1 at 20, 55 o o
J UNIOB DEPARTMENT.
25 125
1st Class, 0 O Baboo Isserchunder Saba, ... 150 00
2nd ,, See. A, 21 100 0 0 ,, Hurro Chunder Dutt, 120 o o
,, ,, ,, B, 21 1050 0 0 ,, Baney Madhub Banerjee, ... 95 O 0
,, ,, ,, C, 23 95 0 0 ,, Gopee Kissen Mittre, ...; 90 O 0
3rd Class ,, A, 19 85 0 0 ,, Joy Gopal Sett, ... 80 Q 0
,, ,, ,, B, 25 90 0 0 ,, Sree Nath Bose, ... 75 0 0
” H. ” C, 20 95 0 0 ,, Gopal Chunder Dutt, 6O 0 0
4th Class ,, A, 15 5O 0 0 ,, Gopal Chunder Banerjee, 60 0 0
,, ,, ,, B, 11 3O 0 0 ,, Mohendernath Roy, I... m 50 0 0
',, ,, ,, C, 17 ' 75 o o ,, Judonath Saha, 30 o o
4Pundits at 20, ... ... ... .... 80 O 0
p Servants, ... ... ... ... ... 67 0 0
Contingencies of all kinds, ... 50 0 0
Proportion of Ofﬁce Establishment
"id 0f Existing Establishment, 75 0 0


1737' o o

TEE PRESIDENCY ooLLEeE or BENGAL. 67»
109. The Council propose that the present establishment be retained
for the school, and that as vacancies occur, it be gradually remodelled on
' the following scale :_-—- ‘
SENIoE DEPARTMENT.
Head Master, ... ... 300
Second ditto, ... ... .... .. 200
Third ditto, ... ... 150
One Pundit, ... 4O
coco
oooo’
First Master, ... ... ... ... ... ... 100
Second ditto, ... ... ... 90
Third ditto, so
Fourth ditto, ... ... 70
Fifth ditto, ... 60
Sixth ditto, ... ... ... ... 50
Seventh ditto, ... ... ... ... 4O
Eighth ditto, .... .. 30
Ninth ditto, .. 20
Tenth ditto, ... ... ...... 20
4 Pundits at 20 each, .‘.. 80
Servants, ... ... ... ... ... .... .. 67
Contingencies of all kinds, ... ... ... . ... 5O
Proportion of Ofﬁce Establishment—éd of
existing Establishment, ... ... 7O 0 0
O
O
O
O
I
O
O
O
O
O
G
O
O
Q
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1,522 o o
110. The Council are of opinion that the present rate of schooling fees
in these departments (viz. Rupees ﬁve a month) is too high, and that it
should be reduced to an uniform rate of four Rupees for each pupil, which
they beg accordingly to recommend. All free studentships should at
once be abolished.
111. The school, though in the same building with the Sanscrit College,
will not be in any way connected with it.
112. The Colootollah Branch School will
remain as at present, a change of name only
being required. ’
Branch School.
68 THE PRESIDENCY coLLEGE or BENGAL.
113. In“ the Calcutta Mudrissa the Council will carry into effect, from
the opening of the next Session, all the changes which
have already been communicated to and approved
of by the Government.
114. It is proposed to ﬁx, for the present, the fee that is to be levied
from the pupils of the Arabic, Persian, and English Classes, at one Rupee
a month.
115. The Colingah Branch School will be opened to all classes of the
community from the 15th of June next, and will
be organized upon the same scale and plan in
all respects as the Colootollah Branch School.
116. The Council believe that the plan above detail-
ed, if approved, 'will carry into immediate effect the
wishes of His Lordship.
Mudrissa.
Colingah School.
Conclusion.
I have the honor to be,
Sir,
Your most obedient Servant,
FRED._ J. MOUAT,
Secretary Council of Education.

No. 181.
FROM THE SECRETARY TO THE GOVERNMENT OF BENGAL,
To THE SECRETARY To THE COUNCIL or EDUCATION.
Dated Fort W'z'llz'am, the 10th April, 1854.
SIR,
I AM directed by the Most Noble the Governor of Bengal
GENERAL to acknowledge the receipt of your
Educa'tiom letters, noted on the margin, relatlve
No. 598, dated 10th March 1854. to the Presidency College which it
,, 713$,4th April 1854, With enclosure. was Proposed to found at Ca1cutta_
2. His Lordship has read, with the highest interest and satisfaction,
the admirable letter in which the Council have submitted their proposals
regarding this College; and he has desired me to offer to the Cormcil
his acknowledgments of the ability and lucid completeness with which
they have interpreted and embodied the views of the Government on
this important subject.
3. To the Council’s scheme, as a whole, the Governor is happy to
give a prompt and full consent. A recommendation of it will immediate-
ly be addressed to the Government of India, by whom His Lordship
hopes it will be submitted without delay to the Honorable Court.
4. His Lordship feels that the Council are so much better qualiﬁed
than he can pretend to be for the task of organising a general system of
College Education in India, that it is with much difﬁdence, and always
with deference, that he oﬁers remarks on any details which, after delibe-
ration together, they have decided to suggest to the Government. There
are, however, several points on which His Lordship ventures to doubt
the expediency of their proposals.
5. The ﬁrst of these is the proposal that Latin should form part of
the College course. The Council will not be disposed to suspect His
Lordship of undervaluing or contemning the Classical Education which is
received in the Colleges of Fmgland. If, therefore, he oﬁ’ers an objection
70 THE PRESIDENCY COLLEGE or BENGAL.
to it here, it is solely because he does not think that, for the present
at least, the Government system of education in India should include a
course of ancient classics. The system, His Lordship conceives, should
be calculated to bestow a thoroughly good and complete education in the
practical and classical knowledge of England and of India; but he is of
opinion that those who seek a complete instruction in ancient classics
should still look for it in the seminaries and universities of England.
6. The Council propose to teach Latin in the College. This,
however, is to give only the half of a classical course, and that half the
worse half. His Lordship would take the liberty of advising that it will
be better, for the present, to omit a classical professorship altogether.
The proposed courses of English and Vernacular Literature, each having
its difﬁculties and facilities peculiar to the two great classes of students
who will frequent the College, will place those classes, as it seems to him,
upon a perfectly fair and equal footing in the contest for diplomas or
College honours.
7. His Lordship ventures further to deprecate the use in the Presi-
dency College of those terms, which, in long lapse of: time, have become
familiar to English Universities, such as “ bursaries,” “ matriculation,” and
the like. These terms are not descriptive, and it may be feared that the
use of them here might tend to create misapprehension. His Lordship
ventures to think that it will be safer to call the fee what it is, an
entrance-fee, and to continue to designate the scholarships by the same
sort of name as before.
8. With equal deference His Lordship would beg permission to
express a doubt, whether the course of the last two years, being in all
respects obligatory, is not heavier than ordinary Students would be able
to bear; and to suggest whether it might not be so far modiﬁed as to
make the Chemistry and Natural History lectures optional rather than
compulsory.
9. His Lordship concurs with the Council in thinking that part
of the proposed changes may be carried into effect during the next vaca-
tion. He is unable, however, to assent to the formal declaration of the
new constitution of the College, until the approval of the Hon’ble Court
shall be received. His Lordship trusts that this will not be withheld,
or .even delayed. But it would not be advisable to act upon it by
anticipation.
THE PRESIDENCY ooLLEGE or BENGAL. 71
10. The decision of the Trustees of the Hindoo College, communi-
cated in the letter of the Council of Education, is public spirited and
judicious. The Governor fully assents to the justice and propriety of
recording the merit of the founders and supporters of the Hindoo College
by a Tablet to be placed within that Institution. '
11. The enclosure of your letter of the 4th. instant is herewith
returned.
I have the honor to be, &c.,
(Signed) C. BEADON, ‘
Secy. to the Govt. of Bengal.

.n; t '


Uulghssity of“
memes“ »
APPENDIX No. I;
ENGLISH DEPARTMENT or THE MUDRISSA.
Formation of an nng_ In compliance with the wishes of the Governor Gene-
lish. School attached to ral in Council, dated 12th May 1826, for introducing the
the Calcutta Mudrissa, study of the English language in the Calcutta Mudrissa,
A' D' 1826' and quoted in the margin for reference, the Mudrissa
“ His Lbrdship in Council trusts conﬁdently Committee passed the following resolu-
that the English classes may be successfully in- tlon 0n the 3rd 11333011 1829, “ that 1m-
gfogsiﬁgni5a138§$1$6m$31ﬁ$2a; 31.56 mediate steps be taken for establishing an
rgqiiesathait tyouiiﬁClpnémittee wiltl _nolizllos'ett sight English Class in the institution. Ordered
sass: grants accordingly. that the Acting Secretm‘yto
°f any Opportunity that may offer. ‘50 encom‘age the General Education Committee pro-
the above branch of study.” . '
cure a competent teacher, and the requi-
site introductory books for the above purpose.”
Mr. J. J. Hawkins was selected to ﬁll the post of teacher on a salary of 200 Ru-
pees per mensem, and took charge of the School, consisting of Q
16 students, on the 3rd April 1829, commencing with Murray’s
Spelling Book, and Grammar and Exercises. -
, In August 1829 the strength of the English Class amounted to 42 students : the
Class was composed of students of the Arabic Department (J ageerdars), and out-
students admitted on application to the Secretary of the Mudrissa, without payment
of schooling fees. It was at ﬁrst suggested that a triﬂe should be exacted from
each of the strangers, but the idea was abandoned, when the poverty in which
most of the Mussulmen live became known. An assistant teacher, Mr. \Vebb, was
appointed on a salary of Rupees 100 per month. The Vakeel of the King of Delhi
enrolled himself as an English student.
The ﬁrst Examination of the English Class consisting of 99 students was conducted
‘ First Annual Bxamina_ on the 1st February 1830, by the Revd. T. Procter
tion. in the presence of the Lord Bishop of Calcutta, Mr. H.
A- D- 1330- Mackenzie, and the Revd. Dr. \IVIill, Principal, Bishop’s
College. The examiner reported that the boys evinced a highly creditable proﬁ-
Ciency, and several of them appeared to have made a far more rapid progress in their
'Studies than is usually the case with English-born students after the same period of
study ; and, as an encouragement to the members of the ﬁrst English Class, and to
he interesting pursuit they had so successfully begun, an
others, to persevere in t
award of Rupees 245 was bestowed on 17 boys of the English Class. Mr. Webb,
assistant teacher, resigned in March 1830, and Mr. G. Rogers was appointed to ﬁll
his place on a salary ofv'Rupees 100 per month.
. A. D. 1829.
a
ii APPENDIX NO. I.
In September 1830, Mr. Hawkins resigned his post as teacher, and Mr. Rochf'ort*
was appointed in his stead on a salary of Rupees 200 per month.
The 2nd annual examination of the English Class, consisting of 65 students, took
place on the 31st January 1831, by the Revd. T. Procter,
who reported generally, that the progress made by the
students appeared very satisfactory, and highly creditable to those to whose imme-
diate care their instruction was entrusted. The 1st Class at this period studied
Gibbon’s History of Rome, Geography of Europe, and J oyce’s Scientiﬁc Dialogues.
On the 20th February 1831 the Mudrissa Committee passed a resolution to the
effect that no person, unattached to the Mudrissa, whose age exceeded 12 years,
should be admitted as a student in the English Department, unless he had attained
to some degree of proﬁciency in the English language. \
The next annual examination of the English Department took place on the 2nd
July 1831. The Revd. T. Procter who was appointed Examiner, reported; favorably
of the Department, comprising 92 students, and recommended ﬁve students of the 1st
Class to the favorable notice of the Committee. At this period there were Hindoo
students studying English in this Institution.
The next annual examination took place on the 3rd July 1832: the Depart-
ment consisted of 87 students. The Revd. T. Procter examined
them, and recommended to the favorable notice of the Com-
mittee four students of the 1st Class. He also recommended seven students of the
2nd Class who had made very creditable progress since the last examination, in
the English language. The Revd. Mr. Procter observed, that the general improve-
ment of the classes strongly indicated the capability and diligence of the Euro-
A. D. 1831 .
A. D. 1832,
pean instructors.
In October 1832, the Hindoo students were removed from the Department, and it
was ordered that care should be taken in future to admit only the sons of respec-
table Mahomedans as students.
The next resolution passed by the Mudrissa Committee with regard to the encour-
agement of the study of English, was on the 20th February 1833. The Committee
having taken into consideration the Secretary’s report, and being desirous that due
encouragement should be held out for extending the study of English among the
students of the Mudrissa, resolved, “ that the students be informed that from the
present date, they will be expected to study English, and that an increase of from two
to ﬁve Rupees per mensem, according to proﬁciency shall be made to the J ageers of
those who shall have attained a certain degree of proﬁciency at the next examination
on the 1st July 1833. The Committee reserve the power of limiting the number
of students to whom such additional pay will be granted; It is clearly to be under-
stood that the study of English is in no account to interfere with the established
studies of the Institution, nor will it ever be admitted as a plea for deﬁciency in
any other branch of study.”

'__i
* Now Principal of the Kishnaghur College.
APPENDIX.NO. I." 111
...
The next examination of the English Department .took place on the 20th July
1833, by the Rev. T. Procter; 45 students present. The 1st
Class read passages from Hume’s History of England, and the
Pleasures of Hope, 2nd Class English Reader and Pope’s Homer. The examiner
recommended several students for stipends of 5, 4 and 3 Rupees per month,‘ till
4
A. D. 1833.
next examination. _ _
The Mudrissa Committee passed a resolution on the 26th April 1834 to the
following effect :—-“ The Committee being of opinion that the time has arrived for
encouraging more openly and decidedly the study of English in the Mudrissa,
resolved that from the present date no student shall be elected to a Scholarship,
unless on the express condition of studying English as well as Arabic.
The next annual examination took place on the 8th July 1834, by the Revd. Mr.
McQueen, the department consisting of 31 students. The studies
of the 1st Class were Goldsmith’s History of England, Universal
History, Geography, and Problems on the Globes. The Examiner reported favor-
ably of the 1st Class.
The next annual examination took place on the 1st July 1835 by the Revd. Mn.
i McQueen. The studies of the 1st Class were Goldsmith’s His-
tory of England, Brief Survey of History, Geography, and the use
of the Globes. The Examiner reported on the whole that the examination of this year,
compared with that of 1834, was satisfactory. The classes generally had made consi-
derable, though by no means remarkable, progress in Reading, Spelling, Parsing and
A. D. 1834.
A. D. 1835.
in giving the meaning of English words. _
On the 1st June 1836 the head master’s salary was increased to Rupees 250 and
the second master’s to Rupees 150. ' i I
*7 The next annual examination took place on the 5th December 1836 by the Revd.
Mr. McQueen; present 103 students. The studies of the 1st
Class were Goldsmith’s History of England to the reign of Henry
111., General History of Europe and Asia, Geometry, Euclid, Elements of Arithmetic
and Algebra, questions on Natural Philosophy, the Solar system. In the ﬁrst and
second they appeared to have been tolerably well-grounded, in the third they failed
in demonstrating successfully two propositions given to them, in the fourth they
answered generally, with readiness and accuracy, the questions put to them. Their
reading and parsing were very satisfactory, considering the time they have been
under instruction, but their spelling was defective.
In July 1837 a third master was appointed, Mr. J. Ede, on a salary of Rupees 80
A. D. 1836.
per month.
The next annual examination was held on the 1st December 1837. The Revd.
Mr. McQueen examined. There were 150 students in the De-‘
partment. There was only one pupil in the 1st Class named
Obeydal Hossein, who was examined, and who showed the examiner an essay he had
written on the “ Study of History,” which, if bond ﬁde his own composition, was
considered to be very creditable to him. The studies of the 1st and 2nd Classes
were the same as those of the previous year. The Examiner recommended for
A. D, 1837.
17 ~‘APP‘EN‘DIX NO. I.
- I
prizes'several students who appeared to him to have made thev most satisfactory
progress in the various branches in which they were examined. .-
In June 1838 Obeydal Hossein was appointed fourth master on a salary of Rupees
40 per month. No examination for 1838 took place owing to
certain important changes which had been introduced into the
English Department. In November Mr. Ede resigned his appointment. The vacancy
was not ﬁlled up. - h i
In July 1840, the head master Mr. Rochfort was promoted, and Mr. Martin Was-
A. D. 1840' probationally appointed to the head mastcrship on a salary of
Rupees 200 per month. _ ~
In October Mr. Rogers, second master, left, and Mr. Bagley was appointed in his
place. .. ~ i i
The Committee restricted the admission of students to a certain age, and carefully
classiﬁed the scholars, and arranged their studies. A i I ‘-
Owing to the very little progress made by the students this year, and the recent i
date of the changes introduced, the Committee did not consider it necessary to hold-
a public examination. '
A. D. 1838.
An examination had however taken place since the last report of the Council was
prepared, which evinced an increased desire on the part of the scholars to learn
English, and a degree of energy and zeal on that of the new masters which promised
favorable results.
In March 1841 Mr. Martin’s pay was increased to Rupees 300, Mr. Bagley’s to
A. D. 1841. Rupees 200, and Obeydal I-Iossein’s to Rupees 80. InSeptember
. the third master died, and Mr. C. T. Vaughan was appointed
to his place.
Dr. Wise examined the English Department on the 26th October and reported as
follows :—-The progress of the School during the year was not
great, but attention appeared to be continued to the pronuncia-
tion of the pupils, and to their learning well, rather than being taught 'superﬁcially
a number of subjects. He added however that the discipline of the School was much
improved, and the attendance of the pupils more regular. The junior classes. were-
also stated to be of a better age, and to pronounce better.
In 1842, Mr. Vaughan left, and Mr. Clinger was appointed third master.
The 1st Class was examined by Dr. J. Grant. The number of students in atten-
Examination of dance was 7. The subjects of examination were History,
1842-43- Geography, Grammar, Translation, Dictation, and Lessons in
Objects. Dr. Grant expressed his entire satisfaction.
Dr. Wise examined them in Mathematics, Arithmetic and Algebra, and reported
that in the former the boys understood and explained the theory of Vulgar and
Decimal Fractions, in Algebra they were well taught up to simple equations. Their
knowledge of Euclid was considerable, and reﬂected credit on Mr. Martin the
head master. ‘ . r ._
In October 1843, Mr. Bagley, second master, left, and Mr. Vaughan was appointed
to succeed him on Rupees 200 per month. i - .
A. D. 1841 -42.
APPENDIX NO. I.‘ I v.-
This year the Examiners were Dr. MOuat and Principal Kerr of the ’Hindoo
Examination of College. Their reports were forwarded to the Deputy Go-
1843-44. vernor, who directed a communication to be made by the
Secretary, Government of Bengal, to the Council of Education, of which the follow-
ing abstract will exhibit the tenor and purport. The English Department was
not so satisfactory as the Arabic. Only ﬁve Students in the College attended
both the Oriental and English Departments. There was only one pay student, and
the majority of the boys appeared to be the sons of petty shop-keepers, who scarcely
allowed them to remain long enough at the College to acquire anything beyond a-
very elementary and imperfect knOwledge of English. The remainder were sons of
moonsiffs, pleaders, 8:0. Not one of the pupils.was likely to turn outa superior
English scholar, so that, the object originally contemplated, namely to afford a sound
English education to the Mahomedan community, was in danger of being lost sight
of, and the-sum of Rupees 8,000 per annum, laid out for its accomplishment, most
unproﬁtably expended. ' -
- The Students of the English Department were examined this year by Dr. Mouat.
Examination of Fifty-four students were examined. The 1st Class was not
1844-45- ' examined in detail as they were candidates for Senior Scholar-
ships. They acquitted themselves with credit, exhibiting a marked improvement
upon the previous year’s progress. The 2nd Class who were candidates for J unior'
Scholarships were only subjected to a very general examination, and also acquitted
themselves in a satisfactory manner. In August 1845, Mr. Vaughan, second master,
Was transferred to the Hindoo COIIege, and his place was not ﬁlled up. I
In January 1846 Martin, head master, left, and Mr. Twentyman was appoint-v
184546. ed to ﬁll his place on a salary of Rupees 150 a month. Mr:
Clinger, as second master, received a salary of Rupees 100.
The examination this year of 57 boys, who composed the Department, was conduct-
ed on the 6th, 7th, 12th and 21st August by Mr. Lodge, Inspector of Colleges and
Schools, who reported that neither the examination passed, nor the progress made,
during the previous year by the students of the 1st, 2nd and 3rd Classes, was satis-
factory. The 4th Class did well; a few boys likewise of the 5th Class did fairly;
the rest could not advance properly under the existing system. Mr. Lodge recom-
mended the amalgamation of the 1st and 2nd Classes, and of the 3rd and 4th with
four of the best boys from the 5th. _ p i
In December 1846 Mr. Twentyman left, and Mr. Clinger was appointed head
Examination of master and Moulvee Waheedoon, second master, on a salary
1846-47. of Rupees 80.
Mr. Lodge conducted the examination this year also, but forwarded no report as
he left the Presidency on his tour of inspection. The award of prizes was therefore
determined upon a special report of the head master, as to the relative proﬁciency
of the best pupils.
Two students left the College to be employed in the Education Department, “and
four to study in the Medical College. _. ~ -
vi APPENDIX no.1.
This year the examination, which was conducted by Dr. Mouat, commenced'on
Saturday the 7th August, and concluded on Tuesday the 10th.
The report on the whole was tolerably favorable; a few changes
in the organization of the department were recommended and carried into effect.
In this year the second master’s ofﬁce was divided into two masterships, as the
number of pupils in his class was considered to be too large to be efﬁciently taught by
one master. Mr. Holyoake and Moonshee Wuhecdoon Nubee were appointed, on
salaries of Rupees 50 and 30 per month respectively. In December 1848, Mr. Holyoake
second master,was sent away, and Baboo Bhoodeb Mookerjee appointed to ﬁll his place.
The examination commenced on the 29th of August and was conducted by
Messrs. Jones and Foggo. The examination commenced only
three days after the long vacation of the fast of Ramzan. The
_ report on the whole was favorable, and six students were recom-
mended for prizes. In October 1849, Baboo Bhoodeb Mookerjee, second master, left,
and Baboo Chooneelal Goopta was appointed to ﬁll his place.
Mr. SutcliEe was the Examiner of the English Department of the Mudrissa for
this year. The ﬁrst two classes, under the charge of Mr.
Clinger, failed entirely in Euclid, and although they succeeded
better in History and Reading, their ignorance of English was
Such as to incapacitate them from giving the explanations of passages in that
language. The report spoke indiﬂ'erently of the other classes, divided between
Chooneelal and Deen Mahomed. Mr. Sutcliffe found fault with the number of divi-
sions into which the department was subdivided, the consequence of which was that
their masters could not well attend to all of them sufﬁciently long each day, to make
the exertions felt at the end.
Principal Woodrow of La Martiniere, conducted the examination. The lower
classes which required to be questioned in Oordoo, were taken by
Dr. Sprenger, Principal of the College. The ﬁrst class competed
for Junior Scholarships, but were unsuccessful. Mr. \Voodrow’s
report was on the whole favorable, as far as it went. Dr. Sprenger did not speak
highly of the state of the department in regard to the matters examined into by him.
Seven pupils were recommended by the examiners for prizes.
With reference to the extract in the margin from
Mr. Ofﬁciating Under-Secretary Bayley’s letter above
alluded to, the following statement is submitted.
05:11:52?2%??113331’55113119‘31223 In 1850, the three classes of theldepartment contained
report a statement 9f the past 44 pupils, whose ages varied in the 1st Class from 14 to 18,
hiswry 0f the EHghSh 8011001 in the 2nd from 12 to 16, in the 3rd from 10 to 17 years.
at the Mudrissa, as well as an
~ Recount Of. Its Present condl‘ Of their parents 18 were or had been in the service of
tion, especially in reference to _
the ages of its scholars andtheir the Government as sherlstadars, vakeels, moonshees, &c.,
. . . . . ,,
posmon m native somew nine were merchants, includlng petty shop-keepers and
traders; 13land-holders; one was a private teacher; one moonshee; one a mookhtar;
and one a hukeem. The land-holders were simply possessors of very small parcels
of land, seldom exceeding an acre or two in extent:
1847-48.
Examination of
1 848-49 .
Examination of
1849-50.
Examination of
1 850-5 1 .
Ages of pupils and their
social position in 1850.
APl’ENDIX NO.
I. V11
0.
Statement Exhibiting the cost of Establishment of the English School, amount
of fees collected, and number of Pupilsfrom 1829 to 1851.


*é a"; "5
8 =8 8
YEARS. j . 3 REMARKS.
,Q 0 C
8 8 @-
Fﬂ w z
1829, 2300 0 0 0 0 0 99 Two masters engaged.
1830, ... ... 3600 0 0 0 0 0 65
1831, .. 8600- 0 0 0 0 0 92
1832, ... 3720 0 0 0 0 0 87 One librarian and duﬁree. /
1833, ... ... 3840 0 i 0 0 0 0 45
1884, 3840 0‘ o 0 0 0 81
1835, as ... 3840 0 0 0 0 0 38
1836, 5040 0 0 ‘0 0 0 119 {Sig 5%: masters increase‘i
1837, ... ... 5520 0 0 0 0 0 156 Third master appointed at 80.
1888, 5600 0 0 15 0 0 148 Fourth master at 40.
1889, 5500 0 0 61 0 0 90
1840, ... ... 5220 0 0 0 0, 0 128
1841, 6210 0 0 0 0 0 108 {Saigazfgolaaggfrs increased
1842, 6210 0 0 0 0 0 94
1843, ... ... 6210 0 0 0 0 0 102
1844, .. 6210 0 0 106 0 0 54
1845, ... ... 5210 0 0 358 0 0 37 Two masters this year.
Headmaster’s salary reduced
1846, ... 3360 0 0 410 0 0 42 { to 150, and second masterin-
creased to 100.
1847, .. 8216 0 0 552 0 o 64 12350.
1848, ... ... 3216 0 0 764 0 0 63
1849, 8216 0 0 648 0 0 45
1850, ... ... 4551 0 0 495 0 0 38
1851, ... ... 4565 0 0 519 0 0 47
Total,... 108794 0 0 8928 0 0 1787
~ 1
(True Copy,) *
FRED. J. MOUAT, M. 1).,
Sccrctam, Council of Education.
APPENDIX Nos. 11. AND 111.
Drs'runnancn 181 THE MUDRISSA.
By a resolution of the Council of Education dated the 26th of April last, N o.
XXXIV., a Committee, consisting of the undersigned and the late Hon’ble Presi-
dent, was appointed to inquire into, and report on.
First—The causes which led to the secession of the students from the Mudrissa.
Second—The measures taken by the Principal, since the order of the Council of
the 5th of April. '
2 For the purpose of this inquiry the Committee assembled at the Mudrissa
daily (except Fridays and Sundays) for three weeks from the 28th April to the 17th
May, and examined personally the Principal, the Ameen, most of the professors of
the College, and some respectable and inﬂuential members of the Mahomedan com-
munity in Calcutta.
3. The evidence of these persons, taken down at the time in the hand-writing of
the late Hon’ble President, and other documents laid before the Committee numbered
from 1 to 24, are now submitted to the Council.
4. The Hon’ble President, who took a deep and active interest in the inquiry,
undertook to prepare a draft of the Committee’s report, and it is greatly to be
regretted, that owing to other numerous and more pressing calls upon hisktime he
was unable to fulﬁl his intentions; for there can be no doubt that he would have
enabled the Committee to present the facts elicited in the course of their [inquiry
so ably and perspicuously, as materially to aid the Council in coming to a decision on
the whole question before them. _
5. In consequence, however, of the lamented death of Mr. Bethune, the duty of
reporting the results of the inquiry has devolved upon us. The time that has“ elapsed
since it was held, and other considerations, demand that our report should be as brief
as possible.
6. There can be little doubt that the remote cause of the occurrences that took
place at the Mudrissa on the 4th and 5th of April last, was a spirit of dissatisfaction,
arising out of an indistinct apprehension of a design on the part of the authorities,
to introduce innovation in the constitution, studies and customs of the College,
and thereby to injure the Mahomedan religion. This feeling may perhaps be traced
to the abolition of the religious ofﬁces of Khuteeb and Mouzzim, shortly after the
death of the late Ameen, Haﬁz Ahmed Kubeer; but, it was aggravated by other
accidental circumstances, such as the appointment of Dr. Sprenger as Principal, and
of Moulvee Sadududdeen as Ameen, the former being known to have expressed
APPENDIX NOS.-II. Jinnv 111. ix
opinions unfavorable to the existing state of learning and discipline, both in this-
College, and in the Mudrissa at Hooghly; and the latter being regarded as an inter-
loper, and'suspected of little zeal for the Mahomedan faith.
7. The inﬂuence of superstition too was not wanting to conﬁrm the general alarm,
in which both professors and students seem equally to have partaken. A person is
- said to have dreamed that some great calamity was about to befal the College, and to
have urged the professors and students solemnly to repeat the form of prayer pres-
cribed in the Koran for averting it. His injunctions were neglected, until the dream
seemed to have been in some measure fulﬁlled by the removal of Colonel Riley, the
death of the late Ameen, and the abolition of the religious ofﬁces already mentioned; and
it was not until they heard that Dr. Sprenger had been appointed Principal, and that
the selection of the new Ameen would be left to him, that at the renewed instigations
of the dreamer, they performed the solemn oﬂice within the walls of the College.
8. To account for the degree to which such an alarm was likely to excite the
minds of the professors and students, it must be mentioned and borne in mind, that
for many years past the Mudrissa had been regarded by them and by the Mahome-
dans generally, more as a College of Divinity, and a place for the performance of
religious observances, than as a mere place of secular learning; that the Mussalmans
of Calcutta, or rather those of the Soonee sect, to whom the privileges of the College
have been of late exclusively conﬁned, have been in the habit of resorting to the
College in large numbers for prayer, not only in the great religious festivals of the
,Ramzan and the two Eeds, but also weekly on Fridays; that on these occasions the
late Ameen Haﬁz Ahmed Kubeer, usually, if not invariably, ofﬁciated as Imam, and
that it has also been customary to bring the corpses of deceased Mussulmen to the
College, in order that the funeral ceremony might be performed there, in the presence
of the professors and students, and on some occasions to send for the professors
and students to private houses for the same purpose.
9. This state of things, together with a most lax discipline, a system of study
regulated entirely by the Mahomedan professors and by the students themselves,
and a variety of other abuses, seems to have existed unchecked for many years, and
to have ﬂourished at the time of Dr. Sprenger’s arrival. It was never reported to
the Council by Dr. Sprenger, nor does he appear to have communicated to the
Council the plans of reform which he entered upon with much zeal and determina-
tion, but hastily and without that degree of fore-thought and discretion, which /" _
the occasion required. - we»?
10. The proximate causes of the secession, as alleged by the professors and by
the students in the memorials which they have presented, are——
lst. That Dr. Sprenger had prohibited the practice of bringing corpses to
the Mudrissa, for the purpose of having the funeral ceremony read over them.
2nd. That he had required the professors and students to attend study for four
consecutive hours each day, allowing only one'interval of ten minutes or a quarter of
an hour during that time, and that he had directed that students who did not attend
their classes punctually at the appointed hour, should be returned as absent.
3rd. That he had discontinued the study of certain Arabic books, especially
those of Mybuzee and Sudra on Physical Science, and that he had required the
b
X APPENDIX NOS. H. AND III.
students to read a work on Natural Philosophy in Oordoo, with Mr. Lawler, the
master of the Anglo-Arabic Class.
11. In regard to the ﬁrst point it appeared on inquiry that though the practice of
bringing corpses to the College had then ceased, yet the prohibition of the Principal
was simply that the students should not join in the J enazah during the hours of
study. A written order to this effect is recorded. It seemed however to be the
general impression that the Principal had prohibited the ceremony within the
College altogether, but it is quite possible that his meaning may have been either
misunderstood or wilfully misrepresented.” The order as it stands, is a very
proper one.
12. The second allegation of the students, gives them no just ground of com-
plaint. On Dr. Sprenger’s arrival he found that one-half of the students attended
the Moulvee’s lectures during the ﬁrst two hours of study, and that they then went
about their business and were succeeded in the class rooms by the other half.
Besides this, the returns of attendance were irregularly kept, and every student who
attended the class room, however late, or for however short a time, was entered as
present. It is pretendedthat an interval of a quarter of an hour in the midst of
four hours is insufﬁcient for the necessary purposes of so large a number of students,
but this is a mere excuse. The real cause of dissatisfaction on this score is that the
students are obliged to attend in the class rooms for four hours daily instead of two,
and are thereby deprived of a certain portion of the time which they used to devote
to the teaching of classes of their own, at private houses. Here again the proceed-
ings of the Principal are entirely to be approved.
13. The third allegation is perfectly true. Whatever may be the literary or
scientiﬁc merits of the works that have been discontinued by Dr. Sprenger, it is
>1: some time previously Dr_ Sprenger had certain that they have formed a part of the
verbally stated to the Acting Ameen that the course of study at the Mudrissa since its
works of Mybuzee and Sudra should be dis- .
continued, but no order to that eﬁ'ect was foundatloni and that they were regarded
glven' The Students, 0f MQ‘Ilvee IPI'ahIm’S with attachment and veneration by the whole
class remonstrated in writing against the _ _ ,
discontinuance of these books, and on the re- 501101351310 body- It 13 also certaln DT-
monstrance being referred to the Moulvee ~ ~
for his opinion, he wrote on it that the books Sprenger’ WIthOUt reportmg the matter
were an essential part of Science and ought to the Council, and without consulting the
therefore to be read, . . .
professors,* on the subject, summarily di-
rected that these books should no longer be read, and directed the students to attend
Mr. Lawler, the Anglo-Arabic Master, for an hour a day for the purpose of reading
with him a treatise on Natural Philosophy in Oordoo.
14. The publication of this order was the signal for the outbreak. It was felt
as a most obnoxious order.
1st. Because of the discontinuance of Mybuzee and Sudra.
2nd. Because of having to substitute the philosophy of the present day for the
philosophy of the dark ages.
3rd. Because of having to read in Oordoo instead of Arabic.
4th. Because of having to read Oordoo and Philosophy, ‘with Mr. Lawler, an
Eurasian and a Christian.
I
APPENDIX nos. 11. AND 111. xi
-It was hardly less distasteful to the professors than to the students. But the
professors, though they thought the order an improper one, and foresaw the conse-
quences to which it was likely to lead, made no remonstrance against it, but signed
the Order Book in token of acquiescence. This error was a grave one, and is
hardly excused by the fact that they were not previously consulted by the Principal.
15. When the symptoms of rebellion began to show themselves in the class rooms,
and immediately afterwards when the students tumultuously assembled in the
College premises to join in a petition to the Principal, it was in the power of the
professors, and especially of Ajeeb Ahmed, the brother-in-law and temporary suc-
cessor of Haﬁz Ahmed Kubeer (though at that time only a professor) to prevent
matters from proceeding to extremities. But, in fact, they sympathized with the
pupils, and though they had lacked courage themselves, to remonstrate, they were
not averse to the course taken by the students, and hoped that as on a former occa-
sion, it might succeed.
16. The petition of the students was presented by them to the Ameen, Moulvee
Sadududdeen, on Friday the 14th April. It was an improper petition, and was pre-
sented in an unbecoming and insolent manner by a large body of the students. The
Ameen tried in vain to dissuade them, and so then did two of the professors,
Moulvees Busheeruddeen and J owad Ali, who were present. The Ameen took the
petition to the Principal who declined giving any order on it, but said that he would
report the whole matter to the Council. The Ameen returned with this answer to
the students, who were greatly excited, and the next morning instead of attending
their classes as usual at 6 o’clock, left the College in a body. \Vhen the Principal
arrived, the College was empty.
17. It was the duty of the Principal when he received this petition from the
Ameen, to proceed immediately to the College and call the students before him. He
should himself have pointed out to them the irregularity of their conduct, and have
required them to return to their obedience. And he might at the same time have
expressed his readiness to listen to and report to the Council any representations
temperately worded, and submitted in regular and becoming form, either from
the students or the professors. The Ameen was an object of suspicion and dislike
to the students, and the verbal message communicated through him, (even if correctly
repeated) was not likely to divert them from the head-strong and foolish course
they had taken.
18. We now come to the measures taken by the Principal after the students left
the College.
19. After some conversation with the head Moulvee, Mahomed Wujeeb, Dr.
Sprenger left the College, and in the course of the day reported to the Hon’ble
President what had occurred. A special meeting of the Council was held the same
afternoon, when it was resolved that all the students whose names were attached to
the memorial should be dismissed, and, that those among them who were scholars
should forfeit their scholarships, but that power should be left with Dr. Sprenger to-
re-admit those who appeared worthy of the indulgence, and who expressed contrition
and their readiness to conform to the rules of the Institution.
X11 APPENDIX NOS. II. AND III.
20. Dr. Sprenger returned to the College during the day, but as the professors
and most of ' the students were still absent, and those students who were there had
shut themselves up in their rooms, nothing was done.
The resident students, it appears, returned to the College when the Principal had
gone, and in the evening behaved with great insolence to the Ameen, who reported
to the Principal that night, that they had re-entered the College by force.
21. On Sunday morning the Principal went to the College, and had all the students
assembled in the College Hall. He did not himself meet or speak to the students,
his reason being that they were reported by the Ameen to have been extremely
insolent to him, when they presented the petition. In fact, Dr. Sprenger had no
personal communication with the students collectively throughout the whole affair.
He had net then received the written order of the Council passed on the previous
day in his presence, but he told the Ameen his understanding of it, and the Ameen
translated it into Persian, and took and read it to the assembled students.
22. This written order sets forth that the Council had directed the expulsioii of
all the students who had put their names to the petition, and directs accordingly that
the students be immediately turned out of the College, together with their effects,
and not be allowed to return, and that the College be for the present closed. The
order further states that those who wish to be re-admitted must present a written
request and will be allowed to return; that there will be another examination on the
15th April, and that Scholarships will be awarded.
23. This order did not satisfy the Students who pronounced it to be a forgery,
and made use of insolent language and threats. The Principal left the College a
little before 8 o’clock, and the Ameen also went away at the same time, from fear of
violence, but shortly returned. The Ameen had no further communication with the
students, but learned from the N azir that they had not left the College, and were
threatening violence, and this he reported to the Principal. The Principal then
obtained a letter from the Chief Magistrate, authorizing the Superintendent of Police
to assist in the expulsion of the students. With this he proceeded to the College,
and went to the room of Abdoollah Beharee, one of the ringleaders, and required him
to leave the College. This he immediately did, and as the others were also preparing
to leave, the Principal was satisﬁed there would be no resistance, and returned home.
.This was about 3 P. M. In the evening the .Ameen reported that most of the
students had left the Mudrissa, and that he had permitted the others to stay as they
could ﬁnd no acCommodation elsewhere. -
24. On Monday morning the Principal came to the College at 6 A. M._, and found
a great many of the students still in the College. He was displeased with the
Ameen for having permitted them to return. The Principal and the Ameen then
went to the students" rooms, and one of them, on being desired to remove his effects,
refused, saying that he had no place to remove them to. The Principal then ordered
the'College servants to remove the property 0f one of the students who immediately
.went away, saying “I make you reponsible for my property.” The Principal then
ordered the gates to be closed and sent for the Police. Mr. Law came, and in the
course of half an hour all the students had left the College with their property.
APPENDIX NOS. II. AND III.' xiii
25. About the same time certain Mahomedan gentlemen came to the College to
intercede with the Principal, on the part of the students, and to obtain their pardon
and restoration to their Scholarships. He told them that the only conditions on
which the students could be re-admitted were that they should come separately,
confess their guilt, and point out the ringleaders. And this he repeated afterwards
on several occasions. _ '
26. Nothing further occurred during that week, except that a few students
applied for re-admission and were re-admitted.
27. On Monday, the 14th April, the Principal put up a notice at the College
requiring all expelled students who wished to be re-admitted to present themselves
on or before Thursday the 17th, and stating that no notice would be taken of peti-
tions preferred after that date. - ,
28. On the 17th April a fpetition signed by 102 students was presented to the
Principal, in which they offered to return to' the College, provided they were
assured that the old system of study would be followed, and the practices of their
religion observed as before, but that otherwise they would await the result of a
petition they had made direct to the Council. This petition was referred by the
Principal to the late Hon’ble President, by whose written directions a notice was
put up on the same day, stating that no notice could be taken of any petition
proceeding from a body of students in a state of open resistance, but that, as they
might have supposed that the College would not be ﬁnally closed against them,
while their petitions remained unanswered, the period for re-admission would be
extended to Monday, the 21st April. The Hon’ble President at the same time read
these directions to Abdul Luteef,'one of the gentlemen who had interceded for the
students, and under whose advice they were believed to be acting. -
29. Fifty-four of the students applied for re-admission. They were required by
the Principal to sign a declaration to the following effect:—“ lVe did not sign the
petition which the rebellious students presented to the Council, nor did we give our
permission to attach our signatures to it.” Twenty of them signed it. They
were also required to state whether they had signed the petition presented to the
Principal, what part they had taken in the proceedings, what they knew of the pro-
ceedings of others, and what had taken place since their expulsion. Those who had
signed neither of the petitions were re-admitted. The rest, thirteen in number,
were rejected. Three of these signed the declaration above-
* one Of these .ﬂn'ee mentioned, but were not believed.* Those who applied for
was afterwards admitted. _
_ re-admission did so on the clear understanding that they
must conform to the future rules of the College.
30. A mass of evidence has been taken regarding the proceedings of the students
after they left the College, and the advice and encouragement they then received
from the inﬂuential Mahomedan residents, and from the professors, but this, though
important in itself, is not immediately relevant to our inquiry.
31. The Principal ought himself to have explained the orders of the Council to
the students, to have pointed out to them the error and folly of their proceedings,
to have assured them that their representations, if properly and respectfully made,
Xiv APPENDIX nos. 11. AND III.
would meet with due attention, and to have used his inﬂuence to induce them to
return to obedience, without requiring conditions unauthorized by the Council.
If this had been done even at the eleventh hour, it seems most likely that the ﬁnal
expulsion of so many misguided young men would not have followed. The students
were in a state of great excitement, and were believed by the Principal to be acting
at the instigation of one or more of the professors, rather than of their own free will.
A few words of calm remonstrance and friendly persuasion at such a time could
hardly have failed to produce a good effect, and certainly ought to have been tried.
But the Principal deliberately held no direct communication with the students, he
delivered the orders of the Council through the Ameen in writing, and in harsh and
severe terms; no locus penitentice was allowed to the students, and difﬁculties were
thrown in the way of their admission, which the Council did not contemplate.
32. The Principal believed in the existence of a conspiracy among the professors
and students against himself and the Ameen, a belief which exasperated him against
those whom he suspected of hostility, and led him to place more reliance on the
representations of the Ameen than they seem to have deserved. '
33. We think that all the students who applied on or before the 21st April, for
re-admission, ought to be re-admitted. The rest have placed themselves beyond the
pale of consideration by continued recusancy.
34. We also think that the professors, and especially Moulvee Ajeeb Ahmud,
should be severely reprimanded. ‘
First—For their omission to represent to the Principal what they considered
in his orders, as improper and likely to be injurious to the welfare of the College.
SecondZy.——For their omission to report to him the feeling that existed among the
students on the subject. _ ‘
ThirdZy.-—F0r omitting to use their inﬂuence to prevent the students from commit-
ting an act of insubordination, and for tacitly, if not actively, in secret, encouraging
them in their culpable conduct, both before and after the act was committed.
35. The changes which the Principal has introduced into the course of
study, and the rules of admission do not properly come within the scope of our inquiry.
' (Signed) F. J. HALLIDAY.
,, CECIL BEADON.
,, J. Fonsr'ru.
Upon the above report, being presented to, and discussed, at a Meeting of the .
Council of Education, it was
ORDERED : That the Council adopt and entirely concur in the views and recom-
mendations of the Committee, and direct that a copy of the report be forwarded
to Dr. Sprenger for his information and guidance. ..
That the Principal assemble the whole of the Moulvees and teachers, at such
time as he may deem most ﬁt, and read to them a translation of those parts which
specially refer to their conduct in the matter, and communicate to them the dis-
pleasure of the Council at their not exercising the authority and inﬂuence which a
teacher ought always to possess over his pupils, in maintaining order and discipline,
and without which he'is quite unﬁt for his high and responsible ofﬁce.
APPENDIX NOS. II. AND III. XV
The Principal will especially single out Moulvee Ajeeb Ahmud, and in the
presence of his colleague intimate to him the extreme displeasure of the Council, at
the whole line 0f proceeding adopted by him in the transactions referred to. To him
as having for some time held the ofﬁce of Ameen, the Council looked for a greater
share of activity and zeal in repressing and bringing to the notice of the Principal
all disorderly, improper and insubordinate conduct on the part of the pupils, than
from any other ofﬁcer in the institution; whereas his pgoceedings indicate a sympathy
with and a more than tacit encouragement of the disgraceful transactions which have
brought discredit on the Institution, that would have fully warranted the inﬂictionof
the severest punishment. The length of time however which has elapsed since the
rebellion,- with the previous long services of Ajeeb Ahmud in the Institution, have
induced the Council to mitigate the punishment they would otherwise have visited
him with. They are not without hope that the leniency and forbearance he has
experienced on the present occasion, will show him the absolute necessity of so
regulating his future conduct, as to prove that he is deserving of the indulgence
shown him, and that he is anxious to afford every aid, both by precept and example,
to the authorities of the Institution in maintaining order and discipline.
Concerning the other points referred to in the Mudrissa correspondence, special
instructions will be communicated hereafter.
(True Copy _.)
F. J. Monn'r,
Secy., Council of Education.
APPENDIX No. IV.
PLAN or STUDY ron THE MUDRISSA.
The object of the Mudrissa'lcan, neither be to keep up antiquated prejudices nor
to give sanction to superstitions condemned even by the Islam, n'or
General Remarks. to encourage purely dialectical pursuits, yet the system of study
now followed in Mahomedan Colleges leads to these ends. It is
in fact precisely the same as the one which was in vogue in Europe during the darkest
ages, and it produces the same results.
The sophistries of dialectics learned in a sacred language puﬂ' up the professors
with conceit, render them hostile to every thing practical or founded on experience,
and extinguish in them the sense for art or beauty and blunt the sentimentof equity
and morality.
In Constantinople and Cairo the necessity of reforming the old system of education
has been felt, though the rulers being themselves Mahomedans have been brought
up in it. How great are, therefore, the claims of the public, for an enlightened system
of study in a Mudrissa which is supported and controlled by the English Govern-
ment. As the present condition of this Institution is precisely the same as that of
the schools of learning during the middle ages, the safest guide in reforming is history.
We must introduce improvements analogous to those which produced the revival of
learning in Europe. These means deserve the more commendation, because they
are gradual.
The great object is to lead the Mussulmans from the absurd substilities of dialec-
tics and metaphysics, to the study of the sciences of experience This is the improve-
ment which was so powerfully advocated by the immortal Bacon.
The schoolmen, not contented with proscribing the study of history of nature, and
of every science founded in fact, perverted other sciences which are useful in them-
selves, like Grammer and Natural Philosophy, and their spirit pervades every branch .
of knowledge.
Three methods present themselves for eradicating it; one is to leave scholastic
studies for those who are not ﬁt for any thing better, and to instruct intelligent young
men exclusively in European sciences. This method is followed in Turkey and
Egypt, but the results are not such as to invite to imitation. Moreover, it is not
applicable to this Mudrissa. We should either be obliged entirely to abolish the
study of dialectic theology, which has hitherto been exclusively followed in it, and
thus virtually abolish the Mudrissa, or to have two distinct establishments.
The second course is that followed by Dr. Ballantyne in the Benares College.
He takes what is valuable in the antiquated science, and refutes what is erroneous,
and thus. attacks the schoolmen on their own ground. To carry out such a system
requires most extraordinary efforts, and its success must therefore depend upbn the
life and activity of the individual who originated it. Moreover, I doubt whether an'
APPENDIX NO. IV. xvii
English dress would be more welcome to a Mussulman, if it was made up of the old
rags of his own garments.
~ The third method, is to cultivate Arabic and Persian as a philological pursuit, and
to teach the pupils ﬁrst the elements of Modern Sciences, and then the correspond-
ing scholastic theories. This being the plan which I have the honor to recommend,
I beg leave further to enter on it. '
' PHILoLoGY.
During the middle ages, Latin was cultivated in Europe, precisely in the same
manner, and with the same results, as Arabic is taught in purely Mussulman schools.
It was the lingua franca of the learned class in Europe, who considering themselves
as one family, of whatever country they might be, called themselves Latim', and
looked down with contempt on the lingua vulgares or Vernacular tongues, and on
those who did not know the learned language. Their Latin was most corrupt, and
they were totally ignorant of the elegant compositions of the Romans yet the stu-
dent by his being able to repeat some mysterious Latin sentences, obtained the great
object of his ambition; he was considered by the vulgar, for whom all learning was
inaccessible, as endowed with almost supernatural knowledge. The ﬁrst step to-
wards the revival of letters in Europe was the introduction of the Classics in schools;
the Latin and Greek languages were now cultivated as philological pursuits, and the
Vernacular became the vehicle of instruction. The methods in which the Latin was
cultivated in Europe, and in which Arabic is studied at present in all Mohamedan
countries are so entirely identical, that I need to make no further comments on the
subject. In order however not to appear to underrate the philological attainments
of the Moulvees, in comparing them with the schoolmen of the middle ages, I beg
leave to quote the opinion of Mr. Lumsden.
“While an Indian Moulvee is able to expound, with no contemptible skill, the
opinion maintained by Arabic writers on the most obstruse
See his Preface to the questions of Grammar, Logic, Rhetoric, Law, Metaphysics
Nuphatool Yaman. _ _
and abstract Theology, he has little knowledge of Arabic
idiom, and has acquired a very limited command of words. Of History he can
hardly be said to know any thing, and the great body of Arabic poetry is utterly
beyond the reach of his attainments.”
Much has already been done towards rendering the study of. Arabic a purely
philological pursuit, by the illustrious Lumsden and others, and the Mahomedans
are so well inclined towards such a change, that we need not to apprehend any dis-
satisfaction on their part, if we fully carry out this plan.
For this purpose, it is in the ﬁrst place essential to render the Grammatical studies
more easy, to vernacularize them, to illustrate them by examples, and to give to the
students whilst they study Grammar, exercises in translating into Arabic and vice
versci. Let them begin the study of Arabic'by reading the Destural Mobtadie, the
Sarf Meer and N oho Meer, which are three very well-written treatises on Etymology
and Syntax explained in Persian; let every rule which occurs in -- these books be
illustrated with several examples (we require a new edition for this purpose) and
let them read at the same time the Arabic selections, which have been collected by
c
xviii APP'E NDIX NO. W.
the Revd. T. Thomason and published by the Calcutta School Book Society. ~ After
the pupils have thus acquired the elements of the language, let them read Kuleelawd
Dumna, one of the most ancient Arabic books .of which we' have a very carefully
made edition by Silverstre de Sacy, or some similar work, and then they ought to
proceed to study the most elegant books in the Arabic language, 2'. e., the Koran with
the commentary of two J alals or Baydhawee, and the Mishkats or Tayseer. Without
an intimate acquaintance with these two works, the study of Arabic is incomplete.
I therefore consider it most essential that these books be re-introduced as schOol
bOoks into the Mudrissa, more particularly as experience proves, that if they are
not read at school, they are read by but very few persons at home. The only way
to account for their being proscribed is that they bear on their face the name of
religious books. But, is it not inconsistent to neglect them for this reason, whilst the
study of the obscure and absurd casuistry of the Shara Wikayah and the Hidayah, two-
thirds of which treat on prayers, puriﬁcations, and other purely theological ‘subjects
is sanctioned, and it may be said is the object for which this Mudrissa is kept up P
After the. study of the Mishkat, the pupils may advance to the. seven suspended
poems and the Hameisah, which will complete their course on the Belles Lettres of
the Arabians.
It is not sufﬁcient to introduce better authors, but the books now in use, the study
of which is detrimental to the health of the mind, must gradually be discontinued, or
at least taught at a stage when the mind is more formed and when they do less
harm. I therefore beg to recommend that only the following dialectic treatises on
Grammar be read, and not by beginners but by more advanced students, the Sharh
Miat Amil, 2 the Marah al arwah or the Mishbah or the Shafuyah, 3 the Shark
Molla (the study of this book ought to be abolished as soon as possible, it being the
acme of absurdity,) 4 the Mokhtasaral Maany or Rhetoric. '
- I THE VERNACULAR.
Nothing is more important than the cultivation of the Vernacular. No nation has
ever been great with locked up science in a dead or foreign language. The vernacu-
larizing of science has released Europe from the thraldom of priest Government,
and is the basis of Modern civilization. The Oordoo language, which the Mussul-
mans of Bengal consider their Vernacular, and which is indeed the Only idiom which
is spoken by the educated classes all over India, deserves particular attention,
and it is the more necessary that it be taught in the Mudrissa, because we cannot
expect for many years to come that the natives will have sense enough to make
it the basis of their private instruction. In Delhie and Agra, though the Oordoo
is spoken With great purity, it is taught in the Government Colleges, how much more
is it necessary that it be studied in Calcutta where it is much degenerated?
Should the Council not think proper to introduce Hindustanee books, tWo days in
the week may be set aside in the Persian classes, for translating from Persian into
Oordoo and from Oordoo into Persian, and the rule may be framed that each pupil
have a copy book, in which in his leisure hours he is to enter the exercises in a good
hand, and that no pupil shall receive a Junior Scholarship, or be promoted into the
higher classes, whose book of Oordoo exercises is not in good order.
‘APP'ENDI‘X NO. IV. xix
This plan will have the advantage that the pupils accustom themselves to neatness
.and regularity in their writing, which is of great value in every station of life, parti-
cularly in a subordinate one.
PERSIAN. .
I beg leave to recommend that Persian be taught in the Mudrissa for two reasons
I ﬁrst, what is now called Persian is a very corrupt jargon; it therefore becomes a duty
for the principal eduéational establishment for the Mahomedans, to improve it;
secondly, if we ﬁx a high standard for the admission of pupils, they will come to us at
an age at which they have lost all elasticity of mind and the main object of the
-Mudrissa must be to mould the Mahomedan mind in a modernized form without
changing the elements of their civilization, viz., language, religion, &c. It will how-
ever now be absolutely necessary, (though it appears to me desirable) that the ele-
mentary Persian books be read in the Mudrissa. It may be made a rule that no pupil
be admitted who is not thoroughly grounded in the Gulistan, Anwari Sohayly, and
Yusofozaheykha. Two courses of Persian, under this condition, will be sufﬁcient.
In the ﬁrst, pupils ought to apply themselves to Persian, and Oordoo camposition, i. e.,
to learn and practice the rules of letter-writing in Oordoo and Persian, and in the
second, they ought to study Persian and Oordoo poetry: for the former course I would
recommend as school books, the Inzha’ Fayzrason, the Qusha Khaleefa, and Akhlaki
N aziree, or Akhlahor Jalalee, and for the second we want a well-chosen Antho-
logy from Persian poets with short biographical notices. In want of such a book a
part of the Sekundernamah, and of the Dewan of Haﬁz, and the Tahfatool-irakayn
may be read. ' .
INTRODUCTION or MODERN SCIENCES.
We usually start from the erroneous supposition that, as there is so much enjoy-
ment in the perception of truth, only a hint is required for persons who have received
a false education, to bring them over to our opinion (which we consider as truth.)
Experience however teaches that nothing is more painful for weak eyes, which have
long been in the dark, than sudden exposure to the light. The same is the case with
persons trained to a peculiar way of thinking. Most of them are so bigottedly
attached to their views, that they would rather lose their lives, than be convinced
of their errors.
WVe must, therefore, be prepared to meet with much opposition to the introduction
of Modern Sciences; they must be introduced gradually, and in the least distasteful
manner, teaching in the beginning only those, the advantage of which is self-evident
.and which are of practical use, as Geography and Natural Philosophy ; but it is at the
same time necessary, that the authorities be unﬂinching, and insist that as much as
may be introduced be properly taught and studied.
Many years ago Geometry, Algebra, and Arithmetic were introduced in the
Calcutta and Hooghly Mudrissas, but lest these sacred places might be profaned
by the intrusion of a thinking man, Moulvees have been appointed to teach them, and.
in spite of common sense the books on Arithmetic and Algebra have been translated
into barbarous Arabic. (To see the absurdity imagine that Euclid was taught in
Greek at Cambridge.) The consequence is, that it may be asserted without fear 0f
XX APPENDIX NO. IV.
contradiction that neither this nor the Hooghly Mudrissa ever turned out a pupil who
could solve a problem of the third book of Euclid, or an example of a compound rule
of three i If the Council should come to the decision that every student in the Mudrissa
shall in future study English, Modern Sciences will of course be taught through
the medium of this language. But to make English an obligatory study would be
illiberal and superﬂuous, since most pupils who are likely to make any progress in ii
are of their own accord anxious to learn it. It will therefore be necesary that as
in the Delhie College one or two well-qualiﬁed teachers of European Sciences be
appointed, and that the pupils be instructed through the medium of their own language
Hindustani, and that no pupil can enter a higher class, or obtain a prize or certi-
ﬁcate, who has not devoted himself to the study of sciences. I should recommend
that Ram Chundra, who has translated several mathematical works into Oordoo, be
appointed. The enclosed copy of a letter from Mr. DeMorgan shows what mathema-
ticians in Europe think of his attainments. '
It will however in the beginning be advisable, that European Science (with the
exception of Geometry) be taught chieﬂy in the Junior Department, and that in the
Senior Department, the corresponding Arabic Sciences be cultivated. It is safer
to take the antidote before the poison, than after. If the students learn the modern
system of Natural Philosophy in Junior classes, the absurdities of Maybazee, if
taught in the Senior Department, will only have a historical interest for them. The
same is the case with reference to Astronomy, &c.
ENGLISH.
The pupils of the English Department have submitted an application to be per-
mitted to devote part of their time to the study of Persian. Most of the pupils of
the Junior classes of the Oriental Department, in their turn, are anxious to combine
the study of the English language and literature with that of their own, and many
have left the Mudrissa,'because they cannot be efﬁciently instructed in English.
In our days the education of a Mahomedan Gentleman is incomplete, if he does not
know English, as well as Persian, and I therefore trust that the Council of Educa-
tion will think proper to accede to the wishes of the pupils, which may be considered
as those _of their parents, and merge the English Department into the Anglo-Arabic.
This measure, if adopted, will make it very desirable, I might say indispensable,
that the elements of Persian be taught in the Mudrissa in order to enable us to
admit the pupils young, for experience shows that the natives who do not begin the
study of English at ' an early age, make very rarely any progress, and they never
acquire a good pronunciation. To teach English to young boys has another advan-
tage. If the natives learn English from childhood, their ideas bedome English. Sup-
posing that we do not teach Persian at all or only the higher books of Persian, the
pupils come to us at too advanced an age for the study of English. For these reasons
it is also desirable that the study of English be chieﬂy conﬁned to the junior classes.
Great irregularity is caused by pupils of the Oriental Department attending the
class of Mr. Lawler. They neither can keep up with their own classes, nor do they
make much progress in English. The following seems to be the best way to remedy
this evil. The Oriental studies in the subjoined scheme, are thus calculated, that
APPENDIX NO.‘IV. xxi
every pupil can master one class 'in a year. ' Those who wish to learn English at
the same time, ' might stay two years in the same class, and give up half their
Oriental studies the ﬁrst year, and attend to them the second. ' The introduction of
Persian also renders it necessary to extend the period during which a pupil is allowed
to remain in the Mudrissa to eight years, and for those who learn English to ten. ‘
. I take further the liberty to recommend that the standard for Scholarships be
changed, and that in the system of awarding them some alteration may be made. The
best plan appears to me, would be, if at the commencement of each term, every Pro-
fessor were to begin the course of study laid down for his class, and if he were to dis-
tribute the subject so as to get through it by the end of the term. Only such pupils
as attend the class the ﬁrst time (unless they study English) ought to be eligible
for Scholarships or Prizes. The most distinguished of each of the four ﬁrst classes
to receive Senior, and the most distinguished of each of the 5th, 6th and 7th classes to
‘ receive Junior Scholarships, and the most distinguished of the three last classes as well
as good pupils of the seven ﬁrst classes, who however are not deemed to deserve scho-
larships, to have claims to prizes. If this system were adopded, there would be but
one examination for all, and those who have been most distinguished during the year,
would be sure of their reward. Moreover it would be a stimulus for the teachers to
exert themselves, for each of them would be naturally anxious that his pupils be more
successful than those of his neighbour.
I beg also to recommend, that no pupil be eligible for admission into a higher class,
who does not give a satisfactory examination in all the branches of instruction, of the
lower classes.
The following is a table of the classes and books which have been recommended in
the preceding pages.
‘ SENIOR DEPARTMENT.
lst Class—Maximum age, 25 years.
1 Hamasah, 2 Hidayah, 3 Farayz, 4 remaining portion of Mohptazer al Muanee,
5 Tashreeh a1 Aftah or Astronomy (Ptolemaic System).
2nd Class—Maximum age, 24 years.
1 Hidayah, 2 Shashee on the Osul, 3 seven Moallukah and Haonasah, 4 Maybodzre,
5 Mokhtazar al maunee or Talkhees.
3rd Class—Maximum age, 23 years.
1 Mishkat or Taysur, 2 Sharh W. Kiyah, 3Kobhee, 4 J aun at tawareekh, 5 Euclid.
4th Class—Maximum age, 22.
l Sarh Mollot or Hafaijah, 2 Tayseer, Bazzawee or J olalayn, 3 I sagoze and Sharh
Tuhzeeb, 4 J aun al tawarako, 5 Euclid.
JUNIOR DEPARTMENT.
5th Class—Maximum age, 21 years.
1 Sharh Miat Amil, 2 Misbuh or Murah alarwah or Soﬁyah, 4 Kabla wa deirinah
in Arabic, and parts of the N afhutol yeman, 5 Tytler’s Universal History, 6 Natural
Philosophy, 7 Algebra and Plane Trigonometry.
xxii APPENDIX No. Iv.
6th Class—Maximum age, 19 years.
1 Dustooral al Mobtadee, 2 Surf Meer and Naha Meer, 3 Montakhahat Arabic, 4
Tytler’s Universal History in Urdu, 5 Algebra, 6 Introduction to Natural Philosophy'
7th ClasséMawimum age, 17 years. '
1 let Part of the Sekunder Namah, 2 Part of the Dewanee Haﬁz, 3 the Imam
Bukht, Urdu Selection, 4 Tytler’s Universal History, 5 Introduction to Natural
Philosophy. '
8th Class—Maximum age, 15 years.
1 Inoha Fayz Ragan, 2 Inshakhuleefah, 3 Akhlahe Mohsinee or N asiree, 4 Marsh-
man’s History of India. I
It will be useful to change some of the books named in this scheme, as soon as we
may have good editions of better ones.
In addition to these eight classes, which correspond to the classes which always
existed, I would recommend that two preparatory Persian classes be founded for the
reasons stated above, superintended by two monitors at 20 rupees each : such two
classes are at least as d temporary arrangement (say for two years) indispensable, if
the pupils now in the English Department are allowed to study Persian because many
of them do not know the elements of Persian. Moreover it will be necessary to turn
out many of the pupils of theOriental Department, if these two classes are not sanc-
tioned by the Council, for many of those who have been admitted are not able to join
the 8th class of the above scheme.
As stated above, in the lower of these two preparatory classes, the Gulistau might be
taught, and in the higher the Zolaykha and Bostan, and in both Geography through
the medium of Oordoo, and Arithmetic equally through the medium of Oordoo.
It will be observed, that the above plan of study contains all Mahomedan Sciences
and as much of Modern Science as may be necessary for elementary instruction.
Though the course of study has been so much enlarged, only a very small addition
to the present establishment will be required, viz., a teacher of modern science at
Rupees 150 a month, and two monitors for the Elementary Persian classes on a salary
of 20 Rupees a month.
The English Department, if a teacher of science be appointed, and if it be merged
into the Anglo-Arabic Department, will be sufﬁciently strong as far as numbers are
concerned (we shall have four masters Mr. Lawler included) but not as far as the
qualiﬁcation of the teacher is concerned. We require a zealous and efﬁcient head
master; and on the salary which the head master receives, it is impossible to obtain
an efﬁcient man. One hundred and ﬁfty rupees a month,which is now the salary of the
head master, ought to be that of the second master, and the head master ought to have
300 Rs. a month, or at least 250 with apromise of receiving 300 Rs. as soon as the two
monitors proposed above can be dispensed with, in case the English Department
should be merged into the Anglo-Arabic Department. I
The above arrangements would involve an additional outlay of Rs. 395, but we
might abolish the places of teacher of Government Regulations, of fourth Professor of
Arabic, both of which are at present vacant and .thus effect a saving of 205 Rs. so
that the additional ontlay would only be 190 Rupees.
APPENDIX NO. IV. Xxiii
The abolition of the place of fourth Professor would make it necessary, that in the
senior classes, the Ameen, and each of the three Professors should teach a distinct subject,
without reference to the classes in which such subject is taught. Mohamed Wuj eeh might
take law, the Ameen Literature, and Euclid (he being the only Moulvee who
understands Geometry) Moulvee Busheerooddeen, Logic, and Noorul Hukh
Grammar. This arrangement is in the spirit of the Institution, and in' every
way desirable. But in the Junior Department every teacher is to be responsible
for his class, and I consider it very objectionable that there should be a separate
teacher of Arithmetic.
For the monitorships I wOUld recommend Moulvees Abdool Hye and Abdool
Ghunee, both of whom have been ofﬁciating as teachers and given great satisfaction.
(Signed) A. SPRENCER,
Principal.
Mudrissa College, the 24th February, 1852. .
(Corr)
UNIVERSITY CoLLEGE, LONDON,
November 26th, 1851.
SIR,
My friend the late J. Drinkwater Bethune, a short time before
his lamented death, forwarded several copies of your work on problems of
maxima and minima to England, and gave directions that one of them should be
presented to me. i
I received the work a few days ago, and have jUst ﬁnished looking through it. 7
As I am not able to express my opinion through Mr. Bethune, I write at once to
yourself, and hope this will reach you safely. I have been greatly pleased with the
skilful and resolute manner in which you have pushed the purely algebraical view of
maxmia and minima beyond the usual limits.
I had very little idea, when I opened the book, and saw the ﬁrst pages, that you
would have ventured beyond equations of the second degree. The manner in which
you have contrived to solve such a collection of problems without getting into into-
lerable length and difﬁculty of operation,i truly remarkable, and I augur from it
that the natives of the country in which Algira was ﬁrst found, will Show themselves
in time, the masters of the most profound forms of science which as far as we know
is due to their ancestors, and that they will not let the additions which it has received
in Europe, to be the last it is to receive.
I sincerely hope that you will pursue your own researches, and your endeavours to
spread the results of modern science, in health and honor. I hope also you will turn
your thoughts, if you have not done so already, to writing in the Native languages.
Rely on it that it is in the tongue of the country, that the sciences must be really and
effectually taught to the people. '
xxiv APPENDIX NO. 1v.
As being myself a native of India, though born far South of you, I take a great
interest in all that concerns the diffusion of Mathematical learning in that country,
and I shall be very glad to hear that such efforts as yours, are becoming matters of
every day occurrence. But great honor will always be due to those who have led
the way.
I am, -
Your's faithfully,
(Signed) A. DEMORGAN.
To Professor RAM CHUNDRA,
Delhie College, Delhie, East Indies.
(True Copy.)
(Signed) A. SPRENGER,
Principal Mudrissa College.
(True Copy.)
FRED. J. MOUAT,
Secretary, Council of Education.
APPENDIX No. V.
MINUTES or THE COUNCIL.
I have detained these papers some days longer than they would otherwise have
remained with me, because I was anxious to obtain from Sir Henry Elliot, before
his departure, his opinion of Dr. Sprenger’s plan. I enlcose Sir Henry’s note to me,
in this cover for circulation.
It conﬁrms the opinion which I had previously formed, in favor of the adoption of
Dr. Sprenger’s scheme of study generally.
As regards the study of Arabic, I think there can be no doubt that if we are to
teach a dead language at all, we ought to teach it well. Its real value is perhaps
purely philological ; but, whatever treasures this ancient literature may contain, will
be best appreciated by those who have thoroughly mastered the language that is the
vehicle of them. I myself see no objection to the use of the Koran and Commentaries
on it, approved for their elegance as class books.
It seems to me, that to do this, in no degree infringes on our principle of with-
holding religious instruction. We may teach them as they would be taught at Oxford
or Cambridge, if the study of Arabic were practically pursued in either University.
Those, moreover, who think that we conform to the rule by excluding the Koran, take
but a superﬁcial view of the subject. The mission of Mahomed, for instance, is the
basis of Mahomedan law, and in the Hedayah many rules of conduct will be found
which rest on no better foundation, and have no higher sanction, than a tradition of
some revelation to the prophet, more false and more absurd perhaps than any thing
to be found in the Koran. On these grounds, and looking to the peculiar constitution
and exclusive character of the Mudrissa, I should be disposed to brave any amount
of cant and nonsense, which the introduction of these books may evoke.
What the Principal proposes with respect to Oordoo and Persian, is, so far as I can
judge, deserving of adoption. It seems absurd so to conduct our educational esta-
blishments, that the students cannot correctly render the dead languages they are
taught, into their own tongue.
In science one would wish either to teach nothing that iS false, or to teach exploded
theories only as matter of history. The misfortune is, that the exploded science of
the Arabs is, I fancy, taught by Moulvees, who still believe it to be true, and whilst
this system continues, the best remedy seems to be that suggested by the Principal,
of giving to the students before they advance to these studies, sound elementary
instruction in modern science, through the medium either of their own, or the
English language.
I hardly know what to say to the proposed merging of the English in the Anglo-
Arabic Department. It seems to be desirable in itself, and to be in accordance with the
d
xxvi APPENDIX NO. v.
views of the Court of Directors, as conveyed in their Despatch of the 12th of October
1849, (see Reports for 1849-50, p. 7 6.) But are the causes which induced the Council
in 1847, to recommend separate classes for the young and for the old, still in
operation ?
The alteration suggested in the system of giving scholarships, I cannot quite under-
stand, and whatever I have written here, expresses only my present impressions. The
adoption or rejection of the scheme, either wholly, or in part, is matter for mature
consideration, and to be decided on only after the members of the Council have had
an opportunity of communicating their views to each other.
d M (Signed) J. W. COLVILE.
3?‘ arch 1852.
I shall be very glad to discuss this matter with my colleagues. I will only now
express my doubts whether we are in the right course regarding the Mudrissa’, and
whether we are ever likely to be in the right course, without a great change of
direction. We teach, it seems, false science of all sorts, as well as false philosophy ;
and now, we are certainly about to give some colour to an accusation that we also
teach false religion. I have been reading the history of the Mudrissa in the Ap-
pendix to the Parliamentary Reports of 1833. I do not ﬁnd that we are under any
sort of pledge (as is repeatedly stated in Lord Auckland’s Minute) as to our system
of teaching in this College. All that can be made out is, that the College was origi-
nally established with some view towards providing capable Mahomedan Law Ofﬁcers,
and other Ofﬁcers of our Courts. I do not see that our system is such as can be con-
sidered necessary for such a purpose, nor can I understand why, in the present day,
we should trouble ourselves to teach the elements of Persian, or any Persian at all,
to little Mussulman boys. What is it to us whether the rising generation of
Mussulmans know Persian or not? or why should we trouble ourselves about a
language which we have sedulously excluded from our Courts and Ofﬁces, and which
if we let it alone, will soon in India die a natural death ii
I am inclined to think that we shall best conform to the original idea of the insti-
tution, and at all events best fulﬁl our duty to the people, if we gradually get rid of
all the Arabic science, philosophy and literature, now taught in the Mudrissa,
except the science of Mahomedan law. For the teaching of that science we may
save a class in which might be received students of ﬁt age (not little boys) prepared
by previous acquirement obtained elsewhere, to enter upon the study of Mahomedan
law in the Arabic language. With the money thus saved, we might establish a great
Mahomedan school for English and Vernacular instruction, and in ten years make
the Mussulman what the young Hindoo now is, when he leaves the Hindoo College.
I throw out this remark, not in any spirit of dogmatism, but merely to cause dis-
cussion, and ensure correction of any erroneous notions which I may have allowed to
possess me.
(Signed) FRED. J. IIALLIDAY.
16th March, 1852.
APPENDIX No. v. xxvii
In connection with this report of the Principal’s, I have read the notice of the
Calcutta Mudrissa in Mr. Fisher’s memoir, printed in the public Appendix to the
Report of the Select Committee of the House of Commons, dated 16th August 1852,
and I have compared it with the original documents among the records of the
Government of Bengal.
The Original object of the Mudrissa as declared in the minute of the Governor
General, Mr. Warren Hastings, dated 17th April 1781, was to provide "‘ for the
instruction of young students in the Mahomedan law, and in such other sciences as
are taught in the Mahomedan schools.” It does not seem to have been contem-
plated at. that time, by the founder of the College, that instruction should be convey-
ed through any other medium than the Arabic language, or that any books should
be studied except Arabic books.
In a subsequent minute, dated 21st January 17 85, the design of the Governor
General in founding the Mudrissa, is more fiilly explained.
“ It has been deemed. expedien ” writes Mr. Hastings “ to continue the adminis-
“ tration of the Criminal Courts of Judicature, and many of the most important
“ branches of the Police, in the hands of Mahomedan Ofﬁcers. To discharge with
“ credit the duties and functions annexed to those jurisdictions, it is necessary that
“ the person who holds them should not only be endued with natural talents, but also
“ that they should be possessed. of a considerable degree of erudition in the Persian
“ and Arabic languages, and in the complicated system of laws, founded on the tenets
“ of their religion. This species of erudition has for some years past been much on
“ the decline: since the management of the revenues has been taken into our own hands,
“ it has chieﬂy been carried on by the English servants of the Company, and by the
“ Hindoos, who from their education and habits of diligence and frugality possess
“ great advantage over the Mahomedans, in conducting all affairs of ﬁnance and
“ accounts. In consequence of this change the Mahomedan families have lost those
“ sources of private emolument which could enable them to bestow much expense on
“ the education of their children and are deprived of the power which they formerly
“ possessed Of endowing or patronizing public seminaries of learning. The Foujdaree
“ Department, which affords but a bare subsistence to the Oiﬁcers employed in it,
“neither possesses the means of encouraging, nor holds out a prospect capable of
“ inducing the sons of the once-respectable, but now decayed and impoverished
“ Mahomedan families, to qualify themselves for succeeding to the duties of it, by
“ a long and laborious, course of study.”
“ These reﬂections, about four years ago, suggested to me the idea of founding a
“ Mudrissa, or College for the cultivation of Madomedan literature, in the town of
t‘ Calcutta.” '
In 1791 a code of regulations for the management of the College was prepared
and sanctioned by Government. These regulations provide a speciﬁc course in the
following sciences to which the studies of the College were conﬁned, 1 Natural Phi-
losophy, 2 Theology, 3 Law (Hedayah), 4 Principles of Law (Asooli ﬁkah), 5 Com-
mentary in the Koran (Tufseer,) 6 Traditions of Mahomed, 7 Astronomy, 8 Geo.
metry, 9 Arithmetic, 10 Logic, 11 Rhetoric, 12 Grammar.
xxviii APPENDIX NO. v.
\
In these sciences the books to be used are laid down, but the head preceptor was
left at liberty to introduce other treatises on the same subjects. All the books men*
tioned are in Arabic.
General literature is not included in the studies of the College, as prescribed in
17 91. The only science which might, by any possibility be held to include it, is
Rhetoric, but in this the course is conﬁned to the two treatises Mutawal (the long)
and Mokhtuser (the short) both strictly technical. Poetry, History, Geography, ﬁnd
no place in the scheme.
The studies of the College seem to have been conﬁned to books in the Arabic lan
guage, up to 1827, when an English class was introduced. This has since become a
separate department for the instruction of young Mahomedan boys who do not attend
the Oriental classes, and another class called the Anglo-Arabic class has been orga-
nized under a separate master, for the instruction in English of the advanced students
of the Arabic Department. Neither the English Department nor the English class of
the Arabic Department has, for many years past, if ever, been efﬁciently conducted.
Not a single student, if I mistake not, has ever reached the
standard of a Senior Scholarship, and only two* I believe
have gained Junior Scholarships.
Dr. Sprenger’s plan is “to cultivate Arabic and Persian as a philological pursuit,
“ and to teach the pupils ﬁrst the elements of modern science and then the corres-
* Wahidun Nubee,
Abdool Luteef.
“ ponding scholastic theories.”
The details of his plan, of which an outline is sketched in the report, are as follows ;
He proposes to vernacularize the study of Grammar, and encourage
translation from Arabic into Oordoo and the reverse.
The Grammars he recommends, are, the Doostoorul Mubtadee, the Surf Meer and
the Surf Noho, which are explained in Persian, but he adds that a new edition of
these works is required, with each >rule illustrated by examples.
With Grammar should be read Thomason’s Arabic Selections.
The pupils should then proceed to Kalilah wa Dunma, De Sacy’s edition “ one of
the most ancient Arabic books.” Then to “ the most elegant books in the Arabic
language, 2'. e., the Koran with the Commentary of the two J ulals or Bydharee and the
Mishkat or Tuseer” without an intimate acquaintance with which, the study of
I . Arabic.
Arabic is incomplete.
The seven suspended poems and the Hamazeh should complete the course in Arabic
belles lettres.
Dr. Sprenger recommends that the Vernacular of the Mudrissa should be Ordoo,
and that it should be made the medium of instruction in science.
Translations into and from Oordoo should also be encouraged.
The study of Oordoo books for the sake of the language, is not recommended.
He proposes that the elements of Persian be taught, or at least that pupils be not
admitted to the Mudrissa, without a knowledge of the Gulistan,
Anawaree Soheilee and Yusufo Zulaikha. There should be two
courses of study, one of letter-writing (Text books Insha Fayzaasen Insha Khalifa,
and Akhlakhi N asiree, or Mohsinees) and the other of Poetry, (Text Books,) an
11 , Vernacular.
III . Persian.
APPENDIX N0. v. xxix
'Anthology to be prepared, and in the absence of it, Secunder N amah, Dewan Haﬁz,
and Tuhfatul Irakyn.
To be taught in the Vernacular, by a separate Teacher.
Dr.‘ Sprenger would abolish tlfe Anglo-Arabic Department. It is most desirable,
he observes, to teach English to very young boys, but they
» 97' ilglﬁgdggoscmn-ce' will not come unless Persian be also taught. He ‘would
. make the study of English optional, allowing those who
read it to remain two years in a class instead of one. Eight years should be the
maximum period during which an ordinary student can remain in the College, and
ten for those who learn English.
Should be distributed among all the classes. Senior for the 1st, 2nd, 3rd and 4th
classes, and Junior for the 5th, 6th and 7 th. No promotion
should be allowed except for general progress in all studies.
Dr. Sprenger gives a scheme of study for the Arabic Department, including the
instruction in Persian and Oordoo above recommended.
The Court of Directors have ordered “ that the funds assigned to each Native
“College or Oriental Seminary should be employed exclusively on instruction in,
“ or in connexion with, that College or Seminary, giving a decided preference within
“ those Institutions, to the promotion in the ﬁrst instance of perfect efﬁciency in
Oriental instruction. Despatch dated 20th January 1841.
These orders certainly do not imply that Arabic is to be taught, as Latin was
' taught in Europe during the dark ages, or that false science is to be taught to the
exclusion of true. Neither do they imply that true science is necessarily to be
taught through the medium of a language which in India is a dead language, and but
imperfectly known to those who profess to teach it.
There can at all events be no reason, founded on these orders, why the reforms that
have been introduced into the Oriental Departmegts of the Delhi and Agra Colleges,
should not also be introduced into the Calcutta Mudrissa, and I am aware of no other
reason for the difference.
Every day, the Mahomedans of Calcutta are becoming more sensible of the absolute
necessity of educating their children, in such a manner, as will enable them to com-
pete in the race of public employment with the Hindoos, who are trained in the
Hindoo College, and in the Missionary Schools of the metropolis, and there is a strong
desire among them, that the means of this education should be provided in connexion
with the Mudrissa, which they have been brought up to regard as an institution pecu-
liarly their own. They feel a much stronger objection than the Hindoos to receive
eleemosynary education at ,the hands of missionaries, and yet - their means are
not generally such as to enable them to afford the high rate of schooling fee,
paid by the pupils of the Hindoo College. Some of the more respectable among
them despairing of other - means, send their children as day-scholars to the Parental
Academy, where, at a moderate expense, they are better instructed in English,
and the elements of science, than they would be at the Mudrissa as now con-
stituted, and where the discipline and moral conduct of the pupils are far better
looked after.
VI, Scholarships.
“xxx APPENDIX NO. v.
In my opinion We shall fully comply with the
* The object of Mr. Hastings was . .
to give the Mahomedans the means of 1ntent10ns of the founder* and act up to the more
qualifying themselves '50; became “law recent instructions of the Court, if we conﬁne the
cut public servants. Eighty years ago _ _
this object might possibly be attained study of the (luental classes to the Arabic lan-
gfrgifgluiﬁggnfggﬁlfxgluiﬁlé 351% guage and literature, and to Mahomedan law,
the effect of such an education in 1852 and in these we should endeavour to make our
is only to disqualify them, . . .
instruction as perfect as possible.
On careful consideration, and after inquiry among the Mahomedans themSelves,
I am satisﬁed that it would be more, acceptable to them, and at the same time much
more advantageous to them, if we teach science through the medium of English as it is
taught at the‘Hindoo College, than if we attempt to teach it in Oordoo, as proposed
by Dr. Sprenger. The Mahomedans have a strong objection to receive instruction in
Oordoo, which they regard as an unformed and unphilosophical language, ﬁt only for
the purpose of colloquial intercourse, and an accurate and critical knowledge of
which leads to no useful purpose; while on the other hand, they regard English as a
perfect language, the depository of all modern knowledge, and, under existing circum-
stances, the necessary medium of communication with the governing race, and they
would consider that while receiving instruction in Arithmetic, Geography, Histor ,_
&c._ in English, they are at the same time acquiring a knowledge of the language itself.
Moreover, Oordoo is not the Vernacular language, even of the Mahomedans in"
Bengal. It is spoken among themselves by the men of the higher and middle classes
in large towns, but Bengalee is the language of the Mahomedan ladies, and of all
classes of the most Mahomedan rural population of Bengal, and it is through Ben-
galee alone that the useful information acquired at the Mudrissa, can be communi-
cated to the mass of the people. Epistolary correspondence is never carried on
in Oordoo, but invariably either in Persian or Bengalee.
This being the case, I am dispospd to think that the studies of the junior classes of
the Mudrissa should be regulated exactly as they are in the Hindoo College, with the
single addition of Persian, which should be taught as an accomplishment, in the same
manner as French is in the Schools of England, and left optional with the boys to
learn or not, as they please. All translations by way of exercise, should be from Eng-
lish into Bengalee, and from Bengalee into English, and Oordoo should be abandoned.
I agree with Mr. Halliday that the Government has no direct object in teaching
Persian, but without it, I doubt if we shall be able to induce boys to attend the Col-
lege young enough to take their proper place in English classes. One hour a day
should be set apart for Persian, and the teacher should also be qualiﬁed to instruct
the more advanced boys, in the elements of Arabic. There should be no Junior
Arabic Department.
When the students have passed through the Junior Department, I would give
them their option, either to devote themselves entirely to Arabic, or to continue their
course of English education, allowing them in the latter case to devote a small portion
of their time, say, one hour a day, to Arabic studies.
The Arabic course, as already observed, should be conﬁned to Mahomedan law and
Arabic literature. What may be the best course of Arabic literature, I am not
APPENDIX no. v. ' xxxi
competent to determine, but I understand there would be an objection among the
Mussulmans themselves, to make the Koransand Commentaries, a subject of school
study, and I cannot doubt that the Principal will ﬁnd it easy to substitute other
books, that will answer the purpose equally well.
The rules of admission to the Junior Department of the Mudrissa should be the
same as in all other Colleges, and every boy should be required to pay a schooling
fee, which for the present might be ﬁxed at one Rupee a month. '
_ The schooling fee should be required from every pupil so long as he remains in
the College, whether he afterwards joins the Arabic Department or not, the only *
exception being, as elsewhere, in favour of those who obtain scholarships.
I would admit young men into the Arabic Department, provided they are
possessed of the qualiﬁcations necessary to enable them to enter at once on the
studies of any one of the classes, and are within the prescribed limit as to age. But
they must pay the schooling fee. ,
The full establishment necessary for carrying on such a scheme as I have proposed
would be as follows :'—.-'
Principal, ... ... .. ... 300
Senior English Department.
Head Master, 400
Second ,, ..-
300
Third ,, .... .. 200
Fourth ,, 150
Pundits, A .. 50
1,100
Senior Arabic Department.
Head Moulvee and Ameen, 300
Second Ditto, 150
Third Ditto, 100
Fourth Ditto, ... ' ... 80
Junior Departuzent.
‘Q. ... ..U ... ... ... .0. OD.
Second ,, 80
Third ,, ... 50
Fourth ,, .... ... ... .... 40
Fifth ,, 30
Sixth ,, ... ... ... ... ... ... 20
Persian Teacher, 5O
XXXll APPENDIX; NO. v.
Head 'writer, .~ ~ ...... -- 40 *
/ Librarian English and Arabic, . - ...l ... ... 50
Sub-Assistant Surgeon, ... 25
Servants as at present, ... . ... ... l01
no. 0..- no. no. no. ' ... on -' no ..." 0" 000- on on. no: 000- no. so. on 291
__—-_ ‘
Scholarships as atpresent,” 516
Tetal, ......*3,257
or per annum Rs. 39,084
The whole of this amount, though much less than the-actual charge of the Hindoo
and Hooghly Colleges, would not for some time be required. On the other hand, if
the change were to be carried out at once, we might perhaps have to provide some
personal allowances for ofﬁcers thereby deprived of their situations. I
Taking the items marked with an asterisk, as not immediately rhquired, at
Rupees 938* a month and the highest possible per-
;hHead Master, .. -. 400 sonal allowance, we might have to pay at Rupees
' .. .. .. 200 . .
F033,}, , _ , _ o _ 150 280,1" the net reductlon from the above mammum
English Scholarships, . . . . 188
__ expense is Rupees 658 a month, or Rupees 7,896 a
938 year, and if we take into account the Schooling
_ fees from 300 pupils at one rupee a month each,
1‘ Ameen’s Salary, -- -- 225 we need not apprehend that the demand upon
Less 4th Pmfessor’ H _8_0 145 the Education Fund on account of the Mudrissa,
is: $gliiisggnéobgiggisors' 12% will for several years to come, be in excess of the
—— 135 allotted grant of Rupees 32,000; whenever this
'5, sum is exceeded, the object of improving and en-
“— lightening the Mahomedans of Bengal by giving
them an education suitable to the age such as we
now give to the Hindoos of the Presidency, will afford a fair and legitimate
occasion of applying to Government for a small additional grant from the Exchequer.
(Signed) CECIL Brannon.
26th April 1852.
Since I wrote my former minute, I have seen those of Messrs. Halliday and Beadon.
The changes to be effected in the Mudrissa will, I think, be best settled. by discussion
in the Council, with or in the presence of the Principal. I incline very much to the
modiﬁcations suggested by Mr. Beadon in his able minute. -I would conﬁne the study
of Arabic to literature and law, not to law alone, as suggested by Mr. Halliday,
and I would make the study of Bengalee part of the College studies.
APPENDIX No. v. xxxiii
If the Mahomedans of Bengal are to continue to look to the Courts of Law for
employment, they ought to be competently instructed in the Vernacular of Bengal.
As to the Koran or the Commentaries on it, if the Mahomedans themselves object to
their being read in the College, as Mr. Beadon considers them to do, cadit qucestio, but
I remain of the opinion that we ought not to object to their being read philologically.
(Signed) J. W. COLVILE.
4th May, 1852.
I have gone very carefully over Dr. Sprenger’s report and the minutes of my
colleagues. Considerable pains have been taken, especially by Mr. Beadon, to demon-
strate the original scheme and intentions of the founders of the Institution. N o
Institution in the world that I am aware of, limits itselfrigidly to the notions prevail-
ing at the date of its being founded.
All institutions take additions from, and receive new tints from the improving
spirit of the age. Why should the Mudrissa be an exception ? The original purpose,
putting it as an abstract proposition, was to improve the Mahomedans in law and
literature. True, some one observes, in Mahomedan law and literature. Even
restricting the latter to the body of literature contained in the Arabic, do we teach
any thing even like the rudiments of that, or does any one suppose that an alumnus
educated at our Mudrissa could hold a candle to the learned among the Moors of
Andulusia, before the expulsion of Boabdil al Chico? There is a great deal in Dr.
Sprenger’s report which I have perused with great interest, and I will add instruc-
tion. I had misgivings, however, as I read what he proposes in regard to the study of
Persian and Oordoo. After the perusal of Messrs. Halliday and Beadon’s remarks
hoWever, I have no misgivings at all. I quite concur with them, and I do so, the
more convinced of the justness of their views, because I have seen them practically
conﬁrmed in a different part of the world entirely from India. The Erse or Irish and
Gaelic language is to this day the mother tongue of say ﬁve millions of the Irish,
and some ﬁve hundred thousand (at least) of the Scottish Highlanders and Islanders
or the Gael as they call themselves. Now, I venture to say, if any one were seriously
to propose to teach Irish and Highland youth English science and literature in Irish
or Erse, that the proposal would be received with tbe greatest disgust. They would
say no; teach these letters and sciences in the language in which they have already
been eliminated, that is in the language of the Saxon. If (again they would say)
you wish to teach young men and adults religion, law and literature, you must of
course do so in their own mother tongue, as they know no other. Accordingly in these
countries, reading in the Vernacular is taught chieﬂy to adults, to enable them to
read the Erse bible for themselves, seeing that they are too old to be taught tn
read the Scriptures in English. Perhaps my illustration may not be a very ratioci-
native one, but it is the best that occurs to me, while writing these remarks in
unavoidable haste.
(Signed) J. GRANT.
6th May, 1852. '
xxxiv APPENDIX NO. v.
The papers now circulated require a few words of explanation.
'At a meeting of the Council held whilst Messrs. Halliday and Beadon were still
members of it, at which the minutes of those gentlemen concerning Dr. Sprenger’s
plan for the Mudrissa were discussed, a general opinion was expressed that the most
effectual remedy for the deﬁciencies in the education provided by the State for the
Mahomedans in Calcutta, might be found in opening the Hindoo College to them.
No‘formal resolution was come to, but a desire was expressed, that Dr. Mouat and
I should examine into the history and constitution of the College; ascertain what,
if any, substantial obstacles there were in the way of putting it on the same footing
with other Government Colleges, and lay the result of our inquiries in the shape of a
scheme before the Council. -
The labour of the investigation has fallen chieﬂy upon Dr. Mouat, who has devoted
much time and ,attention to it. He laid the information collected, and the ﬁrst draft
of a letter to Government before me. I have suggested various alterations in and
additions to that draft, which we have ﬁnally gone over together, and settled as it
now stands.
In adopting the form of a letter to Government we do not of course mean to imply
that the Council is in any degree pledged, either to make the general proposition to
Government, or to any of the particular grounds on which we seek to support it.
But, it appeared to us, that this was on the whole the most convenient form of bring-
ing the case in all its bearings before the Council, and the more so, because if it be
ultimately determined to submit the proposal to Government, nothing will. require to
be done, but to adopt the letter, with such modiﬁcation as a majority of the Council
may deem it necessary to make therein.
In the meanwhile it will perhaps be most convenient that the papers should be
circulated specially, and that after the other members have seen them, the general
question should be ﬁrst discussed and decided at a general or special meeting. That
done, if the Council shall then decide to submit the proposals to Government, the
different suggestions for the improvement of the letter may be considered and dis-
posed of. For the convenience of the members it will be well to have the para-
graphs, at all events the pages, numbered. This has not yet been done.
(Signed) J. W. CoLVILn.
16th September, 1852.
I have read these papers with much attention. My present views are in favor
(without binding myself to its details) of Mr. Beadon’s original plan, of giving an
efﬁcient English education, joined with facilities for instruction in Mahomedan
literature and law (I quite approve of getting rid of the natural philosophy, ‘logic’
&c. classes) within the Mudrissa itself. I believethat this is the easily practicable
plan, that it will throw so little extra cost on the Education Funds as to raise no real,
diﬁiculty on that score, and that the Government will only beneﬁt by having two
rival and effective Institutions of Education in a Metropolis like Calcutta.
APPENDIX No. v. 'xxxv
' v The scheme of amalgamation may be ripened and recommended by circumstances,
and a gradual change of feelings. If then thought desirable, it can be readily
adopted. At present I fear that while we are discussing and attempting it, much
valuable time will be lost.
I am prepared however to modify these views, if convinced by experience on
further inquiry, that I am in error.
(Signed) J. R. COLVIN.
13th October, 1852.
I have read all these papers with much attention and interest.
I proceed, following the course set by our President and Mr. Colvin, to indicate
the view I am inclined to take upon the important questions to be decided; reserving
any more deﬁnitive opinion, till I have had the beneﬁt of discussion with my col-
leagues. We shall discuss more to the purpose, when we know where we all agree,
and where we have a tendency to differ.
I understand the foundation of the whole matter before us to be the necessity of
considering and reporting upon the English Department of the Mahomedan College,
to which our attention has been called by the Court of Directors and Government.
I will begin, therefore, with the points directly connected with that department.
The fact is confessed that the English Department of this College has been as yet
a costly failure ; and that in this respect there must be a great reform.
Mr. Colvin supports a scheme prepared by Mr. Beadon on a previous occasion;
which is to make English so far the chief part of the system, as to teach no science
but law otherwise than in English; but he objects to our President’s proposal, which
is to have no English course at all, in the Mahomedan College, substituting for Maho-
medans an English education at a general English College to be established. Mr.
~ Colvin would continue the Mahomedan College exclusively for Mahomedans, and the
Hindoo College exclusively for Hindoos, teaching in both, though in the former not
exclusively, English literature and science.
I cannot think that this is the best course open to us. Indeed it strikes me as a
course fundamentally unsound in principle, and impracticable in fact.
i It appears to me that a grave error of principle was committed by Government
when it undertook to carry out, chieﬂy at its own cost, an expensive College exclusively
for the people of one sect, and of one class of that sect. Our endeavour should be, I
think, to get out of that error, but the course proposed is to repeat, and effectively
to perpetuate it. .
The impracticability to my mind consists 'in this : we have not the money, and
we have no chance of ever getting the money; neither have we the implements, for
giving at the Mahomedan College, as good an English education as we give at the
Hindoo College. And against any thing short of this, in justice to the Mahomedans,
I protest.
Moreover, if we had done all that is proposed, at the Mahomedan College, we should
still, after a heavy outlay, have advanced not one step towards the goal to which, it
xxxvi APPENDIX NO.'V.
is my opinion, if we look around, we must see that justice and policy are irresistibly
impelling us; which is some arrangement or another, whereby the youth of every per-
suasion, and of every class to which ahigh English education is a main object, shall
have at the Metropolis of British India, the best means of acquiring a high English
education that British India can afford.
'We have European Creoles, Anglo-Indians, Jews, Armenians, Parsees, Burmese,
and native Christians of all tribes, not to speak of Hindoos to whom the Hindoo College
is not open, for whom as well as for Mahomedans, we must provide.
It seems to me therefore, that our choice, unless we are prepared to go deeper into
error, lies only between.
First—Attempting to institute a general English College, abolishing the English
Department Of the Mahomedan College and retaining the Hindoo College as at
present; and secondly, instituting a new general English College for which means may
be provided either from the funds available on discontinuing the English Department
of the Mahomedan College, and on discontinuing all further connexion with“ the
Hindoo College, or else by simply converting the Hindoo College into a general
English College. The second is the only course that appears to me practicable.
As to the other branches of the Mahomedan College, I must say that at present I
disagree quite with Mr. Halliday’s proposal to abandon in that Institution, all teach-
ing of Mahomedan literature. Without entering upon the common places on this
subject, it is only necessary, in order to indicate the view I at present take, to say
that in my opinion, whatever is to be said in favor of teaching the classical languages
in Europe, as a part of a liberal education, is to be said in favor of teaching a
Mahomedan, in whatever part of the world he may live, if it is intended to make
him a man of liberal education, the Arabic language. And I make the same
comparison between French and Persian, agreeing much in this, I believe, with
Mr. Beadon. '
I‘quite agree with Mr. Halliday, Mr. Colvin, and Mr. Beadon in abandoning the
teaching of science according to the Mahomedan learning. Apart from all questions
as to the language of instruction, I cannot think it justiﬁable to teach any progressive
science otherwise than as it stands, or shall stand, when at the highest point it has
reached or shall reach. There would be no less real absurdity in teaching English
youths, who learn the Greek language, astronomy, physics, and natural history as
Ptolemy, Archimedes and Aristotle left them, than in teaching, as we do, Mahomedan
youths, who. learn the Arabic language, these sciences are at the same point of pro-
gress, becausethe Arab writers learned from those great masters, and have made no
advance themselves since.
We must give those who come to us to be taught science, the best science we have.
Alsowe are now pressed to teach Mahomedans, English. Obviously as we have to
teach them English, we should teach them science in English, because they will know
no other language in. which. science at its present degree of progress is to be found,
I concur therefore in the proposal to teach in the Mahomedan College, only Maho-
medan law, and Mahomedan literature. But these I would teach there up to the
very highest attainable standard.
APPENDIX NO. v. xxxvii
This brings me to the last point: shall our General English College be formed
as a new Institution; or shall the Hindoo College be transformed into a General
English College ?
That the Government has a right, in every sense of the word right, to discontinue
wholly all concern with and assistance to the Hindoo College, is I fancy not con-
tested. I don’t think the Hindoo gentry of Calcutta would have ground of complaint,
if this were done, and at the same moment an equally good Institution were thrown
open to them.
But I think the representatives of the Hindoo gentry who to their great honor
founded the Hindoo College, would have just cause of complaint if we did not consult
them, before coming to a ﬁnal determination as to the manner in which we shall
recommend to Government, that our object of getting a general English College in
Calcutta, shall be accomplished. We should all regret doing any thing unpalatable
to them. The public owes to the founders of the Hindoo College very much more
than the money they subscribed to it, liberal as their subscriptions were. Their
inﬂuence and example were at the time immeasureably valuable. They are now
worthily represented; and I see no reason to doubt that we may devise a scheme
that will not be disagreeable to any party.
I regard the general English College as indispensable, and the Government
support of two great English Colleges in Calcutta, as impossible. In the main,
therefore, we cannot properly in my view of the case forego our object. But I think
it probable that the Hindoo management of the Hindoo College would much prefer
the enlargement and opening of the present Institution, whereby the names of its
founders would be all the more honored, by reason of the more grand and exalted
character which their foundation would assume, to its severance from all Government
connexion, and its eclipse by the rising glory of a new University, worthy of the
Metropolis of India.
This would all be matter for friendly personal conference with the Hindoo Manage-
ment, after our own views are determined and before we address Government.
(Signed) J. P. GRANT.
30th October, 1852.
The primary object of the proposed reference to Government appears to me to
be twofold, viz. to obtain permission to modify the present system of Oriental
instruction in the Mudrissa, and to provide an efﬁcient English education for the
Mahomedan population. With these questions is also incidentally mixed up the
subject which was formerly discussed in Council, of the evil of having a Committee
of management of the Hindoo College.
As to the ﬁrst point, I think there can hardly be any difference of opinion at the
present day; that the teaching of false systems of philosophy and natural sciences
should cease both at the Mudrissa and the Sanscrit College, which are supported
solely at the expense of Government. Indeed I feel rather inclined to think that the
abolition of both these Institutions, and the appropriation of the funds assigned to
xxxviii APPENDIX N0. v;
support them, to further sound English education would be beneﬁcial, leaving the
natives to their own resources to cultivate the dead languages.
With reference to the second point, it is proposed to throw open the Hindoo
College to all classes of the community, and three modes are suggested for accom-
plishing that object.
First.—-Unqualiﬁed1y by consent of the founders of the Hindoo College or their
representatives.
SecondZy.—-If such consent is refused, by dissolving the connection of Government
with the founders of the Institution, and taking the Institution altogether from them by
re-payment of the sum of Rupees 30,000, now remaining of the original subscriptions, and
Thi1'dly.—By consent of the founders or their representatives, with a modiﬁcation
as to scholarship grants.
My opinion always has been, and still is, that the Hindoo College ought to be open
to all classes of the community, but only on equal terms to all. No educational
Institution in my opinion ought to be exclusive. Such is however my individual
opinion, and I know not what may be the opinion of the other members of the Com-
mittee of Management and founders of the College. I am myself not one of the founders.
The ﬁrst mode suggested for accomplishing this desirable object appears to me to
be the best. I doubt whether the Government will give its sanction to the second.
It involves in my opinion a question of private and vested rights. If however its
adoption is determined to be recommended, I think the whole correspondence
(instead of partial extracts) between the Committee of Management, the Govern-
ment and the AGeneral Committee of Public Instruction in 1823, 1824 and 1825
should be laid before Government. That correspondence will show the exact nature
of the compact under which the Government consented to give, and the Committee
of Management of the Hindoo College to receive pecuniary aid from Government.
The question as to the alleged evil arising from the existence of the I-Iindoo
College Committee of Management, which has been incidentally brought forward
and is proposed to be embodied in this report, I think -might be separately discussed,
and if necessary made the subject of a separate report. Before considering that
subject, I think it would be as well to ask the members of the Committee of Manage-
ment of the Hindoo College for what reasons they ceased to attend the meetings latterly.
The withdrawal of the countenance of Government in my opinion will, in the
highest degree, injure the College, and if the other members of the Committee of
Management view the matter in the same light as I do, it is probable that they may
prefer the enlargement of their College, to its severance with Government connection.
I concurlwith Mr. Grant that a friendly conference with the Hindoo College Manage-
ment is most desirable, and ought to be attempted before addressing Government.
The third mode suggested needs no observation at present, for if the consent is
obtained, the details will be of minor importance.
I took an active part in the Management of the Hindoo College from 1822
(I think) as a member of the Committee of Management, though I was elected
Secretary in 1841.
15Ih November, 1852. (Signed) Russomor DUT'r.
APPENDIX NO. v. xxxix
I concur generally in the sentiments so forcibly expressed in the above excellent
minute by Mr. Grant. _
The main question which requires immediate consideration is, how can Government
provide the means of acquiring a high English education for: its native subjects,
other than good caste Hindoos, who alone are admissible into the Hindoo College.
The most feasible plan undoubtedly is to throw open the Hindoo College to all classes
of the people. There cannot be any sound objection to such a measure, and I hope
in the present day no narrow views will be advanced.
I think with Mr. Grant that the College Managers are entitled to be consulted,
before any proposition is forwarded to Government, and a friendly conference with
them as proposed by him, may, as I earnestly hope it will, remove, every diﬂicult-y
against the attainment of our object. If we should however fail in carrying them
with us, I do not see how we can avoid advising Government to dissever its connec-
tion with the Management. A wrong principle must be eschewed and a just one
upheld, even though worthy and inﬂuential individuals should be offended.
As I hope to hear this matter fully discussed to-morrow, I will not add any thing
more at present. “
(Signed) R. G. Gnosn.
19th November, 1852. i
I have again looked at these papers.
My opinion remains unchanged that to throw open the Hindoo College to all
without distinction of race or creed, is a measure desirable in itself. Since our
conference with the Native members of the Hindoo College Man. ﬂement, I have
thought that the measure is one which may be effected without any serious shock to
the feelings of those who represent the founders of the Institution adopted by
Government, or of the I-Iindoo community generally.
I am therefore in favor of recommending this measure to Government, placing
before it all the documents which bear upon the relations of the State to the College
as it exists, and suggesting that it may be desirable to mark the merits of those who
ﬁrst founded the Hindoo College by giving to those who under the present system are
entitled to be hereditary members of the Hindoo College Management a seat in the
Council of Education. \
Whether the opening of the College will be an adequate remedy for the deﬁcien-
cies in the means of education which the State supplies to the Mahomedan com-
munity, is a question on which I feel more doubtful. All I hear makes me fear, that
comparatively speaking, few Mahomedans will for some time appreciate the beneﬁts of
an English education for their children, sufﬁciently to induce them to pay 5 Rupees
per mensem for it.
I incline therefore to think that we ought by an extension of Branch Schools, at
a lower rate or otherwise, to give an English education up to. a certain point.
This gained, the Mahomedans will themselves by degrees learn the advantage, and
acquire the inclination to carry that education further.
xl APPENDIX No. v.
I sometimes think that a general reduction of the Government fee might be desir-
able. I have heard that owing to the excellent education freely given at some of the
Missionary Academies, the number of students in the Hindoo College is falling off.
As regards the Mudrissa and the plan of study there, I entirely agree with Mr.
J. P. Grant. But I regard the notion of teaching English effectually to young men
of the age and habits of the Arabic Students (which seems to be the notion present
to the minds or collective mind of the Hon’ble Court) is visionary. What we do in
the matter of English education (and instruction in English is at this time of day
and in this part of the country essential to ﬁt the Mahomedans for the Public Service)
must be done with the young. The advantage of teaching English science as
practised at Delhie and Agra, in the Vernacular, seems to me too doubtful and remote
to justify our incurring any great expense in the attempt. All these questions should
be discussed at the next general or a special meeting.
(Signed) J. W. COLVILE.
25th March, 1853.
Note on the Junior Department of the Hindoo College, and the superiority of
Branch Schools.
The Junior Department of the Hindoo College consists of four classes, of which
two are divided into three sections, and one into four sections, representing in reality
eleven classes. The number of students in each such class varies from 15 to 33.
The whole number of pupils is 293; of whom 266 pay a monthly schooling fee of 5
Rupees each, realizing a total of 1,330 Rupees monthly.
For the instruction of this Department, eleven Masters and four Pundits are enter-
tained on the following salaries; viz.
SecondMaster, .. .. .. .. .. .. Rs. 175
Third ,,
Fourth ,,
Fifth ,, .. .. .. .. .. .. .... 95
Sixth ,, .. .. .. .. .. .. .. .. 80
7,
H
C. C. I. O. O. O. l...
U. l. I. .0 O. I. I. I.
Seventh
Eighth
Ninth ,, .. .. .. .. .. .. .... 60
Tenth ,, .. .. .. .. .. .. .. .. 60
Fleventh ,, .. .. .. .. .. .. .... 5O
Twelfth ,, .. .. .. .. .. .. .. .. 50
First Pundit, . . . . . . . . . . . . . . . . 20
00 O. O. O. .0 I. I...
O. I. .0 Cl C. I. O. O.
second, 7, 00 o. oo 0. oo oo 00 I. Third, ,7 00 on 0- 00 I. no 0000 )7 Q. 00 00 00 I. 00 00 I.
1,010
APPENDIX No. v. xli
The cost of educating each pupil of this department is rupees 3-7-1.
The studies of this department range between the Alphabet and emarliest rudiments
of both English and Bengalee, to the next series of studies below the J unior English
Scholarship standard, viz., the Citizen of the World, Murray’s Grammar, Pinnock’s
Histories, Algebra, as far as Simple Equations, three books of Euclid, and N ew-
march’s Arithmetic.
The Branch School contains also four classes, sub-divided by sections into thir-
teen, in which the number of scholars ranges from 19 to 47. The total number of
pupils is 416, of whom 380 pay a schooling fee of 2 rupees, and 36 of one rupee,
making an aggregate of 796 rupees.
The boys, paying one rupee each, are those who were admitted before it was
decided that an uniform rate of 2 rupees should be charged. As soon as they
have been eliminated from the School, all will pay 2 rupees.
The establishment f this School consists of ﬁfteen Masters and three Pundits, at
the following salaries, viz. :
Head Master,.. .. .. .. .. .. .. Rs. 150
Second ,, .. .. .. .. .. .. .... 60
Third ,, .. .. .. .. .. .. .. .. 60
Fourth ,, .. .. .. .. .. .. .... 45
Fifth ,, .. .. .. .. .. .. .. .. 45
Sixth ,, .. .. .. .. .. . . .. d5
Seventh ,, .. .. .. .. .. .. .. .. 35
Eighth ,, .. .. .. .. .. .. 20
Ninth ,, .. .. .. .. oo .. .. .. 2O
Tenth ,, .. .. .. .. .. .. .... 20
Eleventh ,, . . .. .. .. .. .. .. .. 20
Twelfth ,, .. .. .. .. .. .. .... 20
Thirteenth ,, .. .. .. .. o0 .. . . .. 20
Fourteenth ,, .. .. n .. . . .. .. .. 2O
Fifteenth ,, .. .. .. .. .. .. .. .. 20
First Pundit, .. .. .. .. .. .. .... 15
I" on I. .0 to II to o. o. ,, o. oo 00 to oo .0 0000 635
The cost of educating each pupil of the Branch School is rupees 1-3-11.
The studies of the Institution range from the Alphabet to the Junior English
Scholarship standard, the studies of the 2nd class being somewhat in advance of those
of the highest class in the Junior Department of the Hindoo College.
Both schools more than pay their cost, the excess in the case of the Hindoo
College being 320 rupees monthly, that in the Branch School being 161. If the
latter institution were on its complete eifective footing of each boy paying 2 rupees
for his instruction, the excess would be 197 rupees with the present number of pupils.
f
xlii APPENDIX No. v.
The ﬁrst question that preSents itself for consideration is, as to the fairness of
charging 5 rupee‘s a month for the education of boys, when equally, if not more valu-
able instruction can be obtained within a stone’s threw, for less than half the sum.
Another consideration is as to whether it is the proper function of a College to
teach A B C, and whether 50 rupees monthly is, not too high a salary for the amount
of knowledge required from such a teacher. '
It appears to me to be wrong in principle, to value the simple elementary know-
ledge of English involved in these appointments at a higher rate than the profound
Bengalee acquirements of the seniorPundit of the whole College, whose remuneration
is 35 rupees a month, and who is probably a good Sanscrit, as well as an elegant Ben-
galee Scholar.
No difﬁculty is found in ﬁlling up the Branch School appointments at their present
salaries.
It is true that the Masters are constantly petitioning for an increase of pay, and
reasonably so, when they see that the market value of the sangé attainments is more
than double in two schools under the same Government, separated by a few yards of
ground. _ . . . .
The inferences that I deduce from these premises are, that the junior masters
of the Hindoo College, are too. highly paid, and that the parents are charged more-
for the education than it is worth. - . .
It would be difﬁcult to sever the Junior School suddenly from'the Hindoo College,
and probably not be fair to present incumbentsin that school to reduce their salaries.
I would therefore gradually prepare the. way for the change, by' reducing the
salaries of the junior teachers as their oﬁices .become vacant, promoting all below
them to the vacancies, if considered ﬁt .by the Principal.
The other measure, I would . suggest, .is to open. one or two new Branch Schools,
upon the same footing and organization as that already in existence.
They should be open to all castes~ and cIaSSES, upon payment of a uniform school-
ing charge of 2 rupees. .- . . . _ . _ ,
The ﬁrst I would open inthe neighbourhood of the Calcutta Mudrissa, the Eng-
lish Department of which might be . closed as 30011 as the branch school was
organized, in anticipation of the result .of the discussion, upon the papers now
in’circulation. - . . . v . . . .
An eligible house might be hired, I believe, for 8.0 rupees a month.
(Signed) F. J. MOUAT.
26th April, 1853.
‘ I have kept these papers for a considerable time, that I might make close inquiry
as to the means most likely to lead the Mahomedan families of respectability in
Bengal to give the beneﬁt of an English education to their children.
I shall now note the results of these inquiries, and the grounds of them, brieﬂy, as
heads for oral discussion, not by way of formal and argumentative minuting, for _‘
which the members of our Committee have not time, and which is, perhaps, ill suited
to our purpose of mutual counsel and co-operation.
APPENDIX No. v. xliii
The opening of the Hindoo College to all classes is, in my view, a good and right
thing per se, even though we should adopt also other schemes for the education of
Mahomedans. >
Time has solved the Hindoo College question for us. The Hindoos in Calcutta
,have now an exclusive College established. We have, as to that point, only to state
the facts to the Government, and to propose what may seem best and fairest in
recognition of the Hindoo claim to the money remaining from their original subscrip-
tions, which is still in our hands. Perhaps the reservation of the Scholarships,
supported by that amount of funds, to Hindoo candidates alone, may be the most
appropriate arrangement.
There is a general agreement that the Junior Department of the Hindoo College
is out of place in what ought to be an institution of superior education, and the
rate of schooling fee decidedly too high. Let us then have several branch schools
in Calcutta, with a schooling fee of only 2 rupees a month, open to all classes, and
to draw Mahomedans the more to these, let these be masters of Persian Literature,
beginning with Sadi’s Kureema, an elementary and useful little work in simple
verse, generally the ﬁrst taught to boys, on Virtues and Vices, suited to lads of such
schools. The attendance on the Persian teachers to be optional with the parents
or guardians of the boys.
It will be a great gain if we can, by such inducements, bring Mahomedan boys to
commence English education at the early age, from 6 to 8, at which many, Hindoos
begin. '
This is, however, the practical difﬁculty. A Mahomedan gentleman will teach his
son Persian and enough of Arabic to make him fairly master of the composite modern
Persian, and this is the education with which he commences when his son is 6 or 7
years of age. [This is carried on to the age of from 10 to 12, when those, who are
of the learned or erudite class, relations of scholarly families, or persons desirous
of taking rank as Moulvees, devote themselves chieﬂy to the Arabic. At this age,
a Mahomedan gentleman of the present day in Bengal, sensible of the necessity of
English for his son’s success in life, and not caring that he should be learned in the
Arabic language or law, will be ready that his son should apply himself to English,
carrying on at the same time his Persian reading, as a becoming accomplishment, and
likely to be of beneﬁt to his character. I need not say that there is, in the Persian
literature, much elegant composition, much terse and graceful poetry, (which is to'
the Mahomedans, for the familiar exercise of taste, and as his ready store-house of
sentiment and practical wisdom, much what Horace is to us) and many excellent
lessons of virtue. -
Thus we shall, I fear, ﬁnd that the better ranks of Mahomedans will not send their
sons to our branch schools. Thus too, as is stated in the proposed draft of letter
to Government, the pupils of the English Department of the Mudrissa, have been
chieﬂy from “ the class of petty shop-keepers, retailers, attorneys and moonshees,
and the study of English has failed to make any impression upon the better class of
Mussulmans.” The optional Persian classes of our branch schools will never, I
apprehend, be looked to as giving an eﬂicient and complete education in Persian. a
l
xliv APPENDIX 'NO. v.
Our Secretary tells us the same of the comparative great failure of the perfectly
open classes, at Delhie and Agra, in attracting scholars from the more respectable
classes of Mahomedans. And I circulate with this note reports from the Principals
.* No. 1. of the Dacca* and Hooghly Colleges,1‘ which show a perfectly analagous
, ,T No. 2. experience in those quarters. It is, what Mr. Lewis remarks, the pos-.
. session “ of a polished language and literature of their own, of which
they are proud,” which distinguishes the Mahomedans from the Hindoos in India.
To all but a few learned pundits among the Hindoos, Sanscrit is unknown. .A
Bengalee literature is only now slowly forming, and it is chieﬂy for adults. The
Hindoo is ready to give us his son, with his mind a blank-page, as soon as he is of
years to go to school. C i __
The conclusion, then, to which these facts seem to me strongly to point is, that it is
well to organize, in addition to the branch schools in Calcutta, and to the Mofussil_Insti-
tutions open to all persons, a special English education for Mahomedans, and this may
be most easily done atthe Mudrissa, a place of learning which they regard as devot-
ed to their beneﬁt, and Which is held in great respect and repute throughout Bengal.
Mahomedans now come to the Mudrissa from all parts of Bengal, and they will
readily come to it for English and Persian, as well as for Arabic education (that-is,
for the training ﬁt for an educated gentleman as well as for that of a learned scholar)
in cases in which instruction in English may be valued, but in which there may be
discouragement, from the age of entrance and course of study, in the Mofussil
Schools. I would here say that I would provide for the same optional study of
Persian in the Mofussil, as in the Calcutta branch schools.
I would, then, organize an Anglo-Persian Department in the Mudrissa under
really competent masters, to which students would be admitted at an age not exceed-
ing 12 in any case.- I At the age of 15 the lad should determine whether to continue
his English studies, or to transfer himself to the Arabic classes. It is admitted by
every one (and I have consulted every qualiﬁed person that I could think of) that
the successful conjoint study of Arabic and English is impossible. Those who remain
in the Anglo-Persian class will, as a matter of course, give more and more of their
time, as they grow older, to their English studies, for the comparatively narrow
range of Persian literature will soon be exhausted. '
I should look with much conﬁdence to a considerable diffusion, upon this plan, of a
superior English education among ~the better classes of Mahomedans. They are
becoming quite alive in the districts under the Bengal Government to the value of
English as a means of advancement in all departments of business.
There should be good Bengalee teachers in the Anglo-Persian Department, so that
there may be a proper familiarity 'with that language, which is of importance as the lan-
guage of business, and which is conventionally well known to all Bengal Mahomedans.
Lads wishing to study Arabic only might enter the Mudrissa under the revised
rules to be framed for that department. The earliest I age of entrance, now contem-
plated, is 12, according to the scheme of standards, prepared-by Lieut. Colonel Riley
in 1847, and put up with this notel But any admissions into .thc
+ N6. 3. .
"L Mudrissa have been suspended for now nearly two years.
APPENDIX No. v. 'xlv-
‘ The English students at the Mudrissa, beginning at a more advanced . 0'e than in
the branch and ordinary schools, will be about on a par with the scholars in the
Sanscrit College, who, according to the reforms recently sanctioned in that College
on the recommendation of the Principal, Eshwar Chunder Surma, will commence
English at the age of from 11 to 14. ' ' , '
When the lads of these two institutions have, some four or ﬁve years hence, made
a proﬁciency in English, which will carry them beyond the range of tuition of their
English masters, it can then be considered whether to bring them together, for a still
higher education. They may then be ready to join some of the more advanced
classes of the Hindoo College, or teachers may be specially allowed, or appointed, to
instruct them.
This would bring about a scheme* of the Government and the Education Com-
* See Kerr’s Review mittee of as far back as 1825, for “ perfecting the education
of Public Instruction of the more advanced students of the English classes” in the
VOL II" pp' sand 9‘ Sanscrit and Mahomedan Colleges. If all would learn to-
gether in one class of seminaries from their earliest childhood, it would be much to
be preferred. But we must mould our plans, it strikes me, to circumstances which
we cannot alter. ‘ .
We have a considerable surplus now, of the Education Funds, and there will really
be no difﬁculty, as was well shown by' Mr. Beadon, in regard to money for the im-
proved English classes at the Mudrissa.
I do not swell this note by remarks on the, course of study in the Arabic Depart-
ment of the Mudrissa. That subject can be settled separately. I am in favour of
attempts to introduce instruction in this department in Oordoo, in the branches of
science and literature for which the means exist. The range of translation at'Delhie
has been more considerable than may be supposed. I send round a list of the trans-
lated works, which has been furnished to me by Dr. Sprenger.
This note sufﬁciently raises all the points which I would desire to bring under
discusion in the Council before we lay our ﬁnal recommendations before the
Government.
- ' ‘ (Signed) J. R. COLVIN.
18th May, 1853.
No. 1.
Note from the Principal of the Dacca College to Mr. J. R. Calvin.
The accompanying statement shows that Only 27 pupils of the Mahomedan
religion have been admitted to the Dacca College during the last two years
and ahalf, and that 14 of the number have since left. The reasons why so few
Mahumedans learn English are generally known. The same reasons are sufﬁcient
to explain the abandonment of the study by so many beginners. And the labour
involved, the sense of conﬁnement within doors for many hours of the day, the
discipline enforced, are more disagreeable to the Mahomedan than to the Hindoo, or
Xlvi_ APPENDIX No. v;
Christian. Progress in English is not to be made without thought, which is not
called for to nearly -the same extent in the study of Persian. Progress in English
is the more difﬁcult, from thegstudy of Persian being almost invariably carried on
simultaneously with that of English. The Mahomedan youth would appear to be
encouraged in dissipation at home more than the Hindoo. He has not nearly the
same amount of application and perseverance. He is more idle, lax, irregular, and
troublesome. He is frequently the plague of the master of his class. Since my
connexion with this College, I have known but one Mahomedan youth who has evinc-
ed a decidedly lively interest in his studies. But he, poor fellow, died young, and it
was, of course, published that he fell a victim to the study of English. If he had not
read English, his fate had been more happy. Mahomedan children generally come
covered with charms to guard them from the disease so prevalent in the English
School room. A slight attack of sickness is often sufﬁcient to occasiOn removal.
Another prejudice, common amongst the Mahomedans, is the danger of conversion
incurred by students of English ; many are removed from this dread.
Altogether I think the prospect of educating the Mahomedan in English a gloomy
one. Under a sense of the importance of winning over those who have lost so much
by our successes and advancement, and who form at the same time so large and
inﬂuential a portion of the subjects of our empire in India, I have, invariably, when-
ever it was at all advisable, relaxed the rules in their favour. But the English
language is unpopular amongst the Moslems, who have a polished language and
literature of their own, of which they are proud, and which they very naturally
prefer to that of strangers, who have deprived them of supremacy, and who cannot,
therefore, be expected to look upon the English, and their language, but with an evil
eye. I do not think it would be of use to establish a separate Anglo-Persian
Institution for the instruction of the Moslems of Dacca, and I doubt much if consider-
able good would come of throwing Persian into the course of studies in the College.
To speak of giving the Mahomedans a liberal education through the medium of
the Bengalee were of course, useless. Could not something be effected by means of
the Persian ‘P Translations from English in Persian are numerous at Delhie. But
the cultivation of Persian leads to so little employment down here. The object
certainly is, and must remain to educate the Mahomedans in English, if we would
attach them to us, and beneﬁt them.
(Signed) G. LEWIS.
'ON XICINEIcIcIV
I! A [X
’A
Names, Ages, Aequirements, &c., of Mahomedan Pupils admitted to the Dacca College, since November 1850.


5 Ac uirements when Date of Ad- Circumstances
2 Names' Age' q admittted. mission. of Guardians. REMARKS'
1 Mahomed Tahir, . . . 8 A little Persian, .. November 1850, . . . Left.
2 Meer Mahomed Ali, . . 9 A little Bengalee, . . December ,, .. . Learns nothing at home, idle.
3 Ghurreeb Hossein, . . . . 10 Ditto, . . ,, ,, Zemindar, . . Left.
4 Gholam Waqif; . . . . 7 . . . . ,, ,, N azir, . . Left.
5 Meer Feedour Hossein, . . 10 A little Persian and Bengalee, ,, ,, , Zemindar, . Left: dull, poor.
6 Abdool Karim, . . 11 Little Bengalee and English, ,, ,, Goldsmith, . Learns Persian at home, irregular.
7 Age Mirza, . . . . . . 9 Ditto ditto, ,, ,, Daroga, . . Left.
8 Syud Abdool Haziz, . . . . 10 Little Bengalee and Persian, ,, ,, Zemindar, Learns Persian at home, idle.
9 Hossein Ood-deen,. . . . 9 Ditto ditto, . January 1851, J emadar, . Does not.
10 Meer Abdoolah, . . . . . . 9 Persian, . ,, ,, Shopkeeper, .. Learns Persian and Arabic.
11 Humeed Oollah, . . .. 8 Little Bengalee, . . April ,, Zemindar, . . Left.
12 Abdool Rub, .. . . .. 10 Ditto and Persian, . . ,, ,, Vakeel, . Left oﬁ' Persian.
13 Abdool Wahid, . . . . 10 Ditto and English, . ,, ,, Moonshee, . Left.
14 Nusruf Khan, . . . . . . 10 Little Bengalee, . . May ,, .. Learns Persian at home.
15 Meer Faidla Kurreem, . . 9 Ditto and Persian, . . ,, ,, Zemindar, . . Left, learns Persian. [boy.
16 Abdool Soban, . . . . . 8 Ditto ditto, .. July ,, Doctor, . . Learns Persian at home and good
17 Mahomed Saleh, . . . 9 Little Oordoo, . . November ,, Zemindar, . Left.
18 Noor ool Hossein, . . .. 9 Little Bengalee and Oordo December ,, Trader, . . Learns nothing at home, good.
19 Fyzoo Bux, . . .. .. 11 English and Hindee, . . June 1852, Tailor, . .
20 Imam Bux, . . . . . . .. 9 Little Persian, . . July ,, Doctor, .. Left.
21 Haﬁz Ali Salam, .. 95 Little English, Persian, and
Bengalee, . . December ,, Daroga, . . Learns Persion at home.
22 Abdool Ruhman, . . . . 9 Bengali and Persian, . . ,, ,, Vakeel, . . Left,——ditto and Arabic.
23 Mirza Dilawar Ali,. . . . 8 Little Persian, very little
English and Bengali, . . January 1853, Zemindar, . . Learns Persian at home.
24 Abdool Humeed,.. ... 9 Ditto ditto, .. ,, ,, Ditto, .. Ditto ditto. Left.
25 Syud Mozaffer Hossein,. . 8 Ditto ditto, , ‘ ,, ,, Ditto, . . Ditto ditto.
26 Syud Abdool Rub, . . . . 6 Ditto ditto, . . ,, ,, Ditto, . . Left.
27 Hajjy Jan, . . . . 6 . . . . March ,, Doctor, Learns Persian at home.


Dacca College, May 9th 1853.
(Signed)
G. LEWIS, Principal.
xlviii APPENDIX NO. v.
No. 2.
Chinsurah, 13th May 1852.
MY DEAR Sm,
I have much pleasure in replying so far as I have been able to
obtain the required information, to your letter of the 11th instant.
Of the ﬁve boys mentioned in my letter to the Council of Education, dated 20th
November, three of them (lVarris Ali, Abdoollah and Busheer Hossein) are res-
pectably connected. They belong to good families, though not wealthy. The other
two (Moosa Ali and Bugli Hossein) are the sons of merchants or rather small shop-
keepers who are in comfortable circumstances, but are not quite so high in point of
status as the families of the other three. Warris Ali and Moosa Ali commenced
English at the age of 8. They were acquainted with Persian before that and could
read such books as the Gulistan and Bostan. They are now learning English and
Bengalee only, or rather English only, as they take no interest in the latter. They
read Persian and Arabic at home, but not under any regular system. They have
books in these languages which they sometimes read. They have both made decided
progress in English. The former is in the ﬁrst College class (which is the highest
in the College) the other is in the fourth College class. They are quite equal, as
regards speaking, writing, and understanding English, to their Hindoo class fellows.
Abdoollah has been withdrawn from the College, and the information regarding him
is incomplete. \Vhen he left, he had a respectable knowledge of English, and could
speak, read, and write it correctly. Busheer Hossein (another of the ﬁve) commenc-
ed English at the age of 15. He had made considerable progress in Persian and
Arabic previously. He gained this knowledge in the Mudrissa. He still attends the
Mudrissa for a part of each day, and one of the English classes for the remaining
part. He has not made much progress in English. The last of the ﬁve (Bugli
Hossein) commenced English at the age of 10 in the Anglo-Persian class. He joined
the English class only last year, at the age of 13. He was well-acquainted with
Persian before he took to English. He continues to attend one of the Persian and
elementary Arabic classes for one hour daily, while his class-fellows in the English
department are learning Bengalee. He has not yet advanced far in English, but he
is improving rapidly now that he gives so much of his time to English.
Of the eight Mahomedan boys admitted in November last, two (Abdool Ruheem
and Ajeeb Ahmud) have since been removed for arrears of schooling. The other
six are still attending. They could all read and write Persian well before they joined
the English classes. Five of them could read the Gulistan and Bostan, and the other
(Syud Moozum Hossein, who is very young) could read easy lessons in Persian.
Four of these boys continue to learn Persian for one hour daily in the Mudrissa,
while their class-fellows of the English Department are learning Bengalee. This is
done with my permission at their own special request. One of them states that he
usually reads English books during the hour set apart for Bengalee. The other (the
youngest of the six) is learning Bengalee along with English. He does not like
Bengalee, but learns it because his master obliges him. Another Mahomedan boy
APPENDIX NO. v. xlix
(Suﬂ'er oo Ruhman) was admitted in January last. He pays a monthly tuition
of two rupees. His father is a Moonsiﬂ' at Moorshedabad. He commenced English at
the age of 10, and could at that time read the Gulistan in Persian. He, like so
many others, learns Persian during the hour set apart in the English Department
for Bengalee. _
I feel great difﬁculty in offering any genera suggestions. I am inclined however
to think it would be desirable to have a separate Institution for the Mahomedans
which should carry them up to a certain point, after which the most proﬁcient
among them might, as scholarship-holders, join the Hindoo College or any of the other
Colleges. It would also, I think, be desirable to limit the course to two languages.
On the whole I believe the kind of Institution which would succeed best and which
would prove most efﬁcient would be one which should give instruction in English
and Oordoo alone, the two languages being commenced together, and at the very in-
stant that the pupils join the Institution. The limiting age of admission for those
entirely ignorant of English might be 9 years (or, as an extreme limit, 10 years) in-
stead of 8, which it is in the Hindoo Schools. This would allow them to gain some know-
ledge of Persian at their own houses before beginning English. This plan of learn-
ing Persian at home is very common among those who join the English Department
of the Hooghly College. They have no difﬁculty in learning to read and write Persian.
Some one of the family, or a Moonshee engaged for the purpose, teaches them. It
may conﬁrm this to mention that writing (hand-writing) is not taught in the Mudrissa
at Hooghly, and yet all the boys learn to write the Persian character well at their
own homes, and I have never had a request from any of them to be allowed to learn
writing in the Mudrissa.
It may be doubted whether it would not be better to teach Bengalee instead of
Oordoo, the former being the language of public business, though not the spoken
language of the Mahomedans. Some inquiries which I have made lead me to believe
that all the Mahomedans in this part of India can understand Bengalee when they
hear it spoken, and can even speak it themselves. If such be the case, a very little
preparation would be sufﬁcient to enable them to obtain such a knowledge of the
character and spelling as to understand and to carry on written correspondence in
that language.
It seems to be generally thought that if the Hindoo College were thrown open to
Mahomedans, very few of the latter class would join it. It is supposed that many of
the parents, more particularly of the more respectable classes, would object to their
children associating at an early age with Hindoo boys.
If any further information should be required concerning the Mahomedan pupils
who are attending the English Department of this College, I shall be very happy to
communicate it to you.
I am, &c.,
(Signed) J. KERR.
Be it known that 'on Thursday, the 27th of January 1847 an examination of the
candidates for admission into the Mudrissa will be held in the books mentioned below.
* 9
1 APPENDIX no. v.
Q
Candidates of 12 years of age.-—Gu1istan and Conjugation of Arabic Verbs.
Candidates from 12 to 14 years of age.—-Anwar Sohayly, the Hundred Regents
(2'. e., Prepositions) and Hidayah ool nah.
Candidates from 14 to 16 years of age.—Abool Fazl, Kafujah, J anay’s Commentary
thereon.
Candidates from 16 to 18 years of age.-Akhlah J elalie, Elements of Logic, Nuf-
hat ool Yaman, and Sharoh lVikayah.
Candidates from 18 to 20 years of age—Letters of Jamy, Dewan of Motunabbe,
Noor-al-Anwar, and Ashbah.
Candidates from 20 to 22 years of age.-—-Zohary Tareekh Tymoree, Hareeree,
Hidayah.
Should it be proved even after a candidate has been admitted into the Mudrissa,
that he has given any bribe, to obtain his admission, he will be expelled.
(Signed) S. D. RILEY.
Names of books prepared in Oordoo at Delhi.
Marshman’s Brief Survey of History, 2
parts.
Mill’s Political Economy.
Principles of Legislation.
Mahomedan Criminal Law.
Differential Calculus.
History of Persia.
Eman Bukhsh, Urdu Grammar.
Hidaikool Bloghut on Rhetoric.
Oordoo Idioms.
English Grammar in Oordoo.
Maritime and Inland Discoveries.
Royle’s Productive Resources of India.
Toozukh Timooree (Autobiography of .
Timoor.)
Mahomedan Law by Macnaughten.
History of Greece.
On the use of the Sextant.
Thoughts on the Existence of God.
Assistant Magistrate’s Guide.
Wayland’s Political Economy.
Marshman’s Revenue Regulations.
History of Bengal.
History of Cashmere.
Yusuf Khan’s Travels in Europe.
History of the Moghul Dynasty.
Life of Alexander the Great.

Dewan Durd.
Koodooree Mahomed Law.
DeMorgan’s Arithmetic.
History of England in Nagree.
Abool Feeda, in 3 parts. History of
the Islam.
A treatise on Medicine.
Natural Theology by Paley.
History of the Arab Poets.
Life of Cicero.
Life of Arabic Philosophers.
Hindustanee celebrated Poets.
Herschel’s Astronomy.
History of England in Oordoo.
Geography of India.
Land Surveying, parts 1st and 2nd.
Introduction to Natural Philosophy.
Trigonometry.
Butler’s Surgery.
Life of Demosthenes.
A treatise on Magnetism.
History of Rome.
Principles of Government.
Principles of the Law of Nations.
Law of Inheritance.
Practical Geometry.
APPENDIX NO. v. H
' . I have read Mr. Colvin’s papers, and I am prepared to discuss
dofugﬁggeaind Hin' this whole subject at any time the Hon’ble President may be
pleased to ﬁx.
- I ﬁnd nothing to change in what Iwrote in a paper dated 30th November last,
before our correspondence with the Managers of the Hindoo College.
With respect to the very favourable view of our surplus funds taken in Mr.
Colvin’s minute, perhaps the Secretary will be so good as to have ready for us, when
we meet, a statement of our ways and means. My impression is, that we spend our
incOme already, and that we can only increase the establishment of the Mudrissa, at
the cost of some other Institution. '
All seem now agreed to throw open the Hindoo College to all classes.
To bring things to a point, I will propose, for discussion, that we recommend
Government to devote all the funds it will place at disposal for English Collegiate
education in Calcutta, to this new open College, and that every thing should be done
in the ultimate view of having one Calcutta College worthy of its situation.
All seem agreed to recommend the abandonment of all oriental education at the
Mudrissa, excepting in the departments of law and literature.
Mr. Colvin seems to me to give good reasons for attaching a branch English
School to the Mudrissa, which no boy shall be allowed to enter after acertain age-11
or 12 say. But I am still impressed with the belief that an English College Depart- '
ment, and the attempt to teach science in Oordoo, at this College, are both merely
ways of throwing away money and furnishing excuses for doing no real good.
The Secretary’s proposal to get rid of the Junior Department of the Hindoo Col-
lege seems to me a very good one. But I don’t see how doing so can be any thing
but'a loss ﬁnancially, and therefOre' I don’t see how it will enable us to do more than
to replace it by one branch school.
. ‘ (Signed) J. P. GRANT.
21st May, 1853.
Having only had an opportunity of perusing these papers when the discussion had
reached an advanced stage, and not wishing to detain them long, I shall only just
note that the proposal to have one grand English College for the education of both
Hindoos and Mahomedans, appears to be a sound proposal.
It remains to be seen how this is to be effected, but I should hope that we might
succeed in carrying the representatives of those who founded the Hindoo College
with us, and in thus causing this Institution to expand to the shape and form required
by the present .exigency.
I agree with Mr. Halliday as to the propriety of excluding Persian from the
’Mudrissa, and 'I concur in the proposal to teach science in the English language and
TMahomedan law and literature, to the highest standard, in the original Arabic.
But I shall be glad to hear all the points involved, subjected to a full discussion,
and to know exactly on what there is a difference of opinion. ‘ , -
Iii _ ' APPENDIX NO. v.
I would however add that the proposal to introduce the ~ Koran appears to me
.questionable, not merely on the grounds intimated by Mr. Halliday, but on others.
(Signed) W. SETON-KARR.
I have read these papers again. The opening of a new College by several inﬂu-
ential Hindoos will probably tend to simplify our object and make matters easy. The -
draft of the letter to Government it appears to me, will have to be altered in several
places, and a history of the late movement and its results will have to be added
thereto.
As regards the points to be discussed at our next meeting, I shall brieﬂy note what
I contend for—
1. One great College for all who wish to enter it, Hindoos, Mahomedans,i&c.
2. Literature and law for Mahomedans in their own Mudrissa and in their own
language.
3. The means of carrying on Persian studies to be given to Mahomedans.
On this last point I am disposed to modify my former views and to attach much
weight to Mr. Colvin’s reasoning on the use and advantage of Persian to an
educated Mussulman.
And I should like to see an English branch school established at the Mudrissa
for boys aged from 12 to 15 years. v v
I should, with Mr. Grant, wish to know exactly the state of our funds.
I shall be prepared to discuss the above topics at our next meeting, or on any
ls ecial da .
P y (Signed) W. Sn'roN-KAnR.

I have again looked over these papers.
2. I think the Hindoo College should be thrown open to all classes of the com-
munity on equal terms, but I cannot see the necessity of mixing up that question
with the very important one of abolishing the Hindoo College Committee of Manage-
ment, in our present report to Government.
3. It appears to me that the Council have assumed an authOrity in the internal
management of the Hindoo College within the last seven or eight years, which was
not contemplated by the original compact between the Committee of Management of
the Hindoo College and the Government, through the medium of the General Com-
.mittee of Public Instruction in 1824, or by the subsequent modiﬁcations agreed to and.
sanctioned in Mr. Secretary Bushby’s letter, No. 832, dated 20th October 1841»
The assumption of this authority has tended to curtail the powers of the Managers
of the Hindoo College, and has produced elements of discord detrimental to the im-
terests of the Institution. '
4. The records of the General Committee of Public Instruction and of the Council
of Education will show, that the Hindoo College Committee of Management acted
most harmoniously with both, and possessed their approbation and conﬁdence for a
period of 19 or 20 years, i. e., (from the time of the connection of the Institution with
APPENDIX No.,v. liii
Government in 1824, till the Council progressively assumed this authority subse-
quent to the year 1843, (oicle letter from the Secretary to the Council of Education,
dated 12th J anuary 1843.)
5. I doubt whether the Government will entertain the proposition of abolishing
the Hindoo College Committee of Management on the face of such assurances as
the following :— .
“ The General Committee in proposing to exercise an authority over the Vidalaya
(Hindoo College) have only had in view the due administration of those funds,
which the Government may from time to time be disposed to supply in aid of the
objects of the Institution, and the elevation of the Vidalaya into a seminary of the
highest possible description, for the cultivation of the English language; beyond this
object it is not their wish therefore to interfere.” (Letter from the Secretary to
the General Committee of Public Instruction, dated 6th August, 1824.)
The Rajah of Burdwan. “ In accordance with the 4th proposition, the Governor
Baboo Prosunno Coomar General in Council is pleased to appoint the present Mana-
35ﬁor§adamadub Baneb gers named in the margin to be Members of the General
R55}; Radakant Deb. Committee of Public Instruction for the purpose of con-
Baboo Ram Comul sen, trolling and managing the Hindoo College, to WlllCll their
1’, lsllisjlgisrr‘szlg appointment as Members of the General Committee is
,, Dwarkanath Tagore, limited, _
Davm Hare’ Esq' “ Two of the present Managers of the Hindoo College
will continue to be Members of the General Committee, and will have a vote in the
Committee on all matters under the control of the Committee.”
“ The future management and control of the Hindoo College to be vested in a
Sub-Committee of the General Committee of Public Instruction, consisting of the
present Managers, with the addition of two Members of the General Committee,
subject like other Sub-Committees to the control of the General Committee.” (Mr.
Secretary Bushby’s letter, N o. 832, dated 20th October 1841, paras. 34th and 35th.)
-6. If it is desired to recommend the abolition of the Hindoo College Committee of
Management notwithstanding these assurances, it will be necessary to lay before the
Most Noble the Governor of Bengal such papers as may enable His Lordship to
form a correct estimate of all the bearings of the question, and to decide whether
the Hindoo College should be managed by a Hindoo Committee of Management
with the aid of two Members of the Council of Education, according to the existing
arrangement, or whether the Institution should be placed under the direct manage-
ment of the Council of Education like other Government Colleges.
7. The proceedings of the Council and the minutes of the Members on the
subjects noted in the margin, would I think suﬁiciently
ﬁsldngPlligolsiiliillbofoéoﬁggg show the causes of difference between the Council and
Committee in July 1846- the Hindoo College Committee of Management, and these
2. Proposition of throw- _
ing open the Hindoo 001. documents With a copy of the letter from the Secretary to
lege to .au “135385 0f the the General Committee of Public Instruction, in 1824, and
commumty. a copy of Mr. Secretary Bushby’s letter, No. 832, dated
20th October 1841, should I think, be submitted with the report.
liv, APPENDIX No. v.
8. The proceedings of the Council of Education and of the Hindoo College
Committee of Management on the following subjects would also throw considerable
light on the question under discussion:
1. Relative to the appointment of Mr. Jones as Head Master in June 1846.
2. Relative to the removal of Kylas Chunder Bose in July 1848.
3. Relative to the dismissal of Mr. Montague, and resignation of Capt.
Richardson, in September 1849.
4.‘ Relative to the removal of Gooroo Churn Sing in February 1850,—but I
would not send them up, unless Government should express adesire to see them lest
they should occupy too much of its valuable time.
9. I may incidentally mention here, that I have taken an active part in the ma-
nagement of the Hindoo College since 1822, as a Member of the Committee of Ma-
nagement, and not only after my election as Secretary in 1841, as mentioned in the
report. .
10. In the event of the Council deciding to submit the report to Government in
its present form, with or without the papers noticed in the 7th paragraph, I would
solicit that my present minute be also forwarded with the report.
(Signed) Russomor DUTT.
318: May, 1853.
(True Copies)
FRED. J. MOUAT,
Secretary, Council qf Education.
APPENDIX No. VI.
I-IIs'roRY or THE HINDoo CoLLEeE.
The following abstract of the history of the Hindoo College, has been compiled
from the unpublished records of that Institution.
On the 1st of May 1816, after the subject had been agitated in various places for
nearly a year previously, a public meeting of Native and European gentlemen was
held at the residence of Sir Edward Hyde East, then Chief Justice of Bengal, when
it was proposed to establish an Institution for giving a liberal education to the
children of the members of the Hindoo community.
In the original record of this meeting it is stated that the proposal was received
“ with the unanimous approbation of all the Natives present, including the most
“eminent Pundits, who sanctioned it with their express support and recommen-
“ dation.”——A large sum of money was subscribed on the spot, and another meeting
convened for the 21st of the same month, to enable many Hindoo gentlemen, who
were not present, but who were believed to be favourable to the project, to have an
opportunity of subscribing to the proposed school.
A second meeting was accordingly held, at which the following resolutions
were passed:
“ 1. That an Institution for promoting education be established, and that it be
called the Hindoo College of Calcutta.
2. That His Excellency the Right Hon’ble the Governor General, and the
Hon’ble Members of the Supreme Council for the time being, be requested to
accept the ofﬁce of Patrons of the Institution.
3. That the Hon’ble Sir E. H. East, Kt., His Majesty’s Chief Justice, be
requested to accept the ofﬁce of President, and that J. H. Harington, Esq., Chief
Judge of the Courts of Sudder Dewanny and N izamut Adawlut, be requested to
accept the ofﬁce of Vice-President of this Institution.
4. That a Committee be appointed to consist of the following persons :
Sir Edward Hyde East, Kt., President. Hureemohun Thakoor.
J. H. Harington, Esq., Vice-President. Gopeemohun Deb.
W. C. Blacquiere, Esq. Joy Kissen Sing.
Capt. J. W. Taylor. Ramtunoo Mullick.
H. H. Wilson, Esq. Obhoy Churn Banerjee.
N. Walich, M. D. Ramdoolal Dey.
Lieut. W. Price. Rajah Ramchand.
D. Hare, Esq. Ramgopal Mullick.
Capt. Thomas Roebuck. Boishnobdoss Mullick.
Lieut. Francis Irvine. Choytur Churn Sett.
Chatoorbhooj Nyaruttun. Shib Chunder Mookerjee.
Soobramonee Sastree. Radhacant Deb.
Mirtunj oy Biddalunkar. Ramruttun Mullick.
Rugoomonee Biddabhoosun. Calisunker Ghosal.
Gopeemohun Thakoor.

lvi APPENDIX No. vi.
5. That the languages to be taught in the College, the age and terms of admis-
sion, and all other details be left to the consideration of the gentlemen who have
been requested to form the Committee, and who are further requested to prepare a
plan for the same, to be laid before a general meeting.
6. That Joseph Baretto, Esq., be requested to accept the ofﬁce of Treasurer and
to collect the subscriptions.
7. That a meeting of the Committee be held at the house of the Hon’ble the
Chief Justice on Monday next the 27th day of May.”
The ﬁrst meeting of the above Committee was accordingly held on the 27th of
May 1816, at which, after providing for its executive functions, it was determined
to call the new Institution, the “ Maha Patshala, or Hindoo College of Calcutta,”
“ of which the primary object was declared to be the tuition of the sons of respectable
Hindoos, in the English and Indian languages, and in the literature and science
of Europe.”
The admission of pupils was left to the discretion of the Managers.
Various other matters of detail were provided for, which do not bear upon the
objects of the present note.
At a subsequent meeting held on the 11th June, preliminary measures were taken
to provide a suitable building for the School, and the European Members withdrew
from an active participation in its management, desiring only to be considered as pri-
vate friends to the scheme, and as ready to afford their advice and assistance when
consulted. '
By December of 1816, a sum of Sicca Rupees 48,760 was realized, and such sub-
scribers as had qualiﬁed to act as Members under the rules approved by the general
body of subscribers, assembled as a Managing Committee at the residence of
Sir E. H. East.
They were
Baboo Gopee Mohun Thakoor, Governor.
,, Gopee Mohun Deb,
J oykissen Sing, L _
Radha Madub Banerjee, Dzrecmrs'
,, Gunganarain Doss, J
The School appears to have been ﬁrst held in a house hired at 80 Rupees a month
in the Chitpore Road, and to have been opened on the 20th January 1817. Twenty
scholars were present on that occasion, and English, Bengalee and Persian were the
languages taught. By a resolution dated 3rd October 1817, it was determined to
elect the Directors of the School annually. ‘
The ﬁrst anniversary meeting of the subscribers was held at the school house on
the 6th January 1818, when the number of boys had increased to 69.
In the report of this meeting occurs the following passage—“ It is certain that the
1 most respectable English gentlemen, both here and at home, are friends to the Hindoo
College, and there are now great hopes that Government will assist it. As a learned
Hindoo said on the day of opening the School ‘ the Hindoo College will be like the
bur, or banyan tree, which is at ﬁrst but a small plant, but afterwards becomes the
greatest of all trees.’ ”
APPENDIX No. vI. lvii
The Hindoos continued to manage the Institution, with a fair amount of success,
till 1823, when a petition was addressed to the Government representing that the
funds for the support of the College, about sixty thousand rupees, were inadequate
for the extension of the Institution, and soliciting pecuniary assistance, as well as
suggesting that if it-were removed to the vicinity of the Sanscrit College then about
to be founded, the philosophical apparatus and lectures of the latter, might be advan-
tageously employed for both Colleges.
Dr. Wilson pointed out that the objects, and classes of pupils attending the
Institutions were so widely different, that no close amalgamation could be effected.
He proposed, as an intermediate means of uniting them, the addition of two classes
to the College, one for the higher departments of English literature, the other for
physical and experimental philosophy.
To these classes, the senior pupils of the Hindoo School were to be admitted
gratuitously.
In this memorandum the question of associated management is thus considered
by Dr. Wilson:
“ Another consideration is that of associated management, a matter of great deli-
cacy and difﬁculty. It is very desirable that the School should have the advantage
of European superintendence, but as the property is exclusively native, under what
character is that superintendence to be assumed? And what effect is it likely to
have upon the minds of the native proprietors ? On the other hand, without any
personal interest in the College, how are natives to be admitted to a share.in its
management ? And considering the relations that subsist between Pundits and
Baboos, the men of learning and birth, and those of wealth alone, what conse-
quences may not be apprehended from bringing them into contact? If the College
is to ﬂourish, native inﬂuence must be as much as possible excluded, and if this
principle is acted upon, European interference in the school would be a very ungra-
cious proposition. It might be said, why should native management be allowable in
the School and not in the College ? In truth the School would be conducted on
much better principles if it had other Managers, but as it is their own establish-
ment, it must be managed as they think proper. It seems most expedient therefore
to have the two Committees entirely distinct, in all matters affecting the establish-
ments under their respective control. In questions regarding both establishments,
they may unite, and they should preside conjointly at least at two public exami-
nations in the year, one of the College and one of the School; and distribute the prizes
at their associated meeting. If a more intimate union be still thought desirable, the
European Committee of the College may be termed Visitors of the School, in which capa-
city they will be able to act with the native committee, whenever they deem it desirable.”
To this petition it was intimated in reply, that the Governor General consented.
to the endowment of a class of Experimental Philosophy to be opened gratuitously
as recommended by Dr. Wilson to the pupils of the Hindoo College ; that the
Governor General consented to become the patron of the latter Institution; and
that he was prepared to sanction a moderate outlay for the building of a suitable
school house in the vicinity of the Sanscrit College.
h
lviii APPENDIX No. vr.
In January 1824, the Committee of the Hindoo College represented that their
funds were fast diminishing, from the expenditure exceeding the income, and solicited
the indulgence of being allowed to occupy the house hired for the Sanscrit College,
until the new building had been erected. In the event of this being inconvenient,
they asked for a monthly grant of money “to hire a commodious house in a conspi-
cuous part of the town.” They also asked for an English teacher, and requested
the assistance of the Secretary to the General Committee of Public Instruction and
of the Secretary to the Sanscrit College, to join them “in the management of affairs
of the Vidalaya” in the event of the two Institutions occupying the same house.
The Government in noticing this request to the General Committee of Public
Instruction remarked, “ with reference to the suggestion of associating your Secretaries.
in the management of the Vidalaya, the Governor General in Council requests
that your Committee will take into consideration whether it may not be expedient
that they should require the managers to agree to your exercising a certain degree
of authoritative control in the concerns of that Institution, in return for the pecuniary
aid now proposed to be afforded.”
The Managers were accordingly asked what share in the management of the
Vidalaya they were willing to make over to the General Committee of Public
Instruction, in consideration of the advantages derived or expected from the patron-
age of the Government.
To this the Managers, on the 1st July 1824, replied as follows :—
“ With respect to the share of the management, which we are willing to concede
to the General Committee of Public Instruction, we shall be happy to be apprized
of what arrangement the General Committee may think most advisable, consistent
with the general tenor of the regulations already enacted for the regulation of the
College, and the principles upon which it was founded.
“ With deference to what may be the decision of the Committee, we beg to
suggest, that probably the best mode of apportioning the Management, would be by
the appointment of a joint Committee, to consist of an equal number of the present
Native Governors and Directors, and of the Members of the General Committee, to
which arrangement we shall be very happy to agree.
“ It is scarcely to be apprehended that any questions would arise in which the
opinion of the Native and European Managers would be exactly balanced, but
should such an event occur, we hope it will not be thought unreasonable in us to
propose, that a negative voice may be allowed to the Native Managers; that is to
say, that any measure to which the Natives express an unanimous objection, shall
not be carried into effect.
“We beg further to observe, that in thus expressing our readiness to place the
Vidalaya under the joint management of Natives and Europeans, we do so in the
full conﬁdence that not only an improved course of study, but the satisfaction of
the Native Subscribers and Managers and of the Hindoo Community,, will be equally
the object of both, and we entertain no doubt therefore, that in all modiﬁcations of
the rules of the College, it will never be forgotten, that it is a Hindoo Institution
for the purpose of cultivating especially English literature and science alone ;
APPENDIX No. vi. lix
that the admission of persons likely to injure the respectability, and consequently
to contract the utility of the College will always be strictly prohibited, and“ that
Works directed against the character and principles of our countrymen will
be also excluded.”
The General Committee in answer proposed to limit its interference to over-
looking the administration of the funds granted by Government, and to the erecting
of the Vidalaya into a seminary of the highest possible description, for the cultivation
of the English language. Beyond these objects they did not wish to interfere,
as long as they were satisﬁed with the proceedings of the Native Managers, and as
they were so at the time, they did not think it “ advisable to assume any share in the
direction of the details of the Vidalaya.” They proposed however to exercise a regu-
lar inspection and supervising control as Visitors of the College, appointed their
Secretary, Dr. Wilson, as their Visitor and ofﬁcial organ, and expressed a hope
that any of their recommendations relative to the conduct of the Institution
would be attended to, unless sufﬁcient reason in writing were assigned for declining
to concur in them.
To this the Managers cheerfully assented, thanking the General Committee warmly
for exhibiting so great an interest in the Institution, and for affording them the
valuable and able services of their Secretary.
Dr. Wilson was then elected Vice-President and Ex-Oﬁicio Member of the Sub-
Committee of the Hindoo College.
In 1826, the establishment of scholarships was ﬁrst proposed by Dr. H. H. Wilson,
with a view to prevent the early removal of promising boys from their studies. The
suggestion was approved by the General Committee of Public Instruction, and re-
commended to Government for sanction, with a suggestion that the donations of
Rajah Buddinath Roy, Hurrinatll Roy and Kali Sunker Ghosal, should be appro-
priated to the foundation of scholarships, to bear in every case the names of the
donors of the original grants from which they were derived. The proposal received
the sanction of the Government on the 3rd of February of the same year.
The buildings in which the Hindoo College classes meet, are entirely the property
of the Government. Upon the representation of the Managers of the Vidalaya,
one wing was granted for the use of their pupils, but in 1826 the number of students
had out-grown this extent of accommodation, and the Visitor (Dr. Wilson,) recom-
mended that they should be allowed the use of both wings, with a common access,
but separate compounds and out-houses.
This was not only allowed, but two additional wings, subsequently constructed,
have been made over for the use of the Hindoo College together with a considerable
portion of the central building, the Sanscrit College occupying at present but a
part of the building which originally belonged to it.
The Managers were elected annually until February 8th, 1834, when a meeting
of the Directors was called for an early day to elect Managers for the current
year. No subsequent elections have taken place, and the Management appears,
by tacit consent, without any formal resolution or authority, to have become a
permanent body.
1x APPENDIX NO. VI.
There are no records in the books of the Hindoo College showing the grounds on
which hereditary and other privileges are claimed by Managers. They rest upon
the provisions of an original code of rules of which there is no authentic copy in
existence. These rules were printed in one of the annual registers of the time, and;
were re-published in 1832 in the ﬁrst volume of the Christian Observer.
In March 1835, the 'Managers of the Hindoo College were appointed honorary
Members of the late General Committee of Public Instruction, with liberty for two
of their Members to assist in the deliberations of the General Committee.
Sir Edward Ryan. Shortly after this, the General Committee appomted the
Mr, H, Shakespear, .Members of their own body noted in the margin, to be a
:: géuTnlg'relyan' Sub-Committee for “ considering generally the aﬁ'airs of
CaPt- Bimh- the Hindoo College, and for communicating with the Ma-
D . John Ga 1;. . .
r 1 n ‘nagement.” They were also to act as Visitors of the College.
On the 18th cf September 1§41, the following resolutions were entered on the pro~~
ceedings of the General Committee of Public Instruction: _
“ Read modiﬁcations required to render the code of regulations applicable to the;
Hindoo College. The following remarks were made on the original connection of
the Hindoo College with the Education Committee, and the changes in the manage-
ment and control of the College which the Sub-Committee consider necessary to-
place it in an efﬁcient state in its present enlarged condition.
“The Calcutta Hindoo College was formed , in 1816 by the subscriptions and
voluntary donations of certain Hindoo gentlemen, in order to afford their children
an English education. The Institution did not however prosper, and from its de-;~
clining state, and the diminution of its funds, the Native Managers were obliged to.
apply to Government for assistance. This was granted from the educational funds,
on condition of the Secretary of the Education Committee being made Visitor of
the College. The assistance consisted at ﬁrst of a lecturer on Natural Philosophy,
and a suitable building for the purpose of school rooms, was erected in connection
with a new building then required for the Sanscrit College. Further assistance has;
since then been given, from time to time, by the appointment of additional lecturers,
&c., and the expense has now increased to Rs. 2,621-3-2 per month.
It appears that a more direct supervision of the internal management of the College.
is now required than at present exists, and from the correspondence that passed between
the Government and the Managers at the time when the assistance to the Hindoo College
was ﬁrst given, that such a supervision, as is now proposed, was then intended.
Some of the rules of the Hindoo College as they at present exist, are at variance
with those principles which have been laid down in the code of rules for the
Government Colleges and Schools, in consequence of which several meetings of they
Sub-Committee of the Hindoo College, the Sub-Committee for revising the regu“
lations, and the Managers of the Hindoo College have been held, and the following
, arrangements have been agreed to. v
1. That the ten Scholarships at Rs. 16 each, which are now given to ten students
of the senior class of the Hindoo College, be abolished from the 1st October, and,
that the more valuable ones sanctioned by the Government in their letter, N o. 986,
APPENDIX no. vr. lxi
dated 16th December 1840, be substituted. By the new arrangement, the students
of the ﬁrst and second classes of the Senior Department are eligible to Senior
Scholarships and the students of the third, fourth and ﬁfth classes of the same
Department to the Junior.
2. That in future, prizes be conﬁned to the Junior Department of the Hindoo College.
3. That donors of Rs. 5,000 and upwards, continue to have the privilege of
sending to the College, an indigent student free of expense.
4. That the present Managers named in the margin, be
The Ra'ah of Burdwan. _
Baboo J Prosunno Coomar recommended to Government to be appomted Members of
Tagore. - . _' ‘ .
Baboo Radhamadub Bib the General Committee of Public Instiuction for the pur-
nerjee. d k D b pose of controlling and managing the Hindoo College, to
R ' l R t . . .
33:15:) RzlgcgsmuleSen. which their appointment as Members of the General Com-
" SQISSOmOYSE‘gtt- mittee is to be limited.
N 133011 . '
:: Dwarkanath Tagore. 5. That two of the present Managers of the Hindoo
Dawd Hare’ Esq' College be Members of the General Committee as hereto-
fore, and have a vote in the Committee on all matters under the control of the
Committee.
6. That the future management and control of the Hindoo College be vested in a
Sub-Committee of the General Committee of Public Instruction, which is to consist
of the present Managers, with the addition of two members of the General Com-
mittee, subject of course as all other Sub-Committees, to the General Committee.
7. That the Sub-Committee appoint their own Secretary. 4

8. That in future there shall be only twenty-ﬁve free pupils in indigent circum-
stances to be sent by the present Managers in rotation, and ﬁve by the Sub-
Committee.
9. That the Rajah of Burdwan and Baboo Prosunno Coomar Tagore claim to be
continued as Hereditary Governors of the College under the original regulations of
the College when founded; that their families be allowed the privilege of choosing a
Member of the Sub-Committee.
10. That the capital now in the hands of the Managers, and amounting to rupees
23,000* be invested in Government Securities, and the interest be employed to found
Scholarships, to perpetuate the names of the original founders of the College.
* It is not to be inferred that the subscribed funds of the College which from the foregoing
statement appear to have exceeded Sicca rupees 60,000, were reduced to Rupees 23,000 by an
expenditure in excess of income. The diminution in the capital due to that cause was, if any,
comparatively inconsiderable. But the whole of the original subscriptions amounting to Sicca
Rupees 61,030, were lent to Messrs. Joseph Baretto and Sons, on their bond at 8 per cent. On the
failure of that ﬁrm, the Trustees of the Hindoo College could of course only rank with the general
creditors of the house, and this sum of rupees 23,000 is made up of the dividends which up to
September 1841, had been paid on the bond debt by the Insolvents’ estate. Until 1824, the interest
at 8 per cent, on the bond debt, a monthly grant from the School Society’s School, for educating
ﬁrst 20, and afterwards 30, of its pupils, at the rate of 5 rupees per mensem for each, together
with the donations of parents prior to 1818—19, and after that period the regular schooling fees
suﬁiced, we are informed, to cover the disbursements of the College.
xii arrniinix no. v1.1
That one Scholarship of Rupees 28 be called the Rajah of Burdwan’s Foundation
Scholarship.
One Of Rupees 32 be called the Tagore Scholarship.
One ,, 18 ,, Gopee Mohun, ,,
One ,, 12 ,, Joykissen Sing ,,
One ,, 12 ,, Gunganarain Dass
-—-
Total ﬁve, at rupees 92 per month.
These changes have been agreed to by the Managers of the Hindoo College.
Resolved :—-“ That the above changes are agreed to, and that a letter be prepared to
be forwarded to Government, embodying the necessary modiﬁcations, and proposing
that the families of the Rajah of Burdwan and Baboo Prosunno Coomar Tagore have
the right of choosing a member of the Sub-Committee for superintending the
Hindoo College,-under the General Committee.”
This was communicated to the Government in a letter, No. 1354, of the 16th of
October 1841. It was intimated in reply that the arrangements proposed for the
future management of the Hindoo College were satisfactory to the Governor General
in Council, and that they accordingly received his entire concurrence and approval.
The reply is published at page ccxxix. of the Appendix to the General Report
on Education in Bengal, for 1839-40. ,
The arrangement above detailed is that now in force, with some modiﬁcations in
minor matters of detail.
' FRED. J. Monx'r,
Secretary to the Council of Education.
lst August, 1853.
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