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 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN 
 
 
 
 
 
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SOME ACCOUNT 
 
 
 
 OF THE FOUNDATION OF 
 
 BISHOP COTTON SCHOOL, SIMLA, 
 : AND OF ITS PROGRESS 
 
 TO THE END OF THE YEAR 1869, 
 
 
 
 Published under the Quthority of 
 The Gobernors present at a Meeting beldut Simla 
 December Ath, 1869. 
 
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SOME ACCOUNT 
 
 BISHOP COTTON SCHOOL, SIMLA, 
 
 AND 
 
 ITS PROGRESS TO THE END OF THE YEAR 1869. 
 
 In a Statement drawn up by Bishop Cotton in 1860, the 
 following account is given of the origin of this school :— 
 
 ‘‘ Before the day of general Thanksgiving for the suppres- 
 sion of the Mutinies, July 23rd, 1859, I issued a pastoral 
 letter to the clergy of the diocese, proposing that a collec- 
 tion should be made in all English congregations on that 
 day, for the foundation of a Public School at some station 
 in the Himalayas, as a thankoffering to Almighty God and 
 permanent memorial of the great deliverance then com- 
 memorated. Accordingly a general collection was made, 
 amounting to a total of 35,000 rupees, including a munifi- 
 cent donation of 10,000 rupees from His Excellency the 
 Viceroy, who has kindly expressed to me his warm interest 
 in the scheme, to the collection at the Cathedral, Calcutta. 
 This money has been invested in 5} per cent. Government 
 Securities, in the name of the Bishop and Archdeacon of 
 Calcutta for the time being, and is called the Indian Public 
 Schools’ Fund. At the same time a great number of letters 
 were sent to me promising support and donations as soon as 
 a definite scheme should be drawn up and placed before the 
 ' public. As soon therefore as the site of the school is fixed, 
 I hope to send out another appeal for subscriptions in India, 
 
( 2 ) 
 
 When J arrived at Simla after the incessant occupation 
 of my visitation tour in the North-West and the Punjab, 
 I at once turned my attention to the subject, and issued 
 another Circular to the civil authorities of these provinces, 
 requesting information as to the rate of payment for school- 
 ing which could generally be expected from persons for 
 whose benefit the scheme was intended ; and a number of 
 papers were kindly circulated in the different stations by 
 the Magistrates and Deputy Commissioners among the 
 clerks and other residents, A few of these have put “down 
 their names as able to afford sums which would nearly 
 defray the cost of a boy’s board and education.* But the 
 rates of payment generally mentioned are 15, 12, 10, or even 
 6 ritpees per mensem, and a large number have ‘declined 
 entering their names at all, either from attaching little value 
 to the systematic education of their children, or from inabi- 
 dity to pledge themselves to the subject. 
 
 From the facts and suggestions now collected, I think 
 that the course of action which ought to be pursued, in 
 hopes of gradually remedying the great and crying evil with 
 which we have to deal, is tolerably plain. 
 
 FIRST, we must endeavour to found one school at a 
 central station in the Himalayas, probably either Simla or 
 Mussoorie, with buildings and endowments, provided by 
 private liberality, and assisted we may hope by a Govern- 
 ‘ment grant-in-aid,t so as to_receive a certain number of 
 children at a igw: rate of payment. The necessary school 
 buildings must be erected entirely by donations, and the 
 ‘institution, In accordance with my pastoral letter to the 
 clergy, will be directly connected with the Thanksgiving 
 Day, and dedicated to God’s service as a Thankoffering 
 for His mercy, by the erection of a Chapel for the use of 
 the scholars within the school precincts, in which the 
 
 
 
 * * From such information asI can collect, I believe that the cost of a 
 boy’s board and education in a scbool of 60 boys at Simla or Mussoorie would 
 be from 30 Rs, to 35 Rs. per mensem. This would diminish as the numbers 
 Increased.” 
 
 - ¢ “No promise of this has been made, nor can it be asked till the plan 
 ‘assumes @ more definite shape. ” 
 
(C 
 
 circumstances of its foundation will be recorded.* The 
 
 school should be placed under the direction of a small body; 
 of Governors, partly official and partly elected. . Among 
 the official Governors would be the Lieut.-Governor, the- 
 Bishop and Archdeacon of Calcutta, and the Commissioner 
 of the Division, Should the Punjab or North-West be: 
 separated from the Diocese of Calcutta, the Archdeacon 
 would yield his seat among the Governors to the Bishop 
 of the new See, the Bishop of Calcutta retaining his as’ 
 Metropolitan of India. As soon as possible a girls’ depart-’ | 
 ment should be added to the Institution, as is the case in: 
 the Lawrence Asylum at Sunawur, and the whole should: 
 be placed under the care of a clergyman -of the Church ‘of 
 _ England as Principal. The education of course should be 
 as comprehensive as possible, with due reference to the 
 wants and circumstances of the class for whose benefit the- 
 School is especially designed, viz. the uncovenanted servants - 
 of Government receiving small salaries, and others who: 
 cannot send their children to Europe. 
 
 _SHCONDLY, it will afterwards be desirable to found? 
 day-schools of ahumbler kind for the children of Christian : 
 residents in the great cities in the plains, for it is evident 
 from some of the extracts above quoted, especially 11. and 
 vill, that a hill school would not do all that is immediately 
 required for the lowest and poorest class of Eurasians. 
 ’ Local efforts are now making to establish such schools at 
 two of the largest cities in the Punjab, and the wants of 
 Lucknow would be amply supplied by the noble Martiniere, | 
 if a girls’ department were added to the boys’ school there, 
 But these schools could be maintained at a comparatively» 
 small cost, and probably a diocesan education society would 
 suffice for the purpose, to give stability and encouragement» 
 to attempts made in the cities themselves. From these 
 schools, by means of Scholarships, promising scholars could , 
 be drafted to the central institution in the hills.” 
 
 
 
 -*The following is the inscription:—This Chapel and School were erect- ° 
 ed by public subscription with the assistance of Government at the instance” 
 of the late Rt, Reverend G. E, L. Cotton, D. D, Bishop of Calcutta, asa 
 
(tae) 
 
 The following selection from the suggestions referred to by 
 the Bishop will be sufficient to shew on what grounds he had 
 formed his plan :-— 
 
 1. From a Commissioner.—“ The class of people, who 
 require most looking after, are writers who receive on an 
 average from 100 to 150 rupees a month.” 
 
 2. From a Commissioner.—‘ At present, for want of 
 some institution of the kind contemplated, many of the sons 
 of our uncoyenanted officers are educated by Jesuits, not 
 because the parents are hostile to our Church, but from 
 absolute dearth of schools conducted on Church principles 
 at a moderate cost. Your Lordship will probably find it 
 necessary to have two schools, one aceessible to the resi- 
 dents of the Cis and Trans Sutlej, and the other for the 
 North-West Provinces; and in each school, it will per- 
 haps be advisable to have a higher and lower department, 
 but ata different rate of yearly payment.” 
 
 3. From a Deputy Commissioner.—“ Knowing that such 
 a school is the crying want of India, as far as the clerks 
 and that class of society are concerned, I warmly second 
 the Bishop’s project myself, and hope that he may be able 
 to establish a goad school in the hills, to the support of 
 which I shall gladly contribute. ‘There are several clerks 
 here with families. Their children are growing up. They 
 can never hope to send them to England, and I do not know 
 to what schools they can send them in India. They would 
 be glad enough to send them ifa good cheap school were 
 established ; but men of this class are unable to assist in 
 carrying out such a project. As regards the rates of 
 schooling, 10 rupees per mensem, should be the lowest, and 
 30 rupees per mensem the highest,” 
 
 Thank-offering to Almighty God for His deliverance of the British people 
 in India during the Mutiny of 1857. The foundation stone was laid Sep- 
 tember 26th, 1866 in the Bishopric of the Rt. Rev. G. HE L, Cotton, D. D., 
 and the building was completed December 3lst, 1869, in the Bishopric of 
 the Right Rey. R. Milman, D. D, 
 
C ey 
 
 4, From a Judge.—“ Does the Bishop fully appreciate 
 the slender means of the public on whose behalf he pro- 
 poses the school? He must have an endowment, providing 
 for a certain number of poor scholars annually; and I 
 think that 10 per cent. of income is all that can be expected 
 from a clerk for the education of one child, 15 per cent. 
 for two, and 20 per cent. for three. The average income 
 of people sending their children to such a school, as is 
 required in India, would be under 200 rupees a month.” 
 
 5. From Major Fuller..— The object should be to found 
 a school in the Himalayas for the children of European 
 and Eurasian residents in India of the poorer classes. If 
 for 10 rupees or 15 rupees a month a child could be boarded, 
 clothed, and really well educated ata school in the hills 
 where he would live in a healthy, instead of a debilitating 
 climate, and would at all times associate with boys of his 
 own class, instead of running wild amongst natives of the 
 lowest order, where he would be brought up in a healthy 
 moral atmosphere, and freed from the many pernicious 
 influences, which would be acting on his mind elsewhere; 
 T cannot imagine that there would be any lack of candidates 
 for admission; ** * * *, by means of Government aid and 
 private liberality I should hope that the cost to the parents 
 of each child at such an institution might be reduced to 
 sums varying from 10 rupees to 15 rupees a month, accord- 
 ing to circumstances.” : 
 
 The following extract from a letter from Sir Donald 
 Macleod, though written about two years later, bears on the 
 same subject and may be inserted here :— 
 
 “Tgsee but little prospect at present of establishing a 
 single institution for the reception of both high and low, 
 and believe that the result must, for the present, at least, be 
 this, that the higher classes will be provided for by your 
 
 Lordship’s hill institution, the lower by humbler institutions 
 in the Plains.” 
 
 The letter then goes on to recommend 32 rupees a month 
 as a suitable charge, 
 
(( G8") 
 
 It will be seen from the passage quoted above from Bishop 
 Cotton’s statement that he agreed with this latter view, and 
 that he did not think it advisable to attempt to educate, in 
 the same institution, boys whose parents could pay about 
 30 rupees or 35 rupees a month for their board and edu- 
 cation alone, and boys whose parents could not pay more 
 than 10 rupees a month for board, education, and clothing, 
 
 The views of Lord Canning, on the Bishop’s plan, will be 
 clear from the following extract from his Lordship’s Minute 
 of October 29th, 1860 :— 
 
 “The case seems to me to be exactly one in which a system 
 such as has been proposed by the Metropolitan of India, may 
 fitly be encouraged, and aided liberally by the Government.* 
 
 It may be hoped that it will be supported by the British 
 Public in India and in England ; but the principle of self- 
 support should be carefully kept in view, to the fullest 
 extent to which it may be attainable. 
 
 The scheme proposed by the Bishop of Calcutta in the 
 accompanying paper f is, so far it goes, a thoroughly sound 
 and practicable one. I say, so far as it goes, because it does 
 not profess to supply the wants of those Christian children 
 who are not of the Church of England, and because even as 
 regards children who are of that church, or whose parents 
 are willing to accept for them the teaching of the Church of 
 England, it will not, as I understand, put education within 
 the reach of the poorer of them, until those whose families 
 are more at ease shall have been provided with it. 
 
 His Lordship contemplates the establishment in the 
 Plains of schools of a humbler and cheaper class than those 
 in the hills; but it is proposed that the former shall be 
 
 ,.day-schools only, and that they shall be treated as a future 
 and subsidiary step in the scheme. 
 
 * In consequence of this recommendation, the Government undertake 
 to give equivalent sums to all sums raised from the Public for buildings, 
 and also to give-a grant-in-aid on the usual conditions. 
 
 + The ‘‘ Statement” already referred to. 
 
i. Sy 
 
 I am strongly of opinion that schools in the Plains 
 should be provided as soon, at least, as schools in the hills. 
 The expense of education at a hill school must, at the 
 lowest, be beyond the means of a vast number of Eurasian 
 families, settled at the Great Provincial Stations,” 
 
 This plan, of providing for the middle and the lower classes 
 in separate schools, was subsequently attempted to be set 
 
 _ aside by the late Major Fuller, Director of Public Instruc- 
 
 tion, who, it will be remembered, had from the first been of 
 opinion that both classes could be provided for in the same 
 institution. His proposal was that facilities should be given 
 for the admission of all classes by the introduction of a 
 sliding scale constructed on the principle of supplementing 
 the deficient payments of the poorer classes by charging con- 
 siderably more than remunerative terms to the richer. 
 
 Bishop Cotton and the Governors agreed to this as an 
 experiment, and in 1866” a prospectus was issued embodying 
 a modification of Major Fuller’s proposal. The applications 
 which came in for admission to the school in answer to this 
 prospectus soon convinced the Governors that the plan would 
 not work, and they accordingly addressed the Punjab 
 Government in a letter from which the following points may 
 be selected as the most important :— 
 
 “These difficulties are of two kinds :—the frst is, that the 
 wealthier parents, while not indisposed to give donations, or 
 even subscriptions for a limited period, to enable the poorer 
 
 classes to obtain a cheap education for their children, are, as 
 a matter of fact, by no means willing to adopt this method 
 
 * The mention of this proposal of Major Fuller’s somewhat anticipates 
 the order of this account; but it was thought better to bring together into 
 one view the various opinions and facts which go to shew, what, in 
 Bishop Cotton’s judgement, should be the status of this school. 
 
(Sm) 
 
 . of obtaining the object,—a method which amounts indeed to 
 a continuous payment spread over a number of years ; the 
 second is, that though the higher and lower terms may 
 occasionally be so balanced as to produce the required average 
 payment, this adjustment may obviously not be obtained for 
 a long period together—a difficulty which now exists in filling 
 up the various vacancies about to be made at the end of 
 the year, the proportion of payments below the average 
 being so much greater than those above it, that the school 
 could not possibly be carried on. 
 
 The Governors see no way of meeting these difficulties 
 except by altering the terms. Persons of considerable 
 incomes, to whom the new scale of terms has been sent, say 
 that they will send their children to Darjeeling, or England, 
 or other places. Nor is thesecond difficulty easier to deal 
 with. It may be said indeed, that the Head Master should 
 offer vacancies to those persons only whose united payments 
 would produce the monthly sum necessary for the support 
 of the institution; but, besides the fact that this course 
 would entail very serious trouble and loss of time on the 
 Head Master, it is clear that it could only be carried out 
 when the applications were in excess of the vacancies 
 (unless indeed we were willing to admit fewer boys than the 
 school would contain) while this plan would actually exclude 
 from the school in many cases, and notably so at the begin- 
 ning of next year, the very boys whom it was primarily 
 intended to benefit. 
 
 It will be gathered from the above remarks, that the 
 Governors do not advocate the plan of fixing the rates of 
 payment according to the supposed incomes of the parents. 
 And they submit that there is no injustice in allowing the 
 rich to obtain a cheap education for their children, provided it 
 can be done without excluding the poor, and provided also 
 that the terms paid by them are bond fide, and in them- 
 selves, remunerative, and not only remunerative with the help 
 of a grant-in-aid. 
 
 It should also be considered that it is not at all likely 
 that parents with ample means will avail themselves of the 
 
ag eee 
 
 ( % ) 
 
 school to any great extent; rather it is likely that we shall 
 have fewer applications for admission from such classes, as 
 
 the facilities for sending boys to England increase. 
 The Governors therefore feel that the question of terms 
 
 “must be decided by the condition of the middle classes and 
 
 the poor, and that no legislation is needed for the few ex- 
 ceptional cases that may occur. 
 
 They beg to submit then to His Honor, that the most 
 practicable and the safest course is, on the one hand, to fix 
 arate of payment which shall enable the school to be self- 
 supporting, and at the same time not be beyond the means of 
 the ordinary middle classes; and, on the other hand, to 
 diminish the burden of these terms for the poorer appli- 
 cants by endowments raised specially for this purpose. 
 There would be no difficulty in making it known by public 
 advertisement, and by a clause in the Prospectus, that the 
 school had at its command the means of reducing the terms 
 in special cases. 
 
 There are now eight such exhibitions endowed, reducing 
 the present monthly payment (28 Rs.) to 18 Rs. a month, 
 a sum well within the reach of the majority of those who 
 are at all likely to send their sons to school. 
 
 The terms which the Governors now propose are 36 Rs, 
 a month for 10 months, if the boy goes home for the two 
 months’ holidays, and for the 12 months, if he stays the 
 whole year. And they are fully prepared, if His Honor 
 makes no objection to these terms, to make strenuous 
 efforts to increase the present endowment for exhibitions 
 for poor scholars ; and they submit that eight out of sixty, 
 about twelve per cent., is no inconsiderable commencement.” 
 
 His Honor the Lieut.-Governor approved of these views, 
 and with reference to the classes for whom this school was 
 intended, remarks “ that the Bishop’s scheme contemplated 
 two classes of schools,—one in the hills for the children of 
 those on the spot, or in circumstances such as to admit of 
 their sending them there; the other for children of those 
 
(C10) 
 
 in the plains, who are not in circumstances which would 
 enable them to incur the necessary expense, or who are on 
 other accounts unwilling to do so,—and His Honor has 
 himself no doubt that the expression, ‘writers who receive 
 on an average from 100 to 150 Rs. a month’ applies more 
 properly to the latter category than to the former ; as the 
 instances will always be quite exceptional in which a 
 person, drawing not more than 150 Rs. a month, can think 
 of sending his child toa school in the hills.” The letter 
 adds, that ‘His Honor continues of opinion that to enable 
 persons of humbler means to send their children to hill. 
 schools, if so inclined, the more appropriate course is to. 
 establish foundations of varying values to be assigned to! 
 those who may be deemed suitable recipients as heretofore 
 proposed by the Governors of the Institution.” 
 
 In the course of the year 1869, Archdeacon Pratt issued , 
 an Appeal for his ‘“‘ Hill Schools Nomination Endowment: 
 Fund ”,—a scheme intended to assist parents of insufficient 
 means to send their children to the hills for education,—. 
 to do, indeed, on a large scale, and with reference to the: 
 three Hill Schools, what the Governors of this school have 
 begun to do with reference to this. A note. on this scheme | 
 by the Archdeacon is of great importance in relation to the. 
 present object, and is therefore inserted at length :— 
 
 “Among the various communications I ‘have received : 
 regarding this appeal, there are three from persons of in- 
 fluence in which it is regarded as (what I may call) an 
 alternative scheme, that is, as devised with reference to the 
 
 question “ Hill Schools versus Plains Schools.” It is also. 
 implied that it does not supply a means of educating a// who | 
 
C Skt )) 
 
 meed education. ‘T feel it, therefore, desirable to write this 
 Minute on the subject. 
 
 2. The scheme is devised with no reference whatever to 
 the question “ Hill Schools versus Plains Schools;” in fact 
 if I took either side in this question when it arose rather 
 than the other, it was the Plains’ side. The recent move- 
 ment for Church of England Schools commenced 13 years 
 ago by the Reverend F. O. Mayne, Chaplain of Peshawur, 
 sending me, to be laid before Bishop Wilson, a scheme for 
 raising half a lakh of rupees to commence a series of schools 
 at Lahore, Agra, and such central places in the Plains. 
 This was in 1856. The mutiny of 1857 of course stopped the 
 progress of the scheme. In January 1858 Bishop Wilson 
 died. In November 1858, Bishop Cotton came out; and I 
 handed all the documents over to his Lordship, who, having 
 been a schoolmaster in England, was likely to do justice to the 
 scheme. He issued a letter of enquiry. The result was that 
 he announced in his Thanksgiving Sermon in the Cathedral 
 in 1859 for the suppression of the mutiny, that the collection 
 then made would be the commencement of a fund for opening 
 a boys’ school inthe Himalayas; and the same was said in 
 the printed prospectus which he issued. Many were well 
 satisfied, but others would have preferred the original plan of 
 schools in the Plains. The result of this appeal is the school 
 now at Simla under the Reverend 8. Slater. For several 
 years before Bishop Cotton came out, there were two other 
 schools of the same class, one at Mussoorie and the other in 
 Calcutta, subsequently moved up to Darjeeling. But the 
 establishment of the Simla School was the first step in 
 the more recent movement of Church of England Schools. 
 ‘Having done thus much, Bishop Cotton turned his attention 
 tothe Plains, and chiefly for their benefit established the 
 Diocesan Boardof Education in 1863. Its main design is 
 _to encourage local effort in stations sufficiently large for the 
 opening of schools of their own, by giving advice, making 
 occasionally grants of money, and so helping to draw out local 
 resources, negotiating, if necessary, for masters and mistresses 
 from England. Through the Board’s help a most excellent 
 
( 12) 
 
 High School for boys and a girls’ school have been opened 
 at Allahabad. At Nagpore, andalso at Lahore, the Board 
 has helped in the same way. At Delhiand Agra, East Indian 
 and European children are freely taken into the Society for 
 the Propagation of the Gospel’s College at the former, and 
 the Church Missionary Society’s College at the latter. At 
 Agra, the Lady Canning’s School for girls has been helped 
 by the Board. At Lucknow there is La Martiniere for 
 boys, and also now a branch for girls; so that a gocd 
 deal has already been done for the education in the Plains of 
 European and East Indian children, Soon after the Board 
 was started. a girls’ school was got up at Mussoorie (Caine- 
 ville) and was ultimately placed under the charge of the 
 Board. Out of the effort to get up this school sprang the 
 girls’ school at Simla, now under the governors of the Bishop 
 Cotton School, Simla. There has been for several years a 
 girls’ school at Landour, also in connexion with the Church 
 of England, but belonging to a society in London. In the 
 other five hill schools mentioned above, the Bishop and 
 Archdeacon are officially connected with the managing 
 bodies. In 1864 Bishop Cotton suggested and commenced 
 his scheme for purchasing the boys’ school at Mussoorie, and 
 placing it under the Diocesan Board of Education as a public 
 school, and of endowing the three hill schools for boys. He 
 died before this was completed. So fully aware was I that 
 many people wished more to be done for the Plains, that 
 in issuing an appeal to raise a fund to Bishop Cotton’s 
 memory, feeling it necessary that it should help his un- 
 completed scheme for the hills, [ nevertheless said that half 
 should be devoted to the Plains, and there is accordingly 
 now in the hands of the Board of Educationa “ Plains 
 School, Bishop Cotton Memorial Endowment Fund.” 
 
 3. Much has thus already been done for providing the 
 means of Church of England education. But much remains 
 to be done,—jirsf, for those of small means who can pay 
 moderately ; and secondly, for those who are very poor, and 
 can pay next to nothing. It is for the first of these classes 
 that I have devised the “ Hill Schools Nomination Endow- 
 
| 
 
 ( iB 9 
 
 ment Fund,” which will meet the want by assisting to 
 reduce the charge for education without injury to the 
 present schools. This class should be helped as much as 
 the very poorest. The present scheme is for the former, 
 When a scheme is devised for the poorest, that also should 
 be encouraged. But it can be no reason why the other 
 should not be helped on and encouraged, that it does not 
 provide for the education of all classes. The present scheme 
 is a compact and definite one. The appeal is to last only 
 two years, and then the fund will be ciosed and handed 
 over to the Diocesan Board for administration. 
 
 4, And now I come to the point for which mainly the 
 foregoing remarks are preparatory. Why is this present 
 scheme connected with the hill schools? I answer thus:— 
 
 lst.—The hill schools are in existence, and have been got 
 up with great trouble and expense. They should there- 
 fore be made available for education to the greatest extent 
 possible. It is not now a question of Hill Schools versus 
 Plains Schools. There these schools are, and they should be 
 made as useful as possible. The schools have not been placed 
 at those spots in the hills because there is any sufficient Chris- 
 tian population there to require them, but on account of 
 the climate, which undoubtedly is far preferable to that of 
 the Plains, as so many testify by resorting to the hills in 
 the season so enervating in the Plains. To do anything 
 now to draw away attention from these schools, and to 
 cripple their means, would be most unwise. They are not 
 for Simla, Mussoorie, and Darjeeling, but for the Plains, and 
 
 therefore to the Plains we must look for children. We 
 
 must take things as they are. There are the schools, their 
 buildings and apparatus ready, and they should be made as 
 efficient in promoting education as possible. 
 
 2nd.—There are many who can afford to send their chil- 
 dren to these schools, and they do so much to the benefit of 
 the children. The terms are not too high. Were they 
 lowered, the schools would lose stability. Itis very un- 
 desirable to do anything to lower the standard of these 
 schools. The object of my appeal is to make them available 
 
( 14 ) 
 
 to that class of persons who are at present only just unable 
 to use them. 
 
 3rd.—Small schools in the Plains of only 12 or 20 boys or 
 girls must give an inferior education, because of the impossi- 
 bility of supporting from the funds efficient teachers. (Hven 
 in our larger schools in the hills we have sometimes felt 
 this. The late Mr. Maddock, who got up the Mussoorie 
 School, felt it. He got out efficient men from Cambridge 
 or elsewhere, who after a short time were drawn off by the 
 higher pay which Government educational appointments 
 offered, and Mr. Maddock was too generous to object to their 
 going, although it was much to his inconvenience and loss, 
 and he could not remedy it by raising his own standard of 
 pay.) It is therefore only in the larger centres in the Plains, 
 as Allahabad, Lahore, Agra, Delhi, Lucknow, where schools 
 can at all pay. 
 
 4th.—But there are many scattered stations and out-stations, 
 as I can testify, such as (1 name some at random)—Allyghur, 
 Boolundshuhur, Hissar, Jhelum, where a school will not 
 pay, but where there are clerks and others who are anxious 
 to have their children educated. I have been applied to 
 myself in several instances for help to send children to the 
 hills. And, since they must leave home to obtain education, 
 they may just as well (nay, far better) go toa hill school 
 (the Hill schools being in existence) as toa Plains school 
 not in their station. If children must be congregated 
 together to make a school of sufficient size to pay, why should 
 they not congregate in the hill schools, except in such cases 
 as Allahabad where there may be enough in the place to 
 form a school ? 
 
 5. Thus my appeal is founded on the state of things as 
 they are at present. It is no appeal to found new schools; 
 but to make the schools actually in the hills as useful as 
 possible, and to assist that class of persons who are only 
 just unable to meet the expense of educating their children 
 to pepraan that boon. 
 
 J. kl PRATT, 
 Archdeacon of Culcutta.” 
 
_ The above extracts are perhaps sufficient to explain what, 
 in the opinion of Bishop Cotton and those who were 
 working with him, the nature of the school should be ; but 
 as the subject is again referred to in a letter from the Bishop 
 to the Public Works Department, which had requested him 
 to communicate his wishes and intentions regarding the 
 school, an extract from that letter is here inserted :— 
 
 “The general object is to found a school for what may 
 be called the middle class of European and Eurasian re- 
 sidents in India. It is not designed for such boys as now 
 goto Mr. Maddock’s at Mussoorie, still less to supersede 
 or discourage the practice of sending boys for education to 
 England. Hence it is a great object to have the charges 
 as low as possible. I should be very sorry if the general 
 charge for non-foundationers were fixed higher than 35 Rs. 
 per nensem, and I should hope that this might be materially 
 diminished for foundationers by means of endowments. 
 
 _ “ Hence it would seem necessary, that the whole should be 
 collected under one roof, not dispersed among Masters’ or 
 Dames’ houses. It is obvious that this concentration is 
 cheaper than the other plan: less food is wasted, fewer 
 servants are required, many other expenses diminished. 
 The first point therefore is to provide a two-storied building 
 to hold 100 boys capable of extension to double that 
 number with rooms in the building for Assistant Masters, 
 to whom the details of discipline would be intrusted, and a 
 detached house for the Head Master. 
 
 “To this general plan I think that one exception might 
 possibly be admitted. It might be desirable to allow the 
 Head Master to receive into his house a limited number of 
 private pupils on higher terms than the rest of the school. 
 For it is very important to increase his emoluments as 
 much as possible in order to secure the school against fre- 
 quent changes, and prevent the Head Master from desir- 
 ing a Chaplaincy or other Government appointment. Hence 
 it may be desirable to provide him with a larger house 
 than woald be requisite for his own family.” 
 
Si ol 
 
 In 1864 Bishop Cotton published an address to the 
 Clergy and Laity of the Diocese regarding his plans. It 
 will be desirable to place on record one or two extracts 
 from this address, which, while answering anticipated ob- 
 jections to the scheme, reiterate the exact object contem- 
 plated in the establishment of the school :— 
 
 “JT have now laid before the Presidency the plan 
 which, if it is liberally and widely supported, will complete 
 the scheme for the foundation of public schools in the 
 Himalayas for the benefit of the numerous and increasing 
 class of residents in India who cannot send their sons for 
 education to England. If these three schools* are founded, 
 and day schools are also placed in the great cities, through 
 local efforts aided by the Board of Education and grants from 
 the State, I believe that we Englishmen shall have in some. 
 degree done our duty in this respect to,the country which 
 has been entrusted to us by the Providence of God, and 
 which we are filling with our own countrymen and their 
 descendants. J willnow notice some possible objections to 
 the scheme, and so bring to a conclusion this somewhat 
 lengthy paper. 
 
 “Tt may be said that private enterprise ought to sup- 
 ply our present wants to a great extent, and that the 
 success of Mr. Maddock’s school proves it. But the suecess 
 of Mr. Maddock’s school only shews how much good may be 
 occasionally done by a zealous and able man without 
 extraneous support, but his failure to find a successor, and 
 the danger that his property will be purchased and applied to 
 secular uses, proves the absolute necessity of placing such 
 schools on a permanent foundation by public liberality. So 
 too, in England, many a good private schoo] has flourished 
 for atime during the lifetime of a first-rate master, but for 
 the permanent education of the country we can only trust 
 to those schools which have been founded in perpetuity 
 through the piety of the middle ages, the zeal of the Refor- 
 
 — 
 
 * At Simla, Mussoorie, and Darjeeling. 
 
(chee) 
 
 mation, or the intelligence and public spirit of the nine- 
 teenth century. Above all it is only through permanent 
 foundations that we can extend the benefits of a first-rate 
 education to the promising sons of poor parents who cannot 
 afford to pay terms remunerative to the schoolmaster. A 
 private school is necessarily a class school; a public school 
 involves that intercommunion of classes which is the glory 
 and safeguard of England. 
 
 “Some may think that the demands on public liberality 
 are getting too numerous, and that they even increase while 
 the cost of living in India is increasing also. I can only 
 
 _ say that whatever be the cost of living, India contains a great 
 number of rich people, and that, from the circumstances of 
 the country, such appeals must be frequently made in order 
 to supply the gradually developing wants of a newly settled 
 
 population. Ever since I came to the diocese, frequent 
 appeals have seemed to me absolutely necessary, and I see no 
 prospect of their number diminishing. 
 
 “Perhaps a more tangible objection is that the scheme 
 is a very extensive one, and that a larger sum _ will 
 be required to carry it out worthily than can reasonably be 
 expected. No doubt liberal subscriptions will be necessary, 
 but I look forward confidently to Government aid, and I 
 have full trust in the real goodness of the cause. The 
 Bishop of London has lately demanded from his diocese 
 
 _ £100,000 a year to supply the spiritual wants of the 
 capital of the British Empire, and it seems probable that 
 he will obtain it. Indeed during his first year he reports 
 that £75,000 have been paid, and as much more promised. 
 I cannot think that the education of the European and 
 Kurasian youth in India, the sons of the clerks, planters, 
 railway officials and others who are now gathering in the 
 country, if we consider all that it involves, their example 
 and influence over the natives, their employment in various 
 public offices and private enterprises, the usefulness of their 
 lives, and the welfare of their souls, is really of much less 
 importance than the direct preaching of the Gospel to the 
 neglected myriads of London. At all events my demand 
 
,. as 
 
 is infinitely less than that of the Bishop of that see: if one- 
 fifth of what he requires every year can be entrusted to me 
 in the course of the next three years, this sum, if duly 
 aided by Government, will enable me to establish for the 
 benetit of the middle class of Anglo-Indians, three public 
 schools, not less secure, and by God’s blessing not less use- 
 ful, than Winchester, Rugby, and Marlborough, which may 
 be cited as representatives of the three historical epochs to 
 which we owe the public schools of England. 
 
 “A more plausible form of the last objection may be 
 this, that we are attempting too much at once, that it 
 would be better to secure one school first, and then go on 
 to the foundation of the two-others in succession. How- 
 ever this may be, circumstances have forced on me the 
 adoption of an opposite policy. The schools exist: they 
 cannot afford to wait for the support of the public: if we 
 do not act for them all immediately, the one which is 
 omitted is in danger of being lost to us. Besides, L have 
 sufficient confidence in local feeling to believe that we shall 
 collect a much larger sum for all three schools together, than 
 we should gather for any one school ; we appeal not only to 
 the general zeal for education, but to self-interest and sym- 
 pathy with particular places. There is hardly any corner in 
 the diocese from which boys may not be sent either to Simla, 
 Darjeeling, or Mussoorie. Were we to appeal for Simla 
 only, a large part of the Presidency would feel so distant 
 from it as to have but small interest in the foundation of a 
 school there, and so too with the others. By asking at 
 once for help for all three, 1 hope to enlist the goodwill of 
 all the provinces into which the Presidency is divided.” 
 
 In Bishop Cotton’s Report of the progress of his scheme, 
 issued in 1866, he speaks thus of the subjects which he expect- 
 ed would be studied in this school :—‘ Our desire is that the 
 boys should be instructed in Christian knowledge, in Latin, 
 English, one Indian Vernacular, a short course of Mathema- 
 tics, History, Geography, and either Music or Drawing, with 
 
Gage) 
 
 certain optional studies according to their various tastes and 
 inclinations.” A very interesting article on this subject 
 
 from the pen of Bishop Cotton will be found in the 
 Calcutta Review, No. 83. The studies of the school are 
 carried on in entire conformity with the views expressed in 
 that article, with the exception that the study of English 
 has a very much more important place assigned to it in 
 our Curriculum than the Bishop, from want of acquaintance, 
 no doubt, with the deficiencies of Indian boys in this respect, 
 had contemplated. 
 
 About the middle of 1861, the question of a site for the 
 
 school was considered by a Committee of gentlemen resid- 
 ing in Simla, and two Engineer officers. Five sites were 
 examined,—Knollswood, the Downs, Observatory Hill, the 
 Jail site, and Jutog, a station about four miles from Simla, 
 which was at that time occupied by the Nusseeree Battalion. 
 Of these Jutog was decided to be the most suitable. ‘Only 
 one objection,” the Public Works’ Report says, “is urged 
 to it, wiz. its distance from Simla for day-pupils. But 
 itis apprehended that the school is not intended for the 
 sons of the inhabitants of Simla,* and that the objection 
 therefore is immaterial.” The military authorities were very 
 reluctant to give up a station so conveniently situated, 
 and which had been so uniformly healthy; but it was 
 eventually agreed to place the station at the disposal 
 of the School Committee, and all the Government buildings 
 on the spot were subsequently made over to the school. 
 
 
 
 * Not mainly. 
 
( 20 ) 
 
 There were four private houses at the station belong- 
 ing to officers of the Regiment, three of which the Bishop 
 purchased at the recommendation of the Local Committee 
 for the sum of Rs. 17,000. These houses were a considerable 
 distance from one another, and in no way suitable for a 
 school, but it was thought advisable to waive these objections 
 on account of the importance of commencing the school 
 at once. These preliminaries having been settled, Bishop 
 Cotton offered the Head Mastership to the Rey. Samuel Slater, 
 formerly Senior Professor in Bishop’s College, Calcutta, and 
 at that time Associate and Professor of Hindustani in King’s 
 College, London. Mr. Slater accepted the appointment, and 
 arrived at Simla in January, 1863. Two months later, the 
 Second Master, Mr. John Short, educated at the Training 
 College, Battersea, joined the school. 
 
 Preparations were made for receiving boys into the Bunga- 
 lows which had been purchased at Jutog, and a Prospectus 
 was issued under the authority of Bishop Cotton in which 
 the school was called the “‘Simua PuBLic ScHoo.,” and the 
 terms were declared to be as follows :— 
 
 Boarders over 10 years of age ... Rs. 35 a month. 
 Boarders under 10 years of age hie! Gf) OW $ 
 Twoor more of one family, irespective 
 of age, each siewht reat pees ‘3 
 
 Day-Boarders over 10 years of age... ,, 22 s 
 
 74 under a P egy 48 Py 
 Day-Scholars over 10 years of age ... ,, 10 7 
 
 4 under ‘3 ste brine’ 3 
 For the use of Books and Stationery... ,, 20 a year. 
 
 It was also announced in the Prospectus that there were 
 four exhibitions of the value of Rs. 12 a month each. 
 
( 21) 
 
 The school was declared to be under the Government of 
 eight Governors, viz. :— 
 
 The Hon’ble the Lieutenant-Governor of the 
 Punjab, The Right Rev. the Lord Bishop of { Ex-ofii- 
 Calcutta, The “Ven'ble the Archdeacon of Clo. 
 Calcutta, The Commissioner of the Division. 
 
 Major Lawrence, Deputy Commissioner, 
 Rev. L. Poynder, m. a., Chaplain of Simla, 
 Captain Pengree, ee era 
 F, Peterson, ”Esq., 
 The first boy joined the school on March 16, 1863. Next 
 
 day three more came, and long before the end of the year the 
 number had reached thirty-five, being as many as the limit- 
 ed space would accommodate. 
 
 As applications for admission continued to be received 
 _ throughout the year 1863, additions were made to the build- 
 ings, two large Dormitories and Masters’ rooms being added 
 to one of the Bungalows. These additions enabled the 
 school to take in 65 boys, which number was reached early 
 in 1864, and retained till the removal of the school to 
 Simla in September, 1868. 
 
 In February, 1864, the Governors decided on changing 
 the name of the school from Simla Public School to Bishop’s 
 School. 
 
 At the same time they issued a new Prospectus in which 
 the terms were stated to be— 
 
 For Boarders, 168 Rs. the half year, or Rs. 28 a month 
 Day-Boarders, 132 _,, by ees 3 
 Day-Scholars, 60 ,, Se ld . 
 These terms included pad ip uition, Medical Atten- 
 
 dance, and the use of Books and Stationery. The general 
 average terms were thus reduced from Rs. 380 a year to 
 
( 22 ) 
 
 Rs. 336 a year, as the Governors believed that the reduced 
 terms would pay, and they were anxious to make the benefits. 
 of the institution as extensive as possible. 
 
 A Third Master, Mr. A. J. Rollo, was added to the staff 
 in the middle of 1864. In the same year the Statutes of 
 the School, having been previously submitted to the Local 
 
 Governors, were finally passed and signed by Bishop Cotton. 
 
 A copy is subjoined :— 
 
 To «all to whom these Presents shall come,~—We, George 
 Edward Lynch by Divine permission Bishop of Calcutta and 
 Metropolitan of India, send greeting: whereas we have 
 lately established a school for educating Christian children 
 at Jutog near Simla, now and to be hereafter called and 
 known as the Bishop’s School at Jutog near Simla: and 
 whereas we have framed certain Statutes for the conduct and 
 management of the said school; which said Statutes are 
 contained in the Schedule A., hereunder written, and by 
 No. 3 of the said Statutes it is provided that the Governors 
 of the said school are four ex-officio and four elected, and it 
 is desirable that we should execute a formal Deed under 
 our corporate seal of office for the purpose of ordaining 
 and establishing the said Statutes and of electing the said 
 Governors of the said school, now therefore be it known 
 that we do by these presents declare, that the Statutes here- 
 under contained, marked A., either in their present shape, 
 or as they or any of them may from time to time be altered 
 in accordance with No. 19 of the said Statutes, shall hence- 
 forth be the Statutes of our said school at Jutog ; and further 
 we do hereby nominate and appoint Richard Charles 
 Lawrence, c. B., Lieutenant-Colonel in Her Majesty’s 
 Indian Army and a Deputy Commissioner and Superin- 
 tendent of Hill States, Simla, the Reverend Leopold 
 Poynder, Chaplain of Simla, George Pengree, a Lieutenant 
 on the Invalid Establishment of Her Majesty’s Indian 
 Army, now residing at Simla, and Frederick Peterson, 
 Manager of the Simla Bank. also now residing at Sila, . 
 
( 98 4 
 
 the first four elected Governors of our said school at Jutog, 
 Given under our episcopal seal, and we have subscribed these 
 Presents at Calcutta this Thirtieth day of March in the year 
 of our Lord one thousand eight hundred and sixty-four, 
 and of our consecration the eae 
 
 G. E. L. CALCUTTA. 
 
 SCHEDULE A. 
 Statutes of the Bishop's School at Jutog near Simla, 
 
 1. The visitor of the school is the Viceroy and Governor- 
 General of India. He interprets these Statutes in case of 
 any dispute, and takes measures for their observance, and 
 his decision on any point of interpretation is final. 
 
 2. The Trustees of the school property are the Bishop 
 and Archdeacon of Calcutta. In their names the build- 
 ings, land, and invested property are held, no payment can 
 be made from such invested property, nor any land or build- 
 ing alienated, without their consent. 
 
 3. The Governors of the school are four ex-officio 
 and four elected. Vacancies among the elected Governors 
 are filled up by the whole body. 
 
 4, The ex-officio Governors are the Lieutenant Gover- 
 nor of the Punjab, the Bishop and Archdeacon of Calcutta, 
 and the Commissioner of the Division in which the school 
 is situated. 
 
 5. The elected Governors must be residents at Simla or 
 in its immediate neigh!ourhood. When an elected Governor 
 leaves Simla or its neighbourhood, his office becomes ipso 
 facto vacant. The remaining Governors have the right 
 of declaring the vacancy. They may also, if they deem it, 
 expedient, declare his office vacant, if he has been absent 
 from three Governors’ meetings in succession, or from four 
 in any one year. 
 
 6. The Head Master of the Simla Public School is ex- 
 officio Secretary to the Governors, and has ordinarily the 
 right of being present at their meetings without a vote. 
 The Governors may, however, hold meetings from which 
 they may by a special vote exclude him. 
 
( 24 ) 
 
 7. The control of expenditure of all money coming to 
 the school, except from endowments, is vested in the Gover- 
 nors. The ordinary disbursements are made by the Head 
 Master, who submits full accounts to the Governors at 
 their meetings. Any extraordinary disbursement is made 
 by the Governors. Under “ ordinary disbursements,” are 
 included salaries, wages, the purchase of stores, school- 
 books, crockery, and furniture. 
 
 8. The money held by the Trustees is devoted primarily 
 to the erection of buildings, and (if necessary) to the pur- 
 chase of land, also to the formation of a permanent endow- 
 ment for exhibitions and the Head Master’s salary. But on 
 the application of the Governors, it may be devoted to other 
 school purposes if urgent cause be shewn to the satisfaction 
 of the Trustees. 
 
 9. The Head Master submits, for the approval of the 
 Governors and of the Bishop, the general course of educa- 
 tion to be pursued in the school, which he is then left 
 freely to carry out. In case that any dispute should arise 
 between a parent and the Head Master, it is referred to the 
 Governors, whose decision is final. 
 
 10. The Head Master must be a communicant, and, 
 ceteris paribus, a Clergyman is to be preferred to a Layman 
 for the office. All the scholars are required to attend 
 daily prayers, and to receive regular instruction in Holy 
 Scripture. There is also imstruction at stated times 
 in the Church Catechism and Prayer Book, but any 
 boy may be excused from attending these lessons on 
 a written application being made by his parents or 
 guardians, | 
 
 11. The Head Master is appointed by the Bishop of 
 Calcutta, but may be removed by a vote in which six of 
 the eight Governors concur. He has the sole management 
 of the internal affairs of the school, both in education and 
 discipline, subject to the general control of the Governors. 
 He has the right, with their concurrence, of dismissing any 
 pupil for any grave moral offence, or for habitual idleness, 
 or long-continued disobedience. : 
 
( 25 ) 
 
 12, The Assistant Masters and all subordinate officers 
 
 of the school are appointed by the Head Master, their 
 number and salaries being fixed by the Governors. Any 
 
 such Assistant Master or officer may be removed by a vote 
 of the Governors present at any meeting. 
 
 13. If the Bishop of Calcutta fails within nine months 
 after he is informed of a vacancy in the Headmastership 
 
 - to send to the Governors under his hand and seal the name 
 
 of the person appointed to the office, or if the person 
 appointed does not arrive at Simla within one year after 
 the Bishop has been so informed, the appointment for that 
 time lapses to the Governors. If the see is vacant, the 
 appointment is made (under the same conditions) by the 
 Commissary of the Diocese. 
 
 14. Of the Exhibitions which may be foundedat the school, 
 at least eight should be given away by the separate patron- 
 age of the eight Governors in succession, the ex-officio 
 Governors ranking first according to this order ; Lieutenant- 
 Governor, Bishop, Archdeacon, Commissioner, and the rest 
 according to the order in which they were elected. Each Go- 
 vernor appoints an Exhibitioner by signing the following 
 
 paper :— 
 al; ,being a Governor of the Simla Public 
 School, hereby appoint , son of , aged 
 
 , to an Exhibition in the school, and I declare my 
 belief that the circumstances of his parents (or guardians), 
 are such that they cannot without difficulty pay the full 
 charges for his education.” 
 
 The tenure of an Exhibition ceases when a boy leaves 
 the school. 
 
 15. After eight Exhibitions are established, the Gover- 
 nors shall decide whether it is expedient to found others 
 under the same conditions or as prizes to be given by 
 examination. 
 
 16, Rules 14 and 15’only apply to Exhibitions paid out 
 of the school money, whether arising from pupils’ fees or 
 interest of investments. The Trustees shall have the right 
 
( 26 ) 
 
 of accepting any Exhibitions founded by private liberality, 
 under any rules, or on any patronage, of which they approve. 
 
 17. The ordinary business of the school is conducted 
 by such Governors as attend the ordinary meetings. But 
 on certain grave questions the opinions of the non-resident 
 Governors are sought by letter ; among the matters which 
 must be thus submitted to all the Governors are, the elec- 
 tion of anew Governor (the names of, at least, three persons 
 proposed for the office being sent round by the Secretary), 
 the dismissal of the Head Master (in which case the 
 Governors appoint one of their own body to conduct the 
 correspondence), or the proposal of a Bye-law. In case of 
 an equality of votes when the opinion of all the Governors 
 is sought, the Bishop of Calcutta has a second or casting 
 vote. Ata meeting of Governors the chairman has a second 
 or casting vote. 
 
 18. The Governors have the right of making any Bye- 
 laws or Regulations not inconsistent with these Statutes. 
 
 19. Any of the above Statutes may be altered with the 
 concurrence of the visitor, and six of the Governors, of 
 whom the Bishop must be one. Each of the Governors 
 signifies his assent or dissent in writing, and both the 
 assents and dissents are circulated among the Governors 
 before the decision to alter the Statute is finally submitted 
 to the visitor for his approbation, so that those who have 
 assented may reconsider their determination on seeing the 
 arguments of those who have dissented. 
 
 20. Should it be determined hereafter to devote a por- 
 tion of the school land and property to found a girls’ school, 
 in connection with the Church of England, on principles 
 similar to those of the present boys’ school, the Governors, 
 with the concurrence of the Trustees, shall be at liberty to 
 do so. 
 
 G. KE. L. CALCUTTA. 
 
 As applications for admission to the school were received 
 during the year 1864 in great numbers, and there appeared. 
 
 A 
 
no hope of accommodating all who were likely to come, 
 the question of building at Jutog had to be considered, and 
 it was then found that the subject was beset with difficul- 
 ties. It seems to have been intended (though there is no 
 documentary evidence of the fact) that the bungalows at 
 Jutog should be pulled down, and the materials made use 
 of when it should become necessary to build. The Gover- 
 nors in office in 1864 thought this plan wasteful, and 
 refused to consider it. They desired that the bungalows 
 which had been bought should be utilised in some way, and 
 they met the Head Master several times at Jutog to devise 
 a plan of a building which should embrace, if possible, two 
 out of the existing houses. It was however, soon discovered 
 that no such plan was feasible. The ground between the two 
 houses nearest to one another, besides being very precipi- 
 tous, forms a deep re-entering angle ; and a house built in 
 Such a position would certainly be damp. The only other 
 building sites were, a piece of ground belonging to an estate 
 in the cantonment, which had not been purchased by the 
 Bishop, and which could only have been purchased at a 
 ruinous cost ; the play ground, which could not be spared ; 
 and a small parade ground, very unsuitable in many 
 respects, and ata great distance from all the other houses in 
 Jutog: while to build on any one of these sites would have 
 involved the abandonment of, at least, two of the bungalows 
 we had purchased. These difficulties led the Governors to 
 consider whether, after all, the Jutog site was as suitable for 
 a school as the original committee had imagined it to be. 
 After much deliberation the Governors came to the 
 
( 28 ) 
 
 unanimous opinion “that Jutog is too far from medical 
 assistance ; that the bungalows are unsuitable for any purpose 
 required for a school; that it is highly objectionable 
 that the play ground should be traversed by two public 
 roads; and that, therefore, it ought, if possible, to be 
 abandoned.” 
 
 Bishop Cotton visited Jutog in September of the same 
 year, and entirely concurred in the opinion of the Governors 
 that it would be desirable to remove the school to Simla. 
 Fortunately the Government were willing to resume the 
 site for military purposes, and they also agreed to purchase 
 the bungalows from the school at a valuation. The price 
 eventually settled was Rupees 19,200; the total cost to 
 the Governors having been, counting the additions and repairs 
 which had been made, Rupees 22,500. As the bungalows 
 were occupied by the school for four years after this agree- 
 ment, the sum of Rupees 3,300—the difference between the 
 total cost to the Governors and the proceeds of the sale— 
 may be considered as representing the rent for those years. 
 
 In order to find the best possible locality for the school 
 in Simla, ten different sites* were examined, some with 
 houses already built on them, and some without. It is 
 unnecessary to enter into the details of the various meetings 
 held to discuss the merits of these sites. The unanimous 
 opinion of the Governors, as well as of His Excellency Sir John 
 Lawrence, and of Bishop Cotton (both of whom visited the 
 
 * These sites are known by the names of Knollswood, the Downs, the 
 Encamping Ground, Merlin Hill, Observatory Hill, the Convent on Ely- 
 
 sium, the Spur east of the J ail, the south of Prospect Hill, Mayday Hill, 
 and Summer Hill, 
 
( 29:7) 
 
 more likely of these sites), was, that the Knollswood site 
 was the best. After this decision had been come to, an 
 unexpected difficulty arose: the Keonthal Rajah, to whom 
 the ground belonged, would neither sell it, nor give it, nor 
 take other land in exchange for it. The Governors offered 
 him a sum much greater than the value of the land to 
 him: the Punjab Government offered a khilut, and pro- 
 mised honourable recognition of the favor, but for a year 
 and a half no progress was made. At last about the. mid- 
 dle of 1866 the Rajah agreed to take in exchange the vil- 
 lage of Wakna, in the pergunnah Berowlee near Subathoo, 
 the value of which was Rs. 492 per annum. This sum 
 therefore represents the cost to Government of the present 
 site of the school. The site is on the south end of the 
 Knollswood spur, and contains 54 acres, 2 roods, 24°8 poles. 
 The transfer of the village of Wakna to the Keonthal 
 Rajah in exchange for the Knollswood site was sanctioned 
 by the Secretary of State for India, in a letter dated March 
 1866. 
 
 In the previous year, 1865, Mr. Crawford Campbell, Execu- 
 tive Engineer of Delhi, had been sent to Simla by the Punjab 
 Government, in anticipation of the consent of the Rajah 
 to the agreement just mentioned, for the purpose of draw- 
 ing a plan of the school. This plan, which was of hand- 
 some and appropriate design, but without unnecessary 
 ornament, was received by the Governors in April 1866. 
 
 It was calculated for two hundred boys and a proportion- 
 ate number of masters. The plan was sent to Calcutta to 
 Bishop Cotton, and was approved by him as to its architecture 
 
( 30 ) 
 
 and general suitableness for school purposes ; but the Bishop 
 expressed a fear that the proposed towers would add greatly 
 to the expense of building. One of these towers, intended 
 for a clock, was dispensed with ; the other, which was much 
 smaller and would make no appreciable difference in the 
 cost of the building, and which was indeed needed to hold 
 the school bell, was retained. The plan was then sub- | 
 mitted to a committee of Medical men, Dr. Beatson, 
 Inspector General of Her Majesty’s Hospitals, Dr. Cunning- 
 ham, Secretary of the Sanitary Commission, and Dr. 
 Clark, Medical officer of the school, who kindly undertook 
 the task of examining the proposed building as to ventila- 
 tion, space, and other sanitary arrangements. Their unani- 
 mous decision was that the plan required modification, 
 the chief objection being that as the school-rooms and 
 dormitories occupied four sides of two quadrangles, the 
 building would be at once ill ventilated and damp. The 
 change insisted upon by this Medical Committee, added 
 to the nature of the ground, rendered it impossible for the 
 Governors to provide accommodation for more than 150 
 boys, and they recommended this reduction in the number 
 of scholars to Bishop Cotton. His Lordship expressed his 
 approval, and the arrangements of the building as to all 
 important points were definitively settled as they now exist. 
 The plan ofa hospital and its position were both fixed at 
 the same time by the above-mentioned committee, 
 
 It had originally been intended by Government that 
 the school should be built entirely under the superinten- 
 dence of the Public Works Department; but that intention 
 
was abandoned, and the Governors had to make independent 
 arrangements for its erection. 
 
 As no one could be found in Simla willing to take a 
 contract for the building, an agreement was made witha 
 Builder by which he bound himself to work under the 
 superintendence of the Governors, receiving a salary of 
 Rupees 200 a month, anda bonus of Rupees 2,000 on the 
 completion of the work, the Governors having the right of 
 dissolving the agreement at any time if they were not satisfied 
 with the work. In a rough estimate furnished by the 
 Builder the probable cost of about half the building was 
 stated to be Rs. 65,000. This estimate was revised, and the 
 amount reduced to Rs. 59,230-13-6, but it was distinctly 
 stated by the Builder that he could not pledge himself that 
 the cost should not exceed that sum. 
 
 This arrangement which took effect at the end of Febru- 
 ary 1866 did not extend beyond the collection of materials 
 and the commencement of the levelling. In July, an un- 
 favorable report of the bricks and other materials was 
 received by the Governors from an Engineer officer who 
 kindly made an inspection at their request ; and as, in addi- 
 tion to this, it had become evident that the actual cost would 
 much exceed the estimate, it was determined to dissolve the 
 _ agreement, 
 
 Major Innes, Civil Engineer, then offered to take the 
 contract. His estimates and specification of work were 
 examined and approved by Colonel Campbell, Superintend- 
 ing Engineer of the Division, who kindly undertook this 
 duty, and on his report that the rates were very moderate, 
 
( B25 
 
 the contract for half the building was given to Major 
 Innes. 
 
 On the 26th of September 1866, the Foundation Stone was 
 laid by His Excellency Sir John Lawrence. His Excellency 
 was met at 5 p.m. by the Governors of the school, the Head 
 Master, and the Chaplain of Simla, where the new road joins 
 the Mayday Hill Road, and was conducted to the spot where 
 the stone was to be laid. A form of Prayer which had been 
 drawn up by Bishop Cotton was then said, and the stone 
 was laid in the usual manner, the coins of the realm being 
 placed under it, and a copper plate bearing this inscription :— 
 
 In the Name of 
 THe FatHEerR, THE SoN, AND THE Ho Ly Guost, 
 THE ONE ETERNAL Gop, 
 The Foundation Stone of this School called 
 
 BISHOP’S SCHOOL, SIMLA, 
 
 Erected as a Memorial of the Mutiny of 1857, and asa 
 Thank-offering for deliverance from the same, 
 was laid 
 
 on the Twenty-sixth day of September, 1866, 
 
 BY His ExcELLENCY Sir JoHN LAWRENCE, Bart., 
 G.C.B., K.8.1., 
 Governor-General and Viceroy of India ; 
 
 Tur Hon. Sir D. F. MACLEOD, K.C.S.L., 
 being Lieut-Govr. of the Punjab ; 
 
 Tue Rieut Rev. G. E. L Corron, d.p., 
 Bishop of Calcutta ; 
 

 
 
 
 ( 188) 
 
 CoLONEL REYNELL TAYLOR, C.B, C.8.1, 
 
 Commissioner of the Province ; 
 
 THE Rey. T.C. Smyru, D.D., 
 the Chaplain of Simla, 
 
 AND THE Rey. 8. SLATER, 
 Head Master of the School. 
 
 BENEDICTUS BENEDICAT. 
 
 In less than a fortnight after the laying of the Foundation 
 Stone, Bishop Cotton met his death by drowning. Ata 
 meeting held a few days after this mclancholy intelligence 
 was received in Simla the Governors put on record the 
 following minute :—‘‘ The Governors most deeply regret to 
 hear of the serious loss which Mrs. Cotton and the Diocese 
 of Calcutta and this school in particular have sustained 
 in the death of the Bishop of Calcutta, and they hereby 
 place on record their sense of the zeal and devotion to the 
 cause of education in this country which prompted his 
 Lordship to found this school, as well as of the ability, 
 discretion and judgement with which he continued to 
 direct its affairs up to the time of his lamented death.” 
 After Bishop Cotton’s death the name of the school was 
 changed at the recommendation of the Ven’ble Archdeacon 
 Pratt; from Brsuop’s ScHoot to BisHop Corton SCHOOL. 
 
 On the completion in September 1868 of the half of the 
 building for which Major Innes had contracted, His Excel- 
 lency the Viceroy directed Captain Pemberton, R.E, to 
 report on what had been done. This report was called for 
 
(eae) 
 
 because the Government had undertaken to give equiva- 
 lents to all sums collected for the building. Captain 
 Pemberton’s report is as follows :— 
 
 “T yesterday made the necessary inspection, and have 
 every reason to believe that the construction of the build- 
 ing throughout is of a very permanent and substantial 
 character. 
 
 A report on the state of walls only lately finished and 
 covered in, cannot, of course, be made in such positive terms 
 as might be used with reference to walls which had been 
 inspected during various stages of progress, but, as far 
 as outward examination is a test, those of the finished portion 
 of the building, which are of stone laid in good stiff clay 
 and pointed with mortar, are well built, and they are free 
 
 ~~ from cracks or bulging. 
 
 The walls which are now in course of construction I also 
 examined, and was quite satisfied with the nature of the 
 stone and clay used in the work, and with the general 
 style of construction. These afford confirmation of the 
 opinion, that the walls of the finished parts of the structure 
 are soundly and substantially built. 
 
 The timbering of the roofs and floors was also inspected 
 by me, and the whole appears to be fully equal to the work 
 it has to perform. 
 
 Some beams in the Dining Hall, which has a width of 
 24 feet, being cased, so that their size and character could 
 not be seen, were opened out for me by Major Innes, under 
 whose instructions the school is being built, and I found 
 
 that the construction* adopted was a wooden beam trussed 
 on either side with iron rods, the casing being put on as 
 being more sightly than the girder of wood arid iron. 
 
 The safety of these beams has been already proved, as it 
 was in the room, the floor of which they support, that the 
 water-color drawings were placed during the late Exhibi- 
 tion of Fine Arts, and previously to this, Major Innes 
 
 * This mode of construction had been approved by Colonel Campbell 
 before it was sanctioned by the Governors. 
 
informs me that for his own satisfaction he made a large 
 number of men jump up and down on the floor simulta- 
 neously, this being a much severer test than the beams are 
 ever likely to be exposed to again. 
 
 Irrespective of these tests I am quite satisfied as to these 
 beams. 
 
 Finally, I may say that I do not suppose that there is 
 another building in Simla which can be compared to this for 
 solidity of construction.” 
 
 In 1867 the Bishop of Calcutta visited the building, 
 and in consequence of his Lordship’s hearty approval 
 of what had been done and his wish that it shguld be pro- 
 
 ceeded with, the Governors gave Major Innes the contract 
 for the remainder of the school. 
 
 Funds to meet the expense of the building of the first 
 half were already in the Governors’ hands, but there was 
 nothing for the second half. The Bishop, therefore, kindly 
 
 issued the following appeal early in 1868 for the purpose 
 of raising the necessary funds :— 
 
 “Tt has been judged necessary by the Trustees of the Bishop 
 Cotton School (now at Jutog) to remove it to Simla and to 
 build new buildings, in which to provide accommodation for 
 the number of pupils which the multitude of applications 
 for admission shews to be requisite. 
 
 The new building is worthy of its new site at Simla and 
 of its designation. But in order to carry out the design, and 
 to receive the probable number of scholars, about Rupees 
 ~ 80,000 are required. It would bea serious misfortune if it 
 should remain unfinished. The whole design had received 
 the invaluable approval of Bishop Cotton, and its first stone 
 was laid by the Viceroy on September 26th, 1866. About 
 half the building will be ready for the reception of 97 
 scholars by the middle of 1868, and it is intended to occupy 
 that portion of the building as soon as it is ready, but the 
 work will be in every way maimed if it is left incomplete, 
 
(3619 
 
 On this ground I venture to base an appeal for the assis- 
 tance of all who are interested in the work of education 
 which has been so much advanced by the ‘Schools for the 
 Hills and Plains” among our fellow-countrymen in India. 
 Whatever sum is raised will meet an equivalent from 
 Government. 
 
 R. CALCUTTA.” 
 
 This appeal was supplemented shortly after by the follow- 
 ing Statement, which was drawn up at Simla by the gentle- 
 men whose names are subscribed, after a full enquiry into 
 the object of the school :— 
 
 STATEMENT TO ACCOMPANY THE BISHOP OF CALCUTTA’S 
 APPEAL FOR BISHOP COTTON SCHOOL. 
 
 Havine been requested by the Governors of Bishop 
 Cotton School, Simla, to assist in the collection of funds for 
 the completion of the building, we have made full enquiries 
 into the object of the institution, its present financial condi- 
 tion, and the outlay necessary for accomplishing the wishes 
 of the founder, and have satisfied ourselves that the object 
 is worthy of public support, and that the means suggested 
 for completing the scheme are feasible. 
 
 1.—The objeet of the school is to give a sound education, 
 with careful religious training, to those children of the mid- 
 dle classes in this country whose parents are unable to send 
 them to England. The improvement now demanded in 
 the personnel of the various departments of Government, 
 and the increasing value attached to competitive examina- 
 tions, seem to render it absolutely necessary that some 
 advance should be made in the educational machinery, 
 Bishop Cotton School seems well adapted to make this 
 improvement, and as its constitution promises to give 
 permanence to this effort, we believe that all classes of the 
 community are interested in placing it on a firm foundation, 
 
——— a 
 
 (2 aie) 
 
 2.—This work cannot be done in any reasonable time, 
 
 without assistance from the public. Lord Canning was so 
 strongly convinced of this that he gave Rupees 10,000 at the 
 
 commencement of the undertaking, and in his minute of 
 
 1860 obtained Government support for it. Bishop Cotton 
 -exerted himself vigorously in soliciting public aid, and the 
 
 opinion of the present Bishop of Calcutta on the subject 
 is sufficiently declared in the appeal which accompanies 
 this statement. 
 
 3.—Half the building to accommodate nearly a hundred 
 boys, with the Head’ Master’s house, Serjeant’s Lodge, and 
 Hospital, is now finished at a total expense of Rupees 
 125,000. Thesum required to complete the building, includ- 
 ing a chapel with sittings for 150 boys and 25 of the 
 public, is Rupees 82,000. Of this sum Rupees 20,000 are 
 now in hand, leaving a balance of Rupees 62,000 to be 
 obtained. The Governors are prepared to borrow Rupees 
 40,000, which they hope to pay offin about ten years. The 
 remaining Rupees 22,000, or rather the half, Rupees 
 11,000,—as by Lord Canning’s Minute, the Government will 
 give an equivalent to all sums raised for this purpose,—is 
 the sum which it is confidently hoped,will now be contribut- 
 
 
 
 ed by the public, whose aid we hereby earnestly solicit. 
 
 (Signed) KR. TEMPLE. 
 
 i D. C. Macnass. 
 
 * P. S. Lumspen, Lt.-Col, 
 
 ¥ H. W. Norman, Col. 
 
 fe A. M. Monteatu. 
 
 ve G. B. Matteson, Lt -Col, 
 
 5 A. Huysue, Major-Genl. 
 
 és J. Baty, Chaplain. 
 
 Before the building was completed a very considerable 
 
 alteration was made at the suggestion of Major Innes, by 
 which some part of the right wing was dispensed with, and 
 room was made fora chapel adjoining the buildings,—the 
 original intention having been to erect a chapel at some 
 
 little distance but connected with the school by a covered 
 
( 38 ) 
 
 way. By this means a great saving was effected in the way 
 of buttresses and other supports; and, indeed, unless this 
 arrangement had been made we should not have been able 
 to build a chapel for many years. 
 
 The total cost of the whole Building, now completed, 
 may be stated under the following heads :— 
 Class rooms, Dormitories, Dining Hall, &c., 
 
 for 150 boy Binet ale »- 1,21,286 10 0 
 Quarters for ie resident Masters bien sey 15,000 0 2 
 Head Master’s House, to include Boarders ... 19,733 5 0O 
 Chapel to hold 150 boys and about 380 of the 
 
 public .. + vs pea. pe ob Dhg hd tr A) ee 
 Quarters for Sergeant and Matron soe AoA 4,885 2 0 
 Hospital for 16 boys, with separate ward vi 4,865 0 0 
 Servants’ tobi cook-room, ae Laun- 
 
 dry, & age 9,742) 1d 
 Road to the School somewhat ‘over 4 da mile, 
 
 and 2 bridges : ay 2.15610 8 
 Levelling for the School and Playground eve ~ 15,939 1270 
 
 ———- -—— 
 
 Total Rg, \... 2,be. bol oon 
 
 
 
 The following sums have been received to meet this 
 
 
 
 expenditure :— 
 Proceeds of First Appeal in 1859 es ». 935,000 0 0 
 Do. fp 1869. MO > -. Oe 
 Proceeds of Second age in 1864 ee to eee 
 Ist, 1866 3: 7,068 4 2 
 Total Rs. cae 57,068 4 2 
 Government equivalent to above ey Tt hc ee PAL 
 Subscriptions in 1866, with Government equiva- 
 lent"... ae es vd 1,100 0 0 
 Sale of houses at J utog his ae 19,200 0 O 
 Church Building Fund, Donation i 3,200 0 0 
 Subscriptions to October 1869, with Government 
 equivalent ... on 20,319 4 0. 
 Special advance from Government November 
 1869 ... oe ove oe vce tiitea® 4°20,000 7 OCD 
 
 Total Rs.... 1,67,955 12 4 
 
(4:39 >) 
 
 The above account does not include the interest on sums 
 which have been borrowed to complete the work. The total 
 debt now on the Building, including the special advance of 
 10,000 Rupees from Government, is about 55,000 Rupees. 
 The Local Governors at Simla have made themselves res- 
 ponsible for this amount and are now paying 10 per cent, 
 interest upon it. 
 
 The Governors believe that they are justified in hoping 
 
 after this statement of the character and object of the School, 
 
 that the Government and the public will not allow a debt 
 of this magnitude to remain long onan Institution founded 
 and planned by Bishop Cotton, and since administered by the 
 Authorities of the School in as complete accordance as possi- 
 ble with the enlightened views of its Founder. 
 
 As to the Endowment of the School, the Governors are 
 thankful to be able to report that, chiefly through the exer. 
 
 tions of Archdeacon Pratt after Bishop Cotton’s death, a Fund 
 
 was raised partly in England, and partly in this country by 
 which the greater part of the Head Master’s salary is now 
 provided for. The following is extracted from the Arch- 
 ‘deacon’s final Report on this part of the scheme :— 
 
 ‘6 Subscribed direct to the Simla School Endow- 
 
 
 
 ment Fund see 13,594 13811 
 _-One-third of subscriptions to the three Schools 
 
 in common a a sa Gs LOO et oe 
 
 52,353 0 4 
 
 . Government equivalent oe .- 52353 0 4 
 
 
 
 
 
 Total: Rann. -.4,904,706- 0; § 
 
 This total, together with the interest which has accumu- 
 lated, less by printing and other expenses, has been invested 
 
OSU 2) 
 
 in a note of 54 per cent. Government Securities for Rupees 
 98,300 in the name of the Bishop and Archdeacon of Cal- 
 cutta. The note is deposited in the Bank of Bengal in the 
 Bisnop Cotton ScHoot Sim~A Memoriat EnpowmMent Funp 
 Account, and the interest is transmitted by the Bank to the 
 Secretary to the Governors of the School at Simla, and is 
 employed in paying the salary of the Head Master.” 
 
 There are at present fifteen Exhibitions in the School, in 
 the gift of the Governors, reducing the annual payment from 
 360 to 240 Rupees. These are maintained out of the Govern- 
 ment grant-in-aid. As the number of boys increases, it is 
 hoped that more Exhibitions will be added for the purpose 
 both of placing a good education within the reach of the 
 poorer classes, and also of stimulating industry and the 
 desire of higher scholarship than has yet been common in 
 schools of this character in India. 
 
 Prizes of books and Mathematical instruments of no great 
 value beyond the distinction they convey are given annually 
 at Michaelmas. Bishop Cotton gave a special prize for 
 Scripture knowledge during his life time, In 1869, His Ex- 
 ellency Sir W, Mansfield, Commander-in-Chief, gave a prize 
 of 100 Rupees to “the boy who, on leaving the school, unites 
 the two qualities of perseverance in study, and exemplary 
 good conduct.” At the Annual Distribution of Prizes in1869, 
 the Bishop of Caleutta presided and was so kind as to pro- 
 mise two prizes for the following year,—one for Scripture, - 
 the other for general proficiency in a boy who has not 
 obtained a prize. 
 
 On the same occasion the Bishop unveiled a full length 
 portrait in oils of Bishop Cotton, with which the Din- 
 ing Hall of the School is embellished. This portrait was 
 
( S41 )) 
 
 C “ painted at the end of 1868 by Mr.. Eddis, partly from a por: 
 
 “trait painted by the same artist about 16 or 17 years ago, and 
 "partly from. a Photograph of .the Bishop taken shortly 
 
 ( before his death. The total cost was 720 Rupees, which sum 
 
 ‘has been given by the. boys and their siete and by.a few 
 _ friends interested in the school. 
 
 The first Visitor of the school was His Excellency Sir John 
 “Lawrence. The present” Visitor is His Heel eney the Earl of 
 Mayo. 
 
 » The following Gentlemen have. served on ‘the Committee 
 as elected Governors : — . 
 
 
 
 Col. Lawrence, Rev. J. Baly, 
 
 Capt. Pengree, ' .D, C. Macnabb, Esq., 
 Rey. L. Poynder, ‘Col. Faddy, 
 
 F. Peterson, Esq., ‘Major. Innes, 
 
 Rev. Dr. Smyth, ; Rey, C.andJ. Waterhouse. 
 
 J. W. Macnabb, Esq., 
 
 The following is a List of Subscribers to the Simla’ School 
 Endowment. Fund, ous from Arehdeacon Pratt’s Final 
 
 Report :—* 
 ~W. H. Abbott, Esq. bss i igaeae 50.50 0 
 Colonel Becher ae +: Ps eet he AY to) 
 ‘Rey. E. C. Boyle = He ma 50 0 0 
 Tke Hon. G. Campbell ... ety ket wwe. £00; On M 
 Bishop Cotton “pe sof isp 0 00D OO 
 Major Crofton”... eos ene Spiel Maal ee Y 
 'Major Currie... ee os ie 50 0 0 
 eDr. Dallas -***... i eee a US ABO te Oe nO 
 Colonel Dickens oe e 50 0 O 
 Diocesan Board of Education tee} pei Ht gpa iad 
 Sir Herbert Edwardes... oe Saeko glt ates Heata D 
 _C. P, Elliot, Esq. SA > eee ae a PUD. a0 
 
 Bement gy ee ee eee 
 ( * This list contains the names of those only who subscribed specially to 
 ‘this Fund. The Fund, in addition:to these subscriptions, received one-third 
 ! of ‘the contribution made to the turee schogls in common, — 
 
( 42°) 
 
 G. R. Elsmie, Esq.  —_..... eA 
 The Hon. W. Grey ae a 
 J. Hopkins, Esq. aus eae 
 Major G. Hutchinson x, % 
 W. Kirke, Esq. aie A 
 Colonel Lake ... Se 
 
 H. E. Sir J. Lawrence 
 
 Colonel Lawrence 
 
 * J. A. Loch, Esq. vita 
 
 J. W. Macnabb, Esq. awe 
 
 Sir D. Macleod ae 
 
 Captain Pemberton 
 
 Captain Pengree 
 
 A. Pigou, Esq. 
 
 L. C. Probyn, Esq. 
 
 The Hon. W. Seton-Karr.. 
 
 Society for Promoting Christian Knowledge 
 
 Sums under 10 Rs. 
 
 Colonel A. Taylor 
 
 T. H. Thornton, Esq. 
 
 Captain Williams 
 
 Bishop’s School Simla Fund 
 
 Collection in St. Peter’s, Calcutta 
 oi Derajat , 
 ‘, Marlborough College 
 ¥ Christ Church, Mooltan .. 
 RS Christ Church, Simla 
 
 Faculty Fees 
 
 200 
 150 
 50 
 
 - 1,045 
 
 300 
 5 
 424 
 100 
 1,672 
 300 
 
 oooooo°o°o 
 
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 eoooooo°o:°8 
 
 eo 
 SoosoccocesceOCsooeocosoo 
 
 List of Subscribers to the Appeal for the completion of 
 the Building, issued in 1868 by the Lord Bishop of Calcutta, 
 
 and now before the public— 
 
 H. E. Sir John Lawrence ... 
 
 The Lord Bishop of Calcutta 
 
 From the same, Mural Tablet Fee 
 Collected by Rev. C. W. Cahusac 
 Colonel Norman <= 
 Major Chalmers, through Major Innes 
 Collected by Rey. A. W. Inwin 
 
 Sir Donald Macleod ae 
 
 D. C. Macnabb, ce A 
 
 Collected by Rev. J. C. Thompson 
 colonel Dickens oo ee 
 
 500 
 500 
 
 50 
 100 
 300 
 100 
 100 
 500 
 600 
 
 56 
 
 50 
 
 owocooceoooceco 
 
 ocooooscoooSoS 
 
(248) 
 
 J. Geogehan, Esq. 
 His Highness the Maharajah of Burdwan 
 Capt. Fortescue 
 
 Colonel Bacon . ate 
 Colonel Bunbury Res 
 SE. G. C. het 
 
 W. C. Capper, “Esq. 
 
 The Hon. Capt Fraser _... 
 
 Collected by Rev. W. W. Nicholls 
 - by Rey. F. D. A. Willis 
 
 H. Muspratt, Esq. Sue 
 
 Dr. Wilson :.... 
 
 J. Alexander, Esq. 
 
 Colonel McNeile 
 
 C. F. Hall, Esq. 
 
 mr. Perkins _.... 
 
 Captain Lichfield 
 
 Lieut. Madden... 
 
 Lieut. Woodcock 
 
 Captain Holroyd 
 
 Dr. DeRenzy ... 
 
 A. Fenner, Esq. 
 
 Rev. W. W. Phelps 
 
 Colonel Hutchinson 
 
 Colonel Maclagan 
 
 Collected by Rev. E. J. Hubbard 
 
 J. Hopkins, Esq. eee 
 
 F. Newman, Esq. 
 
 Dr. J. J. Clarke 
 
 The Rajah of Belaspore 
 
 W. J. Thorpe, Esq. 
 
 K. R. 
 
 Ww ..H. Hoff, Esq. 
 
 ae Thomson, Esq. 
 
 W. Langdale, Esq. 
 
 Captain Pemberton 
 
 Collected by Rev. F. F. Mazuchelli 
 
 H. E. Sir William Mansfield 
 
 Dr, Newton : 
 
 J. Warburton, Esq. 
 
 Captain Parsons 
 
 Collected by Rev. W. Ayerst 
 
 The Honorary Secretary of the Fine Arts Exhibition 
 
 ‘Rey. E. B. Slater 
 
 50 
 20 
 1 
 50 
 50 
 100 
 207 
 20 
 10 
 50 
 100 
 50 
 20 
 10 
 5 
 20 
 50 
 25 
 200 
 16 
 10 
 16 
 22 
 100 
 10 
 
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( 44°) 
 
 E. W. Parker; Esq. 
 Balance of former Buildiie Fund Account 
 
 Major Innes - 
 Colonel Lumsden . Ses yp 1+ ds 
 S. B. Thorpe, Esq. oe vi 
 
 C. J. Shelverton, Esq. -... 
 J.A.S. Ellis, Esq. ies 
 J. Wells, Esq... a 
 J.A.S. Gray; Esq. 
 
 Collected by Rev. W. C. Bell 
 Dry Doka& >"... TP 
 
 Rev. J. Baly «*:. i 
 
 Collected by Rev. M. E. Mills “wa 
 +4 by Rev. J. Greenfield -... 
 
 General Reynell Taylor — ... se 
 
 Rey, A. O. Hardy Hes 
 
 Colonel Trench 
 
 Collected by Rev. W. H. Tribe 
 
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 Collected in England has Mrs. Macnabb, through 
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 E. M. Gardner, » Esq 
 
 F. M. 
 
 Colonel Eliot... 
 
 Captain Collett 
 
 General Huyshe 
 
 General Turner “i 
 
 Sir Richard Temple 
 
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 Colonel Harvey 
 
 W. Jardine, Esq. a e 
 G. W. Allen,: Esq. A846 bee 
 Colonel Broome ae 
 
 A. P. Howell, Esq. 
 
 The Hon. B.-H. Ellis 
 
 Colonel the Hon. F. eat 
 
 Colonel Malleson 
 
 Major Beynon... 
 
 General Kinleside 
 
 A Fried >**s,, $s tee 
 A Ramsay, Esq. at) «ss 
 Colonel Rigaud eee tee 
 
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 Collected by Rev. C. J. Waterhouse ... 4-0 U2 
 Special advance from Government ... «>. 10,000 
 The Rajah of Nahun . 46 seu a, 200 
 A. B. Sampson, Esq. ee 50 
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NOTE ON THE RELIGIOUS ELEMENT 
 
 ined arte th tA iS 
 
 IN 
 
 EDUCATION IN INDIA 
 
 Seneetietieiincte goat en 
 
 It was bearing important testimony to the 
 value of the labours of missionary bodies in the 
 cause cf education, when Mr. Howell wrote in 
 his Report in 1870, referring to the destructive 
 effect, as regards Hinduism, of Government 
 education in India, “it is impossible to say how 
 far native society might not have been dis- 
 organized, had not the missionaries stepped in 
 and supplied a new direction to the awakening 
 scepticism, and a fresh subject to attract the 
 newly aroused spirit of speculation.” 
 
 from religion had been perceived by those who 
 knew India well. The writer has heard that 
 experienced: and thoughtful official, Sir Donald 
 MacLeod, express grave apprehensions for the 
 results, and the despatch from which we quoted 
 above, as well as other expressions of opinion 
 entitled to respect, shew that these! apprehen- 
 sions were well founded. 
 
 Gen bes Sebrelt Yaa 30 Zabel d 
 
 The dangers involved in education apart. 
 
 ~ 
 wes 
 
 ( 
 
( 2 ) 
 
 That the Government system of education 
 has a direct tendency to undermine the religious 
 beliefs of the natives of India is too clear to 
 admit of question. In1833, Macaulay wrote— 
 “No Hindu, who has received an English 
 “education, ever remains sincerely attached to 
 “his religion. Some continue to profess it as 
 “a matter of policy; but many profess them- 
 “selves pure Deists, and some embrace Chris- 
 “tianity.” Mr. Howell wrote—* The Bengali 
 “ undergraduate has had a fair vernacular educa- 
 “tion and has gained at least a superficial know- 
 “ledge of English, but he is possibly, I may 
 “say probably, if from a Government School, 
 “ without any religious belief at all.” 
 
 Dr. Macnamara, at the opening of the 
 Session of the Medical School of the West- 
 minster Hospital, in October 1878, spoke thus 
 his experiences, which derive value from his long 
 practice in Calcutta. “ Oursystem of education 
 “has broken down all faith in religion, and the 
 “outcume of a purely secular training has 
 “developed gross materialism and rank social- 
 ‘ism, and so the necessity for suppressing the 
 “outspoken sentiments of the vernacular press, 
 “which nevertheless gave utterance to opinions 
 “he had heard over and over again for 
 
 ‘some years past among all classes of 
 “ natives.” 
 
GF) 
 
 These, and similar testimonies, have been 
 collected in a remarkable pamphlet lately 
 published in Edinburgh,* 
 
 As Government cannot teach Christianity 
 in its schools, the curriculum of Government 
 education embraces no religious teaching what- 
 ever. This serious defect the author proposes 
 to remedy by astrict adherence to the policy 
 of the Despatch of 1854, and an increase of 
 aided schools. 
 
 So important indeed does some religious 
 element appear to be in educating the young, 
 that possibly some Christian men, and perhaps 
 even some missionaries, would consider it 
 preferable to have a child instructed in Hindu 
 or Mahommedan fashion than without any 
 religious element in his education at all. Ina 
 pampblet entitled the ‘‘ Mahomedans in India,” 
 by Syed Amir Ali, published in 1872, the 
 unpopularity of English Government schools 
 with the Mahomedans is openly discussed, 
 and is ascribed to the “absence of sufficient 
 moral training.”—“ The proud and sensitive 
 Mahomedan is shocked and disgusted with this 
 
 result of western education. In horror and 
 
 
 
 *:< Qur educational policy in India,” by the Revd, James John: 
 ston, Edinburgh, Maclaren and Son, 1879 
 
oe) 
 
 fear he keeps or takes his sons from places 
 where, instead of learning the amenities of life 
 under the vaunted auspices of English educated 
 men, they soon forget to pay a decent regard to 
 
 the requirements of good breeding.” ‘ Ask any 
 Mahomedan,” the author continues, “ from the 
 North West Provinces or Berar, why he does 
 not allow his sons the benefits of English educa- 
 tion, he will answer by pointing to its general 
 results.”* The fact is that, with the Mahomedan, 
 religion and learning are almost synonymous 
 terms, and their disassociation is, to his mind, 
 little short of infidelity. Nor indeed is it 
 different with the Hindoo ; but owing probably 
 to the conditions of his religion, he parts with 
 the religious element in education more readily. 
 A certain unwillingness on the part of Maho- 
 medan gentlemen to send their sons to Gov- 
 
 ernment Schools has probably existed in 
 North India. 
 
 We need not be surprised to find that 
 in Christian Mission Schools, where the 
 Christian religion and morality is taught, and 
 a thoroughly good secular education given along 
 with it, good results have been obtained in 
 
 the general capacity and character of the men 
 trained, 
 
 * It must be admitted that of late years Mahomedans seem to be | 
 more inclined to take advantage of Government education. 
 
oF 
 
 Sir Bartle Frere, whose experience of 
 India was great, and whose knowledge of 
 men will not be questioned, has stated that 
 “the influence of education in missionary 
 schools was, in his opinion, of the best 
 kind, and, in some respects, superior to 
 that which Government Schools afforded. A 
 gentleman at the head of an important public 
 department had expressed an opinion that 
 whenever he had a clerk more than usually 
 attentive to his duties and respectful in his 
 manner, he was sure to find, somehow or other, 
 that he came from Dr. Duffs school. The 
 result of Missionary education was a better dis- 
 position and nioral character than the Govern- 
 ment schools generally turned out, There was 
 but too much truth in the statement that the 
 pupilsin the Government Colleges were pre- 
 sumptuous and conceited.” This testimony 
 some Indian officials may possibly corro- 
 borate. 
 
 But in respect of the duty of Government 
 to lead the people themselves to develope the 
 higher education, and to assume itself the 
 responsibility of extending, as far as possible, 
 primary education, it seems very important that 
 the principles of the Despatch in regard to 
 grants-in-aid should be fully carried out, and 
 that grants should be given widely, and qua 
 
som} 
 
 secular education, to all schools and educational 
 institutions without distinction of creed, on the 
 conditions now in force and understood, 
 
 1879. W. CotpstreamM, 
 
 
 
 Note —The writer is not in a position to state whether 
 moral results similar to those noted by Sir Bartle Frere as the 
 outcome of education in Christian mission schools have been 
 observed among the pupils of such institutions as the Calcutta 
 Madrassa and the Hindu College, but there is perhaps a growing 
 conviction that it is well to recognise a religious element in 
 education for all classes and creeds. This conviction might 
 not improbably be found to be shared by scme adminis- 
 trators who are zealous Christians, and even perhaps by 
 some Missionaries and Church dignitaries. It is better, they 
 may feel, that a sentiment of reverence to God should be fostered, 
 and a recognition of the great moral duties which all acknowledge, 
 should be implanted with a religious sanction in the minds: f the 
 young, even should the worship of that God be “ignorant,” and 
 the religion a strange one. 
 
 W.C., May, 1882. 
 
ar 
 s 
 
 < 
 
 
 

 
‘OUR EDUCATIONAL POLICY IN INDIA. 
 
 Sah irate TROY 
 
 read yi ieee se Hite ae 
 Mert 1074 . 
 
 
 
 A Gital Question 
 
 FOR 
 
 
 
 THE GOVERNMENT AND THE CHURCH. 
 
 BY 
 
 REV. JAMES JOHNSTON, 
 
 "inns ganda “ial ella MSR apt 
 
 SENIOR MINISTER OF ST. JAMES’S FREE CHURCH, aL aSeOW 
 
 “The main object of the despatch” of 1854, containing the valuable Code of Education for 
 India, ‘‘is to divert the efforts of the Government from the education of the higher classes, upon 
 whom they had up to that date been too exclusively directed, and to turn them to the wider 
 diffusion of education among all classes of the people, and especially to the provision of primary 
 instruction for the masses.”—Parliamentary Blue Book, 1870. 
 
 “« And now, after a lapse of twenty years, the emergent unavoidable question is, Why are there wae 
 not plain indications of its speedy accomplishment? Is it not owing to the lack of faithfulness 
 to its principles in the Education Department, tolerated and connived at by the Bengal* + 
 Government.”— Allahabad Mission Conference, 1873. 
 
 ©. Tt is the moral and not the military question which stands first in the order of ideas, with 
 reference to the power of England in India, as much as with reference to the power in ppeeud 
 itself, of the State over the people.” —A British Statesman. 
 
 
 
 EDINBURGH: JOHN MACLAREN & SON. 
 LONDON: JAMES NISBET & CO. 
 
 18709. 
 
 
 
PREFAT ORY N OTE: 
 
 WE have arrived at a crisis in the history of education in 
 India. 
 
 It demands the earnest attention of every Christian and 
 patriot, and it will require combined and continued effort 
 to accomplish the end desired by the wise and benevolent 
 men who drew up the Despatch of 1854, and by those 
 distinguished missionaries, with Dr. Duff at their head, who 
 established schools and colleges for Christian education. 
 
 The spread of information, such as I have endeavoured, 
 at the request of friends, to present in a plain and trust- 
 worthy form, must be our first work. 
 
 I shall be glad to hear from any who are willing to assist 
 in this important undertaking. 
 
 J.J. 
 
 SunnyLaw, BripGE-or-ALLAN, 
 15th May, 1879. 
 
OUR EDUCATIONAL POLICY IN INDIA. 
 
 et 
 
 I PROPOSE to treat briefly of the educational methods by Object in 
 which the Government of our country has sought, to bestow wee 
 the benefits of a higher civilisation, and the Church of 
 Christ, to confer the still higher blessings of Christianity on 
 our empire in India, to show what the results of those 
 methods have been, and to call attention to certain changes, 
 in the present modes of procedure, which seem essential to 
 the attainment of the important ends desired by the Church 
 and the Government. 
 
 The subject is both important and urgent. It bears 
 directly on the highest wellbeing of two hundred millions of 
 our fellow-subjects, it involves the stability of our empire in 
 India, it affects the higher interest of the kingdom of God. 
 
 A BRIEF HISTORICAL SKETCH. 
 
 There are three periods of our history in India which Three periods. 
 may be characterised by their appropriate symbols—the ell- 
 wand, the sword, and the sceptre. The first, or mercantile, 
 which still continues an important feature, had an imperial 
 style and stamp upon it from the first, and the military 
 character of our rule, which has existed side by side with 
 the earliest adventures of commerce, is still painfully 
 prominent in the third period of settled government; still, 
 as we shall show, there is a marked predominance of the 
 three characteristics, trade, conquest, and legislation, at the 
 periods referred to. 
 
 First PERIop.—TRADE. 
 
 For about a hundred years trade was the special, we may East India 
 say the exclusive, object of the East India Company.* By Company. 
 * Appendix A. 
 
The Company 
 afflicted with 
 earth-hunger, 
 
 Trade tribute. 
 
 4 
 
 the habits of its members, as well as the nature of its con-. 
 stitution, it could not be otherwise. It is expressly laid 
 down in the original charter, that the Company was to con-. 
 sist of merchants only. In the language of the period, “no: 
 gentlemen were to be members of the Company,” and so. 
 tenacious were the ‘‘Governor and Company” of this: 
 feature of their charter, that when the Court party wished to: 
 give the command of the first fleet of merchantmen to Sir 
 Edward Michelborne, they refused his services. on the 
 ground of his being a gentleman, saying they “would sort 
 their business with men of their own quality.” Until the 
 end of the seventeenth century gain was the great pursuit. 
 It is not pleasant to look back upon the means employed 
 for the attainment of their sordid ends, and it is not my; 
 intention to form an estimate of the character of the men,. 
 or the morality of their commercial transactions. The ex-- 
 tension of trade, protection of their monopoly, and large: 
 profits were the ends they never lost sight of, and which they: 
 pursued with a courage, sagacity, and perseverance worthy 
 of the highest aims of moral agents—the pursuit of virtue,, 
 the good of men. 
 
 SECOND PERIOD.—CONQUEST. 
 
 It was not until the year 1689 that the East India Com-- 
 pany entered on a new line of policy. In that year we find: 
 them openly aspiring to independent authority in the East. 
 In the language of Mr. Mill, ‘‘ It was then laid down as a. 
 determined object of policy that independence was to be 
 established in India, and dominion acquired.” At that date- 
 they wrote to their agents: ‘‘The increase of our revenue: 
 is the subject of our care as much as our trade.” They 
 resolved to be “a nation in India,” and held up to their 
 servants the.example of the Dutch, who, they say, in sending” 
 advices to their governors, ‘‘ wrote ten paragraphs regarding: 
 tribute for one relative to trade.” 
 
 This tribute they evidently looked on not as a revenue 
 for the maintenance of a government ruling for the benefit 
 of the people, but as a new and fruitful source of profit to 
 the Company. Conquest was sought, not from motives of 
 ambition, that “infirmity of noble minds;” but from the: 
 
5 
 
 dower and more degrading infirmity—the love of money. It 
 
 is true that ambitious men often got the power into their 
 
 own hands, and aimed at conquest more for its own sake 
 
 than for the material advantages to be gained; and what 
 seemed incidental circumstances often led to wars which 
 
 were far from profitable to the Company., A mysterious AhigherPower 
 hand seemed to lead them on from one war of defence or 1*s: 
 aggression to another, until by the end of another century 
 
 the trading Company had become masters of an empire 
 more populous than that of Alexander or the Cesars. Up 
 
 to this time we can trace no well-defined, far less systematic, 
 
 plans for the benefit of India. Great generals, able gover- 
 
 nors, good men did appear and strove hard to introduce 
 beneficent plans for the government of the country or the 
 benefit of portions of it over which ‘they had control; but 
 
 the system was adverse to any great or beneficent measures, 
 
 a selfish policy of gain and aggrandisement was the order 
 
 of the day. 
 THIRD PERIOD.—LEGISLATION. 
 
 It was not until about the beginning of the present century 
 that we find a clear and decisive change in the policy of 
 the Company; and that originated not from within, but 
 from without. It was in the British Parliament that the 
 change was effected. 
 
 The charter of the Company had to be renewed every Responsibility 
 
 twenty years, and new powers were claimed by Parliament cence 
 as the possessions of this imperial trading corporation in- 
 creased; a sense of responsibility began to manifest itself 
 in the Legislature when the subject was discussed in 1798. 
 It was not, however, until the renewal of the charter in 
 1813 that the conscience of the country was really aroused 
 to a sense of the solemn obligations which our great power 
 and vast territories in India imposed. 
 
 It was to a small body of men that we owe the begin- The ‘Clapham 
 ning of a new era in our relations with India—a compact Ai 
 phialans of true patriots, whose greatness arose from the 
 soundness of their moral principles and the purity of their. 
 motives, and whose power sprang from the strength of their 
 convictions. The same noble band of men who achieved 
 
Charter of 
 1813. 
 
 Our responsi- 
 bility national 
 and personal, 
 
 6 
 
 the emancipation of the slaves in the West Indies, were the 
 means of introducing into East India sound principles of 
 government and the blessings of education and religion. 
 
 The contest was keen, but what the wisdom and experi- 
 ence of Grant and the eloquence of Wilberforce failed to 
 obtain in 1793 was secured in 18138. The movement in the 
 direction of a higher moral tone in the government of India, 
 and a desire to improve the condition of the people, to 
 liberate them from many of their own barbarous and immoral 
 customs, and to free the government from sinful complicity 
 in the idolatrous practices of the heathen, were greatly aided 
 by the writings of Claudius Buchanan, the son of a Scotch 
 schoolmaster, under the patronage of distinguished Indian 
 statesmen such as Lord Wellesley and Lord Minto. Buch- 
 anan was sent out by Mr. Henry Thornton, one of the 
 leaders of the ‘Clapham men,” as a chaplain to the 
 Company. 
 
 From the year 1781 the Legislature had been asserting 
 its right to a voice in the government of India, at first 
 through one of the responsible advisers of the Crown, and a 
 few years after by a ‘“ Board of Control,” and in 1793 
 several members of the Privy Council were placed upon the 
 “Board” with large powers in all matters of imperial policy. 
 
 In 1813 the monopoly of the trade with India was 
 abolished, and that with China followed in 1823. In fact, 
 “the Company” as a body of traders practically ceased to 
 exist. Instead of each of its members and servants, as. at 
 first, being of the trading class, none of the employees of 
 the Government are now allowed to engage in trade on their 
 own account, and as one consequence of this change of 
 policy, the character of the service has from that time gone 
 on in the march of improvement, and for many years the 
 public servants of the Crown in India have been as distin- 
 guished for honour, justice, and benevolence as they had 
 always been for talent, energy, and courage. 
 
 It is not, however, my intention to describe the nature of 
 the new charter or the effects of its operation. I refer to 
 the change for two reasons. 
 
 First, to call attention to the fact, that the nation has 
 been from that time responsible for the government of 
 
7 
 
 India, and, that we are individtally respi osible for the action 
 of our Government in the East, as we. ‘at. home,—that 
 we cannot escape from our obligation i 
 duties towards our fellow-subjects in India. 
 
 We are all the more under moral obligations to our Government 
 fellow-subjects in India from the fact, that«they have no ye | 
 representative voice in the choice of their rulers. They are 
 still, and for many a day must continue to be, governed as a | 
 conquered race. Our government is p@@rnal vn form, we Should be 
 are the more bound to see that it is paternal in character. pt ae We 
 The position of our country_as a Christian nation, with the 
 destiny of two hundred m¥flions of an alien race in our 
 hands, is the most solemn ever assigned by an overruling 
 Providence to any nation upon earth. This sense of respon- 
 sibility is intensified by the consideration, that these millions 
 of our fellow-subjects are nearly all Muhammadan or 
 heathen. 
 
 My second reason, for calling attention to the change in Reform must 
 the relation of the Legislature to the people of India, is to ee a 
 arrest attention on this other fact, that the most important 
 and beneficent measures for the amelioration and improve- 
 ment of the condition of the native of India have been 
 carried out by the Home Government. 
 
 Great and good men in India have originated and planned 
 most valuable measures, but under the old régume they were 
 comparatively powerless to carry them into effect. The 
 interests of trade and profits stood in the way, and blinded 
 the eyes of the Directors to any change merely for the benefit 
 of the native. But since the establishment of the “ Board of «=~ 
 Control” in 17938, and by more recent measures, Parliament 
 have taken the reins into their own hands, there is a desire 
 to rule for the higher and unselfish ends of government. The 
 heart and conscience of the nation have, to a large extent, 
 been reached, and do now sincerely seek the good of India. 
 
 If the attention of the Government and the sympathy of 
 Parliament can be fixed on any real grievance, there is a 
 fair prospect of its removal; and, convince our rulers at 
 home of any obvious benefit to be sought by legislation, and 
 if practicable, there is hope that it will be conferred. Under 
 the old rule in India a deaf ear was turned to any change 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 etfve population; and even now 
 ome of the most important 
 assed into law, owing to the 
 ay of the Administration in India, 
 by the prdudices of nat of the old residents, 
 and still more by the ho interests and selfish 
 claigs which spring up like the rank weeds of the tropics, 
 and choke the good seed of benevolent legislation. 
 @ impréverent , It is in this oy that Indian questions must be taken 
 must originate re ‘ 
 athome. up, and it is by the Houses of Parliament that measures 
 "must be carried,and their executi nvigilantly watched. With 
 the assistance of the abie and ®perienced members of the 
 Council for India, it can be most advantageously done. In 
 saying this, I make no reflection on the disinterestedness and 
 benevolence of the Government in India. Their position and 
 circumstances are such that they often cannot carry out their 
 best schemes. Like all local governing bodies, they are 
 at a disadvantage ; on the one hand, subject to the authority 
 of the Home Government, and, on the other, exposed to the 
 obstructions or the influence of interested parties, or the 
 clamour and opposition of the discontented on the spot. 
 We know the difficulties of local. governments in our own 
 country, on a small scale, and among an enlightened people. 
 It is far worse there, amidst a host of ignorant and excitable 
 natives, easily led by a handful of clever agitators. It is a 
 real kindness in the Government and Council in this country, 
 to limit and guide the Government and Council in India. 
 ~~ Character of This third period is one in which the ages of commercial 
 “- third period. an : : 
 Py adventure and military conquest are dominated by a higher 
 | and nobler spirit than those which preceded it—a spirit by 
 no means tame or unambitious, but, on the whole, a more 
 peaceable and less aggressive age—an age in which war was 
 more of a necessity for the sake of peace, or what might 
 perhaps be thought a more secure frontier. Commerce may 
 have become less dignified when deprived of the stately 
 crutches of monopoly, and the keen edge of a cutting com- 
 petition may have lowered her moral tone. The military 
 spirit has not been at rest, and legislative measures have 
 7 Higher tone. been far from satisfactory. Still; io one can dispassionately 
 ra read the history of our rule in India, from the beginning 
 
 
 
 obstructions put 1 
 
 
 
 
 
 
 
9 
 
 of the present century, without feeling that—-he is in the Measures. 
 presence of a high-minded and earnest race of men, seeking 
 
 to fulfil the grave responsibilities laid upon them by the 
 possession of such an empire. After a careful perusal of 
 
 many of the voluminous “ Blue Books” laid before Parliament 
 
 from year to year, I can testify to an evident desire to 
 promote the welfare of that great country committed to us 
 
 by a mysterious Providence. 
 
 The careful 1 eee made every year i@to the state of the Careful over- 
 country, as to its “material and moral progress,” and the 8" 
 working of its educational institutions, the minute and 
 elaborate reports with statistical tables, drawn up with great 
 labour, are unmistakable evidences of an earnest solicitude for 
 the general welfare of the country, worthy, in most respects, 
 of a wise and paternal government. 
 
 If from measures we turn to the men who have governed Character of 
 India, we are struck by the large number in every depart- Bape nes 
 ment, civil and military, who distinguished themselves, and 
 shed a lustre on our country by their character and deeds— 
 to name them all would crowd our pages, to name a few 
 would be invidious. The highest moral and intellectual 
 powers of true manhood have been illustrated by them on a 
 stage so conspicuous, and a scale so large, that they have not 
 only benefited vast multitudes by their noble deeds, but 
 have fired the imagination and roused the emulation of the 
 youth of our country. Our rule in India has enlarged the 
 views and stimulated the virtues of our rulers and our 
 people. 
 
 The one grand error which has vitiated almost all our A fundamental 
 relations to the people of India, and to which my subject 
 requires that I call attention, is our neglecting te acknowledge 
 God in the government of that country—worse than nibelete: 
 our deliberate and persistent determination not to honour 
 the God of heaven in our official acts, not even in the educa- 
 tion of the people. 
 
 I frankly admit the difficulty of the position. It would 
 have required great faith as well as great courage, in the 
 little band of adventurers who first laid the foundation of 
 our empire—a mere handful in the presence of an over- 
 whelming host of fanatical idolaters, or still more fanatical 
 
Difficulty 
 admitted. 
 
 An oppor- 
 
 tunity missed. 
 
 Not a practical 
 
 question at 
 present, 
 
 10 
 
 Muhammadans—to proclaim their determination to rule in 
 the name of the one God of the Christian, and to regulate 
 their government by the principles of His sacred Book. 
 Though I am convinced, that even then, their character 
 would have been more respected, and their rule more trusted 
 by the heathen, had they frankly declared thei faith and 
 principles. I also admit that when our Home Government 
 took the direct responsibility for the government of India 
 into their own hands, they were hampered by the legacy of 
 that rule, and the practice and precedent of so many years’ 
 standing. 
 
 The revolt of 1857, which cancelled unrighteous obliga- 
 tions, abolished dual government, and led to direct imperial 
 rule, was a grand opportunity for a reversal of the vicious 
 policy of their predecessors, while the open proclamation. 
 of its continuance, turned, that which had been formerly the 
 offence of individuals, or the errors of a Company, into a 
 national sin, and an imperial injury to India.” 
 
 A Government surrounded by and ruling over a vast 
 population, which had been accustomed to perform every act, 
 whether good or bad, private or public, in the name of a God, 
 was placed in a false and perilous position by its neutrality. 
 The Hindu invoked his god at all times, and in everything 
 he did; and his rulers, whether native or foreign, heathen or 
 Muhammadan, ruled in the name of their god. The native 
 could not understand any other basis or authority for 
 government than the Divine. To assert authority on the 
 ground of mere force or military superiority was a deeper 
 degradation to him. With his primitive notions, he would 
 have preferred to be ruled by a people whose God had given 
 them power to subdue them; and if the government exercised 
 in His name, had been from the first wise and tolerant and 
 just, we would have gained his obedience and respect, if not 
 his affection and confidence. 
 
 But this, I fear, is not now a practical question. It is vain 
 to hope for any radical and beneficial change in present cir- 
 cumstances. It would now excite a not unreasonable 
 suspicion to introduce a change, without some adequate 
 and obvious grounds for an alteration of policy. Circum- 
 
 * See Appendix B. 
 
11 
 
 stances may arise to justify such a step, but as I cannot see 
 how they can arise, except through another revolt, or some 
 justification of a great display of our power, and a call for a 
 fresh proclamation of our authority, I dare neither desire 
 nor advocate sucha change. I could not avoid asserting the 
 principle, both because it 1s sound in policy, and because of 
 its bearing on the question of education. 
 
 The want of a Divine authority, and a sacred rule of action Want of a 
 
 : - ; Divine autho- 
 to appeal to, became painfully manifest when Government, rity, rule, and 
 under a sense of its responsibility, took steps to elevate the ™°#ve 
 moral as well as the intellectual condition of the people. 
 
 This came out in the despatches of the earlier half of the 
 present century. 
 
 We have an illustration of this want of an adequate rule 
 and motive in a despatch of the Court of Directors of 1827. 
 They dwelt ‘‘ on the importance of raising up educated natives 
 of high moral character for the discharge of public duties.” 
 They say: “ To this, the last and highest object of educa- 
 tion, we expect that a large share of your attention will be 
 applied. We desire that the discipline of these [educational] 
 institutions may be mainly directed towards raising among 
 the students that rational self-esteem which is the best 
 security against degrading sins; and we particularly direct 
 that the greatest pains may be taken to create habits of 
 veracity and fidelity, by inspiring the youth with a due 
 sense of their importance, and by distinguishing, with the 
 approbation of Government or its discontinuance, those who 
 do, or do not, possess these qualifications.” 
 
 Now, nothing could be better than the aim of this despatch 
 and the zntentions of the Directors. To elevate the moral 
 character, to inculcate veracity and fidelity, to bestow rewards 
 on the upright, and withdraw them from the dishonest, are 
 most important. We applaud the aims and honour the 
 Directors for their good intentions. But mark the utter 
 inadequacy of means to the end. 
 
 There is no moral standard to appeal to, no Divine 
 authority to overawe or encourage, no future rewards beyond 
 the temporary salaries of the inferior offices in the Company’s 
 service. They cannot quote the purer portions of the 
 Shastras, the better portions of the Koran, nor the sacred 
 
Poor substi- 
 tutes. 
 
 The system a 
 failure, 
 
 Historical 
 sketch from 
 1813. 
 
 12 
 
 words of Scripture—that would be teaching religion. They 
 dare not appeal to the authority of the many gods of heathen- 
 ism, the one God of Islam, nor the Triune God of Christianity 
 —that would be theology. Their system shuts them out from 
 an appeal to the rewards and punishments of a future 
 state. The transmigrations of the Hindu, the paradise of 
 the Muhammadan, and the heaven of the Christian are all 
 excluded as beyond the prescribed region of the secular 
 instruction to which they have limited the entire circle of 
 knowledge. 
 
 The only standard to which they can direct the youth of 
 India is a “‘ RATIONAL SELF-ESTEEM,” which they declare is 
 “ the best securityagainst degrading vices.” The only motives - 
 to virtuous action are hope of the rewards of Government 
 service, and the fear of their withdrawal. In other words, 
 self-esteem is made to take the place of conscience. ‘“‘ The 
 Company ” takes the place of a personal Divine Providence, 
 and the payment or withdrawal of paltry wages are to be the 
 rewards and punishments of the educated natives of India. 
 
 Is it surprising that suth a system of education should 
 fail? That the “rational self-esteem” should in the great 
 majority of cases develop itself in the form of intolerable 
 self-conceit; and that “John Coompany,” as this new divinity 
 was irreverently called by the precocious youths who had 
 been emancipated from all faith in the more formidable 
 gods of their fathers, should be regarded as a usurper or 
 imposter,—his rewards, when bestowed, received without 
 gratitude, and when withheld his authority despised and his 
 government hated ? 
 
 When such principles are adopted, and such a position 
 assumed, by a company of merchants, however respectable, it 
 excites contempt or ridicule; when accepted by a Christian 
 government it calls forth a deep sense of humiliation and 
 sorrow. 
 
 INTRODUCTION AND INFLUENCE OF GOVERNMENT 
 EDUCATION. 
 
 It is desirable that we briefly sketch the origin, the diffu- 
 sion, and results of the Government education in India. 
 In renewing the charter in 1813, Parliament required, 
 
13 
 
 in addition to many material advantages conferred on the 
 natives, and religious privileges given to the Christian 
 Church and to the British residents in India, that the 
 modest sum of £10,000 should be devoted by the Company 
 to the encouragement of education, This sum was expended 
 partly in improving and extending the higher vernacular 
 education of the natives, and still more in encouraging the 
 study of the Eastern classics—Sanscrit, Arabic, and Persian 
 —and in the translation of scientific and classic works from 
 the English into the vernacular languages of India. At the 
 commencement of that period the use of English as a medium 
 of education was not thought of. 
 
 The origin of the idea of using the English language as Origin of the 
 a means of educating the youth of India, and introducing een ae 
 them to the rich treasures of the Western literature— &™8* 
 treasures greater far than the gold and precious stones of 
 India, which for centuries fired the imagination and excited 
 the cupidity of Europe, for some time baffled inquiry. I 
 looked for some great genius as the founder of such a system, 
 and for profound philosophic princfples on which its founda- 
 tion had been laid, but looked in vain. It was not until 
 long after the system had been in practice, and its influ- 
 ence felt, that philosophers discussed it, and Government 
 adopted it. 
 
 From missionary notices, it appeared that in 1818 the 
 Serampore Mission established a school for teaching English 
 to the natives of India, without requiring their attendance 
 on religious exercises, and in the same year Dr. Inglis, who 
 was the founder of educational missions, preached a sermon 
 in Edinburgh, in which he urged the adoption of the English 
 language as the means for attracting the Hindus, and 
 bringing them under the influence of the Gospel. On 
 further inquiry, however, it was apparent that while the 
 employment of English as a moral or missionary agency 
 in India was first used or advocated by Marshman and Inglis, 
 the discovery was made, like many great discoveries, by a 
 seeminy accident, but what was in reality the carrying out of 
 the simple law of supply and demand. There had long been a 
 felt need for a knowledge of English by the natives, for the 
 sake of employment in English families and warehouses, and 
 
Mr. Hare’s 
 school. 
 
 A native 
 
 scholar’s re- 
 
 collections, 
 
 14 
 
 as the prospect of service of a humble kind in Government 
 offices opened up, the demand increased. 
 
 It was in this state of matters that a benevolent watch- 
 maker in Calcutta, of the name of Hare, taking pity on the 
 many half-caste children who were growing up in ignorance 
 and depravity, neglected by their unnatural fathers, and cast 
 off by native society, to which their mothers belonged, which 
 had no place for them in its rigid system of caste, opened a 
 free school for their instruction. Mr. Hare at first received 
 only these outcast Eurasian children, but as they formed a 
 connecting link with the Hindus, it led to earnest applica- 
 tion for admission on the part of the natives, to which he 
 generously responded. The system spread in Calcutta, and: 
 was soon introduced into the other cities where any con- 
 siderable body of English residents were settled. 
 
 The origin and progress of the study of the English language 
 is graphically described by one who is himself an illustrious 
 example of what education can do for the Hindu, when the 
 study of literature and science is based on moral principle 
 and Christian truth, resulting in his case, not only in the 
 highest culture, but in Christian character. The Rev. Lal 
 Behari Day, in his “ Recollections of Dr. Duff,” repeats the 
 old story of the dhobi, or washerman, who was the first to 
 acquire a few English words when washing the linen of a 
 ship’s company 1n1634,and to teach them to his countrymen. 
 “In 1774,” he says, “a stimulus was given to a desire for 
 English amongst respectable Bengalis by the establishment 
 of the Supreme Court in Calcutta, but the only aids to the 
 study were one or two spelling-books or vocabularies of very 
 limited extent.” ‘In course of time,” he goes on to say, “ some 
 Eurasians in Calcutta lent their services to the cause of native 
 education. They went to the houses of rich Baboos and gave 
 instruction in English. They received pupils into their 
 own houses, which they turned into schools. Under the 
 auspices of these men the curriculum of studies was en- 
 larged. To the ‘Spelling Book’ and the ‘Schoolmaster’ 
 were added the ‘Tales of a Parrot,’ the ‘ Elements of English — 
 Grammar,’ and the ‘Arabian Nights’ Entertainments.’ The 
 man who could read and understand the last-mentioned 
 book was reckoned in those days a prodigy of learning. 
 
15 
 
 “The year 1817 is a memorable time in the history of 
 English education in Bengal. In that year the Hindu 
 College was established. The honour of originating that 
 institution belongs to David Hare, a watchmaker in Calcutta. 
 The rough plan which he had sketched of the institution 
 fell into the hands of Sir Edward Hyde East, then Chief 
 Justice of the Supreme Court in Calcutta, who liked the 
 proposal, and took measures for reducing it to practice. 
 This institution, which was at first a school of very humble 
 character, rose into a college chiefly through the exertions of 
 the great Sanscrit scholar, Horace Hayman Wilson, who 
 was Secretary to the Committee of Public Instruction, 
 appointed in 1823 by Government. The success of the 
 Hindu College induced some native gentlemen to set up 
 private schools, the most eminent of which was the Oriental 
 Seminary. The attainments of the youths attending these 
 schools, but especially the Hindu College, were considerable. 
 They were familiar with the historical works of Hume, 
 Robertson, and Gibbon; with the economic works of Adam 
 Smith and Jeremy Bentham; with the philosophical works 
 of Locke, Reid, and Dugald Stewart; and with the poetry 
 of Shakespeare, Milton, Dryden, Pope, Burns, and Scott. 
 
 “Such was the state of English education when Duff 
 reached Calcutta in 1830.” 
 
 The demand for education increased with the openings 
 made for employment in the public works which the Govern- 
 ment began in the earlier part of the present century to 
 carry on for the material benefit of the country. And when 
 the Government offices and Civil Service were thrown open, 
 in certain departments, to the natives, the spur of ambition 
 was added to the love of gain, to intensify the already strong 
 desire to acquire English, which was not only the key of 
 knowledge, but the door to wealth and honour in the eyes 
 of the poor and down-trodden races of India. 
 
 The arrival of Alexander Duff in Calcutta in the year Dr. Duff's 
 1830 formed a new era in education and in missions in" 
 India. Though the founder of neither, his methods were as 
 original as they were important. His clear judgment saw 
 the true significance of the state of society in the capital. 
 His intrepid spirit at once entered on an independent line 
 
Introduction 
 of religion. 
 
 English versus 
 vernacular 
 languages, 
 
 16 
 
 of action, different from that of his predecessors, and the 
 many good and honoured men who were at work around 
 him. In direct opposition to the letter of his instructions 
 from the committee which sent him out; instead of going 
 as directed to some quiet rural district of the country, or 
 employing the English language as a mere educational pro- 
 cess, as had been done by Mr. Hare and the Government, or 
 introducing timidly a little religion at a stated hour when 
 the heathen were at liberty to absent themselves, as was then 
 done at the institution in Serampore, he gave it distinctly 
 to be understood that he was a religious teacher, that his 
 great aim was the conversion of the pupils, and that educa- 
 tion, with all its importance, was only a means to a higher 
 end—the formation of the character and the salvation of the 
 soul. 
 
 But while education was only a means to an end, he 
 manifested his sense of its importance, and with all his charac- 
 teristic fervour and indomitable energy, he set himself to 
 adapt a system of instruction so thorough and perfect, that 
 within a few months Duff’s school was the wonder and 
 admiration of Calcutta. And, in a short time, so far 
 superior to all competitors, that in spite of the dread of his 
 fervent piety and proselytising zeal, his school was the 
 largest and most popular in the Presidency, and himself the 
 most admired and loved of all the teachers in Calcutta. 
 
 In 1833, when Indian affairs came for their periodical 
 consideration before Parliament, the conscience of our 
 country again demanded and obtained great advantages for 
 India, and, amongst others, a great increase of money 
 grants for education, which now began to assume a charac- 
 ter of imperial importance. The grant of £10,000 in 1813 
 was increased tenfold, and great interest was excited in the 
 question as to the best way of imparting to the natives of 
 India the full light of western science and literature. Now 
 burst forth in earnest the smouldering controversy between 
 the advocates of the vernacular and English languages, as 
 the medium of instruction. Into that controversy I cannot 
 now enter. It is deserving of, and will demand, earnest 
 reconsideration on an early day. Without going the length 
 to which the “Orientalists” went, there is an important 
 
1 
 
 principle at the base of the position occupied by such men 
 as James and Thoby Princep, Shakespeare, and others, 
 which must assert itself sooner or later. The importance of 
 English cannot be over-estimated, if it be kept in its proper 
 place, and within due limits. These have been of late 
 overstepped, and there are symptoms of a natural reaction, 
 which will require to be watched lest it be carried too far 
 in the opposite direction. 
 
 - It is, however, with facts, not principles, we have now to 
 do. The battle between the advocates of the Oriental and 
 English languages was carried on both within and outside 
 the Council Chamber. In this contest the eloquence, 
 and still more, the practical work of Dr. Duff were of 
 great service; but the tide was not turned until the arrival 
 of a powerful ally in the person of Thomas Babington 
 Macaulay. 
 
 There seemed a providence in the way Mr. Macaulay had Macaulay’s 
 been raised up for his work in India. The son of as pure ™%* 
 and devoted a Christian patriot as ever toiled for the poor 
 and oppressed of our race, and trained under the influence 
 of the “Clapham Set,” of which his father, Zachary,* was 
 the hidden spring, Mr. Macaulay was prepared to take an 
 enlightened and generous view of any question affecting the 
 interests of the natives. 
 
 The “minute” drawn up by him in 1835, now an Ent 
 lish classic rather than an official paper, put an end to contro- 
 versy, and introduced a new policy. From that date the 
 English language has been the great subject of study in 
 Government schools and colleges, and the medium through 
 which all the higher branches of study are carried on. While 
 the native classic and vernacular languages are taught, not 
 only English literature and history, but all the sciences, and 
 even mathematics, in which the Hindus had long excelled, 
 are taught by English teachers in the English tongue. For 
 twenty years this method went on increasing in efficiency 
 and extent, and so popular is it with the natives that they 
 required to be urged to study their own vernaculars, and it 
 needs a bribe to get them to attend the old endowed classes 
 for Sanscrit, Arabic, or Persian. 
 
 * See Appendix C, on Zachary Macaulay. 
 
18 
 
 DESPATCH OF 1854. 
 
 We are now arrived at the most important period of our 
 educational policy in India, and this was another proof of 
 Importance of the importance of having the affairs of that country brought 
 dct Garg before Parliament in such a form as to fix on our Eastern 
 eae ques- empire that earnest attention which calls into lively exercise 
 the intelligence and conscience of the nation. Now that 
 the necessity for a renewal of the charter every twenty years 
 no longer exists, it is almost impossible to get the House of 
 Commons to listen to a debate on the most important 
 questions affecting the welfare of the two hundred millions 
 of our Eastern empire. Nothing less than a war which 
 demands millions of our gold to carry it on, or a famine, by 
 which millions of lives are carried off, will secure a hearing, 
 and these are times which call for special shifts and tem- 
 porary expedients, not for large and comprehensive measures. 
 The periodic revisions of the charter, especially since the 
 end of last century, were in reality eras in the history of our 
 rule in India. That for 17938 sanctioned, besides material 
 benefits, important religious advantages. These were much 
 extended in 1813, when the first grant for education was 
 made. In 1833 this grant was raised tenfold; and in 1853 
 a principle was laid down which extended it indefinitely, and 
 in actual outlay has raised it seven or eight fold. Had the 
 whole question been raised in a similar way in 1873, we 
 doubt not the results would have been of equal importance 
 and advantage to that country. 
 peesing I give in the Appendix a summary of the famous de- 
 despatch. spatch of 1854, issued for the Government by Sir Charles 
 Wood (Viscount Halifax),* and shall now call attention to 
 some of its more important features. The first is one which 
 2 Seay the evidently formed a main ground for the new legislation — 
 education. V1Z., TO ENLARGE THE circle OF STUDY BY INTRODUCING A 
 GREATER NUMBER OF USEFUL SUBJECTS INTO THE HIGHER 
 DEPARTMENTS, AND TO EXTEND THE sphere OF EDUCATION 
 SO AS TO REACH THE LOWER CLASSES OF SOCIETY. 
 The despatch calls attention to the fact, that up to that 
 time the aim seemed to have been to educate a few to a very 
 
 * See Appendix D. 
 
19 
 
 high pitch of excellence, to the neglect of the general 
 education of the people. After referring to the importance 
 of the subject, and the advantages to be gained, section six 
 runs thus :— 
 
 Par. 6. ‘Aided, therefore, byample experience of the past, and the 
 most competent advice for the future, we are now in a position to 
 decide upon the mode in which the assistance of Government should 
 be offered TO THE MORE EXTENDED AND SYSTEMATIC PROMOTION OF 
 GENERAL EDUCATION in India, and on the measures which should at | 
 once be adopted to that end.” 
 
 So that the extension of general education was the special 
 aim of Government in this despatch which introduced the 
 new policy. 
 
 This view is confirmed by the tenth paragraph, which is 
 as follows :— 
 
 Par. 10. “We have also received most satisfactory evidence of 
 the high attainments in English literature and Huropean science, 
 which have been acquired of late years by some of the natives of 
 India. But this success has been confined to but a small number of 
 persons ; AND WE ARE DESIROUS OF EXTENDING FAR MORE WIDELY 
 THE MEANS OF ACQUIRING GENERAL HUROPEAN KNOWLEDGE, OF A 
 LESS HIGH ORDER, but of such a character as may be practically 
 useful to the people of India in their different spheres of life. To 
 attain this end it is necessary, for the reasons which we have given 
 above, that they should be made familiar with the works of Euro- 
 pean authors, and with the results of the thought and labour of 
 Europeans on the subjects of every description upon which know- 
 ledge is to be imparted to them; and to extend the means of 
 imparting this knowledge must be the object of any general system 
 of education.” 
 
 To remove any doubt as to this being the aim of the 
 Home Government, I quote the following from the thirty- 
 ninth paragraph :— 
 
 Par. 39. “ . . . The wise abandonment of the early views with 
 regard to native education, which erroneously pointed to the 
 classical languages of the East as the media for imparting European 
 knowledge, together with the small amount of pecuniary aid which 
 in the then financial condition of India was at your command, has 
 ded, we think, to too exclusive a direction of the efforts of Govern- 
 
Colleges aided 
 by grants to 
 supersede 
 Government 
 colleges, 
 
 20 
 
 ment towards providing the means of acquiring A VERY HIGH DEGREE 
 OF EDUCATION for a small number of natives of India, drawn for 
 the most part from what we should here call the higher classes.” 
 
 Paragraph fifty-two shows that the extension of the 
 higher education in future is to be carried out, not by 
 increasing the number of Government colleges, but by the 
 system of grants-in-aid now for the first time introduced, 
 
 Par. 52, “ We have, therefore, resolved to adopt in India the 
 system of grants-in-aid which has been carried out in this country 
 with very great success; and we confidently anticipate by thus 
 drawing support from local resources, in addition to contributions 
 from the State, a far more rapid progress of education than would 
 follow a mere increase of expenditure by the Government; while 
 it possesses the additional advantage of fostering a spirit of reliance 
 upon local exertions and combinations for local purposes, which is 
 of itself of no mean importance to the wellbeing of a nation.” 
 
 To show that the Government intended to encourage 
 missionary colleges and schools as well as those supported 
 by natives and resident Europeans, the following tribute is 
 paid to their labours in the past :— 
 
 Par. 50, ‘“* At the same time, in so far as the noble exertions of 
 societies of Christians of all denominations to guide the natives of 
 India in the way of religious truth, and to instruct uncivilised 
 races, . . . have been accompanied, in their educational establish- 
 ments, by the diffusion of improved knowledge, they have largely 
 contributed to the spread of that education which it is our object 
 
 to promote.” 
 
 In confirmation of our interpretation of the intention of 
 Government, we quote the following from paragraph eighty- 
 SIX :— 
 
 Par. 86. “ . .. We confidently expect that the introduction 
 of the system of grants-in-aid will very largely increase the number 
 of schools of a superior order; and we hope that before long 
 sufficient provision may be found to exist in many parts of the 
 country for the education of the middle and higher classes, inde- 
 pendent of the Government institutions, which may then be closed as 
 has been already the case in Burdwan in consequence of the 
 
 enlightened conduct of the Raja of Burdwan, or they may be 
 
 _ transferred to local management.” 
 
21 
 
 This shows that the Home Government not only looked 
 to the system of grants-in-aid as a means of saving the 
 Indian Government from spending more on the extension 
 of the higher education than they had been expending up 
 to that time, but that it would lead to the lessening of that 
 expense by the withdrawal of some of the colleges then 
 in existence. 
 
 That this is the right interpretation of the despatch is 
 placed beyond a doubt by the paragraphs sixty-one and 
 sixty-two, which we must quote in full. We do not even 
 take the liberty of altering the type as we have done in 
 some other quotations :— 
 
 Par. 61. “ We desire to see local management under Government 
 inspection, and assisted by grants-in-aid, taken advantage of where- 
 ever it is possible to do so, and that no Government colleges or 
 schools shall be founded for the future in any district where a 
 sufficient number of institutions exist capable, with assistance 
 from the State, of supplying the local demand for education. But 
 in order fully to carry out the views we have expressed with 
 regard to the adequate provision of schools throughout the country, 
 it will probably be necessary for some years to supply the wants 
 of particular parts of India by the establishment, temporary sup- 
 port, and management of places of education of every class, in 
 districts where ane is little or no prospect of adequate Toe 
 efforts being made for this purpose, but where, nevertheless, they 
 are urgently required.” 
 
 Mark the explicit expression of the desire for local volun- 
 tary effort, and the caution with which any extension of 
 higher instruction is allowed. It will only “ probably ” be 
 required in any case, and it is only when “urgently 
 required” that it is to be allowed, and even in such an ex- 
 treme case it is only to be “temporary support” that is to 
 be given. 
 
 Par. 62. “ We would look forward to a time, when any general 
 system of education, entirely provided by Government, may be dis- 
 continued with the gradual advance of the system of grants-in-aid, 
 and when many of the existing Government institutions, especially 
 those of the higher order, may be safely closed, or transferred to 
 the management of local bodies under the control of and aided by 
 the State ; but it is far from our wish to check the spread of edu- 
 
 Local effort 
 with grants-in~ 
 aid desired, 
 
Professional 
 or. technical 
 instruction. 
 
 General col- 
 leges—two 
 classes. 
 
 eR een 
 
 22 
 
 cation in the slightest degree, by the abandonment of a single school 
 to probable decay, and we therefore entirely confide in your discre- 
 tion, and in that of the different local authorities, while keeping 
 this object steadily in view, to act with caution, and to be guided 
 by special reference to the particular circumstances which affect 
 the demand for education in different parts of India.” 
 
 This needs no comment. I would only ask a second perusal 
 of the first half of this paragraph. 
 
 The aim, then, is, while keeping up the standard for a few, 
 to “extend far more widely the means of acquiring a 
 general European knowledge OF A LESS HIGH ORDER,’ but 
 practically useful in every-day life. 
 
 By way of enlarging the circle of study, it is proposed to 
 introduce technical or professional schools and colleges for 
 the study of medicine, law, engineering, industry and design, 
 and agriculture; and by way of extending the sphere, arrange- 
 ments are made for establishing normal schools for the 
 educating and training of native teachers for elementary and 
 middle schools. In fact, the spirit of the despatch breathes 
 a generous desire’ to extend the benefits of a useful educa- 
 tion to the whole country, instead of limiting it to a favoured 
 few in the large cities, as had been done previously. In 
 paragraph forty, after having called attention to the too 
 exclusive regard hitherto paid to the education of a few of 
 the higher class, they justly say :— 
 
 “The higher classes are both able and willing, in many cases, to 
 bear a considerable part, at least, of the cost of their education.” 
 i 
 
 The establishment of general colleges was no part of the 
 scheme of the despatch. These were in existence before, 
 and were of two kinds; first, ‘Government colleges ;” and 
 by that must be understood something entirely unlike any- 
 thing known in this country. They are built with Govern- 
 ment money, supported by Government funds, the professors 
 are appointed by Government, and all the arrangements are 
 under Government authority. The pupils pay a fee of from 
 ten to twelve rupees a-month, which goes but a little way 
 towards the expenses of institutions which are carried on in 
 an imperial style, and at great expense. 
 
 The other colleges are supported by endowments or 
 
23 
 
 voluntary subscriptions, from every class and denomination 
 in the country, native and foreign, heathen, Christian, and 
 secularist. These voluntary or private colleges were in 
 existence before those of the Government, but received, with 
 a few exceptions, no Government assistance or recognition, 
 until after the new era introduced by the despatch of 
 1854. One of the benefits conferred by it was the en- 
 couragement and assistance given to voluntary effort_ of 
 every kind. ‘‘ Grants-in-aid” were an essential feature 
 of the despatch. They were not only given—the prin- 
 ciple is laid down again and again that it was the aim 
 of Government to foster liberality on the part of in- 
 dividuals and societies, and to encourage the spirit of 
 independence and self-reliance in the natives, as of itself 
 an important part of education. Not only so, but they 
 declare repeatedly that it shall be a part of their plan to 
 withdraw from the field as soon as adequate agencies can be 
 raised up for carrying on the higher education, and to 
 devote the money so saved to the extension of education in 
 the rural districts, and amongst the poorer classes. 
 
 UNIVERSITIES EsTABLISHED FOR THE ENCOURAGEMENT OF 
 PRIVATE COLLEGES, SUPPORTED BY LocaL AND MIs- 
 SIONARY RESOURCES AND “‘ GRANTS-IN-AID.” 
 
 The establishment of the universities had a direct bearing The univer- 
 on this part of their scheme, and was designed to encourage i ee 
 independent effort, and to prepare the way for Government 1s bodies. 
 withdrawing from the costly work of direct education. In 
 
 paragraph re they say :— 
 
 Par, 40. “We have, by the establishment and support of these 
 colleges, pointed out the manner in which a liberal education is to 
 be obtained, and assisted them to a very considerable extent from 
 the public funds. In addition to this we are now prepared to give, 
 by sanctioning the establishment of universities, full development 
 to the highest course of education to which the natives of India or 
 of any other country can aspire; and besides, by the division of 
 university degrees and distinctions into other branches, the 
 exertions of highly-educated men will be directed to the studies 
 which are necessary to success in the various active professions of 
 
Despatch of 
 1863. 
 
 Stanley’s’ 
 despatch of 
 1859, 
 
 24 
 
 life. We shall, therefore, have done as much as Government can do 
 to place the benefits of education plainly and practically before the 
 higher classes in India.” 
 
 That this was their design is made clear by the following 
 “Extract from the Proceedings of the Government of India 
 in the Home Department,” passed on the 29th July, 1869, 
 in which, amongst other formal resolutions, they declared 
 that, “ Already the Government has gone far beyond the 
 intentions of the despatch of 1854, which declared THAT THE 
 PROVISION OF UNIVERSITIES, as the examining bodies for 
 higher education, WAS ALL THAT THEN REMAINED FOR THE 
 GOVERNMENT TO Do.” * 
 
 This feature of the Government plan of 1854 has been 
 too much overlooked by the Executive in India, and is 
 practically ignored by the officials of the universities and 
 colleges. But here is the principle clearly established in 
 1854 and acknowledged in 1869—that universities were 
 set wp for the encowragement of private and aided colleges, 
 and that it was the design that Government colleges should 
 eventually give place to these. 
 
 THE HoME GOVERNMENT HAS NEVER CHANGED ITS POLICY 
 SINCE 1854, 
 
 Lest any should say that our Government has altered its 
 policy of limiting direct teaching of the higher classes at 
 its own expense, and directing its chief effort to extending 
 education downwards to the more needy, where stimulus and 
 aid were more required, let me call attention to the follow- 
 ing official utterances, extending over many years, and which 
 show that the policy is unchanged. 
 
 In 18638, the Home Government thus expressed itself :— 
 
 “Tt was one great object proposed in the despatch of the 19th 
 July, 1854, to provide for the extension to the general population 
 of those means of obtaining an education suitable to their station 
 in life, which had hitherto been too exclusively confined to the 
 higher classes; and it is abundantly clear, from Lord Stanley’s 
 despatch of 7th April, 1859, that Her Majesty’s Government 
 entertained at that time the same sentiments which had been 
 
 * Blue Book, p. 468. 
 
25 
 
 expressed by the home authorities in 1854... . But I think it 
 necessary to declare that Her Majesty’s Government have no intention 
 of sanctioning a departure from the principles already deliberately 
 laid down, and that, while they desire that the means of obtaining 
 an education calculated to fit them for their higher position and 
 responsibility should be offered to the upper classes of society in 
 India, they deem it equally incumbent on the Government to 
 take, at the same time, all suitable measures for extending the 
 benefits of education to those classes of the community ‘who,’ as 
 observed in the despatch of July, 1854, ‘are utterly incapable of 
 obtaining any education worthy of the name by their own unaided 
 efforts.” * 
 
 In 1864, Sir Charles Wood wrote :— Sir C. Wood 
 
 in 1864. 
 “Those principles are that, as far as possible, the resources of 
 the State should be so applied as to assist those who cannot be 
 expected to help themselves, and that the richer classes of the people 
 should gradually be induced to provide for their own education.” 
 
 The Duke of Argyll writes, May, 1871, to the Viceroy :— na of Argyll, 
 
 Par. 5. “I should be understood as approving generally of the 
 main principle which runs through your despatch, that the Govern- 
 ment expenditure should, as far as possible, be reduced with 
 reference to the education of those who are well able to pay for 
 themselves, and should be mainly directed to the provision of an 
 elementary education for the masses of the people.” 
 
 Par. 9. “If once we can instil into the real upper classes of 
 India, that one of the main duties of society is to provide for the 
 sound primary instruction of the humbler classes, we shall lay the 
 real foundation for that general system of education which it is the 
 desire of your Excellency’s Government to establish.” 
 
 Again, on 4th June, 1873, the Duke of Argyll writes to 1873. 
 the Viceroy :— 
 
 Par. 9. “In conclusion, J must express my concurrence with 
 your Excellency in considering that the Lieutenant-Governor (Sir 
 George Campbell) has not departed from the broad line of educa- 
 tional policy which has been laid down by Her Majesty’s Govern- 
 ment during a long series of years, and in cordially approving the 
 steps his Honour has taken to give a more practical tone to 
 education in Bengal. The advance which has been made in the 
 
 * Blue Book, 1870, p. 11. 
 
26 
 
 encouragement of the primary instruction of the people is also a 
 subject of congratulation.” 
 
 saa Campbell, Sir George Campbell, Lieutenant-Governor of Bengal, 
 ; writes to the Director of Public Instruction, 1872 :-— 
 
 “ Tt is not the policy of the Government to discourage English 
 or high education, but it is its policy not to devote an entirely dis- 
 proportionate amount of the funds at the disposal of the Local 
 Government to the education of a very limited number of persons, 
 to the comparative exclusion of the much greater number who have 
 equal claims on the State.” 
 
 Government But while these have been the plans of the Home Govern- 
 colleges ; ; ; 
 increased. ment, what has been the practice in India? Instead of 
 
 withdrawing the Government colleges, they have doubled 
 the number, and multiplied the cost. Instead of encouraging 
 local effort, they have made the maintenance of colleges by 
 missionary societies almost impossible, and what is, if stig 
 more to be deplored, they have pauperised the richer classes 
 of the natives by leading them to depend on Government 
 doing almost everything for them. I admit the difficulty 
 of withdrawing from these Government colleges when the 
 natives have got to value and use them. But this difficulty 
 should have induced caution in establishing new ones, all 
 the more that Government never meant the number to be 
 increased but rather diminished. 
 
 The principle ought to have been laid down that a college 
 could only be set up in a new locality where a stimulus to 
 the higher education was required, by giving one up where 
 it was no longer needed. Instead of this, what do we find? 
 In 1854 there were only fourteen general colleges sup- 
 ported by the Government, as I find from the Blue Book, 
 and on inquiring at the Indiapf Office the other day, I am 
 favoured by the following ret 
 
 ‘In 1876-77 there were— 
 
 Government colleges—General ; Sites: 
 i iE Professional . apa br 
 46 PP) 
 
 It may be said with apparent truth that twenty-nine 
 general colleges are quite insufficient for the wants of the 
 
27 
 
 millions of India, and even if we add the seventeen aided 
 colleges, with a total of less than 5000 graduates in all 
 the colleges of India, what are these among so many? 
 Compared with the colleges in European countries, it would 
 be miserably inadequate. But this is an inverted way of 
 looking at the subject. We must consider the state of 
 education in the country, the demand for the higher, and 
 the need for the lower culture. If the natives had developed 
 such a system, and maintained it themselves, no one could 
 find fault; but when the vast proportion of the attention 
 and funds of the Imperial Treasury are devoted to fostering 
 a fictitious culture in the higher, above the wants and habits 
 of the people, it is both unnatural and pernicious. I know 
 the idea prevailed that education would ‘filter down” from 
 the higher to the lower class. This, as is shown by Mr. 
 Howell, when Under-Secretary, has proved a mere delusion 
 and a snare. It could not but fail, when that higher culture 
 was an exotic, taught in a foreign tongue, and by foreign 
 teachers. There is no analogy between the English language, 
 as taught in India, and the Latin tongue, as used on the 
 revival of learning in Europe; and even it failed to reach the 
 body of the people, although the priesthood read it, and the 
 people heard it in the daily services of the Church for cen- 
 turies before. So much is the English system unnaturally 
 forced, that the distinctive peculiarities of Cambridge and 
 Oxford can be traced in the universities of Calcutta and 
 Bombay. In the “Return” for 1870, it is said (p. 49)— 
 “There is a difference of kind between those two univer- 
 sities, corresponding to the difference between Cambridge 
 and Oxford. The Calcutta University has been, I believe, 
 chiefly moulded by Cambridge men, and the Bombay 
 University has certainly taken its direction from a prepon- 
 derance of Oxford men among its founders.” Is India 
 generally educated to a position for profiting by such an 
 exotic system of horticulture ? 
 
 WoRK ACTUALLY ACCOMPLISHED IN LOWER DEPARTMENT 
 OF EDUCATION. 
 
 I thankfully acknowledge the large amount of good which 
 has been accomplished in the education of the lower classes 
 
Increase of 
 Government 
 schools, 
 
 and of private 
 schools, 
 
 Abetter system 
 and moral tone 
 introduced, 
 
 28 
 
 since 1854. There is a great increase in the number of 
 children of the poorer class under direct instruction in Govern- 
 ment schools. In 1854 there were only 40,000 youth of 
 all classes under instruction by Government; now there are 
 700,000 in Government schools and colleges. In addition, 
 they have assisted both native and missionary societies in 
 extending their useful operations, but as there is no record 
 of the numbers attending this class of schools before 1854, 
 we cannot tell to what extent the grant-in-aid system has 
 led to their numerical increase; it must have been con- 
 siderable. Government now gives, in the form of grants-in- 
 aid, to private schools and colleges of all classes, supported 
 by both foreigners and natives, the sum of £112,000 a-year. 
 
 I also give the present system full credit for introducing 
 a better system of teaching, and better class-books into 
 native schools, which are not deriving any direct benefit 
 from grants. A higher style of teaching and better tone 
 has been pretty largely diffused through Government example 
 and influence. But let us look at what has been left undone, 
 and compare the expenditure on the higher with that on the 
 lower education,—keeping in mind that it was the object of 
 the despatch of 1854, and has ever since been the aim of 
 the Home Government, to extend and foster the lower and 
 leave the higher to the influence of the universities and the 
 resources of the richer classes, 
 
 From the last returns laid before Parliament, I find the 
 following facts. The entire sum expended from the Im- 
 perial Treasury on education in India in 1878-79 was 
 £730,000. I cannot show how the whole of this sum was 
 expended, but the following items are instructive. 
 
 RETURNS FOR THE YEAR 1876-77. 
 
 The number educated in the 29 General Collegesis . eet 
 17 Special or Professional do.is 1 " 01 
 The number attending High Schools, the feeders for College, is 27, 760 
 
 
 
 £186, 694 are spent on . , ; ; EE 
 of the better-off class, 
 £85,469 are spent on . : : : , : . 641,376 
 of the poorer class. 
 £92,000 are spent on the 29 colleges, with . , 3,331 
 
 students. 
 
29 
 
 The Aided Schools and Colleges, which receive from the Imperial 
 Treasury £112,000. 
 
 
 
 Educated in 19 General Colleges, : : . 1,414 students. 
 re 25 Normal Schools for Males, . foci fo lTE Be echee 
 A. 13 dt. for Females, . 463, 
 Hg 203 Schools of Higher Class, . . 36,901 pupils. 
 bp) ited ¥ Middle, . f 90,0008 +) 
 bl eopptete 3 Lower, . : ATO RT ae 
 ee PeLOG » for Girls, : : AAD 319 ae, 
 5, 1,850 Mixed Schools, ) tl OO ORE: 
 723,785 
 
 It will be seen that the amount spent on the higher 
 education 1s out of all proportion to the sum spent on the 
 elementary, where it is far more needed. The sum £186,694 
 to educate highly 32,792 of the youth of India, the great 
 majority of whom are well able to pay for their own educa- 
 tion, while the paltry sum £85,480 is spent on 641,376 
 of the humbler classes, who can ill afford to pay anything, 
 is out of all proportion. 
 
 But there is another feature of this system which brings Injustice of 
 out its positive injustice. To supplement the small amount bee nati 
 spent on elementary instruction, a special tax is imposed for 
 their support, which falls, directly or indirectly, chiefly on 
 the humbler classes, while by far the greater part of the 
 imperial funds, spent so largely on the higher education, is 
 drawn from these same poor and neglected classes. * 
 
 It adds to this injustice that the higher education is fitted 
 and designed to qualify the favoured richer class for lucrative 
 employments, while the elementary gives no such advantage. 
 The imposition of this education-tax accounts for the educa- 
 tion of half-a-million of pupils for the sum of £85,000 from 
 the Imperial Exchequer. The tax itself is not unreasonable, 
 but it is hard to make the same class pay for the higher 
 education also. 
 
 * It was pointed out long ago by Col. Davidson, that it costs the Government 
 as much to educate one rich Brahmin as to support a village school with eighty 
 pupils. At present the Government spends £27, 9s. on the education of each of 
 the 3331 graduates in their colleges, only a fraction of whom ever take a degree, 
 
 and on each of 641,000 boys in lower and middle class schools the sum of 
 2s. 104d., while 14,000,000 are left uncared for. 
 
30 
 
 Inadequacy To show the inadequacy of the means employed for the 
 ae ° education of the country, we quote the following from the 
 
 returns laid before Parliament in 1870 :— 
 
 Lower Class Schools and Pupils in 1870-71. 
 
 | Proportion | Proportion 
 
 uM 
 
 o 
 
 9 Government. Population. |Schools.| Pupils. of Schools to | of Pupils to 
 5, Population. | Population. 
 
 | — — ! —-———_—_ | - rm |) | ——————__ J 
 
 
 
 i }Benpal! ey" oo. | 40,352,960 | 2,486! 66,799} 1 to 16,232| 1 to 604 
 2 | Madras, .| 26,539,052} 2,800] 64,298 9,478 412 
 3 | Bombay, . 12,889,106 | 2,772 | 148,546 4,649 86 
 4° 0N. SY Provinces, 30,086,898 | 3,826 | 101,300 7,863 297 
 5 ; Punjab, . . .; 17,596,752; 1,722| 64,827 10,218 271 
 6 Oadh 754. . 11,220,747} 701| 19,512 16,006 575 
 7 CentralProvinces, 7,985,411 | 1,236] 40,637 6,460 196 
 8 | British Burmah, 2,463,484 60 ot elven y aea.cd adn d havens 
 9.| Borara, 5)". wl “Syeaeuret, weld LU,gsn) vases 214 
 TOY) Ooerws sae ee 112,952 31 13074 9 Ae. 86 
 Total, «) <) LBL 407,406 115,92) 1-517,574) weve Ws heibeee 
 
 
 
 Taking the last returns with the latest census I find the 
 state of matters in 1877 stands thus :— 
 
 Population of British India, . : : . 191,018,412 
 Taking one in twelve of the Popllntion as a fair 
 
 proportion of those who ought to be attending 
 
 elementary schools, we have, needing instruction, 15,918,201 
 Pupils attending Government elementary 
 
 schools, . ‘ : . 550,790 
 Add number attending aided “spRpataue 
 schools, . ; ‘ ‘ oh ale w. 
 
 Total Government and aided schools have 
 an attendance of , 4 : _e— 1,030,567 
 
 Number of the So that after twenty-five years of the operation of this 
 wnedueated. famous and most valuable despatch, there are still MORE THAN 
 FOURTEEN MILLIONS”* OF THE CHILDREN OF BRITISH INDIA, OF 
 AGE FOR ELEMENTARY SCHOOLS, UNPROVIDED FOR BY THE 
 GOVERNMENT. 
 Let it not be supposed that we say all these millions are 
 untaught. The Hindus were an educated people long before 
 we were. 
 
 * Fourteen millions is a small allowance. There are sixty-six millions in 
 British India under twelve years of age. 
 
dl 
 
 When we consider ces those who may be attending Urgency of 
 native schools without superintendence are in the vast *>nee’ 
 majority of instances brought up in an atmosphere morally 
 worse than if they were allowed to run wild in a state of 
 total ignorance, we see the vast work which remains to 
 be done, while the money wrung from the poor ryots is 
 squandered on pet schemes, which are producing, as we shall 
 show, very doubtful results. There are in the returns 16,882 
 schools, with 332,952 children, called “ unaided,” but under 
 a very imperfect kind of supervision or registration. We 
 cannot reckon them with the others. 
 
 The great need of elementary education is well shown in 
 pamphlets by Sir William Hill and Lieut.-Col. Davidson,— 
 the uneducated rural population being exposed to the 
 ruinous exactions of money-lenders, whose cruel bonds and 
 extortionate interest they can neither read nor calculate, in 
 addition to all the common evils of native ignorance. 
 
 COMPARISON OF RESULTS IN GOVERNMENT AND AIDED 
 COLLEGES. 
 
 But is the large amount expended on the higher education 
 better devoted to the Government colleges than the aided 
 colleges ? 
 
 We frankly admit that at present the Government col- 
 leges generally show better results in the way of intellectual 
 teaching—a greater number of students attaining the higher 
 degrees in art and science than in the aided colleges. This 
 is easily accounted for. The fact of their being Government 
 institutions gives them social and political advantages in the 
 eyes of a people like the Hindus, of which an independent 
 Saxon can form no idea. And when we add the hope of 
 a lucrative appointment, and the honour of Government 
 employment, the wonder is that any colleges can compete 
 with theirs; and yet we have the fact before us that, at the 
 present time, the Free Church College in Madras and the 
 Established Church College in Calcutta are more popular 
 with the natives, and are attended by a larger number of 
 students than those of the Government in these cities. In 
 the Madras returns for 1877 there are 220 students in 
 the Free Church and only 150 in the Government college, 
 
32 
 
 and in the General Assembly College, Calcutta, for the same 
 year the numbers were 317, the largest number in any 
 one college in India. 
 
 It is also worthy of remark that whilst the wealthier part 
 of the population, who are able and willing to pay for 
 education, attend in larger numbers the Government col- 
 leges, there is very little difference in the caste and social 
 status of those attending the different colleges. 
 
 In the Report for 1870 we have the following important 
 Tables, showing the social position of the parents of the 
 pupils attending Government and aided colleges. For 
 Calcutta :— 
 
 SocraAL POSITION OF THE PARENTS. 
 Percentage on Total of Pupils. 
 
 | 1 
 Zemindars,| Merchants, awk 
 
 Gov 
 Talookdars,| Bankers, | Profes- 
 and Persons} Banians, sional ions: Past: Others. 
 of Indepen- and Persons. menees i te 
 dentIncome.} Brokers. y 
 
 
 
 ‘6 O16 2) O18 9 a ee 
 ‘A | 11:2 | 23:2 | 14 | 23-2 
 
 
 
 Govt. Colleges, 3 
 Private Colleges, | 2 
 
 
 
 0°6 8 
 6°6 14 
 
 
 
 For Madras it was :— 
 
 SocraL POSITION OF PARENTS. 
 
 Percentage of Students. 
 
 
 
 Zemindars, | Merchants, Gort 
 
 Talookdars,} Bankers, | Profes- Sc necanin 1 athe 
 
 and Persons| Banians, sional anil Panel kes 04 Others. 
 of Indepen- and Persons. pre es esis 
 
 dentIncome.} Brokers. 
 Govt. Colleges, 28:0 90 | 15:4 | 28°6 
 Private Colleges,| 25:0 13°3 
 
 
 
 On these Tables the Under-Secretary of Government re- 
 marks: ‘‘ As far, therefore, as this classification can be 
 depended upon, it would appear that there is no great differ- 
 ence in social position between the students attending 
 Government and private colleges. And this is probably the 
 case, but the more wealthy members of each class frequent 
 
33 
 
 the Government colleges, while the poorer students resort to 
 the aided colleges.” 
 
 This popularity prevails in spite of the attraction of 
 Government patronage and the supposed disadvantage of 
 religious teaching. 
 
 Let Government withdraw from the unfair and unhealthy Time to 
 competition in direct education, as in 1854 it promised “4” 
 to do while maintaining its universities, and soon, under 
 the stimulus of the universities and the grant-in-aid, the 
 natives of India, the European residents, and missionary 
 societies, will keep up an educational system fully equal to 
 the wants of the country, and far better fitted for training the 
 moral and religious, as well as the intellectual, nature of the 
 young; while it would call forth a spirit of liberality which 
 is suppressed, and of independence which is crushed, by the 
 present system. 
 
 The Government colleges, we may admit, did good at 
 first, in stimulating a desire for higher education, when that 
 was needed. But now that a keen appetite is created and 
 intellectual tastes are so highly cultivated, they may, as these 
 reports to Government show, be advantageously withdrawn. 
 Many of the more intelligent members of the Government, 
 both at home and in India, admit this, and we believe steps 
 would have been taken in this direction long ago, but for 
 the strong prejudices of some influential men of the old 
 school, who still distrust the natives and the missionaries, 
 and what is perhaps more difficult to be got rid of, the 
 strong, vested interests of the large body of professors— | 
 men who can by their social position and fluent pen influence - 
 society both abroad and at home. 
 
 The grant-in-aid system has been called‘bya high authority, 
 the pivot of the educational system. When there is, as at 
 present, a loud call for retrenchment, and a louder call for 
 the extension of elementary education, the advantages of 
 substituting the grant-in-aid for the Government education 
 is apparent by a reference to the comparative cost of the 
 two systems, 
 
 The significance of the tables in the Parliamentary re- 
 ports cannot be mistaken. They call attention to the fact 
 
 that for the year 1868 the cost to the Imperial Treasury 
 Cc 
 
A comparison 
 of Government 
 expenditure 
 on education 
 and on other 
 objects. 
 
 o4 
 
 for each pupil in the Government College in Calcutta was 
 255 rupees; in Patna College, it was as high as 748 rupees ; 
 while in the following aided colleges it was— 
 
 London Missionary Society College, . 109 rupees. 
 Cathedral College, . : 4 Os). 68, 
 General Assembly’s Canteee. , 43/4, 
 Free Church College, feats § ieee. : 
 
 In the Bombay Presidency, 108 who matriculated at the 
 Government colleges cost 493 rupees each for the year, while 
 23 who matriculated in private colleges cost them nothing. 
 
 In the entire Presidency of Bengal, 701 students on the 
 roll of all the Government colleges cost the Imperial 
 Treasury 226 rupees each for eleven months’ instruction, 
 while 825 on the roll of aided colleges only cost the Trea- 
 sury 67 rupees each for the same period. 
 
 If we put down to the spread of general education among 
 the poor a fair proportion of the sum spent on directors 
 and inspectors, and the entire sum expended on normal 
 schools for training teachers, and on schools for the lower 
 and middle class, it cannot amount to more than about 
 £200,000; and this is all, with the exception of about 
 £100,000 for grants-in-aid, that is done for carrying out 
 the chief design of the despatch, which was to inaugurate 
 such great things for the education of India. 
 
 Take even the entire sum of £730,000 devoted to edu- 
 cation, and what is that for such an important work in such 
 a country, and under a paternal Government? Compare it 
 with the immense expenditure from the Imperial Treasury 
 for other objects. From the returns for 1877-78, we find - 
 that the ordinary expenditure was £51,430,673, and includ- 
 ing that on ‘Productive Public Works,” in which class 
 education might be more accurately put than many of the 
 public works, and working expenses of railways and canals, 
 it was £58,178,563. Of this sum, £15,792,112 was 
 spent on the Army, £2,158,032 on Police, £3,519,668 
 on ordinary public works, £3,275,821 on law and justice, 
 more than £7,000,000 on the ‘collection of revenue,” 
 and only £730,013 on the entire education of about 
 200,000,000 of a population, sunk in the grossest ignor- 
 
35 
 
 ance and immorality and superstition; and of that, not 
 more than about £300,000 on the most needy class. Why, 
 the Government spent that same year £443,776 on 
 ‘stationery and printing.” 
 
 Since the above was written, I am favoured with’ a copy Official Report 
 of the “General Report of Public Instruction in Bengal jgg™2* 
 for 1877-78,” and from it give the following Table. The 
 report is a very able and interesting one, by the Director 
 of Public Instruction, A. W. Croft, Esq., and manifests an 
 enlightened interest in the spread of education among all 
 classes. The methods used for bringing instruction down to 
 the lower classes seem earnest and successful, but obviously 
 need large increased grants of money, and more agents for ex- 
 tending the organisation to the wants of the people. It will 
 be seen that the cost of Government graduates has increased, 
 while that of those im aided colleges is less than formerly. 
 
 Statement of Number of Students attending Government and Aided 
 Colleges in Bengal, the Number of Candidates for First Arts 
 ELxamination, and the Number passed, with the Cost of each 
 College and each Student to the State. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ; Number of 
 Number of Received | Hach Stu- 
 General Colleges, Students on | from State | dent cost vetoes ee 
 Roll, Funds. State. peal 
 Government— Rupees. Rupees. 
 Presidency Golleses 329 59,499 2124 73 31 
 Sangcrit, . . 36 14,356 495 6 2 
 Hooghly, i a ecg 208 32,543 230 49 19 3. 
 MPPPBCOCR Ss. 129 22,622 2264 69 14 fours 
 Krishnagur,. . . 105 18,380 2354 16 3 . 1A 
 Berhampore,. . . 39 14,840 479 13 6 
 (SE a rr ae 108 32,381 450 51 2 
 euLeack) 2 39 #5,367 854 9 5 
 Rajshahye, . . . 41 a be3 INT a 
 Midnapore, . . . 1, 544 54 5 1 
 Chittagong, . . . 15 1888 236 ae oA 
 Rungpore, .. . 16 2073 172 
 ' Total, . . 1082 214,533 2704 301 94 
 Aided— beajllt ae ke WE eae petal 
 St. Xavier’s,, . . 105 3600 53 12 8 4g © 
 Free Church, . . 99 5520 754 33 13 ez 
 Established Church, 333 4200 24 54 15 2F4 
 Cathedral Mission, 86 5520 76 30 9 roe 
 Doveton, . . ; 18 3000 273 3 1 eA 
 London Mission, . 60 2296 | 56 20 10 Sabmgk : 
 
 Tatake.s te: 701 24,136 | 55 152 56 
 
 
 
Economy of 
 grants-in-aid, 
 
 36 
 
 The Director calls attention to the fact, that ‘For the 
 first time in its history, or in that of any aided college, the 
 number of students in the General Assembly’s Institution 
 exceeds that of the Presidency College.” 
 
 I would add that it is also worthy of remark that while 
 each pupil in the Presidency College costs the Government 
 2123 rupees, those of the General Assembly’s College cost 
 only twenty-four rupees each. While if we take all the 
 Government colleges in Bengal, the cost per student is 2704 
 rupees, and that of the aided colleges is only fifty-five rupees. 
 
 ' With all their disadvantages, it appears that in Bengal they 
 
 An Under-Sec- 
 retary’s view. 
 
 yield 152 candidates for the first Arts examination against 
 301 from Government colleges, and fifty-six of the former 
 pass for ninety-four of the latter; a strong proof of the 
 economy of the grant-in-aid system, and if the system were 
 more generously and fairly encouraged, it would soon prove 
 its efficiency, and the wisdom of the Home Government in 
 recommending its substitution for direct Government instruc- 
 tion in the higher department of education. 
 
 There are no official returns for the other Presidencies, but 
 from authentic sources I am able to state that the number 
 of students attending the Government College in Madras in 
 1877 was only 150, while the number in the Free Church 
 College was 220, while the cost of the former was four times 
 that of the latter. So that mission colleges are now more 
 popular when fairly tried than those of Government in both 
 these seats of education. 
 
 We close this part of our subject in the words of one 
 intimately acquainted with the working of the educational 
 system. Mr. A. P. Howell, formerly Under-Secretary to 
 the Home Department in India, in a report laid before 
 both Houses of Parliament in 1870, calls attention to the 
 62nd clause of the Education Despatch, and recommends 
 its application (p. 8), and adds (p. 51): “It seems, there- 
 fore, quite open to doubt whether the direct patronage 
 of the State flows most in the channel where there is the 
 greatest need for it, and whether the expenditure on the 
 higher Government institutions might not gradually but 
 largely be withdrawn, and the funds be utilised in the 
 extension and improvement of the lower institutions.” He 
 
37 
 
 then quotes a long passage from the Report of the inspector 
 of the south-west division favourable to the encouragement 
 of voluntary and mission schools. Again and again, in that 
 important document laid before Parliament, with all the 
 sanction and authority of the Council on Education in 
 India, is attention called to the importance of carrying out 
 the recommendation of the 62nd section of the despatch 
 of 1854. In one passage he says: “The obvious infer- 
 ence is that if Government wishes to restrict itself to its | 
 proper province, and to promote higher education by the | 
 grant-in-aid system, it must retire from direct competition | 
 with at.” 
 
 RELIGIOUS NEUTRALITY AN IMPORTANT FEATURE OF THE 
 DESPATCH OF 1854. 
 
 That the Home Government meant their education scheme 
 to be thoroughly impartial in its treatment of all forms of 
 religion is too obvious to need any demonstration. I am 
 not aware of any one in this country having questioned 
 this feature of the Government policy. It is too ostenta- 
 tiously proclaimed to be questioned by any one who knows 
 and trusts in the honesty of English statesmen ; it is only 
 doubted by suspicious Asiatics, who, the more it is asserted, 
 only doubt it the more. 
 
 But wherein does neutrality consist? Does it mean that Neutrality by 
 the Government will not in any way interfere with the pbbsea te 
 religious beliefs of the natives of India, then I unhesitatingly ile. 
 maintain that in the matter of direct teaching in the higher 
 departments, the principle of neutrality is violated in the 
 most practical and important manner. It is true the 
 Government professors do not directly attack the heathen 
 systems of religion in class hours, nor do they teach 
 Christianity. But they do what is far worse, they under- 1 undermines 
 mine the religion of the Hindus, and offer no substitute in nativerell: 
 its place. I admit it is not intentional, but is not the less 
 true and effectual. It is impossible to teach European 
 science and literature without destroying belief in the gods 
 and religions of India. I will not waste time in showing how 
 it is that such is the effect. It is well known that their 
 
38 
 
 false religions are so interwoven with the most erroneous 
 systems of geography, history, astronomy, and science, that 
 the mere teaching of the truth in these departments of a 
 
 Uproots belief. higher education necessarily destroys religious belief. No 
 man who knows India can doubt this. To say that the effect 
 is the same as the teaching of true science in Christian 
 countries is gross misrepresentation. None but a man who 
 is ignorant of India or a sceptic in religion could assert it.* 
 
 But let me call a few out of many witnesses to the fact. 
 
 T.B.Macaulay. So long ago as 18338 Macaulay wrote as follows :—“ No 
 Hindu, who has received an English education, ever remains 
 sincerely attached to his religion. Some continue to profess 
 it as a matter of policy; but many profess themselves pure 
 Deists, and some embrace Christianity.” t 
 
 Dr.M.Mitchell. Dr. Murray Mitchell, so long a distinguished missionary 
 and educationist in India, said at a mission conference in 
 Mildmay Hall last year: ‘In colleges the gulf between 
 Hinduism and European thought yawns wide and fathom- 
 less. Hinduism teaches a professedly inspired science which 
 is outrageously absurd. The pupil soon rejects it with con- 
 tempt, and at the same time necessarily rejects also the 
 authority of the book which inculcates it. There is thus to 
 him no divine revelation; no authoritative declaration of 
 spiritual truth. For an individual or a community to be 
 
 Unsettles thus suddenly tossed from superstition into scepticism is 
 moral prin- 
 
 ciples. : ; 
 if the mental balance is destroyed and the moral nature 
 toften completely wrecked.” 
 Government He then speaks of the effect of the character and profession 
 appointment of ‘ ; er 
 professors. Of the teachers in the Government colleges, ‘“ In appointing 
 
 professors, Government seems to have a regard only to intel- 
 lectual qualifications. In religion, a man may be a Christ- 
 ian, Deist, Atheist, Comtist, or Agnostic; the Government 
 serenely ignores the question both of his creed and character.” 
 He admits that there are Christian men among them, but 
 quotes authority for saying that there are also among them 
 distinguished men who have “diffused the principles of 
 Tom Paine over a whole generation of youth.” 
 
 oe Oa The Rev. W. Fleming Stevenson, lately returned from his 
 
 * See Appendix E, + Life of Lord Macaulay.” 
 
 surely a transition most perilous and painful. No wonder — 
 
og 
 
 mission of inquiry in the Kast, told the last General Assembly 
 in Iveland that a native who observed to him “those of us 
 who learn English do not believe in idols,” expressed the 
 general mind of his class. He adds: ‘The head of.a native 
 college said one day, ‘I believe that every one of our students 
 who Rees: us, knowing English, has ceased to believe in 
 popular Hinduism.’ ” How many educated young men be- 
 lieve in the Shastras? was the question recently addressed 
 to the students in a Calcutta college. Promptly there were 
 two answers—‘ Not one in a hundred,” and ‘“‘ Not one in a 
 thousand,” and the rest assented. And the Under-Secretary 
 of Government in India, in a report to the Home Govern- 
 ment, puts it in the mildest form when he says: ‘ And what 
 is the product which it costs the State so much to produce? 
 The Bengali undergraduate has had a fair vernacular educa- 
 tion, and has gained at least a superficial knowledge of 
 English, but he is possibly, I may say probably, if from a 
 Government school, without any religious belief at all.” 
 
 We might multiply such evidence, but it is unnecessary. 
 
 It is in vain to call such a system neutral, it systematically This not 
 undermines all religious belief, and leaves the youth of India ™°™™!y: 
 at the most critical period of their lives in a condition most 
 dangerous and disadvantageous to the formation of moral 
 principles and habits. 
 
 The Under-Secretary in a report to the Indian Government, Testimony of 
 speaking of the effect of introducing European science, &c., SanGier ot 
 says: “ Every day opened to the student a succession of new Government. 
 and strange phenomena in the unsealed realm of history, 
 science, ol philosophy. They were suddenly thrown adrift Unsettles 
 from the mooring and anchorages of old creeds, and tossed ar 
 upon the wide sea of speculation and extravagance. 
 
 “Tt was no wonder that moral and social obligations began and sense of 
 to share the fate of religious beliefs, and that the whole com- 0" °Pus* 
 munity was in alarm at the spread of the new views. This 
 was precisely the state of things which Mr. Charles Marsh had 
 so eloquently anticipated during the discussion of the charter 
 in 1813. ‘It is one thing,’ he said, ‘to dispel the charm 
 which binds mankind to established habits and ancient 
 obligations, and another to turn them over to the discipline 
 and the authority of new doctrines. In that dreadful 
 
His testimony 
 to missionary 
 influence. 
 
 Moral and 
 social prin- 
 ciples sub- 
 verted, 
 
 Dr. C. 
 Macnamara. 
 
 40 
 
 interval—that dreary void, when the mind is left to wander 
 and grope its way without the props that have hitherto 
 supported it, or the lights which have guided it-—what are 
 the chances that they will discern the beauties or submit to 
 the restraints of the religion you may propose to give them ?’ 
 That ‘dreadful interval,’” the Under-Secretary goes on to 
 say, “and ‘that dreary void’ had now arrived, and 7 is 
 impossible to say how far native society might not have 
 been disorganised, HAD NOT THE MISSIONARIES STEPPED IN 
 AND SUPPLIED A NEW DIRECTION TO THE AWAKENING 
 SCEPTICISM AND A FRESH SUBJECT TO ATTRACT THE NEW 
 AROUSED SPIRIT OF SPECULATION.” 
 
 A most important testimony from a high official of great 
 knowledge and experience reporting to the Government. 
 
 In regard to the moral influence of the teaching in the 
 colleges where no religion is taught, it may be admitted 
 that the educated natives, from contact with English pro- 
 fessors of high character and position, are influenced by a 
 feeling of honour to pay more regard to truth and honesty 
 than the uneducated. But, on the other hand, it is 
 indisputable that they have acquired not a few new vices 
 or aggravated old ones. They have far less regard to 
 the authority of parents or superiors, and they are more 
 supercilious and contemptuous in the treatment of their more 
 ignorant brethren. The marriage tie is less regarded, and 
 they are more addicted to luxurious habits, and the new vice 
 of drunkenness is making alarming inroads on the physical 
 condition and social habits of the educated youth of India. 
 
 The Report to Parliament of 1870 seems to us frequently 
 to indicate what it would have been unwise in such a docu- 
 ment to express, that the results in this respect are not 
 satisfactory. It is a subject on which we cannot get docu- 
 mentary or official evidence, but, from all we can learn, the 
 following sad picture of society in Bengal could be substan- 
 tiated by overwhelming moral evidence. It was spoken 
 publicly at the opening of the session of the Medical School 
 of Westminster Hospital last October by Dr. C. Macnamara, 
 and, from his long and extensive practice, to a large extent 
 amongst the highest class of the native, few men have had 
 such opportunities of knowing their habits and sentiments. 
 
Al 
 
 He said: “ Many natives admit the benefits conferred by our 
 rule, but they deplore the disorganised state of society in 
 Bengal. The old families have almost disappeared, and the 
 sons and husbands of the educated and rising generation are 
 largely addicted to drunkenness and vice of every kind, and 
 the more thoughtful men and the vast majority of women 
 contrast this state of things with times when there was less 
 security to life and property, less law, taxation, and educa- 
 tion, but when the greatest slur that could attach itself to a 
 man’s name was that of being an undutiful son. Our system 
 of education has broken down all faith in religion, and the 
 outcome of a purely secular training has developed gross 
 materialism and rank socialism, and so the necessity for 
 suppressing the outspoken sentiments of the vernacular press, 
 which, nevertheless, gave utterance to opinions he had heard 
 over and over again for some years past among all classes of 
 natives, and which he dreaded would one day break out 
 into a revolt, in comparison with which the Mutiny was a © 
 mere brawl.” 
 
 Where, then, I ask, is the neutrality of our present method ? 
 But what was the design of the Home Government in the 
 despatch of 1854? It aimed at neutrality, as we shall 
 show, in a most enlightened and effective way. 
 
 UNIVERSITIES, GRANTS-IN-AID, AND INSPECTION WERE THE 
 MEANS BY WHICH A NEUTRAL SYSTEM IN THE HIGHER 
 EDUCATION OF INDIA COULD ALONE BE CARRIED OUT. 
 
 I have shown how decidedly the Home Government 
 expressed its desire for the withdrawal of the direct teaching 
 in the higher departments, and that the universities were 
 meant to supersede the necessity for it. 
 
 I do not assert that it was wholly, or chiefly,—it was, 
 perhaps, not at all on the ground of their not being incon- 
 sistent with neutrality that they were to be withdrawn. It 
 would have been questionable policy to have declared that 
 they were practically incompatible with neutrality. But it 
 is a most significant fact, that all the references to neutrality 
 that I can see in the despatch, are in connection with the 
 three new features which it introduced into the education 
 
 
 
Neutrality of 
 despatch. 
 
 Refers to con- 
 ferring univer- 
 sity degrees on 
 special subjects 
 
 Not carried 
 out. 
 
 42 
 
 of India — viz., The “ Universities Grants-in-Aid,” and — 
 “ Inspection.” 
 
 To secure impartiality in quotations, I shall give those 
 collected by a strong advocate of the present system. Mr, 
 Cust says in his pamphlet on this subject :— 
 
 “Thave carefully gone over these famous one hundred paragraphs, 
 though I have often read them before. If there is any one leading 
 characteristic of that charter, it is the desire not to awaken a 
 religious difficulty. Thus :— 
 
 “Par, 28, ‘The examination at the University will not include 
 any subject connected with religious belief, and the affiliated 
 institutions will be under the management of persons of every 
 variety of religious persuasion,’ 
 
 “Par, 32. ‘We shall refuse to sanction any teaching (connected 
 with Hindu and Mohammedan tenets), as directly opposed to the 
 principle of religious neutrality, to which we have always adhered.’ 
 
 “Par. 34. ‘(The Senate) will include natives of India of all 
 religious persuasions.’ 
 
 “ Par. 53, ‘The system of grants-in-aid will be based on an entire 
 abstinence from interference with the religious instruction con- 
 veyed in the school.’ 
 
 “Par. 56. ‘No notice whatsoever to be taken by the Inspector 
 of the religious doctrines, which may be taught in the school.’ 
 
 “Par, 57. ‘It may be advisable distinctly to assert in them the 
 principle of perfect religious neutrality, on which the grants will 
 be awarded.’” 
 
 If the system thus laid down had been faithfully and 
 impartially carried out there would have been nothing to 
 complain of, 
 
 Mr. Robert N. Cust, and Mr. M. Kempson, who have 
 lately written pampblets in support of the higher education 
 by Government, and in opposition to the recent circular of the 
 Church Missionary Society, and the views I had advocated 
 at the Conference on Missions in October last, both maintain, 
 that the principles of the despatch have been carried out. 
 The former quotes a number of passages from resolutions 
 and declarations by the Government in India. But these 
 gentlemen should distinguish between good resolutions and 
 good deeds. I never questioned the designs and intentions 
 of the Government, or its members. I have always made 
 
43 
 
 full allowance for the difficulties of their position. I do not 
 
 even impute motives to the parties most interested in sup- 
 
 porting the present system, I give them full credit for 
 
 thinking the system of which they are the representatives 
 
 or agents the best that could be carried out. But we 
 
 cannot blind our eyes to facts, and it is with facts that I 
 
 deal, not words. It is very difficult for any class of men Systems dread 
 to see their own faults, or the faults of their systems, and ema, 
 
 it is for that reason I urge action from without. 
 
 It is hardly to be expected that the system will perform 
 the rite which Japanese officials ironically call the “ happy 
 despatch.” ‘‘ Kuthanasia,” a most sweet word, is not likely 
 to become popular among systems any more than amongst 
 individuals; nor is it désirable. A responsible Government 
 must take the work in hand. Mr. Kempson tells us, with- Mr. Kempson’s 
 out the slightest reference to any evidence, that in regard “7 
 to my charges against the tendency of the present system, 
 
 “They have no existence in fact, so far as my experience 
 
 goes.” If Mr. Kempson’s experience was limited to the 
 
 north-west provinces, in which he was “ Director of Public 
 
 Instruction,” I can conceive it possible that he may not 
 
 have seen, in an obvious form, the evils I speak of, for two 
 
 reasons. First, because these provinces have been only a 0 Mestnn ts os 
 : : : earning the 
 
 comparatively short time under the system, which takes worst results. 
 
 time to produce its baneful fruit. In a list of the pro- 
 
 fessed religious beliefs of graduates over all India, I was 
 
 struck with the fact, that of the number of those who pro- 
 
 fessed themselves of no religious belief, the proportion was 
 
 far greatest in Bengal, where the system had been longest 
 
 in force, and it almost vanished as we came to these regions 
 
 in which it was comparatively new. 
 
 Second, the north-west provinces and the Punjab have Good rulers. 
 been highly favoured with commissioners and lieutenant 
 governors of the very highest wisdom and character, who did 
 much to put education on the best possible basis in their 
 power. JDisloyalty and open irreligion and immorality, under 
 such men as Sir Henry Lawrence, Lord Lawrence, and Sir 
 William Muir, would have been unnatural and improbable.* 
 
 * There is a third reason, but as it assumes the form of personality I will 
 not introduce it into my argument. Mr. Kempson seems to form very decided 
 
Grants-in-aid 
 for all, 
 
 Natives could 
 support 
 colleges. 
 
 Testimony of 
 witnesses. 
 
 Evidence 
 recent and 
 remote, 
 
 44 
 
 Second misconception. Both Mr. Kempson and Mr. Cust 
 assume, that in advocating the withdrawal of the Govern- 
 ment colleges we expect that the grants-in-aid are to go 
 exclusively, or almost exclusively, to mission colleges, and 
 against this their arguments on the ground of neutrality are 
 telling enough. But it is an easy feat to knock down a 
 man of straw of our own setting up. I would at once say 
 that such a procedure would be not only opposed to neutrality 
 but to justice. The natives of India have a right to be fairly 
 and even liberally dealt with in such a case; and I fully expect 
 that they would set themselves to establish and maintain 
 colleges and high schools, if they were left to stand alone, 
 instead of being bolstered up by a pauperising system. 
 They have done so before, and would do it again. When 
 the desire for education had not a tithe of the strength it 
 has now, the natives of India made noble contributions for 
 education. Now it is a felt necessity, and there is no fear 
 of the higher education going down. If the universities 
 are kept up, they will maintain the standard in all the higher 
 schools and colleges. 
 
 That the natives of India are able, and would, if left to 
 their own resources, maintain the colleges, is asserted in 
 Government reports. Mr. Arthur Howell, than whom no 
 man had better means of knowing, asserts it ; the conference 
 of missionaries at Allahabad expressed the same opinion and 
 in the last “statement exhibiting the moral and material 
 progress of India,” attention is called to the circumstance 
 that on the occasion of the visit of the Prince of Wales, the 
 wealthy natives in several places commemorated the event 
 by raising money for educational purposes. The native 
 gentlemen of Behar alone subscribed the sum of £20,000. 
 
 We have had noble examples of liberality among the 
 natives of India in both building and endowing colleges and 
 opinions on very slender data. He had.only seen a brief and necessarily an 
 imperfect account of my views in a pamphlet by Mr. Cust, who did not even 
 quote my words ; and yet, with no other means of knowing my character or 
 opinions, he pens and prints the following words: ‘‘It need hardly be said 
 that want of sympathy leads to detraction and antagonism.” Then follow such 
 expressions as ‘‘ unfair and mischievous,” “imperfect information,” ‘‘ a libel on. 
 the people of India,” &c. On what ground does Mr. Kempson charge me with 
 
 ‘‘want of sympathy’ with the Government, and guilty of ‘‘ detraction’”’ and 
 ‘* libel” and ‘‘ mischievous respresentations ” of the people of India ? 
 
45 
 
 schools before Government began to do it for them. We 
 are apt to forget that learning was honoured and maintained 
 in India long before we had emerged from barbarism. 
 
 We do not expect them to volunteer to do this ; like most Willnotvolun- 
 
 ; teer till left 
 subjects of an absolute government, they prefer to have every- ajone. 
 thing done for them. But if left alone in a firm, cautious, and 
 friendly spirit, they could and would provide it for themselves. 
 
 But would this be an advantage in a missionary point of Benefit to 
 view? ‘That is not with me the first question. Is it right eae aections 
 in itself? That is what we have to see to; and if it is right, 
 
 I am sure it will be best for the righteous cause. 
 
 Missions have nothing to fear in a fair competition with 
 natives of any class. It is only the unfair competition with 
 a Government, backed by the prestige and pay that makes 
 voluntary efforts by either natives or missions so arduous or 
 impossible. If that competition were withdrawn, we have Fair com- 
 
 : petition 
 reason to believe that colleges would soon cease to be a not feared. 
 burden on the funds of the Church. They would, with 
 slightly higher fees and a larger attendance, pay their own 
 expenses. The average attendance at aided colleges is only 
 seventy-four; they could educate three or four times that 
 number without any corresponding addition to their con- 
 tributions from home. If any should still say that the 
 natives of India could not or would not support colleges for 
 themselves, I would only say, that in that improbable and 
 sad case they would have themselves to blame, and could 
 not charge on Government the fault of aiding either mis- 
 slonary societies or European residents in providing the 
 needed means of education. 
 
 It is found in Calcutta, that the high schools are now 
 paying concerns, to use a mercantile phrase, and they are 
 being established as a profitable commercial speculation. 
 
 We have another and painful reason for urging the 
 gradual withdrawal of the direct teaching by Government in 
 the higher departments. 
 
 THE PRESENT SYSTEM IS RAISING UP A NUMBER OF 
 DISCONTENTED AND DISLOYAL SUBJECTS. 
 
 This is not so much felt in districts in which education 
 is of recent origin and limited in extent to the wants of the 
 
 Ee 
 
Expectations 
 raised, 
 
 to be dis- 
 appointed, 
 
 46 
 
 locality. But in the old educational seats, especially in 
 Bengal, this result of the Government system of direct 
 education is painfully and alarmingly felt. 
 
 It fosters and gives facilities for getting an education in 
 the language and culture of the ruling power, which is 
 generally interpreted into an intention to employing in 
 lucrative and honourable posts those who have entered, as 
 they think, with their Asiatic notions, into relations with 
 the Government, in which their only sense of gratitude for 
 the benefits of a cheap and liberal education is a “ lively 
 anticipation of future favours,” and a sense of injustice and 
 a feeling of resentment if they are not conferred. The in- 
 terpretation put on the despatch of 1854 has added to that 
 native tendency to anticipate Government patronage for the 
 favour they think they confer by attending its colleges. 
 The wording of sec. 72 seems to have been so understood. 
 It runs thus: “ We have always been of opinion that the 
 spread of education in India will produce a greater efficiency 
 in all branches of administration, by enabling you to obtain 
 the services of intelligent and trustworthy persons in every 
 department of Government; and, on the other hand, we 
 believe that the numerous vacancies of different kinds which 
 have constantly to be filled up may afford a great stimulus 
 to education.” 
 
 They could then say, as they do in sec. 73: “ We 
 understand that it is often not so much the want of 
 Government employment, as the want of properly quali- 
 fied persons to be employed by Government, which is 
 felt at the present time in many parts of India.” They 
 express regret that “no more than forty-six persons had 
 been gazetted in Bengal up to 1852, all of whom were 
 students in the Government colleges.” Other passages 
 might be quoted to the same effect. These are worthy 
 objects in themselves, but they have engendered un- 
 reasonable expectations in the minds of a people like the 
 Hindus. 
 
 But what is the state of matters now? A supply vastly 
 in excess of the demand, not only from Government offices, 
 but from all sources of employment. In the Report for 
 1870, the Under-Secretary makes frequent reference to this 
 
AT / ree j 
 fact. The following may be taken as a sample of the views 
 repeatedly expressed or implied in the ‘Blue Book.” Re- ye 
 ferring to the educated native, he says: “He is precluded .,.,., 
 by his education from manual labour, and from recruiting 
 that class on whose industry and intelligence the prosperity ‘jy: 
 of the country depends. He finds himself in keenest com- , — 
 petition for intellectual employment—for there are thousands / 
 like himself—as the market, though ample, has been over- * 
 stocked, and all the while industrial education has been 
 neglected altogether, and there are millions for whom no 
 isa of instruction has been provided by the Government 
 at all.” 
 
 This will easily be understood by a reference to the Supply in 
 numbers who are prepared for, or who actually pass Bae) 
 through the colleges now, as compared with what they 
 were 21 years ago, when the three universities were 
 set up. 
 
 In 1857 when the universities were founded, the 
 matriculation examination only is given. In Calcutta, there 
 were 244 candidates, of whom 162 passed. In 1877, there 
 were 2425 candidates, of whom 1355 passed. In Madras, 
 the number for 1857 was 41 candidates, of whom 36 
 passed; in 1877 there were 2517 candidates, of whom 
 1250 passed. It will give an idea of the increase of educa- 
 tion, when we quote from the “ Abstract,” laid before Parlia- 
 ment last year, the following figures. 
 
 In ten years, from 1868 to 1877, the three universities 
 conferred the following degrees :— 
 
 286 received the degree of M.A. 
 
 1,652 F. 4 B.A. 
 209 received diplomas in civil engineering. 
 8309 iS » in medicine. 
 910 es vp, inlaws 
 4,091 passed the first arts examination. 
 17,802 ¥ entrance examination. 
 
 Add 5,948 who passed the entrance examination from 
 1857-1867, and we have 23,740 matriculated 
 within these 21 years. 
 
 The rapid rate of progress may be judged of by taking 
 
48 
 
 the numbers who passed each fifth year during this 
 period. 
 
 In 1857, 198 passed the entrance examination in 
 Calcutta and Madras universities; that for Bom- 
 bay was not then formed. 
 
 ‘peeps! Bao te 
 
 OON86T AVS3 vi the three universities. 
 > 1872, 1486 ” bP] 9) 3) 
 >) 1877, 2808 PP) ” bP) >? 
 
 > 
 
 Well may we ask with the Under-Secretary in the “ Return’ 
 from which these figures are taken: “Does the system 
 tend to confer those vast moral and material blessings which 
 flow from the general diffusion of useful knowledge ?” 
 described in the despatch of 1854. 
 
 What becomes ‘“ What becomes of all these highly-educated young men, 
 
 re’ ~~ whom the university turns out every year? Are they, as 
 in England, absorbed into the channels of every-day life, 
 with a satisfactory or even perceptible result? Are they 
 to be traced, as in England, in a liberal and enlightened 
 native press? Do native gentlemen, like English gentle- 
 men, return to their zemindaries from a university career to 
 spread around them the reflex of the enlightenment they 
 have received themselves? Does the process of highly 
 educating a few and leaving the masses, tend to increase or 
 diminish the gulf between class and class? Are there any 
 indications of a decrease in crime, or of a dawn of intel- 
 ligence in the agricultural classes? Such questions will 
 occur to any one who sees how the public expenditure on 
 education is annually distributed, and how comparatively 
 few are the recipients of the larger share of the State’s 
 bounty.” 
 
 Native press He professes his inability to answer these questions. It 
 
 controlled. 2 ete . 
 is time they were answered. Recent events have given an 
 unsatisfactory reply; our attempt to control the native 
 press is the most significant answer that Government has 
 yet given. Will that satisfy the nation and the Church ? 
 
 The above figures give no idea of the number of educated 
 natives qualified for, as they think, and fully expecting 
 employment in Government or mercantile offices, and in a 
 
49 
 
 large proportion of cases finding none of the kind they 
 expected ; while, by their training, they are, as Mr. Howell 
 says, “ unfitted for manual and productive industry.” 
 
 In the official Report on the “ Moral and Material Pro- 
 gress of India,” laid before Parliament last year, the expres- 
 sion occurs regarding the educated class—‘‘ The complaint 
 is reiterated by the local Government, that the youth of 
 Bengal resort almost exclusively to: two professions, which 
 are over-stocked—the law and the public service... 
 Dislike of manual work creates a prejudice against (even) 
 the practical study of mechanics.” 
 
 If we look beyond those who have succeeded in passing Indian not 
 
 ‘ ; ‘ me IRE like English 
 
 the entrance examination, or in obtaining degrees, to the graduates. 
 much larger number who have come up as candidates from 
 the higher schools, with a good education in their own 
 languages, and a fair knowledge of English, acquired not 
 for its own sake, or for the sake of the literary treasures it 
 contains, but solely with a view to sordid gain or worldly 
 promotion, we shall have a better idea of the source whence 
 so much discontent and disloyalty emanate. 
 
 The number of candidates who have presented themselves 
 for examination by the universities, durmg these twenty-one 
 years, amounts in the aggregate to not less than 61,650. 
 To show the rate of increase, we find, that for the first eleven 
 years the number of applicants was 15,673. In the last 
 ten years it was 45,977. The ‘General Report on Public 
 Instruction in Bengal,” just come to hand, states, that “ the 
 number has doubled since 1874.” These numbers, though Only too 
 large, are not, it may be said, great, when compared with Peale. 
 the population of India. But they are out of all proportion 
 to the numbers educated in the lower departments, and what 
 is of far more consequence, far above the natural law of 
 demand and supply. No comparison can be drawn from 
 European habits, where the higher education is part of the 
 equipment for the life of a gentleman, as well as a qualifi- 
 cation for professional employment. To the Indian this 
 Kuropean culture is almost exclusively a preparation for 
 professional, and still more for official, life, and disappointed 
 of these, the education has only excited wants and raised 
 expectations which leave the unsuccessful aspirant a discon- 
 
 D 
 
L€te bf hen 
 Wy, “Pe e f 
 
 Th 
 hvx44 or 
 
 A solemn offi- 
 cial warning. 
 
 Government is 
 responsible, 
 
 50 
 
 tented and dangerous man. These figures speak for them- 
 selves. 
 
 The Under-Secretary of the Home Department in India, 
 was painfully impressed with the state of matters of which 
 he knew so much, and in 1869 wrote these eloquent and 
 solemn words in his “Report”—-words which may well 
 go home to every patriotic heart. The danger is far 
 greater now than it was ten years ago. It grows with 
 the growth of the system: ‘‘ Looking to the rapid growth 
 of our educational system, and to the enormous influence 
 for good or evil that a single able and well-educated 
 man may exercise in this country; and looking at the 
 dense but inflammable ignorance of the millions around us, 
 it seems a tremendous experiment for the State to under- 
 take, and in some provinces almost monopolise, the direct 
 training of whole generations, above their own creed, and 
 above the sense of relation to . another world uj upon which 
 they base all their moral obligations ; and the possible evil 
 is obviously growing with this system;” and he concludes 
 with the solemn warning : “ It is true that things go smoothly 
 and quietly, but this is attained by ignoring, not only the 
 inevitable results of early training on the character, and the 
 great needs of human nature, especially in the East, but by 
 also ignoring the responsibility which devolves on the 
 Government that assumes the entire control of direct educa- 
 tion at all. If, therefore, while fanaticism is raging around, 
 there is a calm in our schools and colleges, it is an ominous 
 and unnatural calm of impossible continuance, the calm of 
 the centre of the cyclone.” 
 
 Aspout REMEDIES AND OBJECTIONS.—FIRST, GOVERNMENT 
 INSTITUTIONS. 
 
 I do not feel called on to lay down the programme of a 
 future policy; that I leave for more experienced and compe- 
 tent hands. I have proved the existence of an evil of a most 
 pernicious and perilous kind, which demands a remedy on 
 the score of religion, morality, and good government. I 
 have shown the presence of institutions supported by natives 
 and European residents, as well as those by missionary 
 
51 
 
 societies, capable of indefinite expansion, with a continuance 
 
 of the grants-in-aid now given. I have called attention to 
 
 the principle underlying the whole of the despatch of 1854, 
 
 which anticipated and required a change from the existing 
 
 method of direct instruction by the Government. The uni- 
 
 versities, the grants-in-aid, and inspection being all based 
 
 on that principle. In these circumstances, I am under no Firm, cautious, 
 necessity of proposing any new method, I simply ask for the "492%, |. 
 honest and earnest carrying out of the provision of the de- Gevemment 
 spatch.* It will be a difficult, but not an impossible task.  ~ ” 
 
 It must be done firmly and persistently, but slowly and 
 cautiously, under imperial authority: not in a spirit of 
 antagonism to the natives, but by appealing to their better 
 
 feelings, and calling on them to make a sacrifice for the 
 
 benefit of their poorer and less-favoured brethren. I 
 
 have too much respect for the higher classes in India, to 
 
 suspect them of the selfish desire to continue a monopoly of 
 
 State education at the expense of the poor. With special 
 
 colleges, and the technical schools, and normal schools and 
 
 colleges, we would not interfere. 
 
 The education in the higher class of schools should also and higher- 
 
 be given up by the Government. In them the branches “**™ 
 taught necessarily tend to undermine belief, as well as, 
 though not to the same extent as in the colleges, and it 
 would be easy for the natives and societies to keep them up. 
 They can be made even now to pay their own expenses 
 under native teachers, with a good European master. The 
 universities would of course remain, and would be a guarantee, 
 and the means of keeping up the standard, and stimulat- 
 ing to the highest effort by their examinations, degrees, 
 scholarships, and rewards. They might be improved by 
 broadening the basis of representation at their boards. 
 
 These are what we ask, and they are only what the Home What Home 
 Government have urged for the last quarter of a century. abelan 
 But if ‘it’s a far cry to Loch Awe,’ it’s a further cry to the "™ 
 Hooghly, and it will require the loudest and most stern call 
 of the British Parliament, to secure a consistent carrying 
 out of its determinations. 
 
 * See the first sentence in the analysis of the despatch by the Under-Secre- 
 tary, Appendix D. 
 
Why in vain. 
 
 Government 
 preoccupied. 
 
 External 
 influence, 
 
 of a, profes- 
 sional class. 
 
 Mission col- 
 leges disliked. 
 
 52 
 
 But it may be asked, since the terms of the despatch 
 are so explicit, and the wishes of Government have been so 
 clearlyand frequently expressed during these twenty-fiveyears, 
 why have not Government colleges been reduced in number, 
 and the funds employed on lower education, or the cheap sub- 
 stitution for grants-in-aid in native and mission colleges ? 
 
 The answer is not far to seek. The Indian Government 
 cannot give, or does not give, that amount of time and 
 attention to education which the subject demands. They 
 are so much taken up with weighty and multifarious affairs 
 of a more urgent, though not more important nature, that 
 they have left the power, not formally, but practically, in the 
 hands of secular educationists. They have thrown open 
 the highest appointments, even those of ‘“ Directors of Public 
 Instruction,” which at first were given to experienced civilians, 
 to professors and principals of colleges and schools, as the 
 rewards of lengthened service, or of ability in teaching. The 
 consequences are what might have been expected. With the 
 best intention, it may be, these men inevitably identify 
 themselves with their system, which had been all along the 
 higher education. They think, and in fact tell us, that we 
 must educate the higher classes to the highest pitch, and 
 by-and-by education will “ percolate downward to the lower 
 strata.’ We all know the tendency of professional and class. 
 legislation. T'o set a body of ecclesiastics or schoolmasters, 
 of doctors or lawyers, of officers of the army or navy, to take: 
 steps for gradually reducing their numbers, until they 
 become extinct, and to foster and strengthen another body 
 of men for whom they had no affection, and in whom, from 
 professional pride, they had probably no confidence, to take 
 their place, would not be a likely way to gain the end 
 desired. They would find a thousand good reasons for 
 avoiding the task, or delaying its execution. In fact, to ask 
 men to extinguish themselves or their system is wrong, to 
 expect them to do it is folly. 
 
 But I must call attention to what is worse than evasion 
 and delay in carrying out the provisions of the despatch and 
 the wishes of the Government. There seems of late, a 
 
 growing tendency to discourage, if not to destroy, the aided 
 
 colleges, as rivals to those of Government. 
 
53 
 
 It is with pain that I have lately received stronger con- 
 firmation of what has long been feared, that there is a strong 
 
 desire to get rid of all our missionary colleges, which have done ~ 
 so much for the education of the people, and, as the highest | 
 officers of the Government have allowed, done much to save _ 
 
 society from the baneful effects of mere secular teaching. 
 
 Some of these colleges have of late years greatly improved 
 in their management and efficiency, and now number a 
 larger roll of graduates than those of Government. This is 
 what the despatch aimed at, and what ought to have been 
 hailed with gratitude. Instead of that, what do we find ? 
 The most efficient of them are being treated with the 
 greatest severity, and the grants-in-aid are reduced, and 
 reduced in the most arbitrary way, and on such short notice 
 as to be embarrassing and discouraging to the managers. I 
 cannot now give details, but record the fact, and am_pre- 
 pared with details if required. 
 
 It has long been known that many in high employment 
 in the Educational Department are opposed to mission 
 colleges, on the ground of religious feeling. They openly 
 advocate views directly adverse to Christianity; and this 
 feeling, which formerly found vent in contempt for a weak 
 opponent, now finds vent in acts of bitter hostility towards 
 a powerful rival. JI am far from charging professors and 
 directors as a body with hostility to religion, but it can- 
 not be denied that there are many of the most active and 
 pushing of their number who are opposed to anything in 
 
 Discouraged. 
 
 Hostility of 
 Secularists. 
 
 the form of living Christianity, and in a system which is — 
 
 based on the exclusion of religion those who are hostile to 
 it have a vantage ground, in opposing institutions which 
 condemn their own by teaching the truths which they ignore, 
 and yet gain the confidence of the natives, and do their 
 work at so much less cost to the Government.* 
 
 I need not reply to the objections which may be made to 
 these simple proposals. I would refer to the able men who 
 drew up the despatch, as a guarantee that its provisions are 
 wise and practicable. It is well known that Sir Charles 
 Wood took counsel with the wisest and most experienced 
 men of all parties, in preparing that important document-— 
 
 * Cannot plead retrenchment. They are increasing cost of Government colleges. 
 
 Do not reply 
 to objections, 
 
Experienced . 
 men drew up 
 despatch. 
 
 Call for co- 
 operation. 
 
 In place . 
 division of 
 labour. 
 
 Waste in men 
 and money. 
 
 54 
 
 the Magna Charta of education in India. The most ex- 
 perienced governors, civilians, professors, and missionaries 
 were engaged in its composition, and it bears the mark of 
 the greatest wisdom and minutest forethought, “aided,” as 
 they say they were in paragraph six, “ by ample experience of 
 the past and the most competent advice for the future.” It is 
 not disrespectful to say of those who have carped at, and 
 opposed the carrying out of its provisions, that they cannot 
 boast of greater wisdom and experience than those who gave 
 such mature and disinterested attention to the drawing up 
 of a code worthy of the new era, when, as they say, in the 
 opening paragraph, “ By an Act of the Imperial Legislature, 
 the responsible trust of the Government of India has again 
 been placed in our hands.” If the despatch is impracticable, 
 let them ask for its repeal. 
 
 SECOND, ABOUT MISSION COLLEGES. 
 
 It is most desirable that, in order to the efficient and 
 economical management of mission colleges, the different 
 Evangelical Churches co-operate in supporting and managing 
 them. At first these educational missions were entirely 
 conducted by the Church of Scotland, and only one was set 
 up in each Presidential city. 
 
 But ere long, one after another of the leading missionary 
 societies started on the same line—a most gratifying 
 evidence of the proved efficiency of the system which Dr. 
 Duff may be said to have originated, but leading to what 
 cannot but be deplored as a needless waste in men and 
 money. So long as the Presbyterian Church of Scotland 
 made this line of action a speciality in mission work, for 
 which, as the Church of John Knox, she was peculiarly 
 fitted, it made a good division of labour, taking the missions 
 in India as one body working for one great end; but when 
 each began to add this feature to their other work, or to 
 give up other forms of work for this, it had the necessary 
 effect of multiplying small educational institutions, with a 
 small number of pupils, either with a small staff of teachers, 
 m which case they were inefficient, or with a large staff, 
 and then the average cost of each pupil was very high. 
 
55 
 
 It is found, then, that four or five European professors, with Economy. 
 native assistants, can teach 300 or 400 pupils as well as they 
 could teach a fourth part of the number, which reduces the 
 cost of each pupil in proportion. At present the number 
 of pupils, in aided colleges, is on an average only seventy-four 
 to each. Far too small a number to pay, as they might be 
 made to do, the great part, if not eventually nearly the whole, 
 of their own expenses, but for the wasteful competition 
 amongst themselves, and still more the unequal competition 
 with Government institutions. A slight rise in the fee with 
 increased attendance would make colleges self-supporting. 
 
 An example of this kind of co-operation has been exhi- A partial 
 bited in Madras under the able presidency and through the ora Ra 
 exertions of Mr. Miller, with the most satisfactory results— 
 the Church of England, the Established Church of Scotland, 
 and the Methodist Missionary Societies, all contributing to 
 the Free Church College, under a board of management on 
 the spot. Itis hoped that these societies and others will 
 combine at home for a general movement, which may 
 establish mission colleges of a high class, in greater force, at 
 more stations, and at less expense to each society than at 
 present. 
 
 Another point of great importance is to see that such a A full staff 
 staff of professors and teachers is kept up, as shall admit niches A hp 
 of greater attention being paid to evangelistic work in the 
 colleges and amongst those who have passed through our 
 educational institutions. 
 
 This work must, as a rule, be done by the professors, not 
 by a separate class set apart as evangelists. They would be 
 looked on with distrust, and would not get the hold on old 7 
 scholars which a former teacher would. Every professor and Must be evan- 
 teacher must be an evangelist, who carries his evangelistic ae 
 spirit into the school and college, every day, and at all 
 times. By having a larger staff, there could always be one 
 in turn engaged in looking after, and addressing as occasion 
 offered, old graduates of their own or Government colleges, 
 in the towns, and by occasional itinerancy in the surrounding gporadic and 
 country for scattering the seed of the Word where it may concnne 
 fall into the hearts of old pupils, and recall old lessons. 
 
 This kind of sporadic work, conducted on a concentric prin- 
 
 # 
 
Normal schools 
 and colleges. 
 
 The Church’s 
 duty, over- 
 
 © sight and 
 
 prayer. 
 
 Hinduism to 
 fall not by dis- 
 integration ; 
 
 but in mass, 
 
 like old tower. 
 
 56 
 
 ciple, would be of great use. Each college should be a 
 centre, and the circle would correspond with the radius from 
 which its graduates were drawn. It is a shame to the Church 
 that by having almost all our colleges undermanned it 
 was impossible to carry on such work in a methodical 
 and efficient way. 
 
 Another branch of work which ought to be greatly 
 extended, is the training of teachers for the elementary 
 schools. If a large number of well-qualified teachers were 
 trained, they would soon get employment throughout the 
 country, if the stimulus were given to the elementary educa- 
 tion which was originally intended by the despatch of 1854. 
 
 In the last place, let there be more intelligent oversight, 
 and earnest prayer by the Church at home; and we hope, 
 that, ere long, we may see glorious results. There is a great 
 leavening process going on in Hindu thought and feeling. 
 There is a conviction diffused that the Christian system is 
 the true, and will be the triumphant religion in India. 
 
 There will be opposition, there may be a conflict, imperiling 
 our rule, if not our existence, in the country, ere that triumph 
 is attained, but it will come, and it will, we believe, come 
 with a sudden and mighty rush which will startle and amaze 
 an incredulous age. Hinduism is like no other system that 
 now exists, or has ever existed in the world. It seems as if 
 it would defy those processes of disintegration, by which 
 believers may be gathered by units or tens or hundreds from 
 other sects and races, in other systems, in other lands, or 
 even in India, as among the aboriginal tribes, or those 
 simpler races in Tinevelley and Travancore, which never fully 
 partook of the fatal privileges of Brahminical religion, and 
 were never brought within the iron bondage of caste, where 
 missions have been so largely successful. Hinduism defies 
 the tooth of time and the tool of the engineer to disintegrate 
 it, or to pick out a stone from the hard and compact structure, 
 except in a few rare and exceptional cases, and the intensity 
 of passion with which these few conversions are felt and 
 resented shows how perfect is the unity of the body—“ If 
 one member suffers all the members suffer with it.” When 
 Hinduism falls, it will fall as those grand old towers fall 
 which have outlived the age and state of society for which 
 
57 
 
 they were constructed ; so strongly cemented that they will 
 
 stand or fall entire—they cannot be taken down like our 
 
 frail modern structures, stone by stone. It is only by the By under- 
 slow and persevering process of sapping and mining that they ee 
 can be brought to the ground, and they fall in one solid 
 
 mass. It is thus that this great donjon, in which super- 
 
 stition and caste have kept the millions of India as in a 
 
 castle of despair, will one day fall, “to rise no more at all.” 
 
 A thousand agencies are at work to undermine it, secular 
 
 and religious, and we wish them all God-speed ; but none can 
 compare with the full and clear proclamation of the glorious 
 
 Gospel, in thoroughly equipped and efficiently conducted 
 educational institutions, in which Divine light is thrown on 
 
 every subject of human study, by generous and disinterested 
 
 men of the highest culture and Christian character. 
 
in, vad i ee baa 
 | tno oli prod t QmEpRAT nD Yoh Oe 
 mbaoreitods ata abet oc nt Me (itiid souls jae 
 sak Lk Ah 
 ee Ra OD ae galitin it Tyee | ul @ t0 Anoons ithe 
 Hoa dio ct hat fo nba AYES) ath oe 
 yn teins Hi oj bse aid Jods onde ie: it i 
 fe at bh atval - no Pita Liu oa dd grad olecy r mobs 
 Bila da One Ost Gare OS tat Naito iw wdhacanly ia lt, | 
 mllioow. tk ating diw | Sp zt a OL. Per Oy ath hitnatra 1 a : 
 any oro het eh i El, shit ‘ow frites i nrolyite’ bie 
 rortoly aus 16 folds bay Lair My finn Tek ail) hin wa lce ft 
 Holoubade, quinoa, Baie adi by Vidi di, at f qi 
 (ir mao eb dsbatl eenve Chai car Me angus r 
 
 asroid 
 dm yt fiw bik euenannipyl cent ‘anil? Ay 390% B: 
 rdw nS ti tidy inal Siva pantie seotkgly “es 
 
 ~ >= 
 
 a 
 eo 
 
 
 
APPENDICES. 
 
 APPENDIX A. 
 
 It is not necessary that I go back to the earlier periods of our 
 intercourse with that country. Without reckoning the embassy 
 which King Arthur is said to have sent out in 883, our direct 
 connection with India may be said to date from the year 160], 
 when a “company of merchants trading to the East Indies,” with 
 a capital of £75,000, sent out five vessels, varying from 600 to 130 
 tons, carrying £6860 in goods and £28,742 in bullion. Our 
 attempts to impart the higher blessings of education and religion 
 date from a much more recent period. To our disgrace, two cen- 
 turies passed without any attempt by the nation or the Church 
 to confer any benefit, material or spiritual, on the natives of India. 
 Individual efforts for the amelioration and enlightenment of the 
 population were made. Noble philanthropists and earnest Christ- 
 ians made the pages of our history bright with their deeds, all the 
 more bright and worthy of admiration from the general darkness 
 and the opposition they met with from those in power. 
 
 
 
 APPENDIX B. 
 
 Tt is, I believe, a great mistake to suppose that by our professing 
 that we would rule the country in the fear and according to the 
 revealed will of our God, we would have endangered our position 
 in India. On the contrary, it would have strengthened our posi- 
 tion, and have tended to secure the confidence of the natives. 
 Keeping our religion in the back-ground is the way to excite their 
 suspicions. They, like all weak races, are accustomed to gain their 
 ends by concealment and duplicity, and they never doubt but that 
 we have some deep and dangerous policy concealed under our 
 ostentatious form of ignoring religion. They naturally think 
 that it is our interest to make them adopt our religion. They 
 
60 
 
 cannot conceive of a religion that does not pervade every depart- 
 ment of human life,—personal, social, and political. Their own 
 religion covers the whole of life, and they cannot be convinced that 
 ours does not. They necessarily and rightly conclude that it ought 
 to do so. 
 
 The practical effect of our neutral policy is to excite distrust 
 and fear, and lays us open to the constant suspicion of a deep-laid 
 scheme to undermine their religion or to convert them by strata- 
 gem. The nature of religion, as they understand it, makes this not 
 only possible, but easy, if not inevitable. By the essential out- 
 wardness and minute observances of their system they know that 
 they may be made outcasts from society, and put beyond the pale 
 of their religion by a most trifling outward act or circumstance 
 entirely independent of their own intention or will,—a mere 
 accident or oversight of their own, or a malicious act of another 
 may be the cause of ruin to multitudes both for this world and 
 the next. 
 
 It is this feature of the religion of the Hindus, coupled with 
 their suspicion of our designs, that makes those rumours of our 
 intention to convert them by means of force or fraud possible of 
 belief and so dangerous to the Government. 
 
 Had we at the beginning of our rule, or when proclaiming the 
 empire in 1858 done two things—First, had we frankly and 
 publicly declared that we were ourselves Christians, and that we 
 believed it was the only true religion, and the best for all men, but 
 that we had no intention of interfering with any man in his 
 religious beliefs.* That we held the domain of conscience to be 
 beyond and above the province of civil government, and appealed 
 to the facts of our historic neutrality in this sense for these hundred 
 years. Second, that the essential nature of our holy religion was 
 such, that no power on earth could make a man a Christian against 
 his will, That a mere outward profession of Christianity was an 
 insult to our God, and would be of no use to its professor in this 
 or in another world, That Christianity was a religion of faith and 
 love and holy living, and that any service which was not rendered 
 with the heart and of free will, was a mockery, and that the 
 Government would prefer an honest and upright heathen to a 
 hypocritical and false professor of Christianity. 
 
 Had such a course been pursued from the first, a widespread 
 rebellion like that of 1857, excited by the rumour of our convert- 
 
 * We gratefully admit the frank avowal of personal belief in Christianity by 
 our noble Queen. But the proclamation failed in not avowing that our Govern- 
 ment would be regulated by the principles of the Word of God. 
 
61 
 
 ing the soldiers by making them bite off the ends of cartridges 
 greased with cow’s fat, would have been impossible, even in credulous 
 and suspicious India. 
 
 Had our country pursued such a course, it might, with the 
 blessing of God, have stayed the horrors of that war, and it might 
 have hastened the establishment of the kingdom of peace. 
 
 If from books we turn to the men who have had the destiny of 
 millions put into their hands, we are struck with warm admiration 
 of the many noble lives which have been devoted to the welfare of 
 our Eastern Empire. The profound wisdom displayed in the most 
 trying circumstances, the calm courage in presence of appalling 
 danger, the indomitable perseverance in overcoming Herculean 
 difficulties, and above all the noble self-consecration and often 
 self-sacrifice in serving a people who could not appreciate their 
 aims or their motives, and often returned ingratitude for kindness 
 and hatred for love, are an honour to our country and a blessing 
 to the race. 
 
 APPENDIX C. 
 
 I cannot resist the temptation to quote the following testimony 
 to the character of Zachary Macaulay from the lips of Mr. Gladstone, 
 when speaking in opposition to the son of that noble old man :— 
 
 “T can only speak from tradition of the struggle for the aboli- 
 tion of slavery ; but if I have not been misinformed, there was 
 engaged in it a man who was the unseen ally of Mr. Wilberforce 
 and the pillar of his strength ; a man of profound benevolence, of 
 acute understanding, of indefatigable industry, and of that self- 
 denying temper which is content to work in secret, to forego the 
 recompense of present fame, and to seek for its reward beyond the 
 grave. The name of that man was Zachary Macaulay, and his 
 son is a member in the existing Cabinet.” 
 
 APPENDIX D. 
 Despatcu oF 1854. 
 
 The following brief summary of this important despatch is by 
 the pen of the Secretary for the Home Department in India, 
 prepared by authority for the Houses of Parliament :— 
 
 “The Indian educational code is contained in the despatches of 
 the Home Government of 1854 and 1859. The main object of 
 the former despatch is to divert the efforts of the Government 
 
ae bd 
 ane Ste 
 
 from the education of the higher classes upon whom they had up 
 to that date been too exclusively directed, and to turn them to 
 the wider diffusion of education among all classes of the people, 
 and especially to the provision of primary instruction for the 
 masses. Such instruction is to be provided by the direct instru- 
 mentality of Government, and a compulsory rate, levied under the 
 direct authority of Goverment, is pointed out as the best means of 
 obtaining funds for the purpose. The system must be extended 
 upwards by the establishment of Government schools as models, to 
 be superseded gradually by schools supported on the grant-in-aid 
 principle. This principle is to be of perfect religious neutrality, 
 defined in regular rules adapted to the circumstances of each 
 province, and clearly and publicly placed before the natives of 
 India. Schools, whether purely Government institutions or aided, 
 in all of which (excepting Normal schools) the payment of some 
 fee, however small, is to be the rule, are to be in regular gradation 
 from those which give the humblest elementary instruction to the 
 highest colleges, and the best pupils of one grade are to. climb 
 through the other grades by means of scholarships obtained in the 
 lower school and tenable in the higher. To provide masters, 
 Normal schools are to be established in each province, and moderate 
 allowances given for the support of those who possess an aptness 
 for teaching and are willing to devote themselves to the profession 
 of schoolmasters. By this means it is hoped that, at no distant 
 period, institutions may be in operation in all the presidencies 
 calculated to supply masters for all classes of schools, and thus in 
 time greatly to limit, if not altogether to obviate, the necessity of 
 recruiting the educational service by means of engagements made 
 in England. The medium of education is to be the vernacular 
 languages of India, into which the best elementary treatises in 
 English should be translated. Such translations are to be 
 advertised for, and liberally rewarded by Government as the 
 means of enriching vernacular literature. While, therefore, the 
 vernacular languages are on no account to be neglected, the 
 English language may be taught where there is a demand for it, 
 but the English language is not to be substituted for the vernacular 
 dialects of the country. The existing institutions for the study of 
 the classical languages of India are to be maintained, and respect 
 is to be paid to the hereditary veneration which they command. 
 Female education is to receive the frank and cordial support of 
 Government, as by it a far greater proportional impulse is imparted 
 to the educational and moral tone of the people, than by the 
 education of men. In addition to the Government and aided 
 
63 
 
 
 
 colleges and schools for gegferal education, special institutions for 
 imparting special education in law, medicine, engineering, art, and 
 agriculture are to recelve in every province the direct aid and 
 encouragement of Government. The agency by which this system 
 of education is to be carried out is a director in each province, 
 assisted by a competent staff of inspectors, care being taken that 
 the cost of control shall be kept in fair proportion to the cost of 
 direct measures of instruction. To complete the system in each 
 presidency, a university is to be established, on the model of the 
 London University, at each of the three presidency towns. These 
 universities not to be themselves places of education, but they are 
 to test the value of the education given elsewhere; they are to 
 pass every student of ordinary ability who has fairly profited by 
 the curriculum of school and college study which he has passed 
 through, the standard required being such as to command respect 
 without discouraging the efforts of deserving students. Education 
 is to be aided and supported by the principal officials in every 
 district, and is to receive, besides, the direct encouragement of the 
 State by the opening of Government appointments to those who 
 have received a good education, irrespective of the place or manner 
 in which it may have been acquired ; and in the lower situations, 
 by preferring a man who can read and write, and is equally eligible 
 in other respects, to one who cannot.” * 
 
 * Parliamentary Blue Book, 1870, p. 7. 
 
 LORIMER AND GILLIES, PRINTERS, 31 ST. ANDREW SQUARE, EDINBURGH, 
 
= 
 
 phy eede 
 
 
 

 
 
 
 
 “Ot EDUCATIONAL POLICY IN INDIA 
 
 A Gttal Question 
 
 4 FOR 
 THE GOVERNMENT AND THE CHURCH. 
 
 DEDICATED BY PERMISSION 
 TOR 
 
 THE RIGHT HON. VISCOUNT HALIFAX, P.C., G.C.B., 
 
 AUTHOR OF 
 THE “DESPATCH ON GENERAL EDUCATION” OF 1864; 
 “THE MAGNA CHARTA OF EDUCATION IN INDIA.” 
 
 BY 
 
 REV. JAMES JOHNSTON, 
 
 SENIOR MINISTER OF ST. JAMES’S FREE CHURCH, GLASGOW. 
 
 ++ 
 
 EDINBURGH: JOHN MACLAREN & SON. 
 LONDON: JAMES NISBET & CO. 
 
 1879. 
 
. 
 
 = : is Le 
 ee ee a a Ve 
 
 
 
INTRODUCTION. 
 
 No yours in the world stood more in need of sound 
 intellectual and moral training than that of India. 
 
 In no nation was there more need for education 
 being based on the pure morality of the Word of God, 
 and fit holy example of the Saviour of men when 
 Government awoke to its responsibility to give 
 instruction to Indian subjects. 
 
 Under the erroneous impression that to teach 
 religion would imperil the empire, schools and 
 colleges were set up, without any recognition of 
 religion, at the expense of, and under ‘iis direct 
 Perel of, the Government, which soon produced the 
 evils which might have been expected in such circum- 
 stances and with such a population. 
 
 Had the East Indian Government been as well 
 acquainted with India and human nature as the late 
 Lord Lawrence, they would have known that their 
 fears were groundless. The following words from 
 an old despatch are worthy of that true Christian 
 statesman :— 
 
 “Sir John Lawrence does entertain the earnest belief 
 that all those measures which are really and truly Christian 
 can be carried out in India; not only without danger to 
 British rule, but, on the contrary, with every advantage to 
 its stability. Christian things done in a Christian way will 
 never, the Chief Commissioner is convinced, alienate the 
 heathen.” 
 
as 
 
 It was in 1858 that I first saw the injurious effects 
 of the operation of direct education in the higher 
 departments of study by the Government, and the 
 ereat good that might be effected by a judicious 
 assistance of independent effort on the part of the 
 natives, and by calling forth the liberality of British 
 residents, and encouraging the labours of missionary 
 societies. 
 
 The publication of the Education Despatch of 1854 
 was hailed by the friends of India as the wisest and 
 best solution of a great and difficult question, which, in 
 the circumstances, could be expected, although some 
 ardent and enthusiastic Christians looked for a more 
 decided and even aggressive policy in regard to 
 Christian teaching. 
 
 Christian educationists saw that if the provisions 
 of the Despatch for aiding equally native and mission 
 schools and colleges, as was most explicitly promised 
 and provided for in the Despatch, was faithfully 
 carried out, there would be no difficulty in the way of 
 the rapid and almost indefinite extension of Christian 
 instruction. Not by asking any special favour for 
 their institutions over those of the natives. Not by 
 any forcing of Christianity by Government authority ; 
 but by the natural and laudable method of providing 
 the highest form of education in seeular studies, alone 
 with the knowledge of Divine truth and the love of 
 God, which commend themselves to the understand- 
 ing and heart even of the heathen when taught in a 
 loving and sympathetic spirit. 
 
 It was their ardent hope that the moral, social, and 
 political evils which they saw and lamented, as the 
 inevitable outcome of direct Government education 
 without religion, would in a large measure disappear, 
 
5 
 
 along with the Government colleges which were so 
 largely responsible for them, and that they would be 
 able to do a great work for the Government and 
 people of India, by educating enlightened and loyal 
 youths, trained in sound moral principles, and if not 
 Christian in profession, largely embued with Christian 
 truth and respect for Christian character, as exemplified 
 by, and admired in, their Christian teachers. 
 
 For these five-and-twenty years I have watched the 
 operation of that Education Despatch in silence, and 
 have seen it year by year more and more perverted 
 from its original design. The higher education has 
 been fostered and pampered, and the lower education, 
 to a like extent, comparatively neglected. Direct 
 education in Government colleges, instead of being 
 withdrawn, has been ‘largely extended, and aided 
 colleges discouraged and reduced. And of late years 
 I have seen what was formerly cold indifference, on 
 the part of influential Government servants, turned into 
 positive aversion to our best Christian colleges, which 
 are now, in some cases, threatened with extinction. 
 
 Not having been engaged in the work, and having 
 never come into conflict with either system, and these 
 last twenty years being a minister at home, and equally 
 independent of all parties, I hope to deal with the 
 question, as faras possible, free from prejudice or passion. 
 
 If prejudice were to sway my judgement, it would 
 be in favour of a bold recognition of religion by the 
 Government, and the public teaching of the Bible in 
 Government schools and colleges on a grand national 
 system of education. It is with reluctance and pain 
 that I am driven to the conclusion, that such a system 
 is not suited to the present condition of India, and the 
 circumstances of the case. 
 
6 
 
 Every careful reader of the following pages, will see 
 that it is not the Government, either at home or in 
 India, with which I find fault. Abundant proof is 
 given that Government has never intentionally or 
 formally departed from the original intention of the 
 Despatch of 1854. It is a question entirely free from 
 any political or party bearing. The present Governor- 
 General, Lord Lytton, as will be seen from a recent 
 speech, 1s as loyal to the spirit of the Despatch as any 
 who has occupied the viceregal throne. 
 
 Any fault I may find with the Government at home, 
 is a lack of watchfulness, in not seeing that their in- 
 tention was carried out, and any complaint against the 
 Government in India, is, that it has allowed the 
 management of this department of its work to fall into 
 the wrong hands,—The hands of those personally 
 engaged in tuition, who from their profession and cir- 
 cumstances are, however good their intentions, inca- 
 pable of understanding the wants of the country, or 
 the defect of their own systems. 
 
 It is in no spirit of hostility to Government that I 
 take up my pen, but with a desire to lay facts before 
 our rulers, and to assist in forming a sound public 
 opinion to support them in doing what will be a 
 difficult and in some respects a painful duty. 
 
 I have cause for satisfaction with the impression 
 produced on many, by the first issue of this pamphlet. 
 None of those who denied the accuracy of my inter- 
 pretation of the Education Despatch in former brief 
 publications, have questioned the thoroughness of the 
 proofs in this more complete form. But, that there 
 might be no possibility of doubt on this vital point, I 
 resolved to add to the cogency of logical demonstration, 
 the additional weight of authoritative testimony. 
 
7 
 
 The highest authority I could consult was the author 
 of the Despatch of 1854, then, as Sir Charles Wood, 
 H.M. Secretary of State for India, and still as Viscount 
 Halifax ably taking his part in the House of Lords, 
 especially in questions of Indian policy. On forward- 
 ing a copy of the first edition, with the request that 
 his Lordship would favour me with his candid opinion 
 as to the construction I had put on his Education 
 Despatch, I had the satisfaction of receiving the follow- 
 
 ing reply :— 
 
 “ HIcKLETON, DONCASTER, 
 5th July, 1879. 
 
 “ Srr,—I only reached home two or three days ago, and 
 I have lost no time in reading your pamphlet on Education 
 in India. 
 
 “T have read it with the greatest interest. You give a 
 most accurate account of the intention and purport of the 
 Despatch of 1854. The subject was one of great import- 
 ance, and great care was taken in framing the Despatch. 
 
 “T have never seen any reason to doubt the wisdom of 
 the course which was then taken. The views expressed in 
 it were well received by all who took an interest in Indian 
 education, and I have good reason to be grateful to many 
 of the best Indians for the manner in which they have 
 spoken of it. 
 
 “The great object was to promote the general education 
 of the people of India, and to learn the higher and richer 
 portion of the population to provide mainly for their own 
 education. It was the grant-in-aid system, as applied to 
 Church and Dissenting schools in this country, applied in 
 India to schools of all religions; so far as the mass of the 
 people were concerned. The upper classes were to contri- 
 bute largely to their own education as they practically do 
 at the English Universities. All this, of course, mutatis 
 mutandis: in a country so unlike England as India. 
 
 “JT am very sorry to see from your pamphlet how far this 
 principle has been departed from, and how large a portion 
 
 
 
8 
 
 of the grants devoted to educational purposes in India is 
 applied to the higher branches. 
 
 “This is entirely contrary to the intention of the Despatch 
 of 1854, which has been followed up since, and is the 
 recognised policy of the Home Government of India. 
 
 “It is in my opinion quite wrong—TI remain, your obd. 
 
 servt., 
 HALIFAX. 
 “The Rev. J. JOHNSTON,” 
 
 Oprntion oF Lorp Lytton, GovERNOR-GENERAL 
 oF LypIA. 
 
 In a recent speech addressed to the University and 
 Government College of the Punjab, His Excellency is 
 reported to have advocated the withdrawal of direct 
 Government education in the higher departments, in 
 language more clear and forcible than I have em- 
 ployed. His words are— 
 
 “There are still a great many learned, philanthropic, and 
 enthusiastic persons who held, and hold, that it is the duty 
 
9 
 
 of the British Government in India to cover this country 
 with educational hot-beds and forcing-houses, and provide 
 a permanent artificial supply of high-class, and, I may say, 
 high-pressure, education, quite regardless of the existence or 
 non-existence of any natural demand for it. I confess that 
 I could never share that opinion, and therefore I am thank- 
 ful that the rule was then at least laid down, that Govern- 
 ment colleges and schools in India should be regarded, not 
 as permanent institutions, but simply as an initiatory stimu- 
 lant to the natural growth of that popular demand for edu- 
 cation, which, when sufficiently developed, is sure to find its 
 natural supply in flourishing private institutions.” 
 
 VIEWS OF THE COMMISSIONER OF HYDERABAD 
 
 ASSIGNED DISTRICTS. ye ; a. J but 
 
 To show that the highest representatives of Govern- 
 ment are still sound in their views, and desire 
 to see the Despatch faithfully carried out, I might 
 quote from many official judgments which have been 
 passed during these many years. I shall give one so 
 clearly expressing my own views, that I could wish 
 for nothing more than to see it enforced. But, un- 
 happily, the same views have been expressed a hun- 
 dred times by Governors and Commissioners, and 
 have produced no results beyond an annual letter or 
 two on either side, and a return to the status quo. 
 The vis inertie of large official bodies and great vested 
 interests is hard to overcome. 
 
 In reviewing the Report of the Director of Public 
 Instruction for the Province, he says— 
 
 “Tt is an easy thing to open schools with Government 
 funds; the difficult thing is to induce the people to start 
 and support their own schools.” 
 
 “Hitherto we have been almost too well off (in official 
 revenues). The desire for education is undoubtedly spread- 
 
10 
 
 ing. Petitions for new schools are, the Director writes, 
 ‘flung into my tonga,’ and can now be gratified only by 
 making the people pay a part of the cost of what they 
 want.” . 
 
 “What I wouldurge is that, in the interest of education, 
 the Director is bound to do something to increase the num- 
 ber of aided schools, and to show that he looks forward to 
 the day when the functions of his office will be confined to 
 two, viz., inspection and training of teachers. No YEAR 
 WILL BE REGARDED BY ME AS QUITE A SATISFACTORY YEAR, 
 IN WHICH NO STEP SHALL HAVE BEEN TAKEN TO THIS END.” 
 
 THE LATE Riaut Hon. Lorp -LAWRENCE. 
 
 There is one other authority to which [ must refer, 
 one whose recent death the nation mourns—the late 
 Lord Lawrence, the ‘‘ Saviour of our Indian Empire” 
 in the rebellion of 1857—one whose sympathy and 
 encouragement in this movement has sustained me 
 amidst opposition and difficulties. In acknowledging 
 my first brief paper on the duty of Government to 
 withdraw from direct teaching in colleges and higher 
 schools, his Lordship wrote: “I concur generally in 
 your views, but the matter would require delicate 
 handling, and could only be carried out by very 
 slow degrees.” 
 
 After naming some distinguished men whose opinion 
 on the subject would be worth having, his Lordship 
 suggested a meeting in London to consult as to what 
 course ought to be taken, and in a subsequent: letter 
 expressed his willingness to call such a meeting in his 
 own house, as from the state of his health he was not 
 able to attend public meetings. I gneve to think 
 that no such meeting can now be held under his 
 distinguished presidency, and aided by his extensive 
 knowledge and great sagacity. I fondly hope that 
 
i 
 
 amidst his many admirers, some will be ready to assist 
 in carrying out his wishes on this subject: 
 
 I give the last note with which I was favoured in 
 regard to a report which I had drawn up on this 
 subject, of which the present pamphlet is only an 
 expansion. ‘There is no recommendation in the latter 
 which was not in the former. It was sent to his 
 Lordship with the request that he would kindly 
 suggest any alteration that he thought needful. The 
 following is his reply :— 
 
 “93 QuEEN’s GATE GARDENS, S.W., 
 19th February, 1879. ~ 
 
 “ My Dear Sir,—I have read over the proof copy of the 
 proposed report of the Free Church on Higher Education 
 among the natives in India. I do not feel disposed to suggest 
 any alterations in it. In its general scope and object I 
 agree; but I think that any change such as is suggested in 
 reducing the expenditure of the Government on Higher 
 Education, should only be gradually and cautiously carried 
 out, or else it would raise a cry which might do harm. I 
 think the best plan would be for some time longer to appeal 
 to the public opinion in England and India, in the way 
 this report is calculated to do. . . . These appear to be 
 the views of those I have consulted, in which I concur.— 
 Yours faithfully, : 
 “LAWRENCE. 
 
 “Rev, JAMES JOHNSTON, &c.” 
 
SECOND EDITION, with INTRODUCTION. 
 
 
 
 OUR EDUCATIONAL POLICY IN INDIA. 
 
 DEDICATED BY PERMISSION 
 
 TO THE RIGHT HONOURABLE 
 
 THE VISCOUNT HALIFAX, P.C., 6.0.3, 
 
 AUTHOR OF 
 
 THE “ DESPATCH ON GENERAL EDUCATION IN INDIA” OF 1854, 
 
 BY THE 
 
 REV. JAMES JOHNSTON. 
 
 “The main object of the despatch” of 1854, containing the present Code of Education for India, 
 “igs to divert the efforts of the Government from the education of the higher classes, upon whom 
 they had up to that date been too exclusively directed, and to turn them to the wider diffusion 
 of education among all classes of the people, and especially to the provision of primary instruc- 
 tion for the masses.” —Parliamentary Blue Book, 1870. 
 
 “And now, after a lapse of twenty years, the emergent unavoidable question is, Why are there @ 
 not plain indications of its speedy accomplishment? Is it not owing to the lack of faithfulness « 
 to its principles in the Education Department, tolerated by the Bengal Government.”—Alla- 
 habad Mission Conference, 1873. 
 
 
 
 fi ) 
 
 FOURTH THOUSAND. 
 
 EDINBURGH: JOHN MACLAREN & SON. 
 GLASGOW: DAVID BRYCE & SON. 
 LONDON: JAMES NISBET & CO. 
 
 1880. 
 Price One Shilling. 
 
[ iv ] 
 
 It was in 1853 that I first saw the injurious effects 
 of the operation of direct education in the higher 
 departments of study by the Government, and the 
 ereat good that might be effected, by a judicious 
 assistance of independent effort on the part of the 
 natives, by calling forth the liberality of British 
 residents, and encouraging the labours of missionary 
 societies, 
 
 The publication of the Education Despatch of 1854 
 was hailed by the friends of India as the wisest and 
 best solution of a great and difficult question, which, in 
 the circumstances, could be expected, although some 
 ardent and enthusiastic Christians looked for a more 
 decided and even aggressive policy in regard to 
 Christian teaching, 
 
 Christian educationists saw that if the provisions 
 for aiding equally, native and mission schools and 
 colleges, as was most explicitly promised and _ pro- 
 vided for in the Despatch, were faithfully carried 
 out, there would be no dificulty in the way of the 
 rapid and almost indefinite extension of Christian 
 instruction; not by asking any special favour for 
 their institutions over those of the natives; not by 
 any forcing of Christianity by Government authority ; 
 but by the natural and laudable method of providing 
 the highest form of education in secular studies, along 
 with the knowledge of Divine truth and the love of 
 God, which commend themselves to the understand- 
 ing and heart even of the heathen, when taught in a 
 loving and sympathetic spirit. 
 
 It was their ardent hope that the moral, social, and 
 political evils which they saw and lamented, as the 
 inevitable outcome of direct Government education 
 without religion, would in a large measure disappear, 
 
Rie ic 
 
 along with the Government colleges which were 
 chiefly responsible for them; and that they would be 
 ‘able to do a great work for the Government and 
 people of India, by raising up enlightened and loyal 
 youths, trained in sound moral principles, and if not 
 Christian in profession, largely embued with Christian 
 truth and respect for Christian character, as exemplified 
 by, and admired in, their Christian teachers. 
 
 For these five-and-twenty years I have watched the 
 operation of that Education Despatch in silence, and 
 have seen it year by year more and more perverted 
 from its original design. The higher education has 
 been fostered and pampered, and the lower education, 
 to a like extent, comparatively neglected. Direct 
 education in Government colleges, instead of being 
 withdrawn, has been largely extended, and aided 
 colleges discouraged and reduced. And of late years 
 I have seen what was formerly cold indifference, on 
 the part of influential Government servants, turned into 
 positive aversion to our best Christian colleges, which 
 are now, in some cases, threatened with extinction. 
 
 Not having been engaged in the work, and having 
 never come into conflict with either system, and these 
 last twenty years being a minister at home, and equally 
 independent of all parties, I hope to deal with the 
 question, as far as possible, free from prejudice or passion. 
 
 If prejudice were to sway my judgment, it would 
 be in favour of a bold recognition of religion by the 
 Government, and the public teaching of the Bible in 
 Government schools and colleges on a grand national 
 system of education. It is with reluctance and pain 
 that I am driven to the conclusion, that such a system 
 is not suited to the present condition of India, and the 
 circumstances of the case. 
 
[ aq 
 
 Every careful reader of the following pages, will see 
 that it is not the Government, either at home or in 
 India, with which I find fault, and the question is 
 happily quite free from any political or party bearing. 
 Abundant proof is given that Government has never 
 intentionally or formally departed from the original 
 intention of the,Despatch of 1854. The Government 
 of the late Lord Derby ratified the Act of their pre- 
 decessors in office in the important Despatch of 1859, 
 issued after the suppression of the mutiny of 1857, 
 and the present Governor-General, Lord Lytton, as 
 will be seen from a recent speech, is as loyal to the 
 spirit of the Despatch as any who has occupied the 
 viceregal throne. 
 
 Any fault I may find with the Government at home, 
 is a lack of watchfulness, in not seeing that their in- 
 tention was carried out, and any complaint against the 
 Government in India, is, that it has allowed the 
 management of this department of its work to fall into 
 the wrong hands; the hands of those personally 
 engaged in tuition, who from their profession and cir- 
 cumstances are, however good their intentions, inca- 
 pable of understanding the wants of the country, or 
 the defect of their own systems. In a letter lately 
 received from one of the most eminent Christian 
 educators in India, he says of his own ‘‘ Province” 
 “Our Government cannot be called hostile to us; but 
 they are supremely indifferent to the whole question, 
 and just throw the reins on the Director’s neck.” 
 
 It is in no spirit of hostility to Government that I 
 take up my pen, but with a desire to lay facts before 
 our rulers, and to assist in forming a sound public 
 opinion to support them in doing what will be a 
 difficult and in some respects a painful duty. 
 
f iu 7 | 
 
 I: have cause for satisfaction with the impression 
 produced on many, by the first issue of this pamphlet. 
 None of those who denied the accuracy of my inter- 
 pretation of the Education Despatch in former brief 
 publications, have questioned the thoroughness of the 
 proofs in this more complete form. But, that there 
 might be no possibility of doubt on this vital point, I 
 resolved to add to the cogency of logical demonstration, 
 the additional weight of authoritative testimony. 
 
 The highest authority I could consult was the author 
 of the Despatch of 1854, Sir Charles Wood, then 
 President of “the Board of Control,” and afterwards 
 H.M. Secretary of State for India, and now as Viscount 
 Halifax ably taking his part in the House of Lords, 
 especially in questions of Indian policy. On forward- 
 ing a copy of the first edition, with the request that 
 his Lordship would favour me with his candid opinion 
 as to the construction I had put on his Education 
 Despatch, I had the satisfaction of receiving the follow- 
 
 ing reply :— 
 
 “ HICcKLETON, DoncastTER, 
 “Sth July, 1879. 
 
 “S1r,—I only reached home two or three days ago, and 
 I have lost no time in reading your pamphlet on Education 
 in India. 
 
 “T have read it with the greatest interest. You give a 
 most accurate account of the intention and purport of the 
 Despatch of 1854. The subject was one of. great import- 
 ance, and great care was taken in framing the Despatch. 
 
 “‘T have never seen any reason to doubt the wisdom of 
 the course which was then taken. ‘The views expressed in 
 it were well received by all who took an interest in Indian 
 education, and I have good reason to be grateful to many 
 of the best Indians for the manner in which they have 
 spoken of it. 
 
[ viii ] 
 
 “The great object was to promote the general education 
 of the people of India, and to leave the higher and richer 
 portion of the population to provide mainly for their own 
 education. It was the grant-in-aid system, applied in India 
 to schools of all religions, so far as the mass of the people 
 were concerned, as applied in this country to Church 
 and Dissenting schools. The upper classes were to contri- 
 bute largely to their own education as they practically do 
 at the English Universities. All this, of course, mutatis 
 mutandis: in a country so unlike England as India. 
 
 “T am very sorry to see from your pamphlet how far this 
 principle has been departed from, and how large a portion 
 of the grants devoted to educational purposes in India is 
 applied to the higher branches. 
 
 “This is entirely contrary to the intention of the Despatch 
 of 1854, which has been followed up since, and is the 
 recognised policy of the Home Government of India, and is 
 in my opinion quite wrong.—I remain, your obd. servt., 
 
 “ HALIFAX. 
 
 “The Rev. J. Jounstron.” 
 
 THe EARL OF DERBY. 
 
 The present Karl of Derby, who, when Lord Stanley, 
 succeeded Sir Charles Wood as Secretary of State for 
 India under the ministry of his noble father, in the 
 Despatch of 1859 says in reference to that of 1854, 
 “ Her Majesty's Government would be very reluctant 
 to disturb existing rules by any change of system 
 which might give occasion to misapprehension ;” and 
 regarding the disputed point—the withdrawal of 
 Government from direct education—he is most explicit. 
 In paragraph 46 he says, “It bemg hoped THat 
 PRIVATE SCHOOLS AIDED BY GOVERNMENT WOULD 
 EVENTUALLY TAKE THE PLACE wniversally OF THE 
 SEVERAL CLASSES OF GOVERNMENT INSTITUTIONS.” 
 
THE DukKE or ARGYLL. 
 
 Judging from the despatches which I find in Govern- 
 ment returns, no man took such a_ watchful ‘and 
 intelheent interest in the question of education in 
 India as His Grace the Duke of Argyll while he held 
 the office of H.M. Secretary for India from 1868-74. 
 
 Along with the first issue of the following pamphlet, 
 I sent a copy of Lord Halifax’s letter, with the request 
 that his Grace would say whether his views of the 
 Despatch of 1854 were substantially the same as those 
 of his Lordship. ‘To explain the reference in the reply 
 to education by missionaries, [ should mention that 
 I had expressed my fear lest missionaries should be 
 compelled to relinquish the higher teaching, owing to 
 the rules laid down for aided “ANE and colleges not 
 being carried out according to the letter and spirit of 
 the Despatch. 
 
 The following is the brief but important answer 
 with which I am favoured, written during a short 
 interval of well-earned rest :— 
 
 “*¢ CoLuMBA’ YACHT, 
 “OBAN, 25th August, 1879. 
 
 “Rev. Str—I have been yachting, and unable sooner 
 to reply to your letter of the 14th. 
 
 “T have not seen the pamphlet which it refers to. But I 
 may say at once, that Lord Halifax’s letter, of which you 
 enclose a copy, represents the general view which I am dis- 
 posed to take of the important subject you refer to. 
 
 “When I return home I hope to be able to read the 
 pamphlet. 
 
 ‘“T should be very sorry to hear that the missionaries had 
 to give up their efforts for the education of India, unless it 
 can be shown that a better substitute has been provided.— 
 
 Your obedient servant, 
 “ ARGYLL.” 
 
[ xii ] 
 your views, but the matter would require delicate 
 handling, and could only be carried out by very 
 slow degrees.” 
 
 After naming some distinguished men whose opinion 
 on the subject would be worth having, his Lordship 
 suggested a meeting in London to consult as to what 
 course ought to be taken, and in a subsequent letter 
 expressed his willingness to call such a meeting in his 
 own house, as from the state of his health he was not | 
 able to attend public meetings. I grieve to think 
 that no such meeting can now be held under his 
 distinguished presidency, and aided by his extensive 
 knowledge and great sagacity. I fondly hope that 
 amidst his many admirers, some will be ready to assist 
 in carrying out his wishes on this subject. 
 
 I give the last note with which I was favoured in 
 regard to a report which I had drawn up on this 
 subject, of which the present pamphlet is only an 
 expansion. There is no recommendation in the latter 
 which was not in the former. It was sent to his 
 Lordship with the request that he would kindly 
 suggest any alteration that he thought needful. The 
 following is his reply :— | 
 
 “93 QUEEN’S GATE GARDENS, 8. W., 
 “19th February, 1879. 
 
 “My Dear Sir,—I have read over the proof copy of the 
 proposed report of the Free Church on Higher Education 
 among the natives in India. I do not feel disposed to suggest 
 any alterations in it. In its general scope and object I 
 agree; but I think that any change such as is suggested in 
 reducing the expenditure of the Government on Higher 
 Education, should only be gradually and cautiously carried 
 out, or else it would raise a cry which might do harm. I 
 think the best plan would be for some time longer to appeal 
 to the public opinion in England and India, in the way 
 
[ xii] 
 
 this report is calculated to do. . . . These appear to be 
 the views of those I have consulted, in which I concur.— 
 Yours faithfully, 
 
 “LAWRENCE. 
 “Rev. JAMES JOHNSTON, &c.” 
 
 THE TIME FoR ACTION IN THIS CouUNTRY. 
 
 That the present is the proper time for taking up 
 this question, is now admitted by those who have 
 seriously given their minds to the consideration of it. 
 If not prosecuted with energy now, it must be aban- 
 doned for ever. Matters cannot continue as they are. 
 Christian educators in India had done their best and 
 failed to induce Government there to carry out the 
 principles of the Despatch of 1854, and now appeal to 
 friends at home to approach Government. Private 
 individuals, like myself and others, had begun to call 
 attention to the subject last year, and public bodies 
 have taken it up. The Church Missionary Society, 
 which has done so much for education in India, 
 addressed a circular to all similar societies in this 
 country in the montl: of January last, in which they 
 say :— 
 
 “The Committee of the Church Missionary Society feel 
 that the time has come when a strong representation should 
 be made to the Home Government on this subject, which is 
 of so momentous concern to our fellow-subjects in India. 
 In common with other Missionary Societies, they heartily 
 welcome the Despatch of 1854. . . . They now, however, 
 see the principle of the Despatch to a great extent reversed ; 
 the grant-in-aid system discouraged rather than fostered ; 
 the chief efforts of Government expended in providing edu- 
 cation for those who could provide it for themselves, or for 
 whom it could be otherwise provided; the primary education 
 of the masses left to a large extent untouched; and the 
 weight of the authority of Government given meanwhile 
 
[| 
 
 to a view of education which is sure in time to produce 
 results disastrous to the moral and social wellbeing of the 
 country.” 
 
 It has been demonstrated in the following pages, 
 _and established by clear and emphatic testimony that 
 the design of the Despatch of 1854 was to extend 
 general education to the people of India, and to leave 
 the higher education to be provided, with partial aid 
 from Government, at the expense of the richer classes 
 who desired it, and by the benevolent associations of 
 natives and foreigners interested in the welfare of the 
 youth of India—of these happily there are many. We 
 are therefore fully justified in demanding that a large 
 proportion of Government grants be devoted to the 
 education of the poor. 
 
 By the present working of the Act, this reasonable 
 and generous policy is reversed. Upwards of £186,000 
 is expended on the higher education of a few in 
 Government schools, and only £86,000 on the poor in 
 the whole of India, with the addition of a small sum 
 eiven in the form of grants-in-aid to native and 
 mission schools. | 
 
 It will also be seen that we are fully justified in 
 demanding that the economical system of grants- 
 in-aid, as provided for in the Despatch, should be 
 extended, and the costly Government colleges be gradu- 
 ally withdrawn. It is utterly inexcusable that the 
 sum of £92,000 should be spent on educating 3300 
 young men in Government colleges, when, as we show, 
 half that number are now educated in aided colleges 
 at the small cost to Government of about £8000. 
 
 In the Government colleges each student costs the 
 Imperial Treasury, on an average, £28 a-year. Those 
 educated in aided colleges only cost the Government a 
 
I soe | 
 
 little over £5 per annum. And they could edueate 
 twice, or even three times the number they now teach, 
 at a very trifling cost to the institutions, and without 
 any additional charge to the Government. 
 
 When I call attention to the fact, that education in 
 Government colleges leads to irreligion, discontent, 
 and disloyalty, let it be distinctly understood that I 
 neither lay the entire blame on Government colleges 
 for the effects produced, nor do I exempt other colleges 
 from producing, in many cases, like results. I know 
 that leht in its purest form cannot be shed into the 
 dark chambers of heathenism without causing keen 
 mental conflicts, which may be expected to lead to 
 errors on the most vital subjects. We need not wonder 
 at the unhinging of religious beliefs and the adoption 
 of dangerous opinions in morals and politics. What I 
 do object to, is, first, that Government knowingly em- 
 ploy the money of their heathen subjects to uproot, 
 by indirect means, the belief of the youth of India, 
 when there is no necessity for their doing so, and 
 second, when they know that they are robbing the 
 natives of their gods, they offer no substitute to fill the 
 aching void, which they are responsible for having made. 
 
 That the conduct of the Government, or rather of 
 those to whom they have “thrown the reins,” is 
 unjustifiable in the present circumstances of India, 
 is seen in the great and growing demand for Educa- 
 tion which is shown in the following pages, enough to 
 ensure the supply of means; and educational agencies 
 are now in the field, which can be easily extended to 
 meet the largest possible demand. 
 
 A weak objection is made to the proposal to with- 
 draw the colleges supported by Government, on the 
 ground, that if the natives came forward in any force 
 
[* syle] 
 
 to supply their place, the effect would be the same, 
 as the higher education necessarily overturns their 
 heathen systems, based as they are on physical errors. 
 
 But surely there is a vast difference between 
 undermining the religious beliefs of the Heathen by 
 Government officials, in Government colleges, paid out 
 of Government taxes derived from a heathen popu- 
 lation, and the Heathen upsetting their own creed, 
 in their own colleges, by teachers of their own choice. 
 
 As to any discontent or disloyalty, there would 
 be no excuse for either, on the ground of false hopes 
 being excited, as I have shown in the following pages 
 is the case by the present system. 
 
 There would still be the mental ferment, and in 
 many cases the moral chaos, which are almost 
 inevitable at a time of transition from a condition of 
 mental and moral darkness and of political tyranny, to 
 a new era of intellectual ight and comparative liberty. 
 
 These being the effects of light infused voluntarily 
 and naturally by native institutions, and not proceed- 
 ing from a system introduced by a foreign power 
 professing a hostile creed, would pass away. ‘That 
 wretched state of the human mind—wnbelief—a 
 state of negation and vacuity, which nature abhors, 
 will not last more than a generation, if left to the 
 voluntary operation of natural laws and the voluntary 
 action of religious truth. 
 
 Besides, if the provisions of the Despatch were carried 
 out, we have the best reason to anticipate a rapid in- 
 crease of the numbers attending the mission colleges, 
 which are every year gaining more and more the con- 
 fidence of the natives. The positive inculcation of true 
 religion and sound principles of social order by disinte- 
 rested parties, would lead to the most beneficial results. 
 
L: awh | 
 
 THE FOLLOWING ARE SOME OF THE ADVANTAGES TO 
 BE GAINED BY FAITHFULLY CARRYING OUT THE 
 PROVISION OF THE DeEsPpAatcH oF 1854, As 
 ADVOCATED IN THE FOLLOWING PAGES. 
 
 Ist. It would free the Government in India from 
 
 a false position, in tacitly sanctioning the evasion, and 
 in some cases the open violation by their own “ Direc- 
 tors of Public Instruction” of the rules laid down for 
 the education of the people, and it would deliver our 
 home Government from the sin and folly of allowing 
 
 the spread of discontent and disloyalty in its name. 
 2nd. It would lead to the gradual withdrawal of 
 large sums now needlessly lavished on the higher 
 education of the rich, and their employment in the much 
 needed elementary instruction of the poor. 
 3rd. It would encourage self-reliance and independ- 
 ence in the upper classes of society, and foster the 
 spirit of beneficence amongst both natives and Kuro- 
 peans in the support of institutions for the higher 
 education — of themselves an important part of a 
 nation’s education. 
 4th. By substituting more largely the grant-in-aid, 
 for durect Government instruction, they would greatly 
 increase the means at their disposal for extending 
 education in all its departments, without increasing 
 the demands on the Government exchequer—at present 
 not in a condition to be more largely drawn upon. 
 
 5th. It would free the higher Aided-Institutions 
 from that unhealthy competition which now greatly 
 hinders their influence for the moral and religious 
 good of the youth of India, and it would vastly increase 
 the sphere of their usefulness, without increasing the 
 
 cost of their maintenance. In fact, the higher educa- 
 B4 
 
[fs ae | 
 
 tion might ere long become largely self-supporting. 
 Some of the higher schools have now reached that 
 happy consummation. 
 
 6th. It would prepare the way for education being 
 put on a better and safer platform. 
 
 Without lowering the standard for a few of the élite 
 of the youth of India, the course of instruction for the 
 many could be much better adapted to the present 
 state of Indian culture. Tor the “high pressure ” of © 
 which Lord Lytton and many of the wisest educators 
 have complained —a system of STIMULANTS which 
 Asiatic minds would be better without, and of 
 cramming which only clogs the brain with food 
 it cannot assimilate, there might be substituted a 
 system broader and deeper, fitted to give sobriety 
 and solidity to the reasoning powers, to revive and 
 strengthen the moral faculties, and to impart purity 
 and life to the spiritual nature. 
 
 For these and other ends which might be secured, 
 I earnestly and reasonably hope for a careful perusal 
 of the following pages. 
 
 Tam thankful to have the honoured name of the 
 author of the Despatch on which our educational policy 
 was based a quarter of a century ago, on the title-page 
 to secure attention. I trust to the accuracy of my 
 statements, and the soundness of my inferences, to 
 secure the confidence of my readers, and through their 
 influence the honest fulfilment of its wise provisions. 
 
OUR EDUCATIONAL POLICY IN INDIA. 
 
 SEN I ER. tase 
 
 I PROPOSE to treat briefly of the educational methods by Object in 
 which the Government of our country has sought, to bestow ~"""* 
 the benefits of a higher civilisation, and the Church of 
 Christ, to confer the still higher blessings of Christianity on 
 our empire in India, to show what the results of those 
 methods have been, and to call attention to certain changes, 
 in the present modes of procedure, which seem essential to 
 the attainment of the important ends desired by the Church 
 and the Government. 
 
 The subject is both important and urgent. It bears 
 directly on the highest wellbeing of two hundred millions of 
 our fellow-subjects, it involves the stability of our empire in 
 India, it affects the higher interest of the kingdom of God. : 
 
 A BRIEF HISTORICAL SKETCH. 
 
 There are three periods of our history in India which Three periods, 
 may be characterised by their appropriate symbols—the ell- 
 wand, the sword, and the sceptre. The first, or mercantile, 
 which still continues an important feature, had an imperial 
 style and stamp upon it from the first, and the military 
 character of our rule, which has existed side by side with 
 the earliest adventures of commerce, is still painfully 
 prominent in the third period of settled government; still, 
 as we shall show, there is a marked predominance of the 
 three characteristics, trade, conquest, and legislation, at the 
 periods referred to. 
 
 First Pertiop.—TRADE. 
 
 For about a hundred years trade was the special, we may East India 
 say the exclusive, object of the East India Company.* By Coma": 
 * Appendix A. 
 
The Company 
 afflicted with 
 earth-hunger. 
 
 Trade tribute. 
 
 2 
 
 the habits of its members, as well as the nature of its con- 
 stitution, it could not be otherwise. It is expressly laid 
 down in the original charter, that the Company was to con- 
 sist of merchants only. In the language of the period, “no 
 gentlemen were to be members of the Company,” and so 
 tenacious were the ‘Governor and Company” of this 
 feature of their charter, that when the Court party wished to 
 give the command of the first fleet of merchantmen to Sir 
 Edward Michelborne, they refused his services on the 
 ground of his being a gentleman, saying they ‘“ would sort 
 their business with men of their own quality.” Until the 
 end of the seventeenth century gain was the great pursuit. 
 It is not pleasant to look back upon the means employed 
 for the attamment of their sordid ends, and it is not my 
 intention to form an estimate of the character of the men, 
 or the morality of their commercial transactions. The ex- 
 tension of trade, protection of their monopoly, and large 
 profits were the ends they never lost sight of, and which they 
 pursued with a courage, sagacity, and perseverance worthy 
 of the highest aims of moral agents—the pursuit of virtue, 
 the good of men. 
 
 SECOND PERIOD.—CONQUEST. 
 
 It was not until the year 1689 that the East India Com- 
 pany entered on a new line of policy. In that year we find 
 them openly aspiring to independent authority in the East. 
 In the language of Mr. Mill, ‘‘ It was then laid down as a 
 determined object of policy that independence was to be 
 established in India, and dominion acquired.” At that date 
 they wrote to their agents: ‘The increase of our revenue 
 is the subject of our care as much as our trade.” They 
 resolved to be “a nation in India,” and held up to their 
 servants the example of the Dutch, who, they say, in sending 
 advices to their governors, “wrote ten paragraphs regarding 
 tribute for one relative to trade.” 
 
 This tribute they evidently looked on not as a revenue 
 for the maintenance of a government ruling for the benefit 
 of the people, but as a new and fruitful source of profit to 
 the Company. Conquest was sought, not from motives of 
 ambition, that “infirmity of noble minds;” but from the 
 
3 
 
 lower and more degrading infirmity—the love of money. It 
 
 is true that ambitious men often got the power into their 
 
 own hands, and aimed at conquest more for its own sake 
 
 than for the material advantages to be gained; and what 
 seemed incidental circumstances often led to wars which 
 
 were far from profitable to the Company. A mysterious AhigherPower 
 hand seemed to lead them on from one war of defence or !°4s- 
 aggression to another, until by the end of another century 
 
 the trading Company had become masters of an empire 
 more populous than that of Alexander or the Cesars. Up 
 
 to this time we can trace no well-defined, far less systematic, 
 
 plans for the benefit of India. Great generals, able gover-. 
 nors, good men did appear and strove hard to introduce 
 beneficent plans for the government of the country or the 
 benefit of portions of it over which they had control; but 
 
 the system was adverse to any great or beneficent measures, 
 
 a selfish policy of gain and aggrandisement was the order 
 
 of the day. 
 THIRD PERIOD.—LEGISLATION. 
 
 It was not until about the beginning of the present century 
 that we find a clear and decisive change in the policy of 
 the Company; and that originated not from within, but 
 from without. It was in the British Parliament that the 
 change was effected. 
 
 The charter of the Company had to be renewed every Responsibility 
 
 twenty years, and new powers were claimed by Parliament pices 
 as the possessions of this imperial trading corporation in- 
 creased; a sense of responsibility began to manifest itself 
 in the Legislature when the subject was discussed in 1793. 
 It was not, however, until the renewal of the charter in 
 1813 that the conscience of the country was really aroused 
 to a sense of the solemn obligations which our great power 
 and vast territories in India imposed. 
 
 It was to a small body of men that we owe the begin- The “Clapham 
 ning of a new era in our relations with India—a compact °°” 
 phalanx of true patriots, whose greatness arose from the 
 soundness of their moral principles and the purity of their 
 motives, and whose power sprang from the strength of their 
 convictions. The same noble band of men who achieved 
 
Charter of 
 1813. 
 
 Our responsi- 
 bility national 
 and personal, 
 
 4 
 
 the emancipation of the slaves in the West Indies, were the 
 means of introducing into East India sound principles of 
 government and the blessings of education and religion. 
 
 The contest was keen, but what the wisdom and experi- 
 ence of Grant and the eloquence of Wilberforce failed to 
 obtain in 1793 was secured in 1813. The movement in the - 
 direction of a higher moral tone in the government of India, 
 and a desire to improve the condition of the people, to 
 liberate them from many of their own barbarous and immoral 
 customs, and to free the government from sinful complicity 
 in the idolatrous practices of the heathen, were greatly aided 
 by the writings of Claudius Buchanan, the son of a Scotch 
 schoolmaster, under the patronage of distinguished Indian 
 statesmen such as Lord Wellesley and Lord Minto. Buch- 
 anan was sent out by Mr. Henry Thornton, one of the 
 leaders of the ‘Clapham men,’ as a chaplain to the 
 Company. 
 
 From the year 1781 the Legislature had been asserting 
 its right to a voice in the government of India, at first 
 through one of the responsible advisers of the Crown, and a 
 few years after by a ‘Board of Control,” and in 1793 
 several members of the Privy Council were placed upon the 
 “Board” with large powers in all matters of imperial policy. 
 
 In 1813 the monopoly of the trade with India was 
 abolished, and that with China followed in 1823. In fact, 
 “the Company” as a body of traders practically ceased to 
 exist. Instead of each of its members and servants, as at 
 first, being of the trading class, none of the employees of 
 the Government are now allowed to engage in trade on their 
 own account, and as one consequence of this change of 
 policy, the character of the service has from that time gone 
 on in the march of improvement, and for many years the 
 public servants of the Crown in India have been as distin- 
 guished for honour, justice, and benevolence as they had 
 always been for talent, energy, and courage. 
 
 It is not, however, my intention to describe the nature of 
 the new charter or the effects of its operation. I refer to 
 the change for two reasons. 
 
 First, to call attention to the fact, that the nation has 
 been from that time responsible for the government of 
 
o 
 
 India, and, that we are individually responsible for the action 
 of our Government in the East, as well as at home,—that 
 we cannot escape from our obligation for national sins and 
 duties towards our fellow-subjects in India. 
 
 We are all the more under moral obligations to our Government 
 fellow-subjects in India from the fact, that they have no aaa a 
 representative voice in the choice of their rulers. They are 
 still, and for many a day must continue to be, governed as a 
 conquered race. Our government is paternal in form, we Should be 
 are the more bound to see that it is paternal in character. ee as 
 The position of our country as a Christian nation, with the 
 destiny of two hundred millions of an alien race in our 
 hands, is the most solemn ever assigned by an overruling 
 Providence to any nation upon earth. This sense of respon- 
 sibility is intensified by the consideration, that these millions 
 of our fellow-subjects are nearly all Muhammadan or 
 ‘heathen. | 
 
 My second reason, for calling attention to the change in Reform must 
 the relation of the Legislature to the people of India, is to ai aibahe pets 
 arrest attention on this other fact, that the most important 
 and beneficent measures for the amelioration and improve- ¢ 
 ment of the condition of the native of India have been 
 carried out by the Home Government. 
 
 Great and good men in India have originated and planned 
 most valuable measures, but under the old régime they were 
 comparatively powerless to carry them into effect. The 
 interests of trade and profits stood in the way, and blinded 
 the eyes of the Directors to any change merely for the benefit 
 of the native. But since the establishment of the “ Board of 
 Control” in 1793, and by more recent measures, Parliament 
 have taken the reins into their own hands, there is a desire 
 to rule for the higher and unselfish ends of government. The 
 heart and conscience of the nation have, to a large extent, 
 been reached, and do now sincerely seek the good of India. 
 
 If the attention of the Government and the sympathy of 
 Parliament can be fixed on any real grievance, there is a 
 fair prospect of its removal; and, convince our rulers at 
 home of any obvious benefit to be sought by legislation, and 
 if practicable, there is hope that it will be conferred. Under 
 the old rule in India a deaf ear was turned to any change 
 
Obstructions 
 in India. 
 
 Improvement 
 must originate 
 at home. 
 
 Character of 
 third period. 
 
 Higher tone. 
 
 6 
 
 purely in the interest of the native population; and even now 
 it is difficult to carry out some of the most important 
 measures that have been passed into law, owing to the 
 obstructions put in the way of the Administration in India, 
 by the prejudices of natives and a few of the old residents, 
 and still more by the host of vested interests and selfish 
 claims which spring up like the rank weeds of the tropics, 
 and choke the good seed of benevolent legislation. 
 
 It is in this country that Indian questions must be taken 
 up, and it is by the Houses of Parliament that measures 
 roust be carried, and their execution vigilantly watched. With 
 the assistance of the able and experienced members of the 
 Council for India, it can be most advantageously done. In 
 saying this, I make no reflection on the disinterestedness and 
 benevolence of the Government in India, Their position and 
 circumstances are such that they often cannot carry out their 
 best schemes. Like all local governing bodies, they are 
 at a disadvantage; on the one hand, subject to the authority 
 of the Home Government, and, on the other, exposed to the 
 obstructions or the influence of interested parties, or the 
 clamour and opposition of the discontented on the spot. 
 We know the difficulties of local governments in our own 
 country, on a small scale, and among an enlightened people. 
 It is far worse there, amidst a host of ignorant and excitable 
 natives, easily led by a handful of clever agitators. It isa 
 real kindness in the Government and Council in this country, 
 to limit and guide the Government and Council in India. 
 
 This third period is one in which the ages of commercial 
 adventure and military conquest are dominated by a higher 
 and nobler spirit than those which preceded it—a spirit by 
 no means tame or unambitious, but, on the whole, a more 
 peaceable and less aggressive age—an age in which war was 
 more of a necessity for the sake of peace, or what might 
 perhaps be thought a more secure frontier. Commerce may 
 have become less dignified when deprived of the stately 
 crutches of monopoly, and the keen edge of a cutting com- 
 petition may bave lowered her moral tone. The military 
 spirit has not been at rest, and legislative measures have 
 been far from satisfactory. Still, no one can dispassionately 
 read the history of our rule in India, from the beginning 
 
7 
 
 of the present century, without feeling that he is in the Measures. 
 presence of a high-minded and earnest race of men, seeking 
 
 to fulfil the grave responsibilities laid upon them by the 
 possession of such an empire. After a careful perusal of 
 
 many of the voluminous “ Blue Books” laid before Parliament 
 
 from year to year, I can testify to an evident desire to 
 promote the welfare of that great country committed to us 
 
 by a mysterious Providence. 
 
 The careful inquiries made every year into the state of the Careful over- 
 country, as to its “material and moral progress,” and the “8 
 working of its educational institutions, the minute and 
 elaborate reports with statistical tables, drawn up with great 
 labour, are unmistakable evidences of an earnest solicitude for 
 the general welfare of the country, worthy, in most respects, 
 of a wise and paternal government. 
 
 If from measures we turn to the men who have governed Character of 
 India, we are struck by the large number in every depart- ?™?!¢™ 
 ment, civil and military, who distinguished themselves, and 
 shed a lustre on our country by their character and deeds— 
 to name them all would crowd our pages, to name a few 
 would be invidious. The highest moral and intellectual . 
 powers of true manhood have been illustrated by them on a 
 stage so conspicuous, and a scale so large, that they have not 
 only benefited vast multitudes by their noble deeds, but 
 have fired the imagination and roused the emulation of the 
 youth of our country. Our rule in India has enlarged the 
 views and stimulated the virtues of our rulers and our 
 people. | 
 
 The one grand error which has vitiated almost all our A fundamental 
 relations to the people of India, and to which my subject a 
 requires that I call attention, is our neglecting to acknowledge 
 God in the government of that country—worse than neglect, 
 our deliberate and persistent determination not to honour 
 the God of heaven in our official acts, not even in the educa- 
 tion of the people. 
 
 I frankly admit the difficulty of the position. It would 
 have required great faith as well as great courage, in the 
 little band of adventurers who first laid the foundation of 
 our empire—a mere handful in the presence of an over- 
 whelming host of fanatical idolaters, or still more fanatical 
 
 
 
8 
 
 Muhammadans—to proclaim their determination to rule in 
 the name of the one God of the Christian, and to regulate 
 their government by the principles of His sacred Book. 
 Though I am convinced, that even then, their character 
 would have been more respected, and their rule more trusted 
 by the heathen, had they frankly declared their faith and 
 Difficulty principles. I also admit that when our Home Government 
 admitted. took the direct responsibility for the government of India 
 into their own hands, they were hampered by the legacy of 
 that rule, and the practice and precedent of so many years’ 
 standing. 
 An oppor- The revolt of 1857, which cancelled unrighteous obliga- 
 tunity missed. tions, abolished dual government, and led to direct imperial 
 rule, was a grand opportunity for a reversal of the vicious 
 policy of their predecessors, while the open proclamation 
 of its continuance, turned, that which had been formerly the 
 offence of individuals, or the errors of a Company, into a 
 national sin, and an imperial injury to India.* 
 
 A Government surrounded by and ruling over a vast 
 population, which had been accustomed to perform every act, 
 whether good or bad, private or public, in the name of a God, 
 was placed in a false and perilous position by its neutrality. 
 The Hindu invoked his god at all times, and in everything 
 he did; and his rulers, whether native or foreign, heathen or 
 Muhammadan, ruled in the name of their god. The native 
 could not understand any other basis or authority for 
 government than the Divine. To assert authority on the 
 ground of mere force or military superiority was a deeper 
 degradation to him. With his primitive notions, he would 
 have preferred to be ruled by a people whose God had given 
 them power to subdue them; and if the government exercised 
 in His name, had been from the first wise and tolerant and 
 just, we would have gained his obedience and respect, if not 
 his affection and confidence. 
 
 Nota practical But this, I fear, is not now a practical question. It is vain 
 eet pe Oe hope for any radical and beneficial change in present cir- 
 cumstances. It would now excite a not unreasonable 
 suspicion to introduce a change, without some adequate 
 and obvious grounds for an alteration of policy. Circum- 
 
 * See Appendix B. 
 
9 
 
 stances may arise to justify such a step, but as I cannot see 
 how they can arise, except through another revolt, or some 
 justification of a great display of our power, and a call for a 
 fresh proclamation of our authority, I dare neither desire 
 nor advocate such a change. I could not avoid asserting the 
 principle, both because it is sound in policy, and Gicartel = 
 its bearing on the question of education. 
 
 The want of a Divine authority, and a sacred rule of action Want of a 
 
 Divine autho- 
 
 to appeal to, became painfully manifest when Government, rity, rule, and 
 under a sense of its responsibility, took steps to elevate the ™°4ve- 
 moral as well as the intellectual condition of the people. 
 This came out in the despatches of the earlier half of the 
 present century. 
 
 We have an illustration of this want of an adequate rule 
 and motive in adespatch of the Court of Directors of 1827. 
 They dwelt ‘ on the importance of raising up educated natives 
 of high moral character for the discharge of public duties.” 
 They say: “To this, the last and highest object of educa- 
 tion, we expect that a large share of your attention will be 
 applied. We desire that the discipline of these [educational] 
 institutions may be mainly directed towards raising among . 
 the students that rational self-esteem. which is the best 
 security against degrading sins; and we particularly direct 
 that the greatest pains may be taken to create habits of 
 veracity and fidelity, by inspiring the youth with a due 
 sense of their importance, and by distinguishing, with the 
 approbation of Government or its discontinuance, those who 
 do, or do not, possess these qualifications.” 
 
 Now, nothing could be better than the aim of this despatch 
 and the intentions of the Directors. To elevate the moral 
 character, to inculcate veracity and fidelity, to bestow rewards 
 on the upright, and withdraw them from the dishonest, are 
 most important. We applaud the aims and honour the 
 Directors for their good intentions. But mark the utter 
 inadequacy of means to the end. 
 
 There is no moral standard to appeal to, no Divine 
 authority to overawe or encourage, no future rewards beyond 
 the temporary salaries of the inferior offices in the Company’s 
 service. They cannot quote the purer portions of the 
 Shastras, the better portions of the Koran, nor the sacred 
 
Poor substi- 
 tutes. 
 
 The system a 
 failure. 
 
 Historical 
 sketch from 
 1813. 
 
 10 
 
 words of Scripture—that would be teaching religion. They 
 dare not appeal to the authority of the many gods of heathen- 
 ism, the one God of Islam, nor the Triune God of Christianity 
 —that would be theology. Their system shuts them out from 
 an appeal to the rewards and punishments of a future 
 state. The transmigrations of the Hindu, the paradise of 
 the Muhammadan, and the heaven of the Christian are all 
 excluded as beyond the prescribed region of the secular 
 instruction to which they have limited the entire circle of 
 knowledge. 
 
 The only standard to which they can direct the youth ot 
 India is a ‘‘ RATIONAL SELF-ESTEEM,” which they declare is 
 “ the bestsecurityagainst degrading vices.” The only motives 
 to virtuous action are hope of the rewards of Government 
 service, and the fear of their withdrawal. In other words, 
 self-esteem is made to take the place of conscience. “The 
 Company ” takes the place of a personal Divine Providence, 
 and the payment or withdrawal of paltry wages are to be the 
 rewards and punishments of the educated natives of India, 
 
 Is it surprising that such a system of education should 
 fail? That the ‘rational self-esteem” should in the great 
 majority of cases develop itself in the form of intolerable 
 self-conceit; and that ‘John Coompany,” as this new divinity 
 was irreverently called by the precocious youths who had 
 been emancipated from all faith in the more formidable 
 gods of their fathers, should be regarded as a usurper or 
 imposter,—his rewards, when bestowed, received without 
 gratitude, and when withheld his authority despised and his 
 government hated ? 
 
 When such principles are adopted, and such a position 
 assumed, by a company of merchants, however respectable, it 
 excites contempt or ridicule; when accepted by a Christian 
 government it calls forth a deep sense of humiliation and 
 sorrow. 
 
 INTRODUCTION AND INFLUENCE OF GOVERNMENT 
 EDUCATION, 
 
 It is desirable that we briefly sketch the origin, the diffu- 
 sion, and results of the Government education in India. 
 In renewing the charter in 1813, Parliament required, 
 
11 
 
 in addition to many material advantages conferred on the 
 natives, and religious privileges given to the Christian 
 Church and to the British residents in India, that the 
 modest sum of £10,000 should be devoted by the Company 
 to the encouragement of education. This sum was expended 
 partly in improving and extending the higher vernacular 
 education of the natives, and still more in encouraging the 
 study of the Eastern classics——Sanscrit, Arabic, and Persian 
 —and in the translation of scientific and classic works from 
 the English into the vernacular languages of India. At the 
 commencement of that period the use of English as a medium 
 of education was not thought of. 
 
 The origin of the idea of using the English language as Origin of the 
 a means of educating the youth of India, and introducing Pe 
 them to the rich treasures of the Western literature— 88° 
 treasures greater far than the gold and precious stones of 
 India, which for centuries fired the imagination and excited 
 the cupidity of Europe, for some time baffled inquiry. I 
 looked for some great genius as the founder of such a system, 
 and for profound philosophic principles on which its founda- 
 tion had been laid, but looked in vain. It was not until 
 long after the system had been in practice, and its influ- 
 ence felt, that philosophers discussed it, and Government 
 adopted it. 
 
 From missionary notices, it appeared that in 1818 the 
 Serampore Mission established a school for teaching English 
 to the natives of India, without requiring their attendance 
 on religious exercises, and in the same year Dr. Inglis, who 
 was the founder of educational missions, preached a sermon 
 in Edinburgh, in which he urged the adoption of the English 
 language as the means for attracting the Hindus, and 
 bringing them under the influence of the Gospel. On 
 further imquiry, however, it was apparent that while the 
 employment of English as a moral or missionary agency 
 in India was first used or advocated by Marshman and Inglis, 
 the discovery was made, like many great discoveries, by a 
 seeming accident, but what was in reality the carrying out of 
 the simple law of supply and demand. There had long been a 
 felt need for a knowledge of English by the natives, for the 
 sake of employment in English families and warehouses, and 
 
Mr. Hare’s 
 school. 
 
 A native 
 
 scholar’s re- 
 
 collections, 
 
 12 
 
 as the prospect of service of a humble kind in Government 
 offices opened up, the demand increased. 
 
 It was in this state of matters that a benevolent watch- 
 maker in Calcutta, of the name of Hare, taking pity on the 
 many half-caste children who were growing up in ignorance 
 and depravity, neglected by their unnatural fathers, and cast 
 off by native society, to which their mothers belonged, which 
 had no place for them in its rigid system of caste, opened a 
 free school for their instruction. Mr. Hare at first received 
 only these outcast Eurasian children, but as they formed a 
 connecting link with the Hindus, it led to earnest applica- 
 tion for admission on the part of the natives, to which he 
 generously responded. ‘The system spread in Calcutta, and 
 was soon introduced into the other cities where any con- 
 siderable body of English residents were settled. 
 
 The origin and progress of the study of the English language 
 is graphically described by one who is himself an illustrious 
 example of what education can do for the Hindu, when the 
 study of literature and science is based on moral principle 
 and Christian truth, resulting in his case, not only in the 
 highest culture, but in Christian character. The Rev. Lal 
 Behari Day, in his “ Recollections of Dr, Duff,” repeats the 
 old story of the dhobi, or washerman, who was the first to 
 acquire a few English words when washing the linen of a 
 ship’s company 1n1634,and to teach them to his countrymen, 
 “In 1774,” he says, ‘‘a stimulus was given to a desire for 
 English amongst respectable Bengalis by the establishment 
 of the Supreme Court in Calcutta, but the only aids to the 
 study were one or two spelling-books or vocabularies of very 
 limited extent.” ‘ In course of time,” he goes on to say, “some 
 Eurasians in Calcutta lent their services to the cause of native 
 education, They went to the houses of rich Baboos and gave 
 instruction in English. They received pupils into their 
 own houses, which they turned into schools. Under the 
 auspices of these men the curriculum of studies was en- 
 larged. To the ‘Spelling Book’ and the ‘Schoolmaster’ 
 were added the ‘ Tales of a Parrot,’ the ‘ Elements of English 
 Grammar,’ and the ‘Arabian Nights’ Entertainments.’ The 
 man who could read and understand the last-mentioned 
 book was reckoned in those days a prodigy of learning. 
 
13 
 
 “The year 1817 is a memorable time in the history of 
 English education in Bengal. In that year the Hindu 
 College was established. The honour of originating that 
 institution belongs to David Hare, a watchmaker in Calcutta. 
 The rough plan which he had sketched of the institution 
 fell into the hands of Sir Edward Hyde East, then Chief 
 Justice of the Supreme Court in Calcutta, who liked the 
 proposal, and took measures for reducing it to practice. 
 This institution, which was at first a school of very humble 
 character, rose into a college chiefly through the exertions of 
 the great Sanscrit scholar, Horace Hayman Wilson, who 
 was Secretary to the Committee of Public Instruction, 
 appointed in 1823 by Government. The success of the 
 Hindu College induced some native gentlemen to set up 
 private schools, the most eminent of which was the Oriental 
 Seminary. The attainments of the youths attending these 
 schools, but especially the Hindu College, were considerable. 
 They were familiar with the historical works of Hume, 
 Robertson, and Gibbon; with the economic works of Adam 
 Smith and Jeremy Bentham; with the philosophical works 
 of Locke, Reid, and Dugald Stewart; and with the poetry 
 of Shakespeare, Milton, Dryden, Pope, Burns, and Scott. 
 
 “Such was the state of English education when Duff 
 reached Calcutta in 1830.” 
 
 The demand for education increased with the openings 
 made for employment in the public works which the Govern- 
 ment began in the earlier part of the present century to 
 carry on for the material benefit of the country. And when 
 the Government offices and Civil Service were thrown open, 
 in certain departments, to the natives, the spur of ambition 
 was added to the love of gain, to intensify the already strong 
 desire to acquire English, which was not only the key of 
 knowledge, but the door to wealth and honour in the eyes 
 of the poor and down-trodden races of India. 
 
 The arrival of Alexander Duff in Calcutta in the year Dr. Duf’s 
 1830 formed a new era in education and in missions in" 
 India. Though the founder of neither, his methods were as 
 original as they were important. His clear judgment saw 
 the true significance of the state of society in the capital. 
 His intrepid spirit at once entered on an independent line 
 
Introduction 
 of religion. 
 
 en et 
 
 14 
 
 of action, different from that of his predecessors, and the 
 many good and honoured men who were at work around 
 him. In direct opposition to the letter of his instructions 
 from the committee which sent him out, instead of going 
 as directed to some quiet rural district of the country, or 
 employing the English language as a mere educational pro- 
 cess, as had been done by Mr. Hare and the Government, or 
 introducing timidly a little religion at a stated hour when 
 the heathen were at liberty to absent themselves, as was then 
 done, even in missionary institutions, he gave it distinctly 
 to be understood that he was a religious teacher, that his 
 great aim was the conversion of the pupils, and that educa- 
 tion, with all its importance, was only a means to a higher 
 end—the formation of the character and the salvation of the 
 soul. 
 
 But while education was only a means to an end, he 
 manifested his sense of its importance, and with all his charac- 
 teristic fervour and indomitable energy, he set himself to 
 adapt a system of instruction so thorough and perfect, that 
 within a few months Duff’s school was the wonder and 
 admiration of Calcutta. And, in a short time, so far 
 superior to all competitors, that in spite of the dread of his 
 fervent piety and proselytising zeal, his school was the 
 largest and most popular in the Presidency, and himself the 
 most admired and loved of all the teachers in Calcutta. 
 
 In. 1833, when Indian affairs came for their periodical 
 consideration before Parliament, the conscience of our 
 country again demanded and obtained great advantages for 
 India, and, amongst others, a great increase of money 
 erants for education, which now began to assume a charac- 
 
 
 
 _ ter of imperial importance. The grant of £10,000 in 1813 
 
 English versus 
 vernacular 
 languages. 
 
 was increased tenfold, and great interest was excited in the 
 question as to the best way of imparting to the natives of 
 India the full light of western science and literature. Now 
 
 burst forth in earnest the smouldering controversy between 
 
 the advocates of the vernacular and English languages, as 
 
 / 
 
 the medium of instruction. Into that controversy I cannot 
 
 | now enter. It is deserving of, and will demand, earnest’ 
 
 ‘reconsideration on an early day. Without going the length 
 
 to which the “Orientalists” went, there is an important 
 
15 
 
 principle at the base of the position occupied by such men 
 as James and Thoby Princep, Shakespeare, and _ others, 
 which must assert itself sooner or later. The importance of 
 English cannot be over-estimated, if it be kept in its proper 
 place, and within due limits. These have been of late 
 overstepped, and there are symptoms of a natural reaction, 
 which will require to be watched lest it be carried too far 
 in the opposite direction. 
 
 It is, however, with facts, not principles, we have now to 
 do. The battle between the advocates of the Oriental and 
 _ English languages was carried on both within and outside 
 the Council Chamber. In this contest the eloquence, 
 and still more, the practical work of Dr. Duff were of 
 great service ; but the tide was not turned until the arrival 
 of a powerful ally in the person of Thomas Babington 
 Macaulay. 
 
 There seemed a providence in the way Mr. Macaulay had Macaulay’s 
 been raised up for his work in India. The son of as pure ne 
 and devoted a Christian patriot as ever toiled for the poor 
 and oppressed of our race, and trained under the influence 
 of the “ Clapham Sect,” of which his father, Zachary,* was 
 the hidden spring, Mr. Macaulay was prepared to take an 
 enlightened and generous view of any question affecting the 
 interests of the natives. 
 
 The “minute” drawn up by him in 1835, now an Eng- 
 lish classic rather than an official paper, put an end to contro=> 
 versy, and introduced a new policy. From that date the 
 English language has been the great subject of study in 
 Government schools and cclleges, and the medium through 
 which all the higher branches of study are carried on. While 
 the native classic and vernacular languages are taught, not 
 only English literature and history, but all the sciences, and 
 even mathematics, in which the Hindus had long excelled, 
 are taught by English teachers in the English tongue. For 
 twenty years this method went on increasing in efficiency 
 and extent, and so popular is it with the natives that they 
 required to be urged to study their own vernaculars, and it 
 needs a bribe to get them to attend the old endowed classes 
 for Sanscrit, Arabic, or Persian. 
 
 * See Appendix C, on Zachary Macaulay. 
 C3 
 
16 
 
 DESPATCH OF 1854. 
 
 We are now arrived at the most important period of our 
 educational policy in India, and this was another proof of 
 Importance of the importance of having the affairs of that country brought 
 sceacpeaeets before Parliament in such a form as to fix on our Eastern 
 en ques- empire that earnest attention which calls into lively exercise 
 the intelligence and conscience of the nation. Now that 
 the necessity for a renewal of the charter every twenty years 
 no longer exists, it is almost impossible to get the House of 
 Commons to listen to a debate on the most important 
 questions affecting the welfare of the two hundred millions 
 of our Eastern empire. Nothing less than a war which 
 demands millions of our gold to carry it on, or a famine, by 
 which millions of lives are carried off, will secure a hearing, 
 and these are times which call for special shifts and tem- 
 porary expedients, not for large and comprehensive measures. 
 The periodic revisions of the charter, especially since the 
 end of last century, were in reality eras in the history of our 
 rule in India. That for 17938 sanctioned, besides material 
 benefits, important religious advantages. These were much 
 extended in 1813, when the first grant for education was 
 made. In 18383 this grant was raised tenfold; and in 1853 
 a principle was laid down which extended it indefinitely, and 
 in actual outlay has raised it seven or eight fold. Had the 
 whole question been raised in a similar way in 18738, we 
 doubt not the results would have been of equal importance 
 and advantage to that country. 
 es 2 I give in the Appendix a summary of the famous de- 
 despatch. spatch of 1854, issued for the Government by Sir Charles 
 Wood (Viscount Halifax),* and shall now call attention to 
 some of its more important features. The first 1s one which 
 To extend the evidently formed a main ground for the new legislation— 
 tere ot. viz, TO ENLARGE THE circle OF STUDY BY INTRODUCING A 
 GREATER NUMBER OF USEFUL SUBJECTS INTO THE HIGHER 
 DEPARTMENTS, AND TO EXTEND THE sphere OF EDUCATION 
 SO AS TO REACH THE LOWER CLASSES OF SOCIETY. 
 The despatch calls attention to the fact, that up to that 
 time the aim seemed to have been to educate a few to a very 
 
 
 
17 
 
 high pitch of excellence, to the neglect of the general 
 education of the people. After referring to the importance 
 of the subject, and the advantages to be gained, section six 
 runs thus :— 
 
 Par. 6. “Aided, therefore, by ample experience of the past, and the 
 most competent advice for the future, we are now in a position to 
 decide upon the mode in which the assistance of Government should 
 ‘be offered TO THE MORE EXTENDED AND SYSTEMATIC PROMOTION OF 
 GENERAL EDUCATION in India, and on the measures which should at 
 once be adopted to that end.” 
 
 So that the extension of general education was the special 
 aim of Government in this despatch which introduced the 
 new policy. 
 
 This view is confirmed by the tenth paragraph, which is 
 as follows :— 
 
 Par. 10. ‘‘ We have also received most satisfactory evidence of 
 the ligh attainments in English literature and European science, 
 which have been acquired of late years by some of the natives of 
 India. But this success has been confined to but a small number of 
 persons ; AND WE ARE DESIROUS OF EXTENDING FAR MORE WIDELY 
 THE MEANS OF ACQUIRING GENERAL HUROPEAN KNOWLEDGE, OF A 
 LESS HIGH ORDER, but of such a character as may be practically 
 useful to the people of India in their different spheres of life. To 
 attain this end it is necessary, for the reasons which we have given 
 above, that they should be made familiar with the works of Euro 
 pean authors, and with the results of the thought and labour of 
 Europeans on the subjects of every description upon which know- 
 ledge is to be imparted to them; and to extend the means of 
 imparting this knowledge must be the object of any general system 
 of education.” 
 
 To remove any doubt as to this being the aim of the 
 Home Government, I quote the following from the thirty- 
 ninth paragraph :— 
 
 Par. 39. “ . . . The wise abandonment of the early views with 
 regard to native education, which erroneously pointed to the 
 classical languages of the East as the media for imparting European 
 knowledge, together with the small amount of pecuniary aid which 
 in the then financial condition of India was at your command, has 
 ded, we think, to too exclusive a direction of the efforts of Govern- 
 
Colleges aided 
 by grants to 
 supersede 
 Government 
 colleges, 
 
 18 
 
 ment towards providing the means of acquiring A VERY HIGH DEGREE 
 OF EDUCATION for a small number of natives of India, drawn for 
 the most part from what we should here call the higher classes.” 
 
 Paragraph fifty-two shows that the extension of the 
 higher education in future is to be carried out, not by 
 increasing the number of Government colleges, but by the 
 system of grants-in-aid now for the first time introduced. 
 
 Par. 52, “ We have, therefore, resolved to adopt in India the 
 system of grants-in-aid which has been carried out in this country 
 with very great success; and we confidently anticipate by thus 
 drawing support from local resources, in addition to contributions 
 from the State, a far more rapid progress of education than would 
 follow a mere increase of expenditure by the Government; while 
 it possesses the additional advantage of fostering a spirit of reliance 
 upon local exertions and combinations for local purposes, which is 
 of itself of no mean importance to the wellbeing of a nation.” 
 
 To show that the Government intended to encourage 
 missionary colleges and schools as well as those supported 
 by natives and resident Europeans, the following tribute is 
 paid to their labours in the past :— 
 
 Par. 50. ‘At the same time, in so far as the noble exertions of 
 societies of Christians of all denominations to guide the natives of 
 India in the way of religious truth, and to instruct uncivilised 
 races, . . . have been accompanied, in their educational establish- 
 ments, by the diffusion of improved knowledge, they have largely 
 contributed to the spread of that education which it is our object 
 
 . to promote.” 
 
 In confirmation of our interpretation of the intention of 
 Government, we quote the following from paragraph eighty- 
 S1X :— 
 
 Par. 86. “ . .. We confidently expect that the introduction 
 of the system of grants-in-aid will very largely increase the number 
 of schools of a superior order; and we hope that before long 
 sufficient provision may be found to exist in many parts of the 
 country for the education of the middle and higher classes, inde- 
 pendent of the Government institutions, which may then be closed as 
 has been already the case in Burdwan in consequence of the 
 enlightened conduct of the Raja of Burdwan, or they may be 
 transferred to local management.” 
 
19 
 
 This shows that the Home Government not only looked | 
 
 to the system of grants-in-aid as a means of saving the 
 Indian Government from spending more on the extension 
 of the higher education than they had been expending up 
 to that time, but that it would lead to the lessening of that 
 expense by the withdrawal of some of the colleges then 
 an exrstence. 
 
 That this is the right interpretation of the despatch 1s 
 placed beyond a doubt by the paragraphs sixty-one and 
 sixty-two, which we must quote in full, We do not even 
 take the liberty of altering the type as we have done in 
 some other quotations :— 
 
 Par. 61. “ We desire to see local management under Government 
 inspection, and assisted by grants-in-aid, taken advantage of where- 
 ever it is possible to do so, and that no Government colleges or 
 schools shall be founded for the future in any district where a 
 sufficient number of institutions exist capable, with assistance 
 from the State, of supplying the local demand for education. But 
 in order fully to carry out the views we have expressed with 
 regard to the adequate provision of schools throughout the country, 
 it will probably be necessary for some years to supply the wants 
 of particular parts of India by the establishment, temporary sup- 
 port, and management of places of education of every class, in 
 districts where there is little or no prospect of adequate local 
 efforts being made for this purpose, but where, nevertheless, they 
 are urgently required.” 
 
 Mark the explicit expression of the desire for local volun- 
 tary effort, and the caution with which any extension of 
 higher instruction is allowed. It will only “ probably ” be 
 required in any case, and it is only when “urgently 
 required” that it is to be allowed, and even in such an ex- 
 treme case it is only to be “temporary support” that is to 
 be given. 
 
 Par, 62. “We would look forward to a time, when any general 
 system of education, entirely provided by Government, may be dis- 
 continued with the gradual advance of the system of grants-in-aid, 
 and when many of the existing Government institutions, especially 
 those of the higher order, may be safely closed, or transferred to 
 the management of local bodies under the control of and aided by 
 the State ; but it is far from our wish to check the spread of edu- 
 
 Local effort 
 with grants-ine 
 aid desired. 
 
Professional 
 or technical 
 instruction. 
 
 General col- 
 leges—two 
 classes. 
 
 20 
 
 cation in the slightest degree, by the abandonment of a single school 
 to probable decay, and we therefore entirely confide in your discre- 
 tion, and in that of the different local authorities, while keeping 
 this object steadily in view, to act with caution, and to be guided 
 by special reference to the particular circumstances which affect 
 the demand for education in different parts of India.” 
 
 This needs no comment. I would only ask a second perusal 
 of the first half of this paragraph. 
 
 The aim, then, is, while keeping up the standard for a few, 
 to “extend far more widely the means of acquiring a 
 general European knowledge OF A LESS HIGH ORDER,” but 
 practically useful in every-day life. 
 
 By way of enlarging the circle of study, it is proposed to 
 introduce technical or professional schools and colleges for 
 the study of medicine, law, engineering, industry and design, 
 and agriculture; and by way of extending the sphere, arrange- 
 ments are made for establishing normal schools for the 
 educating and training of native teachers for elementary and 
 middle schools. In fact, the spirit of the despatch breathes 
 a generous desire to extend the benefits of a useful educa- 
 tion to the whole country, instead of limiting it to a favoured 
 few in the large cities, as had been done previously. In 
 paragraph forty, after having called attention to the too 
 exclusive regard hitherto paid to the education of a few of 
 the higher class, they justly say :— 
 
 “The higher classes are both able and willing, in many cases, to 
 bear a considerable part, at least, of the cost of their education.” 
 
 The establishment of general colleges was no part of the 
 scheme of the despatch. These were in existence before, 
 and were of two kinds; first, ‘‘ Government colleges ;” and 
 by that must be understood something entirely unlike any- 
 thing known in this country. They are built with Govern- 
 ment money, supported by Government funds, the professors 
 are appointed by Government, and all the arrangements are 
 under Government authority. The pupils pay a fee of from 
 ten to twelve rupees a-month, which goes but a little way 
 towards the expenses of institutions which are carried on in 
 an imperial style, and at great expense. 
 
 The other colleges are supported by endowments or 
 
21 
 
 voluntary subscriptions, from every class and denomination 
 in the country, native and foreign, heathen, Christian, and 
 secularist. These voluntary or private colleges were in 
 existence before those of the Government, but received, with 
 a few exceptions, no Government assistance or recognition, 
 until after the new era introduced by the despatch of 
 1854. One of the benefits conferred by it was ‘the en- 
 couragement and assistance given to voluntary effort of 
 every kind. ‘‘ Grants-in-aid” were an essential feature 
 of the despatch. They were not only given—the prin- 
 ciple is laid down again and again that it was the aim 
 of Government to foster liberality on the part of in- 
 dividuals and societies, and to encourage the spirit of 
 independence and self-reliance in the natives, as of itself 
 an important part of education. Not only so, but they 
 declare repeatedly that it shall be a part of their plan to 
 withdraw from the field as soon as adequate agencies can be 
 raised up for carrying on the higher education, and to 
 devote the money so saved to the extension of education in 
 the rural districts, and amongst the poorer classes. 
 
 UNIVERSITIES ESTABLISHED FOR THE ENCOURAGEMENT OF 
 PRIVATE COLLEGES, SUPPORTED BY LOCAL AND MIs- 
 SIONARY RESOURCES AND ‘‘ GRANTS-IN-AID.” 
 
 The establishment of the universities had a direct bearing The univer- 
 on this part of their scheme, and was designed to encourage aereinese: 
 undependent effort, and to prepare the way for Government ins bodies. 
 withdrawing from the costly work of direct education. In 
 
 paragraph forty they say :— 
 
 Par. 40. “We have, by the establishment and support of these 
 colleges, pointed out the manner in which a liberal education is to 
 be obtained, and assisted them to a very considerable extent from 
 the public funds. In addition to this we are now prepared to give, 
 by sanctioning the establishment of universities, full development 
 to the highest course of education to which the natives of India or 
 of any other country can aspire; and besides, by the division of 
 university degrees and distinctions into other branches, the 
 exertions of highly-educated men will. be directed to the studies 
 which are necessary to success in the various active professions of 
 
Despatch of 
 1863. 
 
 Stanley’s 
 despatch of 
 1859. 
 
 22 
 
 life. We shall, therefore, have done as much as Government can do 
 to place the benefits of education plainly and practically before the 
 
 higher classes in India.” 
 
 That this was their design is made clear by the following 
 ‘“‘ Extract from the Proceedings of the Government of India 
 in the Home Department,” passed on the 29th July, 1869, 
 in which, amongst other formal resolutions, they declared 
 that, ‘ Already the Government has gone far beyond -the 
 intentions of the despatch of 1854, which declared THAT THE 
 PROVISION OF UNIVERSITIES, as the examining bodies for 
 higher education, WAS ALL THAT THEN REMAINED FOR THE 
 GOVERNMENT TO Do.” * 
 
 This feature of the Government plan of 1854 has been 
 too much overlooked by the Executive in India, and is 
 practically ignored by the officials of the universities and 
 colleges. But here is the principle clearly established in 
 1854 and acknowledged in 1869—that universities were 
 set up for the encouragement of private and aided colleges, 
 and that it was the design that Government colleges should 
 eventually give place to these. 
 
 THE HoME GOVERNMENT HAS NEVER CHANGED ITS PoLicy 
 SINCE 1854. 
 
 Lest any should say that our Government has altered its 
 policy of limiting direct teaching of the higher classes at 
 its own expense, and directing its chief effort to extending 
 education downwards to the more needy, where stimulus and 
 aid were more required, let me call attention to the follow- 
 ing official utterances, extending over many years, and which 
 show that the policy is unchanged. 
 
 In 1863, the Home Government thus expressed itself :— 
 
 “Tt was one great object proposed in the despatch of the 19th 
 July, 1854, to provide for the extension to the general population 
 of those means of obtaining an education suitable to their station 
 in life, which had hitherto been too exclusively confined to the 
 higher classes; and it is abundantly clear, from Lord Stanley’s 
 despatch of 7th April, 1859, that Her Majesty’s Government 
 entertained at that time the same sentiments which had been 
 
 * Blue Book, p. 468. 
 
23 
 
 expressed by the home authorities in 1854... . But I think it 
 necessary to declare that Her Majesty's Government have no intention 
 of sanctioning a departure from the principles already deliberately 
 laid down, and that, while they desire that the means of obtaining 
 an education calculated to fit them for their higher position and 
 responsibility should be offered to the upper classes of society in 
 India, they deem it equally incumbent on the Government to 
 take, at the same time, all suitable measures for extending the 
 benefits of education to those classes of the community ‘who,’ as 
 observed in the despatch of July, 1854, ‘are utterly incapable of 
 obtaining any education worthy of the name by their own unaided 
 efforts.” * 
 
 In 1864, Sir Charles Wood wrote :— Sir Co vead 
 
 in 
 “Those principles are that, as far as possible, the resources of 
 the State should be so applied as to assist those who cannot be 
 expected to help themselves, and that the richer classes of the people 
 should gradually be induced to provide for their own education.” 
 
 ¢ 
 The Duke of Argyll writes, May, 1871, to the Viceroy :— eee of Argyll, 
 
 Par. 5. “I should be understood as approving generally of the 
 main principle which runs through your despatch, that the Govern- 
 ment expenditure should, as far as possible, be reduced with 
 reference to the education of those who are well able to pay for 
 themselves, and should be mainly directed to the provision of an 
 elementary education for the masses of the people.” 
 
 Par. 9. “If once we can instil into the real upper classes of 
 India, that one of the main duties of society is to provide for the 
 sound primary instruction of the humbler classes, we shall lay the 
 real foundation for that general system of education which it is the 
 desire of your Excellency’s Government to establish.” 
 
 Again, on 4th June, 1873, the Duke of Argyll writes to 1873. 
 the Viceroy :— 
 
 Par. 9. “In conclusion, I must express my concurrence with 
 your Excellency in considering that the Lieutenant-Governor (Sir 
 George Campbell) has not departed from the broad line of educa- 
 tional policy which has been laid down by Her Majesty’s Govern- 
 ment during a long series of years, and in cordially approving the 
 steps his Honour has taken to give a more practical tone to 
 education in Bengal. The advance which has been made in the 
 
 * Blue Book, 1870, p. 11. 
 
24, 
 
 encouragement of the primary instruction of the people is also a 
 subject of congratulation.” 
 
 yan Campbell, Sir George Campbell, Lieutenant-Governor of Bengal, 
 
 Government 
 colleges 
 increased. 
 
 writes to the Director of Public Instruction, 1872 :— 
 
 *‘ Tt is not the policy of the Government to discourage English 
 or high education, but it is its policy not to devote an entirely dis- 
 proportionate amount of the funds at the disposal of the Local 
 Government to the education of a very limited number of persons, 
 to the comparative exclusion of the much greater number who have 
 equal claims on the State.” 
 
 But while these have been the plans of the Home Govern- 
 ment, what has been the practice in India? Instead of 
 withdrawing the Government colleges, they have doubled 
 the number, and multiplied the cost. Instead of encouraging 
 local effort, they have made the maintenance of colleges by 
 missionary societies almost impossible, and what is, if possible, 
 more to be deplored, they have pauperised the richer classes 
 of the natives by leading them to depend on Government 
 doing almost everything for them. I admit the difficulty 
 of withdrawing from these Government colleges when the 
 natives have got to value and use them. But this difficulty 
 should have induced caution in establishing new ones, all 
 the more that Government never meant the number to be 
 increased but rather diminished. 
 
 The principle ought to have been laid down that a college 
 could only be set up in a new locality where a stimulus to 
 the higher education was required, by giving one up where 
 it was no longer needed, Instead of this, what do we find? 
 In 1854 there were only fourteen general colleges sup- 
 ported by the Government, as I find from the Blue Book, 
 and on inquiring at the Indian Office the other day, I am 
 favoured by the following return :— 
 
 “Tn 1876-77 there were— 
 
 Government colleges—General ; ., 29 
 %» Professional . aes | 
 46” 
 
 It may be said with apparent truth that twenty-nine 
 general colleges are quite insufficient for the wants of the 
 
25 
 
 millions of India, and even if we add the seventeen aided 
 colleges, with a total of less than 5000 graduates in all 
 the colleges of India, what are these among so many ? 
 Compared with the colleges in European countries, it would 
 be miserably inadequate. But this is an inverted way of 
 looking at the subject. We must consider the state of 
 education in the country, the demand for the higher, and 
 the need for-the lower culture. If the natives had developed 
 such a system, and maintained it themselves, no one could 
 find fault; but when the vast proportion of the attention 
 and funds of the Imperial Treasury are devoted to fostering 
 a fictitious culture in the higher, above the wants and habits 
 of the people, it is both unnatural and pernicious. I know 
 the idea prevailed that education would “ filter down” from 
 the higher to the lower class. This, as is shown by Mr. 
 Howell, when Under-Secretary, has proved a mere delusion 
 and a snare. It could not but fail, when that higher culture 
 was an exotic, taught in a foreign tongue, and by foreign 
 teachers. There is no analogy between the English language, 
 as taught in India, and the Latin tongue, as used on the 
 revival of learning in Europe; and even it failed to reach the 
 body of the people, although the priesthood read it, and the 
 people heard it in the daily services of the Church for cen- 
 uries before. So much is the English system unnaturally 
 forced, that the distinctive peculiarities of Cambridge and 
 Oxford can be traced in the universities of Calcutta and 
 Bombay. In the “Return” for 1870, it is said (p. 49)— 
 “There is a difference of kind between those two univer- 
 sities, corresponding to the difference between Cambridge 
 and Oxford. The Calcutta University has been, I believe, 
 chiefly moulded by Cambridge men, and the Bombay 
 University has certainly taken its direction from a prepon- 
 derance of Oxford men among its founders.” Is India 
 generally educated to a position for profiting by such an 
 exotic system of horticulture ? 
 
 WoRK ACTUALLY ACCOMPLISHED IN LOWER DEPARTMENT 
 k OF EDUCATION. 
 
 I thankfully acknowledge the large amount of good which 
 has been accomplished in the education of the lower classes 
 
Increase of 
 Government 
 schools, 
 
 and of private 
 schools. 
 
 Abettersystem 
 and moral tone 
 introduced. 
 
 26 
 
 since 1854. There is a great increase in the number of 
 children of the poorer class under direct instruction in Govern- 
 ment schools. In 1854 there were only 40,000 youth of 
 all classes under instruction by Government; now there are 
 700,000 in Government schools and colleges. In addition, 
 they have assisted both native and missionary societies in 
 extending their useful operations, but as there is no record 
 of the numbers attending this class of schools before 1854, 
 we cannot tell to what extent the grant-in-aid system has 
 led to their numerical increase; it must have been con- 
 siderable. Government now gives, in the form of grants-in- 
 aid, to private schools and colleges of all classes, supported 
 by both foreigners and natives, the sum of £133,000. 
 
 I also give the present system full credit for introducing 
 a better system of teaching, and better class-books into 
 native schools, which are not deriving any direct benefit 
 from grants. A higher style of teaching and better tone 
 has been pretty largely diffused through Government example 
 and influence. But let us look at what has been left undone, 
 and compare the expenditure on the higher with that on the 
 lower education,—keeping in mind that it was the object of 
 the despatch of 1854, and has ever since been the aim of 
 the Home Government, to extend and foster the lower and 
 leave the higher to the influence of the universities and the 
 resources of the richer classes. 
 
 From the last returns laid before Parliament, I find the 
 following facts. The entire sum expended from the Im- 
 perial Treasury on, education in India in 1876-77 was 
 £730,000. I cannot show how the whole of this sum was 
 expended, but the following items are instructive. 
 
 RETURNS FOR THE YEAR 1876-77. 
 
 The number educated in the 29 General Collegesis . : 3,931 
 17 Special or Professional do.is 1 " 01 
 The Gerber attending High Schools, the feeders for College, is 97, 760 
 
 
 
 £186,694 are spent on . ; : ‘ . 32,792 
 of the better-off class. 
 £85,469 are spenton.. . ; f ; * . 641,376 
 of the poorer class. 
 £92,000 are spent on the 29 colleges, with . : -  d,dal 
 
 students. 
 
27 
 
 The Aided Schools and Colleges, which receive from the Imperial 
 Treasury £133,000. 
 
 
 
 Educated in 19 General Colleges, : : . 1,414 students. 
 A 25 Normal Schools for Males, . eu ood Be 
 ” 13 p for Females, . FO) oes 
 es 203 Schools of Higher Class, . . 36,901 pupils. 
 rr el 3502 A Middle, . PaO OOOVI es 
 nr 18,388 bs Lower, . ATO TTR 
 Berit 196 Seaton Girls: } ; 42,372 1s 
 » 1,850 Mixed Schools, i LL OO0Gs 
 723,785 
 
 It will be seen that the amount spent on the higher 
 education is out of all proportion to the sum spent on the 
 elementary, where it is far more needed. The sum £186,694 
 to educate highly 32,792 of the youth of India, the great 
 majority of whom are well able to pay for their own educa- 
 tion, while the paltry sum £85,480 is spent on 641,376 
 of the humbler classes, who can ill afford to pay anything, 
 is out of all proportion. 
 
 But there is another feature of this system which brings Injustice of 
 out its positive injustice. To supplement the small amount bee ane 
 spent on elementary instruction, a special tax is imposed for 
 their support, which falls, directly or indirectly, chiefly on 
 the humbler classes, while by far the greater part of the 
 imperial funds, spent so largely on the higher education, is 
 drawn from these same poor and neglected classes.* 
 
 It adds to this injustice that the higher education 1s fitted 
 and designed to qualify the favoured richer class for lucrative 
 employments, while the elementary gives no such advantage. 
 The imposition of this education-tax accounts for the educa- 
 tion of half-a-million of pupils for the sum of £85,000 from 
 the Imperial Exchequer. The tax itself is not unreasonable, 
 but it is hard to make the same class pay for the higher 
 education also. 
 
 * It was pointed out long ago by Col. Davidson, that it costs the Government 
 as much to educate one rich Brahmin as to support a village school with eighty 
 pupils. At present the Government spends £27, 9s. on the education of each of 
 the 3331 graduates in their colleges, only a fraction of whom ever take a degree, 
 
 and on each of 641,000 boys in lower and middle class schools the sum of 
 2s. 104d., while 14,000,000 are left uncared for. 
 
Inadequacy 
 of means to 
 educate. 
 
 Number of the 
 uneducated. 
 
 28 
 
 To show the inadequacy of the means as yet employed for 
 the education of the country, let me call attention to a few 
 facts taken from the last “ “Eg Abstract” laid before 
 Parliament. 
 
 In one of the tables is given the number of children now 
 attending colleges and schools of all kinds of which the 
 numbers can be given. It includes not only those attending 
 Government schools, which was 698,877, and aided schools, 
 numbering 820,855, but a very inferior class, which are 
 only ‘ registered,” and not worthy of a place in such a list, 
 of these there were 358,710. ‘Taking all, it appears that 
 there is on the average of all India, only one institution for 
 fourteen square miles, and nine pupils for each thousand of 
 the population. Nota tithe of what it ought to be. In 
 our country we expect one in six or one in seven to be at 
 school—7.e., about 160 in the thousand. 
 
 I would call special attention to the work requiring to 
 be done in the elementary education of the poor, 
 
 Taking the last returns with the latest census I find the 
 state of matters in 1877 stands thus :— 
 
 Population of British India, . ; ; . - 191,018,412 
 Taking one in twelve of the Botuiation as a fair 
 proportion of those who ought to be attending 
 
 elementary schools, we have, needing instruction, 15,918,201 
 Pupils attending Government elementary 
 
 schools, . A ut SSOT700: 
 Add number attending aida Bimontany 
 
 schools, . : . 479,777 
 
 Total Government and iid sale have 
 an attendance of 
 
 
 
 1,030,567 
 
 So that after twenty-five years of the operation of this 
 famous and most valuable despatch, there are still MORE THAN 
 FOURTEEN MILLIONS” OF THE CHILDREN OF BritisH INDIA, OF 
 AGE FOR ELEMENTARY SCHOOLS, UNPROVIDED FOR BY THE 
 GOVERNMENT. 
 
 Let it not be supposed that we say all these millions are 
 untaught. The Hindus were an educated people long before 
 we were. | 
 
 * This estimate by a missionary seems very low, only one in twelve of the 
 population, In this country about one in six or seven is the ratio for all ages. 
 
29 
 
 When we consider that those who may be attending Urgency of 
 native schools without superintendence are in the vast bes 
 majority of instances brought up in an atmosphere morally 
 worse than if they were allowed to run wild in a state of 
 total ignorance, we see the vast work which remains to 
 be done, while the money wrung from the poor ryots is 
 squandered on pet schemes, which are producing, as we shall 
 show, very doubtful results. There are in the returns 16,882 
 schools, with 332,952 children, called “ unaided,” but under 
 a very imperfect kind of supervision or registration. We 
 cannot reckon them with the others. 
 
 The great need of elementary education is well shown in 
 pamphlets by Sir William Hill and Lieut.-Col. Davidson,— 
 the uneducated rural population being exposed to the 
 ruinous exactions of money-lenders, whose cruel bonds and 
 extortionate interest they can neither read nor calculate, in 
 addition to all the common evils of native ignorance. 
 
 COMPARISON OF RESULTS IN GOVERNMENT AND AIDED 
 ; COLLEGES. 
 
 But is the large amount expended on the higher education 
 better devoted to the Government colleges than the aided 
 colleges ? 
 
 We frankly admit that at present the Government col- 
 leges generally show better results in the way of intellectual 
 teaching—a greater number of students attaming the higher 
 degrees in art and science than in the aided colleges. This 
 is easily accounted for. The fact of their being Government 
 institutions gives them social and political advantages in the 
 eyes of a people like the Hindus, of which an independent 
 Saxon can form no idea. And when we add the hope of 
 a lucrative appointment, and the honour of Government 
 employment, the wonder is that any colleges can compete 
 with theirs; and yet we have the fact before us that, at the 
 present time, the Free Church College in Madras and the 
 Established Church College in Calcutta are more popular 
 with the natives, and are attended by a larger number of 
 students than those of the Government in these cities. In 
 the Madras returns for 1877 there are 220 students in 
 the Free Church and only 150 in the Government college, 
 
30 
 
 and in the General Assembly College, Calcutta, for the same 
 year the numbers were 317, the largest number in any 
 one college in India. 
 
 It is also worthy of remark that whilst the wealthier part 
 of the population, who are able and willing to pay for 
 education, attend in larger numbers the Government col- 
 leges, there is very little difference in the caste and social 
 status of those attending the different colleges. 
 
 In the Report for 1870 we have the following important 
 Tables, showing the social position of the parents of the 
 pupils attending Government and aided colleges. For 
 Calcutta :— 
 
 SocraL Position OF THE PARENTS. 
 Percentage on Total of Pupils. 
 
 | | 
 Zemindars,| Merchants, | ; Gort 
 Talookdars,| Bankers, | Profes- | go vants | Shop- 
 and Persons} Banians, sional | ond Pen- |kee DP" | Others. 
 of Indepen- and Persons. omexn gi a 
 dentIncome.| Brokers. ; 
 
 
 
 Govt, Colleges, | 30:6 | 86 | 96 | 31-8 | 1:3 | 184 
 Private Colleges, | 26°6 14-4 | 11:2 | 23:2 | 1:4 | 23-2 
 
 
 
 
 
 
 
 For Madras it was :— 
 
 SoctaL Position oF PARENTS. 
 
 Percentage of Students. 
 
 Zemindars, | Merchants, Govt 
 
 Talookdars,| Bankers, | Profes- g vi t Sh 
 
 and Persons} Banians, | sional and Pe id k OP- | Others. 
 of Indepen- and Persons. eget temigt eo 
 
 dentIncome.| Brokers. setae al 
 
 
 
 
 
 
 
 154 | 286 | 1:7 | 160 
 10°8 AG Pre ite 26°2 
 
 Govt. Colleges, 28-0 9:0 
 Private Colleges,| 25:0 13°3 
 
 
 
 On these Tables the Under-Secretary of Government re- 
 marks: “As far, therefore, as this classification can be 
 depended upon, it would appear that there is no great differ- 
 ence in social position between the students attending 
 Government and private colleges. And this is probably the 
 case, but the more wealthy members of each class frequent 
 
31 
 
 the Government colleges, while the poorer students resort to 
 the aided colleges.” 
 
 This popularity prevails in spite of the attraction of 
 Government patronage and the supposed .disadvantage of 
 religious teaching. 
 
 Let Government withdraw from the unfair and unhealthy Time to 
 competition in direct education, as in 1854 it promised “""™™ 
 to do, while maintaining its universities, and soon, under 
 the stimulus of the universities and the grant-in-aid, the 
 natives of India, the European residents, and missionary 
 societies, will keep up an educational system fully equal to 
 the wants of the country, and far better fitted for training the 
 moral and religious, as well as the intellectual, nature of the 
 young; while it would call forth a spirit of lberality which 
 is suppressed, and of independence which is crushed, by the 
 present system. 
 
 The Government colleges, we may admit, did good at 
 first, in stimulating a desire for higher education, when that 
 was needed. But now that a keen appetite is created and 
 intellectual tastes are so highly cultivated, they may, as these 
 reports to Government show, be advantageously withdrawn. 
 Many of the more intelligent members of the Government, 
 both at home and in India, admit this, and we believe steps 
 would have been taken in this direction long ago, but for 
 the strong prejudices of some influential men of the old 
 school, who still distrust the natives and the missionaries, 
 and what is perhaps more difficult to be got rid of, the 
 strong, vested interests of the large body of professors— 
 men who can by their social position and fluent pen influence 
 society both abroad and at home. 
 
 The grant-in-aid system has been called bya high authority, 
 the pivot of the educational system. When there is, as at 
 present, a loud call for retrenchment, and a louder call for 
 the extension of elementary education, the advantages of 
 substituting the grant-in-aid for the Government education 
 is apparent by a reference to the comparative cost of the 
 two systems. 
 
 The significance of the tables in the Parliamentary re- 
 ports cannot be mistaken. They call attention to the fact 
 that for the year 1868 the cost to the Imperial Treasury 
 
 D3 
 
A comparison 
 of Government 
 expenditure 
 on education 
 and on other 
 objects. 
 
 32 
 
 for each pupil in the Government College in Calcutta was 
 255 rupees ; in Patna College, it was as high as 748 rupees ; 
 while in the following aided colleges it was— 
 
 London Missionary Society oe . 109 rupees. 
 
 Cathedral College, . A 6D. oe 
 General Assembly’s Colteee, PURE. FS Key 
 Free Church College, ; ; . 31 
 
 2? 
 
 In the Bombay Presidency, 108 who matriculated at the 
 Government colleges cost 493 rupees each for the year, while 
 23 who matriculated in private colleges cost them nothing. 
 
 In the entire Presidency of Bengal, 701 students on the 
 roll of all the Government colleges cost the Imperial 
 Treasury 226 rupees each for eleven months’ instruction, 
 while 325 on the roll of aided colleges only cost the Trea- 
 sury.67 rupees each for the same period. 
 
 If we put down to the spread of general education among 
 the poor a fair proportion of the sum spent on directors 
 and inspectors, and the entire sum expended on normal 
 schools for training teachers, and on schools for the lower 
 and middle class, it cannot amount to more than about 
 £200,000; and this is all, with the exception of about 
 £100,000 for grants-in-aid, that is done for carrying out 
 the chief design of the despatch, which was to inaugurate 
 such great things for the education of India. 
 
 Take even the entire sum of £730,000 devoted to edu- 
 cation, and what is that for such an important work in such 
 a country, and under a paternal Government? Compare it 
 with the immense expenditure from the Imperial Treasury 
 for other objects. From the returns for 1877-78, we find 
 that the ordinary expenditure was £51,430,673, and includ- 
 ing that on ‘ Productive Public Works,” in which class 
 education might be more accurately put than many of the 
 public works, and working expenses of railways and canals, 
 it was £58,178,563. Of this sum, £15,792,112 was 
 spent on the Army, £2,158,032 on Police, £3,519,668 
 on ordinary public works, £3,275,821 on law and justice, 
 more than £7,000,000 on the ‘collection of revenue,” 
 and only £730,013 on the entire education of about 
 200,000,000 of a population, sunk in the grossest ignor- 
 
 
 
39 
 
 ance and immorality and superstition; and of that, not 
 more than about £300,000 on the most needy class. Why, 
 the Government spent that same year £443,776 on 
 ‘stationery and printing.” . 
 
 Since the above was written, I am favoured with a copy Official Report 
 
 for 1877-78,” and from it give the following Table. The 
 report is a very able and interesting one, by the Director 
 of Public Instruction, A. W. Croft, Esq., and manifests an 
 enlightened interest in the spread of education among all 
 classes. The methods used for bringing instruction down to 
 the lower classes seem earnest and successful, but obviously 
 need large increased grants of money, and more agents for ex- 
 tending the organisation to the wants of the people. It will 
 be seen that the cost of Government graduates has increased, 
 while that of those in aided colleges is less than formerly. 
 
 Statement of Number of Students attending Government and Aided 
 Colleges in Bengal, the Number of Candidates for First Arts 
 Hxamination, and the Number passed, with the Cost of each 
 College and each Student to the State. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 : Number of 
 Number of Received | Hach Stu- és 
 General Colleges. Students on | from State | dent cost ee a ne 
 Roll. Funds. State. iia resl,. : 
 Government— Rupees. Rupees. 
 Presidency College, 329 59,499 2124 73 31 
 manserit, i)! 36 14,356 495 6 2 
 Hioopnly, Jo... 208 32,543 230 49 19 
 eeCAR eS s,s 129 22,622 2264 69 14 
 Krishnagur,. . . 105 18,380 2354 16 3 
 Berhampore,. . . 39 14,840 479 13 
 BEE ss 5 os 108 32,381 450 51 2 
 RratbaGk,! 6 0-2k 0.) 1). 39 15,367 854 9 5 
 Rajshahye, . . . 41 Be ae ee a 
 Midnapore, . . . 17 544 54 5 1 
 Chittagong, . . . 15 1888 236 oy 
 Rungpore, ... 16 2073 172 
 Total, . . 1082 214,533 2704 301 94 
 Aided— ES ee _ ae eee OE | eee ee 
 St. Xavier’s,. . . 105 3600 53 12 8 
 Free Church, . . 99 5520 754 33 13 
 Established Church, 333 4200 24 54 15 
 Cathedral Mission, 86 5520 76 30 9 
 Doveton)... a... 18 3000 273 3 1 
 London Mission, . 60 2296 56 20 10 
 OOGAR ): Hay. 701 24,136 55 152 56 
 
 
 
 ne nee fee ee eer ee ee ee es ee 
 
 of the “General Report of Public Instruction in Bengal Bee nee 
 
Economy of 
 grants-in-aid. 
 
 An Under-Sec- 
 retary’s view. 
 
 34 
 
 The Director calls attention to the fact, that “ For the 
 first time in its history, or in that of any aided college, the 
 number of students in the General Assembly’s Institution 
 exceeds that of the Presidency College.” 
 
 I would add that it is also worthy of remark that while 
 each pupil in the Presidency College costs the Government 
 2124 rupees, those of the General Assembly’s College cost 
 only twenty-four rupees each. While if we take all the 
 Government colleges in Bengal, the cost per student is 2704 
 rupees, and that of the aided colleges is only fifty-five rupees. 
 With all their disadvantages, it appears that in Bengal they 
 yield 152 candidates for the first Arts examination against 
 301 from Government colleges, and fifty-six of the former 
 pass for ninety-four of the latter; a strong proof of the 
 economy of the grant-in-aid system, and if the system were 
 more generously and fairly encouraged, it would soon prove 
 its efficiency, and the wisdom of the Home Government in 
 recommending its substitution for direct Government instruc- 
 tion in the higher department of education. 
 
 There are no official returns for the other Presidencies, but 
 from authentic sources I am able to state that the number 
 of students attending the Government College in Madras in 
 1877 was only 150, while the number in the Free Church 
 College was 220, while the cost of the former was four times 
 that of the latter. So that mission colleges are now more 
 
 popular when fairly tried than those of Government in both — 
 
 these seats of education. 
 
 We close this part of our subject in the words of one 
 intimately acquainted with the working of the educational 
 system. Mr. A. P. Howell, formerly Under-Secretary to 
 the Home Department in India, in a report laid before 
 both Houses of Parliament in 1870, calls attention to the 
 62nd clause of the Education Despatch, and recommends 
 its application (p. 8), and adds (p. 51): “It seems, there- 
 fore, quite open to doubt whether the direct patronage 
 of the State flows most in the channel where there is the 
 greatest need for it, and whether the expenditure on the 
 higher Government institutions might not gradually but 
 largely be withdrawn, and the funds be utilised in the 
 extension and improvement of the lower institutions.” He 
 
35 
 
 then quotes a long passage from the Report of the inspector 
 of the south-west division favourable to the encouragement 
 of voluntary and mission schools, Again and again, in that 
 important document laid before Parliament, with all the 
 sanction and authority of the Council on Education in 
 India, is attention called to the importance of carrying out 
 the recommendation of the 62nd section of the despatch 
 of 1854. In one passage he says: ‘The obvious infer- 
 ence is that if Government wishes to restrict itself to its 
 proper province, and to promote higher education by the’ 
 grant-in-aid system, it must retire from direct competition 
 wrth vt.” 
 
 RELIGIOUS NEUTRALITY AN IMPORTANT FEATURE OF THE 
 DESPATCH OF 1854. 
 
 That the Home Government meant their education scheme 
 to be thoroughly impartial in its treatment of all forms of 
 religion is too obvious to need any demonstration. I am 
 not aware of any one in this country having questioned 
 this feature of the Government policy. It is too ostenta- 
 tiously proclaimed to be questioned by any one who knows 
 and trusts in the honesty of English statesmen; it is only 
 doubted by suspicious Asiatics, who, the more it is asserted, 
 only doubt it the more. | 
 
 But wherein does neutrality consist? Does it mean that Neutrality by 
 the Government will not in any way interfere with the ee ae 
 religious beliefs of the natives of India, then I unhesitatingly sible. 
 maintain that in the matter of direct teaching in the higher 
 departments, the principle of neutrality is violated in the 
 most practical and important manner. It is true the 
 Government professors do not directly attack the heathen 
 systems of religion in class hours, nor do they teach 
 Christianity. But they do what is far worse, they under- 1, undermines 
 mine the religion of the Hindus, and offer no substitute in nativereli- 
 its place. I admit it is not intentional, but is not the less 
 real and effectual. It is impossible to teach European 
 science and literature without destroying belief in the gods 
 and religions of India. I will not waste time in showing how 
 it is that such is the effect. It is well known that their 
 
Uproots belief. 
 
 T. B. Macaulay. 
 
 Dr. M. Mitchell. 
 
 Unsettles 
 moral prin- 
 ciples. 
 
 Government 
 appointment of 
 professors. 
 
 Rev. W. F. 
 Stevenson. 
 
 36 
 
 false religions are so interwoven with the most erroneous 
 systems of geography, history, astronomy, and science, that 
 the mere teaching of the truth in these departments of a 
 higher education necessarily destroys religious belief. No 
 man who knows India can doubt this. To say that the effect 
 is the same as the teaching of true science in Christian 
 countries is gross misrepresentation. None but a man who 
 is ignorant of India or a sceptic in religion could assert it. 
 
 But let me call a few out of many witnesses to the fact. 
 
 So long ago as 1833 Macaulay wrote as follows :—‘“ No 
 Hindu, who has received an English education, ever remains 
 sincerely attached to his religion. Some continue to profess 
 it as a matter of policy; but many profess themselves pure 
 Deists, and some embrace Christianity.” * 
 
 Dr. Murray Mitchell, so long a distinguished missionary 
 and educationist in India, said at a mission conference in 
 Mildmay Hall last year: “In colleges the gulf between 
 Hinduism and European thought yawns wide and fathom- 
 less. Hinduism teaches a professedly inspired science which 
 is outrageously absurd. The pupil soon rejects it with con- 
 tempt, and at the same time necessarily rejects also the 
 authority of the book which inculcates it. There is thus to 
 him no divine revelation; no authoritative declaration of 
 spiritual truth. For an individual or a community to be 
 thus suddenly tossed from superstition into scepticism is 
 surely a transition most perilous and painful. No wonder 
 if the mental balance is destroyed and the moral nature 
 often completely wrecked.” 
 
 He then speaks of the effect of the character and profession 
 of the teachers in the Government colleges. “ In appointing 
 professors, Government seems to have a regard only to intel- 
 lectual qualifications. In religion, a man may be a Christ- 
 ian, Deist, Atheist, Comtist, or Agnostic; the Government 
 serenely ignores the question both of his creed and character.” 
 He admits that there are Christian men among them, but 
 quotes authority for saying that there are also among them 
 distinguished men who have “diffused the principles of 
 Tom Paine over a whole generation of youth.” 
 
 The Rey. W. Fleming Stevenson, lately returned from his 
 
 * ¢ Life of Lord Macaulay.” 
 
37 
 
 mission of inquiry in the East, told the last General Assembly 
 in Ireland that a native who observed to him “those of us 
 who learn English do not believe in idols,” expressed the 
 general mind of his class. He adds: ‘The head of a native 
 college said one day, ‘I believe that every one of our students 
 who leaves. us, knowing English, has ceased to believe in 
 popular Hinduism.’” How many educated young men be- 
 lieve in the Shastras? was the question recently addressed 
 to the students in a Calcutta college. Promptly there were 
 two answers—‘‘ Not one in a hundred,” and ‘“ Not one in a 
 thousand,” and the rest assented. And the Under-Secretary 
 of Government in India, in a report to the Home Govern- 
 ment, puts it in the mildest form when he says: ‘“ And what 
 is the product which it costs the State so much to produce? 
 The Bengali undergraduate has had a fair vernacular educa- 
 tion, and has gained at least a superficial knowledge. of 
 English, but he is possibly, I may say probably, if from a 
 Government school, without any religious belief at all.” 
 
 We might multiply such evidence, but it is unnecessary. 
 
 It is in vain to call such a system neutral, it systematically This not 
 undermines all religious belief, and leaves the youth of India "ty. 
 at the most critical period of their lives in a condition most 
 dangerous and disadvantageous to the formation of moral 
 principles and habits. 
 
 The Under-Secretary in a report to the Indian Government, Testimony of 
 speaking of the effect of introducing European science, &c., Be eee 
 says : “‘ Every day opened to the student a succession of new Government. 
 and strange phenomena in the unsealed realm of history, 
 science, and philosophy. They were suddenly thrown adrift Unsettles 
 from the mooring and anchorages of old creeds, and tossed ae 
 upon the wide sea of speculation and extravagance. 
 
 “Tt was no wonder that moral and social obligations began and sense of 
 to share the fate of religious beliefs, and that the whole com- Wor! obs 
 munity was in alarm at the spread of the new views. This 
 was precisely the state of things which Mr. Charles Marsh had 
 so eloquently anticipated during the discussion of the charter 
 in 1813. ‘It is one thing,’ he said, ‘to dispel the charm 
 which binds mankind to established habits and ancient 
 obligations, and another to turn them over to the discipline 
 and the authority of new doctrines. In that dreadful 
 
His testimony 
 to missionary 
 influence. 
 
 Moral and 
 social prin- 
 ciples sub- 
 verted. 
 
 Dr. C. 
 Macnamara. 
 
 38 
 
 wnterval—that dreary void, when the mind is left to wander 
 and grope its way without the props that have hitherto 
 supported it, or the lights which have guided it-—what are 
 the chances that they will discern the beauties or submit to 
 the restraints of the religion you may propose to give them ?’ 
 That ‘dreadful interval,” the Under-Secretary. goes on to 
 say, “and ‘that dreary void’ had now arrived, and it is 
 impossible to say how far native society might not have 
 been disorganised, HAD NOT THE MISSIONARIES STEPPED IN 
 AND SUPPLIED A NEW DIRECTION TO THE AWAKENING 
 SCEPTICISM AND A FRESH SUBJECT TO ATTRACT THE NEW 
 AROUSED SPIRIT OF SPECULATION.” 
 
 A most important testimony from a high official of great 
 knowledge and experience reporting to the Government. 
 
 In regard to the moral influence of the teaching in the 
 colleges where no religion is taught, it may be admitted 
 that the educated natives, from contact with English pro- 
 fessors of high character and position, are influenced by a 
 feeling of honour to pay more regard to truth and honesty 
 than the uneducated. But, on the other hand, it is 
 indisputable that they have acquired not a few new vices 
 or aggravated old ones. They have far less regard to 
 the authority of parents or superiors, and they are more 
 supercilious and contemptuous in the treatment of their more 
 ignorant brethren. The marriage tie is less regarded, and 
 they are more addicted to luxurious habits, and the new vice 
 of drunkenness is making alarming inroads on the physical 
 condition and social habits of the educated youth of India. 
 
 The Report to Parliament of 1870 seems to us frequently 
 to indicate what it would have been unwise in such a docu- 
 ment to express, that the results in this respect are not 
 satisfactory. It is a subject on which we cannot get docu- 
 mentary or official evidence, but, from all we can learn, the 
 following sad picture of society in Bengal could be substan- 
 tiated by overwhelming moral evidence. It was spoken 
 publicly at the opening of the session of the Medical School 
 of Westminster Hospital last October by Dr. C. Macnamara, 
 and, from his long and extensive practice, to a large extent 
 amongst the bighest class of the native, few men have had 
 such opportunities of knowing their habits and sentiments. 
 
39 
 
 He said: “ Many natives admit the benefits conferred by our 
 rule, but they deplore the disorganised state of society in 
 Bengal. The old families have almost disappeared, and the 
 sons and husbands of the educated and rising generation are 
 largely addicted to drunkenness and vice of every kind, and 
 the more thoughtful men and the vast majority of women 
 contrast this state of things with times when there was less 
 security to life and property, less law, taxation, and educa- 
 tion, but when the greatest slur that could attach itself to a 
 man’s name was that of being an undutiful son. Our system 
 of education has broken down all faith in religion, and the 
 outcome of a purely secular training has developed gross 
 materialism and rank socialism, and so the necessity for 
 suppressing the outspoken sentiments of the vernacular press, 
 which, nevertheless, gave utterance to opinions he had heard 
 over and over again for some years past among all classes of 
 natives, and which he dreaded would one day break out 
 into a revolt, in comparison with which the Mutiny was a 
 mere brawl.”’ 
 
 Where, then, I ask, is the neutrality of our present method ? 
 But what was the design of the Home Government in the 
 despatch of 1854? It aimed at neutrality, as we shall 
 show, in a most enlightened and effective way. 
 
 UNIVERSITIES, GRANTS-IN-AID, AND INSPECTION WERE THE 
 MEANS BY WHICH A NEUTRAL SYSTEM IN THE HIGHER 
 EDUCATION OF INDIA COULD ALONE BE CARRIED OUT. 
 
 I have shown how decidedly the Home Government 
 expressed its desire for the withdrawal of the direct teaching 
 in the higher departments, and that the universities were 
 meant to supersede the necessity for it. 
 
 I do not assert that it was wholly, or chiefly,—it was, 
 perhaps, not at all on the ground of their not being incon- 
 _ sistent with neutrality that they were to be withdrawn. It 
 
 _ would have been questionable policy to have declared that 
 they were practically incompatible with neutrality. But it 
 is a most significant fact, that all the references to neutrality 
 that I can see in the despatch, are in connection with the 
 three new features which it introduced into the education 
 
Neutrality of 
 despatch, 
 
 Refers to con- 
 ferring univer- 
 sity degrees on 
 special subjects 
 
 Not carried 
 out. 
 
 40 
 
 of India—viz., The “ Universities,” “Grants-in-Aid,” and 
 “ Inspection.” 
 
 To secure impartiality in quotations, I shall give those 
 collected by a strong advocate of the present system. Mr. 
 Cust says in his pamphlet on this subject :— 
 
 “Thave carefully gone over these famous one hundred paragraphs, 
 though I have often read them before. If there is any one leading 
 characteristic of that charter, it is the desire not to awaken a 
 religious difficulty. Thus :— 
 
 “Par, 28, ‘The examination at the University will not include 
 any subject connected with religious belief, and the affiliated 
 institutions will be under the management of persons of every 
 variety of religious persuasion.’ 
 
 “ Par. 32. ‘We shall refuse to sanction any teaching (connected 
 with Hindu and Mohammedan tenets), as directly opposed to the 
 principle of religious neutrality, to which we have always adhered.’ 
 
 “Par. 34. ‘(The Senate) will include natives of India of all 
 religious persuasions.’ | 
 
 “ Par. 53, ‘The system of grants-in-aid will be based on an entire 
 abstinence from interference with the religious instruction con- 
 veyed in the school.’ 
 
 “Par. 56. ‘No notice whatsoever to be taken by the Inspector 
 of the religious doctrines, which may be taught in the school.’ 
 
 “Par. 57. ‘It may be advisable distinctly to assert in them the 
 principle of perfect religious neutrality, on which the grants will 
 be awarded.’” 
 
 If the system thus laid down had been faithfully and 
 impartially carried out there would have been nothing to 
 complain of. 
 
 Mr. Robert N. Cust, and Mr. M. Kempson, who have 
 lately written pamphlets in support of the higher education 
 by Government, and in opposition to the recent circular of the 
 Church Missionary Society, and the views I had advocated 
 at the Conference on Missions in October last, both maintain, 
 that the principles of the despatch have been carried out. 
 The former quotes a number of passages from resolutions 
 and declarations by the Government in India. But these 
 gentlemen should distinguish between good resolutions and 
 good deeds. I never questioned the designs and intentions 
 of the Government, or its members. I have always made 
 
Al 
 
 full allowance for the difficulties of their position. I do not 
 even impute motives to the parties most interested in sup- 
 porting the present system, I give them full credit for 
 thinking the system of which they are the representatives 
 or agents the best that could be carried out. But we 
 cannot: blind our eyes to facts, and it is with facts that I 
 deal, not words. It is very difficult for any class of men Systems dread 
 to see their own faults, or the faults of their systems, and a, aaa 
 it is for that reason I urge action from without. 
 
 It is hardly to be expected that the system will perform 
 the rite which Japanese officials ironically call the “happy 
 despatch.” ‘‘ Kuthanasia,” a most sweet word, is not likely 
 to become popular among systems any more than amongst 
 individuals; nor is it desirable. A responsible Government 
 must take the work in hand. Mr. Kempson tells us, with- Mr. Kempson’s 
 out the slightest reference to any evidence, that in regard hte 
 to my charges against the tendency of the present system, 
 “They have no existence in fact, so far as my experience 
 goes.” If Mr. Kempson’s experience was limited to the 
 north-west provinces, in which he was “ Director of Public 
 Instruction,” I can conceive it possible that he may not 
 have seen, in an obvious form, the evils I speak of, for two 
 reasons. First, because these provinces have been only a Pldest seats of 
 
 : ; : earning the 
 
 comparatively short time under the system, which takes worst results. 
 time to produce its baneful fruit. Ina list of the pro- 
 fessed religious beliefs of graduates over all India, I was 
 struck with the fact, that of the number of those who pro- 
 fessed themselves of no religious belief, the proportion was 
 far greatest in Bengal, where the system had been longest 
 in force, and it almost vanished as we came to these regions 
 in which it was comparatively new. 
 
 Second, the north-west provinces and the Punjab have Good rulers. 
 been highly favoured with commissioners and lieutenant- 
 governors of the very highest wisdom and character, who did 
 much to put education on the best possible basis in their 
 power. Disloyalty and open irreligion and immorality, under 
 such men as Sir Henry Lawrence, Lord Lawrence, and Sir 
 William Muir, would have been unnatural and improbable.* 
 
 * There is a third reason, but as it assumes the form of personality I will 
 not introduce it into my argument. Mr. Kempson seems to form very decided 
 
Grants-in-aid 
 for all. 
 
 Natives could 
 support 
 colleges. 
 
 Testimony of 
 witnesses. 
 
 Evidence 
 recent and 
 remote. 
 
 42 
 
 Second misconception. Both Mr. Kempson and Mr. Cust 
 assume, that in advocating the withdrawal of the Govern- 
 ment colleges we expect that the grants-in-aid are to go 
 exclusively, or almost exclusively, to mission colleges, and 
 against this their arguments on the ground of neutrality are 
 telling enough. But it is an easy feat to knock down a 
 man of straw of our own setting up. I would at once say 
 that such a procedure would be not only opposed to neutrality 
 but to justice. The natives of India have a right to be fairly 
 and even liberally dealt with in such a case; and I fully expect 
 that they would set themselves to establish and maintain 
 colleges and high schools, if they were left to stand alone, 
 instead of being bolstered up by a pauperising system. 
 They have done so before, and would do it again. When 
 the desire for education had not a tithe of the strength it 
 has now, the natives of India made noble contributions for 
 education. Now it is a felt necessity, and there is no fear 
 of the higher education going down. If the universities 
 are kept up, they will maintain the standard in all the higher 
 schools and colleges. 
 
 That the natives of India are able, and would, if left to 
 their own resources, maintain the colleges, is asserted in 
 Government reports. Mr. Arthur Howell, than whom no 
 man had better means of knowing, asserts 1t ; the conference 
 of missionaries at Allahabad expressed the same opinion and 
 in the last “statement exhibiting the moral and material 
 progress of India,” attention is called to the circumstance 
 that on the occasion of the visit of the Prince of Wales, the 
 wealthy natives in several places commemorated the event 
 by raising money for educational purposes. The native 
 gentlemen of Behar alone subscribed the sum of £20,000. 
 
 We have had noble examples of liberality among the 
 natives of India in both building and endowing colleges and 
 opinions on very slender data. He had only seen a brief and necessarily an 
 imperfect account of my views in a pamphlet by Mr. Cust, who did not even 
 quote my words; and yet, with no other means of knowing my character or 
 opinions, he pens and prints the following words: ‘‘ It need hardly be said 
 that want of sympathy leads to detraction and antagonism.” Then follow such 
 expressions as ‘‘ unfair and mischievous,” “imperfect information,” ‘‘ a libel on 
 the people of India,” &. On what ground does Mr. Kempson charge me with 
 
 ‘‘want of sympathy’ with the Government, and guilty of ‘‘ detraction ’? and 
 “libel” and ‘‘ mischievous respresentations ” of the people of India ? 
 
43 
 
 schools before Government began to do it for them. We 
 are apt-to forget that learning was honoured and maintained 
 in India long before we had emerged from barbarism. 
 
 We do not expect them to volunteer to do this ; like most Willnotvolun- 
 subjects of an absolute government, they prefer to have every- eh et 
 thing done for them. But if left alone in a firm, cautious, and 
 friendly spirit, they could and would provide it for themselves. 
 
 But would this be an advantage in a missionary point of Benefit to 
 view? That is not with me the first question. Is it right Be ate 
 in itself? That is what we have to see to; and if it is right, | 
 I am sure it will be best for the righteous cause. 
 
 Missions have nothing to fear in a fair competition with 
 natives of any class. It is only the unfair competition with 
 a Government, backed by the prestige and pay that makes 
 voluntary efforts by either natives or missions so arduous or 
 impossible. If that competition were withdrawn, we have Fair com- 
 reason to believe that colleges would soon cease to be a ated 
 burden on the funds of the Church. They would, with 
 slightly higher fees and a larger attendance, pay their own 
 expenses. The average attendance at aided colleges is only 
 seventy-four; they could educate three or four times that 
 number without any corresponding addition to their con- 
 tributions from home. If any should still say that the 
 natives of India could not or would not support colleges for 
 themselves; I would only say, that in that improbable and 
 sad case they would have themselves to blame, and could 
 not charge on Government the fault of aiding either mis- 
 sionary societies or European residents in providing the 
 needed means of education. 
 
 It is found in Calcutta, that the high schools are now 
 paying concerns, to use a mercantile phrase, and they are 
 being established as a profitable commercial speculation. 
 
 We have another and painful reason for urging the 
 eradual withdrawal of the direct teaching by Government in 
 the higher departments. 
 
 THE PRESENT SYSTEM IS RAISING UP A NUMBER OF 
 DISCONTENTED AND DISLOYAL SUBJECTS. 
 
 This is not so much felt in districts in which education 
 is of recent origin and limited in extent to the wants of the 
 
Expectations 
 raised, 
 
 to be dis- 
 appointed, 
 
 44, 
 
 locality. But in the old educational seats, especially in 
 Bengal, this result of the Government system of direct 
 education is painfully and alarmingly felt. 
 
 It fosters and gives facilities for getting an education in 
 the language and culture of the ruling power, which is 
 generally interpreted into an intention to employing in 
 lucrative and honourable posts those who have entered, as 
 they think, with their Asiatic notions, into relations with 
 the Government, in which their only sense of gratitude for 
 the benefits of a cheap and liberal education is a “ lively 
 anticipation of future favours,’ and a sense of injustice and 
 a feeling of resentment if they are not conferred. The in- 
 terpretation put on the despatch of 1854 has added to that 
 native tendency to anticipate Government patronage for the 
 favour they think they confer by attending its colleges. 
 The wording of sec. 72 seems to have been so understood. 
 It runs thus: “ We have always been of opinion that the 
 spread of education in India will produce a greater efficiency 
 in all branches of administration, by enabling you to obtain 
 the services of intelligent and trustworthy persons in every 
 department of Government; and, on the other hand, we 
 believe that the numerous vacancies of different kinds which 
 have constantly to be filled up may afford a great stimulus 
 to education.” 
 
 They could then say, as they do in sec. 73: “We 
 understand that it is often not so much the want of 
 Government employment, as the want of properly quali- 
 fied persons to be employed by Government, which is 
 felt at the present time in many parts of India.” They 
 express regret that “no more than forty-six persons had 
 been gazetted in Bengal up to 1852, all of whom were 
 students in the Government colleges.” Other passages 
 might be quoted to the same effect. These are worthy 
 objects in themselves, but they have engendered un- 
 reasonable expectations in the minds of a people like the 
 Hindus. 
 
 But what is the state of matters now? A supply vastly 
 in excess of the demand, not only from Government offices, 
 but from all sources of employment. In the Report for 
 1870, the Under-Secretary makes frequent reference to this 
 
A5 
 
 fact. . The following may be taken as a sample of the views 
 repeatedly expressed or implied in the “ Blue Book.” Re- 
 ferring to the educated native, he says: “ He is precluded 
 by his education from manual labour, and from recruiting 
 that class on whose industry and intelligence the prosperity 
 of the country depends. He finds himself in keenest com- 
 petition for intellectual employment—for there are thousands 
 like himself—as the market, though ample, has been over- | 
 stocked, and all the while industrial education has been 
 neglected altogether, and there are millions for whom no 
 kind of instruction has been provided by the Government 
 at all.” 
 
 This will easily be understood by a reference to the Supply in 
 numbers who are prepared for, or who actually pass pga: 
 through the colleges now, as compared with what they 
 were 21 years ago, when the three universities were 
 set up. 
 
 In 1857 when the universities were founded, the 
 matriculation examination only is given. In Calcutta, there 
 were 244 candidates, of whom 162 passed. In 1877, there 
 were 2425 candidates, of whom 1355 passed. In Madras, 
 the number for 1857 was 41 candidates, of whom 36 
 passed; in 1877 there were 2517 candidates, of whom 
 1250 passed. It will give an idea of the increase of educa- 
 tion, when we quote from the “ Abstract,” laid before Parlia- 
 ment last year, the following figures. 
 
 In ten years, from 1868 to 1877, the three universities 
 conferred the following degrees :— 
 
 286 received the degree of M.A. 
 
 1,652 mt se B.A. 
 209 received diplomas in civil engineering.. 
 809 + , in medicine. 
 910 fy ® inlaws 
 4,091 passed the first arts examination. 
 17,802 i entrance examination. 
 
 Add 5,948 who passed the entrance examination from 
 1857-1867, and we have 23,740 matriculated 
 within these 21 years. 
 
 The rapid rate of progress may be judged of by taking 
 
AG 
 
 the numbers who passed each fifth year during this 
 period. 
 In 1857, 198 passed the entrance examination in 
 
 Calcutta and Madras universities; that for Bom- 
 bay was not then formed. 
 
 eT TS ee nee ore ~ ns 4: 9 
 CGT SEye tas *y the three universities. 
 » 1872, 1486 i “ 3 ~ 
 » 1877, 2808 ai Ms . _ 
 
 ds 
 
 Well may we ask with the Under-Secretary in the “ Return’ 
 from which these figures are taken: ‘ Does the system 
 tend to confer those vast moral and material blessings which 
 flow from the general diffusion of useful knowledge?” 
 described in the despatch of 1854. 
 
 What becomes ‘“ What becomes of all these highly-educated young men, 
 
 Seep aia whom the university turns out every year? Are they, as 
 in England, absorbed into the channels of every-day life, 
 with a satisfactory or even perceptible result? Are they 
 to be traced, as in England, in a liberal and enlightened 
 native press? Do native gentlemen, like English gentle- 
 men, return to their zemindaries from a university career to 
 spread around them the reflex of the enlightenment they 
 have received themselves? Does the process of highly 
 educating a few and leaving the masses, tend to increase or 
 diminish the gulf between class and class? Are there any | 
 indications of a decrease in crime, or of a dawn of intel- 
 ligence in the agricultural classes? Such* questions will 
 occur to any one who sees how the public expenditure on 
 education is annually distributed, and how comparatively 
 few are the recipients of the larger share of the State’s 
 bounty.” 
 
 Native press He professes his inability to answer these questions. It 
 
 controlled. NLA ‘ 
 is time they were answered. Recent events have given an 
 unsatisfactory reply; our attempt to control the native 
 press is the most significant answer that Government has 
 yet given. Will that satisfy the nation and the Church ? 
 
 The above figures give no idea of the number of educated 
 
 natives qualified for, as they think, and fully expecting 
 employment in Government or mercantile offices, and in a 
 
47 
 
 large proportion of cases finding none of the kind they 
 expected ; while, by their training, they are, as Mr. Howell 
 says, “unfitted for manual and productive industry.” 
 
 In the official Report on the “Moral and Material Pro- 
 gress of India,” laid before Parliament Jast year, the expres- 
 sion occurs regarding the educated class—‘ The complaint 
 is reiterated by the local Government, that the youth of 
 Bengal resort almost exclusively to two professions, which 
 are over-stocked—the law and the public service... . 
 Dislike of manual work creates a prejudice against (even) 
 the practical study of mechanics.” 
 
 If we look beyond those who have succeeded in passing Indian not 
 
 , ; ; 4 i. like English 
 
 the entrance examination, or in obtaining degrees, to the graduates, 
 much larger number who have come up as candidates from 
 the higher schools, with a good education in their own 
 languages, and a fair knowledge of English, acquired not 
 for its own sake, or for the sake of the literary treasures it 
 contains, but solely with a view to sordid gain or worldly 
 promotion, we shall have a better idea of the source whence 
 so much discontent and disloyalty emanate. 
 
 The number of candidates who have presented themselves 
 for examination by the universities, during these twenty-one 
 years, amounts in the aggregate to not less than 61,650. 
 To show the rate of increase, we find, that for the first eleven 
 years the number of applicants was 15,673. In the last 
 ten years it was 45,977. The “General Report on Public 
 Instruction in Bengal,” just come to hand, states, that “the 
 number has doubled since 1874.” These numbers, though Only too 
 large, are not, it may be said, great, when compared with yelatively. 
 the population of India. But they are out of all proportion 
 to the numbers educated in the lower departments, and what 
 is of far more consequence, far above the natural law of 
 demand and supply. No comparison can be drawn from 
 European habits, where the higher education is part of the 
 equipment for the life of a gentleman, as well as a qualifi- 
 cation for professional employment. To the Indian this 
 European culture is almost exclusively a preparation for 
 professional, and still more for official, life, and disappointed 
 of these, the education has only excited wants and raised 
 expectations which leave the unsuccessful aspirant a discon- 
 
 E3 
 
A solemn offi- 
 eial warning. 
 
 Government is 
 responsible, 
 
 48 
 
 tented and dangerous man, ‘These figures speak for them- 
 selves, 
 
 The Under-Secretary of the Home Department in India, 
 was painfully impressed with the state of matters of which 
 he knew so much, and in 1869 wrote these eloquent and 
 solemn words in his “ Report”—-words which may well 
 go home to-every patriotic heart. The danger is far 
 greater now than it was ten years ago, It grows with 
 the growth of the system: ‘‘ Looking to the rapid growth 
 of our educational system, and to the enormous influence 
 for good or evil that a single able and well-educated 
 man may exercise in this country; and looking at the 
 dense but inflammable ignorance of the millions around us, 
 it seems a tremendous experiment for the State to under- 
 take, and in some provinces almost monopolise, the direct 
 training of whole generations, above their own creed, and 
 above the sense of relation to another world upon which 
 they base all their moral obligations ; and the possible evil 
 is obviously growing with this system;” and he concludes 
 with the solemn warning : “ It is true that things go smoothly 
 and quietly, but this is attained by ignoring, not only the 
 inevitable results of early training on the character, and the 
 great needs of human nature, especially in the East, but by 
 also ignoring the responsibility which devolves on the 
 Government that assumes the entire control of direct educa- 
 tion at all. If, therefore, while fanaticism is raging around, 
 there is a calm in our schools and colleges, it is an ominous 
 and unnatural calm of impossible continuance, the calm of 
 the centre of the cyclone.” 
 
 ABout REMEDIES AND OBJECTIONS.—FiIrRstT, GOVERNMENT 
 INSTITUTIONS. 
 
 I do not feel called on to lay down the programme of a 
 future policy; that I leave for more experienced and compe- 
 tent hands. I have proved the existence of an evil of a most 
 pernicious and perilous kind, which demands a remedy on 
 the score of religion, morality, and good government. I _ 
 have shown the presence of institutions supported by natives _ 
 and Kuropean residents, as well as those by missionary 
 
49 
 
 societies, capable of indefinite expansion, with a continuance 
 
 of the grants-in-aid now given. I have called attention to 
 
 the principle underlying the whole of the despatch of 1854, 
 
 which anticipated and required a change from the existing 
 
 method of dvrect instruction by the Government. The uni- 
 
 versities, the grants-in-aid, and inspection being all based 
 
 on that principle. In these circumstances, I am under no Firm, cautious, 
 necessity of proposing any new method, I simply icles fois thie One ney es 
 honest and earnest carrying out of the provision of the de- Chea 
 spatch.* It will be a difficult, but not an impossible task. 
 
 It must be done firmly and persistently, but slowly and 
 cautiously, under imperial authority: not in a spirit of 
 antagonism to the natives, but by appealing to their better 
 
 feelings, and calling on them to make a sacrifice for the 
 
 benefit of their poorer and less-favoured brethren. I 
 
 have too much respect for the higher classes in India, to 
 
 suspect them of the selfish desire to continue a monopoly of 
 
 State education at the expense of the poor. With special 
 
 colleges, and the technical schools, and normal schools and 
 
 colleges, we would not interfere. 
 
 The education in the higher class of schools should also and higher- 
 
 be given up by the GC eeient In them the branches “** schools 
 taught necessarily tend to undermine belief, as well as, 
 though not to the same extent as in the colleges, and it 
 would be easy for the natives and societies to keep them up. 
 They can be made even now to pay their own expenses 
 under native teachers, with a good European master. The 
 universities would of course remain, and would be a guarantee, 
 and the means of keeping up the standard, and stimulat- 
 ing to the highest effort by their examinations, degrees, 
 scholarships, and rewards. They might be improved by 
 broadening the basis of representation at their boards. 
 
 These are what we ask, and they are only what the Home What Home 
 Government have urged for the last quarter of a century. pavers 
 But if “it’s a far cry to Loch Awe,” it’s a farther cry to the 
 Hooghly, and it will require the loudest and most stern call 
 of the British Parliament, to secure a consistent carrying 
 out of its determinations. 
 
 * See the first sentence in the analysis of the despatch by the Under-Secre- 
 tary, Appendix D. 
 
Why in vain. 
 
 Government 
 preoccupied. 
 
 External 
 influence, 
 
 of a profes- 
 sional class. 
 
 Mission col- 
 leges disliked. 
 
 50 
 
 But it may be asked, since the terms of the despatch 
 are so explicit, and the wishes of Government have been so 
 clearly and frequently expressed during these twenty-fiveyears, 
 why have not Government colleges been reduced in number, 
 and the funds employed on lower education, or the cheap sub- 
 stitution for grants-in-aid in native and mission colleges ? 
 
 The answer is not far to seek. The Indian Government 
 cannot give, or does not give, that amount of time and 
 attention to education which the subject demands. They 
 are so much taken up with weighty and multifarious affairs 
 of a more urgent, though not more important nature, that 
 they have left the power, not formally, but practically, in the 
 hands of secular educationists. They have thrown open 
 the highest appointments, even those of ‘“ Directors of Public 
 Instruction,’ which at first were given to experienced civilians, 
 to professors and principals of colleges and schools, as the 
 rewards of lengthened service, or of ability in teaching. The 
 consequences are what might have been expected. With the 
 best intention, it may be, these men inevitably identify 
 themselves with their system, which had been all along the 
 higher education. They think, and in fact tell us, that we 
 must educate the higher classes to the highest pitch, and 
 by-and-by education will ‘ percolate downward to the lower 
 strata.’ We all know the tendency of professional and class 
 legislation. To set a body of ecclesiastics or schoolmasters, 
 of doctors or lawyers, of officers of the army or navy, to take 
 steps for gradually reducing their numbers, until they 
 become extinct, and to foster and strengthen another body 
 of men for whom they had no affection, and in whom, from 
 professional pride, they had probably no confidence, to take 
 their place, would not be a likely way to gain the end 
 desired. They would find a thousand good reasons for 
 
 avoiding the task, or delaying its execution. In fact, to ask 
 
 men to extinguish themselves or their system is wrong, to 
 expect them to do it is folly. 
 But I must call attention to what is worse than evasion 
 
 and delay in carrying out the provisions of the despatch and. 
 the wishes of the Government. There seems of late, a 
 
 growing tendency to discourage, if not to destroy, the aided 
 colleges, as rivals to those of Government. 
 
51 
 
 It is with pain that I have lately received stronger con- 
 firmation of what has long been feared, that there is a great 
 desire to get rid of all our missionary colleges, which have done 
 so much for the education of the people, and, as the highest 
 officers of the Government have allowed, done much to save 
 society from the baneful effects of mere secular teaching. 
 
 Some of these colleges have of late years greatly improved 
 in their management and efficiency, and now number a 
 larger roll of graduates than those of Government. This is 
 what the despatch aimed at, and what ought to have been 
 hailed with gratitude. Instead of that, what do we find? 
 The most efficient of them are being treated with the 
 greatest severity, and the grants-in-aid are reduced, and 
 reduced in the most arbitrary way, and on such short notice 
 as to be embarrassing and discouraging to the managers. I 
 cannot now give details, but record the fact, and am _ pre- 
 pared with details which will appear ere long. 
 
 It has long been known that some in high employment 
 in the Educational Department are opposed to mission 
 colleges, on the ground of religious feeling. They openly 
 advocate views directly adverse to Christianity; and this 
 feeling, which formerly found vent in contempt for a weak 
 opponent, now finds vent in acts of bitter hostility towards 
 a powerful rival. I am far from charging professors and 
 directors as a body with hostility to religion, but it can- 
 not be denied that there are some of the most active and 
 pushing of their number who are opposed to anything in 
 the form of living Christianity, and in a system which ws 
 based on the exclusion of religion those who are hostile to 
 it have a vantage ground, in opposing institutions which 
 condemn their own by teaching the truths which they ignore, 
 and yet gain the confidence of the natives, and do their 
 work at so much less cost to the Government.* 
 
 I need not reply to the objections which may be made to 
 these simple proposals. I would refer to the able men who 
 drew up the despatch, as a guarantee that its provisions are 
 wise and practicable. It is well known that Sir Charles 
 Wood took counsel with the wisest and most experienced 
 men of all parties, in preparing that important document-— 
 
 * They plead economy, but are increasing the cost of Government colleges. 
 
 Discouraged. 
 
 Hostility of 
 Secularists. 
 
 Do not reply 
 to objections, 
 
Experienced 
 men drew up 
 despatch, 
 
 Call for co- 
 operation. 
 
 In place 
 division of 
 labour. 
 
 Waste in men 
 and money, 
 
 52 
 
 the Magna Charta of education in India. The most ex- 
 perienced governors, civilians, professors, and missionaries 
 were engaged in its composition, and it bears the mark of 
 the greatest wisdom and minutest forethought, “aided,” as 
 they say they were in paragraph six, “‘ by ample experience of 
 the past and the most competent advice for the future.” It is 
 not disrespectful to say of those who have carped at, and 
 opposed the carrying out of its provisions, that they cannot 
 boast of greater wisdom and experience than those who gave 
 such mature and disinterested attention to the drawing up 
 of a code worthy of the new era, when, as they say, in the 
 opening paragraph, “ By an Act of the Imperial Legislature, 
 the responsible trust of the Government of India has again 
 been placed in our hands.” If the despatch is impracticable, 
 let them ask for its repeal. 
 
 SECOND, About MISSION COLLEGES. 
 
 It is most desirable that, in order to the efficient and 
 economical management of mission colleges, the different 
 Evangelical Churches co-operate in supporting and managing 
 them. At first these educational missions were entirely 
 conducted by the Church of Scotland, and only one was set 
 up in each Presidential city. 
 
 But ere long, one after another of the leading missionary 
 societies started on the same line—a most gratifying - 
 evidence of the proved efficiency of the system which Dr. 
 Duff may be said to have originated, but leading to what 
 cannot but be deplored as a needless waste in men and 
 money. So long as the Presbyterian Church of Scotland 
 made this line of action a speciality in mission work, for 
 which, as the Church of John Knox, she was peculiarly 
 fitted, it made a good division of labour, taking the missions 
 in India as one body working for one great end; but when 
 each began to add- this feature to their other work, or to 
 give up other forms of work for this, it had the necessary 
 effect of multiplying small educational institutions, with a 
 small number of pupils, either with a small staff of teachers, 
 in which case they were inefficient, or with a large staff, 
 and then the average cost of each pupil was very high. 
 
 
 
53 
 
 It is found, then, that four or five European professors, with Economy. 
 native assistants, can teach 300 or 400 pupils as well as they 
 could teach a fourth part of the number, which reduces the 
 cost of each pupil in proportion. At present the number 
 of pupils, in aided colleges, is on an average only seventy-four 
 to each. Far too small a number to pay, as they might be 
 made to do, the great part, if not eventually nearly the whole, 
 of their own expenses, but for the wasteful competition 
 amongst themselves, and still more the unequal competition 
 with Government institutions. A slight rise in the fee with 
 increased attendance would make colleges self-supporting. 
 
 An example of this kind of co-operation has been exhi- A partial 
 bited in Madras under the able presidency and through the aut 
 exertions of Mr. Miller, with the most satisfactory results— 
 the Church of England, the Established Church of Scotland, 
 and the Methodist Missionary Societies, all contributing to 
 the Free Church College, under a board of management on 
 the spot. It is hoped that these societies and others will 
 combine at home for a general movement, which may 
 establish mission colleges of a high class, in greater force, at 
 more stations, and at less expense to each society than at 
 present. 
 
 Another point of great importance is to see that such a A full staff 
 staff of professors and teachers is kept up, as shall admit totes 18 
 of greater attention being paid to evangelistic work in the 
 colleges and amongst those who have passed through our 
 educational institutions. 
 
 This work must, as a rule, be done by the professors, not 
 by a separate class set apart as evangelists. They would be 
 looked on with distrust, and would not get the hold on old 
 scholars which a former teacher would. Every professor and Must be evan- 
 teacher must be an evangelist, who carries his evangelistic rer 
 spirit into the school and college, every day, and at all 
 times. By having a larger staff, there could always be one 
 in turn engaged in looking after, and addressing as occasion 
 offered, old graduates of their own or Government. colleges, 
 in the towns, and by occasional itinerancy in the surrounding Sporadic and 
 country for scattering the seed of the Word where it may consen™e 
 fall into the hearts of old pupils, and recall old lessons. 
 
 This kind of sporadic work, conducted on a concentric prin- 
 
Normal schools 
 and colleges. 
 
 The Church’s 
 duty, over- 
 sight and 
 prayer. 
 
 Hinduism to 
 fall not by dis- 
 integration ; 
 
 but in mass, 
 
 like old tower, 
 
 BA e 
 
 ciple, would be of great use. Each college should be a 
 centre, and the circle would correspond with the radius from 
 which its graduates were drawn. It is a shame to the Church 
 that by having almost all our colleges undermanned it 
 was impossible to carry on such work in a methodical 
 and efficient way. 
 
 Another branch of work which ought to be greatly 
 extended, is the training of teachers for the elementary 
 schools. Jf a large number of well-qualified teachers were 
 trained, they would soon get employment throughout the 
 country, if the stimulus were given to the elementary educa- 
 tion which was originally intended by the despatch of 1854. 
 
 In the last place, let there be more intelligent oversight, 
 and earnest prayer by the Church at home; and we hope, 
 that, ere long, we may see glorious results. There is a great 
 leavening process going on in Hindu thought and feeling. 
 There is a conviction diffused that the Christian system is 
 the true, and will be the triumphant religion in India. 
 
 There will be opposition, there may be a conflict, imperiling 
 our rule, if not our existence, in the country, ere that triumph 
 is attained, but it will come, and it will, we believe, come 
 with a sudden and mighty rush which will startle and amaze 
 an incredulous age. Hinduism is like no other system that 
 now exists, or has ever existed in the world. It seems as if 
 it would defy those processes of disintegration, by which 
 believers may be gathered by units or tens or hundreds from 
 other sects and races, in other systems, in other lands, or 
 even in India, as among the aboriginal tribes, or those 
 simpler races in Tinevelley and Travancore, which never fully 
 partook of the fatal privileges of Brahminical religion, and 
 were never brought within the iron bondage of caste, where 
 missions have been so largely successful. Hinduism defies 
 the tooth of time and the tool of the engineer to disintegrate 
 it, or to pick out a stone from the hard and compact structure, 
 except in a few rare and exceptional cases, and the intensity 
 of passion with which these few conversions are felt and 
 resented shows how perfect is the unity of the body—“ If 
 one member suffers all the members suffer with it.” When 
 Hinduism falls, it will fall as those grand old towers fall 
 which have outlived the age and state of society for which 
 
 
 
dd 
 
 they were constructed ; so strongly cemented that they will 
 
 stand or fall entire—they cannot be taken down like our 
 
 frail modern structures, stone by stone. It is only by the By under- 
 E : ae mining foun- 
 
 slow and persevering process of sapping and mining that they dations. 
 
 can be brought to the ground, and they fall in one solid 
 
 mass, It is thus that this great donjon, in which super- 
 
 stition and caste have kept the millions of India as in a 
 
 castle of despair, will one day fall, ‘to rise no more at all.” 
 
 A thousand agencies are at work to undermine it, secular 
 
 and religious, and we wish them all God-speed ; but none can 
 
 compare with the full and clear proclamation of the glorious 
 
 Gospel, in thoroughly equipped and efficiently conducted 
 
 educational institutions, in which Divine light is thrown on 
 
 every subject of human study, by generous and disinterested 
 
 men of the highest culture and Christian character. 
 
‘oe 
 
 “Ww teh atl h nian Bais. 8 f aif 
 
 A “OHIE yo io re 4, Ti ; aaa sd ite 
 
 730! halk eet ae CUO. ie 
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 4 if 5 > Dans 
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 To ae gory wit! aN if 67. suk stheny Sure sh ey 
 pA " Mat wi acy (live cfhaguau ty olfan ‘ 
 os 240 vay up RF1Oth Oi Lrensssciebt KG a 
 
 ae iy i | ‘ov 1 bests or sifs 4 boa 
 
 eis bi. {Ti Dae ye SHO See : 
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 nik Ta bai i ores DA’ 
 
 of ih 3 * hee | 
 
 4 mye cua h 
 
 Pow ake 
 
 er 
 waa 
 
 ri 
 
 a 
 
 * 
 
 
 
APPENDICES. 
 
 APPENDIX A. 
 
 Ir is not necessary that I go back to the earlier periods of our 
 intercourse with that country. Without reckoning the embassy 
 which King Arthur is said to have sent out in 883, our direct 
 connection with India may be said to date from the year 1601, 
 when a “company of merchants trading to the East Indies,” with 
 a capital of £75,000, sent out five vessels, varying from 600 to 130 
 tons, carrying £6860 in goods and £28,742 in bullion. Our 
 attempts to impart the higher blessings of education and religion 
 date from a much more recent period. To our disgrace, two cen- 
 turies passed without any attempt by the nation or the Church 
 to confer any benefit, material or spiritual, on the natives of India. 
 Individual efforts for the amelioration and enlightenment of the 
 population were made. Noble philanthropists and earnest Christ- 
 ians made the pages of our history bright with their deeds, all the 
 more bright and worthy of admiration from the general darkness 
 and the opposition they met with from those in power. 
 
 APPENDIX B. 
 
 It is, I believe, a great mistake to suppose that by our professing 
 that we would rule the country in the fear and according to the 
 revealed will of our God, we would have endangered our position 
 in India. On the contrary, it would have strengthened our posi- 
 tion, and have tended to secure the confidence of the natives. 
 Keeping our religion in the back-ground is the way to excite their 
 suspicions. They, like all weak races, are accustomed to gain their 
 ends by concealment and duplicity, and they never doubt but that 
 we have some deep and dangerous policy concealed under our 
 ostentatious form of ignoring religion. They naturally think 
 that it is our interest to make them adopt our religion. They 
 
58 
 
 cannot conceive of a religion that does not pervade every depart- 
 ment of human life,—personal, social, and political. Their own 
 religion covers the whole of life, and they cannot be convinced that 
 ours does not. They necessarily and rightly conclude that it ought 
 to do so. 
 
 The practical effect of our neutral policy is to excite distrust 
 and fear, and lays us open to the constant suspicion of a deep-laid 
 scheme to undermine their religion or to convert them by strata- 
 gem. The nature of religion, as they understand it, makes this not 
 only possible, but easy, if not inevitable. By the essential out- 
 wardness and minute observances of their system they know that 
 they may be made outcasts from society, and put beyond the pale 
 of their religion by a most trifling outward act or circumstance 
 entirely independent of their own intention or will,—a mere 
 accident or oversight of their own, or a malicious act of another 
 may be the cause of ruin to multitudes both for this world and 
 the next. 
 
 It is this feature of the religion of the Hindus, coupled with 
 their suspicion of our designs, that makes those rumours of our 
 intention to convert them by means of force or fraud possible of 
 belief and so dangerous to the Government, 
 
 Had we at the beginning of our rule, or when proclaiming the 
 empire in 1858 done two things—First, had we frankly and 
 publicly declared that we were ourselves Christians, and tliat we 
 believed it was the only true religion, and the best for all men, but 
 that we had no intention of interfering with any man in his 
 religious beliefs.* That we held the domain of conscience to be 
 beyond and above the province of civil government, and appealed 
 to the facts of our historic neutrality in this sense for these hundred 
 years. Second, that the essential nature of our holy religion was 
 such, that no power on earth could make a man a Christian against 
 his will, That a mere outward profession of Christianity was an 
 insult to our God, and would be of no use to its professor in this 
 or in another world. That Christianity was a religion of faith and 
 love and holy living, and that any service which was not rendered 
 with the heart and of free will, was a mockery, and that the 
 Government would prefer an honest and upright heathen to a 
 hypocritical and false professor of Christianity. 
 
 Had such a course been pursued from the first, a widespread 
 rebellion like that of 1857, excited by the rumour of our convert- 
 
 * We gratefully admit the frank avowal of personal belief in Christianity by 
 our noble Queen. But the proclamation failed in not avowing that our Govern- 
 ment would be regulated by the principles of the Word of God. 
 
59 
 
 ing the soldiers by making them bite off the ends of cartridges 
 greased with cow’s fat, would have been impossible, even in credulous 
 and suspicious India. 
 
 Had our country pursued such a course, it might, with the 
 blessing of God, have stayed the horrors of that war, and it might 
 have hastened the establishment of the kingdom of peace. 
 
 If from books we turn to the men who have had the destiny of 
 millions put into their hands, we are struck with warm admiration 
 of the many noble lives which have been devoted to the welfare of 
 our Eastern Empire. The profound wisdom displayed in the most 
 trying circumstances, the calm courage in presence of appalling 
 danger, the indomitable perseverance in overcoming Herculean 
 difficulties, and above all the noble self-consecration and often 
 self-sacrifice In serving a people who could not appreciate their 
 aims or their motives, and often returned ingratitude for kindness 
 and hatred for love, are an honour to our country and a blessing 
 to the race. 
 
 APPENDIX C. 
 
 I cannot resist the temptation to quote the following testimony 
 to the character of Zachary Macaulay from the lips of Mr. Gladstone, 
 when speaking in opposition to the son of that noble old man :— 
 
 “‘T can only speak from tradition of the struggle for the aboli- 
 tion of slavery ; but if I have not been misinformed, there was 
 engaged in it a man who was the unseen ally of Mr. Wilberforce 
 and the pillar of his strength ; a man of profound benevolence, of 
 acute understanding, of indefatigable industry, and of that self- 
 denying temper which is content to work in secret, to forego the 
 recompense of present fame, and to seek for its reward beyond the 
 grave. The name of that man was Zachary Macaulay, and his 
 son is a member in the existing Cabinet.” 
 
 APPENDIX D. 
 Despatcu oF 1854. 
 
 The following brief summary of this important despatch is by 
 the pen of the Secretary for the Home Department in India, 
 prepared by authority for the Houses of Parliament :— 
 
 “The Indian educational code is contained in the déspatches of 
 the Home Government of 1854 and 1859, The main object of 
 the former despatch is to divert the efforts of the Government 
 
60 
 
 from the education of the higher classes upon whom they had up 
 to that date been too exclusively directed, and to turn them to 
 the wider diffusion of education among all classes of the people, 
 and especially to the provision of primary instruction for the 
 masses. Such instruction is to be provided by the direct instru- 
 mentality of Government, and a compulsory rate, levied under the 
 direct authority of Goverment, is pointed out as the best means of 
 obtaining funds for the purpose. The system must be extended 
 upwards by the establishment of Government schools as models, to 
 be superseded gradually by schools supported on the grant-in-aid 
 principle. This principle is to be of perfect religious neutrality, 
 defined in regular rules adapted to the circumstances of each 
 province, and clearly and publicly placed before the natives of 
 India. Schools, whether purely Government institutions or aided, 
 in all of which (excepting Normal schools) the payment of some 
 fee, however small, is to be the rule, are to be in regular gradation 
 from those which give the humblest elementary instruction to the 
 highest colleges, and the best pupils of one grade are to climb 
 through the other grades by means of scholarships obtained in the 
 lower school and tenable in the higher. To provide masters, 
 Normal schools are to be established in each province, and moderate 
 allowances given for the support of those who possess an aptness 
 for teaching and are willing to devote themselves to the profession 
 of schoolmasters.* By this means it is hoped that, at no distant 
 period, institutions may be in operation in all the presidencies 
 calculated to supply masters for all classes of schools, and thus in 
 time greatly to limit, if not altogether to obviate, the necessity of 
 recruiting the educational service by means of engagements made 
 
 .in England. The medium of education is to be the vernacular 
 _ languages of India, into which the best elementary treatises in 
 _ English should be translated. Such translations are to be 
 | advertised for, and liberally rewarded by Government as the 
 
 means of enriching vernacular literature. While, therefore, the 
 
 _ vernacular languages are on no account to be neglected, the 
 
 a Re ae 
 
 English language may be taught where there is a demand for it, 
 but the English language is not to be substituted for the vernacular 
 dialects of the country. The existing institutions for the study of 
 the classical languages of India are to be maintained, and respect 
 is to be paid to the hereditary veneration which they command, 
 Female education is to receive the frank and cordial support of 
 Government, as by it a far greater proportional impulse is imparted 
 to the educational and moral tone of the people, than by the 
 education of men. In addition to the Government and aided 
 
 
 
61 
 
 colleges and schools for general education, special institutions for 
 imparting special education in law, medicine, engineering, art, and # 
 agriculture are to recelve in every province the direct aid and 
 encouragement of Government. The agency by which this system 
 of education is to be carried out is a director in each province, 
 assisted by a competent staff of inspectors, care being taken that 
 the cost of control shall be kept in fair proportion to the cost of 
 direct measures of instruction. To complete the system in each 
 presidency, a university is to be established, on the model of the 
 London University, at each of the three presidency towns. These 
 universities not to be themselves places of education, but they are 
 to test the value of the education given elsewhere; they are to 
 pass every student of ordinary ability who has fairly profited by 
 the curriculum of school and college study which he has passed 
 through, the standard required being such as to command respect 
 without discouraging the efforts of deserving students. Education 
 is to be aided and supported by the principal officials in every 
 district, and is to receive, besides, the direct encouragement of the 
 State by the opening of Government appointments to those who 
 have received a good education, irrespective of the place or manner 
 in which it may have been acquired; and in the lower situations, 
 by preferring a man who can read and write, and is equally eligible 
 in other respects, to one who cannot.” * 
 
 * Parliamentary Blue Book, 1870, p. 7. 
 
 
 
 LORIMER AND GILLIES, PRINTERS, 31 ST. ANDREW SQUARE, EDINBURGH. 
 
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Lor 
 
 “ABOLITION” OR “TRANSFERENCE” 
 
 : /\> »). 
 
 GOVERNMENT COLLEGES AND HIGH 
 SCHOOLS IN INDIA, 
 
 ON THE 
 
 AS REQUIRED BY THE DESPATCH OF 1854. 
 
 ILLUSTRATED BY THE STATE OF EDUCATION IN MADRAS. 
 
 BY THE 
 
 REV. JAMES JOHNSTON, 
 
 AUTHOR OF “OUR EDUCATIONAL POLICY IN INDIA,” ETC., ETC. 
 
 Lonvon : 
 PRINTED BY GILBERT AND RIVINGTON, 
 52, ST. JOHN’S SQUARE. 
 1880. 
 

 
PREFACE. 
 
 | 
 
 WE do not now need to show that the! object of the 
 Despatch of 1854 was, amongst other things, to en- 
 courage the spirit of independence, and to foster aided 
 institutions, supported by native and Missionary as- 
 sociations, and that it was therein expressly declared 
 that Government colleges and the higher schools were 
 to be gradually abolished, or transferred, as soon as 
 education was so far advanced as to render such changes 
 practicable. This must now be admitted by all who 
 stand by the Education Despatch—the sole legislative 
 measure on which education in India is based. The 
 only question which we require to consider is: Has 
 the time arrived when it will be practicable and safe to 
 apply that important rule? I propose to answer that 
 question in the affirmative, not by arguments or asser- 
 tions as to the state of the country generally; but,—as 
 I have always maintained that the principle must be 
 applied cautiously, and that each case must be judged 
 on its own merits,—by fixing on one town as an 
 example, and the town chosen is Madras. 
 
 
 
 REASONS FOR CHOOSING MADRAS. 
 
 There are three reasons for choosing Madras as an 
 illustration of the practicability of carrying out the 
 principle of the Despatch of 1854. 
 
 A 2 
 
1V 
 
 1st. Because we consider it a fair example. It is 
 neither the oldest nor the newest of the great seats of 
 education. It is neither the richest nor the poorest, 
 and it has no special advantages which would make it 
 exceptional. There are many parts of India not yet 
 ripe for the application of the rule. There are some 
 as ready as Madras. 
 
 2nd. It is there that of late a special desire has been 
 shown to foster and extend Government institutions, 
 and to discredit and discourage aided ones. 
 
 8rd. It is in Madras that the demand is boldly made 
 for a new interpretation of the Despatch of 1854. 
 
 In a recent official document the Director of Public 
 Instruction says :— 
 
 «This controversy about the construction of the Despatch 
 of 1854 has been going on for a quarter of a century, and 
 it seems very desirable that it should be closed by some 
 authoritative decision which will leave no further room for 
 doubt in the minds, on the one hand of Christian Mission- 
 aries, and on the other of the Hindu and Muhammedan sub- 
 jects of her Majesty.” 
 
 This controversy we regard as now settled by the 
 authoritative interpretation of the Despatch by its 
 author, Lord Halifax, and collateral evidence brought 
 out in our former pamphlet, in which his Lordship’s 
 testimony is given. In a more recent document which 
 the Madras Government have just transmitted to the 
 Secretary of State for India, he makes the assertion, as 
 unqualified as it is groundless, that “if the Govern- 
 ment colleges and schools which exist in this Presidency 
 were made over to the management of local Committees 
 of native gentlemen, the inevitable effect would be a 
 general lowering of the standard of education.” 
 ‘Such a measure,’ he adds, ‘‘ would be disastrous to 
 
Vv 
 
 the cause of sound learning.” In accordance with 
 these views, which are in direct contradiction of the 
 fundamental principle of the Despatch, he is now 
 setting himself to extend Government colleges and 
 high schools, and is apparently doing what he can to 
 discourage, if not to destroy, independent effort by 
 either natives or Missionaries. ; 
 
 We shall show in the following pages that there 
 would be no difficulty in carrying on education in 
 its highest form, if Government institutions did not 
 stand in the way, and private enterprise were aided 
 and encouraged. The question having been thus 
 raised in Madras, we are willing to have it settled 
 there. | 
 
 REASONS FOR WITHDRAWING GOVERNMENT COLLEGES 
 AND HIGH SCHOOLS. 
 
 But why so urgent to get Government colleges and 
 high schools abolished or transferred ? 
 
 Ist. Because it is the only honest course in the light 
 of the authority by which education was set up, and is 
 now carried on in India—the Despatch of 1854, 
 ratified as it was after the Mutiny by that of 1859, 
 and invariably declared to be the policy of every 
 Government up to this time. 
 
 9nd. Because Government direct teaching was never 
 designed for, nor is it fitted to be a permanent and 
 complete system of education. The leaving out of 
 religious teaching was only excusable as a temporary 
 expedient in a transitory system. 
 
 drd. This Government system discourages the spirit 
 of self-reliance and independent effort among the richer 
 classes. The natives of India cannot be expected to 
 
vi 
 
 burden themselves with the labour and expense of 
 raising and supporting colleges and schools, so long as 
 Government provides education for them, especially 
 when the impression is left on their minds that to set up 
 institutions of their own would be offensive to officials, 
 if not disloyalty to State institutions. 
 
 Ath. The prestige and influence of a school or col- 
 lege, under the direct management of the Government, 
 makes competition by private enterprise almost im- 
 possible on the part of natives, and extremely difficult 
 for’: any Society, especially in a country like India, 
 under a system of paternal despotism. 
 
 5th. The high pay of Professors and_ teachers 
 in Government colleges and schools intensifies the 
 difficulty of maintaining private institutions. 
 
 6th. So long as Government maintains its own 
 colleges in competition with private ones, it is next to 
 an impossibility for Directors of Public Instruction, as 
 Government servants, to overcome a feeling of par- 
 tiality for institutions with which they naturally feel 
 themselves identified, more especially when, as is now 
 the growing custom, Government Professors are ele- 
 vated to this responsible position. They would be 
 more than human if they did not favour institutions 
 from which they had risen, and old associates with 
 whom they had wrought, rather than institutions and 
 men whom they had formerly regarded as rivals, if 
 not as antagonists. We charge none with conscious 
 partiality ; but facts prove that, in such a case, im- 
 partiality is in most cases impracticable. 
 
 7th. We advocate the withdrawal of Government 
 colleges, because, by example and influence, they are 
 leading the natives of India to imitate them in the 
 systematic exclusion of religion from their colleges and 
 
Vil 
 
 schools. This was neither expected nor desired by 
 those who framed the Despatch of 1854. While they 
 saw reasons for that course, in setting up a system 
 which was professedly incomplete and temporary, they 
 would have deplored its propagation and permanence. 
 The effect of this system is becoming every year more 
 manifest and disastrous. Whatever view we may 
 take of mere secular teaching in this country, where 
 secular teaching is merely negative in its form, and 
 may prove negative in its results, in India it is 
 altogether different ; there secular teaching is not the 
 mere negation of religion, bad as that would be, with 
 a people like the Hindus: it is not negative, but 
 positive, and destructive of all the old religions, which 
 they have been brought up to believe in and reve- 
 rence. To unhinge these old beliefs, and offer no 
 substitute, is enough to unsettle the mind of youth at 
 the most critical period of life, to introduce a moral 
 chaos, and set up by Government authority and in- 
 finence a reign of scepticism in India, which can end 
 in nothing short of anarchy and confusion. To edu- 
 cate a nation on such a system, and that nation 
 naturally ardent, imaginative, religious, tropical, is 
 the sure way to ‘‘sow the wind and reap the whirl- 
 wind.”’ 
 
 It may, at first sight, seem hard and unreasonable 
 to ask Government to give up the institutions it has 
 founded and nourished at such a cost, and for such a 
 length of time. If they were private establishments, 
 and set up for private ends or personal profit, it would 
 be both hard and unreasonable. But since they were 
 established for the education of an Empire, and one of 
 the grand lessons was, to teach the people how to 
 educate themselves, it is no hardship. It is the glory 
 
Vill 
 
 and triumph of the system to have reached such a 
 happy consummation. It was never the design of 
 Government that they should become permanent insti- 
 tutions with vested interests, as seems to be the idea 
 of Professors and Directors of Public Instruction of the 
 present day. The vested interests of individuals we 
 can understand and respect; but to turn our educa- 
 tional system in India into a bureaucracy would be to 
 defeat the great end of its institution. 
 
 ABOUT THE DANGER OF A RELIGIOUS PROPAGANDISM. 
 
 There is one reason for maintaining our Government 
 colleges which calls for consideration, or we should 
 rather say, an unreasoning dread of withdrawing them, 
 viz., lest it might lead to the cry of propagandism, and 
 stir up the fears and fanaticism of the natives. This 
 old ghost still stalks the earth, and haunts high places. 
 It is full time it were laid. 
 
 Many true friends of India have an honest dread of 
 taking any step which might by any possibility be 
 interpreted as an act of proselytizing on the part of 
 the Government ; and in the document presented by 
 the Director of Public Instruction to the Madras 
 Council, the grand plea urged is, that if the Govern- 
 ment colleges were given up, it would be ‘“ playing 
 into the hands of the Missionaries ;’’ and he warns us 
 of the danger of riots and rebellions, and all kinds of 
 horrors. 
 
 We sympathize with this feeling in men who left 
 India twenty or thirty years ago, and those who judge 
 from old reports of the state of feeling in that country. 
 But in any man living there it is utterly inexcusable, 
 
1x 
 and is only another proof that our high officials, now- 
 a-days, know very little of the real feelings of the 
 natives, and that they live in a state of isolation much 
 to be deplored. 
 
 In that document, consisting of 40 pages of special 
 pleading, there is not one modern example given of 
 fanaticism on the part of the natives of India, nor one . 
 mstance of their antipathy to Missionaries or Missionary 
 institutions within the last twenty years. I do not 
 say that some trifling outburst of momentary ill-feeling 
 may not have occurred in some isolated cases, but the 
 Director does not find one to his purpose, and only 
 raises a small ghost supposed to have been seen in 
 1859. 
 
 We do find in his lengthy declamation a vacue 
 rumour that Government encouragement of Missionaries 
 had been one cause of the Mutiny of 1857—a baseless 
 fabrication of that excited time which it is most unfair 
 even to allude to now; and what he calls ‘“‘ a monster 
 meeting’ at Madras, in 1859, when resolutions were 
 - passed in favour of withdrawing grants from the Mis- 
 sionary institutions. There is no evidence given that 
 this meeting had any significance at the time, and to 
 refer to it now is a glaring anachronism, and shows a 
 strange disregard of the great change that has come 
 over public feeling during the last quarter of a century. 
 To charge the inhabitants of Madras, or those of any 
 seat of modern culture in India, with the fanaticism 
 and intolerance of even the preceding generation, is 
 almost as bad as to attribute to this tolerant age the 
 witch and heretic-burning spirit of our ancestors. 
 Natives and Missionaries who spend their lives in the 
 country know and mark the rapid change. Govern- 
 ment officials of the present day, whose term of service 
 
 2 
 
x 
 
 is comparatively short, and who have none of the 
 family traditions of the olden times of the Company, 
 when Indian appointments were hereditary, cannot thus 
 compare the past with the present. Hence the absurd 
 reference to past antipathies and suspicions, and quota- 
 tions from witnesses of a former age. 
 
 Let me give two illustrations of this change of feeling 
 towards Christian institutions and Christian converts, 
 within the present generation. When I visited Madras 
 in the end of 1853, Mr. Anderson, then at the head of 
 the Free Church Institution, told me of the number of 
 times that their schools had been emptied for months, — 
 after the baptism of a single convert, even of compara- 
 tively low caste. 
 
 But how is it now? Only little more than a year 
 ago two high-caste Brahmin youths attending the Chris- 
 tian College were publicly baptized together, and yet 
 not one student left the institution for a single day. 
 Such was the change in that brief interval. 
 
 The second illustration is equally significant. Ata 
 meeting of the Free Church in Madras in 1853, my 
 friend, the Rev. Mr. Anderson, pointing to an interesting 
 young female convert, told me of the desperate efforts 
 made by her parents to prevent her from entering the 
 Christian Church—how, when arguments, entreaties, 
 and tears failed to move her from her purpose, they 
 applied to the courts of law, and perjured themselves 
 by swearing that she was under age, and thus incapable 
 legally of acting for herself. When this was proved 
 false, and the judge decided in her favour, her brother 
 sprang like a tiger over the bar, and with his hands 
 clasped round her throat, strove with such desperate 
 energy to strangle her as they rolled on the floor of 
 the court of justice, that the utmost efforts of the 
 
Xi 
 
 police all but failed to frustrate his deadly attempt to 
 murder his sister. 
 
 Now, what do we find? There is still keen oppo- 
 sition to apostasy, and bitter grief over those whom 
 they regard as lost. But the intensity and fanaticism 
 of the old times are neither displayed nor felt. So 
 great is the change, that the converts can now visit on 
 friendly terms the homes they have left; and in that 
 same town of Madras, we know of one or two instances, 
 in which Christian converts have been able to remain 
 in their homes, at the request of their heathen rela- 
 tives, who only required them to prepare and eat their 
 food apart, lest they should destroy the caste of the 
 other members of the family. Such an arrangement 
 twenty years ago would have been simply an impos- 
 sibility. The whole family would have been thrown 
 out of caste, and out of society: even life would have 
 been insecure. 
 
 The painful fact is, that the opposition to Mission- 
 aries and their work can generally be traced, not to 
 natives, but to degenerate foreigners. Godless or 
 timid Englishmen often raise a false report of opposi- 
 tion to mission-work, or excite the natives to oppose it, 
 when otherwise they would never think of doing so. 
 As the late Lord Lawrence said, ‘‘ Christian truth, 
 spoken in a Christian spirit, will never give offence to 
 the people of India.”’ 
 
 The Director himself gives a most telling contradic- 
 tion of his own assertion, that the natives are hostile 
 to Missionary institutions. When quoting from a high 
 authority for another purpose, in connexion with the 
 needed quotation, the following sentence occurs :— 
 ‘With regard to the Despatch of 7th April, 1859, 
 Mr. Arbuthnot,’’ then Director of Public Instruction 
 
Xii - 
 in Madras, ‘‘reported that -no objection existed to 
 Mission schools, except in a few localities, in which 
 suspicions as to the views and policy of the Govern- 
 ment on matters of religion HAD BEEN SUGGESTED BY 
 TUROPEANS. 
 
 BE Siig iy 
 
STATE OF THE HIGHER EDUCATION. 
 
 BrrorE drawing any inferences, or in any way prejudging 
 the question, let us first glance at the positions occupied by 
 the different Educational Institutions of the higher class in 
 Madras. 
 
 Here, as in Calcutta and Bombay, there is an University, University. 
 which takes no part in direct teaching, but has an important 
 place as the great regulating and controlling power in the 
 higher education, and confers degrees and other rewards on 
 successful students from the different colleges. It is formed 
 on the model of the London University, with its affiliated 
 colleges. As we have no intention to interfere with this 
 valuable institution, we shall not waste time in describing 
 _ its constitution or working. 
 
 First in order of rank we must place the Presidency College, Presidency 
 
 established in 1858, attended, according to the last official Colese. 
 Report, by 154 undergraduates. It is entirely in the hands 
 of the Government. With the exception of a trifling endow- 
 ment, and the small amount got in “fees and fines”’ from 
 the students, it is supported out of the Imperial Treasury. 
 Its Professors are appointed, paid, and after a certain term 
 of service, pensioned, by the Government. It has not only 
 the large revenue, but all the dignity and prestige of a State 
 institution, and, basking in the smile of Presidential favour, 
 it occupies a vantage-ground which renders competition 
 hazardous and arduous. While it is fostered by Government, 
 one of the great objects contemplated in the Despatch of 
 1854—the encouragement of native enterprise and self- 
 reliance in the higher culture —is practically impossible. 
 
 In addition to the college department there is a school, 
 
 B 
 
Christian 
 College. 
 
 - Other 
 Institutions. 
 
 2 
 
 with a higher and middle class, recently started as feeders to 
 the college, the former attended by 121, and the latter by 
 64 pupils. We shall have something to say about this latter 
 feature before we have done. 
 
 Next in order of rank, though prior in time,' and higher 
 in numbers, comes the Christian College, with 245 under- 
 graduates. Its present constitution is thus described by the 
 “Director of Education ” in his Report for 1875,— 
 
 “Some important changes have been made in the constitution of the 
 central institution of the Free Church of Scotland. The college, which is 
 ‘to be regarded as now representing more or less directly all the Churches 
 of the Reformation, will be henceforth known as the Free Church Insti- 
 tution and Madras Christian College.’ ‘The Church Missionary Society 
 and the Wesleyan Methodist Missionary Society have agreed to give 
 pecuniary help to the institution,’ and ‘ the funds available are expected to 
 secure as a minimum staff for the Collegiate Department, five Professors, 
 with two Assistant Professors, and such Pundits as may be from time to 
 time required.” ‘The ideal aimed at’ is ‘ that of a college separate from 
 any school department, and not dependent on any one church or missionary 
 society ’” (p. 21). 
 
 The Free Church Educational Institution, from which the 
 Christian College sprung into a more systematic form in 
 
 1865, and assumed its present Catholic character in 1876, 
 still keeps up its reputation, having in its higher department 
 195 students training for the matriculation standard ; in the 
 middle department, 398; and in the lower, 255; giving an 
 aggregate of 1089 under instruction, against 327 in the 
 Government Institution. 
 
 We shall not occupy our time in describing the only other 
 institutions which keep up a collegiate department. The 
 Doveton Protestant College, with its 20 students, and the 
 Sulivan’s Gardens Seminary, with 12, occupy a useful walk 
 of their own. Neither shall we do more than refer to the 
 valuable institutions supported by the different religious 
 societies of England and Scotland, engaged in the same good 
 work, and, according to the testimony of the Madras Govern- 
 
 ' This college is set down in the Report as having been established in 
 1865. This is only a date which marked a change in the arrangement of an 
 institution which had existed from 1837, and had a collegiate character and 
 did collegiate work before Government came to compete with it. 
 
3 
 
 ment, “rendering noble service” in the education of the 
 natives. Six of these societies, with 1548 of the youth of 
 India under instruction, have laid aside all rivalry, save that 
 of striving which shall best serve their God and the country 
 of their adoption; and believing that one strong Christian 
 College is better than a number of weak ones, they limit 
 their course of study to preparing their pupils for matri- 
 culation, and trust their future training to the Christian 
 College, to which some of the societies at home now contribute 
 liberally, although the larger share of the burden still falls 
 on the Free Church. This one college costs the churches of 
 this country more than £2000 a year—a noble contribution 
 towards the highest form of Christian culture. 
 
 The only other educational institution to which I need call 
 attention is the interesting and important one which bears 
 the name of its founder, Pacheapah, a native of Madras, who 
 
 Pacheapah’s 
 
 Institution. 
 
 left a very large sum to build and endow an institution in. 
 
 which the language, literature, and sciences of Europe were 
 to be taught, as he vainly hoped, in harmony with the 
 religions and the caste systems of the Hindus. It was 
 founded in 1842, and has been kept up with ability and 
 success. Its managers have hitherto been content to educate 
 _up to the matriculation standard, but while we write, we 
 have just heard that a college department has been estab- 
 lished, of which we shall speak again. By last Report they 
 had as many-as 177 students in the higher department, and 
 369 in the middle. It is an interesting fact that, although 
 the money was left by a bigoted Brahmin, in order to crush 
 the mission school of that day, the large proportion of the 
 students who graduate now, go direct from the heathen 
 school to the Christian College. This purely native insti- 
 tution, supported by native contributions and guided by 
 native talent, though they wisely employ accomplished 
 English teachers in the highest departments, has done good 
 service in the past, and is destined to do important work in 
 the future. By assuming a collegiate character at this time, 
 in the face of the strong Christian and Government colleges, 
 with their established reputations, it has shown a courage 
 and enterprise which speak well for the spirit of the 
 B 2 
 
Christian 
 College 
 preferred. 
 
 Difference in 
 cost. 
 
 a 
 
 managers. We shall show, before we close, the important 
 place which this institution is fitted to occupy. In the mean- 
 time we must confine our attention to the two colleges 
 which have for many years occupied the field. 
 
 In comparing these two institutions we are at once struck 
 with the fact that, in the midst of a community of Hindus 
 and Muhammadans, the Christian College in which the Bible 
 is taught daily, is, notwithstanding, more popular than the 
 Government College, from which religion is strictly excluded. 
 This fact is brought out by the tables in the Government 
 Report, Nos. I. and IX. In these the attendance at the 
 Christian College is given at 245, while at the Presidency 
 College it is only 154. With this superiority in numbers 
 the true elements of native society are faithfully represented. 
 In the Presidency College there were 142 Hindus, 4 Muham- 
 madans, | European, 6 East Indians, and | Native Christian. 
 In the Christian College there were 202 Hindus, 6 Muham- 
 madans, 1 European, 1 East Indian, and 35 Christians. 
 
 That this marked preference for the Christian over the 
 Government College is not to be accounted for, as is some- 
 times said, by the difference in the fees, is obvious to every 
 unprejudiced mind. The difference in Madras is so small, it 
 cannot materially influence the attendance. In Calcutta it 
 may be more felt. There the monthly fee in the Presidency 
 College is 12 rupees, while in aided colleges it is only 
 rupees. But in Madras, instead of being less than half, 
 or a difference of 7 rupees a month, the difference is only 
 1} rupees. In the Presidency College the charges are from 
 5 to 4 rupees. In the Christian College they are from 34 to 
 2¢ rupees. While we may admit that the difference in 
 charge does to a certain extent weigh in the choice, it is a 
 grand mistake to suppose they are so hostile to the teachings 
 of Bible truths and Bible morality, as is often alleged. 
 Many of the best natives prefer the teaching of Christianity 
 by a missionary to the absence of all religion in a Govern- 
 ment College. 
 
 The next thing with which we are struck in these tables 
 is the vast difference in the cost of education in these insti- 
 tutions. We quote from the Official Report for 1877. “The 
 
5 
 
 154 students of the Presidency College were educated at the 
 total cost of 71,890 rupees. The 245 pupils of the Christian 
 College were taught for 49,000 rupees. The items are equally 
 instructive. ‘The Presidency College received from Govern- 
 ment the large grant of 62,252 rupees. The Christian 
 College got only the small sum of 5096 rupees. The former 
 had an endowment yielding 1848 rupees. The latter has 
 none. But on the other hand, while the former did nothing 
 to call forth the liberality of the natives or Europeans, the 
 latter received in subscriptions and donations the sum of 
 12,360 rupees. The Government College, attended almost 
 exclusively by the rich, raised 7795 rupees in “fees and 
 fines,” the Christian College 5964 rupees. 
 
 - But the most noteworthy columns in the elaborate tables 
 are those which give the cost of each pupil in the different 
 institutions. They bring out in bold relief the vast difference 
 between the extravagance of Imperial management and the 
 economy of private enterprise. The total cost of each student 
 in the Presidency College was that year 485 rupees. The 
 total cost of each pupil in the Christian College is set down 
 at 141 rupees. But as I think there is an omission of the 
 cost to the Churches in this. country, I give the benefit of 
 the doubt, and set down the total cost of each at 204 rupees, 
 a great deal less than half. Still more striking is the 
 contrast when we compare the cost of each pupil to the 
 Imperial Treasury. In the Presidency College it was no 
 less than 412 rupees a head per annum, and as it takes four 
 years to cram these heads with the amount of learning 
 required to take a degree, we can easily calculate the cost 
 of each graduate to the Government. In the Christian 
 College, the cost to the Imperial Treasury of each student 
 was only 30 rupees per annum; so that they educate thirteen 
 students for one year for the sum paid for one in the 
 Presidency College for the same time. 
 
 But we may be told this is not a question of expense. Results com- 
 This is not the only, nor even the most important, in aot eas 
 matter so grave as the education of the youth of India. The 
 question, it is alleged, must be viewed in the light of the 
 results of education, rather than of the numbers who pass 
 
6 
 
 through the course of study, and the cost of that course. 
 
 Moral results. What, we may be asked, is the quality of the education 
 
 Tntellectual 
 results. 
 
 1st. 
 
 given at these two colleges? What can be said of the 
 moral stamina and character of the youths who graduate 
 at each? Which produces the best men and the most loyal 
 citizens ? 
 
 I must leave these two last queries, the most important of 
 all, unanswered. I have not sufficient data for a conclusive 
 reply, and I dislike doubtful decisions. It is true I feel 
 morally certain that, if this matter were investigated, it 
 would lead to a verdict in favour of the Christian College. 
 The eternal laws which regulate mind and morals constrain 
 us to believe that the men of known Christian character and 
 beneficence, who daily hold up before their pupils an example 
 of devout faith and purity, along with a standard of Divine 
 authority for faith and morals, must exert an influence for © 
 good far greater than others, however respectable, who do 
 not, and dare not, teach any creed as a substitute for that 
 which they are undermining in the minds of their pupils by 
 every lesson they give, and who are not allowed, even if they 
 inculcate morality or loyalty, to base their teaching on any 
 standard which would command the respect or reverence of 
 a thoughtful mind at the age of inquiry and doubt. 
 
 But I will not take advantage of such a line of reasoning. 
 I am content to rest the issue on facts which can be tabulated 
 and reckoned with arithmetical accuracy; and shall again 
 take the tables and statements in the last published Report 
 issued by the Madras Government, regretting only that 
 there is none later than that for 1876-7. I shall give the 
 results of the University Examinations for the different 
 degrees, including that for Matriculation. 
 
 In the Matriculation Examination there passed,— 
 
 1875-6. 1876-7. 
 
 First | Second 
 Total. |! Glass. Class. | Total. 
 
 First | Second 
 Class. | Class. 
 
 
 
 
 
 
 
 
 
 
 
 | 
 Presidency College . . 4 25 29 7 39 AG 
 Christian College . . at 20 22 8 42 50 
 er | 
 
 
 
7 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 In the first Arts Examination there passed,— 
 : 1875-6. 1876-7. 
 Beem | Became | Gi | gue) reo 
 Presidency College . . 7 14, 21 7 13 20 
 Christian College . . 4 24 28 6 21 | 27 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 In the University Examination for B.A. there passed,— 
 1875-6. 1876-7. 
 Giass. | Class. | Class, | TOL || Giass. | Claes. | Class. | TO! 
 Presidency 
 College .| 1 | 18 5 | 19 15h) Mle esG 
 Christian 
 College s{". /4 3 4 7 1 8 4 13 
 
 
 
 In the examination for the highest degree conferred, that 
 of M.A., the Report merely states (p. 14) that five candidates 
 presented themselves for examination, and three passed, but 
 no indication is given, as in all other cases, from what college 
 they came. It was only in looking over a table in the Ap- 
 pendix, p. 174,Table 25a, that I found that not one of the three 
 came from a Government college; only two were from Madras, 
 and of these one was “from the Christian College and private 
 study,” and one “ from private study.”. The third was also 
 from an aided college in the country and private study. 
 
 We have now given the leading facts in regard to the 
 higher education in the Government, and in the only aided 
 college in Madras, which can properly be compared with it, 
 and we have seen that, while the results are favourable to the 
 former numerically, the superiority is so slight as to make it 
 obvious that there is no reason for keeping up an institution 
 which costs so much, and which, as we shall show, stands in 
 the way of so much good. 
 
 If we look a little more closely into this apparent superi- 
 ority of the Presidency College, we shall find that it is not 
 based on any real superiority in the teachers or the teaching, 
 
 
 
 2nd. 
 
 B.A. 
 
 ¢ 
 3rd.) B.A 
 4th. M.A. 
 
 Apparent, not 
 real supe- 
 riority. 
 
Results com- 
 pared, 
 
 Ccat com- 
 pared. 
 
 8 
 
 but is altogether owing to adventitious circumstances, which 
 give it an unfair advantage, and which are strong arguments 
 for its abolition or transference to other hands. 
 
 Before accounting for the apparent superiority in results, 
 let us see wherein it consisted. 
 
 According to their own official returns of the entire 
 number passed at all the University Examinations for 1876-7, 
 
 96 were from the Presidency, and 
 91 were from the Christian Institution. 
 
 Only a majority of 5. In the Matriculation and the F.A. 
 Examinations the Christian Institution had the majority. 
 In the M.A. it had one, the Presidency College had none. 
 The only instance of a majority in favour of the Presidency 
 College was in the B.A. degree, when they had 30 against 13 
 in the other college. But even here the Christian College 
 had one in the first class where the other had none; and in 
 the second class they were only beaten by 7. The numbers 
 being 15 and 8 respectively. It was in the third or lowest 
 class that the Presidency College had the largest majority— 
 15 against 4. 
 
 Is this an advantage of such vast importance as to justify 
 the keeping up of a college in opposition to both the letter 
 and spirit of the Government Despatch to which it owes its 
 origin ? Is it worth the price paid for it? Look at what it 
 costs to gain this absolute majority of 5 in all the examina- 
 tions, or even the majority of 15 in the B.A. Take it in the 
 most favourable ight, leaving out of account the matricula- 
 tion pass, the number passed in the college department 
 proper was in the three degrees conferred as follows :— 
 
 FA. B.A. M.A. Total. 
 
 
 
 
 
 
 
 Presidency College. . . 20 30 iter 50 
 Christian College . . . 27 13 1 Al 
 
 And to maintain this college, which had a majority of 9 
 who took degrees at the University Examinations,—-all of 
 whom were in the lower class of the B.A., and only passed 
 
4) 
 
 by the “skin of their teeth,’—the Government paid 62,890 
 rupees, while the other college only cost the paltry grant of 
 5096 rupees. 
 
 But how is this small superiority in the number obtaining How 
 degrees accounted for? Not by any superiority in the mage ee 
 teaching, but principally by two well-known causes, which 
 are neither a credit to the college nor an argument for its 
 continuance. 
 
 Ist. The first is one well known to every man acquainted Imperial 
 with India—the great desire of the natives to be connected with Dae 
 any institution or service under the Government. The feeling 
 is a natural one and not unknown in other countries, but it 
 is peculiarly strong in the Asiatic mind and under Paternal 
 Governments. It is thought there must be better chances of 
 getting into Government employment when brought up in 
 a Government College. Besides, the dignity of being a 
 graduate of the Presidency College is of itself of much 
 value, even if it gives no better chance of a degree or 
 reward. 
 
 The consequence is what might be expected. The ablest 
 students in the preparatory classes, when they pass the 
 Matriculation Examination, are powerfully drawn to the 
 Government College; and if the private college be not spe- 
 cially attractive, all the best scholars pass it by, and it is 
 a striking proof of the merit of the Christian College, 
 and the powerful hold the professors have of the minds and 
 hearts of the youth of Madras, that with such a disadvantage, 
 and only a trifling difference in the fees, they not only have 
 a large majority of graduates, but that they tread so close 
 on the heels of their august rival in the number of those who 
 take degrees. The professors often speak of their surprise 
 at the fidelity and affection of the students who stick so 
 closely to them under such powerful influences to draw them 
 away. 
 
 2nd. The second cause of the apparent superiority in the The English 
 Presidency over the aided college is the employment of the #2sase. 
 English language in teaching and examinations. We shall 
 be asked, since this is the same in both, how can it give an 
 advantage to the one over the other? The answer is simple. 
 
Mistakes in 
 English. 
 
 10 
 
 If it is found that in the one the students have been born 
 and brought up in families in which English is taught and 
 spoken, so as to make it much more of a “ mother tongue ”’ 
 than is the case of those attending the other, it will at once 
 be seen, that in both study and examinations this gives a 
 great advantage, and the college gets all the credit of it. 
 That the Presidency College has this great but adventitious 
 advantage is well known ; it appears on the face of Govern- 
 ment Reports. Inthe Return laid before Parliament in 1870, 
 it is stated, that ‘‘ while the students attending Government 
 and aided colleges are of the same class, it 7s the richer portion 
 who attend the Government College.’ Now it is well known, 
 that in the Presidential cities the richer classes very gene- 
 rally know and speak English, and all of them who wish 
 their children to study European literature and science, take 
 pains to teach them the English language from their earliest 
 years. The poorer classes, who are sent to the aided colleges, 
 seldom know anything of English until they go to school, 
 and do not hear it spoken in their homes. 
 
 In the same Return it is shown that a large proportion of 
 the children of “Government servants and pensioners” 
 attend, as might be expected, the Government colleges, and 
 most of these children are familiar with English from their 
 infancy. We do not say that all who attend the Presidency 
 College have this familiar knowledge of English, or that all 
 who attend the aided College are destitute of it; but we do 
 say that the Government colleges are attended by a very 
 much larger proportion of those who have this great advan- 
 tage, and that this is sufficient to account for the difference 
 
 in results, so far as regards the taking of degrees. 
 
 An amusing, but most instructive illustration is given in 
 one of the Reports of an Inspector of Schools in the Madras 
 Presidency, showing the difficulty under which the student 
 labours in an examination, when he is not familiar with 
 idiomatic English. The question was-—“State how the 
 two points first marked on the thermometer are obtained ?”’ 
 We cannot give the entire quotation, but when we repeat 
 the examiner’s statement, that out of more than 700 candi- 
 dates only 128 answered it correctly, we think we may 
 
11 
 
 attribute not a “small,” but a large “ part” of the failure 
 to “ignorance of English.” He says,— 
 
 “Some small part of the failure is probably due to ignorance of 
 English. Even separate words are often misunderstood. The article I 
 have quoted speaks of pounded ice. This is often changed into ‘a pound 
 of ice.’ Again, a great number show plainly enough that they take 
 ‘pounded’ to mean the same thing as ‘melted.’ In the same article of 
 the primer, the author says, ‘Get a glass blower to blow a hollow bulb 
 at the end of a tube of glass, &c.’ This is very frequently changed as 
 follows :—‘ Take a glass tube, then take a glass blower, &c.’ And when 
 they have taken him they treat him in a way that shows clearly enough 
 they do not regard him as belonging to the animal kingdom. They 
 pour mercury into him, heat him over a flame, fill him with mercury 
 vapours, and finally hermetically seal ‘his open end! Others cover him 
 with wax, prick him with pins, and plunge him in various acids. One 
 youth dips him in sulphuric acid, and then (as he very justly remarks) 
 ‘it will have clear marks upon it, the acid having such a tendency.’ ” 
 
 If we take the element of prestige as well as of language into 
 account, the wonder is, not that the Presidency College has 
 a trifling superiority in the number of successful candidates 
 for degrees, but that it has not far more. It is a matter of 
 surprise that the aided college can stand alongside it at all. 
 
 But at this stage the question may be put, Is Government About 
 at liberty to give up its secular college in favour of a °UTalty- 
 Christian one? Granting that the Christian College is all you 
 represent it to be, and that it is quite capable of providing 
 the higher education for all the youths of Madras who desire 
 it, would it not be unfair to a heathen people to employ their 
 money to support an institution professedly set up for the 
 purposes of proselytism ¢ 
 
 To such questions I might give many answers, and it 
 would be easy to show that the charge of proselytizing 
 might be brought against the secular colleges of the Govern- 
 ment in a worse form than against those of the Church. To 
 convert the youth of India from their ancestral faith to the 
 blank condition of a negation of all religious belief, which 
 mere secular instruction inevitably tends to do, is more 
 dangerous than to convert them to the Christian faith, and 
 the best of the Hindus are now convinced of this. I might 
 show that to leave a Christian college in undisputed possession 
 of the field it had been the first to enter, and which it has 
 
Native insti- 
 tutions. 
 
 A native 
 college set up.. 
 
 12 
 
 occupied for more than forty years, is no injustice when it 
 had done its work to the entire satisfaction of the natives— 
 so much so, that with the exception of a few rich men, 
 who from fashion and interest, rather than conviction, go to 
 the State institution, the larger portion of the population 
 prefer the Christian College. But I set aside these and 
 other considerations, and call attention to another fact of 
 great interest and importance. 
 
 I take other and impregnable ground. [I call attention to 
 the fact, that there isin Madras an institution which is quite 
 capable of providing the higher education for such of the 
 heathen—and they few—who might be unwilling to send 
 their children to the Christian College. That institution, 
 Pacheapah’s High School, has been in existence since 1842, 
 and has been kept up with vigour and good results. In the 
 examination for Matriculation, the highest standard they had 
 aimed at up to the date of the last Report, they passed only 
 four fewer than the Presidency preparation department of 
 the same order, and seven fewer than that of the Free 
 Church, while it stood higher than either in the first class. 
 The numbers were as follows :— 
 
 
 
 
 
 
 
 
 
 Passed. 
 Examined. ‘ny : 
 Glass |) Olsgpet | Total 
 Free Church High School . . 68 7 43 50 
 Presidency do. <—¥ 58 ‘f 40 47 
 Pacheapah’s do. ie 53 10 oo 43 
 
 
 
 Even if we had no other evidence than this of the efficiency 
 of this institution and its fitness to provide a good education 
 for any who might regret the withdrawal of the Presidency 
 College, it would be enough to justify the step. But we 
 have better evidence to give. We have just learned from a 
 correspondent in Madras that the managers of Pacheapah’s 
 institution have added a collegiate department, and are now 
 prepared to prove their ability to educate to the highest 
 standard. Hitherto they had stopped short of this bold step, 
 first of all from the feeling that the work was not absolutely 
 necessary, and would be extremely difficult, in face of 
 
13 
 
 such powerful opposition as that offered by the Government 
 on the one hand, and the Christian College on the other. 
 And another feeling, we have good reason to believe, kept 
 them back,—a feeling of loyalty. They, like many of the 
 natives of India, had, I am informed, the impression, that 
 Government wished to keep up its own colleges, and that it 
 would be interpreted as a disloyal thing to set a college of 
 their own up in opposition to them. That such an impres- 
 sion should prevail is not to be wondered at, when we 
 consider the lavish way in which Government colleges are 
 kept up and favoured, while aided colleges are stinted and 
 frowned on in many instances by the Directors of Education. 
 
 But recent discussions on the right interpretation of the 
 Despatch of 1854 have opened their eyes, and emboldened 
 them to take the decisive step. It is a most instructive fact 
 that they have done this within a few months of the time 
 when the Director of Education, in an elaborate document, 
 attempted to prove that, if the Government College were 
 withdrawn, there was nothing for the people of Madras but 
 to depend wholly on the Christian College for the higher 
 education, and when the Government had expressed their 
 opinion that the natives were incapable of educating them- 
 selves, and that they dare not leave them to the proselytizing 
 Christian College. 
 
 When the Director of Education maintains, that if the A false issue 
 Government College were to be discontinued, the natives raised, 
 would have no alternative but to attend the Christian Col- 
 lege, or give up all hope of the higher education, he raises 
 a false issue, and misleads the Madras Government, which 
 echoes his gratuitous assertion. There was no ground for it 
 in the facts of the case, and there was not a shadow of 
 foundation for it in the memorial presented to Government 
 by the missionaries. They asked for the proper treatment 
 of ‘‘ aided institutions” of all kinds, and never sought any 
 special advantages for themselves. In their second commu- 
 nication they most expressly disclaim any desire to deprive 
 the natives of a secular education, if they wish it. The 
 prayer of the first memorial to ‘‘ His Grace the Governor 
 in Council,’ is stated in the first sentence to be ‘“ with 
 
The Council 
 accepts the 
 false assumip- 
 tion. 
 
 Value of this 
 judgment. 
 
 Evidence of 
 facts. 
 
 14 
 
 reference to the working of the grant-in-aid system,” 
 and at the close they ask his Grace “to give free opera- 
 tion to the grant-in-aid scheme, framed in accordance 
 with the policy declared in the Despatch of 1854,” and 
 all the other matters referred to are in harmony with this, 
 In the second, which is a reply to the answer of the 
 “Director,” as indorsed by the Council, they say, ‘The 
 Director appears to ascribe to the memorialists a feeling of 
 hostility to the Presidency College. We entirely disclaim 
 any such hostility, and we are clearly of opinion that it 
 should not be withdrawn without a secular aided college to 
 take its place.” They add, ‘‘ Cases might arise in which it 
 might be inexpedient to leave a town or district dependent 
 for education on a mission school alone. Each case would 
 have to be wisely dealt with on its own merits. We 
 repudiate the charge which the Director makes against the 
 missionaries of Southern India, of seeking to drive Govern- 
 ment to commit a breach of its avowed policy of religious 
 neutrality. We are as anxious for real neutrality on the part 
 of the Government as any one can be. We should strongly 
 deprecate anything that would practically drive the children 
 of unwilling parents, few as we believe they are, into mission 
 schools, though the Director represents this as the one aim 
 of the memorial.” 
 
 We regret much that the Council in Madras has accepted 
 this false and misleading view of the aim of the memorial of 
 the missionaries. ‘They say that the “ speedy suppression of 
 Government schools of the higher class . . . could not but 
 have the effect of making the population for the present, and 
 probably for a long time to come, mainly, if not solely 
 dependent upon missionary institutions, for what may be call 
 upper and middle education. ‘They further think it beyond 
 question that the alternative, as regards superior education 
 above the merest primary instruction, is between Government 
 schools and missionary schools.” 
 
 With all deference to Government authorities, we cannot 
 shut our eyes either to the evidence of facts or the testimony 
 of competent witnesses. As to facts, it is notorious that aided 
 native schools of the higher class are now able not only to exist 
 
15 
 
 alongside of, but to compete with Government colleges, and 
 in some cases to beat them, as we have seen in Madras itself, 
 in the case of Pacheapah’s school, when in 1877 they passed 
 10 in the first class of the Matriculation, in a year in which the 
 Director admits the examination was exceptionally severe, 
 against 7 who passed from the Presidency School; and the A native col- 
 same school now replies to these injurious judgments by 7PES ResUa: 
 beginning a competition with the Government in the college, 
 as they have long done in the school department. 
 In the second memorial to the Governor in Madras, signed by 
 nine missionaries as representatives of all the Protestant missions 
 in Southern India, we find the following confirmation of these 
 views. “Schools and colleges,” they say, “under local, yet 
 not missionary, management, already exist and prosper in 
 many parts of Southern India. We need not refer to the 
 colleges at Trevandrum and Ernacclum, both under native 
 management, yet both holding a most distinguished place 
 among’ the institutions affliated to the University of Madras. 
 Nor need we refer to the long-continued and uninterrupted 
 prosperity and usefulness of Pacheapah’s High School... . 
 In nearly all the districts of the Presidency it is abundantly 
 shown how much interested and how successful native 
 gentlemen and native committees may become in the manage- 
 ment of colleges and schools. The Hindu College at Tinnevelly, 
 the College at Coimbatore, Vizagapatam, and Vizianagram, 
 the Hindu Proprietary School, the Anglo- Vernacular School 
 in Triplicane, the Hindu High Schools at Masulipatam, 
 Nellore, Bezwada, Narsapur, the Town School in Coimbaco- 
 num, Pacheapah’s branch schools at Chedumbaram and 
 Conjeveram, are examples of what the native community 
 are well able to effect in this line, when encouragement is 
 given them ”’ (p. 6). 
 I make no comment on these facts, accompanied as they 
 are by the calm judgment of men of practical knowledge, 
 whose life-work in India is disinterested beneficence. They 
 are worth a bushelful of assertions. 
 There is another significant fact which the Government presidency 
 seem to have overlooked. In 1875-6 the Director of Educa- es needs 
 tion added a “ middle-class ” department to their institution, FOR 
 
Violation of 
 Despatch of 
 1854. 
 
 16 
 
 whica formerly consisted of a college and higher class only. 
 And the reason assigned for this addition was, as admitted by 
 the educational authorities, that ‘it was needed as a feeder to 
 the College.” The Director was forced to acknowledge that 
 the College was losing ground, and that the only way to 
 keep their position was to enter into competition with the 
 aided schools, in order to draw students by personal influence 
 away from them into the Government College. 
 
 This was a flagrant violation of both the letter and spirit 
 of the Education Act. The obvious duty of Government 
 was to hail this tendency on the part of the natives to edu- 
 cate themselves. But instead of encouraging the spirit of 
 independence, the Director of Education does his best to crush 
 it out, in order that he may foster the Presidency College. 
 That this is his aim and spirit is manifested not only in the 
 Reports which he draws up, but by his appearing on the 
 platform at public meetings to advocate the claims and 
 defend the pet institution against all opponents. 
 
 That the Director and, under his influence, the Education 
 Department in Madras, do not hold the balance even, as 
 regards Government and missionary institutions, is shown by 
 the following sentence from the Memorial, openly and officially 
 published in Madras, where contradiction would have brought 
 confusion upon their profession, and ruin to their plea. After 
 giving sixteen instances in which colleges and high schools 
 had been carried on with success by the natives, they say :— 
 
 “These colleges and schools were encouraged and, in some 
 cases, diligently fostered by the Educational Department. 
 They therefore came into existence and are now maintained 
 with ease, though some of them have to stand a pretty severe 
 competition with the Mission Institutions by their side. We 
 are not aware of an instance in which such aided schools have 
 been encouraged in the same way, either in the room or by the side 
 of a Government school, except in the single one of the town school 
 at Coimbaconum, when the Government school had become 
 
 overcrowded, and when it was well known that the new 
 
 institution would act as a feeder to it.” 
 Private correspondents tell me of stronger evidences of 
 partiality, and of the positive discouragement of private 
 
17 
 
 enterprise, when it comes into competition with Government 
 institutions; but being private I cannot produce it in 
 evidence. 
 
 That this is done from a sense of duty I do not doubt. 
 
 But that one who is placed in such a position should feel 
 himself at liberty to assume such an attitude 1s much to be 
 regretted. As “ Director,” by the rules of the Despatch of 
 1854, he is bound to do all he can to foster aided schools and 
 colleges, and to teach the natives of India to educate them- 
 selves in the higher departments, and set free the funds de- 
 voted to education for the elementary instruction of the 
 poor. 
 
 If we turn to the evidence of competent witnesses, it will Evidence of 
 be no disrespect to either the Government or the Director if beats 
 I quote, in direct contradiction of these assertions, the calmly 
 expressed opinions of the large number of missionaries who 
 signed the Memorial to the Governor of Madras. It bears 
 the names of 15 or 18 missionaries. Most of these have 
 been longer in the country than the Director or members of 
 the Council. They are men who have devoted their lives to 
 the. welfare of India. They know the language of the 
 natives. They mix with them to an extent and with a 
 freedom unknown in official circles, especially in the present 
 day. They are far more competent to judge of what the 
 Hindus can and would do than any body of Government 
 officials possibly can know, however anxious to get informa- 
 tion. 
 
 These men are unanimous in the opinion, that the natives 
 are capable of managing the higher education, if only they were 
 encouraged to do it and were freed from the unfair competi- 
 tion of Government institutions. They say in their second 
 Memorial, ‘‘It is by institutions managed by local committees, Memorial 
 which would consist in most cases of Hindu gentlemen, that "0" Missiow 
 we think Government institutions ought generally to be re- 
 placed. It is for the good of the country at large, not for 
 the special benefit of mission schools, that we desire the 
 policy of the Despatch acted on. ... We believe that if 
 encouragement were given, many existing Government 
 schools might be at once transferred to the management of 
 
 C 
 
Government 
 pre-occupied. 
 
 18 
 
 local non-missionary bodies. We believe that if this pro- 
 cess were once begun, it might go on steadily, if not very 
 rapidly, until the need for any institutions being maintained 
 by Government had manifestly ceased. We believe that 
 such a process, with such a result, would be useful in many 
 ways, and was unmistakably desired by those who framed 
 the Despatch of 1854. It was for the setting on foot of 
 such a process that the Memorial pleaded. Thus if the real 
 aim of the missionaries be kept in view, the twenty-four 
 pages in which the Director revives the groundless charges 
 that have been often brought at various times against 
 missionary education and the aims of missionaries, will be 
 seen to have no bearing on the matter in hand” (p. 5). 
 
 So valuable is this evidence of these most competent of 
 all witnesses, that I must quote another sentence to the same 
 effect. They add :— 
 
 “The Director of Education simply takes for granted, 
 that the only alternative is between a Government and a 
 Mission Institution ; but we submit that such a view is out 
 of harmony with the facts of the case. Hindu gentlemen 
 are too sensible of the advantages that India derives from the 
 British Government, and too loyal, to open schools in direct 
 opposition to the desires of a Government department; but 
 if that department encouraged them, they would, in many 
 cases, undertake the duty cheerfully, and we are sure that 
 when once undertaken they would feel an interest in it, and 
 discharge it with constantly-increasing vigour and success. 
 We are sure, also, that the management of such schools and 
 colleges would have the happiest effect on the community in 
 many ways.” 
 
 The fact is, the Council of Madras is so occupied with 
 urgent matters which it must attend to, and others which it 
 deems of greater importance,that it does not find time to attend 
 personally to this Education Department ; or, perhaps, think- 
 ing that it is better left in the hands of professional teachers 
 —a natural but most mistaken notion—leaves the whole 
 matter in the hands of the Director of Public Instruction and 
 his friends. 
 
 That this is the case comes home to me most painfully in 
 
19 
 
 my efforts to get the most recent information. The latest 
 “Report on Public Instruction,’ in the Presidency of 
 Madras, is as far back as 1876 and the beginning of 1877. 
 I applied to the ‘ India Office,” where every facility for 
 information is obligingly and promptly given, but was told 
 that “no later Report had been sent home.” I wrote toa 
 friend in Madras, to get and send meacopy. He informs 
 me that “the Madras Council had not yet considered and 
 recorded a minute on the Report for 1877-8, and it could not 
 be issued to any one until that was done.” That Report—a 
 most valuable and important public document—got up with 
 great labour and expense, has been lying on the Council 
 table for a year and a half unnoticed. The Report for 1878-9 
 must have been in the hands of Government for many months ; 
 of course it cannot be considered before that of the previous 
 year, and as these Reports are made up to the end of March 
 in each year, that for 1879-80 must now be in preparation. 
 
 I do not blame the Madras Council, nor would my readers, 
 if they saw these Reports—large octavo volumes of about 400 
 pages, crammed full of details alike intricate and important, 
 bristling with figures which require much time to compare, and 
 technical knowledge to appreciate; and supplemented with 
 an array of “tables,” enough to satisfy the voracious appetite 
 of a statistician, more than enough to appal the heart of an 
 ordinary man, much more of a man engrossed with other 
 important affairs. Ido not wonder that honest men should 
 scruple at giving a hasty deliverance, and delay in giving 
 any deliverance at all. 
 
 While I do not blame, I do regret that a matter so 
 important as the education of a great country should be left 
 in such an unsatisfactory condition, without a special depart- 
 ment, where men of statesmanlike views, and independent and 
 disinterested character, could control and direct education 
 and educators alike. 
 
 But I cannot enlarge on this important subject. I trust 
 I have said enough to account for the Madras Government 
 seeming to approve of the policy and statements of the 
 Director, in a case in which they are under a necessity of 
 giving a hasty decision on an urgent appeal. 
 
 ) c 2 
 
 Do not blame 
 the Council. 
 
The stability 
 of aided insti- 
 tutions. 
 
 20 
 
 As to the statements of the Director, they are more than 
 met by the facts adduced, and by the testimony of competent 
 witnesses ; and when I call attention to the further consider- 
 ation that those who signed the Memorial were the chosen 
 representatives of nearly all the missionaries of Southern 
 India, most of them not personally engaged in education, the 
 evidence should satisfy all reasonable men who know their 
 character ; and as for their work, the Madras Government, 
 in that same document, speaks of “the magnificent efforts 
 made by missionaries for the education of the people of 
 India.” 
 
 There is only one question which remains for considera- 
 tion. Is there sufficient security for the permanence of the 
 aided institutions? If the Presidency College were to be 
 withdrawn, will the Christian College and the Native Insti- 
 tution be kept up with such efficiency as to meet the wants 
 of the people and the demands of Government ? 
 
 The following considerations seem sufficient on this 
 point :— 
 
 Ist. Both of these institutions were in existence, and 
 were giving a good and high class education, long before 
 the Government College was established. The Christian 
 College, which is very unfairly set down as having only 
 originated in 1865, is in reality the development of that 
 institution which was established in 1837—eighteen years 
 before the Presidency College was set up; and many noble 
 youths had received a high education for services in eccle- 
 siastical, professional, and even Government employment from 
 the first. If they existed before that of Government was 
 established, when education was in its infancy, why should 
 they not survive its removal when education has reached 
 maturity ? 
 
 2nd. The Christian College, which has stood. for forty 
 years, has not only kept its ground, but has gone on im- 
 proving, until it has become the largest, and, in the opinion 
 of competent judges, the best college in Southern India, and 
 the Native Institution was never so efficient and life-like as 
 it is now. 
 
 3rd. The strongest proof of the excellence and stability 
 
21 
 
 of these aided institutions is, that the Presidency College 
 has been driven to assume the agressive attitude, in order to 
 stand its ground in their presence. It has been lately 
 driven to the necessity of establishing preparatory classes 
 as feeders to the college, and the Director of Hducation 
 admits that this was done to keep up the numbers of oe 
 in classes of the Government College. 
 
 4th. But the best of all guarantees for keeping up the 
 standard of educational efficiency in these aided colleges 
 is the felt need for the higher education. It is an essential 
 passport to success in life. It must be had, and the natives 
 will have it, whether we provide it or not. It is no longer 
 a nauseous drug to be forced down the throats of reluctant 
 patients ; a keen appetite has been created, which will find 
 its proper nutriment. It is not now a mere luxury, to be 
 enjoyed by a few, it is a necessity in the commercial and 
 political life of the people, and it must be had. 
 
 Government only requires to keep up the high standard 
 of examination for degrees in the university, and give the 
 rewards of official employment only to competent scholars, 
 and there is no fear but that the natives of India will find 
 the means of getting the education required. 
 
 It is high time for Government to free its hands from an 
 expensive, unprofitable, and needless task, for which, from 
 its professed principles of neutrality in religion, it is utterly 
 disqualified. The higher education would be safer in the 
 hands of the natives than in the hands of a Government 
 professing neutrality. But for the pernicious example of 
 Government colleges, they would never have attempted to 
 exclude religion from their schools and colleges. ‘To them, 
 religion is a pervading element which must permeate every 
 part of daily life and work. 
 
 I may be asked, would you wish the heathen to teach 
 their own dark systems in the halls of modern learning ? 
 Most assuredly not.. They are too conscious of the incom- 
 patibility of Hinduism with the teachings of modern science 
 to make the attempt. But those most competent to judge 
 of the working of the native mind are of opinion, that there 
 is such a felt want of a religious basis for morality in the 
 
22 
 
 education of their children that, if left to themselves, they 
 would introduce at once the teachings of natural religion, 
 and that in a little while they would admit the Bible as 
 their moral standard; some, even now, advocate its intro- 
 duction, and many prefer to send their children to the 
 Christian, in preference to the secular school or college. 
 They fear Christianity less than they dread Atheism. 
 
 Norr.—I do not enter on the important discussion as to the time 
 when the Presidency College in Madras should be “ abolished ” or 
 “transferred,” nor on the way in which it could be done with the 
 greatest advantage to education and the public good. There are 
 questions regarding property, the interests of individuals, securities 
 for the future, &c., &c., which can only be settled on the spot. 
 
 Two things we are fully authorized to call for. 
 
 lst. That every reasonable effort be made by Government to 
 foster and develope the two aided colleges in Madras. 
 
 2nd. That Government declare its determination to carry out 
 the provisions of the Despatch of 1854 in regard to the temporary 
 character of the Presidency College, and that steps be now taken to 
 “abolish” or “transfer” it at the earliest date compatible with 
 just claims and the best interests of the community. 
 
SECOND EDITION, WITH INTRODUCTION. 
 
 OUR EDUCATIONAL POLICY IN INDIA. 
 
 Pevicatey bp Permission 
 TO THE RIGHT HONOURABLE 
 
 THE VISCOUNT HALIFAX, P.C., G.C.B., 
 Author of the ‘‘ Despatch on General Education in India’’ of 1854. 
 
 BY THE 
 
 REV. JAMES JOHNSTON. 
 
 EpinspurcH: JOHN MACLAREN AND SON. 
 Griascow: DAVID BRYCE AND SON. 
 Lonpon: JAMES NISBET AND CO. 
 
 1880. 
 
 Price One Shilling. 
 
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 ie 7 ¢ Hee 
 
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 GENERAL COUNCIL | 
 
 ON 
 
 EDUCATION IN INDIA. — 
 
 FORMED WITH A VIEW TO THE PROMOTION 
 OF THE 7 | 
 GENERAL EDUCATION OF THE PEOPLE 
 ON_A 
 
 NATIONAL BASIS AS LAID DOWN 
 
 IN. THE EDUCATION, DESPATCH OF 1854. 
 
 
 
 “First Report, 1881. 
 
 
 
 7, ADAM STREET, STRAND, LONDON, . 
 

 
 
 
 iF i. Veen “7 ¥ a 
 Bas, Pye ee et 
 
 
 
 - General Council on Education | in India 
 
 
 
 
 
 3 President : 
 The Right Honourable Viscount HALIFAX, GOB, 
 
 - Vice-Presidents : 
 
 The Most HonptieabYs the Marquis of GuOUMONDELEY. 
 The Right Honourable the Earl of ABERDEEN, 
 
 The Right Honourable the Earl of CHICHESTER. 
 
 The Right Honourable the Earl of GLASGOW. 
 
 The Right Honourable the Earl of SHAFTESBURY, K.G. D. CL. 
 The Right Reverend the Lord Bishop of DURHAM. 
 
 The Right Reverend the Lord Bishop of EXETER. 
 
 The Right Honourable Lord BALFOUR of BURLEIGH. 
 
 The Right Honourable Lord EBURY, P.C. 
 
 The Right Honourable Lord LAWRENCE. 
 
 The Right Honourable the Lord Mayor W. McARTHUR, M. P. 
 Sir THOMAS McCLURKEH, Bart; M.P. 
 
 FRANCOIS: W. BUXTON, ‘Esq. ; M:P. 
 
 JAMES A. CAMPBELL, Esqas, LL.D., M:P. 
 
 J. P. CORRY,: Esq.,; M.P/ * 
 
 DUNCAN McLAREN, Esq., M.-P. 
 
 SAMUEL MORLEY, Esq., M.P. 
 
 GENERAL SIR WILLIAM HILL, K. G.8.1L, Chairman: 
 
 REV. JAMES, JOHNSTON, 
 
 Hon. Secretary. 
 
 LOCKHART GORDON, Esq., Hon. SMS hela, 
 
 By whom Subser estate will be received at 7 
 
 , Adam Street, Strand, 
 
 ‘The following MEMBERS OF THE HOUSE OF COMMONS have 
 already expr essed their approval of the movement and signed the memorial 
 to the Marquis of Harrineron, H.M. Secretary of State for India. 
 
 Grora® ANDERSON, Esq., M.P. 
 Buansamiy Armitacs, Esq., M.P. 
 Grorce ArmritsteaAn, Esq., M.P. 
 James W. Barcray, Esq., M.P. 
 
 tight Hon. W. E. Baxter, M.-P. 
 
 Josrepu C. Bonton, Esq , M.-P. 
 Tromas. Burt, Esq., M.P. 
 Witiiam 8. Carr, Esq., M.-P. 
 ©, Cameron, Esq.; LL.D., M.P. 
 JAMES Cowan, Hisq.,.M.P. 
 
 - An&xanpreR Crom, Esq, M.P. 
 
 CHARLES Daurymene, Hsq., M.P.; 
 
 KiicHarp Davies, Esq., M-P.' 
 James, Dickson, Esq., M.P.) 
 Lewis L. Ditiwyn, Esq., M.P, 
 
 Arcurpatp Orr Ewine, Esq.,M.P.. 
 
 Anprew Grant, Esq., M.P. 
 Tomas R. Hin, Esq., MP. 
 Wruiram’ Hoims, Esq., M.P. 
 
 Aurrep Inuineworty, Esq., M.P.» | 
 
 Davip J. JENKINS, Esq, M.P. 
 Sind. He Kiennaway, Bart, M.P: 
 ate Br JOHN KINNEAR, MP. 
 
 
 
 Tuomas Lea, abe, MOF, ¢ 
 Epwarp ¥. Lirton, Esq., M.P. 
 AnexanpER McArtaur, Esq.,M.P 
 Prrer M. Lagan, Esq., M.P. 
 Cuarues BB. Mclaren, Esq.,... 
 Hua Mason, Esq., M.-P. .{M-P.- 
 ALEXANDER Marupson, Esq., M.P.- 
 
 /Samurn Mortuey, Esq.,M.P. 
 «Ernest Nort, Esq., M.P. 
 
 R. W. Cochran. Parniex, Esq. e 
 Arruur Pass, Esq., M. P.[M.P, 
 
 * JOSEPH W. Pease, Nsq., MEPs 
 
 JOHN PENDER, Esq., M.P. 
 
 - Tomas B. Porter, Esq, M.P. 
 Josnru Puuiey, Esq., M. Ps 
 
 JOHN Ramsay, Bsq., M.P. 
 JAMES Ranxry, Esq.: M.P. 
 PETER Rywanps; Esq. M.P. 
 
 > Apu Smrre, Esq., MER. 6, 
  Jauns ©; STEVENSON, Esq., M. e; 
 
 James Srewart, Bsq., M.P. ) 
 e Brngamin Watnwours, Esq., M. Ps 3 
 
 
 
 ook List of Members of Council see Palle 3 of. cover. 
 
 
 
 
 
A Meeting of the ‘‘ General Council on Education 
 -in India’ was held in Edinburgh on Tuesday, 19th 
 of May, Colonel A. G. YOUNG, Convener of the 
 Council, in the chair. 
 
 
 
 The Report having been read, and some 
 additional information given verbally by the Secre- 
 tary, 
 
 Ist: It was moved by Sir Jonn Don WaucHore, 
 seconded by R. A. Macriz, Esq., of Dreghorn, and 
 unanimously agreed to, ‘“ That the Report be 
 approved and circulated.” 
 
 2nd: It was moved by Dr. Gores Suita.C.L.E., 
 seconded by Masor Wy zp, and agreed, “That the 
 meeting records its thankfulness for what has been 
 already accomplished, and pledges itself to con- 
 tinued action, until the objects aimed at by the 
 Council are fully carried out. 
 
BASIS OF UNION. 
 
 I. The Council shall consist of those who approve of the principles 
 of the ‘“* Despatch on Education in India,” of 1854, and who are prepared 
 to promote the full carrying out of its provisions, especially in the 
 following particulars :— 
 
 (a) The much greater extension of Elementary Education amongst 
 the poorer classes, which was the grand design of the Depatch, as 
 expressed ina ‘‘ Return” laid before Parliament in 1870—‘‘ The main 
 object of the Despatch of 1854 is to divert the efforts of the Government 
 from the education of the higher classes, upon whom, up to that date, 
 they had been too exclusively directed, and to turn them to the wider 
 diffusion of Education among all classes of the people, and especially to 
 the provision of primary instruction among the masses.” Also para- 
 graphs 6, 10, and 39 of the Despatch. 
 
 (b) The encouragement and control (rather than the direct manage- 
 ment) of the Higher Education by Government, through the Universities, 
 and by the system of Grants-in-Aid to Affiliated Colleges, as provided 
 for in paragraphs 24, 25, 28, and 40 of the Despatch. 
 
 (c) The gradual withdrawal by Government from direct teaching in 
 Colleges and High Schools wherever the desire for the Higher Education 
 is so far developed as to give a reasonable guarantee that it will be 
 maintained with the assistance of Grants-in-Aid, and the independent 
 efforts of the Natives, and others interested in their welfare, as laid 
 down in paragraphs 52, 61, 62, and 86. 
 
 II. The Council shall take steps through a Committee— 
 
 (a) ‘To inquire into the working of the Despatch of 1854 during the 
 past twenty-five years, since the Despatch came into operation, and to 
 disseminate information thereon, 
 
 (b) To unite all who are interested in Education in India in maturing 
 public opinion on the subject, and in urging upon the Government at 
 home and in India the importance of carrying out fully the principles 
 and regulations of the Despatch of 1854. 
 
 The General Council in London corsisting of sixty-two members. 
 
 Major-General Sir Winuram Hitz, K.C.§8.1., Chairman. 
 Locxuart Gorpon, Esq., Treasurer. 
 The Rev. James Jounston, Secretary, 
 7, ApAM STREET, STRAND, W.C. 
 
 Members of Council in Edinburgh fifty-eight. 
 
 Convener, Colonel A. G. Youna. Treasurer, Major Wyup. 
 Secretary, Colonel Dons. 
 
GENERAL COUNCIL 
 
 ON 
 
 EDUCATION IN INDIA. 
 
 —= 
 
 REPORT. 
 
 Ix presenting our First Report to the public,-.it is desirable to 
 sive a brief account of the origin of the movement, and the 
 necessity in which it originated, the methods by which we seek 
 to attain the objects at which we aim, and the results obtained, 
 so far as they can be judged of at this early stage of our 
 operations. 
 
 Ist.—Tue Necessity ror such A Movement. 
 
 For many years the friends of education in India have felt 
 a growing dissatisfaction with the way in which the Education 
 Code of the Government has been administered. While the 
 despatch of 1854 had given satisfaction to all parties, and had 
 been ratified after the mutiny by that of Lord Stanley, in 
 1859, and approved and extended by the Duke of Argyll, in 
 1870, it was found that, without any change of policy on the 
 part of the Government, the administration of the Education 
 Code had got out of harmony with its fundamental principles, 
 and was gradually becoming more adverse to its spirit, to the 
 ereat injury of the cause of education in the country, the well- 
 being of the people, and even the interests of the State. 
 
 (a) The primary aim of the Code, and the declared policy 
 of every Government, have been the extension of elementary 
 education among the masses of the people; but it is found 
 that this department of instruction has been carried on go 
 feebly, that it does not even keep pace with the natural increase 
 of the population, so that there are now millions more of un- 
 educated children in India than when the Code was established, 
 and the rate of progress, instead of being, as it ought, rapidly 
 on the increase, is becoming gradually slower. From 1857, 
 when the Act had got into working order, tc 1867, the increase 
 of pupils was at the rate of 47,000 a year; from 1869 to 1879 
 it was only 39,000 yearly. 
 
2 
 
 (b) The Despatch of 1854 declared that Government ‘ there- 
 tofore had attended too exclusively to the higher education ;” 
 and that, while continuing to encourage and direct it, by the 
 formation of universities and by state aid, colleges and high 
 schools were gradually to be transferred from the direct man- 
 agement of the state to that of local bodies, and the expenses 
 to be largely defrayed by those who derived benefit from them, 
 and were interested in their maintenance. But we find that 
 colleges have been multiplied—that their cost to Government 
 has been greatly increased—that fees of students continue to be 
 a mere fraction of the expense—that in no one instance has a 
 college been transferred from Government to local management, 
 while those supported by benevolent enterprise or Christian 
 societies have been discouraged, and that the system of grants 
 in aid, so strongly commended in the despatch, has never been 
 properly developed, and’is becoming every year more unsatis- 
 factory in its administration. The grants, of small amount, are 
 in a great many cases given or withdrawn on capricious grounds: 
 and are hampered by arbitrary restrictions, which make them 
 of very limited advantage to the recipients, while the spirit 
 of self-reliance and independence on the part of the natives 
 of India, instead of being fostered, is discouraged and 
 repressed amongst the educated classes, who might be made 
 
 the patrons and promoters of education among their country- 
 men. 
 
 (c) By rendering purely secular colleges permanent instead 
 of temporary institutions of Government, the unsettling of the 
 religious beliefs and the moral principles of natives at the most 
 critical period of life, without any provision for a better faith, 1s 
 found to be more and more pernicious ; while the large number 
 of highly educated youth, for whom no employment suited to 
 their new tastes and habits can be found, throws upon 
 society a discontented and dangerous class of men, causing 
 creat uneasiness to statesmen, of which the calls for the 
 un-Hnglish expedient of a gag upon the native press was a painful 
 proof. 
 
 (d) The higher education, of which we feel the great im- 
 portance for the future of India, is, in itself, gradually becoming 
 more unsuited to the real wants of the people. Instead of being 
 a broad and generous system for the enlargement of the mind, 
 the strengthening of the reasoning powers, and the elevation of 
 the moral nature, it is becoming more and more a “high 
 pressure” system of intense and excessive study, in which the 
 capacity for cramming the memory with undigested matter is 
 the shortest and surest road to success in the examination, and 
 to failure in the great aims of life; while ingenuous youths, 
 who aim at honest and thorough mastery of the many subjets of 
 study, run the risk of losing their degree, or of sacrificing phy- 
 sical stamina for intellectual culture. 
 
by) 
 
 These, and other evils are on the increase, and from the 
 bureaucratic tendency of the Educational Department, and the 
 want of proper supervision by Government, either in India or 
 England, there is the greatest danger that the masses of the 
 people may remain for ever in ignorance of the simplest elements 
 of instruction for the guidance of every day life, and become 
 more degraded under British, than they were under native, 
 rule; while Government is wasting money on the higher educa- 
 tion of those who are capable of educating themselves; raising 
 an educated caste, most of whom feel no gratitude to the Govern- 
 ment, and no sympathy for their ignorant fellow-countrymen. 
 
 2nD.—THE ORIGIN OF THE MOVEMENT. 
 
 The friends of education in India had been, with little or no 
 help from home, long and earnestly contending in vain against 
 these growing evils and abuses of the Iiducational Code, and of 
 late with such a feeling of despair, that it seemed as if the 
 battle must be given up. So strong was this feeling when the 
 movement began, by a discussion in the Mission Conference in 
 1878, that Dr. Mullens, as secretary, was most reluctant to 
 allow the question to be raised. ‘‘ We have been fighting the 
 battle in India,’ he said, ‘‘ for the last twenty years with no 
 effect ; what is the use of beginning it here?” ‘To which the 
 reply, appropriately given, was, ‘‘ Jt ts yust because you have failed 
 in India that the battle must be fought here, AND, IF NECESSARY, ON 
 THE FLOOR OF THE House or Commons.” 
 
 Before this, the subject had forced itself simultaneously on 
 the minds of some private gentlemen, and had been forced on 
 religious societies by the unfair treatment of their educational 
 institutions in India. General Sir William Hill and the Rev. 
 J. Johnston, unknown to one another, had written papers 
 in a similar vein. The Church Missionary Society issued a 
 circular to all the societies labouring in India calling attention 
 to the abuses, which were becoming intolerable. Forthis reason 
 other churches were prepared to respond to a call for united 
 action, and a full exposition of the whole case was brought before 
 the churches and the public in a pamphlet on ‘ Our Educa- 
 tional Policy in India,” dedicated by permission to the honoured 
 author of the great Charter of Education in India, Lord Halifax.* 
 
 In the same year a few friends met in Edinburgh, and 
 resolved to form a Council to take up the subject. Soon a 
 number of influential gentlemen, without regard to ecclesiastical 
 or political parties, jomed in the movement, of which Col. Young 
 was chosen convenor, Major Wyld, treasurer, and Mr Johnston, 
 honorary secretary. 
 
 
 
 
 
 —McLaren & Co. 
 
4d 
 
 A deputation was sent to London, consisting of the secretary 
 and Col. Dods, who, from his intimate knowledge of the working 
 of the education system in India, has rendered most valuable 
 service to the cause, to seek the co-operation of influential 
 parties there. 
 
 In this they were so successful that, with the entire approval 
 of the Council in Edinburgh, it was resolved to make London 
 the head-quarters of the movement. 
 
 A large General Council was formed, with an acting com- ~—— 
 
 mittee, of which Major-General Sir William Hill was chosen 
 chairman, the honorary secretary being transferred to London, 
 at their request agreeing to give his gratuitous services for three 
 years, the Council there becoming responsible for the extra 
 expense of living in London instead of in the country, and the 
 cost of his temporary removal. 
 
 8rp.—Tne Mrtuops BY WHICH WE SEEK TO ATTAIN THE 
 Oxssects Armep Ar. 
 
 These objects are so legitimate and desirable that it is 
 difficult to convince those who do not know the state of matters 
 in India that there is any necessity for any effort to attain them. 
 They are neither more nor less than the full and honest carrying 
 out of the principles and rules of the Despatch of 1854, which 
 has been approved by every Government at home, and each 
 Governor-General in India since that date. 
 
 We have referred to the state of matters as they actually 
 exist. The proofs will be found in the documents which have 
 been now for two years before the world, and have never been 
 called in question. 
 
 The methods which we employ are, in the first instance, the 
 diffusion of information through the press and otherwise, and 
 the formation of a healthy public sentiment in regard to the 
 education of the people in India, especially of the poor. 
 
 This is the more necessary that there is no public opinion in 
 India corresponding to that in this country, to check abuse, or 
 control public action, and the uneducated masses have no means 
 of making ieaclves heard, while the educated and educating 
 class, ane are in general interested in maintaining the higher 
 education, have fhe means of using the press, and can raise a 
 clamour which men in office there cannot easily resist, while 
 here it ig mistaken for the public opinion of the country, a fallacy 
 of which it is difficult to dis-abuse the English mind. 
 
 2nd—By respectful Memorials to the Government of India, 
 calling attention to the neglect and abuse of their own declared 
 policy and express instructions. 
 
5 
 
 38rd—By bringing the subject, if needful, before Parliament, 
 the ultimate source of appeal. It has been in Parliament that 
 every public measure for the education of India has originated 
 from the days of Wilberforce and Grant, and it is full time that 
 there should be a thorough public discussion of the working of 
 the Despatch, which has been 27 years in operation without any 
 official enquiry, a circumstance which of itself accounts for the 
 growth of abuses in the administration of any public act, more 
 especially in a country like India. 
 
 In addition to seeking that a large portion of the money now 
 spent so lavishly on the higher education, and chiefly on the 
 higher classes, be diverted to its legitimate object, the elementary 
 instruction of the poor, the Council will urge upon the Govern- 
 ment the duty of setting apart, in future, of a much larger 
 amount than in the past. for national education in India. The 
 small sum of about THREE-QUARTERS OF A MILLION, hitherto the 
 largest grant from a gross revenue of sIxTy MILLIONS, is altogether 
 inadequate, and out of proportion to the imperial expenditure on 
 other objects. In this country we devote about one-twentieth 
 part of the revenue to the education of the people, about 2s. 6d. 
 a head of the population. In India it is only one-eightieth part, 
 and less than 1d. a head, of which not 4d. a head is devoted to 
 the education of the poor, and that while Nor ong IN TEN OF 
 SCHOOL AGE IS UNDER INSTRUCTION. 
 
 Resuut oF THE Movement. 
 
 It is too soon to expect much from a movement, the object 
 of which is to act on established customs and through a settled 
 government. But we have every reason to be satisfied with the 
 progress made in so short a time. 
 
 (a) Dirruston or Inrormation.—A large amount of informa- 
 tion has been diffused in the most influential quarters, and has 
 been welcomed as a valuable contribution to a most important 
 subject too long overlooked. Upwards of 8,000 copies of the 
 pamphlet on ‘Our Educational Policy in India,’ along with 
 many thousands of smaller pamphlets and papers, have been 
 circulated, besides others of larger size, such as ‘Report of 
 Deputation to Lord Ripon,” on “The Abolition and Transfer- 
 
 ence of Government Colleges,’ by the editor, who has also 
 contributed articles to Periodicals, and a lecture before the 
 Kast India Association in London. 
 
 (6) Tue Hoprerut Union or ALL SOCIETIES INTERESTED IN 
 Epucation in Inp1a.—It is no slight advantage to have on our 
 General Council, as we now have, more than a hundred of the 
 most influential members of the different Societies interested in 
 education in India, inspired by a feeling of hopefulness in strik- 
 ing contrast with the sense of deponaency felt two years ago. 
 
6 
 
 (c) Pusnic EXPRESSION OF OPINION IN InpIA.—The expression 
 of opinion in India both in reference to our movement and the 
 objects we have in view is becoming more frequent and favour- 
 able. Newspaper articles and the speeches of public men, indi- 
 cate a growing sense of the neglect of education among the 
 lower class, the evils arising from the permanent support of 
 Government Colleges, and the injurious effects of our exclusively 
 secular education in the higher departments. 
 
 ‘The Times of India,” in an article on the subject, says yee 
 ‘Lord Ripon was well know at home as a keen advocate of 
 Educational reform, and in the only important speech made in 
 England between the date of his nomination and the time of 
 his departure he declared that education would again occupy 
 his mind in India as a matter of paramount importance. Now 
 that war is happily concluded, he will, as he says, have time to 
 consider the question fully, and the important speeches made 
 during the present progress show that he is prepared to consider 
 it to some purpose. Indeed he boldly looks forward to a wide 
 spread system of Education ;” referring to former attention to 
 the higher education clauses, with the remark ‘‘ The State having 
 devised the apex of the fabric must bring it into proper propor- 
 tion by constructing the base.” 
 
 ‘‘The Madras Mail,” in concluding lengthened and appreca- 
 tive reviews of the pamphlet, ‘‘ Our Education Policy in India,” 
 adds, ‘* Without endorsing all that Mr. Johnson says, it seems 
 to us that he has made out a fair case. Itis certainly not advis- 
 able that Government Officials should allow their desire for 
 a symetrical system and a bureaucratic despotism to lead them 
 to act contrary to the Despatch of 1854. Certainly it is time 
 that this despatch were finally settled, that the managers of 
 Articled schools should no longer remain in uncertainty with 
 regard to the future, and that native gentlemen should be 
 encouraged to do something for themselves and their community 
 in the matter of education. If at present native gentlemen 
 were to take any very active measures in this direction, they 
 would appear to be entering into competition with a Govern- 
 ment Department, and this they are not desirous of doing. 
 The first step’ to encourage them would be to take away the 
 hinderance of Government Colleges.” 
 
 1 
 
 Of the many passages which have come under our notice we 
 | shall only quote one more from ‘‘ The People’s Friend,” a paper 
 entirely conducted by Natives. In a leading article in their 
 | issue of April 80th they say, ‘‘ We think it is high time that the 
 | higher education was left to take care of itself, and that the 
 funds so much needed for the primary instruction of the people 
 were provided on a less niggardly scale than at present. In 
 this very issue of our journal ample proofs can be gathered as to 
 the fact that the middle and higher classes of this country are 
 quite alive to the advantages of a good English education. In 
 
 
 
7 
 
 Tanjore District and in other Southern Districts, as also in all 
 partsof the Presidency, and notably in the Presidency Town, 
 lots of speculation schools are springing up having for their 
 object the providing of a pretty substantial English education, 
 and the University and other Examination results published 
 from time to time testify to the good work rendered by these 
 schools. Why should not the State withdraw, in the circum- 
 stances, from all higher instruction ? It is now too late to urge 
 that the natives cannot manage the Higher Schools of the 
 country. ‘The only objection in the way is departmental pre- 
 judice, as the integrity of the Education Department once broken 
 in upon cannot be depended upon for another five years. But 
 it is very significant that the Kombaconum town-folk so readily 
 offer to forego the grants they have been receiving for the Town 
 High School, on condition of the Department abolishing the 
 corresponding classes in the College. Indigenous enterprise 
 should, at all costs, be encouraged, and vested interests apart, a 
 sound statesman-like decision arrived at, in such matters. Sup- 
 posing that the hundreds of graduates by whom the country is 
 over-run from one end to another are ready to start Schools and 
 Colleges, the Government ought surely to step back and allow 
 them to do so, without standing in the way or offering eleemosyn- 
 ary instruction in their own institutions for fear they may other- 
 wise be deserted for the new establishments started on all sides.” 
 
 The Governor-General has repeatedly spoken out boldly both 
 in regard to the great importance of extending the lower educa- 
 tion, the advantages of the grant-in-aid system, and his sense of 
 the importance of religious teaching for the formation of character, 
 as he said in addressing the Church Mission Society’s Schools in 
 Umritsar: ‘‘No. education can be complete and thorough which 
 does not combine religious and secular education,’ and closed 
 his address with hearty wish for the continued prosperity and 
 usefulness of this institution. 
 
 In addressing a deputation of native gentlemen in the Punjab, 
 Lord Ripon expressed his high approval of the system of 
 ‘Grants in Aid,” both as an efficient and ecconomical way of 
 spreading the higher education in useful form, and as a means 
 of drawing the different classes of society together in a healthy 
 and natural way, and closed with the assuring words ‘ I intend 
 to approach this question of education in the leisure, which I 
 hope returning peace will give me, with the most earnest desire 
 of meeting to the utmost of my power the wish of this impor- 
 tant community.” 
 
 A high official of great experience in Calcutta, wrote to a 
 corresponding member of our Council, “I am full of interest in 
 your good work. The country is perfectly ripe for all you want, 
 only it must be done at home. [If it does so, a few noisy men, 
 who want fat situations, will make a row in the newspapers, but 
 
8 
 
 the real feeling will be on your side.” “ That”’ our ae cae 
 says ‘is exactly what will be the case here in Madras,” anf adds, 
 like all who have the good of India at heart, ‘‘ my friend urges 
 you to persevere—agitate.” 
 
 One of the most honoured and influential members of the 
 “Legislative Council in Caleutta’’ writes to the Secretary :—‘‘ I 
 have to thank you very much for your kind note and the inter- 
 esting papers which accompanied it. I entirely sympathize with 
 the objects which the General Council on Education in India 
 have in view. There cannot be two opinions as to the thorough 
 soundness of the principles laid down in the Education Despatch 
 of 1854, or the fact that in India we are still a long way from 
 seeing them fully carried out, and that we require to be reminded 
 of them. The amount spent on primary education is quite in- 
 adequate to the requirements of the population, whilst the cost 
 to Government of higher education is altogether excessive and 
 unfair, and has resulted in a crop of difficulties which now 
 engages the serious consideration of Government.” He adds, 
 ‘the wider the grant-in-aid system can be extended, and the | 
 sooner Government can dissociate itself from direct teaching and 
 restrict its action to inspection of schools, and the training of 
 normal teachers the better.’’ 
 
 Sir Donald Stewart, Commander-in-Chief of the Army 
 in India, and a member of the Council, in an admirable 
 speech delivered at the distribution of prizes at the General 
 Assembly’s College in Calcutta, strongly advocated the 
 extension of National Education, and expressed his conviction 
 that ‘‘the day is at hand when Government may, to a large 
 extent, safely withdraw from the direct control of educational 
 establishments. The education of the masses is a matter which 
 must tax the energies and resources of the strongest Government 
 to the utmost, and higher education must therefore, to a great 
 extent, be left to itself. Those who want high education should 
 pay for it. Im my judgment, the money raised for educational 
 purposes should, in the main, be devoted to the requirements of 
 the masses who raise the funds. Though the annual education 
 grant has now reached the very respectable sum of 106 lacs of 
 rupees, it is very far from meeting the vast requirements of the 
 people of this Empire, and while that state of things exists, we 
 must be careful that we do not devote an excessive portion of the 
 grant to the education of those who can very well pay for it out 
 of their own pockets.” 
 
 We might quote many other speeches and articles of a 
 similar tenor, but must limit ourselves to these as samples. 
 We are aware that such sentiments have been uttered before, 
 and that these views have long been held by these and other friends 
 of education in India. We allude to them in connection with 
 our movement only from the fact that they have been of late 
 
9 
 
 uttered with the most unwonted frequency and publicity by 
 men in the most responsible positions. Hiven if it were only 
 a coincidence it would be a source of great encouragement, as 
 shewing that the time for advocating the subject is opportune. 
 
 But we have the best reason to know that the highest 
 officials in India are glad of the support of public opinion in 
 this country, as indicated and guided by a movement like ours 
 which is loyal to the principles laid down by Government. 
 
 (d) Incrgastne Interest at Home.—The growth of a healthy 
 sentiment, and the readiness to give expressions to it in effective 
 actions, is all that could have been expected in so short a time, 
 and much greater than could have been anticipated with the 
 agencies employed. There has been no attempt at raising an 
 unreasoning prejudice against those who have not carried out 
 the principles of the despatch of 1854 as they ought, or of 
 fanatical and rash advocacy of impracticable measures, which 
 would have been easier work than to raise a deliberate con- 
 viction that matters are not as they should be, and a calmed 
 resolve to use every legitimate means for the attainment of a 
 necessary and reasonable effort on the part of the Government, 
 whose duty it is to impart elementary education to the people. 
 
 It is a most gratifying fact that more than a hundred men of 
 intelligence and influence, most of them acquainted personally 
 with India, and all of them interested in the education of the 
 people have jomed this Council ; and that on the occasion of 
 presenting the memorial to Lord Hartington, fifty more came 
 forward to add their names, and not fewer than sixty-two 
 Members or THE Houses or PARLIAMENT, WITHOUT ANY REGARD 
 TO PARTY POLITICS AFFIXED THEIR NAMES TO THE Mermoriau, while 
 several of the leading members of the past and present Govern- 
 ments, who could not give their names, assured the secretary of 
 their deep interest in our objects, and their readiness to do 
 all in their power to assist in getting them carried out. | 
 
 As a result of the spread of information throughout the - 
 country there are thousands who realize the nature and import- 
 ance of the subject, and who are prepared to give effect to their 
 convictions in a practical form when the time for popular action 
 has arrived. In the mean time we have confidence in the good 
 intentions of the Government and of the India Council by whom 
 our representations have been received with the greatest interest 
 and attention. 
 
 (e) Recent Increase or Grants ror Provipine Instruction. 
 —In connection with these recent utterances in favour of the 
 extension of education to the lower classes, we have much 
 pleasure in calling attention to another fact, which may be a 
 coincidence, though it is one of the great aims to which we 
 have been directing public attention for more than two years, 
 
10 
 
 viz., that last year’s expenditure on the primary instruction was 
 considerably increased, and the estimates for this year are 
 larger still. In one province alone the sum of £10,000 more 
 than on any previous year has been appropriated to this object. 
 Whether it has any connection with our advocacy or not is a 
 secondary matter; we rejoice in the fact that the subject is 
 arresting attention, and it proves what has been often denied, 
 that much more can be done for the education of the poor, 
 when the parties interested are thoroughly in earnest and 
 properly supported by Government, as we doubt not they are: 
 under the present Viceroy, and by a growing public sentiment. 
 
 MEMORIALS AND DEPUTATIONS. 
 
 We have the best grounds for believing that much good has 
 been done by the memorials which the Committee and Council 
 have forwarded in most cases by deputations to the highest 
 authorities. They have not only been well reported by the 
 Times and other influential papers at home, but telegraphed to 
 India, and reported and commented on, by the principal news- 
 papers both English and Native. Leading articles have appeared 
 in the Indian Press on the second day after our deputation had 
 been received in London. 
 
 First.—Of the first deputation to present a memorial to The 
 Most Hon. The Marquis of Ripon, before his departure for the 
 Viceroyalty in India, we need give no account, as a full report 
 was printed and circulated amongst the members, and in both 
 England and India. We may however observe that not only 
 was His Lordship much impressed with the facts brought to his 
 notice, but he has, since he went to India repeatedly shewn that 
 the impression was deep and lasting. During his lengthened 
 tour through the provinces, he repeatedly gave expression, as we 
 have seen, to the sentiments which he addressed to the 
 deputation. Nothing could have been more satisfactory than 
 the utterances of Lord Ripon, and from the deep interest he 
 has always shewn in the education of the masses in this 
 country we have the best assurance that he will earnestly carry 
 out the promises he has made. 
 
 Second.—A memorial was sent in August to Her Majesty’s 
 Secretary of State for India in Council, in support of an appeal 
 from the Christian College in Madras, which was not only 
 favourably received, but secured an amount of attention which 
 gave much satisfaction to the Committee, and we cannot but 
 record our sense of the uniform kindness with which the mem- 
 bers of the Indian Council, when approached personally or 
 collectively, have given time and labour to any subject brought 
 before them, affecting the education of the people, and the 
 generosity with which they have placed at the disposal of the 
 Secretary any works required for the study of the subject. 
 
11 
 
 Third.—The deputation to the Hon. Mr. W. P. Adam, by 
 the Council in Edinburgh, on his appointment to the Governor- 
 ship of Madras, had much cause to be satisfied with the reception 
 they met with. He said that ‘‘ the deputation had done him no 
 small service in recalling his attention to that most important 
 Despatch of 1854, which he looked upon as the charter of educa- 
 tion in India. He was in India himself when that Despatch 
 arrived, and he well remembered how it was hailed by Europeans 
 and Natives as the herald of a better state of things as regarded 
 the education both of the higher classes and of the masses of 
 India. He was afraid it was too true that the behests of that 
 Despatch had not been so carefully carried out by the different 
 Governments of India as one could have hoped. . . . . . 
 
 He to a great extent sympathized with what had been said 
 in regard to the higher education being fostered too much to the 
 neglect of the lower classes. . eta, If he could do 
 anything to assist in that good work, they might be sure he would 
 be glad to do so.” &e. , 
 
 We regard it as a favourable circumstance that under the 
 present Viceroy, himself devoted from his youth to the cause of 
 popular education, we have in the Presidencies of Madras, 
 Bombay, men like the Hon. Mr. Adam, and Sir James Fergusson, 
 to co-operate with Lord Ripon, besides others in the provinces 
 who are earnest educationalists. 
 
 MemoriaL To THE Marquis oF Harrineton. 
 
 Fourth.—The fourth memorial, which was presented to Her 
 Majesty’s Secretary of State for India, was, in many respects, the 
 most important. Its special aim was to get a thorough 
 official enquiry into the working and the results of the Edu- 
 cation Despatch, with a view to a more systematic and 
 thorough carrying out of its provisions in all departments. 
 but more especially of the primary education of the poor. 
 
 This memorial was signed, in addition to the 102 members 
 of the ‘‘ General Council,” by 52 other gentlemen of influence, in 
 connection with societies interested in Education in India, by 
 the Right Hon. Wm. McArthur, M.P., Lord Mayor of London, the 
 Right Hon. Thomas G. Boyd, Lord Provost of Edinburgh, and 
 by the Right Hon. John Ure, Lord Provost of Glasgow ; by the 
 chairmen of the school boards in these cities, Sir Charles Reed, 
 Bart., M.P., London, just before his lamented death, Alexander 
 Scott, D.D., Edinburgh, and Michael Connal, Esq., Glasgow. The 
 memorial, which was signed only by representative men, was 
 submitted for approval to a few members of the Houses of 
 Lords and Commons, and of these 62 authorized their names 
 to be affixed to it, while others, who from being, or having been, 
 members of the present or the former administration, could not 
 sion the memorial, expressed their hearty approval of its 
 objects, and promised their influence and assistance if the 
 subject came before Parliament. 
 
12 
 
 The following is the account of the deputation, abridged 
 from The Times and Daily News, of the 7th of April :— 
 
 ‘A deputation of the General Council on Education in 
 India waited on the Marquis of Hartington at 2 o’clock yester- 
 day afternoon at the India Office, to present to his Lordship a 
 memorial on education in India. The deputation, which was a 
 large one, was introduced by Viscount Halifax, and among those 
 present were Lord Enfield, Under Secretary for India, Mr. Hobart, 
 Private Secretary, Sir. F. Halliday, K.C.B., Sir H. Maine, 
 K.C.8.1., D.C.L., R. A. Dalyell, Esq.,C.8.1., Sir W. Muir, K.C.8.L., 
 members of the Indian Council; Lord Lawrence, Mr. Ram- 
 say, M.P., Mr. A. Grant, M-P., Mr A. McArthur, M.P., 
 Mr. Dalrymple, M.P., Sir Thomas Maclure, M.P., Mr. J. 
 Campbell, M.P., Dr. Kinnear, M.P., R. A, Macfie, Esq., Mr. 
 Lockhart Gordon, Mr. George Williams, Sir William Hill, the 
 Rev. Mr. Baring. Rev. J. Barton, Major-General Ranken, Mr. 
 Boswell, B.C.S., Captain W. Palmer, Colonel Smith, R.E., 
 Rev. W. Gray, Rev. F. H. Baring, Mr. B. Wood Smith, Rev. R. 
 Wallace, Mr. W. M’Kenzie, Mr. John Sharp, Mr. Alfred H. 
 Baines, the Rey. James Johnston, the secretary, and others. 
 
 The memorial called attention to the manifest inadequacy 
 of the means now employed in India to secure the elementary 
 education of the people, notwithstanding the comprehensive 
 rules laid down for it in the Education Despatch of 1854. 
 That the fundamental principles of the despatch had not been 
 carried out was demonstrated by elaborate details, gathered 
 with great care from all parts of the country, in a report 
 prepared by order of Lord Mayo, by Mr. Arthur Howell, 
 when Under Secretary to the Government of India. The 
 memorial went on to state that— 
 
 «“ ¢ Notwithstanding instructions to reduce their numbers, 
 general colleges have increased from 14 in 1845, to 48 in 1880, 
 of which 29 are entirely conducted by Government, and 19 are 
 aided colleges, the latter costing Government a very small sum, 
 while on the former upwards of £90,000 per annum is expended 
 for the education of about 3,500 undergraduates of the richer 
 classes for lucrative appointments, a sum nearly equal to that 
 set apart from the Imperial treasury, for the elementary in- 
 struction of the millions of the poor in all India.’ 
 
 “The memorial further stated that while provision was 
 made for the education of only 1,812,848 children in India, 
 there was no provision made for 25,582,576 of school age. The 
 memorial prayed either that a larger sum should be set aside 
 out of the Imperial revenue for the purposes of elementary 
 education, or that an inquiry should be made into the working 
 of the Education Despatch, and the means which can be used 
 for its general application, by schedules directed to three classes 
 
18 
 
 of persons, so as to secure full and impartial information :— 
 viz., to Directors of public instruction ; to Her Majesty's Com- 
 missioners of Land Revenue and General Administration in the 
 different provinces; and, tlird, to missionaries of the difierent 
 societies labouring in India and to natives who have taken part 
 in public efforts for the education of the people. 
 
 ‘‘ Viscount Hatirax, in introducing the deputation, said that 
 he had taken the deepest interest in the question of education 
 in India during the last 50 years. He was sorry to say that 
 during the whole of that period very little had been done by the 
 Government in the direction of educating the great mass of the 
 people of India, although some steps had been taken with the 
 view of affording the upper classes of that country a higher grade 
 of education. As President of the Board of Control, he had, 
 with the assistance of Lord Northbrook and other directors of 
 the Board, framed the Despatch of 1854, which was intended to 
 provide for the elementary education of the people by means of 
 a system of grants-in-aid. That system had worked well, 
 although he was aware that it had not been so fully carried out 
 as was contemplated by the framers of that Despatch, and he 
 thought that the best thing that could be done was to extend the 
 principle of that system as far as possible. 
 
 “The Ruy. James Jounston, the Secretary of the Council on 
 Education in India, after mentioning that he had received ex- 
 pressions of regret for unavoidable absence from the Earl of 
 Chichester, the Earl of Shaftesbury, the Earl of Aberdeen, 
 Lord Balfour of Burleigh, the Lord Mayor of London, Mr. J. 
 Ranken, M.P., and others, quoted the words of three of the 
 highest officials in the service of the Government in India, to 
 show that it was most desirable that the inquiry asked for by 
 the memorial should be granted. One strong ground for 
 having the inquiry was that we were not doing any- 
 thing to overtake the education of the people, and were not, 
 indeed, even keeping pace with the natural increase of the 
 population. The fact was that, notwithstanding what had been 
 done during the last 27 years, we were further from overtaking 
 the education of the mass of the people than when we began, for 
 while we did not add 50,000 children a year to our schools, the 
 birth-rate added nearly 200,000 children of school age to the 
 population of the country. 
 
 «General Sir W. Hill, K.C.8.1., Chairman of The Council,” 
 Dr. Kinnear, M.P., Mr. Ramsay, M.P., Mr. J. Campbell, M.P., 
 the Rev. Mr. Barton, and Lord Lawrence having addressed his 
 lordship in support of the: memorial, 
 
 ‘‘Lorp Harrineton, in reply, said—I can assure you that I 
 have heard with very great interest and attention the remarks 
 which have been made by Lord Halifax and the other gentlemen 
 who have addressed me. I need hardly say that any deputation 
 
14 
 
 introduced by my friend Lord Halifax, who has taken so great 
 and so distinguished a part in connection with everything which 
 concerns the welfare of India, would of itself command my atten- 
 tion. But the character of this deputation is such that even if 
 it had been introduced under less auspicious circumstances I 
 could not have had any doubt about the importance of the fei 
 ments which have been made. Iwas extremely glad to hear, 
 both from Lord Halifax and another gentleman, that there is no 
 intention in the minds of the deputation of urging upon the 
 Government of India any changes with the object of religious 
 proselytism. ; : F : ‘ : : ; : 
 
 I am quite ready to believe that the gentlemen who compose 
 this deputation have no such intention in their minds ; that they 
 are sincerely actuated by a desire to promote what must be an 
 enormous advantage to the people of India—the spread of 
 education. ; ; : ; P ; ; ; ; 
 
 I wish very much that it had been in my power to examine more 
 thoroughly this great question, and to speak more fully in reply 
 to what has been said; but the fact is, that until very recently 
 my attention since | have been in this office has not been very 
 specially called to the question. In fact until I received a copy 
 of this memorial which has been presented to me to-day, and a 
 few communications from Mr. Johnston which had ‘preceded it, 
 it had not been brought prominently before me that any con- 
 siderable changes were, in the opimion of any large section of 
 the community, required in the educational system of India.” 
 
 After refering to.the men now at the head of the Government 
 inIndia, such as the Viceroy, Mr. Adam, and Sir James Fer- 
 eusson, his Lordship continued:—‘‘I think, therefore, the 
 Government of India is at present constituted in a way which 
 gives every guarantee that any representations such as those 
 which have been made to-day will receive in India a very full 
 and very fair consideration. I have also the advantage of the 
 assistance here, as you are aware, in the Council of many men 
 of very great experience, some of whom have paid special 
 attention to the question, and from whom I have no doubt I 
 shall derive very great assistance. Some of them, I am happy 
 to say, are present to-day, and have had the advantage of 
 hearing the views expressed by this deputation.” 
 
 After an elaborate and most careful reference to the different 
 points brought forward in the memorial, to the difficulties by 
 which the question was beset in India, and to what had been 
 accomplished, with an admission of shortcoming in carrying out 
 the provisions of the Despatch of 1854 in some important par- 
 ticulars, his Lordship concluded with these words :—“ I am not 
 at all inclined to say that a fuller investigation of the subject: 
 may not be necessary, but I think that the form which the 
 inquiry should take is one which requires the most careful. con- 
 sideration, and I am sure that you would not wish me to pledge 
 
15 
 
 myself to any specific form of inquiry without consulting those 
 authorities in India and others, whose opinions are of the 
 utmost value, as to the best mode in which fuller information 
 can be obtained. 
 
 ’ I will consult the ‘Governor- Gener al and the 
 other members of the Government in India, as well as my 
 Council here, as to the views which you have laid before me 
 and as to the form which any inquiry might usefully take. I 
 think that I cannot do more at present than assure you that the 
 important facts which you have brought so ably and temper- 
 ately before me shall receive my best consideration. Although 
 it is not possible for me to pledge myself to any immediate 
 change in the existing system, or to the adoption of any 
 special form of inquiry, until I have given it further con- 
 sideration, I may say, in conclusion, that the matter shall be 
 placed without delay before those who are more competent to 
 deal with it than myself.” 
 
 The deputation then thanked his lordship and withdrew. 
 
 “The Council”’ feel that they owe to the Marquis of Har- 
 tington a large measure of gratitude for having on the occasion 
 of their representations given so much time and study to this 
 education question, as was implied in the able speech to which 
 the deputation listened with the deepest interest, and while 
 they cannot acquiesce in all that he said, they are fully satisfied 
 that his lordship could not have promised to do more than is 
 implied in his closing words; and as the Marquis of Har- 
 tington’s words are always carefully weighed and regulated by 
 his intentions and ability to perform what he promises, we have 
 good reason to be satisfied, and to leave the matter with con- 
 fidence in his Lordship’s hands. 
 
 These are some of the results of our first compaign in this 
 important movement. It is sufficient to call forth gratitude to 
 God for what He has enabled us to do in a difficult undertaking 
 in so short atime. Itis more than enough to inspire courage 
 and stimulate to hopeful effort. One thing is certain the sub- 
 ject cannot rest at the stage it has now reached. It must be 
 carried forward to a successful issue, or it will fall back into a 
 more ruinous and hopeless condition than before. By every 
 considerations of philanthropy and religion we are bound to 
 persevere in the good work so auspiciously begun. 
 
pp. 61.1 
 SECOND EDITION. 
 
 Our Gducational Policy indndia 
 
 
 
 
 
 DEDICATED BY PERMISSION 
 TO THE RIGHT HONOURABLE 
 
 The VISCOUNT HALIFAX, P.C., G.C.B. 
 
 AUTHOR OF 
 
 Tur ‘“‘ DespaATcH ON GENERAL Epvucation 1n Inp1a”’ oF 1854. 
 
 
 
 BY THE 
 
 REV, JAMES JOURNS TORN, 
 
 
 
 
 
 OPINIONS. 
 
 ‘‘T have read your pamphlet with the greatest interest. You give a 
 most accurate account of the intentions and purport of the Despatch of 
 1854. 
 
 Viscount Hauirax. 
 
 “T think the best plan would be for some time longer to appeal to 
 the public opinion in England and India, in the way this Pamphlet is 
 calculated to do.” 
 
 19th February, 1879. The late Lord Lawrence. 
 
 Without quoting the opinions of the Press in this country, the fol- 
 lowing from Indian papers shew how it has been received there. 
 
 ‘* We have now received a Pamphlet on Edueation in India, which 
 has probably had something to do with the interest manifested in Eng- 
 land. Itis written by a gentleman who has evidently made a study of 
 the subject and is thoroughly conversant with the whole history and 
 present position of education in this country. Apart from the views 
 advocated in the pamphlet it contains a fund of valuable historical infor- 
 mation, a knowledge of which is indispensable in forming an opinion on 
 the question.” —Vhe Madras Times. 
 
 “The Rev. James Johnston, secretary and spokesman of the con- 
 ference of various missionary committees which lately interviewed Lord 
 Ripon to such good purpose in London, apnears to have written an 
 excellent pamphlet on ‘Our Educational Policy in India,’ of which a 
 second edition has very seasonably been presented to the public. Mr. 
 Johnston points out, as all thoughtful Indian writers of all shades of 
 religious opinion have done, that the true educational policy for India is 
 that so ably sketched out in the great Despatch of 1854.”—dAnglo-Indian 
 Guardian. 
 
 
 
 Price ONE €HILLING. 
 
pp. 43.) 
 
 THE DESPATCH OF 1854, 
 
 ON 
 
 “ General Goucation in India.” 
 
 ~~ 
 
 
 
 REPRINTED BY THE 
 
 “GENERAL COUNCIL ON EDUCATION IN INDIA.” 
 
 Prick SIxPENCcEk. 
 
 
 
 
 
 pp. 34.) 
 On tHe ‘‘ ABOLITION ” or “* TRANSFERENCE ” 
 
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 GOVERNMENT COLLEGES and HIGH 
 oCHOOLS IN INDIA, 
 
 AS REQUIRED BY THE DESPATCH OF 1854. 
 
 Illustrated by the state of Education in Madras. 
 
 BY THE 
 REV. JAMES JOHNSTON, 
 
 AUTHOR OF ‘‘OUR EDUCATIONAL POLICY IN INDIA,” ETC., ETC. 
 
 Prick SIXPENCE. 
 
 
 
 REPORT OF A DEPUTATION 
 
 The Most Hon. the MARQUIS of RIPON 
 
 On His APPOINTMENT AS VICEROY AND GOVERNOR-GENERAL OF INDIA. 
 
 
 
 Extended from *“* The Times” of May 8th, 1880, and corrected by the Speakers. 
 
 
 
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 EDUCATION IN INDIA. 
 
 A LETTER 
 TO HIS EXCELLENCY THE MOST HONOURABLE, 
 
 THE MARQUIS OF RIPON, K.G.,, G.M.S.I, 
 
 VICHROY AND GOVERNOR-GENERAL OF INDIA, Se. Se. 
 
 BY y 
 o 
 JOHN MURDOCH, LL.D., 
 (Indian Agent of the Christian Vernacular Education Society 
 for India.) 
 
 MADRAS: 
 Gah G8. PRES §,6¥HPe hy . 
 
 13 Sale 
 
wi 
 
 4) Rope ee 
 
 : “ot ro 1e-f, 
 
 5A IWS aire es tA ; ayy te: 
 
 1 oe a ca AY 4 fr 
 A: #8 Al dc aa ae 
 
 
 
CON TT HeNG ee 
 
 Page 
 
 INTRODUCTION 1 
 
 Progress oF GovERNMENT Epucation IN INDIA 3 
 Early Efforts, 3; Introduction of English, 4; Muhammadan Col- 
 
 lege, 4; Popular Education, 8; Recent Progress, 9. a 
 
 InFLUENCE oF GoveRNMENT EDUCATION ~~. ie) 
 
 Defects why noticed, 9; Admissions, 10; AttEGEp Evi ek OF 
 
 Ene.ish Epucation, 10; ’ Self- Conceit, 10; ” Rudeness, 12; Disloyalty, : 
 
 14; Scepticism, 26 ; University Text Books, 28; Immorality, 33; Pro- 
 fessor M. Williams on Government Education in India, 36. 
 
 Procrepines oF Lorp NorTHBROOK 
 Reports of School-Book Committees, 39 ; Remitts of Shoals Book 
 Committees, 39. 
 IMPORTANCE OF ScHOOL-BOOKS ... 
 AIMS OF GOVERNMENT EDUCATION 
 
 SuBsEcts or Instruction, 42; Reading, Writing, ma Htaeimetiel 42 ; 
 Literature, 42; Natural Science, 43; Agriculture, 48 ; Manufactures, 
 60; Technical ‘Bducation, 65 ; Social Reform, G7; Moral Instruction, 
 74s Religious Teaching in Government Schools, 76; Moral Duties, 
 89; Ethical University Instruction, 99; Promotion of Loyalty, 103 ; 
 Singing, 110; Geography, History, &. 111 ; Illustrations, 111. 
 Review oF GoveERNMENT ReapinG-Booxs 
 
 English Series, 113 ; Vernacular School-Books, 117. 
 
 PREPARATION oF A New SERIES OF READERS... . o 
 Preliminary Survey, 122; Procedure at Home, 123; Vernacular 
 
 Editions, 124. 
 
 GRANT-IN-AID RULES e em 
 Refusal of Grants, 126; ieaminaGon suena 128; Freedom in 
 
 choice of Books, 129. 
 
 TRANSFER OF Epucation to LocaL MANAGEMENT 
 Middle Class Schools, 183; Primary Schools, 1383; Female Banc 
 
 tion, 186; Agricultural and Technical Schools, 141. 
 
 DesIRABLENEsS OF A Minister oF Pusiic Instruction. 
 
 CoNCLUDING PROPOSALS ... 
 
 Preparation of a New Series of Reade ers. 142 , Revision of 
 Grant-in-aid Rules, 142. 
 
 40) 
 
 . 112 
 
 eid ied 
 Necleo 
 . 182 
 
 . 141 
 
 142 
 
J 80 on e138 
 on tlw ahetae 
 um 41 pales 
 
 AS nee nate Si 
 rHAEVE. 
 
 ti FO nophGa 
 looded jus ‘AEDT: 
 ree 
 a Nooe 
 Ck yt Aa vO 
 
 f fis Os ¥ VIDS oe | ae re “ane 
 surtavi: bul ened 
 vibh nh ‘ aisha <8 
 
 th es iris sya “aL ya: ee 
 ee wea rl inoide Wa 
 pidiseg’ mi? ge: abe 4% 
 
 > Pye 
 
 eh “cereal iu 
 (ths “ini AEA tit 
 a RMA iv wipe 
 
 WG _ te 2 ae 
 avian «40a ei Say Teak 
 ‘, oa A 7 | 2 cet” ie 
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 4 
 
 - ae 
 
 i LY by rit’ 
 
 
 
To 
 His Excettency tHe Most Honovurasie 
 
 Toe MARQUIS or RIPON, kK. a, aM. s. ©, 
 
 Viceroy and Governor-General of India, 
 Chancellor of the University of Calcutta, 
 SC. FC. 
 My Lorp, 
 
 Tue Government of one-sixth of the earth’s population, differ- 
 ing in race and creed, with many inflammable elements, is a 
 task demanding the greatest care and wisdom. The difficulty 
 is increased by the administration being largely in the hands 
 of foreigners, its head, generally a stranger to the country, 
 holding office for only five short years. 
 
 The state of the people forbids Government standing still. 
 On the other hand, it is possible, with the very best intentions, 
 to make changes the evils resulting from which would far 
 counterbalance the good. In some cases, the Viceroy has not 
 to take the initiative, but to watch over measures introduced 
 by his predecessors. It is a misfortune that the originator of 
 a scheme in India is generally unable to guide its working, 
 upon which so much depends. Like Solomon, he must “ leave 
 it unto the man that shall be after him.” 
 
 Powerful vested interests and party claims have also to be 
 taken into account. 
 
 Under such circumstances it is prudent to have important 
 questions viewed from different stand-points before coming to a 
 decision. 
 
 The subject on which I venture to address your Lordship is 
 one of the most weighty that can come before you—the education 
 of the country. As Lord Northbrook justly remarked, in a 
 University address, “It would be bold indeed in me to venture 
 to give any authoritative opinion upon the effects of the spread 
 of education in India. I doubt whether any of those here pre- 
 sent, however earnest they may be in the cause, could venture to 
 prophesy what the effects of the spread of education in India 
 may eventually be.” 
 
 Lord Lytton spoke of the change now going on in India as 
 “the greatest and most momentous revolution—at once social, 
 moral, religious and political—which perhaps, the world has 
 ever witnessed.” 
 
 Education is rapidly spreading. According to the trite say- 
 ing, “‘ Knowledge is power.” Whether it will prove a blessing 
 or a curse depends upon the way in which itis employed. The 
 stream resembles its source. The effects of education turn 
 
2 INTRODUCTION. 
 
 largely upon its character. ‘‘If we go seriously wrong,” says 
 Dr. Murray Mitchell, ‘‘in the educational system we set up, the 
 error may soon be irretrievable, and the consequences fatal.” 
 
 When a witness gives evidence before a commission, the first 
 inquiry is generally about his means of acquaintance with the 
 subject. The writer may, therefore, be permitted to state that 
 he has been connected with education in the Hast for nearly 
 forty years. For about twenty years in succession he has made 
 the circuit of the three Presidencies of India; he has visited 
 every country in Europe noted for the excellence of its schools, 
 as well as twice crossed the Atlantic. He may also venture 
 to add that some previous remarks on the same subject, sub- 
 mitted to Lord Northbrook, were favourably received, and, it is 
 believed, had some influence. 
 
 An endeavour will be made to take all the circumstances 
 into consideration. Schemes will not be brought forward which, 
 however good in themselves, are impracticable on account of the 
 expense. Nor, again, will changes be proposed inconsistent 
 with the avowed principles of Government education. 
 
 Every important step will be supported by past practice or 
 by the approval of some of the most distinguished educationists 
 or officers of Government. The writer will sometimes appear 
 to have needlessly dwelt on what are platitudes, to have wasted 
 labour in ‘slaying the slain.” But there is still a consider- 
 able amount of ignorance in India about what are considered 
 educational truisms in Europe. Some influential men still 
 represent what may be termed the “middle ages” of Oxford. 
 If there is any recognised principle among enlightened educa- 
 tionists at home it is, that teachers ought to be trained. Yet 
 Dr. George Smith, himself an experienced educationist, said, 
 “In a backward country like India the Normal School is the 
 root of all successful education....It is sad to be under the 
 necessity of writing such platitudes year after year; but it is 
 necessary.’’* 
 
 The writer’s course in India is nearly run. The shadows of 
 life begin to darken. Before he leaves the country where his 
 best years have been spent, he would seek to make another 
 effort both for its poor toiling millions and for their natural 
 leaders. He takes encouragement to himself from the remark 
 of a former Vice-chancellor of the Calcutta University : “Men 
 abstain from doing good or attacking evil when the opportunity 
 is plain before them, for lack of faith in their individual power ; 
 but it is no new lesson which science teaches when it says that 
 no energy, however feeble, is ever lost, and that no exertion 
 is without some avail.” 
 
 
 
 * Friend of India, 
 
PROGRESS OF GOVERNMENT EDUCATION IN INDIA. 
 
 
 
 Before entering into details, it may be well to give a very 
 brief sketch of what has been hitherto done. It will show the 
 great evils resulting from ill-advised schemes, the necessity of 
 watchful supervision, and the practicability of improvement. 
 
 Early Ufforts—The Calcutta Madrissa, or Muhammadan Col- 
 lege, established in 1781 by Warren Hastings, seems to have 
 been the first educational institution founded by the British 
 Government in India. It was followed in 1792 by the Sanskrit 
 College of Benares. The discipline of the College was to be 
 *‘conformable in all respects to the Dharma Shastra in the 
 chapter on education.”? The scholars were to be examined four 
 times a year in the presence of the Resident, ‘in all such 
 parts of knowledge as are not held too sacred to be discussed 
 in the presence of any but Brahmins.’”* 
 
 The Poona College was founded in 1821. The Peshwa had 
 annually distributed a large sum of money among the Brabmins 
 noted for their learning. Mr. Chaplin, Commissioner of the 
 Dekkan, proposed, as aless objectionable method of spending the 
 funds while the original object was in some measure kept in 
 view, that part of the grant should be devoted to the support 
 of a College. 
 
 On the renewal of the East India Company’s Charter in 1813, 
 the following clause was inserted : 
 
 “A sum of not less than a lakh of Rupees (£10,000) in each year 
 shall be set apart and applied to the revival and improvement of literature 
 and the encouragement of the learned natives of India, and for the in- 
 troduction and promotion of a knowledge of the sciences among the 
 inhabitants of the British territories in India.” 
 
 No steps, however, were taken by the Indian Government for 
 ten years to carry out this measure, and the money was left to 
 accumulate. 
 
 In July 1823, the Governor-General in Council resolved, that, 
 
 _ “There should be constituted a General Committee of Public Instruc- 
 tion, for the purpose of ascertaining the state of public education, and of 
 the public institutions designed for its promotion, and of considering, and 
 from time to time submitting to Government, the suggestion of such 
 measures as it may appear expedient to adopt with a view to the better 
 instruction of the people, to the introduction among them of useful know- 
 ledge, and to the improvement of their moral character.” 
 oS PDE EN Bae a ee ee 
 
 * Kerr’s Review of Public Instruction in the Bengal Presidency, p. 185. 
 
 
 
4 PROGRESS OF GOVERNMENT EDUCATION IN INDIA. 
 
 In 1826, Sir Thomas Munro established a similar Board of 
 Public Instruction for the Madras Presidency. The/ Bombay 
 Board of Education was constituted in 1840. 
 
 Until 1835, the Bengal Committee of Public Instruction was 
 mainly in the hands of orientalists, the study of Sanskrit and 
 Arabic receiving special attention. ‘The medium of instruc- 
 tion,” says Macaulay, “was oriental, the whole scope of the 
 instruction was oriental, designed to conciliate old prejudices, 
 and to propagate old ideas.” 
 
 Introduction of English—Intelligent Hindus felt the need of 
 an education better adapted to the wants of the nineteenth 
 century. In 1816 the Hindu College was established in Calcutta, 
 largely through the efforts of David Hare, a watchmaker. The 
 studies included the works of Locke, Adam Smith, Shakespere, 
 Milton, and other writers. 
 
 Dr. Dufi’s Institution in Calcutta, commenced in 1830, gave 
 a great impulse tothe study of English. His views were held 
 by the late Lord Macaulay and Sir Charles Trevelyan. 
 Macaulay, in a scathing minute, exposed the absurdity of teach- 
 ing at the public expense, ‘‘ Medical doctrines that would 
 disgrace an English farrier,—Astronomy, which would move 
 laughter in girls at an English boarding school,—History, 
 abounding with kings thirty feet high, and reigns thirty 
 thousand years long,—and Geography, made up of seas of 
 treacle and seas of butter.”’ Soon afterwards, Lord William 
 Bentinck issued the following order: 
 
 “His Lordship in Council is of opinion that the great object of the 
 British Government ought to be the promotion of European literature 
 and science amongst the Natives of India, and that all the funds appro- 
 priated for the purposes of education would be best employed on English 
 education alone.” 
 
 Macaulay subsequently explained that the General Com- 
 mittee, in “advocating English as the best medium of instruction, 
 
 _ had in view those classes only of the community who had means 
 
 and leisure for obtaining a thorough education.” ‘* When the 
 object is merely an elementary education, it may be most easily 
 imparted to the natives in their own language.” 
 
 The Muhammadan College—The frightful abuses connected with 
 this for about a century will be detailed at some length for 
 an important purpose which will be explained. 
 
 Its original design was to supply Muhammadan law officers. 
 It was consigned to the uncontrolled management of Muham- 
 madan Professors, who ‘“ professed to teach Theology and Law 
 according to the Koran, the Commentators, and the Traditionists, 
 and Science according to the Greco-Arabic system of Bagdad 
 and Bokhara.” 
 
THE MUHAMMADAN COLLEGE. 5 
 
 For nearly forty years the studies of the College were nomi- 
 nal, and its ample resources were dissipated among the superior 
 and subordinate drones of the establishment. 
 
 In 1820 an English visitor was appointed, but in 1850 it was 
 reported to Government that he was powerless to prevent ficti- 
 tious Muster Rolls of Students and nominal Professors; besides 
 that there had been no advance since the time of Warren Hast- 
 ings either in the system of instruction pursued or in the amount 
 of study accomplished. 
 
 This led to the appointment of a well-qualified European 
 Principal, Dr. Sprenger, who turned his attention to the im- 
 provement of the Institution, remarking that the course of study | 
 which was actually in operation led to the encouragement of 
 purely dialectical pursuits, and tended to keep up antiquated 
 prejudices and to give systematic sanction to superstitions con- 
 demned even by Islam. The system, Dr. Sprenger added, 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 lan- 
 guage puff up the Professors with conceit, render them hostile 
 to every thing practical or founded on experience, and ex- 
 tinguish in them the sense of art and beauty, and blunt the 
 sentiment of equity and morality. 
 
 The learned and quasi learned Muhammadans who ruled over 
 the Institution, besides teaching Arabic in their own peculiarly 
 dawdling, irrational and inefficient manner, varied the scholastic 
 pursuits of the students by periodical assemblages of the neigh- 
 bourhood for public prayer and exhortation, as well as by the 
 frequent funerals of deceased Muhammadans, whose relations 
 were encouraged to bring their bodies to the College at all 
 times of the day for the performance of the prescribed rites 
 and ceremonies, for which of course the work of teaching was 
 always suspended. 
 
 The above account is abridged from a Minute* by the Lieuten- 
 ant-Governor of Bengal, printed in the Bengal Public In- 
 struction Report for 1857-58. Dr. Hunter’s Indian Musalmans 
 contains statements still more recent and still more astonishing :— 
 
 ** Every year under our instruction makes them more confident in their 
 own narrow system of learning, more vicious as to their morals, less fit 
 for any active career in life, and more disloyal to our Government. They 
 hate the sight of an Englishman. When the scandal had grown so public 
 as to render imperative a resident English Professor in the College, he 
 had to be smuggled into it by night. During more than ninety years 
 the Chapters on Holy War against the Infidel have been the favourite 
 
 #* The whole Minute and Dr. Hunter’s book deserve careful attention. 
 
6 PROGRESS OF GOVERNMENT EDUCATION IN INDIA. 
 
 studies of the place; and up to 1868 or 1869,I forget the exact date, ex- 
 amination questions were regularly given in this Doctrine of Rebellion.” 
 
 “Unhappily an even sadder tale remains to be told. I do not speak 
 of the last two years during which the Special Commission has been sit- 
 ting. But there is evidence on record to show, that, within a quite re- 
 cent period, the students brought their courtesans into the College. About 
 twenty-six of them have rooms; and the quarters thus granted by the 
 Government were converted into dens of profligacy. Not content with 
 harbouring what Carlyle calls the unmentionable women, they sunk into 
 those more horrible crimes against nature which Christianity has extirpated 
 from Europe, but which lurk in every great city of India. 
 
 * Some of the more diligent supplement the meagre College Curriculum 
 by reading ‘religion’ in private Musalman schools outside. Such external 
 studies consist chiefly of the Muhammadan Traditions (Hadis) and 
 law-books of the fanatical medieval stamp,—a sort of learning which fills 
 the youthful brain with windy self-importance, and gives rise to bitter 
 schism on the most trivial points within the College walls. Not long ago, 
 as the English Resident Professor was going his evening rounds, he heard 
 a tumult in the students’ rooms. ‘ Your religion is all wrong,’ (tumharaé 
 iman t’hik ne) and similar phrases resounded through the corridors, and 
 fierce were the denunciations on all sides. He hurried to the scene of the 
 - uproar, and found that one of the students had discovered in a law-book 
 that during prayer the heels should be joined, else the petition has no 
 effect in heaven or on earth. Those who had said their prayers with 
 unclosed heels denounced the discoverer of the new mode as a pernicious 
 heretic; while he anda little band of followers consigned all who prayed 
 in the old fashion to the eternal torments of hell.” 
 
 “ At the end of seven years the students know certain books by heart, 
 text and interpretation; but if they get a simple manuscript beyond their 
 narrow Curriculum, they are in a moment beyond their depth. Sucha 
 teaching, it may well be supposed, produces an intolerant contempt for 
 anything which they have not learned. The very nothingness of their 
 acquirements makes them the more conceited. ‘They know as an absolute 
 truth that the Arabic grammar, law, rhetoric, and logic, comprise all 
 that is worth knowing upon earth. They have learned that the most 
 extensive kingdoms in the world are, first Arabia, then England, France, 
 and Russia, and the largest town, next to Mecca, Medina, and Cairo, is 
 London. Aw reste, the English are Infidels, and will find themselves in a 
 very hot place in the next world.” pp. 204—207. 2nd Hd. 1872. 
 
 Dr. Hunter adds: ‘‘I have dwelt on these painful details, 
 because I believe it most important, now that the Government 
 has awakened to the necessity of really educating the Musal- 
 mans, that it should avoid a system which has brought failure 
 upon its one great previous attempt. Our Calcutta Muhamma- 
 dan College has been practically left in the hands of the Muham- 
 madans themselves, and it is under their management that it 
 has proved such a scandal and disgrace.” 
 
 The present writer offers a similar apology for reproducing them. 
 It is reported that a bill is shortly to be introduced into the 
 Viceregal Council, raising the Punjab University College to 
 the rank of a University. A Memorial lately presented by the 
 Indian Association, Lahore, contains the following :— 
 
THE MUHAMMADAN COLLEGE. 7 
 
 “ Statute III. 3a. provides that the study of English shall form one 
 of the most prominent features of the teaching in all the Schools and 
 Colleges. connected with the Institution, &. Now the ‘study of Eng- 
 lish,’ instead of forming one of the most prominent features of the 
 teaching of the Oriental College, ts not taught m tt at all. Again, Statute 
 - IIL. 8rd provides—‘ Proficiency in Arabic or Sanscrit or such other 
 oriental language as may be prescribed by the governing body, combined 
 with a thorough acquaintance with English, shall be a necessary condition 
 for obtaining the highest honors of the Institution.’ The Senate has 
 held (vide Punjab University College Calendar for 1878-79, para. 55) that 
 English shall not be a compulsory subject for the High Proficiency in 
 Arts’ Examination, which is said to be equivalent to the B. A. Examina- 
 tion of the Calcutta University. The same Statute further says, ‘ Provision 
 shall be made for duly recognizing and honouring proficiency in literature 
 and science in the case of those unacquainted with English, provided 
 such attainments are combined with a fair acquaintance with the more 
 important subjects of European education, such as history, geography, 
 &c. so far as such acquaintance is obtainable through the medium of 
 the Vernacular.’ This rule has been set at nought in all examinations 
 on the Oriental side held by the Punjab University College. No know- 
 ledge of important subjects of Huropean education is required in any 
 of the following examinations ;—Maulavi, Maulavi Alim, Maulayvi Fazil, 
 in Arabic; Munshi, Munshi Alim, Munshi Fazil, in Persian; Pragya, 
 Visharad and Shastri, in Sanscrit.”’ 
 
 How far the above representations are correct the writer does 
 not know, but the examinations for the title of Maulavi, &c., 
 recall to memory the Muhammadan College of Calcutta. A 
 Maulavi may be described as a Muhammadan ecclesiastical law- 
 yer. Muhammadan law is based on the Quran, the Traditions, 
 &c. It involves the study of text-books like those of Bagdad 
 and Bokhara, whose effects have already been described. The 
 Shastris are much of the same stamp as the Maulavis. Pro- 
 fessor Monier Williams admits 
 
 “the utter narrowmindedness of Indian Pandits. They have believed 
 the whole circle of human knowledge to be contained in Sanskrit writings. 
 To this very day the most bigoted are fully persuaded that to learn any- 
 thing beyond the Sastras is quite useless.’’* 
 
 It may be objected that only the valuable branches of oriental 
 study are taught by the Punjab University College. The very 
 same avowal was made at Poona. The College was for “the 
 encouragement and improvement of the useful part of Hindu 
 learning.’ After several years’ trial, the Bombay Government 
 declared that the Institution had “fulfilled no purpose but that 
 of perpetuating prejudices and false systems of opinions, and 
 that unless it could be reformed, it had better be abolished.’’+ 
 
 Macaulay says in his Minute :— 
 
 * Modern India, p. 287. 
 + Oriental Christian Spectator, Vol. 1V. p. 302. 
 
8 PROGRESS OF GOVERNMENT EDUCATION IN INDIA. 
 
 “‘ We do not even stand neuter in the contest between truth and falsehood. 
 We are not content to leave the natives to the influence of their hereditary 
 prejudices. To the natural difficulties which obstruct the progress of 
 sound science in the East we add difficulties of our own making. 
 
 “What we spend on the Arabic and Sanskrit Colleges is not merely a 
 dead loss to the cause of truth; it is the bounty-money paid to raise up 
 champions of error. It goes to forma nest, not merely of helpless place- 
 hunters, but of bigots prompted alike by passion and by interest to raise 
 a cry against every useful scheme of education.” 
 
 The writer acknowledges that he is entirely ignorant of the 
 provisions of the bill to be introduced into Council for the esta- 
 blishment of the Punjab University. There may be good and 
 sufficient reasons for such a course. It may be that his fears are 
 groundless, that the contemplated regulations are such as to 
 prevent abuses. | 
 
 Vernacular literature deserves every encouragement; but, as 
 a rule, any of real value at present must come from men well 
 acquainted with English. Maulavis and Pandits, puffed up with 
 vain conceit from their knowledge of Arabic and Sanskrit, have 
 no ideas worth communicating. English opens out to them a 
 new world, and does more than any thing else to show them that 
 they have been, to use their own figure, like tortoises in a well. 
 
 All that is urged is, that past experience shows the need of 
 the utmost caution. It is desirable that the bill should be fully 
 discussed out of Council, as well as within Council, before it is 
 passed. Opinions should be obtained from other parts of India, 
 and not confined to the Punjab. They should also represent dif- 
 ferent stand-points. 
 
 There are already symptoms of antagonism between Muham- 
 madans and Hindus, and care should be taken not, even uninten- 
 tionally, to foster this spirit. 
 
 The course pursued in the past has been condemned by some 
 of the most intelligent friends of progress in the Punjab. Its 
 approval by Muhammadans and Hindus should be rated at its 
 proper value. 
 
 The foregoing quotations and remarks are not dictated by 
 any unfriendly feeling towards our Muhammadan fellow-sub- 
 jects. There are none more requiring our warmest sympa- 
 thies and efforts. But their welfare will best be promoted, 
 not by strengthening their ignorant prejudices, but by giving 
 them an education which will render them more enlightened, 
 and better fitted to take the position in life they wish to occupy. 
 
 Popular Education—Sir Thomas Munro seems to have been the 
 first to establish schools of a lower grade, in addition to those 
 for secondary instruction. The Board of Directors sanctioned 
 an annual grant of £5,000 towards their support. During the 
 administration of Lord Hardinge, about a hundred vernacular 
 
INFLUENCE OF GOVERNMENT EDUCATION. 9 
 
 schools were opened in Bengal. Though both the preceding 
 attempts ended in failure, in 1850 Mr. Thomason, Lieutenant- 
 Governor of the North-West Provinces, commenced a lower 
 class system of education which was attended with marked 
 success. | 
 
 Recent Progress.—But Sir Charles Wood’s celebrated Despatch 
 of 1854 may be called the Magna Charta of Government educa- 
 tion in India. It was drafted by the present Karl of Northbrook, 
 and expresses the most enlightened and comprehensive views. 
 
 Directors of Public Instruction were appointed, three Univer- 
 sities were established, and even during “troublous times” the 
 Government of India sought to carry out the provisions of the 
 Despatch. | 
 
 In 1860 the number of pupils in schools and colleges aided 
 or maintained by Government in British India was 306,506; in 
 1870, it had increased to 1,096,028; and in 1880, to 1,820,798, 
 including 82,274 girls. 
 
 By the census of 1881, the population of British India was 
 about 190 millions. Only one per cent is therefore yet under 
 instruction, showing how much still remains to be done. But, 
 there has been progress, and if the resources of the country 
 are not worse than wasted on “ scientific frontiers,” the future 
 advance will be still more rapid. 
 
 INFLUENCE OF GOVERNMENT EDUCATION. 
 
 Satisfaction at the spread of education must depend upon 
 its effects. Past experience has shown what shameful abuses 
 may exist for nearly a century in the Capital of British India, 
 the centre of European civilization, under the eye of the Su- 
 preme Government. 
 
 With regard to Vernacular Education, there is a general agree- 
 ment that it has been, on the whole, beneficial. At the same 
 time it is susceptible of considerable improvement, especially 
 in some parts of the country. 
 
 The influence of English Education has been much more of 
 _ a mixed character. 
 
 One main object of Government has undoubtedly been gained. 
 A class of public servants has been raised up of greater in- 
 telligence, truthfulness and probity than their predecessors. 
 On the other hand, it is alleged that the spread of English 
 education has been followed by some serious evils. 
 
 Defects why noticed.—It may seem ungenerous and unfair briefly 
 to acknowledge excellencies, and to dwell at great length upon 
 
10 INFLUENCE OF GOVERNMENT EDUCATION- 
 
 alleged defects. But the object in view has to be taken into 
 account. Let all excellencies remain. If any improvements 
 are practicable, it is necessary to show where they are required, 
 and the means by which they can be secured. 
 
 The first point to be ascertained is, Do the alleged defects 
 exist? Evidence with regard to this has therefore to be ad- 
 duced. Hence the numerous quotations from persons entitled 
 to be heard. 
 
 Admissions.—These should be borne in mind :— 
 
 1. The evils complained of are, to a greater or less degree, 
 inevitable in the present transition state of India. 
 
 2. The Rev. James Johnston, in the Preface to ‘ Our Educa- 
 tional Policy in India,” says, 
 
 * When I call attention to the fact, that education in Government 
 Colleges leads to irreligion, discontent, and disloyalty, let it be distinctly 
 understood that I neither lay the entire blame on Government Colleges 
 for the effects produced, nor do I except other Colleges from producing, 
 in many cases, like results.” p. xv. 
 
 3. There are some noble men in the Government Educational 
 Department who are trying their utmost to diminish the evils 
 which will be noticed. 
 
 Still, the cause and cure rest largely with Government. 
 Government is now the main educational factor. Directors of 
 Public Instruction, Government Inspectors, Government Regu- 
 lations and Government School Books, are more and more mould- 
 ing the entire education of the country. 
 
 Lastly, while giving the opinions of high authorities, the 
 writer does not hold himself responsible for all their statements. 
 That the evils exist, he is absolutely certain. As to their extent, 
 there may be some question. All that the writer contends for 
 is, that they deserve careful consideration, and that every means 
 should be taken to counteract them, whatever be their origin. 
 
 ALLEGED EVIL EFFECTS OF ENGLISH 
 EDUCATION. 
 
 SELF-CONCEIT AND RUDENESS. 
 
 Self-Conceit.—Young people every-where are apt to have a good 
 opinion of themselves. An English poet says, 
 
 “When young, indeed, 
 In full content, we sometimes nobly rest, 
 Unanxious for ourselves, and only wish, 
 As duteous sons, our fathers were more wise.” 
 
SELF-CONCEIT. Il 
 
 Educated young men in India are under peculiar temptations 
 to this failing. Some of them are fond of dwelling upon the 
 fact that the Hindus were civilised when the English were 
 painted savages. More than this is sometimes claimed. A 
 sensible Bengali gentleman said in Calcutta: “It was quite 
 sickening to hear the remark made at almost every public 
 meeting that the ancient civilization of India was far superior 
 to that which Hurope ever had.” People in England are apt 
 to fall into a similar error with regard to their own country. 
 The Elizabethan age is one of the most glorious in the annals 
 of Britain. It reckons among its ornaments statesmen like 
 Cecil and Raleigh, poets like Spenser and Shakespere. If, 
 however, we consider the state of the nation generally, a very 
 different picture is presented. Much more was this the case 
 in India. The “‘nine gems’ that adorned the court of Vik- 
 ramaditiya were only like a few bright stars in the dark night. 
 Macaulay’s words apply to India with double force: ‘‘ We see 
 the multitudes sunk in brutal ignorance, and the studious few 
 engaged in acquiring what did not deserve the name of know- 
 ledge.”’ 
 
 Superiority of intellect over their present rulers and teachers 
 is sometimes asserted. The Indian Banner, among other remarks, 
 had the following :— 
 
 “We men of the Hast can look at the sun, whilst those of the West 
 wink and blink and wear coloured spectacles that falsify their vision; 
 but this magnificent portion .of the terrestrial globe, this flowery nation, 
 will yet find an expansion of which England perhaps is little aware in 
 her little narrow corner of the earth—the birth-place of bigotry and 
 science.” 
 
 The Bombay Saturday Review thus criticised the above :— 
 
 *“We have been found fault with by a contemporary for our censures 
 of native shortcomings. Perhaps we have sometimes flogged with un- 
 fashionable severity, but it_ must be admitted, in extenuation, that the pupil 
 is a very provoking one. / It is not that he is intolerably dull or obstinate,\ 
 though he is sometimes. both the one and the other, but that he is so 
 exceedingly well satisfied with himself, and so thoroughly persuaded of his 
 own innate superiority to his teachers. — 
 
 “The ‘educated’ natives are evidently of opinion that, by virtue of 
 a Supposed pre-eminence of India, they are entitled to regard themselves 
 as the favoured race, the lords of intellect to whom Providence has in- 
 trusted the regeneration of mankind. Their English instructors belong, 
 they think, to a dull, good-natured, plodding nation, whose mission on 
 earth has been to preserve the glorious traditions of Indian knowledge | 
 and to restore them at last to their true inheritors, whose minds have | 
 meanwhile been lying fallow for a few centuries, They constantly address 
 us with a compassionate and irresistibly ludicrous air, that seems to say, 
 * Poor fellows, you have done your work as well as you could; you have 
 fulfilled your part in life by teaching us what you know. Now, be so good 
 
12 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 as to stand out of the way, and you will see what intellect really can do; 
 for the play of the Indian genius is about to commence.’ One is reminded 
 of Mr. Snodgrass, when that hero rolls up his sleeves, and announces to 
 the awed bystanders that he is going to begin.... 
 
 “Beware of your besetting faults of dreaminess, inordinate conceit, 
 and love of empty talking. Quit yourselves as men; be strong. Firmly 
 follow in practice what you acknowledge to be right. Tell truth and 
 shame the devil. And tell truth to your own souls; do not palter with 
 your consciences, or remain contented with a phantasmagoria of incoherent 
 opinions, the odds and ends of desultory reading, but ground yourselves in 
 principles such as may stand the several tests of authority, that is, of 
 great teachers, and of actual experience in life. If you would belong to a 
 nation, you must first make yourselves men. If you would show your- 
 selves really enlightened, speak with becoming reverence, not with flippant 
 ingratitude, of the country which has enabled you for the first time to 
 understand the ideas of national life, liberty, law, ‘ bigotry,’ and progress, 
 and which offers to substitute the civilization of the West for your own 
 fossilized institutions. You have enormous advantages over others. Yours 
 has been the royal road to learning. England has raised you at once into 
 the position which we have inherited as heirs of centuries of protracted 
 struggle. Is it too much, then, to ask that you should be modest, patient, 
 resolute, striving earnestly to render yourselves worthy pupils of the nation 
 inhabiting that ‘ narrow corner of the earth,’ that ‘ precious gem set in the 
 silver sea,’ which has filled the whole world with the splendour of its 
 glory, and stamped for itself an imperishable name on the heart of every 
 lover of freedom and progress P” ; 
 
 Rudeness.—This is another charge brought against ‘‘ Young 
 India.”? He resents it, considering that he only shows proper 
 self-respect, while he accuses “‘Old India” of servility, and 
 Englishmen of a love of toadyism. 
 
 A few quotations may be made complaining of the evil. 
 
 The Punjab Public Instruction Report contains the following 
 remarks by the Lieutenant-Governor :— | 
 
 ‘‘ Nor has the system which produces few scholars been more successful 
 in producing gentlemen. The Lieutenant-Governor desires that the 
 Department take especial care that the good manners natural to Oriental 
 youth are not lost at school. This matter has hitherto been neglected. 
 If the result of sending boys of good family to school is, as is now often 
 the case, that they return pert, conceited and studiously rude and familiar, 
 it is no wonder that parents desire to educate their children at home. 
 English education is not a desirable thing if it only signifies sufficient 
 acquaintance with the English language to write and speak ungram- 
 matically, sufficient acquaintance with English literature to be shallow, 
 and with English history to be insolent. English education is to be 
 penetrated with the spirit of the great English authors; to imbibe some 
 portion of their strength, and beauty, and nobility, and gentleness, and 
 wisdom, to mould the life and character upon the models they have 
 furnished. This is the standard of education to which the Department 
 must endeavour to rise.” Report, 1871-72, pp. 4, 5. 
 
 Sir William Grey, Lieutenant-Governor of Bengal, was so 
 convinced of the extent of the evil, that one of his last acts was 
 to issue a Minute on the subject. He says, 
 
RUDENESS. — 13 
 
 “Tt is a common remark that the educated young men of the present 
 day betray a want of gentleman-like bearing in their social intercourse _ 
 
 with their superiors and elders, whether European or Native, and that 
 the evil is a growing one, and seems coincident with the general spread 
 of education throughout the country.” 
 
 Such complaints are not confined to Huropeans. 
 The Indian Mirror says :— 
 
 * Our young men do not know or care to know how to respect their supe- 
 riors. This may appear strange, for the Natives of India are known to be 
 
 fastidiously polite. (inglish education has made them self-sufficient, and \ 
 
 infused into their minds a kind of false independence which knows of no 
 distinction between high or low, old or young.” | 
 
 The present Maharaja of Travancore, in a Lecture delivered 
 at Trevandrum whilst First Prince, remarked :— 
 
 **T am here led to observe that our contact with European civilization 
 has not resulted in unqualified success so far as our manners are con- 
 
 cerned. Perhaps you know the story current among us of the crow that | 
 
 attempted to study the swan’s gait, but lost its own, and did not secure 
 that of its model. Iam afraid that the comportment of not afew of our 
 educated youths would strongly suggest comparison with this crow.” 
 
 Some allowance ought to be made for circumstances. Men 
 are prone to rush from one extreme to the other. Nor do the 
 above remarks, by any means, apply to all educated men. Many 
 of them exhibit the gentlemanly bearing which is so becoming; 
 guarding on the one hand against obsequiousness, and, on the 
 other, against the insolence which is mistaken for the display 
 of a proper spirit. 
 
 Whatever may be the extent of the evil or its source, all 
 thoughtful men will be agreed that in the present transition 
 state of India it is of great importance to inculcate respect 
 for authority. ‘‘ Reverence,” says Smiles, “is alike indis- 
 pensable to the happiness of individuals, of families, and of 
 nations. Without it there can be no trust, no faith, no confi- 
 dence, either in man or God—neither social peace nor social 
 progress.” 
 
 The advice given in Madras by the Hon. H. 8. Cunningham, 
 deserves to be impressed upon students :— 
 
 _“ Beware, above all things, of an ignorant, irreverential frame of mind; 
 distrust the learning which engenders it; a little knowledge is oftentimes 
 especially dangerous in this, that, instead of prostrating the mind with a 
 sense of the vastness of science and the smallness of human wit, it puffs 
 it up with a childish conceit at its own lilliputian acquirements....Self- 
 assertion and vanity, insolence towards the past, recklessness as to the 
 future, satisfaction with ourselves, indifference to the feelings of others, are 
 the certain characteristics of superficial, worthless education, and of an 
 ill-trained moral character.” 
 
14 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 DISLOYALTY. ‘ 
 
 This is an accusation regarding which educated Hindus 
 are rightly very sensitive. As Sir Richard Temple remarks, 
 ‘‘ Nothing wounds and irritates them more than imputations of 
 disloyalty; and nothing gratifies them more than a frank and 
 cordial acknowledgment of their loyalty.” 
 
 Some mistakes have been made in distinguishing what dis- 
 loyalty is :— 
 
 “The state of the country and of the people often invites or demands 
 criticism on the part of the Natives. It is every way desirable that their 
 sentiments and opinions should be unreservedly made known to the ruling 
 classes, and.such outspoken frankness should never be mistaKen for disloy- 
 alty or disaffection.’’* 
 
 An inquiry into Native loyalty is a very delicate one, and apt 
 to cause ill feeling. It would be much more pleasant to educa- 
 ted Indians for the writer to suppress all disagreeable evidence, 
 and give only favourable testimony. This, however, is not for 
 their own real good in the end. If discontent. exist, itis highly 
 important that it should be known. What are its causes? It 
 may partly arise from misapprehensions which may be explained ; 
 there may be just grievances which ought to be remedied. ‘The 
 worst thing possible for us is to live in a “ fool’s paradise,” 
 *‘ saying peace” if there is “no peace.” There is danger of this. 
 
 “The mutiny afforded many illustrations of the inability of foreigners to 
 feel the pulse of the people amongst whom they were living in the intimate 
 relations of master and servant or officer and private.’’+ 
 
 It should be remembered that the remarks under this head are 
 solely with a view to ulterior measures to promote the happiness 
 and prosperity of the people. 
 
 In his last Minute, Lord Dalhousie wrote the following memo- 
 rable words, the truth of which was so lamentably shown during 
 the administration of his immediate successor :— 
 
 “No prudent man, who has any knowledge of Eastern affairs, would ever 
 venture to predict the maintenance of continued peace within our Eastern 
 possessions. Experience, frequent, hard, and recent experience, has taught 
 us, that wars from without, and rebellion from within, may at any time be 
 raised against us, in quarters where they were the least to be expected, 
 and by the most feeble and unlikely instruments. No man therefore can 
 ever prudently hold forth assurance of continued peace in India.” 
 
 * India in 1880, p. 136. This work will be frequently quoted, because it contains 
 more recent, varied, and reliable information about India than any single volume 
 ever published. The author, from the time he was Private Secretary to Sir 
 John Lawrence in the Punjab, has generally taken a bright view of things, though 
 he also gives the dark side. Where he admits defects, it may be taken for granted 
 that they certainly exist. ’ 
 
 t Quarterly Review. July, 1881, p. 65. 
 
DISLOYALTY. 15 
 
 Lord Canning, in his parting address to the European Deputa- 
 tion at Calcutta, observed :— 
 
 “England has before her one of the most difficult problems that State 
 policy can be called to solve; the drawing together with harmony and with- 
 out injustice to either side, two great races radically different in every thing 
 that forms the character of man, but which by the course of events are 
 being gradually brought face to face.” 
 
 The patriotism of the ancient Greeks and Romans is thus des- 
 cribed by Lecky :— ; 
 
 * Outside the circle of their own nation all men were regarded with 
 contempt and indifference, if not with absolute hostility. Conquest was 
 the one recognised form of national progress, and the interests of nations 
 were, therefore, regarded as directly opposed. The intensity with which 
 a man loved his country was a measure of the hatred which he bore to 
 those who were without it.” 
 
 Much of this spirit still survives in Europe. Smiles says, 
 « A great deal of what passes by the name of patriotism in these 
 days consists of the merest bigotry and narrow-mindedness ; ex- 
 hibiting itself in national prejudice, national conceit, and national 
 hatred.” Things may be expected to be still worse in the Hast. 
 
 From no great nation in the world are we divided by loftier 
 barriers than from the Hindus. The inhabitants of the “ Central 
 Flowery Land” give us the complimentary epithets of ‘“ outside 
 barbarians” and “foreign devils; but they will invite us to their 
 tables. In the sight of genuine Hindus, we are unclean out- 
 castes, whose very shadow is pollution. Even the most friendly 
 say to us like Shylock to Bassanio: ‘I will buy with you, sell 
 with you, talk with you, walk with you, and so following ; but 
 I will not eat with you, drink with you, nor pray with you.” 
 
 Professor Monier Williams says :— 
 
 “T have met with bigoted Pandits whose contempt for us ‘and our 
 boasted civilization, notwithstanding they travel by our rilways, use our 
 telegraphs, and live in security under our rule, and glbeit they take 
 pains to conceal their real estimate of our character, is, I am convinced 
 quite as great as the contempt of their forefathers for any non-Aryan 
 savages, whether styled Dasyus or Nishadas. 
 
 *T may mention, in illustration, that I often wondered, when in India, 
 why certain great Pandits preferred calling on me very early in the 
 morning, till I found out accidentally that, by coming before bathing, 
 they were able afterwards to purify themselves by religious ablutions 
 from the contamination incurred by shaking hands and talking with me. 
 
 “Nor have the Muhammadans, as a rule, any greater respect for us, 
 for our social institutions, or for our religion. When they are less scorn- 
 ful than usual they confine themselves to calling us Kdjirs, unbelievers. 
 But in India this epithet scarcely represents the amount of contempt 
 with which we are commonly regarded by bigoted Muslims. Many of 
 
16 ALLEGED E£VIL EFFECTS OF ENGLISH EDUCATION. 
 
 them have been seen to spit on the ground on leaving the houses of 
 eminent civilians, after interviews in which the most courteous expressions 
 had been interchanged.’’* 
 
 The natural prejudice against us as foreign conquerors, 1s 
 increased by some unfortunate defects in ourselves. Lord 
 Canning, at the opening of the Hast Indian Railway to Rajmahal, 
 said :— 
 
 “Gentlemen, it is of no use to deny or conceal it, for it is known to 
 all the world, we Englishmen, with all our great national characteristics, 
 are not, as a people, conciliatory or attractive. God forbid that any of 
 us should feel ashamed of his national character, or wish it to be other 
 than it is. But none among us will deny that the very virtues of that 
 character are not seldom exaggerated into faults.” 
 
 It is not to be expected that our rule should be really 
 popular. As a very experienced friend remarked, where the 
 people, “do not positively hate us, they don’t want us.’”? Kaye 
 says in his life of Mountstuart Elphinstone :— 
 
 “In later days we have been wont to assume in such cases not only the 
 utter absence of all national feeling, but a craving after British rule which 
 never has existed and never will exist in the popular mind, however wise 
 and beneficial our Government may be. Mr. Elphinstone had no dream 
 of this kind.”’+ 
 
 Professor Monier Williams expresses the following opinion :— 
 
 “The most intelligent are quite ready to admit that they enjoy greater 
 benefits under our rule than they would under any other; and the wiser, 
 who know that universal disorder would follow its cessation, even pray 
 for its continuance; but the mass of unthinking people would rather 
 be badly governed by their own chiefs than well governed by us. In 
 the Native States they will acquiesce in exactions which in our territories 
 would be regarded as intolerable.” t 
 
 Elsewhere he says, 
 
 “T have found all intelligent Natives generally satisfied with our rule. 
 It is useless, however, to conceal from ourselves the existence of much 
 discontent, chiefly among the men we have educated above their stations.” 
 p. 361. 
 
 Evidence will be adduced presenting different views of the 
 case. It will be shown, that if some men evince a hostile and 
 disloyal spirit, the offenders have very sensible advice given 
 to them by their own countrymen. 
 
 A Bengali “ patriot”? thus addresses his countrymen :— 
 
 * Modern India, p. 226. 
 + Lives of Indian Officers, Vol. I. p. 277. 
 } Modern India, p- 178. 
 
RUDENESS. 17 
 
 ‘Mark the pampered upstart intruding foreigner, abusing, insulting, 
 and murdering the helpless without fear of punishment.’’* 
 
 A writer in the Englishman makes the following quotation 
 from The Tempest as representing in some measure the state 
 of feeling’ :— 
 
 “You taught me language; and my profit on’t 
 Is, I know how to curse: the red plague rid you, 
 For learning me your language !” 
 
 A gentleman, who lived for many years near one of the prin- 
 cipal up-country Government Colleges, says of the young men 
 educated at it: “They despise and hate their ‘Hnglish conquerors, 
 foreign rulers, proud tyrants’ for such are the terms they use. 
 ‘Could Greece’ they say, ‘resist a Xerxes ? What could India not 
 do?’ They demonstrate clearly that the Indians could in one 
 night destroy all the English throughout the length and breadth 
 of the country.” An educated Hindustani, who had visited 
 America, said to the writer, ‘“‘We are so many and you are so 
 few, that if each of us took a pinch of dust we could smother 
 you.” 
 
 Mr. M. Gubbins shows this to be the natural effect of the 
 Government system of education :— 
 
 “We place in a boy’s hands the histories of Greece and Rome, and hold 
 up to his admiration the examples of those ancient patriots who have freed 
 their country from domestic tyranny or a foreign yoke. The knowledge 
 which we impart to him destroys the reverence which he would naturally 
 feel for his own religion and its precepts. In its stead, we implant no 
 other of a holier and purer kind. Can we wonder, then, at the harvest 
 which we too frequently reap—disloyalty untempered by gratitude; a 
 spurious and selfish patriotism, unchecked by religion; and an overweening 
 conceit of literary attainment, supported by no corresponding dignity of 
 character.” Oudh, p. 84. 
 
 It will be seen hereafter that lessons are drawn from Ireland 
 as well as from Leonidas and his band.t+ A city in the Dekkan 
 has been characterised as ‘‘ a hot-bed of sedition.” 
 
 On the other hand, thoughtful, sensible men appreciate the 
 advantages of English rule. The Hon. V. Ramiengar, now 
 Dewan of Travancore, at a public meeting in Madras, made the 
 following remarks :— 
 
 “We live under the mildest, the most enlightened, and the most power- 
 ful of modern Governments; we enjoy in a high degree the rights of 
 personal security and personal liberty, and the right of private property ; 
 the dwelling of the humblest and meanest subject may be said to be 
 
 a 
 
 
 
 * On the Religious Prospects of India, p. 48. 
 + The limping logic in this case did not strike the young patriots. 
 
 3 
 
18 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 now as much his castle as that of the proud Englishman is his, in his 
 native land; no man is any longer, by reason of his wealth or of his 
 rank, so high as to be above the reach of the law, and none, on the 
 other hand, is so poor and insignificant as to be beyond its protection. 
 In less than a short century, anarchy and confusion have been replaced 
 by order and good government, as if by the wand of a magician, and 
 the country has started on a career of intellectual, moral, and material 
 advancement, of which nobody can foresee the end. Whatever may 
 be the shortcomings of Government, (and perfection is not vouchsafed 
 to human institutions and human efforts) in the unselfish and sincere 
 desire which animates them to promote the welfare of the millions com- 
 mitted to their care, in the high view they take. of their obligations 
 and responsibilities as Rulers, in the desire they show at all times to 
 study the feelings and sentiments of the people and carry them along 
 with them in all important measures, and in the spirit of benevolence 
 which underlies all their actions, the British Indian Government stand 
 without an equal.” 
 
 The Press—Seditious opinions are much more likely to be 
 broached in private than in public. Still, the Press, English and 
 Vernacular, under Indian management, may be regarded as largely 
 the exponents of “‘ Native Public Opinion.” 
 
 The most influential English papers, as the Hindu Patriot and 
 Indian Mirror, are decidedly loyal. They criticise public mea- 
 sures freely, often justly, but without bitterness. The Indian 
 Mirror also seeks to promote kindly feeling between the 
 two races. Similar remarks apply to Madras Native Opinion, 
 under its present management. The writer is not sufficiently 
 acquainted with the Bombay leading Native Journals to describe 
 their character. 
 
 The inferior English papers are less satisfactory, though, as a 
 rule, they cannot be considered disloyal. The burden of some of 
 them, probably conducted by young men without fixed employ- 
 ment, is the iniquity of the British Government in giving 
 appointments to Englishmen instead of Indians. 
 
 Of Newspapers in English, conducted by Indians, Sir Richard 
 ‘Temple expresses the following opinions :— 
 
 “Of the Native Newspapers published in the English language, as yet 
 few in number, some are distinguished by loyalty and good sense as well 
 as by cultivated ability, and are creditable products of the new education; 
 as for instance the ‘ Hindu Patriot’ of Calcutta. Others are notable for a 
 latitude of criticism which, though extreme, does not transgress the limits 
 ordinarily claimed for journalism.” p. 182. | 
 
 The same writer, from the high offices he held in India, 
 had great advantages for forming an opinion with regard to 
 the Vernacular Press—their principal contents being report- 
 ed weekly to Government. He expresses the following judg- 
 ment :— 
 
THE PRESS. | 19 
 
 ** Of the vernacular Newspapers, which are much more numerous, many 
 are signally and consistently loyal, while preserving independence in their 
 thought and freedom in their criticism. Others again have been dis- 
 figured occasionally by writings which, though not actually seditious or 
 treasonable, are objectionable in their political tendency and likely to have 
 the effect of causing ill-feeling against British rule, whether that effect 
 is intended or not. Some few contained treasonable passages calculated 
 to excite hatred against British rule. It was the occurrence of these 
 passages from time to time which induced the Government of India to 
 pass the Vernacular Press Act empowering the executive authorities to 
 check the publication of such matter. The appearance of passages politi- 
 cally objectionable, indeed, has not entirely ceased, but has become rare 
 and slight. f 
 
 “There remains, however, in too many of the Native Newspapers a 
 disposition to find fault with everything and to be pleased with nothing 
 under British rule, to form inflated notions and to ventilate impracticable 
 suggestions.”’* 
 
 Ité will be seen that Sir Richard Temple, one of the highest 
 authorities on the subject, bears cordial testimony to the general 
 loyalty of the Native Press. He refers, however, to a few papers 
 as containing matter either calculated to cause ill-feeling between 
 the two races or positively disloyal. Their character will best 
 be shown by one or two illustrative quotations from Newspapers 
 in English conducted by Indians. The first is from a well-known 
 journal; the other two are from an obscure print. They are 
 no more the exponents of educated Indian opinion than the 
 National Reformer represents the views of Englishmen. 
 
 The Hindu Patriot says :— 
 
 “We cannot resist the temptation of reproducing the following from the 
 Amrita Bazar Patrica: 
 
 POLITICAL GHOMETRY. 
 
 Chap. 1st. Definitions. 
 
 1. A political point is that which is visible to the Government but 
 invisible to the people. 
 
 2. - A line of policy is length without breadth of views. 
 
 3. Political figure is that which is enclosed on one side by ambition and 
 another by hypocrisy. 
 
 4, A political circle is a plain figure contained by one line of policy, 
 and is such that a certain point within this figure keeps the circumference 
 firm and united. 
 
 5. And this point is called interest. 
 
 6. A political triangle is a wedge which is usually introduced at the 
 beginning of any new impost. 
 
 7. Parallel lines are lines of policy, which though they never meet 
 always tend to the same direction. 
 
 * India in 1880, pp. 132, 133, - 
 
20 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 Chap. 2nd. Postulates. 
 
 1. Let it be granted that any tax may be imposed upon any sect or 
 class of the people without their permission. 
 
 2. Let it be granted that any measure may be introduced or with- 
 drawn at the pleasure of the Government. 
 
 3. Let it be granted that any promise may be made or broken provided 
 there be a nominal pretext at hand. 
 
 4, Let it be granted that a deficit may be shown when there is a 
 surplus. 
 
 Chap, 3rd. Axioms. 
 
 Might is always right. 
 
 England governs India for the good of the latter. 
 
 Things which have a black cover have also a black interior. 
 
 Things which have a white cover have also a white interior. 
 
 Black can never be white neither white be black. 
 
 . The promise or opinion of one individual is equal to the promise or 
 opinion of the whole nation. 
 
 DoT 9 PO ps 
 
 Prop. lst. ProBiem, 
 
 Given a permanently settled Revenue on land to draw a road cess from 1t.* 
 
 The proceedings of those “ heroes,” ‘‘ co-workers in the cause 
 of social freedom to the people,” the ‘ Nihilists, Fenians, and 
 Communists,” are vindicated in the editorial quoted below. If 
 the American Fenians carry out their programme of blowing up 
 passenger ships with dynamite and assassinating Mr. Gladstone, 
 “‘we do not hold them responsible for the bloody and certainly 
 outrageous acts to which they are obliged to resort.”” As already 
 stated, it is an obscure paper, though published in an important 
 city, and to avoid publicity the name is not given, but the date 
 is the 30th August, 1881 :— 
 
 “The doings of foreign co-workers in the cause of social freedom to 
 the people, have no small interest for us. Not only do they teach us a 
 great lesson of unflagging perseverance, they also have irresistible 
 attractions for us, in that they are executed under instructions from little 
 knots of resolute, energetic men forming themselves into executive Com- 
 mittees. With more or less prosperity, they have flourished, and extend- 
 ed the scope of their operations, sometimes far and wide, not only in 
 Europe, but in America as well. The reader need not be told, of course, 
 that we are alluding to the heroes of the Socialistic propaganda. We are 
 far from condemning the line of policy adopted by the Nihilists, Fenians, 
 and Communists, inasmuch as we do not hold them responsible for the 
 bloody, and certainly outrageous deeds to which they are obliged to resort. 
 We bewail the perversity of the powers that be, who give a handle to these 
 people to perpetrate excesses, from which even a naked barbarian would 
 shudder. As it is, we vindicate the conduct of this class, in that they 
 
 
 
 * This extract appeared several years ago. The writer at one time took in the 
 paper, but he was so disgusted with its tone, that he gave it up. No recent speci- 
 men is therefore available. 
 
é THE PRESS. 21 
 
 cannot be held accountable for what they are compelled to do. Give 
 them the privileges they want, and they will certainly desist from 
 further loathsome deeds. Withhold these from them, and if they be 
 guilty of any excesses, it is you, who goad them to do so.” 
 
 An editorial of a later date (Sept. 20, 1881) thus describes 
 the policy of the English :— 
 
 * By setting Hindu against Mahomedan, Kashmiri against Bengali, 
 Parsee against Mahratta, they hope to keep all these races in perpetual 
 bondage and subjugation. We feel it sickening to think of this. But it 
 is too true.” 
 
 The course recommended is the following :— 
 
 ** Under the rule of a people who have no sympathy for us, who have 
 systematically ignored our rights and robbed us of our immense wealth, 
 it would be hoping against hope to look forward to an improvement of 
 affairs. Under the circumstances, it is incumbent on us to cherish for 
 one another brotherly love and attachment. Let us for good forego the 
 unnatural antipathy against one another. Let the Hindustani for ever 
 cease to look upon the Punjabi as a foreigner, let the Madrasi be ashamed 
 of picking a hole in the Parsee’s pocket. Im one word, let us unite 
 and conquer. Our rulers have acted on the aphorism of ‘divide and 
 conquer. Let us have ‘unite and conquer’ for our motto; and we hope 
 the national cause will look up. Let us ‘boycot’ one another, if we 
 attempt in any way to injure our mutual interests. No objection can be 
 taken to our well-to-do friends, who have now and again to dance 
 attendance on local huzoors, pretending before the latter to profess ill- 
 feeling against those these (sic) will have us do simply with a view to please 
 them. But we must never actually foster any rancour against our fellow- 
 countrymen. We must somehow or other serve our interests, and for 
 once in our dealings with our rulers, by hook or by crook. We have had 
 sufficient proofs given us for doubting their sincerity. We have been 
 convinced that as a conquering nation, they somehow cannot bring them- 
 selves to concede to us privileges they acknowledge to be common to all 
 human beings. They want, in spite of their asseverations to the contrary, 
 that we should never be able to raise our head, that they the more 
 leisurely suck our life-blood. But this sinister motive can be defeated by 
 adopting the plan we have submitted.” 
 
 During the Mutiny a Native regiment at Allahabad gave in 
 the morning the loudest assurances of their loyalty, and murder- 
 ed their officers in the evening at mess. A similar course of 
 duplicity, it will be seen, is recommended by this patriot. 
 
 The Indian Mirror had the following remarks on some of the 
 Native Newspapers* :— 
 
 Any one who will go through the weekly reports on the Native papers, 
 cannot help thinking that in the current vocabulary of our contemporaries, 
 education means the loss of respect for the Government; public spirit 
 
 
 
 
 
 * This was before the passing of the Vernacular Press Act. 
 
22 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION, - 
 
 is synonymous with empty bluster; patriotism is hatred of Englishmen, 
 and impartiality is gross abuse.” 
 
 It is satisfactory that such journals are condemned by enlight- 
 ened Native opinion. A correspondent addresses the Indian 
 Mirror as follows :— 
 
 “Tt pains me extremely to read some of the articles of the Amrita Bazar 
 Patrica. The Editor of that paper, doubtless misguided by false notions 
 of patriotism, has taken into his head of serving his country by heaping 
 censures upon the character of the ruling race of the land. I shall not 
 stop here to enquire into the justness or otherwise of such censures. 
 Suffice it to say that even if they were true, the mode in which they 
 have been expressed shows a spirit of hostility little calculated to 
 reconcile the conquerors with the conquered. Such indiscreet, go-ahead 
 effusions render the breach between the Huropeans and the Natives 
 still wider, and make those Englishmen who have really the welfare of 
 India at their hearts think that their sympathy is wasted upon beings 
 who do not possess a spark of gratitude in them. 
 
 “ Fair criticism, made in a-spirit of soberness, is always palatable. But 
 wholesale denunciations are not only unpalatable to them against whom 
 they are aimed, but they show a shallowness of spirit and a want of 
 charitable feeling in those that make use of them. ‘They are the only 
 safety-valves of pseudo-patriotic feelings. 
 
 “It costs very little trouble of thought to call a nation a nation of liars 
 and hypocrites. To vilify the whole nation in a journal in such a way 
 is to abuse the privilege of journalism. It is hardly fair to abuse in- 
 discriminately a whole nation under shelter of such a privilege. The 
 constant occurrence of such a thing may justify the Government to 
 make measures for curtailing the powers of the press, however sacred 
 they ought to be held in all civilized societies.”* 
 
 A Bengali shows, that for his countrymen to be disloyal 
 would not only display the “blackest ingratitude,’ but be 
 “ suicidal :’?— | 
 
 “Tt is a thousand pities, however, that Bengali writers, of all people 
 in the world, should use strong language against the British Govern- 
 ment. Of all people in British India, Bengalis have the least reason to 
 be discontented with the Government. ‘The Mahomedan, whose dominion 
 has been overthrown, the Mahratta and the Sikh, whose independence 
 has been subverted, may have some reason for disaffection; the Bengali, 
 none. The Bengali never had dominion; and he had been deprived of 
 his liberty half a millennium before the Anglo-Saxon set foot on Bengal. 
 And during those dreary centuries he was the prey of every rapacious 
 conqueror. He was despised by the Hindustani, robbed by the Mahratta, 
 and treated as a slave by the Mahomedan. It is only since the ascend- 
 ancy of British power that the Bengali has begun to look up. It would, 
 in our opinion, be an act of the blackest ingratitude, if Bengalis showed 
 any disaffection to that very government to whose beneficence they owe 
 their present advance over the rest of the people of India. But the 
 manifestation of such a spirit of disaffection on the part of Bengalis 
 would be not only an ungrateful but a suicidal act. Suppose, for a 
 
 
 
 
 
 * Letter dated 26th June, 1874. 
 
f 
 j 
 f 
 
 Cs 
 
 THE PRESS. 23 
 
 moment, that the British power in India were overthrown—God grant 
 that the shadow of the British Lion may never grow less!—but make 
 the supposition, however improbable it may be, that, by a hitherto un- 
 heard-of combination of all the Princes and Chieftains of India, and by 
 a sudden and simultaneous rising of the Sikhs, the Mahrattas and the 
 Rajputs, the British power were overthrown—we should like to know 
 where the Bengalis would then be. Physically the weakest people in 
 all India, without exaggeration, and the least warlike, they would be an 
 easy prey to any adventurer that chose to lord it over them. Nor 
 would Universities, Colleges, Schools, and the Degrees of Bachelors and 
 Masters of Arts, be of any avail on that terrible day. The stalwart 
 Sikh, the energetic Mahratta, and the brave Rajput, would laugh at 
 our hopeless weakness, our English learning, and our loud talk, and, re- 
 garding us as the proteges of the hated Feringhi, would rob us of our riches 
 and of our honour, would render our condition more miserable than it 
 has ever been in the worst days of British domination,—thus making 
 us objects of commiseration to a pitying universe. It is on these grounds 
 that we would advise our brethren of the vernacular press to avoid tall 
 talk, to rest and be thankful; and if they have any representations to 
 make to the ‘powers that be,’ to make them in decent, moderate and 
 respectful language.” The Bengal Messenger. 
 
 Sir Richard Temple sums up his conclusions as follows :— 
 
 “ Of late, certain symptoms of disloyalty manifested by some limited 
 sections of certain educated classes have caused reflections to be made 
 against the effects of education upon Native loyalty. But that disloyalty 
 was traceable to social and traditional circumstances quite apart from 
 educational causes, and was checked, not fostered or encouraged by educa- 
 tion. There doubtless will be found disloyal individuals among the educated 
 classes, as there are among all classes in a country subjected to foreign 
 rule. Nevertheless a well-founded assurance may be entertained that 
 those Natives who have learned to think through the medium of the 
 language, and are embued with the literature and the philosophy of 
 England, will bear towards the English nation that heart-felt allegiance 
 which men may feel without at all relinquishing their own nationality.”* 
 
 The fear is more with regard to the future. Sir Richard 
 Temple makes the following admission :— 
 
 _ “There is danger of discontent being engendered in the minds of 
 educated Natives if adequate and suitable employment does not offer 
 itself to them in various directions. As all the arts‘and sciences, which 
 have helped to make England what she is, are offered for, even pressed 
 on, the acceptance of the Natives, it must be expected that those who 
 do accept these advantages, will be animated by hopes and stirred by 
 emotions, to which they were previously strangers} They will evince 
 an increasing jealousy of any monopoly of advantage in any respect being 
 maintained in favour of Europeans. They are already raising a cry louder 
 and louder, the purport of which is India for the Indians. They discern, 
 or think they discern, undue liberality in some, and unwise parsimony 
 in other branches of the public expenditure, in reference to Native 
 interests.” pp. 133, 134. | 
 
 
 
 
 
 * India in 1880, p. 136. 
 
24 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 The danger indicated in the above quotation is so important, 
 that it will be noticed at some length another another head. 
 
 It is to be hoped that there is less now of the haughty 
 demeanour of which the English have been justly accused. But 
 to some, who complain of it most loudly, may be said, “‘ First cast 
 out the beam out of thine own eye.” The Indian Mirror has 
 the following :— 
 
 “Tf ten Englishmen behave haughtily towards the Natives, they deserve 
 to be condemned, and they will be condemned throughout the civilized 
 world by every right-thinking man. What we contend for is that while 
 we are apt to animadvert on the overbearing conduct of a certain class of 
 Englishmen, we seem indifferent or perhaps blind to the same defect in 
 ourselves.” 
 
 The Times of India says, ‘‘ No Englishman treats the Natives 
 of this country with the contempt and insolence which high caste 
 Hindoos habitually display towards their low-caste brethren.” 
 
 An American writer has the following remarks on changes of 
 Government :— 
 
 “The form of Government must naturally vary according to the intelli- 
 gence and virtue of the people. If, then, any citizens would influence the 
 Government, if they would render it more mild and liberal, they must seek 
 to enlighten and reform the great body of the people. The State, adapting 
 its Government to the qualifications of the people, will be constrained to 
 give them liberty according as they are prepared to receive it. 
 
 “ Revolution with a view to more liberty, must prove an inevitable failure 
 unless the people are qualified for freedom. The struggle for independence, 
 if it results in the overthrow of a Government, is followed by a brief reign 
 of anarchy, which is finally quelled by a military despotism, and succeeded 
 by a Government more despotic than the preceding. The unwise citizens 
 who engage in the struggle, lose their labor, and perhaps also their blood, 
 and make things worse than they were when they began to agitate. 
 
 “Their way to higher liberty, then, is not in direct revolutionary mea- 
 sures, but in laboring to exalt the people to higher capabilities. They may 
 thus secure from the State an increasingly liberal Government, as the 
 people are able to appreciate and sustain it.” 
 
 It is encouraging to find that similar advice is sometimes given 
 by Native papers. The Indian Mirror says :— 
 
 “ Of all the races that contended for the mastery of the empire, the 
 English, we suppose, had the least chance of coming out victorious. 
 There is something in the entire concern which tells us that God in His 
 all-seeing wisdom brought them to direct the affairs of this vast con- 
 tinent. A patriot, therefore, sees providence or ‘God in History.’ The 
 very same finger that points out to him the divine hand in the national 
 annals, informs us also that it is very foolish to contend against the 
 decree of the Almighty. God wishes that India should be regenerated 
 through the instrumentality of the English nation. Every page of its 
 history has been written by Him. Is it possible for us to fight with 
 the most High? If our countrymen are atheists, let them venture to 
 say so. We read their fate by the history of Bulwant Phadke. But if 
 they do believe in a living God, ‘let them calmly content themselves 
 
THE PRESS. 25 
 
 with a cheerful disposition to abide by his Providence. And has not God 
 written many hopeful chapters for us? Let us study the political creed 
 of an honest patriot. The perusal of history convinces us that no nation 
 can be politically strong which is not morally, religiously, and intellect- 
 ually strong; and no reform is possible which does not begin from within. 
 A patriot, therefore, begins his real warfare in the human heart. There 
 are those great enemies which have overthrown the Hindu nation. They 
 are not your Afghans, or Moguls, or Mahrattas or Hnglishmen, but the 
 great foes which go by the name of immorality, sensuality, crime, 
 disunion, jealousy, unbelief, superstition and untruth. <A patriot must 
 needs conquer these first; and when the mind has been formed, the heart 
 reformed, the character purified, it is then that the nation will rise united 
 to assert their political rights.” 
 
 The humiliating acknowledgment has to be made that there 
 are past events in the history of India which may well make 
 Englishmen blush. Hven at present selfish men sometimes gain 
 their ends. Still, it is the wish of the English nation generally, 
 and especially of those placed at the head of the Indian Govern- 
 ment, to act justly and liberally towards the people of this coun- 
 try. Nothing will prove a greater obstacle to this than system- 
 atic efforts to vilify Englishmen, to represent their only aim in 
 India as to “leisurely suck our life-blood,” to recommend a 
 course of dissimulation, to “ vindicate,’ the conduct of those 
 ‘foreign co-workers in the cause of social freedom,” ‘the 
 Nihilists, Fenians and Communists.”’ 
 
 The Supreme Government of India, when reviewing Mr, 
 Caird’s Report, expressed the following opinion of the loyalty 
 of the educated classes :— 
 
 “The English power in India rests, and always must rest, in the last 
 resort, on the British troops the fighting power of which has been great- 
 ly extended by railway communications and by improved armament. But 
 the people of India accept British rule without any need for appeal to arms, 
 because we keep the peace, and do justice, because we have done and are 
 doing much material good to the country and the people, and because 
 there is not, inside or outside India, any power that can adequately occupy 
 our place. To the minds of at least the educated among the people of 
 India—and the number is rapidly increasing—any idea of the subversion 
 of British power is abhorrent, from the consciousness that it must result 
 in the wildest anarchy and confusion.” p. 19. 
 
 It is reported that the Vernacular Press Act is to be repealed. 
 Scurrilous attacks upon the English character and _ proceed- 
 ings of Government are perhaps best met by severe reproof 
 on the part of the most influential Native papers. 
 
 There have been faults on both sides. Hach must make the 
 confession, 
 
 “For I have sinn’d; oh, grievously and often ; 
 Exaggerated ill, and good denied.” 
 
 The poet adds, 
 
 “ Be wiser, kindlier, better than thou art.” 
 
26 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 SCEPTICISM. 
 
 This is, to some extent, inevitable under present circum- 
 stances; but a system of education which is, in a great measure, 
 simply destructive, fosters it more than when a purer faith is 
 at the same time presented. 
 
 The Rev. Dr. Murray Mitchell, an experienced educationist 
 in India, said not long ago :— 
 
 “Tn colleges the gulf between Hinduism and European thought yawns 
 wide and fathomless. Hinduism teaches a professedly inspired science 
 which is outrageously absurd. The pupil soon rejects it with contempt, 
 and at the same time necessarily rejects also the authority of the book 
 which inculcates it. There is then to him no divine revelation; no 
 authoritative declaration of spiritual truth. For an individual or a com- 
 munity to be thus suddenly tossed from superstition into scepticism is 
 surely a transition most perilous and painful.’’* 
 
 Mr. H. J. S. Cotton, late Junior Secretary to the Government 
 of Bengal, says, 
 
 “We may observe in the minds of all our educated natives, whether 
 belonging to the careless many or the earnest few, an undisguised con- 
 tempt for the simple faith of their forefathers.” ‘ The results of Govern- 
 ment education are subversive and destructive, and have leavened the 
 whole framework of the narrow society within which they operate.” ‘ Our 
 state colleges are content with chaos.” 
 
 The well-known Principal of a Government College in Bengal 
 wrote as follows to The Bengalee, a Calcutta newspaper :— 
 
 “ Now, Sir, I am well aware that our educated young Bengalees think 
 that there is no age like the present one, that we are now standing in the 
 full blaze of decemnovenarian enlightenment and can afford to look with 
 pity, if not contempt, upon all our predecessors, who are supposed to have 
 been men wholly given up to superstition and prejudice. All the great 
 religions of the world are described as begotten by superstition, and those 
 who still adhere to them complacently set down as either knaves or idiots. 
 The young gentlemen who can speak a little bad English, and who have 
 been through the university course, are supposed to possess minds which 
 are perfect tabulae rasae so far as superstition and prejudice are concerned ; 
 and they will chatter away calmly about the baneful effects of belief, whose 
 depths they have never gauged, as they will about reforms which they have 
 never the slightest intention of furthering except by talk. The sooner this 
 unmitigated twaddle about superstition and prejudice is given up the 
 better.” 
 
 A writer in the Bengal Magazine uses the following lan- 
 guage :— 
 
 “The majority of our college-bred, university-honored, English-speaking 
 countrymen have gone even a few steps beyond the vantage-ground occu- 
 pied by the most progressive thinkers of the school to which the Pioneer 
 
 belongs. To turn God out of doors, to laugh at the very idea of a moral 
 government of the universe, to satirize the ceremonies, and rail at the 
 
 
 
 * Our Educational Policy in India, p. 26. 
 
 phd 
 
SCEPTICISM. 27 
 
 doctrines of religion, to abuse the priesthood, and represent all professors 
 of the various forms of faith as children of credulity and superstition,— 
 to look upon all phases of religious earnestness as behind the age, and to 
 speak of such things as prayer, praise and worship with profane merri- 
 ment,—these are among the favorite amusements of our educated country- 
 men as a class.” 
 
 “The source of the broad stream of theoretical and practical Epicurism 
 which is sweeping away the faith of the country, and some peculiarly 
 amiable virtues associated with it, is direct infidel teaching in some at 
 least of the colleges and schools in India.” 
 
 The Indian Mirror, thus refers to the Government Colleges :— 
 
 “We believe we are correct in saying that there is a pretty strong feel- 
 ing amongst the more thoughtful and earnest portion of our educated 
 countrymen against the materializing tendencies of the system of educa- 
 tion pursued in Government Schools and Colleges. Experience has fully 
 attested the evil effects of the system, and one has only to refer to the 
 large number of graduates and undergraduates of our University in order 
 to be convinced. It is a notorious fact that young men, fresh from College, 
 impudently parade their materialism and infidelity before their half- 
 educated comrades, and pooh-pooh the sacred truths of religion and 
 morality. Nothing is more disgusting than the effrontery and conceit 
 with which our B. A’s and M. A’s scoff at God, immortality, and con- 
 science.” 
 
 Madras has a Native paper which the Indian Mirror says 
 ‘ makes the English National Reformer its prototype, Mr. Brad- 
 laugh its hero, and, if we are permitted to say so, Mrs. Besant 
 its heroine...To us the appearance of this journal is a mournful 
 sign.” 3 
 
 The following are some extracts from the letters of the Prin- 
 Cipal of a Government College in Western India, which appeared 
 in the Bombay Gazette :— 
 
 “There are those I know who dream that the honour of morally uniting 
 the two long-estranged branches of the chief human family, is reserved for 
 the divided and decaying creed of Europe; but is this expectation anything 
 more than a dream, when it is not an insincere conventional assumption P 
 
 “J doubt not that your kicking and cuffing correspondents are models 
 of church-going Christian orthodoxy, and regard the sermon on the 
 mount as a remarkably edifying composition.’’* 
 
 “T content myself with repeating that it is an idle expectation to expect 
 that educated Hindus will generally cast aside their own ancient and 
 coherent supernatural creed, for another of mixed Hebraic and Hellenic 
 origin. They will not do so, I say, because modern science is there to 
 assert her peremptory claim to perfect impartiality in religion as in all 
 other investigation. A person who has lost his faith in the supernatural 
 origin of the laws of Menu will not lightly be led to attribute such an 
 origin to the Levitical laws—as missionaries, I presume, expect him to do; 
 and if he loses his old belief that gods are sometimes born in this world 
 of human mothers, he does so because he knows how to explain the origin 
 of all such stories, whether found in Greece, Thibet, India, or Palestine.” + 
 
 * Quoted in Bombay Guardian, 2nd September, 1876. 
 t do. 9th September, 1876. 
 
 
 
28 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 ‘A DiscrpLe AND ADMIRER OF Mr. ......... * writes a long letter 
 in the Indu Prakash expressive of his admiration and gratitude. 
 We give an extract from it that our readers may see how eagerly 
 young India embraces any teaching that helps it to meet the 
 claims of the Gospel. 
 
 “The misguided efforts of missionaries, they must admit, have borne 
 no appreciable fruit as yet and are not likely to bear any under the 
 secularizing and rationalistic influences of the nineteenth century. How 
 can a creed which is fast losing its hold on those very nations among 
 whom it sprang and, for a considerable time, prospered, which is already 
 ‘divided and decaying,’ as Mr. ............ has conclusively proved, and 
 which is antagonistic to the discoveries of science, ever hope to find favour 
 with a people whose own creed can boast of a revelation as old as 5,000 
 years, and whose faith in it has ever been more staunch, uniform and 
 undying than that of the Huropean nations, at least, in Christianity : 
 a faith which has produced saints and martyrs and miracles as renowned 
 and authentic as those of Christianity ?’+ 
 
 The Dnyanodaya, a Bombay paper, quotes the following, 
 written by a Bombay Native to a free-thinking journal in 
 England :— 
 
 “Free thought is becoming the religion of India with a rapidity and 
 thoroughness, at once appalling to the orthodox, amusing to the free-and- 
 easy careless Gallios who govern us, and delightful to the sceptic. By a 
 process as scientific and unerring as the transmission of sound by the 
 telephone, the educated natives of India are being turned into unbelievers 
 by the same training which is extensively and successfully turning them into 
 scholars. The Indian Government has established a thorough and wide- 
 spread system of godless education, and the consequence is magical. The 
 scales fall from his eyes and the disenthralled, undeceived, awakened 
 Hindu rises from the study of Western science like the man dispossessed 
 
 of the devil, with his house ‘ empty, swept, and garnished.’ [ It is impossible 
 ’ not to admire the logical consistency of the acute Hindu mind in this 
 emergency particularly when we contrast it with the miserable drivelling 
 of the European mind in like circumstances.” February 17, 1881. 
 
 The complete self-satisfaction displayed in the above shows 
 the need of chastisement like that administered by the Bombay 
 Saturday Review. The remark of Bacon was evidently forgotten, 
 He that thinks himself the wisest, is generally the greatest fool.” 
 
 Some of the quotations attribute the spread of scepticism to 
 the nature of the education in Government Colleges. It is a law 
 of our being that the faculty which is not exercised is dwarfed. 
 Hence ‘‘a capacity for religion is extirpated by disuse.” 
 
 University Text Books. 
 The higher education is now mainly regulated by the Univer- 
 
 
 
 
 
 * The name is omitted in this quotation. 
 + Bombay Guardian, 16th September, 1881. 
 
 { The writer forgot the conclusion of the parable: “ And the last state of that 
 man is worse than the first.” 
 
SCEPTICISM. 29 
 
 sities. It may be asked are they responsible, in any measure, 
 for the evil complained of under this head? The writer is 
 strongly disposed to think that the Mental and Moral Science 
 prescribed by the Indian Universities is of no value so far as 
 practical morality is concerned, and that it has tended to pro- 
 mote scepticism. ‘The great aim has apparently been, not to 
 hold up a lofty moral ideal to the student, to strengthen him to 
 resist temptation, but to examine theoretical systems. A Ben- 
 gal Professor thus praises the Calcutta course for its effects :— 
 
 “The Bombay University allows the substitution of the Evidences of 
 Christianity, a subject utterly worthless in point of mental training as 
 being an attempt to prove a foregone conclusion which many may and do 
 object to receive. The result of such a course of study is to promote the 
 spirit of dogmatism, and to stifle that spirit of free and critical inquiry 
 for which the Calcutta course is so admirable a training.”’* 
 
 An ‘ ex-student”’ of the Presidency College bore the following 
 testimony to the results of this “so admirable a training :”’— 
 
 “Tf the Presidency College does not turn out Christians, it sends year 
 after year scores of youth who believe neither in religion nor morality.’’... 
 *“Many of the graduates who take their honours in Mental and Moral 
 Philosophy turn out scoffers and sceptics.’’+ 
 
 Another “ ex-student,’” writing in defence of a professor, 
 partly gives the explanation :— 
 
 ** As a teacher of philosophy it was his duty to place before his students 
 the strongest arguments that have been brought in support of each theory 
 by its supporters...He fairly stated the case of each contending party, and 
 left the students to form their own opinions.” f 
 
 Such a system of teaching may be expected to produce the 
 results thus described by the Hon. H. 8. Cunningham :— 
 
 “Amidst the crash of shattered beliefs and the babel of conflicting 
 theories, the unfortunate neophyte acquires nothing tangible beyond a 
 
 total disbelief in all existing creeds, and a profound disregard for an older, 
 more credulous, and less instructed generation.” 
 
 The Calcutta University has recently determined to require 
 the following for the B. A. Degree :— 
 
 “Philosophy, including the Psychology of Ethics and the History of 
 Moral Theories.” 
 
 The late Dr. Duff rightly characterised the Hindu mind as 
 “subjective and metaphysical,” apt to indulge in “dreamy 
 abstractions and intangible profitless speculations.”? While it 
 
 
 
 * Reply to Sir A. Grant’s comparison of the Indian Universities. Quoted in 
 Friend of India. 
 
 + Friend of India, 27th March, 1873. 
 
 ft Indian Mirror, 16th April, 1873. 
 
30 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 is admitted that some little acquaintance with ‘ philosophy” is 
 necessary, the writer fears that the new Calcutta Course will 
 only intensify past evils. 
 
 The Bombay University, as an optional subject for the B. A. 
 Examination, has the following :— 
 
 Moral Philosophy—Two Papers: Sidgwick: Method of Ethics; Butler ; 
 First Part of the Analogy and Sermons. 
 
 The Rev. Dr. Cooper, Madras Christian College, says of the 
 former :— ) 
 
 “The system to which he ultimately endeavours to lead his reader is 
 Intuitional-Utilitarianism. He adopts the Utilitarian criterion, but gives it 
 an Intuitional basis. That is to say, he does not regard the rule, that we 
 ought to act always for the general happiness, as the expression of the 
 gathered experience of mankind as to what is best on the whole for the 
 individual; but he represents it as a self-evident dictate of reason. 
 
 “ His book is generally admitted to be able, and to contain an admirable 
 statement, on the whole, of the rival moral theories.” 
 
 The Madras University makes Mental Philosophy a compulsory 
 subject for the B. A. Degree. For several years at the com- 
 mencement, Whewell’s Hlements of Morality was the text-book. 
 The course now is as follows :— 
 
 “ Bain’s Mental and Moral Science, Introduction, Books I. II. (Chap. i—iv.) 
 IIT. (Chap. i. 11.) Masson’s Recent British Philosophy. 
 
 N. B.—The Examination is not confined to the books stated.” 
 
 The following summary of Bain’s opinions is abridged from 
 Porter in the Appendix to Uberweg’s History of Philosophy :— 
 
 “He does not deny the existence of a spiritual principle in man indepen- 
 dently of a cerebral organization, nor does he positively affirm it. Though 
 not an avowed materialist, his explanations all rest upon materialistic 
 analysis. Though not by avowal exclusively an associationalist, he accepts 
 and propounds no solution from any other power or law in man.” 
 
 “There is no possible knowledge of the external world except in reference 
 to our minds.” : 
 
 “The peculiarity of the moral sentiments or conscience is identified with 
 our education under government or authority.” 
 
 The effects of such teaching, even when controverted by a 
 Christian professor, must be questionable. The book in the 
 hands of a disciple of Bain, must be injurious. 
 
 The English Literature Selections by the Indian Universities 
 are generally unexceptionable, in some cases excellent. But one 
 of a highly opposite character ought to be noticed. The Cal- 
 cutta University has Huxley’s Hwme for the B. A. Examination 
 of 1882. <A few extracts may be given. The sneer at Christian- 
 ity is placed before the readers :— 
 
 * Our most holy religion is founded on Faith, not on reason, and it is a 
 
 sure method of exposing it to put it to such a trial as it is by no means 
 fitted to endure,.,,,.whoever is moved by Faith to assent to it is conscious 
 
SCEPTICISM, ol 
 
 of a continual miracle in his own person which subverts all the principles 
 of his understanding, and gives him a determination to believe what is 
 most contrary to custom and experience.” p. 141. 
 
 Hume is quoted as thus far conceding a Deity :— 
 
 “If the whole of natural theology, as some people seem to maintain, 
 resolves itself into one simple, though somewhat ambiguous, at least 
 undefined proposition, that the cause or causes of order in the wniverse proba- 
 bly bear some remote analogy to human intelligence: If this proposition be 
 not capable of extension, variation, or more particular explication; If it 
 affords no inference that affects human life or can be the source of any 
 action or forbearance; And if the analogy, imperfect as it is, can be carried 
 no further than to the human*intelligence, and cannot be transferred, with 
 any appearance of probability, to the other qualities of the mind; if this 
 really be the case, what can the most inquisitive, contemplative, and 
 religious man do more than give a plain, philosophical assent to the 
 proposition, as often as it occurs, and believe that the arguments on which 
 it is established exceed the objections which lie against it P” pp. 145, 146. 
 
 As Hume’s expositor, Professor Huxley adds :— 
 
 “Such being the sum total of Hume’s conclusions, it cannot be said that 
 his theological burden is a heavy one. But, if we turn from the Natural 
 History of Religion to the Treatise, the Inquiry, and the Dialogues, the 
 story of what happened to the ass laden with salt, who took to the water, 
 irresistibly suggests itself. Hume’s theism, such as it is, dissolves away 
 in the dialectic river, until nothing is left but the verbal sack, in which it 
 is contained.” p. 146. 
 
 With regard to the soul; Hume’s views are thus summed up :— 
 
 * Having arrived at the conclusion that the conception of a soul, as a 
 substantive thing, is a mere figment of the imagination; and that whether 
 it exists or not, we can by no possibility know anything about it,” p. 172, 
 
 Professor Huxley himself admits that after this “the inquiry 
 as to the durability of the soul may seem superfluous,” but ten 
 pages (pp. 173-182) are devoted to Hume’s Essay On the Immorta- 
 lity of the Soul. The course of the argument may be easily 
 conjectured. 
 
 Professor Huxley, in one of his Lay Sermons, refers to “ the 
 famous picture in which Retzch has depicted Satan playing at 
 chess with man for his soul.””? The figure may be altered, but 
 if Mephistopheles himself wished to gain the victory over a poor 
 Indian student, he could not have pursued a course more calcu- 
 lated to secure his object than that followed in Huxley’s Hume. 
 
 The Rev. K. S. Macdonald, of the Free Church Mission, Cal- 
 cutta, opposed the selection in the Senate. The Indian Hvan- 
 gelical Review says of Huxley :-— 
 
 “He illustrates a very frequently illustrated truth, in these days of 
 special studies and of scientific experts, the truth that a person may at 
 one and the same time be a marvel of knowledge, quite an encyclopedia 
 of knowledge in one science, while he displays ignorance most deplorable 
 in regard to other sciences. Huxley may be unrivalled as a naturalist, 
 
32 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 and at the same time possess a smattering of metaphysics, while he is 
 totally ignorant of the first truths of Theism and of Christianity, and of 
 their arguments and evidences.” 
 
 It seems in the power of Missionary Institutions to prevent 
 the selection of such text-books by a strong protest, refusing to 
 teach them. Whatever may the theological opinions of the 
 majority of the Senates of the Indian Universities, they would 
 probably give way to such action. There is also an appeal to 
 Government. 
 
 An “ ex-student’”? mentions a teacher who used to swear 
 « By my God, if there is any.” It is said of two Government 
 Professors, now dead, that they ‘‘ diffused the principles of Tom 
 Paine over a whole generation of youth.”’* The effects pro- 
 duced by the letters of a living Principal of a Government Col- 
 lege have been partly shown. It is well known to the students 
 that some of the Government Professors are sceptical, and there 
 is therefore a tendency to become their “ disciples and admirers.”’ 
 A Bombay Missionary, out itinerating, reports the following 
 visit :— 
 
 “ A Government school-teacher and a company of young men from the 
 English school. They also denied the existence of God, of sin, and of 
 
 righteousness. Sad as it is to see so many of the educated men run- 
 ning off on this track, it is not surprising.” 
 
 It is not asserted that Agnostic or Positivist Professors teach 
 scepticism in their class-rooms. Most of the Professors, from the 
 “miserable drivelling of the European mind,” belong to the 
 “mixed Hebraic and Hellenic,” ‘divided and decaying creed of 
 Kurope’’—some are even its earnest adherents. 
 
 Sceptical Propagandists. 
 
 But there are other influences at work accounting for the 
 wave of scepticism passing over the country as well as Government 
 Colleges. It is not confined to India. 
 
 “The Madras Times says it is perhaps one of those things not generally 
 known that there is an agency in Madras whose mission it is to distribute 
 cheap publications and tracts written by anti-Christian writers in England 
 among educated natives. Its emissaries are at times seen in the streets 
 actively at work hawking about the publications above mentioned, and the 
 educated native assailants of Christianity find in them much congenial 
 reading and quite an efficient armoury, as they think, to put down the 
 efforts made to Christianize India.” 
 
 European infidels, some of the low, vulgar type of Paine, write 
 out to Native papers, taking up old, worn-out objections to 
 Christianity. 
 
 
 
 * Mildmay Conference Report, p.- 180. 
 
IMMORALITY. oo 
 
 Scepticism has now also its living Huropean and American 
 propagandists. The Saturday Review thus notices them :— 
 
 “They placed Mr. Sinnett, it is true, in correspondence with one of the 
 mysterious Thibetan brotherhood, named Koot Humi Lal Singh (which by 
 the way, may be roughly translated ‘ Magic-circle-sacrificial Jack’) an occult 
 hermit of the Himalayas, whose epistles are given in full. They are written 
 in very choice American, and the Oriental lore which they contain is 
 exclusively derived from a perusal of Lord Lytton’s novels and of a mystical 
 jumble entitled Isis Revealed, published some years previously by Mme 
 Blavatzky.” 
 
 ‘Very choice American,” like that of Koot Humi, is found in 
 
 acatechism prepared by the President of the Theosophical 
 Society for the Buddhists of Ceylon :— 
 
 “A personal god Buddhists regard as only a gigantic shadow thrown 
 upon the void of space by the imagination of ignorant men.” No. 112. 
 
 The Oeylon Overland Observer, of September, 17, 1881, reports 
 the same gentleman to have said :— 
 
 *T have heard of Jesus Christ, but I do not believe he ever existed.” 
 
 It is no new phase for scepticism to be accompanied by the 
 grossest credulity. 
 
 IMMORALITY. 
 
 Some whose opinions are entitled to consideration allege that 
 scepticism has been followed by increased immorality. Vice- 
 Chancellor Bayley, in a Convocation Address, said, 
 
 “Tt is one of the plainest teachings of history that such a relaxation of 
 
 manners is the inevitable concomitant of every moral revolution, however 
 beneficial that revolution may be in itself.” 
 
 According to Renan, it made Rome after the Republic “a very 
 hell.”? An American writer, himself an unbeliever, says that of 
 more than a hundred “ free thought” Societies in America, the 
 great majority also advocate “free love.” Sir William Muir, 
 addressing students in Calcutta, considered it necessary to give 
 the following caution :— 
 
 “Under the pretext of liberty, of advanced thought, and of an enlightened 
 faith, the temptation will come to you of latitudinarian ethics and a lax code 
 of morals. Reject the temptation; it is but a meretricious blandishment, 
 a siren smile, alluring you to ruin. Reject every proposal that would 
 confound the eternal obligations of right and wrong, of virtue and vice. 
 Use hardness as good soldiers; practise self-denial. And thus, however 
 dark the night, you will at least be saved from sinking in the quagmire of 
 materialism and sensuality.”* 
 
 The Indian Mirror shows the peculiar danger in India of 
 such temptations :— ’ 
 
 
 
 * Report of the Pe of Scotland Mission, Calcutta, for 1867, pp. 22-3. 
 
od ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 ‘Whatever rationalism may mean in England and other civilized 
 countries, in India it denotes both intellectual infidelity and moral degrada- 
 tion. We know there are not a few men among European rationalists, whose 
 honesty and philanthropy are of an unimpeachable type. Nor is this 
 unaccountable or strange. It is not difficult to understand how in a state 
 of society governed by a healthy public opinion and surrounded by a 
 moral atmosphere surcharged with; Christian influences men may apostat- 
 ize intellectually without ruining their character. Though they do not 
 acknowledge any moral or religious control and even audaciously and 
 scoffiingly ignore every thing sacred, they are compelled to bow before 
 the tribunal of human society, and submit to its decrees and injunctions 
 which are all evidently based upon religion. Western civilization has 
 been ina large measure moulded by Christianity, and its discipline must 
 therefore, be of an essentially moral character. Hence is it that those 
 who deny Christianity and conscience are still under the domineering 
 influence of Christian civilization, and are thus saved from those moral 
 dangers and sins to which their infidelity would otherwise inevitably lead 
 their unfortified souls. There are thousands in Christendom who have 
 no faith in conscience and immortality, and think it silly to offer prayers 
 to a Personal God; and yet these men fortunately escape many of the 
 dangerous vices to which self-relying humanity is liable, simply because 
 they are unconsciously guided by that Divine influence in society which 
 theoretically they ignore. They cultivate, if not for the sake of the next, 
 at least for the sake of the present life, the virtues of chastity, honesty, 
 veracity, benevolence and philanthropy, and keep their carnal propensities 
 under habitual control. Such is not the case in our country. Those who 
 renounce Hinduism and become unbelievers, wildly run away beyond the 
 reach of all moral discipline and fall into unbridled vicious indulgences. 
 We have hardly anything like educated public opinion outside the pale 
 of Hindu society. Heterodoxy has no code of morals, no system of 
 discipline. Whoever, therefore, renounces Hinduism seems to feel that 
 he is at liberty to do anything, and is amenable to no moral tribunal, 
 earthly or unearthly. His own will is his only law, and to that he 
 subordinates every thing else. Sudden enfranchisement from the bondage 
 of national religion leads to unbounded license of thought and action, 
 and the reaction from the slavery of ages is uncontrolled recklessness. 
 The Hindu heretic sees no via media between orthodoxy and irreligion, 
 and plunges, head foremost, into habits of dissipation, carnality, and dis- 
 honesty. Unbelief acts on the lower propensities of the mind and stimu- 
 lates them. Where there is no fear of social or religious discipline, the 
 heart naturally runs into vicious excesses. Our unbelieving countrymen 
 defy both God and their parents and also the opinion of their neigh- 
 bours, and think that their infidelity is a sufficient plea for all their 
 immoralities.” Sept. 3, 1873. 
 
 Babu Keshub Chunder Sen says :— 
 
 “In times of transition, in India as elsewhere, we always find that men 
 for a time become reckless. The old faith is gone, and no new faith is 
 established in its place. Society is unhinged and unsettled. Old principles 
 of character and time-hallowed institutions are swept away by innovations 
 and revolutionary tumults, but no better principles are immediately esta- 
 blished in their place, Thus for a season is confusion and recklessness. 
 Such is the case in India at the present time.” 
 
 The late lamented Bishop Cotton says in his last charge :— 
 
IMMORALITY. 35 
 
 “In the early part of this year a Government Schoolmaster electrified 
 the Bethune Society by a lecture, giving a moral sketch of ‘ Young Bengal,’ 
 which recalled the picture of young Athens drawn by Aristophanes in the 
 Clouds, and complaining that while old-fashioned restraints are utterly set 
 at naught, none of a more binding character are substituted for them, so 
 that the boasted liberty of Bengali civilization is in danger of sinking into 
 unprincipled license. A Hindu writer, in an interesting pamphlet lately 
 published, after lamenting the growth of intemperate habits and other evils 
 among his countrymen, traces this to the fact that ‘boys are taught to 
 learn the higher branches of literature and science, but are not instructed 
 in any book of morals,’ and avows his desire that ‘the precepts of Jesus 
 should at once be made a class book in the Government and Aided 
 schools.’ ” 
 
 A Bombay Native paper contains the following :— 
 
 * A correspondent of the Vratwybhow of Ahmednuggaur of the 23rd 
 ultimo, says that he has a son who has passed three examinations of our 
 University, but who, instead of being a model of chaste habits, has 
 with all the benefits conferred by these examinations, given himself up 
 to drinking and debauchery, and when a word of rebuke is administered to 
 him, alludes to Messrs So and So, who have, he says, passed all the 
 University examinations, who draw larger salaries than himself, and who 
 are distinguished as professors of science and literature, and that as such 
 what is he himself in comparison to them that he should be free from these 
 vices P As if it was a rule that the greater the amount of knowledge in 
 a man, the greater the number of vices there must be in him.” 
 
 The following extract is from the Madras Mail :— 
 
 > 
 
 “One of the most sensible petitions,” remarks a contemporary, “and 
 one of the strongest reflections upon the unreasoning latitudinarianism 
 of the newest improved system of education in India, is a petition pre- 
 sented the other day to the Lieutenant-Governor by the Dacca Philanthro- 
 pic Society, presumably chiefly Mussulmans, praying Government to 
 introduce the teaching of morality in all its educational institutions. The 
 arguments used are very clearly put, and of great weight, and the 
 petitioners state what has long been evident to others besides themselves, 
 that ‘they themselves, with the rest of native society, are beginning to 
 suffer from the consequences of the neglect of moral training among the 
 educated native youths of Bengal.’ What a reflection on a so-called Chris- 
 tian and civilized Government. Instead of the wholesale destruction of 
 religious principle of every description, which has characterized the latest 
 attempt at fairness between all castes and sects, how much more wise 
 and statesman-like would it have been to take hold of and work the 
 principles of true morality and religion which underlie all systems, at least 
 all systems which find place in this country.’ The reply, however, is very 
 discouraging and steers clear of the request.” Oct. 27, 1875. 
 
 Whatever may be the case with regard to other forms of vice, 
 intemperance has undoubtedly increased. Although its ravages 
 have not been confined to the educated classes, these have been 
 the severest sufferers. The evil is worst in Calcutta, where the 
 aes Classes are the wealthiest, and English has been longest 
 studied. 
 
 The Hindu Patriot thus describes the results :— 
 
36 ALLEGED EVIL EFFECTS OF ENGLISH EDUCATION. 
 
 ‘“‘ We have daily, nay hourly, evidences of the ravages which the brandy 
 bottle is making upon the flower of our society. Wealth, rank, honor and 
 character, health and talents, have all perished in the blighting presence of 
 this huge monster. Notwithstanding the improved education and resources 
 of our higher classes, it is a notorious fact that they can now save very 
 little, and this new feature of our domestic and social economy is, in a 
 great measure, due to the fell drink-craving. Families once flourishing 
 have been reduced to absolute pauperism by the wreck brought by it.”, 
 
 At the last Indian Budget debate Mr. O’ Donnell said :— 
 
 “The honourable member for the city of London read an extract from a 
 letter received, as he knew, from some of the most influential, moderate and 
 intelligent representatives of Native opinion, referring to the profound 
 uneasiness with which all Indians who loved their race and country, re- 
 garded the efforts made by the Government of India to introduce drinking 
 habits among the people.” 
 
 Professor Monier Williams on Government Education in India. 
 
 The Oxford Professor of Sanskrit, from his position and pre- 
 vious studies, had special advantages for forming an intelligent 
 judgment on this subject. His general impressions are given 
 as follows :— 
 
 “If our whole educational responsibility is bounded by the instruction 
 of the upper classes of the people in European knowledge, we may perhaps 
 take credit to ourselves for a fairly respectable fulfilment of our obligations. 
 
 ‘* But if our mission be to educate as well as instruct, to draw out as well 
 as put in, to form the mind as well as inform it, to teach our pupils how 
 to become their future self-teachers, to develop symmetrically their physi- 
 cal as well as mental, moral, and religious faculties, then I fear we have 
 left undone much that we ought to have done, and acquitted ourselves im- 
 perfectly of the duties our position in India imposes upon us. Let me 
 first glance at our so-called higher education. 
 
 “In traversing India from north to south, from east to west, I visited 
 many High Schools, examined many classes, conversed with many young 
 Indians under education at our colleges, and was brought into contact 
 with a large number who had passed the University matriculation examin- 
 ation, as well as with a few who had taken their degrees, and earned dis- 
 tinction for high proficiency.. I certainly met some really well-educated 
 men—like Rao Bahadur Gopal Hari Deshmukh, lately appointed a joint- 
 judge—who, by their character and acquirements, were fitted to fill any 
 office or shine in any society. But in plain truth, I was not always 
 favourably impressed with the general results of our higher educational 
 efforts. I came across a few well-informed men, many half-informed men, 
 and a great many ill-informed and ill-formed men—men, I mean, without 
 true strength of character and with ill-balanced minds. Such men may 
 have read a great deal, but if they think at all, think loosely. Many are great 
 talkers. They may be said to suffer from attacks of verbal diarrhoea, and 
 generally talk plausibly, but write inaccurately. They are not given to much 
 sustained exertion. Or if such men act at all, they act as if guided by no 
 settled principles, and as if wholly irresponsible for their spoken and 
 written words. They know nothing of the motive power, restraining force, 
 or comforting efficacy of steadfast faith in any religious system what- | 
 ever, whether false or true. They neglect their own languages, disre- 
 gard their own literatures, abjure their own religions, despise their own 
 
PROFESSOR WILLIAMS ON GOVERNMENT EDUCATION. Oo” 
 
 philosophies, break their own caste-rules, and deride their own time- 
 honoured customs, without becoming good English scholars, honest 
 sceptics, wise thinkers, earnest Christians, or loyal subjects of the British 
 empire. 
 
 ‘Vet it cannot be said that we make higher education consist in the 
 mere imparting of information, and nothing more. We really effect a 
 mighty transformation in the character of our pupils. We teach a native 
 to believe in himself. We deprecate his not desiring to be better than 
 his fathers. We bid him beware of merging his personality in his caste. 
 We imbue him with an intense consciousness of individual existence. 
 We puff him up with an overweening opinion of his own sufficiency. 
 We inflate him with a sublime sense of his own importance as a distinct 
 unit in the body politic. We reveal to him the meaning of ‘I am,’ ‘I 
 can,’ ‘I will,’ ‘I shall,’ and ‘I know,’ without inculcating any lesson of 
 ‘IT ought,’ and ‘I ought not,’ without implanting any sense of responsibility 
 to and dependence on an Eternal, Almighty, and All-wise Being for life, 
 for strength, and for knowledge—without, in short, imparting real self- 
 knowledge, or teaching true self-mastery, or instilling high principles 
 and high motives. Such a system carries with it its own nemesis. After 
 much labour we rulers of India turn out what we call an educated native. 
 Whereupon he turns round upon us, and, instead of thanking us for 
 the trouble we have taken in his behalf, revenges himself upon us for 
 the injury we have inflicted on his character by applying the imperfect 
 education he has received to the injury of his teachers. 
 
 “The spitefully seditious writing which our Government has lately 
 found it necessary to repress by summary measures is due to this cause. 
 
 ** And how have we discharged the debt we owe to the lower classes P 
 Let the truth here also be told with all plainness. In their case we have 
 not yet matured any effective scheme—not even for the proper informing 
 of their minds, much less for the proper forming of their characters...... A 
 good beginning has been made in some parts of India. But I fear we have 
 as yet barely stirred the outer surface of the vast inert mass of popular 
 ignorance and superstition.’”’* 
 
 It is freely admitted that allowance ought to be made for the 
 circumstances of the case, for the immense difficulties in the way 
 of improvement. Some of the defects noticed are not peculiar to 
 India. The great schools of England, and Oxford itself, would 
 yield some specimens of “ half-informed,” “ ill-informed,” and 
 **ill-formed”’ men, such as Professor Williams met in his travels. 
 Even those who have enjoyed the greatest moral and religious 
 advantages have often sorrowfully to say with the devout Faber, 
 before retiring to rest, 
 
 “The day is gone, its hours have run, 
 And Thou hast taken count of all 
 
 The scanty triumphs grace hath won— 
 The broken vow, the frequent fall.” 
 
 The conclusion drawn is, that every effort should be made to 
 render the Government system of education as effective as 
 possible in preventing the “alleged” evils, and in producing the 
 greatest amount of good. 
 
 * Modern India and the Indians. 3rd Ed. pp. 302—305. 
 
PROCEEDINGS OF LORD NORTHBROOK. 
 
 Lord Northbrook came out to India in 1872. As might be 
 expected, he took a warm interest in education, from the lowest 
 to the highest. He visited schools, questioned the pupils, ex- 
 amined their exercises, as well as gave addresses as Chancellor 
 of the Calcutta University. 
 
 What especially struck his Lordship was the want of adapta- 
 tion to India in the text-books used in schools. It is a common 
 charge brought against us, that, with insular pride, we think 
 everything about us the best for all places and all circumstances. 
 Hence, in some cases, precisely the same books have been used in 
 India as in Britain. Lord Northbrook’s views were expressed 
 in “ Proceedings of the Government of India in the Home De- 
 partment (Education) No. 143, dated Fort William, the 29th 
 March, 1873.” 
 
 The Hindu Patriot thus commented on the Resolution so far 
 as elementary books are concerned :— 
 
 “The things taught about should be within easy reach of the pupil’s 
 comprehension; it 1s time and trouble thrown away, if a beginner’s mind 
 is distracted at the outset with the difficulties of a foreign language and 
 names of things which are not within his every day experience. 
 Gradually he should be led from the familiar to the foreign. That these 
 obviously just principles of rudimentary education should be ignored in 
 practice is strange indeed, but that in some cases they are so is a fact. 
 The books, which are now in fashion, have been designed especially for 
 English youths, with rosy cheeks, fireside associations, and Christmas 
 memories, and for more reasons than one they are utterly unsuited to 
 
 Bengali lads who have not perhaps commenced their teens.” 
 19th May, 1873. 
 
 The above remarks refer only to elementary books. The 
 “ Resolution” expressly admits that ‘ the more advanced student 
 may be required rapidly to acquaint himself with a variety of 
 new ideas and of references to things which open out fresh lines 
 of thought or points of view.” Lord Northbrook could person- 
 _ ally examine only the English text-books. Ina pamphlet, ‘ For 
 Special Circulation only,” the writer submitted to his Lordship 
 passages from Government and University Vernacular Text- 
 Books showing that some of them contained idolatrous and im- 
 moral teaching. One or two illustrations of the first class of 
 objectionable passages may be given. 
 
 Some Madras Government School Books taught the boys to 
 pray to Ganesa, the Hindu god of wisdom, for success in their 
 studies ; to serve Vishnu; to meditate on the name of Siva. 
 
 Both Madras and Punjab Government School Books praised 
 Muhammad as “the Prince of the universe, the Glory of crea- 
 tures, the Mediator of both worlds.” A Punjab Text Book, 
 
RESULTS OF SCHOOL BOOK COMMITTEES. 39 
 
 the Bostan, declared that Muhammad, before casting out Lat 
 and Uzza, idols worshipped by the Arabs, abrogated the Old and 
 New Testaments, 
 
 Pantheism and Fatalism were also taught. 
 
 Both Madras and Punjab books contained filthy stories, here 
 unmentionable.* 
 
 Hence the Resolution of the Government of India, with the 
 Appended Note. All Local Governments and Administrations 
 were requested to : 
 
 “ Appoint Committees to examine and report upon the class books that 
 are now prescribed in all those schools which receive any formal support 
 from the State in order to discover defects either in form or substance, and 
 to adapt more carefully the course of authorised reading to the general 
 educational policy.” 
 
 Reports oF Scuoot-Book ComMITTEES. 
 
 The writer has before him the Reports of the Bengal, Punjab, 
 Bombay, and Madras Committees. ‘There may be others which 
 he has not seen. 
 
 The Report of the Bengal Committee is very brief, but it is 
 based on four large ledgers, including 3800 reports from head- 
 masters of schools. The Punjab and Bombay Reports deal 
 chiefly with vernacular books. ‘The Madras Report treats largely 
 of English School-Books, and enters more into detail. As might 
 be expected from the preponderance of Government educational 
 officers, the Reports largely reflect the past educational policy 
 pursued. The Bombay Report exhibits more of the outside 
 element. Still, all the Reports contain valuable information. 
 
 ReEsutts oF ScHoot-Book COMMITTEES. 
 
 Two of these may be noticed. 
 
 1. Lhe Expurgation of some Vernacular Text Books. 
 
 The writer does not possess information regarding all the 
 Indian Vernaculars, but as far as his knowledge goes, there 
 has been substantial improvement in this respect. Such a result 
 alone would be ample compensation for the labour of the School- 
 Book Committees. 
 
 2. The Compilation of English School Books. 
 
 Lord Northbrook was first led to appoint Committees by the 
 defects he observed in these. When his “ Resolution” was issued, 
 the Hindu Patriot admitted its truth in words which have already 
 been quoted. As the principle is of considerable importance, and 
 
 * It should be explained that books containing such passages were not written for 
 
 the Government Educational Department; they were Native School Books adopted 
 in their entirety. 
 
40 IMPORTANCE OF SCHOOL-BOOKS. 
 
 strange to say, is yet largely ignored in some schools, an ex- 
 tract may be made from the Report of the Bengal Committee, 
 after an examination of the largest number of English text- 
 books :— 
 
 “(a.) They are unanimously of opinion that the information elicited 
 by their inquiries confirms the belief expressed by the Government of 
 India in its Resolution of 29th March 1873, that the books now used 
 are not altogether accordant with what appears to be a sound principle 
 of elementary education, namely, that the contents of the books taught 
 shall be as much as possible within easy range of the pupils’ compre- 
 hension and ordinary experience. They find that with regard to the 
 great majority of school books used in the schools of Bengal, the books 
 edited and published in England, especially in the departments of Hng- 
 lish literature and history, are generally unsuited to the capacities of 
 native students. Many of these books are occasionally offensive to their 
 national and religious feelings. They contain frequent allusions to 
 European and classical history, altogether peyond the range of school- 
 boy reading in this country; and with hardly an exception, they pre- 
 suppose a familiarity with English home scenes and English domestic life, 
 such as cannot possibly be possessed or even realised by Indian boys. 
 On the other hand many of the text-books that have been published in 
 India, and prepared specially for the use of natives of this country, have 
 been allowed to fall behind the age, and have become obsolete; many 
 are full of inaccuracies both in matter and style; and nearly all need 
 improvement in the mere outward form, being badly and incorrectly 
 printed on very inferior paper, badly bound, and costly withal.” 
 
 The main object of this letter is to review the books which 
 have been published, but this cannot be done satisfactorily with- 
 out settling some general principles. 
 
 IMPORTANCE OF SCHOOL-BOOKS. 
 
 Some depreciate School-Books, alleging that every thing 
 depends upon the teacher. There is no doubt that a good 
 workman is of more consequence than good tools, but the 
 slightest reflection shows that very much also depends upon 
 the latter. In some cases an inferior workman with good 
 tools will do as much as a good workman badly supplied in 
 this respect. But both are requisite. Every means should 
 be employed to provide good teachers, but at the same time 
 efforts should also be made to supply good text-books. The 
 latter are far more attainable. Probably three generations at 
 least must pass away and thirty crores of rupees be expended 
 before India can be supplied with trained teachers; three years 
 and an outlay of three lakhs would secure a satisfactory 
 series of School-Books which might be reproduced in each 
 language. 
 
AIMS OF GOVERNMENT EDUCATION. 41 
 
 The late Dr. Duff was one of the ablest and most successful 
 educationists in India. He expresses the following opinion about 
 School-Books :— 
 
 “ ¢Give me,’ says one ‘the songs of a country, and I will Jet any one else 
 make its laws.’ ‘Give me,’ says another, ‘the school-books of a country, 
 and I will let any one else make both its songs and its laws.’ That early 
 impressions—impressions co-eval with the first dawnings of intelligence, 
 impressions made when a new world is opening with the freshness of 
 morning upon the soul—are at once the most vivid and most indelible, has 
 
 passed into a proverb.” 
 
 An intelligent teacher, if compelled to use inferior class books, 
 will make up largely for their deficiencies by oral instruction. In 
 India, however, except in a few superior schools, as Mr. Hodgson 
 Pratt, formerly Inspector of Schools in Bengal, observes, ‘The 
 book is every thing, for the Master cannot supply what it fails 
 to give.” | 
 
 But even in the case of the best teachers, it is a great advan- 
 tage to have good text-books. Oral instruction must be limited, 
 and if the pupils can read as well as hear, the lessons will be 
 doubly impressed upon the mind. 
 
 In England any information which it is desirable to place 
 before the people can at once be made known by means of the 
 public journals. Here the Native Press is yet in its infancy, and 
 probably does not affect more than one per cent of the popu- 
 lation. The country is gradually being covered with a net-work 
 of schools, and influence will be exerted by them which will 
 permeate every corner of the empire. 
 
 The views expressed are supported by the Educational Despatch 
 of 1854 :— 
 
 “70, Equal in importance to the training of schoolmasters, is the 
 provision of Vernacular School-Books which shall provide European infor- 
 mation to be the object of study in the lower classes of schools. Some- 
 thing has, no doubt, been done of late years towards this end, but more still 
 remains to be done.” 
 
 AIMS OF GOVERNMENT EDUCATION. 
 
 Means should be adapted tothe ends in view. The character 
 of School-Books should depend upon the nature of the education 
 to be imparted. Extracts from the Hducational Despatch will 
 show the objects which it contemplates :— 
 
 “2. Among many subjects of importance, none can have a stronger 
 claim to our attention than that of education. It is one of our most 
 sacred duties to be the means, as far as in us lies, of conferring upon 
 the natives of India those vast moral and material blessings which flow 
 from the general diffusion of useful knowledge, and which India may, 
 under providence, derive from her connexion with England. 
 
42 AIMS OF GOVERNMENT EDUCATION, 
 
 “3. We have, moreover, always looked upon the encouragement of 
 education as peculiarly important, because calculated ‘not only to produce 
 a higher degree of intellectual fitness, but to raise the moral character 
 of those who partake of its advantages, and so to supply you with 
 servants to whose probity you may, with increased confidence, commit 
 offices of trust’ in India, where the well-being of the people is so intimately 
 connected with the truthfulness and ability of officers of every grade 
 in all Departments of the State.” 
 
 The above may be summed up as follows :— 
 
 The aims of Government education are, 
 
 1. To promote the temporal well-being of the people of India; 
 
 2. To elevate them intellectually ; 
 
 3. To raise their moral character. 
 
 No course of education can be considered complete which does 
 not combine these three objects, though different importance will 
 be attached to each by different persons. 
 
 Mr. Fowler, Inspector of Schools, Madras Presidency, to his 
 excellent Discipline and Instruction, prefixes as a motto Milton’s 
 noble words :— 
 
 “The end then of learning is to repair the ruin of our first parents by 
 regaining to know God aright, and out of that knowledge to love Him, to 
 imitate Him, to be like Him.” 
 
 The Maharaja of Travancore recently quoted with approval 
 the following good statement of the aim of education. Address- 
 ing the students of his college he said :— 
 
 “T am exceedingly glad to hear from the Principal that, ‘ to set before 
 young minds a lofty ideal of what their lives may be made and to guide them 
 wisely in the first steps towards its attainment is no light or irresponsible 
 task, and only in so far as we masters have done this, can we be said to 
 have succeeded, however splendid the results of University Examinations 
 may be.’ Surely, this is the key of educational success.”’* 
 
 The points which education should include will be noticed in 
 turn, with remarks where they seem necessary. Educational 
 truisms will be dwelt upon, if neglected in actual practice. 
 
 SUBJECTS OF INSTRUCTION. 
 
 1. Reapine, Waritine, AnD ARITHMETIC. 
 With regard to these there is no controversy. The only ques- 
 tions are regarding the best modes of teaching them. 
 2. LITERATURE, 
 
 Here also there is no difference of opinion about the subject. 
 The dispute turns upon the space it should occupy in education. 
 
 a 
 
 * Travancore Diocesan Gazette, August, 1881. 
 
 
 
SUBJECTS OF INSTRUCTION. 43 
 
 3. Naturat ScIEence. 
 
 This is one of the most vexed questions in Indian education. 
 To some extent it is settled with regard to the Universities, but it 
 is still open so far as schools are concerned. 
 
 Past Neglect. 
 
 For about half a century literature and mathematics constituted 
 nearly the sum total of the teaching in Government Colleges. 
 This was but natural. The stream cannot be expected to rise 
 higher than its source. Most of the Professors were Oxford or 
 Cambridge graduates, and sought to impart to the youth of India 
 such an education as they had themselves received. Some modifi- 
 cations were necessary. English literature was substituted for 
 that of Greece and Rome. : 
 
 Mr. Lowe, now Viscount Sherbrooke, was a distinguished 
 Oxford graduate, a fellow of a College, and ‘obtained the repu- 
 tation of being one of the best private tutors in the University.’’* 
 He had therefore good opportunities for acquiring a knowledge 
 of the state of education at Oxford. In an address delivered at 
 Edinburgh in 1867, he says :— 
 
 “JT will now give you a catalogue of things which a highly-educated 
 man—one who may have received the best education at the highest public 
 schools, or at Oxford—may be in total ignorance of. He will probably 
 know nothing of the anatomy of his own body. He will not have the 
 slightest idea of the difference between’ the arteries and the veins, and 
 he may not know whether the spleen is placed on the right or the left 
 side of his spine. He may have no knowledge of the simplest truths of 
 physics, or would not be able to explain the barometer or thermometer. 
 He knows nothing of the simplest laws of animal or vegetable life.” 
 ‘“With the new world which chemistry is expanding before us—with 
 the old world that geology has called again into existence—with the 
 wonderful generalization with regard to plants and animals, and all those 
 noble studies and speculations which are the glory and distinction and 
 life-blood of the time in which we live, our youth remain, almost with- 
 out exception, totally ignorant.” pp. 25, 26. 
 
 Testimony will now be adduced to show that a very similar 
 state of things existed in India until a very recent period. 
 Many years ago the Bengal Council of Education remarked :— 
 
 “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 scheme of education. This, the 
 Council incline to think, would bea grave defect in any country, but they 
 cannot doubt it is so in India.” 
 
 * Chamber’s Cyclopsedia, 
 
4,4, SUBJECTS OF INSTRUCTION. 
 
 In 1853, Sir George Campbell observed :— 
 
 ** With respect to the quality of Government education, the great mistake 
 seems to be the preference of English literature to science.”* 
 
 In the Bengal Public Instruction Report for 1856-57, Mr. 
 Hodgson Pratt, then Inspector of Schools, says :— 
 
 “We have so long given exclusive importance to Classics and Mathe- 
 matics, that the young Baboos regard the Physical Sciences with contempt. 
 There could not be stronger evidence of the defects of our past system. 
 If there is one thing more than another which (religion apart) educationists 
 ought to strive for in this country, it is to awaken these ‘books in 
 chudders,’ as they have been wisely and wittily called, to the ‘ pleasures 
 and advantages of Science.’ To encourage them to pursue Classics and 
 Mathematics to the exclusion of every thing else, is to perpetuate the very 
 faults which especially distinguish the mental character of the so-called 
 educated classes. 
 
 “TI know that all suggestions of this kind are met bya cry, that we 
 are going to substitute a smattering of every thing for a knowledge of 
 two or three things; but it is worth enquiring whether we have not 
 been teaching many things of little or no use whatever. I would ask 
 why should Greeshchunder Chuckerbutty be expected to know ‘ what cir- 
 cumstances enabled Shakespere to exhibit an accurate knowledge of 
 Greek Mythology,’ or ‘in what respect the Dramatic compositions called 
 ‘Mysteries’ differ from those called ‘ Moralities,’ and other facts of a like 
 nature P On the other hand, it is of very great importance, that he 
 should see clearly the danger of living with an open sewer running 
 under the lower floor of his house, or the cruelty of marrying his children 
 at an immature age, or the impolicy of exhausting the soil of his fields 
 by the disregard of important principles in Chemistry: and it is very 
 important that his mind should comprehend the sublimity and beauty of 
 the laws by which his own body and every thing around him are governed ; 
 and that his heart should, if possible, be awakened to the great facts and 
 conclusions of Natural Theology.”’+ 
 
 Professor Max Miiller, in 1871, said that “the educational 
 system now in force in India, with certain indispensible modifi- 
 cations, has been framed after the model of the Schools and 
 Universities of Hngland.’’f 
 
 “A Plea for Physical Science in our Schools and Universities” 
 had to appear in the Madras Mail, of March 4th, 1874. Some 
 preceding extracts are corroborated by the following :— 
 
 “ A man may become a Master of Arts in Madras without knowing why - 
 an apple falls to the ground, where rain comes from, what is the meaning 
 of a burning stick, why he has to breathe constantly, or what the sun 
 means by oceasionally disappearing at inconvenient times. Our opinion 
 then, is that the Madras standard of liberal education is defective, We 
 do not wish to exalt Physical Science at the expense of the other branches 
 of education, but we think that to ignore it practically altogether is an 
 
 
 
 * “Tndia as it may be,” p. 403. 
 + Bengal Public Instruction Report, 1856-57, Ap. A., pp. 2, 3. 
 } Contemporary Review, Sept. 1871. 
 
i 
 
 NATURAL SCIENCE. 45 
 
 evil. We think it particularly an evil in India, the native of which has 
 never shown any active curiosity about the material world. It is to him a 
 world managed and mismanaged by gods and devils, and he is quite con- 
 tent to let it remain so. He is essentially superstitious and his present 
 education has little tendency to release him from that condition.” 
 
 “Tf we look at education from the utilitarian point of view, the physical 
 sciences, coupled with some knowledge of mathematics, are the most impor- 
 tant subjects of study for anation to encourage. There is no doubt that 
 the material prospects of nations depend upon their attitude towards 
 those branches of education which teach how to make the most of their re- 
 sources.” 
 
 Max Miller, in 1871, said of the “ old Schools and Universities” 
 at home that they were ‘“‘ bestirring themselves, trying hard to 
 adapt their powerful machinery to the requirements of a new age.” 
 Some progress has been made in India in the same direction. 
 
 Present Requirements in Colleges. 
 
 It is to the credit of the Bombay University that it was the 
 first to introduce Physical Science into the Entrance Examination. 
 
 For many years, if not from the commencement, an elementary 
 knowledge of the following has been compulsory:— 
 
 (a.) The mechanical powers, 
 
 (b.) The laws of chemical combination, the chemistry of air and water, 
 and the phenomena of combustion. 
 
 (c.) The solar system. 
 
 The Madras University now requires the following :— 
 
 Chemistry.—Professor Roscoe’s Chemistry to the end of Art. 52. (Science 
 Primer Series). 
 
 Elements of Physics.—Professor Balfour Stewart’s Physics. 
 
 (Science Primer Series) first 67 paragraphs. 
 
 The Calcutta University, according to the Calendar of 1881- 
 82, does not require any physical science at the Entrance Exami- 
 nation. As the bulk of the students do not go beyond this,* they 
 finish their course before science 1s commenced. 
 
 The old idea that mental training is to be secured through 
 languages and mathematics, seems still to bein the ascendant at 
 Calcutta, though the late Mr. Woodrow, Dr. Rajendralala 
 Mitra, and others, have fought strenuously for science. A Vice- 
 Chancellor opposed its introduction in the Entrance Examination 
 on the following grounds :— 
 
 “T feel assured that any greater and especially any earlier encourage- 
 ment of such studies can only be given at the expense of the general train- 
 ing and discipline of the mental faculties which it has been and I believe 
 always should be, the essential policy of our examinations to secure, and 
 
 which is, I believe, absolutely requisite for a profitable study of the natural 
 sciences themselves.” March 24th, 1874. 
 
 * The total candidates at the Examinations of the three Indian Universities in 1879+ 
 80 were as follows: Matriculation 7,147; First Arts, 1787; B. A. 597; M. A. 33. 
 
46 SUBJECTS OF INSTRUCTION. 
 
 The late J. S. Mill, expressed the following opinion at St. 
 Andrews :— 
 
 “There is no intellectual discipline more important than that which the 
 experimental sciences afford. Their whole occupation consists in doing 
 well, what all of us, during the whole of life, are engaged in doing, for the 
 most part badly. All men do not affect to be reasoners, but all profess and 
 really attempt to draw inferences from experience: yet hardly any one, 
 who has not been a student of the physical sciences, sets out with any 
 just idea of what the process of interpreting experience really is.” 
 
 The first reason urged by the British Association for teaching 
 science in schools was; 
 
 “ As providing the best discipline in observation and collection of facts, 
 in the combination of inductive with deductive reasoning, and in accuracy 
 both of thought and language.” 
 
 At the higher examinations all the Universities recognize 
 science either as an optional or a compulsory subject. 
 
 Science in Schools. 
 
 The battle of Physical Science for admission into the Univer- 
 sities may be considered as fought and won. There is still the 
 question, may it be taught in Schools? 
 
 The Home Government appointed a Royal Commission on 
 Scientific Instruction, composed of men like Tyndall and Huxley. 
 The following are some of the “General Observations’ of the 
 Commission :— 
 
 “94, From a consideration of the evidence we are of opinion that 
 instruction in the elements of natural science can be, and eventually 
 ought to be, made an essential part of the course of instruction in every 
 elementary school. 
 
 “95. The instruction to which we refer, though scientific in sub- 
 stance, should, in form, be deprived of needless technicality, and should 
 be almost wholly confined to such facts as can be brought under the 
 direct observation of the scholar. It should, in fact, be conveyed by 
 object lessons, so arranged and methodized as to give an intelligent idea 
 of those more prominent phenomena which lie around every child, and 
 which he is apt to pass by without notice. 
 
 “26. A course of object lessons of the nature here indicated could 
 be given even to the junior classes of elementary schools, not only without 
 in any way interfering with the efficiency of other instruction, but with 
 the effect of aiding the general development of the intelligence of the 
 children; and similar advantages would attend teaching of a like kind, but 
 of a somewhat more advanced character, in the senior classes.” 
 
 “The scientific instruction thus afforded would, within the narrow 
 limits to which it extends, give a sound acquaintance with the elements 
 of physical science.” Report, p. xvi. 
 
 The objection is frequently brought forward that teachers are 
 incapable of giving lessons in science. The Royal Commissioners 
 say :— 
 
SCIENCE IN SCHOOLS. 47 
 
 «We have the evidence of highly competent authorities to show that the 
 scientific instruction which was given by ordinary elementary school 
 teachers, before the introduction of the Revised Code of 1861, was, in many 
 instances, sound and valuable in itself and beneficial to the pupils.” p. xil. . 
 
 Every thing depends, of course, upon the nature of the teach- 
 
 ing; but, if given as directed above, it is quite practicable even 
 in India. 
 
 The subjects to be taught have to be considered. The Report 
 of the British Association points out the “ important distinc- 
 tion between scientific information and scientific training.” 
 “Both of these should co-exist, we think, at any school which 
 professes to offer the highestliberal education; and at every school 
 it will be easy to provide at least for giving some scientific 
 information.” 
 
 Among the subjects on which “ scientific information” may be 
 given are the following :— . 
 
 1. The Laws of Health—The Honourable H. S. Cunningham, 
 addressing Madras students, said:— 
 
 * Knowledge, like charity, should begin at home, and as each one of us 
 has a most curious, delicate, complex piece of machinery entrusted to his 
 care, the regular working of which is all-important to his well-being, a 
 properly educated person should, I think, know something of its structure, 
 of the laws which regulate its operations, of the things which strengthen 
 or exhaust it, of the causes which bring it to a stand-still. That machine is 
 the human body, and the branch of Physical Science which tells you 
 about it is styled Physiology, and the laws which regulate its well-being 
 are styled laws of Hygiene, the violation of which costs many hundreds of 
 
 thousands of lives every year, and produces an indescribable quantity of 
 suffering and misery besides.” 
 
 Mr. Cunningham states that a million and a half lives are lost 
 every year in India by fever. Much of this mortality is prevent- 
 able by the observance of a few simple sanitary laws which might 
 be taught in schools. The value of quinine and the cheap 
 preparation. as a substitute, might be explained. Small-pox — 
 formerly cut off myriads, while it blinded or disfigured one- 
 fourth of the human race. The advantages of vaccination should 
 be pointed out. 3 
 
 The origin of cholera is still involved in mystery, but there 
 is no question that insanitary conditions increase the severity of 
 its ravages. Hven in England there is still lamentable ignorance 
 among the masses with regard to the simplest principles of 
 sanitary science. Professor Huxley remarks, “If any one is 
 interested in the laws of health, it is the poor workman, whose 
 strength is wasted by ill-prepared food, whose health is sapped 
 by bad ventilation and bad drainage, and half whose children 
 are massacred by disorders which might be prevented.” Much 
 
48 SUBJECTS OF INSTRUCTION. 
 
 more is such information necessary in India. Efforts are now 
 being made by Government to enforce sanitary regulations. 
 Next to the imposition of new taxes, these are perhaps what 
 the people most dishke in ourrule. They are looked upon 
 as arbitrary freaks or part of that “eternal hurry-scurry” in 
 which Englishmen delight, to be evaded by the people wherever 
 it can be done with safety. Simple lessons in Reading Books 
 would show the object of such rules, and tend to secure the 
 willing co-operation of the people. 
 
 2. Botany and Natural History.— Hindus, as a rule, are deficient 
 in habits of observation. Lessons on the plants and animals 
 around them would be valuable in several respects. Botany. 
 has several advantages. The British Association, for ‘ scientific 
 training,” considered that experimental physics, elementary 
 chemistry, and botany had “ paramount claims.’ The want of 
 apparatus is the great drawback to the study of the first two 
 branches named. Plants are generally available. 
 
 Sir John Lubbock has shown how much there is interesting 
 about the habits of ants. Jerdon’s works on Indian Natural 
 History would yield some excellent materials for lessons. 
 
 3. Astronomy and Physical Geography.—Dr. Burnell says that 
 ‘‘the Hindus of South India at the present day are completely 
 ruled by astrological superstitions. It is in this way, I think, 
 that the impossibility of understanding the motives of the Hindus 
 is partly to be explained.”* Great mischief is done by the people 
 being guided in their undertakings by ignorant astrologers. 
 The importance of some knowledge of the heavenly bodies will 
 thus be apparent. Simple explanations of natural phenomena 
 would also be of value. 
 
 4. Remarkable Inventions—Some account should be given of 
 the telescope and microscope, the steam engine, railroads, the 
 electric telegraph, &c.—inventions which have increased the 
 boundaries of human knowledge or revolutionised means of com- 
 munication. They are all mentioned here, though some belong 
 to another head. 
 
 4. AGRICULTURE, 
 
 The “material progress” of India is one great aim of the British 
 Government. Hvery one sympathising with its poverty-stricken 
 millions will wish to improve their temporal condition. No doubt 
 the difficulties are great, but much might be done in this respect 
 by well-devised measures. 
 
 Need of Improvement.—The improvement of agriculture ie one of 
 the most pressing duties of Government. About 80 per cent of the 
 
 
 
 *The Academy, Dec. 28. 1878. 
 
AGRICULTURE. 49 
 
 population depend directly or indirectly upon it for a livelihood. 
 The bulk of the people marry and multiply without any more 
 thought of the future than rabbits in a warren. ‘‘ They are not 
 like the small landowners of France,”’ says Caird, ‘ who are self- 
 restrained, frugal, industrious, and improving cultivators.” In 
 former times the population was kept down by war, pestilence, 
 and famine. The Pax Britannica prevents the ravages of the first; 
 vaccination, hospitals, &c. reduce the mortality from the second ; 
 roads, railways, &c. with the expenditure of millions, alleviate the 
 third. In spite, however, of severe famines the population 
 increased: 12 millions during the last decade: the normal rate is 
 probably much higher. 
 
 W. R. Robertson Esq., Superintendent of the Government 
 Farms, Madras, remarks :— 
 
 “A primitive system of husbandry, which sufficed to meet the wants ofa 
 scanty population, when there was plenty of good land available, no longer 
 suffices, now that the demand for human food has become so great, and 
 such a large area of poor soil has to be tilled.’’* 
 
 Government must interfere. Dr. Hunter justly says, 
 
 “The principle of laissez faire can, in fact, be safely applied only to self- 
 governing nations. The English in India are now called upon, either to 
 stand by and witness the pitiless overcrowding of masses of hungry human 
 beings, or toaid the people in increasing the food supply to meet their 
 wants.” p. 130. 
 
 Defects in Native Agriculture and their Remedies.—The Hindu Patriot 
 objects as follows :— 
 
 “The native cultivators have nothing to learn so far as non-scientific 
 agriculture is concerned, and the adoption of scientific agriculture is wholly 
 beyond their means.” 
 
 This idea is so prevalent that it deserves to be noticed. 
 
 A. O. Hume, Esq. in his interesting pamphlet, Agricultural 
 Reform in India, gives the ryot credit for many excellent quali- 
 ties. Though this is willingly conceded, the Native system of 
 agriculture has several defects which might be remedied. 
 
 The Famine Commission Report says :— 
 
 “The main defects of the Indian system of agriculture consist in 
 ploughing too superficially, in not giving enough manure, and in the 
 reckless use of water where the cultivator can get it with little labour.” 
 
 Mr. James Caird, probably the highest agricultural authority 
 in England, says, 
 
 “The agricultural system, except in the richer and irrigated lands, is to 
 eat or sell every saleable article the land produces, to use the manure of 
 the cattle for fuel, and to return nothing to the soil in any proportion to 
 
 
 
 lee of the Society of Arts, June 10, 1881. 
 
50 SUBJECTS OF INSTRUCTION. 
 
 that which is taken away...... Crop follows crop without intermission, so 
 that Indian agriculture is becoming simply a process of exhaustion.” 
 Report, p. 8. 
 
 1. Superficial ploughing is the first defect noticed by the 
 Famine Commission. ‘I'he native plough does not turn over the 
 soil like the English plough. It simply makes a V-shaped 
 furrow. To remedy this, the ryots cross the land two or three 
 times. An English plough does double the amount of work, while 
 the depth can be regulated. A better plough is a prime neces- 
 sity. 
 
 When railways were proposed for India, it was thought that 
 the common people had no idea of the value of time, and would 
 not use them. Mr. Robertson has strongly advocated the use 
 of light English and American ploughs. Many have objected on 
 the ground that they are too expensive for the ryots to purchase, 
 and too heavy for their cattle. No doubt this is true in many 
 cases ; but generally “‘ where there’s a will there’s a way.” 
 
 A light European iron plough costs about Rs. 25. Mr. Robertson 
 has produced a substantial wooden plough, with iron working 
 parts, on the Kuropean model, which can be made in the country 
 for Rs. 10. 
 
 The Experimental Farm under Mr. Robertson is generally 
 called by the Natives the Plough Farm, from its English ploughs 
 and ploughing matches. It is part of Mr. Robertson’s plans to 
 send out English ploughs to each district with a student from the 
 Agricultural School to explain their working to the assembled 
 ryots. This was done last yearin the Bellary District. ‘The ryots 
 were enthusiastic in praise of the English ploughs, exclaiming 
 ‘ Wah! wah!” From this one district Mr. Robertson has received 
 orders for 350 English ploughs at 40 Rs. each! The circumstances, 
 it is true, were favourable. The Revenue Officers took a warm 
 interest in the scheme, and an enterprising Native firm was 
 willing to advance the purchase money to be refunded by the 
 ryots. Still, it shows what may be done. 
 
 2. Neglect of Manwre.—In a sanitary as well as in an agricul- 
 tural point of view, the neglect of mght-soil is a great mistake. 
 Mr. Robertson says :— 
 
 * As nearly the whole of the grain produced on the unirrigated land is 
 consumed by the people of the country, the night-soil should suffice for 
 manuring the greater part of the grain-producing land; but, instead of 
 being used as manure, human excrements are allowed to pollute the neigh- 
 bourhood of every village; near some it is impossible to camp, the effluvia 
 is so abominable. The excreta-saturated soil, after every fall of rain, gives 
 off pestilential miasma, and poisons the air; while, not unfrequently, 
 
 after rain the drainage-water off the land flows into the village tank, upon 
 which the whole of the villagers have to depend for drinking water.”’* 
 
 *Journal of the Society of Arts, May 14, 1880. 
 
AGRICULTURE. 51 
 
 It may be said that the people strongly object to the use 
 of night-soil, but it may be so prepared as to remove the offensive 
 appearance and smell. ‘They should dislike much more the 
 present horrible system. 
 
 With regard to bones, Mr. A. O. Hume says, 
 
 “Outside each village is a golgotha, where the bones of all cattle and 
 animals that die whiten and slowly decay in ghastly piles. At present this 
 enormous supply of phosphates is absolutely wasted.” p. 60. 
 
 Cattle manure, as is well-known, is almost universally used as 
 fuel. This is excused by some as a necessity. Even if the 
 ashes were utilised, which, asa rule, they are not, the liquid manure 
 is entirely lost. Mr. Robertson says that if each ryot were to 
 plant afew fuel treesin his holding, he would obtain a supply 
 of firewood, sufficient for the wants of his household, besides im- 
 proving the climate and affording shelter to stock. 
 
 The above improvements are within reach of the ryots them- 
 selves. Mr. Hume urges the formation of forest reserves for 
 cattle during the hot season. 
 
 Sir R. Temple says that “‘Hleven bushels of grain per acre 
 are produced in India as compared with thirty in England.” 
 
 Dr. Hunter admits that it is not possible at one bound to 
 introduce scientific agriculture; but he thinks sufficient progress 
 might be made to meet the exigencies of the case. According 
 to Mr. Caird, if one bushel an acre could be added to the 
 produce of Indian fields, it would feed 22 millions. Dr. Hunter 
 shows that to meet the increase of population all that is required 
 is to add 14 per cent a year to the produce. 
 
 Past Government Attempts at Agricultural Improvement. 
 
 The Famine Commission Report has the following :— 
 
 “The success which has been obtained by the efforts made by Government 
 to improve Indian agriculture has not been very encouraging; but an 
 account of these efforts is not without interest, although they include a 
 large admixture of failures and mistakes.” 
 
 The above confession is not surprising. Success in every 
 thing is generally attained through a series of failures,—by the 
 rough teaching of experience. : 
 
 Proposed Agricultural Department.—Lord Mayo* felt the great im- 
 
 
 
 *Mr. Hume has the following interesting note : Lord Mayo was probably the only 
 Governor-General who has farmed for a livelihood and made a living out of it. 
 When he came of age (he was then Mr. Bourke), his father (whose elder brother 
 Was still living) could not afford to make him any allowance, but rented to him one 
 ef his farms to make what he could ont of it. This Lord Mayo farmed himself. 
 “Many a day,’ he used to say, ‘have I stood the live-long day in the market 
 selling my beasts,’ and made enough out of it to enable him to attend Parlia.- 
 ment regularly from after Easter to the end of the Session. p. 22, 
 
52 SUBJECTS OF INSTRUCTION. 
 
 portance of an efficient Government Agricultural Department, and 
 sketched a very comprehensive scheme, of which Mr. Hume gives 
 the following abstract:— 
 
 “The Director-General was to have immediately under him a small staff 
 of experts, and was to keep up only just such an office as was absolutely 
 unavoidable. There was to be as little writing and as much actual work 
 as possible. Directors of Agriculture were to be appointed in each province, 
 also to be aided by experts. They were to work partly through the 
 direct agency of farms and agricultural schools, and partly through the 
 revenue officials of all grades down to the village accountants. The 
 Director-General was to be moving about generally whilst the crops were 
 on the ground. He was to confer personally with all the Provincial 
 Directors and their Governments, go thoroughly with the aid of this 
 staff into all their projects and schemes, make himself fully acquainted 
 with local wants and wishes, and then during the hot season join the 
 Government of India, and lay before it as succinctly as possible all that 
 was desired with his (and his experts’) opinions and recommendations. 
 He was to watch closely all the schemes and experiments carried out by 
 the Provincial Directors, to furnish them with suggestions, information, 
 ‘and advice; to procure for them, if they wished it, chiefly through the 
 Agricultural Societies of Hurope and America, any information, seeds, 
 cattle, sheep, models of implements, &c., that they required; to keep all 
 fully informed through the medium of his journal of what all the rest 
 were doing; and as his experience and practical knowledge increased, 
 and alternate failures and successes gradually indicated these, to lay 
 down the broad lines of the general policy in regard to agricultural 
 matters that the Government should pursue. 
 
 “In connection with the Provincial Directors were to be model and 
 experimental farms which were to be at the same time agricultural 
 schools of one grade or another, some of the farms being more specially 
 devoted to the improvement of seed by selection, others to the intro- 
 duction and acclimatisation of exotic staples, others to the trial of 
 implements, and mechanical appliances, others to stockbreeding, others to 
 the purposes of tuition, and so on. Mechanical engineers were to be 
 employed in connection with some of these farms and schools, whose 
 special duty it was to be to adapt the results (where implements of all 
 kinds were concerned) of European and American science, to the wants 
 and means of the Indian husbandman. At first the best civil officers 
 available were to be picked out as Directors, and the best available 
 trained European agriculturists were to be got out to direct the schools 
 and farms, and act as advisers to the Director-General and Directors. 
 Continuity was to be secured by making the service one; Directors 
 were to be promoted to Director-General, experts and heads of farms 
 and schools were to be promoted to Directorships. Gradually, as the 
 expert element acquired knowledge of the country, people, and language, 
 the non-expert element of civilians was to be allowed to disappear. There 
 was to be constituted a compact agricultural service in two divisions, 
 the lower and larger one recruited entirely from the Indian schools, the 
 smaller and higher division recruited to a certain extent from the lower, 
 but, at any rate for many years, mainly from home. 
 
 “ Under the Director-General a Journal of Agriculture was to be issued. 
 A separate and competent editor was to be employed, but the Director- 
 General was to be responsible, and he was to secure for it the aid of all 
 his own and all the Provincial Agricultural Officers. The collection of 
 agricultural statistics was to be the work of the local Directors, but the 
 
AGRICULTURE. O68 
 
 further tabulation of these statistics, and the preparation from the provin- 
 cial reports of a monthly or fortnightly summary of the prospects and. 
 progress of the crops on the model of those issued by the Bureau at 
 Washington—then, I believe, a new thing—was to be done by the Director- 
 General or his immediate subordinates. The prices in Europe and else- 
 where of important articles of Indian produce in which no trade already 
 existed, were to be carefully enquired into by the Director, and published 
 from time to time, and, if necessary, experimental shipment of articles in 
 which a profitable trade seemed probable, undertaken. As the scheme 
 developed itself, Government revenue officials were to be instructed to use 
 their utmost endeavours to lead the landholders of each district to constitute 
 Agricultural Associations: they were to be urged and encouraged to send 
 some of their relatives to the schools. Exhibitions were to be held, prizes 
 given, and every effort made to give dignity in the eyes of the natives to 
 the pursuit of agricultural science.” pp. 26-29. 
 
 “ Lord Mayo’s conception,” says Mr. Hume, “‘ was one thing, 
 the sadly modified scheme that, as the result of vehement opposi- 
 tion, he was compelled to accept, another...... He clung, however, 
 to the idea of ultimately making this really a Department of 
 Agriculture, but the Secretary of State did not approve of even 
 this. Revenue, not agriculture, was to be the main object.” 
 
 All kinds of extraneous labour were thrown upon the Secretary, 
 so that his branch of the public service was called in scorn the 
 Ht cetera Department, while he was denied the men and the 
 means by which alone he could make his influence felt. An 
 account of this fiasco is given by Mr. Hume. 
 
 A Director-General of Agriculture, as proposed by Lord Mayo, 
 has been appointed by the present Government. It is hoped 
 that this new attempt may be as successful as the former was 
 the reverse. 
 
 New Staples—The Famine Commission Report says, ‘‘ The 
 most important of the staples the cultivation of which has suc- 
 cessfully been introduced into India are tea, coffee, the Mauritius 
 sugar-cane, New Orleans cotton, cinchona, and potatoes.” Such 
 arecord is encouraging. The value of the tea exported now 
 amounts to three millions sterling a year. Cinchona alone would 
 be an ample return for all the outlay. 
 
 The Famine Report states, on the other hand, that the attempt 
 to introduce Carolina rice was a failure. Mr. Robertson showed 
 that itis a deep feeder, while Indian rice is a surface feeder. 
 But though unsuitable for the poor soil of the Carnatic, it might 
 succeed under more favourable conditions. ‘This proves the need 
 of Experimental Farms with different soils. 
 
 Experimental Farms.—These, with one or two exceptions, have all 
 been failures for the reasons given in the Famine Report :— 
 
 “The defect in these efforts has consisted in the failure to recognise the 
 fact that in order to improve Indian agriculture it is necessary to be 
 
 thoroughly acquainted with it, and to learn what adaptation is needed to 
 suit modern and more scientific methods and maxims to the Indian staples 
 
54 SUBJECTS OF INSTRUCTION. 
 
 and climate. In some cases men have been sent out to teach or practise 
 agriculture who were not agriculturists, and too often when they were 
 beginning to learn the elements of the problem before them, the Govern- 
 ment has thrown up the attempt as expensive and a failure.” 
 
 Great ignorance has prevailed with regard to the objects of 
 Experimental Farms. An erroneous idea, very prevalent, is that 
 they should be remunerative. Who expects Botanic Gardens to be 
 remunerative ? 
 
 When the Saidapet Experimental Farm was started under Mr. 
 Robertson, “the objects to be kept in view by the department 
 were specified by Government to be as follows :— 
 
 (1.) To ascertain by experiment, the proper use of rotation in crops in 
 this country. 
 
 (2.) To introduce the system of root or green crops, in lieu of fallow, 
 without artificial irrigation. 
 
 (3.) To introduce new crops. 
 
 (4.) To provide new kinds of seed; and fresh seed for the crops now 
 cultivated. 
 
 (5.) To make experiments in the use of water for the cultivation of crops 
 
 now termed “dry” crops, and for raising grasses and other crops to be 
 used as fodder. 
 
 (6.) To make experiments in the use of lime and other manures, mineral 
 and animal. 
 
 (7.) To introduce new and improved implements of rural labour. 
 
 (8.) To improve the working cattle, sheep, horses, and other varieties of 
 live stock in the country. 
 
 Mr. Robertson has had many difficulties tocontend with. He 
 knows the bitterness of ‘“‘ hope deferred ;” years passed away 
 before the wisdom of his plans could be seen; a quinquennium 
 was required for the consideration of building estimates; all 
 along he has been miserably short-handed. However, he gladly 
 acknowledges that there has been a change for the better—that 
 more has been done for him during the past six months than 
 during the previous five years. 
 
 The results attained are most encouraging. All interested, 
 should, if practicable, visit the Farm. Those who cannot, will find 
 an interesting account of its history during the first ten years 
 in the Saidapet Experimental Farm Manual and Guide. 3 
 
 Mr. Robertson wishes to have in each district a small Ex- 
 perimental Station, under a trained Native agriculturist, for the 
 trial of improved seeds, manures, &c. The Madras Government has 
 frequently imported seed. In the absence of any other agency, it 
 was sent to the collectors, who handed it to their tahsildars, who 
 handed it to their subordinates, who passed it over to some ignorant 
 ryots. The results, in most cases, might be anticipated. 
 
 It is part of Mr. Robertson’s scheme to have a well-qualified 
 European for every group of districts, somewhat as the Educa- 
 tional Department has School Inspectors. One officer might 
 
AGRICULTURE. 455) 
 
 superintend agriculture in the Northern Circars, containing the 
 deltas of the Krishna and Godavari; another might have the 
 dry inland districts. : 
 Model Farms.—These are also required. The Experimental 
 Farms will furnish models to Zemindars who are able to afford 
 the best European appliances ; but ryots would learn most from 
 farms of the average size of theirown. There should be at least 
 one in each district, with its buildings, implements, &c., precise- 
 ly what the ryots could be reasonably expected to imitate. ‘he 
 person in charge should have a good agricultural training; but 
 he should be content to live like a ryot of the better class. 
 Provincial Directors—A Director-General has already been ap- 
 pointed. Provincial Directors and experts are the next require- 
 ment. The Famine Commissioners suggest that the former should 
 at first consist of trained civilians, but only as a temporary 
 measure. Such a system should be adopted only asa last resource. 
 A young civilian may be glad to accept the post of Provincial 
 Director, but he will get out of it as soon as he can for a more 
 lucrative appointment. Thus his services will be lost when they 
 are becoming really valuable. In South India happily no such 
 course is necessary. In 1879 the Supreme Government stated 
 in a Minute :— 
 
 “In Madras there is a Department, which though not as yet formally 
 recognised as a Department of Agriculture, is practically one, with an 
 efficient and well-qualified Director as its head; but its expansion has 
 hitherto been greatly impeded by various causes, not the least of which 
 has been the want of funds.” Gazette of India, 4 Feb. 1879. 
 
 It would be a graceful recognition of Mr. Robertson’s past 
 services formally to recognise him as Provincial Director. ‘The 
 whole Agricultural Department of the Madras Presidency might 
 then be placed without delay on an efficient footing. 
 
 Proposed Agricultural Survey. 
 
 A leading feature of the Famine Commission Report is the 
 stress laid upon obtaining full and reliable information. At 
 one time irrigation works were regarded as the panacea for all 
 the agricultural evils of India. No doubt, in many cases, they 
 have been of much value; but Mr. Hume thus describes the 
 effects of the greatest of them all :— 
 
 “In Oudh, the Punjab, and the North-West Provinces, the soils mostly 
 contain an appreciable admixture of saline particles. With the construc- 
 tion of high-level canals, the subsoil water level is raised, the surface 
 flooded, the earth yields up its soluble salts to the water, which again , 
 restores them (buton the surface) asit passes awayin vapour. At first the 
 result may be good, and marvellous are the crops that have been raised 
 in the Doab on the first introduction of canal irrigation, owing to the 
 first slender doses of potash and chloride of sodium. 
 
56 SUBJECTS OF INSTRUCTION. 
 
 “But nature works on blindly and unceasingly. The water below 
 searches out one by one each soluble particle in excess of the particular 
 soil’s capacity of retention, and, as it slowly creeps up by capillary attrac- 
 tion, leaves these ever behind it on the surface. 
 
 “lime passes on, some crops begin to be unprofitable; in the hottest 
 time of the year, a glimmeras though of a hoar frost overspreads the 
 land. The land grows worse and worse, but ever, night and day, nature 
 works slowly on, and the time comes when, abandoned by the cultivator, 
 the land glitters white and waste as though thickly strewn with crisp, 
 new-fallen snow; never, alas! to melt away, except under the rays of 
 science. 
 
 “Along the little old Western Jumna Canal, thousands of fields are 
 to be seen thus sterilised. Along the course of the mighty Ganges Canal— 
 a work as it were but of yesterday—the dreary wintry-looking rime is 
 already in many places creeping over the soil. 
 
 “Come it quickly or come it slowly, the ultimate result here also is 
 certain; and, unless a radical change is effected in existing arrangements, 
 we know, as definitely as we know that the sun will rise to-morrow, 
 that the time must come when some of the richest arable tracts in 
 Northern India will have become howling saline deserts.” pp. 42, 43. 
 
 The world-renowned Ganges Canal, the supposed glory of India, 
 converting once fruitful fields into ‘‘ howling saline deserts!” 
 Well may the Famine Commissioners emphasize the need of 
 careful inductive experiments. 
 
 It is cheerfully admitted that much has already been done by 
 the Government of India to collect and diffuse information about 
 the country. Several important Surveys have been instituted ; 
 Museums have been established; District Manuals have been 
 compiled; and Dr. Hunter has recently completed a noble 
 Gazetteer of India. 
 
 Perhaps the first desideratum is a full and correct account of 
 the indigenous agriculture. It is necessary to know this ac- 
 curately, to retain in it whatever is valuable, and to decide how 
 improvements can best be introduced. 
 
 The following remarks by Mr. Hume with regard to supersti- 
 tious practices of ryots apply to every part of India. After 
 giving the ryots credit, in many respects, he adds :— 
 
 “ On the other hand, we must not over-rate their knowledge; it is wholly 
 empirical, and is in many parts of the country, if not everywhere, greatly 
 limited in its application by tradition and superstition. Innumerable 
 quaint couplets, to which a certain reverence is attached, deal with agri- 
 cultural matters. These, in Upper India, at any rate, are true ‘ household 
 words’ amongst all tillers of the soil. These govern their actions to a great 
 extent, and often lead them wrong against their better judgment. They 
 take omens of all kinds to guide their choice of crops and other operations 
 of husbandry, and though some few of the more intelligent only act upon 
 the results of these divinations when they coincide with their own views, 
 the masses are blindly guided by them. 
 
 ‘So, then, it is not only external disadvantages against which the Indian 
 cultivator has to contend, itis not only that his knowledge is still in the 
 
AGRICULTURE. 57 
 
 primary experience stage, but that even this knowledge is often rendered 
 of no ayail by the traditions of an immemorial religion of agriculture. 
 
 “Tt is necessary to realise this (of which few Europeans ever even hear), 
 as it is one great practical difficulty against which agricultural reform in 
 India will have to contend.” pp. 9, 10. 
 
 In the Appendix to his Pamphlet, Mr. Hume gives examples 
 of the “ quaint couplets’ by which ryots in North India are 
 mainly guided. One or two examples may be given:— 
 
 From about the 16th to the 29th August is called Mugha. It is con- 
 sidered the most critical time of the year. The couplet runs thus : 
 
 “ Jo Kahin Mugha burse jul, 
 Sub najon men honge phul. 
 
 Tf only Mugha give us rain. 
 Every field will teem with grain.” 
 On the other hand, rain at Poorba, from about the 30th August to the 
 llth September, is considered injurious. 
 *‘ Jo kahin Poorba pani dewen, 
 Jinson sub ko keera khawen.” 
 
 ‘Whenever Poorba brings us rain, 
 In every crop, worms mar the grain.” 
 
 One is reminded of the couplets by which our own forefathers 
 were guided. It would be interesting and valuable to ascertain 
 whether each Indian vernacular has its couplets. Where they 
 exist, a collection of them might be given in the account of the 
 Agriculture of each Province. Any of value might be retained 
 in an Agricultural Handbook for ryots, and new ones added, 
 in the same style, pointing out the value of manure, &c. 
 
 Another great department of inquiry would be the results of 
 our attempted agricultural improvements. Much valuable know- 
 ledge would thus be gained. . 
 
 The Director-General might visit China with great advantage, 
 The conditions are somewhat similar to those in India. Models 
 of Chinese farm arrangements and specimens of agricultural im- 
 plements might be obtained for Indian Museums. If the In- 
 dian ryot could be induced to follow the example of his Mongo- 
 lian brother in the use of manure, an immense step would be 
 gained. 
 
 The Satthiavartamant contains the following :— 
 
 “ China is to have an International Exposition next year at Shanghai. 
 There have been 22,000 applications from Huropean and American manu- 
 facturers. It is desired that they should send machinery of all kinds, 
 aes implements, and useful articles, which will be beneficial to 
 
 ina. 
 
 Agricultural implement makers in Europe and America might 
 be encouraged to supply cheap, rough, light, yet durable, ploughs, 
 adapted to the wants of India and China. The immense demand, 
 
 8 
 
58 SUBJECTS OF INSTRUCTION. - 
 
 should they ever get into general use, would stimulate manufac- 
 turers to produce them at a low rate. Eventually, of course, 
 they would be made locally. 
 
 The Director-General might afterwards examine agricultural 
 arrangements in Europe and America, including Agricultural 
 Schools and Colleges. Lastly, he might draw up a Report em- 
 bodying the result of his observations. After discussion with 
 the Provincial Directors, and obtaining the benefit of public 
 criticism, plans might be fully carried out. 
 
 Agricultural Instruction. 
 
 The writer may appear to have diverged from the subject of 
 education in the preceding details, but they are intimately 
 connected with it, and necessary to show the great work to 
 be done. 
 
 Mr. Robertson is strongly of opinion that developing the intelli- 
 gence of the ryot lies at the root of all improvement. 
 
 Agricultural instruction in ordinary schools is receiving atten- 
 tion at home. The Highland and Agricultural Society of Scot- 
 land lately addressed the Committee of Council on Education, 
 expressing the desire that existed in Scotland to have the teach- 
 ing of agricultural science included in the subjects taught in the 
 Board Schools throughout the rural parishes. The following 
 reply was received :— ' 
 
 Scotch EpucaTion DEPARTMENT, 
 
 June 27, 1881. 
 Sir, 
 
 I have the honour to acknowledge the receipt of your letter of the 
 23rd instant which I have submitted to their lordships. Iam directed to 
 request that you will inform your Society that my lords are fully alive 
 to the importance of the subject which has been brought under their 
 notice by your letter. They have had under special consideration arrange- 
 ments by which encouragement will, it is believed, be given to the study 
 of the principles of agriculture in the schools under inspection, and they 
 trust that these arrangements, when finally settled, will be found to go 
 far to meet the wishes of the Society.—F. R. SanpForD.” 
 
 The need of agricultural instruction is far greater in India. 
 It has been objected that “our present system of edncation 
 tends to give the native youth a taste fora town, rather than a 
 country life,”’...‘‘ the very thing which ought not to be done.” 
 
 Primary Schools. There should be a series of Elementary School- 
 Books for Primary Schools in rural districts. 
 
 Simple lessons on the planets would do much to break down 
 the belief in astrology which is almost universal. Indirectly 
 it might be assailed by showing that God has given us reason 
 to guide us. There are even native couplets which might be 
 quoted, directly showing its absurdity. Thus one is to the effect 
 
AGRICULTURE. 59 
 
 that when a man’s house is on fire he does not wait for a pro- 
 pitious hour to try to put it out. 
 
 A great deal would be gained if the ryot could take an 
 intelligent interest in his work. The Report of the Education 
 Commission in 1861 mentions Mr. Moseley’s views :— 
 
 “He thought that the labouring classes ought to be educated ‘by 
 teaching them to reason about and understand things connected with 
 their ordinary pursuits.’...He appears to have thought that the scientific 
 principles which lie at the root of most of the common operations of life 
 should be so instilled into their minds as to enable them to understand 
 the reason of these operations, and to take pleasure in studying, criticismg, 
 and improving them as they grew older.” p. 117 
 
 Natural phenomena, as wind, rain, lightning; the formation 
 of soil; the growth and structure of plants, would be excellent 
 subjects for lessons. The prevailing defects in Indian agri- 
 culture might be pointed out, with the advantages of an opposite 
 course. Thus the result from spending 25 Rs. on a feast ora 
 gold ornament might be contrasted with that arising from the 
 purchase of a good plough. 
 
 By means of School-Books information might be diffused 
 regarding plants whose cultivation should be encouraged. The 
 Madras Government has already ordered the Vernacular Text 
 Books to be utilised by making known the best methods of 
 checking the ravages of locusts, sometimes so very destructive. 
 
 Considering the dense ignorance that prevails and the many 
 millions to be acted upon, progress must be slow; but it would 
 be sure. 
 
 Middle Class Schools —Mr. Robertson has prepared an excellent 
 little Agricultural Olass Book somewhat in the style of Mac-. 
 millan’s Science Primers. The Madras Director of Public In- 
 struction has recognized Agriculture as one of the alternative 
 subjects of examination. This course might be followed through- 
 out India. 
 
 Agricultural Colleges and Schools——Hach Presidency should have 
 a well-equipped Agricultural College, where a thorough education 
 might be given, somewhat like that at Cirencester in England. 
 An excellent commencement has been made at Saidapet, near 
 Madras. Some have spoken of its establishment as premature; 
 but facts prove the reverse. Nearly one-third of the students are 
 supported by an Association of Ryots in Gujarat, and landholders ; 
 students have come from Patiala, Ceylon, &c. 
 
 Tdleness has been the curse of the zemindars of India. Their 
 lands have been given out to ryots too ignorant to make improve- 
 ments. A few of them are beginning to feel that they would 
 promote their own happiness and increase their means, by skilful 
 farming. If they could be induced to take the same interest in 
 
60 SUBJECTS OF INSTRUCTION. 
 
 their estates which the Prince of Wales and many English gentle- 
 men show in theirs, a great impulse would be given to agricul- 
 ture over the whole country. 
 
 Agricultural Schools are required in different parts of each 
 Province to give training of a lower grade. ‘They can be con- 
 ducted by students from the Agricultural College. 
 
 Agricultural Knowledge among Revenue Officers.—Sir Richard Tem- 
 ple says ina Minute on Agricultural Education in the Bombay 
 Presidency :— 
 
 ** One effective method of diffusing a knowledge of agriculture among 
 the landholding classes is to ensure that our native Revenue officers and 
 officials shall graduate in this science....Or else it might be ordered that all 
 officers and officials in the land revenue department must go through an 
 agricultural course, the higher grades through the College course, the 
 other grades through the school course. Further, as the system takes 
 root, it will not be difficult to arrange that all headmen and village account- 
 ants shall pass some elementary examination in agriculture.” 
 
 The Madras Government is now affording facilities to some 
 of its Native Revenue officers for agricultural instruction at 
 Saidapet. 
 
 Sir Richard Temple has the following general remarks on the 
 subject :— 
 
 “Instruction in scientific agriculture remains to be added to the system 
 of state education...... Whatever steps have been taken in southern and 
 
 western*® India are but the small beginnings of what ought to be a widely 
 diffused system.” 
 
 He adds :— 
 
 “The Natives themselves are awakening to a sense of the importance of 
 improving agriculture, the staple industry of the country, and would will- 
 ingly follow the guidance of the Government in this direction.” pp. 153, 104. 
 
 Ways and Means. 
 
 This important point will be noticed, along with Technical 
 Education, under the next head. 
 5. MANUFACTURES. 
 
 Sir George Birdwood says, “The Indian workman, from the 
 humblest potter to the most cunning embroiderer in blue and 
 
 purple, is a true artist, although he seldom rises above the tradi- | 
 
 tions of his art.” The Mogul emperors maintained in their 
 palaces the best workmen from all parts of India. Painters, 
 
 weavers, jewellers, lapidaries, &c., vied with each other in the. 
 
 productions of articles of rare beauty. The magnificent presents 
 made to the Prince of Wales show that the hand of the Indian 
 craftsman has not lost its skill, _ 
 
 * An Agricultural Class has been attached to the Poona Engineering College, and 
 School Classes have been opened in several parts of the Presidency. 
 
MANUFACTURES. 61 
 
 There is, however, another side of the picture. The Satthia- 
 vartamani, edited by an American Missionary in the Madras 
 Presidency, thus shows the need of improving both Indian agri- 
 culture and manufactures :— 
 
 “Time was when a ryot could get along well enough without a know- 
 ledge of the 3 R’s. The bazaar man kept no written accounts, the vil- 
 lage magistrate did not consult his law books; there was no penal code, 
 no registration; but now-a-days every thing goes down in black and white, 
 and a ryot who cannot read the note he signs, or the accountant’s entries 
 on his tax list, runs a great chance of some day finding himself the 
 worse for his ignorance. But having acquired the rudiments of knowledge 
 the boy’s business is with acquiring a serviceable knowledge of some craft 
 by which he can live, and live more comfortably than his forefathers. Our 
 Upper Primary, and Middle Schools do very little to help this forward, 
 though they consume much time and energy in studies of no kind of use 
 to the learner. And the pestilent notion that a boy whose hands have 
 once touched a book must never use them in any handicraft completes 
 the mischief. All this while the whole race of ryots are ploughing their 
 land with crooked sticks, felling timber and cutting fuel and grain with 
 bungling iron axes and pruning knives and reaping hooks, and while 
 the great bulk of the population cook their food in fragile unglazed earthen 
 vessels. Bricks are mere clods of baked clay, and nearly every utensil 
 in use is of the rudest unsatisfactory description. There is hardly an 
 industry on which the people depend for a living which could not be vastly 
 improved to the benefit of the laborer and the consumer by substituting 
 simple European implements and methods of labor, and teaching Hindu 
 boys to use them. It is this that the country is now in need of, far more 
 than of Sanskrit, Latin or Greek, and the town which would teach its 
 artisans to make brick or glazed pottery, or improve the implements of 
 husbandry in the district round about, or induce the general Government 
 to assist it in doing this would deserve the thanks of a whole district.” 
 Ist May, 1881. 
 
 Need of Manufactures.—The encouragement of manufactures is 
 important on several accounts. One thing which struck Mr. 
 Caird was the number of idle people in India,:— 
 
 “In no agricultural country that I know of, are so many people to be 
 seen stalking idly about during the hours of labour as in India. The 
 streets and court houses and yards are full of idlers; the roads are never 
 empty, and the railway stations and natives’ railway carriages are crammed 
 with people. Entering a village at any hour of the day you are sur- 
 rounded by idlers. Much of this arises from the absence of other 
 occupation than agriculture.” pp. 8, 9. 
 
 The Famine Commissioners begin this section of their Report 
 by saying :— 
 
 “We have elsewhere expressed our opinion that at the root of much 
 of the poverty of the people of India and of the risks to which they are 
 exposed in seasons of scarcity, lies the unfortunate circumstance that 
 agriculture forms almost the sole occupation of the mass of the popula- 
 tion, and that no remedy for present evils can be complete, which does 
 not include the introduction of a diversity of occupations, through which 
 the surplus population may be drawn from agricultural pursuits, and led 
 to find the means of subsistence in manufactures or some such support.” 
 
62 SUBJECTS OF INSTRUCTION. 
 
 The Commissioners conclude thus by reiterating their opinion :— 
 
 “To whatever extent it is possible, however, the Government should 
 give assistance to the development of industry in a legitimate manner, 
 and without interfering with the free action of the general trading com- 
 munity, it being recognised that every new opening thus created attracts 
 labour which would otherwise be employed to comparatively little purpose 
 on the land, and thus set up a new barrier against the total prostration 
 of the labour market which in the present condition of the population 
 follows on every severe drought.” p. 176. 
 
 Encouragement of Manufactures.—The plans proposed by the Com- 
 missioners are as follows :— 
 
 “In treating of the improvement of agriculture we have indicated how 
 we think the more scientific methods of Hurope may be brought into 
 practical operation in India by help of specially trained experts, and the 
 same general system, may, we believe, be applied with success both to 
 the actual operations of agriculture and to the preparation for the 
 market of the raw agricultural staples of the country. Nor does there 
 appear any reason why action of this sort should stop at agricultural 
 produce, and should not be extended to the manufactures which India 
 now produces on a small scale or in a rude form, and which, with some 
 improvement, might be. expected to find enlarged sales, and could take 
 the place of similar articles now imported from foreign countries. 
 
 “ Among the articles and processes to which these remarks would apply 
 may be named the manufacture and refining of sugar; the tanning of hides; 
 the manufacture of fabrics of cotton, wool, and silk; the preparation of 
 fibres of other sorts, and of tobacco; the manufacture of paper, pottery, 
 glass, soap, oil, and candles.” p. 176. 
 
 The foregoing remarks are admirable. It is also acknowledged 
 that they have already been acted upon to some extent. The 
 Commissioners add: “ Some of these arts are already practised 
 with success at Government establishments, such as the tannery 
 at Cawnpore which largely supplies harness for the army.” The 
 recent Resolution of the Government of India that, “in all cases 
 where Indian manufactures can be obtained as good in quality 
 as imported articles and no dearer in price, they shall be sub- 
 stituted for them,” will prove a great encouragement to their 
 production. 
 
 Proposed Industrial Survey. 
 
 It has already been stated that a marked feature of the Famine 
 Report is the great stress justly laid upon obtaining full and 
 accurate information before carrying out supposed improvements. 
 If there is any lesson the history of our Indian administration 
 teaches, itis this. ‘l'he worst evils under our rule have arisen 
 from its neglect. 
 
 In suggesting an Industrial Survey of India as a preliminary 
 to the development of its resources, the writer is simply repeat- 
 ing what has been urged by Dr. Forbes Watson, Reporter on 
 
 Pais ° 
 
MANUFACTURES. 63 
 
 the Products of India, than whom there is probably not a living 
 man who is better acquainted with the whole subject. 
 Dr. Watson thus points out the information needed :— 
 
 “It is intended in the following pages to direct attention, in the first 
 place to the want of a really exhaustive and systematic knowledge of the 
 various products of India in their raw and in their manufactured condition. 
 There are certainly abundant materials for a general superficial knowledge 
 of Indian products, but in order to render such knowledge really useful 
 and applicable to trade and industry, much more precise and comprehensive 
 information is required. Each kind of produce must be accurately de- 
 scribed, the different varieties and species distinguished, the places and the 
 methods of production ascertained, the commercial and industrial value 
 investigated, and the question of supply and utilization discussed. And 
 when all this is accomplished, provision must be made for rendering the 
 knowledge easily accessible and available for immediate reference, not only 
 by Government authorities, but by agriculturalists, manufacturers and 
 men of business generally.” 
 
 Dr. Watson next shows that this accurate knowledge would 
 promote the influx of European capital :— 
 
 “ For the last half century it has been on all sides constantly urged, that 
 no radical reform in the agricultural or industrial condition of India can 
 take place without an influx of European capital and European enterprise, 
 and it has often been made a matter of surprise that neither of them has 
 been supplied by England in the amount which could have been utilized 
 by a country of such vast natural resources as India. It has been consid- 
 ered remarkable, that a country under British rule, with full guarantees 
 for the protection of life and property, has not attracted more of the 
 superabundant capital and enterprise of England, although the means of 
 communication have recently been so much extended. ‘The reason is, that 
 however important all the conditions just enumerated may be, there is a 
 still more indispensable requirement which must be satisfied before private 
 capital and skill will come forward without a Government guarantee. This 
 requirement is such a precise knowledge of the industrial resources and of 
 the conditions of production of the country as will allow of a reasonable 
 forecast of the success of the enterprise.”’ 
 
 Why the Government of India should not leave the work to 
 private enterprise is thus shown :— 
 
 “Such a knowledge of the country, as is here demanded for India, is in 
 Europe the accumulated result of the efforts of many successive genera- 
 tions, the work of legions of pioneers of enterprise, who pushing on from 
 experiment to experiment, and from failure to failure, have revealed to the 
 country by their final success the secret of its resources. 
 
 “The whole of the advanced portion of Europe is, in consequence of the 
 development of commerce, covered by a network of private agency, the 
 express purpose of which itis to indicate to the consumer the best sources of 
 
 supply, and to offer to the producer the best means of realizing his products. 
 A similar organization exists, of course, in India also, but only in a rudi- 
 mentary state and restricted to some principal towns, and to a few of the 
 eeroipel staples, although no doubt it would grow in time by its own 
 efforts.” 
 
 “To shorten, however, in India, the period of preliminary trials, and 
 unavoidable failures, and to hasten the advancement of the country appears 
 
64 | SUBJECTS OF INSTRUCTION. 
 
 to be in the power of the Government, which, although unable to take the 
 place of individual enterprise, may promote inquiries which will facilitate 
 its task. Public, as distinguished from private, action, assumes, therefore, 
 in India much larger proportions than it does here, and it will be acknow- 
 ledged that this has always been the admitted policy of the Government 
 of India. Much has already been effected with respect to opening up the 
 country by means of information. The trigonometrical, topographical, 
 revenue, and geological surveys, have been undertaken on a scale of perhaps 
 unprecedented magnitude. It remains to complete them by an industrial 
 survey Which shall take stock of all the various productions of the coun- 
 try—agricultural, forestal, pastoral, and mineral—of manufactures, of the 
 localities of production, of the varieties, qualities, and values of produce, 
 its supply, mode of distribution and consumption.” 
 
 Dr. Watson further points out the benefits of the Survey in 
 promoting internal commerce, and its political advantages as 
 tending to raise up a middle class. 
 
 As in the case of agriculture, it is essential to the development 
 of manufactures and commerce, that there should be a highly 
 qualified officer, able to give them his undivided attention. The 
 Government of India is rather that of a continent than of a 
 country. Already Secretaries are overburdened with their own 
 immediate duties, and the work requires a specialist. The at- 
 tempt to carry out the scheme through existing agencies would 
 inevitably lead to a failure as conspicuous as the agricultural 
 fiasco already described. There may be a “penny wise and 
 pound foolish economy.” It was thought a saving not long ago 
 to abolish the office of Minister of Public Works. Everything, 
 of course, depends upon the man, but a thoroughly competent 
 officer might save his salary ten times told. 
 
 Next toa Director-General of Agriculture, a Minister of Manu- 
 factures and Commerce is required. He should be a man of 
 great abilities, wide experience, and without crochets. Dr. Wat- 
 son is a good type. He should have little office work, but be 
 free to move about the country, inspecting every thing in situ, 
 and consulting all on the spot able to afford information. Civil- 
 ians, officers of the geological survey, merchants, and others, 
 could be turned to valuable account. 
 
 The Agricultural Survey would fall to its own Department ; 
 the Forestal naturally belongs to that for which Dr. Brandis 
 has done so much. What remains would tax the energies of the 
 ablest man. : 
 
 The Gold Mining Companies are a proof how readily surplus 
 English capital would flow into India. The Finance Minister 
 has already secured an important move in the direction of rail- 
 way development. It is of the utmost importance that all 
 such encouragements of English commercial enterprise in India 
 should be wisely chosen. Hven one or two initial failures would 
 have a damaging effect. The advice of a competent Minister 
 
MANUFACTURES. 65 
 
 of Manufactures would be most valuable. Some parts of the 
 country are suitable for the development of one industry ; some 
 of another. 
 
 Technical Education. 
 
 The Famine Commissioners have the following remarks on 
 this subject :— 
 
 “There is no reason to doubt that the action of Government may be of 
 great value in forwarding technical, artistic, and scientific education, in 
 holding out rewards for efforts in this direction, and in forming at con- 
 venient centres museums and collections by which the public taste is 
 formed and information is diffused. The great industrial development 
 of Europe in recent years has doubtless received no small stimulus from 
 such agencies; and the duty of Government in encouraging technical edu- 
 cation is one to which the people of England are yearly becoming more 
 alive, and which it is certain will be more adequately performed in the 
 future. All causes which render such action on the part of Government 
 desirable in Europe apply with greater force to India. Experience how- 
 ever is still wanting even in England as to how such instruction should 
 be given, and for India it will be hardly possible at present to go beyond 
 the training of ordinary workmen in the practice of mechanical or engineer- 
 
 ing manipulation.” 
 
 A beginning has already been made in Technical Education. 
 There are several Engineering Colleges and Schools of Art. 
 Some years ago the writer visited the Engineering College at 
 Roorkee in the North-West Provinces. It seemed to be ad- 
 mirably conducted. The Madras School of Arts was commenced 
 by a medical officer, an amateur artist. All along, the artistic 
 branch has been that most cultivated. The last published Report 
 (1879-80) gives the average attendance of studentsas 82 in 
 the Artistic Branch, against 13 in the Industrial Branch. The 
 progress in the latter, however, is said to be satisfactory. 
 
 The only personal knowledge the writer has of other Schools 
 is from the beautiful drawings of Mr. Kipling of the Punjab. 
 
 The Famine Commissioners rightly state that ‘‘ Experience is 
 still wanting even in England as to how such (technical) instruc- 
 tion should be given.”” The Atheneum* has the following :— 
 
 ‘Mr. BerNHARD SamuE son, M.P., proposed some time since to institute 
 an inquiry into the state of the technical schools on the Continent. The 
 London Gazette now announces the formation of a royal commission, and 
 with Mr. Samuelson we find associated Prof. Roscoe, Messrs. P. Magnus, 
 John Slagg, Swire Smith, and Wm. Woodall. The purpose of the com- 
 
 mission is stated in the Cazette to be ‘to inquire into the instruction of 
 the industrial classes in foreign countries in technical and other subjects... 
 
 and as to the influence of such instruction.’”’ 
 Sir Alexander Arbuthnot, when Director of Public Instruction, 
 remarked in reference to the Madras School of Arts, “It is no 
 
 
 
 * Sept. 10, 1881. 
 
66 SUBJECTS OF INSTRUCTION. 
 
 easy matter to determine what manufactures may be most 
 usefully taught in an establishment of this description.” The 
 selection must differ to some extent in different provinces, 
 according to the facilities or demand for each industry. Perhaps 
 a good general rule would be, Begin at the bottom and work wp- 
 ward. ‘Take an average native house and see what articles stand 
 most in need of improvement. Glazed pottery, for example, has 
 been suggested instead of the present earthenware. So with 
 other articles. The goal may be that pointed out by the late 
 Sir Muttu Coomarasawmy of Ceylon at a meeting of the Social 
 Science Congress in England, when ‘‘a Hindu crew, commanded 
 by a Hindu captain, should steam into New York or London in 
 a steamer built by Hindus in Bombay or Calcutta.” 
 
 Cotton manufactures have already made such an advance that 
 Government may safely leave them to private enterprise. Man- 
 chester will not have any pretext for opposing the measure on 
 this ground. 
 
 Kach Presidency should have a Technical College, under a well- 
 qualified European Principal. Attached to it there should be 
 two or three European workmen, thoroughly acquainted with 
 special industries. 
 
 Each District should also have an Industrial School, under 
 Native Management, where instruction of a humbler character 
 might be given. The development of agriculture and manufac- 
 tures will lead to an increased demand for improved imple- 
 ments, &c. 
 
 The Artistic Branch requires special consideration. Sir George 
 Birdwood says, 
 
 * We incur a great responsibility in attempting to interfere in the direct 
 art education of a people who already possess the tradition of a system of 
 decoration founded on perfect principles, which they have learned through 
 centuries of practice to apply with unerring truth.”* 
 
 Some Indian designs of furniture, vessels, ornaments, shawls, 
 
 &c. are exquisitely beautiful. But Sir George Birdwood makes 
 the following admission :— 
 
 *“Nowhere does their figure sculpture show the inspiration of true art. 
 They seem to have no feeling for it. Their very gods ‘are distinguished 
 only by their attributes and symbolical monstrosities of body, and never 
 by any expression of individual and personal character.” 
 
 Should a Minister of Manufactures and Commerce be appoint- 
 ed, it 1s highly desirable that he should make himself acquainted 
 with the best Technical Education in Europe and America before 
 
 taking up office. He might afterwards examine into the work- 
 ing of the Indian Institutions. 
 
 
 
 * Industrial Arts of India, p. 134. 
 
SOCIAL REFORM. 67 
 Ways and Means. 
 
 How is the proposed large expenditure on Agricultural and 
 Technical Hducation to be met? will probably be the first 
 question that suggests itself to the Finance Minister, already 
 perplexed to make both ends meet. It is hoped that a satis- 
 factory answer may be given. 
 
 Government has set apart a Famine Insurance Fund of a 
 million and a half sterling a year. The question is now being 
 discussed, how can it be employed to most advantage ? 
 
 It is admitted that it will be prudent to devote half of it 
 to clearing off Famine Debt or forming a Fund for future 
 demands. ‘The remaining moiety, according to report, is to be 
 expended on measures calculated to avert famine. 
 
 Improved Agriculture is the right hand to fight against famine, 
 and developed Manufactures the left. 
 
 We have spent large sums of money on supposed Famine 
 Protective Works, some very useful, some nearly useless, some 
 perhaps positively injurious. If there is one recommendation 
 the Famine Commissioners make more than another, it is that 
 careful continued investigation should precede every outlay. 
 There is no better protective work against famine than to 
 establish a well-organised Agricultural Department, as sketched 
 by Lord Mayo, including a good system of Agricultural In- 
 struction. It would be at once the noblest memorial of Lord 
 Mayo, and a boon of the greatest value to the country. To it 
 should be added the similar development of Manufactures. 
 
 The Agricultural Department might be roughly estimated to 
 cost £240,000 a year; the Department of Manufactures and 
 Commerce, £60,000. The combined sum would be one-fifth of 
 the Famine Fund. It would be some years, however, before the 
 full amount could be expended with advantage. Meanwhile the 
 Famine Fund might be accumulating, and works of pressing 
 utility provided to some extent. 
 
 6. SocraL REerorm. 
 
 There is a general tendency to overrate the influence of Govern- 
 ment. Smiles says, ‘‘In all times men have been prone to 
 believe that their happiness and well-being were to be secured 
 by means of institutions rather than by their own conduct.” 
 High prices, dulness of trade, and poverty of every kind, are 
 attributed to Government. The more ignorant suppose that 
 even famines and pestilences are caused by the sins of their 
 rulers—not their own. Government may protect life and pro- 
 perty; but in other respects the welfare of the people depends 
 mainly upon themselves. Everywhere, ‘the hand of the dili- 
 
68 SUBJECTS OF INSTRUCTION. 
 
 gent maketh rich.” If people will not exercise foresight, if 
 they squander their money on foolish show and borrow at 
 exorbitant interest, they must suffer from poverty. If any of 
 the nobles of a country are spendthrifts and debauchees, they 
 must,in the end, lose their possessions, and be swept from the 
 face of the earth. Dr. Hunter justly remarks, ‘‘The permanent 
 remedies for the poverty of India rest with the people them- 
 selves.” 
 
 Some of the lessons which should be taught in schools will 
 now be noticed. 
 
 1. The Evils of Debt—The Famine Commissioners say :— 
 
 “No subject has been more strongly and frequently pressed on our | 
 attention than the evils which spring from the degree to which the land- 
 owners are sunk in debt, the asserted rapid increase of their indebted- 
 ness, and the difficulty they find in extricating themselves from such 
 burdens. 
 
 ‘““We have no reason to believe that the agricultural population of 
 India have at any known period of their history been generally free from 
 debt, although individuals or classes may have fallen into deeper embarrass- 
 ment under the British rule than was common under the Native dynasties 
 which preceded it.” p. 180. 
 
 The writer doubts whether there has been much increase of 
 their indebtedness of late years. Macaulay’s explanation of similar 
 complaints in England applies to India: The evils, he says, are 
 “with scarcely an exception old. That which is new is the 
 intelligence which discerns and the humanity which remedies 
 them.” 
 
 The late Dr. Carey came out to Bengal about the close of 
 last century, and for several years he was an indigo planter. 
 Warmly interested in the condition of the ryots, he urged the 
 establishment of an Agricultural Society for Bengal. In 1821 
 he wrote thus in the Quarterly Friend of India :— 
 
 ‘“‘There may exist circumstances in the habits of a people sufficiently 
 powerful to defeat the most benevolent views of its rulers, and to entail 
 misery where there is every preparation for the enjoyment of happiness. 
 
 “ Among the numerous causes which contribute to exclude happiness 
 from the natives of India is the wniversal tendency to borrow which per- 
 vades the country....It is scarcely possible to assume a greater contrast 
 than between the honest, upright, English peasant, and the Hindu, 
 dragging out an inglorious existence between debt and disgrace, borrow- 
 ing in one quarter to pay in another, and reluctant to pay in all cases, 
 making no provision for old age, and sitting content beneath the burden 
 of an endless prospect of embarrassment to the last hour of life. 
 
 «‘This disposition to borrow is not confined to one province, to one town, 
 or to one class of individuals. It pervades the whole country with all 
 the inveteracy of a second nature. 
 
 «The country is separated into two classes, the borrower and the usurer ; 
 the industrious though exhausted poor, and the fat and flourishing money- 
 lender. 
 
SOCIAL REFORM. ' 69 
 
 **The withering influence of this system is perhaps more deeply felt by 
 the agriculturalist than by the other members of the community. 
 
 “An independent husbandman, free from debt, and looking forward 
 with delight to the whole of his little crop as his own, is almost a pheno- 
 menon in the country. Most of them, through the wretched system which 
 now prevails among them, are in debt perhaps for the seed they sow, are 
 supplied with food by their creditors during all the labors of the field, and 
 look forward to the end of the harvest for the payment of a debt, to which 
 at least forty per cent is added, and which through the way in which it 
 is exacted, is often increased to fifty per cent.” 
 
 ** We have known many instances in which the crops of two succeeding 
 years have been pledged, before a single clod of earth has been turned up, 
 and this not in the case of a solitary farmer, but of the greater part of 
 a district.” 
 
 Mr. Hume bears similar testimony :— 
 
 ‘“ Wherever we turn we find agriculturists burdened with debts running 
 on at enormous rates of interest. In some districts, even provinces, the 
 evil is all-absorbing—a whole population of paupers, hopelessly meshed 
 in the webs of usurers.” p. 62. 
 
 Mr. Hume, however, gives the ryot credit for a desire to pay 
 his debts if he can. The tendency to run into debt is not con- 
 fined to uneducated ryots. The Indian Mirror says, 
 
 “The Indian ryot is notoriously improvident. But he is not alone 
 in this. It is well known that common sense and prudence leave the 
 Native, whether educated or uneducated, when he has any social cere- 
 
 monies to perform. On such occasions he is sure to go beyond his means 
 and involve himself.” 
 
 A newspaper paragraph lately stated that 1300 clerks in the 
 Government Offices of Madras have to make over a portion of 
 their salaries to the Court in satisfaction of their creditors. 
 Though the representation may be exaggerated, there is no 
 doubt that the evil prevails to a large extent among the edu- 
 cated classes. 
 
 The circumstances of the ryot, it is true, are deeply affec-. 
 ted by droughts, but the poverty of the people generally is 
 owing, in a great measure, to their own want of thrift, and to the 
 reckless and useless expenditure at marriages and funerals. 
 From the joint family system of the Hindus, “there is always 
 somebody to be married or buried; and the scale of expense 
 does not depend upon the share of the individual, asit would in 
 the case of a separation, but upon the magnitude of the joint 
 family fortune.” 
 
 The Rev. W. Stevenson of Madras, describes as follows a com- 
 mon marriage case :— 
 
 “A father is about to get his daughter married; his income is Rs. 50 
 a month, and he has saved nothing; but it is the custom for one in his 
 position to spend Rs. 500. He knows he hasn’t got the means; he must 
 borrow at exorbitant interest, he must puta load of debt on his shoulders, 
 
70 SUBJECTS OF INSTRUCTION. 
 
 which may grind him down for long years; but what does he do? Does 
 he say honestly—Well, I hav’nt got the money, it is wrong and foolish 
 to burden myself with debt; I'll only spend what I can properly afford, 
 and mind nothing elseP No, he says ‘What can I do, Sir? It’s our 
 custom, and if I don’t spend all this money, my neighbours will put 
 shame on me.’ So he foolishly and cowardly puts his neck under the 
 yoke, rather than face a breath of popular opinion.” 
 
 The Dnyanodaya thus notices a funeral :— 
 
 “Recently a young Maratha of our acquaintance lost a near relative. 
 He arranged with the want of the village to make a feast for a thousand 
 people at an expense of Rs.200. This young man could hardly have 
 been persuaded to spend two or three rupees for books for himself and 
 family, and thinks a fee of four annas per month for his boy in school - 
 a heavy tax. But the expense of this feast is incurred without a word 
 of complaint. The excuse for this is that custom demands it.” 
 
 Indiscriminate almsgiving and caste feasts are fruitful sources 
 of evil. One drawback connected with the latter would not 
 have occurred to an Englishman—the loss of shoes! A Brahma 
 Somaj lecturer says, 
 
 ‘Caste dinners mean deafening uproar, wild and unbounded confusion ; 
 exposure to sun, rain, and cold; caste dinners mean bazar sweetmeats, 
 cold curries, dirty water, and sure indigestion; and last, though not least 
 of all, caste dinners mean an inevitable confusion and loss of shoes! 
 Because when thousands must sit down bare-footed, who can discover 
 and readjust the shoes after they have been piled up into an absolute 
 chaos of disorder ? Sensible men, therefore, avoid caste dinners.” 
 
 It is singular that this crying evil of India, the tendency to 
 run into debt, has been quite ignored by the compilers of Govern- 
 ment School-Books in English.* The only allusion seems to be 
 a single proverb quoted, among others, in the Madras Fifth 
 Reader, “The borrower is servant to the lender.”” Kach Reader 
 should contain at least one lesson pointing out the advantages 
 of foresight and the evils of debt. It would be well for the 
 University English Selections to contain an excellent essay on 
 the Management of Money by the late Lord Lytton. Thrift, by 
 Smiles, would yield extracts equally valuable. 
 
 The New Code at home has a Social Heonomy Reading Book. 
 Much more are such lessons required in India. 
 
 Even arithmetic may be turned to account. Questions may be 
 given showing how rapidly interest at high rates accumulates, 
 and how much a borrower requires to pay. 
 
 2. The Value of Savings Banks should be Taught.—The people have 
 hitherto invested their savings in gold and silver ornaments. 
 The amount locked up in this way is immense. From early 
 times India has been called the “‘ grave of the precious metals.”’ 
 
 * The writer hag not been able to get the vernacular school-books examined 
 on this point. 
 
SOCIAL REFORM. 71 
 
 During the last fifteen years about 150 millions sterling has 
 been absorbed. This enormous capital, besides being totally 
 unproductive, leads every year to many murders. 
 
 There are Savings Banks in some of the principal cities, but 
 the masses never heard of them, and even if they did, they are, 
 as a rule, beyond their reach. It is reported that Government 
 is about to establish Post Office Savings Banks, as in England. 
 This will be of great benefit. Information about them might 
 be diffused through School-Books. One lesson in a Social 
 Economy Reading Book is on ‘Penny Banks;” another is 
 ** Every Man his own Pawnbroker.’”’ Similar lessons might be 
 adapted to India. 
 
 3. The Advantages of Emigration should be shown. Dr. Huuter 
 Says :— 
 
 “The poverty of certain parts of India is the direct and inevitable result 
 of the over-population of those parts of India. The mass of the husband- 
 men are living in defiance of economic laws. <A people of small cultivators 
 cannot be prosperous if they marry irrespective of the means of subsis- 
 tence, and allow their numbers to outstrip the food-producing powers of 
 the soil. Natives must also equalize the pressure on the soil by distribu- 
 ting themselves more equally over the country. There is plenty of fertile 
 land in India still awaiting the plough. The Indian husbandman must 
 
 learn to mobilize himself, and to migrate from the overcrowded provinces 
 to the underpeopled ones.” pp. 135, 186. 
 
 The Famine Commissioners say :— 
 
 “Despite the discouraging experience of past attempts, we are not 
 convinced that emigration in India has as yet had so conclusive a trial as 
 to justify the abandonment of allfurther attempts to deal in this manner 
 with an evil which must continue to increase.” p. 181. 
 
 4. Lessons should be given on Prices, Wages, &—The rise in 
 prices is often attributed to the employment of Englishmen in 
 the public service. The Indu Prakash has the following :— 
 
 “We wonder why highly paid Europeans should be allowed to suck 
 blood out of India. It is now proposed to have something after the 
 fashion of the Haileybury House of the East India Company, no doubt 
 at India’s expense, where the Civil Servants before they come here may 
 all live together for some time and exchange ideas and not perch upon 
 India, as they now do, like wild vultures. One might fear, however, 
 that the animals thus trained would be better trained blood-suckers, if 
 nothing more.”* 
 
 It might be explained that the increase in prices has arisen 
 from the vast sums poured into the country under the rule of the 
 “ blood-suckers,”—not from the want of money. So with wages. 
 Whately’s Hasy Lessons on Money Matters, would be an excellent 
 model. 
 
 
 
 *Quoted in Native Opinion, Oct. 17, 1874. 
 
72 SUBJECTS OF INSTRUCTION. 
 
 5. The Educated should be taught the Dignity of Labour.—Even a smat- 
 tering of EKnglish raises the recipient in his own imagination so 
 much above his fellows that it is beneath him to follow any 
 manual occupation. Heis “ashamed to dig,” but not ashamed 
 to live in idleness depending upon his relatives. Sir Richard 
 Temple, in his last Report as Lieutenant-Governor of Bengal, 
 
 says, 
 
 «Tt is melancholy to see men who once appeared to receive their honours 
 in the University Convocation, now applying for some lowly-paid appoint- 
 ment, almost begging from office to office, from department to department, 
 or struggling for the practice of a petty practitioner, and after all this return- 
 ing baffled and disheartened to a poverty-stricken home, and then to reflect 
 how far happier their lot might have been had they while at school or college 
 been able to move ina healthier atmosphere of thought and freer walk of 
 life. Nevertheless, with these examples before. their eyes, hundreds, 
 perhaps thousands of young men, persist in embarking on the same course 
 which can only lead to the same ending. And one reason, among several 
 reasons, is this, that they still dread and dislike the thought of manual 
 labour, even though it be accompanied with mental training. This un- 
 happy prejudice though not perhaps avowed nor even admitted, is palpably 
 existent and banefully influential.” 
 
 Biographies, like those of Peterthe Great and Stephenson, would 
 be useful. The example of the Prussian royal family might be 
 
 mentioned. It is thus noticed by the Rast Goftar, a Parsi 
 paper :— 
 
 “Prince Henry, son of the Crown Prince of Germany, has been appren- 
 ticed to a book-binder in Berlin.” 
 
 “The Rast Goftar, while quoting the above passage from an English paper, 
 exhorts the wealthy men of this country to learn to appreciate the advan- 
 tages of educating their sons in the practical arts of life. Our contemporary 
 says :—‘ The heir apparent of the most powerful of European States, the 
 grandson of the annihilator of an empire like France; Prince Henry, in 
 spite of his royal position, in spite of his palatial luxuries, has been appren- 
 ticed to a book-binder of Berlin. He has preferred the dirty apron to shin- 
 ing medals and splendid Court dresses. This Prince is the grandson of 
 our gracious Queen Victoria. The young prince, who is about 10 years old, 
 has the crown of Germany in perspective. His illustrious parents have 
 no necessity of making their son an artisan. Nevertheless they see nothing 
 degrading in sending him to anartisan’s shop. This is quite contrary to 
 the ideas of Native Indian princes, nawabs, and shettiars. But this consti- 
 tutes the whole difference between the mighty men of India and that of 
 Europe. This is a perfect exposition of the true vanity of men who look 
 only on the surface, and the magnanimity and nobleness of minds which 
 look into the reality of things. The Crown Prince of Prussia, the father of 
 this boy, himself acquired the art of a compositor, and who can deny that 
 the art itself is dignified by such devotees ?” : 
 
 6. Duty to Women should be taught.—This requires special atten- 
 tion. In the first Introductory Lecture ever delivered at the 
 Calcutta Medical College by a Native, Professor Chuckerbutty 
 said of the elevation of the women of India: “ Of all the great 
 social problems to be solved in this country, this is undoubtedly 
 
“SOCIAL REFORM. 73 
 
 the greatest. Itis useless to hide from ourselves the fact that 
 the degraded condition of the women of India is the foundation 
 of numerous social evils.” 
 
 In some respects women in India are kindly treated. They 
 are well fed, better clothed than the men, supplied with jewels, 
 and have about as much influence as women elsewhere. Still, 
 there is much to be done. 
 
 Professor Wilson coutrasts the Teutonic with the Hindu feel- 
 ing regarding women. Of the Hindu Tales he says, “The 
 greater number of them turn upon the wickedness of women, 
 the luxury, profligacy, treachery, and craft of the female sex.” 
 This applies equally to Muhammadans. THastwick says of Sadi, 
 ‘‘ His notions of the female sex are in general not very laudatory, 
 and his opinion on this head, seems to have strengthened as he 
 grew in years.” 
 
 All tales calculated to give a degrading idea of women 
 should be rigidly excluded. Instead of these, there should be 
 substituted incidents in the lives of good and noble women, fitted 
 to inspire respect and admiration for the sex. 
 
 The important subject of Female Hducation should have a 
 prominent place. Its advantages should be clearly pointed out. 
 Even the Primer might contain a sentence like the following, 
 ‘Girls should learn to read as well as boys.” This might be 
 expanded in the Second Book, and so on in more advanced 
 Readers. Students should be urged to begin at home. 
 
 It seems possible to show, to some extent, the evils of early 
 marriages. Certain classes betroth even infants. A Brahman 
 youth in Calcutta, sixteen years of age, was once observed 
 to be very melancholy. A person noticing his pensive looks, 
 inquired whether he had quarrelled with his father, and advised 
 him to return home. The youth told him that he was in trouble 
 on account of his daughter’s marriage. He had not succeeded 
 in finding a husband for her, and he was obliged to beg to 
 meet the marriage expenses. ‘The class of Brahmans to which he 
 belonged betroth their children immediately after their birth. 
 If they do not, they lose their honour and respectability. 
 
 One of the most unhappy effects of early marriages is the 
 large number of widows. What is properly betrothal is legally 
 marriage among the Hindus, and if the child-husband dies, the 
 unhappy girl is a widow for life. 
 
 The inhumanity with which widows have been treated is one 
 of the foulest blots upon the Hindu character. A poor girl is 
 given by her father in marriage, says Arthur, 
 
 “She may never have set her eyes upon her husband except on the 
 wedding day; she is still living at her father’s house; but if the man 
 who calls her me die, she is his widow, and his widow for life. She is 
 
74 SUBJECTS OF INSTRUCTION. 
 
 stripped of all her ornaments, her dress is changed for the widow’s robe, 
 and, in some parts of the country, her rich black hair is shaved. Then 
 begins a life of bitterness: she is charged with her husband’s death ; 
 he has been taken from her to punish her sin in a former birth; the 
 younger she is, the greater sinner she must have been to be overtaken 
 s0 soon; and her accusations are proportionally malignant. Her pres- 
 ence isa curse; it must never blight social festivity nor sacred ritual ; 
 the house is cursed for her sake; no accident or misfortune occurs, but 
 it is her fault. She is the drudge, the butt, the sorrow, the reproach 
 of her family.” 
 
 If her husband has been a Brahman, according to the 
 Smirti, ‘The widow shall never exceed one meal a day, 
 nor sleep on a bed; if she do so, her husband falls from 
 Swarga.” 
 
 The British Government, which put a stop to Sati, endeavoured 
 to ameliorate the condition of widows by passing a law in 1856 
 permitting them to marry. Itis to be regretted that hitherto 
 the effect has been trifling. Widows are still treated as before, 
 and widowers of fifty years marry girls ten years old. If 
 widowers and others married widows, they would obtain women 
 fit to be wives, instead of children, and the happiness of the 
 country would be greatly increased. 
 
 The women of India have some noble qualities, notwithstand- 
 ing the manner in which they have been treated. They are 
 affectionate wives and loving mothers, willing to sacrifice them- 
 selves for the good of their families. . 
 
 It is only Christianity which can raise women in India to 
 their true position. ‘This tender reverence for women,” says 
 Farrar, ‘is no mere product of culture and civilisation, for it 
 was unknown to Greece and Rome in the zenith of their refine- 
 ment;...... it is the reflection on earth of that self-devoting love 
 which brought the Son of God down from heaven; it 1s an 
 echo of those accents which, on the hills of Galilee and in the 
 streets of Jerusalem, ever drew to the Saviour’s side those who 
 needed His love the most.” 
 
 7. Morat Instruction. 
 
 Without moral principle, the best intellectual training may 
 prove only an evil. This was felt many years ago. Kerr, in his 
 Review of Public Instruction in the Bengal Presidency, says :— 
 
 “The Court of Directors from an early period considered that the im- 
 provement of the moral character of the natives was one of the first objects 
 to be aimed at, and directed that a Professor should be appointed to lecture 
 on Jurisprudence and Morals, without having any other duty to perform.” 
 p. 62. 
 
 As this was not carried out, Mr. Cameron, in 1840, wrote a 
 Minute on the subject, containing the following passage :— 
 
MORAL INSTRUCTION. 75 
 
 “Tn most countries Morality is taught as part of Religion. Here we 
 are prevented by the circumstances of the country from teaching Morality 
 in that manner. It is, therefore, more incumbent upon us than upon 
 other ministries of public instruction to teach Morality in the form of 
 Moral Philosophy.” Kerr, p. 62. 
 
 The same great duty is recognized in the Despatch of 1854. 
 It is stated that one object of Government Education in India is 
 to “raise the moral character of those who partake of its advan- 
 tages.” ; 
 
 The only question will be, how can it best be secured ? 
 
 Basts.—The value of moral instruction depends upon its 
 character. 
 
 A leading Indian journal, while protesting against every sys- 
 tem of ethical teaching which is founded upon * moral responsi- 
 bility to a living Creator,’ would not object to a “science of 
 morality based on the religion of humanity” being imparted in 
 Government Schools. 
 
 The Indian Mirror makes the following reply :~— 
 
 *‘ What does this mean but an undisguised advocacy of positivism and 
 godless expediency. Mark the Englishman’s glaring inconsistency! He 
 would not teach the ethics of Christianity or Hinduism or of any other 
 religion, but he would certainly teach the ethics of the religion of humanity! 
 He discountenances every form of faith which believes in God, but gives 
 in his adhesion to that which makes ‘humanity’ its god. Should the 
 Government adopt this infidel scheme of education there would be a 
 tremendous outcry against it throughout India, and all sects would unite 
 to protest against it. ‘A science of morality based on the religion of 
 humanity’ does not exist. Hxpediency is no more morality than the worship 
 of humanity is religion. The morality we demand is real morality of con- 
 science based upon the universal belief in a Supreme Moral Governor. 
 This is neither new religion nor new morality, nor is it an innovation in 
 state education in India.”* 
 
 The moral theory of the apostle of Agnosticism is similarly to 
 be condemned. Its basis is briefly stated in the following ex- 
 tract quoted by Bain :— 
 
 “The experiences of utility organized and consolidated through all past 
 generations of the human race, have been producing corresponding nervous 
 modifications, which, by continued transmission and accumulation, have 
 become in us certain faculties of moral intuition—certain emotions corres- 
 ponding to right and wrong conduct, which have no apparent basis in the 
 individual experiences of utility.’’f 
 
 As a rule, it is not knowledge, but motive power that is required 
 to promote morality. Long ago Ovid made the admission, 
 
 Video meliora proboque, 
 Deteriora sequor. 
 
 * Indian Mirror, July 27, 1878. 
 + Bain’s Mental and Moral Science. p. 722. 
 
76 SUBJECTS OF INSTRUCTION. 
 
 At arecent meeting in Calcutta, Babu Keshub Chunder Sen 
 thus spoke of teaching morality without religion :— 
 
 “T will give you wagons and cars and a splendid locomotive, but not 
 steam : can you set the train in motion? No—wagons and cars and locomotives 
 are inert pieces of matter—the motive power is in steam. Andso moral laws 
 and principles are dead things: the living power is in religion. I will give 
 you all the instruments in the new telegraph office, but no electricity; can 
 you flash messages to and fro along the wires P No—these instruments are 
 pieces of inert matter, but the motive power is in electricity. In the same 
 manner, the principles of ethics are dead forces, but the life is in religion.” 
 
 It is said that Daniel Webster was once asked, ‘“‘ What is the 
 greatest thought that ever occupied your mind?” After asolemn 
 pause, he replied, ‘The greatest thought I ever had, or can have, 
 is the sense of my accountability to God.’’* 
 
 The basis proposed is thus explained by Fleming :— 
 
 “In Scripture actions are enjoined because they are Right, and because 
 it is the will of God that we do them. The beneficial consequences which 
 flow from right actions are held out as motives or inducements to comply 
 with the will of God. But these consequences are never spoken of in Scrip- 
 ture as constituting the actions Right, nor as forming the ground of our 
 obligation to do them.”+ 
 
 Some hold that the “ religious neutrality”’ professed by Govern- 
 ment forbids such a basis, and a few Government school books 
 have evidently been prepared on this understanding. It is, there- 
 fore, highly important to determine what this phrase actually 
 means. ‘The question will be considered at some length. 
 
 Religious Teaching in Government Schools. 
 
 The view of “religious neutrality” taken by some has been 
 briefly noticed. The one generally adopted will now be shown. 
 It is held that the term is to be explained by the Queen’s Pro- 
 clamation, viz., that nothing shall be taught which will give 
 reasonable ground of offence to Christian, Muhammadan, or 
 Hindu. 
 
 The writer will endeavour to establish the following points :— 
 
 1. That the great truths of Natural Religion may be taught 
 with the approval of the people. 
 
 2. That such a course has the sanction of the principal officers 
 of the Education Department. 
 
 8. That it has been adopted for many years without objection 
 being raised in several of the Government School Books.' 
 
 1. Teaching the great truths of Natural Religion has the 
 approval of the people. 
 
 The general testimony of a Government Inspector may first be 
 
 * Quoted in Fraser’s Report on Schools in the United States, p. 158. 
 + Moral Philosophy, p. 142. 
 
 wR: 
 
MORAL INSTRUCTION. C7 
 
 given. Mr. Garthwaite says in a letter to the Madras Director 
 of Public Instruction :— 
 
 * Our school-books have hitherto recognised at least that there is a God, 
 great and good and wise; that we should love and obey Him; that it is 
 His wish that we should be just and kind to one another; and that the 
 more like Him we are the happier we shall be, and the less like Him the 
 more unhappy. In twenty years’ experience in India I have never met 
 any Native who objected to having his children taught such truths— 
 rather the reverse—and as on these points Hindoos, Muhammedans, and 
 Christians are agreed, in teaching them there is no violation of the princi- 
 ple of religious neutrality.’’* . 
 
 The supposed difficulty will mainly he with Hinduism. Evi- 
 dence on this point will therefore be adduced. 
 
 Professor Max Miller, in an eloquent passage, shows how the 
 ‘* Fatherhood of God’”’ was held by the old Aryans :— 
 
 “We have inthe Veda the invocations Dyaus pitar, the Greek Zeu pater, 
 the Latin Jupiter; and that means in all the three languages what it 
 meant before these three Janguages were torn asunder—it means Heaven- 
 Father! These two words are not mere words; they are to my mind the 
 oldest poem; the oldest prayer of mankind, or at least of that pure 
 branch of it to which we belong—and I am as firmly convinced that this 
 prayer was uttered, that this name was given to the unknown God 
 before Sanskrit was Sanskrit and Greek was Greek, as, when I see the 
 Lord’s Prayer in the languages of Polynesia and Melanesia, I feel certain 
 that it was first uttered in the language of Jerusalem....Thousands of 
 years have passed since the Aryan nations separated to travel to the 
 North and the South, the West and the East; they have each formed 
 their languages, they have each founded empires and philosophies, they have 
 each built temples and razed them to the ground; they have all grown older, 
 and it may be wiser and better; but when they search for a name for what 
 is most exalted and yet most dear to every one of us, when they wish to 
 express both awe and love, the infinite and the finite, they can but do what 
 their old fathers did when gazing up to the eternal sky, and feeling the 
 presence of a Being as far as far and as near as near can be: they can but 
 combine the selfsame words, and utter once more the primeval Aryan 
 prayer, Heaven-Father, in that form which will endure for ever, ‘Our 
 Father which art in heaven.’ ’’*+ 
 
 An experienced Missionary says of the Chinese: ‘“ When we 
 preach about the Fatherhood of God to them, they listen with all 
 their mind and soul; the idea is charming to them. When we 
 speak of the goodness, the holiness, the righteousness, and the 
 omnipotence of the Father—why, I have seen congregations 
 rapt in attention not to be surpassed by any congregation in this 
 country.” 
 
 Such teaching is as acceptable in India. The Christian can 
 adduce the example of Paul at Athens: ‘As certain also of your 
 own poets have said, For we are also his offspring.” 
 
 * Report of the Madras School-Book Committee, Appendix pp. xx, xxi. 
 + Lectures on the Science of Religion, pp. 172, 173. 
 
78 SUBJECTS OF INSTRUCTION. 
 
 It will be shown hereafter how many duties. may be based on 
 this admission. 
 
 Professor Williams says :— 
 
 “Our neutrality need not, and should not, imply indifference and in- 
 action in regard to moral teaching; nor even in regard to instruction in 
 certain fundamental truths common to all religions. The principles of 
 true morality, be it remembered, are not confined to Christianity. They 
 are to be found in Hinduism, in Buddhism, in Islam. Nay, I do not hesitate 
 to affirm, that certain lines of rudimentary religion are discoverable in the 
 texture of two of these false systems. I contend that a warp-like basis of 
 truth is traceable in both Hinduism and Islam, though concealed by a 
 thick woof of error and delusion. The fundamental threads of God’s 
 attributes and perfections, of His wisdom, goodness, omnipotence, and love 
 for His creatures—of His indwelling as a guide and monitor in the human 
 conscience—of man’s duty towards Him as his Maker, of man’s duty to- 
 wards his fellow creatures—all are there, and ought to be carefully preserv- 
 ed. Even some essential threads of Christian doctrine (such as the Unity 
 and separate personality of God, man’s original corruption, the need of 
 purity of heart, the uselessness of external forms) are there, and ought to be 
 thankfully made use of, while every cross-thread of falsehood, superstition, 
 and fatuous delusion is ruthlessly torn away.’’* 
 
 Professor Williams shows how the unity and holiness of God 
 may be taught with the approval of Hindus :— 
 
 “Our sacred books,’ say they, ‘ insist on the unity of the Supreme Being, 
 and abound in the grandest descriptions of His attributes. 
 
 “He is ‘the most Holy of all holies; the most Blessed of the blessed; 
 the God of all gods; the everlasting Father of all creatures; omnipotent, 
 omniscient, omnipresent; He is the Life of all: the Father, Mother, Hus- 
 band, and Sustainer of the world, the Birth, the Death of all; the Incom- 
 prehensible; the Ancient Sage, without beginning or end; the Universe’s 
 Maker; the one God hidden in all beings, and dwelling as a witness within 
 their hearts.’”’ 
 
 Professor Williams justly adds :— 
 
 “ And are not we Christians bound to accept and approve such sublime 
 descriptions of the Deity, though we well know that in the books from 
 which they are taken, abundant false conceptions are mingled with the 
 true, and that a Hindu’s boasted theism is simple pantheism, behind which, 
 as behind an impregnable fortress, he retires whenever his polytheism and 
 idolatry are attacked?” + 
 
 Sir Madhava Rao, now Prime Minister of Baroda, was for 
 several years Dewan of Travancore. Feeling the need of moral 
 teaching in the state schools, he himself prepared a small 
 text-book on the subject, entitled “ Principles of Morality.’ 
 Some quotations may be made. : 
 
 He begins with a much more satisfactory law of morality than 
 expediency. He was educated at Madras, in the old days when 
 Whewell, instead of Bain, was the text-book. 
 
 * Modern India, p. 328. 
 7 Ibid, p. 230. 
 
 
 
 
 
MORAL INSTRUCTION. 79 
 
 On the Origin of Duty. 
 
 1. Besides the instincts and propensities with which man is endowed 
 in common with the brutes, he has received from his Creator the capacity 
 of reflecting upon his own actions and the actions of others in such a way, as 
 to approve of some under the peculiar view of their being virtwous and of good 
 desert, and to disapprove of others as vicious, and of ill desert. This capacity 
 of the mind of man has been denominated the moral faculty, and is the founda- 
 tion of obligation to the performance or non-performance of actions of a parti- 
 cular character. The name of duty is given to every action the performance 
 of which the moral faculty approves or enforces, as well as to the refrain- 
 ing from those actions which it condemns. 
 
 4, The law of God is the standard by which the judgments of the moral 
 faculty are guided...... 
 
 Man’s Duties to God, which receive the first place, include :— 
 
 Recognition of his eternal existence; acknowledgment that he alone is 
 the disposer and governor of all things; the use of all the means in our 
 power to ascertain his will; Fear, Love, Submission, Honour, Worship, by 
 praise, prayer, confession of sin, and thanksgiving for mercies received. 
 
 Tt will be seen from the foregoing extracts that the course men- 
 tioned has the approval of Hindus and Muhammadans. 
 
 2. Hducational Officers and Hducational Committees, appointed 
 by Government, consider that the Despatch permits teaching the 
 great doctrines and duties of Natural Religion. 
 
 The Madras Director of Public Instruction says that the Read- 
 ing Books “inculcate the existence of a Supreme Being who 
 reveals his power and goodness in the works of creation.” 
 
 The Report of the Bombay School-Book Committee expresses 
 the following opinion on the general subject :— 
 
 “There is no question that the policy of the British Government is and 
 must continue to be absolute impartiality in religious matters, neither 
 proselytizing on its own account nor permitting others to do so through it, 
 and excluding from its sanctioned educational course all which is calculated. 
 to excite or foster religious animosities, but at the same time admitting 
 whatever teaching, conducive to morality and good citizenship, can rest on 
 a generally accepted basis, and is not inconsistent with a secular system.” 
 “While dealing with systems of religion in the manner above advocated, 
 it appears to be no less the duty of Government to avail itself, in the common 
 interests of society, of the truths of Natural Religion. By this, neutrality 
 18 IN no way violated, and the best incentive is offered to pure thought and 
 life which can be found beyond the pale of any dogmatic form of religion. 
 This course has for above twenty years been followed in this Presidency 
 without objection on the part of any. Gallaudet’s Natwral Theology has for 
 that period been a frequent and not unpopular text book, while the Gujarati 
 Reading Series, which is amply stocked in this respect, has suffered no logs 
 of popularity in Western India on this account.” 
 
 The Report is signed by the President, the Hon. J. Gibbs, 
 now a member of the Viceregal Council, by Mr. Chatfield, 
 now Bombay Director of Public Instruction, by Mr. 'T. C. Hope, 
 once Inspector of Schools in the Bombay Presidency, now con- 
 
80 SUBJECTS OF INSTRUCTION. 
 
 nected with the Supreme Government, by Professor Kielhorn, 
 and some distinguished native scholars. 
 
 The very brief Report of the Bengal School-Book Committee 
 does not directly express any opinion on the subject, but the 
 English Reading Books which have their special approval, 
 contain a larger infusion of religious teaching than any Govern- 
 ment Series yet published. 
 
 8. “ Hthical teaching based on moral responsibility to a living 
 Creator’ is no innovation in Government School-Books. 
 
 Quotations will be classified to explain its nature, and to 
 show how far it may go with the approval of Hindus and 
 Muhammadans. 
 
 At the same time, Government School-Books, in which relig- 
 ious teaching is almost entirely absent, will be noticed to prove 
 the need of attention being directed to the subject. 
 
 An extreme case will first be taken. Perhaps no Director 
 of Public Instruction was more hostile to what he called ‘‘ pro- 
 selytizing schools,” than the late Mr. Howard of Bombay. Yet 
 the Primer which he himself prepared for Government Schools, 
 and which substantially has been in use for the last twenty years, 
 contains the following :— 
 
 God made the ear; shall he not hear P 
 
 God made the eye; shall he not see P 
 
 Oh! thou who hast made all things, hear me. 
 God is good to all. 
 
 The law of God is holy. 
 
 A man has a soul. 
 
 A cow has not a soul. 
 
 The above are expanded and additional truths taught in the 
 more advanced books. Thus the Second Bovk contains the 
 following :— 
 
 (To be learnt by heart.) 
 
 God made the sun with beams so bright ; 
 God made the moon which shines by night ; 
 God made the skies that seem so fair ; 
 
 And all the stars that glitter there. 
 
 God’s omnipresence, a future state of existence, God’s provi- 
 dence, and the duty of adoration, are all taught in the following 
 passage in the Third Book* :— 
 
 Should fate command me to the farthest verge 
 Of the green earth, to distant barbarous climes, 
 Rivers unknown to song—where first the sun 
 Gilds Indian mountains, or his setting beam 
 Flames on the Atlantic isles,—’tis nought to me, 
 Since God is ever present, ever felt, 
 
 
 
 * Third Reading Book, Part II. pp, 55. 56. 
 
MORAL INSTRUCTION. 81 
 
 In the void waste as in the city full; 
 
 And where He vital breathes, there must be joy. 
 When even at last the solemn hour shall come, 
 And wing my mystic flight to future worlds, 
 
 I cheerful will obey; there, with new powers, 
 Will rising wonders sing. I cannot go 
 
 Where universal love not smiles around, 
 Sustaining all yon orbs, and all their suns; 
 From seeming evil still educing good, 
 
 And better thence again, and better still, 
 
 In infinite progression.—But I lose 
 
 Myself in Him, in light ineffable ! 
 
 Come, then, expressive silence, muse His praise. 
 
 Longfellow’s Psalm of Life, quoted in the same book, teaches 
 the immortality of the soul and our duty here :— 
 
 Life is real: life is earnest: 
 And the grave is not its goal: 
 ‘Dust thou art, to dust returnest,’ 
 Was not spoken of the soul..., 
 
 Act,—act in the living Present, 
 Heart within, and God o’er head. 
 
 There are also a few important lessons in prose. The present 
 Bombay Third Reading Book quotes the lesson on Night, by Mrs. 
 Barbauld, concluding with ‘‘ Let His praise be in our hearts when 
 we lie down ; let His praise be on our lips when we awake.” 
 
 The present Punsasp Enauisu Serres of Reading Books, as far as 
 published,* is perhaps the most purely secular that has appeared. 
 
 The Primer contains 105 pages. The word “ God” does not 
 seem to occur in the whole book. 
 
 The First Reader contains 123 pages. The references to God 
 seem the following : 
 
 Page 5. A mother says toa judge, ‘‘ For the love of God do 
 not cut my child in two.” 
 
 Page 13. An old man says to Death, ‘‘ Would God you would 
 come.” 
 
 Page 18. Ranjit Singh and his mother. Ranjit Singh, when 
 a boy, was fond of play. When his mother told him how the 
 family inheritance had been taken by others after his father’s 
 death, he said, 
 
 “Have patience, mother, I shall by and by grow big, and then I will take 
 back every inch of land that has been taken from us, and of those who 
 have seized my rights I will not let one escape.” 
 
 “The mother smiled, and said no more. By God’s help, when he be- 
 came a man, what he had said he performed to the very letter.” 
 
 
 
 * The writer, on application to the Lahore Government Book Depét, obtained 
 the following: English Primer; First, Second, and Third Readers. The Series is 
 to consist of eight books. 
 
 11 
 
83 SUBJECTS OF INSTRUCTION. 
 
 The propriety of introducing God’s name here is very question- 
 able. ° 
 
 Page 22. The King and the Page. This is a well-known En- 
 glish story. There are two references to God. 
 
 Page 36. A nightingale prays, “May God, O kind sir, keep 
 your hopes ever fresh.” 
 
 The above are the only references to God in the book. 
 
 Second English Reader. p. 39. ‘ Allahu Akbar! God is great,” 
 occurs in connection with Akbar’s attempt to establish a new 
 religion. At page 41, Akbar’s edict is mentioned, ‘“‘one God 
 and one wife.” 
 
 Page 62. In a description of the dog, a Creator is acknow- 
 ledged who has given faculties and instincts. 
 
 Page 102. ‘Thousands of years ago, all men were savages.” 
 After describing the advances to the pastoral and agricultural 
 stages, the lesson adds: ‘‘Men also found out by degrees other 
 things as important as food and clothes and houses. ‘They 
 learnt to make laws and obey them, to be honest and true in 
 their dealings with one another, and to worship God.” 
 
 Third Reader. Page 3. A man beating his ass is asked, “ Does 
 he not know that God made it ?” 
 
 Page 10. ‘‘ God has given the hare ears of such a kind.” 
 
 Page 56. Sabuktagin dreamed that “God in heaven” was 
 pleased with him for his kindness to a deer, and he was enjoined 
 to show the ‘‘ same pity towards the servants of God.” 
 
 Pages 69, 70. The word God occurs twice in connection with 
 Baber’s walking three times round Humayun’s sick-bed, and 
 afterwards dying. 
 
 Huxley’s remark about Hume may be applied to the religious 
 teaching in the Punjab Readers: ‘‘It cannot be said that (their) 
 theological burden is a heavy one.”’ 
 
 Mapras Szrizs. The English Series includes the following :— 
 Primer, Readers II—V. 
 
 Primer. As in the case of the Punjab Primer, the word God 
 is not to be found in the book. 
 
 Second English Book. In the Reading Lessons pp. 1—138, 
 the word God does not occur. At the end of the book there are 
 classified vocabularies, including, among others, ‘ Religion and 
 Morality.” At page 249, ‘ God,” “ Spirit,” “‘ Worship,”’ are given, 
 with the illustrative example in a note, “ God is a spirit, and 
 those that worship Him must worship Him in spirit and in 
 
 truth. 
 
 ' Third Reader. Pages 1—120 {contain the school lessons. In 
 the fable of the Owls at page 35 the words occur, “ God grant 
 a long life to Sultan Mahmud.” The Appendix contains 38 pages 
 for ‘‘ Home-Reading or Holiday Task.” An English story 
 
MORAL INSTRUCTION. 83 
 
 One Fault makes many,” refers to God and sin in a Satis- 
 factory way. 
 
 Fourth Reader. Page 2 quotes Rollin, mentioning among the 
 duties of school-boys, ‘an abhorrence of vice and a sincere 
 and fervent desire of pleasing God, and referring all their actions 
 to Him.” 
 
 Page 7. The Camel is pointed out as illustrating God’s wis- 
 dom and goodness. | 
 
 Page 17. ‘‘ Canute’s Reproof to his Courtiers” is given, with 
 a reference to God’s sovereignty. 
 
 There are other allusions of a similar kind, too numerous to 
 mention. 
 
 Fifth Reader, Page 13 gives the story of Abraham and the 
 fire-worshipper, teaching toleration. 
 
 Sir Matthew Hale’s “ Advice to his Children,” is given “ adapt- 
 ed,” and there are other passages in which references to God 
 occur. 
 
 One feature of this book is that, like Chambers’ Moral Class 
 Book, it quotes proverbs from Scripture as well as illustrations 
 from the Mahabharata, &c. Some texts are from the New Testa- 
 ment. ‘The Story of Sancho Panza in his Island”? has append- 
 ed to it, ‘‘ Blessed are the peacemakers; for they shall be called 
 the children of God.—S. Matthew, v. 9.” 
 
 The Fifth Reader is the only one of the Madras Series 
 which contains poetry. The first piece is Pope’s “ Universal 
 Prayer.” 
 
 The Madras Tamil Series, already published, includes only a 
 First Reader in two Parts, and a Second Reader. 
 
 The first Part of the First Reader has references to God in 
 the last two pages. Part II. contains a lesson ‘ What Children 
 are pleasing to God?” It is so good an example of teaching 
 the Fatherhood of God, that a rough translation of it may be 
 given :— 
 
 “God created us. He alone is our Father. He loves every being He 
 has created, both ourselves and all others. God loves all as a mother 
 loves her children. But, though a mother loves all her children, will 
 it be pleasing to her when they do wrong? No. In like manner, though 
 God always loves us, He will not be pleased with us if we do wrong. 
 
 “A child should understand that when he does the following things he 
 displeases God: If I do not obey my parents, God will be displeased with 
 me. If I tell lies, or quarrel with my brothers or sisters, if I speak bad 
 words or strike other children, if I take what is not mine, or if I abuse 
 others; God will be angry with me. Besides, if I am selfish, desiring 
 to have all myself or if I do not look to the good of others, God will be 
 displeased with me. : 
 
 “Good children, obedient to their parents, and who are not quarrelsome, 
 are not only pleasing to every one, but also to God. The wicked are not 
 happy either in this life or the next. 
 
84 SUBJECTS OF INSTRUCTION. 
 
 “God is everywhere. He is always present with us. He sees us when 
 no one else does. He hears what we say when no other does. He knows 
 what we think in our minds, though we may not open our lips. 
 
 * As God is our Father He wishes us to live happily. If we ask Him for 
 any thing He will assuredly grant it, if it will be for our good. To ask God 
 for what we need is prayer. If we do not know what we say or do not 
 earnestly desire it, what we ask is not prayer. Sometimes in our ignorance 
 we ask for what would be hurtful tous. Such things God will not grant. 
 But if what we ask is good and we beg it earnestly, He will hear us. 
 
 “Every morning when we rise from our bed, and every evening before 
 going to sleep we should praise God. We should thank Him for every 
 benefit we have received.” 
 
 The Bengal Director of Public Instruction has not published, 
 so far as the writer is aware, any text-books. There is a set of 
 six English Readers, prepared by the late Babu Peary Churn 
 Sircar, Professor of English Literature, Presidency College, and 
 revised by EK. Lethbridge, Esq, Principal of Krishnaghar College, 
 Bengal. The “ Advertisement” prefixed states that the Series 
 was “approved of by the Bengal School-Book Committee, and 
 certain suggestions were made which have been carefully attend- 
 ed to in the present revised edition.” 
 
 The late Babu was for many years in the Educational] Depart- 
 ment; he was a highly respected and beloved member of the 
 Hindu community. Noone who knew him would believe that 
 he would shock the religious feelings of his countrymen. His 
 School-Books are the best index to the teaching which intelligent 
 Hindus desire, and of what they understand by “ religious 
 neutrality.’ There is a shorter English Series by Babu Gopal 
 Chandra Bandyopadhyay, Head Master of the Calcutta Govern- 
 ment Normal School, which coincides in character. References 
 to some of the poetical lessons will show the extent to which 
 religious teaching is introduced :— 
 
 God’s wisdom and goodness in Creation. 
 
 I sing the Almighty power of God, 
 That made the mountains rise; 
 That spread the flowing seas abroad, 
 
 And built the lofty skies. &. 
 
 See the shining dewdrops, 
 On the blossoms strew’d, 
 
 Proving, as they sparkle, 
 “God is ever good.” &c. 
 
 The spacious firmament on high. 
 Thou art, O God, the life and light. 
 
 Duty to God. 
 
 Art Thou my Father P Let me be 
 A meek, obedient child to Thee ; 
 
MORAL INSTRUCTION. 85 
 
 And try in word, and deed and thought, 
 To serve and please Thee as I ought. 
 
 When all thy mercies, O my God, 
 
 Praise to Thee, Thou great Creator ! 
 Praise be Thine from every tongue ; 
 Join my soul, with every creature, 
 Join the universal song ! 
 
 Difference between the Righteous and the Wicked. 
 
 How blest is he who ne’er consents. 
 Prayer. 
 
 I thank thee, Lord for quiet rest 
 And for thy care of me; 
 
 Oh! let me through this day be blest, 
 And kept from harm by thee. 
 
 O let me love thee! Kind thou art 
 To children such as I; 
 
 Give me a gentle holy heart ; 
 Be thou my friend on high. 
 
 Help me to please my parents dear, 
 -And do whate’er they tell; 
 
 Bless all my friends, both far and near, 
 And keep them safe and well. 
 
 And now another day is gone. 
 Father of all we bow to Thee. 
 
 Heaven. 
 Friend after friend departs. 
 I hear thee speak of the better land. 
 
 It may only be mentioned further, that some of the books 
 containing the above quotations have passed through twenty 
 editions, so that they have been thoroughly tested. 
 
 Religious Teaching Proposed. 
 
 As the effect of Government Education depends largely upon 
 its religious teaching, at the risk of repetition, a summary may 
 be given of what is suggested. 
 
 Atheism is undoubtedly spreading among Hindus. As al- 
 ready mentioned, the President of the Theosophical Society puts 
 in the mouth of the Buddhists that “a personal God is only 
 a gigantic shadow thrown upon the void of space by the imagina- 
 tion of ignorant men.’ It would be well therefore to give 
 the opinions of one or two ‘ignorant men,” like Socrates and 
 Sir Isaac Newton. A very good lesson on the existence of 
 the Creator might be adapted from a conversation of Socrates 
 given by Xenophon. There is also a noble passage in Newton’s 
 
86 SUBJECTS OF INSTRUCTION. 
 
 Principia. Paley’s Natural Theology and other works would 
 yield excellent materials on the personality and goodness of 
 the Deity. 
 
 The Fatherhood and loving character of God should be mainly 
 dwelt upon. An entire lesson has been translated to show 
 what important teaching may be drawn from this. Still, Father- 
 hood standing alone gives an imperfect idea of our relation- 
 ship to God. As Sir Madhava Rao rightly teaches, He is also 
 our King, of inflexible justice and omnipotent power. ‘‘ Woe 
 unto the wicked ! it shall be ill with him,” requires to be taught 
 as well as the contrary truth. 
 
 Attention to religion may be urged. ‘ What is a man 
 profited if he shall gain the whole world, and lose his own soul ?” 
 
 Guidance and help may be sought. ‘ Wilt thou not from this 
 time cry, ‘ My Father, thou art the guide of my youth?’ ” 
 
 “Prayer,” says Fleming, “has always been recognized as 
 one of the duties of Natural Religion. In all ages and among 
 all nations, it has been common by some form or rite to suppli- 
 cate Divine protection and favour. Among the golden verses of 
 Pythagoras we find the following :— 
 
 ‘Tn all thou dost, first let thy prayers ascend, 
 And to the Gods thy labours first commend ; 
 From them implore success, and hope a prosperous end.”* 
 
 Dr. Kay, late of Calcutta, has the following remarks on this 
 subject :— 
 
 “Tt has been our own practice, after conversing with intelligent Hindus, 
 to speak to them in this way: ‘Now you, and all your countrymen who 
 are worth listening to on such a subject, acknowledge that spiritual light 
 and the knowledge of God must come from Himself, the one Supreme. 
 The Mussulmans say the same; and we Christians above all others affirm 
 it. Then if you are really in earnest—if you are honest—you see what 
 you must do, you must go and endeavour to pray thus: O all-wise, all- 
 
 merciful God and Father, pour the bright beams of Thy light into my soul, 
 and guide me into Thy eternal truth. + 
 
 Imitation may be enjoined. A loving child tries to copy 
 the example of a wise and good father. ‘Be ye therefore 
 followers of God as dear children,” says the apostle. 
 
 Sin is a terrible fact which ought not to be ignored. Hin- 
 duism, with its washings and penances, fully admits it. There 
 is a remarkable confession, very like David’s, which Brahmans 
 are enjoined daily to make :— 
 
 “Tam sin, I commit sin, my soul is sinful, I am conceived in sin; O thou 
 lotus-eyed, O Hari, deliver me from all my sins.” 
 
 * Moral Philosophy, p. 407. 
 + The Missionary, Vol. III. p. 108. 
 { Pipoham papakarttaham, &c. 
 
MORAL INSTRUCTION. 87 
 
 Some important truths may be taught without offence. All 
 religionists condemn certain actions as sinful, and admit that 
 they deserve punishment. ‘he duties of confession and repen- 
 tance are also acknowledged. “If we confess our sins He is 
 faithful and just to forgive us our sins, and to cleanse us from all 
 unrighteousness.” 
 
 The Bombay Second Book quotes the Parable of the Prodigal 
 Son, Luke, xv. 11—24, giving its source, ‘New Testament.” 
 This also does not seen a breach of religious neutrality, nor 
 would it be so to add the words in explanation, “ There is joy 
 in the presence of the angels of God over one sinner that 
 repenteth.” 
 
 The writer fully admits that there is still a great gulf between 
 the above teaching and what he considers necessary. It is not 
 shown how God can be “ just’? when He forgives us our sins. 
 Nor is the gracious invitation given, ‘‘ Come unto me, all ye that 
 labour and are heavy laden, and I will give you rest.” 
 
 While it is admitted that any Christian Missionary who rest- 
 ed satisfied with such teaching in his schools would be dishonour- 
 ing Him whose commission he professes to bear, the case is dif- 
 ferent in Government schools, with the avowed principles on 
 which they are conducted. The Rev. James Johnston says in the 
 Introduction to Our Educational Policy in India :— 
 
 “Tf prejudice were to sway my judgment, it would be in favour of a 
 bold recognition of religion by the Government, and the public teaching 
 of the Bible in Government schools and colleges on a grand national system 
 of education. It is with reluctance and pain that I am driven to the con- 
 clusion that such a system is not suited to the present condition of India, 
 and the circumstances of the case.” p. v. 
 
 Professor Williams expresses similar views : — 
 
 “Our Government has wisely decided to be neutral in religious teaching. 
 We have abstained from imitating the conquering Musalman—from enforc- 
 ing our religion by Government influence and authority. It would, indeed, 
 be doubtful morality on our part to take money out of the pockets of native 
 parents, and with it to pay teachers to teach the children of those parents 
 a religion which they believe to be false. Nor under any circumstances 
 could a sufficient number of Christian teachers be found. But our neutrality 
 need not, and should not imply indifference and inaction in regard to moral 
 teaching; nor even in regard to instruction in certain fundamental truths 
 common to all religions.” pp. 327, 328. 
 
 Even should the religious teaching go no farther than is pro- 
 posed, an important advance would be made. Sir Madhava Rao 
 rightly says in his Catechism :— 
 
 “2. The second duty we owe to God is to use all the means in our power 
 to ascertain what his will is, that we may serve him according to it.” 
 
 If the instruction given in Government Schools leads the pupils 
 
88 SUBJECTS OF INSTRUCTION. 
 
 “to seck the Lord if haply they might feel after Him and find 
 Him,” more light would be vouchsafed. 
 
 To prevent misconception, it is distinctly mentioned that the 
 amount of direct religious teaching should not be too large. 
 ‘‘ Here a little, and there a little,’ should be the rule. Parable, 
 narrative, and poetry should be mainly used, and not didactic 
 statements. 
 
 Poetry should perhaps be the chief vehicle. The quotations 
 show the views of men like Babu Peary Churn Sircar on the _ 
 subject. The writer knows from personal experience that in- 
 telligent Hindus wish their children to commit to memory poetry 
 of such a character. Religious meetings are held in Madras 
 near the Presidency College, frequented by some of the students. 
 An application was lately made to the Madras Tract Society to 
 print selections from Moody and Sankey’s Hymns, as they 
 were so popular among those who attended. 
 
 Superstitious Errors.—No doubt these are a very delicate subject. 
 Still, it seems possible, without offence, to counteract some of 
 them. 
 
 The effects of the belief in Fatalism are most injurious. In 
 times of famine or pestilence, the people are tempted to lie down 
 and die, instead of making efforts for their preservation. <A 
 Hindu commits murder and is sentenced to death. Instead of 
 suffering from remorse, the prevailing idea with him is that it 
 was written on his head that he was to commit such an act, and 
 he must submit to the consequences. Muhammedans have much 
 the same belief. Shere Ali said at his trial for the assassination 
 of Lord Mayo, “ Whoever is killed is killed by the order of God.” 
 
 The evil is exposed, to some extent, in one or two of the 
 Government School-Books. The Panjab First Reader gives an 
 amusing story of the cure of a servant who laid the blame of his 
 faults on fate. ‘The Madras Second Reader has the following :— 
 
 “* A child lay sleeping on the brink of a well. Fate passed by, and softly 
 waking the child said: ‘Get out of this dangerous place, you little fool. If 
 you were to fall into the well, and be drowned, people would blame me, and 
 say it was your fate to be drowned.’ ” 
 
 The authority of Muhammad might be adduced. When tra- 
 velling with a company in the desert, one of the party said in the 
 evening, “I will loose my camel and commit it to God.” ‘To 
 which Muhammad replied, ‘ Friend, tie thy camel and commit 
 it to God.” 
 
 The great object of Vedantic teaching is to enable a man to 
 say, Aham Brahma, I am Gop! If he retains a consciousness of this, 
 he may commit any crimes he pleases without sin. It: would 
 probably be considered a breach of religious neutrality to com- 
 bat this horrible doctrine directly. 
 
MORAL INSTRUCTION. 89 
 
 Moral Duties. 
 
 The Royal Law—The Madras Fifth Reader quotes, “ The Royal 
 Law, Thou shalt love thy neighbour as thyself. Lev. xix. 18.” 
 The Madras Tamil Furst Header, Part II., contains a lesson be- 
 ginning as follows :— 
 
 “Jesus Christ taught a rule to his disciples, ‘Allthings whatsoever ye 
 would that men should do to you, do ye even so to them,’ As this is a good 
 rule, it is called the Golden Rule.” Lesson 37. 
 
 Illustrations are then given of the conduct which it requires. 
 Neither Hindu nor Muhammadan would object to this. Dr. Muir 
 gives the following metrical rendering of a passage in a Hindu 
 
 book :— 
 
 Hear virtue’s sum expressed in one 
 
 Brief maxim—lay it well to heart : 
 
 Ne’er do to others what, if done 
 
 To thee, would cause thee inward smart.* 
 
 Truthfulness.—“ There was no virtue,” says Smiles, “that Dr. 
 Arnold laboured more sedulously to instil into young men than 
 the virtue of truthfulness, as being the manliest of virtues, as 
 indeed the very basis of all true manliness. He designated truth- 
 fulness as ‘moral transparency,’ and he valued it more highly 
 than any other quality.” 
 
 It has been remarked that different nations vary more in regard 
 to truthfulness than any other virtue. The Indian Mirror says, 
 ‘There is not a question but that lying is looked upon with much 
 more disfavor by European, than by Native, society. The Eng- 
 lish notions on the subjects are strong, distinct, and uncompro- 
 mising in the abstract. Hindu and Mahometan notions are 
 fluctuating, vague, and to a great extent dependent upon times, 
 places, and persons.” 
 
 The difference between Europeans and Hindus in the above 
 respect is thus pointed out by the Maharaja of Travancore: 
 ‘The most truthless Christian is fired by being called a ‘liar.’ 
 But turn to an average countryman of our own who has not yet 
 studied to adopt European externals, and see how blandly and 
 unconcernedly the epithet ‘liar’ is taken by him. You must have 
 seen people even complimenting one another with the epithet 
 ‘clever rogue. On the other hand, nothing is more common 
 than to ridicule men of truth and honesty as fools.” 
 
 Alexander the Great invaded India, 327 B. C. ‘The Greeks 
 formed a high opinion of the veracity of the Hindus. Arrian 
 says that no Indian was ever known to tell an untruth. Though 
 this is incorrect, it shows the idea entertained by the Greeks. 
 
 * Metrical Translations from Sanskrit Writers, p. 86. 
 
96 SUBJECTS OF INSTRUCTION. 
 
 Cunning is everywhere the refuge of the weak against the 
 strong. Undoubtedly the oppression to which the Hindus were 
 subjected for many centuries, had an injurious effect upon the 
 national character. ; 
 
 The Greeks were perhaps the noblest nation of antiquity. A 
 friend, well-qualified to form an opinion from several years’ resi- 
 dence among both, considered the modern Greeks to be worse 
 than the Bengalis for duplicity. | 
 
 Hindu literature is partly responsible for the present state of 
 feeling. Very strong denunciations of lying are to be found in 
 the Sastras. The story of Harischandra is partly designed to 
 show the nobleness of the man who would not break his word 
 when exposed to the severest temptations. But such teachings 
 are counteracted by others of an opposite tendency. Manu per- 
 mits lying under certain circumstances :— 
 
 “ A giver of false evidence, from a pious motive, even though he know the 
 truth, shall not lose a seat in heaven; such evidence men call divine 
 speech.” viii. 103. 
 
 “In the case of courtezans, of marriage, of food eaten by cows, of fuel 
 for a sacrifice, of benefit or protection accruing to a Brahman, there is no 
 sin in an oath.” viii. 112. 
 
 In the Mahabhurata, it is said that Dhritarashtra consulted 
 Kalinga, a Brahman and prime minister of Shakuni, about the 
 way in which he might destroy the Pandus. The prime minis- 
 ter related how a jackal, by lying, overcame a tiger, a wolf, 
 &@ mungoose, and a bandicoot. He said to the king, “ In seek- 
 ing reconciliation with a foe, lull his suspicions with the most 
 solemn oaths and slay him. The holiest of saint-preceptors de- 
 clares that there is no harm in this. When your heart boils 
 with rage, speak pleasantly and with the smile of friendship.” 
 We know how Nana Sahib acted upon this principle at 
 Cawnpore. 
 
 One of the most popular books in India is the Panchatantra. 
 It professes to teach the principles of Nitti Sastra, or morality. 
 Bishop Caldwell expresses the following opinion of it :— 
 
 “This is an exceedingly clever, amusing book, but one which tends, 
 I fear, rather to lower than to raise the tone of morality prevalent in 
 the country....The book is so saturated with a tricky morality that any 
 effectual purgation of it appears to me well nigh impossible.’* 
 
 One section of the book is on the art of dissolving the friend- 
 ship of two persons and creating enmity between them ; another 
 is on the art of overcoming an enemy by means of affected 
 friendship. 
 
 
 
 
 
 eer addressed to Sir Alex. Arbuthnot, when Director of Public Instruction, 
 adras. 
 
MORAL INSTRUCTION. 3 9] 
 
 The first apologue in Sadi’s Gulistan has the following: “ A 
 peace-mingling falsehood is preferable to a mischief-stirring 
 truth.” Another teaches, ‘‘ Were the king verily to say, this day 
 is night; it would behove us to reply, ‘lo! there are the moon 
 and seven stars.’ ” | 
 
 There is perhaps no virtue which should be more encouraged 
 in India than a manly straightforwardness. How is this to be done? 
 
 1. By omitting from Reading Books all stories of successful 
 trickery,—“ overcoming by deceit,” with which Native books 
 abound. 
 
 This proposed rule has been grossly violated in some cases. 
 
 2. By teaching, in various forms, chiefly narrative, the nobility 
 of truth. 
 
 The absurd flattery so prevalent among uneducated Hindus, 
 tends to a disregard of truth, and should be discouraged. 
 
 Remarks on giving evidence are very necessary. Perjury to 
 injure a man is condemned by all; but to employ it in a good 
 cause or to save a friend, is, by many persons in India, regarded 
 as a very venial offence. ‘‘ The truth, the whole truth, and nothing 
 but the truth,” should be the maxim. 
 
 In moral instruction, as in religious teaching, poetry may often 
 be employed with great advantage. ‘This is done to some extent 
 at present. The Madras fifth Reader has a short piece of poetry 
 beginning, 
 
 Dare to do right! dare to be true! 
 
 Babu Peary Churn Sircar’s Series has, 
 
 Oh! ’tis a lovely thing for youth. 
 
 Once there was a little boy, 
 With curly head and pleasant eye ; 
 A boy who always told the truth, 
 And never, never, told a lie. 
 
 Integrity—This is a qualification without which every thing 
 else is worthless. Plato says, “ Did you never observe the narrow 
 intellect flashing from the keen eye of a clever rogue, how clearly 
 his paltry soul sees the way to his end? He is the reverse of blind, 
 but his keen sight is taken into the service of evil, and he is 
 dangerous in proportion to his intelligence.” In every position, 
 integrity is required. Talent without this only renders a man 
 a more successful villain, and he is shunned accordingly. Can he 
 be trusted with money? is one of the first questions asked before 
 appointing a person to a responsible office, and success or failure 
 in life depends largely upon its answer. 
 
 Under Native rule in India, bribery was almost universal. 
 Government salaries were low, and often paid irregularly. At 
 present the allowances are sufficient to enable officers to live 
 
92 [SUBJECTS OF INSTRUCTION. 
 
 upon their pay, without having recourse to dishonest practices. 
 Men who are avaricious or extravagant deny this, and allege that 
 they must take bribes. It is gladly admitted that there is much 
 less corruption now than formerly. Educated Government officers 
 show a higher tone in this respect than their predecessors. 
 
 Integrity, however, still requires to be carefully inculcated. 
 
 The defrauding of masters by servants under the name ot 
 *‘custom” should be exposed. Honesty towards Government as 
 well as individuals should be taught. 
 
 All oppression of the poor by the rich should be held up to 
 reprobation. 
 
 Purity—Under this head one crying evil in India ought to be 
 condemned. The use of language inexpressibly vile is almost 
 universal. It is worst, of course, among the lower classes. 
 Women among them, when enraged, make the whole neighbour- 
 hood ring with their virulent and obscene language. It is so 
 common that when a policeman in Calcutta was asked to check 
 some people for its use, he said, ‘‘ They always speak so.” But 
 the fact is that most of the native policemen enjoy such language, 
 and are as great offenders as any others. 
 
 The Penal Code has the following provision :— 
 
 ** 294, Whoever sings, recites, or utters in or near any public place any 
 obscene song, ballad or words to the annoyance of others, shall be punish- 
 ed with imprisonment of either description for a term which may be 
 extended to three months, or with fine, or with both.” 
 
 The condition expressed, ‘‘ to the annoyance of others,” con- 
 fines the law to narrow limits. It would perhaps have been 
 more sweeping had the word “ gratification” been substituted 
 for ‘‘annoyance.” Correspondents of the Indian Mirror, de- 
 scribing the Braziers’ Annual Procession in Calcutta,* say: ‘The 
 vicious dances, the gross attitudes and motion of the limbs, 
 the bestial glances and the most abominable songs were instru- 
 ments for stirring up the vilest emotions and passions.” So 
 far from causing those present to blush, they excited “ merry 
 and loud peals of laughter.” The Indian Mirror says :— 
 
 “There are certain seasons of festival like the Holi, when the Hindu- 
 stani population of the city revels and riots in obscenities, the parallel of 
 which is seldom to be found in the world....Year after year this goes 
 on unchecked. The Police authorities know it, and know besides that 
 their own paharawallahs are the most prominent in the use of such 
 execrable abominations. Nor is this all. Well-clad and decent looking 
 Babus, who in any assembly would pass for educated and enlightened 
 
 
 
 * This was in April, 1873. Things may have improved since, but it shows the 
 spirit of the people. 
 
MORAL INSTRUCTION. 93 
 
 men, take delight in exchanging jokes and expressions, in singing songs 
 and reading books which in any other country would compel them to 
 see the gaol.” 
 
 The Hindu Patriot lately quoted* the following from the 
 Tribune, a Punjab paper :— 
 
 * A Correspondent at Ludhiana calls our attention to the immorality 
 of the saradh days, which commenced on the 8th current, and gives an 
 account of what is being done in that town in these so-called sacred days. 
 Girls of from 12 to 20 go, often at the dead of night, during these days, 
 to the river Budha, flowing by Ludhiana, for ashnan. On their way to 
 the river they sing out such shamefully abusive and indecent songs that 
 the less said about them the better. Troops of bad men go to the ghat 
 where the girls bathe. After taking their bath the girls stand in two 
 lines one facing the other, and pour out the most abominable abuse, the 
 girls of each party directing it against those of the other. On asking a 
 Pandit why girls are thus allowed to play the d—l, our Correspondent 
 received the reply:—‘The more a girlis abused during the saradh days, 
 the longer lives her husband.’ The particular custom under notice is 
 not peculiar to Ludhiana; itis more or less prevalent in most parts of 
 the Punjab.” 
 
 The Hindu Patriot justly adds: “The sooner this abomination 
 is put down the better.”’ 
 
 From north to south it is the same. Madras Native Public 
 Opinion says :— 
 
 “We have not the consolation of flattering ourselves with the idea, 
 that it is only the lowest classes of Hindus, the offscouring of society, 
 that indulge in this habit, but we find that even men of respectability and 
 of admitted worth, many times cross the bounds of decent speech, and 
 launch into the most obscene invectives, that even Billingsgate would 
 blush to hear. 
 
 “The infant from its cradle becomes habituated to the use of such lan- 
 guage, breathes an atmosphere of obscenity, grows in that element, becomes 
 insensible to the jarring, shocking sensation caused by the utterance of 
 such language, and in time makes a free use of the same. It is with the 
 greatest pain that we have witnessed some fond relative unblushingly 
 teach the prattling child to commence its innocent prattle with obscene 
 words as if those unconscious poisoners are impatient to inculcate their 
 vices to children, as if they are in a hurry to see their sins perpetuated in 
 the rising generation as early as possible. The urchin instigated by the 
 guardians of its life and honor, to try the experiment of abusing some 
 brother or sister, in whose faces he finds he causes a pleasurable smile, is 
 encouraged to continue the same; and as he grows older and older, he 
 brings in, to the already acquired stock of obscene expressions, what he 
 can produce from his vitiated mind, or culls brighter gems of the same 
 from others he comes in contact with.” 28rd October, 1873. 
 
 The other castes are naturally inclined to give the Brahmans 
 pre-eminence in bad qualities as well as in intellect. ‘To denote 
 their rapacity, they have a proverb equivalent to saying that if a 
 Sudra can swallow a fish lengthways, a Brahman can swallow it 
 
 * September 26, 1881. 
 
 
 
9 f SUBJECTS OF INSTRUCTION. 
 
 erossways. They also accuse them of being the worst in the 
 use of objectionable language. An impartial witness, intimate- 
 ly acquainted with Native life, the late Abbe Dubois, says :— 
 
 “ Although the Brahmans pride themselves on their politeness and good 
 education, they forget them both when their passion is roused. On these 
 occasions, such a torrent of the most indecent and obscene expressions 
 issues from their impure mouths, that one would be tempted to suppose they 
 had made a particular study of the language of invective and insult.” 
 
 It is cheerfully admitted that there is a small but growing 
 number of educated Indians opposed to this unhappy state of 
 things. The Pioneer, referring to the Mohurrum and Holi, says, 
 “Our only hope of escape is a Committee of respectable Natives 
 combining to memorialise the authorities to suppress the orgies 
 of the mob.” The Indian Mirror, quoting this, adds :— 
 
 “This is our idea too, and we sincerely trust our educated countrymen 
 will at once take the hint and act on it. So far as the Holi festival is con- 
 cerned, we wonder that no attempt has hither to been made to put a stop 
 to the abominably obscene songs and filthy proceedings which accompany 
 it. The co-operation of Government is no doubt essential to the effectual 
 suppression of practices so universal and deep-rooted; but we are sure the 
 authorities would interpose on behalf of public morals if an influential body 
 of our countrymen only took the initiative in the matter.” April 23, 1872. 
 
 The Penal Code does not appear to make the use of obscene 
 language in a public place an offence per se. It seems punish- 
 able only when used “ to the annoyance of others.” It is very 
 desirable that obscene language itself should be made penal if 
 uttered “in or near any public place.”” Government would pro- 
 bably except Hindu temples, as it does at present in the case of 
 obscene sculptures or paintings. It is a good sign of progress 
 that the Indian Reformer can write as follows :— 
 
 “With Edmund Burke we have no notion of a geographical morality. 
 What is immoral in England is immoral in India...The Calcutta Legislative 
 Council, however, seems to be of a different opinion. It believes in a local 
 morality... One would almost suppose that our legislators were orthodox 
 Hindus of the first water. There is a saying in the Hindu Shasters that 
 ‘the mighty are not to be blamed.’ Itis on this ethical formula that Hindus 
 exculpate their gods from the charge of immorality. Our legislators have, 
 it seems, adopted this principle. What is a punishable crime in us, poor 
 mortals, is no punishable crime in the gods. If an obscene print were 
 stuck on our carriage, we should be imprisoned or fined or both; if the ugly 
 stump of a divinity, dignified with the appellation of the ‘lord of the world’ 
 were to exhibit a thousand libidinous pictures on its car, it would not be 
 recognized as a punishable crime in the proprietors of that divinity. They 
 would go on corrupting the public taste, under the sanction of the Legisla- 
 tive Council.’’* 
 
 It has been shown that some of the leading Native Journals ad- 
 * January 10, 1861. 
 
 
 
MORAL INSTRUCTION. 95 
 
 vocate the suppression by Government of certain customs out- 
 rageously indecent. The Supreme Governmens might obtain 
 opinions privately from the Local Governments as to how far 
 steps might be taken in this direction. In any case, however, 
 there can be no difficulty about what is now proposed. 
 
 The use of filthy language is so universal that the people 
 generally do not think of itas wrong. School Books might do 
 a good deal to awaken conscience in this respect; but the writer 
 does not remember the slightest reference to the evil in any of 
 the Government English School Books. 
 
 The Gujerat Mitra, a Bombay paper, says :-— 
 
 “Children from infancy are nursed as it were in this unholy atmosphere, 
 and when they grow to manhood, their vocabulary of conversation consists 
 of a host of immoral words which they have learned to delight in using, and 
 which they too often employ in all the ordinary transactions of life with 
 emphasis.” 
 
 After noticing the duty of the press and of parents, the article 
 thus concludes :— 
 
 ‘The educational department ought to pay very serious attention to our 
 remarks, for does it not seem ridiculous that, while it pretends to initiate 
 our boys into the mysteries of the classics and mathematics, it does 
 absolutely nothing of what it could do for moral instruction by beginning 
 to disallow the use of abusive language even in private conversation P” 
 
 There might be a few lessons on the subject scattered over 
 each Series, with a note to the teacher asking him to check the 
 use of indecent language among his pupils. It might also be 
 prescribed as the subject of essays for students. 
 
 It is often melancholy to mark the change which comes over 
 intelligent promising boys as they grow up, through the influence 
 of immorality. In Muhammadans especially, it can frequently 
 be seen in their very faces. It is eating into them like a canker, 
 and counteracting all efforts for their elevation. Itis avery delicate 
 subject, but it should not be overlooked. Great care should be 
 taken about native books in this respect. Not only should pas- 
 sages directly obscene be excluded, but young men should not 
 be required to study poetry written in a voluptuous style. 
 
 The Indian Mirror calls attention to the pictures which are 
 favourites with some of the Bengalis. The writer has before 
 him a list of “‘ Nude Classics from Pictures,” chiefly French, sold 
 in Calcutta. They include, ‘“‘ Dancing Girls unrobing;” ‘ The 
 Demi-monde,” &c. It is very sad that any European firm should 
 keep on hand such productions. When the late Gaikwar of 
 Baroda was deposed, his palace was found to contain a number 
 of obscene pictures which were, very properly, destroyed. 
 
 Temperance—The ravages of drunkenness have already been 
 
96 SUBJECTS OF INSTRUCTION. 
 
 noticed. ‘Fire water” threatens to become as destructive to 
 the “‘ Indians” of the East as it has been already to those of the 
 West. ‘ Drunkenness as a Phase of our Progress,” is the title 
 of a pamphlet issued a few years ago from the Hindu Patriot 
 Press. The Friend of India thus notices it: ‘And what is it 
 now of all that is English that young Hindoos pride themselves 
 in copying? ‘ Brandy and Buggy !’ the writer replies. Not the 
 virtues, but the faults.” 
 
 ‘Water is best,’”? said the old Greeks. -Indians should be 
 urged to adhere to the temperate habits of their forefathers. In 
 addition to this, Babu Peary Churn Sircar rightly cautions also 
 against the use of ganja (a preparation of hemp), and opium. 
 The Hindu Patriot quotes the following testimonies from Govern- 
 ment officers as to their effects. The Commissioner of Dacca 
 says of the former :— 
 
 “T look on all consumption of ganja as an unmitigated curse. It has 
 no redeeming feature. Itis the fertile source of crime most dangerous 
 to the public, and is more than any other the cause for admission to 
 lunatic asylums. I should like to see every check placed on the growth, 
 sale, and consumption of ganja, which would not lead to extensive smug- 
 gling.” 
 
 With regard to opium, the Commissioner of Orissa says :— 
 
 “Opium eating is yearly becoming an engraved habit with all classes, 
 all sexes and ages, notwithstanding its high price: that the Government 
 system has facilitated this, there can be no doubt. There are shops in 
 every large village, and large quantities are annually consumed. The 
 drug appears to be eagerly sought for, and to have become almost a 
 necessary of life.” 
 
 ~The Collector of Balasore, one of the Orissa Districts, re- 
 marks :— 
 
 “ Opium is the bane of this district, and destroys and enfeebles more 
 human beings than anything else. Here it is a true poison. Drugged 
 with opium from his birth, the native of Balasore grows up weak, inert, 
 and stupid; the dull glassy eye, the heavy loutish bearing, the inability 
 to give a direct answer to a plain question, the indistinct mumbling 
 utterance, the utter prostration of system caused by a slight fever, are all 
 signs of the deadly influence of the drug.” 
 
 Benevolence.—This is fairly developed in the Hindu character, 
 but it lacks breadth and is often wrongly directed. Max Miller 
 says, ‘‘ l'’he Indian never knew the feeling of nationality.” The 
 Hindus love their children, they are zealous for their caste; but, 
 except in the case of the enlightened few, their sympathies do 
 not extend beyond these narrow limits. 
 
 A Bombay reformer says, ‘India cannot boast of one united 
 nation. Divided and sub-divided as we are in multitudinous 
 sects and tribes, we can have no sympathy with one another 
 
 
 
MORAL INSTRUCTION. 97 
 
 as a nation. When the different classes of a community have 
 no social intercourse with each other, how can we expect them 
 to have fellow-feeling amongst them ?” 
 
 The ‘‘ Brotherhood of Man” requires to be taught as well 
 as the “ Fatherhood of God.” It should be mentioned that 
 Babu Peary Churn Sircar notices this in his Series. The anec- 
 dote of “A Kind Gentleman” is based on the parable of the 
 good Samaritan. : 
 
 The Madras Fifth Reader quotes the well-known excellent 
 little poem, “Who is my Neighbour?” and some lines from 
 Southey, beginning 
 
 ‘Children we are all 
 
 Of one great Father, in whatever clime 
 His providence hath cast the seed of life.” 
 
 The Series of the Head Master of the Calcutta Government 
 Normal School contains the fine little piece :— 
 
 *‘T ask not for his lineage.” 
 
 Some advance in public opinion on this point has been made 
 among the more enlightened. The words of Burns have been 
 hailed with enthusiasm by an assembly of Hindus :-— 
 
 “For a that, and a’ that, 
 It’s comin’ yet for a’ that, 
 That man to man, the world o’er, 
 Shall brothers be, for a’ that.” 
 
 Biographical sketches of men like Alfred, Howard, Clarkson, 
 and others would be useful. The duty of the enlightened to the 
 ignorant, of the rich to the poor, should be urged by every ayail- 
 able means. : 
 
 The evils of indiscriminate almsgiving should be pointed out. 
 While the sick, the aged, and orphans should be assisted, it is 
 pernicious to give alms to able-bodied men too lazy to labour for 
 their subsistence. The maxim, “ If any man would not work, 
 neither should he eat,’ ought to be enforced. Some of the alms- 
 giving of the Hindoos is extorted by fear. It would be well to 
 explain the words, ‘‘ The curse causeless shall not come.” 
 
 Religious Toleration—Recent events have shown the need of 
 explaining this. ‘The Queen’s Proclamation affords a good basis. 
 It is excellently taught in an extract from Jeremy Taylor, in 
 the Madras Fifth Reader, about Abraham and the Fire-worshipper. 
 
 Evils of Litigation—“ Our courts,” says the late Sir William 
 Sleeman, “are, everywhere, our weal pownt in the estimation of 
 our subjects.” The Hindu Patriot says even of the Penal Code: 
 ‘It has stirred up the litigious bile of the public to a frightful 
 extent. It has roused every man’s hand against his brother; it 
 
 13 
 
98 SUBJECTS OF INSTRUCTION. 
 
 allows no fancied grievance to sink into oblivion; no paltry assault 
 or trespass to be forgiven or forgotten.” 
 
 Most of the Series of Readers contain the well-known fable of 
 the monkey and the cats. There might also be one or two other 
 lessons showing how much better it is to get disputes settled 
 amicably than to go to law. 
 
 Modesty and Good Nanners.—Complaints under this head have 
 been noticed at such length, that further remarks are unneces- 
 sary. It may only be mentioned that rudeness sometimes arises 
 from ignorance of English rules of society. W. B. Livingstone, 
 Esq-, Principal of Berhampore Government College, has printed 
 a little manual on the subject which contains some useful hints. 
 
 Moral Courage—This virtue is everywhere of great importance, 
 but especially so in India. Educated Hindus are intelligent, 
 and in general well acquainted with what they ought todo. The 
 misfortune is that conscience prompts to one line of conduct; 
 while lack of moral courage leads them to pursue its opposite. 
 A Native newspaper thus describes them :— 
 
 “The educated native is no-where so miserable and crest-fallen as in his 
 home, and by none is he so” much embarrassed as by his female relations. 
 His private life may be said to be at antipodes with his public career. A 
 Demosthenes at Debating Societies, whose words tell as peals of thunder, 
 a Luther in his public protestations against prevailing corruptions, a 
 thorough-going Cockney in ideas and tastes, he is but a timid crouching 
 Hindu in his home, yielding unquestioning submission to the requisitions 
 of a superstitious family.” 
 
 The late Rev. Dr. Mackay thus writes of many of the edu- 
 cated Bengalis :— 
 
 “They show no hatred of idolatry, no anxiety to rescue their countrymen 
 from its yoke, no lofty moral bearing, no great aims or aspirations, no 
 seriousness of spirit or thoughtful earnest inquiry after religious truth. 
 In the flush and ardour of youth, the great majority kill the conscience by 
 outward compliance with the idolatry they despise or by making themselves 
 over, deliberately, to worldliness. There is nothing of healthy hfe connected 
 with their intellectual activity. The mongrel class of whom we now write, 
 too timid to break off from what they despise and disbelieve, will live the 
 subtle faithless life of the Greek of the Lower Empire, without courage or 
 conscience, and hide but too often the heart of the atheist under the robe of 
 the idolater.” 
 
 The ‘earnest few” protest against this state of things. The 
 Indian Reformer says :— 
 
 ** We are weary of moral worthlessness and cowardice. When will India 
 be reformed if her foremost sons thus ignominiously allow themselves to be 
 bound by the fetters of custom—thus tamely submit to the dictation of 
 ignorance, of priestcraft, and of folly? These men will surely do no good 
 to their country. We require men of braver hearts, of greater moral 
 courage, of a holier earnestness, of a more heroic determination; of a 
 diviner faith.” 
 
MORAL INSTRUCTION. 99 
 
 ' A desire to be guided simply by what is right should be foster- 
 ed. The late Dr. Norman Macleod’s spirited little piece, “Trust 
 in God and do the right,” might be inserted in Reading Books, 
 and committed to memory. Some of the examples of moral 
 courage recorded in history might be presented with advantage, 
 But as Dr. Murray Mitchell lately said to the students of Poona: 
 “The battle of life—the battle against evil within us and with- 
 out us—is very sore; and we all need a strength more than 
 human to help us to fight and win it. Where can such strength 
 be found? My dear friends I know of no source of it but one— 
 the Living, Loving God, who has revealed Himself in Christ.”’* 
 
 Hthical Instruction in connection with the Indian Universities. 
 
 The opinion of the writer has already been expressed that the 
 examination of “rival moral theories” is worthless in a practical 
 point of view, and tends simply to promote scepticism. The 
 Indian Universities might exert a powerful moral influence for 
 good over the whole educated classes of the country. Sir Richard 
 Temple, in his last convocation address as Chancellor of the 
 Bombay University, thus referred to the great need of moral 
 instruction, from the lowest to the highest educational stand- 
 ards :-— 
 
 “ Though necessarily precluded from adverting to religion, I yet in nowise 
 forget, or expect you to forget, that it is impossible to teach human duty, 
 comprising the relations between man and man, without also teaching 
 something at least of man’s duty towards God. No doubt, one of the effects 
 of really good teaching in arts, say in the branches of history or literature, 
 must be to inculcate always incidentally, and often directly, much of the 
 general duty of man. Good teaching of physical science also must, as I 
 believe, enlarge the ideas and elevate the sentiments of man in respect of 
 God, and must impress upon him at least something of his duty towards his 
 Creator. But such teaching cannot furnish him with instruction in his duty 
 towards his fellows—an instruction needed by all students alike, whether 
 they belong to the department of arts or of science. Again, there are, as we 
 believe, abstract principles and moral truths wholly independent of, and 
 immeasurably above, the loss of that material universe in which we live. 
 No doubt, these are incidentally inculcated by the teaching in arts. But the 
 inculcation of moral truth by teaching in physical science is not possible. 
 Nevertheless ethical instruction is specially requisite for the student of 
 science, in order to prevent his imagining that there is nothing beyond 
 the conceptions with which he is familiar, however lofty and wide these 
 may be. Moral philosophy, then, comprises a knowledge which is neces- 
 sary to all students in all departments of education, which they must 
 bring with them to all their studies, and which they ought to 
 retain in their inmost hearts and minds throughout their lives. There- 
 fore, it ought not, in my judgment, to be left to incidental or indirect 
 teaching, but ought to be taught systematically in all our institutions 
 from the highest to the humblest. Nevertheless, in Western India, it 
 is taught indirectly rather than directly; it is not systematically and 
 
 
 
 
 
 *Moral Discipline. p. 19. 
 
100 SUBJECTS OF INSTRUCTION. 
 
 specifically prescribed; as one subject among many, it is made optional 
 rather than obligatory. If this be a great defect, as I believe it is, then 
 the remedy can be applied only by this University. If the existence of the 
 defect be satisfactorily shown to the Senate, then I am sure that the 
 members of that governing body will feel the responsibility which devolves 
 on them. Indeed, the University did in former times indicate moral 
 philosophy as an optional subject for students after their entrance into the 
 University, and therein commanded the cordial assent and the loyal 
 adherence of the students. From various causes this honored practice has, 
 during recent years, been intermitted. If the Senate shall see fit not only 
 to resuscitate, but also to enlarge and enforce it—that is, to render it obl- 
 gatory rather than optional,—their action will approve itself to the 
 conscience of the Natives. For the action of the University determines the 
 teaching in the Colleges and High Schools, and the example of these 
 superior institutions is sure to be followed by the middle class institutions, 
 and ultimately even by the primary schools, until, at length, we have a 
 complete system of national instruction in ethics adapted to the degrees 
 of intelligence and capacity as found in the different grades of students. 
 To found, to elaborate, to establish such a system should, I think, be an 
 object of ambition of anxiety to this University and to all engaged in the 
 work of public instruction. The Natives will certainly be the willing 
 subjects of such teaching. Moral philosophy is a theme on which the 
 sages, lawgivers and philosophers of the Hindus have dilated from the 
 earliest times—that has engaged the reverential thoughts and attracted 
 the affectionate regards of the best men amongst the Natives for many 
 generations—though the aberration of the practice of most people from its 
 maxims has been as frequent and patent in the Indian nation as in any 
 nation. I apprehend that many thoughtful Natives, while thankfully 
 acknowledging all that has been done in this direction by the public instruc- 
 tion under British rule, do yet lament that a more systematic effort is not 
 made to unfold and evolve before the minds of the young those eternal 
 principles of right and wrong, which serve as beacons for the due conduct 
 of life, and which ought specially to be included in an educational system 
 that necessarily excludes religious teaching. With the majority of the 
 Natives, such a systematization of ethical teaching would augment the 
 popularity of our national education. It would elevate and crown the 
 moral edifice already founded by the effects of our liberal education, by the 
 discipline of our institutions, and by the personal example of our teachers. 
 I have already urged this most important matter on the consideration of 
 the Syndicate who finding some difficulty at present in effecting the re- 
 quisite alteration of the educational course, intimate that they will take an 
 
 early opportunity of bestowing their renewed and careful consideration on 
 the matter.” 
 
 When the Senate of the Madras University excluded Moral 
 Philosophy except as an opticnal subject, Native Publie Opinion 
 commented upon the proceeding as follows :— 
 
 “We are bound to protest in the most emphatic terms against the 
 exclusion of general ethics from the system of studies prescribed for 
 the University Examinations. Our surprise is really inexpressible at 
 finding that it is seriously contemplated to remove this subject of vital 
 importance from even the B, A. course, and place it in the category of 
 optional studies. We do not inquire if the University authorities are 
 wise in adopting such a step; we are tempted to ask if they are sane P 
 While the earnest friends and well-wishers of humanity all over the 
 
MORAL INSTRUCTION, 101 
 
 civilized globe are ransacking their brains to discover new means to 
 prevent vices and crimes in preference to punishing them, what should 
 be thought if an University should coolly and deliberately set aside 
 some of the best means we happily possess already? It seems our youths 
 are to be carefully taught to direct the level and the theodolite, but 
 are not to know how to direct their feelings and passions. ‘They are 
 to study the relations between the sides and angles of trilateral figures, 
 but are to remain totally ignorant of the relations between them- 
 selves and their fellow-men. They are to be thoroughly versed in 
 goniometric functions, but are to be thoroughly in the dark as _ re- 
 gards the most important functions of social hfe. Can absurdity further 
 go? We should, on the other hand, insist with all our might upon 
 having ethics carefully taught as soon as the student is able to under- 
 stand ordinary English. A graduated series of books upon the subject 
 should be named, the lowest of the series being included in the Matri- 
 culation course, and the highest in that for the B. A. degree.”—23rd 
 October, 1872. 
 
 The writer is strongly of opinion that the course proposed 
 by Sir Richard Temple and in the foregoing extract is practi- 
 cable, and, if rightly carried out, would have a very beneficial 
 influence. 
 
 Moral instruction may be imparted in primary schools, as at 
 present, by lessons interspersed in the Reading Books. The 
 Universities might have three Manuals, as suggested above, 
 for the three principal examinations. 
 
 To some extent there might be a division of subjects. The 
 Matriculation Text Book might treat specially of personal duties, 
 including duty to God. The second Text Book, while not 
 altogether overlooking the first, might dwell more on Social 
 Duties. The condition of women, the family circle, and duty 
 to the poor, might here receive most attention. The third 
 Text Book, for the B. A. Class, might embrace a wider field, 
 pointing out the duties of the readers to their countrymen 
 generally and to the State. There might be hints on the choice 
 of a protession, success in life, self-improvement, &c. 
 
 Much of the value of the text-books would depend upon their 
 adaptation to the circumstances of the readers. They should 
 be written in such a:way as to show sympathy with them in the 
 struggles and temptations to which they are exposed, and en- 
 courage them to become ‘“ more effective combatants in the great 
 fight which never ceases to rage between good and evil.” 
 
 _ Books like Todd’s Student’s Manual, Blackie’s Self-Culture, 
 the works of Smiles, practical treatises on Moral Philosophy 
 like those of Wayland and Winslow, would yield materials. ‘he 
 Indian Convocation Addresses might also be turned to account. 
 Still, much would require to be original. At this time there is 
 an accomplished missionary in India, of great experience, and 
 deeply interested in the subject, with the requisite time at his 
 command, the Rev. J. Murray Mitchell, m.a., Lu.p., now Dean 
 
102 SUBJECTS OF INSTRUCTION. 
 
 of the Bombay University Faculty of Arts. The Sunday Mirror, 
 thus refers to him and to the subject when reviewing his recent 
 Lectures on “ Intellectual and Moral Discipline’ :— 
 
 “We need not say that we have read them with the greatest pleasure. 
 Dr. Mitchell is one of the ablest, most scholarly and cultivated of the 
 Christian Missionaries now working in India, and any thing coming from 
 his lips must be eminently suggestive and afford food for ample thought. 
 These papers may be profitably read by young students, and what is of 
 greater importance, they will be profitable to teachers as well. Dr. 
 Mitchell is evidently one of those that believe that the present system of 
 secular education is productive of great mischief, and that our educationists 
 have committed a great mistake in undertaking the intellectual discipline 
 of Indian youths, leaving the moral powers unrecognised and uncultured. 
 Strange to say this mistake has not been perceived, though half a century’s 
 experiences may lead one to suppose that the time has come fora new de- 
 parture in the line of education. The authorities have no faith in moral 
 education. Sir EK. C. Bayley altogether ignored its use when the best of 
 thoughts, the best of ideas, the best of examples could be placed before 
 young men in the books that were given them to read. There is besides 
 an impression that moral education is impracticable without religion, and 
 since Government is precluded from teaching religion, the formation of 
 character must form no part of its functions. We say this idea is un- 
 founded and, as experience has taught us, totally unsupported by facts.” 
 Oct. 30, 1881. 
 
 Madras Native Public Opinion has been quoted. The Indian 
 Mirror, says :— 
 
 “ There is nothing in the educational character of India to prevent moral 
 training, in which all classes are equally interested and which all would 
 hail with alacrity. Hindus, Mahomedans, Parsees and Christians would 
 all be delighted to see their children brought up in the knowledge and 
 practice of virtue, and, far from feeling disaffected, would feel profoundly 
 grateful for the blessing.” 
 
 The writer does not know whether Dr. Mitchell would be 
 willing to undertake the preparation of such Manuals, but per- 
 haps he would, if he got encouragement. It would be under- 
 stood that only the great truths of Natural Religion were to be 
 introduced. A small editorial Committee might be appointed, 
 consisting of one or two gentlemen connected with the Government 
 Educational Department and others like Babu Keshub Chunder 
 Sen. There might be supplements to each Manual for Christian 
 Schools and Colleges. 
 
 In one way or other, what is wanted might be provided. 
 “‘ Where there’s a will, there’s a way.” 
 
 It may be objected that all that could be written would be but 
 a feeble barrier in the hour of temptation. Still, the study of 
 such Manuals would not be altogether in vain. One of the greatest 
 advantages is, that Professors, interested in the students, would 
 thus have good opportunities for enlarging on the subject, and 
 
PROMOTION OF LOYALTY. 108 
 
 their personal influence would be thrown more into the scale of 
 religion and morality. | 
 This, however, brings up a real difficulty. Dr. Mitchell says :— 
 “Tn appointing professors, Government seems to have regard only to 
 intellectual qualifications. In religion a man may be a Christian, Deist, 
 
 Atheist, Comtist, or Agnostic; the Government serenely ignores the ques- 
 tion both of his creed and character.’’* 
 
 According to the present system, Mr. Bradlaugh might be 
 Principal of a Government College in India, a Professor of 
 Moral Philosophy, or a Director of Public Instruction. For such 
 aman to teach the duty of ‘ responsibility to a living Creator” 
 would be mockery. Hither Atheists should not be appointed or 
 in such cases the teaching which is considered so necessary must be 
 abandoned. 
 
 Promotion or Loyatry. 
 
 A separate section is assigned to this and it is placed last, 
 partly on account of its importance, partly because it is connect- 
 ed with so many other subjects. 
 
 Loyalty is the first essential to good Government. The diffi- 
 culties to be overcome in securing it, have already been mention- 
 ed. The only question now is with respect to the means to be 
 employed. ° 
 
 New, direct taxation is the chief cause of disloyalty. Many 
 Europeans do not understand this. Sir Charles Trevelyan gives 
 the explanation :— 
 
 “All people are, of course, averse to taxes; but the native feeling in 
 reference to the imposition of new taxes is different in kind from this, 
 and is not so destitute of reason as may at first sight appear. The Natives 
 of this country have always lived under despotic governments, and in the 
 absence of any better means of placing a limit upon the exactions of their 
 rulers, they have been accustomed to take their stand upon long established 
 practice, which they regard as we do our ancient hereditary privileges. 
 Hence it has always been observed that w.sile they are extremely patient 
 under established grievances, they are always disposed to meet new 
 impositions by active or passive resistance.” 
 
 Taxation is taxation whether municipal, provincial, or imperial. 
 In municipalities the Government executive officer is virtually 
 supreme. If he has some hobby, the people may be heavily 
 taxed that he may ride it; or other departments, equally impor- 
 tant, may suffer. 
 
 Just and wise government, in a manner suited to the idiosyn- 
 cracy of the people, is indispensable to the existence of loyalty, 
 and without-it all other attempts to foster it will be in vain. 
 An explanation of what is necessary is attempted in a Letter 
 to Lord Hartington, entitled Hngland’s Duty to India. 
 
 * Mildmay Conference Report, 1878. p. 130. 
 
 
 
104 SUBJECTS OF INSTRUCTION. 
 
 The following are some other means which may be employed. 
 
 1. What England has done for India should be taught in 
 schools. 
 
 Count Bjornstjerna, was a Swedish statesman, author of a 
 treatise on the ‘ ‘l'heogony, Philosophy and Cosmogony of the 
 Hindus.” He describes our rule as follows :— 
 
 “Tt may be truly said, that if England were to lose India, she herself 
 would not suffer so muchas her colonies, and that at the same time the 
 loss would be a terrible misfortune for mankind. The English in Asia 
 represent the commencement of civilization and humanity, and if by a 
 great and sudden effort like the present, the inhabitants of India were to 
 shake off the power under which they now live, then, undoubtedly, they 
 would fall under the yoke of their own blood-thirsty tyrants, and would 
 return to all the horrors of barbarism. In reality, the English have been 
 the saviours of India. They put an end to the reign of brigandage, and 
 replaced it by one of justice and order. They appear as the defenders of 
 the rights of humanity. During whole centuries the history of India 
 presents one continual spectacle of murder and devastation. 'The bloody 
 era terminates with the conquests of the English, and though their Gov- 
 ernment has not been an example of all possible perfection, it is impossi- 
 ble not to admit that it has been incomparably more mild, humane, and 
 just than all other Governments under which Hindoos have ever lived.” 
 
 During the administration of Sir John Lawrence, various 
 opinions were obtained regarding our Government, and Sindia, 
 one of the principal Native Princes, thus gave his personal ex- 
 perience :— 
 
 “Your prestige fills men’s minds to an extent which to men who know 
 how things were carried on scarce fifty years ago, seems beyond belief. 
 Within that period when Mahrattas went from time to time from Gwalior 
 to the Deccan, small bodies were not safe. The departure was an epoch 
 in the year. Their friends parted from them knowing that they had to 
 set out on a journey of danger—perils through thugs, robbers, spoliation 
 and black-mail levied on them by the states through which they must pass : 
 these things men not old still speak of. Now all pass to and fro without 
 danger or hindrance—the poorest traveller feels as safe as the richest—for 
 you make as much effort to protect the poor as the rich. I never put 
 myself on the mail-cart, unattended and perhaps unknown, without 
 appreciating the strength of your rule. It is a substance—I leave Gwalior 
 without apprehension, and my absence occasions no distrust.” 
 
 Why, then, is our Government not more appreciated? The 
 Imperial Review gives one reason :— 
 
 ““The unpopularity of English rule in India is a cause of much won- 
 der and speculation to people who have no personal acquaintance with the 
 Kast. They are fond of contrasting the equity of our rule with the oppres- 
 siveness and rapacity of the extinct dynasties ; but they overlook the fact, 
 that the present generation of our Eastern subjects has not the means of 
 instituting such a comparison. The greater part of them have had no 
 experience of any dynasty but our own, and are not possessed of any his- 
 torical information, wherewith to supply this lack of knowledge.” . 
 
 All desire to falsify history or to present one-sided views is 
 
PROMOTION OF LOYALTY. 105 
 
 disclaimed. The amplest credit should be given to the various 
 dynasties that have preceded us. At the same time, it seems 
 practicable to show that, notwithstanding all our faults, we have 
 been a blessing toIndia. The History of India would be the best 
 vehicle for such teaching, though it might also find a place, to 
 some extent, in the general Reading Books. 
 
 2. The advantages of a settled government might be explained, 
 and the duty to “ honour the king’ directly inculcated. 
 
 Most of the people of India look upon Government simply as 
 a machine for extracting money from them, without giving them 
 any thing in return. Teaching like the following from Whately 
 would be useful :— 
 
 “Many are apt to think taxes quite a different expense from all others; 
 and either do not know, or else forget, that they receive any thing in 
 exchange for the taxes...... Were it not for this, you could be employed 
 scarcely half your time in providing food and clothing, and the other half 
 would be taken up in guarding against being robbed of them; or in work- 
 ing for some other man whom you would hire to keep watch and fight for 
 you. This would cost you much more than you pay in taxes; and yet you 
 may see, by the example of savage nations, how very imperfect that pro- - 
 tection would be.’’* 
 
 Good poetry, if available, might be employed with advantage. 
 T'wo verses of the “ National Anthem” are unexceptionable, but 
 the lines 
 
 ** Confound their politics, 
 Frustrate their knavish tricks,” &c. 
 
 are not to be admired. 
 
 * Rule Britannia” betrays too much insular pride. 
 
 3. The artificial stumulus given to English education should be 
 withdrawn. 
 
 It was at first a necessity for Government to establish Colleges 
 to provide educated officers; but the system has been continued 
 until the market has been flooded. The large and annually in- 
 creasing numbers of educated men who cannot obtain employ- 
 ment threaten to become one of the chief sources of political evil 
 in the country. 
 
 In England, while the State makes liberal grants for the lower 
 education, the higher is left to be provided by the people them- 
 selves. The consequent expense of a University course limits 
 the supply of graduates. In India an opposite system has been 
 largely pursued by Government. 
 
 There is another important difference :— 
 
 In Europe, “the higher education is part of the equipment for the life of 
 
 a gentleman, as well as a qualification for professional employment. ‘To the 
 Indian this Huropean culture is almost exclusively a preparation for profes- 
 
 - 
 
 
 
 * Easy Lessons in Money Matters. 
 
 14 
 
106 SUBJECTS OF INSTRUCTION. 
 
 - sional and still more for official life, and disappointed of these, the educa- 
 tion has only excited wants and raised expectations which leave the unsuc- 
 cessful aspirant a discontented and dangerous man.’* 
 
 The Colonies, America, India itself, are outlets for the educa- 
 ted in England, to which there is nothing corresponding in this 
 country. 
 
 Twenty years ago, the late Sir Henry Ward, when Governor of 
 Ceylon, wrote as follows regarding English education :— 
 
 “The amount required from each scholar should be sufficient to put some 
 check upon the too. easy acquisition of the rudiments of knowledge which 
 fills every Government office with noisy applicants for place, and strips the 
 fields of that labour which is the real source of wealth in a country.” 
 
 'The Maharaja of Travancore, in a lecture, ‘ Our Industrial 
 Status,’ delivered when he was First Prince, referring to the 
 scholars in the State schools, says :— 
 
 * Almost without exception, all these, I suspect, look to Government, 
 employment. ‘The posts of English writers, native Rayasams, and ac- 
 countants are necessarily limited. Still more so are Police-Aminships, 
 Tahsildarships, Munsiffships, Sirastadarships, Judgeships and Peshkar- 
 ships. But the ships, in which our young men, following the impulse 
 of a fertile imagination, have embarked, must, in many cases, land them 
 in a dreamy land of disappointment. If our Government must provide 
 for all the youths that receive education, our public offices will have to 
 be extended miles, and public salaries to be increased by thousands of 
 rupees, and after all to entertain a host of discontented, disobedient, and 
 sometimes troublesome young men. The sooner the idea that Govern- 
 ment employment is the Ultima Thule of education is scooped out of the 
 heads of our youths, the better. Be assured that the wielding of a spade 
 or the driving of a plough, or the treading of a watering level, in one’s 
 own interest, is not a whit less honourable than scratching foolscap with 
 goose quills, taken by itself.” 
 
 The British Government is often blamed, because educated 
 Hindus cannot get employment; but it will be seen from the 
 foregoing, that it is the same ina Native State. As remarked, 
 public offices would require to be ‘extended miles” to receive 
 candidates, and larger and larger additions would be necessary 
 every year. 
 
 Grain falls in price after a plentiful harvest. It is the 
 same in the educational market. When university graduates 
 were few in number, they commanded high salaries; with 
 their increase, the rates have been declining, and there is 
 growing difficulty in obtaining employment. Under present 
 circumstances, things must become worse and worse. 
 
 The Hon. J. B. Norton, late of Madras, says :— 
 
 “This reliance upon Government, and seeking after its employ, to the 
 exclusion of all other legitimate and honourable means of obtaining a 
 
 
 
 * Our Educational Policy in India, pp. 47, 48. 
 
PROMOTION OF LOYALTY. 107 
 
 livelihood, has to the present moment been the principal bane and curse 
 of Native society.”’ 
 
 Mr. H. J. S. Cotton shows how the present state of things 
 must lead to discontent :— 
 
 “Numbers of young men yearly issue from our institutions who find 
 that they can obtain neither practice in the law courts nor places in 
 the public service. They look back on all the mental toil they have 
 endured, and are chagrined in discovering that in but too many in- 
 stances it leads to nothing. This. accounts mainly for the discontent 
 and restlessness which are perceptible in the rising generation.”’* 
 
 Professor M. Williams expresses a similar opinion :— 
 
 “Those who are unsuccessful in gaining appointments will not turn 
 to manual labour, but remain discontented members of society and enemies 
 of our Government, converting the little real education they have received 
 into an instrument to injure us by talking treason and writing seditious 
 articles in native journals.’’+ 
 
 The cloud in the horizon may seem no bigger than “a man’s 
 hand ;” but many thoughtful men fear that it is from this quar- 
 ter that the next political storm will burst over India. The 
 following warning has been given by A. P. Howell, Esq., Under 
 Secretary to the Government of India, Home Department, who 
 for several years had charge of education. The following is 
 from his Report for 1870 :— 
 
 “Looking to the rapid growth of our éducational system, and to the 
 enormous influence for good or evil that a single able and well educated 
 man may exercise in this country; and looking to the dense but in- 
 flammable ignorance of the millions around us, it seems a tremendous 
 experiment for the State to undertake, and in some Provinces almost 
 monopolize, the direct training of whole generations above their own 
 creed, and above that sense of relation to another world upon which 
 they base all their moral obligations; and the possible evil is obviously 
 growing with the system. It is true that things go smoothly and quietly, 
 but this is attained by ignoring not only the inevitable results of early 
 training on the character and the great needs of human nature, especially 
 in the Hast, but by also ignoring the responsibility which devolves on 
 the Government that assumes the entire control of direct education at 
 all. If, therefore, while fanaticism is raging around, there is a calm in 
 our schools and colleges, it is an ominous and unnatural calm, of impossi- 
 ble continuance, the calm of the centre of the cyclone.” 
 
 Like gamblers in a lottery, all the young men who enter 
 College hope to be successful. Notwithstanding the repeated 
 warnings given, as Sir R. 'l'emple remarks, “ thousands persist 
 in embarking in the same course.” The remedy must come 
 largely from Government. 
 
 One difficulty is that the action will be misinterpreted. When 
 Sir George Campbell sought to promote a knowledge of land- 
 
 
 
 
 
 * Quoted in Fortnightly Review, Sept. 1878. 
 + Modern India, p. 175. 
 
108 SUBJECTS OF INSTRUCTION. 
 
 surveying, &c. in Bengal, he was caricatured by the Amrita 
 Bazar Patrika. To improve the poor Bengali physique, he wished 
 to encourage gymnastic exercises among students. ‘The Moorshed- 
 abad Patrika saw in this a deep-laid, crafty design :— 
 
 * All the pupils of Berhampore College spend the afternoon in wrestling 
 and other gymnastic exercises. They then return to their homes and eat 
 a little, then lie down and sleep like dead people until morning, when they 
 wake up with stiff limbs. The time for reading is wasted in this way. 
 Chota Srijukto (Lieutenant-Governor) is not wanting in artfulness. He 
 has devised many methods to ‘ eat the head’ of the higher Bengali learning : 
 though this may not be his design, this is the fruit which will result.” 
 Quoted in Indian Mirror, 1st May, 1873. . 
 
 Sir Charles Turner, Chief Justice of Madras, not long ago, 
 considered the recent increase of small Government Colleges in 
 South India as a mistake even in an educational point of view. 
 The Americans condemn them by the expressive phrase ‘ one- ~ 
 horse Universities.” Some of the principal Missions in South 
 India have wisely united in the ‘‘ Madras Christian College.” 
 Government might gradually reduce the number of its General 
 Colleges. 
 
 Although the ignorant multitude may think that we have 
 only selfish motives in such a course, it seems possible, by de- 
 grees, to convince the influential classes that the higher educa- 
 tion should be limited even for their own benefit. At present 
 petty shopkeepers, peons, and domestic servants, are making 
 great efforts to get an English education for some of their child- 
 ren in the hope that they will obtain Government appointments. 
 “In England,” said the late Bishop Milman, “ such youths would 
 with satisfaction to themselves and benefit to the community, 
 look forward to an honest life of handicraft work, to be bakers, 
 carpenters, tailors, labourers, and workers in some shape or 
 other ; here they wish to live by their wits. It is a simple im- 
 possibility.” 
 
 Even when such men succeed, it is not politically an advan- 
 tage. Sometimes a civilian takes a fancy to educate the son 
 of alow caste servant, and afterwards to promote him in his 
 district. ‘There is a native proverb, ‘‘ When the low caste is 
 exalted, the umbrella must be borne even at midnight.”? We have 
 ourselves a proverb about setting beggars on horseback. 
 
 While the writer is most strongly opposed to caste, and 
 while it is admitted that a so-called low-caste of ability and 
 high character deserves to rise, yet he thinks it better that 
 we should leave things to their natural course. By this the 
 supply would be more limited, and Government offices, as a 
 rule, would fall to the middle and upper classes. 
 
 There 1s another argument which will come home with 
 
PROMOTION OF LOYALTY. 109 
 
 increasing force. According to the laws of Hindu society, every 
 man possessing any means, is bound to provide for all his rela- 
 tives. ‘here is no doubt that this has its good features, and 
 prevents a great amount of wretchedness; but it is also fre- 
 quently abused. Persons who can thus obtain the necessaries 
 of life without labour are tempted to indolence. As the Friend 
 of India remarks :— 
 
 “There is scarcely a married man in the country who has not some 
 of his own or his wife’s kindred dependent on his bounty. These he 
 cannot shake of; and they will seldom drop off themselves, but will 
 continue to draw nourishment from his labour while a single meal of 
 
 rice remains in the house. In the support of these indolent drones his 
 substance is wasted and his debts increased.” 
 
 There is a rising feeling among the more enlightened against 
 this system, a growing desire to shake off such ‘indolent 
 drones.”” But our present educational policy tends to multiply 
 them, and the burden will become more and more intolerable, 
 unless means are devised for their diminution. 
 
 Another pernicious effect has been the “ plague of lawyers,” 
 which has been compared to a plague of locusts. Professor 
 Williams says, ‘One crying evil requires immediate redress. 
 A limit should be put by law to the increase of native 
 pleaders.” 
 
 The Hindu Patriot thus speaks of the practices of some of 
 the pleaders in Bengal :— 
 
 * Not content with the amount of work they get in the usual exercise 
 of their professional vocation, these pleaders it appears encourage every 
 officer of the Court, down to the lowest peon, to ‘tout’ for them, pay- 
 ing so high as fifty per cent. for their unhallowed gains! The Natives 
 of Bengal are called ‘litigious ;’ we should like to see a community 
 that could remain uncontaminated when such influences are brought to 
 bear upon its passions. Commercial men tell us that demands are sure 
 to create supplies. If that be the case, why should we wonder if perjury 
 and forgery flourish among us, when we have a Court, all the officers 
 of which are constantly tempting people to plunge into law-suits either 
 to ruin an enemy, disable a rival, or extort money from arich and peace- 
 ful neighbour P”—February 10, 1862. 
 
 4. Agricultural and Technical Education should receive much 
 more attention. 
 
 Our present system throws the whole stream of educated men 
 into the narrow channels of Government employ and law, with 
 the unfortunate results already pointed out. The current should 
 be diverted, where it will fructify, instead of causing unwholesome 
 swamps. Professor Williams says :— 
 
 “T believe the defects of our present system are beginning to be acknow- 
 
 ledged. Many think we shall be wiser to educate the generality of natives 
 in their professions and callings rather than above them—to make a good 
 
110 SUBJECTS OF INSTRUCTION. 
 
 husbandman a better one, a good mechanic more skilful in his craft—and 
 only to give higher forms of education in exceptional cases.’’* 
 
 So much space has already been devoted to Agricultural and 
 Technical Education that further remarks are not required. 
 
 Whether the people will ever become thoroughly reconciled to 
 our rule is uncertain. It is our duty, however, to do what we 
 can to promote their welfare, whatever may be the result. 
 
 SINGING, 
 
 Currie, one of the best English writers on education remarks : 
 “ Every good song which is made familiar to a school is a 
 pleasant and powerful source of influence over a large number 
 in behalf of the virtue or sentiment which it embodies.” 
 
 Laurie shows how it is ancillary to other branches of instruc- 
 tion :— 
 
 “ But Music is not only in itself a direct moral agency and a medium 
 for direct moral teaching; it is also the best auxiliary to the other moral 
 and religious instruction of the school, because it repeats what has been 
 already conveyed in a dogmatic or illustrative form, and it does so with 
 melodious and grateful associations, which suggest, if they do not reveal, 
 the inner harmony of the spiritual life. Nay more, may we not say that 
 the musical utterance of a sentiment suggests to the young mind the 
 fundamental union of goodness, truth, and beauty—an union dimly appre- 
 hended it may be, but perhaps none the less deeply felt P If this be so, 
 there are the beginnings of a true culture in school-music.”+ 
 
 India has its popular songs, but they are generally either 
 corrupting or superstitious. Mr. Long says of Bengali songs: 
 “The Bengali songs do not inculcate the love of wine, or like 
 the Seotch, the love of war, but are devoted to Venus and the 
 popular deities ; they are filthy and polluting.’ 
 
 The Indian Mirror bears similar testimony :— 
 
 “Ts there no patriot to sing the glories of his country, the wrongs of his 
 mother-land ? No poet to paint in words the lilies of the field ? Alas! no. 
 Wherever you go, you are tired of hearing these wretched love songs which ~ 
 corrupt the young, the grown-up and the old. The dancing girl, the music 
 master, the lover of music, whoever that is known to sing, will be found to 
 touch the same chord. Nor is any other sort of music felt generally 
 desirable.’ 1st March, 1873. 
 
 Besides inculcating truthfulness, honesty, family affection, 
 kindness to all, &c., there might be songs about daily work. 
 There 1s an English song, “ Weave, brothers, weave.’’? Corres- 
 ponding songs..are required for India, for gardeners drawing 
 water, for boys driving cattle home, for women weeding, harvest 
 songs, wedding songs, &c- 
 
 
 
 * Modern India, p. 175. 
 + Primary Education, pp. 123, 124. 
 { Bengal Records, No, XXXII, p. xlviii. 
 
 
 
ILLUSTRATIONS. j11 
 
 Few greater services could be rendered to the cause of edu- 
 cation in India than good collections of vernacular songs, set to 
 popular Native tunes. 7 
 
 GeooraPHy, History, &c. 
 
 ‘Macaulay says in his Education Minute :— 
 
 “The importance of Geography is very great indeed. I am not sure that 
 itis not of all studies that which is most likely to open the mind of a 
 Native of India.” 
 
 It is well known that the Hindus have no History properly so 
 called. ‘The very word,” says professor Cowell, “has no 
 corresponding Indian expression. ‘The idlest legend has passed 
 current as readily as the most authentic fact, nay, more readily, 
 because it is more likely to charm the imagination ; and, in this 
 phase of the mind, imagination and feeling supply the only proof 
 which is needed to win the belief of the audience.’’* 
 
 The study of history is valuable as a corrective to this state of 
 things. The history of India, properly written, would tend to 
 promote good feeling between the two races, and inspire loyalty 
 towards our Government. The recent work by Dr. Hunter, 
 which has not yet reached this country, will probably supply this 
 desideratum. 
 
 ILLUSTRATIONS, 
 Moseley remarks :— 
 
 “The teaching power of pictures, not only for infants but. for elder 
 children, is not, I think, duly appreciated. If the reading lesson books 
 were profusely illustrated with prints of the inhabitants of different 
 countries, their dwellings, the characteristic forms of vegetation, &c., and 
 generally of such objects as are usually pictured in books of travel, and if 
 the historical parts of the book were illustrated on a similar principle, and 
 so of every other subject (manufacturing processes for instance), the effect 
 upon our schools would, I think, well repay any cost which it might 
 create.” 
 
 The people are fond of pictures. Marshman says of the early 
 productions of the Bengali press: “ Many of these works have 
 been accompanied with plates, which add an amazing value to 
 them in the opinion of the majority of native readers and pur- 
 chasers.”’ 
 
 Most of the Government School-Books in India are entirely 
 without illustrations. Some of the Government Vernacular 
 School-Books have a few hideous woodcuts. The Marathi Series 
 ot the Bombay Government have some which are only a shade bet- 
 ter, as those in the First Book ; while a few, probably supplied by 
 
 * Inaugural Lecture, p. 11. 
 
112 REVIEW OF THE GOVERNMENT READING BOOKS. . 
 
 the School of Arts, are moderately good. The Punjab Urdu 
 Series, illustrated by Mrs. Steel and Mr. Kipling, far surpass any 
 others for artistic skill. 
 
 T'wo kinds of illustrations are required—small woodcuts for 
 books and large pictures to exhibit to classes. 
 
 Woodcuts for books should be small in size, for economy of 
 space; but they should be as clear and accurate as possible. 
 Perspective and backgrounds are generally not understood by the 
 common people. Iu their own books the illustrations are often 
 little more than outlines. A little shading may be added, but 
 not much. Printing has to be taken into account. It is far 
 more difficult to bring ont woodcuts clearly than ordinary letter- 
 press. In the vernacular editions this has to be considered. 
 
 The original woodcuts should be from the best photographs, 
 where available, and executed in the first style of art. This would 
 involve some expense at first, but electrotypes could be supplied 
 to all parts of India at very low rates. The cost, on the whole, 
 would be much less than engraving blocks at each of the Presi- 
 dencies, while the workmanship would be far superior, 
 
 The subjects for woodcuts will readily suggest themselves. 
 It may-only be mentioned that the physical features, the eth- 
 nology, and remarkable buildings of India should receive special 
 attention. 
 
 Some large coloured illustrations to explain lessons in science 
 and the arts would be valuable, and compensate, to some extent, 
 for the want of apparatus. Where the school houses are good, 
 they may be hung upon the walls. In village schools, where 
 they could not thus be protected from the wind and dust, they 
 might be kept in a portfolio. Only a few would require to be 
 specially prepared for India. A selection from those available 
 at home would answer most purposes. 
 
 REVIEW OF THE GOVERNMENT 
 READING BOOKS. 
 
 In judging of any work it is necessary to have some standard 
 by which to try it. The foregoing lengthy remarks are intended 
 to show what School-Books, suited to the requirements of the 
 country, should include. Before noticing briefly the different 
 Government Series, it may be well to give the following re- 
 marks by the Rev. C. W. Forman :— 
 
 “There are few tasks more difficult than the preparation of a series of 
 English Readers which will give general satisfaction ; one reason of which 
 difficulty no doubt is the fact that so many important principles have to be 
 kept in mind and consistently carried out in their preparation :— 
 
 1. The lessons must be properly graduated. 
 
 2. They should be interesting to the pupils. 
 
ENGLISH SERIES. 113 
 
 8. They should be instructive. 
 
 4, They should be adapted to draw out the reflective power of the pupils. 
 
 5. They should be adapted to exert a wholesome influence on their morals 
 and manners. 
 
 No two compilers would probably quite agree as to the relative import- 
 ance of each of these principles, and some would exalt one to the great 
 detriment of the others.’’* 
 
 Another consideration to be kept in view is that all the School- 
 Books were compiled under disadvantageous circumstances. 
 The Madras School-Book Committee expressed the following 
 opinion with reference to the work :— 
 
 * Tt is obviously desirable that the whole should be prepared on a regular 
 plan, and this can be attained only by their being all compiled by one 
 person or by several persons working under the immediate supervision of 
 a responsible editor. If the work is entrusted, as we recommend, to one or 
 several officers of the Educational Department, the gentlemen selected for 
 this duty should, in our opinion, be relieved of all their ordinary avocations, 
 and be prohibited from engaging in any other work, such as University or 
 General Test Examinations. We have no faith in work done at odd mo- 
 ments by gentlemen jaded with teaching or examining.”’f 
 
 The compilers of the books, instead of being set free from 
 other work, had to go on with their duties as usual. For this the 
 Government—not the authors—is responsible. 
 
 Most of the Series are incomplete, but there is sufficient in 
 each case to judge of the plan. 
 
 The sole object in pointing out apparent defects is to show the 
 need of a Series more worthy of the Government of India, and 
 better suited to the wants of this great empire. At the same 
 time, it is cheerfully admitted that each Series has some good 
 features and may be examined with profit. Excellence, as a 
 rule, is attainable only by a succession of failures. 
 
 EnGuisH Serizs. 
 1. Disparity of size.—This is, perhaps, the first thing that - 
 strikes a person who has the books before him. For purposes 
 
 of comparison, pages are reduced to about the same size, and 
 Nelson’s Royal Readers are added. 
 
 Nos. of Series. 
 TE II. III. IV. V. VE. 
 Nos. of Pages, 12mo. 
 
 Royal Readers Wyele’t=. 56 - 114 192 288 416 
 Bengal ee ay Oks 80 78 98 131 163 
 Punjab ni .». 105 123 122 76 
 
 Bombay bes 5220 90§ 177 
 
 Madras or, ANB. 86263 248 309 400 
 
 * Report of Punjab School-Book Committee, p. 10. 
 + Report of Madras School-Book Committee, p. 23. 
 { First Book or Primer. § In two Parts. 
 
 15 
 
114 REVIEW OF THE GOVERNMENT READING BOOKS. 
 
 The larger size of the Madras Series is explained by the trans- 
 lation exercises and notes appended. 
 
 It will be seen that while there is a graduation in size of 
 Nelson’s Readers, this is generally wanting in the Indian Series. 
 The Punjab Primer contains exercises on the sequence of tenses, 
 direct and indirect narrative, treated of in Hints on the Study 
 of English, prepared for University students by Messrs. Rowe 
 and Webb. 
 
 Kach Director naturally takes his own Series of Readers as his 
 standard. Hence, when any books, graduated like those at home, 
 are used in aided schools, there is great confusion,—one Inspector 
 requiring so much, another a different quantity. 
 
 2. Defective Llementary Teaching.—I1n this respect the Ben- 
 gal Series is the most antiquated. ‘True, it gives introductory 
 lessons on the straight and curved lines; but they are followed 
 by the letters, capital and small, with ba, be, bi, &c. bla, ble, bli, 
 &c. ab, eb, ib, &c.,—a system long ago exploded. 
 
 The Punjab Primer gives capital and small letters in no larger 
 type than the body of the book, and there is little or no gradua- 
 tion of sounds in the subsequent lessons, diphthongs and joined 
 consonants being mixed together without classification. The 
 book contains, however, some excellent lessons in grammatical 
 construction. 
 
 The Bombay Primer begins, as usual, with the alphabet, but — 
 it is given in large characters. The lessons which follow are 
 partly graduated, although they might be considerably improved 
 in this respect. 
 
 The Madras First Book is the only one which adopts the im- 
 proved system of teaching a few letters at a time and using them 
 in words. So far as reading is concerned, there is not much 
 skill displayed. Diphthongs and joined consonants are introduced 
 at an early stage without order. Still, the book has some ex- 
 cellent points. 
 
 3. Unskilful arrangement of lessons in Science or their absence.— 
 In teaching natural history, a commencement should be made 
 at home, and the circle gradually widened. ‘The selections 
 should also be as far as possible typical. The following are the 
 titles of some lessons in the Bengal Series :— 
 
 First Book. Second Book. Third Book. Fourth Book, 
 
 Cow 7 Calf Horse Sheep 
 
 Ass Bear Bear White Bear 
 Cat Cat Buffalo Camel 
 
 Dog Jackal Dog Fox 
 
 There are three lessons on the Bear, and none on the Lion. 
 Little attention is paid to widening the circle. 
 
EXISTING DEFECTS, 115 
 
 ‘The same defects are found in the Punjab Series. Lessons on 
 the Cat, the Wolf, and the Hare are given both in the Second 
 and Third Readers. The Second Reader has a lesson on the 
 Rabbit, closely allied to the Hare, while other interesting animals 
 are entirely overlooked. 
 
 The omission of Scientific lessons is another defect. The 
 Compilers of the Madras Series had the following instructions 
 for their guidance :— | 
 
 “The main object in all the Reading Books should be to teach the 
 pupil the English Language, and to give him at the same time a taste for 
 reading. We consider it of great importance that the subject matter of the 
 lessons should be attractive and interesting, and the subjects which seem 
 to us most suitable are anecdotes, biographies, travels, and natural history. 
 If such subjects as morality, the laws of health, political economy, and 
 physical science are introduced at all, it should be, we think, very sparingly. 
 Descriptions of machinery and chemical processes seem to us altogether out 
 of place in such books.” 
 
 The above is a relic of the times when Literature reigned 
 supreme in India. 
 
 A boy might go over the six Bengal Readers and not know 
 that such a thing existed as a telescope, a microscope, or an 
 electric telegraph. ‘The Madras Series allots 7 lines to the steam 
 engine and 61 pages to the Adventures of Ulysses. The terms teles- 
 cope and electric telegraph occur, but there is no account of them. 
 To use the words of the Madras Mazl, not one of the books will 
 tell the reader ‘‘ why an apple falls te the ground, what is the 
 meaning of a burning stick, or what the sun means by occasionally 
 disappearing at inconvenient times.” The Bengal Séries is the 
 only one which mentions that such a thing exists as a printing 
 
 ress. 
 
 There are, however, a few lessons on natural phenomena and 
 modern inventions; as on Rain, in the Madras Fourth Reader, 
 and on Glass, Railroads, and Telegraphs, in the Punjab Second 
 Reader. 
 
 4. Neglect of the “ material’’ well-being of the people. 
 
 Professors of Literature may not think of anything beyond 
 their own sphere, but most persons will consider that education 
 should seek to raise its recipients physically and socially as well 
 as intellectually. 
 
 Justice Cunningham has been quoted on the importance of a 
 knowledge of the laws of health. Neither the Punjab nor the 
 Bombay Series contains a single lesson on the subject- The 
 Madras Series has two lessons in the Third Reader. 'Tke Bengal 
 Series gives several in different books. 
 
 It may be objected that there isa Sanitary Primer, “issued 
 with the authority of the Government of India.” While it 
 
116 REVIEW OF THE GOVERNMENT READING BOOKS. 
 
 contains much useful matter, it is not simple enough for schools, 
 and though very full on some points, others receive little atten- 
 tion. But the great bulk of children at school will not read 
 separate treatises on the subject. Lessons suitable to different 
 stages should be included in the Reading Books. Some children 
 never get beyond the Primer. Even this might contain sentences 
 like the following: ‘ Filth is the mother of sickness”; ‘ Vac- 
 cination keeps away small-pox.”” ‘“ Healthy Homes and how to 
 make them,” ‘How to keep away Fever,” &c., might form 
 topics in the more advanced books. 
 
 The need of thrift, the universal tendency to run into debt, 
 the extravagant expenditure at marriages and funerals, are sub- 
 jects completely ignored. So also, with one or two slight ex- 
 ceptions, is every thing regarding the elevation of women. 
 
 5. A few lessons contain defective moral teaching. 
 
 Most of the Readers have an excellent moral tone; but some 
 exceptional lessons may be noticed, all found in one book. The 
 Madras Second Reader contains a few stories with pert sayings, 
 which had better be omitted. A boy is asked by his father what 
 he had learned at school. ‘*‘ What I have learned,” said he, “ is 
 that at that school I shall learn nothing.”’ (p.3.) When a 
 gentleman told a strong, and healthy beggar that it was shame- 
 ful for him to beg instead of work, it is said, “ The beggar, look- 
 ing scornfully at the gentleman, said: ‘I asked you for charity, 
 not for advice,’ and so turned away.” p. 29. No good end can 
 be gained by such lessons. 
 
 But it is the Punjab First Reader to which reference is made. 
 Some stories are frivolous, with pert sayings somewhat like the 
 above. The following extract is a specimen :— 
 
 * A little while after, the master again called out to the servant, ‘ Put 
 out the light.’ The servant said ‘Shut your eyes, master, and cover your 
 face, then it will be dark enough.’ 
 
 “Once more the master called out, ‘Shut the door, will you?’ The 
 servant replied, ‘Two things, master, I have done, do you be pleased 
 
 999 
 
 now to do one.’”’ p. 8. 
 
 Some of the stories are outrageously absurd. An outline of 
 one, “The Valiant Potter,’”? may be given as an example. 
 
 A potter at night, mistaking a tiger for his donkey, beat 
 it, got on its back, made it carry him to his house and then 
 tied it to a tree. The Raja hearing of the potter’s exploit, 
 made him a general, and ordered him to attack an army in- 
 vading the country. The Raja, at the same time, sent him 
 a splendid charger. The potter, who had never been on horse- 
 back in his life, was terrified, but his wife tied him firmly 
 to the animal. When let loose, the horse galloped towards 
 the enemy. ‘The potter tried to free himself by seizing a 
 
VERNACULAR SCHOOL BOOKS. 117 
 
 young banyan tree, but it came up by the roots. When the 
 soldiers in the camp saw him flying across the country, tearing 
 up trees in his rage, they were panic stricken and fled. The 
 potter walked home, afraid to ride, and the Raja raised him 
 to higher honours than ever. 
 
 Several of the stories illustrate ‘overcoming by deceit.” 
 Thus, a king, a great tyrant, once in disguise asked a man 
 what sort of king he had. ‘The answer was, ‘‘ He is a great 
 tyrant.” The king then said, “Do you know who I am?” He 
 answered, “No.” The king said, “I am the Sultan of this 
 land.” ‘hen the man trembled, and asked, “ Do you know who 
 I am ?”’ the king replied, “I do not.’ He, said, “I am the 
 son of a certain merchant. ‘Three days in every month I become 
 mad. ‘To-day is one of these days.”’ The king laughed, and said 
 nothing further to him. 
 
 About halt the volume is occupied with such stories. 
 
 Except kindness to animals the moral teaching of the other 
 Punjab Readers is almost nil; but they do not appear to con- 
 tain anything objectionable. 
 
 6. Some of the books are purely secular. 
 
 This has already been noticed at such length, that only a very 
 brief summary is necessary. The Bengal and Bombay Series 
 contain, in fair amount, the great duties of Natural Religion. 
 This apphes in some measure to the Madras Fourth and Fifth 
 Readers. The Madras Readers I—III. and the whole of the 
 Punjab Readers* are almost or altogether purely secular. 
 
 7. Want of adaptation to India.—This defect, of which iP 
 Northbrook complained, still exists to a considerable extent. 
 It arises from the use of the scissors instead of the pen. Clippings 
 from English and American School-Books do not meet all the 
 wants of the case. No doubt a large number of excellent lessons 
 may be supplied in this way ; but others ought to be original. The 
 difficulty is to get a man competent in every respect to write lessons. 
 An attempt will be made to show how this may be overcome. 
 
 VERNACULAR ScHoou Books. 
 
 The great bulk of the children under instruction are in verna- 
 cular schools. Hence the text-books used in them are still 
 more important than those in English. The writer has had, in 
 several cases, lists of the lessons made out and a few of them 
 translated; but he cannot venture to criticise them with the 
 same freedom as if they were in his own language. Still, a few 
 remarks may be offered, and some opinions quoted. 
 
 * One reference to God in the Panjab Second Reader, at page 12, was overlooked 
 in the previous notice at page 82. 
 
118 REVIEW OF THE GOVERNMENT READING BOOKS. 
 
 Bengali—The Rev. K. S. Macdonald says, “I think there is 
 abundant room for improvement even on the Bodhodayas, Charu- 
 pats, Khotomalas, of our very best teachers...... There are no 
 pictorial illustrations in most of them, or, if there are, they are of 
 the most execrable description.”* The Sunday Mirror notices 
 other defects still more serious :— 
 
 “We decidedly object to the tone of the Bengali primers used in our 
 Schools. We are sorry to say these books totally eschew the religious 
 sanctions of morality, so much so that the word God is not to be found in 
 their pages. It follows from this that boys of five to eight years of age are 
 kept in woeful ignorance of such a Being as God; and strange to say it is 
 
 these books which are used as texts wherever the Bengali language is 
 taught.” Jan. 4th, 1880. 
 
 The morality taught in them is simply worldly prudence. The 
 following extracts are from the Primers :— 
 
 “ Nobin, yesterday you abused Bhubon when going home. You are 
 young. You do not know that it is not good to abuse any one. If you 
 abuse any person, I will tell everybody, and no one will speak to you.” 
 
 * Always speak the truth. Every one likes him who speaks the truth. 
 Nobody hikes him who tells lies. Every one dislikes him. Do not there- 
 fore tell a lie at any time.” 
 
 The Lodhoday, to which Mr. Macdonald refers, is based on 
 “The Rudiments of Knowledge,” published by Messrs. Chambers, 
 but the Bengali translation is mutilated as described below. 
 
 The original contains the following :— 
 
 “The Bible is the word of God, which has been given to us for our 
 instruction; and if we read and study it with a humble heart, we shall 
 learn what have been the works of the great Creator, and how kind He 
 has been to the children of men.” 
 
 The above is omitted in the Bengali. The original contains 
 the following :— 
 
 “Tt is our duty to love God and to pray to him, and thank him for 
 all his mercies.” 
 
 This also has been omitted. The original contains the 
 following :— 
 
 “When a body is dead, all its life is gone. It cannot see or feel, or 
 move; it is an inanimate object, and is so unpleasing to look upon, that 
 it is buried in the ground, where it rots into dust, and is no more 
 seen on earth. But although the bodies of mankind die and are buried, 
 they have souts which live for ever, and which are given up to God whe 
 gawe them.” 
 
 The passage in italics, referring to a future state, has been 
 omitted. The translation merely states that the body is buried 
 or burned on the funeral pile. The original contains the 
 following :— 
 
 
 
 
 
 “Indian Evangelical Review, July, 1880. 
 
VERNACULAR SCHOOL BOOKS. 119 
 
 “Mankind are called rational or reasoning beings, in consequence of 
 having minds to reflect on what they see and do. They are also called 
 responsible or accountable beings, because they have souls, which are ac- 
 countable to God for actions done during life. But none of the lower 
 animals are rational or accoyntable beings. They have not souls to be 
 accountable, nor minds capable of thinking. They do not know right 
 from wrong. When a beast dies it perishes for ever.” 
 
 The above clearly points out the distinction between men 
 and brutes. ‘The latter perish for ever at death; the former 
 have souls and are responsible beings. ‘I'he whole passage 
 has been omitted. 
 
 It will be seen that the author has deliberately struck out 
 the injunction to worship God; the moral teaching has no 
 reference to God’s will, but simply to what people around 
 would think or do; all passages teaching the immortality of 
 the soul, the responsibility of man and the difference between 
 him and the brutes that perish, have been omitted. Strange 
 to say, such books are used in some Mission Schools. 
 
 Hindi—The writer has not been able lately to examine the 
 School-Books in this language. Those he did look at a few years 
 ago did not strike him very favourably. ‘The Primer represented 
 the English spelling Books of last centnry. ‘The adaptation of 
 “The Rudiments of Knowledge” had woodcuts of the class des- 
 cribed by Mr. Macdonald. 
 
 Urdu.—For beauty of illustration, there is no Vernacular Series 
 in India equal to that in Urdu, published by the Punjab Director. 
 The Primer, however, is on the most antiquated model. It is to 
 be hoped that the moral and religious teaching is better than in 
 the Punjab English Series. | 
 
 Gujarati—This Series, published by the Bombay Educational 
 Department consists of seven books. The first remark about 
 them is that they are carefully graduated as to size—a simple 
 and obvious matter apparently, but one which has been greatly 
 neglected. Another good feature is, that following improved 
 methods at home, only two or three letters are taught at a time. 
 Through the kindness of the Rev. G. 'T. Rea, Surat, the writer 
 was favoured with a list of the lessons. The characteristic feature 
 of the Series is that the compiler had India and its wants in view. 
 - The books do not simply contain lessons which would be equally 
 applicable to any country on the face of the earth. Thus there 
 are lessons on female education, marriage customs, almsgiving, 
 bribery, astrology, superstitious beliefs &c. in addition to those 
 of a general character. ‘The books are thus noticed in the Report 
 of the Bombay School-Book Committee :— 
 
 _ “For graduation, matter, composition and style, they are excellent, and 
 in every respect adapted to the work of native education. Many of the 
 pieces which they contain are original, and they are always presented to 
 
120 REVIEW OF THE GOVERNMENT READING BOOKS. 
 
 the reader from an Indian point of view. They have an extensive range 
 of subjects and convey much useful and important information on common 
 subjects. They are altogether unobjectionable on the score of morality : 
 and the lessons which they convey in this direction are judiciously intro- 
 duced, and point to the character and will,of God and the well-being of 
 man as the basis of morality.”’ p. 2. 
 
 Still, prepared nearly a quarter of a century ago, some changes 
 are necessary, and good illustrations would be a great improve- 
 ment. 
 
 Marathi—This Series, also published by the Bombay Director, 
 consists of six books, the last forming a volume of 470 pp. octavo. 
 J. S. Haig, Esq., of Ahmednuggur, has kindly favoured the 
 writer with a list of the lessons, and a few remarks on their 
 general character. It is inferior to the Gujarati Series in teach- 
 ing the elements; and there is less adaptation to India in the 
 lessons. Mr. Haig thus characterises them :— 
 
 “The moral teaching is good as far as it goes, but it might have been 
 more direct and more decided generally. God is frequently referred to. 
 He is called the Creator, Preserver, &c. and it is also stated, but it 
 seems to me almost casually, that he hates sin and wrong. Dr. Wilson 
 used to say that pantheism was taught in some of the pieces of poetry ; 
 Major Candy stoutly denied this. Still, taken as a whole, the books are 
 good and healthy.” 
 
 A vein of pantheism runs through a great part of Indian 
 literature. ‘‘'The One without a second,’ sometimes used to 
 teach God’s unity, is undoubtedly pantheistic in its origin. 
 
 Tamil— A new Series in this language has been commenced. 
 The First Reader consists of two parts. Part I. has 104 pages; 
 Part Il. has 122 pages. A First Reader containing 226 pages 
 is absurd. The Indian plan of teaching reading and writing 
 together is excellent. In this case a beginning should be 
 made with the letters simplest in form, and vowel combinations 
 should be avoided. No attention is paid to this, and the 
 first page contains some of the letters most complicated in 
 shape. But the book has the modern system of not teach- 
 ing all the alphabet at once. The lessons, as a rule, are 
 purely secular, though the last of them, on numbers, begins 
 with ‘There is only one God, the Creator and Preserver of 
 all things.” 
 
 The Second Part of the First Reader contains some excellent 
 lessons, one of which has been translated. (See page 83.) 
 
 The Second Reader contains some lessons too difficult for the 
 stage at which it should be used, e. g. on the steam engine 
 and electric telegraph. Several of the stories are taken from 
 Native books, and might be exchanged with advantage for 
 others. 
 
NEW READING BOOKS. - 121 
 
 PREPARATION OF A NEW SERIES OF READERS. 
 
 The great object of the foregoing remarks is to show the 
 urgent necessity which exists for a complete Series of Reading 
 Books, adapted to India, and including the latest educational 
 improvements. The authors of existing books may regard them 
 with paternal complacency, but the cold eye of a stranger will 
 see detects unobserved by them. Failure was inevitable under 
 the circumstances. It was predicted by the Madras School- 
 Book Committee before a single volume was compiled. 
 
 It is a trite remark that nothing very valuable is to be 
 obtained without great labour. ‘l'o secure an Educational Series 
 worthy of India, corresponding efforts must be employed. The 
 work cannot be executed by men burdened with numerous 
 other engagements. The undivided attention for three years 
 of one of the ablest officers in India is necessary. 
 
 The preparation of an Educational Series is somewhat like 
 designing a large magnificent building. Unity is essential. 
 It would never do to assign one wing to one architect, and 
 another to another. There must be one presiding mind. At 
 the same time, the architect would employ subordinates to work 
 out details, each according to his capacity. 
 
 How to make education in India as effectual as possible 
 in promoting the material, intellectual, social, moral and reli- 
 gious elevation of the people is a problem of the greatest 
 difficulty. 
 
 In any one attempting to solve it, several qualifications are 
 necessary :— 
 
 1. He should have a thorough knowledge of the country. 
 
 2. He should have sympathy with its inhabitants. 
 
 3. He should be able to use his pen. 
 
 4. He should be abreast of the times. 
 
 ®. He should have sound judgment. 
 
 6. He should not be a sceptic. 
 
 There is no man probably who combines so many of the 
 qualifications as Dr. Hunter. He says in his lectures: “ I had 
 the good fortune, in my youth, to work during two years in 
 the laboratory of the greatest agricultural chemist of that 
 day.” From his recent compilation of the Gazetteer of India, 
 he has had unrivalled opportunities for becoming acquainted 
 with the country; his lectures on Hngland’s Work in India 
 show how correctly he estimates the wants of the people; the 
 highest literary journals have borne testimony to his graphic 
 and felicitous pen. He should be Chief Editor, securing the 
 best assistance in each department. 
 
 Sub-editors, practically acquainted with education and accus- 
 
 16 
 
122 PREPARATION OF A NEW SERIES OF READERS. 
 
 tomed to write for children, would adapt the more elementary 
 lessons to the intelligence of the readers. 
 
 PRELIMINARY SURVEY. 
 
 Even before an officer like Dr. Hunter should attempt the 
 work, six months should be spent in visiting every Province 
 of India, and personally inspecting representative schools of © 
 each class, village and city. He should see good, medium, 
 and inferior specimens. ‘The average number of pupils in 
 each, with their ages, the occupations of their parents, and 
 the time they usually remain in school, should be ascertained. 
 The studies of each class, with the time devoted to each sub- 
 ject, should be noted. Specimens should be obtained of all 
 the text-books; school buildings and school furniture should 
 be inspected. Translations of the vernacular books should be 
 made where necessary. In each language a competent scholar 
 should be appointed to examine the Native literature and trans- 
 late stories which might be included with advantage in the 
 Reading Books. While many are objectionable for one reason 
 or another, there are others of singular beauty and high moral 
 tone. 
 
 The Editor would learn a great deal by intercourse with 
 educational officers, and would be able to discuss with them 
 his plans. In addition, he should obtain in each Province 
 a Memorandum from the Director of Public Instruction, con- 
 taining his remarks on the existing state of education, with 
 his suggestions for its improvement. Similar papers for each 
 language, prepared independently, should be furnished by at 
 least one European Inspector and one Native Deputy Inspector. 
 
 Three sets of Readers are required. 
 
 1. A Vernacular Series for Village Schools. Here the lessons 
 should be drawn largely from rural life, and agricultural im- 
 provement should receive considerable attention. 
 
 2. A Vernacular Series for Town Schools. Manufactures 
 should in these take the place of agriculture, although other 
 subjects would also be included. 
 
 Both the foregoing should be prepared in English and after- 
 wards translated, with the necessary modifications, into the 
 different vernaculars. 
 
 3. An Hnglish School Series. This might rise from the elements 
 up to the Matriculation Standard. In England two sets of 
 Reading Books are now generally required to be used in schools. 
 Two might be prepared for India. 
 
 The foregoing would be sufficient to demand all his attention. 
 Books for the University courses must be chosen by the author- 
 ities of each. 
 
PROCEDURE AT HOME. 123 
 
 The above three classes of Schools should receive special 
 attention during the preliminary survey. 
 ProcepurE AT Home. 
 
 The Editor should next spend about six months in visiting 
 some of the best Schools in Britain, on the Continent of Hurope, 
 and in the United States. Much would be gained if the Indian 
 ryot could be induced to follow the example of the thrifty 
 French peasant. It has been remarked that, under M. Duruy, 
 special attention was given by the educational department to 
 agriculture and the subjects connected with the daily life of 
 a peasant. Valuable information would thus be obtained about 
 educational plans; experienced men could be consulted on 
 doubtful points, and specimens of school-books, &c. might be 
 collected. The United States, with fifty millions of inhabitants, 
 may now be called ‘‘Greater Britain.” The expenditure on 
 education is very liberal, and many of the school-books are 
 excellent. The Bureau of the Commissioner of Hducation at 
 Washington is a treasury of information on the subject. 
 
 Having thus gathered materials and suggestions from all 
 quarters, the preparation of the Series might be commenced. 
 
 The books necessary for each grade of schools, with their size, 
 would require to be considered. The allotment of space to each 
 subject, and the periods at which it should be taken up, would 
 be a very difficult question. Here consultation with different 
 scientific men and others would be specially necessary. Officers 
 connected with the “Science and Art Department’ could give 
 valuable advice. 
 
 The best writers for children might be employed on the ele- 
 mentary lessons. Scientific men, distinguished both for their 
 attainments and power of conveying knowledge in a simple 
 form, should be engaged, each to prepare a series of lessons on 
 his special subject. Where this could not be done, they might 
 at least revise those prepared. 
 
 One great advantage of having Dr. Hunter as Hditor is that 
 he could write an admirable series of lessons specially adapted 
 to India. 
 
 Illustrations by the best engravers should be provided. Elec- 
 trotypes from them should be sent out to India, thus supplying the 
 vernacular editions with what at present is a great want. 
 
 Small editions of the books, with broad margins, should first 
 be printed. Specimens should be sent out to the Indian Direc- 
 tors for report. The remarks made should be carefully consider- 
 ed, and after any changes which seemed necessary had been 
 made, the books might be stereotyped. The English editions 
 would thus be provided. 
 
124 PREPARATION OF A NEW SERIES OF READERS. 
 
 VERNACULAR EDITIONS. 
 
 The principal works in all the Indian vernacular languages 
 are free translations from Sanskrit originals. ‘lhe same course 
 might be followed with School-Books. ‘The English, prepared 
 with the greatest care in the manner previously mentioned, 
 might be transfused into the various vernaculars by the most 
 competent native scholars. ‘To secure accuracy of idiom, there 
 should be associated with each a good scholar unacquainted 
 with English. 
 
 The Madras Public Instruction Report for 1858-59 thus states 
 the advantages of the above plan :— 
 
 “Tt is of more importance than it may at first sight appear that 
 every Indian School-book should be written in English in the first 
 instance. It does not follow, nor is it probable, that the persons most 
 competent to make use of the vernacular languages will be always 
 equally well qualified to prepare a school-book or to judge of the merits 
 of one when prepared. If the basis be laid in English, the merits of 
 the book can be judged of by those most qualified to form a judgment 
 as regards the manner in which the subject is treated. The style of 
 the translation must, of course, be left to the translator and to those 
 uppointed to superintend and revise his labours.” 
 
 Some changes would, indeed, be necessary. The introductory 
 lessons in the First Book, though prepared on the same principle, 
 would be totally distinct. There the subject-matter must be 
 made subordinate to teaching to read. 
 
 There would be some other changes desirable. Jute, for ex- 
 ample, might be specially noticed in Bengal; cotton in some 
 other parts of India. The selections from native books would 
 also differ. 
 
 The objection may be raised that translations would be some- 
 what inferior in style to purely original works written in the 
 Indian vernaculars. There would, it is allowed, be some slight 
 superiority in the latter with regard to mere style, but the 
 subject-matter is of vastly more importance. A man like Dr, 
 Hunter, after three years’ study with every possible advantage, 
 could produce a Series of School-Books far better adapted to 
 raise India in every respect than a Native who has never left 
 the country. 
 
 It may be said that Dr. Hunter has not been connected 
 with the Educational Department in India. One of the worst 
 possible selections that could be made might be a Professor 
 of English Literature from one of the Government Colleges, 
 Some such men have neither knowledge of the people nor sym- 
 pathy with them. ‘Their influence has already sometimes been 
 disastrously felt when appointed Directors of Public Instruc- 
 tion. Literature has been fostered in Colleges, while the masses 
 
GRANT-IN-AID RULES. 125 
 
 have been neglected. ‘The best Vernacular Series of School- 
 Books in India was prepared by a civilian who acted for a few 
 years as Inspector of Schools. 
 
 Should the services of Dr. Hunter not be available, the next 
 best selection should be made. But whoever he may be, he 
 ought to have three years for the work, with every possible 
 help. It is impossible to secure excellence otherwise. 
 
 The cost weuld probably not exceed £30,000, distributed over 
 three years. During the first year, the expenditure would be 
 small, but it would increase each year. 
 
 The great importance of good School-Books has already 
 been shown. It is a ‘penny wise and pound foolish” policy 
 to avoid providing them on account of the small initial ex- 
 pense. Some of the schools which at present swell the Govern- 
 ment Returns are the veriest shams. To afford instruction 
 worthy of the name, they ought to have good text-books and 
 competent teachers. The former might easily be supplied with- 
 out delay ; steps should be taken to secure the latter, though 
 that would occupy more than a generation. 
 
 GRANT-IN-AID RULES. 
 
 Private effort can never educate India. It may assist in the 
 future as it has done in the past, but the work must devolve 
 mainly on Government. Still, for many reasons, every encour- 
 agement should be given to private effort through the Grant-in- 
 aid system. The prominence it receives is one of the dis- 
 tinguishing features of the Educatiou Despatch of 1854. he 
 Indian Government, according to its avowed principles, cannot 
 give a Christian education. Lord Ripon justly said at Umritsur: 
 «‘For myself I have always held and maintained that no education 
 can be complete and thorough if it does not combine religious 
 and secular education.”” The great advantage of the Grant-in-aid 
 system is that it solves the religious difficulty. 
 
 There is a growing feeling that the Higher Education may 
 best be left to private enterprise as in England, and that Govern- 
 ment, exclusive of ‘Technical Education, should direct its efforts 
 to the masses. The “First Report of the General Council on 
 Education in India,” contains the following :— 
 
 “Sir Donald Stewart, Commander-in-Chief of the Army in India, and a 
 member of the Council, in an admirable speech delivered at the distribution 
 of prizes at the General Assembly’s College in Calcutta, strongly advocated 
 the extension of National Education, and expressed his conviction that 
 ‘the day is at hand when Government may, to a large extent, safely with- 
 draw from the direct control of educational establishments. The education 
 of the masses is a matter which must tax the energies and resources of the 
 strongest Government to the utmost, and higher education must therefore, 
 to a great extent, be left to itself. Those who want high education should 
 
126 . GRANT-IN-AID RULES. 
 
 pay for it. In my judgment, the money raised for educational purposes 
 should, in the main, be devoted to the requirements of the masses who raise 
 the funds. Though the annual education grant has now reached the very 
 respectable sum of 106 lacs of rupees, it is very far from meeting the vast 
 requirements of the people of this Empire, and while that state of things 
 exists, we must be careful that we do not devote an excessive portion of the 
 giant to the education of those who can very well pay for it out of their 
 own pockets.’” p. 8. 
 
 Although Primary Education by Government is not attended 
 with so many evils as in the case of Higher Education, even here 
 the Grant-in-aid system should be encouraged as far as_ possible. 
 A Government teacher may be a Hindu, a Muhammadan, or, 
 what is much worse, an active propagator of Atheism like the 
 one mentioned at page 32. Christian parents would rightly 
 prefer having their children taught by a teacher of their own 
 creed. Even politically this would be advantageous. 
 
 Some of the provisions which seem necessary for fairly carrying 
 out the Grant-in-aid system will be mentioned. 
 
 1. It should not be in the power of local authorities to withhold 
 Grants-in-aid. 
 
 It is gladly admitted that this has not been the prevailing 
 practice. Still, there have been exceptions. Some educational 
 officers have been notoriously sceptical, and this has, no doubt, 
 inflnenced them. 
 
 The Bombay Public Instruction Report for 1858-59 contains 
 the following :— 
 
 153. Aided Schools—No grants have been made to proselytising 
 schools in this Presidency, a circumstance that I cannot but look upon 
 with satisfaction.” 
 
 Johnson characterises “ proselyte” as “a bad word.” The 
 Despatch of 1854 states that Grants-in-aid should be given to 
 ““ benevolent persons,” promoting education. A Bombay Inspec- 
 tor thus shows that the subscribers to missions are not included 
 among them :— 
 
 “With what objects are Missionary schools founded? Do they owe 
 their origin to a mere spirit of philanthropy, which, though itself truly 
 the offspring of Christian faith alone, yet with overflowing love and 
 good will towards all men, seeks to minister to the human wants, not 
 only of brethren in the faith, but of those outside the pale? And does 
 it happen to carry out this intent, the school is chosen, merely because, 
 with a definite outlay, more can be effected by it than by other means? 
 If this were so, the question would at once be settled, and the mission- 
 ary subscribers would clearly fall under the category of the ‘ other bene- 
 volent persons’ spoken of in the despatch. 
 
 “67. But it is not so; the school is confessedly and unmistakeably 
 intended as an engine of conversion to Christianity. Indeed the most 
 energetic supporters of missionary operations are generally those who 
 the most uniformly disparage mere secular instruction, and who are 
 
STANDARDS. 127 
 
 inclined to regard it almost as an unholy thing, when not sanctified by 
 the concurrent inculcation of Christian morality and doctrine.’* 
 
 An Inspector, not long ago, recommended the withdrawal 
 of a grant from a Mission School on the ground that it was 
 *‘ proselytising,’’? and injured a ‘‘ non-proselytising” Govern- 
 ment School. The Director of Public Instruction rightly replied 
 that it would be as much a breach of “ religious neutrality” 
 to withhold a grant from a school because it was ‘ proselytis- 
 ing” as to support another because it was “ non-proselytising.” 
 
 The above happened in the case of a Huropean. Where Local 
 Boards are composed almost entirely or entirely of Hindus, 
 some of them, it may be, bigoted, there is danger lest grants 
 should be’ refused, on some pretext or other, to Christian 
 Schools. | 
 
 Grants-in-aid may be nominally conceded, but practically 
 denied by the nature of the Rules. English Inspectors will 
 scarcely believe that the following Standards were proposed in 
 India for Vernacular Schools for Grants-in-aid on the Results 
 System :— , 
 
 First (Lowest) StanDARp.f 
 
 Vernacular. 
 1. Reading.—(Easy school-books), clear and intelligent. 
 2. Writing.—Legible to dictation in the ordinary current hand, with- 
 out gross mistakes. 
 3. Arithmetic.—(Inclusive of Rule-of-Three), sufficient for market and 
 household purposes. 
 Sreconp (Mippre) Stanparp. 
 
 Vernacular. 
 
 1. Reading.—(Advanced), and explanation. 
 2. Writing.—Good and correct, to dictation. 
 3. Arithmetic—Complete. 
 
 It is not surprising that after such rules had been in force 
 for about four years, the Madras Government should have ac- 
 knowledged that they had been “nearly a dead letter.”’t  Modi- 
 fications have since been made, and the present Standards 
 are reasonable on the whole, though a few changes might yet 
 be made with advantage. : | 
 
 The Grant-in-aid Rules require special safe-guards in view 
 of the transfer of Education to local management. 
 
 Primary. Education is already, more or less, in the hands of 
 local authorities, and past experience shows the need of caution. 
 
 * Report for 1858-59, pp. 253, 254. 
 
 + Report on Public Instruction in the Madras Presidency for 1864-65, p- 111. 
 ae of Madras Government, Education Department, 25th October, 
 867. 
 
128 GRANT-IN-AID RULES. 
 
 It fares largely at present according to the views of the chief 
 executive officer. He may take an interest in education, and 
 money will be provided. Or he may be indifferent about 1, 
 saying that the country requires roads, and education will be 
 starved on account of the alleged want of funds. [Illustrative 
 cases may be mentioned. 
 
 Coimbatore is a town with about 30,000 inhabitants in the 
 Madras Presidency. An article in the Madras Times* estimates 
 that ¥0 per cent. of the total male juvenile population were under 
 instructiou last year. There were 2,358 boys and only 345 girls. 
 The small number of the latter, it was considered, might be partly 
 due to an influential Native member of the Municipality, being 
 a “declared opponent of female education.” 
 
 In another city of South India, one of the first acts of the 
 Municipality after getting control of primary education, was to 
 pass a rule, contravening the Hducational Despatch of 1854, 
 refusing all Grants-in-aid except in the case of girls.t The 
 entire allotment for education at present is also “ ridiculously 
 small,” 
 
 The writer applied to the principal Directors of Public Instruc- 
 tion for copies of their Grant-in-aid Rules. ‘he Bengal Director 
 did not make any reply, but during the early part of the year 
 the writer called at his office, and saw the Presidency Inspector 
 of Schools. If he understood him aright, there are nearly fifty 
 districts in the Lower Provinces, the Grant-in-aid Rules in each 
 depending upon the local authorities. In 1878-79 there were 
 650,451 pupils in the Primary Schools, the grants to which amount- 
 ed to Rs. 289,000; that is, at the rate of about 7 annas (1C4d.) 
 ahead a year. But it might be a fast in one district and a feast 
 in another, according to the different views of the executive 
 officers. 
 
 There are in British India 215 Districts. According to the 
 Bengal plan, there might be 215 sets of Grant-in-aid Rules, 
 each liable to change with the executive. 
 
 lf the Grant-in-aid System is not to be a mockery, there ought 
 to be stringent Rules for its management. 
 
 2. The Heamination Standards should be very clearly defined, 
 and more uniform in the different Provinces. 
 
 The Rev. W. Joss, in a paper prepared for the Bangalore Mis- 
 sionary Conference, has the following remarks on this point :— 
 
 “Too much scope is given to the Inspectors and Deputy Inspectors as 
 to the nature of the questions they may ask when examining classes that 
 have studied the subjects prescribed for the standards of the Results Sys- 
 tem. Each Inspector has his own mode of examining a class and his own 
 
 * October 27, 1881. 
 ¢ This Rule has since been modified. 
 
STANDARDS, 129 
 
 standard of excellence by which to judge the character of the attainments 
 of the pupils under examination. In consequence of this, the schools in 
 one division are more favourably criticised and get larger grants than 
 those in another where the education given is not better, but the Inspector 
 is less severe. And even in the same district tests varying in difficulty 
 are applied to schools of the same standard by the Inspectors and his 
 Deputy Inspectors. 
 
 “There should be no scope given to the judgments of individual Ins- 
 pectors, or at least a great deal less than is given now. Let me give one 
 example. Inthe Fourth (Madras) Standard under the head of Arithmetic 
 ‘Hasy questions in Vulgar Fractions’ is asked for. That seems definite 
 enough, and yet one Inspector at Jeast understands by the term ‘ Easy’ 
 all questions equal in difficulty to those included in the chapters, on Frac- 
 tions in Colenso’s shilling and large Arithmetics, and B. Smith’s shilling 
 Arithmetic, which contain questions as difficult as sometimes appear on 
 this subject in papers set fora Matriculation class. These questions may 
 seem easy enough to the Inspector, but they are not to those they are 
 examining, and: they most probably would not be called ‘ Hasy’ by the 
 Government.” 
 
 Mr. Joss suggests examination papers like those issued an- 
 nually by the War Department for Army Schools, the use of 
 examination cards, &c. f 
 
 The same difficulty is felt in England. Mr. Mundella, lately 
 said in Parliament :— 
 
 “There were frequent complaints made to the Department as to the 
 laxity of some of the Inspectors and as to the severity of others, and that 
 was a source of constant trouble and anxiety to them...,..It was intended > 
 also that the chief Inspectors of the Department should meet once a year 
 at Whitehall, should there lay down a regular system for examinations in 
 their respective districts, should agree upon their plans and their tests, 
 and should enforce uniformity upon the Inspectors of lower rank. By that 
 means it was hoped that they would attain greater efficiency all over the 
 country.” 
 
 Greater uniformity in the different Provinces is also desirable, 
 The Bombay English Primer has 26 pages (12mo) ; the Bengal, 
 64 pages; the Madras, 80 pages; the Punjab, 105 pages. 
 
 The Indian Directors of Public Instruction might have a meet- 
 ing to revise the Grant-in-aid Rules with as much advantage as 
 the meeting of English Inspectors noticed by Mr. Mundella. 
 
 : 3. Grant-in-aid Schools should be left free wm the choice of 
 ooks. 
 
 Readers teaching only the great truths of Natural Religion are 
 a great advance upon Hindu and Muhammadan books, but they 
 will not satisfy an earnest Christian. As already mentioned, the 
 chief argument for Grant-in-aid Schools is that they solve the 
 religious difficulty. If, however, they use Government text- 
 books, this advantage largely disappears. 
 
 It is melancholy to see the change which has come over 
 some Mission Schools since the introduction of the Grant-in-aid 
 System. Madras has an “ Executive Missionary Education 
 
 i 
 
130 GRANT-IN-AID RULES. 
 
 Committee.” The following extract is from a recent state- 
 ment addressed to the ‘‘ General Council on Hducation in 
 India’”’:— 
 
 “ Secondly, the standard by which all schools are judged is that laid 
 down in the Standing Orders for Government Schools. Wherever a 
 private school deviates from a Government school in organization, mode 
 of teaching or general management, that is regarded as a defect, and 
 noted accordingly. The Rules for the Middle School Examination have 
 been framed on the supposition that the curriculum in Government 
 schools is universal; and those schools which do not follow it are placed 
 at a disadvantage. The Director then, in his report on the Hxamina- 
 tion, draws a comparison between Government and Aided schools. The 
 tendency is more and more to repress independence, and reduce all 
 schools to one rigid Procrustean form after a Government model. One 
 Inspector lately went the length of issuing an order to the schools in 
 his district to use only the Government books. In one Mission School 
 the order was treated as waste-paper, but in others more respect might 
 be paid to it; and the issuing of the order illustrates the tendency. 
 
 “3. With reference to the present educational administration in this 
 Presidency, what we regard as the main evil is the tendency to bring 
 all education activity under a hard and fast mechanical system, and 
 thus to reduce to a minimum the independence of private institutions. 
 For example, Government schools are organized with a curriculum of 
 seven classes, I, IJ, III, Lower IV, Upper LV, V, VI. The last or high- 
 est is prepared for the Entrance Examination of the University. All 
 aided institutions are expected to be organised in exactly the same way. 
 Then there are three Government examinations laid down for all schools, 
 and made compulsory for Aided as well as Government institutions. The 
 First Class must pass the Lower Primary Examination; the second the 
 Upper Primary Examination, and the Upper Fourth the Middle School 
 Examination. The two Primary Hxaminations may be conducted by 
 the Head-masters or Managers of the Schools, provided that the school 
 reaches a stage higher than the examination. That is, the Head-master 
 (or Mistress) of an Upper Primary School may conduct the Lower 
 Primary Examination, or the head of a Middle School the Upper Primary. 
 In other cases the examinations must be conducted by the Government 
 Inspectors. But in all cases, the marks obtained by each pupil in each 
 subject must be sent in to the Director, and the names of those who 
 pass are published in the Government Gazette! The Middle School 
 Kxamination again, to which all Upper Fourth Classes are subjected, 
 is conducted by outside examiners appointed by the Commissioner for 
 the Uncovenanted Civil Service Examinations (who is the Director of 
 Public Instruction) by means of printed papers. Those who pass are 
 duly published in the Gazette, and none who fail in any subject can be 
 promoted to the Fifth Class without the special grace of the Director. 
 Further, as if these examinations were not enough, the Director lately 
 invited aided schools to submit their Lower Fourth and Fifth Classes 
 to a comparative examination with Government Schools, and to bind 
 themselves to make promotions to the Upper Fourth and Sixth Classes 
 according to the results, Most Mission Schools, we believe, politely 
 declined the invitation. Thus, it will be seen that the internal economy 
 of even aided schools is to a very large extent taken out of the hands 
 of the managers, and put into the hands of Government officials. 
 
 “Further, the subjects for all these examinations are prescribed by 
 Government, and in many cases the very books. The standards, more- 
 
STANDARDS. 131 
 
 Over, are screwed up toas high a point as possible, and it puts a strain 
 upon both teachers and pupils to read up to the standard within the 
 time allowed. But of course, in a scheme laid down by Government, no 
 place is allowed for any religious instruction, and you may understand 
 the difficulty with such high and rigid standards of making a place for 
 it. Pupils of aided schools are plainly put at a disadvantage in their 
 competition with Government schools. 
 
 “Jt is readily acknowledged that this organising and centralising 
 activity on the part of the Government Educational Department has 
 had some good results. Aided schools are no doubt a very varied and 
 heterogeneous class, and where the management was bad and the educa- 
 tion unsound, the interference of Government at so many stages has 
 produced some good effect. But on really good and well managed 
 schools it naturally produces a different effect. It infringes the legitimate 
 freedom of managers, cramps the whole internal economy of the schools, 
 tends to squeeze out religious instruction from the course, tends to 
 reduce all education to one dead level, and inflicts injustice on many 
 individual pupils.” 
 
 Where the Missionary feeling is strong, even the order to use 
 only the Government books will, as mentioned above, be “ treat- 
 ed as waste paper.” It must be confessed, however, that there 
 are cases on the other side of Missionaries using books whose 
 moral and religious tone they strongly condemn. 
 
 A Director of Public Instruction prepared a Series of English 
 School-Books from which “every Christian allusion,” had, to 
 use his own felicitous phrase, been carefully “ weeded.’ The 
 writer inquired whether it was true that the Educational Sub- 
 Committee of a Mission had agreed to use them. The course 
 adopted was thus justified :— | 
 
 “ You are correct about what you say. The Sub-Committee have recom- 
 mended the Government books, notwithstanding the avowed plan on which 
 they have been compiled. But a fair view of the reasons will I think make 
 it appear that we were right. 
 
 “1. The character of our schools has been considerably altered (of ours 
 here at least) by the Calcutta Committee’s wishing us to apply for and 
 receive the Government Grant-in-aid. This, with the materials we have 
 to work with, in the way of teachers, &c., compels us to adopt the same 
 course of study as nearly as possible, as that followed in Government 
 Schools, as we are necessarily brought into competition with the Govern- 
 ment Schools by the inspections to which the grant subjects us. 
 
 “2. Up to the present it is only the English department, that has had a 
 Christian element infused into the regular school-books, and this is by far 
 the smallest part of our educational work. All the other, whether Urdu, 
 Persian or Hindee, are not only not ‘weeded’ but full of decidedly heathen 
 teaching. Even those published ‘ hasbul hukum’ (by command) are largely 
 embued with it, and with regard to these in our teaching we have to try 
 and counteract their tendency by Bible lessons, &c.” 
 
 It will be seen that this Educational Sub-Committee also used 
 books “full of decidedly heathen teaching” in Urdu and Hindee, 
 when Christian school-books were available. And the above, 
 unfortunately, is not a solitary case. 
 
182 GRANT-IN-AID RULES. 
 
 The Grant-in-aid Rules in no two Provinces are alike. Some 
 do not specify books to be studied; some refer to the Govern- 
 ment standards in which only Government Books are mentioned. 
 The Madras Rules seem fair, but practically they discourage the 
 use of any but Government School-Books. ‘The Lowest Standard 
 in Reading is as follows :— 
 
 “To read correctly a few lines from any approved book, not previously 
 studied, equal in difficulty to the First Part of the First Book of Lessons.” 
 
 The ‘First Book of Lessons” is a Government Schvol-Book. 
 Some of the Deputy Inspectors insisted at first that only Govern- 
 ment School-Books should be used, though probably this is now 
 known to be a mistake. The object in mentioning the book is 
 good, to show better what is required. Still, it places all other 
 books at a disadvantage. The Hnglish code has the following 
 First Standard for Reading :— 
 
 “To read a short paragraph from a book not confined to words of one 
 syllable.” 
 
 Suppose that the Rule contained the addition ‘as in Collins’s 
 Primer or any other approved book of equal difficulty.” It is 
 evident that this would greatly promote the use of the book 
 named, and that other publishers might justly complain. The 
 Indian Rules should be assimilated to the English, with the 
 addition of the number of pages expected to be studied. In 
 England, School-Books, in general, are about the same size; so 
 that specification is not necessary. It has already been shown 
 how Primers differ in India. 
 
 If it is still thought necessary to name a book as a stan- 
 dard, another of the same character, suitable for use in Christian 
 schools, should also be mentioned. 
 
 4. Hxamination questions should not be based on Government 
 School-Books. 
 
 The non-observance of this rule, though the third were conced- 
 ed, would be followed by the same consequence—Government 
 School-Books would be largely used. Educationally it would 
 also operate injuriously. One great evil in Indian schools is the 
 universal tendency to cram. ‘The knowledge of the examinees 
 would be much better tested by general questions, sufficiently 
 simple, not found in the text-books. 
 
 Some revision of the Grant-in-aid Rules, like the above, seems 
 necessary to secure the efficient working of the system. 
 
 Rules for Female Education will be noticed under another head. 
 
 TRANSFER OF EDUCATION TO LOCAL MANAGEMENT. 
 
 While self-help and self-government should be fostered as far 
 as possible, the circumstances of the case have to be taken into 
 
PRIMARY SCHOOLS. 133 
 
 account. Of all subjects with which Government has to do, 
 education is at once the most difficult and the most important. 
 In India it is attended with peculhar dangers, while those compe- 
 tent to direct it are very few in number. ‘ ‘hey be blind leaders 
 of the blind,” is a remark which may be applied with still 
 greater force to this country than where it was first made. 
 
 The nature of a people is not easily changed. One charac- 
 teristic feature of India has been the degradation of the masses. 
 For more than two thousand years the Brahmans jealously songht 
 to confine all knowledge to themselves. Nor did the Muham- 
 madan conquerors of India act very differently. Dr. Hun- 
 ter says :— 
 
 “No Mughal Emperor ever conceived the idea of giving public in- 
 struction as a state duty to all his subjects. He might raise a marble 
 mosque in honour of God and himself, lavish millions on a favourite 
 lady’s tomb, or grant lands to learned men of his own religion; but 
 the task of educating the whole Indian people, rich and poor, of what- 
 ever race, or caste, or creed, was never attempted.” pp. 112, 113. 
 
 In the Presidency cities and in the principal mofussil towns 
 there some men with wide sympathies, interested in the educa- 
 tion of the masses; but such are exceptional. ‘The old ideas 
 still largely prevail. Arrangements should, as far as possible, 
 utilise local effort, while at the same time safeguards are applied 
 where it is likely to fail. 
 
 Four classes of Schools will be noticed in turn, 
 
 Mippie Crass ScHoot.s. 
 
 At present, at least in South India, Primary Education is 
 maintained from Local Funds, while Middle Class and Higher 
 Education devolve upon Provincial Funds. 
 
 The native members of the Local Boards, consisting of the 
 upper classes, are warmly interested in Middle Class Schools 
 which their own sons attend. ‘The danger here is lest the 
 past educational policy should be continued,—unduly foster- 
 ing the higher education at the expense of the lower. It is 
 a question whether Middle Class Schools ought not to be made 
 self-supporting. At all events, great care should be taken 
 that they do not receive an undue proportion of the sum ayail- 
 able for education. 
 
 PRIMARY SCHOOLS. 
 
 The progress of Primary Education, as shown by statistics, 
 has been more apparent than real. Numerous indigenous schools 
 existed in the country before the British Government took 
 up education. Of late years indigenous schools and Mission 
 schools, from being placed under inspection or receiving Grants- 
 
134 TRANSFER OF EDUCATION TO LOCAL MANAGEMENT. 
 
 in-aid, have swelled the Government Returns. But the masses 
 are still uneducated. All classes of schools contain only one 
 per cent. of the population. 
 
 A tew of the measures necessary under this head will be 
 briefly noticed. 
 
 1. Provision for the extension of Primary Education. It 
 has already been mentioned that the ignorance in which the 
 lower classes have been designedly kept is one feature of 
 India. They have also been neglected by several Directors 
 of Public Instruction, who, themselves formerly connected with 
 colleges, naturally took an interest in the higher education. 
 It should, therefore, be the special duty of Government to 
 watch over the education of the masses. 
 
 Local Boards, with the management of Primary Education 
 in a District, should have at least a sufficient proportion of 
 men interested in it to guard against its neglect. The chief 
 Executive Officers should be held responsible for its extension. 
 It should not be in their power to starve education by voting 
 the great bulk of the funds to other objects. 
 
 While all Local Funds should be spent in each District, 
 Primary Education might be encouraged by a grant from Im- 
 perial or Provincial Funds equal to the amount raised locally. 
 
 Female infanticide was largely checked by examining the 
 percentage of male and female births registered in each part of 
 the country. Government might guard against the neglect of 
 education in any district by requiring an annual statement of 
 the percentage under instruction in each district, and distribut- 
 ing praise or censure according to circumstances. Of course, in 
 backward districts only fair progress could be expected. This 
 could be shown by giving the averages in a separate table for 
 several years. 
 
 The Reports of the Directors contain, it is true, the number 
 of scholars in each District; but, at least in some cases, the 
 percentages to the population are not given. 
 
 2. Improvement in the quality of primary education. 
 
 Some of the indigenous schools which figure in the Govern- 
 ment Returns are of the most wretched description. Even the 
 best of them are far below what they ought to be. The following 
 means are necessary : 
 
 (1.) Provision for the training of teachers.—The best educated 
 countries in Hurope and America are the most noted for their 
 Normal Schools, and their importance is beginning to be under- 
 stood in India. The Madras Public Instruction Report for 
 1879-80 contains the following from Mr. Fortey, one of the 
 Inspectors :-— 
 
 - “Although the results grants given to village schoolmasters encourage 
 
PRIMARY SCHOOLS. —~ 135 
 
 them to greater industry, yet the fact remains that their power of impart- 
 ing knowledge is limited to what they know, and as most of them know 
 very little, their teaching power is correspondingly small. The only way 
 to improve this state of things is evidently to induce schoolmasters, actual 
 or prospective, to go through a suitable course of instruction; and this 
 object will, it is hoped, be accomplished by the institution of an elementary 
 training school at the head quarters of each district.” p, 145. 
 
 The Local Fund Board, Bellary District, established a training 
 school with 20 scholarships of Rs. 4a month, and similar steps 
 have been taken in some other cases. ‘“ As is the master, so is 
 the school.’ ‘The course of training should be of sufficient 
 length, and students should be practised in teaching in addition 
 to gaining more knowledge. 
 
 Some Directors are wisely encouraging the training of teachers 
 by larger grants where they are employed. 
 
 (2.) The better payment of teachers.—To a large extent, teach- 
 ing in India is still a ‘‘ refuge for the destitute.’ Even educated 
 men generally regard it as a mere temporary resource till employ- 
 ment in some Government office can be obtained. ‘he indigen- 
 ous schools often spring up hke mushrooms, and as rapidly decay. 
 A man who has nothing else to do, sets up a school, and as soon 
 as he gets a little money, goes off to something else. Even the 
 results system, at present in force in some parts of India, does 
 not lessen the evil. The Madras Report for 1879-80, contains 
 the following remarks by Mr. Fowler :— | 
 
 “In connection with the annual abolition of many schools, I may safely 
 mention that our plan of working the results system does not secure 
 permanence of schools. This desideratum cannot be supplied unless the 
 mode of payment of results grants in one lump sum be done away with and 
 the plan of distributing the sum in twelve instalments substituted. When 
 a village schoolmaster receives a lump sum which he or any ordinary vil- 
 lager never before had at any one time, the parents grow Jealous and let 
 fall their contributions into irrecoverable arrears or stop them altogether. 
 The masters generally become improvident, they spend away the lump 
 grant, and when the parents stop payments, their only alternative usually 
 happens to be to quit the old school and start a new one in some other 
 locality. If, on the other hand, our payments to masters be made ina 
 lump sum, when the grant is less than 12 rupees, and in monthly instal- 
 ments when the grant amounts to rupees 12 and upwards, there will be no 
 room for jealousy on the part of parents. They will restore their contri- 
 butions, and the school will be permanent.” pp. 127, 128. 
 
 It has been shown that the average grant per head for the 
 children in Primary Schools in Bengal during 1878-79 was only 
 7 as. What kind of education can be expected for this! 
 
 The pecuniary position of teachers should be improved. In 
 Madras what is called the ‘‘ Combined System” of payment has 
 been partly introduced. The teacher receives a fixed salary, and 
 so much for each pupil passing certain standards. This is found 
 to work well. The fixed salary should vary according to the 
 
136 ‘TRANSFER OF EDUCATION TO LOCAL MANAGEMENT. 
 
 state of the district, being higher where education is backward, 
 as under such circumstances itis impossible for the teacher to 
 earn much by results. | 
 
 (3.) A better class of School-Books.—To advocate the supply 
 of this want is the main object of the writer. On account of its 
 great importance, it may again be reiterated, that the utmost care 
 should be taken to prevent education from drawing away its 
 recipieuts from what are their natural occupations,—so largely 
 its tendency at present. A taste for agriculture and manutac- 
 tures should be fostered as far as possible, instead of a craving 
 for Government employment. 
 
 Fremaue Epucation. 
 
 This is the greatest want of India, and until it is secured 
 all other meaus for the elevation of the people will be of 
 little avail. But, except among the comparative few who have 
 imbibed western ideas, the feeling of all, high or low, is against 
 it. ‘The same spirit prevails, more or less, throughout the whole 
 Asiatic continent, though it is strongest in India. 
 
 Nor has the British Government given female education the 
 encouragement it deserves. ‘The Madras Census of 1872 showed 
 that only one in 620 of the female population was able to read. 
 
 The existing Rules with regard to grants for Native Girls’ 
 Schools are given below, as far as known to the writer. 
 
 BreneaaLt.—No copy available. 
 
 Norru-West Provinces AND OupHa: 
 
 “ Article XVIII. Girls’ schools may be aided on the principles of Articles 
 III. and V., and the main point of regard is the character and position of 
 the managers, and the tuitional expenditure, and that the cost is not 
 excessive. 
 
 “ Application for aid is to be made according to the terms of Article 
 IV., except that the grant-in-aid may amount to one-half (not one-third) 
 of the whole tuitional expenditure of the school which is not to include 
 payments made to the pupils for attendance. 
 
 “The maximum grant for lower schools is Rs. 4 per annum for every 
 girl in regular attendance. Aid is not given to a school at which the 
 average daily attendance is less than twenty. 
 
 “ Girls’ schools are visited by an Inspectress of Schools appointed 
 for the purpose, but Inspectors will examine the pupils when the parents 
 or guardians of the children offer no objection or when special circum- 
 stances require their presence.” 
 
 PUNJAB: 
 
 “XV. Female Education.—Girls’ schools will receive encouragement on 
 the principles laid down in Articles III. and V., so long as the Govern- 
 ment is satisfied that the management of the same is in unexceptionably 
 trustworthy hands. 
 
 N. B.—The Inspection of these schools by Government Officers will not, as 
 a rule, be enforced.” 
 
FEMALE EDUCATION. 137 
 
 Bompay: 
 
 “To girls double the above grants for passing heads of standards in 
 Anglo-Vernacular and Vernacular Schools will be awarded till further 
 notice. The capitation allowance for girls is in Anglo-Vernacular Schools 
 Rs. 2. and in Vernacular Schools As. 8, on the average attendance. For 
 any girl who passes under two heads of any standard, a further grant 
 may be made of Rs. 3 in Anglo-Vernacular, and of Rs. 2 in Vernacular 
 Schools, for creditable plain needle-work.” 
 
 Mapras—Results Grants : 
 
 “77. The grants for girls under heads 1 to 11 in Primary Schools 
 and in heads 1 to 4 in Middle Schools will be 75 per cent. higher than 
 those named in the scale.” 
 
 “Extra Subject for Girls. Needle-work, lst Standard, 1 R.; 2nd 
 Standard, 13 Rs.; 3rd Standard, 2 Rs.; 4th Standard, Lower Test, 3 Rs.; 
 Higher, 4 Rs.” a 
 
 Salary Grants are also allowed in the Madras Presidency, sub- 
 ject to the following conditions :— 
 
 “7, No salary-grant shall be given or continued to any school which 
 cannot show an average attendance for three months of at least twenty 
 pupils.” 
 
 “15. Subject to the conditions prescribed in these rules, a grant not, 
 exceeding one-half of the total salary within the prescribed limits will 
 be given to Schoolmistresses holding normal or ordinary certificates. 
 
 “16. A grant not exceeding one-third of the total salary within the 
 prescribed limits will be given to uncertificated Mistresses who have 
 passed the Higher, Middle School or Special Upper Primary HExamina- 
 tion. 
 
 “17, A grant not exceeding one-fourth of the total salary within 
 the prescribed limits will be given to Masters holding ordinary certi- 
 ficates. 
 
 “18. A grant not exceeding one-fifth of the total salary within the 
 prescribed limits will be given to uncertificated Masters who have passed 
 one of the examinations prescribed.” 
 
 It will be seen that each Director has a different set of 
 Rules. 
 
 The only distinction in the Punjab between Boys’ and Girls’ 
 Schools is, that the right of Inspection is not enforced in the 
 case of the latter. Half the expenditure is the maximum grant 
 for either class of schools. 
 
 In the North-West Provinces one-half of the expenditure may 
 be allowed for Girls’ Schools instead of one-third for Boys’ 
 Schools. Aid is not given to aschool in which the average 
 daily attendance is less than twenty. 
 
 In Bombay only Results Grants are given, which are double 
 those for boys. 
 
 The Madras Rules have two systems, Salary Grants, subject 
 to the conditions given, and Results Grants, 75 per cent. above 
 those for boys. 
 
 18 
 
138 TRANSFER OF EDUCATION TO LOCAL MANAGEMENT. 
 
 There are so very few Government Girls’ Schools that Direc- 
 tors of Public Instruction have little knowledge of their work- 
 ing, and the difficulties they have to encounter. Rules should 
 be such as to meet all the circumstances of the case. In 
 the North-West Provinces only salary grants are given, and 
 the average daily attendance must be not less than twenty. 
 This prevents, as a rule, any aid whatever to village schools. Jn 
 Western and Southern India, the Results Grant System is applica- 
 ble to any number of pupils. Grants on either principle should 
 be given. 
 
 The Madras salary grants are not at all liberal. Half salary 
 grants, it is true, are allowed to certificated Schoolmistresses, but 
 at present only a very few are available, and many years must 
 elapse before they can be provided. For the present, school- 
 masters must be employed, the maximum grants to whom amount 
 to only one-fourth if certificated, or one-fifth if uncertificated. 
 
 But teachers are not the only expense in girls’ schools. Parents, 
 as a rule, will not send their children alone to school. Conduc- 
 tresses are necessary, towards whose salary nothing is allowed. 
 
 The Missions of the Free Church of Scotland have given 
 special attention to education, and their schools, as a rule, are 
 noted for their excellence. Six mofussil Girls’ School in the 
 Madras Presidency cost, on an average, Rs. 383% a month, the 
 Government Grants to which average only Rs. 903. More 
 liberal assistance should be allowed. 
 
 The Madras Missionaries have repeatedly complained about 
 the standards for Arithmetic in the case of, girls being as high as 
 for boys, while even that is higher than in England. Girls re- 
 main only a short time at school, and with them reading is much 
 more important than arithmetic. They are also weighted with 
 sewing. The English and Indian Third Standards for arithmetic 
 are given below :— 
 
 England. 
 
 Notation and numeration up to 1,000,000. Long division and compound 
 addition and subtraction (money). 
 
 Note.—The work of girls will be judged more leniently than that of boys; 
 and the Inspector may examine scholars in the work of any standard lower 
 than that in which they are presented. 
 
 Bombay. 
 
 Notation and Numeration up to 1,000,000,000. In addition to Standards 
 I. and II., the four Compound Rules and Reduction. Native Tables and 
 English Measures of length and surface to be known. Easy Mental 
 Arithmetic involving Native Tables of money, weight, and capacity. 
 
 Madras. 
 Easy questions in the compound rules and reduction, restricted to the 
 
FEMALE EDUCATION. 139 
 
 Indian weight, measure and money tables, published by the Director of 
 as Instruction. Easy mental Arithmetic restricted to the simple 
 rules. 
 
 Taking into account the circumstances of the case, still more 
 consideration should be shown in India than in England, instead 
 of less, with regard to the arithmetical standards for girls. Dif- 
 ferent Inspectors would construe differently the rule to judge 
 the work of girls “ more leniently than that of boys.” Separate 
 standards are preferable. ‘The option in England of presenting 
 girls under a lower standard for arithmetic than reading is an 
 important privilege which should also be conceded in India. 
 
 Attention is now invited to another plan for the spread of 
 female education. 
 
 Encouragement of Mixed Primary Schools—By Mixed Schools are 
 meant schools attended by boys and girls. For centuries this 
 system has prevailed in Scotland. The late Mr. Stow, one of the 
 most experienced Scotch educationists, bore high testimony to 
 its excellent effect upon the boys. If the girls suffered a little 
 in some respects, the counterbalancing advantages, even on their 
 side, were much greater. It is well known how largely Mixed 
 Schools are the rule in the United States. Dr. Wiese says :— 
 
 “This system is applied in America, not only in village schools and in 
 elementary education in general, as is the case in Germany and England, 
 but is continued up to the University, especially in the Western States, as 
 in Cincinnati, Ohio, and Lllinois. It is supported by such eminent educa- 
 tional authorities as Horace Mann, and is constantly extending.’’* 
 
 It is advocated in India for Village Primary Schools for the 
 same reason that Cousin pressed it in France some years ago: 
 * The objection to mixed schools is a wide-spread error, which 
 makes female education on a great scale an almost insoluble 
 problem.” 
 
 Some of the reasons for such a course are the following :— 
 
 1. At present the desire for female education is confined 
 to a few. 
 
 2. There is great difficulty in getting female teachers. 
 
 3. In many villages it is not easy to maintain even a school 
 for boys: what hope is there of supporting a separate school 
 for girls? 
 
 4. Mixed Schools would help te break down the zenana 
 system among Hindus. 
 
 _ Sir William Muir has the following remarks on the seclusion 
 in which Muhammadan women are kept :-— 
 
 “The truth is that the extreme license of polygamy and divorce per- 
 mitted to his followers by Mahomet rendered these safeguards necessary. 
 
 
 
 * German Letters on English Education, p. 233. 
 
140 TRANSFER OF EDUCATION TO LOCAL MANAGEMENT, 
 
 Such license could not, without gross and flagrant immorality, be compati- 
 ble with the free and open intercourse of European society. Jt would not 
 in any nation be tolerated without restrictions which fetter and degrade 
 the sex. On that account the introduction of Huropean manners and 
 customs into Muhammadan society is altogether to be deprecated. The 
 licentiousness of the system, without the present checks, cruel and unnatural 
 as they are, would certainly create in Mussulman countries an utter disso- 
 lution of morality, already at a sufficiently low ebb.’’* 
 
 To protect their women under Muhammadan rule, the Hindus 
 had largely to adopt the zenana system. But there is nq reason 
 for its continuance among them now. ‘The more enlightened 
 feel this to be the case. The Indian Mirror has the following ;— 
 
 “One of the main causes of the degradation of Hindu society, of the low 
 moral tone which is frequently found pervading it, is due to the absence of 
 the elevating and refreshing influence of modest women at the great gather- 
 ings and social greetings at which the hospitable and generous nature of 
 the people is visibly expressed. -On such occasions if a man brought his 
 own wife or daughter to be witness of or participate in merry-makings, at 
 which no prudery could take offence, what a check it would be whenever 
 his neighbor’s hilarity assumed proportions which were inconsistent with 
 strict propriety. When fathers and mothers bring their families together, 
 to indulge in the innocence and freedom of familiar intercourse, they dare 
 not give way to the license of speech or behavior which seems so natural 
 to the rough instincts of manhood unredeemed by fair and equal converse 
 with virtuous womankind. It is a circumstance most worthy to be noted 
 how the presence of a few ladies in the midst of many hundreds of men 
 leads to the preservation of perfect order and decorum throughout the assem- 
 
 ly. This is a point which must have impressed any one who has had the 
 
 rivilege of attending any grand meetings of the respectable classes of 
 
 uropean nations; and it is a point on which we must continue to feel 
 very deeply until Native society by a unanimous vote comes to the con- 
 clusion that our parties of pleasure are incomplete unless hallowed, sanc- 
 tioned, and purified by the noble companionship of ‘ Eve’s daughters.’ It 
 is not until then that courage, manliness and independence of character 
 will become characteristics of the nation, instead of as now proceeding from 
 education and association; it will not be until then that Native mothers 
 shall give birth to men.” 
 
 Still, no rapid changes are advocated. For young girls and 
 boys to attend the same village school, would be an excellent 
 beginning. Brothers would bring their sisters, and be their 
 natural protectors, thus cherishing mutual affection. 
 
 It is admitted that the system would not be advisable after 
 a certain age on the part of the girls, and in cities there should 
 be separate girls’ schools, but in rural districts it might be adopt- 
 ed with great advantage. In some cases the schoolmaster’s wife 
 might be able to teach a little needle-work. 
 
 If Primary School teachers, on fixed salaries, received a bonus 
 for each girl who passed certain standards, the number under 
 instruction, would soon increase. 
 
 
 
 * Life of Mahomet, Vol. IV. p. 204. 
 
FEMALE EDUCATION. 141 
 
 The plan has already been adopted in some parts of the 
 country, and has been found to work beneficially. Its extension 
 is what is desired. 
 
 The course of instruction should differ in the higher classes of 
 girls’ schools, preparing them for their future life. In India, 
 great neglect has been shown in this respect. Only a few ladies 
 engaged in female education have seen its importance, and used 
 books provided for the purpose. 
 
 Whatever means may be thought most expedient, the advance- 
 ment of female education is one of the most pressing wants 
 of the country. 
 
 AGRICULTURAL AND TECHNICAL SCHOOLS. 
 
 It has already been suggested that the expense of these should 
 be met from the Famine Fund as protective works of the best 
 description. 
 
 DeEsIRABLENESS OF A MINISTER oF Pusiic INSTRUCTION. 
 
 The Government of India never initiated a scheme fraught 
 with more tremendous consequences than when it began a sys- 
 tem of secular education. The utmost care and wisdom are 
 necessary to prevent raising up a Frankenstein, employing its 
 powers against the author of its existence. ; 
 
 The Despatch of the Government of India, reviewing the 
 Report of Mr. Caird, shows conclusively the need of a central 
 authority, while all details should, as far as possible, be left 
 to local administrations. 
 
 The Viceroy is ultimately responsible for every act of the 
 subordinate Governments. It is of the greatest importance 
 that he should know what is going on in each of the Provinces. 
 An able Minister of Public Instruction, visiting the three Pre- 
 sidencies and Chief Commissionerships each cold season, could 
 draw up an annual educational Report which would be of great 
 yalue. A ‘ Note on the State of Education in India,’’ was, at 
 least formerly, prepared each year by the Under Secretary to 
 the Government of India, Home Department. Some, by Mr. 
 A. P. Howell, were of great value. But Under Secretaries fre- 
 quently change ; education is not their specialty ; they cannot 
 write from personal observation and conference with the differ- 
 ent Provincial Directors. 
 
 It may be objected that there would be a clashing of 
 authority, But the Minister should only be able to advise. 
 Wise suggestions, as a rule, would be adopted. However, if 
 
142 | CONCLUDING PROPOSALS. 
 
 any Provincial Director framed rules contrary to the recognised 
 principles of the pach waist the case might be reported to 
 Government. 
 
 There are at present seven Hducational Reports published 
 annually. One able review of the whole would be a great beon 
 to all interested in the subject. 
 
 CONCLUDING PROPOSALS. 
 
 This Letter, it must be admitted, has been very discursive— 
 apparently rather treating of the “ general condition of India 
 question” than of its immediate subject. Still, Education is 
 many-sided. It has been attempted to show that its aim should 
 be to raise the people physically, intellectually, socially, and 
 morally. But the definite proposals now submitted, may be 
 reduced to two, and enunciated in brief space. 
 
 1. The preparation of a Series of School-Books as well 
 adapted as possible to promote the objects of Government in 
 instituting a system of Education. 
 
 Of the course pursued, the Report of the Madras School-Book 
 Committee remarked six years ago :— 
 
 “The present system under which a number of persons are all work- 
 ing at the same task independently of one another, and generally without 
 any knowledge of what has already been accomplished in the same direc- 
 tion elsewhere, must, to say the least of it, be attended with a great 
 waste of labour.” p. 63. 
 
 Besides condemnation in the above respect, the failure which 
 has taken place, was predicted: “ We have no faith in work 
 done at odd moments by gentlemen jaded with teaching or 
 examining.” 
 
 Dr. Hunter has been mentioned as eminently qualified for 
 the work. But even in his case it would require his undivided 
 attention for three years, with every possible help at his com- 
 mand. The task is one both of surpassing importance and 
 difficulty. 
 
 Should Dr. Hunter’s services not be available, another com- 
 petent officer should be appointed. 
 
 It is not proposed that the use of the new Series should be 
 compulsory. It might be left to make its way through its 
 merits. 
 
 2. The Revision of the Grant-in-aid Rules. 
 
 No local authority should be allowed to contravene the Rules 
 of the Supreme Government by refusing all grants. More uni- 
 formity in the Rules is greatly to be desired. The Standards 
 should be revised, and more clearly defined. Schools receiving 
 grants should not be placed under a disadvantage by not adopt- 
 ing the Government secular system. They should be left free 
 
CONCLUDING PROPOSALS. 143 
 
 in the choice of books. More liberal aid should be given to 
 female education. 
 
 My Lord Marquis, 
 
 The above two proposals involve comparatively small 
 expense, and can be carried out before the period of your Lord- 
 ship’s Administration expires. No radical changes are suggested 
 which might excite religious feeling or occasion political evil. 
 Respectfully commending them to your Lordship’s consideration, 
 
 I have the honour to be, 
 My Lord Marquis, 
 Your Lordship’s most obedient Servant, 
 
 JoHN Murpocu. 
 Mapras, November 22nd, 1881. | 
 
en Tae 
 yogi, els 3 
 
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 a i. 
 
 
 
EXTRACTS FROM DEPUTY COMMISSIONER'S EDUCA- 
 TIONAL ORDER BOOK, 
 
 HOSHIARPUR DISTRICT. 
 
 No, EE 
 —_—>— 
 Now that Ishar Das has become District 
 
 Inspector, I wish to draw his attention to a 
 few points connected with the advancement of 
 education and improvement of the schools. 
 
 1.—Female Education.—Little has been 
 done in this district in this direction, except in 
 the girls school at Hoshiarpur maintained by 
 the American Presbyterian Mission, If Dis- 
 trict Inspector sees any good opening, advantage 
 should be taken of it. 
 
 I1l.—Physical training has‘not been aimed 
 at as yetin the Primary and Middle schools, 
 The Director draws attention to this—it is very 
 important. I hope the specimen parallel bars, 
 of which I have given District Inspector a plan, 
 will soon be ready. I should like to see a set 
 introduced into every school ; also cricket should 
 be fostered where the boys are older, and where 
 there is near the school a space to play in. The 
 expense of bats and balls can be borne by the 
 District Funds up to a certain amount. 
 
 
 
(‘Teo 
 
 I11.— Teaching in Agriculture.—1 am very 
 anxious to see the course of all primary and 
 middle schools comprise a series of lessons in 
 agriculture and its principles, Whenever there 
 is an opportunity for giving lessons on the 
 growth of plants, the use of manures, the out- 
 lines of the chemistry of agriculture, I should 
 like to see such lessons introduced. 
 
 IV.— Discipline, neatness and cleanliness. — 
 I hope Ishar Das will instil a great regard for 
 these into the minds of all teachers and pupils. 
 I consider the subject very important—when 
 discipline is lax even a good teacher loses much 
 of his value and power. The boys should be 
 taught to be quiet and respectful in demeanour, 
 and to yield their masters implicit obedience. 
 District Inspector should enquire about this, 
 and see that masters enforce discipline. Unruly 
 boys should be warned, and if they persist in 
 unruliness, should be punished or even expelled. 
 
 The boys should be taught to— 
 
 (a) Come to school in clean clothes. 
 
 (b) Maintain cleanly habits at school. 
 
 (c) Keep their books clean and neat. 
 
 (d) Sit or stand in exact order. 
 
 (¢) Classes when moved about theschool- 
 room should be moved in order and 
 in regular lines, without noise or 
 confusion. 
 
( 3 ) 
 
 V.--Furniture and Teaching Apparatus.— 
 This is a matter which sadly wants attention. 
 Every school should have one decent chair— 
 schools in towns, or middle schools, should have 
 more than one, and should be provided with a 
 small table. Chairs of a folding pattern would 
 perhaps be most useful, as when not used they 
 can be folded up and occupy little space. There 
 are in my office good patterns of folding chairs, 
 They are probably less apt to get broken than 
 others. For tables also, I think folding patterns 
 are the best as they can be put away when not 
 wanted. 
 
 Blackboards should be supplied wherever 
 they would be useful. 
 
 Maps should always be neatly hung. 
 District Inspector should see that maps are 
 mounted neatly on cloth and rollers with rings 
 to hang them up by. District Inspector will 
 please make arrangements about this, and make 
 up some maps as patterns in the matter of mount- 
 ing. There is one daftry, or other hand, in the 
 settlement office who can mount maps very 
 neatly on cloth and rollers, and I should like 
 District Inspector to see if his services can be 
 secured, when necessary ; some svecumens should 
 be made up at once, 
 
 The walls, door frames, mzeps, floor-cloths, 
 mats, &c.,in a school are very apt to get dirty 
 
(2. a9 
 
 from being smeared by the dirty fingers of boys, 
 or with inkstains, District Inspector will 
 please warn masters about this. Boys who 
 commit such nuisances should be punished, and 
 any teacher who is lax in this respect should 
 be reported. Masters must insist on the school, 
 and all belonging to it, being kept clean and 
 
 tidy. 
 
 Mats for boys to sit on.—When new ones 
 are required they should be made up of munj 
 matting which is now made at Hoshiarpur and 
 costs 6 annas a square yard. It should be made 
 in lengths according to size and shape of school- 
 room, and 4 feet wide. 
 
 Sun dials.—1 shculd like to see every 
 school provided with a sun dial to keep the time 
 by ; there is a good one in my compound which 
 might be taken as a specimen. 
 
 All these articles of furniture and improve- 
 ments cannot be provided or carried out at once ; 
 but District Inspector should aim gradually at 
 introducing them. Jl will be happy to see 
 specimens of articles mentioned for approval. 
 
 W. CoLpstream. 
 
 September 16th, 1881. 
 
There are numbers of useless and worn out 
 maps accumulated in the schools. District Ins- 
 pector will please have these called in; their 
 wooden rollers can be kept for,future use, and 
 the torn and disfigured maps should be sold as 
 waste paper. <All rings (to hang maps by) 
 should be kept. Each school should have a 
 clean map of the District furnished to it, 
 District Inspector might inquire at settlement 
 office whether any clear vernacular maps of the 
 district are available. 
 
 There isa great difference in the maps 
 supplied from Lahore ; a very few are clear and 
 distinct, but a great many are so full of strokes 
 and names that they are almost unintelligible. 
 I wish District Inspector to take particular 
 care that no maps but those of which the writ 
 ing and the natural features are very distinet- 
 are supplied to the schools of this District. 
 _ The maps published by Betts (London), coloured 
 and varnished, are the very best, and wherever 
 practicable these should be supplied. 
 
 W. CoupstrEamu 
 
( Gy 
 No. LV. 
 
 INSPECTOR’S REPORTS IN SCHOOL INSPEC- 
 | TION BOOKS. 
 I will be obliged by District Inspector’s 
 
 
 
 writing the reports of his periodical inspections 
 in the inspection books in English on one side 
 of the page, and a vernacular translation on 
 the other. When the master understands 
 English no translation is necessary. When 
 District Inspector has little time he can expiain 
 his remarks to Teachers and note in English 
 that he has done so. 
 
 The District Inspector’s remarks should 
 be written in an orderly manner, and I would 
 like the subjects which call for remark to be 
 taken up in the serial order shewn below. 
 
 
 
 
 
 ° Docties 
 1. Date of Inspection. } é pe 
 2. Attendance in Classes. EH in 
 - . feb) 
 3. Results of examination of each Classs. oi 
 gee 
 V A ei 
 . Bie = 
 Dy? o = = 
 di Pos 
 2, 
 IL | Ena 
 : ip ; os = a 
 4. Discipline. rans 
 SBS 
 5. Cleanliness of Scholars. | co 
 5 J o Od 
 6. Neatness and order in school house. | Bie) =: 
 we : ; Shee, 
 7. Condition of Maps, book and furniture. | “3 J 
 nie O38 
 8. Condition of school house, as to repairs, | &-$ 2 
 . S 
 of compound, and of garden (if there < 2 
 ; em 
 is one). e 33 
 . ® 
 9. General remarks. J oe 
 
 ie re) 
 
ae a) 
 
 It is not intended that remarks must be 
 made on each subject at each inspection: remarks 
 on Ist, 2nd and 3rd subjects will always be neces- 
 sary, and on the other subjects remarks should 
 be made in each school from time to time; and — 
 the subjects, even if remarks are not written, 
 should always engage the District Inspector’s 
 attention. 
 
 When District Inspector considers that any 
 matter contained in an inspection report should 
 be immediately reported, the inspection book, 
 or a copy thereof, can be forwarded to the 
 Deputy Commissioner. ; 
 
 W. Coupsrream. 
 
 February, 17th 1882. 
 
 @. Nathaniel, Printer, Station Press, Simla. 
 
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 IN CONNEXION WITH, THE S:P.G. 
 
 EDUCATIONAL WORK IN 188s. 
 
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 CAMBRIDGE MISSION, DELHI 
 
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 PRINTED AT THE UNIVERSITY PRESS. 
 1886 
 
 
 
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CAMBRIDGE MISSION, 
 DELHI, 
 March 2, 1886. 
 
 My DEAR DR WESTCOTT, 
 
 The year which I am about to bring under review in my 
 annual letter to you has been marked by some features of special 
 interest, an interest which has in it, we are fain to believe, elements of ° 
 hopefulness, though the chief of these may at present be hard to give 
 satisfactory expression to. Though the present results are not what 
 we had ventured to hope for, yet the past year will always be 
 memorable in the annals of our educational work as the first which 
 witnessed any kind of religious stir among the students as a whole. 
 We cannot indeed claim the movement, if such it can be called, as in 
 any direct way due to our own teaching, though it may well be that 
 the singular rapidity which marked its rise was largely the result 
 of the religious direction which our instruction and influence neces- 
 sarily tend to give to our students’ life and thought. It may prove 
 interesting if I recount somewhat in detail what was the origin and 
 history of this stir, which took place last July. For some time 
 previous to that date a good deal of informal discussion had been 
 going on between the members of an orthodox Delhi Society, called 
 VarnashramadharmavarddhayK Sabha, and of a branch of the Arya 
 Samaj, which has for some time been established in Delhi. The ob- 
 ject the former Society has in view is the reformation of Hindu religion, 
 in the strict sense of the word. Its promoters, that is, appalled by 
 the tendency of young Hindus to forsake the orthodox paths of 
 Hinduism, and the general non-observance on the part of their elders 
 of Hindu rites and ceremonies such as the sacred books enjoin, aim, 
 so far as they can, at the restoration in all its pristine circumstance 
 and elaboration of the ritual and customs of what they consider to be 
 Vedic religion. Hence their name, which means the Society for 
 the reform of caste and religious life (as represented by the four 
 stages of student, householder, anchorite and faqir or beggar). 
 My pandit happens to be one of the chief persons employed to 
 
4 
 
 disseminate orthodoxy at their meetings, so I have been kept well 
 posted in their objects and doings. His sense of the incongruity 
 and hopelessness of the attempt is very apparent, and he has often 
 deplored the impossibility of reverting to the good old paths, though 
 he generally ends by consoling himself with the reflection that the 
 decay of religion was after all predicted long ago as a necessary 
 feature of the Kaliyuga or iron age, when a nation of men, Mlecchas 
 or barbarians by race, should rule the land, and destroy the Aryan 
 religion. 
 
 The activity displayed by this Society at length led to a series of 
 Opposition meetings on the part of the Arya Samaj. This Society 
 was, as you are doubtless aware, started by the SwAr Daganand 
 Saraswati in 1862 for the dissemination of what 4e considered to be 
 true Vedic religion. Previously to this there had been no regular 
 branch of the Society in Delhi, though a small number of people 
 professed his doctrines and held meetings in a Society called Mitra 
 Sabha (or Society of Friends). They determined however to challenge 
 the leaders of the orthodox Society to such public discussion as 
 should bring to an issue one main point of contention between the two 
 parties, viz. whether idolatry is or is not countenanced or enjoined 
 by the Vedas. With a view to this they summoned to Delhi one of 
 their chief teachers named Swdi{ Ishwardnand, a man admirably 
 qualified for the work of popular lecturing, full of satirical fire and 
 humour. Then it seemed as if, in Miltonic phrase, great deeds 
 would have been achieved whereof at least all Delhi had rung, and 
 several largely attended meetings were held on either side, in which, 
 it is needless to say, each of the combatants won an easy victory by 
 anticipation over his foe. But for some reason or other which never 
 clearly transpired, all efforts to bring the belligerents to an actual Jel/z 
 discrimen proved unavailing, and each party at last published a 
 report, in which they laid the whole blame of the failure on the 
 opposite side. One actual cause of the fiasco was the impossibility 
 of finding an umpire at once learned and impartial who should not 
 only superintend the discussion but promulgate a written judgment 
 on the merits of the case after hearing the arguments on both sides. 
 At one period of the proceedings a deputation from the orthodox 
 Society waited on me with a request that I would act as arbitrator. 
 As I could not of course fulfil the conditions above named, I was 
 obliged to decline the honour, though we welcomed the offer as 
 a sign of the confidence they placed in our impartiality. 
 

 
 5 
 
 So far we had confined our action in the proceedings to being 
 present at some of the meetings on both sides. But as a great deal 
 of interest had been excited in the College and School by the lectures 
 of the SwaifKwho represented the Arya Samaj, and numbers of our 
 Students were inclined without any further investigation of the matter 
 to adopt the doctrines of Dag4nand Saraswati ex bloc, we thought the 
 time had come for us to take some more definite steps both to keep 
 alive the interest which had been awakened in religious matters and 
 to introduce, if possible, a more positive and substantial element of 
 real solid religious teaching ; for the SwayM’s exhortations had been 
 almost entirely of a negative and destructive character, such positive 
 teaching as he gave being exceedingly vague and incoherent, an ill- 
 assorted farrago of mystic Vedism and natural theism. It so hap- 
 pened that we had, previously to the occurrence of these discussions, 
 arranged for a series of Lectures by a well-known Christian Lecturer 
 named Babu Ram Chandra Bose, of the American Mission, Lucknow. 
 The programme he had announced would have been only indirectly 
 connected with the subjects uppermost in the minds of our Hindu 
 Students at the time of his arrival (which coincided with the visit of 
 the Swat from Amritsar). He very kindly therefore consented 
 to modify his programme and we announced two Lectures in Urdu, 
 one on Transmigration and the other on Salvation. ‘These were 
 given in our College and attracted large audiences, consisting of the 
 very class whom we especially want to reach but find it so hard in 
 the ordinary way to get at. The plan adopted at these Lectures was 
 that after the Lecturer had delivered his Lecture, any of the audience 
 should be allowed to state their objections or difficulties, each objec- 
 tor being allowed five minutes and the Lecturer the same time 
 for answering him. The Lectures were decidedly good, well reasoned 
 and temperate. But when it came to the business of reply, the 
 result was not so satisfactory. Repartee was not his /forde, and as 
 the objections were mainly, as put by the objector, mere quibbles, a 
 whole string of them being put forward by the objector without any 
 attempt at reasoning, he was certainly placed at a very great dis- 
 advantage. He himself felt that he had not succeeded in his 
 first lecture and asked Lefroy to come to the rescue in the one on 
 Salvation. Though the change was attended with better results, as 
 Lefroy’s experience in bazar preaching has accustomed him to deal 
 with the argumentum ad hominem which the objector usually has 
 recourse to, yet we felt it very doubtful whether the after-discussion 
 
6 
 
 did not tend to neutralize the good done by the Lecture. At the 
 same time there is no doubt that at such meetings the audience expect 
 and have a right to demand an opportunity for ventilating their 
 objections. The plan pursued by the Roman Catholic Bishop of 
 Bombay has many advantages. He gives fortnightly Lectures with- 
 out allowing any discussion, but allots a day in the intervening week 
 for free discussion of his last Lecture. In any case we were con- 
 vinced that to make the discussion of any real use the objector must 
 be limited to making one objection at a time, being allowed five 
 minutes or more, as agreed upon before, to support his position if 
 desired. As a rule, natives have but little power of doing this, 
 though ready enough in making often acute criticisms, and if they 
 can be led to exercise the amount of thought requisite to making 
 good a hostile criticism, it will be a great point gained. 
 
 As I have been led to dwell on the character of the objections 
 raised at such discussions, it may be worth while if I put down a few 
 examples of those which were brought forward at the Lecture on 
 Transmigration, including some of the arguments urged in favour 
 of the doctrine. I do not attempt any arrangement, but give them 
 in the order they came in. 
 
 (1) ‘Transmigration is proved by reason; e.g. a child instinctively 
 flies from a snake, distinguishes between good and evil, all animals 
 instinctively suck milk, ete. 
 
 (2) If Adam transmitted his misery, why should some be more 
 miserable than others? Clearly every man’s misery is the result of 
 his own previous actions, hence the variety observable. 
 
 (3) The law of compensation (adduced by the Lecturer as les- 
 sening the difficulty suggested by cases such as those of men born 
 blind) is not accepted as an adequate counterpoise to punishment, as 
 men would rather not be blind than be blind and have acute hearing. 
 
 (4) If a child dying goes to heaven, the best thing a Missionary 
 can do is to kill it. (This veductio ad absurdum met with great 
 applause. ) 
 
 (5) If children dying go to heaven, then why are they born 
 at all? 
 
 It is difficult to estimate what was the net result of these Lectures ; 
 for the College Vacation began just at the time they were concluded, 
 and though we did our best to sustain the interest by continuing the 
 series On our Own account, yet the attendance soon dwindled down 
 to a very few, and when the next term began we found that the effect 
 
 a 
 
/ 
 
 of the Swanti’s utterances had to a great extent evaporated. Still 
 there has been a residuum of good, and we certainly find it easier to 
 gain the attention of the Students during the period set apart for 
 religious teaching. We have now established a fortnightly discussion 
 class, held during College hours, at which there is a fair attendance. 
 As this is only in its infancy, I will not say anything further about it 
 here. We keep a careful record of its proceedings, which I hope will 
 yield material for interesting information hereafter. I may mention 
 one fact as indicating that the interest stirred up by the discussions 
 has not been purely intellectual. A Student came to me the other 
 day and said he wanted some book to help him to pray. He found 
 the Arya-samaj prayers too vague and indefinite to satisfy him. 
 I lent him the Zmz¢atzo, and advised him to read one chapter every 
 day. It will be interesting to know how far he finds in it the help 
 he craves for. 
 
 I am sorry to say that the Sunday Service for non-Christians, the 
 institution of which I spoke of in my last letter, has proved a failure. 
 As a rule only the younger boys came and my efforts to make 
 the service attractive by singing came to nought. Delhi boys seem to 
 have most unmusical souls, and Mr Maitland found the best of them 
 could not tell him when he went up an octave whether he had gone 
 up or down. He rather thought he had gone down of the two! After 
 a year’s practising we (including myself) are just where we were and 
 I see no prospect of improvement. Add to which that very strict 
 surveillance is exercised over even elderly boys by their parents, and 
 many could only get leave to go to a religious meeting under false 
 pretences. Add further the vzs zwertiae of indifference and you will 
 scarcely wonder if we found it hard to secure such an attendance as 
 could make it worth while to continue the service. At the advice of 
 a leading native Christian, Chandu Lal by name, I resolved to change 
 the time of service to a weekday, giving up the last hour of school 
 once a week for the purpose. This involves the abandonment of one 
 distinctive feature in our original plan, viz. voluntary attendance. 
 Experience has however so convincingly shown that the objections 
 to compulsory religious teaching, so far as Students in these. parts are 
 concerned, are purely imaginary, provided care be taken to make 
 it interesting and respectful in its attitude to the religious tenets of 
 the students, that though one was reluctant to abandon the voluntary 
 principle as a means of gauging the amount of interest in religion 
 awakened by our teaching, yet one could have recourse to the other 
 
8 
 
 method, with disappointment indeed, but without compunction. My 
 great hope is now to succeed in getting our Christian boys trained by 
 a competent teacher to sing in the fashion of the country and so 
 form a choir at these services. They are quick enough at learning 
 English tunes, but experience shows that no effort of ours is likely to 
 popularize these among our boys, much less among grown up people 
 (even if it were desirable to do so), and we ought to be able to 
 develop enough singing power to help us not only in such meetings 
 as I am speaking of, but in our preaching at fairs and in the bazars of 
 the city. 
 
 Passing now to other aspects of our work, I will speak first of our 
 academical successes. ‘These were somewhat chequered, it is true, 
 but on the whole we have had fair ground for encouragement. Last 
 year was the first in which we sent up Students for the B.A. Exami- 
 nation. In this out of three sent up only one passed. ‘The failures 
 were in Mathematics, and our only consolation was that only two 
 other Students in the Province passed in this subject. In the Inter- 
 mediate Examination (which takes place in the middle of a Student’s 
 four years’ course) we achieved our first decided success, securing the 
 only pass in the first Division, and the head man in the second. Our 
 best Student failed by a mark or two in Mathematics, and as he was 
 first in most other subjects would have been another feather in our 
 cap, had he passed. Mathematics proved fatal to the greater 
 number of our Students in this Examination also. One of the great 
 difficulties we have to contend with in the Punjab is the extreme 
 fluctuations and want of fixity in the standard of the Examinations. 
 The Director of Public Instruction has animadverted on it so strongly 
 in his last Report that we may fairly hope steps will be taken to 
 secure greater uniformity. Sometimes the papers are so absurdly 
 easy that almost everyone passes and real excellence is unable to 
 show itself. This was the case for instance in the English Paper set 
 to the Students in this Examination last year. Hardly a single 
 question bore on the subjects they had been reading for two years, 
 and not one was in the smallest degree calculated to differentiate the 
 good from the bad. The Mathematical papers referred to on the 
 other hand contained scarcely any bookwork and so hardly gave the 
 average student a chance. ‘The reason of this inconsistency is that 
 there is no sort of revising body of moderators to overhaul the papers 
 and secure a certain regularity of standard in them, while the Ex- 
 aminers, who often from sheer necessity have to be civilians having 
 
 de 
 —w @ 
 
9 
 
 no experience as teachers, have no rules laid down for their guidance. 
 What wonder is it then if the results are most unsatisfactory and to 
 the teacher most disheartening? The evils of the present system are 
 being slowly recognized and moderators have actually been appointed 
 to supervise the papers set in the next Middle School Examination, 
 which is now conducted by the University. Last year we passed 
 16 boys out of 17 in this Examination, at least half of whom ought 
 never to have got through, and the Director has pronounced the 
 Examination to be practically worthless as a test for Government 
 Service. I dwell on this that you may be aware of some of the 
 technical difficulties which beset University work out here, over and 
 above all those we have to face in dealing with Students whose 
 mental and moral constitution it is so hard to adapt oneself to, either 
 in its strength or in its weakness. 
 
 We passed eight out of eleven this year in the Matriculation 
 Standard, one of the eight being Luther, our head Christian boarder, 
 who stood seventh in the province, and has gained a Government 
 Scholarship of Rs 12 a month. This completes the tale of our 
 University passes and honours. 
 
 I wish to say a word in passing on the position I occupy as a 
 Fellow of the University in regard to the Oriental and purely ver- 
 nacular side of its work. What you said in your speech at the 
 London Meeting of our Mission last year has reference, strictly 
 speaking, rather to what we hope may be our opportunity of influence 
 in “moulding the character of the vernacular education of the 
 country,” than to what it actually is or can be at present. Owing to — 
 the principles and method at present in vogue in the Oriental College 
 at Lahore, which represents the entire range of Onental work in the 
 University, our policy has so far had to be one of neutrality and 
 abstention. It could not be that of sympathy and co-operation, so 
 long as (to quote the significant remark made to me by the then 
 Superintendent of the College when showing me over it two years 
 ago) “the Students are made to unlearn in the latter half of their 
 course the false science they have been taught in the former: we 
 keep them in the dark for two years and then bring them into the 
 light for two more.” He meant of course that during the early part 
 of their course they are instructed in all the exploded sciences of the 
 East, while an attempt is made during the latter part to initiate them 
 into some of the main truths of Western Science. He could not 
 however encourage one to hope that anything more than a mere 
 
10 
 
 smattering of the latter was imparted. Certain it is that what was 
 always regarded as the special work the University was created to 
 reform, viz. to communicate Western Science through the medium of 
 vernacular, aided by the resources of vocabulary supplied by Sanskrit 
 and Arabic, and to resuscitate and develop an intelligent study of 
 the ancient classical languages, has only in name been established as 
 regards the former of these, while in the case of the latter the whole 
 system maintained is so indiscriminately conservative of all depart- 
 ments of Hindu and Muhammadan science that its success can only 
 tend to perpetuate the observance of those customs and traditions 
 which are in the opinion of enlightened natives the very curse and 
 bane of their society. I may mention that a movement has lately 
 been set on foot in the North-West Provinces for the establishment 
 of a University which should combine in a real and thorough system, 
 the inculcation of Western Science and Philosophy with the study of 
 the ancient classical languages and the development of the vernaculars 
 which is at present almost at a standstill in the country. There has 
 been recently an entire change in the régime of the University at 
 Lahore, which we hope may tend eventually to bring about reforms 
 in the Oriental system at present in vogue; and though we could not 
 hope, even if otherwise qualified, to do much at this distance to make 
 good your augury, yet we should feel ourselves free to exert all the 
 influence we have to bring about a more adequate fulfilment of this, 
 the most distinctive work of our Punja4b University. 
 
 A kind friend has told me that my letters have, in addition to the 
 faults which I am only too conscious of, one defect which I had 
 hitherto regarded as their one redeeming virtue, viz., an absence of 
 statistics. Since however he informed me there is a distinct demand 
 for figures, I have determined to give proof of repentance by pre- 
 senting the whole statistics of expenditure and numbers since the 
 College began. As I cannot bring myself to insert them in the text, 
 I relegate them to an appendix’, if you see fit to publish them there. 
 You will see from the statement of expenditure that the average 
 monthly disbursements last year amounted almost exactly to Rs 700 
 a month. ‘The decrease in Mission Scholarships is due to the fact 
 that since 1883 Government and University Scholarships have been 
 available for our Students, and the Mission now confines itself to 
 giving small allowances to good but needy students during their 
 second and fourth years to enable them to devote themselves more 
 
 ' Vide Appendices A and B, 
 
1 
 
 entirely to their studies. Such Students almost always eke out their 
 own scanty living by teaching private pupils. As English is the staple 
 commodity they supply, their instruction as a rule does more harm 
 than good to their pupils, while it exhausts their own by no means 
 too abundant energies. 
 
 There has been a most satisfactory increase in the fees since 
 I last wrote. They amount to an average now of Rs 200 monthly, 
 more than we get from the whole of our Schools put together. Our 
 sources of income are now as follows :— 
 
 Government Grant ; . oo RS AGO 
 Municipal Committee Grant wes loo 
 mek. Cr. Crtalitee : Paes 120 
 eceat: 1 RS oo 
 
 Total ee eS O 
 
 
 
 We are thus left with a good surplus every month for casual expenses, 
 such as books, apparatus, etc. I may as well mention that should 
 Cambridge fail to send us another man for our College, we shall pro- 
 bably next year try to secure a second Native Christian B.A., to take 
 up English in the earlier classes. As the work grows, there is an 
 increase of subjects to be prepared for lectures, as well as of Students 
 to be taught. I have now an average of four hours’ lecturing daily, 
 and if I take furlough, as I hope to do, next year, it will be difficult 
 for Lefroy and Wright to take up the whole of this work on my 
 departure. It is most important that Lefroy should be left free to 
 develop that side of the work for which he is so peculiarly fitted, viz. 
 the vernacular, and Wright has, as it is, only barely sufficient leisure 
 to devote to his Urdu studies. If the number of our Students goes 
 up, as I believe it will, at least to 75 this summer, the increase of fees 
 will alone go a long way towards enabling us to meet the cost of pro- 
 viding such an additional teacher. But if we cannot furnish the 
 whole ourselves, I feel sure the Committee will recognize our need 
 and come forward to help us, at least till we are able to bear the 
 whole burden. 
 
 Since I last wrote the increase in our numbers has rendered 
 necessary the renting of a second house of the same size and character 
 as the former one. This enables us to meet our present requirements 
 as to space, but leaves us still in want of a really suitable building for 
 our College. There is, as you are aware, some hope, which has 
 recently been raised almost to a certainty that we shall be allowed, if 
 
I2 
 
 we can raise the funds, to purchase the present Government Hospital, 
 which is most eligible in every way for our work. As however our 
 offer to purchase it has not yet been actually accepted by Govern- 
 ment, and must, if accepted, form the subject of a special appeal for 
 help to our friends at home, I do not think it is worth while to add 
 anything further on the point here. 
 
 There is not much that calls for remark in regard to the School. 
 I find I overstated the numbers in my last letter. ‘They should have 
 been given as 550, not 600, Since then they have risen pretty steadily 
 and amounted last month to 609. I was surprised to find what a very 
 trifling cause had led to the diminution in the numbers. As it shows 
 what very slight progress education has yet made among the mass of 
 the people, I may as well mention it. About three years ago, at the 
 instance of the Head Master, I imposed an entrance fee of four annas 
 on all boys entering the Lower Primary School. On enquiring from 
 the Head Masters of Branch Schools what had led to the falling off of 
 boys in their Schools, I was told that it was the imposition of this 
 entrance fee. The reason alleged was that parents are with difficulty 
 induced to send their sons to school at all, and that the levying of 
 this fee constituted a preliminary bar in numbers of cases to their 
 sending them to our Schools. Further enquiry showed that a similar 
 fee had formerly been imposed in Government Schools, but had been 
 found to deter parents from sending their sons, and so had been 
 remitted. The strange thing is that they do not object to paying an 
 eight annas fee when their sons enter the Upper Primary School. I 
 suppose they think that till they see that their sons have made a start 
 in their education, there is something unjust in such a prospective 
 payment as we demanded. Anyhow, the fact remains that since the 
 fee has been remitted, the numbers have been steadily going up again. 
 I hope you will not consider the remission an unworthy concession to 
 parental ignorance and prejudice. 
 
 We made a successful experiment this year in connexion with our 
 Club, the members of which now number upwards of 150. Mindful 
 of some very happy experiences of this kind in my work at the Albert 
 Institute in Paradise Street, Cambridge, I proposed to the Committee 
 that we should hold a conversazione, allowing every member to invite 
 two friends. My hope was that this would enable us to form some 
 acquaintance with the fathers or other relations of our students. The 
 numbers who thronged to our College buildings were so great that we 
 had no chance of getting much talk with anyone in particular, but the 
 
13 
 
 experiment was otherwise successful, and another time by reducing 
 the number of invitations we may fairly hope to gain our object more 
 effectually. I subjoin a translation which Mr Wright has made of a 
 native newspaper correspondent’s account of the entertainment, which 
 will show you the sort of way in which it struck our visitors’. 
 
 Another novelty introduced during the year is drilling. This 
 arose from a hint thrown out by Mr Blackie in his Se/f Culture, one 
 of the books read in the Intermediate Course. The Police Superin- 
 tendent took up the idea very warmly, and a beginning was made by a 
 small company which will probably grow to a large body before I 
 next write. The prospect of being allowed to have rifles and to fire 
 _ blank-cartridge proves very attractive. As the formation of Native 
 Volunteer Companies is one of the burning questions of the hour in 
 the eyes of native reformers, it is possible we may be showing in a 
 quiet way how the movement may be inaugurated without alarming 
 the authorities. At any rate ours is the first School or College where 
 the experiment has been introduced. 
 
 Among the gifts made to our College I have to record the arrival 
 of the telescope, which at once became an immense object of interest 
 to our Students, though Mr Martin’s absence from India on sick 
 leave prevents us from making all the use of it we could wish. Mr 
 Macnabb, our Commissioner, who is retiring from the service, has 
 presented us with a beautiful magic-lantern and a set of arctic slides. 
 I may mention that few gifts would be more welcome to us just now 
 than sets of slides, either scientific or illustrative of travel, inventions, 
 
 or the like. 
 I remain, 
 
 My dear Dr Westcott, 
 Very sincerely yours, 
 
 5. ». ALUNUTT. 
 
 1 Vide Appendix C. 
 
14 
 
 APPENDIX A. 
 
 TABLE SHOWING THE NUMBER OF STUDENTS IN ST STEPHEN’S 
 COLLEGE SINCE ITS COMMENCEMENT IN 1881. 
 
 1881 1882 1883 1884 1885 
 
 
 
 First Arts, rst year... 4 4 22 19 30 
 gy «20 Veer. rae 6 6 17 21 
 BA eat Year. ct.dar + bt 3 3 6 
 bi CAL aL YOUN foyer. uy es i 3 5 
 fe OlRL GS accaes 4 Io 31 42 62 
 
 TABLE SHOWING PROPORTION OF STUDENTS ACCORDING 
 TO RELIGION IN 1885. 
 
es 
 
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 (‘99 ‘SaHdNUM NI) IHNTAGC ‘ADATIOO S.NAHdALS LS AO SHASNAdXA 
 ad XIGQNHdd V: 
 
wy, 
 
 Seu eg APPENDIX C. 
 
 Translation from a native Newspaper. 
 
 On the r7tk of February the anniversary of the Delhi Mission College Club 
 was celebrated. In very sooth as the gathering was for the sons of science, so 
 all the articles shewn there were scientific. Scientific experiments were performed : 
 musical instruments were played. The College Professors very gladly sang to 
 an English accompaniment their own songs: pictures of all sorts, telescopes, 
 microscopes, and other articles were placed about the room. Everybody was 
 at liberty to inspect these for himself, and to shew them to others. Notice had 
 been given of a magic lantern, and many persons in fine clothes, without invitation, 
 had assembled to see it, by reason of whom the guests who were invited remained 
 unsatisfied. 
 
 From this gathering, over and above scientific and pleasurable amusement, 
 there was this social advantage, that Mr Allnutt as Principal, and the other 
 learned Professors with scent-bottles in their hands! danced up and down the 
 room to such an extent that there was no Hindu or Mussulman who did not 
 receive ’7¢v? from them, and with great satisfaction. And along with them the 
 Hindu students taking ‘pan’® in their hands distributed it to all, who eat it and 
 made their mouths red. In short, everybody took the “itr’ and ‘pan’ with 
 a smile, and made suitable obeisance; and the distinguished gentlemen, in ac- 
 knowledgment of the native salutes, made their salams sometimes with the right 
 hand and sometimes with the left‘. This was a good and interesting meeting. 
 Indeed if only the rest of the European society shewed the same friendly courtesy, 
 what might we not expect? 
 
 1 Implying a want of dignity in our gait. 
 
 2 ’ttr, otto of roses, scent. 
 
 3 pan, petal leaf, with nuts etc. inside. 
 
 4 Natives ‘salam’ with their right hand only. A polite way of hinting that 
 we are still uncivilized. 
 
 
 
 CAMBRIDGE: PRINTED BY C. J. CLAY,-M.A. AND SON AT THE UNIVERSITY PRESS. 
 

 
 eee eee ee 
 
 eB REE ERE PO Ree 
 
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 THE THIRD MUHAMMADAN 
 
 ; EDUCATIONAL CONGRESS 
 
 ON THE 
 
 ith, 28th, 29th and 30th December 1888. 
 
 
 
 Hrhorve: 
 PRINTED BY SAYYAD RAJAB ALI SHAH AT THE 
 NEW IMPERIAL PRESS. 
 
 1889 
 
 Hf S25 SEGA GAGE SAY GUE GUA GULL GUE GAGE GASB GAA SUSE SERV AGERE 
 
 SR SRS ES OS-OS- PSE ESRI ES CSE SRE OF HRS ESEF CIES 
 1000 Copies. | [Price 2 Annas, 
 
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 yieeeed J 
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 fe Ss" 
 fe The 
 
 4 
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Ghe Chird 
 HWuhammadan Educational Congress, 
 
 
 
 Tue Tuirp Meeting or THE Munammapan Enuca- 
 TIONAL Congress was held in Lahore on the 27th Decem- 
 ber1888 and three following days. It was attended by 251 
 Members, as well as some hundreds of visitors, and was 
 an unprecedented success. Not only was the meeting 
 much better attended than the two preceding ones—the 
 first in Aligarh in 1886 having only enrolled 46 Mem- 
 bers, and the second at Lucknow 120—but great en- 
 thusiasm prevailed throughout, the business was done in 
 a most methodical manner, and the proceedings called 
 forth several speeches of magnificent eloquence from Sir. 
 SaveD as well as many other good and practical speeches 
 from many of the Members. 
 
 The arrangements for the guests at Lahore were 
 undertaken by Kuan Banapur Muyammap Barxat Aw 
 Kuan and the AnsumAn-1-Istamrva, Punsas. The house 
 of His Highness the Maharaja of Kapurthala had been 
 very kindly lent for the purpose. About 60 visitors were 
 accommodated here, including Sir Savep and most of the 
 Members from the North-Western Provinces and Oudh. 
 Another very large and commodious house, in the same 
 neighbourhood, was hired for visitors from other towns. 
 Kvery thing necessary for the comfort of the guests was 
 carefully provided, and all concerned expressed their 
 satisfaction at the arrangements. 
 
 _ _ Sir Sayep and his party composed of distinguished and 
 influential Members, arrived at Lahore on the morning 
 
2 
 
 of the 26th December 1888. The station was lined with 
 several hundred devoted followers of the venerable SayEp 
 arrayed in grand picturesque costumes, who cheered as 
 the train came in, and threw heaps of flowers over the 
 Muhammadan Chief. 
 
 The following Address, printed in gold letters, was 
 delivered to Sin SayeD as he alighted from the carriage. 
 Vernacular copies of the Address and portraits of Sm 
 SaveD were distributed to those present :— 
 
  Welcome—To the Honoraste Sir Savep Auman, 
 
 Kuan Banapur, K.c. s.1., 19 commemoration of his visit 
 to Lahore.— 
 
 “ O! the most exalted of our nation ; awaker of us 
 from the drowsiness of neglect ; a sage worthy of res- 
 pect, bearing the appearance and qualifications synony- 
 mous to the famous Saint Kurzar; self-sacrificial for the 
 sake of the nation; real reformer; honorable and digni- 
 fied leader ; true patriot ; and decent benefactor, endow- 
 ‘ing us with prosperity and progress! We sincerely 
 
 esteem your visit as the source of our honor and pride, 
 and are ready to lay even our eyes under your blessed 
 feet wherever they go; and respectfully welcome your 
 visit, which will add a good deal to our self-respec- 
 tability. It is to our great luck alone that you have 
 honored us with your visit, with a view to utilize the 
 much-esteemed and most essential movement of the 
 Muuyammapan Epucarionan Conaress to be held under 
 your most distinguished auspices. May it please the 
 Aumieuty that we may profit by the fruit of the blessed 
 and useful tree planted by you! We earnestly pray to 
 God, that your blessed visit to this city, on this occasion, 
 may tend to promote prosperity and welfare! May God 
 bless you in your sublime undertaking ; and we pray that 
 the showers of your clemency may be poured forth on 
 
 our heads in eternity, establishing our welfare, prospe- 
 rity and happiness!” 
 
d 
 5 
 
 The house at which Sir Savep stayed was the ren- 
 dezvous of dozens of his Punjabi friends, who came at 
 all times to ask his advice and listen to his discourse ; 
 and on no subject was he more impressive than on the 
 
 need of the Muhammadans to take to heart the lesson of 
 SELF-HELP. 
 
 FIRST DAY. 
 
 The meetings of the Congress commenced on Thurs- 
 day, the 27th December 1888, and were held in the durbar 
 tent of His Honor the Lieutenant-Governor, which was 
 ‘very kindly lent by Sir James Lyatt for the purpose. 
 
 The first meeting was confined to Members, and was 
 devoted to the President’s speech, to the passing of 
 rules of discussion and to the selection of resolutions 
 for debate. Sirpar Musammap Hayat Kuay, o.s.1., Dis- 
 TRICT JUDGE OF GusRaT, was elected President. He made 
 the following highly eloquent, interesting and impressive 
 speech :— 
 
 “IN THE NAME OF GOD, THE MOST MERCIFUL 
 AND GRACIOUS. 
 
 “ Sir Savep anp orsER GentiemEen ,—After thanking 
 God, the Omnipotent, and the Father of his creatures, 
 we have first to thank our Queen-Empress (Cheers) and 
 the British Government, under the shadow of whose 
 benign empire, on which the sun never sets, we enjoy 
 peace and tranquillity, and under which so many learned 
 men and other gentlemen have been enabled to come 
 from such distant parts of India to the Capital of the 
 Punjab to confer together on the education of their 
 backward and helpless nation. (Cheers.) This is not, 
 however, the occasion for recounting the blessings, which 
 the Muhammadans in particular, and my dear fellow- 
 
 countrymen in general, have derived from the British 
 rule. 
 
 “Gentlemen, I have to thank you for the honor you 
 have done me in electing me your President. I have also, 
 
4 
 
 on behalf of the Ansuman-1-Istamtya, Punsas, to thank those 
 gentlemen who have come from along distance to join 
 this Congress, although they need no thanks as they 
 have all come to render service to their nation. I should 
 be very ungrateful, if I did not, on behalf of the 
 whole nation, thank the Honorasie Sr Sayep AHMAD, 
 Kuan Banabur, k.c.s.1., (Cheers) for the magnificent ser- 
 vices, which he has rendered the nation. (Cheers.) Like 
 the Messiah he has rescued the boat of the followers of 
 his Great Ancestor from the storm of ignorance in 
 which it was sinking ; and [ have not sufficient words in 
 which to thank him. And not only do those present at 
 the meeting thank him; but all those, who profess the 
 creed of Islam in every part of India, will ever remain 
 grateful to him. I have also to thank Mr. Joseph Beck 
 and his worthy son, who take an interest in the pitiful 
 condition of our nation, for coming to attend this Congress. 
 
 * Muhammadan Education has been for a long time 
 on the decline, and the Muhammadans have hitherto 
 derived very little benefit from the means offered by 
 the Government for education. We have but few repre- 
 sentatives of our old Eastern learning, and high edu- 
 cation has as if disappeared from the Muhammadans. 
 
 “The condition of our religious learning is still 
 worse. Our old institutions used to turn out annually a 
 large number of learned men; but we have now not even 
 a trace of them. The number of Hafizes* of the Qoran 
 is daily decreasing; and this is a cause of the degrada- 
 tion of our community. 
 
 * As this meeting of the Munammapan Epucattonan 
 Coneress is being held in the Capital of the Punjab, I 
 think it well to review the state of Muhammadan educa- 
 tion in our Province. The population of the Punjab is 
 19,000,000, out of which 9,800,000 are Muhammadans, 
 and 9,200,000 belong to other races. In the year 
 
 
 
 * Those who learn Qoran by heart, 
 
5 
 
 1887-88 there were 66 Muhammadans reading in Col- 
 leges, and 230 Hindus and Sikhs. In the Medical Col- 
 lege there were only 11 Muhammadans and 37 Hindus 
 and Sikhs. ‘Thus only one-fourth of the students in the 
 Arts Colleges and Medical College are Muhammadans. 
 In the Province there are 600,000 more Muhammadans 
 than people of other races. You can therefore see, 
 gentlemen, inte what a degraded state our nation has 
 fallen. In lower education also the condition ef the 
 Muhammadans, compared with that of other communities, 
 isnot good. In primary training schools there are 46,051 
 Muhammadan students, as against 75,014 of other races; so 
 that in lower education we have only half the propertion 
 of other communities. In Anglo-Vernacular Schoois there 
 are only 50 Muhammadans to 150 Hindus and Sikhs. 
 
 “Jn the old state of the Muhammadans, in every 
 village were to be found men of learning; but new if a 
 search be made it is difficult to find any who are equal 
 to those men of olden times. Itis not necessary for me 
 to give in detail the reasons of this decline, because they 
 are well known. ‘There are, however, some special rea- 
 sons for the deficiency of the Punjab Muhammadans. 
 In olden times Punjab was the gate of India, and was 
 the field of battles and political revolutions. Hence the 
 inhabitants of this Provinee had less leisure than those 
 of other provinces for the pursuit of learning. When 
 the Muhammadan rulecame to an end in the Punjab, 
 this Province came under such a Government that there 
 was not even a thought of education ; and on this account 
 the state of Muhammadan edueation in the Punjab became 
 still worse. But now (praise be unto God) we live under the 
 shadow of such a Government that we have no fear either 
 of the loss of peace or of any barrier being put in the 
 way of our education, whether religious or secular 
 (Cheers) ;and the reason of our backward state is to be 
 found only in our poverty and our neglect. 
 
 “In accordance with the policy of our benign Gov- 
 ernment, religious education is not given in Government 
 
6 
 
 schools ; and consequently the religious education of the 
 boys, who read in those schools, is altogether lost. I 
 cannot help taking this occasion for expressing, on be- 
 half of the Muhammadans, their heartfelt gratitude to the 
 Government of the Punjab, which has taken some steps to 
 remove this deficiency. (Cheers.) Our old schools have 
 disappeared through our neglect! Every one can compre- 
 hend the evil effects of this decline of religious education; 
 and until we come togetuer and concentrate our atten- 
 tion on providing the proper means, neither our religious 
 nor our worldly condition can be set right. (Hear, hear.) 
 For this reason we are collected here to-day. 
 
 “In conclusion, I pray to God, the Merciful, that 
 He may progress the Muhammadan education and 
 may make us firm in our loyalty to the Government. 
 (Amen!) And, O! brothers, may the Sailors of our 
 National ship, with the help of Axtau, bring it safe to 
 the shore from the ocean of ignorance. (Amen!) Now 
 in the holy name of God, I declare the third meet- 
 ing of the Munammapan EnpvucationaL Congress open. 
 (Loud and prolonged cheers.) 
 
 We need make no apology for quoting the follow- 
 ing from the Civil and Military Gazette of the 28th Decem- 
 ber 1888:— | 
 
 “ The first sitting of the 3kp MuHaAMMADAN EDUCATIONAL CONGRESS 
 was held here on the 27th instant, when some preliminary work was 
 done. Over 200 members were present, the visitors not being admitted 
 on this occasion, 
 
 *¢ SrrkDAR Munammab Hayat Kuan, BAHADUR, 0.8.1., District JUDGE, 
 GUJRAT, Was unanimously elected President of this august assembly, 
 who took the chair amidst deafening and continued applause. His 
 opening speech, which was repeatedly cheered, was indicative of the 
 loyalty of the Moslems to the British Crown ; of the patriotism of the 
 President ; his eloquence and ability ; his vast knowledge of educational 
 matters ; his anxiety to avoid all movements that had even the slightest 
 touch of political agitation ; and last but not least, his deep love for his 
 co-religionists and attachment tothe worthy Head ani Leader of the 
 Moslems in India. 
 
7 
 
 “ After the worthy President concluded his well-applauded speech 
 and formally opened tHE 3rp MunamMADAN ExpucaTIONAL Coneress, the 
 distinguished Secretary, Sir SayED AHMAD, KHAN BAHADUR, rose and was 
 met by most enthusiastic applause and cries of Marhaba, Zindabash. He 
 then read the proposed rules for the conduct of business, which were 
 adopted without adivision District Educational Reports and pamphlets 
 were next laid on the table. The selection of resolutions proposed by 
 the members for discussion followed ; and out of twenty, eighteen were 
 agreed to and placed on the Agenda. Each one of these proposed resolu- 
 tions was read over by the august Secretary, and selected or rejected 
 according to the sense and verdict of the assembly. Most of these pro- 
 posed resolutions were highly commendable and practicable, and shewed 
 that the Moslems had at last begun to look alive. Their happy selection 
 of educational matters for national exertions, avoiding all movements of 
 a political nature, and their sterling loyalty to, and reliance on, the 
 benign British Government bespeak a bright and happy future for them. 
 The meeting lasted for 2 hours, and was concluded with a vote of thanks 
 
 to the chair.” 
 SECOND DAY. 
 
 On Friday, the 28th idem, a lecture, lasting over two 
 hours, was delivered by Maurvi1 Nazir Aumep, or Dexui, on 
 Muhammadan education. The lecture was so extremely 
 able and brilliant that it would be unfair to the learned 
 lecturer to give an inadequate accountof it. The 
 audience was moved from indulging in demonstrations 
 of passionate grief, when the lecturer dwelt on the de- 
 cline of education and knowledge of the Qoran among 
 Muhammadans, to frequent hilarious outbursts of laughter 
 at the bon mots which were scattered throughout. The 
 tone of lecture was calculated to stimulate the Muhamma- 
 dans to SELF-HELP in education and to encourage in them 
 friendly sentiments towards the British Government. 
 
 At the close of the lecture the whole assembly 
 drove off to the great mosque (Shahi Masjid) for the 
 Friday prayers. A great crowd had collected, it being 
 known throughout the city that Str Savep Anmap was 
 going to attend prayers in the great mosque. Great 
 enthusiasm prevailed. Raga Janan Dap Kuan, Curer or 
 Guakkar, read the Khutba and conducted the Mimaz, 
 
 which concluded with a prayer for the durability of the 
 British Government. 
 
8 
 
 After prayers the Sayep sat on the steps of the tank 
 in the middle of the court-yard and was surrounded by a 
 large crowd, who seemed very much pleased to see their 
 “ Lat Maulvi.” 
 
 THIRD DAY. 
 
 On the 29th December 1888, the following Resolu- 
 tions were discussed and passed :— 
 
 RESOLUTION LI. 
 
 RESOLVED—That this Congress is of opinion that 
 it isnecessary to assist by means of wazifas (scholarships) 
 poor Muhammadan students who have passed the 
 Entrance Examination, and who are intelligent, to pursue 
 their studies in any college they may lke to join; and 
 also to assist intelligent and poor Muhammadan students, 
 who have passed the Middle School Examination, to 
 read in zilla and other schools up to the Entrance Exa- 
 mination. And that Committees be appointed in the 
 Punjab, in the North-Western Provinces and Oudh, and 
 in other Provinces if need be, who should superin- 
 tend this work ; and that each Committee should present 
 a report at the next Muhammadan Educational Congress 
 stating the number of students who have passed the 
 next Entrance and Middle Class Examinations, and have 
 been so assisted and are reading in Colleges and Schools. 
 
 [Proposed by Mr. Tuxopore Beck, Principal, M. A. O. College, 
 Aligarh, seconded by M. Ikram Uttam Kuan, Honorary 
 Magistrate, Delhi, and carried unanimously. | 
 
 RESOLUTION II. 
 
 RESOLVED—That this Congress is of opinion that 
 the Government of India Resolution, dated 15th July 
 1885, relating to Muhammadan endowments, which is 
 calculated to help the Muhammadans in their education, 
 should be carried out in a manner best suited to satisfy 
 the Muhammadans ; and it is therefore incumbent on the 
 
2 
 
 Congress to address the Governments of the Punjab and 
 
 the N. W. P. and Oudh on the subject, and to request 
 
 that steps may be taken in order that the same may be 
 acted upon. 
 
 {Proposed by Kuan Banapur Munammap Barxat Ati Kaay, 
 
 General Secretary, Anjuman-i-Lslamiya, Punjab, seconded 
 
 by the Hon’ble Sir Sayep AnmMaD, Kuan BAHADvR, K.C.8.1, 
 and carried unanimously. | 
 
 RESOLUTION III. 
 
 RESOLVED—That this Congress recognises the 
 necessity of establishing Standing Committees of the 
 Muhammadan Educational Congress at the head-quarters 
 of every district; these Standing Committees to be sub- 
 ordinate to the General Educational Committee of the Pro- 
 vince; and all to be under the general control of a Central 
 Standing Committee with its head-quarters at Aligarh 
 and the Secretary of the Muhammadan Educational 
 Congress for its Secretary. That it will be the duty of 
 the District Committee and the General Committee of 
 the Province to keep in view the educational condition 
 of the district and to try to create the means of improv- 
 ing it. It will also be its duty to collect and provide 
 funds for establishing at least one scholarship for the 
 benefit of students who may be anxious to receive high 
 education, and, if possible, for such students also as may 
 be reading in the secondary department of schools. 
 The officers who may be entrusted with the duty of col- 
 lecting and disbursing the funds will be called Amanart- 
 DAR-I-Qaum (Trustees of the Nation). Every committee © 
 of this description will have the power of appointing by 
 majority its own Amanarpar and Narionat VOLUNTEERS. 
 
 {Proposed by Strrpar Munammap Hayat Kuan, BaHaDvr, 0.8.1, 
 District Judge, seconded by the Hon’ble Sir Savep AHMAD, 
 Kaan BAHADUR, K.C.8.1, supported by SHaikH KHAIR- 
 up-Din, Traffic Department, N. W. Railway, and carried 
 unanimously. | 
 
 RESOLUTION IV. 
 RESOLVED—That this Congress is of opinion that 
 
10 
 
 the want of general education among the Muhammadans 
 has been the cause of the growth of certain evil and 
 objectionable customs among them, and they have con- 
 sequently become so poor and penniless that their 
 estates are day after day slipping out of their hands. 
 This is especially the case with Muhammadan Agricul- 
 turists, who are being ruined by these evil customs and 
 cannot for this reason afford to pay the expenses of 
 educating their children. The way to eradicate these 
 customs is to spread general education among the com- 
 munity, and by its means to impress on their minds 
 the evil results of such customs. That expenditure on 
 the occasions of marriages and deaths be restricted with- 
 in certain limits, and persons breaking this rule may be 
 made to pay the penalty by paying a certain amount 
 of fine to be credited to the Amanarpar of the Standing 
 Committee of the district, who will spend it for purposes 
 of education in accordance with the rules. 
 
 [Proposed by Srapar Mumammapd Hayat Kuan, BaHAaDuvr, 6.8.1, 
 District Judge, seconded by Rasa JeHanpap Kuan, Chief 
 of Ghakkar, E. A. C., and carried unanimously. | 
 
 RESOLUTION V. 
 
 RESOLVED—That the Government of the Punjab 
 be addressed with a request to grant some special con- 
 cession to Muhammadan students, as regards the tuition 
 fee paid in schools, on account of their poverty. 
 
 [Proposed by Kawasa Zanoor Swag, Pleader, Amritsar, second- 
 
 ed by SHaikH MuHamMMAD Sau, Rais, Amritsar, and 
 carried by majority. | 
 
 RESOLUTION VI. 
 
 RESOLVED—That the Muhammadan Educational 
 Congress is of opinion that such Girls’ Schools (Zandna 
 Makdtab) be established for the Muhammadan girls as 
 would meet their educational requirements, and be strictly 
 in conformity with the traditions and respectability of 
 
11 
 
 the respectable and well-bred Muhammadans, and in 
 accordance with their religious injunctions. 
 
 [Proposed by Smarka Kuatr-up-Diy, Traffic Department, N. 
 
 W. Railway, seconded by Kuatrra Imap-up-Dry, District 
 
 Inspector of Schools, supported by the Hon’str Sir 
 
 SAYED AHMAD, KHAN BaHaDUR, K.C.S.1L, and carried 
 unanimously. | 
 
 RESOLUTION VII. 
 
 _RESOLVED—That this Congress is of opinion that 
 all the Local Governments. (except Punjab) should be 
 petitioned kindly to allow the Muhammadan students 
 to receive their religious education in the Government 
 Schools before or after the fixed school hours, the Muham- 
 madans paying for such, either by an additional teacher 
 being appointed for the purpose, or one or more of the 
 school teachers being permitted to perform this duty; 
 vide Punjab Government Resolution No. 144, dated 25th 
 July 1888 (Education.) 
 
 [Proposep by Munsur Mumtaz Att, Translator, Chief Court 
 
 Punjab, seconded by SrrpaR MunammMap Hayat Kuan, 
 BAHADUR, ©.8.1, and carried unanimously. | 
 
 RESOLUTION VIIL. 
 
 RESOLVED—That the Muhammadan Educational 
 Congress is agreed that the Muhammadan Zakat funds: 
 may be expended for the education and subsistence of the 
 orphan and poor Muhammadan boys and girls, and that 
 this would be the legitimate use of the Zakat funds. 
 
 [Proposed by Hariz. Saarka Muny-up-Diy, of the Anjuman 
 i-Himayat Islam, Lahore, seconded by Maunavi1 Munam- 
 maD Hasay, Jhung, and carried unanimously. | 
 
 RESOLUTION IX. 
 
 RESOLVED—That the Muhammadan Educational 
 Congress is of opinion that a series of such text books be 
 adopted for the education of Muhammadan students as. 
 would teach them the principles of Islam along with secular 
 education; and that the Congress considers it desirable: 
 
12 
 
 to include such books in the scheme for the Muhamma- 
 dan Primary Schools. 
 
 [Proposed by Munsui Smams-up-Drx, Secretary, Anjwman-t- 
 Himayat Islam, Lahore, seconded by Sarep Mir Hasan, 
 Rais, Multan, and Cashier, N.-W. Railway, and carried 
 unanimously. | 
 
 In moving the first resolution, Mr. Theodore Beck 
 made a very eloquent, interesting and instructive speech, 
 which we give below 7m extenso :— 
 
 Speech of Mr. Theodore Beck, Principal, M. A. 0. 
 College, Aligarh. 
 
 “Mr. Presipent AND GentLEMeN,—A friend remark- 
 ed to me a few months ago that he could not see that the 
 Muhammandan Educational Congress had any practical 
 results, and hence he did not see its use. Now it does 
 not follow because there are no obvious and direct prac- 
 tical results that an institution like this may not be very 
 useful indeed. I believe that this Congress is of very 
 great use indeed, and that its practical results, if not 
 obvious, are none the less real. (Cheers.) 
 
 “In the first place it arouses ardour for the cause 
 of education ; itraises our spirits to meet together like 
 this, animated by one common desire for the progress 
 of the Muhammadan Educational cause. When men 
 are working alone in a town they are apt to become des- 
 pondent at the little they are able to accomplish ; but 
 when they find there are hundreds of others engaged on 
 the same task they grow hopeful and renew their efforts. 
 (Cheers.) By means of this Congress a general popular 
 interest is aroused in education, which is likely to achieve 
 ereat results. Lastly, we of us, who come here and talk 
 over education, acquire many fresh ideas, and elaborate 
 plans which we carry to our homes with us to work at 
 during the coming year. We form a conception of 
 Muhammadan Education asa whole instead of becoming 
 wholly wrapped up in the little part of it in which we 
 
13 
 
 are engaged, (Cheers.) I find it in this way of the 
 oreatest benefit to myself, 
 
 “These however are results which, however real they 
 may be, do not at once strike the outsider as practical. 
 But the proposition which I now bring forward, is, I 
 venture to think, of a distinctly practical nature. 
 
 “Recent events have forced stronger than ever 
 on my mind the consideration how heavily the Muham- 
 madan Community is handicapped from there being in it 
 so few men who know Enghsh. Among other things 
 the Muhammadans have no good press in English to 
 represent their views. (Hear, hear.) It is impossible to 
 create a good press for Muhammadans without there 
 being many writers who know English well. It is impos- 
 sible to support such a press without there being a large 
 
 Muhammadan public which reads English. (Hear, hear.) 
 
 “ Again, it is, I think, very desirable for Muham- 
 madans to be able to make themselves heard in England. 
 (fear, hear.) But this is impossible unless there are 
 many Muhammadans highly educated in English, who 
 can now and then visit that country. (Hear, hear.) You 
 would be surprised to hear how ignorant the English 
 people are of the Indian Muhammadans. I assure you 
 that after I had received a university education for five 
 or six years, I did not even know that there were any) 
 Muhammadans in India. 
 
 “ Again, in Government appointments competition is 
 the mania of theday. I hope it will not always be so ; but 
 whether it be so or not, it is certain that a thorough 
 knowledge of English must be a necessary condition for 
 acquiring Government appointments. It is no good for 
 Muhammadans to sit down and bemoan their fate. They 
 have to enter into the lists and compete. (Hear, hear.) 
 
 ‘Now, what is the condition of Muhammadan higher 
 education? A few days agol saw a list of students 
 
14 
 
 who had just passed the B, A. Examination at Bombay. 
 I did not notice the name of a single Muhammadan 
 among them. I also saw the list of those who had 
 -passed the previous examination. Out of 213 who pass- 
 ed, I found only 4 Muhammadans. It is a remarkable 
 fact however that only one student of these 213 stood 
 in the first class, and that one was one of these 4 Muham- 
 madans. This is another proof that Muhammadans are 
 behind none in their capacity for doing well in Compe- 
 titive Examinations. (Cheers.) | 
 
 ‘“‘T was reading the other day a report writtez by Sir 
 Alfred Croft on education in India, and from that report 
 I ascertained that in 1886 the proportion of Muhamma- 
 dans reading in Colleges was only 4:4. This is a lamen- 
 tably low figure! It is a little encouraging however to 
 know that in 1882 the proportion was only 3°6. This 
 shows a slight improvement. But what should be the 
 proper percentage ? Government, proceeding on the census, 
 says that as there are in India 50,000,C00 Muham- 
 madans to 200,000,000 people of other races, 20 per cent. 
 would be a satisfactory proportion of Muhammadans. 
 But we do not admit the soundness of this method of 
 argument. 
 
 ‘There are in the N. W. P. (I have been told, but I 
 have not verified the figures) 8,000,000 chemars, about as 
 many as there are Muhammadans. But no one says 
 that 20 per cent. of the students in the colleges ought 
 to be chamars. Muhammadans used to be ahead of all 
 others in learning. They belong to the better classes of 
 society. I say that we cannot look on the state of 
 Muhammadan education as satisfactory until at least 50 
 rer cent. of the students in colleges are Muhammadans. 
 
 (Hear, hear.) 
 
 “T have said that in 1886 the proportion of Mu- 
 hammadan students was 4°4. This means that out 
 of 1,000 students 44 were Muhammadans and 956 non- 
 Muhammadans. Hence the number 44 has to be raised 
 
15 
 
 to 956—that is to say, where we have one Muham- 
 madan now reading in Colleges there ought to be 22. 
 (Hear, hear.) To change 1 into 22 is no easy task. It 
 gives you however, gentlemen, a notion of the magni- 
 tude of the work before you. The Indian Muhamma- 
 dans of the present generation have this great work to 
 perform. Ifthe task seem to you impossible recall to 
 your minds for a moment what a handful of men in 
 Arabia did 1300 years ago. These were the glorious 
 founders of your faith and your civilization. (Cheers. ) 
 With such an example before them Muhammadans 
 cannot claim a right to despondency. (Hear, hear.) 
 The sun sets, but after 12 hours it rises again. I see 
 signs of a new dawn for Muhammadans, and [I look on 
 this Conference as one of the golden clouds that herald 
 the approach ofday. (Loud cheers.) 
 
 “T have said, gentlemen, that the. proportion of the 
 Muhammadans in Colleges is 4:4. But this is ot the 
 whole of India. If we take your province, the Punjab, 
 and mine, the N.-W. P. and Oudh, the figures are not so 
 desperate. In the same year, the figures for these Pro- 
 vinces were respectively 18 and 14. (I am taking the 
 figures of two years ago, but I dare say they have 
 altered since then). That is tosay, out of 100 students 
 in the Punjab 18 were Muhammadans and 82 non- 
 Muhammadans—18 has to be changed into 82. This 
 may be done, with a few to spare, by multiplying by 
 5. For every one student in your Colleges, gentlemen, 
 you have to put 5. (Hear, hear.) We have rather 
 more to do. The numbers are 14 against 86. We have, 
 therefore, to increase the number to 6 times its present 
 amount. How to effect this is the problem I wish now 
 to discuss. 
 
 “Now, in order to effect this the first thing is 
 to make sure that we make use of all the material avail- 
 able in the shape of students, who have already got some 
 way in their studies. It takes eight cr nine years to 
 
16 
 
 train up students to the Entrance Standard. Let us 
 catch all who have reached that standard, and push them 
 on to the B. A. Especially let us look out for the 
 clever students, and take care that none fall off from the 
 path of learning on account of poverty. (Hear, hear.) 
 I think that we must not confine our operations to the 
 Entrance students alone. We must go a step lower 
 if we are to get a proper supply. We must look to those 
 who pass the Middle Class Examination, and push them 
 forward in the schools of the town they live in. (Hear, 
 hear.) If we find we cannot get a sufficient supply at 
 the Middle Class we shall have to go lower still, we 
 shall have to look to the Primary Schools. I think that 
 those gentlemen who have established Muhammadan 
 schools, such as those at Amritsar and Delhi, have done 
 splendid work in preparing a good supply of Muhama- 
 madans for the Middle Class aud Entrance. (Cheers.) 
 
 “There is no doubt that this Conference will have to 
 take in hand and consider all the branches of education—- 
 primary, secondary and higher education—sometimes one, 
 sometimes another, according to the urgency of the case 
 and the need of the time. [am under the impression, 
 however, that a considerable number of students now 
 read up to the Middle Class and then stop because they 
 are too poor to proceed. I venture to suggest that a 
 systematic and organized effort should be made to as- 
 certain whether or no this is the case; and if so, to 
 enable such students to continue their studies. Every 
 Muhammadan, who passes the Middle Class with 
 eredit, ought to be helped and encouraged to read, if 
 he is too poor to do so by himself. (Hear, hear. ) In 
 this matter a little money would go a long way. It 
 would be necessary only to pay the fees of the Zilla 
 School of the town in which he lived. I think that after 
 the next Middle Class Examination there should be a 
 ceneral hunt for the clever students, and means should be 
 taken at once to discover in every case whether the 
 student is reading further or not, while an advertise- 
 
17 
 
 ment should be published inviting poor students to apply 
 for assistance. (Hear, hear.) I propose that a Com- 
 mittee should be appointed in each Province to take charge 
 of this work. The members of this Committee would 
 have to ascertain from private sources the means and 
 condition of the various students. They would have to 
 collect funds for the purpose and to disburse such funds 
 according to their discretion. 
 
 “The same process should be adopted in regard 
 to the Entrance Examination. And in fact it is more 
 important to help on the Entrance students into the 
 Colleges. (Hear, hear.) But as the importance of this 
 work is more widely recognised, I have thought it fit 
 to lay stress on the work as regards students who have 
 passed the Middle Class. 
 
 ‘Tn carrying out this work I have to suggest, that 
 it is very desirable to satisfy ourselves as to the ability 
 of the student assisted with the funds. Now a Compe- 
 titive Examination, such as the Entrance or Middle 
 Class, is useful as giving a rough notion of the ability 
 of the lads who go in for it. I believe that Competitive 
 Examinations, as conducted in India for the higher stu- 
 dents, are excessively bad for real education. They 
 encourage cram, learning by rote, and superficial study. 
 They discourage a real love of learning. They turn out all 
 students as like as peas, instead of encouraging a healthy 
 variety. They are an evil which we have to make the best 
 of. But in the earlier stages, Competitive Examinations 
 are very useful as a means of finding out the clever boys. 
 In four cases out of five a clever boy will take a good 
 place in the Entrance or Middle Class. And in four 
 cases out of five those who take a first class are clever 
 boys. Now, it isso much more useful from a national 
 point of view to educate clever boys than to educate dull 
 ones, that I think a Committee in charge of this work 
 would do well to help a clever boy from the Middle class 
 in preference to a stupid boy from the Entrance. Your 
 
18 
 
 stupid boy will probably fail at his F. A. This is where 
 great discretion is required in those who have charge 
 of this work. They will have to look to the lists both 
 of the Entrance and Middle class examinations. It is 
 impossible to lay down a hard and fast rule for their _ 
 procedure. You cannot say that a first class Middle 
 Class student is certain to be better than a third class 
 Entrance student. The latter may be a really good 
 student who has not done himself justice in the exami- 
 nation, or who has worked up very young. I have had 
 excellent students, who secured a third class only in the 
 Entrance. I have had some first-rate students who 
 never could get through at all, on account of weakness 
 in some particular subject, such as Mathematics. Consi- 
 derable help might possibly be obtained in the matter of 
 determining whether a third class Entrance student be 
 worthy of assistance or not by consulting the Head 
 Master of the school at which he has been reading. On 
 the other hand it is, I think, wise to encourage all stu- 
 dents to read who take a first class. For although I 
 have known some very feeble students who have taken 
 a first class, yet the great majority will be clever 
 fellows. 
 
 “Tt might, as I have suggested, be desirable to 
 adopt as a rough and ready principle to work on, mak- 
 ing provision for many exceptions, that after all first and 
 second class Entrance students have been provided for 
 the first class Middle students should next receive atten- 
 tion. One important consideration is that it is more 
 economical to help school students than College students. 
 The funds needed for supporting one student in a College 
 would probably support two or three students in schools. 
 For the tuition fee and the sum required for books in a 
 College are higher, while studying at College often 
 necessitates a student’s living away from home, thereby 
 incurring many expenses; whereas a school student 
 would probably be able to live at home and read in the 
 Zilla school. 
 
19 
 
 ‘Furthermore, in deciding what students should 
 be helped attention should be paid to character and family. 
 Respectable family is so often a guarantee of good points 
 in character, that it may very safely be given consider- 
 able weight. .({ear, hear.) Ifa student is conscientious 
 and well-bred he is certain to be of greater use to the 
 community than a clever rogue, though he be duller in 
 intellect. (Hear, hear.) 
 
 ‘“‘T have, I think, said enough to indicate the lines 
 on which the Committees I propose might conduct their 
 work. Such Committees would, I think, be very useful. 
 As time goes on they would acquire much experience as 
 to the best methods to adopt. 
 
 ‘Tf this proposal which I have suggested should be 
 adopted and Committees be appointed and give in their 
 reports, we should, I think, be in a position next year 
 to see how much work of this sort remained to be done. 
 Suppose it should turn out that of 100 Muhamma- 
 dans, who pass the Middle Class and Eintrance Hxamina- 
 tion creditably 50 do not pursue their studies on account 
 of poverty ; and that funds should be available for 
 helping only 10 of these; then we should see that we 
 had still before us the work of assisting the remaining 
 40. Suppose on the other hand, that it were found that 
 only 15 per cent. were deterred on account of poverty 
 and we were able to assist all these 15; then we should 
 have to direct our efforts next year lower down and see 
 that a larger number went into the primary schools. If 
 therefore these Committees conduct their work thorough- 
 ly, we shall obtain much valuable knowledge as to how 
 we ought to proceed. (Cheers.) 
 
 “Tn conclusion, I wish to express my warmest thanks, 
 first to our Chairman, my friend Sirpar Muuammap 
 Hayat Kuan, Banapvr, 0.8.1., for the very kind remarks 
 which he made about my father and myself in his speech. 
 And next to our kind host Kuan Banapur Munammap 
 
20 
 
 Barxat Aut Kaan Saute for the unbounded hospitality he 
 has shown not only to myself but also to my family. On 
 behalf of my father and mother and sister I wish to thank 
 him most warmly, and to assure him that among all the 
 interesting events which have befallen them in India, 
 none has been more enjoyed by them and none has 
 aroused in them a keener interest than their visit to 
 this noble Educational Congress. (Cheers.) And finally 
 I wish to thank all my Muhammadan friends for the 
 brotherly reception they have given me not only here, 
 but eversince I came to India to live among them five 
 years ago. I may truly say that some of my dearest 
 friends in the world are Indian Muhammadans. From 
 none have I received more kindness and _ hospitality than 
 from our Grand Old Chief, the Hon’ste Sir Sayed 
 AumaD, Kuan Banapur, (Appluuse.) * * * Asto 
 my taking an interest in the Muhammadan cause, both 
 educational and political, I may say that I certainly do 
 take a great interest in it, and I trust I always shall. 
 But for this I must assure you that I do not deserve 
 the least credit, because I find that I have in my exile 
 from my native land no greater source of enjoyment than 
 that which I derive from taking a part in your work. 
 (Applause.) I have not met with so great kindness, 
 even in England, from my own fellow-countrymen, for 
 whom I naturally cherish a most lively affection, as I 
 have from my Muhammadan fellow-subjects of our 
 Gracious Queen-Empress. (Loud cheers); and I should be 
 base indeed if I do not feel some gratitude towards them 
 for what they have done to make my life happy in the 
 land of my adoption. On this occasion your kindness 
 has been unsurpassable, and I am, I am sure, echoing the 
 opinions of other Hindustanis who have come to this 
 meeting when I say that we have received so warm a 
 welcome from our enthusiastic and warm-hearted Punjabi 
 brothers that we hope that after a few years we may enjoy 
 another meeting of the Munammapan EpvucationaL Con- 
 Gress at Lahore.” (Amen! loud and prolonged cheers.) 
 
21 
 
 Sir SaveD made very effective and elaborate speeches 
 in seconding Resolutions Nos. 2 and 3. But his most 
 important and highly interesting speech was the one 
 made in support of Resolution No. 6 about the female 
 education, in which he described the methods adopted in 
 the good families of Dehli before they were ruined by 
 the Mutiny, and laid down the lines on which the female 
 education should be conducted. This impassioned ora- 
 tion of Sir SayeD moved the assembly to tears. 
 
 Amorgst others the speech of SHaikH Kuair-up-Din, 
 who moved the Resolution about the female education, 
 created great interest. After tracing the history of 
 female education from the earliest days ot Islam, ne com- 
 pared the present backward state of Moslem females, so far 
 as the education was concerned, with the exalted past. 
 He described in graphic terms the condition of female 
 education among the civilized nations of the day, and 
 argued that the present advanced state of society demand- 
 ed that our females should be suitably educated ; that 
 it was a most legitimate desire of the educated young 
 men to secure educated wives; that the education of 
 females must follow in the natural course of things ; and 
 that such being the case it would be but wise to devise 
 means of educating our females in a manner compatible 
 with respectability and good breeding and in conformity 
 with our religious injunctions. He remarked that it was 
 no wonder why the word Home was so sweet and dear 
 to the Englishmen. English ladies, as a rule, are well- 
 educated and fully versed in domestic economy ; and it Is 
 these qualifications of those charming women that make 
 their homes so sweet and comfortable. Our homes could 
 also be made as sweet and comfortable as the English, 
 - if our females possessed these qualifications. This, he 
 said, could be accomplished in due course by carrying 
 into effect the proposal laid down in his resolution. 
 He urged many other points in favor of female edu- 
 cation. 
 
22 
 
 Resolution No. 5 provoked a very lively discussion. 
 One party maintained that to ask any concession from 
 Government was equivalent to the community playing 
 the part of a fagzr, and was inconsistent with feelings 
 of honor and self-respect ; and that the community should 
 in future depend solely on set¥-ueLp. The other side 
 argued that the relation between Government and its 
 subjects was the same as that between a father and his 
 children, and that there was no ignominy in the latter 
 making such requests of the former. On a show of 
 hands the motion was eventually carried, thirty voting 
 in the minority. 
 
 FOURTH DAY. 
 
 The most important event of the 30th December 
 1888, was the Address presented to Sir SayzeD by the 
 students of the Local Colleges, which we give below :— 
 
 TO THE HON’BLE SIR SAYED AHMAD KHAN, 
 BAHADUR, K. C.8. [, 
 
 “Simr,—We, the Muhammadan students of the 
 Lahore Colleges, wish to accord our heartiest welcome to 
 you on your present visit to our city, and express our 
 sincerest thanks for the honor which you have so kindly 
 conferred upon its residents. 
 
 ‘“ Although the persistent andthe untiring efforts 
 you have been making throughout your long and most 
 brilliant career for the advancement of your co-religionists, 
 are the outcome of that genuine sympathy which trans- 
 cends all considerations of praise, yet it is impossible 
 for us to stifle those feelings of admiration which stir 
 our bosoms, and must find an expression somehow or other. 
 We will content ourselves with briefly referring to 
 those schemes—the offsprings of the ingenuity of your 
 most inventive genius—that aim at raising a grand and 
 magnificent structure out of the materials which our nation — 
 can still afford, and have been already attended with no 
 small degree of success. 
 
25 
 
 “The prejudice of the Muhammadans against the 
 language and ideas of their conquerors proved for along 
 time a formidable barrier in the path of their progress 
 and a cause of their decline. But this precipitous down- 
 hill career would have terminated in their being en- 
 eulfed by the dark and frowning abyss of ruin, had not 
 your warning voice, when they had just reached the 
 brink of the precipice, opened their eyes to the imminent 
 peril of their position. Your patriotic zeal, however, could 
 not rest satisfied with mere warnings, although of much 
 practical utility, but found a substantial expression in the 
 establishment of a college which, we hope, will be for ever 
 an object of pride to our nation and a monument of your 
 glory. 
 
 “ We, the students of the Lahore Colleges, owe you 
 a special debt of gratitude on account of your. timely advice 
 to the Punjabis—-an advice that has been mainly instru- 
 mental in making the Punjab University what it now is. 
 
 “We ought not, here, to leave unnoticed your efforts 
 in the direction of purging our Urdu language, both by 
 precept and example, of its far-fetched similies and quaint 
 metaphors, and making it a vehicle for the expression of 
 scientific thought and noble sentiments, so that it bids 
 fair to findsome day a place in tke languages of the 
 civilized world; nor, we think, we can omit to mention 
 here, without laying ourselves open to the charge of in- 
 oratitude, the encouragement and the improvement it has 
 received under the fostering care of Colonel W. R. M. 
 Holroyd, the Director of Public Instruction, Punjab. 
 
 “ We cannot help here alluding to your efforts, in 
 connection with the protection of the political rights of 
 the Muhammadans from the encroachments of the more 
 advanced nations of India whose ambition has made 
 them blind to the interests of the other communities. 
 
 ‘ But what concerns us the most, we come to now. 
 O our Father and Leader and Guide! recently you laid 
 
24 
 
 the foundation of the Muhammadan Educational Congress, 
 which, we firmly believe, will associate its name witha 
 wider spread of education among the Moslems of India 
 and mark out quite a new epoch in their history. May 
 that day come when the Muhammadans be seen to 
 achieve that glory, that high state of learning and civiliz- 
 ation which, at one time, distinguished them from all the 
 other nations of the world! May He, the Almighty God, 
 That preserver of Nations, pour forth new life and fresh 
 spirit into the dormant souls of your nation and make 
 them, for a second time, by the help of your EpucarionaL 
 Coneress, the teachers of Humanity! We trust our 
 hopes will be fulfilled, and our prayers granted. 
 
 _ “We, therefore, welcome in you the best and greatest 
 friend of the Muhammadan community. 
 
 ‘Tn conclusion, we all of us pray to our Almighty 
 Lord that He may spare you long enough to see your 
 nation in happy equalities with the other civilized na- 
 tions of the world, and in the full enjoyment of the fruits 
 of your labour, and that the remaining years of your life 
 be full of peace and tranquillity which is the exclusive right 
 and sole privilege of all those who like yourself try to 
 achieve the noblest aims with the fairest means,— 
 
 ‘«* Him only pleasure leads, and peace attends, 
 ‘<* Him, only him, shield of Jove defends, 
 ‘*¢ Whose means are fair and spotless as his ends,’ 
 
 ““We beg to remain, 
 SIR, 
 
 “ Your most dutiful and obedient Children of the 
 Punjab.” 
 
 “THE MUHAMMADAN STUDENTS OF THE LAHORE 
 COLLEGES.” 
 
 _ A deputation of 25 students presented this Address, 
 which was read by Munshi Feroz-ud-din Ahmad, B. A. 
 Class, Secretary of the Students’ Association. 
 
29 
 
 Siz Sayed, in reply, made a magnificent and 
 highly instructive speech. He said he had no intention 
 of receiving any address from any body on his visit to 
 the Punjab on this occasion; but on account of the deep 
 interest that he takes in the welfare of students and for 
 the love that he has for the Moslem youths pursuing 
 the path of learning, he could not but agree to the pro- 
 posal of the Muhammadan Collegiates of Lahore. 
 
 He was pleased to notice that his efforts in connection 
 with the advancement of his co-religionists were being 
 appreciated and they were beginning to see the neces- 
 sity of learning modern science and literature, and ex- 
 pressed a hope that they will continue in the path 
 of progress. He said he should have been very sorry had 
 the Punjab University followed the line uf policy which 
 at one time seemed imminent ; but to his utmost pleasure 
 and joy that policy was abandoned, the result being that 
 the Punjab University was saved from becoming prac- 
 tically an institution for Oriental learning. He did 
 not think that his own endeavours towards the con- 
 solidation of the Urdu language had been of any great 
 use. He considered that credit was ina great measure 
 due to those noble-minded Englishmen who have bes- 
 tcwed a fostering care on this subject, and to the 
 learned native gentlemen like Maulvi Altaf Hussain, 
 Halee, Maulvi Nazeer Ahmad, Shamas-ul-ulama Munshi 
 Muhammad Zaka Ullah, Shamas-ul-ulama Maulvi Mu- 
 hammad Hussain, Azad, Maulvi Shibli and others, who 
 have largely eontributed towards, and assisted in the 
 realization of this noble end. He paid his warmest 
 thanks to Colonel W. R. M. Hotroyp, Director of Pub- 
 lic Instruction, Punjab, who had a Jarge share in the con- 
 solidation of our National Language. 
 
 Sir SayaD impressed on his hearers the paramount 
 necessity of observing the proper hours of prayers, and 
 said that the Nimaz was an insignia of Muhammadan- 
 ism without which none could be considered as being 
 
26 
 
 ‘under the banner of Istam. He enjoined the Muham- 
 madan youths to follow in the footsteps of the civilized 
 nations, avoiding, however, their shortcomings. He 
 highly eulogised the Europen civilisation, but deprecated 
 the idea of aping the Europeans. He urged the Moslem 
 youths to preserve the noble manners of their ancestors. 
 He strongly condemned the habit of using liquors and 
 other intoxicating drugs, which is gaining a strong hold 
 on the educated young men of the present day, and 
 warned his co-religionists to absolutely avoid this habit, 
 and said that if any of them acquired it they should 
 shun him until he gave it up. 
 
 In short, Sir Sayap laid greatest stress on the 
 necessity of observing the regular hours of Nimaz, of 
 total abstinence from all intoxicating drugs and of acquir- 
 ing and fostering good habits and noble manners. This 
 noble oration of the Great Teacher made a _ beneficent 
 and lasting effect on his admiring audience, who signified 
 their gratitude by repeated applause and cries of Mar- 
 haba, Jazak Allah. 
 
 We commend these noble words of our Honorable 
 Kibla to our co-religionists throughout the country, and 
 beg to remind them that they can never hope to regene- 
 rate their down-trodden and poverty-stricken nation unless 
 they follow the line chalked out for them by their 
 Worthy Leader, the Grand Old Sayad. Happy are those 
 
 men who do his bidding ! 
 
 Weare glad tosay that the Tairp Munammapan Env- 
 CATIONAL Conarrss was a complete success. Two hun- 
 dred and fifty-one members and about a thousand 
 visitors attended its several sittings; and on each occa- 
 sion the business was conducted in a most methodic and 
 praiseworthy manner. Not a single incident occur- 
 red which could mar the serenity and calmness of the 
 proceedings. ‘The Punjab Muhammadans are to be con- 
 oratulated for their success ; and the credit is ina large 
 
 RS Pe 2 oa 
 
27 
 
 measure due to SirpAR Musammap Hayat Kuan, Bana- 
 DUR, 0.s.1., the President, and Kuan Banapur Mounam- 
 MAD Burxut Aut Kuan, General Secretary, ANJUMAN-I- 
 Istamra Punsas, Lahore. 
 
 The following extract from the Pioneer of the 4th 
 January 1889 will not be read without interest :— 
 
 “A lover of contrasts might find ample material for painting a 
 vivid picture in the two Congresses, which met this year at the same 
 time in Upper India. The one flying the banner of magnificent politi- 
 cal projects, lecturing the rulers of the country on their shortcomings 
 and boasting of their own capacity ; the other bent on education, on 
 setting right affairs within the house, lamenting the falling off of their 
 people in learning and elaborating schemes of self-sacrifice and self-help. 
 From the Muhammadan standpoint the contrast is far more striking. 
 The one proposed to represent the Muhammadan community ; the other 
 represented it. In the former a desperate effort was made by outsiders 
 to drag or tempt in every Mussalman, illiteracy or insignificance being 
 regarded as no disqualification ; in the other the cultured leaders of the 
 community spontaneously came forward, men representing the backbone 
 of the community, its real leaders, and those who have a right to speak 
 in the name of the Muhammadans of Upper India. Once in the dis- 
 cussions of the Lahore Congress the word “ National ” slipped by mistake 
 from the mouth of a member instead of ‘‘ Educational” Congress. The 
 member rapidly apologised for using so approbrious an expression, and 
 the assembly roared with laughter. This was, however, the only allu- . 
 sion made to the sister Congress at Allahabad. The Muhammadans at 
 Lahore subordinated Politics to Education, and no speeches of a political 
 character were made,” ; 
 
 We take this opportunity to clear a point which is 
 somewhat gaining ground through the ingenuity of the 
 enemies of the Muhammadan Educational Congress. 
 Certain friends and benefactors of Munshi Muharram 
 Ali, who were also the members of this Congress, were 
 annoyed by some of his actions that had come to their 
 notice from time to time and privately expressed their 
 displeasure and annoyance to him, and declared that they 
 will have no connection with him in the future. Some 
 interested people, however, are giving all sorts of colours 
 to this purely personal matter, and by falsely imputing 
 it to the Educational Congress wish to discredit the lat- 
 
28 
 
 ter before the public. But the real fact of the matter is, 
 that the Educational Meeting had nothing whatever to 
 do with this and it rested entirely with Munshi Muhar- 
 ram Ali and his much aggrieved benefactors, who, by 
 the way, have stopped all communication with him for 
 the future. 
 
 In conclusion we venture to express a hope that the 
 Members of the Munammapan Envucationan Concress 
 in particular, and the other Muhammadan gentlemen 
 who take an active interest in the welfare and well- 
 being of their brethren, in general, will make it a point 
 to carry out practically the several useful resolutions 
 passed at this Conference. We specially invite the most 
 careful attention of our co-religiouists to the practical 
 and exceedingly useful suggestions of onr learned friend 
 Mr. Tunoport Beck, whose genuine and kind sympathy 
 with the Muhammadan cause is w orthy ot the greatest 
 respect. 
 
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 SHAW, SONS, & CAMERON, 170 Fleet Street, London. 
 
 
 
MOT ME Cameron av tubmittrig He 
 necomfanyor BES» BW (alee A 
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 Ailiacs of Crumats, Chuls thefliles 
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 . Scroll Minute Book, 100 pages Fcap. Folio, Ruled and Bound 
 - School Board Diary, Foolscap Folio, Ruled and Printed, for time of 
 
 RK. fA. Cameron’s Ellustratey Catalogue. 
 
 Board Books & Forms. 
 
 All the School Board Books and Forms, Registers, &c., are according to official 
 
 regulations, and are amended whenever there is any official alteration. 
 
 Hor Clerks. 
 
 Meeting, Business, &c., interleaved with Blotting 
 
 - School Board Invitation to Members, pie Post 8vo, Fngraved: 
 
 for Clerks calling Meeting of Board 2 per 100 
 
 . Note Paper Headings, Engraved : per 100 
 . Letter Paper Headings, 4to and Foolscap Folio, Printed per 100 
 : Envelopes, with Printed address to Education Department, London, 
 
 or Board of Education, Edinburgh , : per 100 
 
 - Scroll Letter Book, Foolscap Faint Folio . 
 . Copying Letter Book, with interleaved ae: a a Titled 
 . Copying Press, gto, Screw ; 
 
 Do. do., Foolscap Folio 
 
 . School Board Minute Book, very page he ae Title . 11/6 to 
 . School Board Minute Book ; ° / 
 . Copying Letter Book, very Suveronl : ‘ : 
 . Compulsory Attendance Form per Doz. 
 . List of Defaulting Parents and Children: Beton 70; ‘Act . -6 for 
 
 45A. List of Defaulters, in a book 200 pp., Half-bound . 
 
 46. 
 
 47. 
 48. 
 
 49. 
 50. 
 
 Note Paper Headings, Stamped Relief, with Address . 500 for 
 Envelopes Stamped Relief, with Address. . 500 for 
 Charter Boxes, for holding Books and Papers of Sch cal Boat with 
 
 Tray for Stationery, and Name of School Board 
 Ditto, ditto, Large Size : , 
 Milner’s Safes, Cotterill’s, Chubb’s, and others. Sten various ; Lists 
 on application. _ 
 Endorsing Stamp—Self-Inking and Acting (Engraving extra) 
 Case of Pens, various kinds, Penholders, and other Stationery ee eat 
 
 51. Seal of School Board (Engraving extra) ‘ 
 52. Address to Parents, with regard to Compulsory Haucation . per 100 
 53- Compulsory Form No. 2, with Schedule for Return . per Doz. 
 54. Record Book of Children whose Fees are paid by Board 
 55. Questions for Employers with regard to Parents requesting Aid, 12 oe 
 58. General Instructions as to Accounts. of School Boards (Board of 
 Education, Form No. 24), with Examples : *.. “each 
 59. Certificate from School Board for Prosecution of Defaulting Parents, 
 to Procurator-Fiscal, or . ; . ; per doz. 
 59A. Complaint to Sheriff ; - per doz. 
 
 60. Principal Census Book, for keeping Pemennent Record of Census 
 60a. Agenda Book for keeping Official Circulars . 
 
 133. 
 
 Memorandum of Agreement between School Board Te Teacher 
 
 134. Notice on Demand for Treasurer to pay Monies Senet ne Chairman 
 
 61. 
 
 and Clerk, in a Book 
 For Treasurers, 
 
 Petty Cash Book, Foolscap Folio, Ruled and Printed _5/, 7/6, and 
 
 62. Treasurer’s Cash Book, Demy Folio, Best Machine-made Paper, 
 
 100 pp., 5/3 200 pp.,'7/6; 300 pp., 14/; 400 pp., 17/; and 
 500 pp. 
 
 *63. Balance-Sheet, Demy Folio, Ruled, with Printed eae , 
 
 64. Ledger, Demy Folio, Ruled and Printed, Schedule B, 100 pp., 5/ * 
 
 200 pp., 7/6; 300 pp., 14/; 400 pp., 17/; and 500 pp. 
 EDINBURGH & GLASGOW. 
 
 ey Oe a 
 
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 Nesres OnNP MUU & Ww meh 
 
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 RP AHRODHR DA anannonon 
 
 6 
 
 
 
 
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 RK. fA. Cameron’s Lllustrater Catalogue. 
 
 EDINBURGH & GLASGOW. 
 
 65. Treasurer’s Abstract Book, Schedule C i ‘ .5/ and o 
 66. Notice to Parents of Fees Overdue, 50 in a book | es 
 67. Assessment Forms. Notice of Assessment . : .perIoo oO 
 Do. do. Receipt of Assessment . .perI0oo0 oO 
 
 *68. Balance-Sheet, or Account of Income and Expenditure for High 
 Class Public Schools, Schedule G . - ‘ per quire o 
 
 70. Foolscap Paper, manufactured expressly for school Boards, with 
 Water Mark ‘‘ School Board” R. M. C. . : per quire o 
 
 *71, Account of Income and Expenditure and Liabilities for Year, 
 ‘ Schedule D . P , : per quire oO 
 92. Stock and Stores Account Back ‘ ; : ae 
 
 * Nos. 63, 68, 71, are for Draft use only. Originals of the Balance- 
 
 Sheets will be supplied by the Board of Education. 
 For Oficers. 
 
 81. Officer’s Report Book fe) 
 82. Officer’s Note Book . or | 
 83. Census Book, Post 4to, Ruled and Printed for Educate! ie o.oo 
 84. Census Forms, in Sheets : : perdoz. oO 
 85. Enumerator’s Book, Ruled and Printed for Sones Enumerators oO 
 
 86. Schedule of Work, required by School oo large type, on 
 Board : + ator ag 
 87. Form of Application hi Roard Aid foe Fees: ; «' ¥2for 20 
 88. Notice to Parents of rejected applications. . ; 2 agian. 30 
 89. Summons Sheet to appear before Board : , . 'i2' foro 
 go. Notice to Parents of Accepted Applications . 25 for o 
 91. Register of Proceedings, for Compulsory Attendance, stromal bound o 
 92. Notice to Parents and Employers of Children, large Bill .perIoo oO 
 93. Notice to Employers of Uneducated Children : , I2for oO 
 
 Hor Schoolmasters. 
 101. Schoolmaster’s Account of Fees, weekly, monthly, quarterly, 2/6,5/,and 0 
 102. Schoolmaster’s Receipt for Fees, in a Book, perforated . 50for o 
 Receipts for Fees may be had specially printed for 
 School Board. 
 
 103. Class Registers, with Standards and Instructions from Scotch Code, 
 
 a complete record of Government Returns, as contained in Form 
 
 IX. (Revised Edition) :—No. 1, 72 Names, 6d.; No. 2, 108 
 Names, 1/; No. 3, 144 Names, 1/6; No. 4, 216 Names - £0 
 
 Class Registers may be had for any number of Names. 
 
 104. Results of Examination Schedule. , : . 50for oO 
 105. Attendance Return . - RYafor 305 
 106. School Order Form, from Basa: for Admission of Pupils at toraD 
 
 107. School Log Book, contains Instructions and Tables for Filling up 
 Form No. IX. 300 pp., Index, Paged (with Lock, 9/6) o 
 
 108. List of Irregular and Absent Children, Report to School Board, in a 
 Book, perforated . a do 
 109. The Conscience Clause, loge type, pened on Basie : Saas", 
 110. Pupils’ Absence Inquiry Sheet, in a Book, perforated . 50for oO 
 111. Portfolios, for holding Official Correspondence - . 2/and o 
 112. Education Code for Scotland, Revised A 2 TRO 
 113. Schocl Board Directory and Educational ReknBook® oO 
 114. Pupils’ Attendance Certificate : rigt? os oO 
 
 115. Time Table Forms, as required by Code, saounbedin on board, blank, 
 
 to fill up, for 5 and 8 Classes. . : 1/6and o 
 116, Leave of Absence Sheet : oe Niall ia? «25 fom 20 
 
 ™ N O OO 
 
 — ot 
 
 ons = 0 0 0 ™ 
 
 om 
 
 on 
 
 nond 
 
 DAW ODO fon ana fos =)) ADDAdAAVS oOoONnNnn 
 
 ao 
 
119. Certificate of Night School Attendance ' . I2for o 
 118. Register of School Admission and Withdrawal, for 500 names, 3/; 
 1000, 4/6 ; 2000, 6/; 3000, 7/6, with Index (5000, and 10,000 
 may also be had, strongly bound). Revised Edition. 
 119. Notice of Unprepared Lessons : ° . 25for o 
 120. Schedule of Home Lessons, Blank, to fill ap. ; . 25 for o 
 121. Circular issued by Education pale anent School Registers . o 
 122. Register of Summaries : -. 2/6, 5/,and o 
 123. Register of Fees, weekly, monthly, or r quarterly - 2/6, 5/,and o 
 124. Pupil’s Place Book > ; rags 
 125. Syllabus for Teacher’s, Examination, fon Chaseics oO 
 126. Report of the Committee of Council on Education, with Appendix . S280 
 127. Standards from the Code, mounted on Board, Large Type, for 
 hanging up in Schools oO 
 128. Pupil’s Admission Sheet, with particulars fs Birth, last School and ; 
 Standard examined in, 50 in a book, perforated . a) 
 Compulsory Forms. 
 44. Compulsory Attendance Form : per doz. o 
 53- Compulsory Form No. 2, with Schedule to pec to Board per doz. o 
 59. Certificate from School Board for Prosecution of Defaulting Parents 
 to Procurator-Fiscal . : : : per doz. o 
 594. Complaint to Sheriff : a ; per doz o 
 89. Summons Bet to appear before Board ; ; per doz. o 
 SQA. do. smaller - pie 50 bound in a 
 book, and i pectorated : ; sO 
 School Sore: 
 103. Class Registers for 72, 108, 144, and 216 names /6, t/, 1/6, and £0 
 Class Register by A. M‘Neil, Glasgow, 72, 108, 144, and 216 names 
 /6, 1/, 1/6, and o 
 Class Registers may be had for any number of names. 
 118. Register of Admission and Withdrawal, 500 names, 3/; 1000, ait 
 2000, 6/; 3000 o 
 122. Register of Summaries for 5 years. oe 186, 336, and 420 pupilex 
 2/6, 5/, and 0 
 123. Schoolmaster’s Register of Fees, weekly, monthly, or quarterly 
 | 2/6, 5/, and Oo 
 Certificates. 
 130. Certificate Sheet to be signed by H.M. Inspector, per doz. 1/, 2/,and oo 
 131. Scholar’s Certificates to be signed by Clerk and Teacher. Id.to oO 
 133. Certificate, under Labour Act, to be signed by H. M. Inspector, 50 
 in a book, perforated : fe) 
 
 134. Certificate, under Labour Act, to be signed by Inspector’ S Assistant, 
 
 50 in a book, perforated . O. 
 School Cheque Books. 
 
 66. Notice to Parents of Fees Overdue, 50 in a Book, perforated nO 
 102. Schoolmaster’s Receipt for Fees, 5° in a Book, perforated . ee 
 110. Pupil’s Absence Enquiry Sheet, 50 in a Book, perforated oO 
 128. Pupil’s Admission Sheet, with particulars for Birth, last School, and 
 
 Standard examined in, 50 in a Book, perforated -O 
 132. Note of School Books required by Pupils, 50 in a Book, neriocacte ° 
 
 RK. HA. Cameron’s Tlustrater Catalogue. 
 
 EDINBURGH & GLASGOW. 
 
 mOoOonn oo Oo 
 
 NX 
 
 om oO 
 
 RWNAAH AD 
 
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6 RK. MA. Cameron's Elustrater Catalogue. 
 
 
 
 School Board Copy Books. 
 
 These are entirely new, and are Engraved with the special purpose of meeting the 
 Government Standards, in respect to writing, The Books are expressly adapted 
 to the New Code, and year by year, if the Examinations set down are altered, the 
 School Board Copy Book will de adapted to the Government Standard of writing. 
 
 A new feature in the School Board Copy Books, net found in any other set of 
 Copies, is a Book of Letters. In the Code of ’75 for Standard Six, this is one of the 
 Examinations. The quality of the paper will be unzform and good. 
 
 School Books. 
 
 To meet the demand of School Boards and Country Trade, the School Books of 
 Nelson, Longmans, Murray, Collins, Blackwood, Chambers, Oliver & Boyd, and others, 
 may be supplied on a short notice. 
 
 Inspectors’ Lxraminations. 
 
 For the convenience of Schoolmasters, and the more efficient carrying out of 
 Examinations, printed and ruled papers, and all the Stationery requisites; Pens, 
 Pencils, Rubber, Blotting, etc., are supplied at 10/ for each 50 Pupils. 
 
 School Stationery. 
 
 Mr. R. M. CAMERON would draw attention to the special feature of his NEw 
 RULING of 1d. and 2d. Copy Books, which are found to be very helpful to the pupil. 
 The price is 9/ per gross for 1d., and for 2d. 18/ per gross. 
 
 School Board Pens. 
 
 No. 1 for Small, No. 2 for Half Text, No. 3 for Text, at 1/3 per gross. 
 * These pens have been specially prepared for BOARD SCHOOLS, and will be found 
 to be flexible, hard-tempered, and durable. 
 School Penholders at 1/6 per gross. 
 Chalk for Black Boards, in Boxes containing 100 sticks, price 1/5. 
 School Board Pencils made of Cumberland Lead, and are of three degrees—Soft, 
 Medium, and Hard. 1d. each, or od. per doz. 
 
 School Atlases. 
 
 R. M. CamMErRon’s NATIONAL ATLAS OF ASTRONOMY, AND PHYSICAL 
 
 AND POLITICAL GEOGRAPHY, containing 16 Maps printed in 6 Colours, 
 and 6 Coloured Plates of Astronomical Diagrams, Physical Geography, Heights 
 of Mountains, etc. Price 6d. 
 
 SCHOOLS SUPPLIED AT SPECIAL RATES. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 PUPIL’S ATLAS, containing 14 finely engraved Maps, printed in Colours, price 2d. . 
 
 
 
 
 PENNY ATLAS, containing 14 finely engraved Maps. 
 
 School Sunvdvries.. ) 
 
 Slate Pencils. Blotting Books. Ciphering Books. Drawing Books. Manu- 
 script Music Books, Memorandum Books. School Exercise Books, School Writing 
 Books. Scholar’s. Version Books. Student’s Version Books. 
 
 
 
 
 
 
 
 
 Recently Published, A REGISTER OF MORTGAGES, price 7/6. 
 
 Also ruled and printed sheet for EXTRACTS FROM REGISTER OF MORTGAGES, 
 TO BE SENT TO PUBLIC LOAN COMMISSIONER, price 6d. 
 
 
 
 
 EDINBURGH & GLASGOW. 
 
KR. HM. Cameron’s Ellustratey Catalogue. 
 
 EXERCISE BOOKS. 
 Post Octavo (44 in. by 7 in.) 
 
 8 leaves, printed cover, cream laid paper ruled 
 
 24 
 
 p52 
 
 24 
 
 48 
 64 
 72 
 64 
 160 
 
 16 leaves, printed covers 
 
 26 
 48 
 84 
 
 33 
 
 >? 
 
 9 
 
 33 9 3? 
 
 33 bP] 3”? 
 pressing covers, toned paper, good 
 pressing and morocco cover, stiff . 
 pressing and morocco covers | 
 American cloth covers, limp 
 ‘patent morocco covers, stiff 
 
 Foolscap Quarto (64 in. by 8} in.) 
 drab covers, cream laid paper, ruled exercise 
 33 Pd ” 
 
 printed covers 
 
 33 ‘ i 
 pressing and marble-covers ; 
 thicker paper . 
 superfine paper 
 
 +P) > 
 
 ” ” 
 morocco covers 
 
 9 
 
 ” 
 
 99 fi 
 full cloth, stiff boards 
 99 3) 
 
 Post Quarto (74 in. by 9j in ) 
 
 marble and pressing covers 
 
 3 9 o 
 marble covers, leather back 
 
 
 
 COPY BOOKS (without headlines). 
 
 8 leaves, foolscap quarto, marble covers 
 
 12 
 10 
 20 
 20 
 
 ” 
 
 post quarto, printed covers 
 
 ”? ay 3 
 » Be better paper 
 s marble covers ys 
 
 EDINBURGH & GLASGOW. 
 
 $. 
 
 per gross 4 
 
 7 18 
 It 
 as 18 
 ” 27 
 93 90 
 mies 
 3 8 
 ” iI 
 ” 9 
 DP) I4 
 9 14 
 * 16 
 2 20 
 wigs 30 
 ” 42 
 39 54 
 42 OO 
 :, 60 
 eae wh Ge) 
 = 18 
 9 33 
 ” 51 
 : 118 
 
 S. 
 
 per gross 9 
 ” 9 
 
 > 8 
 
 ” 27 
 
 ” 27 
 
 aR 
 
 (Nw Ww wo O= 08020702 08.0 
 
 One Om GOanO 2 Om Oa" ONG ON 
 
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 On Om OFnO 
 
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Ce HR. fA. Cameron’s Elustratey Catalogue. 
 
 COPY BOOKS (with printed headlines). 
 
 Shaw & Sons’ Copy Books : : ; : per doz. 
 Jarrold’s Empire Series, 13 numbers 
 a Learning to Write Series. ~~ 
 Collins’ National School Board Series 
 » Advanced Series, post 4to 
 » Progressive Series, foolscap 4to 
 ” ” post 4to. 
 », International Series, foolscap 4to. 
 Daldy, Isbister, & Co.’s Public Schools’ Series, ies 
 Philips’ Home and Colonial Series, foolscap 4to 
 Vere Foster’s Copy Book, cheap edition 
 . “8 superior edition 
 Laurie’s Standard Copy Books . 
 Darnell’s Copy Books, Universal Series ; 
 Macniven & Cameron’s Waverley Series, foolscap 4to 
 R. M. Cameron’s School Board Series, foolscap 4to 
 Cameron & Ferguson’s Globe Series, post 4to . 
 MA Imperial Series, post 4to 
 R. M. Cameron’s Graphic Copy Book, Letter series 
 
 I 
 I 
 ce) 
 2 
 I 
 2 
 2 
 I 
 I 
 oO 
 I 
 I 
 I 
 I 
 I 
 2 
 2 
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 AWB NDANDADAYSO AnwWw AWS AD 
 
 EXERCISESFAP IAN: 
 
 Post octavo, ruled faint, in five quire packets 
 eon = and margin, in five quire packets 
 ruled narrow faint, a * 
 Large Post Octavo, ruled faint, in five quire packets 
 Ps x ruled faint and margin, in five quire packets 
 soe a ruled narrow faint, . - 
 Post Quarto, ruled faint, in five quire packets 
 a ruled faint and margin, in five quire packets 
 i ruled narrow faint, i s 
 Large Post Quarto, ruled faint, in five quire packets 
 . in ruled faint and margin, in five quire packets 
 a ruled narrow faint, pS - 4 
 Foolscap folio, ruled faint ; ; per quire 8d., 1od., and 1 
 i ruled faint and margin ve gd., and 1 
 “4 ruled narrow faint , gd., and 1 
 
 te BW WWwWNhrhNnY NN DN FP 
 CO OWWNWwoOUWKo AAD. D Oo ® 
 
 
 
 EDINBURGH & GLASGOW. 
 
WR. fA. Camerows LElustratey Catalogue. 
 School Slates. 
 
 Best Hard-wood Frames, rounded edges. 
 
 Unframed. Framed. 
 6x4, /gperdoz  10x7, 2/7 perdoz, 6x4, 1/10 perdoz, 10x7, 4/ per doz. 
 7% 59 5/3) * a IEX 7, 3/3 4 7X5, 2/6 ,, IEX7, 4/9 55 
 S x Ose icy, 12 x 8, 4/ be 8x6, 3/3 a IDX S516, 
 
 School Furniture & Fittings. 
 
 1. Plain Square Folding Easel—3 feet 6 inches, 3/9; 4 feet 6 inches, 5/3; 5 feet 6 
 inches, 6/; 6 feet, 6/9; 7 feet, 7/6. eee 
 2. Flat Folding Easel—3 feet 6 inches, 3/9; 4 feet 6 inches, 5/6; 5 feet 6 inches, 
 6/6; 6 feet, 7/9; 7 feet, 9/3. 
 3. Framed Deal Easel—s feet 6 inches, 9/6 ; 6 feet, 10/6; Do., Double Class, 16/3. 
 4. Framed Birch Easel—5 feet 6 inches, 11/6; 6 feet 6 inches, 12/6. 
 5. Flat Folding Map Easel—7 feet, 12/9 ; 8 feet, 15/. 
 6. Strong Double Class Deal Easel, 23/. 7. Deal Lesson Stand, 3/3. 
 _ 8. Hard Wood Lesson Stand, 7/3. 9. Reading Stand, 7/6. 
 10. Hard Wood Reading Stand, to alter in Height—15/6. 
 11. Hard Wood Reading Stand, to alter in Height to 42 in. high—With Top Level 
 or Incline, 21/; Do. suited for Table, 14/6. 
 12. Box Reading Stand—in Deal, 31/6; in Birch, 38/6. 
 13. Ball Frame'and Stand—19/. 13A. Prayer Desk—4z inches high, 40/; 28 inches 
 high, 32/6. 
 14. Master’s Stool, 7/6. 15. Do Framed, 10/. 
 16. Master’s Chair—with Wood Seat, 11/6. 17. Do. with Elbows, 14/6; Do. with 
 Cushion Seat, 18/6. 
 18, Mistress’ Table—3 feet 6 inches by. 22 inches; 43/6. 
 19. Mistress’ Work Table, with Double Top—4 feet by 2 feet 3 inches; 108/. 
 20. Upper Master’s Desk—g4 feet x 2 feet 2 inches, 135/; Do. with Leather Top, 142/6. 
 21. Master’s Desk—55/.; 22. Do. with Book Closet, 2 ft. 2 x 2 ft. 9, 60/; Do. 3 
 feet 2 inches high, 65/; Do. Extra Size, 3 feet 6 inches wide, 108/. 
 23. Platform for-Master’s Desk, 4 feet by 4 feet 6 in., 46/. 
 24. Box of Form and Colour—z2 Sets, 15/6; 3 Sets, 19/6. 
 25. Box of Loose Letters, with Tablet—No. 1, 13/; No. 2, 16/6; No. 3, 20/. 
 26. Reading Stand, with Loose Letters (390 ‘pieces), and Large Tablet, 40/; Do. 
 Larger Size, with Black Board, 50/; Do. Extra Large, and 500 Letters, 69/. 
 27. Collection of Geology and Minerals. 
 28. Boxes of Planes and Solids—No. 1, 8/6; No. 2, 14/; No. 3, 23/; No. 4, 23/6. 
 29. Working Models of the Mechanical Powers, 115/. 
 30. Cameron’s Cabinet of Objects to accompany the various Works of Object Lessons, 
 115/; Do. in Mahogany Cabinets, 127/6. 
 31. Black Boards—72 x 48 in., 33/; Do. ruled for Music, 36/; 60 x 42 in., 20/ ; 
 48 x 36 in, 13/6; 42 x 30in., 10/; 36 x 30 in., 8/3; 36 x 24 in, 6/9; 
 30 x 24, 5/6; 26 x 20, 8/3 24 x 18, 4/3. 
 32. Map Hook—4 feet, 2/9. 
 33. Hard Wood Pointers—48 in., 1/3; 36in., /6; 24 in., /4; 18 in, /3. 
 34. Large Slates Mounted on Stand—25 x 17in., 25/; 30 x 21 in., 26/6; 36 x 24 
 in., 31/6; .44 x 31 in., 46/. ; 
 35. Black Board Mounted on Stand Swivel—42 x 30 in., 26/; 48 x 36 in. 35/6. 
 36. Large Black Board Mounted on Stand, with Grooves to vary in Height—36 x 48 
 in., 42/; Do. Ruled for Music, 45/. 
 
 Estimates furnished for fitting up Schools completely, in the most 
 approved style. 
 
 -EDINBURGH & GLASGOW. 
 
tae ; «oR. PA. Cameron’s Mlustratey Catalogue. 
 
 
 
 
 
 
 
 N° |: Noeee 
 3 ; Rena Fasel Folded. Easel Folded. 
 Folding Hasel. < 
 * tee | Flat Folding Easel. AK 
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 FFE 6. 5/3 . m 3 FO 6. 39 j 
 Citak Si 46. dfs -\M IY: 
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 N° 4. 
 N° 3. PF 
 ramead Birch Easel. 
 Framed Deal Easel. Se 
 ar = SPER Le 
 fl GLO . 106. 
 Ditto Double 
 
 Class . 16/3 
 
 EDINBURGH & GLASGOW. 
 
RK. fA. Cameron’s Ellustratey Catalogue. 1 
 N° 5. _ NS. 
 
 Fich Folding MapeRasee. ° i Teuble. Flase 
 ee a - 
 
 aac 
 
 
 
 Rae tae 
 
 seep re ER RI 
 
 : ROL SLAP MAES acon nia ne 
 
 Hardwood Reading 
 Stand to alter Liv 
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 Deal Lesson 
 Stand. 
 
 
 
 EDINBURGH & GLASGOW. 
 
12 
 
 coommeagbe ay 
 
 tk [hed] 
 
 RK. fA. Cameron’s MMlustratey Catalogue. 
 
 Hardwood Reading Stand 
 to alter in Height to #2 
 
 inches high with top level 
 or incline. 2L/. 
 
 Case lable 
 
 rs > Sas LP 
 
 Frayer Desk 
 ae : » . 
 Ree FER 
 
 G42” high 40/ 
 = Ditto 
 28” high, 3/6 
 
 N° 
 
 Mistress 
 
 NS ee 
 
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 Sod bye 
 Sox keading 
 Stand. 
 
 
 
 -— Masters’ Chair 
 with wood seat 
 
 Ditto 4 
 with Cushion | 
 
 an asters ‘St ool 
 
 <=y tee | 
 
 Kh. £) 
 
 Masters Chair 
 | 8 with Elbows /#6. 
 
 Ditto with Cushion 
 Seat 18/6 
 
 SS 
 
 J 
 
 EDINBURGH & GLASGOW . 
 
 ONES 
 
 
 
R. fA. Cameron’s Ellustratey Catalogue. mua 
 
 NSS. 
 Mistress’ Work Table with Double Top. 
 
 N° 20. 
 
 Upper Masters Desk 
 
 
 
 Nei? |: 
 
 Masters Desk. 
 
 
 
 EDINBURGH & GLASGOW. 
 
414 ; | KR. fA. Cameron's Ellustratey Catalogue. 
 N:Sa2 27. 
 
 MITE ‘Desk with Book Closet 
 
 £3-0-0 
 
 
 
 
 
 ge Ditto 3'Ft inches high 
 a Se ae & 
 Ditto Fatra stie 3 Fe 
 6 inches wide £5 °8 -0. 
 
 NS 2 
 Platform 
 
 
 
 N° 26. 
 ox of Form and Color. Reading Stand with Loose Letters 
 IO?” and Large Lablet. 
 
 
 
 
 
 
 I LESSONS on FORM 
 | COLORS. FORMS. 
 
 
 
 
 I [amenIouTG FST AINOE™ 
 
 cs 
 
 y oF 
 Ditto pus StHE 
 
 with Blackboard 
 woo Se 828 ~ 8 
 
 
 
 
 
 “aoa 5 (os NE Fs of folngy 
 
 and values als . Ne 28 . 
 ee Box of Planes and Solids. 
 
 EDINBURGH & GLASGOW. 
 
fl. Cameron’s Elustratey Catalogue. 
 
 R. 
 
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 Black Boards of Various Sixes. 
 
 Map Hook 
 
 33. 
 Hardwood Pointers 
 
 N° 
 
 
 
 
 
 EDINBURGH & GLASGOW . 
 
16 | RK. fA. Cameron's EMlustrated (ratalogue. 
 
 Camerons Cabinets of Objects to accompany the 
 Various Works of Object Lessons. 
 
 = = zeta | 
 q ~ [ve SeTABE ons 
 
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 Black, Board mounted on Stand. 
 
 Large Slates mounted on Stand. 
 
 re ee 
 
 "Ne o = 6. 
 American S uugle Desks and Seats. 
 
 
 
 EDINBURGH & GLASGOW . 
 
RK. fA. Cameron's Elustrates Catalogue. 6 
 
 Large Black hoard mounted on 
 Stand with grooves to vary in 
 
 a es 
 
 Ditto Sailed Jor Mase LED. 
 tte, Larger Stze, mounted or Falleys much eee 
 : tor Large Schools, £3. OG EAN. Cand £48. 0 
 
 ie Se: 
 Moss’ Desk. 
 
 Special Estimates given 
 
 
 
 EDINBURGH & GLASGOW . 
 
18 %. fA. Cameron’s Ellustrated Catalogue. 
 
 R. M. CAMERON’S NEW SCHOOL BOARD DESK. 
 
 In Four Positions. 
 
 This Desk is so constructed that it serves as a Writing Desk, as a Table, as a 
 Reading Stand, and folds down perpendicularly. It does not get out of repair, 
 and is one of the strongest and most durable Desks in the market, and is also 
 moderate in price. The Desk is so constructed that in all four positions the 
 joints are perfectly close, thus obviating all danger of injury to the fingers of 
 the pupils. 
 
 Ink Wells from 1d. to 1s. 6d. 
 
 
 
 EDINBURGH & GLASGOW . 
 

 
 ‘R. fA. Cameron's Elustrater Catalogue. 
 
 oo 
 
 UMAN CHEST. 
 
 MODEL OF THE HUM 
 
 EH 
 
 ao 
 
 
 
 Papier Maché Model of the Human Chest. Natural size, with Lungs, 
 Heart, and other organs movable, Price £4:4s. Smaller size £2 2 0 
 
 
 
 MODEL OF THE EYE. 
 
 
 
 
 Model of the Human Eye. Can be taken to pieces, as shewn in IIlustration. 
 
 3 Times enlarged ; 4 : . . Price £1 0 © 
 12 Times enlarged 5 : : : : ; 3 2 00 
 
 EDINBURGH & GLASGOW. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
- ; RK. fA. Cameron's Klustratey Catalogue. 
 
 PLANETARIUM. 
 
 An Apparatus showing the revolutions of the Planets, as well as the 
 relative distances from ‘and rates of speed round the Sun. 
 
 No. 1, worked by means of a handle : . \Price 46 6 wo 
 
 Noa es os clockwork » . MAIO 40 
 
 
 
 TELLURIUM. 
 
 An Apparatus illustrating the movements of the Moon round the Earth, 
 the Earth and Moon round the Sun, and the Earth on its own -axis. 
 Prices £2 :2s., £4: 4s., and £6: tos. | ; 
 
 KINDER GARTEN TOYS. 
 
 ‘Complete Box of Kinder Garten Toys ; ‘ . * hone 16 
 A practical Guide to the English Kinder Garten. , ae: o 4° 
 
 EDINBURGH & GLASGOW . 
 
%. fA. Cameron's Clustratey Catalogue. = 
 DRAWING MODELS AND ILLUSTRATIONS. 
 
 Set of D-awing Models, OM Woodhinia box 22. ok ee. OB 
 
 o 
 
 Drawing Models of Gypsum. Relief, 10 kinds i 5 each o 3.0 
 Drawing Models of Gypsum. Flat, 24 kinds . : ne ke re pal cs G2Ke | 
 Box of Stereometrical Forms . d ; : ‘ates ; O15 oO 
 > jes a large'size® -. : ; . ; 019 O 
 
 3 » Mahogany, large size, with sections 210 0 
 Drawing Illustrations, mounted on strong boards, with tape, 25 kinds,eacho 1 o 
 
 
 
 
 
 CELESTIAL GLOBES. 
 
 From'ouni diameter" .. £1h-s) 0 
 To 18,, See PVT oS 
 
 Terrestrial Globes, 5 in. diameter, 7s. 6d.; 7 in., 12s. 6d.; 9 in., 21s, 
 and upwards, to £10 : Ios. 
 
 BETTS’ PORTABLE GLOBE. 
 
 This Globe consists of a framework of steel wire, covered with cloth, on which 
 is printed in colours a map of the world, it is about 15 inches in diameter, 
 being 4 feet in circumference, and can be expanded or collapsed in a few 
 seconds. For the convenience of suspending it by a cord the top end 
 of the axis is furnished with a ring, and a neat deal box is provided, in 
 which it may be deposited when not in use. Price complete, 12s. 6d. 
 Cast Iron Stand, 4s. 6d. extra. 
 
 WALL MAPS. 
 STANFORD'S admirable Series of Wall Maps. 
 
 Johnston’s and other publishers’ Maps supplied. 
 Lists on application. 
 
 EDINBURGH & GLASGOW. 
 
RK. Hi. Cameron's Ellustratey Catalogue. 
 
 READING SHEETS, 
 
 SPECIMEN (reduced to one-tenth of original) of R. M. Cameron’s Black Board 
 Diagram Reading Series. 
 
 (sinall letters) 
 
 abcdef ghi 
 jkimnopgqr 
 stuvwxyZzZ 
 
 (CAPITALS) 
 
 BCDEFGHI 
 
 JKLMNOPOR 
 STUVWXYZ 
 
 (FIGURES) 
 
 1234567890 
 
 (SCRIPT FOR COPYING! 
 
 “O€ 722 
 
 12 kinds at Is. each, mounted on strong board, or Is. 3d. each, mounted and 
 varnished. 
 “Geometrical Series, 6 kinds, 1s. each, mounted on strong board, or 1s. 3d. each, 
 mounted and varnished. 
 
 
 
 EDINBURGH & GLASGOW . 
 
K. fA. Cameron's MMlustratey Catalogue. 
 
 WRITING SHEETS. 
 
 SPECIMEN (reduced to one-tenth of original) of R. M. Cameron’s Black Board 
 Diagram Writing Series. bt 
 
 12 kinds at 1s. each, mounted on strong board, or Is. 3d. each, mounted and 
 varnished, a 
 Geometrical Series, 6 kinds, 1s. each, mounted on ‘strong board, or 1s. 3d. each, 
 mounted and varnished. __ 
 
 
 
 EDINBURGH & GLASGOW . 
 
R. fA. Cameron's Lllustratey Catalogue. 
 
 DRAWING SHEETS. 
 
 SPECIMEN (reduced to one-tenth of original) of R. M. Cameron’s Black Board. 
 Diagram Drawing Series. 
 
 12 kinds at 1s. each, mounted on strong board, or 1s. 3d. each, mounted and 
 varnished. 
 Geometrical Series, 6 kinds, 1s. each, mounted on strong board, or 1s. 3d, each, 
 mounted and varnished. 
 
 
 
 EDINBURGH & GLASGOW . 
 
RK. fA. Cameron's LClustratey Catalogue. 
 
 GEOMETRY SHEETS. 
 
 SPECIMEN (reduced to one-tenth of original) of R. M. Cameron’s Black Board 
 Diagram Geometrical Series. 
 
 12 kinds at 1s. each, mounted on strong board, or 1s. 3d. each, mounted and 
 varnished. 
 
 Geometrical Series, 6 kinds, 1s. each, mounted on strong board, or 1s. 3d. each, 
 mounted and varnished. 
 
 
 
 EDINBURGH & GLASGOW. 
 
26 a. fA. Cameron’s Elustratey Catalogue. 
 
 New Revolving Pulley Black Board. 
 Ch 
 
 
 
 
 
 
 
 
 This Black Board is constructed on a new principle 
 —to revolve to any angle; and may be elevated to any 
 height required. Prices on application. Teachers 
 have pronounced this the best Black Board made. 
 
 The pattern is registered. 
 
 EDINBURGH & GLASGOW. 
 
R. fA. Cameron's Mlustratey Catalogue. 
 
 R. M. CAMERON’S: 
 ‘ILLUSTRATIONS FOR SCHOOLS.’ | 
 
 A New Series of Maps, consisting of 846 Beautifully Coloured Pictures of 
 
 ANIMALS, BIRDS, REPTILES, FISHES, INSECTS, AND PLANTS 
 Mounted on Cloth, with Rollers, and Varnished. 
 
 PRICE, COMPLETE, £8; OR 8S. EACH MAP, SIZE 31X39". 
 DETAILS OF THE SERIES. 
 
 SECTION I. consists of 5 Maps, con- 
 
 taining 159 Coloured Pictures of 
 Animals—Mammals, The 5 Maps 
 are sold together at £2, and are 
 Mounted on Canvas, with Rollers, 
 and Varnished. 
 
 SECTION ILI. consists of 5 Maps, con- 
 
 taining 195 beautiful Pictures of 
 Birds, coloured in the very high- 
 est style of art. The 5 Maps are 
 sold together at £2, and are 
 mounted on Canvas, with Rollers, 
 and Varnished, . 
 
 SECTION III. cousiats of 5 Maps, 
 
 containing 342 beautifully Col- 
 oured Pictures of Amphibious 
 Animals, Fishes, Reptiles, &c. &c. 
 The 5 Maps are sold together at 
 £2, and are mounted on Canvas, 
 with Rollers, and Varnished., 
 
 SECTION IV. consists of 5 Maps, 
 
 containing 150 specimens of. 
 Plants, Trees, Grasses, &c. The 
 5 Maps are sold together—Price 
 £2, and sre mounted on Canvas, 
 with Rollers, and Varnished. 
 
 M. CAMERON begs to announce to EDUCATIONISTS, SCHOOL BOARDS, 
 - etc., the publication of a most important series of ‘ ILLUSTRATIONS FOR 
 SCHOOLS.” 
 
 fa mE erection of so many Schools in England and Scotland under the 
 ey Education Acts of both countries has created a large and fresh demand 
 =| for ‘Illustrations for Schools,’ and in order to meet this there are now 
 submitted to Educationists these magnificent drawings, produced in the very 
 highest style of art. 
 
 lee preparation of these ‘Illustrations’ has been entrusted to Naturalists 
 of the highest eminence, and the colouring has been done in the most 
 careful manner under the direction of distinguished Scientists. 
 
 qq N arranging the various groups of subjects special attention has been 
 given to harmony, to bringing out the special characteristics of the 
 =) Animal or Bird, and to portraying the exact scene in nature where each 
 is found. The efforts hitherto made in this direction have been to draw a Horse, 
 an Elephant, or a Lion, and present these to the Pupil, without the slightest 
 attempt to give either character or natural surroundings ; accordingly 
 
 THE SERIES OF ‘ILLUSTRATIONS FOR SCHOOLS’ 
 excels all other works of the kind produced in this country in respect to strict 
 adherence to Nature, both in drawing, colouring, grouping, and landscape 
 delineation. 
 
 HE educational value of these ‘ Illustrations’ cannot be over-estimated. 
 
 The Schools in which they are placed will have all the attraction for 
 
 children of the ‘Panorama’ or ‘Diorama.’ Not simply to be used 
 
 educationally, when the Pupil is being taught by the Schoolmaster ; but 
 
 at all times, when the eye of the Child rests on the walls of the Schoolroom, he 
 
 will be taught through the sense of sight the nature of the Animal, the character 
 
 of the scene where it is found, its companions in nature, and other points of 
 excellent value in education. 
 
 WELL-KNOWN NATURALIST has called these ‘Illustrations for 
 Schools’ a Zoological Garden, resembling pleasure-grounds. 
 
 H. M. In SPECTORS of Schools have pronounced this series of ‘ Ilustra- 
 tions for Schools’ to be the finest contribution to Education that has yet appeared. 
 
 
 
 
 
 EDINBURGH & GLASGOW . 
 
 oe, 
 
RK. fA. Cameron's Lllustratey Catalogue. 
 
 
 
 
 
 
 
 (9877 2aS) "sg sd1ug—"sayout 6£ Aq sayout If st ‘suoijerjsn{[] xXtS Jo Zuynstsuoo ‘dep yory 
 
 
 
 
 
 
 
 
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 «KR, PA. Cameron's Ellustraten Catalogue. 
 EDINBURGH & GLASGOW. 
 
30 R. fl. Cameron's KMlustratey Catalogue. 
 
 R. M. CAMERON’S DIAGRAMS FOR SCHOOLS. 
 
 NATURAL HISTORY SERIES. 
 
 MMiamMaALs. —A series of 21 coloured Diagrams of Animals, with forma- 
 tions, Anatomical parts, &c., very useful for Schools. Mounted on Boards.— 
 2s. 6d. each. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Mammatrs.—a series of 19 Diagrams, same as above, but uncoloured. 
 Mounted on Boards.—2zs. each. 
 
 Brrps, Reptiles, and Fishes.—A series of 21 coloured Diagrams, with 
 Anatomical parts, &c. Mounted on strong Boards.—2s. 6d. each. 
 
 ee Na eee 
 
 BOTANICAL SERIES: 
 
 Borany.—a Series of 52 Diagrams illustrative of Botany. Mounted on 
 strong Boards - : : : ; : 2s. each. 
 
 
 
 HERBARIUM, Grass, in portfolio, with 70 folios of about 200 speci- 
 
 mens : i LY © ES 
 ” Wood »” ” ” I [I-+0 
 ” General » » ” Eesha & 
 
 
 
 OBJECT LESSON TEACHING. 
 
 COLLECTIONS “OF PRODUGTS: 
 
 LAX and its Uses.—Glass Case containing the Flax plant, with its 
 Capsules and Seed, Carded and Hackled Country Flax, Oakum, Russian 
 Flax, and 30 Samples of different Manufactures, from the raw thread to the 
 finest lace._—Price £1: Is. 
 
 
 
 
 
 ‘THE Cotton Plant and its Uses.—Glass Case containing a burst Cotton 
 
 Pod, with Raw Cotton, Leaf, Seed, and 43 samples of different Cotton 
 Manufactures, affording a practical illustration of the entire Cotton Manufacture 
 from the raw produce to the finest stuffs.—Price £1 : Is. 
 
 
 
 AX ~AOOL and its Uses.—Glass Case with 48 Samples, from ordinary wool 
 fae) to the finest cloths spun therefrom. With a description of the production 
 
 and the mode of obtaining the Wool, the Woollen Mills and Looms, 
 Cloth Manufacture, and Statistics.—Price £1 : Is. 
 
 
 
 SILK, its Uses and the Mode of procuring it.—Glass Case contain- 
 
 ing Silkworm, Chrysalis, Moth (Bombyx mori), Eggs, three kinds of 
 Cocoons, and Mulberry Leaf, together with 45 Samples of Silk Manufac- 
 tures.—Price £1 : Is. 
 
 EDINBURGH & GLASGOW . 
 
R. fA. Cameron's Hlustratey Catalogue. 
 
 EATHER, its Production and Uses.—Glass Case, containing 
 Materials for Tanning, the different Raw Hides, and 54 Samples of the 
 different kinds of Leather obtained from them.—Price £1 : 1s 
 
 APER, its Preparation and Uses.—Glass Case, containing the 
 Materials for Paper-making, and Samples of all the different kinds of Paper, 
 from the raw packing pasteboard to the finest Japanese vegetable paper. 
 
 Altogether 116 instructive objects.—Price £1 : 1s 
 
 ATERIALS of Light and Heat, with their uses, and the modes of 
 obtaining them. Glass Case, containing 74 Samples of animal, vegy~ 
 table, and fossil materials of Light and Heat, in phials and boxes. The 
 
 manufacture of chemical matches, candles, etc.— £2. 
 
 Iron, its Uses, and the mode. of obtaining it.—A wooden Case, 
 aaa alae about 50 instructive objects. —f2: 10S. 
 
 OLLECTION of Products.—Products out of all the three kingdoms of 
 Nature, especially such as principally occur in trade, manufacture, and 
 every-day life, in 3 courses, each with the following Io divisions :—1. Roots; 
 2. Barks and Peels; 3. Blossoms; 4. Seeds and Fruits; 5. Leaves and Herbs; 
 6. Mosses and Fungi; 7. Dyes; 8. Gums and Resins; 9. Chemicals; 10. Mis- 
 cellaneous. 
 
 Ist Course, 50 species in pasteboard boxes.— £1 : Is 
 2d 3 100 29 ” 2:28. 
 3d ,, 210 Species in a handsome chest of drawers.— £3 : 3s. 
 
 
 
 LPI 
 
 OLIVER & BOYD'S BOXES OF OBJECT 
 LESSONS. 
 
 VEGETABLE KINGDOM.—Box containing 20 Cards, with Vegetable Produce, 
 &c.; and descriptive matter.—2Is. 
 
 
 
 ANIMAL KINGDOM.—Box containing 14 Cards, illustrating Animal Kingdom, 
 with descriptive text.—Price 21s. 
 
 OBJECT LESSON CARDS. 
 
 No. 1. Flax and its uses, with varieties. ; : : Price fo 8 6 
 2. Cotton = * : ; J = eta ss o 8 6 
 3. Leather __,, Bi 3 : ; : 5 - o 8 6 
 4. Paper ms pens A Gree OMI. ch iy a e p86 
 5. Wool ~ peat oat eee kaw 43 ae ae 
 6. Silk B - : : ; : : i o 12 6 
 
 
 
 EDINBURGH & GLASGOW . 
 
 31) 
 
Reduced Facsimile of R. M. Cameron’s Geometrical Chart, printed in Colours, 
 
 with descriptive Letterpress. 
 
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 rice 1os. 6d. 
 
 FE 
 
 Size, 26 x 36 inches. 
 
 Mounted on Cloth, with Rollers, and Varnished. 
 

 
 
 
 
 
 R. M. CAMERON 
 
 ILLUSTRATED 
 
 SAS AHle.@) OU) i 
 
 OF ALL REQUISITES FOR 
 
 SCHOOLS AND COLLEGES. 
 
 
 
 R. M. CAMERON: 
 School Rourd Stationery Offices 
 
 22 ST GILES STREET, EDINBURGH. 
 205 BUCHANAN STREET, GLASGOW. 
 
R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 OFFICIAL PUBLICATIONS 
 
 
 
 R R. M. CAMERON begs to announce that he has been 
 
 appointed by H.M. Srarionery OrrFice, AGENT for: the 
 
 supply of all Papers published by the €vucation Bepartment, and 
 
 printed by order of H.M. SraTionERY OFFICE; and that a Full Stock 
 
 of these will be kept by him from the date of their being issued by 
 order of Parliament. 
 
 LIST OF SCOTCH EDUCATION DEPARTMENT 
 AND OTHER PAPERS. 
 
 1. Code of Regulations (1878); with an Appendix of New Articles and of all 
 Articles Modified by the Lords of the Committee of the Privy Council on 
 Education in Scotland. Price 2$d., by post 3d. 
 
 2. Minute of the Scotch Education Department as to the approval of Time Tables. 
 (23rd day of June 1873.) Price $d., by post Id. 
 
 3. Report of the Committee of Council on Education in Scotland ; with Appendix, 
 1877-78. Price 2s., by post 2s. §d. 
 
 4. Fifth Annual Report of the Board of Education for Scotland ; To the Right 
 Honourable the Lords of Comniittee of the Privy Council on Educatior in 
 
 Scotland. Price 4s. by post 4s. 9yd. 
 5. Fourth Annual aoe by. the Accountant on the Board of Education for 
 Scotland. Price 63d., by post 8d. 
 
 6. Education (Scotland) ket 1872, an Act ‘o amend and extend the Provisions of 
 the Law of Scotland on the Subject of Education. (6th August 1872.) 
 Price Is. 14d. by post Is. 24d. 
 7. Questions and Class List of the Examinations held in July 1877. Price 6d., by 
 post "nd, 
 8. Examination papers, Christmas 1877 :— 
 (1.) Questions proposed to Students in Training Colleges, and Teachers in 
 Elementary Schools. 
 (2.). List of successful Candidates. 
 (3.) Syllabus of Subjects of Examination for Certificates at Christmas 1878. 
 - Price 6d., by post 74d. 
 9. Endowed Institutions (Scotland) Act, 1878: An Act to amend ‘ha Law relating 
 to Endowed Schools and Hospitals, and other Endowed Institutions in 
 Scotland, and for other purposes. (8th August 1878.) Price 3d., by post 34d. 
 10, The Endowed Institutions (Scotland) Act, 1878. With Notes by a School 
 Board Clerk. ; Price 3d., by post 34d. 
 x1. Education (Scotland) Act, 1878. An Act to further Amend the Provisions of, 
 the Law of Scotland on the subject of Education, and for other purposes 
 connected therewith. (16th August 1878.) Price 6d., by post.64d. 
 
 EDINBURGH & GLASGOW 
 
S 
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 ¥) 
 
 WOTCCCO CC 
 
 
 
 RM. CAMER OWS ILLUSTRATED OME, 
 
 A E ‘& 
 (2 ars 
 
 SCHOOL FURNITURE 
 
 
 
 AND 
 HARDWOOD 
 Pe LAND, READING STAND 
 to alter-in Height to 42 PE Py re 
 ae high, with top READI NG STAND. aaa aD 
 evel or incline [es 
 * = Een ie So See 
 
 
 
 
 
 _FRAMED 
 MASTERS’ peUr. 
 
 EDINBURGH & GLASGOW 
 
 3 
 
4 R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 FRAMED 
 BIRCH EASEL. 
 
 HARDWOOD 
 LESSON STAND. 
 
 DEAL 
 LESSON STAND. : 
 5 ft. 6in., 11/6 
 6 ft., 12/6 
 Extra strong, 
 \ with Chalk 
 1 \ Holder, 15/6 
 
 
 
 : FRAMED 
 DEAL EA 
 
 3 ft. 6in., 3/9 
 4 ft. 6in., 5/6 
 -5 ft. 6in., 6/6 
 O'ftae. 4.9/9 
 7 ft., . . 9/3 
 
RM. CAMERON'S ILLUSTRATED CATALOGUE, °5 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 . TRONG BO Ss 
 FLAT FOLDING MAP EASEL. > Sele Sas 
 
 
 
 
 
 
 yikes 12/9 
 9 ft., 15/ 
 No. 13. 
 
 
 
 WINDSOR CHAIR. MASTERS’ CHAIR, 
 ies ; with Wood Seat, 
 2 BLACKBOARD am : 
 
 Ae EASEL, 
 
 
 
 
 Ditto, with 
 Cushion 
 
 Seat, 17/ 
 
 ety 
 ay 4 i 
 is 
 ee create 
 oH ee’ 
 
 5/6, 6/6, and 7/6 
 
 EDINBURGH & GLASGOW 
 
esis Ler i CAMERON'S ILLUSTRATED CATALOGUE, 
 
 
 
 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 
 
 
 BLACK BOARDS of Various Sizes. seer Se BOARD. 
 
 
 
 Price 7s. 6d. 
 MAP HOOK. 
 
 
 
 
 
 
 
 HARDWOOD 
 POINTERS. 
 
 Ti No. 21. 
 
 > /% [4 /3 
 
 
 
 #8 1 
 
 
 
 
 
 
 
 
 
 
 INE ee HOLDER. 
 
 BLACK BOARD COMPASSES. 
 
 Prices— 
 12 in. 15 in. 18 jn. 
 276d. ,° 38, Odipn..5. 6d, 
 
 
 
 
 
 
 Prices 4s. 6d., 6s., and 7S. 6d. 
 EDINBURGH & GLASGOW 
 
 
 
R.M. CAMERON'S ILLUSTRATED CATALOGUE, 1 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 SLATED BLACKBOARDS. 
 
 
 
 
 24 X 15, 108.3 26 X-20, 125.3 30 X 24, 138.3 36 xX 24, 16s. 6d.; 36 x 30, 18s. 6d., | 
 42 X 30,.22s. 6d.; 48 x 36, 30s. 
 
 
 
 
 
 CH 
 
 No. 25. 
 
 
 
 
 
 a sh 
 SES 
 
 Prices 6d., od., and fs. 
 
 2) 
 
 BLACKBOARD, . 
 Mounted on Stand. 
 
 LARGE SLATES, Xe 
 in, Mounted on Stand. in. in. 
 42 X 30, 26/ 
 48 x 36, 35/6 
 With patent 
 Swivel, 37/6 
 
 
 
 
 
 
 
 
 
 
 
 
 EDINBURGH & GLASGOW. 
 
8 R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 MASTERS’ DESK WITH BOOK CLOSET. 
 
 #0 —— 
 
 
 
 
 
 
 
 
 3 ft..2 in. high, £3. 
 Do., smaller size, £2, 15/. 
 
 Made of Pitch Pine, 
 §/ extra. 
 
 PLATFORM, £1, 12/6. 
 
 No. 28. F yl 
 
 42:in. high, 40/. 
 2 # Ditto, . 
 ‘| 28 in. high, 32/6, 
 
 EDINBURGH & GLASGOW 
 
R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 SCHOOL FURNITURE AND FITTINGS. | 
 
 UPPER MASTERS’ DESK, 
 In Pitch Pine. 
 
 
 
 
 In Yellow ciesesnenss ; In Yellow 
 Pine, — a aaa = Pine, with 
 45» 5/-. on SC hE “ee = sole raised Top, 
 
 lve | =o al £5, 153/: 
 
 MISTRESS’ WORK TABLE, 
 with Double Top. 
 
 SET. 
 
 pa See 
 
 CIRCULAR ARM CHAIR, 21/. 
 
 TABLE. _Do., with Cushion, 26/6. 
 
 ae we 
 
 Smaller size, £1, 10/. 
 
 No. 34. 
 
 EDINBURGH & GLASGOW 
 
10 6=Erd RM. CAMERON S ILLU S TRAT- ED CATALOGIE, 
 SCHOOL FURNITURE AND FITTINGS. 
 
 MASTERS’ DESK. 
 Best quality, Pitch Pine, £215 0 
 Do., Yellow Pine, 2 7 6 
 Da; White Wood, 2 20 
 
 
 
 
 
 
 
 
 
 ADJUSTABLE oem de aan. ras = — A 
 
 DRAWING STAND &3° eb : ee 
 Polished Oak, and a ( 
 Iron Pillar, 
 
 Price £3, 38. 
 
 EPL SoSnth eS 
 
 
 
 eas 
 
 
 
 ps 
 
 SCHOOL CUPBOARD. 
 43, 3% and £4, 10s. 
 
 
 
 PEN TRAY, Japanned Tin, 
 5s. 6d. and 6s. 6d. 
 
 
 
 LDINBURGH & GLASGOW 
 
RM. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 LARGE BLACKBOARD, 
 Mounted on Stand, with 
 grooves to vary in height, 
 
 £2, 2). 
 
 Ditto, suited for Music, £2, 5/. 
 
 
 
 f "1 ee 
 
 TEACHERS’ DESK, on Platform, with Chair. Price £5, 5s. 
 
 
 
 
 
 
 
 
 
 
 
 EDINBURGH & GLASGOW 
 
 
 
 
 Il 
 
2 R.M.CAMERON'S ILLUSTRA TED CATALOGUE, 
 
 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 
 
 
 R. M. CAMERON’S SCHOOL BOARD DESK. 
 
 ln Four Positions. 
 
 
 
 
 
 
 R. M. Cameron’s Patent School Desk, forming Writing Desk, Drawing Table and 
 Reading Desk, 5s. 6d. per lineal foot, complete, in lengths of 6 feet. 
 
 
 
 CHEAP SCHOOL DESKS, 
 
 Mr Cameron has prepared a strong Desk of simple construction for agricultural 
 and mining districts, which he now offers at 3s. 9d, per lineal foot, complete, stained 
 and varnished, with Inkwells and Covers. 
 
 These Desks are made of well-seasoned Pitch Pine, in lengths of six feet and 
 upwards, 
 
 Desks combining all the modern improvements, having Book-board, Back-rail, 
 
 Slate Racks, and Pen Grooves, are offered at 4s. 6d. per lineal foot, complete, in 
 lengths of 6 feet, 
 
 Estimates for different lengths furnished on application. 
 
 AMERICAN SINGLE DESKS AND SEATS. 
 
 
 
 
 
 
 
 
 
 
 
 
 EDINBURGH & GLASGOW 
 
R.M. CAMERON'S ILLUSTRATED CATALOGUE, 13 
 
 SCHOOL FURNITURE AND FITTINGS. 
 
 BOOKCASE, with Glass Front. 
 
 ae shes AS. INK DISTRIBUTOR. 
 . Price 2s. 6d. 
 
 a 7 a 
 | bes 
 1 th i) a 
 
 i 
 
 HN 
 | ca it ih i Mt Mm i 
 
 
 
 R. M. Cameron’s Combined Sliding Cover and Inkwell is the quietest, simplest, 
 and most durable yet introduced. Price Is. 6d. each, or Is. 3d. each in quantities. 
 
 
 
 No. 48. 
 
 
 
 Brass sliding Inkwell cover, 9d. and Is. each. * 
 Iron sliding Inkwell cover, 6d. each, 5s. 6d. per aR 
 Iron revolving Inkwell cover, 2d. each, 1s. 8d, per dozen. 
 
 
 
 Porcelain open Inkwells, 1d. each, 9s. per gross. 
 Porcelain convex and concave Inkwells, 2d. each, 18s. per gross. 
 
 
 
 EDINBURGH & GLASGOW 
 
R.M. CAMERON'S ae U STRATED CATALOGUE, 
 
 
 
 =a r ~~ S BX 
 DR aw eae Sn RRR RAN 
 
 READING STAND, 
 
 With Loose Letters (390 pieces) and 
 Large Tablet, £2. 
 
 _ Ditto, larger size, 
 with Blackboard, 
 £2, 10/ 
 
 BOX OF FORM anp COLOUR. 
 
 een rer ee ene oe = 
 
 
 
 
 
 
 
 ] LESSONS on FORN | 
 COLORS. FORMS. 
 
 No. 52. 
 
 
 
 loath aa arama chededabeechceahaddeaodad da i Wy 
 
 SSS 
 
 = Gievw == 
 Was 
 
 ee 
 
 SSS 
 
 BALL FRAME Spe cf 
 
 
 
 COLLECTIONS oF GEOLOGY 
 AND MINERALS. a7 
 
 
 
 No. 53. 
 
 Prices various. 
 
 EDINBURGH & GLASGOW. 
 
 4 
 
 af 
 
RM. CAMERON'S ILLUSTRATED CATALOGUE, 15 
 
 EDUCATIONAL APPARATUS. 
 WORKING MODELS OF THE MECHANICAL POWERS. 
 
 
 
 
 
 
 
 
 
 CAMERON'S CABINET OF OBJECTS,,. 
 To atcompany the various Works of Object Lessons. 
 
 | noes is eee 5 Abutbi 218 
 
 Mahogany 
 
 Cabinets. 
 
 wey) £6, 7/6. 
 
 # CAMERGNS | ~ : 
 
 caBineT & 
 OF 13 
 
 J OBJECTS. | | 
 ; oi 
 
 
 
 
 
 
 
 MUSEUM, 
 3 M RODUCE i 
 
 errs 
 eee 
 
 PRODUCE] 
 
 EDINBURGH & GLASGOW. 
 
16 RM. CAMERON'S ILLUSTRATED CATALOGUE, 
 EDUCATIONAL APPARATUS. 
 
 CAMERON’S PANORAMIC APPARATUS, 
 
 For TEACHING READING BY OBJECT LESSON EXERCISES, WITH A MANUAL 
 OF DIRECTIONS. 
 
 This is an entirely new apparatus for performing the first lessons of reading, in 
 accordance with an important principle of Elementary Education, namely—during 
 the first steps fet the Child’s attention be occupied with a single object only ata time. 
 By means of this apparatus a picture, a word, or a single letter may be seen at 
 once, or an entire sentence can be shown at the same time. It can be quickly 
 changed and adjusted to a letter. Price £4, 4s, 
 
 _ 
 
 CONSONANTS Prot g@e OF 
 
 
 
 No. 59. 
 
 
 
 21s. per Box. 
 
 EDINBURGH & GLASGOW 
 
RM. CAMERON'S LLL O STRATED CATALOGUE OY 
 EDUCATIONAL APPARATUS. 
 TELLURIUM. 
 
 An Apparatus illustrating the movements of the Moon round the Earth, the Earth 
 and Moon round the Sun, and the Earth on its own axis. Prices, £2, 28., £4, 45. 
 and £6, 10s, 
 
 
 
 HAND ARITHMETICAL FRAME, 
 
 Neat and Strong. Price 4s, 6d. WEIGHTS AND MEASURES. 
 
 No. 62. 
 
 
 
 STANDARD LIQUID MEASURES, made of tin. 
 Per set, 23s. 
 
 
 
 STANDARD Dry MEASURES, made of tin. 
 Per set, 20s. 
 
 
 
 EDINBURGH & GLASGOW. 
 
8. KM.CAMERON S JILUSTRATED CATALOGVE. 
 EDUCATIONAL APPARATUS. 
 
 AMERICAN SPELLING STICK, 
 With Box of Letters, 4s. 6d. 
 
 
 
 IMPROVED BALL FRAME. 
 
 As Illustration, : F 25s. 
 Do. without Support, . . 3 17s. 6d. 
 Do. with Pedestal Stand, ‘ ‘ 30s. 
 
 No. 65. 
 
 re 
 2 
 4 
 Ci 
 ¥. 
 « 
 hs. 
 = ‘e 
 es 
 
 
 
 CLOCK FACES, Mounted on Wood, 3s. 6d. 
 
 EDINBURGH & GLASGOW 
 
R.M. CAMERON S ILLUSTRATED CATALOGUE, 
 
 EDUCATIONAL APPARATUS. 
 
 LEVEL APPARATUS WITH WEIGHTS AND MEASURES, 
 For Teaching the Metric System. 
 ‘In superior Case, with Glass Door. Price £3; 5s. 
 
 
 
 
 
 No. 66. 
 
 
 
 
 
 CASE OF INFANT EDUCATIONAL APPARATUS. 
 
 Containing Blackboard, Ball Frame, Reading Table, and Drawers, with loose 
 Letters and Figures, £5 and £6, 10s. _ 
 
 
 
 EDINBURGH & GLASGOW 
 
 19 
 
RM. CAMERON S ILLUSTRATED CATALOG UE, 
 
 
 
 
 
 
 
 
 
 EDUCATIONAL APPARATUS. 
 
 SCHOOL MEDALS. 
 Prices 4d. and 7d, each. 
 PRIZE MEDALS, with appropriate Devices for the following Subjects : 
 
 Arithmetic. General Improve- | Good Conduct. Music. 
 Astronomy. ment. History. Reading. 
 Drawing. Geography. Latin, Scripture, 
 Elocution. Greek. Mathematics. Writing. 
 French. Grammar. ' 
 
 am 5. as 
 
 Elegantly embossed in imitation of Frosted Silver, 1? inch diameter, 
 . per doz., 3s. 6d. and 6 o 
 
 Do. * Bronze, each, 3 6 
 Do. 7 Silver, " : : ;  Leacke 25 0 
 Beautiful Morocco cases, lined with satin, for the above, are supplied at rs. each. 
 
 SPECIAL MEDALS, with name of Principal and School, at the same cost after 
 the expense of design for die is defrayed. 
 
 LEVEL APPARATUS. 
 Price 17s. 6d. 
 
 CUBIC FOOT, Estee : “on - 
 In best Pine, varnished. 2 meer 
 Price 15s. ae 
 
 
 
 
 
 ri 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 \ i 
 
 
 
 EDINBURGH & GLASGOW 
 
R.M. CAMERON S TILUS TRATED CATALOGUE, 2 
 
 
 
 
 EDUCATIONAL APPARATUS. 
 
 
 
 REVOLVING PULLEY BLACKBOARD. 
 Can be raised to any height, and made to catch the light at any angle.. 
 
 
 
 
 Size, 48 by 36 inches. Price, £3, 7s. 6d. 
 
 
 
 
 STEREOMETRY-. en Ae 
 dither b J) 55 
 
 
 
 
 Sets of Stereometric Forms in Boxes, Prices 15s., 19s., and upwards, to. £2, 10s. 
 
 EDINBURGH & GLASGOW 
 
D CATALOGUE, 
 
 LE 
 
 S. ILLOSTRA 
 
 £: 
 A 
 
 RON 
 
 7 
 
 ¢ 
 a 
 
 M. CAM. 
 
 R 
 
 22 
 
 TUS. 
 
 EDUCATIONAL APPARA 
 
 COLOUR CUBES 
 
 Price 8s, 
 
 
 
 COMBINED BALL FRAME AND READING STAND, 
 
 Price £3, 3s. 
 
 With Drawers of loose Letters and Figures. 
 
 
 
 EDINBURGH & GLASGOW 
 
R.M.CAMERON S ILL OSTRATED CATALOGUE,. 
 EDUCATIONAL APPARATUS. 
 
 LEVEL APPARATUS, with WEIGHTS AND MEASURES COMPLETE, 
 
 For Démonstrating the Metric System. In Mahogany case, with Glass Doors 
 | and Shelves for Classifying the Objects. Price 44, 4s. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 No. 75. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SCHOOL HARMONIUM AND DESK COMBINED. 
 Prices £15 and £20. 
 
 SirDIWaR | Raa = 
 BagOHTap | eng 
 
 
 
 
 
 
 No. 76. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 EDINBURGH & GLASGOW 
 
 23 
 
BM. GAMERON Sx JLEC STRATED COO VE, 
 EDUCATIONAL APPARATUS. 
 
 MAHOGANY CABINET OF APPARATUS. 
 
 i 
 
 i 
 
 
 
 
 
 
 
 * 
 
 CORRE 
 
 Comprising Set of Weights and Measures, Level Apparatus, Blackboard, Reading 
 Stand, and Case of loose Letters and Figures, Price £10. Ios, 
 
 No. 77. 
 
 i : ee 
 1 ePOU a? VB DFIRGEARAR BLIEOU OT EIR DUUIDATLE BEDS I SAGLAM ISO BRURI AI RAO} AMET OE CALY 
 « 
 
 
 
 TNT ep oprreniaer tii ype 
 ed 24) 24 PIH ANT 
 Era SAPs Eat Tet LAD BES ELIAS UU Red CSL LBECIEIONY EO (uraTen 
 Foyu SSUELIENERING 
 TTT of 
 
 c 
 EEE US terry APER ST) Tedd 41 | 
 * iH 
 
 i 
 
 > i 
 
 the Blood, ete. 
 
 R. M. CAMERON’S PHYSIOLOGICAL MODELS, 
 Heart and Lungs removable, to show relative positions, etc, 
 Prices, 42s,, 30s,, 20s. 
 
 subject of a simple lesson. 
 
 MODEL OF THE HUMAN CHEST.—A Papier Maché Model, of natural size, with 
 construction of this delicate organ. Price 40s,; smaller size, 20s. 
 42; offered for 30s. 
 
 MODEL OF THE HUMAN HEART.—Enlarged. This Model can be taken to pieces. 
 
 so as to show with wonderful clearness the Action of the Heart, Circulation of 
 
 Price 43) 3s, 
 MODEL OF THE HUMAN EYE.—12 times enlarged, with all parts movable, to show 
 MODEL OF THE HUMAN Ear.—Much enlarged, with parts removable. 
 MODEL oF A RABBIT.— With all parts separate, so that each part may be made the 
 
 EDINBURGH & 
 
 Price 42s. 
 Price, enclosed in a neat box, with glass cover, 
 
 GLASGOW 
 
 
 
R.M. CAMERON S ILLUSTRATED CATALOGUE, 25 
 
 GYMNASTIC APPARATUS. 
 for School Play PALE 
 
 a) 
 
 mal 
 
 
 
 Giant Strides, with metal swivel top, six strong ropes with hand pins, pS 
 
 18 ft. above ground, with strong bracings, etc.. ready for fixing 4100 oO 
 Parallel Bars : : , . : é ; Shou! 175.80 
 Horizontal Bars veh ry 210 0 
 Double Inclined Plane : ; : +f 117 6 
 See-saw, with mounted cross Hands bar for ‘chitiken 220 
 Climbing Apparatus with Swing, Sasa etc, Saag according to Li 
 
 and about . ; 4 00 
 
 School Curtains, in Baize or Moreen, for parting School Rooms into Classes. 
 Estimates according to size and quality. 
 
 
 
 EDINBURGH & GLASGOW 
 
26 66 R.M. CAMERON S ILLUSTRATED CATALOGUE, 
 
 \ 
 
 THE KINDERGARTEN. 
 
 Complete Set of Kindergarten Toys, in box, 12s. 6d. 
 Practical Guide to Kindergarten, 5s. 
 
 S ttachey 
 
 arn € 
 
 SEconD GirT.—Sphere, cube, and cylinder, made of wood. 
 Aim, to teach form, similarity, and dissimilarity of objects; sides, 
 corners, and edges; sphere, cube, and cylinder. 
 
 FirTH GirT.—Large cube, consisting of twenty-one whole, 
 six half, and twelve quarter cubes. In wooden box, sliding cover. 
 
 
 
 SIxTH GiFT.—Large cube, consisting of eighteen whole, and 
 
 three lengthwise, and six breadthwise, divided oblong blocks. In 
 wooden box, sliding cover. 
 
 These two gifts serve as building blocks, and for this purpose—one of the most 
 perfect, interesting, and developing features of the Kindergarten,—there are an end- 
 less variety of plans to be carried out, one surpassing another in interest and beauty. 
 
 COMBINATION TOY BLOCKS, _ CORK OR PEAS WORK. 
 For Building, and Formation of Alphabet, 60 Cork Cubes, 60 pieces of Wire, 
 with Descriptive Guide, 5s. 3d. I, 2, 3, and 4 inches long respectively, - 
 
 1 Piercing-Pin, 108 Designs on 12 _ 
 plates, and Instructions. 
 
 bp (ctt(c ape Vu Cow Anthev & ase 
 
 
 
 EDINBURGH & GLASGOW 
 
R.M.CAMERON S ILLUSTRATED CATALOGVE, 27 
 THE KINDERGARTEN. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 NET-WORK DRAWING. 
 
 1 Slate, 64 by 84 inches, grooved 
 in squares (} inch wide) on one side, 
 with narrow frame, rounded corners ; 
 3 Slate Pencils, 94 Designs on 12 
 plates; and Instructions. 
 
 \ 
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 \) 
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 i 
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 KK) 
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 THE KINDERGARTEN 
 ' TABLE, 
 
 Price £1, 15s. and upwards. 
 
 
 
 Palak. d kine ( hun Cosa aye bic a Wale h |h oO 
 6Wvexy pty a Bose LESSON BOXES. Aare fur II: be, 
 VEGETABLE KINGDOM.—Box containing 20 Cards, with Vegetable Produce, etc., ¢, 4 “ 
 
 and descriptive matter, 2Is. roc 
 ANIMAL KINGDOM.— Box containing 14 Cards, illustrating Animal Kingdom, with af : | 
 descriptive text, price 21s. (G4 
 MINERAL KINGDOM.—Box containing 14 Cards, illustrating the Mineral Kingdom, | - ‘| 
 with descriptive text, price 2Is. ee if 7 
 BOUCARD’s PICTORIAL DIAGRAMS AND NATURAL SPECIMENS.—lIllustrative of ee 
 Human Physiology, Zoology, Botany, Geology, and Mineralogy. Consisting (¢ (| | 
 of 20 Sheets; size, 18 by 24 in. Comprising 166 Diagrams of Animals and A 
 Plants, beautifully printed in Colours, and 37 Natural specimens of Woods ¢ 
 and Minerals, mounted on strong Cardboard, and taped. Price £2, 2s. © @/ 
 
 Handbook 4s., Cloth, 4s. 6d. es : S; Le 
 OBJECT LESSON BOOKS. — %, 
 Gill’s Notes on Lessons . . . ie om : zi : 
 Information on Common Subjects . : ri ARE ae 
 
 Lake’s Book of Object Lessons ; i aig Ae er 5 
 Major’s Notes on Lessons. ; ‘ - ae ee : 
 Ross’s How to Train Young Eyes and Ears. —.. ns ; ; 
 Walker’s Handy-Book of Object Lessons. “ ; : : 
 
 * * a Part II, : ; : : 
 
 EDINBURGH & GLASGOW 
 
 NR = VY = WH NSE 
 DAnRaaaodos 
 
2 R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 FOR TEACHING READING, 
 
 (sinall letters) 
 
 a 1b edef shi 
 jklmnopgr 
 stuvwxyz 
 
 te API'TALS) 
 
 ABCDEFGHI 
 JKLMNOPOR 
 STUVWXYZ 
 
 (FIGURES) 
 
 1234567890 
 
 (SCRIPT FOK SOPYING! 
 
 CODA 
 
 READING SHEETS. 
 
 12 kirds, mounted on strong boards and varnished, Price 15s, per set. 
 
 EDINBURGH & GLASGOW 
 
 
 
RM. CAMERON'S ILLUSTRATED CATALOGUE, 
 : j 
 
 
 
 FOR TEACHING WRITING. 
 
 FUST PUBLISHED. | 
 THE SCHOOL BOARD COPY BOOKS. 
 
 These are entirely new, and are Engraved with the special purpose of meeting the 
 GOVERNMENT STANDARDS, in respect to writing. The Books are expressly adapted 
 to the New Code, and year by year, if the Examinations set down are altered, the 
 School Board Copy Book wi// be adapted to the Government Standard of writing. 
 
 A new feature in the School Board Copy Books, not found in any other set of 
 Copies, is a Book of Letters. In the Code for Standard Six, this is one of the 
 Examinations. The quality of the paper will be uniform and good. 
 
 LIST OF THE SERIES. | 
 
 No. 1, 1st Standard, Initiatory Lessons. 
 hero, Do., Text Combination of Letters. 
 oP Do., Short Words in Common Use. 
 eb 4,2200"D0., ‘Text with Capitals. 
 sane 55 Do., Half Text and Text. 
 0, Do., Half Text and Figures. 
 re ba cite Wis Bla Text, Half Text, and Small. 
 gt: Do., Small Hand and Figures. 
 >» 29), 41 Dos Small Hand. . 
 
 », 10, 5th Do., Commercial’ Hand. 
 bycti, Oth? Do.,; Small Hand Exercises. . 
 s7 1250 & . D0o;, Series of Letters. 
 
 Price 2d, each ; 1s. 6d. per doz. ; 16s. per gross. 
 
 EXERCISE BOOKS. 
 (School Book size.) Per Gross. 
 
 Sa; 
 
 Post 8vo, Penny Exercise Books, for writing, ordinary ruling, 20 leaves, ae G22 0 
 ae Twopenny : “" Hp AG? 16 410 O 
 
 ry Penny Exercise Books, doublesmall ruling, for small hand, 20leaves, 9 0 
 
 if Twopenny Re 9 40 18 oO 
 
 ‘ Penny Exercise Books, special ruling, to regulate lengths of letters, 
 
 ; 20 leaves, 9 O 
 
 4 Twopenny A a 40%. : 35 18 oO 
 Penny Combination Exercise Books, for arithmetic and writing, 
 
 20 leaves 9 O 
 
 se Twopenny Ke - 40°": 18 Oo 
 
 ee Penny Arithmetic Exercise Books, 20 leaves, : Z 9 oO 
 
 3 Twopenny Sj AG 2 a. » 18:0 
 
 The above-can be had in Rise form, similar ee at sante pach 
 *,* Several of the above can be had in Halfpenny sizes, at 4s. 6d. per gross. 
 
 EDINBURGH & GLASGOW 
 
 29 
 
30 RM. CAMERON'S ILLUSTRATED CATALOGUE, 
 WRT CN ee 
 
 SPECIMEN (reduced to one-tenth of original) of R. M. Cameron’s Black Board _ 
 Diagram Writing Series. 
 12 kinds, mounted on strong boards and varnished. Price 15s. per set. 
 
 METAL PENHOLDERS, ETc. 
 
 Steel Slate Pencil Holder ; ; > 
 The Combined Pen and Slate Pencil Holder, very strong 
 Halfpenny Pocket Penholder . 
 Halfpenny “A superior . 
 Combined Pocket and Slate Pencil Holder 
 Pocket Penholder and Sliding Lead Pencil 
 Penny Box of Leads for ef Le 
 ‘> Slate Pencil (sliding) ,, 
 
 EDINBURGH & GLASGOW 
 
 ] 
 n 
 
 CoO Oonraarw nY 
 ANADAARDO AD’ 
 
 
 
R. M. CAMERON'S ILLUSTRATED CATALOGUE, _ 3! 
 
 
 
 
 
 FOR TEACHING WRITING. 
 COPY BOOKS. 
 
 
 
 R. M. Cameron's School Board Series, i2 Numbers, 16s. per gross, see nge ee 
 
 
 
 
 
 
 
 
 
 
 
 
 6 
 
 R. M. Cameron’s Graphic Copy Book (Series of Letter Models), leo 
 
 Bemrose’s London Schoo! Board Copy Book, 18s. per gross, 1 6 
 
 Orr’s Caligraphic Copies, 18s, per gross, 1 6 
 
 Jarrold’s Empire Series, 13 Numbers, 1 6 
 
 ;» Learning to Write Series, r 6 
 
 Collins’ National School Board Series, o 9 
 
 s» Advanced Series, post 4to, 2ons 
 
 », Progressive Series, foolscap 4to, tr 6 
 
 », Comprehensive Series, foolscap ato, . 1 6 
 
 », Progressive Series, post qto, . oie 
 
 International Series, foolscap 4to, . 2-3 
 
 Daldy, Isbister, & Co.’s Public Schools Series, enionc, 1 6 
 
 Philips’ Home and Colonial Series, foolscap 4to, 1 6 
 
 Vere Foster’s Copy Books, cheap edition 0 9 
 
 Ne “ superior edition, . 1 6 
 
 Laurie’s Standard Copy Books, 1 6 
 
 Darnell’s Copy Books, Universal Series, r 6 
 
 Macniven & Cameron’s Waverley Series, foolscap ae 1 6 
 
 Cameron & Ferguson’s Globe Series, post 4to, 2 0 
 
 ¥. Imperial Series, post 4to, Zoot 
 EXERCISE AND DICTATION COPY BOOKS. 
 
 (Specimens on application). . Per ora 
 
 ; } S. a 
 
 Penny Foolscap 4to, No. 1441, plain Pressing Covers, 10 leaves, . che 
 
 9 i442, 9 T2455 “ oa 8 9 
 
 mA 791, ~ Ons, i a a rena eee 
 
 2) 792, > 12 55 ° 2 9 6 
 
 FOUL, Py 12555) ww Oxtra ae” 10 3 
 
 Three-Halfpenny Foolscap 4to, No. 1443, ;, 16 ~ tte. G6 
 
 Pe 794, Marble Covers, os eee Ce OEerO 
 
 , n 7913; 99 16. 43s - 14 9 
 
 7955 is BO 2059 ft ees Lek 
 
 Twopenny Ropiccee aie, No. 7914, Marble Covers, 20 leaves, : 16 6 
 
 ‘5 601, oy 20 ,, superior quafttys 19 6 
 
 Twopenny Post 4to, No. 7920, Pressing and Marble Covers, 20 leaves, 382010 
 
 Threepenny Post 4io, No. 7921, a 20 5 24 2 
 
 These can be specially Ruled to any pattern, with Special Imprint, if ened. 
 at a small additional cost. 
 
 Orders of Five Gross and ‘upwards can have name of School specially printed 
 free of charge. . 
 
 PENHOLDERS. | 
 
 Per Gross. 
 Good School Penholders, : ; ; : ; : ETO 
 Superior as : ; 14 
 Steel tipped 3 very durable, rt 6 
 Cedar oe very strong, yi Ate 
 Tapered oF superior, 4d. per doz. 3 6 
 Tapered best cedar, 5d. ,, 4 6 
 
 
 
 EDINBURGH & GLASGOW 
 
32 R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 FOR TEACHING WRITING. — 
 SCHOOL PENS. 
 
 Boxes containing 1 gross Good School Pens, Broad, Medium, and Fine, 6d.; §s. 
 per doz. 
 
 R. M. Cameron’s Shoulder School Pens, 6d. per gross ; 5s. Od. per doz. 
 
 R. M. Cameron’s Aluminium Pens, 6d. per gross ; 5s. 6d. per doz, 
 
 Joseph Gillott’s Superior School Pens, 1s. per box; 10s. per doz. 
 
 R. M. Cameron’s Good School Pen, 1s. per box; 8s. per doz. 
 
 R. M. Cameron’s School Pen, highly finished, 1s. 2d. per box; 10s. 6d, per doz. 
 Gillott’s Celebrated Edinburgh Pens, 1s. 10d. per box ; 20s. per doz. 
 
 INK. 
 
 In Bottle 6d., 9d., 1s. 
 
 Superior School Ink, ts. 6d. per Gallon; Two Gallon Jar Superior School Ink, 
 2s. 6d. 
 
 EXAMINATION PAPER. 
 
 Foolscap folio, ruled faint, 8d., iod., and Is. per quire. 
 
 “fi ruled faint and margin, gd. and Is. per quire. 
 " ruled narrow faint, 9d. and Is. per quire. 
 > Examination Paper, with printed heading, ruled on one side for 
 
 Composition, and on the other for Arithmetic, single sheet, price 
 Is, per quire, 
 
 a Examination Paper, with printed heading, ruled for writing for H.M. 
 Inspector’s Examinations, double sheet, price 1s. 6d. per quire. 
 
 Special ruling may be had uniform with Exercise Books for Test Examinations, 
 price Is. per quire. ; 
 
 
 
 ane 
 a 
 
 FOR TEACHING ARITHMETIC. 
 AMERICAN SLATES. 
 
 hkeduced Prices. : 
 
 Pare Soe 
 
 7 by 5 1 10 per doz. in case of 18 doz. ; : Per doz. in grosses, 1 11 
 Sby6 2 5 r 15 5, 2 2 6 
 gby6 2 9 » 12 ,, 9 2 9 
 10 by 64 2 11 cs 127s: : : va Zits 
 rby7 3 4 9 2 LOD, >» 3 4 
 me by 8 3 9 9 Son - »” 3 9 
 
 ‘SLATE CORNERS. 
 R. M. CAMERON would draw special attention to, the Galvanised Metallic 
 
 Corners, just received, the use of which considerably strengthens and protects the 
 _ Slate: Price, per gross, 1s. 6d. Superior kind, 2s. 6d. per gross. 
 
 EDINBURGH & GLASGOW 
 
RM. CAMERON S ILLUSTRATED CATALOGUE, 
 £OR TEACHING ARITHMETIC: 
 
 SLATES AND SLATE PENCILS. 
 WELSH SLATES (ist QUALITY). 
 
 
 
 
 
 Ordinary 
 Size. Framed Slates. 
 Wooden Pegged. 
 
 ee eb 
 
 
 
 an 
 Brass Riveted. 
 
 
 
 
 
 NNN = ee O & 
 
 | 
 
 AY 
 I 
 i 
 2 
 2 
 3 
 3 
 4 
 
 NoTE.—First Quality of Welsh Slates costs 4d. per doz. more than Second Quality. 
 
 The above are supplied either Boxed or Unboxed. Returned Boxes not allowed 
 for unless Advised and Carriage Paid. 
 
 }-Inch thick Unframed Slate, 8 by 6, 15, 10d. per doz., ae unbreakable. 
 
 SLATE PENCIL. 
 
 Boxes containing One Hundred Sticks Slate Pencil, 44d. 
 10 Boxes of ditto (1000), 3s 6d. 
 
 SLATE PENCIL HOLDERS. 
 
 Doz. Gross, 
 Steel Slate Pencil Holder, ; : 3d. 2s. 6d. 
 
 The Combined Pen and Slate Pencil Holee vety sone, ; 4d. 3s. 6d. 
 
 SPONGES. 
 
 Slate Sponges (1d. each), per Ib. of 60 Pieces, 2s. 6d. 
 Blackboard Sponges, 6d. each, 4s. 6d. per dozen. 
 
 CHALK. 
 
 Boxes containing One Hundred Sticks Square Chalk, 1s. 
 Boxes containing One Gross Sticks. Rounded Prepared Chalk, ts. 3d. 
 Per One Dozen Boxes of ditto, 12s. 
 
 German Silver Chalkholders, 8d. each. 
 
 SUNDRIES. 
 Ball Frames. (See Apparatus List.) Soa. 
 ‘Table for Class Drill . : j : aye ; ; aeinee Gl) 
 Arithmetical Tables. : : : ; : - perdoz:o 5 
 
 EDINBURGH & GLASGOW 
 
 33 
 
34 
 
 R.M. CAMERON S ILLUSTRATED CATALOGUE, 
 
 
 
 FOR TEACHING GEOGRAPHY. 
 
 SCHOOL WALL MAPS. 
 
 R. M. Cameron’s Map of the WORLD on Gall’s projection, 26s. 
 
 THE EASTERN HEMISPHERE—THE WESTERN HEMISPHERE.—Two 
 distinct Maps. Size, each 50 inches by 58. Price of each, Mounted on Linen, 
 on Roller, Varnished, 13s. The two mounted together, 26s. 
 
 BRITISH ISLES.—Scale, 8 miles to an inch; size 75 inches by 90. Mounted on 
 Linen, on Roller, Varnished, Price 42s. 
 
 BRITISH ISLES.—Scale, 11$ miles to an inch; size, 50 inches by 58. Price, 
 Mounted on Linen, on Roller, Varnished, 13s. 
 
 ENGLAND AND WALES.—Scale, 8 miles to an inch; size, 50 inches by 58. 
 Price, Mounted on Linen, on Roller, Varnished, 13s. 
 
 SCOTLAND.— Uniform in size with England—just published ;. size, 50 inches by 58, 
 13s. 
 
 SCOTLAND AND IRELAND.—Separate Maps; scale, 8 miles to an inch; size, 
 34 inches by 42. Price of each, Mounted on Linen, on Roller, Varnished, 9s. 
 
 EUROPE.—Scale, 65 miles to an inch; size, 50 inches by 58. Price, Mounted on 
 Linen, on Roller, Varnished, 13s. 
 
 ASIA.— Scale, 140 miles to an inch; size, 50 inches by 58. Price, Mounted on 
 Linen, on Roller, Varnished, 13s. 
 
 INDIA.—Scale, 40 miles to an inch; size, 50 inches by 58. Price, Mounted on 
 Linen, on Roller, Varnished, 13s. 
 
 HOLY LAND.—Scale, 44 miles to an inch; size §0 inches by 58. Price, Mounted 
 on Linen, on Roller, Varnished, 13s. 
 
 OLD TESTAMENT.—Map of the Holy Land to Illustrate the Old Testament. 
 Scale, 8 miles to an inch; size, 34 inches by 42. Price, Mounted on Linen, on 
 Roller, Varnished, 9s. 
 
 NEW TESTAMENT.—Map of the Holy Land to Illustrate the New Testament. 
 Scale, 7 miles to an inch; size, 34 inches by 42. Price, Mounted on Linen, on 
 Roller, Varnished, 9s. 
 
 ACTS AND EPISTLES.—Map of the Places mentioned in the Acts and the 
 Epistles. Scale, 57 miles to an inch; size, 34 inches by 42. Price, Mounted 
 on Linen, on Roller, Varnished, 9s. . 
 
 AFRICA.—Scale, 118 miles to an inch ; size, 50 inches by 58. Price, Mounted on 
 Linen, on Roller, Varnished, 13s. x 
 
 NORTH AMERICA.—Scale, 97 miles to an inch ; size, 50 inches by 58. Price, 
 Mounted on Linen, on Roller, Varnished, 13s. 
 
 SOUTH AMERICA.—Scale, 97 miles to an inch; size, 50 inches by 58. Price, 
 Mounted on Linen, on Roller, Varnished, 13s. 
 
 AUSTRALASIA.—Scale, 86 miles to an inch; size, 58 inches by 50. Price, 
 Mounted on Linen, on Roller, Varnished, 13s. 
 
 AUSTRALIA.—Seale, 86 miles to an inch; size, 42 inches by 34. Price, Mounted 
 on Linen, on Roller, Varnished, gs. 
 
 This Map shows the Provinces and Counties, Towns, Villages, &c. 
 
 NEW ZEALAND.—Scale, 25 miles to an inch; size, 42-inches by 34. Price, 
 
 Mounted on Linen, on Roller, Varnished, 9s. 
 
 EDINBURGH & GLASGOW 
 

 
 RM. CAMERON S ILLUSTRATED CATALOGUE, 35 
 FOR TEACHING GEOGRAPHY. 
 
 WALL MAPS—Continued. 
 JouNsToNn’s LARGE MAP OF ENGLAND, just published. Price £1, Is. 
 RELIEF MApPs, 21s. each. 
 MurBy’s SERIES OF RELIEF WALL Mars, Various Prices. 
 
 The WALL Maps published by NELSON, CHAMBERS, CRUTCHLEY, and PHILIPS 
 can also be supplied on the best terms 
 
 STANFORD’S STEREOGRAPHICAL MAP OF THE BRITISH IsLEs. Constructed to show 
 the correct relation of their physical features. Size, 58 by 50 in. Price 21s. 
 
 STANFORD'S GEOLOGICAL MAP OF ENGLAND & WALES.—Size, 42 by 36in. Rollers 
 and varnished. Price 2!s. 
 
 STANFORD'S OROGRAPHICAL Maps.—Mounted on Linen, on Rollers, varnished. 
 Price 30s. each. 
 
 The following Maps are ready :— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 British Isles. Scotland. South America, 
 
 England and Wales.. Ireland. Africa. © 
 
 Europe. North America. 
 
 JOHNSTON’S WALL MAPS. WALL MAPS IN CASE. 
 ra UNNI —_—— 
 MMU MT MMe ait | TM 
 Hh jddetartntuie ent HY nt ae arc i | | ii 
 cit SUM vnrttiiy Cacrennan ti i a 
 I 
 
 
 
 UL HSN ce eae i 
 
 
 
 AUATUE ANAOUOUTELRIT GHEE MUNI ui 
 \\ 
 Hi I " 
 
 41 i nant WE TUTETE ott aay | 
 } i 
 
 br Ips Nj Min 
 
 us aot hi MI Mh ii if iit 
 
 1 
 
 farmirn 4 
 
 a a Tuctusteey ns tamay | f us 
 Ta He etioneiioaistoamtin (i i TEES 
 
 
 
 
 
 | | tS 
 
 [AMERICA] 
 \ 
 
 
 
 
 
 ill a LD cma ice ae eT bi 
 
 
 
 
 
 im 
 
 
 
 Size of the Maps, 33 by 27 inches. 
 Price in varnished Wood Case, £6. 
 Price 12s. each. Larger sizes can also be had. 
 
 SCHOOL ATLASES. 
 
 R. M. CamEron’s Series of ScHooL ATLASES has been adopted by the Commis- 
 sioners of the National Board of Education, Ireland, and is undoubtedly the 
 Cheapest and Most Complete ever offered at the Price. R. M. CAMERON’S 
 NATIONAL ATLAS OF ASTRONOMY, AND PHYSICAL AND POLITICAL GEoO- 
 GRAPHY, containing 16 Maps, printed i in 6 Colours, and 6 Coloured Plates of 
 Astronomical Diagrams, Physical Geography, Heights of Mountains, etc., 
 etc. Price 6d. 
 
 R. M. CAMERON’S ATLAS OF EUROPE, 13 Maps. Price 3d. 
 
 PuPIL’s ATLAS, containing 14 finely Engraved Maps, printed in Colours. Price 2d. 
 
 PENNY ATLAS, containing 14 finely Engraved Maps, 
 
 EDINBURGH & GLASGOW 
 
36 RM. CAMERON'S ILLUSTRATED CATALOGTE, 
 
 FOR TEACHING GEOGRAPHY. 
 
 GLOBES 
 
 ee 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12 inch 18 inch 
 Globe Globe 
 on low with low 
 Black Mahogany 
 Stand, Stand, 
 43 35. 45) rs. 6d. 
 Do. Do. Do. Do. 
 on high : with high 
 Mahogany tee Mahogany 
 Stand, oe Stand, 
 44, 14s. 6d. { 47, 178. 6d. 
 
 SEY DS ety CHEAP SCHOOL GLOBES 
 On Black Polished Stand. 
 
 RELIEF GLOBES. 
 
 Prices— 
 41, 158., £2, 2S, 
 43> 38+) 44) 45: 
 
 — 
 
 See 
 
 and £5, 10s. 
 5 in. Plain, 
 Lt, 6s. 6d. 
 5 in. Semi- 
 Meridian, ginch, 4 
 & I, 17s. 6d. 5 6/ 
 7 in. Plain, a8 
 £2, 8s. 6d. 18 
 7 in. Semi- 
 Meridian, 
 43, 48. 6d. 
 
 
 
 EDINBURGH & GLASGOW 
 
RM. CAMERON'S ILLUSTRATED CATALOG AG es WS 
 
 
 
 fOR TEACHING GEOGRAPHY. 
 GLOBES. 
 
 
 
 
 
 SLATED GLOBES = 
 Are now finding a place, hitherto unoccupied, = ==. 
 in every grade of School, from Primary to | 
 University. Their varied uses as ‘* Spherical 
 Blackboards,” make them almost as much a Six Inch Globe, with semi-meridian, 
 necessity to intelligent teaching as common flat 41, 5s. od. 
 Blackboards. 
 
 Price, on low stand, £1, 8s. 6d., size, 6 ins. 
 On small pedestal stand, 5 ins., 14s. 6d. 
 2 BAe 4 ins., 10s. 6d. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 R. M. CAMERON'S | 
 GHOGKMEAITCAL PICTURES: 
 
 Mr CaMErRON has much pleasure in drawing attention to this New and 
 Original Series of Geographical Pictures, printed in the highest 
 style of Chromo-Lithography. The Set consists of Four Highly- 
 finished Coloured Drawings, Mounted on Boards and Tapes. 
 
 Price 8s. 
 
 No. 1.—SEA, STRAIT, and GULF (The Harbour of Villafranca). 
 No. 2.—LAKE and MounrtaAInN (Loch Achray). 7 
 No. 3.—ISLAND and SEA (Carrick-A-Rede, near Giant’s Causeway). | 
 
 No. 4.—SHOWING the SPHERICITY of ‘the EARTH, together with Sea, Ships and 
 Lighthouse, Gulf, Promontory, Peninsula, Volcano, etc. 
 
 Others in preparation. 
 
 AWD Arye mr erraeene: 
 
 AWE AA ART NG 
 
 EDINBURGH & GLASGOW 
 
38 ORM. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 
 
 
 
 
 FOR TEACHING GEOGRAPHY. 
 
 HEMISPHERES. 
 
 
 
 
 
 
 
 
 
 
 
 i, 
 
 RO, '::/7) 
 ae be 
 
 
 
 
 “y 
 
 : NS 
 3 inch ; 1 EE § inch 
 Hemisphere, RSES SS: Hemisphere, 
 6d a 
 5s. 6d. ree 10s. 
 
 
 
 WH 
 
 
 
 WW 
 
 
 
 
 
 
 
 
 
 Box containing INSTRUMENTs for TEACHING COSMOGRAPHY. Price 44, 4s. 
 
 
 
 EDINBURGH & GLAS GOW 
 
RM. CAMERON'S ILLUSTRATED CATALOGUE, . 39 
 
 4 ( aD FOR TEACHING GEOGRAPHY. 
 
 R. M. CAMERON'S 
 GEOGRAPHICAL 
 
 Pre TORTAL CHART. 
 
 WITH 
 ELEMENTS OF PHYSIOGRAPHY. 
 Price 30s. : 
 
 THE plan of the work is to present to the eye the works of nature and 
 the works of man as they really exist, and in relation to themselves 
 and each other. Maps and Globes give general ideas: so much land 
 in such a shape, is called North America; so much water thus con- 
 fined is called the Black Sea, etc., while the beautiful landscapes as 
 we see them in nature find no place. 
 
 THe PICTORIAL CHART is made on this plan, presenting an 
 Ideal Landscape. You see the Ocean, dotted with a variety of Steam 
 and Sailing Vessels; a Gulf, Bay, Straits, Lakes, Rivers, and Canals; 
 High Snow-capped Mountains, Table Lands, Islands, Valleys, an 
 Isthmus, and Peninsula; a Great Commercial City at the Seaboard, and 
 Towns and Hamlets interspersed through the Mining and Agricultural 
 Regions surrounding it. A thin vapour arises from the ocean, and is 
 driven by the wind towards the Mountain Range, where, meeting a 
 cooler atmosphere, it descends in the form of rain. 
 
 The Chart presents twenty square feet of surface on one sheet, 
 taking the largest press in this country to print it. It is heavily 
 mounted on cloth, with rollers. The printing in colours has involved 
 a large outlay. We feel confident it will find a place in every school- 
 room second to no other article of apparatus. 
 
 from “THE SCHOOLMASTER,” September 28, 1878. 
 
 “The exhibition grows year by year, and on this occasion no less 
 than five rooms of the High School were utilised for this very impor- 
 tant part of the educational meetings. Mr R. M. Cameron, of Edin- 
 burgh, had a varied collection of Pictorial Illustrations, which have 
 earned him a high reputation. His fame has spread to the far Indies 
 and to Mexico, the Government of the latter country having recently 
 appointed him as agent for all the educational wants of the country. 
 One of the most striking things in the exhibition was a new Pictorial 
 Illustration of the chief geographical definitions. By its aid any class 
 could learn more in a few minutes than could be acquired by months 
 of mere verbal description. It is altogether unique, and deserves the 
 attention of those Teachers who are anxious to make their geogra- 
 phical lessons as realistic as possible. Mr Cameron has also prepared 
 a handbook in the form of object lessons to accompany the Map, 
 which will be useful in the hands of younger Teachers.” ) 
 
 EDINBURGH & GLASGOW 
 
aa ewes CAMERON'S ILLUSTRATED: CATALOGUE, 
 
 
 
 FOR TEACHING DRAWING. 
 
 DRAWIN G BOOKS, made of Good Cartridge Paper. Per Doz. 
 d. 
 
 SCHGOL BOYS’ RULERS.  PerDoz. PerGross. 
 
 Royal 8vo, 9 ‘by 5}inches, . eee : : : é , ‘4 6 
 » gto, De ttese,, ; : ; : . 7s,andg o 
 DRAWING AND CRAYON PAPERS. 
 ef Pie ey a 
 Demy, . : ; . 20in, by 15 in. . perquire I O perream 0 16 O 
 Medium, ; ; . 22in. by 17hin. . -e ex « oe 7 ee © 
 Royal, . . 22. DY TOC ai sy 2 oO eo ae Rees 
 Imperial Carte : “) CGO ANG by ass ee, “ ed Sh aS pe. tak, 
 ao a 20 SU UV es Ean - 7 aah” — PO Rd 
 Whatman’s forbear: 30 18, by 22 ih >. é 7 6 ‘3 3°85 tac 
 Tinted Crayon Imperial, 30in. by 22 in. . + 5 6 e 330-40 
 Students’ Crayon Imperial, 30 in. by 22 in. . ‘3 Ck: ey 225.0 
 DRAWING BOARDS, Best Deal, Clamped. 
 ad, 
 Half-Imperial, . : . 5h in. by 22 in. : : 2 eee hg 
 Half-Double Elephant, . 2a in by sean: eae yap it 
 Imperial, : : Mal Us ey aon. : : yee Te 
 Double Elephant, ; of, 2% In. by 4G Ins a, . ; warts 0 
 Antiquarian, . i Roe eg ee a ; . OG 6 
 Box Drawing Boards, . . 20 in. by 24 in. With Lock and Key, . 5 6 
 LEAD PENCILS. Per Ee Per Gross. 
 Sy ao 
 Good School Pencil, : : ‘ ; .. rey # | Akt 
 Superior School Pencil, . : ’ ; aS 5 0 
 Superior School Pencil; . 3 : : hey a6) 3.0 
 Faber’s Celebrated School Pencil, ; ‘ ; Oe 7 6 
 Penny Pencil, superior quality, Cc Io 7.6 
 Twopenny Pencil, Cumberland Lead, tee a) 
 sod, 5. 
 g-Inch Penny Round Ruler, i é F ; ETO 9 
 12-inch Twopenny Round Ruler, . : é : con Pes 17 
 ' £2-Inch Penny Flat Rule, . o 10 9 
 6-Inch Penny Flat Rule, marked to 4 ae 0 10 9 
 g-Inch Penny Halfpenny Rule, 1-4 I 
 12-Inch Twopenny Rule, . Ie 17 
 
 
 
 EDINBURGH & GLASGOW 
 
 ADooawao®s 
 
R.M. CAMERON'S ILLUSTRATED CATALOGUE, 41 
 
 
 
 
 
 
 FOR TEACHING DRAWING. 
 DRAWING SLATES. 
 
 
 
 
 
 Closed View. 
 
 
 
 
 
 
 
 Open View. Ready for use. 
 
 
 
 
 
 
 
 The New Drawing and Writing Slate, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 No. 1.—Set of 20—4-inch Drawing Models, arranged to be used d singly, 
 or combined with Stand, complete in Box . 2-5 
 No. 2.—Set of 4o—4-inch Drawing Models, arranged as 5 etc. <4) AwIO 
 No. 3.—Set of 20—6-inch Drawing Models, as above. : 2 A ZUIO 
 No. 4.—Set of 40—6-inch __,, Be as ishey La? Go 
 A Set u ae -inch Coors. Deeving Rotel: complete in Box, with 
 tan 
 
 SES DRAWING MODELS. 
 
 00080 
 
 
 
 These are the most artistic Models aes and are actual studies of existing buildings, etc. 
 PRICES : 
 
 i 
 | 
 SETS OF DRAWING MODELS. 
 
 te ; ane 4 3 e or the pair, as above, te 3) « TREO 
 Church, 215 O Bridge, . : : I 10 o 
 Windmill, : 110 0. 
 Watermill, , : 215 O Pump and Kennel, ‘ O15 oO 
 Scotch Manse, . : 1it0 50 Well and Grindstone, ; 017 6 
 Villag Scene, 2 ° 
 
 EDINBURGH & GLASGOW 
 
42, R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 FOR TEACHING DRAWING. 
 
 DRAWING SHEETS. 
 
 SPECIMEN (reduced to one-tenth of original) of R. M. Cameron's Blackboard 
 Diagram Drawing Series. 
 
 12 kinds mounted on Strong Boards and varnished. Price 1 5s. per set. 
 
 Second Series,.6 kinds, mounted on Strong Boards and varnished. 
 Price 7s. 6d. per set. 
 
 EDINBURGH & GLASGOW 
 
 
 
TM. CAMERON'S ILLUSTRATED CATALOGUE, 4 
 
 
 
 FOR TEACHING DRAWING. 
 
 
 
 
 DRAWING MODELS DRAWING MODELS. 
 - In Gypsum. Made of Wood, painted white. 
 
 
 
 12 kinds, 3s. each. 
 
 
 
 
 
 
 18 varieties, price 3s. each. 
 
 BEST AND COMMON QUALITY INDIAN INK. 
 
 GLAZED. 
 
 gd. each. 6d. each. Is, 3d. each. Is, each, Is,each, 1s. each. Is. 3d, each. 
 
 
 
 
 
 
 
 EDINBURGH & GLASGOW. 
 
44. 
 
 
 
 R.M. CAMERON S ILLUSTRATED CATALOGUE; 
 
 FOR TEACHING DRAWING. 
 
 SHILLING SCHOOL OF ART COLOUR BOX. 
 
 SONOOL- of ART 
 LLING be OLO See 
 
 
 
 and Art. 
 
 
 
 > ARRANGED AS RECOMENDED. ake 
 : BY THE 
 
 SOCIETYOF ARTS. 
 >GEORGE ROWNEV&CoMP 
 gaa) 4 Teandiont. AY iS 
 
 
 
 
 
 POLISHED MAHOGANY BOX, fitted with School of Art Colours. Price 53s. 
 
 EDINBURGH i& GLAS GE GH. 
 
R.M. CAMERON'S ILLUSTRATED CATALOGUE, 
 LOR TEACHING DRAWING. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5 
 ba bp 
 E 4g 
 = 
 3 a & 
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 | PQ 
 3 & aa 
 >| > = 
 a | 30 
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 =| Hs 
 @ | 3) 6d5°-9d,,_1s.; 1s..3d., ts) 6ds, and 2s. 
 ee & & si 
 apr A fe 
 oat 
 ol <I FA fe | 
 or ee PORTFOLIOS, 
 AM With Cloth Sides, Silk Strings, and 
 a a Z Leather Backs. 
 is) yo 
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 = UTI 
 OF & 8 a 
  @ m , ws i, HN ANAC 
 Aa ae Se HA 
 og eseg i ee 
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 (x) v aq 1 I ih aa 
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 w 8 race : 
 A, 8 | | 
 2 } 
 a ‘= 3 Size. Plain. | With flaps. 
 rS aes 
 is; 2 ~ = 3 Each. ‘Each. 
 ‘i Bo Pe ed re: 
 af Boies TSn, by tO ins OM 27) 0 On 2248 
 coat Bea 1S oe BEL Oe Sensi ans aD 
 < aioe Smee: eons One2 etal aes nO 
 g on er 165 LT Oo 4 0 ara) 
 Ou f atti ty Pee OF QE2wo rh Oe Sey 3 
 S 19 5, 13 O 3 eA 9 
 2 a Ho fe LT Gas OMS O44 O1505, 0 
 >t ae 200). ee bs Gna 0 160.25 36 
 3 * eH 
 ) sagenge 
 a 
 
 Drawing Pencils, Crayons, Rulers, Parallel Rules, Scale Rules, Drawing Pins, 
 Mathematical Instruments, all Drawing Sundries. 
 
 SPECIAL CARD OF DRAWING MATERIALS, 
 As required for Science and Art Examinations, containing pair of Dividers, Pencil 
 Compass, 1 Set Square 45°, 1 Set Square 60°, 1 Scale Rule. Price ts. 8d. 
 
 INDIA-RUBBER. 
 
 80 Cakes in Box, 2s. od. ; 60 ditto, 2s. gd. ; 40 ditto, 2s. 9d. 
 Sample Box post free for 3s. 
 
 EDINBURGH & GLASGOW 
 
 
 
 45 
 
460 RM. CAMERON S ILLUSTRATED CATALOGUE, 
 FOR TEACHING DRAWING. 
 
 R. M. CAMERON’S DRAWING BOOKS. 
 Specimen of the Illustrations. 
 The Series is comprised in 18 Numbers. Prices 2d. and 3d. each. 
 
 
 
 
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 in = Aa e & 
 bos cer aurrie 6 8 
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 EDINBURGH & GLASGOW 
 
R.M. CAMERON S ILLUSTRATED CATALOGUE, 47 
 
 
 
 FOR TEACHING DRAWING. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 EDINBURGH & GLAS GOW 
 
48 RM. CAMERON'S ILLUSTRATED CATALOGUE, 
 
 FOR TEACHING DRAWING. 
 
 
 
 
 
 
 
 
 
 
 
 a OO ee I 
 
 
 
 
 
 
 
 6 peer Hl 
 
 sil 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 ae) 
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 £.eigi = SSS RR a ens 
 Wo (i) 72 Be’ == = i ams SD 
 = SZ 
 
 
 
 EDINBURGH & GLASGOW. 
 
RM. CAMERON S ILLUSTRATED CATALOGUE, 49 
 FOR TEACHING DRAWING. | 
 
 ONE SHILLING BOX OF MOIST COLOURS. 
 
 
 
 
 Japanned Tin, with Thumbhole, Hinged Lid, and Palette Flap, containing 
 10 Colours, and 3 Camel Hair Pencils. 
 
 SUPERIOR SCHOOL COLOUR BOX. 
 
 
 
 In polished Mahogany Box containing 12 Colours, Brushes, Palette, 
 Saucers, etc. Price 2s. 6d. 
 
 SOLID SKETCH BOOKS AND BLOCKS. 
 
 Made of WHATMAN’S Thick Papers. 
 
 za 
 
 
 
 Prices from 2s. 6d., to I5s. 
 
 EDINBURGH & GLASGOW 
 
7 
 
 so ORM. CAMERON'S ILLUSTRATED CATALOGUE, 
 FOR TEACHING DRAWING. 
 MATHEMATICAL INSTRUMENTS. 
 
 
 
 Stained Wood Case, 10d., Is. 3d., Is. 8d., 2s. 1d., 2s. 6d., 2s. 11d., 3s. 4d., 
 38. Od., 4s. 2d., 4s. 6d., 5s., és., 6s. éd., and upwards, 
 
 SET SQUARES, STRAIGHT EDGES, T SQUARES, etc., etc. 
 In Pear Tree and Ebony, at Cheapest Rates. 
 T Squares. Set Squares, in 3 sizes, 
 16 in. ...... 2s. 6d. each, 6d. the Set 
 $4.10, uate 3s. 6d. each. 
 
 
 
 
 
 
 Ditto, larger size, 
 
 gd. the Set. 
 32 if, .an0 4s. 6d. each. 
 40 in. ...... 5s. Od. each. 
 
 PORT CRAYONS, etc. 
 
 
 
 
 
 
 
 SCHOOL MUSIC. 
 
 Wood’s Catechism of Music, 
 
 Wood’s Catechism of Singing, . : 
 
 Scales in all the Major and Minor Keys, 
 
 Czerny’s Music Exercises, revised by W. Kuhe, Book re 
 Czerny’s Music Exercises, revised by W. Kuhe, Book I, : 
 
 Waldstein’s Series of School Pieces, two Numbers, epialic useful ae Teach- 
 ing, each Piece being Preece by an uniroduciey eget ase at 
 2s., sold at TIO 
 Wilhelm’s Classical Seties of School Pieced Sets in ‘the Principal Schools, 
 Twenty-four Pieces, published at 2s. 63d. each, sold at. | aie 
 
 School Singing Books. | 
 
 ooo 0 Of 
 
 dS NR = > = 
 
 
 
 EDINBURGH & GLASGOW 
 
a 
 
 R.M. CAMERON S ILLUSTRATED CATALOGUE, 5t 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 AN 
 
 If you will take a piece of paper, like the one on the board in the picture, one foot 
 square, and divide it into 12 rows of squares, with 12 squares in each row, making 
 344 pieces of equal size, each piece will contain just one. sguare inch. It will take 
 9 square feet of paper to cover the surface of the board, which contains a square yard. 
 The grass plot in the door-yard is 30} times as large as the surface of the board, and 
 contains one sguare rod. The field in which you see the sheep is 160 times as large 
 as the grass plot, and contains one acre of Jand, 
 
 PICTURE TEACHING 
 TO eel in@). Crle WiArE ES. 
 
 =—§—t—t =) =<) od <b = ho) oh Sh ade 
 
 HISTORICAL AND NATURAL HISTORY CHARTS. 
 
 ANIMAL KINGDOM.—1I00 Iilustrations on Sheet, showing comparative sizes, 3 ft. 
 
 6 in, and 3 ft. 8 in, 7s. 
 
 BARFOOT’S COMPARATIVE SIZES OF ANIMALS.—4 Sheets, each 204 by 25.in., 3s. 6d. 
 each. 
 
 BarFoot’s COMPARATIVE SIZES OF VEGETABLES.—Uniform with above, 4 Sheets, 
 each 3s. 6d. 
 
 POISONOUS PLANTS OF BRITAIN.—1 Sheet, coloured, 2s. 
 
 STANFORD'S ANIMAL KINGDOM:—At one view. showing the relative Sizes of Animals 
 to Man, 4 Sheets, mounted on Cloth and Rollers, 38s. per set. 
 
 STANFORD’S PRECEPTIVE ILLUSTRATIONS OF THE BIBLE,—52 Plates, coloured, 
 mounted on Mill Board, each Is. 3d. 
 
 HACHETTE’s NATURAL HisTORY DIAGRAMS.—50 Sheets, mounted on Boards, taped, 
 each Is. 3d. 
 
 SCRIPTURE PRINTS.—12 kinds, mounted on Board, each Is, 
 
 Mora TEXTS FOR SCHOOLROOM WALLS.—Large size, each Is, 6d. 
 
 NELSON’S DRILL SHEET FOR ARITHMETIC.— Mounted on Cloth and Rollers, 7s. 6d. 
 MULTIPLICATION TABLE.—Extended, on Cloth and Rollers, 7s. 6d. 
 
 STANFORD’S CHRONOLOGICAL PICTURES.—40 kinds, each Is. 6d. 
 
 HIsTORICAL CHART.—Cloth and Rollers, 12s. 
 
 STEWART’S PHYSIOLOGICAL DIAGRAMS. —Price per Set of 4, £2. 
 
 EDINBURGH & GLASGOW 
 
ie 
 
 2 RM CAMERON'S TLDUSTRATED CATALOGUES 
 
 “ILLUSTRATIONS FOR SCHOOLS.” 
 
 Forming one of the most attractive Series of Maps for PICTURE 
 oo TEACHING ever Published, consisting of 846 Subjects. 
 ly if 
 
 a CLOTH, ROLLERS, anp VARNISHED. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Price, each Section of 5 Maps, £2 ; Complete Set, in 20 Maps, L8. 
 Size of each Map, 31 by 39 inches. 
 
 Details of the Series. 
 
 SECTION I. consists of 5 Maps, con- SECTION III. consists of 5 Maps, con- 
 taining 159 Coloured Pictures of taining 342 beautifully Coloured 
 Animals—Mammals. Pictures of Amphibious Animals, 
 
 : : Fishes, Reptiles, etc., etc. 
 SECTION II. consists of 5 Maps, con- 
 
 taining 195 Pictures of Birds, col- SECTION IV. consists of 5 Maps, con- 
 oured in the very highest style of taining 150 Specimens of Plants, 
 art. Trees, Grasses, etc. 
 
 The preparation of these ‘‘ Illustrations” has been entrusted to Naturalists of 
 the highest eminence, and the colouring has been done in the most careful manner 
 under the direction of distinguished Scientists. 
 
 In arranging the various groups of subjects special attention has been given to 
 harmony, to bringing out the special characteristics of the Animal or Bird, and to, 
 portraying the exact scene in Nature where each is found. The efforts hitherto made 
 in this direction have been to draw a Horse, an Elephant, or a Lion, and present 
 these to the Pupil, without the slightest attempt to give either character or natural 
 surroundings ; accordingly 
 
 THE SERIES OF ‘ILLUSTRATIONS FOR SCHOOLS 7s 
 
 excels all other works of the kind produced in this country in respect to strict adher- 
 ence to nature, both in drawing, colouring, grouping, and landscape delineation. 
 
 The educational value of these ‘‘ Illustrations”? cannot be over-estimated. The 
 Schools in which they are placed will have all the attraction for children of the 
 ‘*Panorama”’ or ‘‘ Diorama.” Not simply to be used educationally, when the Pupil 
 is being taught by the Schoolmaster; but at all times, when the eye of the Child 
 rests on the walls of the Schoolroom, he will be taught through the sense of sight the 
 nature of the Animal, the character of the scene where it is found, its companions in 
 nature, and other points of excellent value in education. 
 
 A well-known Naturalist has called these ‘‘Illustrations for Schools” a Zoological 
 Garden, resembling pleasure-grounds. Siac 
 
 H.M. Inspectors of Schools have pronounced this series of ‘‘ Illustrations for 
 Schools” to be the finest contribution to Education that has yet appeared. 
 
 FERNS SiS IRAY) WY ALA 4 yor "i 
 aN. WS fo $ ee x 
 
 
 
 
 
 \ 
 Aah 
 
 
 
 
 
 
 
 = ast ao ae LS ake 
 Section IL—MAMMALS, 
 
 Specimen of Illustrations. 
 Each Map contains 6 of the above Illustrations. 
 
 
 
 EDINBURGH & GLASGOW 
 
RM. CAMERON S ILLUSTRATED CATALOGUE, 33 
 
 
 
 
 
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 SECTION ITII—AMPHIBIA. 
 
 Specimen of Ilustrations. 
 
 
 
 SECTION IV—PLANTS. 
 Specimen of Illustrations. 
 
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54 R.M.CAMERON SS ILLUSTRATED CATALOGUE, 
 
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 OF NATURAL PHILOSOPHY. 
 
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 No. L—PROPERTIES OF BODIES. 
 37 Diagrams, and Deseriptive Book, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 MODERN VARIETIES OF THE STEAM ENGINE AND BOILERS, 
 
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 and Descriptive Book. 
 
 
 
 
 
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R.M. CAMERON S ILLUSTRATED CATALOGUE, 55 
 
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RM. CAMERON S ILLUSTRATED CATALOGUE, _37 
 
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 Class Registers may be had for any number of Names. 
 
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R. M. CAMERON'S 
 
 CATALOGUE 
 
 eer OOr bOO KS: 
 
 
 
 
 
 
 
 ALGEBRAS. 
 
 Bridge’s Algebra.,... re vee 
 Cassell’s Elements of Algebra, AY 
 Chambers’ Standard Algebra, 88 pages, ‘cloth limp, .. eee 
 
 Do. Part I. Standard Algebra, for Standard IV., 24 pages, sewed, 
 Do. Part II. Standard ahaa for Standards V. & VI., 24 Bee 
 
 Do. Part IIT., 40 pages, 
 
 Do. Answers to the above, 
 
 Do. Algebra, Theoretical and Practical, 432 pages, 
 
 Do. Key to Algebra, 228 pages, ... 
 
 Do. Exercises and Problems in Algebra, with Answers, 
 
 Do. Exercises and Problems in Algebra, without Answers, fe 
 Colenso’s Elements of Algebra, Part L., ? 
 
 Do. Key to Elements of Algebra, Part 1; 
 
 Do. Elements of Algebra, Part II., A 
 
 Do. Key to Elements of Algebra, Part Li 
 
 Do. Elements of Algebra, adapted for the use of National and 
 
 Adult Schools, ... oe F 
 
 Do. Key to do. “do. do. 
 Collins’ Elements of Algebra, by J. Loudon, 3 M.A., copra siete Svo, 
 Kelland’s Algebra, 
 Nelson’s Elementary Algebra, Book Ts 
 
 Do. do. ‘do. Book ie 
 
 Smith’s (J. Hamblin) Elementary Algebra, oe wit B) 
 Do. do. do. do. without Answers, 
 Do. do. A Key to Elementary aioe noe 
 Do. do. Exercises in Algebra, ... 
 
 Todhunter’s Algebra for Beginners, 18mo, 
 Do. Key to Algebra for Beginners, ... 
 Do. Algebra for School, crown 8vo, ... 
 Do. Key to Algebra for School, crown Grom 
 
 ARITHMETICS. 
 
 Chambers’ Arithmetical Primer (Minor Course), embracing the 
 ordinary Rules as far as Simple Interest inclusive, | with 
 numerous Exercises, : woe y s 
 
 Chambers’ Answers to Arithmetical Primer, a 
 
 Do. Introduction to Arithmetic, 146 pages, ... 
 Do. Arithmetic, Theoretical and Practical, 288 pages, 
 Do. Key to Arithmetic, 140 pages, 
 
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 .at Per Doz. 
 D. 8: Ds 
 0 9 0 
 6 1346 
 0 9 0 
 3 Zio 
 8 258 
 6 4 6 
 6 
 
 6 22 6 
 6 22516 
 0 18 0 
 0 9 0 
 6 41 0 
 0 
 
 0 64 0 
 .V) 
 
 6 IBS fo 
 6 22.585 
 6 22)+.6 
 6 68 0 
 3 OTS 
 0 9 0 
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 6 22 6 
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 6 22006 
 6 22 6 
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 6 68 0 
 6 
 
 13 1 13 
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 0 9 0 
 0 18350 
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 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
ARITHMETIC S—Continued. 
 
 Chambers’ Arithmetical Exercises for all classes of Schools, by John 
 
 Do. 
 Do. 
 
 Do. 
 Do. 
 
 Do. 
 Do. 
 
 Do. 
 Do. 
 Do. 
 
 Do. 
 Do. 
 
 S. Mackay, M.A., Mathematical Master in the 
 Edinburgh Academy. Part I.—The Simple Rules, 
 
 694 Exercises, 32 pages, paper, ... oon 
 do. do do. cloth, 
 
 Part II.—Compound Rules Deeriitic 79 ange eve: 32 
 
 pages, paper, 
 do. cloth, 
 
 “do. 
 Part III.—Compound tole (Weights and Measures), 
 
 392 Exercises, 32 pages, paper, ... ois 
 do. do. do. cloth, 
 
 Part 1V.—Practice, Bills of Parcels, and Tables of Metric 
 
 Systems, 363 Exercises, 32 pages, paper, .. 
 do. do. do. " cloth, 
 
 Part V.—Proportion, Vulgar and Decimal Fractions, 
 Metric System, and ‘Exercises, 1008 Exercises, 80 
 
 pages, paper, ... os aa. cat dk 
 do. do. do. cloth, 
 
 The above Five Parts in one volume, limp (containing 
 
 3135 Exercises), 
 Answers to Arithmetical Exercises, " 
 Arithmetical Exercises and Answers in one e volume, 
 
 Colenso’s Arithmetic for the Use of Schools, ... 
 
 Do. 
 Do. 
 
 Key to do., by Hunter, ; 
 Shilling Arithmetic for Elementary Schools, 
 
 do. do. do., with Answers, 
 Collins’ Arithmetic for Higher and Middle Class Schools, by H. 
 
 Evers, Tika: D., post 8vo, cloth, with are nk 
 Standard Arithmetic, feap. 8vo, : 
 
 Key to do. des ben 
 aga ary for Standards 5 and BE re sat 
 Key to do. cod Je tsb 
 ‘Arithrnetid for Standard III., 
 
 Key to do. 
 
 Ar Lnmetic for Standard IV.., 
 
 Key to do. 
 
 Arithttietin for Standards ine ani no ; u a ie 
 
 Key to do. 
 Standard Table Book, 
 Arithmetical Table Cards, 
 
 Arithmetical Test Cards, Standards I. I. to VI., Ta packet, z 
 
 Currie’ S Practical Arithmetic, .., 
 Menson’s Senior Arithmetic, 
 
 D>. 
 
 Junior do. re ke ay 
 
 Melrose’s Concise System of Arithmetic, 
 do. 
 
 Key to 
 
 Nelson’ sRoyil Series of Arithmetics :— 
 
 Do. 
 
 Do. 
 Do. 
 
 No. 2B. ey 
 No. 3 B, dee vi 
 No; 4 By S. . 
 No. 5 By ae’ 
 
 No. 6 B, with Answers,’ 
 
 Test Cards for Standards I. Gon rt. IV., “eg and VI. with 
 
 Answers, in packets of 24 Cards, vag 
 Table for Class Drill in Arithmetic, ... 
 (Kennedy’s) Mental Arithmetic for Advanced Classes, 
 
 Smith’s (Barnard’s) Arithmetic and Algebra, crown 8vo, cloth, 
 
 Pub. at 
 eae 8 
 0 13 
 0 33 
 0 13 
 0 2% 
 0 13 
 0 25 
 
 14 
 
 24 
 0 4 
 Ofer 
 LO 
 0 6 
 1236 
 4 6 
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 U 6 
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 1-6 
 2 6 
 0 13 
 0 1g 
 0 14 
 0 6 
 OFT 
 0 8 
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 10 
 0 6 
 10 6 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 Per Doz. 
 8s. D. 
 Ly 
 hee sal 
 1 13 
 By alti 
 te 
 ed 
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 jpn 
 330 
 SPI, 
 9 0 
 Laie 
 41 0 
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 13 
 
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 4 6 
 13 6 
 1 13 
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 6 0 
 4 6 
 SU) 
 4 °6 
 96 0 
 

 
 ARITHMETIC S—Continued. 
 Smith’s (Barnard’s) Arithmetic and Hpatn for the Use of daa 
 
 crown 8vo, 
 Do. Key to do. do. crown 8vo, 
 Do. do. Exercises in Arithmetic, crown 8vo, Sus 
 Do. do. do. with Answers, 
 Do. Shilling Book of Arithmetic, 18mo, cloth, ine 
 
 Do. do. Part I. , Paper Cover, 
 Dor dow Part ity ee BS 
 Do. do. Part IIL., 
 Dion a) 0: Answers, rf 
 De.: do. Complete, with Answers, “a 
 Key to Shilling Book of Arithmetic, is Svo, cloth, 
 Do. School Class Book of Arithmetic, : 
 Do. Examination Papers in Arithmetic, 
 
 Do. do. do., with Answers, 
 Do. Key to do., Bri a 
 Do. Teestiss on Arithmetic, .. a 
 Do. <A Key to do., chown 8yo, 
 
 Wormell’s at hinetio for Schools and Colleges, with Answer oy 
 Do. Graduated Arithmetic, 
 
 ATLASES. 
 
 Black’s School Atlas for Beginners, 
 Cameron’s Penny Atlas, feap. 4to, 
 Do. ‘Twopenny Atlas, 
 Do. Atlasof Kurope,.. 
 Do. Scholastic Atlas of Astronomy and Physical and Political 
 Geography, 22 Maps, fcap. 4to, 
 Chambers’ Atlas of Europe, 13 4to Maps, 
 Do. Sixpenny Atlas, 16 8vo Maps, 
 
 Collins’ Primary Atlas, ... 1M 
 Do. National School Board Atlas, 24 Maps, crown roy 
 Do. The National, 32 Maps, crown, 4to, ... eh 
 Do. The Progressive, 32 Maps, 4to, Pa Ag pen 
 Do. The Selected, 16 Maps, imperial 4to, ... abe ses 
 
 Gall & Inglis’ Royal 4to, 11 Maps, Sewed, ps eee et 
 
 Do. Sixpenny, + 
 _ Keith Johnston’s Fourth Standard Atlas, 15 “Maps, 
 Do. Fifth do. 20 1HO 8, 29 
 Do. Sixpenny Atlas, 8vo, 11 Maps, "coloured, 
 Do. Shilling Atlas, 8vo, 15 MaDe do., 
 Do. Sixpenny 4to Atlas, 
 Do. Shilling 4to Atlas, . : 
 Routledge’s, of the World, 32 Maps, royal 8vo, sewed, 
 Do. do. do. do. cloth, 
 Warne’s Sixpenny, 16 Maps, coloured, 3S 
 
 BOOK-KEEPING. 
 
 Chambers’ Book-keeping by Single Entry, by W. Inglis, 108 pages, 
 Do. do. by Single and Double Entry, by W. Inglis, 
 208 pages, 
 
 Set of Ruled Foolscap Paper Books, prepared 
 by W. Inglis :— 
 
 Single. Entry, Two Books, sewed, 
 Double Entry, do. te 
 
 Do. do. 
 
 Pub. at Per Doz. 
 
 8. 
 
 CWOWR RRO RH COC ORD NO, 
 
 ooocry 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 SRrRrFOrRCCOCOFRNNWNrHOCOCCSO 
 
 D. 
 
 OHOOSMWMRMDOHDAHAHANWNOHDAMH 
 
 wonNnre > 
 
 AHAAHOOSAHGCAARrE DOC UOAGCAWAS 
 
 8. 
 
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 bore Oto 
 
 — ee DD 
 RPODDNOARABE 
 
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 Boo 6c CO BOP PCO 
 
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 Vong olen) 
 
 ADOOCAOSAGBSAHGVSCAHGAM| Ss 
 
 
 

 
 BOOK-KEEPIN G.— Continued. Pub. at Per Doz. 
 6... ae 
 Chambers’ Questions in Book-keeping, with Answers for Civil Ser- 
 vice and other Examinations, by John Bell, LL.B. 1 6 138 6 
 Do. Transactions in Business of John Adam and Hamilton & 
 
 Boyd, paper cover, ... as bss ae 4 6 
 Do. Farm Book-keeping, by W. Inglis, “sewed, 0 6 4 6 
 Collins’ Book-keeping, Single and Double Entry, by a; Bryce, feap. 
 8vo, ‘cloth. she 16 sae 
 Do. Ruled Books for Book- keeping, "Single Entry, Li 928 
 Do. do. do. Double do. LG = 187 6 
 Do. Book-keeping, Single and Double Boe if MS Lean, feap. 
 &vo, cloth, : 2.6 22-6 
 Do. Ruled Books for Set, ay py ass one ove ove 4.6 . 41 
 EUCLID AND GEOMETRY. 
 
 Chambers’ Explicit Euclid, dei 2 p16 Ta) 
 Do. do. Books I. and eee in n wrapper, ooo 0 4 3 0 
 Do. Key to Explicit Euclid, 2 0 
 Do. Euclid’s Propositions, in Sheets, each, 5. O72 1 6 
 Do. Plane Geometry (First Six Books of Euclid), 18 See. & 
 Do. Key to Plane Geometry, .. 2°90 
 Do. Geometrical Chart, with Coloured Diagrams, 40 Dx 28, i in 
 
 a Sheet, ri - Seb 2°06) 722. 3% 
 Do. do. do., Mounted, 4 6 41 0 
 Do. do. do. do. and Varnished, 5:64 b0 8 
 Do. Solid and Spherical Geometry, ... 18. Les 
 Collins’ Euclid on a New Plan, by Bryce and Munn, ‘feap. 8vo, cloth, 2° 6 S2r8 
 Do. (Burchett’s) Practical and Plane Geometry, cloth, 6 6 59 0 
 Do. Elementary, Practical, and Plane Geometry, by D. Munn, 
 fcap. 8vo, Ay m8 23 Sulsae 
 
 Nelson’s Practical Geometry and Exercise Book, Ist Grade, ont 0 6 4 6 
 
 Smith’s (J. Hamblin) Elements of Geometry, . ¥ at 3,6 ft 332 0 
 
 Todhunter’s Euclid for Colleges and Schools, 18mo, 3 6: 2 3320 
 
 Wormell’s Modern Geometry, crown 8vo, iv cS, 2 D118 ea 
 Do. Solutions to Exercises in Modern Geometry, * 2) 6292375 
 Do. Elementary Course of Plane Geometry, fcap 8vo, 287 pages, 3 OF 2748 
 Do. Solid Geometry, 2nd edition, feap 8vo, 144 pages, 2B .oVOE a6 
 Do. Solutions to Exercises in Solid Geometry, 2 6 22 6 
 
 DICTIONARIES—ENGLISHE. 
 
 Beeton’s Universal Dictionary, ... a as os 14 0 126 0 
 
 Black’s Etymological Dictionary, 5 6 60 0 
 
 Cassell’s (Webster’s) Etymological Dictionary, 3.6, nae 
 
 Chambers’ Etymological English Dictionary, by Donald, crown 8v0, 4° 0 *36 "6 
 Do. English Dictionary, by ape 7 Opa ome 
 Do. English Dictionary, ... > (1090S Oe 
 
 Collins’ Cabinet Dictionary, ... $33 es “oe #E 5 0 45 0 
 
 Do. do. do. half-bound, = os gee os 7 5 96S 0 
 Do. Globe Dictionary, oes : 2) 6 oes 
 Do. Illustrated Pronouncing Dictionary, 32mo, 2 0 6 4 6 
 Do. do. do. do. 18mo, ... 1 0 9. 0 
 Do. Library Dictionary, ; one } 10. 6" 3. 860cg 
 
 Ogilvie’s School Dictionary, ... 5 6 228 
 “Do. Students’ English Dictionary, (Me Bsr 
 
 Stormonth’s English Dictionary, 7 6° C898 
 
 Webster’s Universal Pronouncing Dictionary, _ 3° 6) “2s 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
DICTIONARIES—ENGLISH.— Continued. Pub. at. Per Doz. 
 dy Depp sae Da 
 Webster’s Improved Pronouncing Dictionary, ee res tee 2 OFS G 
 Do. Pocket Dictionary, ase eee awe ae wae bre 0 9 0 
 FRENCH. 
 Cassell’s Pa tee and English-French, BE eee aa 3 6 32 0 
 Do. do. re er a3 re t) Gy 26350 
 Contanseau’s Froach- -English, tas 103 6p MOCO 
 Do. do. Dictionary, abridged, 3 6 32 0 
 Gasc’s French and English, 4 = ane 465 47.07 edb on 0 
 Meadow’s French and English, . 5 0 45 0 
 Mole’s French and English, 4 0 36 0 
 Nugent’s French and English, Is 6-2 553 46 
 Do. English and French, at ace 1? Ota ls a6 
 Do. French- English and English- French Pronouncing Dic- 
 tionary, by Smith, ie ne 3.0% 127.0 
 Do. French-English and English- French Pronouncing Dic- 
 tionary, by Brown and Martin, as & £0.15, 225.6 
 Surrenne’s French-English and English-French Dictionary, 7 6 68 0 
 do. 3 6 32 0 
 
 Do. do. do. 
 
 GERMAN. 
 
 Black’s German Dictionary, ... i Uae Garr 0 
 Blakelay and Friedlander’s German Dictionary, ea ee 16 C80 
 Cassell’s German-English and English-German Dictionary, 3° GW B250 0 
 Elwell’s English- German and German- ae etuente Goch sD SENG 
 Flugel’s German Dictionary, Ee dee 6, 054080 
 James’ English German Dictionary, ... eg a ee eae 4150) epowe 0 
 Kohler’s German Dictionary, 8vo, cloth, sae ae Sy 0i Sea 
 Routledge’s German-English and English- German Dictionary, L SGA Loans 
 Theime’s German Dictionary, : one a oe A! 7240-03080 
 Do. do. oe MbZ On CLOSE EG 
 Williams’ German-English and English- German Dictionary, s-37 pO O mo oMLO 
 GREEK. 
 Liddell and Scott’s Abridged Greek and oa oes ery Bde G62) 68670 
 Weale’s Greek-English Lexicon, s vue we OMe sno 
 Do. English-Greek Lexicon, eee sts wee se ase 2 0 18 O 
 LATIN. 
 Ainsworth’s Latin Dictionary, by eed, cloth, ... 5 0 45 0 
 Cassell’s Latin Dictionary, eas Ss 6 9328 0 
 Chambers’ Latin-English Dictionary, “ai ee ae 3 §6 32-40 
 Do. English-Latin, + Gd eed ae B/G S20 
 Do. Complete, yy a aut Ree 6 0 54 0 
 Routledge’s Latin Dictionary, cloth, PESO 713946 
 Do. do. paper, ... LL 9740 
 Smith’s Smaller Latin- -English, POLO? F6Sas0 
 Do. do. English- Rete TGA L680 
 White’s Junior Latin- English, . 77 (6505 68E.0 
 Do. do. English- Latin, . 5 6 650 0 
 Do. Complete, ne 12 0 108 0 
 
 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 

 
 FRENCH BOOKS. 
 Barbauld’s Lecons Pour des Enfants, ... my ae ins 
 
 Bellenger’s French Conversations, ag cae ae san 
 Caron’s First French Reading Book, ... esd a eee 
 Do. French Grammar, 4 ie baa aie See 
 Do. First French Class-Book, Pa + Se ere aE 
 Chambaud’s Fables Choises,__... a ee ioe 
 Chardanel’s French Exercises for Advanced Pupils, ; Ae: 
 Do. First French Course, +5 
 Do. Second French Course, : 
 Contanseau’s Guide to French Translation, 
 Do. French Grammar, 
 
 De Fiva’s Grammaire des Grammaires, 
 De Porquet’s First French Reading Book, des 
 Do. Histoire d’Angleterre, rw? was ess eee 
 Do. Histoire de France, ; oes ea ; 
 Do. Histoire de is aera 
 Do. Le Tressor, _ Sus Ba ee 
 Do. Petit Vocabulary, ove obs ose 
 Gasc’s First French Book, oe > “¥ if) 
 Do. Second French Book, aa oe bea vs cae 
 Do. French Fables, ... ose cos une ave see 
 Do. Le Petit Compagnon, ... ase me “ : 
 Do. La Fontaine’s Fables, ... an 
 Hachette’s French Classics :— 
 Corneille’s Polyencte, see 
 Do. Horace, ... ves 
 Do. Le Cid, 
 Do. Cinna, 
 Moliere’s L’ Avare, ... ne 
 Do. Les Femmes Savantes, ners aay 
 Do. Les Bourgeois Gentilhomme, .. 
 Do. La Malade Imaginaire,... . 
 Do. Le Medecin Malgre Lui, ek 
 Do. Le Misantrophe, ... a paper, 
 Do. Les Precieuses Ridieules, “a f 
 Do, Dareadie. sve aa +e 
 
 = eee eee ae 
 
 Racine’s Andromaque, oss ve 
 Do. Britannicus, see ove 
 
 Do. Esther, see eve see 
 Do.  Iphigenie, ... eee oes 
 Do. Phedre, aos ads see 
 Do. les Plaideurs, ... oes 
 
 Do. Athalie, eee eee eo0e ch | 
 
 Voltaire’s Merope, ... ove by 
 Do. Zaire, ae ee oan ios 
 
 Hall’s 1st French Course, oud Ani ass cae asa aah 
 Do. 2nd do. noe ahs hax ee ie <o6 
 Havet’s First French Book, reg ee SA) out ae 
 Do. French Class-Book (Complete), A a Bs ee 
 Do. French Class-Book, Part I., ... a ana sae oy 
 
 To. do. do. Part re 
 
 Do. MHouschold French, ... ose 
 Krueger’s French Grammar, Pr one 
 
 Le Petit Precepteur, +f oo Hy aed 
 Le Petit Grammarien—a Sequel to Le Petit Precepteur, bes ons 
 
 empont s French Method, as re ae ma 
 do. School Edition, Hy se sia 
 Set cugrpte 8 Ecrin Literaire, Hs 
 Do. First Year’s French Course, 
 
 z 
 
 _ 
 mo DW WH & IS OO OO POD ee pe 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 WNHNNFRFWWWWNWPRWNHWNHENYHNYNDR 
 
 SHRAOMAMAAMAMWAAWMARWDOCDOAROCCTCORADS 
 
 PARPOSDDDCOAGCAASH 
 
 
 
 b. at Per Doz. 
 AB I: 
 
 B.D, 
 18 
 22 
 
 9 
 18 
 
 9 
 18 
 32 
 13 
 18 
 32 
 36 
 32 
 22 
 32 
 32 
 32 
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 13 
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 FRENCH BOOKS.— Continued. 
 
 Schneider’s French Grammar, .. 
 Do. High School Manual, . 
 Do. do. French Reader, 
 Do. (Albert’s) French Reader, 
 Surrenne’s Charles the XII., paper, 
 
 GERMAN BOOKS. 
 
 Ahn’s First German Course, 
 Do. Second German Course, ... 
 Do. German Course, Two Parts in One 
 Allman’s German Primer, 
 Cassell’s International German Reader, 
 Do. Lessons in German, Parts I. and jars ‘sewed, each, 
 
 Do. do. do. cloth, a a 
 Do. do. do. in One Volume, 
 Do. German Reader, sewed, fe legs 
 Do. do. cloth, 
 
 De Porquet’s German Tresor, ... 
 Ollendorff’s German Method, by Dulekers 12mo, 
 
 Do. do. Foerster, 12mo, 
 Do. do. crown Svo, ae? P S 
 Tiark’s Introductory German Grammar, aa oe aos 
 GREEK. 
 
 Arnold’s First Greek Book, Fe a ste eae see 
 Do. Second do. ~ i08 1s 
 Do. Greek Prose Composition, Part Ur bees 
 Do. do. Part acy 
 
 Edinburgh Academy Greek Rudiments, 
 
 Edward's First Greek Reader, ... ose 
 
 Bryce’s First Greek Book, ese 90s 
 Do. Second do. cas He an nee 
 Smith’s Initia Greca, Part Fis ee oe eee os 
 Do. do. Part IL., 
 Do. do. Part IIL, 
 
 Do. Students’ Greek Grammar, 
 Do. Smaller Greek Grammar, 
 §.S.B.A. Greek Rudiments, 
 
 Oxford Pocket Classics, 25 per cent. off in Dozens ‘(See List at end 
 
 of Catalogue). 
 Weale’s Educational Series, 25 per cent. off in Dozens. 
 White’s Grammar School Texts, 25 per cent. off in Dozens. 
 
 GEOGRAPHIES. 
 
 Anderson’s Geography for Junior Classes, 
 Do. Modern School Geography, 
 Do. Class Book of Geography, ... 
 Do. Questions to do. xe ae: 
 Clyde’s School Geography, a 6 ase 
 Do. Elementary Geography, oes Ae 
 Cornwell’s Geography for Beginners, ... 
 
 Do. do. do. with Questions 
 Do. School Geogrenhy, * es Hf 
 Do. with 30 Maps, 
 
 Pub at 
 Ba wie 
 3° 6 
 2* 6 
 38 6 
 1: 3 
 1K) 
 1h 6 
 Live.6 
 ne) 
 OG 
 4 6 
 20 
 DAS: 
 4 6 
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 3.46 
 o 6 
 3 6 
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 3. («C6 
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 5 6 
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 6 6 
 3; 6 
 4 0 
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 SO 
 2 0 
 0 11 
 LG 
 Leng 
 0 6 
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 1/0 
 1 4 
 Spates 
 5 6 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 > 
 82 
 
 oo He 
 bo —_— 
 ee oe "Os SS OS an Bo Soo So SSO oo OCS Cs Oo 
 
 s 
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 | 
 
GEOGRAPHIES .— Continued. 
 
 Dick’s Elementary Geography, ove a cos 
 Douglas’ Text Book of Geography, ... is ‘ 
 Do. do. do. with Maps, 
 Do. Progressive Geography, shi 
 
 _Do. Introductory Geography, ... 
 Geikie’s Physical Geography, ... ay ok 
 Mackay’s Elements of Geography, ... ove 
 
 Do. Outlines of do. ies owe 
 
 Do. Manual of do. oa 
 
 Do. do. do. Part I., 
 
 Do. do. do. Part IT., 
 
 Do. First Steps in Geography, 
 
 Do. Geography of British Empire, 
 Maxwell’s 1st Lessons in Geography, ... ae 
 Do. Geography of the British peter sta 
 
 Do. General Geography,... 
 
 Nelson’s British Islands, %, 
 Do. Geography of Scotland, | 
 Do. do. England, 
 Do. Physical Geography, ... 
 Do. Geography of the Shadi and India, 
 
 Do. do. and Atl rs soe 
 Page’s Introductory Text Book of Physical Geogre, hy, 
 Do. Advanced Text Book, bit 
 
 Reid’s (Hugo) First Geography, 
 
 Do. tae ) Rudiments of Geogr aphy, .. ed 
 
 Do. Outlines of Sacred Geography, 
 
 Do. Physical Geography, s 
 Snaith’s Physical Geography Text Books in Science, 
 Skertchley’s Physical Geography, Ae ose 
 
 Do. do. do. clot 
 S.S.B. A, My First Geography, 
 Do. Outlines of Modern Geography, 
 
 Do. do. Ancient do., eee rag sep 
 GRAMMARS. 
 Allen & Cornwell’s Grammar for Beginners, ... tes bos 
 Do. English Grammar, eee 
 Armstrong’s Practical Grammar, . 
 Do. Narrative Grammar, : ges 
 Chambers’ Grammatical Primer, Set vee 
 Cobbett’s English Grammar, ... + 
 Do. Grammar, xe ay oF nea Ber “as 
 Collier’s English Grammar, ... wee ie ee 
 Corner’s Play Grammar, sewed, cf Pe ; : 
 Do. oO. ae oe ee sue bse 
 Currie’s Practical School Grammar, ... ses nas 
 
 Do. Rudimentary Grammar, 
 Curtis’s English Grammar, ot oe 
 Dalgleish’s Grammatical Analysis, ee see es + 
 Do. Outlines of English Grammar, ... ose ose 
 
 Do. Progressive do. ose eee ose 
 Douglas’ Initiatory English Grammar, ose vee a 
 Do. English Grammar, ean “se se ede 
 Lennie’s Grammar, ve se sas see eee 
 
 Lewis’s Grammar and History, oe 
 Morell’s Essentials of English Grammar, 
 
 Do. First Steps in English Grammar, 
 
 Do. Series of Graduated Exercises, 
 
 Do. Analysis, oth 
 
 Do. Grammar and Analysis, “with Exercises, 
 
 bg 
 
 ROOM OFP OFF ANF OSDSSCCHr OO CONWR ME WHOOP WN HED 
 
 NONWNOCTDCKWRFRKFONCOCD ORF HE HOH OOHR HS 
 
 POWRDODORBDDOCOCAWWEWWORMBDERAORDOCOROORMOS, 
 
 bol 
 
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 —~ 
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 ub. at Per Doz. 
 
 AOWRDOoowoDooooAaAwwowwoonrnawocoooooonocooacys 
 
 ole 
 
 POOOTSSAARAD SOA AMARBAIRABWArHDOWOOS 
 
 
 
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GRAMMA BRS.— Continued. Pub. at Per Doz. 
 
 SRE, PE), OE 
 
 Murby’s Grammar and Analysis, es ate sas os eee 0 9 6.9 
 0. do. paper, OrG 4 6 
 Do. Introductory Grammar, : 0 8 2 3 
 8.8.B.A. Practical Grammar, ... eee 0 9 6 9 
 Do. Young Child’s Grammar, ... 0 3 2 3 
 Do. Principles of English Grammar, 0 9 679 
 
 HISTORIES. 
 
 Bartle’s Synopsis of English Bays: ee TL Gr. alee 0 
 Berkley’s History of Rome, a aes ote ay Or) 4a900 
 Do. do. do. er Cie ae sn Zo Ov > Lave. 
 Buffon’s Natural History, 5 ose 1 0 are ( 
 En Do. do. do. fcap 8vo, Fags Lin Ge des G 
 Collier’s Advanced Class Book of British Empire 3 On tolee O 
 Do. History of English Literature, & 6 233.0 
 Do. Outline of General History, ... eee ao 271.0 
 Do. Great Events of History, : aad 2 6 22 6 
 Do. History of Rome, bce eee aoe LR As 
 Do. History of Greece, : 144i, 6a". 130y 6 
 Do. History of England for Junior r Classes, Wy 67 9 Lop.G 
 Do. British History, 240 . 1820 
 Do. Senior Class Book of British History, 2a 6G". 2286 
 Do. History of Nineteenth Century, Ly 6. 1ae6 
 
 Collins’ History of England for Junior Classes, by Schmitz, ‘fcap 8vo, 
 cloth, eae 24 O else 0 
 Do. History of Scotland for Junior Classes, feap ‘8v0, cloth, LO 9750 
 Do. History of Greece, by Schmitz, feap 8vo, cloth, LG te 
 Do. History of Rome, by Schmitz, ‘foap 8vo, cloth, LypOts deo 
 Do. History of India, by Pearce, feap Svo, cloth, L7s6) (Geo 
 Do. History of France, by Menzies, extra feap 8vo, cloth, oe PAs Oh See 0 
 Do. Landmarks of Modern History, by Dawe, fcap 8vo, cloth, 1.6 «1380 %6 
 
 Do. Handbook of English History, by Ridgway, post v2 cloth, 
 flush, One & 9 
 
 Do. Lessons from English History for Standards pte? Voi and 
 VI., in Three Parts, each, Ong BiG 
 Do. History for Standard LY Outlines—Scotland, 0 2 1.6 
 Do. History of Scotland for Fourth Standard, Scotch Code, cloth, 0 6 4 6 
 Do. History of Great Britain, Standards V. and VI., 0 6 4 6 
 Do. Old Testament History, by Ivens, fcap 8vo, cloth, . ae 9.0 
 Do. New Testament History, by Ivens, feap Svo, cloth, JQ) Wen 
 Do. Bible Questions, by ieee, bis ar cloth, ry 1 0 9 0 
 Lord’s Modern Europe, 56 0 45 0 
 M‘Kenzie’s History of Scotland, Teg Ole Las 
 Maclear’s Class Book cf Old Testament History, 4 6 41 0 
 Do. do. New Testament, a6 45786 
 Do. do. Old Testament, 1 0 o 0 
 Do. do. New Testament, LO 90 
 Markham’s History of England, > Og Tee 
 Do. do. France, ... sat se 420 Oi  360. 0 
 Do. do. Germany, ane 4...) 36 | 0 
 Markham’s, Mrs., History of England, 3 6 32 0 
 Milner’s History of England, ace ao 5 0 45 0 
 Do. History of Bons! me Gee S108 ieee aU 
 Murby’s Analysis of English History, 6 9 0 
 Do. do. do. cloth, Jot Gas Lane G 
 Do. do. do. with Appendix, ; va toe FL <3 
 Do. do. do. cloth, ssh ere I 9 15.9 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
10 
 
 HISTORIES.—Continued. 
 
 Nelson’s Series :— 
 
 Do. 
 Do. 
 Do. 
 Do. 
 Do. 
 Do. 
 
 Do. 
 
 Do. 
 Do. 
 Do. 
 Do. 
 Do. 
 
 Royal History of England, Complete, 
 
 Royal History of England, Part L., ... 
 
 Royal History of England, Part IL., 
 
 Brief History of England, 
 
 History of Great Britain from the Union to Victoria, 
 
 Outlines of the History of Great Britain from the Union to 
 Death of George IILI., 
 
 Outlines of the History of Scotland for Standard Tv. New 
 Code, ... ose 
 
 Brief History of Scotland, ; 
 
 Royal School History of Scotland, 
 
 Date Book of Scottish History, ‘ a 
 
 Date Book of English History for Junior Classes, 
 
 Annals of England, Ay 
 
 Pinnock’s Analysis of Old Testantent it History, 
 
 Do. 
 Do. 
 
 do. New Testament do., ... i 
 Short Analysis of Old Testament History, 
 
 Pryde’s European History, a ms 
 Riddle’s Manual of Scripture History, 
 do. ae 
 
 Do. 
 
 Outlines of 
 
 Smith’ +i Dr Wn., History of Rome, 
 
 do. Smaller OST rs 
 do. History of Greece, .. 
 do. Smaller History of Greece, 
 
 do. do. History of England, 4 
 do. do. Ancient History, ... vee 
 do. do. Scripture History, 
 
 Spalding’ s History of English penta 
 Students’ Hume, 
 
 Do. History of France, 
 
 Do. Gibbon’s Decline and Fall, ... 
 
 Do. History of Greece (by Dr. W. Smith), 
 
 Do. Old Testament History, : 
 
 Do. New Testament History, ... 
 
 Do. History of Rome, by Dean Liddell, 
 
 Do. Ancient History, by P. Smith, ° 
 
 Do. England, by Hallam, m3 see 
 
 Do. Middle Ages, by Hallam, +7 ost ies vat 
 Tytler’s Elements of General History, a st ry oe 
 
 LATIN BOOKS. 
 
 Anthon’s Horace, by Rev. J. Boyd, LL.D., roan, 
 
 ZEneid of Virgil, by Rev. W. Trollope, M.A., roan, 
 Eclogues and Georgics of Virgil, by J. Nicholls, roan, .. 
 Cesar’s Commentaries, by Rev. G. B. Wheeler, A.M., roan, 
 Cicero’s Orations, by Rev. G. B. Wheeler, A.M., roan, ... 
 Sallust, by Rev. J. Boyd, LL.D., roan, ... 
 
 Satires ie x, uvenal and Persius, te cf Talboys Wheeler, 
 
 Toe s (Henry) Firs st Latin Book, 
 
 do. Second dao. 
 
 do. Latin Prose Composition, Part fe) 
 do. do. Part rate 
 do. Supplementary Exercises, Ae 
 do. Latin Verse Book, Part I., 
 
 do. do. Part II., 
 
 Pub. at Per Doz. 
 8. 
 
 Ror D 
 
 Co ST ST AT ST TT ISTO WWNTW ATTN PDR PRWOCOFrOCSO oS 
 
 BSPNwmNnmaeor wre, He He HR HE O01 OD 
 
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 DAAAAAAARAAMBWBWAMAMAAMWAARAMMBOOARAOCHBORK AT (eX) DATAA’D 
 
 D. 
 
 bop - 
 
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 eo coqooocooqceqocoeooa.oocooaoe GO &.0 © 
 
 oocooaocoo ooocoonoe 
 
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Il 
 
 LATIN BOOKS.— Continued. 
 
 Latin Delectus by Younge, 
 Virgil’s Bucolics and Georgics, eee rah 
 Virgil’ s Aineid, ris a os. 
 Horace’s Odes and Epodes, : 
 Horace’s Satires and Epistles, 
 Sallust Catiline Jugurtha, ie : 
 Terence’s Audria and Heautonimorumenos, 
 Do. Phormio, Adelphi, and Hecyra, ... 
 Do. Ennuchus, he 
 Cicero, Oratio pro Sexto, Roscio Ameronia, 
 Do. de Amicitia, de Senectute and Brutus, 
 Livy, Books I. and Sige 
 Do. Books III. to ae 
 dn d0s4 a TS and MT ; 
 Tibullus, Ovid and Propertius, Selections, .. ant 
 
 Pub. at Per Doz. 
 8. D. S. D. 
 Arnold's (Henry) Latin Verse Comporen, 3, 6) e200 
 Bryce’s Latin Grammar, oe oe Oo 2a G 
 Do. Latin Grammar for Junior Classes, Ay 10) 3 ers 
 Do. First Latin Book, iV Gy 134.6 
 Do. Second Latin Book, 3 6 382 0 
 Butler’s Cesar, 0 6 4 6 
 Chambers’ Cesar, cs 2); 65 22°76 
 Do. Sallust, ; * day Gt VO ba eb 
 Do. Quintus Curtius, A Sete 200 
 Do. Ovid, tee ‘ HO 271, 0 
 Do. Horace, 64 i " OM 205 O 
 Do. Virgil’s Hacolves Boe mA oF (Orn 27D. 
 Do. Vir eil’ s Aineid, Books I. to VL, “iH 34 OPP Slor O 
 Do. Livy ae o, Ort 2i. 0 
 Do. ete Rudiments, 0 10 te 
 Do. Elementary Latin Grammar, Ae. Or honey 0 
 Do. Advanced Latin Grammar, A AG oan iG 
 Do. Pheedrus’ Fables, ... ie Py Gh 1S 0CG 
 Church’s Ovid, ... eae ‘se 0 6 4 6 
 Do. Latin Exercise Book, 0 8 6 0 
 Do. __Virgil’s Aineid, Book hd 0 8 6 0 
 Collins’ Latin Rudiments for Standards LV: ive and VI. bs sewed, each, On 2 TOG 
 Edinburgh Academy Latin ee a | Ott POG 
 Freund’s Horace, ... AG 3 6 32 0 
 Do.9 i) (Virgil, ~ Si Gy ta 
 Frost’s Materials for Latin Prose, ne Zh Or 22056 
 Jacob’s Latin Reader Book, ... TE Riley 7 
 M‘Dowell’s Cesar, with Vocabulary, . ee 3, 0 2hi0 
 Principia Latina, Smith’s, Part L., 3 6, 327.0 
 DO: do. Part jai 3 5 Or) (san Oe 
 Do. do. Part Il. re ae aaa 3 6 32 0 
 Do. do. Part Evi if es Ree tele wa SG. ee Lend) 
 Do. don shart) V ssn). . ni oe aes ae S16) oa ay) 
 Students’ Latin Grammar, tad Te tae A GrO ie Dawe) 
 Smith’s, W. B., Inductive Latin Course, 2440 22206 
 8.S.B.A. Ceesar, es a Paro 5 eG 
 Do. Virgil, with Notes, Se ie Lee 
 Valpy’s Latin Delectus, .. a 2G 22 
 Wilkin’s Latin Prose Exercises, Be £7 G4 ind 
 Do. Easy Latin Prose Exercises, ... eae 2 6 22 6 
 Weale’s Educational Series (Selection)—Latin : — 
 Ceesar’s Commentaries on the Gallic Wars, ve ZO 218 
 Cornelius Nepos, 1 0 9 
 Ee () 
 i G 
 2 0 
 Bist) 
 Ke 6 
 LG 
 he 6 
 2.00 
 Eu6 
 Teed 
 2.0 
 Las 
 2.6 
 19° 
 2 0 
 
 co 
 DARMRMSTORCAASGCSCASSSO 
 
 
 
 R. M. CAMEPON, EDINBURGH AND GLASGOW. 
 
 y 
 
12 
 
 
 
 LATIN BOOK S—Continued. 
 OXFORD POCKET CLASSICS.  pub.at Per Doz. 
 
 8. D 
 Cicero—In Catilinam, .. a as i. . Br > 
 Pro Milone, rs ea a a a 
 Pro Lege Manilia and Pro Archia, * rs ae oe 
 De Senectute and de Amicitia, 5: os ar 
 In Ceecilium—Divinatio, : 
 
 In Verrem Actio Prima, 
 Epistole Selectee, Part I., . 
 Orationes Pep set kes I. and shen : 
 Pro Plancio, he in ain 
 Virgil—The Bucolics, “3 <9 +s oe os 
 The Georgics, .. ; a a 
 The Aneid, Books I. “IiE. 
 Horace—Odes and Epodes, 
 Satires, .. 
 Epistles and Ars Poetica, ; 
 The Notes, aca reed: es cloth, 
 Sallust Jugurtha, .. a. 
 Do. Catiline, .. oe 
 Aristophanes—The Knights, ee 
 The Birds, ee 
 
 Acharnians, 4 . 
 Czesar—Books I. to IIL., so A 
 Cornelius Nepos, .. . 
 Homer’s Iliad—Books I. to VL, an 
 Pheedrus, oe 
 
 He ret et et et et et et et 8D et tS ee et et 
 SOSROSOSOROOSOMPSSSOSOSCSSCAAASCSOSOSSCSOY, 
 SOSSMRSTOBOSSORSOSOSOSSSSOAAnsdocoocs;: 
 
 9 
 9 
 9 
 9 
 9 
 9 
 13 
 13 
 13 
 9 
 18 
 9 
 18 
 9 
 9 
 18 
 13 
 9 
 9 
 13 
 9 
 9 
 13 
 18 
 9 
 36 
 
 Livy—Books I. to XXIV. 
 
 OXFORD POCKET CLASSICS, with Short Notes. 
 Sophocle’s Ajax 
 
 ee ts og oe 4 bis 4 ar ie 16 9 0 
 
 Electra, Fe ch s ie ae As ne 1A 040 
 
 Cidipus Rex, .s Ae Se, ol ais es peat 0.6 
 
 C(idipus Coloneus, .. x oe ee a ss 1 0 o. 0 
 
 Antigone, ot oe oe re 's a ale Aap 9 0 
 Philocteles, .. -s oe . . ; ip 10 5.0 
 
 Trachinee, : ee = i Lie 9 0 
 
 The Notes, separately, 18mo, cloth, bas : as ai. 0. 97 0 
 
 Eschylus’ Prometheus Vinctus, a ae 7 0 9.0 
 Septem Contra nnenes sh + e aie e 1 0 9 0 
 
 Persze, oe ee ee ee oe ee 1.0 9 0 
 Agamemnon, ee ee oe oe ve oe La 9 0 
 Choephore, .. oe ee ee ve ve ie 15D 9 0 
 Eumenides, .. r es a ae es o. 10 9 0 
 
 Supplices, .. ; - ox . 44 ie 9 0 
 
 The Notes, separately, 18mo, ae oh . oe 34:6; 32°20 
 
 Euripides’ Hecuba, ; ve Ay ap of Ltd S240 
 Medea, + ‘. oe ak ~> ss sa 1 0 9 0 
 
 Orestes, os os ai a fe es t L710 $20 
 Phoenisse, .. oe ae cs os P . Lie 2°50 
 Hippolytus, .. os oe oe oe “ vs Lan 9. 0 
 
 Alcestis, 3 oe i és 1 0 9 0 
 
 The Notes, separately, 18mo, olsen * i 4% Si n07) 13a) 6 
 
 Bacche, es aie =i 170 9 0 
 Demosthenes de Corona, ez if ts AY e. 27,0» 18 ae 
 Do. Olynthiac Or: ations, is ‘6 mi Se aa 1 0 9 0 
 Eischines—In Ctesiphontem, .. a fig oe oe es 2. 0 18Ra8 
 EAE NS ATOR TS BN a S00 POEL LE I ROB EE a 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 

 
 GREEK. 
 Young’s Greek Delectus, A me we on 
 Xenophon’ s Anabasis, I., IT., Soul TTT. ad. pi aa 
 Do. do. IV., Ve Vis and Vine ak y re 
 Lucian’s Select Dialogues, if es ni a 
 
 Homer’s Iliad, I. to VI., vs 5 
 
 Do. do. VII. to rad og oe 
 
 Do. do. XIII. to XVIIL., ; 
 
 Do. do. XIX. to XXIV., om 
 
 Do. Odyssey, I. to VI, .. oe 
 
 Do. do. VII. to XII., 
 
 Do. do. XIII. to XVIIL., 
 
 Do. do. XIX. to XXIV. , and Hymns, 
 Plato’s Apology, Crito and 1d Ehsedo, ay oe 
 Herodotus, I. to II., Hi4 ve 
 
 Do. IIT. to IV, : oe oe 
 
 Do. V. to VIL, Ai ve mn: 
 
 Do. VIII. to IX., : zs 
 Sophocles’ Gidipus Rex, .. ve ee 
 
 Do. Antigone, . : 
 Euripides’ Hecuba and Medea, | 
 
 Do. Alcestis, ’ 
 Zischylus’ Prometheus Vinctus, 
 
 MATHEMATICS, MECHANICS, TRIGONOMETRY, &c. 
 
 Chambers’ Practical Mathematics, 544 pages, 330 Diagrams, 
 Do. Key to Practical Mathematics, Veet Gy 
 Do. Mathematical Tables, 
 
 Pryde’s Practical Mathematics, : 
 
 Todhunter’s Integral Calculus, crown 8vo, 
 
 Do. Plane Trigonometry, crown 8vo, 
 
 Do. Key to do. 
 
 Do. Spherical Trigonometry, crown 8vo, 
 Do. Trigonometry for pechenay ae ss 
 Do. Key to do. . ae or 
 Do. Mechanics for Beginners, ae ee 
 
 Do. Analytical Statics, 
 Do. Theory of Equations, = 
 Do. Natural Philosophy for Beginners, 
 
 MENSURATION. 
 
 Chambers’ Exercises on Mensuration, with Solutions, forming Key 
 to Mensuration, by David Munn, E.R.S. E., : 
 Do. Mensuration of Lines, Surfaces, and Volumes, by David 
 Munn, F.B.S.E., High School of Edinburgh, 
 Collins’ Mensuration, by Rev. H. Lewis, foolscap 8vo, cloth, ae 
 
 MUSIC. 
 Bateman’s 130 Hymns and eae Old Notation, a bs 
 Do. do. do. Tonic Sol-Fa, .. : 
 Hunter’s School Songs for Junior Classes, 1st and ‘ond Series, 
 Do. do. do. Advanced Classes 1st and 2nd Pett 
 Musical Boquet and Treasury, .. ee . an : 
 
 Musical Times, & 
 Pinnock’s Catechism of Music, F 
 
 WEALE’S EDUCATIONAL SERIES (SELECTION)— 
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 POETRY. 
 Chambers’ Readings in English Poetry, s > ae o 
 Do. Select Poetry, s oa oe. sf 7 ae 
 Douglas’ Recitations, .. - oe ns as 
 
 Campbell’ s Pleasures of Hope, ... 
 
 Coleridge’s Ancient Mariner and other Poems, 
 
 Cowper’: s John Gilpin and The Task, Book I., 
 
 Dryden’s (Virgil’s) Aineid, Book II., .. re 
 Do. do. do. Book III, ce an 
 Do. do. do. Book VL, 
 
 Goldsmith’s Traveller, Deserted Village, and Hermit, 
 
 Gray’s Odes and Elegy, oy ; 
 
 Milton’s Paradise Lost, Books if as and Il., 
 
 Do. * Comus, '. ; ae - 
 
 Do. Samson Agonistes, x “\s “s i. % oe 
 
 Do. L’Allegro, Il Penseroso, 7 5 a8 
 Scott’s Lady of the Lake, in Six Cantos, each, " 7 a 
 
 Do. do. in One Volume, cloth, .. = ic 
 
 Do. Marmion, Cantos I. to IV., : ss 
 
 Do. do. Canto V., oy ay ys As at a 
 Do. do. Canto VL, ry - ok $e es 
 Do. do. in One Volume, cloth, 5a Je 5 
 Spenser’s Faerie Queen, Book I., cloth, tk 
 
 Do. do. Cantos I. to VL, sewed, ; 
 Do. do. Cantos VII. to X11 
 Thomson’s Seasons—Spring, .. : oe ; 
 Do. do. Winter, os oe oe ee 
 Wordsworth’s Excursion, Book Lbs ai , oh * 
 Do. do. Book 12s. rr ey : we 
 
 READING BOOKS, &c. 
 
 Pub. at Per Doz 
 
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 182.5 
 9 
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 WN WNOKHRAOCRWNONNHFRAEN AN RWWNNWAOOYD 
 APAWRPODOOROCOWROAROOROROWWAGDHARS 
 
 Bell’s Standard Elocutionist, .. oe std ab és as 3.6. “B80 
 Do. Junior Elocutionist, is om f st dé ik oO hata 
 Do. Ladies’ do. es .% se ik ; 2E6 7 Se) OG 
 
 Chambers’, W. & R.., Pahlicnous: a 
 
 Do. | Standard Primer, Part I., oe = OQ). Igy ell og 
 Do. do. do. Part ‘ea < a Gi*3 2.3 
 Do. First Standard Reading Book, cn a 0 6 4 6 
 Do. Second Standard Reading Book, se As 6 0 
 Do. Third Standard Reading "Book. Lag 3°40 
 Do. Fourth Standard Reading Book, Ly 2 AD ae 
 Do. Select Poetry for Fourth “Standard, 1.0 9 0 
 Do. Fifth Standard Reading Book, .. 1: 4) 1 ae 
 Do. Short Stories for Fifth “Standard, Ist & ond Series, each, 1030 9 0 
 Do. Literary Reader for Standard VL, 4 2.60 ake a 
 Do. First Book of Reading, .. . On 1b ‘Lads 
 Do. Second Book of Reading, ds 3 ih 0 3 2.43 
 Do. Simple Lessons in Reading, ote ae 0 8 6 0 
 Do. Rudiments of Knowledge, M4 0.8 6 O 
 Do. Lesson Book of Common Things, 0 8 6 0 
 Do. Elocution, by Graham, .. ry 2 '6) “990108 
 Do. English Language and Literature, by R. - Chambers, 45 B90 SIG 
 Do. Spelling Book, cloth limp, es 1 0 9 0 
 Do. do. "Part I., sewed, : oe a 4: Oos1s ke 
 Do: do. Part Ths sewed dle cee on caleeks shes tlie Eee 
 Do. do. Parts ITI. and LV Ne oh i 0 6 4 6 
 SoS WA take FoI Se ORME ears HL eS STARE ER Ngee CLA eM ETE Tl 
 
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READING BOOKS, &c.—Continued. 
 
 Chambers’ Readings in English Prose, bs 
 
 Collins’ 
 
 do. do. Poetry, o's 
 do. do. Literature, 
 . (Macaulay’s) Essay on Milton, 
 (Bacon’s) Essays, cloth, .. 
 (Addison’s) Criticism on Milton’ 8 Paradise Lost, 
 do. Sir Roger de Coverley, 
 do. Essay on the Imagination, .. 
 Class Book of Science and eneakpest 
 Scientific Reader, Sa mn 
 National Primer, 1st Step, : ue 
 do. do. do. large type, 
 do. do. 2nd Step, 
 do. Reading Sheets (16), each, 
 do. First Reading Book, .. 
 do. Second do. 
 
 do Third do i 
 do. Fourth do. BS og 
 do. Fifth do. es aS 
 
 Girls’ Reading Book, 
 
 do. or in heat Paxts fon Ist, ond, and 
 
 3rd Years of Domestic Economy each, 
 Academic Progressive Readers :— 
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 Second Book, cloth, 4 $e ee ate ae 
 Third Book, cloth, Ae “yt AP Aa oe 
 Fourth Book, cloth, Ne ae we we we 
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 Sixth Book for Boys, cloth, .« te ras 9° 
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 New Code Progressive Readers: — 
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 Scottish School Book Association Boole — i 
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 READING BOOKS, &c.—Continued. 
 
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 My First Book, Illustrated, .. 
 My Second do. do. oe 
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 My Second Book, 18mo, 
 
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 READING BOOKS, &c.—Continued. pub. at 
 B, UD. 
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 Do} ) Book I... es a es 0 6 
 Do. Book IL, 0 8 
 Do. Book III., 0 10 
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 Nelson’s Royal Readers :— 
 Do. Royal School Primer, . 0 14 
 Do. Royal Reader, No. [., 0 3 
 Do. do. Now ii.: Cue 
 Do. do. No. II1., n a. Os Hea 
 Do. do. Nos LyY., i + ce yk 1 6 
 Do. do. No: Vi; Re Pe Zz 0 
 Do. do. Nox Vii; m3 2 6 
 Do. Sequel to Royal Reader: No. 1 0 4 
 Do: do. No. IL., 9 
 Do. do. Noo iit, es 3 
 Do. do. No. IV., bd 
 Do. do. No. V., 2270) 
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 Do. School Primer, Part I., + ‘ape 
 Do. do. Part IL, Orit 
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 Do. Part I., Junior Division, ae 0 6 
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 2. King John, 0 3 
 3. Richard IL., 0 38 
 4. Hamlet, 0 4 
 5. Julius Geesar, 0 4 
 Do. Milton, with Life, Notes by J. M. Ree ie ae 6 
 Do. Milton’s Paradise Lost and Paradise Regained, with Notes, 
 by Rev. J. Edmonston, we 270 
 Do. Scott Reader—Poems by Sir Walter Scott, ‘with N otes, ve 1G 
 Do. The English Word Book, by J. Graham, .. i 0 
 Do. Word Expositor and Spelling Guide, by George Couttie, ive 
 Do. History of English Literature, by W. ¥. Collier, LL. Da 3 6 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 17 
 
 ~y 
 OCOASKADOA 
 Obs 
 
 b> 
 bo 
 COW OOACDRDROWWrH 
 
 CO Hy 
 NROOWNW DAM ADAWARORARVS 
 
 ie} 
 OoOWwWOo QO oO 
 
18 
 
 
 
 AIDS TO SCHOOL TEACHING. 
 
 
 
 PICTURE TEACHING FOR THE WALLS OF SCHOOLS. 
 
 Picture teaching for the walls of Schools has now assumed a Special Department, 
 and while great activity has been employed in every other branch of School Furnishing, 
 the proper arrangement of Educational Pictures for the walls of Schools has received 
 little or no attention. Mr. Cameron has personally visited the Principal Schools in 
 Britain and the Continent, and has undertaken this Department as a special study. 
 
 OPENING OF SCHOOLS. 
 
 No department of a School requires more care paid to its adornment than the Infant 
 Department, because in other departments the Teacher depends more upon his Black- 
 board and Books to secure the attention of the Pupils, while in this department the 
 child is only attracted by what can interest the eye. ‘The truth of this is known and 
 appreciated, and our more successful Schools are to be found with the Infant Depart- 
 ment made particularly attractive; so that when a child enters School for the first 
 time it is not with a feeling of repugnance, but that of wonder and satisfaction as the 
 eye falls upon the wall adorned with 
 
 ILLUSTRATIONS FOR SCHOOLS, 
 
 showing beautiful pictures of Animals, Birds, and Fishes, not exhibited on a sheet of 
 cardboard with a meaningless background, but represented amid their home surround- 
 ings, with all their native beauty and attractiveness. 
 
 These Ilustrations are presently sold for £3 the complete set of Animals and Birds, 
 embracing 10 beautifully mounted maps on cloth and rollers, and a Handbook by 
 Dr. Andrew Wilson, of Edinburgh, the eminent naturalist, is issued gratis to all 
 purchasers of a Set. But in Small Schools, where any difficulty may be experienced 
 in procuring the complete set already referred to, no Mistress could do better than 
 procure three dozen or so of selected specimens from the large number of 
 
 NATURAL HISTORY PRINTS, 
 
 published by the Society for Promoting Christian Knowledge, which may be had at 
 Sd. each, mounted on strong board and varnished, and including pictures of the Lion, 
 Tiger, Elephant, &c., with a short description of the Orders, Habits, and Traits of the 
 different animals illustrated. Before entering the more serious and vexed question of 
 Religious Instruction it is well to familiarise the child with scenes descriptive of some 
 of the most interesting of Bible subjects, for which the 
 
 SCRIPTURE PRINTS, 
 
 published by the society already referred to, afford beautiful illustrations, in a series 
 embracing twelve Large Cards, mounted on strong boards, which may be had for 15s. 
 These Cards give a variety to the School-room, and afford a relief to the eye. 
 
 But, leaving the beautifying of the walls of the School-room, and satisfied that the 
 Teacher has fully entered into its importance, we will now turn to the first stage of 
 the child’s real school work, and for this purpose nothing can be better than a 
 
 BOX OF FORM AND COLOUR, 
 
 which, besides containing all the various Forms and Colours, and the means of teaching 
 and testing the Child’s efficiency, contains the Alphabet ona sheet and the Letters on 
 cardboard, and also Figures, so that the child, after being taught the alphabet from 
 the Sheet, is tested by means of separate Letters on the Cardboard. 
 
 The separate Letters also enable the child to perform the first operation of word 
 building. The complete box can be procured for lds. 6d., although containing such a 
 variety of Infant School Apparatus. The Box contains all the requisites necessary for 
 amusing and teaching the child until fit for being taught to read words of two letter 
 and upwards. 
 
 ee esa eae Mae eR is es Ce eR A aA BS 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 
 
19 
 
 
 
 ELAGCH EY PE’S 
 NATURAL HISTORY PICTURES. 
 
 
 
 Tuts SERIES consists of Five Sections, in each of which are Ten 
 Subjects. The name of each subject is given in FIvE LANGUAGES, 
 viz., English, German, French, [talian, and Spanish. 
 
 SECTION 1, 
 
 Wolf and Fox, Bear, Hyena, Sea Bear, Tiger, Cat, Dog, Monkey, 
 Otter, and Badger. 
 
 SECTION 2. 
 
 Camel, Reindeer, Stag, Goat, Sheep, Cow, Hare, Beaver, Chamois, 
 Giraffe. 
 
 
 
 SECTION 3. 
 
 Seal, Kangaroo, Elephant, Rhinoceros, Ass, Horse, Hippopotamus, 
 Wild Boar, Pig, Whale. 
 
 
 
 SECTION 4. 
 
 Penguin and Pelican, Goose and Duck, Swan and Heron, Ostrich, 
 Turkeys, Cock and Hen, Sparrow and Swallow, Parrot, Owl, Eagle. 
 
 SECTION 5. 
 
 Humming Bird, Silk Worm, Bee and Dragon Fly, Oyster and 
 Mussel, Bat, Sloth and Squirrel, Spider and Scorpion, Craw-fish, 
 Leech and Earth-worm, Carp and Eel, Viper, Lizard, Turtle and 
 Frog, Peacock. 
 
 Size of each Illustration, 20x15, mounted on Bourds 
 and Varnshed. 
 
 PRICE. 
 Per Set of Five Sections £2 LOO: 
 Per Section, ~~ ~ ~ ~ ©: l2un6, 
 
 
 
 This Set is adopted by the Glasgow School Board, and can be highly recommended. 
 
 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
40 
 
 
 
 WITH DESCRIPTIONS. 
 
 Each Print, Coloured, 
 
 Mounted on Millboard, ... .. de alld ata 
 and Varnished, ... 
 The Prints, 210 Complete in One Volume, Half-Morocco, C 
 Gilt Edges — Not Coloured, #2 
 
 Do. do. 
 
 Do. do. Coloured, 
 
 1 Bat 51 Starling 
 
 2 Rhinoceros 52 Ostrich 
 
 3 Hyena 53 Heron 
 
 4 Lion 54 Swan 
 
 5 Tiger 55 Turtle 
 
 6 Leopard 56 Frog 
 
 7 Brown Bear 57 Viper 
 
 8 Hedgehog 58 Cod Fish 
 
 9 Beaver 59 Flying Fish 
 10 Squirrel 60 Lobster 
 11 Llama 61 Pike 
 12 Deer 62 Jackal 
 13 Giraffe 63 Guinea Pig 
 14 Goat 64 Herring 
 15 Bison 65 Wild Boar 
 16 Ass 66 American Tapir 
 
 17 Hippopotamus 
 18 Harpy Eagle 
 19 Owl 
 
 20 Peacock 
 
 21 Cassowary 
 
 22 Emeu 
 
 23 White Stork 
 
 24 Woodcock 
 
 25 Toad 
 
 26 Crocodile 
 
 27 Common Snake 
 28 Salmon 
 
 29 Sturgeon 
 
 30 Mackerel 
 
 31 Elephant 
 
 32 Seal 
 
 33 Shepherd’s Dog 
 34 Newfoundland Dog 
 35 Fox 
 
 36 Jaguar 
 
 37 Cat 
 
 88 Mole 
 
 39 Porcupine 
 
 40 Mouse 
 
 41 Rabbit 
 
 42 Chinchilla 
 
 43 Camel (Dromedary) 
 44 Reindeer 
 
 45 Nyl-Ghau 
 
 46 Sheep 
 
 47 Cow 
 
 48 Race Horse 
 
 49 Zebra 
 
 50 Kite 
 
 sc a ee a eg 
 
 67 Kangaroo 
 
 68 Walrus 
 
 69 Dolphin 
 
 70 White Bear 
 
 71 Condor 
 
 72 Lizard 
 
 73 Pelican 
 
 74 Scarlet Ibis 
 
 75 Cart Horse 
 
 76 Swallow 
 
 77 Sparrow 
 
 78 White Shark 
 79 Kel 
 
 80 Fin Whale or Rorqual 
 81 Raven 
 
 82 Magpie 
 
 83 Esquimaux Dog 
 84 Crab 
 
 85 Penguin 
 
 86 Elk 
 
 87 Perch 
 
 88 Badger 
 
 89 Common Whale 
 90 Indian Ox 
 
 91 Partridge 
 
 92 Wolf 
 
 93 Boa Constrictor 
 94 Nightingale 
 
 95 Cock 
 
 96 Rattle Snake 
 97 Hare 
 
 98 Common Carp 
 99 Trout 
 
 ; 100 Haddock 
 
 
 
 NATURAL HISTORY PRINTS, 
 
 2d. 
 7d. 
 igri | sees SUS eS 
 loth Sides, 8. pb. 8. D. 
 
 Published at 42 Ofor 32 0 
 
 63 Ofor47 6 
 
 101 Turtle Dove 
 
 102 Skylark 
 
 103 Porpoise 
 
 104 Peregrine Falcon 
 105 Golden Eagle 
 
 106 Cormorant 
 
 107 Quail 
 
 108 Redbreasts 
 
 109 Syrian Goat 
 
 110 Flamingo 
 
 111 Rat 
 
 112 Sword Fish 
 
 113 Duck 
 
 114 Turkey 
 
 115 Cape Buffalo 
 
 116 Goose 
 
 117 Jerboa 
 
 118 Grey Parrot 
 
 119 Roebuck 
 
 120 Weasel 
 
 121 Gnu : 
 122 Goldfinch 
 
 123 Monkey 
 
 124 Common Hen 
 
 125 Lapwing 
 
 126 Bull 
 
 127 Duck-billed Platypus 
 128 Turbot 
 
 129 Hog 
 
 130 Otter 
 
 131 Ant-Eater 
 
 132 Bittern 
 
 133 Gull 
 
 134 Alexandrine Paroquet 
 135 Great Snowy Owl 
 136 Kingfisher 
 
 137 Orang-Outang 
 138 Sloth 
 
 139 Blind Worm 
 
 140 Black Grouse 
 
 141 Cuttle Fish 
 
 142 Armadillo 
 
 143 Great Bustard 
 
 144 Plover 
 
 145 Ibex 
 
 146 Scorpion and Locust 
 147 Pheasant 
 
 148 Viginian Opossum 
 149 Shrew 
 
 150 White-fronted Lemur 
 
 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
21 
 
 NATURAL HISTORY PRINTS—Continued. 
 
 151 Rocky Mountain Flying 
 
 171 Great Auk 
 
 191 Albatross 
 
 Squirrel i172 Common bordered 192 Apteryx 
 152 Cuckoo Tortoise 193 Petrel 
 153 Mandril 173 Pinna 194 Wren 
 154 Egyptian Vulture 174 Butterfly & Dragonfly} 195 Bees and Wasps 
 
 155 Dorcas Gazelle 
 
 156 Blue and Yellow Macaw 
 
 175 Coot 
 176 Skate 
 
 196 Chamelon 
 197 Pilchard — 
 
 198 Anemones 
 199 Flesh Fly 
 200 Moths 
 
 201 Stickleback 
 202 Spiders 
 
 203 Kestrel 
 
 177 Starfish & Sea Urchin 
 178 Leeches 
 
 179 Caterpillar & Beetle 
 180 Madepores & Corals 
 181 Alligator 
 
 182 Bactrian Camel 
 
 157 Oyster 
 
 158 Humming Birds 
 
 159 Long-tailed Titmouse 
 160 Manatee 
 
 161 Egyptian Cobra 
 
 162 Vampire Bat 
 
 
 
 163 Manis 183 St. Bernard Dog 204 Rook 
 
 164 Chamois 184 Musk Ox 205 Gnats 
 
 165 Thrush 185 Puma 206 Water Newt 
 166 Night Jar 186 Mule 207 Canaries 
 
 167 Birds of Paradise 187 Gorilla 208 Shrimp 
 
 168 Woodpecker 188 Crested Cockatoo 209 Shell Fish 
 169 Water Rat 189 Spider Monkey 210 Snails 
 
 170 Eared Grebe 190 Dormouse 
 
 N.B.—When ordering the above, please give the numbers. 
 
 
 
 NEW METHOD OF TEACHING PHYSIOLOGY. 
 
 R. M. Cameron begs to submit to the notice of Teachers a new method of Teaching 
 Physiology, and would draw their attention to the special advantages the model now 
 offered has over those hitherto used in Schools. The subject selected is a Rabbit, 
 carefully and neatly modelled by a competent medical gentleman; the internal parts 
 being coloured to correspond entirely with the original. The various parts are like- 
 wise detached, and so constructed that a minute inspection of the organism of the 
 animal may be made. The special adaptability of this animal as a model will be 
 apparent. Every child is familiarised with the dissecting of a rabbit, from the 
 frequency with which the process is carried out in the kitchen, and, therefore, looks 
 upon the sight with indifference, and not with that sense of repugnance which must 
 certainly result from the dissecting of other animals. Another commendable feature 
 in this model is the curiosity its study engenders in the young, in pointing out to their 
 parents, when at table, the various parts and construction of the animal. In this way 
 children are encouraged in their study, and parents enabled to judge of the progress 
 they are making at school. 
 
 Teaching Physiology by this method has received the imprimatur of Dr. M‘Ken- 
 drick, Professor of Physiology in the University of Glasgow, who has examined the 
 model, and suggested improvements, which have been carried into effect. 
 
 Mr. Cameron has every confidence in commending this model to Teachers, who 
 may rely upon its being highly adapted to the purpose for which it has been specially 
 made. He has no doubt that it will yet become an indispensable feature in complet- 
 ing the necessary School apparatus. 
 
 THE “RABBIT MODEL,” 
 Enclosed in a neat Box, having a Glass Cover, can be had for 30s. 
 
 MODEL OF THE HUMAN CHEST. 
 
 Papier Maché Model of the Human Chest. Natural Size, with Lungs, Heart, and 
 other Organs, Movable, Price £4 4s. Smaller Sizes, £2 2s. 
 
 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
22 
 
 
 
 
 
 PRL NENG. 
 
 
 
 R. M. CAMERON having laid down New Machinery, 
 and otherwise Greatly Extended this Department of his Business, 
 would direct the attention of Clerks of School Boards and School- 
 
 Masters to the Peculiar Facilities now possessed for the 
 
 Rapid and Wecuvate Production 
 
 of all kinds of Educational Printing. In addition to being Agent 
 for the Publications of the Stationery Department, R. M. Cameron 
 
 is constantly producing, for the Leading Scotch Boards, 
 NEW FORMS, &c., 
 
 as they are necessitated by changes in the Code of Regulations and 
 Acts of Parliament, and is thus in a position to guarantee Strict 
 Accuracy of Form and Matter in the production of all School Board 
 Work. 
 
 Mr. Cameron has machinery and appliances for the Prompt 
 and Effective Production of All Kinds of Printing, from the Largest 
 Posters to School Fee Slips. 
 
 Minutes of Meetings. | School Prospectuses, 
 Treasurer’s Balances. Admission Slips. 
 
 General Notices. Fee Forms, &c., &c., 
 
 Printed to Order, in the Best Style, and at Very Moderate Charges. 
 
 Estimates given for all kinds of Printing and Bookbinding, 
 
 le 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 

 
 
 
 
 
 Se aAlTIONERY. 
 
 [N connection with Ins Largely Extended Printing Premises, Mr. 
 
 CAMERON has also completed arrangements for the producing, in a 
 
 Derp Supertor Style 
 
 all Kinds of School Board Stationery. A Considerable Saving being 
 effected by this System of conducting the different branches of a trade 
 in one business, Mr. Cameron can offer the Best Quality of Work 
 
 at especially Cheap Rates. 
 
 Day Books. | Letter Books. 
 Cash Books. Minute Books. 
 
 OO Ce 
 
 Made Specially to Order, or can be supplied from Stock. In this 
 
 Ledgers. 
 
 Department of the Business is also included the manufacture of 
 
 EXERCISE & DICTATION COPY BOOKS 
 for School Use. A Large Stock is always kept on hand. Teachers 
 
 are invited to apply for Samples before ordering elsewhere. Exercise 
 Books, with 
 
 SPECIALLY PRINTED COVERS, 
 are supplied in quantities, without increase of Cost. 
 
 Mr. CAMERON would direct the special attention of Teachers of 
 Drawing to his New M.S. Drawing Books. ‘The editions at ld. and 
 
 2d. have now the Largest Sale in Glasgow. 
 
 
 
 Samples and Quotations for Special Descriptions of Work will be sent 
 on Application. 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW. 
 
 23 
 
24 
 
 
 
 Necessary School “A tds.” 
 
 
 
 R. M. CAMERON'S NEW 
 
 Blackboard Cleaner, 
 Price 9d., 1s., and 1s. 6d. 
 
 R. M. CAMERON'S NEW 
 
 Blackboard Compasses, 
 
 ie 1D. 18 inches. 
 8s. 6d., 48, 6d., and &s. 6d. each. 
 
 
 
 R. M. CAMERON’S NEW 
 Ink Distributor, 
 
 Price 2s. Gd. each. 
 
 Rk. M. CAMERON'S NEW 
 
 Clock Faces. 
 2s. 6d. and s. each. 
 
 
 
 Rk. M. CAMERON'S NEW 
 
 Physical Relief Globes, 
 From 30s. 
 
 ae. 
 
 
 
 R. M. CAMERON’S NEW 
 Physical Relief Atlas, 
 
 Seven Maps, in strong, handsome Boz, 
 showing Principal Divisions of the World, 
 correctly executed in Relief. Price, com- 
 plete, 15s. 
 
 
 
 hk. M. CAMERON'S NEW 
 
 Box of Drawing Models, 
 Price £2. 
 
 
 
 
 
 R. M. CAMERON'S NEW 
 Terra-Cotta Drawing Models, 
 
 The Best Series of Vases for Model- 
 Drawing ever issued. 
 Price from 2s. 6d. 
 
 Rk. M. CAMERON'S NEW 
 
 “Box of the Magnet,” 
 
 To Illustrate the Science of Electricity. 
 Price 10s. 
 
 
 
 &e. 
 
 
 
 *,° Particular attention is requested to the SERIES OF MAPS published by 
 STANFORD, of London, and for which Mr. Cameron has been appointed 
 Agent. These are undoubtedly the best Maps published, and as they are 
 
 considerably larger than any other School Wall Maps, they are also the 
 
 cheapest. Full Descriptive Lists on application. 
 
 R. M. CAMERON, EDINBURGH AND GLASGOW, 
 
THE DEVELOPMENT LY 
 
 OF 
 
 THE TEACHING OF LAW 
 
 IN THE 
 
 UNIVERSITY OF EDINBURGH. 
 
 BY 
 
 JOERNG Eee COLDS TRE AM, W.5., 
 
 LECTURER IN THE UNIVERSITY OF EDINBURGH ON CIVIL PROCEDURE IN THE 
 LAW COURTS OF SCOTLAND ; 
 EXTRAORDINARY MEMBER, FORMERLY ONE OF THE PRESIDENTS 
 OF THE JURIDICAL SOCIETY OF EDINBURGH. 
 
 EDINBURGH: 
 PRINTED BY MORRISON & GIBB. 
 1884. 
 
THE following pages formed the subject of my introductory Lecture 
 to the class in the University of Edinburgh of “ Civil Procedure in 
 the Law Courts of Scotland,” delivered in the Public Law Class 
 Room, on 27th October 1884. I now issue the Lecture to the 
 profession in this form, believing that the study of the subject of 
 which it treats will be found as interesting to the reader as it has 
 been to its author. It is right I should acknowledge my obliga-. 
 tions to the learned work of Sir Alexander Grant, Bart., viz., The 
 Story of the University of Edinburgh, for material help in its 
 preparation. ls SPAS. 
 
 6 BUCKINGHAM TERRACE, . 
 EDINBURGH, 15th November 1884. 
 
THE DEVELOPMENT 
 
 OF 
 
 THE TEACHING OF LAW 
 
 IN THE 
 
 UNIVERSITY OF EDINBURGH. 
 
 ——0— 
 
 In taking my place for the first’ time as a teacher in the Faculty 
 of Law in the University of Edinburgh, I think it may not be 
 unsuitable if, in my introductory lecture, I give a short account of 
 the history of the teaching of Law in this University ; but before 
 proceeding to this duty, it is perhaps right that I should publicly 
 acknowledge my gratitude for my appointment to the Lecture- 
 ship of Civil Procedure in the Law Courts of Scotland—(1) to 
 the Law Faculty ; (2) to the Senatus of the University; and (3) 
 to its Court, and to express the hope that I may be enabled to 
 realize their expectations in the conduct of the Class. 
 
 The University of Edinburgh was founded in 1583, but it was 
 not till 1590 that any attempt was made to found a Chair of Law. 
 In that year the sum of £300 a year, as interest upon a capital 
 sum of £3000, was provided by the Town Council of Edinburgh 
 for the maintenance of a “Professor of the Laws.” This sum of 
 £3000 was contributed, as very naturally it should have been, in 
 sums of £1000 by each of—(1) the Lords of Session; (2) the 
 Faculty of Advocates; and (3) the Society of Writers to the 
 Signet, as three separate parties. The Chair thus founded was 
 not occupied, however, by any one who lecttired on Law, for 
 what reason is not clear; and ultimately in 1597, after two 
 appointments, the Chair, even in name, was abandoned, and the 
 endowment for it was otherwise disposed of. 
 
 It was not again till 1707 that anything was done to promote 
 the teaching of Law in the University. In that year, however, 
 Queen Anne issued an order bearing upon the expediency of 
 
4 
 
 establishing and settling “a foundation for a Professorship of the 
 Public Law and the Law of Nature and Nations.” For the 
 endowment of this Chair £150 was obtained by altering the dis- 
 position of a grant of £300 per annum made by King William, 
 and Charles Areskine was appointed Professor. It seems doubtful 
 if Mr. Areskine ever taught his subject, and he is said to have 
 used his salary in studying law at Utrecht. He had a dis- 
 tinguished career at the Scotch Bar, and attained the dignity of 
 Lord Justice-Clerk. 
 Chair of Public From 1734 to 1779, there are four gentlemen named as 
 occupants of this Chair, viz. William Kirkpatrick, George 
 Abercrombie, Hugh Blair, and James Balfour of Pilrig. It 
 seems to have been looked upon as a sinecure by all these 
 gentlemen, little or no work being done in it. The emoluments of 
 the Chair were often more than £300 a year, and it was conferred 
 upon the person who could buy out the holder, the Lord Advocate 
 apparently being privy to the transaction. Thus Abercrombie is 
 said to have paid £1000 for it to Kirkpatrick, while Maconochie, 
 the sixth holder of the Chair, paid Balfour the sum of £1522, 18s. 2d. 
 for it. Maconochie (the first Lord Meadowbank) held the Chair for 
 seventeen years, and though an able man, of discursive knowledge 
 and originality, he could only command a very small class, and he 
 only lectured for two sessions. He was succeeded by Robert 
 Hamilton, a Principal Clerk of Session, who held the Chair for 
 thirty-five years, but never lectured. The class hitherto had been 
 deemed a failure, one cause assigned for this being that the Chair 
 had been held by men rising into and in large practice, who treated 
 their academical position and duties as of minor importance. From 
 1831 to 1862, the Crown made no appointment to the Chair; but 
 the Commissioners of 1858-62 having “ ordained that the Professor 
 of Public Law shall deliver a course of not less than forty lectures 
 on International Law during the public session of the University 
 4 yearly, and to the Professorship shall be attached a salary of 
 £250, to be annually voted by Parliament,” a Commission was 
 on 15th May 1862 issued by Queen Victoria in favour of James 
 Lorimer, LL.D., advocate, the present holder of the Chair. At- 
 tendance on his lectures being necessary for the LL.B. degree, as 
 also for admission to the Faculty of Advocates, secures a good 
 class, and no longer can the Chair be considered a failure, which it 
 was held to be fifty years ago. The salary of the Chair is now 
 £400 per annum, £150 of Bishops’ rents having been restored to 
 its emoluments by a recent decision of the Court of Session. 
 
5 
 
 As before mentioned, the Chair of Public Law was founded Chair of 
 
 in 1707, but only in name, as the first and other holders of it 
 seem to have eschewed lecturing; and there being no other 
 University provision for the teaching of Law, it appears to have 
 been the practice of those desiring to qualify themselves as 
 lawyers, both before and after that date, to resort to the 
 Universities of Utrecht, Leyden, Groningen, or Halle for their 
 necessary legal instruction. In 1558, Bishop Reid by his bequest 
 had made provision for a College of Arts and Law, but nothing 
 came of it. It is true that some of the Advocates, towards the 
 close of the seventeenth century, gave legal instruction by 
 lectures in their own houses; and we are told that John 
 Spottiswoode, Advocate, and Keeper of the Advocates’ Library, 
 who had obtained his legal education at Leyden, “had the 
 honour of being the first who opened schools in his own house 
 indeed for teaching professedly the Roman and Scottish Laws, 
 which he continued to teach at Edinburgh, though not in the 
 University for six-and-twenty years.” 
 
 Another of the extra-mural lecturers was James Craig, who, in 
 1710, after some years of lecturing extra-murally, was elected by 
 the Town Council Professor of Civil Law in the University ; but at 
 first, and for seven years, no salary was assigned to him. In 1716, 
 however, a salary of £100 per annum was provided by the town out 
 of the Ale and Beer Duties, under the Act 3 Geo. I. cap. 5. Craig 
 continued to lecture till 1732. He was a member of the Riccarton 
 family, and his notes for his lectures are still faithfully preserved in 
 the library of the family seat. Craig was succeeded by Thomas 
 Dundas, a member of the Arniston family, and he appears to have 
 been a jurist of some’ note, as he was known to Continental 
 writers. He resigned the Chair in 1745, and was succeeded by 
 Kenneth M‘Kenzie of the Delvine family. He had been over 
 twenty years at the bar, and had studied at Leyden. Robert 
 Dick was the next occupant of the Chair, having been appointed 
 in 1755; and he held the office till 1796, although in 1792 John 
 Wilde was appointed joint-Professor with him. During Dick’s 
 _ tenure of office, the example of the Chair of Civil Law in Glasgow 
 was followed, and the lectures were given in English—they having 
 formerly been given in Latin. In 1799-1800, Wilde was 
 incapacitated, in the view of the Senatus, from properly dis- 
 charging the duties of the Chair; and on their representing the 
 matter to the Town Council, an arrangement was made between 
 
 1 Chalmers’ Life of Ruddiman, 1795, p. 35, 
 
 Public Law. 
 
 Chair of Civil 
 Law. 
 
Chair o1 History. 
 
 6 
 
 the Faculty of Advocates and the Town Council, by which Wilde 
 was to draw the salary, but a joint-Professor was appointed to do 
 the work. Alexander Irving succeeded Wilde in 1800, and 
 occupied the Chair till 1826, when he was elevated to the, Bench 
 under the title of Lord Newton. Irving had recommended, in his 
 evidence before the Royal Commission, the abolition of the 
 class in Pandects, which had always been slightly attended, and 
 his successor, Douglas Cheape, who took office in 1827, abolished 
 the class, and gave only one course, viz. that on the Institutes 
 supplemented from the Corpus Juris. Cheape also abolished the 
 oral examinations in Latin. He resigned the Chair in 1842 
 from feeble health, the Faculty of Advocates recording “their 
 high sense of the very able and efficient manner in which he had 
 disgharged the duties of the Chair.’ Archibald Campbell 
 Swinton of Kimmerghame, who still survives, was the next 
 occupant of the Chair, and he held it till 1862, when he was 
 succeeded by James Muirhead, Sheriff of Chancery, the present 
 Professor. 
 
 The next Chair to be established in the Faculty of Law was 
 that of ‘“ Universal History.” The Town Council founded it in 
 1719, assigning a temporary endowment of £50 a year to it. The 
 order of Council making the Professorship may be read, even at this 
 late date of growth of intelligence, with interest and instruction. 
 It is as follows: “Considering the great advantages that arise to 
 the nation from the encouragement of learning by the establish- 
 ment of such Professorships in our College as enable youth to 
 study with equal advantages at home as they do abroad, and 
 considering the advantages that arise to this city in particular 
 from the reputation that the Professors of the liberal Arts and 
 Sciences have justly acquired to themselves in the said College, 
 and that a Profession of Universal History is extremely necessary 
 to complete the same, this Profession being very much esteemed, 
 and the most attended of any one Profession at all the Universities 
 abroad, and yet no where set up at any of our Colleges in 
 Scotland,” etc., they agree “that a Professor of Universal History 
 be established in the College of this city.” Mr. Charles Mackie, 
 Advocate, was the first holder of this office. He was afterwards 
 styled “Professor of Universal Civil History, and Greek and 
 Roman Antiquities.” He devoted part of his course to lecturing 
 upon the “Law Procedure of the Ancients.” The patronage of . 
 the Chair was virtually placed in the hands of the Faculty of 
 Advocates by the Act of 1721, which also provided for the pay- 
 
7 
 ment of £100 per annum to the holder of the office. The Chair 
 
 is now known as that of “ Constitutional Law and History.” 
 
 Charles Mackie occupied the Chair for forty-six years, but for 
 the last twelve years of his tenure he had the assistance of a joint- 
 Professor to teach the class. Mr. John Gordon, and subsequently. 
 Mr. William Wallace, held the office. When Mackie resigned in 
 1765, John Pringle was appointed Professor; but it is said that for 
 twenty years prior to 1780, the lectures of the Chair had-been 
 discontinued, There is reason to believe that the salary was not 
 regularly paid during this time. 
 
 In 1780, the teaching of the Chair was resumed by Alexander 
 Fraser Tytler, who in that year was appointed joint-Professor with 
 Pringle. His lectures were afterwards published under the title 
 of Hlements of General History, in which were described “ the 
 condition of society and the progressive state of mankind from «he 
 earliest ages to the beginning of the present.age.” There is 
 evidence to show that in one of his best years only thirty students 
 attended his class. He was raised to the Bench in 1801, under the 
 title of Lord Woodhouselee, and was succeeded in the Chair by 
 his eldest son, William Fraser Tytler. We are told that he also 
 failed to obtain a class of any size, seventeen students only attend- 
 ing his class in 1806-07, and for seven sessions he did not lecture 
 at all. His lectures having been read for him during his last 
 session of tenure by his brother, Patrick Fraser Tytler, the 
 historian of Scotland, he resigned the office in 1821, having 
 previously been appointed Sheriff of Inverness-shire. He was 
 succeeded by Sir William Hamilton, Bart., in 1821. His occu- 
 pancy of the Chair was by no means congenial to him. His limited 
 class of about thirty led him to petition the Senatus to give 
 “protection” to the Chair by admitting the subject to the Arts 
 curriculum; but he was not encouraged in his suit, and he after- 
 wards brought his views before the Royal Commission, stating that 
 in Germany from “twelve to twenty different historical courses are 
 delivered to audiences more numerous than those in almost any 
 other department of knowledge.” The Commissioners, however, 
 recommended the abolition of the Chair. In 1833, the city having 
 become bankrupt, the salary of the Chair ceased to be paid. Sir 
 William gave up lecturing, and in 1836 he was transferred to the 
 Chair of Logic and Metaphysics, which he so much adorned for so 
 many years. He was succeeded in the Chair of History by George 
 Skene, who afterwards became Professor of Law in the University 
 of Glasgow. From 1842 to 1846, the Chair was occupied by James 
 
 Chair of History. 
 
Chair of Scots 
 Law. 
 
 8 
 
 Frederick Ferrier, and on his election as Professor of Moral Philo- 
 sophy in the University of St. Andrews, Cosmo Innes, Advocate, 
 afterwards Principal Clerk of Session, was appointed. He was a 
 master of History. At first he lectured gratuitously, and so long as 
 he did so, he had a large class. When afterwards he demanded the — 
 usual fee, he is said to have hada mere handful of students. He then 
 lowered his fee, but no one came; and on returning to his original 
 practice of free attendance, his benches were filled. But as his 
 class proved unremunerative, he ceased to lecture. In 1862, 
 however, the University Commissioners made attendance on the 
 lectures of the Chair necessary for the LL.B. degree. They 
 ordained it as the “Chair of History,” and to belong to the 
 Faculty of Law as well as the Faculty of Arts. Innes then 
 resumed his lectures, and he secured a good class till his death in 
 1874. He was succeeded by Auneas J. G. Mackay, LL.D., Advo- 
 cate, who occupied the Chair till 1881, when he retired owing to the 
 engrossing nature of his official and private practice at the Bar. As 
 the learned author of the most valuable treatise on the Law and 
 Practice of the Court of Session of the present day, he deserves 
 an honoured reference in the introductory remarks of the first 
 occupant of the Lectureship on Civil Procedure in the Law Courts 
 of Scotland. Professor Mackay was succeeded by John Kirkpatrick, 
 LL.B., Advocate, now the energetic Dean of the Faculty of Law. 
 
 In 1722, the Chair of Scots Law was founded by the Town 
 Council of Edinburgh. This they did upon the petition of 
 Alexander Bayne, Advocate, a gentleman who had previously been 
 lecturing upon the subject outside. He represented to the Town 
 Council “how much it would be for the interest of the nation and 
 of this city to have a Professor of the Law of Scotland placed in 
 the University of this city, not only for the teaching the Scots 
 Law, but also for qualifying of Writers for His Majesty’s Signet ;” 
 and the Council “ being fully apprised of the fitness and qualification 
 of Mr. Alexander Bayne of Rives, Advocate, to discharge such a 
 province, elect him to be Professor of the Law of Scotland in the 
 University of this city.” The salary of £100 was paid out of the 
 Ale Duty. Bayne occupied the Chair till 1737, and is known as 
 the author of Institutions of the Criminal Law of Scotland, and 
 another book on Municipal Law. He was succeeded by John 
 Erskine, who as an enthusiastic teacher of the subject had a larger 
 class than Bayne. Like his predecessor, he used Sir George 
 Mackenzie’s Institutions as his text-book, till the publication of his 
 own Principles of the Law of Scotland in 1754, which thereafter 
 
9 
 
 was the basis for his lectures. Erskine occupied the Chair for 
 twenty-eight years, when he resigned. He died in 1773, after 
 employing the last years of his life in the completion of The 
 Institutes of the Law of Scotland, which was published after his 
 death in 1773. It is not necessary to remind you, but it is 
 certainly just to Erskine to remark here, that this has ever since 
 been regarded as a book of the highest authority on the Law of 
 Scotland, and after a lapse of more than 100 years I find the 
 present Professor of Scots Law in the Syllabus of his Lectures for 
 1884-85 says: “The Lectures have special reference to the 
 writings of Mr. Erskine, and students are strongly recommended 
 to make themselves familiar either with his Principles, editions by 
 Wm. Guthrie, Edin., or his Jnstitutes, edition by J. Badenoch 
 Nicolson, Edin., 1871,” a just tribute to the value of the great labour 
 of one of the greatest jurists the University has ever produced. 
 Erskine was followed by William Wallace, Advocate, in the Chair of Seots 
 
 occupancy of the Chair. He was known as Collector of the 
 Decisions of the Faculty of Advocates from 1772 to 1776. He 
 died in 1786, and was succeeded by David Hume, who at the 
 early age of twenty-eight was made Sheriff of Berwickshire, 
 probably through the influence of his father, John Hume, whose 
 property of Ninewells was in the county. He was afterwards 
 Sheriff of Linlithgowshire, and a Principal Clerk of Session. 
 When holding the latter office, he was the colleague of Sir Walter 
 Scott, who says: “I copied over his lectures twice with my own 
 hand from notes taken in the class; and when I have occasion to 
 consult them, I can never sufficiently admire the penetration and 
 clearness of conception which were necessary to the arrangement 
 of the fabric of law formed originally under the strictest influence 
 of feudal principles, and innovated, altered, and broken in upon 
 by the changes of times, of habits, and of manners, until it 
 resembles some ancient castle, partly entire, partly ruinous, partly 
 dilapidated, patched, and altered during the succession of ages by a 
 thousand additions and combinations, yet still exhibiting the marks 
 of its antiquity and symptoms of the skill and wisdom of its founders, 
 and capable of being analyzed and made the subject of a methodical 
 plan by an architect who can understand the various styles of the 
 different ages in which it was subjected to alteration. Such an archi- 
 tect has Mr. Hume been to the Law of Scotland, neither wandering 
 into fanciful and abstruse disquisitions which are the more proper 
 subject of the antiquary, nor satisfied with presenting to his 
 pupils a dry and undigested detail of laws in their present state, 
 
10 
 
 but combining the past state of our legal enactments with the 
 present, and tracing clearly and judiciously the changes which took 
 place, and the causes which led to them.” As a lecturer, we are 
 told Hume had a high reputation. But he never published his 
 Lectures, and he specially prohibited their publication by his 
 executors after his death. He published, however, a work of 
 great learning on the Criminal Law of Scotland, and collected a 
 volume of Decisions which was published after his death. On 
 Hume’s promotion to be a Baron of Exchequer in 1822, he 
 resigned the Chair, and was succeeded by George Joseph Bell, 
 Advocate, who was appointed a Principal Clerk of Session in 
 1832. ‘To name George Joseph Bell to an assembly of lawyers, 
 is to bring to their remembrance a flood of recollections of the 
 many times he has solved their difficulties, eased their labours, 
 and sent them from their research with a light and joyous heart. 
 His Commentaries on the Law of Scotland and on the Principles of 
 Mercantile Jurisprudence, and his Principles of the Law of Scotland, 
 published as text-books for his students, will ever be a monument 
 to his worth as a jurist and teacher of Law. Jeffrey had predicted 
 for him a place on the bench, and it is said that he would have 
 likely been the means of securing this for him had there been 
 a vacancy. Cockburn writes: “Certainly no man had ever a 
 stronger claim, so far as such claims depend on eminent fitness, 
 than Mr. Bell had for a seat on that bench, which his great legal 
 work had been instructing and directing for above thirty years.” 
 John Schank More was the next and sixth Professor of Scots 
 Law, having been appointed to the Chair in.1843. The son of a 
 Seceding minister in North Shields, he was born in 1784, admitted 
 Advocate in 1806, and in 1827 published an edition of Erskine’s 
 Principles, and in 1832 an edition of Stair’s Jnstitutions, with 
 notes and illustrations. He was an interesting lecturer and pains- 
 taking teacher, a profound lawyer, and a great collector of books, 
 his library consisting of 15,000 volumes. 
 Chair of Scots The next occupant of the Chair was George Ross, Advocate, who 
 7h took office in 1861, and held it for the brief period of two years. 
 He was admitted to the Bar of Scotland in 1835. He edited many 
 volumes of Leading Cases as well as Bell’s Law Dictionary. As 
 a Professor I remember him lecturing to a large class, which I 
 fear proved too much for a not over-vigorous frame, as he died 
 prematurely in 1863, mourned by a large circle of acquaintances 
 and friends, | 
 Ross was succeeded by George Moir, Advocate, the choice of a 
 
lt 
 
 unanimous vote of the Faculty of Advocates. He, however, only 
 held the Chair for two years, and then resigned. 
 
 In 1865, Norman Macpherson, LL.D., Advocate, Sheriff of 
 Dumfriesshire, was elected Professor of Scots Law, and still 
 holds the office. 
 
 In 1807, eighty-five years after the last erection of a Law Chair, 
 the Faculty of Law was again enriched by another Professorship, 
 viz. that of ‘Medical Jurisprudence and Medical Police.” In 
 1798, Dr. Duncan, Professor of the Institutes of Medicine, 
 memorialized the Town Council on the subject, stating that he 
 had been in the habit of lecturing upon it once a week, and 
 recommended the formation of a Professorship. This move was 
 said to be in the interest of his son. The Senatus, having been 
 asked for their opinion, condemned the proposal, and gave it as 
 their opinion that the “multiplying of Professorships, especially 
 on new subjects of education, does not promise to advance the 
 prosperity or dignity of the University.” Nine years afterwards, 
 however, the Town Council and the officers of the Crown were 
 able to procure a Commission from George III. creating a “ Pro- 
 fessorship of Medical Jurisprudence and Medical Police, as taught 
 in every University of reputation on the Continent of Europe,” 
 with an endowment of £100 a year out of the Bishops’ Rents, and 
 appointing Dr. Andrew Duncan, junior, to be the first Professor. 
 It is said that, although originally proposed to the Town Council 
 by his father, it was the son who had called the attention of the 
 Medical Faculty to it, and thus the real originator of the Chair 
 was the first to hold it. His residence and study in Continental 
 University towns, on the completion of his medical studies at home, 
 had evidently inspired him with the utility of the study of “State 
 Medicine,” the name given by the Germans to this branch of 
 science. The Chair, however, was not admitted as part of the 
 regular compulsory medical curriculum till 1833, although in 
 1825 it was made an optional alternative class for the M.D. degree. 
 This was in the time of the third holder of the Chair (William 
 Pulteney Alison having held it for one year), viz. Robert Christi- 
 son, afterwards Sir Robert Christison, Bart., who in 1822, in his 
 twenty-fourth year, was appointed Professor. At first, Christison 
 says, his students were chiefly young lawyers; and of these he had 
 at first twelve, afterwards five, and then only one. © But this did not 
 daunt the young and courageous Professor. Though unremunera- 
 tive, he continued to lecture; and on the class being made an 
 optional alternative for the M.D. degree, his numbers increased. 
 
 Chair of Medical 
 Jurisprudence, 
 
Chair of Con- 
 veyancing. 
 
 12 
 
 When he left the Chair, on his election to the Professorship of 
 Materia Medica, he had a class of ninety students. 
 
 Christison was succeeded by Thomas Stewart Traill, M.D., in 
 1832, thirty years after his graduation; and he lectured till 
 within twelve days of his death in 1862, in his 81st year, having 
 occupied the Chair for about thirty years. 
 
 The next Professor of Medical Jurisprudence was Douglas 
 Maclagan, M.D., who is the present occupant of the Chair. 
 
 In 1825, the Chair of Conveyancing was added to the Faculty 
 of Law. There seems to have been some difficulty made about its 
 creation even by the Society which afterwards was anxious for its 
 foundation. It seems that, in 1750, the institution of the Chair 
 was strongly urged by some members of the legal profession. 
 The Society of Writers to the Signet, however, strongly resisted 
 it, as it would interfere with the duties of masters to their 
 apprentices. In 1793, however, they had got other light upon the 
 subject, and they instituted a Lectureship on Conveyancing, not, 
 however, in the University. In 1796, the Society tried to get the 
 Lectureship erected into a Chair in the University, but both the 
 Senatus and the Faculty of Advocates successfully opposed this 
 move, on the ground that it would interfere with the class of 
 Scots Law. The Town Council, however, in 1825, erected the 
 Chair in the University, the Society of Writers to the Signet 
 providing the salary of £100 per annum. 
 
 The first Professor was Macvey N apier, who in 1816, seventeen 
 years after he had passed W.S., had been appointed Lecturer on 
 Conveyancing by the W.S. Society. He had, previous to his 
 appointment as Professor, attained considerable reputation as a 
 man of letters and a critic, and was in later days appointed editor 
 of the Edinburgh Review in succession to J effrey. He died in 
 1847, at the age of seventy, and was succeeded by Allan Menzies, 
 W.S., who had as a student greatly distinguished himself in the 
 Arts classes. In later years, as Clerk to the Trustees of the Dick 
 Bequest, and visitor of their schools, he did much to put the 
 education in the counties of Aberdeen, Banff, and Moray in the 
 high state of efficiency for which they have for many years been 
 distinguished. As a family practitioner, he had a large and 
 lucrative practice made by himself. As a lecturer he had a large 
 class of attentive students, who profited greatly by the system of 
 written examinations in the class, without notes or books, which he 
 was the first to introduce. He suffered much from deafness, and 
 it may have been owing to this infirmity that he adopted a plan of 
 
13 
 
 examination which is now universal, and conduces so much to the 
 proper acquisition of every University subject. 
 
 His lectures were characterized by great literary taste. They 
 were published after his death, and have already gone through 
 three editions. Like so many distinguished lawyers, he was the 
 son of a Scotch manse, where he learned that conscientious regard 
 for duty, and acquired those habits of conduct and hard work, 
 which, while they placed him at an early period of his life in 
 honour and a high position in his profession, also contributed to 
 his death at a comparatively youthful age. 
 
 In 1856 he was succeeded by Alexander Montgomerie Bell, 
 W.S., for long a partner of the well-known legal firm of Dundas 
 & Wilson, W.S. In this business he acquired that extensive and 
 accurate knowledge of Conveyancing which made him rank as a 
 teacher of consummate ability. His Lectures were published by 
 his son after his death, and are now the leading text-book on the 
 subject. The labours of an anxious Conveyancing business, com- 
 bined with those of a very largely-attended class, proved too much 
 for a not over-robust constitution ; and I well remember him in 
 his later days coming to his class-room, where his lectures were 
 read by his son, in a very exhausted bodily condition. Such 
 labours cut short a beautiful life and a gentle spirit; and on his 
 death in 1866, James Stuart Fraser Tytler, LL.D., W.S., a 
 member of a family who had done much for the teaching of Law 
 in the University of Edinburgh, as we have already seen, in 
 former days, was appointed Professor of Conveyancing, and still 
 holds the office. 
 
 One other Chair remains to be noticed in tracing the history of 
 the teaching of Law in this University, and that is the “ Chair o 
 Commercial] and Political Economy and Mercantile Law.” 
 
 This Professorship was founded in 1871 by the Merchant 
 Company of Edinburgh—£10,000 being appropriated by it for 
 the purpose of founding a Chair in the University, the teaching 
 from which would be valuable for future merchants, out of the 
 surplus funds coming into their hands from a redistribution of 
 certain educational endowments under their control. The tenure 
 of office, however, is only for seven years, with eligibility for re- 
 election. The step thus taken seems to have been looked upon by 
 the Merchant Company as an experiment. In the result hitherto, 
 however, it must be deemed a success. The Curators and the 
 Master and Treasurer of the Merchant Company were fortunate 
 in securing for the first occupancy of this Chair, William Ballantine 
 
 Chair of Con- 
 veyancing. 
 
 Chair of Political- 
 Economy, etc. 
 
Degrees in Law. 
 
 14 
 
 Hodgson, who already as an economist, an educationist, and 
 lecturer, had established a well-merited reputation. His class 
 during his first six years of tenure averaged fifty students. He 
 was reappointed on the expiry of the seven years of his tenure, 
 and on his sudden death from heart disease in 1880, the present 
 Professor, Joseph Shield Nicholson, was elected for a period of 
 seven years. 
 
 And thus Law has come to be taught—partly because of the 
 foresight of the Crown, the patrons, or their advisers, and partly 
 because of the necessity created, as evinced by attendance on the 
 extra-mural lectures of some enterprising citizen. The growth 
 has been slow, and sometimes the patrons for the time being, or 
 their advisers, have not read aright the signs of the times. It 
 does not seem much to have established only seven Chairs for the 
 teaching of so large and important a subject during a life of 300 
 years. But Law is proverbially slow and uncertain in its develop- 
 ment and operations, and so we must be thankful that since 1707, 
 when Public Law was founded; to 1710, when Civil Law was 
 founded; to 1719, when the Chair of History was founded; to 
 1722, when the Chair of Scots Law was founded; to 1807, when 
 Medical Jurisprudence was founded ; to 1825, when Conveyancing 
 was founded; to 1871, when Political Economy and Mercantile 
 Law was founded; we have now seven Chairs established in the 
 Faculty of Law in the University of Edinburgh, and that its 
 legal curriculum is more complete than that of Dy other Uni- 
 versity in the kingdom. 
 
 But comparatively complete as it is, the Unteerae authorities 
 by the Faculty of Law, the Senatus and the University Court 
 have proclaimed by my presence here to-day that in their opinion 
 the curriculum can be made more complete still, and this remark 
 leads me now to explain how it is that a lectureship on Civil Pro- 
 cedure in the Courts of Law in Scotland has been instituted in 
 this University, and how I have come to be the first exponent of 
 this branch of legal lore. 
 
 The University of Edinburgh confers three degrees in Law, 
 
 z.: the degrees of LL.D., LL.B., and B.L. 
 
 The first of these is conferred honoris causa by voice of the 
 Senate on such persons as in their opinion merit the distinction by 
 their writings, or research in the various branches of science and 
 learning, and every year at the April graduation a number of such 
 degrees are conferred. This was the only degree in law till, by 
 an ordinance of the then University Commissioners in 1862, neg 
 
15 
 
 instituted the dégree of LL.B. The candidates for the degree 
 must be graduates in Arts of a Scotch, English, or Irish Univer- 
 sity, or of some other University approved by the Senatus and 
 University Court. They require to attend a course of study 
 in Law over three academical years, and must attend (1) a 
 course of at least sixty lectures in Civil Law, Scots Law, 
 and Conveyancing ;! and (2) a course of at least forty lectures 
 in Public Law, Constitutional Law, and Medical Jurispru- 
 dence. The examination for the degree extends over all these 
 subjects. 
 
 This degree so wisely instituted was not, however, popular, and 
 for these reasons probably—(1) it was not the only necessary 
 portal for admission to practice in any branch of the profession ; 
 and (2) because the mass of Law students do not take the degree 
 of M.A., as, early in life, they are engrossed in the work of an 
 office, and have not time for other than legal studies at a Univer- 
 sity. And thus it came about that only twenty-four gentlemen 
 graduated as LL.B. between 1864 and 1872, and in 1873 no one 
 at all. The University authorities accordingly instituted a new 
 degree, viz. B.L., which they thought would be more largely 
 taken. For this degree, unless an M.A., a candidate only requires 
 attendance on one course of study on the Faculty of Arts in a 
 University, as for the degree of LL.B., but must pass a satisfac- 
 tory examination in—(1) Latin; (2) Greek, French, or German ; 
 and (8) any two of the following subjects: Logic, Moral Philo- 
 sophy, and Mathematics. He requires to study Law at least two 
 academical years in the University of Edinburgh, and must attend 
 the classes of Civil Law, Scots Law, and Conveyancing, and any 
 one of the classes of History, Public Law, and Medical Juris- 
 prudence. ‘This degree has now been taken during ten years by 
 twenty-three gentlemen, while thirty-four gentlemen have during 
 the same period taken the degree of LL.B. It would thus seem 
 that the new degree in the first decade of its existence had not 
 been more popular than the superior degree of LL.B. in its first 
 decade, while the latter has attained an increased popularity of 
 nearly fifty per cent. The institution of the LL.B. degree would, 
 however, seem to have stimulated to degree-taking in Law, as the 
 period before 1874 only produced twenty-four Law graduates, 
 while the number since has been fifty-eight. Let us hope that 
 
 1 By an Order of Her Majesty in Council, dated 11th August 1884, attendance 
 may be given on the Class of Commercial and Political Economy instead of the Class 
 of Conveyancing. 
 
 Degrees in Law, 
 
Law Fellowship 
 founded, 
 
 16 
 the next decade will show as great, if not a greater, ratio of 
 increase.’ 
 
 It is not unworthy of notice that increased degree-taking in 
 Law is contemporaneous with possible reward for the labour thus 
 incurred, ‘The first premium for degrees in Law was instituted 
 by the Edinburgh University Endowment Association in 1878. 
 In that year they founded a fellowship of £100, tenable for three 
 years. It is open to holders of the LL.B. or L.B. degrees of not 
 more than five years’ standing, and is awarded to the competitor 
 “who shall present the best thesis on a subject comprised within 
 the course of study required for the degree of LL.B. in the Uni- 
 versity.” It will be observed that for the six years before 1879, 
 the average number of gentlemen taking a Law degree was 2:0, 
 while since 1879 and the founding of University Fellowship, the 
 average has been 7:4. I suspect in learning, as in everything else 
 nowadays, the question, Will it pay ? quod meruit? is the turning- 
 point for making any exertion, effort, or acquisition; and the 
 possibility of becoming the holder of a fellowship of £100 per 
 annum for three years is sufficient inducement to study for a 
 degree, which otherwise in itself is of little practical benefit. It 
 is right I should here mention, as a factor in the history of the 
 teaching of Law, the lectures of the first, and till now the only, 
 holder of this fellowship, viz. Mr. John Ferguson M‘Lennan, 
 M.A., Aberdeen, Advocate, who during his tenure of the fellow- 
 ship delivered a course of lectures on the “ Law of Contract,” 
 which were free to those who attended, and I am glad to say the 
 attendance was large. 
 
 The Vans-Dunlop Scholarships, recently founded, should also 
 stimulate to degree-taking. 
 
 1 TABLE SHOWING NUMBER OF GRADUATES IN LAW FROM 1864 To 1884. 
 
 
 
 
 
 LL.B. : LL.B. iB: 
 
 1864, pool pt) vile, 1878 ey ih ea a LOSE crt aot wile 1 
 1865, 1 | 1876, Lantaz 6. 1 
 1866, 4 | 1877, 2 | 1877, 2 
 1867, 1 | 1878, 2 | 1878, 1 
 1868, 2 | 1879, 1 | 1879, 7 
 1869, 1 | 1880, 4 | 1880, 6 
 1870, 6 | 1881, 7| 1881, 2 
 1371, 6 | 1882, 3 | 1882, 2 
 1872, 2 | 1883, 8 | 1883, 0 
 1873, 0 | 1884, 5 | 1884, 1 
 1874, 1 
 
 25 34 23 
 
17 
 
 I have said that the degrees in Law are in themselves of little 
 practical value. I should qualify this remark by stating that the 
 degree of LL.B., though not an essential, still admits to the 
 profession of Advocate without further examination; while not 
 essential, still the same degree and that of B.L. admits to the 
 profession of Law Agent, provided an examination on the Practice 
 of the Courts is passed to the satisfaction of the examiners under 
 the Law Agents Act, and the usual apprenticeship gone through. 
 
 Now it was found that gentlemen who held the degree of LL.B. Grades fe 
 or B.L. failed to pass on this subject before the Law Agents’ disqualified in 
 examiners, and the Faculty of Law very naturally felt agerieved 
 at their graduates being found disqualified upon it. The subject 
 is really part of the course of Scots Law, just as Conveyancing was 
 supposed to be so in days gone by; but the Professor admits that he 
 has not time to teach it. The Faculty accordingly resolved that 
 there should be separate teaching upon it; and at their request, 
 with the sanction and approval of the Senatus and Court of this 
 University, the subject begins to be taught to-day within the 
 walls of this University as a separate and distinct branch. You 
 will pardon any apparent egotism if I now for a few moments take 
 up your time, by telling you how it comes about that I have been 
 selected to expound it. 
 
 By the Law Agents Act of 1873, and relative Act of Sederunt, Difculty in 
 it is required of every applicant for admission to the office of i neronaeene © 
 Law Agent in Scotland to pass an examination inter alia on Forms ba oe 
 of Process. This includes Procedure in the Inferior as well as 
 Superior Courts of Scotland. Now as a matter of fact, at the 
 time of the passing of the Act, the last treatise on the subject of 
 Practice in the Court of Session was that by Sir Charles Farquhar 
 Shand, whose book was a most valuable one; but having been 
 published in 1848, prior to the passing of the very sweeping 
 reforms in Practice accomplished by the 1850 and the 1868 
 Acts, it was very misleading to any one studying the subject. 
 
 The consequence was, that students had the greatest difficulty in 
 getting information on the subject; and although few questions 
 on it were put, the examiners had in very many cases to refuse to 
 pass applicants in their Law examination, by their failure in this 
 branch.' It has been said, as it was of Conveyancing of old, that 
 
 1 The critic of Mr. Black’s ‘‘The Law Agents Act, 1873, etc.,” in the Journal of 
 Jurisprudence of March 1884, says:—‘‘ As forms of process are not included in the 
 curriculum for the degree, a Bachelor of Laws may be absolutely ignorant of the 
 mode in which legal proceedings require to be conducted in this country. Surely 
 
 
 
Lectures on 
 -rocedure, 
 
 Success of 
 Lectures. 
 
 18 
 
 knowledge on this subject should be obtained in the chambers of 
 practitioners in Edinburgh. The answer to that is simply this, 
 that of late years Court Practice has had a tendency of concen- 
 trating in a few legal firms, and they could not possibly receive 
 all applicants; while the Court Practice of smaller businesses is 
 far too limited to give any idea of the very many modi operandi 
 embraced in the term Forms of Process. 
 
 Prior to the passing of the Act referred to, I had become in 
 1872 officially connected with the Supreme Court, and shortly 
 after the Act came into operation, from my supposed knowledge of 
 the subject, from the many cases I saw, I was frequently applied 
 to for information, while I was early led to see how great was the 
 need of proper teaching on the subject. Some of the examiners, 
 too, and specially Dr. Carment, spoke to me of the difficulty they 
 had in passing applicants on Procedure; and as the result of a 
 conversation I had with him in the spring of 1875, I resolved to 
 give a course of lectures on “The Law and Practice of the Court 
 of Session.” I accordingly gave a short course as preparatory for 
 the April examination of that year. Nine students were enrolled 
 as members of my class, and I was glad to learn that every one of 
 these successfully passed the examination on the subject a few 
 days thereafter. 
 
 During the next three or four years I continued to lecture 
 with varied success in Edinburgh and Glasgow, having classes of 
 from seven to forty-six students. At the request of some of my 
 students, I published a handbook on Procedure in 1878; and as 
 this could be got for a smaller price than the amount of my fee, I 
 did not consider it necessary to lecture again till 1882-83. 
 During these intervening years, however, I had many applications 
 to know if I was not going to lecture, and I accordingly intimated 
 in the beginning of the session 1882-83, that if a sufficient number 
 gave in their names, I would resume the course. About thirty 
 the public are entitled to expect that every person admitted to the monopoly of 
 Court practice shall have some knowledge of those forms of process on which the 
 rights of the lieges frequently depend.” ‘*We confess that in our opinion the 
 examiners do not at present put as many questions on ‘Forms of Process’ as are 
 necessary to afford a fair test of the knowledge of the candidates.” While Mr. Black 
 himself says, at p. 187 of his book: “It will be with an anxious heart that not a 
 few receive the Court of Session questions from Mr. Jamieson’s hand, for to most of 
 our Scottish youth this part of their legal education is only acquired by persistent 
 cram ; and as only four questions are propounded, there is very reasonable ground for 
 fear that in the course of cram something important enough to be embodied in a 
 
 question may have passed unnoticed in the wilderness of regulations, Acts of 
 Sederunt, and Court of Session minutie, etc.” 
 
ih 
 
 students gave in their names, and out of these I opened a class of 
 twenty, to whom the hour fixed was suitable. In the following 
 session, 1883-84, I had only a class of four, the smallest I ever 
 had, the reason for this being, I was told, that having on the 
 advice of my professional friends raised my fee to £2, 2s., it was 
 thought too much for a twenty-lecture course. 
 
 It is true, more literature on the subject of my course now exists Tagen 
 than was the case some years ago. In the Practice of the 
 Supreme Courts, Dr. Mackay’s book will ever stand as a monu- 
 ment to his labour, learning, and skill in preparing a very 
 exhaustive treatise on the subject, while Mr. Spinks’ book and my 
 own handbook will be found useful as books of ready reference. 
 
 In the Practice of the Inferior Courts, Sheriff Dove Wilson 
 and Sheriff Lees’ volumes will give most, if not all, needful 
 information on the subject. But one and all of these books have 
 been patent to students for five or six years now, and still the 
 examiners for the Law Agents’ Examination say there is 
 deficiency on the part of candidates in this branch of study. 
 They, too, along with the Professors of Law in the University, 
 desire that it be systematically taught, and hence, after extra- 
 mural teaching of several years, I, as the only lecturer on the 
 subject, am appointed to intra-mural teaching, and have the very 
 responsible and arduous duty of organizing this branch of legal 
 study in this University. 
 
 For the first time, so far as I am aware, Civil Procedure is taught i apres 
 in a University in this kingdom. It is, however, a common class a A 
 in the Universities of Germany, where it is taught sometimes as 
 a special branch by a Professor of the subject, and sometimes as 
 part of another course. I can see no reason why it should not 
 be specially taught in this country, where the necessity for its 
 knowledge is as great.) It is not the first time, as we have 
 previously observed, that we have copied the Germans in their 
 advance in learning. True, there are now books upon the subject; 
 but experience proves that special cram from books for an 
 examination immediately following, is apt to give very superficial 
 knowledge, and is not enough, even for the examination itself, 
 much less for the after necessities of professional life. For 
 
 1 In Lord Moncreiff’s address on ‘‘ Legal Education,” to the Juridical Society in 
 1870, he says: ‘‘It is of the greatest consequence, to whichever branch of the pro- 
 _fession the student intends to belong, that he should be thoroughly armed with the 
 ‘forms before he begins, for there is nothing so painful as learning them afterwards ; 
 
 and whether he practise at the bar or behind the bar, he will find the greatest 
 possible advantage from having all his forms at his finger ends.” 
 
Province of 
 Lectureship. 
 
 20 
 
 such the mind requires to be filled with, and drilled in, the 
 information slowly and gradually, and accustomed by oft-repeated 
 reference to the details of the subject, to feel thoroughly at home 
 in it. 
 
 I have hitherto spoken of the subject of my course, and referred 
 to it in terms signifying your knowledge to some extent of its 
 nature and scope. 
 
 Allow me, however, in my closing remarks to open up the 
 subject a little to you, and explain to you generally the province 
 of this Lectureship. 
 
 In the class of Scots Law, the student is instructed upon the 
 rights of parties in their various relations to others, and in 
 property heritable and moveable; and as a foundation for my 
 subject, it is highly expedient that a student know what rights 
 can be enforced. It is at this point that the utility of this class 
 comes in. You learn for example, in the class of Scots Law, 
 that given certain circumstances, a contract is constituted or 
 made; that two or more persons have rights which they can 
 enforce. But here you are left in darkness, and you must find 
 out for yourselves how obligation is to be enforced if the contract 
 is not peaceably fulfilled. And so the teaching of this class comes 
 to your aid and tells you to what tribunal you are to resort; what 
 form your action is to take; what pleas you are to maintain; how 
 you are to conduct it ; what defence will be stated; how and when 
 it will be made; and how you are to arrange your forces, and carry 
 on the battle from field to field, till you quit as victor in the fight ; 
 and then how you will obtain the costs of the war, and implement 
 or damage for the breach of contract. Most of these details 
 are either regulated by Statute or Act of Sederunt (7.e. an order 
 of the Lords of Council and Session), or they are subject to 
 decision of the Court. So far as time permits, it will be my 
 endeavour to make you acquainted with one and all of them, and 
 so picture to you each likely battle-field, that when you enter it in 
 actual professional life, you will have some idea of what it is, and 
 be able to bring up your forces and carry on the fight as will 
 enable you to come off conquerors ; or if you lose, that it may be, 
 not because of want of knowledge of the law or legal tactics, but 
 because your clients have not hearkened to your wise and better 
 counsels, when you advised those things which make for peace. 
 

 
 iele 
 
 MeV ERSITY SYSTEM 
 OG? Kk WUAINK 
 
 BY 
 
 JOHN P. COLDSTREAM, W.S. 
 LECTURER IN THE UNIVERSITY OF EDINBURGH ON CIVIL AND CRIMINAL PROCEDURE IN 
 
 THE LAW COURTS OF SCOTLAND ; EXTRAORDINARY MEMBER, FORMERLY ONE 
 OF THE PRESIDENTS, OF THE JURIDICAL SOCIETY OF EDINBURGH 
 
 EDINBURGH 
 JAMES THIN, PusuisHeR TO THE UNIVERSITY 
 
 1888 
 

 
THE following pages formed the subject of the introductory 
 lecture to my class in the University of Edinburgh this Session. 
 In the hope of its being useful to a wider circle, on the advice 
 of friends, I now publish it in this form. 
 
 I take this opportunity of acknowledging my obligations to 
 Professors Westerkamp and Stengel, and to Dr. Dreyling of the 
 University of Marburg, for their kind revision of most of the 
 facts given—to Messrs. Taylor Innes and Goudy, Advocates, for 
 helpful suggestions, and to Dr. Felkin and Mr. J. J. Cook, 
 LL.B., for useful comments and additional facts, to all of which 
 I have given careful consideration, and many of which I have 
 
 embodied in the text or footnotes. les ee ©: 
 
 6 BUCKINGHAM TERRACE, 
 
 EDINBURGH, 30th November 1888. 
 
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 By SO) ia 
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 on 
 
 
 
THE UNIVERSITY SYSTEM OF GERMANY. 
 
 At a time when the subject of a change in the constitution 
 of the Scottish Universities is impending, it does not seem 
 unnatural that we, the members of this University, should look 
 around us to ascertain what are the arrangements of Univer- 
 sities in other countries, and what are the systems which there 
 prevail for carrying on the work which a University professes to 
 accomplish. In this way, perhaps, we may gather instruction 
 which will either help us to better our own, or prevent us 
 from making mistakes by adopting some part of their system 
 which it would be inexpedient for us to incorporate with ours. 
 
 With this object in view, I venture to place before you 
 in the following remarks the results of the study which I have 
 recently made of the University system of Germany. I have 
 confidence in doing so, because the facts and statements sub- 
 mitted have been carefully gone over by two Professors and 
 a Graduate of a German University, who testify that I have 
 been able to give a very accurate account of the German 
 University system, and that nothing else occurred to them as 
 worthy of mention to give a general idea of its working. JI am 
 glad to have this testimony, as otherwise I would have had 
 considerable diffidence in entering upon the subject after the 
 comparatively short time which I was able last summer to 
 give to its study upon the spot. 
 
 The result of this study, and my observations of German 
 life generally, and University life in particular, has been to lead 
 me to advise all young men who have the time and the means, 
 and not much of the latter is required, to take their holiday early 
 in summer, when all the German Universities will be found in 
 
6 The University System of Germany. 
 
 full working order, and spend it in such a University town as 
 Heidelberg, Marburg, Tiibingen, or Freyburg, where interesting 
 study can be combined with excursions and pastimes in a 
 lovely country around. They will return, I am sure, with 
 widened sympathies, and better able for their intercourse with 
 their fellow-men. 
 
 University Statistics. 
 
 There are twenty-two Universities in Germany, and, 
 according to the last published Universitdts Kalender, there 
 were in attendance 30,880 students with 2259 Professors and 
 other members of the teaching staff within their walls.! Berlin, 
 the largest University, had 7068 students and 311 teachers— 
 while Rostock, the smallest, had 340 students and 43 teachers. 
 The population of the German Empire is given as 46,855,704, 
 so that there is about one student in the Universities 
 of Germany to about every 1500 persons of its population. 
 In Scotland there are four Universities, with an aggregate 
 attendance in 1886-87 of 6879 students. The popula- 
 tion of Scotland is 4,034,156, so that about one young man 
 out of every 586 persons,—deducting foreign element, about 
 one in 700 or 800 of the population, attends the Scotch 
 Universities. In both countries, however, we must discount a 
 
 
 
 large foreign element, and probably a very much larger foreign 
 element in Scotland—owing to the fame of the Medical School 
 of Edinburgh—than in Germany. Last Session, for instance, 
 out of 1874 students of Medicine in Edinburgh, only 793 
 belonged to Scotland, and 676 to England and Wales. 
 
 The fame of Edinburgh University has very much increased 
 during the last 21 years—notwithstanding that there were 
 giants in those days,—as in 1867 there were in all only 1515 
 students; in 1877, 2540; in 1887, 3459. If this ratio of in- 
 crease is to go on, it is high time we were preparing for it. In 
 comparing the number of students in attendance at the Scotch 
 
 1 There is thus apparently one teacher to about every 14 students. 
 
The University System of Germany. 7 
 
 University, it must also be borne in mind that the higher 
 classes in the Gymnasium of Germany are virtually equivalent 
 to our lower Arts classes. 
 
 Constitution of the German University. 
 
 Unlike the English University, but like the Scotch, the 
 German University consists only of one College. The German 
 University is governed solely under the direction of each 
 State by means of its Minister of Education. The fabric is 
 built and kept in repair, so far as the proper University 
 funds do not suffice, by the State. The Professors are 
 ultimately appointed and paid by the State. 
 
 The State is represented in most Universities by an official 
 called a Curator. He acts as an intermediary between the 
 Senate of each University and the Minister of Education in 
 the State to which it belongs. He has a larger salary than 
 most of the Professors, being about £450 per annum. 
 
 The German University has no Court of Curators, no Rector’s 
 Court, no General Council, and no Students’ Representative 
 Council, and it’ seems to get on very well without them. It 
 has not either a University Students’ Union, which I am glad 
 to learn we are soon to have fairly established in our midst. 
 I understand, however, a large sum is still required for its 
 proper equipment. Large however—upwards of £3000 I believe 
 —as it is, it could easily be got if each matriculated student of 
 this University would undertake to subscribe or collect among 
 his friends £1 by the beginning of next year. Kindly consider 
 the matter, and come to the aid of those who have hitherto 
 worked so well for your benefit. . 
 
 The internal affairs of the German University, so far as not 
 State matters, such as the nomination of a Rector, and the con- 
 sideration of, and suggestion to the State of what appears to it 
 as necessary University legislation, are the matters chiefly 
 coming under the cognisance of the Senatus. This body con- 
 
8 The University System of Germany. 
 
 sists of all the ordinary Professors presided over by the Rector 
 of the University. The Rector is one of the Professors, and 
 has virtually the same position as the Principal of the Scotch 
 University, there being in a German University no Rector, in 
 our sense, nor Chancellor or Vice-Chancellor. The Rector is 
 appointed by the Professors. He holds office for one year, but 
 is eligible for re-election. 
 
 An official called Universitéts Richter superintends the 
 conduct of the students, and in case of necessity, and in con- 
 nection with the Rector—and in rare cases the Board of the 
 University—imposes punishment, which may consist of expul- 
 sion from the University or confinement in cells within its 
 walls. 
 
 The Faculties. 
 
 As a rule, there are, as with us, four Faculties, viz. 
 Theology, Law, Medicine, and Philosophy (or Arts), but in the 
 University of Munich there is a fifth Faculty, called Staats- 
 wirthschaftliche Facultdét (Political Economy), which is one 
 for training young men for the service of the State, specially 
 in Forestry, and in which are taught such subjects as National 
 Economy, System of Political Science and Politics, Financial 
 Science, History of Civilisation during the time of the Renais- 
 sance and Reformation, Produce and Profits of a Forest, and 
 Forest Technology, Climatology and Meteorology, and instruc- 
 tion in Meteorological Observations, Botanical Chemistry with 
 regard to Forest and Agricultural Economy, Forest Excursions. 
 A Faculty such as this is much needed in our Universities, and 
 some of our Professors have, I believe, already strongly urged 
 its establishment. 
 
 In general the Faculties are much more numerously 
 manned than with us. In Munich, for example, which has 
 about the same number of students as Edinburgh University 
 —3448 last Winter Session as against 3459 with us—there are 
 at least nine ordinary Professors in the Theological Faculty, 
 
The University System of Germany. 9 
 
 besides two Privat-Docenten or Lecturers, in all eleven teachers 
 to our four in the same Faculty, while in the Faculty of Law 
 there are eleven Ordinary Professors, one Extraordinary Pro- 
 fessor, and five Privat-Docenten or Lecturers,—in all seventeen 
 teachers, to our seven or eight in the same Faculty. In the 
 Faculty of Philosophy the disparity is still more striking, as in 
 Munich there are at least 58 Teachers, 27 of whom are Ordinary, 
 6 Extraordinary, and 26 Privat-Docenten, while in Edinburgh 
 there are in all only 17 Professors and 2 or 3 Lecturers. 
 
 The Professors and Lecturers. 
 
 The Professors are divided into two classes, called Ordinary 
 and Extraordinary. For some branches of study there is both 
 an Ordinary and an Extraordinary Professsor within the 
 University, and in addition there can be a Privat-Docent 
 who lectures upon the same subject within the walls of the 
 University. As already remarked, the Professors are appointed 
 by the State. When a vacancy occurs in a Chair, the 
 Faculty to which it belongs look around them for a suitable 
 successor. They nominate three persons from among the 
 Extraordinary Professors, Privat-Docenten, or outsiders—it 
 may be a Professor from another University. The names of 
 the persons so nominated are submitted to the Minister of 
 Education, or in some cases to the King or Grand Duke of the 
 State, as the case may be, with whom the ultimate selection 
 and appointment lies, but he may appoint some one else. This 
 mode of appointment is said to work well. 
 
 The Privat-Docent applies for the position to the 
 Faculty in which he desires to teach, and after proof of quali- 
 fication by written dissertation or otherwise he is appointed 
 by the Faculty. 
 
 The Ordinary Professors and the Extraordinary Professors 
 have salaries paid to them by the State, and they receive the 
 fees of the students who attend their lectures. The Privat- 
 
 A2 
 
10 The University System of Germany 
 
 Docenten, on the other hand, as a rule, only have the fees of 
 their students as their emoluments of office. The Ordinary 
 Professors have the highest standing, and alone are members of 
 the Senate. The Ordinary Professors have alone the right, as 
 conferred by the State, to conduct the examinations which 
 qualify for the degrees. 
 
 As a rule, most of the Professors require to give their whole 
 time to the duties of their office. The Theological Professors 
 cannot be ministers of a parish, or have charge of a congrega- 
 tion. The Law Professors cannot practise, or hold judicial 
 office, without the authority of the State, and, as a matter of 
 fact, not five per cent. of their number do it. The Medical 
 Professors, on the other hand, are allowed to practise. 
 
 The Professors cannot, without authority from the State, be 
 Directors of Public Companies, and, as a matter of fact, they 
 are not. The view held is that their University duties require 
 their whole time, and that their services and counsel should 
 always be available for the student, while their spare hours 
 should be spent in the advancement of science and learning. 
 They further recognise the view that there are too many men 
 in Germany to be provided for to justify plurality of offices or 
 occupations, unless when an absolute necessity exists in 
 certain cases. The German University emphatically in practice 
 asserts the principle that it exists for the benefit of students and 
 the Fatherland at large, and not merely as a means of giving to 
 the Professor a berth, emolument, position, or occupation. 
 
 The emoluments of the Professors, on the other hand, are not 
 large. The State salaries of the Ordinary Professors are from 
 £200 to £600 per annum. The students’ fees are small, being 
 from 12 to 20 marks or shillings in the Philosophy course, and 
 the same in Theology, 10s. to 42s. in Law, and 20s, in Medicine, 
 according to the length of the course. Ten shillings is con- 
 sidered a good fee for a 30 to 40 lecture course in the Faculty 
 of Law.! 
 
 1 In Germany the fees are paid to the University Accountant, and not to 
 the Professors themselves. 
 
The University System of Germany. 11 
 
 As already stated, the German Professor lives, as a rule, 
 solely for his work, the benefit of his students, and the 
 advancement of Science. He comes very much into personal 
 contact with his students. He lectures to them in his class- 
 room. He meets them in the Seminaries (rooms attached to 
 the class-rooms, with libraries of books on the subject of 
 instruction), where, around a table, the Professor and students 
 gather; and by means of easy talk, by way of question and 
 answer, the students have the opportunity of obtaining from 
 their Professor information which they cannot acquire in the 
 lecture-room. Some of the Professors are in the habit of 
 meeting with their students in their own houses, as well as 
 in what are known as “ Kneipen,” which are reunions in a 
 restaurant or café, held once or twice a week, In some 
 cases papers by the students on the subject of study are read 
 at these meetings, and in all cases beer is drunk, smoking 
 is indulged in, speeches are made, songs are sung, and good- 
 humoured jokes, practical and others, in which sometimes 
 the Professor is made to play a prominent part, are a feature 
 of the evening’s proceedings. The Professor has generally a 
 “ Sprech-stunde” every day, when he receives his present and 
 former students and he can be consulted freely by them. 
 A glance at the programme of study in a German University 
 will convince the reader that much work is accomplished in 
 asemester. As arule, on an average, the Professor lectures, or 
 has exercises in Seminary, twice a day, and sometimes on six 
 days in the week. In each session he often has two courses of 
 lectures—four in the year—and the subdivision of subjects is, 
 in consequence, much greater than in the Scotch Universities. 
 
 The following is a list of the Professors and Lecturers, with 
 programme of study, in the Faculty of Law in the University 
 of Munich :— 
 
 Ord.-Prof. J. J. W. v. Puranc—Criminal Procedure. Juridical Seminary. 
 Essays upon Civil Suits. 
 K. v. Maurer—Selected chapters from the old Nordisk Criminal Law. 
 
12 The University System of Germany. 
 
 C. H. Boteiano—German Civil Procedure (using his Handbook of 
 Imperial Civil Procedure, introductory part, Stuttgart, 1879). Viva 
 voce practice in Civil Procedure. 
 
 A. Brecumann—Institutes of Roman Law. Pandects 11., Family and 
 Hereditary Right. Civil Exercises in Juridical Seminary. 
 
 E. Srurrert—Pandects, without Family and Hereditary Right. Bail 
 and Hypothecary Rights. 
 
 H. v. SicHERER—German Commercial Law and Exchange Regulations. 
 Church Right Exercises in Juridical Seminary. 
 
 H.v. HottzeEnporF—Criminal Law, introductory part. International Law. 
 
 J. Bercutotp—History of German Empire and Law. Conversational 
 and Practical Exercises about Imperial and Ecclesiastical Law. En- 
 cyclopedia of Jurisprudence, with especial regard to Forestry Students. 
 Exercises in Ecclesiastical Law in the Juridical Seminary. 
 
 ©. BrirKMEYER—Philosophy of Law. Criminal Law, especially Part Iv. 
 Conversation about the special part of Criminal Law. Criticisms of 
 the Verdicts of the Supreme Court in Civil Cases. 
 
 M. SevpeLt—Imperial Law. German Administrational Law, with special 
 regard to Bavaria. 
 
 Prof.-Ext. F. Hetpmann—Institutes of Roman Private Law. Repetitions 
 of Pandects. German law of Bankruptcy. 
 
 D. C. C. E. Grueser—TIntroductory part of Pandects. Exposition of Pas- 
 sages in the sources of Law, and Discourses about controversies, in 
 conjunction with his Lectures about Pandects. Exercises about 
 Romance Law, in the Juridical Seminary. 
 
 P. Lormar—History of Roman Law. 
 
 M. LowrenreLtp—Pandects 11., Family and Hereditary Law. 
 
 H. Harsureer—Conversation about difficult chapters of Criminal Law 
 (especially from the introductory part), and Law of German Criminal 
 Procedure. Rudiments of Imperial Law. 
 
 G. KLEINFELLER—Lectures about the Law of Civil Procedure. Con- 
 versation about Criminal Law (introductory part). Conversation 
 about Constitutional Procedure. 
 
 At one course, the Professor may lecture to students of 
 their first or second year, and at the other he may to those 
 further on in their studies. As already indicated, the student 
 often has the choice in the same University of his teacher on 
 a subject, as there may be an Extraordinary Professor or a 
 Privat-Docent or both lecturing upon it, as well as the 
 ordinary Professor, and thus competition is ensured and the 
 evils of monopoly avoided. 
 
 The Professor is appointed ad vitam aut culpam. If he is 
 unable to lecture from age or infirmity, some one else guoad 
 
The University System of Germany. 13 
 
 this duty will take his place, but he will retain for life his 
 place in the Senate and his salary. Although he may receive 
 an appointment from the State to a chair in another University, 
 he cannot, although a State official, against his will, be merely 
 transferred from one University to another. 
 
 The German Student. 
 
 As a rule, the German student enters the University from 
 the Gymnasium or Realgymnasium ‘*—the Secondary Schools 
 of Germany—between the ages of seventeen and twenty. 
 
 This appears to be a good age for University life to begin. 
 The student then is not merely a boy, but has attained that 
 age when he is better able to appreciate the advantages which 
 the University has to offer. He has, moreover, received a 
 very thorough training in the Gymnasium. 
 
 The Gymnasium is a Secondary School of a very superior 
 character, and (at the close of a curriculum of nine years, 
 which is two years longer than our Secondary School cur- 
 riculum) sends forth the student very well equipped for 
 his University work. The Exit Examination qualifying for 
 entrance to the University is one of considerable difficulty, and 
 the student who passes it must be possessed of ripe scholar- 
 ship. It is said to be one which many a graduate in Science, 
 Medicine, and Law, in our Universities could not pass. 
 
 If the student has not obtained a certificate of efficiency 
 when he leaves the Gymnasium—which, however, for the 
 Student of Law, Medicine, Theology and Classics, is necessary 
 —he requires to pass, during the course of his study, an 
 examination which qualifies equally for the same purpose. 
 
 There are two semesters or sessions in the year. The 
 winter semester commences on 15th October and ends on 15th 
 March. The summer semester commences on 15th April and 
 ends on 15th August. At the beginning of each semester the 
 
 1The Realgymnasium differs from the Gymnasium in its scope of teach- 
 ing—modern languages forming the prominent feature of its curriculum. 
 
14 The University System of Germany. 
 
 students attending the University for the first time are 
 addressed in public by the Rector. He explains to them the 
 regulations of the University, and, 1 am told, sometimes the 
 Rector shakes hands with them individually. The students’ 
 names are inscribed in a Matriculation-book. 
 
 Having selected the Faculty in which he desires to gradu- 
 ate or study, the student presents himself to the Professors or 
 Lecturers whose lectures he proposes to attend. He receives 
 a book on Matriculation, which each of the Professors or 
 Lecturers whose lectures are attended signs when the student 
 enrols himself in his class, as also at the close of the semester. 
 
 It then depends solely on the inclination of the student 
 what amount of attendance and work—unless he is a bursar, 
 in whose case strict regulations prevail—he will give to his 
 classes. There are no means taken during the semester, by 
 roll-calling, card-taking, or examinations, to test the one or 
 the other, and he is quite at liberty, provided his book is 
 signed by the Professors at the beginning and end of the 
 requisite number of sessions, to go up at the close of his 
 curriculum for his examination without ever having attended 
 the lectures at all. 
 
 From one point of view, the freedom of the German 
 student may be regarded as an evil, It is true he is older 
 generally than the Scotch student when he begins his Uni- 
 versity life, and obtains this freedom, and should be supposed 
 to know better how to use his time. Very often, however, the 
 severe strain to which he is subjected in the Gymnasium during 
 his last two years of attendance there, finds relief in too great 
 relaxation from study in the beginning of his University career. 
 
 As I have mentioned before, the student can select the 
 Ordinary Professor, the Extraordinary Professor, or the Privat- 
 Docent as the lecturer upon the subject on which he desires 
 instruction. There is a decided advantage in this course, as 
 thereby each of the teachers, barring nobler inducements, has 
 held out to him, by a large attendance, an incentive to keep 
 
Lhe University System of Germany. 15 
 
 himself abreast of his subject. As a rule, however, it is the 
 ordinary Professor who has the largest class, as it is before 
 him the student has to appear for the examination for the 
 degree he proposes to take. 
 
 As already indicated, the student has frequent opportunities 
 of meeting his Professors and becoming acquainted with the 
 details of the subjects he desires to study in other ways than 
 by means of lectures. The diligent and earnest student with- 
 out any compulsion embraces all his means of acquiring 
 knowledge, and the lectures of an eminent Professor are always 
 well attended, thus proving that, given good lectures, the 
 student, even when not compelled to attend, will include this 
 mode of instruction in his Academic curriculum. 
 
 The amount of time given to lectures and private study 
 depends naturally upon the inclination of each student. A 
 diligent student will attend lectures and seminary from four 
 to six hours a day, and that on six days in the week, while he 
 will prosecute his private studies and class preparations for 
 from two to four hours more. 
 
 Degree-taking. 
 
 For the examination for his degree in Theology, Philosophy, 
 and Law, the German student presents himself to the faculty 
 in which he desires to graduate at the close of an attendance of 
 six semesters (three years), which attendance can have been 
 either in the University whose degree he elects to take, or at 
 that University, and five or six others, or at other Universities 
 alone ; for he can take his degree at any University, although 
 he has never attended classes in it, and he can attend classes 
 for his degree in six Universities, a semester in each. 
 
 For his degree, he writes a dissertation on a subject selected 
 by himself, and thereafter he is examined by the members of 
 the Faculty on the subjects which he has himself chosen in 
 the curriculum of the Faculty. The day before he appears for 
 
16 The University System of Germany. 
 
 examination, attired in evening dress, he calls during their 
 «“ Sprech-stunde ” upon the Examiners who are to examine him. 
 
 At the examination he is examined orally, and if he answers 
 satisfactorily he there and then obtains his degree, and his 
 dissertation is published. In practice there is no public con- 
 ferring of degrees such as is the custom in this country, 
 although it is required by law, but there is power of dispensa- 
 tion by the Faculty or University which is usually if not 
 always exercised. 
 
 The day following the examination, the candidate, whether 
 he has passed or not, again attired in evening costume, pays 
 his respects to the Professors during their “ Sprech-stunde.” 
 
 In one University—Marburg—if not others, when the 
 student has successfully passed his examinations, his friends 
 procure carriages and pairs of horses, and with him as their 
 hero of the hour drive through the streets and environs of the 
 town, stopping by the way at the chief hotels or public-houses 
 and drink in beer to his honour and his fame. The degrees 
 most commonly taken are those of Doctor of Philosophy and 
 Doctor of Medicine.t Almost all those who wish to qualify 
 for teacher take the former. The degree of Doctor of Laws, 
 although conferred after examination, is not very frequently 
 taken. It does not qualify to practise in the Courts. Lawyers 
 as well as Doctors of Medicine, desiring to practise, must pass 
 the State Examinations. 
 
 Debating Societies, Clubs, Duels, etc. 
 
 As a rule, there are not in the German Universities the 
 Debating Socities which exist in our Universities. There are, 
 however, Students’ Societies and Clubs, which have for their 
 principal object social reunion. They meet generally once a 
 week, in the evenings, and, as already stated, the entertainment 
 is of a convivial character. Most of these clubs also have as 
 
 1 Dr. Felkin informs me that for difficulty and scope, the examination in 
 the German University for M.D. is far harder than with us, 
 
The University System of Germany. 17 
 
 one of their objects the training and exercise of its members 
 in sword-exercise, and frequently on Saturdays these clubs 
 meet in the hotels in the surrounding villages of the Univer- 
 sity towns, and certain of their members, selected from each of 
 the clubs, protected in their eyes and the vital parts of their 
 bodies, engage in what are called friendly duels, for the glory of 
 their respective Societies—though to a stranger it is hard to 
 conceive how the combatants’ feelings are restrained when so 
 much blood is spilt, and the visage, head, and ears oreatly dis- 
 figured, and that for life, in the sanguinary conflict. A very 
 large number of the German students one meets have at least 
 one, and many have several scars on their face. 
 
 These duels are a feature of German student-life. They 
 are forbidden by the Statute law of the country, and on any 
 other day but that generally selected by each University for 
 their taking place, if engaged in, the duels would be stopped, 
 the combatants arrested and duly punished. The general 
 feeling, however, of the students, as well as of certain persons 
 in authority, who themselves formerly were heroes in the fight 
 and view it with a friendly eye, being stated to be in favour 
 of the system, it is still allowed to hold the field in practice. 
 In many quarters, on the other hand, there ig a strong feeling 
 against the system, and it is believed before long some 
 healthier amusements may take its place. The recent intro- 
 duction of the British game of cricket into Berlin may be a 
 step in this direction. 
 
 I have been informed on good authority that the German 
 student who has the greatest number of scars upon his cheek 
 is the partner in the dance who is in highest favour with the 
 German belle, but when she comes to select her husband, it is 
 the scarless man who is the object of her choice. From what 
 I have observed, I do not think it would be very difficult to 
 abolish the system. On one occasion, ata Students’ “ Kneipe,” 
 I ventured with a gloved hand to enter my protest against it 
 as alike opposed to the laws of God and man, as well as to 
 
18 Lhe University System of Germany. 
 
 decency and civilisation, and I am glad to say my remarks 
 were received with favour and applause. 
 
 The toleration of duelling in a modified form, and the spirit 
 thus engendered, occasionally leads to duelling of a graver 
 character among the students, when heavy swords and bared 
 bodies, or pistols, are the order of the day. A student once 
 informed me he had the day previously been grossly insulted 
 by another student, and had accordingly challenged him to a 
 serious duel with swords, which, however, was not to take 
 place for four months, in order to give them time for practice. 
 I believe, however, this duel did not come off, as an American 
 student in the University lodged a complaint about it with 
 the Rector, who forbade it. I understand the result of this 
 interference on the part of the American student was his 
 being boycotted for the remainder of the Session. 
 
 The English student, when resident at a German University, 
 could do much to abolish the system altogether, by the intro- 
 duction of lawn-tennis, cricket, and football. These games, I 
 am told, are practically unknown to the German student. His 
 pastimes are gymnastic exercises, skittles, swimming, boat- 
 ing, horse-exercise, and skating in winter on the ice, besides, 
 of course, par excellence, duelling, beer-drinking, and song- 
 singing. Their boating and horse-exercises, however, so far as 
 I have observed or heard of them, are not, as would be con- 
 sidered in our country, of a first-class character—speed in 
 neither case apparently being, in their opinion, of first impor- 
 tance in these exercises. 
 
 Most German students belong to one or other of the 
 societies or clubs which are to be found in every University. 
 Those who prefer to be exempt from duelling can belong toa 
 society which excludes duelling from among its objects. Many 
 of the clubs have, as a rule, a cap of a particular colour or shade 
 as their distinctive badge. The members of these clubs always 
 wear the caps of their societies. The students at large, how- 
 ever, have no academic costume proper. 
 
The University System of Germany. 19 
 
 So far as I have observed it on the streets, the general 
 conduct of the German student is exemplary and correct. 
 After a beer-drinking reunion they may be a little friendly, 
 obliging, and generous, and at times, no doubt, not quite’ so 
 quiet or reserved as is their wont—excusing themselves with 
 the remark, You know “ wir sind Studenten.” 
 
 The student who cannot afford to pay his fees, can, on a 
 statement of his pecuniary position, obtain from the University 
 permission to attend the classes without payment, and there 
 exist bursaries for their benefit, as well as other help, in the 
 shape of free dinners at a restaurant during the semester. 
 At the University of Marburg, for instance, there are thirty 
 such (Frei Tische) Table Bursaries in the year. 
 
 These Frei Tische are a thing unknown to us. It appears, 
 however, to me, that we might do well to institute such in 
 connection with our new Union. They would be a great 
 boon to many students. To a certain extent, by a general 
 Endowment Fund, they are in operation in the Theological 
 Halls of the Free and United Presbyterian Churches in this 
 City. It would, of course, require a very large sum to put the 
 University student on a like footing, but by degrees it 
 might be attained; and I therefore commend the matter to 
 the consideration of those of you who can advise in the 
 making of Wills of benevolent persons. 
 
 In some German towns it is the University which virtually 
 makes the business, trade, and occupation for its inhabitants. 
 Three-fourths, if not more, of the students will come from the 
 surrounding district, and some from greater distances during 
 the semester; and lodgings and means of subsistence must be 
 found for them. There is an ample supply for all—simple, 
 clean, and good ; and to the poorest of the land the German 
 University, when necessity exists, opens its door gratuitously, 
 while living is so cheap that little hard cash is actually re- 
 quired. 
 
 Like the Scottish student, his German brother does not live 
 
20 The University System of Germany. 
 
 in a College Hall, but he resides with his parents or friends, 
 or as a boarder, or in an ordinary lodging-house. In such Uni- 
 versities as Berlin and Bonn, the student can, on an average, 
 live well during the winter semester for about £30 to £35, 
 and for £24 to £26 in the summer semester; while in 
 Gottingen, Leipzig, and Marburg the expense will be £1 or £2 
 less. With economy much less would suffice. 
 
 For £7 or £8, or even less, with rigid economy, an Edin- 
 burgh student could go and come from Bonn, and £10, 10s. 
 would fully cover his travelling expenses to and from Berlin; 
 so that for £35 or £40 he could enjoy a capital holiday in a 
 beautiful country or an interesting city, while at the same 
 time he would enlarge his views and learn another language. 
 
 The British and, in some cases, American student, is not 
 conspicuous by his absence at the German University. At 
 Berlin, Heidelberg, Bonn, and Leipzig, many will be found, 
 and to smaller seminaries, such as Marburg, Freyburg, Tiibin- 
 gen, and Gottingen, a few resort. When one sees and hears 
 of them in these places, it very naturally occurs to one to ask 
 if there is any reciprocity. Take Edinburgh, for example. 
 How many, if any, German students, as a rule, are found 
 annually within its walls? I cannot remember ever to have 
 met one, except a student who is virtually a cosmopolitan at 
 present studying here. What is the reason ? 
 
 Why does the German Student not attend the 
 Scotch University 
 
 It cannot be the want of enterprise, for the German is not 
 lacking in that for a proper object, and for one which he thinks 
 will advance his interests. It may be that we don’t make 
 our halls of learning sufficiently attractive to the German, so 
 that he can feel at home in our midst, and yet I believe we 
 are in repute for our good entertainment of strangers. Perhaps 
 it is the want of money, and yet the German finds this too 
 when it is for his interest to do so. It may be the too 
 
PAL 
 
 =< 
 
 The University System of Germany. 
 
 narrowing regulations of the German States. Perhaps it is 
 that the average German student thinks that he has nothing 
 to learn from other sources than those which his Vaterland 
 supplies. If so, will you allow me to say, that in my opinion 
 he may have some good grounds for his belief ? 
 
 The system of the German University is one well fitted to 
 secure the most eminent teachers and appliances, as well as 
 the most exhaustive and thorough work. As we have already 
 seen, the Professor is appointed in a way to secure pre- 
 eminence in his subject as a first qualification. The Faculty 
 in which he is to teach—whose interest it is, for their own 
 sakes, as well as for the reputation of their own University, to 
 secure the best man—is the source, whence his nomination 
 though not actual appointment takes place, and the members 
 of the Faculty naturally look out for the best man known to 
 them, by his writings and teaching powers. When appointed, 
 the Professor cannot rest upon his oars, but he must ever keep, 
 himself abreast of his work, as around him, in his own Univer- 
 sity, there may be, and often are, teachers on the same 
 subject, whose lectures qualify equally with his own for 
 University degrees or State examinations. 
 
 And thus, very naturally, the German student thinks that 
 if there is anything good, new, or original, in any branch of 
 study, to be gathered, he will find it in one or other of the 
 many seats of learning in his own V aterland. He is confirmed 
 in this belief by seeing how eagerly students, and even qualified 
 professional men, resort to his country for deeper and enlarged 
 study, while he seldom or rarely hears of his own countrymen 
 crossing the Channel for a like purpose. But while the 
 exception is that the German resorts to our Universities, there 
 are of course men who have considered they could benefit by 
 study with us—if not as students, properly so called—at all 
 events as men anxious for special instruction in our methods, or 
 for acquaintance with our National Institutions, and I have ever: 
 found such men ready to admit the advantages thus secured. 
 
22 The University System of Germany. 
 
 There is not perfection in the German system, nor in ours. 
 Each can learn from the other. But so long as we see our 
 students of Theology, Medicine, and Law resorting in numbers 
 for study to the Universities of Germany—and this has been 
 the case for long—with little or no reciprocity, it becomes 
 us. it appears to me, seriously to consider what is defective, if 
 there is any serious defect, in our system, or what is so very 
 superior in the German system. 
 
 It should be the endeavour of every lover of his country to 
 put our Universities in that state of efficiency which will 
 attract Germans, as other strangers, while at the same time 
 our poorest students should find within these walls themselves 
 all they require thoroughly to equip them for the professions 
 they have chosen, without being placed at a disadvantage 
 by their richer brother, who can afford to study at seats of 
 learning in other lands, where at present the experience of 
 others apparently leads him to believe his ideas will be 
 enlarged and his knowledge increased. 
 
 Points of Superiority of the German University System. 
 
 If then we are to consider that the object of the University 
 is to afford to the youth of a State the means of acquiring all 
 knowledge and information on every possible branch of Science, 
 and not merely as a means of imparting a smattering or a 
 surface skimming of such, or a guide to its acquisition, I 
 venture to say that, as at present advised, my own view is that 
 the German system is on the whole superior, as leading, as a 
 rule, to more thorough and exhaustive work, and that specially 
 in the following respects, viz. :— 
 
 First.—In the larger number of subjects taught and in the 
 subdivision or specialisation of the subjects embraced in the 
 teaching of a Faculty. Thus, as already indicated, in all the 
 Faculties in each semester, either the same Professor generally 
 
Lhe University System of Germany. 23 
 
 gives two courses of Lectures, when probably only one would 
 be given under our system, while at the same time there may 
 be an Extraordinary Professor, or a Privat-Docent, coming to his 
 aid in the way of subdivision of or specialisation in his subject, 
 or on cognate branches in the same Faculty. In this way the 
 student does not merely get from lectures general information 
 on a subject, and thus has the opportunity of becoming a man 
 of culture, but he obtains special details and deep teaching, 
 and thus may become a learned and thoroughly reliable 
 scientific man. 
 
 Second.—In what are known as Exercises or Conversa- 
 tions in the Seminaries, where the student has the opportunity 
 of gleaning information which he cannot do in the ordinary 
 class-room or lecture-hall. 
 
 Third—In the competition created, by the student in the 
 same University, and that in the University itself, having on 
 many subjects, the choice of a teacher, whose lectures qualify 
 equally for the degree, while there is no one subject in a 
 Faculty which as a preferential course he must take. 
 
 Fourth.—In the freedom left to the student by his ability 
 to study under men of special repute in their subject at 
 various seats of learning, and yet take his degree at none of 
 those where he studied, but at some other University altogether, 
 while at the same time a very thorough academical training is 
 secured to him if he chooses to avail himself of it. 
 
 Hifth.—In the regulations existing, and the understanding 
 among the Professors themselves, that they are in office for, 
 and must devote their whole time and energies to, the work of 
 their classes, the benefit of the student, the fame of the 
 University, as well as to the advancement of science and 
 learning, notwithstanding the temptations and inducements to 
 increased incomes or supposed higher social position which 
 other fields of occupation might directly or indirectly offer. 
 In this connection, it may be a surprise to some to learn that 
 in Germany the office of a Professor is considered superior to 
 
 
 
24 The University System of Germany. 
 
 that of a Judge, and thus a Professor has not the temptation 
 to try and secure the position of a Judge. But then the 
 salary of a Judge, even of the Supreme Court in Leipzig, is _ 
 not £1000 per annum, and the average salary of a Provincial 
 Judge is not £500 per annum. 
 
 Sizth—In the existence of a Minister of Education, and 
 the general anxiety of the State to aid and promote, by grants 
 of money and otherwise, the work in which the University 1s 
 engaged. And further, in the fact of each University being 
 in direct connection with the State through an official specially . 
 
 appointed for the purpose. 
 
 rd 
 * 
 
 Printed by T. and A. ConsTaBLe, Printéts to Her Majesty, 
 at the Edinburgh University Press. 
 

 
 
 re 
 4 
 
 THE PRESENT POSITION ~, % 
 
 / 
 
 OF THE — 
 
 URGE Ale Py IE SERVICE 
 
 ~ 
 
 
 
 
 
 
 WITH 
 
 SUGGESTIONS FOR ITS FUTURE ADMINISTRATION 
 
 BEING THE INTRODUCTORY LECTURE AT THE CLASS OF 
 CIVIL PROCEDURE IN THE LAW COURTS OF 
 SCOTLAND IN EDINBURGH UNIVERSITY 
 25TH OCTOBER 1886 
 
 BY 
 
 JOHN P. COLDSTREAM, W.S., F.R.S.S.A. 
 
 LECTURER ON CIVIL PROCEDURE IN THE UNIVERSITY OF EDINBURGH; EXTRAORDINARY 
 MEMBER, FORMERLY ONE OF THE PRESIDENTS, OF THE JURIDICAL 
 SOCIETY OF EDINBURGH 
 
 Edinburgh: 
 JAMES THIN, PUBLISHER TO THE UNIVERSITY 
 
 td 
 
 1886 
 
 aa 
 
 
 

 
PREFACE. 
 
 SINCE the delivery of the lecture which is contained 
 in the following pages, I have had much approval of 
 its views expressed to me. I therefore issue it to the 
 public, in the hope that it may help to ripen public 
 opinion upon the subjects of which it treats. I will 
 be greatly obliged to any of its readers who may 
 approve of its sentiments, or any of them, by their 
 sending their names and addresses to me, that I may 
 be able to communicate with them if any action seems 
 
 desirable in a near future. 
 Jd ebe.G. 
 
 6 BuckINGHAM TERRACE, 
 EDINBURGH, 15th November 1886. 
 
7 - > 
 
 ‘ 
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 % » F 
 7 - re 
 ¥ ve Rar fi 
 fart h a 
 Pilg : 
 
 Mesh 0° 
 oe A ee 
 
 
 
The Present Position of the Legal 
 
 Civil Service. 
 
 
 
 
 
 GENTLEMEN,—Nince last I lectured from this place, 
 many changes have come over the country, and changes 
 have occurred in my own life and in my position in 
 regard to this Lectureship. I cannot overlook the fact 
 that I have now ceased to hold a position which in 
 some respects enabled me to discharge the duties of 
 this class very much more satisfactorily than I other- 
 ~ wise could, while my studies and work for it enabled 
 me to fill that position in a more satisfactory manner 
 than I could otherwise have done. Most willingly 
 would I have now been discharging the duties of the 
 office I was obliged to vacate, in the circumstances I 
 will shortly mention, for the sake of this class, as well 
 as my own, but in the wisdom of Her Majesty’s 
 advisers, I am precluded by my recent discharge of 
 public duty from returning to an office which I 
 resigned to enable me to discharge it.* I bow to this 
 decision, and will endeavour to do my best for your 
 interests in other ways, while exerting myself to the 
 utmost to maintain the efficiency of this Lectureship. 
 One decided advantage of freedom from office is that I — 
 have more time for deep and quiet study for your 
 benefit. 
 
 I cannot regret the step I took in the public 
 
 * T resigned a Clerkship in the Supreme Court of Scotland to 
 
 enable me to contest Wigtownshire, in the Ministerial interest, in 
 July 1886. ¥ 
 
6 THE PRESENT POSITION OF 
 
 interest and for my country’s good. It has been my 
 aim in life to discharge public duty and to follow my 
 view of what I deemed was right, irrespective of 
 private convenience and consequences, and often at self- 
 sacrifice ; and if, having received public appointments 
 for public services, I could not, at the call of duty and 
 at the urgent request of the representatives of the 
 constituency interested, and with the approbation and 
 help of my party, and when no other could be found 
 to go into the breach, make the necessary sacrifice, I 
 would not have been worthy of the name of man, if 
 I had not done what I did, and fought a battle, 
 though unsuccessful, for a cause which I believe to be 
 righteous, and for my party, to which I have ever been 
 attached, and which, in the past, has not left me 
 altogether forgotten. 
 
 But the result of the incidents to which I have 
 referred is, that I am now left free and unfettered to 
 do what I can in the interests of the profession to which 
 we belong. 
 
 It has ever been my desire to see our profession 
 attaining a better position in all its departments— 
 academical, official, and otherwise. Much no doubt 
 may be done and has been done outside the walls of 
 St Stephen’s, but the finishing and operative strokes 
 to the work must, as a rule, be accomplished there. 
 
 Had a distinguished lawyer not given such strokes 
 by the University Act of 1858, I would not have been 
 lecturing within these walls. 
 
 We outsiders can to some extent form public opinion 
 as to improvements—we can suggest or frame Acts of 
 Parliament, or their clauses, and very necessary it is 
 that these should be framed by the lawyers, who will 
 afterwards have to carry them out or advise as to their 
 
THE LEGAL CIVIL SERVICE. 7 
 
 provisions; but it is the lawyers in Parliament who 
 can accomplish the passing of measures of Reform, and 
 it therefore appears to me indispensable that there 
 should be many more Scotch working lawyers in Parlia- 
 ment now than there are; and in this connection 
 let me say that I think it a shame to, and a reflection 
 upon, our country that we are obliged to have so many ~ 
 English barristers and other English men representing 
 Scotland. We cannot wonder if Scotch legislation 
 is neglected if we do not send Scotchmen to Parlia- 
 ment to attend to it. 
 
 There are many reforms in connection with our 
 profession waiting to be accomplished, but perhaps of 
 all such, that of the position of the legal civil service 
 requires the early consideration of the Legislature. To 
 that reform, had I been in Parliament now, it would 
 Legal Reform have been my aim to lend a helping hand 
 
 necessary. by practical work. As an outsider I can 
 only bring the question before the youthful legal mind, 
 in the not unfounded hope that some of my hearers or 
 readers, in a future not remote, may be among those 
 who can be the means of accomplishing what I perhaps 
 can only suggest. 
 
 At the present moment, no doubt, a Commission is 
 sitting, or will shortly sit, to consider the duties of the 
 
 Civil Service Various civil servants of the Crown, and 
 Commission. ypon their report reform may follow; but 
 J am not aware that it is a part of their functions to 
 consider whether the system on which our legal civil 
 service is based, and whether the source of the appoint- 
 ment of these officers is the best’ that could be devised, 
 and yet I don’t know why these matters should not 
 have formed part of the instructions to the Royal 
 Commission. - 
 
 B 
 
8 THE PRESENT POSITION OF 
 
 I observe that the duties of the Commission are said 
 to be so onerous that it will require some years for 
 their discharge. Why, then, could we not have a 
 special Commission for Scotland? And in this connec- 
 tion I would like to know if there are any Scotchmen 
 upon it? and if not, why ? 
 
 Now it is not at all unreasonable that from this 
 University should go out a by no means uncertain 
 voice on the matters to which I have referred; for it 
 
 University Was a lawyer and a very accomplished and 
 Reform of 1858.eminent jurist who was the means of 
 working great and good changes in our University 
 system, and of changing the source of patronage of 
 many of its chairs. Why not of all, I do not know. 
 
 In his wisdom—a wisdom whose results have 
 reflected upon him the highest credit—the possibilities 
 and facilities of new teaching in this University are 
 vastly increased, its administration has been entirely 
 changed, and the patronage of many of its chairs was 
 transferred from one body, representing very much one 
 class, to a body specially elected from various public 
 bodies by peculiar fitness to decide upon such matters. 
 These changes I believe have been beneficial. They 
 were called for by the circumstances of the day, and 
 are in consonance with the public opinion of the 
 hour. 
 
 The legal profession is that from which very many 
 of the most lucrative appointments of the State are 
 recruited. These appointments are salaried from the 
 public funds, and therefore, of course, it is right that we, 
 the public, should see that their patronage is vested in 
 the best source, and it is specially right that you, young 
 lawyers, who, five, ten, twenty, or forty years after this 
 may aspire to a public appointment, are now satisfied that 
 
 
 
THE LEGAL CIVIL SERVICE. 9 
 
 the patronage of the appointment is rightly vested, or 
 if not, that you lend a helping hand in having it 
 properly placed. 
 
 In all there are certainly upwards of 250 offices 
 open to the legal profession in Scotland, with salaries 
 varying from £100 to nearly £5000 per annum. 
 
 These appointments include the highest and most 
 important legal offices in Scotland. They must be 
 filled by some one, and it is necessary that most, if not 
 all, should be filled by well-trained and accomplished 
 lawyers—by men of experience and special knowledge 
 in many cases, by men of character in all. On their 
 Conditions of D&lNg properly and efficiently filled depends 
 
 efficiency for the regular working of the legal machinery 
 
 pe eine alleite parts, and the improper occupancy 
 
 of an office may cause trouble and annoyance to the 
 
 public at large, and retard or disarrange the working 
 of the harmonious whole. 
 
 Some men are, as a term of reproach, called office 
 seekers, and all their actions are attributed to motives 
 having this object in view; and yet why 
 should a man be blamed for aspiring to 
 fill a position, his proper administration in which may 
 be of incalculable benefit to the profession to which he 
 belongs, and to his fellow men at large, as well as to 
 himself and family? But while this is true, it is also 
 true that men desiring office, and competent for office, 
 should be placed in this position, that they shall not be 
 obliged to crouch or cringe to, be officious to, or curry 
 favour with the source of patronage, nor be related to, 
 or a friend of, or be a member of the club, clique, or 
 ring of the powers that be. Nor should the source of 
 patronage be in this position, that in the exercise of 
 his office or profession he must either, when- holding 
 
 Office seekers. 
 
10 THE PRESENT POSITION OF 
 
 office or aspiring to it, plead before those, and be oppos- 
 ing those who may depend upon his opinion for pro- 
 motion or appointment ; and lastly, there should, in all 
 departments of the legal civil service, be the means 
 provided by which, irrespective of the favour, caprice, 
 Possibilities OY prejudice of man, the man who has once 
 of promotion. his foot on the ladder shall be able to rise 
 to the head of his department, without the probability 
 of a man, for friendship’s sake or political services, being 
 placed over him. 
 From the number of legal appointments you will 
 see, then, that the possibilities before all of you are 
 many and great, and you will consider the responsibility 
 before a chosen few of you may be enormous, when you 
 remember who at the present time has virtually the 
 Patronage of Patronage of most of these offices. They 
 legal offices. are mostly, if not all, in the patronage or 
 gift of the Crown, as advised by the Home Secretary 
 or Secretary for Scotland, the former of whom, at all 
 events, is advised in most cases solely by the Lord 
 Advocate for Scotland for the time being; so that 
 virtually, though, perhaps, not technically or formally, 
 the whole legal patronage of Scotland is in the hands 
 of one or twomen. Of course, gentlemen, if you are of 
 opinion that it is best that such an enormous amount of 
 public patronage should be in one of either of two men 
 —bhe he ever so wise, ever so discriminating, ever so 
 strong, ever so free from outside influence—then, of 
 Cea conse: let it so remain; but if not, and 
 system of you are of opinion that, as in other depart- 
 patronage. ments, it is thought best to vest patronage 
 in the hands of more than one person, or one particular 
 body of a particular class of men, then by all means 
 use your influence—and every one has influence—to 
 have it transferred. 
 
 
 
THE LEGAL CIVIL SERVICE. iby 
 
 I am not, and I am sure you are not, among those 
 who think that because a thing has been, therefore it 
 should be. I am not here to say that the patronage of 
 public offices has ever been well or badly exercised. 
 In the gift of all public appointments, by whomsoever 
 made, there will always be grumblers among those 
 who are the disappointed applicants or their sup- 
 porters; but what the public has to consider is what 
 are the best safeguards to secure that for a particular 
 office the best man is chosen; and the public is ever 
 the better occasionally to consider whether the modus 
 operands of our forefathers is best, or whether a better 
 cannot be devised. 
 
 We are told that in the multitude of counsellors 
 there is wisdom; and if this be so, surely it applies 
 equally to the wisdom required for the patronage of 
 an office as for the framing of an Act of Parliament. 
 At all events, the patronage being vested in more than 
 one person, the various claims and qualifications of a 
 candidate must necessarily be more widely canvassed, 
 and considered, free from the prejudices of one mind 
 alone, than they are under the one-man _ system. 
 Under the present system, it may be that the virtual 
 patron has even to consider his own promotion, and it 
 certainly would hardly be in human nature, in most 
 Defects of one- C288, were he to prefer another to him- 
 man system. self, and yet it might be that there were 
 others much better qualified, with greater knowledge 
 and more experience, for the duties of the office; but 
 who is there to judge of that when he has the ball at 
 his foot, and by custom is entitled to refusal of office ? 
 We all know, too, that blood is thicker than water, 
 and so, again, the temptation to appoint a relative or 
 connection might prevent the appointment-of better 
 
12 THE PRESENT POSITION OF 
 
 qualified men; or, it may be, that men who have rendered 
 personal service to the virtual patrons, or helped them 
 to occupy the position by thei patronage or efforts in 
 the past, are preferred to those who by their diligence 
 in office deserve the position; or, again, the appoint- 
 ment may be made on account of particular, and it 
 may be eminent, political or other public services, to 
 the prejudice of a man skilled as a lawyer and pro- 
 foundly read in legal lore. This last ground no doubt 
 has much to commend it, because in many cases it is 
 the only way the country has from its public funds to 
 mark its appreciation of and gratitude for public 
 services. 
 
 But last, the greatest evil of all in the present 
 system is that the best man for a vacant office is he 
 who is an eminent and learned member of the political 
 party who for the time being is in opposition. <A 
 relative or a friend or patron may be the best man or 
 as good a man as any other for an office, but I think 
 the public, as a rule, would like others to judge of this 
 beside the man whose relative, friend, or protegé he 
 is, as well as being the adviser of patronage. It 
 may be, too, that by the exigencies of the changes 
 of Government a vacancy must be filled up on a few 
 hours’ notice, and even before the public is aware that 
 a public office is vacant. 
 
 Gentlemen, you cannot always choose your relations or 
 connections. You cannot all render service to those who 
 have patronage in their hands, nor be members of their 
 club, clique, or ring, or yourselves ever be their patron, 
 nor have you all the ability or natural disposition to 
 render eminent political or public services ; but this 
 you all have, viz., the talent to study your profession 
 in whatever branch you think you can most excel in it, 
 
THE LEGAL CIVIL SERVICE. its. 
 
 and so to demean yourselves before your fellow-men, 
 that, so far as personal character is concerned, you can- 
 not be objected to. What then is required is a 
 source of patronage where these talents perfectly culti- 
 vated, and these alone, combined with aptitude or 
 fitness for the particular appointment, will secure office, 
 and that these should be judged of by a responsible 
 source of power free from favour or prejudice. 
 
 Gentlemen, if you are of opinion that by the present 
 system these, and these only, are the elements which 
 can be taken into consideration—if you are of opinion 
 that the advising power can be above being influenced 
 by other considerations, by personal feeling, or by the 
 interference of irresponsible parties, then of course 
 there is no need for change; the status quo can 
 remain, and you can leave your future chances of office 
 as your older brethren have to leave theirs now ; but 
 if you think otherwise, then consider if any, and what 
 better method of the advising of patronage may be 
 adopted. 
 
 It is no doubt an evil in the present system of all 
 our permanent legal home civil service appointments, 
 Political views that they are in the gift of the political 
 
 caalineatied party in power for the time being. It is 
 
 for office. not so in the case of appointments in our 
 Indian Civil Service, and for what good reason it 1s 
 necessary that our home appointments should neces- 
 sarily in practice, and as a rule, be given to the ad- 
 herents of the party in power, I cannot conceive. No 
 doubt it is said that such patronage secures support for 
 the party; but it appears to me, and I am sure you 
 will agree with me, that a party which requires such 
 support to keep it alive deserves to die. 
 
 I have often been sorry to see men of ability and 
 
a 
 
 ed 
 
 14 THE PRESENT POSITION OF 
 
 learning passed over, and have to wait years for pro- 
 Best men often motion, simply because their party for the 
 
 chairs eg time being was in opposition. It appears 
 political views to me that the public service for its per- 
 manent appointments especially requires the very 
 best men it can obtain, whether they belong to one 
 party or the other; and the country should see to it 
 that it provides the machinery by which the best man 
 shall be secured for the vacant office, be he an adher- 
 ent of the political party in power or not. 
 
 If there were no other reason for a change of system, 
 I would urge it on this ground alone. The present 
 system does not contemplate or recognise in practice 
 such a view, although there are and have been, no 
 doubt, exceptions which prove the rule. 
 
 I am not aware that the system of permanent ap- 
 pointments in any other branch of Her Majesty’s 
 service are made because of the political proclivities 
 of the individual. The officers of our army and navy 
 Political views are not so chosen. JI am not aware that 
 
 of men not appointments to chairs of this or any other 
 
 taken into 
 
 account in Of our Scotch Universities are made be- 
 other services. cause of the party views of the ie 
 unless it be where the Crown is the patron. 
 
 Why, then, when it is not deemed necessary in such 
 appointments that the political proclivities of a candi- 
 date be taken into account, should it be essential in 
 practice that such should be considered in legal 
 appointments ? I cannot myself see it, and I do not 
 believe any other person does. As I have said before, 
 so I say now, it often has happened and will happen 
 that the best man for a vacant office will be found 
 outside the party in power, and he has been, and, so 
 long as the present system continues in operation, he 
 
} 
 
 7 
 
 a 
 THE LEGAL CIVIL SERVICE. L5 
 
 will be passed over, to the loss of the profession and 
 the public at large, who are bound to be considered. 
 
 I have heard it said that a man who admittedly 
 was the best for an office could not be appointed 
 because it was said his party, then in opposition, 
 could not pass him by, and that he must be the first to 
 receive an appointment. There being then this reason, 
 if there is no other, for another mode of filling vacant 
 legal appointments you naturally ask what I propose. 
 
 I might reply that I am not, and never expect to 
 be, a member of a responsible Government, and there- 
 fore decline to propound a scheme; but I think you 
 
 Board of Will agree with me that probably there 
 
 Advisers of is only one alternative to the one-man 
 Patronage. system, and that is a system whereby the 
 Crown and the various legal bodies and the public at 
 large are represented in one body specially elected for 
 the execution of this delicate matter, the members 
 of it being elected only for a short term of years, and 
 not eligible for re-election till a term of years has 
 elapsed since their retirement. I do not know that it 
 is absolutely necessary, for at some time a good thing 
 must have a beginning, but lawyers always look for, 
 and are glad to find, precedents in support of their 
 propositions, and I am glad in this case to be able to 
 Precedent in quote a precedent which owes, I believe, 
 wehatiings its origin to the distinguished present 
 the University. head of our Supreme Court, viz., that of 
 the Curators of Patronage of this University, created, I 
 believe, for the very purpose of considering the 
 claims of the candidates for chairs, and making the 
 appointments. 
 
 If at the time of the transference of University 
 patronage, the system of one-man patronage was 
 
16 THE PRESENT POSITION OF 
 
 deemed the best by the Legislature, why was it not 
 adopted for this University ? and if it is not the best 
 system, why continue it, when such very valuable and 
 responsible patronage as that of the legal civil service 
 is concerned? Nay, from this analogy must we not 
 assume that when the Legislature had seriously to 
 consider the matter, they were of opinion that patron- 
 age for office’is more safely and properly vested in 
 more than one responsible party. This being so, 
 gentlemen, what I would humbly and_ respectfully 
 propose is a body of Curators or advisers of the Crown 
 in the exercise of its patronage. If the system has 
 worked well, and I have never heard it questioned as 
 to chairs in this University, why should it not work 
 well quoad legal appointments? and if this is granted, 
 what difficulty remains in the carrying of it out? 
 The only difficulty I see is the present virtual vested 
 right of patronage in the present adviser of the Crown, 
 for it is only this I would propose to change. The 
 appointments would all continue Crown appointments, 
 and the only difference would be that when an office 
 became vacant, applicants of whatever political party in 
 the State would have their claims considered by a body 
 of men, and not one man alone, some of whom, if not all, 
 would be free from any possible bias of relationship, 
 friendship, or prejudice, and who, notwithstanding the 
 exigencies of the changes of Government, would have 
 time deliberately to adjudicate upon the claims of the 
 various candidates for the vacant appointment, looking 
 at them from all points of view, and duly weighing 
 objections and recommendations as urged by their 
 number. For what one man might consider an 
 objection another might not, and what one man might 
 consider a recommendation another might deem the 
 
THE LEGAL CIVIL SERVICE. 17 
 
 reverse. Is there any reason why this vested right 
 should remain? Its abolition or transference would 
 injure no one person, for it is a change which of course 
 cannot be accomplished at once, and any future holder 
 of the office would now take it knowing well that this 
 part of its duties, or privileges if they were considered 
 such, might not pertain to him for long. But again I 
 ask, is there precedent for the taking away of a vested 
 right of patronage, or advising for assessors of patronage? 
 Again I answer, there is. The patronage of many of 
 the chairs of this University was for long vested in 
 the Town Council of this city, and by the 1858 Act 
 —the creation of the Lord Advocate of the day—was 
 transferred to the Curators of Patronage, and though 
 no doubt the Act caused much heartburning at the 
 time, in the result it has proved beneficial to the 
 community. 
 
 Gentlemen, I have now put before you the present 
 position of the patronage of the legal public offices, 
 with suggestions for a change. We know by experi- 
 ence the advantages and the evils of the former—we 
 know not those of the latter. There never will be 
 entire satisfaction with any system where appointments 
 are concerned ; but it appears to me, that of the two, 
 the system I venture to suggest is provided with 
 the best safeguard—first, to the candidate, that his 
 claims for office will be properly considered; and second 
 to the public, that they will be provided, after a very 
 searching and discriminating investigation by several 
 responsible persons, with the man who, in the judgment 
 of the many, is the best to fill.the vacant appointment. 
 
 But changes are not wrought in a day, and it may 
 take, and probably will take, years before any change 
 can be brought about. If you approve of my views 
 
18 THE PRESENT POSITION OF 
 
 on this matter, the way to have them carried out is 
 your educating in them the candidates for the various 
 constituencies whence you come, and voting for those 
 only who will assist in bringing them into practice. 
 
 Legislation now, as a rule, takes place, and should 
 only take place, in virtue of public feeling prompting it, 
 and should be changed so soon as the public pulse 
 indicates its desire in this direction. The nation 
 virtually rules itself, but it appears to me that it fails 
 to exercise this function properly, if it allows the voice 
 of one man to fill its public offices on his own respon- 
 sibility, when it is possible to have the assistance of 
 others of the nation’s choice conjoined with him for 
 the purpose. 
 
 Gentlemen, I make these observations, and I send 
 them forth in no spirit of hostility. to the Lords Advo- 
 cate, or other advisers of patronage of the past or the 
 present time. For them all I have the most pro- 
 found respect, and to some of them I am under deep 
 obligations. I make remarks not on them, but on the 
 system, which is not of their creation. I feel sure 
 that patrons of the day would be very thankful to 
 have the responsibility which lies upon their shoulders 
 shared with others of the nation’s choice ; and while it 
 may have been to them a pleasure to gratify the 
 wishes and ambitions of a successful candidate, I feel 
 sure that the pleasure is damped by the knowledge 
 that very deserving applicants and their supporters are 
 disappointed. JI am confident that were youand I ina 
 like position, our faults and shortcomings, if any there 
 are, would be the same. Power no doubt is sweet ; 
 but uneasy often lies the head that wears the crown, 
 and Iam not at all sure were you and I to visit the sanc- 
 tum of Her Majesty’s Advocate when an important public 
 
THE LEGAL CIVIL SERVICE. 19 
 
 office is vacant, and must be filled by one of a hundred 
 applicants, all of whose testimonials required to be 
 read and considered, and answers as to them sent, at 
 the same time that important briefs are on the table, 
 we would not find what an intolerable nuisance this 
 duty of patronage was regarded. 
 
 But in the consideration of the present position of 
 the legal civil service, other questions in connection with 
 its administration at the same time require attention. 
 
 In the army, by recent legislation, men are required 
 to retire if they do not receive certain steps of promo- 
 tion by the time they reach a certain age. There are, 
 and always have been, men who believe that the older 
 they grow the more fitted they are for the duties of 
 office, and the younger they become; or there may be 
 another view entertained by them, viz. that their 
 services are indispensable to the proper administration 
 of the office they hold. Now it is quite true that 
 there have been and are men of great age who are 
 
 Compulsory Still young in intellect and of great experi- 
 
 retirement. ence in office, with whose services it would 
 be a great public loss to dispense, but these are the ex- 
 ceptions to prove the rule, that after a certain age men 
 should be allowed and bound to retire, due provision 
 being made for their retiring pensions; while at the 
 same time, it should be the rule that after a certain 
 age men should not be eligible for public offices. We 
 have already a certain precedent for age being a bar to 
 the exercise of judicial functions, viz., in the enact- 
 ment that a man is not eligible as a juror after sixty 
 years of age. Now, a juror is just a judge for the 
 time being, so I think you will agree with me that if 
 we add five or ten years to the compulsory retirement 
 age of our judges and other officials, whether of the 
 
20 THE PRESENT POSITION OF 
 
 supreme or inferior court, we will, in most cases, confer 
 a benefit both upon them and the public. By that 
 time many of them, if not all, should have, after a 
 successful professional career, and the possession of a 
 handsome official income for many years, have saved 
 such a sum as, with their pensions, will enable them 
 to spend their remaining years in peace and plenty. 
 The same remarks, of course, apply to other civil 
 offices as well. 
 
 The men to hold appointments are increasing 
 every day, and the offices are few, and are often 
 filled for long periods of time by the same occu- 
 pant. Were the system I propound carried into effect, 
 
 Offices few tuere would be more changes, more con- 
 now for pos- tentment, I believe, more life. I have 
 sible holders. } card repeated what was once said by a 
 holder of office when it was suggested to him that he 
 should retire, that his letter of resignation “would be 
 the signing of his death warrant.” Experience has 
 proved the fallacy of this, and how sweet and beautiful 
 it is to see those whom we have known and respected as 
 heroes in the fight, renewing their youth in their 
 well-earned repose. 
 
 It would be impertinent of me, in view of the 
 fact that a Royal Commission is now sitting, or is 
 about to sit, upon the question, to enter into the 
 subject of the duties and emoluments of the various 
 offices known as the legal civil service. When the 
 facts are obtained as the result of the labours of 
 the Commission, I may, perhaps, have, if I think it 
 desirable, an opportunity of making observations upon 
 them with the view of helping legislation, but mean- 
 time I pass from the subject with this observation, that 
 there are anomalies and absolute sinecures still exist- 
 
THE LEGAL CIVIL SERVICE. yg | 
 
 ing which require the operating knife of the Legislature 
 for their cure; and I believe in some departments 
 there is an absolute want of proper control and super- 
 vision, each man believing in his absolute independ- 
 ence, and subject to no authority, except on petition 
 and complaint—at least so I have heard it said. 
 
 I come now to the consideration of whether the system, 
 which, I believe, prevails in Germany and other coun- 
 tries, of having the two branches of public service and 
 the practising profession held as distinct ab initio, is, 
 or is not, a good one, «e., whether it is or is not best 
 to have the higher legal appointments held by men 
 chosen from the practising profession, or whether a 
 better plan would not be to make a lawyer de- 
 Planofdistinct Clare, on his taking his professional quali- 
 public service fication, whether he intended to follow 
 men from time : ve - 
 oftaking qua- Practice or public office. Having done so 
 ES in the courts first in clerkships or sheriff- 
 substituteships, or other minor appointments in other 
 branches of the service, he might commence his career, 
 and by gradual promotion and periodic changes, with 
 the system of compulsory retirement in operation, he 
 might have the chance of at last reaching the bench of 
 the Supreme Court or head of his department, where 
 his long experience of office would enable him to dis- 
 charge very satisfactorily its functions. 
 
 This plan also would enable men in every step to be 
 increasing their income and position, and not, as we 
 often hear it remarked as to judicial office, make the 
 monetary sacrifice involved in taking the bench. It is 
 bad, very bad, for a man to have no hope of preferment 
 or increase of emolument before him. It has been 
 said by a most distinguished authority and observer of 
 men, that the man who becomes a servant of the crown 
 
22 THE PRESENT POSITION OF 
 
 in some of its departments thereby becomes too often 
 either a fossil or a drunkard. The man of true feeling 
 and aspiration will always have Excelsior on his banner, 
 but if from the system on which our public service is 
 constructed this is impossible, can you wonder if hopes 
 disappointed harden the heart, stupefy the brain, and 
 impair the general morale of the man? As I have 
 said before, so now I say, that the system of the legal 
 civil service of our country ought to be framed so that 
 there shall always be hope to the man who enters it 
 that he will, as long as his working-days last, be able 
 to enter some higher branch, some higher sphere; and 
 the way to attain this is by having, to begin with, a 
 class of well-trained men who will enter hs service as 
 a matter of choice, and strive and work in it, improv- 
 ing the service and themselves until their working 
 days are done.* 
 One objection to the permanency of office system is 
 Insolence of the lability of office-holders to what is 
 office. known as the “ insolence of office,’ an in- 
 solence which has many manifestations in want of 
 courtesy to the public, whose servants in reality public 
 office-holders are, a supercilious manner—a total want 
 of regard for the interests and feelings of others, or 
 what is due to them, as well as a disposition to take 
 their own time and way of doing their work. Too 
 often holders of office suppose that their bread and 
 
 * It is for consideration whether it would not be best to make it 
 the rule that every entrant to the profession should take a university 
 degree in law, which would be the only portal of entrance to every 
 branch or corporation in the profession, upon payment of the fees of 
 that selected. In this way an advocate could become a W.S. or an 
 L.A. if so inclined, and in like manner a W.S. or an L.A. could be- 
 come an advocate, even after years of practice, merely by paying 
 the fees. 
 
THE LEGAL CIVIL SERVICE. 23 
 
 water, position and comfort, are secured, and unlike 
 the practising professional man, they are independent 
 of the opinion of their fellowmen for the provision of 
 these. 
 
 Gentlemen, I throw out these remarks for your 
 consideration and discussion. On this branch of my 
 subject I refrain, meantime, from expressing a very 
 decided opinion. There are many advantages in the 
 system of a distinct public service branch, and from 
 what I have observed of late, Her Majesty’s advisers 
 have been anxious in many cases to give effect to some 
 of the views, which would prompt its adoption; but I 
 humbly think that it might be an instruction to the 
 Civil Service Commission to consider whether a more 
 effective service would not be obtained by such a 
 system, Among the prizes for our sons, be he the 
 son of the ploughman or lord, are the (legal and others) 
 appointments in the Civil Service of India, and the 
 system I have propounded is very much that on 
 which it is based—the only difference I would suggest 
 meantime, being that the examination for entrance to 
 our profession should be that which regulates admis- 
 sion to the public service. 
 
 In conclusion on this matter, gentlemen, I would 
 ask you, Is there any reason why there should be a 
 difference between the qualifications requisite for 
 entrance to our military and naval services and our 
 civil service? Nay, is it not much more necessary 
 that for an appointment in our civil service worth 
 hundreds or thousands of pounds per annum, you 
 should have qualifications for office tested by severe 
 examination, and open to public competition thereby, 
 rather than that it should be given away for the 
 sake of friendship, or service to one man, who has 
 
24 THE PRESENT POSITION OF 
 
 it thus in his power to benefit relatives or private 
 friends, and reward private services at the expense of 
 the public purse. If he must benefit friendship or 
 reward private service, let it be done from his private 
 purse, as you and I have to do it now. 
 
 If one and all of these improvements—if such they 
 are—changes at all events—are to be carried out, I 
 fear we must look to others than those who are gene- 
 rally responsible for Scotch legislation for their initia- 
 tion. It will, of course, probably require, ultimately, a 
 responsible executive to carry them through, but, in 
 the first place, the nation must be roused to take an 
 interest in and consider the question. No one can 
 say that he is not and never can be interested in it. 
 The change of system may affect the prosperity of 
 many of our kindred and descendants, and it is our 
 bounden duty to see that the nation’s wealth, dis- 
 tributed in its salaried public offices, is scattered 
 among all classes, and not a chosen few alone. 
 
 Gentlemen, I trust I need offer no apology for having 
 taken up so much of your time in remarks not directly 
 bearing on the subject of the course of this lectureship. 
 I do not always give an introductory lecture of such 
 length, but when I have the time I like to say a few 
 words on any subject which will be of benefit to the 
 profession, at all events in its discussion, and I often 
 find it useful not to take up too much time with the 
 direct work of the class in the first lecture, as all its 
 members do not always put in an appearance the first 
 day ; but apart from this, my remarks have an indirect 
 bearing upon Civil Procedure, as I know nothing so 
 important in the conduct of professional work, after 
 having good laws to administer, as having the best men 
 that can be found to administer them. I trust our 
 
THE LEGAL CIVIL SERVICE. 25 
 
 consideration of this subject this day may be one factor, 
 though perhaps a small one, in the discussion of this 
 question, and in ripening public opinion for legislation 
 upon it, which I feel sure is in the future, and perhaps 
 in a future not very remote. 
 
 I might have hesitated to speak upon the subject, 
 had not my remarks, at all events many, if not all, my 
 ideas, the approval of men of wisdom, age, and experi- 
 ence, but I find many of the propositions I have tabled 
 have cordial approbation. To many men, however, 
 there are many minds, and it is given to some, like the 
 worthy aspirant to the office of elder of old, to be 
 “rael gude at taking objections,’ so we must not be 
 surprised if we find strenuous opposition to change the 
 status quo. It is not easy to uproot a tree which has 
 for generations been striking its roots deeper and deeper 
 in the soil. But reason, right, and common sense, will 
 in this enlightened age ultimately prevail, and very 
 likely if we have objectors they may, like him who 
 at one time objected to the “Three acres and a cow 
 policy,” be the very first, when in a place of responsi- 
 bility and power, to see wisdom, where before they only 
 saw folly and madness, or something akin thereto. 
 
 Gentlemen, I begin to-day my fourteenth course of 
 lectures on Procedure, my third within these walls. My 
 last remarks remind me that for these lectures I have not 
 always had entire approval. I have not been without 
 opposition, and had I been disheartened or deterred by it, 
 I would not now have been lecturing in this University. 
 It is by a purpose once formed, and then death or victory, 
 that most if not all good is accomplished. It is by 
 perseverance amidst opposition, laughter, and sneers, in a 
 eause which has reason, right, and common sense to 
 commend it, that victory will be achieved. Every year 
 
26 THE PRESENT POSITION OF 
 
 convinces me that the step I took eleven years ago in 
 commencing to lecture on Civil Procedure was a right 
 one. Beginning with a mere handful of men with little 
 or no professional support, I have, amid various viciss1- 
 tudes, lived to see these lectures recognised by this 
 University as a useful subject of teaching, and one 
 proper for instruction within its walls, and I have also 
 lived to see one hundred of my students, many of them 
 now occupying a good position in the profession, conscious 
 of thebenefits they received by attendance on the lectures, 
 petitioning the Judges of our Supreme Courts and the 
 Senatus of the various Universities of Scotland, to 
 have attendance on this course made compulsory for 
 entrance as L. A.,and to the law degrees of the Univer- 
 sities. I cannot then be ungrateful for the success of 
 the past. What is in the future I cannot tell. | 
 But you naturally ask, what is the scope of your 
 lectures? My answer is, that as there are diseases or 
 ailments of the body which require operations as an 
 ultimatum for their cure, so there are diseases of the 
 morale of man or irregularities in his affairs which 
 Bese Of often cannot be cured or put right except 
 Lectures on the operating knife of the lawyer is applied 
 Procedure. +5 them; and so I am here to tell you 
 what the diseases are, and what are the remedies to be 
 applied, the operations to be performed, with all the 
 details of such and the methods of operating for a cure. 
 This class is, in fact, one in which you are instructed 
 in the practice of your profession, so far as regards 
 what is called the litigious part of it. It appears to 
 me to be important. It appears to many to be of the 
 utmost importance ; and while I have no objections to 
 see all law students compelled to attend, will you allow 
 me to say that I chiefly rejoice in the attendance of 
 
THE LEGAL CIVIL SERVICE. o7 
 
 those who come here of their own free will, for in 
 them I have, as I have ever had, earnest working men 
 whom it has been a pleasure to teach, and with whom 
 it was a privilege to be associated. I have no doubt 
 that my experience of the past will be that which 
 awaits me in the future, 
 
 I thank you, my future students, for your patient 
 hearing now, and you, my hearers, whom I cannot 
 expect to see here again, for your kind attendance 
 to-day, and to express the hope that if my views have 
 your approbation you will put forth efforts for their 
 accomplishment ; and if they have not now, that you 
 will duly consider them with the object of letting light, 
 as I hold it, dawn upon your soul. 
 
 TURNBULL AND SPEARS, PRINTERS, EDINBURGH. 
 

 

 
 
 _ AT THE OPENING OF THE SESSION 1888-89 
 
 7 
 
 Pam AER ee Re BY 
 
 ance . 
 
 Ss WILLIAM. MUIR, K.CS.1. 
 
 -LLD.,. ‘D.C.L.;, PH.D. 
 
 
 
 
 
 
 Riot ) 
 
 
 
 PRINCIPAL OF THE Sepherre 
 
 27th October 1888. 
 
 
 

 
_ YEE 
 P02 5 F 
 
 
 
 
 
 UNIVERSITY OF EDINBURGH. 
 
 JHE PRINCIPAL’S OPENING ADDRESS 
 
 FOR THE SESSION OF 1888-89. 
 
 GENTLEMEN ,— 
 
 The time has again come round to 
 greet you at the opening of another Session. Those 
 who have already studied here, we gladly welcome back ; 
 and as for the fresh men, we heartily wish them an 
 auspicious entrance on their work. How rapidly flows 
 the stream of time; and we with it! This is already 
 the fourth inaugural Address it has fallen to my lot to 
 deliver. Many that listened to the first, have gone 
 forth to the business of life for which they were then 
 preparing. And so will it be, my young friends, with 
 each one of you. The time is short, and speeds swiftly 
 by us with an imperceptible, but sure and steady pace. 
 See, then, that you employ it to good purpose ; for the 
 opportunity of to-day will never again present itself. 
 The frame of youth is plastic now to mould, but it will 
 not remain always so, nor yet the fresh vigour needful 
 to form the habit of patient study, and mastery of diffi- 
 
2 OPENING ADDRESS TO THE [Session 
 
 culties. The citadel of Science, Letters, and Philosophy 
 lies right before you, and it is the power to storm it 
 that now you are to seek. As we are told in that 
 beautiful address which the late Ropert HERDMAN 
 was to have delivered to the Students of Art,—“ Make 
 the most of your youth, for all your future life will be 
 mainly determined by it. Remember, there is much 
 to be done, which can be done successfully at no other 
 period.” And the sentiment, true in Art, is equally 
 true in Science, Philosophy and Letters. All the 
 more need, then, to gird up your loins with the fixed 
 resolution to labour during these coming months with 
 energy and will. 
 
 During the year, it has been our lot to mourn the 
 loss of one much loved amongst us, both by Colleagues 
 and by Students,—the late Proressor DICKSON. 
 Endowed with a generous and sympathetic heart, used 
 to make the joys and sorrows, the wants and wishes of 
 the friends about him, as it were his own, singularly 
 kind and courteous,—there are few whose departure 
 could have caused so great a breach, or so lively a 
 recret. Whether as a companion, or as the distin- 
 guished occupant of the chair of Botany, his memory 
 will long be cherished here. 
 
 On the other hand, we have to congratulate ourselves, 
 that the department of Botany is again worthily pre- 
 sided over by so able a Scientist as PROFESSOR BAYLEY 
 BALFOUR,—whose appointment, we may safely predict, 
 will add fresh lustre to one of the oldest of the scientific 
 studies in this University. The nomination also has 
 the singular interest that the son is now called to fill 
 the chair which the father occupied with such distinc- 
 tion for five-and-thirty years,—in the duties of which 
 moreover, he himself helped as an Assistant to his 
 father. And now we welcome him back as one of our- 
 selves. 
 
1888-89.] STUDENTS OF EDINBURGH UNIVERSITY. 3 
 
 For the Chair of Scors Law, vacated in the preceding 
 year by the retirement of the veteran Dr. Norman 
 MACPHERSON, we are fortunate in having obtained the 
 services of PROFESSOR JOHN RANKINE,—himself some 
 twenty years ago a distinguished student of the class 
 over which he now presides ; and one who has proved 
 his knowledge of the branch on which he is to lecture 
 by his masterly works on Land Ownership and 
 Leases. 
 
 Of other offices there is one to which I cannot allude 
 without congratulating you on the wisdom as well as 
 on the unanimity of your choice,—that, namely, of the 
 MARQUIS OF LOTHIAN to be Lord Rector, in succession 
 to the lamented EARL oF IppESLEIGH. Deeply 
 interested in the higher education of the country at 
 large, and in the prosperity of this University in par- 
 ticular, a near neighbour also, and one ready, as he 
 showed himself at the Symposium which you held in 
 his honour, to enter with zest and genial sympathy into 
 the feelings and interests of Student life, we heartily 
 wish Lorp LorHraN—all of us, I am sure, to whatever 
 party we belong (for happily here we know no party) 
 —success in the discharge of whatever office he ‘is 
 called to undertake, and especially in the Rectorship 
 of this great University. 
 
 Before passing from personal matters, I must refer 
 to the loss of one who, though not holding office within 
 our walls, was yet closely connected with us,—I mean 
 Ropert Bruce JOHNSTON, Secretary to the Court of 
 Curators. Much, indeed, do we owe to our lamented 
 friend for the unceasing and invaluable help he rendered 
 towards the erection of the new Collegiate buildings ; 
 and, yet more recently, for the labour and energy 
 devoted to the arrangements for providing us, as an 
 addition to those buildings, with an Academic Hall, to 
 bear the honoured name of M‘Ewan, the Citizen who 
 
 - 
 
 
 
4 OPENING ADDRESS TO THE [Session 
 
 has so munificently endowed us with the funds for its 
 erection. This was indeed to Mr. Bruce Johnston a 
 labour of love, and therein, as well as in other colle- 
 giate work, his absence from our midst will long be 
 felt. 
 
 In proceeding now to the domestic progress of the 
 year, we have to notice a certain diminution in our 
 numbers, especially in the earlier classes of the Faculty 
 of Arts. The decrease is not in itself of serious 
 moment, unless indeed (which there is at present no 
 ground for apprehending) it should prove to be pro- 
 gressive. As we find the experience of the sister 
 Universities to be more or less the same, there is 
 probably some general cause at work. Various hypo- 
 theses have been advanced. It has been suggested, 
 for instance, that the revival of trade is drawing young 
 men more into paths connected with manufacture and 
 commerce, than with the learned professions. None 
 of the reasons yet named can, however, be accepted as 
 decisive ; and we must patiently watch the progress 
 of events before coming to any definite conclusion. 
 
 1 The details compared with those of the preceding year are 
 as follows. Those for 1833-34 are also given :— 
 
 | 
 
 
 
 1833-34. 1886-87. 1887-88. 
 
 
 
 
 
 Arta is een). 602, 1 1084 992 
 Divinity, . 193 107 100 
 Taw, ecu Sel 493 492 
 Medicine, .| 718 | 1872 | 1898 
 
 
 
 
 
 Total, i 1754 3556 | 3482 
 
1888-89,] STUDENTS OF EDINBURGH UNIVERSITY. 5 
 
 The figures for graduation are also (B.Sc. excepted) 
 below the average.! 
 
 A smile was raised at the moment when I referred 
 last year to the figure then preparing for the Dome 
 of the University, of a youth pointing upwards, as it 
 were with high and noble aspirations. Now that the 
 figure is before us, away up on its dizzy height, the 
 only feeling must be of admiration, both for the senti- 
 ment which the sculptor, Mr. Joun Hurcuison, has 
 set before him, and for the ability and artistic skill 
 with which he has given expression to the same. Let 
 it be your endeavour, my young friends, like the 
 Athenian runner, to press with ardour on the race of 
 mental enterprise, and to feed the torch, as it passes 
 on, so that in your hands it may ever burn the 
 brighter. May there never be wanting within our 
 walls a succession of generous youth to keep alive 
 aud refulgent the light of truth, following thus the 
 example of those who— 
 
 ** Quast cursores vitae lampada tradunt.” 
 
 And now, as regards the Students’ UNIon AND 
 REPRESENTATIVE CounciL, I have to congratulate 
 you on the handsome proportions of the edifice which 
 you have erected, its suitable accommodation for the 
 
 1 These are the figures for the last six years :— 
 
 
 
 Arts. | Divinity. Law. Medicine. Svience. 
 MAS) BD. SLi. B. | BE. M.D. 1 MB. D SerB sc 
 
 
 
 1882-83 | 
 
 to Fi | 
 1885-86 98 5 14 10 5 44 | 147 4 165 
 Average | | | 
 1886-87 118 als 7 2 5/7 | 210 i 18 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1887-88 88 | 9 9 3 | 50 | 208 4 31 
 
 
 
 
 
6 OPENING ADDRESS TO THE [Session 
 
 purposes intended, and the near prospect of its being 
 ready for your reception. I think you are also to be 
 congratulated on the substantial advance made by the 
 Council in its anticipated recognition as a statutory 
 body under Act of Parliament. I am glad moreover 
 that you were able to send a representative to the grand 
 festival at BoLOGNA, who, “ robed,” as an eye-witness 
 says, “in the handsome and becoming mauve gown of 
 the Students’ Representative Council” (an advance, I 
 may say, in the direction I have repeatedly pressed 
 upon you), was warmly welcomed by the vast body of 
 students there assembled, not from Italy alone, but 
 from various lands, on that memorable occasion. 
 
 I regret that there has been no material progress 
 during the year in the provision of HosTELS or 
 University Houses for the reception of students, with 
 surroundings suitable for quiet and undisturbed study. 
 I noted last year that ample provision was being made 
 in Australia for such establishments in connection with 
 the University of Melbourne. I observe also that 
 such institutions are being insisted on by the Govern- 
 ment of India, in recent orders, for their larger Schools 
 and Colleges, and that they are being introduced into 
 the Berar districts of the Hyderabad State, and even 
 into some of the Missionary Colleges. I trust that 
 the subject will not lose its interest with you, and 
 that in due time provision may be made for effectually 
 meeting this important want.! 
 
 1 The order of the Government of India here referred to is as 
 
 follows :—‘‘ The extension of the hostel or boarding-house system to 
 the fullest extent that the public finances or private liberality will 
 permit.” A curious feature of the Hostels in Hyderabad is that 
 
 they are managed by the Boarders themselves. ‘‘ Each boarding- 
 house is under the general supervision of an Assistant master, who 
 is called the Superintendent. But the internal affairs are managed 
 by a Committee of Boarders appointed by the Boarders themselves. 
 One member of the Committee is elected head Manager, and his 
 duties are to supervise the work of the Members, and to preserve 
 order,” 
 
1888-89.]| STUDENTS OF EDINBURGH UNIVERSITY. 7 
 
 In the matter of adding to the efficiency of our 
 Academic Ordinances, little has occurred throughout 
 the year. Something, it is true, has been done to 
 complete the arrangements for the Degree in Agricul- 
 ture, and for improving the rules for graduation in the 
 department of Public Health; and also in modifying 
 the arrangements for the first Professional Examination 
 in Medicine. But for any real advance in the much- 
 needed direction of specialisation of study leading to 
 departmental graduation in Arts, and suited to the 
 wants and tendencies of various classes of our students, 
 we must wait with patience for the deliverance of 
 Parhament. It is to be devoutly desired that the 
 valuable measure now before the House of Commons 
 may soon be fairly launched,—opening out thus a vista 
 of progress and increasing prosperity to our Scottish 
 Universities. 
 
 A record of the past year would fall short of its 
 purpose without reference to the historic event,—the 
 800th Anniversary of the University of Bologna,—at 
 which your own delegate, as well as three members of 
 our Senatus, assisted. The observance of solemnities 
 of this kind has of late been not infrequent. Preceding 
 ours, there were the Festivals of LUND and UPSALA; 
 and then, following our own, the celebrations of HEIDEL- 
 BERG, BERNE, and HARVARD; and now that of BOLOGNA. 
 It may be of interest to note the leading features of 
 some of these. 
 
 It is now eleven years since SWEDEN celebrated the 
 foundation of her University at UPSALA, A.D. 1477. It 
 was a right royal gathering that held at Upsala in 1877, 
 in regal state, at the Cathedral, under the presidency 
 of the Kine himself,—the Archbishop being the “ Pro- 
 moter” to confer the degrees by command of His Majesty. 
 The assemblies and entertainments were grandly na- 
 tional in their character. We were represented there 
 
 
 
8 OPENING ADDRESS TO THE | Session 
 
 by the late Proressor BALFouR and Sir WYVILLE 
 THOMSON. There was great enthusiasm, especially on 
 the part of the students, but no excess. The Festival 
 was enlivened by a Students’ Concert, for Sweden is 
 essentially a musical country; and we may judge of 
 the merit of the performance when we read that “the 
 palm for quartet singing was unanimously awarded to 
 the chorus of Upsala students, which gained in 1867 
 the first prize in the International Musical Competition 
 at the Paris Exhibition”; an example which might 
 perhaps with both pleasure and profit be followed here. 
 What most is to be marked, is the praise awarded to 
 the supervision and management of the students; for 
 we are told that “in the Students’ Corps (from which 
 most of the stewards for the various solemnities were 
 taken) there is an instinct of discipline and natural 
 tact greatly facilitating the task of arrangement.’? At 
 the closing assembly, in accordance with a national 
 usage, “ King Oscar was, amidst the most enthusiastic 
 applause, carried in ‘the golden chair,’ high above a 
 cheering crowd, on the shoulders of students, to the 
 strains of their favourite song.”* The week’s celebra- 
 tion wound up with a reception and supper at the 
 Palace of Drottningholm ; when a parting address was 
 given with much eloquence by the King himself. 
 
 The celebration of the Fifth Centenary of HEIDEL- 
 BERG took place in August 1886. The pageant of 
 great magnificence was dignified by the presence, not 
 only of academic representatives from every quarter, 
 but also of high functionaries of State,—the late Em- 
 peror (then CROWN PRINCE) of Germany, the Grand 
 Duke of BADEN, himself the “ Rector Magnificentissimus” 
 of the University, and a grand military display. The 
 Aula on the great day of assembly was radiant with a 
 
 1 Correspondent of Times, Sept..13, 1877. 2 Thid. 
 
1888-89.] STUDENTS OF EDINBURGH UNIVERSITY. 9 
 
 galaxy of ribbons and orders, worn by such scholastic 
 veterans as Helmholz, Mommsen, and Gneist. Beside 
 a host of martial uniforms the pride of letters “shone 
 in every conceivable kind of academic costume, from 
 the ermine tippet of Kénigsberg, the gorgeous em- 
 broidered coats of the Institut, and the crimson cloak _ 
 of Oxford, to the sombre divinity hood of Edinburgh,” 
 worn on the occasion by our honoured and Rey. Dean 
 of the Faculty of Divinity. The torchlight procession, 
 the banquet, and the march in historical costume, were 
 all of unrivalled splendour. At the royal Schlossfest 
 the giant Tun was called into service, “the wine and 
 beer literally flowing in streams.” At the Students’ 
 Symposium, again, besides speeches and songs, “much 
 good glass,” we are told, “ was smashed to atoms”; and 
 the scene, with “its rivers of drink, its rough-and-ready 
 companionship, and its ostentatious display of war- 
 paint and sword-blades, most forcibly reminded one 
 (says the Zimes correspondent) of a wassail-bout of the 
 Germans of Tacitus.” Bating this crowning scene, the 
 proceedings throughout were eminently calculated to 
 impress the visitor with the grand memories of this 
 ancient and fascinating seat of learning. 
 
 Not less academic, but in close accord with the severe 
 simplicity of its traditions, was the Festival of the 
 HARVARD University, to commemorate its foundation 
 250 years before, that is,in 1636 A.D. The PRESIDENT 
 OF THE UNITED STATES received a royal ovation from 
 the assembly, and other functionaries of State were also 
 present. But the whole proceedings were marked by 
 a homely plainness that would have gladdened the 
 hearts of the Puritan Fathers, the founders of the Uni- 
 versity. After a grand procession, all crowded into the 
 
 1 See Letters in Times, 4th to 7th August 1886. ‘‘A Professor of 
 another German University seems to have characterised the festival as 
 ‘the greatest swilling bout of the century.”’—Times Leader, 4th Aug. 
 
 A2 
 
10 OPENING ADDRESS TO THE [Session 
 
 great hall, “a truly noble building,” in which there 
 was provided an entertainment in strict keeping with 
 the entire surroundings. “The repast,” as Sir Lyon 
 PLAYFAIR (our representative at the solemnity) tells 
 us, “was simple in the extreme; there was no wine on 
 the table, and the eating was soon over”; truly a 
 practical, wise, and frugal race! Speeches followed of 
 high academic interest. But what most of all struck 
 Sir Lyon was the admirable discipline maintained by 
 the students. “The Students’-day,” he says, “was as 
 orderly as if all the students had been professors.” 
 The reason which he gives casts a hopeful light upon 
 the future of your own nascent Council. The stern 
 founders of the 17th century enacted a list of some 
 250 offences, for some of which even flogging was the 
 penalty. All that has passed away. The students now 
 manage for themselves, and hence the order that Sir 
 Lyon saw. “Any one,” he says, “who had witnessed 
 the Pandemonium of the Oxford Enccenia could not fail 
 to marvel that these things could be.” He adds, “It is 
 impossible not to feel that the greater freedom allowed 
 to American Undergraduates has led them to recognise 
 earlier than do English youths the responsibilities of 
 manhood.” And again, “The most perfect discipline 
 exists in the classes, and at all public ceremonials. 
 Rowdyism is a crime against academic sentiment, and 
 is sternly put down by the students. With all this, 
 there is more fun, and more social clubs and societies, 
 than amongst ourselves.” A charming picture this of 
 our young cousins across the water ; and—shall we be 
 ashamed to add—a lesson to ourselves. 
 
 Another peculiarity,—one still open to canvass 
 on the spot, is what they call the “Elective System ” 
 for study and for graduation. Instead of a general 
 curriculum for the M.A. degree, the student chooses 
 for himself his special subject, and obtains the Degree 
 in it by passing an examination at the close of the 
 
 — 
 
 ————— ST Ur 
 
1888-89.] STUDENTS OF EDINBURGH UNIVERSITY. 11 
 
 prescribed course of study. Along with this change 
 there was also introduced a severe matriculation test. 
 Since then, the numbers have greatly increased, and 
 (what is even more important) its advocates claim that 
 the students have become more earnest and diligent in 
 the prosecution of their studies than before. The 
 system is still on its trial; and the result will be 
 watched with interest, all the more so as it may be of 
 service to ourselves in the changes which happily are 
 now coming within our reach.? 
 
 In one respect the festival at BoLoGNA could not but 
 surpass all the others, that is to say, in the interest 
 arising from the great antiquity of its University, and 
 the revival through its agency of Liberty and Letters 
 in an age when Kurope, struggling vainly with the rude 
 and barbarous elements around, sat shrouded in dark- 
 ness. Moreover, for ourselves there is this special 
 link, that during the wars with England our country- 
 men chiefly received abroad the higher education, and 
 we read of a Scotchman having been some 200 years 
 ago a Professor at Bologna. Furthermore, it is from 
 thence that we borrowed the form of our own academic 
 institutions; and, in point of fact, two of our 
 Universities were expressly founded on the model of 
 Bologna. It is thus that the Scottish Delegates visited 
 the quaint old city as pilgrims gazing at a shrine 
 surrounded with grateful and pious memories. Or one 
 might say, as an emigrant race, returning after genera- 
 tions to their native soil, recognise in venerable institu- 
 tions of their ancestors the genius of their own, even 
 so was it with us as we threaded the narrow streets of 
 that ancient seat of learning. 
 
 The solemnities of this great occasion have been 
 admirably described in the letters to the Scotsman of 
 
 1Combined with ‘‘the Elective System,” it should be noted that 
 Harvard is multiplying her professorial establishment largely. Thus 
 there are three Professors in Chemistry, four in Natural History, etc. 
 Specialisation becomes thus in practice all the easier. 
 
 we 
 
12 OPENING ADDRESS TO THE [Session 
 
 Professor Kirkpatrick, and of your own representative. 
 With neither military nor official and diplomatic 
 surroundings, nothing could yet exceed the beauty and 
 brilliancy of the assemblies, presided over as they 
 graciously were in person by the King and Queen 
 of Italy. The festival was unique in this respect 
 also, that, in addition to a truly academic celebration, 
 enthusiasm knew no bounds at the mention, oft 
 repeated, of a free and reunited Italy; for the germs 
 of LIBERTY, as of LEARNING, were freely ascribed on 
 every side to the fostering hand of the venerable 
 University. The whole effect has been well gathered 
 up by our Secretary in his closing letter :— 
 
 “In respect of cordiality and enthusiasm, the profound 
 interest attaching to the storied University, and magnificence of 
 scenic effect, nothing could surpass the triumphant success of 
 the Bologna Octocentenary, while the presence of nearly a 
 thousand students, including fully a hundred foreigners, added 
 an altogether unique feature. To eye-witnesses I must of 
 course leave it to describe the students’ festivities; but I may 
 state generally that, from the triumphal entry of Bacchus upon 
 the Cask of Turin, down to the carnivales que Saturnalia of 
 last night, they were at once well organised and exuberantly 
 joyful. No rowdyism, no drunkenness, no discordant bawling 
 of songs of dubious propriety ; but many a ballad harmoniously 
 sung in parts, many a wild, but never ungraceful, ebullition of 
 animal spirits, and many a warm outburst of Viva I Jtalia! 
 ? Inghilterra ! la Germania! la Francia! . . . A festival more 
 deeply interesting, more enthusiastic, more picturesque, more 
 instructive, can hardly be conceived. Let us, therefore, cordi- 
 ally wish long life and prosperity to the quaint and famous 
 old city, and to the teachers and students of the Alma Mater 
 Studiorum—the caro, vecchio, celeberrimo Studio Bolognese !” 
 
 I must also notice here, with grateful acknowledg- 
 ment, the honour done to this University in the con- 
 ferment of the Degree of Doctor of Philosophy on 
 Professor Lorimer and myself, a signal mark of favour 
 on this memorable occasion. 
 
 1 These have been reprinted with Professor Carducci’s address and 
 other papers: The Octocentenary Festival of the University of 
 Bologna. Edin. James Thin. 1888. 
 
 ee 
 oe 
 
1888-89. | STUDENTS OF EDINBURGH UNIVERSITY. 13 
 
 Comparing now, with these celebrations, that of 
 our own TERCENTENARY, the first and the obvious 
 remark is that here we had neither military display 
 nor yet the splendour of courtly functionaries—simpler 
 even, in this respect, than the puritan Harvard, where 
 was duly represented the Majesty of State. Neither, 
 of necessity, had we the new-born enthusiasm of Italy, 
 the joy of a freedom freshly found. Yet, without any 
 of these adventitious aids, our Tercentenary, in its 
 perfect ordering and splendid success,—and not least, 
 I rejoice to add, in the exemplary attitude of our 
 students, fell short, I will venture to say, of none of 
 its rivals. Indeed, in one respect, it surpassed them, 
 —and that is, in what our Secretary so aptly terms, 
 “the purity of its academic character.” 
 
 I cannot quit Bologna without adverting to the 
 touching letter in which the late EmPrror oF 
 GERMANY, girding himself in the very chamber of 
 death to the varied obligations of the moment, after 
 a warm acknowledgment of the benefits received by 
 “countless numbers of Germany’s best sons,” sent his 
 blessing and greeting to the famous University of 
 Bologna on the occasion of her memorable celebration.” 
 Even more remarkable was the message flashed to the 
 students at their Symposium, when the august sufferer 
 was still nearer his end, wishing them prosperity. 
 That such a letter and such a message should have 
 been even thought of at the moment, affords a lesson 
 to us all of the highest import.! 
 
 1 The letter is so remarkable, and bears so directly on the subject 
 I have been treating of, that I make no apology for keeping a record 
 of it in this place. 
 
 ** BERLIN, 9th June 1888. 
 *‘T welcome and greet with great sympathy the Festival of the 
 
 University of Bologna and the ennobling recollections which are 
 bound up with its eight hundred years’ history for Germany and 
 
14 . OPENING ADDRESS TO THE [Session 
 
 It is interesting to trace how the form and con- 
 stitution of Universities at the present day have 
 grown out of those which began to flourish in the 
 twelfth century. None of these were in the earliest 
 times founded in the ordinary sense of the word. As 
 the darkness began to break, students flocked from all 
 parts of Europe to listen to distinguished lecturers of 
 their choice, and to study under their direction,— 
 at Salernum chiefly for medicine, at Bologna for juris- 
 prudence, and at Paris for theology. Thus, about the 
 middle of the twelfth century, we read of imperial 
 ordinances, directing that students from distant parts 
 should be protected on their journey to these new 
 schools of learning, and also assigning jurisdiction to 
 the Superiors from the several nations gathered there 
 over students belonging to the same. It was the 
 age when guilds were being formed for various bodies 
 and professions ; and following the same model, the 
 educational bodies also were incorporated with their 
 
 Italy. I love to recollect the ancient relationship of the Germans to 
 your High School, which began with the privileges bestowed upon it 
 by the Emperor Frederick Barbarossa seven hundred years ago, and 
 was continued by countless numbers of Germany’s best sons, who 
 undertook pilgrimages over the lofty Alps to draw inspiration from 
 the doctrines of the newly-founded jurisprudence, and to bring back 
 to their homes and to the Fatherland the products of great men’s 
 thouglits and ideas of the olden time. It was at Bologna that the 
 seed was sown which has supplied food for German jurisprudence 
 down to this day, and the instruction of Bologna became the pro- 
 totype, the model, for the academic freedom of our German Uni- 
 versities. Bearing in mind all that Germany owes her, I send my 
 blessing and greeting to the famous University of Bologna on the 
 occasion of her memorable celebration. May she for ever remain in 
 united Italy what in science and culture is said of her on her old 
 coins, ‘ Bononia Docens.’ FRIEDRICH, Imp. Rex.” 
 
 It seems probable that the reason why the Festival attracted so 
 little notice in contrast with those of Upsala, Heidelberg, etc., is the 
 fact that the eyes of all nations were fixed at the moment on the 
 impending death of the great and heroic writer of this letter. With 
 the single exception of the reports in the Scotsman, all others fell 
 miserably short of the occasion. 
 
1888-89.| STUDENTS OF EDINBURGH UNIVERSITY. 15 
 
 Chancellor, Rector, and other officers; thus furnishing 
 the framework of a University. At Bologna, as dis- 
 tinguished from Paris, the democratic element pre- 
 vailed, and much of the administration lay in the 
 students’ own hands ;—a state of things to which, in 
 part, we may be now returning here. The Trivium 
 and Quadrivium, or Arts Course, is still the model on 
 which our own graduation is based, and to this we are 
 bound by Ordinance. But we look for greater liberty 
 under new legislation, And though in this matter 
 we may not go the length of the Harvard “elective 
 system,” we shall yet hope to introduce specialisation 
 to as large an extent as may be expedient. At present 
 the student is, with us, ferced to pursue the same 
 round of studies for some of which he may have no 
 call or aptitude whatever. Under a more elastic 
 system, he would join the University already with a 
 fair amount of culture to be strictly tested by an 
 Entrance examination, or evidenced, it may be, by 
 the new “Leaving certificate.” And so, thereafter, 
 he would be left at liberty to devote himself to 
 those particular branches of study,—whether Litera- 
 ture, Science, or Professional training,—which his 
 special bent and genius, or the anticipations of a 
 future career, might demand. With these, and a 
 material increase, as at Harvard, secured in. the 
 provision of Chairs and Lectureships (an object 
 well worthy the generous patronage of wealthy 
 fellow-citizens), the position of our Universities would 
 gain materially. 
 
 
 
 In making this retrospect, it is well to contrast the 
 helps and facilities of the present day, with the hard- 
 ships and drawbacks of the Middle Ages. The reign 
 of the schoolmaster in those times was stern, and the 
 discipline such that the slightest fault was visited with 
 
16 OPENING ADDRESS TO THE [Session 
 
 the rod; in many monasteries, indeed, the treatment 
 was resorted to “periodically,” not merely as atonement 
 for the past, but by way of prophylactic for time to 
 comet The labour and drudgery of the student were 
 enhanced by the absence of printed books, still more 
 perhaps by the scarcity of materials for writing, aggra- 
 vated as that was at length by the Arabian conquest of 
 Egypt. The learner was dependent absolutely on the 
 prelections of his teacher. No fear in those days of 
 liberties being taken with a Professor’s lectures! Not 
 even a printed syllabus might be had. Books of refer- 
 ence there were none. To get knowledge under such 
 circumstances must indeed have been a work of trial 
 and drudgery. 
 
 How thankful then, gentlemen, should we be for the 
 facilities of learning now enjoyed. And yet there may 
 be a danger even here. The theme or problem now 
 elaborated to your hand, the student of Bologna, with 
 no extraneous aid, had to work out laboriously for 
 himself. But this very labour was a source of culture 
 and real education. And to gain the same, the student 
 of to-day must not the less endure hardship, and 
 practise self-denial in persevering industry. It cannot 
 be too often repeated, that there is no royal road to 
 learning. Toil and labour must be your lot, even as 
 they were the lot of the student of those dark ages. 
 And it is this hab% of application, the gain of intel- 
 lectual power and mastery, not the mere memory of 
 what you get from books, that will stand you in stead 
 throughout your future life. 
 
 I have already quoted from one of the last utter- 
 ances of the late EMPEROR OF GERMANY. That was 
 a not less remarkable utterance, full of wisdom, and 
 
 1 Laurie’s Rise and Constitution of Universities, p. 70. See also 
 Hallam’s Middle Ages, Ch. 1x. ; and The Conception of the University, 
 by Ed. Kirkpatrick, 1857. 
 
1888-89.] STUDENTS OF EDINBURGH UNIVERSITY. 17 
 
 worthy to be laid to heart, which formed part of his 
 first words on assuming the Empire :— 
 
 Closely bound up with the social question I regard that of the 
 education of youth, and the efforts to this end must be on a 
 higher scale, and be rendered more widely accessible. We 
 must, therefore, avoid creating dangers by partial education 
 and awakening demands which the economical powers of the 
 nation cannot satisfy. We must also take care that through 
 the one-sided efforts of increased knowledge, the task of education 
 shall not remain neglected. Only a generation growing up upon 
 the sound basis of the fear of God and the simplicity of 
 morals can possess sufficient resisting power to overcome the 
 dangers which, in a time of rapid economical movement, arise 
 for the entire community through the examples of the highly 
 luxurious life of individuals. 
 
 The lesson here taught points to the ever-recurring 
 danger of substituting the acquisition of so-called 
 “knowledge” for the real “task of education”; and 
 also to that of self-indulgence and luxurious living. 
 For this last evil we have, perhaps, in Scotland less to 
 fear than in some other parts of the kingdom. But 
 if such a warning be needful in Germany, it cannot 
 surely, even here, be out of place. 
 
 And thus, my friends, in the spirit of simplicity, 
 earnestness, and self-denial, let us brace ourselves to 
 the work of the coming Session. Remember that it is 
 mental discipline, even more than knowledge, intel- 
 lectual power of resolving difficulties, rather than the 
 memory of facts, we are to seek after. With this end 
 in view, let me advise that, above and beyond the 
 circle of general learning, which is the necessary 
 precedent to departmental study, you should early 
 make selection of some one branch of literature, 
 science, or philosophy, as that of your special choice, 
 and to it unreservedly devote yourselves. “Some of 
 everything,” may, within certain limits, be a good 
 motto; but “all of some one thing” is a better, and 
 
 we 
 
18 OPENING ADDRESS TO THE [Session 
 
 indeed, for most capacities, a needful condition of 
 eminent success. You will remember, most of you, the 
 admirable discourse addressed to us after the Gradua- 
 tion Ceremonial in April, by Professor Flint, on the 
 words, “One thing I do.” They are familiar, as a 
 sacred maxim, to our Scottish youth; and recognised 
 as such in their original application, should be laid by 
 you to heart as the foundation of all that is good, 
 and wise, and ennobling. To that great end sub- 
 ordinate your work, your recreation, your whole life. 
 Be it your first concern ; all else will then go well. But 
 apart from this, the maxim has a bearing, direct and 
 important, on all our duties, and especially on the 
 lesson I am now seeking to énforce. Concentrate 
 your energies upon some definite and individual object. 
 As the vista of life, and the sphere you are likely to 
 occupy therein, unfold themselves, and you begin to 
 recognise the bent of your own mind, the secret spring 
 of its power and vigour,—then choose your line and 
 object in accord therewith; and having chosen, hold 
 by the same, Be this the cynosure of your thoughts 
 and efforts. On it let your reading and your study 
 mainly converge. Not but that in due measure the 
 wider fields of literature, science, and philosophy may 
 be laid under contribution, as well for recreation, as for 
 enlarging your sympathies and widening your range of 
 knowledge. But let the “one thing”—the chosen 
 subject—be ever returned to as the labour of love, and 
 the employment of the leisure hour. For some of the 
 younger amongst you the advice may haply be thought: 
 somewhat premature, as the future has yet to open out 
 before you. But even on such it may not be too soon 
 to urge the virtue of an aim at concentration. And 
 so I leave the maxim with you all. 
 
 Let us see to it, gentlemen, that no hours are mis- 
 spent in this coming Session, no opportunities wasted 
 
1888-89.] STUDENTS OF EDINBURGH UNIVERSITY. 19 
 
 or neglected; so that hereafter you may be able to 
 look back on these winter months as having materially 
 helped to prepare you for the successful discharge of 
 the duties in life, whatever they are, to which you may 
 be called. 
 
 And so I conclude, wishing you all God-speed in 
 your work. 
 

 
= oth 
 Se ete 
 
 
 

 
catgaeseaepenbctaSoaNOe aaa 
 
 TO THE : STUDEN TS OF: TH 
 
 eee of Edin 
 
 AT THE OPENING OF THE SESSION 1887-88. 
 
 as 
 
 : ae soe “BY 
 
 SIR WILLIAM MUIR, eCSi UD. DCL. 
 
 PRINCIPAL oF THE UNIVERSITY 
 
 18th October I 887. 
 
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 "Printed at the University Press s by ue 
 
 M pcce LXXXVII 
 
 
 
 
 
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 aA es 
 
 
 
UNIVERSITY OF EDINBURGH. 
 
 JHE PRINCIPAL’S OPENING ADDRESS 
 
 FOR THE SESSION OF 1887-88. 
 
 + 
 + 
 
 GENTLEMEN ,— | 
 In the name of the Senarus, I weleome 
 you to our UNIvErsity at the opening of another Session. 
 To those of you who are joining us now for the first time, 
 we heartily wish for you a propitious entrance into the 
 halls of your Alma Mater,—the harbinger of a successful 
 career to be begun this day in the full determination 
 that you will labour from first to last with diligence, in- 
 tegrity, and zeal. And as regards the others—those of 
 you who are returning to us after a season of rest and re- 
 creation,—let us hope that all of you come back to renew 
 your studies now with redoubled energy. Whether 
 teachers or taught, I trust that we every one this day 
 commence our work resolved to do our duty, and humbly 
 seeking for that ‘‘ blessing which maketh rich and addeth 
 no sorrow with it.” 
 
 May the happy associations of this auspicious year 
 shed their benign and kindly influence around us. The 
 JUBILEE of our Sovereign Queen Vuicror1a,—whose 
 gracious reply to the address presented by the University 
 we acknowledge with loyal and lively satisfaction,—gave 
 us an appropriate occasion to look back to the state of 
 things at the era of Her Masesry’s accession to the 
 throne ; and in the retrospect, to.compare the present 
 
2 OPENING ADDRESS TO THE [Session 
 
 with the past. The contrast is in every way gratifying, 
 as was so well and happily pointed out by the DEAN oF 
 tur Facutty or Arts, in the Address which he delivered 
 at the ceremonial for Graduation in April last. And 
 indeed the progress of the University, especially during 
 the latter half of Her Maszsry’s reign, has been great be- 
 yond example. 
 
 With regard to the outward aspect of our University, 
 the year has been marked by the construction of a 
 Dome over the entrance to the Quadrangle of the old 
 College buildings, which have thus, through the generosity 
 of the late Rozert Cox, Hsq., been completed after a 
 design by Dr. Rowanp Anperson. And now, although 
 the ancient and historic site has been hopelessly closed in 
 by the noisy bustle of crowded streets, the building itself. 
 as befits one of the great edifices of our beautiful city, can 
 be descried from afar. And erelong we look to see this 
 dome crowned at its summit by a figure pointing upwards, 
 fit emblem of the high resolve with which, in the long 
 years to come, our youth shall enter the portals of the 
 University. 
 
 We have also gratefully to acknowledge the handsome 
 Fountain erected by Dr. Cumminea in the Court of the 
 Quadrangle, a touching monument of the affection— 
 ““nietatis haud periture,”—of the octogenarian founder 
 towards his 4/ma Mater. 
 
 1 The following is the touching inscription engraven round the 
 
 Fountain :— 
 A.D. MDCCCLXXXVI. 
 
 Hune aque Fontem 
 Monumentum periturum 
 pietatis haud perituree 
 Alme matri suze Edinburgensie. 
 D.D.D. 
 
 Gulielmus F. Cumming, M.D. 
 Octogenarius Moraviensis. 
 
1887-88.] STUDENTS OF EDINBURGH UNIVERSITY. 3° 
 
 As respects the new Buildings of the University, 
 although we have not been fortunate enough to see the 
 actual commencement of the Acapemic Hatz, yet through . 
 the munificence of a Fellow-citizen, aided by a grant from 
 the Exchequer towards the purchase of the site, the 
 arrangements for its construction are now in train and 
 well advanced. We may therefore hope soon to see in 
 course of actual construction the M‘Hwan Hatt which 
 shall add completeness and dignity to the noble edifice ; 
 and, while standing as a monument of princely liberality, 
 may haply suggest to others in the land an example which 
 they might well follow in the path of the patronage of 
 learning. 
 
 During the year that has passed we have again to be 
 thankful that no casualties have occurred within the ranks 
 of the Senatus itself; although we have to regret the 
 approaching retirement of the learned Prorzssor oF Scots 
 Law, after a distinguished occupation of the Chair for 
 two-and-twenty years. But we mourn the loss of our noble 
 Rector, so recently re-elected to the post by yourselves. 
 His pre-eminently kind and courteous bearing will be in 
 the mind of all of us who knew him; as well as the fine 
 appreciation of literature of which he gave us such re- 
 markable proof in this very Hall, and which he was so 
 forward to encourage amongst yourselves. The name of 
 IppustnicH will long be remembered amongst us with 
 gratitude and regret. 
 
 And yet, once again, we have to mention with sorrow 
 among the losses of the year that of a tried and valued 
 friend of the University, Dr. Hatpann, who for many 
 years—appointed their Assessor by the General Council, 
 —discharged with zeal and assiduity the duties of a 
 Member of the University Court. As his successor, 
 we welcome Dr. Patrick Hieron Warson, from whose 
 large experience we may hope to derive much assistance 
 
4 OPENING ADDRESS TO THE [Session 
 
 in the conduct of the University, more especially in 
 respect of the changes and improvements to which we look 
 forward, when at last the long-looked-for University Bill 
 shall have conferred upon us the needed freedom of 
 action. | 
 
 And lastly, among the personal events of the year, we 
 must not forget to record the satisfactory manner in 
 which—while we still mourn the loss of that excellent 
 friend of the student, Dr. Smatt,—the Office of Librarian 
 has been filled, by the appointment of Mr. Wessrer, in 
 whom we are confident that you will enjoy the services 
 of one eminently qualified to turn our magnificent 
 Library to the best account, and to give you help in every 
 way that lies within his power. 
 
 As regards the body of Students, the gross number 
 remains, with hardly any variation, the same as in the 
 previous year. In the details for the several faculties, 
 and the wide area from which our constituency is drawn, 
 there has been little change.t We have thus satisfactory 
 evidence that the University maintains its hold on the 
 confidence of the country both at home and abroad. I 
 may add that the number of Grapuarzs has been well 
 sustained; and, indeed, in the Faculty of Arts it is 
 
 1 The details compared with those of the preceding year 
 are as follows. Those for 1833-4 are also given. 
 
 
 
 
 
 1833-4. 1885-6. 1886-7. 
 Arts, . ; 602 1108 1084 
 Divinity, : 193 112 107 
 Law, ‘. F 241 470 493 
 Medicine, . 718 1873 1872 
 
 Total, : 1754 3563 3556 
 
 
 
 
 
1887-88.] STUDENTS OF EDINBURGH UNIVERSITY. 5 
 
 sensibly larger than in any previous year, while in 
 - Medicine the numbers are decidedly above the average. 
 
 Amongst yourselves, the corporate action already estab- 
 lished continues to work well, and the REeprEesENTATIVE 
 Counciz to extend and solidify its position. The 
 StupEents’ Union has advanced a distinct stage in its 
 history. A site has been secured for the building, every 
 way suitable for the purpose, and before long I trust that 
 we shall be able to congratulate you on the possession of 
 a commodious place of meeting, and thus on the attain- 
 ment of at least one important object which you have set 
 before you. 
 
 Some advance is also being made by independent 
 effort to provide University Houses or Hostels—or as 
 they are sometimes called, ‘“‘ Settlements,’”—for the accom- 
 modation of the Students; and, with all my heart, 1 wish 
 them every enlargement and success ;—Success, indeed, I 
 feel certain that they will achieve, if they be planned 
 wisely, carefully arranged, and well regulated. Even 
 at Melbourne, they provide what is here so great a 
 desideratum. In a recent account given by Dr. CAMERON 
 Lees, he tells us that there are in the Colony four “ Ke- 
 clesiastical Colleges” affiliated to the University. There 
 (says the Reverend Doctor) “the resident Student 
 has pleasant quarters,—bedroom and_ sitting-room, 
 and a chemical laboratory, reading-room, billiard-room, 
 
 1 These are the figures for the last five years :— 
 
 
 
 Arts. | Divinity. Law. Medicine. Science. 
 M.A.| B.D. | LGSB.) B.L.| M.D.) M.B.|-D.So. | B.So: 
 
 
 
 
 
 
 
 Average— 
 1882-83 | 
 
 to 98.5 14 10 5 44 | 147 4 16.5 
 1885-86 
 1886-87 118 Li fi ZA Dia) 20 fi 18 
 
 
 
 
 
 
 
 
 
 
 
6 OPENING ADDRESS TO THE [Session 
 
 and lawn-tennis court, for his delectation,” thus giving 
 “the advantage of social culture rarely enjoyed (as he 
 says) by the divinity student at home.” The success of 
 these establishments, founded by private munificence and 
 generously supplied with scholarships, has been great :-— 
 “They maintain,” adds Dr. Cameron Lees, “in some 
 measure at least, the academic tone which distinguishes 
 the English Universities. They are a graft from English 
 soil on the Scottish University system, which might, 
 perhaps, be followed with some advantage at home.” ! 
 Now, I fail to see why we should not have something of 
 the same kind here, if only those who have the means 
 would, like the Hon. Francis Ormonpg, recognise the 
 urgent need, in the case of many a student, for some pro- 
 vision of the kind, Because very much, we must never 
 forget, of the worker’s success depends on the studious 
 surroundings of hischamber. A metropolitan journal has 
 opened its pages to the querulous, and in some respects 
 unjust, effusions of one or two of our Eiléves. We are, 
 indeed, not slow ourselves to confess defects. They 
 have long been felt, and have been carefully inquired 
 into, and set forth, with their appropriate remedies, 
 by the distinguished Commission on our Universities ; 
 —remedies which, so soon as the Legislature shall 
 have accorded the necessary freedom, will not long be 
 left untried. Meanwhile, nothing is to be gained by 
 disloyal and discontented clamour. Among the reflec- 
 tions cast upon us, here is a specimen :—‘“ The Scottish 
 student’s work,” says one of these writers, “is nearly 
 all done in his lodgings.” As usual, the statement is 
 
 1 Letter by Dr. Cameron Lees, Scotsman, 10th August 1887. 
 ** Ormonde College,” he says, ‘‘ belonging to the Presbyterian Church, 
 is a very fine building, resembling that of Fettes. It has a Master 
 and Tutors, and had, in 1885, sixty-four resident Students and some 
 non-residents. .... It is altogether a splendid foundation, reared 
 
 by the muniticence of the Hon. Francis Ormonde, and supplied with 
 Scholarships by many generous donors,” 
 
1887-88.] STUDENTS OF EDINBURGH UNIVERSITY. 7 
 
 misleading and exaggerated. But it points, if at all, to 
 a virtue, and not to a defect, in the collegiate habits of 
 our Scottish youth. or if any real good is to be obtained 
 at the University, in the division of time between the class- 
 room and the study, the study must have the lion’s share. 
 It is there, quiet and alone, that the student must “read, 
 mark, learn, and inwardly digest’’ the lessons of the Col- 
 lege hall, if he is to profit thereby, and assimilate to real 
 purpose the intellectual food thus placed within his reach, 
 Apart from close and earnest application at home, the 
 efforts of the lecturer, however thorough and however 
 brilliant, must fail of their object, and result in something 
 superficial and incomplete. There must be toil and labour, 
 not only by day, but by night (or better, haply, in the 
 morning hour), if real training and mental culture are to be 
 hoped for. And therefore our solicitude that the surround- 
 
 ings of the student should be thoroughlyin accord therewith. 
 Last year I referred to certain Scholarships founded by | 
 
 the GoveRNMENT oF INp14 being limited by the condition 
 that the holders should reside at Oxford or Cambridge, 
 and that the Scottish Universities had appealed, but un- 
 successfully, against the restriction. An attempt was 
 made to reopen the question, backed by the distinguished 
 
 example of Sir Buaevat Sineu, LL.D., K.C.LE., the | 
 
 Chief of Gondal, but I regret to say that our suit has 
 again been refused by the Secretary of State for India. 
 As regards changes and improvements in our academical 
 system, there is little to be added to what was said last 
 year. Indeed, in one respect,—the DocroraTE oF 
 Music,—the expectations then formed, have been dis- 
 appointed. The projected Degree was found to be 
 surrounded with unexpected difficulties; and in this and 
 many other matters, we have still to wait for that ill-starred 
 Bill, which, like an ignis fatuus, is ever and anon 
 appearing merely to elude our grasp. Happily, with the 
 
8 OPENING ADDRESS TO THE [Session 
 
 AGRICULTURAL DEPARTMENT the same difficulties were 
 not experienced, and the Degree can now be secured, to 
 the great advantage of those seeking to qualify them- 
 selves in that important branch. 
 
 The year has been marked by a valuable series of Lec- 
 tures on the Philosophy of Hegel as affecting the person, 
 by Prorrssor Sxru, for which we are indebted to the wise 
 generosity of that eminent Statesman and Scholar the 
 Right Honourable A. J. Banrour. The pleasure and profit 
 with which some amongst us were privileged to hear the 
 profound and skilful treatment of the argument affecting 
 human personality, will be shared as we trust by all when 
 this series shall follow that which preceded it into print. 
 During the year, also, that singularly munificent, but 
 unusually conditioned, bequest of Lorp Girrorp has been 
 accepted by the University. It is hoped that a way 
 through the difficulties that beset the endowment may be 
 found, so as that it shall promote the study of “ Natural 
 Theology,” and the knowledge of Him (to quote the words 
 of the Testator) “Whom to know is life everlasting.” 
 There has also been a sensible growth by means of the Van 
 Duntop and Gunnina endowments, of material induce- 
 ments for our Students to prosecute the higher depart- 
 ments of Scientific and Literary culture; so that our 
 prospects in this direction are brightening. But there 
 is still large room for the well-directed munificence of 
 those who have the means, and the mind to use them, for 
 the encouragement of the higher scholarship. 
 
 The anticipations of last year in respect of the Lorp 
 Reoror’s Essay have been but scantily realised. The 
 range of competition fell far short of what it was before. 
 Whether this arose from the subject,—The Dominion of 
 Canada,—affording fewer points of interest to our Stu- 
 dents than India, I cannot say ; but so it is that only three 
 Kssays were given in, and these both in writing and re- 
 
1887-88.] STUDENTS OF EDINBURGH UNIVERSITY, 9 
 
 search decidedly inferior to the Essays of the previous 
 year. Joun Downtr, again, obtained the prize; and as our 
 lamented Rector wrote to us on the previous occasion, we 
 may trust that this is not the last, nor the best, that we 
 shall have from Downie’s pen. I hope that the subject 
 set for the present year may secure a wider area of com- 
 petition,—namely, the best means for enabling promising 
 scholars from our Elementary Schools to prosecute the 
 higher learning.’ The question touching closely, as it 
 does, the interests of the people all around, I trust that 
 something really valuable and instructive may result from 
 the competition. 
 
 The subject here mooted is happily causing much 
 interest at the present time, for unfortunately the oppor- 
 tunities of Secondary Education once available in Scotland 
 for promising and enterprising lads of every class, have 
 from various causes declined of late. The ideal of a boy’s 
 education to be found in our old Grammar schools, is one 
 wholly to be praised. In the early years, say from 7 to 
 14, the family influence was maintained pari passu with 
 the work at school. All classes, high and low, rich and 
 poor, met together as children at the parish school and 
 playground ;—“‘a custom,” say the Committee of Council 
 in their last Report, “based upon long national usage, and 
 in favour of which some strong arguments can be adduced.”2 
 Genial influences were thus brought into play, tending on 
 either side to soften the sharp line of distinction, and draw 
 class and class the closer together. Now all that is changed. 
 
 1 “Claim of promising Scholars in Elementary Schools to rise to 
 higher learning, and best means for promoting the same.” 
 
 2 Report of Committee of Council for 1886, p. 9. I would refer 
 also to some valuable remarks by Mr. Cotterill of Fettes College on 
 the blending of classes at School in early life, as promotive of hardi- 
 ness and simplicity in the upper ranks, and mutual knowledge and 
 sympathy amongst all.—Suggested Reforms in Public Schools, by 
 C. C. Correritt, M.A.; Blackwood & Sons, Edinburgh, 1865, pp. 
 
 144-149, I may add that my own personal experience entirely accords 
 with that of Mr. Cotterill in this matter. . 
 
10 OPENING ADDRESS TO THE [Session 
 
 Boys, from the better-to-do ranks, flock to Boarding schools, 
 and these, too, often far away in the South; and it is rare, 
 outside our larger towns, to find lads of the upper classes 
 attending local schools. The tendency has also of late 
 been for institutions holding the rank of the old Burgh or 
 Parish Schools to deteriorate. It is not (as some suppose) 
 that the Board schools have been treading on the heels 
 of these with their ‘‘ Specific Subjects,’”—subjects which 
 I am glad to see the Department is resolved to support.? 
 It is rather to another cause, I am afraid, that we must 
 look for this decadence, namely “ payment by results ” (so 
 called), a system which makes it more the Master’s while 
 to bring up the mass toa moderate level and leave 
 them all there, rather than spend some time and atten- 
 tion on boys of special promise, helping them thus on their 
 way to higher things. And so the genius of the old Scottish 
 system changes, and there comes the risk of losing one of 
 its prime virtues. We look hopefully to the Department 
 —recognising as it does the risk—to provide a remedy so 
 far as it may yet be within reach. Even as regards 
 ordinary Board schools, it is clearly within the compet- 
 ency of intelligent and well-trained masters, while not 
 neglecting the mass, to recognise and encourage special 
 merit and ability, and to put the pupils showing these, in 
 
 1 The Report, just quoted, speaks on this subject with no un- 
 certain sound :—‘‘'[his part of the instruction (Specific Subjects) has, 
 as arule, a stimulative effect on the whole school. . . . We believe 
 that these subjects represent a long-valued tradition of Scottish edu- 
 cation as supplied in the old Parish Schools, by which promising boys 
 had opportunities of higher instruction, whatever the position in 
 which they were, and to which they owed the success with which, in 
 so many cases, they achieved position and distinction, in spite of ad- 
 verse circumstances.” Again :—‘‘ We think that the specific grant 
 will be the means of much good, and we should deem its disappear- 
 ance from the Code to be matter of deep regret.” And yet again :— 
 ‘‘The achievements in the Universities of the pupils who come from 
 these schools, seem to prove that the instruction is not altogether in- 
 efficient.” —Jbid. pp. 15-17. In his speech in the recent Debate on 
 the Educational Estimates, the Lord Advocate made some valuable 
 observations to the same effect. 
 
1887-88.] STUDENTS OF EDINBURGH UNIVERSITY. 11 
 
 the way of academic training, either at home, or aided by 
 a bursary at some superior Institution. The Master thus 
 striking a rich vein, hidden otherwise beneath the surface, 
 deserves well of his country, and surely merits correspond- 
 ing reward. In short, encouragement of merit should be — 
 regarded, as a “result” of the best possible sort. How 
 such merit is to be recognised and fostered it is more diffi- 
 cult to say ; but something in this direction must be done if 
 the present levelling tendencies are to be obviated of pay- 
 ment by results.1_ And thus we should come back, so far 
 as still may be, to the old Scottish ideal,—the path to dis- 
 tinction being opened up to the humblest scholar in the 
 village school, whose industry and genius qualify him to 
 aspire to be specially useful in his day and generation. 
 
 And this leads to the reflection that one very serious 
 disadvantage under which many aspiring lads of this class 
 labour, is as yet but imperfectly recognised,—I mean 
 suitable places for study, such as we have just seen they 
 are providing even in Australia. Those aiming at the 
 higher learning can seldom, as a rule, find at their homes 
 that quiet and retirement indispensable for the steady and 
 successful prosecution of their studies. With limited 
 accommodation, and too often with noise and distraction 
 
 1 Something might possibly be done towards this end in connection 
 with Professor Chrystal’s scheme for a ‘‘ Leaving examination.” 
 
 The following passage from an Address lately delivered by Lord 
 Balfour, is important as pointing in the same direction :—‘‘ The view 
 of the Commissioners was this, that higher or secondary education 
 was really not to be regarded as the monopoly of the wealthy or 
 upper classes—that it was intended for all classes whose children had 
 the ability to profit by it—and the real ideal that they should aim at 
 was to bring the higher education as much as possible within the 
 reach of the poorer and humbler classes of children who had power to 
 profit by it. It seemed to him that if there was to be one class or an- 
 other that had a better right to higher education, it was not those who 
 were able to pay for it, but those who had the ability to profit by it. 
 That was not only the right policy in the interests of the class particu- 
 larly concerned, but it was also the proper policy on behalf of the 
 interests of the nation at large. The nation would be best served by 
 
 getting forward into good positions of life those who had the most 
 brains and could serve the community best on that account.’ 
 
12 OPENING ADDRESS TO THE [Session 
 
 around, it must be up-hill work indeed with many a 
 student to read, think, ponder, and digest :— 
 
 “ Nusquam majus silentiwum, quam in sacrariis literarum.” 
 
 Indeed such provision of quiet and stillness is much 
 more needed here than amongst the richer ranks, who, less 
 cramped in their homes, have all the conditions of successful 
 study plentifully at hand. From this point of view it is 
 much to be regretted that the Educational Hndowments 
 Commission in their indiscriminate and ruthless raid upon 
 the ‘ hospital” system of boarding lads, so long prevalent 
 here, has failed to make some provision of the kind for 
 the class referred to.! Bursaries, it is true, have been 
 freely offered, and we are thankful for them. But bur- 
 saries alone will not always meet the case. It is some 
 collegiate kind of home that we want,—an academic 
 house or hostel (as they have at Melbourne) with accom- 
 modation and environment suitable for students ; and to 
 this, admission might be competed for as bursaries are,—in 
 fact, a Fettes College, only on a more frugal and economic 
 scale. Why a Fettes should have been maintained by the 
 Commission for one class amongst us, and similar institu- 
 tions be deemed unsuitable for another class which, in 
 certain respects, stands so much more in need of them, is 
 a problem I have failed to understand. Such an institu- 
 tion would, I am persuaded, be of a wholly inestimable 
 value to aspiring youth from all our country as well as 
 city schools. , 
 
 Turning now to another subject,—TZechnical and 
 Scientific Teaching ; this has,—thanks to the inaugurating 
 efforts of the late Prryce Consort, followed energetically 
 up in the present day,—been making great progress 
 throughout the land. Means for acquiring knowledge 
 
 
 
 1 Even the Orphan Asylum isto be closed, and the inmates boarded 
 out. Might not the abandoned Hospital building be secured for such 
 a purpose as is here indicated ? 
 
1887-88.] STUDENTS OF EDINBURGH UNIVERSITY. 13 
 
 and dexterity in the mechanical arts, in design, and in all 
 the branches of Science that bear on the industries of the 
 land, are now available, more or less, at all the chief 
 centres of education. Indeed, if the pursuit of these was 
 before neglected, the danger now lies all the other way. 
 Even such advocates as Huxtey begin to fear the mate- 
 rialising effect of exclusively natural studies. That dis- 
 tinguished scientist has lately said :— 
 
 “TI see great changes ; I see science acquiring a position 
 which it was almost hopeless to think she could acquire. I 
 am perfectly easy as to the future fate of scientific knowledge 
 and scientific training ; what I do fear is that it may be pos- 
 sible that we should neglect those other sides of the human 
 mind, and that the tendency to inroads which is already 
 marked may become increased by the lack of the general 
 training of early youth to which I have referred.” 4 
 
 And again, ‘if we endeavour to grasp too much, we 
 become superficial ; and if we are very thorough over a 
 little, we become narrow.’’ The remedy for the danger, 
 he says, speaking of the Royal Academy :— 
 
 “lies in the recognition which this Academy, at any rate, has 
 always accorded to the great truth that Art and Literature and 
 Science are one, and that the foundation of every sound educa- 
 tion and preparation for active life in whicha special education 
 is necessary should be some efficient training in all three.” 
 
 This risk duly recognised and checked, we may rejoice 
 in the spread of technical and scientific training. And 
 here I may refer, with satisfaction, to the measures re- 
 cently adopted in the Herior-Wartr Insrirurioy,— 
 especially the Evening Classes,—which open up these 
 branches of study to all grades of the community. The 
 country has, no doubt, suffered from ignorance in this 
 respect among those on whom its industries depend. But 
 in the successful competition of other lands with our own 
 
 1 Speech at the Royal Academy Banquet, 1st May 1887. 
 
14 OPENING ADDRESS TO THE [Session 
 
 too much may possibly be set down to this cause. Itis com- 
 mon to speak as if the spread of technical knowledge were 
 the panacea for every evil of the kind,—the sure and 
 certain remedy for recovering the vantage-ground we are 
 said to be losing. But surely there are other considera- 
 tions. Lax commercial morality and insincerity in the 
 trading world, may be at the bottom of much that is charged 
 against lack of scientific training. And (apart from 
 economic laws and questions of international reciprocity) 
 temperance and self-restraint, thrift and hardiness, dili- 
 gence and enterprise, punctuality and honesty, are condi- 
 tions of success too often in this discussion lost sight of. 
 How important then that the training of our youth should 
 mould them not only as adepts in technology, science, and 
 art, but also in habits of economy and perseverance, virtue, 
 integrity, and truth. Hence the import (an import 
 wholly inestimable in the interest of our national pro- 
 sperity, and apart altogether from higher considerations) 
 —the import and the necessity that the foundations of 
 such a character be laid solid, broad and deep in the 
 early training of our youth. 
 
 During the past year steps have been taken, here as 
 elsewhere, for the extension of what is called ‘ University 
 Teaching,” that is, the higher learning, literary or scien- 
 tific, by the holding of series of lectures throughout the 
 country. Advantage may be anticipated from these 
 efforts in fostering the desire for knowledge and diffusing 
 useful information among all ranks. And in so far as 
 this system may succeed in promoting habits of sustained 
 study and reflection, the results will be akin to what are, 
 
 1 For example, Cardinal Manning in a recent address on Co- 
 operative Societies, said :—‘‘ Mr. Herbert Spencer, in an article, 
 had written strongly on the positive insincerity and dishonesty which 
 now characterised British manufactures and was destroying the British 
 character. That was a painful fact, because formerly the English 
 
 name was a sufficient guarantee all over the world.” And similar 
 complaints we meet with unfortunately but too often. 
 
1887-88.| STUDENTS OF EDINBURGH UNIVERSITY. 15 
 
 or ought to be, the results of Collegiate education, properly 
 so called. But there may, on the other hand, be the 
 danger of loose discursive and haphazard dipping into a 
 variety of subjects, neither controlled by discipline nor 
 chastened by industrious application; a desultory and 
 wholly inconclusive style of learning, and none the less - 
 dangerous, because liable to be mistaken for a sound 
 habilitation of the mind, and haply substituted for it. I 
 need hardly remind you, my young friends, that the 
 maxim of the real student is rather that of Pliny: 
 « Aiunt, multum legendum esse, non multa.” 1 
 
 Let us see to it that our learning is thorough, pursued 
 methodically, and leading on not only to the acquisition 
 of various knowledge, but to the power of mastering 
 intellectual difficulties by sustained thought, to the 
 ability of forming sound conclusions, and the faculty of 
 clearly expressing the same, as well as the reasoning by 
 which they are reached; powers and faculties these, that 
 will stand you in stead all your life through, in whatever 
 field, professional, scientific or literary, your lot may lie. 
 
 And here I should like to call your attention to an 
 address On the Study of Literature, delivered at the 
 Mansion House by the Right Honourable Joun Mor ey, 
 in February last, the just sentiments of which cannot be 
 too much commended. Here are one or two passages 
 from this address :— 
 
 **Burke said, ‘ What is the education of the generality of 
 the world? Reading a parcel of books? No! . Restraint and 
 discipline, examples of virtue and of justice, these are what 
 form the education of the world.’ That is profoundly true; it 
 is life that is the great educator. But the parcel of books, if 
 they are well chosen, reconcile us to this discipline ; they inter- 
 pret this virtue and justice ; they awaken within us the diviner 
 
 
 
 1 Pliny, Hpist., 7-9. So also Froude on the University teaching of 
 English :—‘‘ The most essential of all things, however, is not to over- 
 load ourcurriculum. A little closely and accurately learned, is better 
 than a superficial acquaintance with much; and therefore I regret 
 the operation of the examination system as it is carried on.” 
 
16 OPENING ADDRESS TO THE [Session 
 
 mind, and rouse us to a consciousness of what is best in others 
 and ourselves.” } 
 
 Then referring to the statistics of public libraries, 
 he points to the dangerous excess in works of fiction, 
 exceeding in some large towns three-fourths of the entire 
 reading called for. In Scotland, we are glad to learn, 
 there is a more wholesome average :— 
 
 ‘‘There is a larger demand for books called serious than in 
 England. And I suspect, though I do not know, that one 
 reason there is in Scotland a greater demand for the more 
 serious class of literature than fiction, is that in the Scotch 
 Universities there are what we have not in England—well- 
 attended chairs of literature systematically and methodically 
 studied.” 2 
 
 We may congratulate the learned Professors of the chairs 
 referred to on the reason here assigned for the sounder 
 taste of the Scottish nation in the choice of their reading, 
 and heartily trust that both the cause and effect may long 
 prevail. 
 
 Mr. Morty concludes his discourse with these words 
 of sound wisdom, which I pray you all to lay to heart :— 
 
 <¢T hope that I have made it clear that we conceive the end 
 of education on its literary side to be to make a man and not 
 a cyclopedia, to make a citizen and not a book of elegant 
 extracts. Literature does not end with knowledge of forms, 
 with inventories of books and authors, with finding the key of 
 rhythm, . . . or all the rest of the technicalities of scholar- 
 ship. Do not think I contemn these. They are good things 
 to know, but they are not ends in themselves. The intelligent 
 man, says Plato, will prize those studies which result in his 
 soul getting soberness, righteousness, and wisdom, and will 
 less value the others. Literature is one of the instruments, 
 and one of the most powerful instruments, for forming charac- 
 ter, for giving us men and women armed with reason, braced by 
 
 1 On the Study of Literature. An Address to the Students of the 
 London Society for the extension of University Teaching. By John 
 Morley. London, Macmillan & Co., 1887, p. 19. 
 
 2 Ibid. p. 21. Heis not ‘‘underrating the value of fiction,” such as 
 the works of Sir Walter Scott or Miss Austen, but he insists that the 
 proportion of such reading is vastly too large throughout the country. 
 
1887-88.| STUDENTS OF EDINBURGH UNIVERSITY. 17 
 
 knowledge, clothed with steadfastness and courage. . . . Bacon 
 is right, as he generally is, when he bids us read not to con- 
 tradict and refute, nor to believe and take for granted, nor to 
 find talk and discourse, but to weigh and to consider. Yes, 
 let us read to weigh and consider. In the times before us, 
 that promise or threaten deep political, economical, and social 
 controversy, what we need to do is to induce our people to _ 
 weigh and consider. We want them to cultivate energy with- 
 out impatience, activity without restlessness, and inflexibility 
 without ill-humour.” 4 
 
 The end and aim of education, as has been here so well 
 set forth, is to form the character and fit the man for the 
 discharge of duty. Study, no doubt becomes a pleasure, 
 —a pleasure of the highest and rarest kind. He that 
 has drunk at the fountain of learning, will be ever thirsting 
 to return. The real student pursues the vocation for the 
 love of it, and is the student all his life. But neither so 
 is this the end of study. Duty is something more than 
 pleasure. We have to live for others, not for ourselves 
 only. It is the law of our being. ‘No man liveth to 
 himself and no man dieth to himself.” Our environment, 
 material and moral, makes this inevitable. Again, we are 
 told by St. Paul, that great teacher of Christian ethics, 
 that “we are not to please ourselves,” but that “ every 
 one of us is to please his neighbour for his good to 
 edification;” and you will remember that this golden 
 rule is at the same time enforced by the Highest and 
 Sublimest of all Examples. Indeed we might say that in 
 this maxim lies the whole duty of man towards his 
 neighbour. And herein is the Christian paradox made 
 good, that whosoever in this sense “ pleases not himself,” 
 does nevertheless reap abundantly the highest and the 
 truest pleasure. He who, realising this precept, shall 
 in denying himself study the interests and live for the 
 good of others, rises to the true ideal of man, and in so 
 
 1 On the Study of Literature, p. 50. 2 
 B 
 
18 OPENING ADDRESS. 
 
 doing is really ministering to his own enjoyment. Let 
 this golden rule then,—a rule applicable to all time and 
 all place—guide our life and studies here. Let each set 
 it thus before him and say,—‘‘ How shall I best fit myself 
 for highest use and service to those around me in what- 
 ever walk of life I may be hereafter placed?” Herein 
 there lies a wholly safe ambition,—the best and the safest 
 of all ambitions. With such a maxim as our guide, let 
 us all grapple with the duties of the coming Session. 
 Then, wheresoever our course in life may hereafter li, 
 whether in the Church, or at the Bar, or in the Medical 
 profession, whether in the Army or in the Civil Service 
 of the State, in Commerce, in Teaching, or in Literature, 
 —each one now present shall be able to look back with 
 satisfaction on his College life, as having fitted him for 
 the efficient discharge of the duties devolving upon him to 
 perform. Let there be no retrospect in after life of 
 time misused, or of opportunities wasted here. N or will 
 there be, if each shall now with a stout heart and brave 
 endeavour brace himself to the duty of the day and the 
 hour. ; 
 
 And so, firmly fixing this resolution in our mind, and 
 seeking the blessing of God upon the same, may we each 
 one enter upon our several work and duty in the coming 
 Session. 
 

 
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 PRINCIPAL 
 
 
 
 ‘SIR WILLIAM M UIR, 
 
 
 
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THE PRINCIPAL’S OPENING ADDRESS 
 
 FOR THE SESSION OF 1886-87, 
 
 
 
 GENTLEMEN, 
 
 Again it is my pleasing duty to offer to 
 you, on the opening of a new Session, the hearty 
 welcome of my Colleagues and myself. Both you who 
 for the first time enter our walls, and you who, after a 
 season of rest, now return to pursue your studies in 
 advancing classes, receive our warm greeting, and our 
 earnest wish for your welfare and prosperity in the 
 great work before you of preparation for the business 
 of life. I purpose on this occasion to review very 
 briefly the proceedings and events of the previous year 
 as they affect our academic life, and then to close 
 with a word of encouragement and advice to those 
 about to enter on the duties and labours of another year. 
 
 Of personal changes in the University, there is 
 happily less to chronicle than in the year preceding. 
 We have, however, the auspicious duty of noting the 
 favour of HER MAJESTY THE QUEEN in conferring the 
 honour of Knighthood on two of our most distinguished 
 members—DouGLas MACLAGAN, the veteran Professor 
 of Medical Jurisprudence, and WILLIAM TURNER, our 
 great authority in the department of Anatomy. To 
 both of these you will join with us in according hearty 
 congratulations, And, in truth, we regard these dis- 
 tinctions as reflecting honour not only on Sir Douglas 
 Maclagan and Sir William Turner personally, but also 
 on the University itself. 
 
a THE PRINCIPAL’S OPENING ADDRESS TO THE 
 
 Although there has been no change in the Senatus 
 itself, we have to mourn the loss of one who was closely 
 connected with it. I mean Dr. JoHn SMmaA.u, our 
 valued Librarian. His courteous bearing and genial 
 devotion to the duties of his post endeared Dr. Small to 
 the Students, by whom, as by ourselves, his memory will 
 long be cherished. It is a satisfaction now to refer to 
 the evident gratification with which, at the last gradua- 
 tion ceremony, he received the Degree of Doctor of 
 Laws, an honour which, alas! he survived for so short a 
 time to enjoy. Singularly fitted as he was by a wide 
 acquaintance with literature, as well as by an earnest 
 love and devotion for his office, it will be no easy task 
 to fill his place. . 
 
 We have also during the year had the misfortune to 
 follow to the grave one who, in a different and wider 
 walk of life, was a valued friend and powerful supporter 
 of the University—the late Lorp Provost of this city. 
 There was no man, as I have good reason to know, who 
 laboured with more untiring assiduity than Str GrorcE 
 HARRISON to awaken the interest of society in the 
 new Collegiate Buildings, nor personally to canvass for 
 funds towards defraying their charge. It is, indeed, in 
 no small measure owing to his exertions that the debt 
 upon them is now practically extinguished. As a 
 Member of the University Court he ever took a wide 
 and intelligent interest in all that concerned the well- 
 being of the students and the growth and prosperity of 
 our Collegiate institutions. It is our sad duty now to 
 pay the tribute of grateful affection to the memory of 
 this distinguished Fellow-citizen and Friend. 
 
 I proceed to the progress made during the year. 
 The advance in the numbers of students attending the 
 
STUDENTS OF EDINBURGH UNIVERSITY. 3 
 
 University continues without let or intermission. 
 I had occasion, in my Inaugural Address, to trace our 
 numbers within the last fifty years,—that is, from the 
 period at which, like yourselves, I was an alumnus 
 here,—and I found that the attendance had, during that ~ 
 term, increased from 1754 to 3423. In the year just 
 closed the figures amount to 3563, being a further 
 advance of 140,! chiefly in the Faculties of Arts and 
 Medicine. 
 
 The number of students who frequent our University 
 from India and from the various Colonies is remark- 
 able. We have further this year the singular fortune 
 of welcoming from the East a reigning chief—the 
 THAKOOR OF GoNDAL—who has quitted his State (to 
 the administration of which he but recently succeeded) 
 in order that, by a year of study here, he might qualify 
 himself the better for the discharge of his high duties 
 in India. We have had in time past the distinguished 
 honour of entertaining a PRINCE OF THE REALM as an 
 alumnus within our walls; and his presence shed a 
 lustre on the University which appropriately is con- 
 
 
 
 
 
 ' T give the details here :— 
 
 
 
 
 
 
 
 
 
 
 
 1833-4. 1884-5. 1885-6. 
 
 Arts, . " 602 1070 1108 
 Divinity, . 193m 114 112 
 Law, . : 241 503 470 
 Medicine, . 718 1736 1873 
 ota laa) 1754 3423 3563 
 
 
 
4 THE PRINCIPAL'S OPENING ADDRESS TO THE 
 
 nected with his name. But this is the first occasion on 
 which we have received an Indian Prince—an event of 
 happy omen; for we may hope that his visit here will 
 tend to popularise our University with other chiefs of 
 similar rank, as well as with the classes from that great 
 dependency whom we have always rejoiced to welcome 
 as students here. A recent liberal order by the Viceroy 
 and Governor-General of India, has established six 
 scholarships to be held in this country by nominees 
 from various parts of that great Peninsula. But the 
 liberality is shorn of its value to us, because it has 
 been restricted to residence at the Universities only of 
 Oxford and Cambridge. An appeal was submitted 
 against this restriction, and it is hoped that it may yet 
 be removed, and the holders have the option of study- 
 ing, if they choose, at any of our Scottish Universities. 
 And the precedent of our distinguished friend the 
 THAKOOR may tend towards this concession. 
 
 Last year I made mention of the need of a SENATE 
 HALL as the necessary complement of our New Build- 
 ings, and expressed the hope that some MECAENAS 
 might arise, as in the sister University of GLASGow, 
 to endow us with means for the erection of the same. 
 It is no longer a secret that the hope is within 
 sight of being fulfilled. Before long time, therefore, 
 we may look to holding the Solemnities of graduation, 
 and other Ceremonial assemblies such as this, in a Hall 
 of our own, supplied by the munificence of a Fellow- 
 citizen. | 
 
 In the same connection I may here notice the hand- 
 some DoME now being erected over the entrance to the 
 old University Quadrangle—the original design for 
 which, postponed owing to the want of funds, has only 
 
STUDENTS OF EDINBURGH UNIVERSITY. 5 
 
 now been completed by means of the munificent bequest 
 of the late Roperr Cox, Esquire, W.S. A much- 
 needed finish and embellishment has thus been given 
 to the old Building. And we shall hope yet further 
 to see something done to the northern face,—that front- — 
 ing Chambers Street,—which shall render the facade 
 on that side more in keeping with the imposing struc- 
 tures which have risen of late, or are now in course of 
 construction there. 
 
 Turning now to our internal arrangements, I feel the 
 highest satisfaction in bearing testimony to the admir- 
 able manner in which the STUDENTS’ REPRESENTATIVE 
 CoUNCIL continues to fulfil the important functions 
 with which they are charged by their fellows. As 
 time passes on, the Institution strikes its roots the 
 deeper into academic soil. Hach year adds stability to 
 the Council and strengthens it by the authority of usage 
 and prescription. The StuDENTS’ UNION exists still 
 in but an inchoate and imperfect form, because not yet 
 endowed with a local habitation in which to congregate. 
 I look with gratification upon the strenuous efforts 
 being now put forth to raise the necessary funds. 
 Much may be hoped for from the grand sale which is 
 shortly to be held in furtherance of this object. The 
 obligations of all those concerned are due to the many 
 Ladies who have devoted themselves to the work. 
 Some of the old Alumni of the University in India, and 
 elsewhere throughout the Colonies, have interested 
 themselves in the project; and I desire to mention 
 here with special gratification the kindness of H.H. 
 the reigning NAWwAB oF Rampore, G.C.S.I., in the 
 N. W. Provinces, and H.H. THE MAHARAJAH OF 
 BenaRES, G.C.S.I., who have contributed consign- 
 
6 THE PRINCIPAL'S OPENING ADDRESS TO THE 
 
 ments of Indian rarities for the Bazaar. It is a 
 novel and encouraging feature to find Indian Princes 
 giving such practical proof of their desire to promote 
 the prosperity of a Scottish University. And so with 
 all this help, I have no doubt that next year there 
 will be something brighter to chronicle as to the pro- 
 spects of the UNION. 
 
 In my Inaugural Address I drew attention to the 
 scheme which had been more or less discussed by my 
 distinguished PREDECESSOR, and by others interested 
 in the University, of encouraging a system of Hostels, 
 or approved Soarding-Houses ; and I commended the 
 matter to the consideration of your Councin. The 
 suggestion, I am sorry now to say, has met with 
 little friendly response; and I fear, therefore, has 
 lighted upon uncongenial soil. J observe, however, 
 that a proposal has been under canvass in respect 
 of similar facilities for the Medical students in London. 
 I do not despair that something may yet be done in 
 this direction, and again commend it to your considera- 
 tion. But however this may be, all the more, in default 
 of such a scheme, are we bound to foster those other 
 opportunities by means of CoUNCIL and UNION, for the 
 association of our youths together; and to this end, to 
 promote the efforts for providing a building suitable to 
 the purposes of academic life. 
 
 It may be expected also that I should say a word 
 upon another matter which has been last year the 
 subject of some discussion, and that is of Academic 
 dress. I confess that I share the feeling of those who 
 think that, especially on occasions like the present, the 
 CAP AND Gown are habiliments highly appropriate to 
 be worn by all who attend the University. My own 
 
STUDENTS OF EDINBURGH UNIVERSITY. 7 
 
 experience of the practice at Glasgow entirely accords 
 with the sentiment. But considerable diversity of 
 view is found to prevail on this subject both in your 
 own ranks and elsewhere. And such being the case, 
 the advocates of the measure must be content to forego 
 the duty of pressing their claim for its adoption until 
 they shall have secured a more decisive majority in its 
 favour. 
 
 We still sigh in vain for the legislative powers 
 which shall enable the University to vary its curriculum 
 of graduation and introduce other improvements of 
 which I made mention in my Address last year. We 
 are, however, fain to hope that a fairer time is at hand ; 
 and we now look with expectation to the SECRETARY 
 FOR SCOTLAND and to our Member, the Lorp ADvo- 
 CATE, to use their influence in Parliament for the 
 early passage of the long looked-for measure. Mean- 
 while, I may point with satisfaction to steps taken for 
 the conferment of Degrees not hitherto known in the 
 University—those, namely, in Music and AGRICULTURE. 
 As regards the former, our students have long distin- 
 guished themselves, under the presidency of PROFESSOR 
 Str HERBERT OAKELEY, by their proficiency in the art 
 of Music, as many of us have had the enjoyment of per- 
 sonally proving. It is hoped that not a few will now 
 go forward in the higher branches of the science to the 
 DocToRATE IN Music, and render our Alma Mater 
 famous for her encouragement of this the most delight- 
 ful and elevating of all accomplishments. In a line 
 less fascinating, it may be, but of the highest practical 
 importance—that of Agriculture—we are about to 
 establish the Degree of BACHELOR OF SCIENCE, which 
 it is believed will materially promote the usefulness of 
 
8 THE PRINCIPAL'S OPENING ADDRESS TO THE 
 
 those who graduate under the able guidance of Pro- 
 FESSOR WALLACE. The measure is in progress of being 
 carried out-in consultation with that useful and 
 distinguished Body the HIGHLAND AGRICULTURAL 
 SOCIETY. 
 
 A movement has also been made, with the sanction of 
 the University Court, for the conferment of a SCHOOL- 
 MASTERS’ DIPLOMA on Graduates who have given proof 
 of proficiency in the theory and practice of Education. 
 This is an important and far-reaching measure, aiming 
 as it does to link more closely than hitherto the Schools 
 of Scotland with University training, and thereby, as 
 we may hope, materially raising and benefiting the 
 same. We look with confidence to the Scorcn 
 DEPARTMENT seconding our efforts in this matter. 
 I earnestly hope that our University may become 
 more and more helpful in the grand object here con- 
 templated, and that some of you, my young friends, 
 may yet yourselves, in the honourable profession of 
 Education, take a leading part in raising the standard 
 and tone of mental culture throughout Scotland. 
 
 And thus we are reminded that one important office 
 of our University is not only to educate our students, 
 but to qualify our students for educating others. We 
 have to prepare a body of men for the high function of 
 teaching, and to accredit them by our Diploma as fit 
 to be intrusted with the same. We have to say what 
 it is that constitutes a liberal education, what is the 
 standard to be aimed at, what the best methods of 
 mental training, and what the best agency for effecting 
 the same. How necessary, then, that we should our- 
 selves entertain just views of the nature and object of 
 education. And here I gladly refer to the admirable 
 
STUDENTS OF EDINBURGH UNIVERSITY. 9 
 
 address delivered a few months ago in this hall by 
 the PROFESSOR OF GREEK to the newly-admitted 
 Graduates in April last. Those privileged to be present 
 on the occasion will recollect how ably he enforced 
 the axiom that Culture must precede specialisation. The 
 teaching must, for the earlier years of the student’s life, 
 be an “all round” teaching; or in University language, 
 it must be in the Faculty of Arts. After that the special 
 stage may safely come. The point of departure placed 
 too early will prematurely turn the intellectual balance, 
 and make the mental development one-sided,—no 
 longer teres atque rotundus, but imperfect and unequal. 
 Closely connected with this is the age at which the 
 choice of a profession should be made. The choice 
 brings with it also, as a rule, the determination of the 
 line of study to be thenceforward chiefly followed. This 
 is, indeed, one of the most serious issues in the history 
 of the individual. There is danger in the resolve being 
 made too soon. The innate tastes and turn and char- 
 acter of the youth may not yet fully have developed, nor 
 the special qualifications, faculties, and powers be as yet 
 capable of being accurately gauged. And if a mistake be 
 made, the result must be that the career of such a one 
 may fail of full success ; or that, later on, the profession 
 will be changed, and a new departure taken in some 
 other direction. I need hardly tell you, my young 
 friends, that any such change, though occasionally 
 unavoidable, is greatly to be deprecated. I have rarely 
 witnessed success in a profession taken up in substi- 
 tution for another once deliberately fixed and entered 
 upon. The rolling stone gathers no moss; change of 
 direction checks momentum; the vessel altering her 
 course loses way. How important, then, that the choice, 
 
10 THE PRINCIPAL'S OPENING ADDRESS TO THE 
 
 once made, should be made seriously and kept to: 
 hence also the lesson that it should not be made too 
 soon. | 
 
 And thus the further advantage is attained that, the 
 selection being delayed somewhat, all the more time 
 and opportunity are available for that general culture 
 which, as we have seen, lies at the root of education 
 properly so called. This given thoroughly, all will 
 follow. The habit of ciose and sustained application ; 
 the power of digesting and assimilating knowledge ; 
 the practice of analysis and synthesis; the faculty of 
 exact thought and clear expression,—such are the in- 
 dispensable conditions, as a rule, of subsequent success. 
 
 The youth who has spent some years in the studies 
 leading up thus far, will be prepared now wisely to 
 make choice of a profession. At what precise period 
 that should be, must vary with individual temperament 
 and circumstance. The choice, for example, of entering 
 the lists for the INDIAN CIVIL SERVICE (a noble profes- 
 sion, which will, I trust, be the aim of some amongst 
 you) must be early made. Where the specialty of taste 
 and talent declares more tardily, and circumstances do 
 not press, the choice may be later on. But once made, 
 the line laid down must be steadily adhered to. The 
 future course of special study will then of necessity be 
 ruled thereby; and to it every secondary thing must 
 bend. 
 
 I have said “ everything,” and so in a certain sense 
 it must. There are, indeed, seasons of emergency, 
 when every nerve must be strained, and the very last 
 secular moment devoted to the business of the day. 
 But happily it is not always so; indeed, we may be 
 thankful that, as a rule, it seldom is. As a rule, there 
 
STUDENTS OF EDINBURGH UNIVERSITY. dial 
 
 is in every profession, or at least there ought to be, a 
 margin of leisure. Now, what I wish to place before 
 you is the infinite importance that some fixed portion 
 of the same should be laid out on a settled plan of 
 study. The real student is a student all his days. He — 
 turns to study as his natural environment; as the 
 breathing of his intellectual life, or as its necessary 
 food. With this, let nothing but unavoidable obliga- 
 tion interfere. To meet this need, I recommend you 
 to betake yourself early to some congenial branch of 
 science or literature, and to hold by the same. An 
 address to students which I lately saw so well expresses 
 this sentiment, indeed I might say my own experience, 
 that I cannot do better than ask you to take it as my 
 own advice to you :— 
 
 “ Always,” said the Lecturer, ‘have some pursuit apart from 
 the business you are engaged on ;—some special exercise for 
 the leisure hour. You may call it what you like,—a fancy, a 
 hobby,—what you please. Fix your attention on some study, 
 and give yourself up to that one thing. So when the first 
 business of daily life is done, you may have a subject of ab- 
 sorbing interest to engage you. ‘This will reduce temptations 
 and opportunities, and help to refresh and lend vigour to the 
 existence.” ! 
 
 Such an occupation of the mind will prove a recreation 
 and relief from the onerous duties of professional life. 
 It will act as a spring and buffer against the jolt and 
 jar, the wear and worry, to which we are all exposed. 
 Ofttimes, when crossed, embarrassed, or perplexed, the 
 favourite pursuit will refit the mind: and the bow 
 unbent again regain its elasticity. 
 
 In that fascinating address with which our esteemed 
 
 1 Sermon by Dr. Bevan, quoted in The Rock, 21st May last. 
 
12 THE PRINCIPAL'S OPENING ADDRESS TO THE 
 
 Lorp ReEcror favoured us, the NoBLE EARL quoted 
 with some approval as bearing on his subject (The 
 Pleasures of Desultory Reading) the dictum of Dr. JoHN- 
 SON against rigid adherence to any particular plan of 
 study.1 No doubt a loose rein given occasionally 
 to the discursive taste need not be reprehended,—may 
 indeed be even serviceable in widening the field of 
 literary acquaintance. But as a continuing maxim, I 
 vastly prefer that of the distinguished statesman, MR. 
 GOSCHEN, who, in a recent lecture, addressed to an 
 audience of Students like yourselves, gave an earnest 
 exhortation in the opposite direction :— 
 
 ‘“‘Readers,” he said, ‘‘nowadays, whenever they hear of what 
 they call ‘a very good book’ order it from the library. They 
 do not ask How does the book jit into the course of my systematic 
 reading ? and they think they read that good book. But do 
 they think at all of what they read? I would very earnestly 
 put it to the students who are here that it is not necessary to 
 read everything that comes out. Systematic reading will give 
 more enjoyment and secure more profit than this desire to read 
 everything.” 
 
 And again :— 
 
 ‘¢ Ephemeral literature is driving out the great classics of the 
 present and the past. I warn you against this tendency, and 
 I entreat you as students to give some of that time which you 
 have at your disposal to the study of serious works requiring 
 thought.” ” 
 
 This wise exhortation I commend earnestly to your 
 attention as a lifelong lesson. I am certain that rich 
 results will accrue therefrom, certainly for your own 
 
 1 Pleasures of Desultory Reading, p. 23. 
 
 2 Lecture recently delivered by the Right Hon. G. J. Goschen on 
 behalf of the London Society for the Extension of University Teaching 
 to a crowded assembly of students in the Mansion House, London. 
 
STUDENTS OF EDINBURGH UNIVERSITY. 13 
 
 benefit, and it may be also for the benefit of others. 
 For such labour, if it be really a labour of love, every 
 man can make the time. Scraps and fragments can at 
 any rate be gathered up; you will find it astonishing 
 what rich results may be produced by a rigid economy — 
 of these. The proverbial half-hour even, to which the 
 PROFESSOR OF GREEK humorously alluded as the 
 basis of a Young Ladies’ Reading Club, is not to be 
 despised. One half-hour honestly devoted day by day 
 to some definite and sustained pursuit assuredly will 
 accomplish much. 
 
 For this end, may I recommend to you the morning 
 hour instead of the midnight lamp? I have myself tried 
 both, and, where circumstances permit, am sure the 
 morning has the advantage. It is healthier both for 
 mind and body. ‘The habit of turning night into day 
 as well for work as for amusement, bodes no good. 
 An American orator visiting this country has recently 
 told us that, across the Atlantic, men have got through 
 half the business of the day by the time he sees our 
 people coming down to their offices. No doubt there is 
 exaggeration here, but also truth enough to take to heart. 
 At any rate, do you, my young friends, improve the 
 fresh hours of early day. The traveller in the East is 
 awakened at the first blush of morn by the shrill cry : 
 Prayer is better than sleep! Prayer is better than sleep ! 
 The golden maxim of the pious Moslem may be given 
 a yet wider application, Commence work betimes in 
 early morning, after the first sacred moments ; you will 
 thus anticipate mankind around you. ‘Taking time by 
 the forelock, you will have finished your self-imposed 
 task as the drowsy world is but awakening from its 
 slumber. ; 
 
14. THE PRINCIPAL’S OPENING ADDRESS TO THE 
 
 Of such ancillary and supplemental work, I have 
 the’utmost satisfaction in referring as instances to 
 the essays on India, written in competition for the 
 Lorp Recror’s Prize. Both in numbers and in merit, 
 the outcome was highly gratifying. While all were 
 good, three bore marks of rare ability. The successful, 
 essay is certainly a remarkable composition, powerful, 
 well reasoned, and admirably written. Lorp IpDEs- 
 LEIGH, in acknowledging the essay, wrote that he “was 
 much pleased and struck by it.” After praising its 
 originality, and instancing some bold and forcible ex- 
 pressions, H1s Lorpsuip added: “I hope we shall see 
 more of Mr. DowNIE as a writer,’ a hope in which we 
 shall all very heartily unite. I may add that I was 
 myself not more pleased with the literary skill of 
 these productions, than by the large and intelligent 
 interest which the essayists evinced in the well-being 
 of our great Dependency. Canada will be fortunate if 
 this year it is treated with a like success. 
 
 And now I must draw to a close, and in doing so, I 
 will leave with you, my young friends, as a motto for 
 the coming year, the grand old word—VIRTUS ; virtue 
 in its primary sense of manhood, courage, strength, 
 and fortitude. A great teacher gave as his word of 
 exhortation, “ Quit you like men;” and again, to the 
 same intent, “Endure hardness as good soldiers.” I 
 trust that you do strive to realise this precept in its 
 high and grandest sense, and that you do make the 
 Book from which I quote the man of your counsel, 
 and the source from which you daily draw supplies of 
 strength, of purity, and virtue. But the maxim has, 
 
 1 Two were marked as proxime accesserint. One of these was 
 published by the Essayist. 
 
STUDENTS OF EDINBURGH UNIVERSITY. 15 
 
 likewise, a secular meaning that should run through 
 the life of every man, and apply to every turn of his 
 life. If we, as individual workers, are ever to achieve 
 any great and good end in this world, we must “ endure 
 hardness ;”-—and this in contrast with the luxurious 
 self-indulgence into which the youth of the day are so 
 prone to lapse. I am fain to think that the imputa- 
 tion applies much less to our hardy Scottish youth 
 than to those in other parts of the United Kingdom. 
 Still the friendly note of warning may not be wasted 
 even here. Nerve you, then, to the work before you. 
 Seek to be steeled and tempered by the hardness in- 
 separable from duty. In your study, in society, even 
 in your recreation, practise self-denial. Be strong and 
 hardy. Quit you like men! 
 
 And in this spirit may we all of us go forth to the 
 labours of another session. 
 
io: ahd i 
 H 4 + i ‘oe 8 24s Pepa ees J 
 The iy o -, a ieee F? F 
 ar a a ' 44h Le cs > ’ "7 
 what AI Ra Deg teers 
 alg ty rent, ve ars 
 
 
 

 

 

 
 
 Inaugural Address 
 
 a 
 
 a 
 
 TO. THE STUDENTS OF.THE §= | 
 
 
 
 
 
 
 
 
 
 || University of Edinburg’ 
 
 FOR THE SESSION 1885-6 
 
 Ty 
 
 DELIVERED BY | 
 
 SIR WILLIAM MUIR, K.CS.L, LLD, D.CL. 
 
 PRINCIPAL OF THE UNIVERSITY 
 
 
 
 79 ath October 1885 
 
 
 
 a | EDINBURGH | : 
 ) Printed at the University Press by Au & A. Constable 
 
 Mer 
 
 Sk Be ee M DOCC EXXXY Me SoonNe ove yet a 
 
 
 
 
 

 
INAUGURAL ADDRESS TO THE STUDENTS 
 
 OF EDINBURGH UNIVERSITY 
 FOR THE SESSION 1885-6. 
 
 Deviverep By Sir Wixuiam Morr, K.C.8.1., LL.D., D.C.L. 
 PRINCIPAL OF THE UNIvzERsITY, 
 27th October 1885. 
 
 ——_+— 
 GENTLEMEN, 
 I follow the example of my lamented 
 PREDECESSOR, as I now inaugurate the opening of a 
 new Session by a short review of our position, and by 
 a hearty welcome to you all. 
 
 The echoes of my PREDECESSoR’s voice still linger in 
 the ears of many now present, as in words of eloquence 
 yet not less of sober truth, in this same Hall, and but 
 a short year ago, he recalled the triumph of our Txr- 
 CENTENARY. ‘This he did, not in any boastful spirit, 
 but with the view of gathering up the lessons of that 
 great occasion ; and of seizing the opportunity to make, 
 with God’s blessing, a fresh start, at the opening of the 
 fourth century of our Alma Mater’s life, in the career 
 of progress and development. 
 
 And so, this day, we mourn the loss of one who, by 
 his pre-eminent culture and his genial temperament, not 
 less than by his wise administration of this University, 
 attracted the regard of all around him. If, in days to 
 come, the progress and success achieved by us should 
 in any degree compare with that achieved under the 
 incumbency of SiR ALEXANDER GRANT; we shall, I am 
 sure, all of us agree that it would indeed be cause of 
 
2 INAUGURAL ADDRESS TO THE 
 
 thankfulness and satisfaction. We mourn this day the 
 brilliant genius and attainments, and even more, the 
 singular amenity and gracious courtesy which threw 
 their charm about the recent Festival,—a ceremonial 
 which, both in happy conception and in brilliant execu- 
 tion, owed so much of its success to him who has now 
 passed from our sight. 
 
 We grieve over the loss, also, of another—PrRo- 
 FESSOR FLEEMING JENKIN—who for seventeen years 
 had been amongst us, and who, by his great works, and 
 skill in the art of engineering, was so well qualified to 
 impart knowledge in that important branch of study. 
 
 And we also mourn, though, happily, from another 
 cause, the departure of one who, after more than thirty 
 years of labour, carries with him, to his retirement in 
 the South, the warm regard of all who have had the 
 good fortune to share in his society. The University 
 is grateful to my friend PROFESSOR WILSON for the 
 ability with which, during so many years, he has dis- 
 charged the important functions of Secretary to the 
 Senatus. Into that office we now heartily welcome 
 the new Secretary, PROFESSOR KIRKPATRICK ; and we 
 greet with our best wishes for their future success our 
 two new Colleagues, PROFESSORS ARMSTRONG and 
 WALLACE, who will in future fill the chairs of 
 Engineering and Agriculture. 
 
 For myself, recognising as I do, amidst many changes, 
 the scenes of my boyhood, I feel as if returning to 
 “mine ain hame.” There is much, you will understand, 
 that makes the occasion to me personally one of mingled 
 feelings,—so many loved faces gone ;—and one amongst 
 these, I may be allowed to say, the dear brother to 
 whom this University owes much. The turn thus 
 
STUDENTS OF EDINBURGH UNIVERSITY. 38 
 
 taken in my life’s pathway has been so sudden, and 
 the elevation to this important office so unexpected, as 
 to have gone beyond the range even of a dream. But 
 although it has been my lot to spend my life in far-off 
 scenes, and engage in duties of a widely different kind, I 
 still trust that in the discharge of my new office, the want 
 of experience will, with the kindly help of my Colleagues, 
 be overcome by diligence and devotion; and that, God 
 helping me, I shall labour faithfully and unwearyingly 
 for the welfare of this great and prosperous University. 
 And now,—to look back again,—what changes have 
 come over this venerable Institution since, as a boy of 
 fourteen years of age, I trudged along the snowy streets 
 of this city to the class-rooms of PILLANS and DUNBAR. 
 At the outset—and this is a most material point—the 
 age of first matriculation has now, as a rule, greatly ad- 
 vanced. Few enter the University now before the age 
 of seventeen. Had I been born in these latter days, | 
 probably should not have matriculated till two or three 
 years later. Or, more probably still, I should have 
 been sent to some great school in England; and thus 
 too early have lost, as so many Scotch boys do now lose, 
 the purifying and wholesome discipline of the family, 
 exchanging the simplicity—albeit the rough and rugged 
 simplicity—of northern manners for the more polished, 
 but too often extravagant, habits of the South. 
 Further, the whole system of examination and 
 of graduation has undergone since my day a thorough 
 change, and been placed on an intelligent and effective 
 basis. There was, at the time I speak of, little beyond 
 vind voce class recitals, the writing of essays, etc.,— things 
 all excellent in their way, but affording no complete nor 
 “satisfactory test of progress, hor any proper stimulus to 
 
4 INAUGURAL ADDRESS TO THE 
 
 diligence. And it was the same at the University of 
 Glasgow, where I afterwards passed a second session 
 under the instruction of those distinguished men SIR 
 D. K. Sanprorp and ProFEssoR BucwANAN. You 
 will now, my young friends, have to encounter a very 
 different ordeal; and for this, as for every incentive to 
 virtue and every test of excellence, as Homer puts it, 
 aiev apirtevery (I need not add the invidious advice 
 kal tre(poxov eupevat GAAwv), you have great cause to 
 be thankful. 
 
 Then as to numbers, what a wonderful advance! 
 Searching the matriculation book of the year 1833-34 
 with a curious interest for my boyish signature, I found 
 that there matriculated for that year 1754 students. 
 In 1884-85 we had 3338, so that in the half century, 
 the numbers had nearly doubled.t If after the lapse 
 of another 50 years, some newly inaugurated Principal 
 from among the ingenuous youth now before me, 
 stimulated by a like curiosity, should find the progress 
 again repeated, and the numbers doubled to 6000, there 
 will be once more sufficient ground for congratulation. 
 The advance has been more or less all round. While 
 
 | The details for each Faculty are ;— 
 
 
 
 
 
 1833-34. | 1884-85. | 
 Arts ly Mele. ea eee Broa 
 Divinity, . : 198 eas 
 Law, . 241 | 493 
 Medicine, ; F Sete 4 c0 1475 
 Summer, . : é se 224. 
 
 
 
 
 
 
 
 Total, ~-|) 74 3338 
 
 
 
STUDENTS OF EDINBURGH UNIVERSITY. 5 
 
 most marked in Medicine as well as in Law, it has 
 been very large also in Arts; and if there has been 
 a falling off in Divinity, that has been more than com- 
 pensated for by efforts made elsewhere. Moreover, 
 these increasing numbers are drawn from all grades of 
 the people, and from every quarter of the Nation and 
 its Dependencies. The gathering from distant parts 
 has of course been vastly facilitated by the rapid com- 
 munications of the day. From India, for example, and 
 from the Colonies (which, in the time I have cited for 
 comparison, it took months to reach), what numbers does 
 not our Matriculation register now increasingly contain? 
 And so men run to and fro, and knowledge is increased. 
 
 No less does rapid progress strike the eye in respect 
 of the Collegiate buildings. At the era of which I was 
 speaking, after many slow and weary days of intermit- 
 tent work, the grand Quadrangle had just then, amidst 
 much congratulation, been completed on the ancient 
 College site. And now, at the opening of another 
 epoch, we are rejoicing in the splendid addition which 
 has been made for the reception of the Medical classes, 
 and for improving the accommodation of the other 
 classes still held in the old Quadrangle. The movement 
 has been every way remarkable. Begun some twelve 
 years since, by the princely benefaction of £20,000 
 from Sir DAvip BAXTER, it was fostered by influential 
 meetings, and by munificent donations from the DUKE 
 oF BuccLEucH, the Eart or Moray, the EARL oF 
 ROSEBERY, and other noble contributors. But what 
 is of even greater moment, the scheme was promoted 
 by large contributions from all. classes of the com- 
 munity, proving at once their interest in our Uni- 
 versity and their unabated confidence in it as a truly 
 
G INAUGURAL ADDRESS TO THE 
 
 national institution. I must not omit to mention the 
 excellent example set: by our townsman, Mr. WILLIAM 
 M‘EWAN, to whom we owe the last happy effort to 
 wipe off the remaining debt by the munificent contri- 
 bution (his second donation) of £5000. Equally im- 
 portant has been the substantial assistance rendered 
 by the RoyAL COLLEGE OF PHYSICIANS, the SOCIETY OF 
 WRITERS TO THE SIGNET, the SOCIETY OF ACCOUNTANTS, 
 and other public bodies. The Town Councit has here, 
 as always, shown its traditional interest in the Uni- 
 versity by liberal support, and the several Lords Provost, 
 Mr. JAMES CoWAN, Sir JAMES FALSHAW, and SIR 
 Tuomas Boyp, deserve our best thanks for their help. 
 Of the countenance and active aid which in this, as in 
 every department of our work, we have received from 
 my distinguished friend, the present Lord Provost, Sir 
 GEORGE HARRISON, we cannot speak too gratefully. 
 It is ground for sincere congratulation that by such signal 
 exertions, the cost of these buildings, which, including 
 the parliamentary grant, amounts to the Quarter of 
 i Million sterling, has been very nearly raised in full. 
 And it only remains to express our heartfelt thanks to 
 all who have helped us forward in this great work. 
 And yet, even here, in the matter of material build- 
 ing, there is room for much more. As our presence in 
 this Hall (for which nevertheless we are very thankful) 
 makes evident, we stand in grievous need of some 
 place suitable for our general gatherings. And not 
 only so, but I trust also that for the service of that 
 admirable Association which amongst yourselves you 
 are establishing in behalf of common needs and united 
 action, some worthy and commodious edifice may yet 
 be in store. Let us have faith that the springs of 
 
STUDENTS OF EDINBURGH UNIVERSITY. é 
 
 national liberality are not altogether drained and dricd 
 up by the heavy draughts we have been making on 
 them. Let us hope that before long they will gather 
 again, well up, and run freely and bountifully for fresh 
 endeavour. It may be that some MArcenas, like him 
 who with princely munificence has endowed our sister 
 University for a like purpose, may arise on our behalf 
 likewise. Meanwhile be it ours to see that we walk 
 worthy of such favour. ‘ 
 The ASSOCIATION that is being established amongst 
 yourselves, of which I have just spoken, as well as the 
 REPRESENTATIVE COUNCIL, an institution which has 
 already won credit to the University by its admirable 
 arrangements at the Tercentenary, cannot be dismissed 
 without an expression of warm sympathy with their 
 object, and of hearty desire for their prosperity. The 
 social segregation prevailing in our Scottish Univer- 
 sities, and the individual isolation arising therefrom, 
 may, and undoubtedly to some extent do, foster inde- 
 pendence, and stimulate exertion ; but equally, for the 
 same reason, they deprive our system of those oppor- 
 tunities which, by throwing men together, tend to rub 
 off rugged angles, and promote amenity of manners. 
 Such are the advantages of social culture and refinement 
 which, with not infrequent approach to the risks of 
 luxury and extravagance, the English Universities have 
 over those of the North. Whatever helps, then, shall 
 tend to draw our students more together in the con- 
 cerns of a common life, are to be diligently furthered, 
 as in their measure compensating our deficiencies. And 
 I trust sincerely that, in due course of time, as the 
 STUDENTS’ UNIoN begins to fulfil this want, provision 
 will be forthcoming for a local habitation suitable to 
 
8 INAUGURAL ADDRESS TO THE 
 
 its’ purpose, and worthy of the cause. With a like 
 laudable desire, the CouNcIL has set on foot a course 
 of Winter lectures, the first of which is ta be delivered 
 next week by our noble Rector. I need hardly add 
 that everything which, without interfering with the 
 primary object of study here, shall tend thus to draw 
 you, my young friends, into united action for mutual 
 improvement, is worthy of all commendation. 
 
 There is yet another branch in which improvement 
 might be possible—I mean the residence of the students. 
 It would be inconsistent with the spirit of Scottish 
 Collegiate life (albeit an object in its ancient constitu- 
 tion) that those who attend our Universities should, 
 as an obligation, reside in quarters provided for them 
 by the University. Still, something might, perhaps, 
 be done to meet the want. It might, for instance, be 
 possible to encourage the foundation of HALLS and 
 HostTELs conducted by superiors responsible to the Uni- 
 versity, or to establish a registration for boarding-houses, 
 or even for common lodgings, approved by Collegiate 
 sanction. There could, of course, be no necessity im- 
 posed of residence in such. The occupation must with 
 us be purely voluntary, at the discretion of the students 
 themselves, or of the parents and guardians who send 
 them to us. In the English Universities, whenever 
 from increasing numbers the cloisters of any college 
 are insufficient, the students who cannot find accom- 
 modation within the walls are obliged to live in some 
 one or other of the houses which have been sanctioned 
 by the Collegiate authorities as suitable, and the 
 managers of which are bound to conduct them under 
 so much of rule and discipline as is necessary for 
 successful study. Any such obligation would, as I 
 
 r 
 
STUDENTS OF EDINBURGH UNIVERSITY. 9 
 
 have already said, trench upon the freedom and inde- 
 pendence of our students. In his interesting “Story 
 of the University,” my PREDECESSOR approached the 
 subject, and, while pointing out the difficulties of any 
 attempt at the English system, humorously suggested 
 that some pious Millionaire should “buy up the whole 
 of George Square, and turn it into sets of chambers 
 for the students.” Proceeding in a more serious strain, 
 he said that without a rich endowment, Halls founded 
 as are those in England would be too expensive for 
 the majority of our men; and added—what is of even 
 greater moment—that these would be impatient of the 
 oversight and discipline of such an institution; for, 
 said he,—and truly said—“ the Scottish student prizes 
 his independence ; and, as a general rule, he does not 
 abuse it.” Long may he prize this independence! And 
 long may the same contribute to mould and strengthen 
 that vigour and tenacity of aim which mark the Scotch- 
 man in whatever land we find him! Still, short of the 
 English plan, and with a humbler purpose, something 
 might perhaps be done. There might, at any rate, be 
 an inspection and collegiate recognition of approved 
 lodging-houses for the reception of students,—the re- 
 quisites being (1) accommodation suitable for the 
 exigencies of student life; (2) respectability on the 
 side of those in immediate charge ; and (3) favourable 
 sanitary conditions. A register with particulars of 
 room and charge might then be printed, so that 
 students and friends and guardians would be able to 
 select therefrom at pleasure. Something even more 
 
 ambitious might possibly be attempted by private 
 
 enterprise, in the shape of Halls or Hostels, accredited 
 1 <«Story of the University of Edinburgh,” vol. ii: p. 487. 
 A 2 
 
10 INAUGURAL ADDRESS TO THE - 
 
 by the University, on a scale that should yield some 
 of the advantages of the English system. Such houses 
 might afford an opening profitable to their conductors ; 
 while at the same time they might supply a want dis- 
 tinctly felt by many—not only by those who come from 
 distant lands, but even by those whose homes are near 
 at hand. It is enough that, for the present, I should 
 simply broach the subject, and I now commend it to 
 the consideration of your Union, and of all who are 
 interested in the welfare of our University. 
 
 The progress in the past, as before remarked, has 
 been great; but we may not rest satisfied therewith. 
 There are possibilities of material improvement, I might 
 say, of vast development, in the future. For one thing, 
 there must be secured greater freedom to the individual 
 of choice amongst the varied departments of learning. 
 The student has heretofore been led by even, though it 
 may have been here and there with unwilling, step 
 round the whole cycle of Arts, to the goal of gradua- 
 tion. Yet it is vain to look in every man for the 
 same taste, or even the like capacity, for each and all 
 of the branches of knowledge. Some minds by bent 
 and habit take successfully, as it were homogeneously, 
 to one department, while from another they turn with 
 aversion, it may be even with more or less of incapacity. 
 ‘“T have no turn for mathematics;” said a distinguished 
 witness before the late Commission, “and it was a griev- 
 ance to me to be obliged to study it. It would have 
 been much more useful to me if I had had the option of 
 studying history.”! Precious time and energy are often 
 wasted in the vain attempt to force, with these varying 
 tastes and faculties, an equal advance along the whole 
 
 1 Evidence, vol, iii., Ans. 8280. 
 
STUDENTS OF EDINBURGH UNIVERSITY. — 11 
 
 line of study. It was, therefore, sound wisdom which 
 led the Commission in their admirable Report to recom- 
 mend, that after a fair groundwork had been laid of 
 liberal education, students should be left free, accord- 
 ing to their differing idiosyncrasies, to strike out each - 
 his own pathway in whatever direction his turn and 
 capacity might incline, and there to seek for literary 
 or scientific honours and distinction. For all this, 
 however, as for some other things much needed,—tied 
 and bound as we now are by the restrictions of the 
 present Ordinances,—a new law must pave the way ; 
 and so with weary eyes, we had been looking to the 
 passing of the Bill which has been so long before the 
 Legislature. But, alas, that august Body, engrossed with 
 the strife and struggle of party, has heretofore found no 
 leisure for the consideration of our simple and modest 
 wants. And so our hopes must be yet awhile deferred. 
 
 Again, there are regions of knowledge beyond, or 
 only partially within, the sphere of our present action, 
 which should be rendered accessible and of easy 
 research, through the portals of the University. To 
 meet this want and to cope with the growing ex1- 
 gencies of the day, the University must be more fully 
 equipped, so that the student may be fitted to travel 
 over whatever province of the great domain of litera- 
 ture, science, and philosophy, he may be in quest: of. 
 To complete the ample and still expanding circuit, and 
 thus make every part of it within reach of every student, 
 according to his several inclination and capacity, will 
 demand changes and possibly additions, which we may 
 yet hope to see in our administration. 
 
 At the same time, we should regard it as a lament- 
 able outcome of whatever addition may be- made to 
 
12 INAUGURAL ADDRESS TO THE 
 
 the branches of science here taught, or changes in the 
 course of teaching, if any part of that which has here- 
 tofore been held the groundwork of a liberal training 
 were to be laid aside as obligatory in the curriculum 
 leading on to graduation. More especially do we say 
 this with regard to the study of the CLAssics. Such 
 a danger would, however, be obviated by the prelimi- 
 nary examination recommended by the late Commission 
 as the sole doorway leading to any of the pathways of 
 academic distinction. However much physical science 
 is studied; and by many rightly studied, as the chief 
 object of their endeavour, it seems to me clear, if we 
 are to look for the ripe and proper fruit of education, 
 that such study must be preceded by a thorough 
 mental discipline—and for this end, the Classics are 
 the best, I might say for our country the necessary 
 school. In reading the evidence before the late Com- 
 mission, I was much struck by finding this point 
 strongly insisted on by most of our highest authorities. 
 It is also manifest, from the evidence given there and 
 elsewhere, that the rural schools throughout Scotland 
 haye, in the opportunities offered for classical learning, 
 cone considerably backward from the state in which | 
 can remember them as a boy; and that this has been 
 brought about apparently through the application of 
 English rules for primary education, to a state of 
 things that was vastly in advance of what then existed 
 in the South. Here, at least, we have to thank Parlia- 
 ment for having at last offered to us a door of hope. 
 By the welcome independence now obtained for the 
 Educational Department of Scotland, the reins have 
 been placed in the hands of those imbued with the 
 traditions, and acquainted with the wants and aspira- 
 
STUDENTS OF EDINBURGH UNIVERSITY. 13 
 
 tions, of the people. And now we may hail the near 
 prospect of regaining the former facilities of higher 
 education for all who may aspire after the same in our 
 rural districts, and also of securing the closer affiliation 
 of the teaching agency throughout the country to our 
 Universities. 
 
 Of the pre-eminent value of the Classics for mental 
 discipline, for sustained application, accurate thought, 
 and exact expression,—I myself entertain no manner 
 of doubt. The study should form an obligatory ele- 
 ment in the liberal education of every grade,— 
 and this J say, spite the crusade against it, of Greek 
 as well as of Latin. Among many eminent authorities 
 to this effect, I was much struck with the evidence of 
 that distinguished and lamented scholar, Sir ROBERT 
 CHRISTISON, who, for more than half a century, devoted 
 his life to the service of this University. He speaks 
 of the classics, in respect of the period of early youth, 
 as “one of the best subjects of training that can 
 possibly exist.” 
 
 The question is of such vital importance, and is the 
 subject of so much misunderstanding in the present 
 day, that I should like to read to you a few sentences 
 from Sir Robert Christison’s evidence :— 
 
 ‘*In my time (and looking back,” he says, ‘‘I see the advan- 
 tage of it) the attention of boys was confined to Greek and Latin 
 and Arithmetic at the Grammar Schools. The consequence 
 was that they had time to study these subjects thoroughly. 
 They got training. It may be that they did not acquire a great 
 deal of knowledge; but you will find that from 8 to 14 is a 
 period of life when a great amount of knowledge is not acquired 
 by study. It is of far more importance that boys should be 
 taught during that period to study for themselves. That was 
 the advantage of the former over the present method. They are 
 taught something of Mathematics, something of -Chemistry, 
 
' 
 
 14 INAUGURAL ADDRESS TO THE 
 
 something of Physics, and something of Natural History. Now 
 that overloads their time, and they cannot carry on their studies 
 with the same intensity of application as they used to do. I 
 say that they do not get so good a training as they got formerly. 
 They may get more knowledge; but that knowledge is more 
 readily and easily got during the six years that follow :—and it 
 is get all the more thoroughly that they have undergone deep 
 training from studying one, two, or three branches. And it 
 comes to this,—that during that period I do not know there 
 could be found a more admirable training for the youthful mind 
 than the study of the Greek and Latin languages.” ? 
 
 Now these views, taken as a whole, are in accord 
 with what I conceive to be the true theory of educa- 
 tion. The acquisition in boyhood and early youth of 
 a storehouse of facts and the result of modern dis- 
 coveries in Natural Science may exercise the memory for 
 the moment, and in some minds stimulate the power of 
 observation, but the same will fail to train the other 
 faculties. In the morning of life the discipline of mind 
 is the chief thing to seek after. And even in the period 
 of early youth, from which many of you, my young 
 friends, have hardly yet emerged, it is of infinitely 
 greater moment that you should be exercised in the 
 proper methods of study, in the mastery over carelessness, 
 fitfulness, and inattention, and in the power of appli- 
 cation and concentrated thought, than that you should 
 occupy your time at large in learning facts and infor- 
 mation which, whether retained or dropt, leave little 
 education, in the proper sense, behind. What we need 
 
 i Evidence, Ans. 548, et seg. That Scotland still retains a 
 certain measure of its old pre-eminence in classical study is 
 evident from the returns of the last Educational Blue-book. 
 In the report, it is stated (but, as I gather, grudgingly), ‘‘ that 
 while in England only 67 children passed in Latin and none in 
 Greek, in the State-aided Scotch schools no less than 6253 were 
 qualified in Latin, and 330 in Greek.” 
 
STUDENTS OF EDINBURGH UNIVERSITY. 15 
 
 is a training to the power of application, exact thought, 
 sound reason, and clear expression. ‘These once mas- 
 tered will fit you for any branch of scholarship and 
 scientific research, or for administrative conduct in 
 any walk in life—a rich possession, once secured secured 
 for ever. Shall I add, that in youth neglected this 
 treasure can, as a rule, never again be gained; or, if 
 gained at all, gained with pain and difficulty, and at 
 the best imperfectly, in after life? And as an encour- 
 agement to you, may I also add, that the signal virtue 
 of the Scotchman (unless it be frittered away in early 
 life) is just this faculty of persevering industry and 
 tenacious purpose? There may be something in his 
 exterior hard and rough—less of the finish and refine- 
 ment of our Southern neighbours; but in the cardinal 
 virtues, in sagacity and common sense, in honesty, 
 nobility of purpose, and devotion to duty,—the quali- 
 ties, in short, which make the backbone of the man— 
 we have it ‘all embodied in the normal type of the 
 youth of Scotland, driven, as we find them, by the 
 spirit of adventure to seek their sphere of action all 
 the world over. Throughout-a tolerably extensive and 
 varied experience, I have met—to speak broadly—no 
 class so eminently gifted with these sterling qualities, 
 as men born and bred in the frugal and industrious 
 habits of our Northern land. Within the range of 
 personal knowledge I might point you to numbers of 
 our countrymen holding high and distinguished place 
 in the administration of India—a GRANT DUFF, a 
 FerGcusson, an AITCHISON, a Hunter. And of 
 those who have passed away, time would fail me to 
 tell of the great army of men who have done honour 
 to their native land by being the benefactors of that 
 
 
 
16 INAUGURAL ADDRESS TO THE 
 
 vast Dependency. I will mention but one—ALEX- 
 ANDER Durr—the first to light the torch of learn- 
 ing amongst the people of India: no name more 
 deserves to be enshrined in the heart of India than 
 the name of Durr. Such examples may well fire the 
 ambition of our youth to share in the responsibilities 
 of that grand inheritance which God has committed 
 to us in the East. 
 
 The mention of INDIA leads me on to say that it 
 is to myself—in company, I believe, with many—a 
 cause of deep regret that the University affords so 
 few facilities of special training for such of our youth 
 as aspire to labour there. Apart even from India, is 
 it not strange, when we reflect upon it, that not 
 only Scotland, but the whole British people, are 
 thus indifferent to the literature and history, the 
 antiquities, and the social problems, attaching to 
 the Oriental world? It is not so with Continental 
 nations, whose interests, whether social, material, or 
 political, are none of them so closely linked with the 
 destinies of the East. There are some bright excep- 
 tions ; and I should like to mention among them the 
 name of my young friend CHARLES JAMES LYALL, a 
 distinguished member of the Indian Civil Service, who 
 has recently given us a charming account of ancient 
 Arabic poetry, written in true scholarly style But 
 such examples are unfortunately few and far between. 
 For the most part we have to look abroad. The 
 
 1 «Translations of Ancient Arabian Poetry, chiefly Prae- 
 Islamic,” with an Introduction and Notes, by CHARLES JAMES 
 Lyatt, M.A., C.I.E., Bengal Civil Service. Williams and 
 Norgate: London and Edinburgh. An excellent and appreci- 
 ative review of this admirable work will be found in the Scots- 
 man of 27th August last. 
 
STUDENTS OF EDINBURGH UNIVERSITY. Let 
 
 scholars of Germany, especially, devote themselves to 
 the mastery of such subjects with incomparably greater 
 ardour than ours. It is depressing to find that when 
 authorities are needed in Oriental literature and 
 philosophy, our own schools are at fault, and we are 
 driven to ask of our friends across the Channel. Some 
 years ago I ventured before the University of Cam- 
 bridge 
 
 ‘to express a feeling of mortification that our English nation 
 should have left the study of the early history and literature of 
 the Arabian people so entirely in the hands of continental 
 scholars. .. . For anything like history we must go to the 
 pages of a Weil, an Amari, or a Von Kremer. And so equally 
 it is the case with the literature of the Arabs. Take, for 
 example, the charming field of classical poetry. For any critical 
 knowledge of this, again, we must look abroad, and refer to the 
 labours of a Noldeke, an Ahlwardt, or other continental 
 labourers. At home we may seek for it in vain. And yet 
 what nation has a closer interest than our own in subjects so 
 connected with our relations in the East? Is it too much to 
 hope that in the seats of learning that surround us here these 
 rich and pregnant sources of knowledge and investigation, no 
 longer sealed and closed to us, may engage the attention of 
 Oriental scholars, and tempt them to give to us, in our own 
 language, the result of their original research?” 
 
 Am I not justified in applying these words with 
 even greater force to our own University? and that 
 with reference not only to the literature of Arabia, but 
 to the whole range of Oriental study? Shall we not 
 hope that, as the work has been already nobly begun 
 in the department of Sanskrit,—so also as to the whole 
 learning of Asta,—the cradle of religion and of letters, 
 ——a signal effort may be made to roll the reproach away. 
 
 1 The “‘ Early Caliphate of Islam,” being the Rede lecture 
 for the year 1881, delivered before the Aerahien ae Ss of Cambridge. 
 Smith and Elder. 1881. 
 
18 INAUGURAL ADDRESS TO THE 
 
 The Lorp ReEcTor has done well to turn your eyes 
 Eastward by the subject which he has set for the Prize 
 Kssay of the year, a note that sounds of an auspicious 
 augury.? 
 
 I must add one word more, and that shall be in 
 furtherance of your efforts for the promotion of athletic 
 games and sports. We know that these may be indulged 
 in to excess, so much so as to overshadow the proper 
 work of an University. But we also know that here 
 the fear is all the other way. The academic groves, of 
 * which we. fondly read as having once surrounded the 
 ancient buildings, the site of our noble Quadrangle, 
 have long been swept away, and we have nought around 
 but busy streets, with grinding traffic, and noise and 
 merchandise. All the more need then to 
 encouragégwhatever will supply the lack of the healthy 
 recreationSpand aesthetic environments, of other seats 
 of learning. To meet the want may well engage the 
 efforts of the ASSOCIATIONS which I rejoice to see 
 taking root around us. And on the part of those with 
 whom I am proud to be associated in the administration 
 of our affairs, I may safely say that such efforts shall 
 have our constant and our cordial co-operation. | 
 
 But it is time that I should bring this address to a 
 close. There is doubtless a great future in store for 
 this ancient University. Let every one of us, each in 
 his several sphere, strive to: perform our part, with 
 God’s help, in an object so worthy our ambition. And 
 each may contribute something—those that are now 
 planting their first youthful step on the threshold of 
 the temple of knowledge, or having entered, gaze 
 wonderingly at the mazes opening before them on 
 
 
 
  : EY O f 
 
 1 “*Tndia before and since the Mutiny.” 
 
TAL, 
 
 STUDENTS OF EDINBURGH UNIVERSITY. rg 
 
 every hand ;—students already familiar with the path- 
 
 ways of Art and Science, and occupying place and 
 
 distinction there; and we the appointed ministers to 
 gude and onward lead—each and all of us may help. 
 And let us seek withal to do this in the true and reve- 
 yent spirit which inspires the real student—that spirit 
 Waich gave life and energy to the last words spoken 
 by my PREDECESSOR within these walls but a year 
 ago; and his last words were these :— 
 
 ‘“‘ And so it may come to pass that, here or elsewhere, it may 
 be given to Metaphysics to justify, or even to demonstrate to 
 the reason, those beliefs which we now hold to by faith ; and to 
 give assurance that the glorious increase of physical knowledge 
 is not destined to be a mere increase of sorrow ; that the hope 
 
 of the Christian is not a mere idle dream; that mankind is not 
 left fatherless with no answering heart in the void abyss.” 
 
 Gentlemen, as we go forth now, each to his several 
 place and work for the opening session, may we buckle 
 to its bubiness in a spirit that accords with these, the 
 closing words. of my lamented PREDECESSOR ; and may 
 God grant His blessing on our labours. 
 
 We, Scotchmen, have been taught, at our mother’s 
 knee, when asked What is the chief end of man, to 
 answer that his chief end is to glorify God. Many 
 around us are content with the study of the physical 
 universe—the work of His hands—a worthy enterprise, 
 even if we can spy but a little into those wonderful ways 
 in which are ruled the material elements of creation. 
 Others pursue philosophy, humanity, the conduct of 
 life, its arts and beauty:—Endeavours and aspirations 
 these, meet for all praise and all encouragement. But, 
 my young friends, while not yielding to others in 
 such noble research, let it be ours to ascend_into a yet 
 
20 INAUGURAL ADDRESS. 
 
 higher sphere—the courts of the great First cause; and 
 there with reverence inquire how the Almighty, by 
 sublimer ways, and laws diviner still (if I may so say) 
 than those of the outward Universe, reduces the world 
 
 of mind to order, causes it to gravitate around His 
 
 throne, and binds spirits to Himself by an infinite 
 and eternal obligation. In short, let us keepin view 
 the Wise man’s precious adage,—The fear of the Lord 
 is the beginning of wisdom, and the knowledge of the 
 Holy is understanding. Then all our studies shall be 
 brought into accord with the great end of which I 
 have spoken, and we shall be able with faith and hope 
 to answer the question, each one for himself, in the 
 familiar but grand old words—which as children we 
 learned to repeat—“ Man’s chief end is to glorify God, 
 and to enjoy Him for ever.” 
 
 And so, with these hopes and aspirations may we 
 all of us enter now upon another year of study and 
 collegiate life. 
 

 
iy 
 
 eras 
 Py.