1. in_ernet_dli_2015_164182_2015_164182_A-History-Of-English-Education-In-India--1781-To-1893

A

HISTORY

OF

ENGLISH EDUCATION IN INDIA

(1781-1893.)

A

HISTORY

OF

ENGLISH EDUCATION IN INDIA.

ITS RISE DEVELOPMENT, PROGRESS, PRESENT CONDITION AND PROSPECTS,

WITH

A NARRATIVE OF THE VARIOUS PHASES OF EDUCATIONAL POLICY AND MEÁSURES

UNDER

THE BRITISH RULE FROM ITS BEGINNING TO THE PRESENT PERIOD,

1781 to 1893

COMPRISING

EXTRACTS FROM PARLIAMENTARY PAPERS, OFFICIAL REPORTS, AUTHORITATIVE DESPATCHES, MINUTES AND WRITINGS OF STATESMEN,

AND RESOLUTIONS OF THE GOVERNMENT.

STATISTICAL TABLES ILLUSTRATED IN COLOURED DIAGRAMS.

BY

SYED MAHMOOD

The Author has made a gift of the Copyright of this Edition to the M. A.-O. College, Aligarh, and the proceeds of the sale will go to the Funds of the College.

PUBLISHED AND SOLD BY THE MOHAMEDAN ANGLO-ORIENTAL COLLEGE, ALIGARH.

(All rights reserved.)

Price Rs. 5.

VAIJITA

—

PRINTED

AT

THE

BAPTIST

MISSION

PRESS

TO

SIR JOHN STRACHEY, G.C.S.I.

'The illustrious statesman who, during his long and brillantly successful career in India as a member

of the Supreme Government and as Lieutenant-Governor of the North-West Provinces, appreciated the

social and political drawbacks and difficulties which thwarted the progress of English education among

Muhammadans, and who, with his timely sympathy and good will, generous support and liberal encouragement,

helped them in their endeavours to spread knowledge of the English language, literature and

sciences among their countrymen,

THIS WORK IS DEDICATED

as a token of esteem, admiration and gratitude

PREFACE.

Towards the end of 1898, I was invited by some of the leading members of the Muhammadan Edu-

cational Conference to deliver a lecture in Hindustan on the rise, development, progress, and present

condition of English Education in India with special reference to the Muhammadan's I accordingly

delivered a somewhat elaborate Lecture which occupied two entire sittings of the Eighth Session of the

Conference on the 28th December 1898, in the Central Hall of the Muhammadan Anglo-Oriental College,

Aligarh, where more than 600 of the Members from all parts of India had assembled Nearly 2,000 copies

of that lecture have been distributed among the members and circulated during the last year I was again

requested by them to deliver, in continuation of my lecture, another discourse dealing with the present

rate of progress of English education among the Muhammadan's and their future prospects in this respect

I accordingly delivered my second lecture during the Ninth Session of Conference, which assembled

at Aligarh in December last These two lectures form the substratum of this work, but then substance

has undergone much alteration and amplification, and many important Statistical Tables, and extracts from

the original sources and authorities relied on, have been added to render this work a useful book of

information and reference for those interested in the cause of English education in India

This work has no claims to originality, as my object has not been to write a book of my own, in the

shape of an essay or dissertation, but to furnish a full history of the early origin, gradual growth, internal

development, and present condition of English education among the Natives of India, together with the

various phases of policy which it has undergone, and the various measures which have been adopted,

from time to time, in this behalf, by the Government The importance of the subject may be said to be

universally recognised, and it frequently forms the theme of essays, or articles in the periodical literature of

the day But, I think, it may, without exaggeration, be said, that the means of obtaining accurate informa-

tion as to the facts and figures connected with the subject are very meagre, and so scattered among

Parliamentary Blue-books and Official Reports, that no ordinary reader can be expected to afford the time,

trouble, and expense of collecting such a vast mass of materials to enable him to master the subject and

form an opinion of his own in regard to a matter of such acknowledged importance to the moral, social,

and political progress of India in the future

In 1838, Sir Charles E Trevelyan, then a young member of the Bengal Civil Service, published an

essay on the Education of the People of India, not long after the controversy, between the supporters of

Oriental Learning on the one hand and the advocates of English Education on the other, had been decided

in favour of the latter by Lord Macaulay's celebrated Minute of 2nd February 1835, which was adopted

by Lord William Bentinck's Government in its Resolution of the 7th March 1835 The essay is very in-

teresting and instructive, as setting forth the contending arguments of the two parties, and as describing

the earliest phases of the history of English education But the work has long been out of date and out

of print. There is also another essay on Education in India, in the form of a letter to the Marquess of

Ripon, when Viceroy and Governor-General of India, written by Dr. John Murdoch, LL D, Indian Agent

of The Christian Vernacular Education Society for India, and published at Madras in 1881 More recent

is the Le Bas Prize Essay for 1890, on the history and prospects of British Education in India, written

by Mr E W Thomas, Scholar of Trinity College, Cambridge, printed and published at that place in

1891 I became acquainted with it only when nearly the whole manuscript of this work had gone

to the Press The Essay is very interesting, and an able exposition of views entertained by the essayist.

Pamphlets and articles on the subject of English education in India have also been written at different

times, dealing with isolated points or sectional subjects, but such compilations are only transitory and

are not intended to supply the requirements of a permanent source of historical and statistical information

upon the important subject of English education in India, taken as a whole and in its various aspects

The present work has a different object for its aim It seeks to avoid all controversial discussion or

polemical arguments. Its aim is to narrate as fully, clearly, and simply as possible all the various facts,

opinions, and measures which any person, interested in the cause of English education in India, would like

11

PREFACE

to know in order to form his own opinion on adapt reasures from primary to the education in future For this reason no facts or Statistics have been stated in this work without reference to Parish Directory of Official Reports, and whoever reference to Government Resolutions, or Minutes recorded by Sir Steimen, has been found necessary, I have protentod to give ample details rather than only the substance and purport of them opinions The figures and statistics have usually been taken from University Calendars, or other authoritative official publications, though, in the of the readers convenience and exposition of the subject, the figures thus obtained have been carefully manipulated and presenting Tabular Statements adapted to the purposes of this work

The subject of primary and secondary English education has hereto only minutely touched upon in the work Such education though important in itself is so complicatedly blended with Vernacular education that any attempt to do justice to it would unduly enlarge the size of this work, and would lead to much more in the nature of a Departmental official publication than a book for the general reader interested in English education, its past, present, and future, with reference to its moral, social, and political bearings upon the welfare of the people of India High English education is, therefore, the main theme of this work, and it is only as subsidiary thereto that English secondary education and its statistics, have also been mentioned whereto reference to them has been considered necessary

The subject of English education among the European enlightenment among the Natives of India, whether Hindus or Muhammadans, that it was excluded expressly from the consideration of the Indian Education Commission of 1882, of which I had the honour of being a Member For similar reasons I have limited the scope of this work to the subject of English education, as altogether the main bulk of the native population which consists of Hindus and Muhammadans, though in the former term, Sikhs, Jains and other small sects, denominating themselves Hindus, have also been included The Buddhists, who are almost entirely limited to Burma, and the smaller sections of the population play no important part in high English education, but statistics relating to them are included in the general official returns wherever these have been quoted

Again, English education, especially of the higher type, has made inappreciable progress among the Native female population of India In Presidency towns a few Native girls' schools have put forth the University course, but their number is so infinitesimally small that it is intangible in any general statistical return of the statistics of high English education, whilst this work is not concerned with Vernacular education Female education has not been included among the subjects of this work

According to the census of 1891, the Hindu population of India amounted to 207,571,727, and the Muhammadan to 57,321,164 The two Communities thus form the main bulk of the Indian population which, including all sorts, has been stated in the General Report of the Census (page 171), to amount to 287,223,431 bearing a ratio to the population of the world, as at present computed, of about one-fifth, and being the largest appertaining to any single country with the exception of China The Hindus therefore form the vast majority of the Indian population, but among others, by far the largest minority consists of Muhammadan though their proportion varies in different Provinces As predictions of the British in the supremacy of India, as also in point of their numerical strength, as well as social and political conditions, the educational interests of this community, which numbers more than the German-speaking population of Europe, cannot be considered insignificant To quote the words of Lord Macaulay in his celebrated speech* in the House of Commons "Her Majesty is the ruler of a larger heathen population than the world ever saw collected under the sceptre of a Christian sovereign since the days of the Emperor The questions, one of the most important political questions, that it is possible to conceive 'There are subjects to the British rule in Asia a hundred millions of people who do not profess the Christian faith The Muhammadans are a minority but their importance is much more than proportioned to their number for they are an united, a zealous, an ambitious, a warlike class"

These words were spoken so long ago as the 10th of March, 1833, since which time the British Empire in India has greatly expanded, Her Majesty has become the ruler of many more scores of millions and

• On the Causes of Somanth

PREFACE

fills the unique position of being the Sovereign of a larger Muhammadan population than any other monarch in the world including even the Sultan of Turkey According to the General Report of the Census of 1881 (at p 174), "the Musalman population of the world has been roughly estimated at various amounts from 70 to 90 millions, so that whatever the real figure may be between those limits, the Indian Empire contains a large majority of the followers of the Prophet" Thus one circumstance should not be lost sight of in considering any measures affecting the general welfare and prosperity of India, and attention has been invited to it as explaining the reason why a considerable portion of this work has been devoted to giving an account delineation of the state of English education among Muhammadan and the grant and urgent need which still exists for promoting it by special efforts in that community Upon the question, whether the present condition of English education among Muhammadans and the rates at which it has recently been progressing its satisfactory, much misapprehension exists, although, since the Education Commission of 1882, the Official Reports of the Educational Department are required to devote a separate section to this subject every year As an illustration of such misapprehension the following passage may be quoted from Mr F W Thomas' Essay, to which reference has already been made He says (at page 13) -

"The education of the Muhammadans can now scarcely be said to need special encouragement In 1881-82, the scholars of this religion were in number less than a fourth of the Hindus In 1887-88, they numbered over a third, and the proportion of Muhammadan scholars is greater than the proportion of Muhammadan population How far the sentiments of Musalmans towards their rulers have perhaps uncertain Sir Syed Ahmad Khan, who was one of the chief promoters of the education movement among his co-religionists, has always been very favourably inclined towards the English and towards English education His great services have long been recognised by the Government, but the effort on the general body of Muhammadans is underestimated"

Such views are so plausible that they frequently find currency not only among the European officers of Government and other educationists, but also among the Muhammadans themselves, leading to a feeling of self-sufficiency and satisfaction at the prospects of English education in that community But such opinions, though they cannot be demonstrated by misrepresentation, are so vague and general that they become delusive for want of precision The incessant efforts of Sir Syed Ahmad Khan and his fellow-workers for spreading English education among Muhammadans, during more than a quarter of a century, have no doubt had beneficial effects on the Muhammadan population of that part of Upper India of which Aligarh, where the Muhammadan Anglo-Oriental College is situate, may be said to be the geographical centre, namely, the North-Western Provinces, Rohilkhand, Oudh, Behar, Panjab, and such portions of the trapuslands territories as are easily accessible by railways But though the general effects of the educational movement, as represented by the Muhammadan Anglo-Oriental College and the Muhammadan Educational Conference, may have been felt far and wide, the Provinces moluded in the Presidencies of Madras and Bombay, as well as Bengal, Assam, and Burma, are so remote from the centre of the movement that its effects cannot fail to be very limited

Again, in considering educational questions with reference to the Muhammadan population, it is supremely important to bear in mind the distinction between the various classes and grades of education included within the scope of the Department of Public Instruction It has never been the crying complaint of the Muhammadans that they have been backward either in vernacular or primary education or even in the higher kind of education of the Oriental type A knowledge of the Muhammadan Vernaculars and elements of Persian and Arabic, are scattered all over the country, and the higher grades of Muhammadan learning are still taught and cultivated by eminent Maulvis, here and there, who charge no fees and devote their lives to advancing Muhammadan learning from motives of piety and religion In respect of the elementary stages of English education, also, the Muhammadans have during recent years made a satisfactory advance, but such education is not sufficiently pursued further by them up to the higher grades of English standards, and fails far short of meeting the social, economical, and political needs of their population under the auspices of the British Rule For any tangible social economical and political effects on a community, the spread of higher English education is necessary in India, whilst it is

1r

PREFACE

obvious that for all the higher walks of life under the British Rule a competent knowledge of the English language is now indispensable.

The general advance of the Muhammadans in India is therefore dependent upon the progress of high English education among them, and in the Chapters of this work, specially devoted to the subject, the question of the spread of English education among them has been examined from the conclusion which arises from taking the statistics of all classes of education en masse, and deducing general conclusions from such jumbled statistics For the purpose of precisely showing the facts, many Tabular Statements have been prepared from official figures, and coloured Diagrams have been resorted to illustrate the great backwardness of the Muhammadans in high English education It will be seen, for instance, from the abstract Tabular Statement, at page 104 of this work, that during the 36 years of University education, from 1858 to 1893, inclusive, the aggregate number of Hindu and Muhammadan graduates in the various Faculties of the Indian Universities amounted to 13,627, of which only 536 were Muhammadan, yielding a percentage of only 3.5 instead of 23.75, which is the percentage of Muhammadans in the total Hindu and Muhammadan population Again, from the calculations shown in the Tabular Statement at page 198, it will be observed that in the matter of University Degrees, the Muhammadans are still so half way that even according to the highest rate of progress yet achieved by them, more than half a century is still necessary for raising the percentage of Muhammadan graduates up to the level of the percentage of Muhammadan population in the total Hindu and Muhammadan population of India

Again, a general impression prevails even in high quarters, and amongst educationists in general, that, although in the past the Muhammadans were backward in English education, they have during recent years been making very satisfactory progress, leaving no further room for anxiety, or need of any extraordinary or special encouragement To expose the great fallacy of such a view, is the main object of the latter part of Chapter XXX (pages 196 to 198), and of the whole of Chapter XXXI, which show the present state of the progress of English education among Muhammadans in Colleges and Secondary Schools, and their future prospects in this respect (vide pp 201 to 205) From the calculations contained in the Tabular Statements, at pages 198, 203 and 205, it will appear first, that the approximate number of years still required to raise the percentage of Muhammadan graduates in the Indian Universities to the level of the proportion of Muhammadans in the total Hindu and Muhammadan population varies in different Faculties of learning, but taking all the University Faculties together, the Muhammadans are no less than 53 years, or more than half a century, behind their follow-countrymen, secondly, that they are no less, than 13 years, behind their compatriots in the matter of English education in Arts Colleges, and thirdly, that even in English Secondary Schools their backwardness is prominent, and the deficiency cannot be expected to be made up in less than 10 years, even according to the most favourable calculations based upon the highest rate of progress yet achieved by Muhammadans during any period Thus the higher the standard of education the more prominent becomes the backwardness of Muhammadans,— a matter which seems to affect their economical, social, political welfare and prospects in subjects of the British Empire in India

Another matter of supreme importance, in connection with the subject of the spread of English education among Muhammadans, deserves to be mentioned here In estimating the proportionate progress of the Muhammadans in English education, the usual method adopted in Official Reports is to compare the percentage of Muhammadans in the total general population with the percentage of Muhammadan students in English Colleges and Schools, and the backwardness of the Muhammadans is thus admitted according to the deficiency in their percentage among the total number of students in such educational institutions. This method of calculation which has passed into fashion, has also been adopted in the work in Chapter XXXI which deals with the proportionate progress of English education amongst Muhammadans, and their future prospects But, in truth, such fallacy lurks in this method of calculation, when the past political history of the Muhammadans and their present social and economical condition and position in the population of India is duly borne in mind Mr J A Baines of the Indian Civil Service, in his very remarkable General Report on the Census of India in 1891, after noticing (vide page 3), “the very high proportion in all parts of the country of the population living by agriculture,” goes on to say “Taking it as a whole, about two-thirds, and indubitably perhaps three-fourths, of the community are wholly or partially dedicated to Mother Earth, and in this case the uniformity is real, not merely nominal.”

PREFACE

This significant fact should never be lost sight of in considering the import of any great political, social, or educational measure adopted for the prosperity of India. India is essentially an agricultural country, and discussions relating to the spread of English education in general, and high English education in particular, do not apply to agriculturists, but to the Urban population to whom English Colleges and Secondary Schools, established in cities and towns, are naturally most accessible. This fact is all the more important in connection with forming an estimate of the progress of English education among Muhammadans, owing to their past history and politico-economical position in the Indian Empire. From a practical point of view also, the significance of the distinction between the percentage of the Muhammadans in the total population of India (including agriculturists), and their percentage in the Urban population is prominent, and worthy of serious consideration. Mr. Baines, in his General Report on the Census of India in 1891, (at page 175), goes the length of suggesting that "so far as regards the large and heterogeneous class of urban Musalmans found all over the country, it is possible that that growth may have been actually impeded by the difficulty found in getting a living under the new conditions of British rule. For the numerous literary instruction required now as a passport to even the lower grades of middle-class public employ is decidedly higher than used to be, whilst the progress of learning amongst this class of Musalmans has not proportionately advanced, and with the comparatively small number of recruits for the army, police, and menial offices, that is now found sufficient, few outlets remain available."

It seems, therefore, both in view of the past history of the Muhammadan and their present social, political, and economical condition, that the proportion of the Muhammadans in the Urban population is the best standard for testing their progress in English education. Attention to this important matter has been invited at pages 181 and 206, and the calculations have been illustrated by Diagram VI, inserted opposite to page 206, wherein the general backwardness of Muhammadans in the University Examinations, with reference to their percentage in the general total population in 1891, is illustrated by Diagram VII, inserted opposite to page 207. It will, however, not be out of place here to give a succinct view of the condition of English education amongst Muhammadans in 1891-92, which is the latest period of which statistics are available, and to draw attention to the significant difference between the percentage of the Muhammadans in the general total population, and their percentage in the Urban population according to the Census of 1891. For this purpose the following Table has been prepared from the Tabular Statements at page 177 and 181, as well as 201 and 203 of this work—the figures in all those Tables having been taken from Official Reports—

PROVINCE

Total population

Urban population

Muhammadan Arts Colleges

English Secondary Schools

PERCENTAGE OF MUHAMMADANS IN-

English Arts Colleges

DEFFICIENCY IN THE PERCENTAGE OF MUHAMMADANS IN-

English Secondary Schools

Madras

63

142

15

53

48

127

10

8·9

Bombay

163

178

20

49

137

152

114

129

Bengal

829

275

57

185

273

218

191

140

N.W. Provinces and Oudh

145

339

190

214

-55

149

-84

120

Punjab

554

508

162

331

376

326

227

177

Central Provinces

24

160

55

93

-32

104

-19

67

Burma { Upper

14

108

38

...

-22

67

Lower

46

53

-08

50

Assam

271

288

150

121

138

Coorg

73

233

10

63

228

Berar

72

207

83

-11

124

VI

PREFACE

It will thus appear from the preceding Table that, backward as the condition of the Mahammadans

is in English education with reference to their proportion in the general total population of India, their

decadence is even much more deplorable when the agricultural population of India (to whom English

education does not apply) is excluded, and the percentage of Muhammadans in the Urban population is

taken into consideration It is obvious, therefore, that if at lowest of the proportions of the Muhammadans in

the matter of English education, especially of the higher type, were to be prepared by calculating the

approximate number of years required to raise the percentage of Mahammadan students in English

Colleges and schools to the level of the percentage of the Muhammadans in the Urban population, the

results of the calculation would be even more lamentable than the calculations in Chapter XXI,

which have been made with reference to the percentage of the Muhammadans in the total population

Closely connected with the spread of English education in India, and almost its sequence and outcome

as the subject of the liberty of the Press, the employment of the Natives in the higher ranks of the

Public Service, and the growth of Representative Institutions, such as Municipalities, District and Local

Boards, and Legislative Councils A historical narrative of the facts and statistics connected with their

subjects, would no doubt be interesting, and it would afford a fit opportunity for discussing, with

reference to the facts and figures, how far the English system of rule and administration of

candidates for Public Service by open competition, are applicable to the social, religious and political

conditions of India, where, in addition to the multalainous diversities of race and creed, considerable

difficulties are liable to arise in consequence of the vast disparity which exists in the matter of higher

English education among various sections of the population, e-pecially between the Hindus and the

Muhammadans It is for the statesmen and politicians to consider how far the principle of 1 pu enta-

tive Government are applicable to a country like India, when disputes of race and religion are com-

plicated with the lurther difficulties arising from vast disparity not only in point of number of the

population but also in point of the standards of education achieved by the various nationalities of the

people Given the modern development of democracy, republicanism and representative Government, Joseph

Mazzini, in his celebrated work, "On the Duties of Man" does not lose sight of the conditions which it

for the application of representative principles of Government, and whilst dwelling upon the national

demand " We seek a common education," he does not forget in addressing his readers, in lamentation which he

calls " words of conviction, matured by long years of study, of experience, and of sorrow," to caution

them in the following terms -

" Doubtless universal suffrage is an excellent thing It is the only legal means by which a people may

govern itself without risk of continual violent crises Universal suffrage in a country governed by a

common faith is the expression of the national will, but in a country deprived of a common belief, what

can it be but the mere expression of the interests of those numerically the stronger, to the oppression of

all the rest ?"

The comparative spread of higher English education among the two most important sections of the

population of India is therefore, even more important than purely educational duties, and Chapter

XXX of this work has therefore been devoted to a general survey of the comparative attitude of both

English education among Hindus and Muhammadans from the earliest time of the British Government of the

Indian Universities, in 1857, to the end of the year 1893, covering a period of 36 years Calculation has

been made in that Chapter with reference to the Census of 1881, because the latter of that term is, till

better adapted for testing results of high English education, (which ordinarily requires a course of study

extending over ten or twelve years), than the statistics of the Census of 1891 The proportion between

the two populations, however, has undergone no change during the interval, and there can be no fallacy

in drawing conclusions for purpose of comparison as to the spread of higher English education in the two

communities, whosesoever Census be taken as the basis of calculation In the next Chapter, XXXI, relating

to the present rate of the progress of English education among Muhammadans, and its future prospect,

the statistics of the Census of 1891, have been taken into account, with reference to the figures contained

in the Official Educational Reports. Among these, the most important are Sir Alfred Croft's Review of

Education in India in 1886, and Mr. A. M. Nash's Second Quinquennial Report of the Progress of Edu-

cation in India from 1887 to 1892.

In Chapter XXXII (at pp 208-13) of this work the latest available statistics of the general spread of

English education in India, have been extracted from the General Report of the Census of India in 1891

by Mr. J A Baines, and the Tabular Statements given there show in detail the statistics of the extent

of the English language among various classes of the population From that Table it will appear that the

culture number of literates in India, at the time of the Census, was 120,761,240, of whom only 5,37,811

were returned as knowing English (including Europeans, Americans, and Eurasians), and in regard to

those figures, the following remarks of Mr. Baines (at page 221 of his Report) must be kept in view -

"The return of those who know English shows a ratio of 4·4 per cent on the total literates We must

subtract, however, the Europeans and Eurasians from the account, which then amounts to 3·2 only, or 1·4 in

a thousand European and Eurasian, was 5,37,811, or 38,0,032, of the former element be excluded This, too,

in a certain proportion of those who are not yet emancipated from the 'shackles' " Of this aggregate

amount, 11 , 386,012, which is the number of the English-knowing Natives of India, only 15,627 have taken

degrees during the last 30 years of the Indian Universities, and out of this last number, the number of

Muhammadan graduates was only 510 From these figures it may be judged how far English education,

even in its widest sense, has spread in India, notwithstanding nearly a century of more or less

energetic efforts in that behalf, how far the small English-knowing minority can be said to be capable of

representing the thoughts, feelings, and aspirations of the vast mass of 287 millions which inhabit

India (according to the Census of 1891), and also how far modern intellectuals in institutions, which rely for

their success in India upon the progress of English ideas of cultured moment and so-called political advance-

ment, and intended to the present conditions of the Indian population Attention has been invited here to

those hard facts of English education in India as they will be in long like to the statesman, the

politician, the educationist and the philanthropist who may be concerned in the present welfare and future

destiny of the Indian Empire

In this work I have gladly acknowledge my obligations to the eminent statesmen and authors from whose

work I have borrowed ample extracts, to make their views upon the important subject of English education

known in India, as far as possible to the reader I have also made it pleasant in expressing my best thanks to

my worthy friend Babu Jadav Chandar Chakravarti, M A, Professor of Mathematics in the Muhammadan

Anglo-Oriental College at Aligarh, to whose mathematical talent and labour I am indebted for the elaborate

and useful statements contained in the Tabular Statements in Chapter XXX of this work, and also for the ready

and kind help he has kindly given me in connection with other statistics whenever I have had occa-

sion to consult him

Aligarh,

March, 1895

Syed Mahmood

TABLE OF CONTENTS.

CHAPTER I

INTRODUCTORY

The subject proposed

Its importance

Its arrangement

CHAPTER II

MAIN POINTS OPPOSED TO THE INTRODUCTION OF ENGLISH EDUCATION IN INDIA—MR CHARLES GRANT'S TREATISE WRITTEN IN 1792-97, A.D, ON THE MORAL AND INTELLECTUAL CONDITION OF INDIA

Education no part of the early Administrative Policy

The Right Honourable Mr Charles Grant, an ominent Director of the East India Company

His philanthropic treatise on the moral and intellectual condition of the Natives of India, writton during 1792-97, A D,

His views as to Indian Society

As to the character of the Bengalis

Want of veracity

Betrayal of confidence

Venalhty of the Natives of India in the distribution of justice

Their Corruption, and Perjury

Solfishness and Avanice

Ounning and hypocritical obsequiousness, mutual discord, malice, calumnies, &c

Robberies, thefts, and other secret crimes in Bengal

Hindus not really benevolent, but cruel

Alumony of patriotism

Great moral and intollectnal advance in Bengal

Mr Grant's views as to the character of Muhammadans

Proud, feroc, lawless, perfidious, licentious and cruel

Regard secular business irreconcilable with strict virtue and religion

Vice of Hindus and Muhammadans, on the whole, similar, owing to their intermirture

Depeneracy of the Natives of India

Remarks on Mr Grant's estimate of character of Muhammadans

Ellegy, in the form of a Ghazal, composed by Shah Alam after being deprived of his eye-sight in 1788,—on the downfall of the Mugal Empire

CHAPTER III.

MR CHARLES GRANT'S SCHEME FOR THE INTELLECTUAL, MORAL, AND SOCIAL REGENERATION OF THE PEOPLE OF INDIA, AS PROPOUNDED IN HIS TREATISE, 1792-97, A.D—INTRODUCTION OF ENGLISH EDUCATION A MORAL DUTY OF THE STATE, AND NOT FRAUGHT WITH POLITICAL DANGER.

Mr. Grant's scheme for the improvement of the Natives of India represents typical notions of early English philanthropists

Healing principle

Great Britain not bound to preserve the enormities in the Hindu system

Example of Mexico

No attempt made to recall the Hindus to the dictates of truth and morality

No force but reason to be employed

Knowledge should be communicated to Natives of India

Whether through their own languages or through English

English language the superior medium of instruction

English language should be taught to the Natives

Example of 'Madrassah College introducing Persian'

Should have been followed by the British, with much benefit to Administration

Facility of introducing English literature, subsequently, to supplant Nativism in Administration

And of Printing press help in the dissemination of English literature

X

TABLE OF CONTENTS

A true knowledge of Nature would break the fabric of Hindu religion

And enlighten the Hindus by promoting mechanical inventions

...

1.3

Improvement in Agriculture, &c., would cause by introduction of machinery

Most important communication to the Hindus through English, would be Christianity supplanting Idolatry and superstition

...

1b.

Though much efforts would be gradual

...

14

Objections to Mr Grant's Scheme the main objection being Political Danger

English language should be introduced, and failing that, Indian languages may be adopted as the medium of instruction

...

1b

Mr Grant's summary of his Thesis, and conclusions in regard to introduction of English education in India

Improvement of India can be effected by the introduction of the English language, and Christianity

...

1b.

From whence no political danger should be anticipated

...

1b.

And no reasons to the contrary have been shown

...

16

It would be odious and immoral to keep India ignorant, owing to apprehensions of risks to British Rule

...

1b.

Imparting knowledge and moral instruction a solemn duty to India

...

1b.

Extension of British commerce will ensue from the enlightenment of India.

...

17

Mahammadans, though far countries intermixed with the Hindus, produced no radical change in their character

...

1b.

For similar reasons, the Portuguese, the Dutch, and the French failed to produce a permanent effect upon India

...

1b.

Novelty of the Educational Scheme no valid objection against its introduction

...

18

CHAPTER IV

EARLY REPORTS FOR THE EDUCATION OF THE NATIVES OF INDIA - The CALCUTTA MADRASSA founded in 1781, and the BANARAS

COLLEGE at Benares in 1791 - Lord Minto's Minute on Education, 1811

Mr. Fisher's Memoir on Education in India written in 1827-32

...

18

Calcutta Madrassa founded in 1781

...

1b.

Reforms in 1788-91, and subjects of study prescribed

...

19

Benares Sanskrit College founded in 1791, and the subjects of study prescribed

...

1b.

Lord Minto's Minute on education, dated 6th March, 1811

...

1b.

Decay of learning in India

...

1b.

And its causes, - Want of Patronage

...

1b.

Ignorance of the Natives of India obstructs good Government, and is conducive to crime

...

20

Which can be remedied by education

...

1b.

Observations as to Revival of learning among the Mahammadans, in Lord Minto's Minute of 1811

...

1b.

CHAPTER V

FIRST LEGISLATIVE PROVISION FOR PUBLIC INSTRUCTION IN INDIA - Act of Parliament, 53 Geo III, C 155 Dispatch of 1813

Court of Directors, dated 3rd June, 1814, on Education - Early Educational Provisions of the Missionaries - Lord

Moira's Educational Minute of 2nd October, 1815.

Public instruction not yet recognised as part of a settled State Policy

...

21

Inquiry by Parliament into Indian affairs, and renewal of the E I Company's Charter, by Act 53, Geo III, C 155, in 1813

...

1b.

Statutory recognition of the policy of education in India

...

22

Lord Castlereagh's Resolution recognising the duty of Govt. British to educate the Natives of India, passed by Parliament in 1813

...

2b.

Section 43, Statute 53, Geo III, C 155, quoted as making a new epoch

...

2b.

The first Despatch of the Court of Directors to the Governors General, dated 3rd June, 1814, conveying directions on the subject

of education

...

28

Directions as to the mode of giving effect to Sec 43, of Statute 53, Geo III, C 155

...

1b.

Two objects of the Clause in the Act of Parliament, - Stimulus or patronage by establishing Colleges

...

1b.

Political aspect of education with respect to the feelings of the Natives as to the security of Institutions

Sanskrit learning to be encouraged

...

1b.

Three noticeable points in the Despatch of the Court of Directors, dated 3rd June, 1814

...

81

Omission to act upon the Charter of 1813

...

2b.

Missionary movement in behalf of education

...

2b.

Lord Moira's Educational Minute of 2nd October, 1815

...

33

CHAPTER VI.

ORIGIN OF ENGLISH EDUCATION.-The "Hidyalaya" or Anglo-Indian College founded by Hindu of Calcutta in this

Raja Ram Mohun Roy's advocacy of English Education - Controversy of Public Instruction ENTERED IN Calcutta

in 1838.-The Proceedings up to the year 1881.

Apathy of the Indian Government towards English education, and zeal of the advanced Hindus who founded the "Hidyalaya" or

Anglo-Indian College at Calcutta, in 1816

...

35

Origin of English education in India. Mr. David Hare and Raja Ram Mohan Roy

...

1b.

Popularity and success of the "Hidyalaya" or Indian College

...

1b.

TABLE OF CONTENTS

An advanced Hindu, Joynarain Ghoshal, founds an English School at Benares, in 1818

Inactivity of the Muhammadan as to English education

The Calcutta Sanskrit College founded by Government at the suggestion of Mr H H Wilson, in 1821

Committee of Public Instruction appointed at Calcutta in 1823

Most sanguineant protest by enlightened Hindus, through Raja Ram Mohun Roy in 1823, against expenditure of money on Sans

krit learning instead of English education

Bishop Heber's opinion of Raja Ram Mohun Roy

Raja Ram Mohun Roy's Memorial, in favour of English education, presented to Lord Amherst in 1823

The Memorial disregarded by Government

Views of the Court of Directors as to the nature of the studies, in their Despatch of 18th February, 1824

Useful knowledge to be encouraged

Oriental sciences useless

Observations on the above Despatch by the Committee of Public Instruction, in their letter to Government, dated 18th August,

1824

Measures adopted by Committee of Public Instruction Agra College founded in 1823, and a College at Delhi in 1829

Want indications of the policy of English education in the Court of Director's Despatch, dated 29th September, 1830

Separate Colleges for the study of English

English Science may be encouraged by translations

Natives to be educated for Public Service

English to be gradually adopted in official business

Justice to be administered in the language of the people

Principles of their proceedings explained by the Committee of Public Instruction in their report in December, 1831

Spread of English ideas

CHAPTER VII

EARLY MEASURES FOR EDUCATION IN THE MADRAS PRESIDENCY—Sir Thomas Munro's Minutes on education, in 1822 and 1826 —

Committee of Public Instruction appointed in Madras, in 1826

Early educational measures in Madras

Sir Thomas Munro's Minutes on Education, dated 25th June, 1822, and 10th March 1826

Low state of Education in Madras

Management of Schools by Government

Committee of Public Instruction appointed in Madras, 1826

Approval by the Court of Directors their Despatch of the 29th September, 1830, as to English education

Higher branches of knowledge to be encouraged by Public Service

English education to be encouraged on same Principles as in Bengal

CHAPTER VIII

EARLY MEASURES FOR EDUCATION IN THE BOMBAY PRESIDENCY during 1815—29—Minutes by the Hon'ble Mountstuart Elphin

stone and the Hon'ble F. Warden, on education, in 1823 and 1825—Sir John Malcolm's views against general edu-

cation in English, in his Minute of 1828—Despatch of the Court of Directors to the Bombay Government, dated

31st September, 1829, favouring study of English.—Sir John Malcolm's modified views, in his Minute, dated 10th

October, 1830.—Despatch of the Court of Directors to the Bombay Government, dated 29th September, 1830, in favour

of English education—The Elphinstone Institution for English education in Bombay

Early educational measures in Bombay

Society for Promotion of Education in Bombay, formed in 1820

Hindu College founded at Poona, in 1821

Bombay Native School-Book Society, founded in 1828

Hon'ble Mr Elphinstone's Minute on education, dated 13th December, 1823

The Bombay Education Society to be helped by Government

Educational measures suggested

Education as a Duty of the State, and the benefits

Religious scruples of the Natives

Neglect of education, a reproach to the British Rule

Religious neutrality in education

Dissentient Minute of Hon'ble F. Warden, dated 29th December, 1823

Government should not undertake too great responsibility in education

Misgovernment should be industriously enquired into and helped by Government

Dangers of indiscriminating charity to Natives

Change hangs over India, and ought to be

TABLE OF CONTENTS

Natives of Bombay and need of encouraging study of English, by founding English Professorships in honour of Mr Elphinstone—

1827

41

Dissenteriant opinions in regard to promotion of English education in Bombay

Mr Warden's Minute of 21th March, 1828, in favour of encouraging English

English study, primary object of Native education

Bu John Malcolm's views against general diffusion of English

13

His Minute, written in 1828, in favour of Vernacular education

Example of English History

Further employment not of Natives in Administration

Knowledge of English not necessary beyond the Presidency

Dispatch of the Court of Directors of 21st April, 1828, to the Government of Bombay, favouring the study of English

11

By John Malcolm's views on medium of instruction of English education, in his Minute, dated 21st April, 1829

English schools may be established

Dispatch of the Court of Directors to the Bombay Government, dated 29th September, 1830 in favour of English education

10

Maniple of an erroneous conclusion that Union in Bengal

The Elphinstone Institution may be helped, like the Anglo-Indian College at Calcutta

17

Measures adopted for the Elphinstone Institution The Court of Directors' Despatch to the Bombay Government, dated 22th

December, 1832, regarding and superintendence of the Institution

19

CHAPTER IX

Views of the various Rulers of India in regard to Education of the Natives of India, as appears from the Despatches in

the East India Company's Records under the Act of Parliament, Statute 63, Geo III Chapter 155.—From 1813 in 1830

40

Views of the policy of Education in India The earliest measure—Inactivity

The 2nd Stage—Encouragement of Oriental studies, 1781 to 1791

The 3rd Stage—Unorganised Individual efforts

The 4th Stage—Legislative recognition of education as a duty of the State, in 1813

The 5th Stage—Apathy of the Indian Government towards education

The 6th Stage—Appointment of Committees of Public Instruction, 1823 to 1830

The question of English education remains unsettled

Expenditure on education in India, under Section 43 of Act of Parliament, 53, Geo III, Chapter 155, 1813 to 1830

Actual expenditure double the maximum amount required by the Act of Parliament

47

CHAPTER X

Renewal of the East India Company's Charter in 1833 Revival of Lord Macaulay's Minute on

Government's Desires for Education Lord William Bentinck's and his National Resolution of 1835

the Reorganisation

Most important period in the History of education in India—1831 to 1835

14

Renewal of the East India Company's Charter by Parliament, in 1833

Parliamentary Resolution in favour of diffusing India

Promotion of education recognised as duty of the Company's Government Abuses of interest in Indian affairs in Politics

The Art of Parliament for the better Government of India, 3 and 4 Wm. IV, C. 85, renews Roy of Government on 23th June, 1833

10

English of educated Natives in Native affairs affirmed

Lord Macaulay's Minute on Education, dated 2nd February, 1835

Tactics for Kurdish literature met with resistance as commented with Oriental learning

Difference of opinion among Members of the Calcutta Committee on the comparative claims of English and Oriental learning

60

Consequent resolution to decline the issue between English and Oriental learning

63

Lord Macaulay's celebrated Minute in favour of English education, dated 2nd February, 1835

Macaulay's Measure pro claimed, and lent supported for education in India

63

Analogues cases of educational efforts

Revival of letters in Europe at the close of the 15th and the beginning of the 16th century

Example of intellectual progress in Russia

Lord William Bentinck adopts Lord Macaulay's views Government Resolution, dated, 7th March, 1835, in favour of English

education

65

Prodigies of the Hindu mythology in favour of English education

66

Sir Charles Trevelyan's testimony as to the popularity of English education among the Hindus

69

Exhaustive sale of English School-books during 1834-35

69

TABLE OF CONTENTS

xii

Small sale of Oriental books

...

53

Find out whether it is related to the filyutaya, propagatio taste for English language and literature

...

ib.

Muhammadan opposition English education and memorialize against the Government Resolution of 7th March, 1835 Tothmony

...

ib.

CHAPTER XI

CONTROVERSY ARISING OUT OF THE ADVOCATES OF ENGLISH EDUCATION, WITH THE SUPPORTERS OF ORIENTAL LEARNING IN ARABIC AND

Sanskrit

The controversy English Education versus Oriental Learning

54

...

ib.

Arguments of the Advocates of English education

55

...

ib.

Importance of the English language

...

ib.

Objections to the early proceedings of the Education Committee

...

ib.

Professor H H Wilson's views in favour of Oriental learning, and criticism of the Government Resolution of 7th March, 1835

56

...

ib.

The predominum of Vernacular education not perlinked by the Government Resolutions of 7th March, 1835

...

ib.

Final Annual Report of the Education Committee recognized importance of Vernacular Education

...

ib.

CHAPTER XII

RELATIONS INVOLVED IN PART OF GOVERNMENT EDUCATIONAL POLICY - MARQUIS OF TWEDDALE'S MINUTE OF 18th, IN FAVOUR

of liberalism, unsupported by Court of Directors Petition of the Natives of Madras to Parliament,

57

in 1839, on the subject of - Result of the controversy

...

ib.

'Tendency, as to legumes ne utilitas in education

...

58

It liquors neutralis in education unimpeded as State Policy

...

ib.

'Tendency in M ad ha to introduce the Bible as a class book

...

ib.

Minute of the Marquis of Tweeddale, dated 31st August, 1846, in favour of the proposal

59

...

ib.

Attitude on the Bible takes to be optional

...

ib.

Moral instruction necessary

...

ib.

Religious instruction admissible

...

ib.

More solid foundation of morality required for Public Service, than that to be found in the Hindust or Muhammadan faith

...

ib.

Despatch of the Court of Directors to the Government of Madras, dated 3rd March, 1847, pointing the introduction of the Bible in Government schools

...

ib.

Petition to Parliament from the Natives of Madras, dated 10th December, 1852, protesting against religious interference in education

...

...

...

ib.

Protested against appropriation of educational funds to Christian institutions

...

...

...

60

Educational Grant should not be devoted to Proselytism

...

...

...

ib.

Complaint against the Maqasir of Tweeddale's Minute of 24th August, 1846

...

...

...

ib.

Complaint against the Maqasir of Tweeddale's insulting language towards the Native Community

...

...

...

61

Study of the Bible no panacea for immorality

...

...

...

ib.

Attitude in introducing the Bible in Government Seminaries not made in any other part of India

...

...

...

ib.

Mr Frederick Halliday's evidence before the House of Commons, on 23rd July, 1853, against the introduction of the Bible in Government Seminaries

...

...

...

62

The Bible not to be introduced viewed as an optional subject in Government schools

...

...

...

ib.

Testimony of Mr John Clowkes Marrshman as to religious neutrality in Government Schools

...

...

...

63

The despatch of Government before the House of Commons, on 6th July, 1853

...

...

...

ib.

English Professors indifferent to Christianity

...

...

...

ib.

Mr Arthur Howell'd views on religious neutrality in education

...

...

...

64

Religious neutrality declared by Lord William Bentinck

...

...

...

ib.

Religious neutrality re-affirmed

...

...

...

ib.

Despatch of the Court of Directors, dated 19th April, 1854, as to strict religious neutrality

...

...

...

ib.

Religious neutrality re-asserted

...

...

...

65

No religious teaching in Government Schools

...

...

...

ib.

Question of religious instruction difficult

...

...

...

ib.

CHAPTER XIII

EFFECTS OF PUBLIC AND PRIVATE AGENCIES INFLUENCE ON THE NATIVE MIND. - Views of Mr. Marshman and Sir Charles Trevelyan

as to the Christianizing influence of English education. - Mr. Howell'd views as to the first effects of English

and Government teaching. - The 'Bralmo Samaj' controversy.

Ma. Marshman's views as to the effect of purely secular English education

...

...

...

65

Sir Charles Trevelyan's views as to religious instruction in Government Seminaries teaching English

...

...

...

ib.

Sir Charles Trevelyan's opinions and expectations as to the Christianizing influence of English education

...

...

...

ib.

xiv

TABLE OF CONTENTS

Christhanising influence of English education a fallacy

First effects of English and Missionary teachings

The Brahmo Somaj movement

Page

70

''

''

''

CHAPTER XIV

Views of the Missionaries opposed to religious neutrality in education - The efforts of the Missionary Educational Institutions - His views as to effects of public secular education - Opinions of the Missionaries in India

Religious neutrality in education dispapproved by Missionaries

Rev Alexander Duff's unanimous adverse to the religious neutrality in education

Typical views of the Missionaries as to religious neutrality in education

Christianity should not be sacrificed to worldly expediency

Neglect of Government to perpetuate the Gospel should encourage the Christian Churches to undertake the task

Proseletysing views hurlted to Missionaries and exeptionnally enthusiastic Europeans

Educational policy of the Missionaries

Statement of Rev A Duff before the House of Lords, on 3rd Janu, 1863

Indian students in Missionnary Schools become gradually Christianised

Missionnary views as to the effects of purely secular education

Opinions of the relebrated philosphic thinker, Rev Sydney Smith, as to the effects of the Missionnaries in Indus

Dangersous to English education take no especial notice of Muhammudans, as they rotainsed from such education

Page

71

''

''

72

''

''

''

73

''

''

74

''

75

CHAPTER XV

Progress of English Education under the policy of Lord William Bentinck's educational Resolution of 7th March, 1835 - Lord Auckland's educational Minuto of 24th November, 1839, slightly modifying the policy of exclusive English education Lord Hardinge's educational Resolution of 10th October, 1844, in favour of the employment of such cultural Natives students

Policy of making English the language of official business, was indicated as early as 1820

Letter of the Government of Bengal, dated 21h June, 1839, announcing the future adoption of English in public offices

Policy of adopting English as the language of official buisness announced as early as 1829, and followed in Lord Hardinge's Resolution of 10th October, 1844

Disaffection caused by the proceedings of the Education Committee under that Resolution

Progress made by English education, especially in Bengal

General Statistics as to English education in 1862

Sir Frederick Halliday's general view as to the condition of English education in 1863

Page

76

''

''

77

''

''

78

''

''

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79

80

CHAPTER XVI

Proposals to establish Universities in 1856 - Parliamentary enquiry into Indian affairs in 1853 - Petition to Parliament by Mr C H Cameron, for establishing Univesrsities in India. - Views of Sir Charles Trevelyan, Mr Markham, Professor H H Wilson, and Sir Frederick Halliday, on the subject.

Scheme of a University at Calcutta, propounded in 1845

Constitutuion of the propounded University at Calcutta

Benefits expected from the propposed University at Calcutta

The propposal for esteblishing a University at Calcutta remains in abeyance till Parliamentary enquiry in 1853, proceding

Statales 3 and 4, Wm IV, C 85

Petition to Parliament by Mr Charles Hay Cameron for establishing Universities in India, dated 30th November, 1853

Views of eminent witnesses before the House of Lords, as to establishing Universities in India

Mr Cameron's explenation of his proposal

Sir Charles Trevelyan's views

Mr Markham's views

Professor H H Wilson's views propounded to the proposal

Sir Frederick Halliday's apprehensions as to failure of propposed Universities

Page

80

''

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81

''

''

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82

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83

''

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84

''

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TABLE OF CONTENTS.

CHAPTER XVII

Comprehensive Despatch of the Court of Directors to the Government of India, dated 19th July, 1854, on the subject

of Education, known as Sir Charles Wood's Educational Despatch of 1854 - Formation of the Education Department

The educational Despatch of the Court of Directors, dated 19th July, 1854

Its purport

Directions as to educational policy

Policy of the educational Despatch of 1854

Formation of the Education Department, 1854-07

Estimated extent of collegiate education at formation of the Education Department in various Provinces

Estimate of the extent of Collegiate Education in the First Departmental year, in the various Provinces of British India

CHAPTER XVIII

ESTABLISHMENT OF THE INDIAN UNIVERSITIES, AND THE WORK AND CHARACTER OF THE EDUCATION RECOGNISED AND CONTROLLED BY

THEM - ESTABLISHMENT OF UNIVERSITIES COLLEGIATE EDUCATION, 1857 TO 1882

Establishment of the Indian Universities

Guiding principles for Indian Universities

London University to be taken as model

Constitution of Indian Universities

Functions of Indian Universities

Religious subjects to be not included

Regulations for the examination in degrees

Professorships in connection with Universities, recognised in Law

Civil Engineering may be a subject for degrees

Maniacs, Arabs, and Persians may be included among the subjects connected with religious neutrality

Council of education at Calcutta and Bombay to constitute the Senates of the Universities provisionally

Additional Members of the Senate, including Natives of India

University to be founded at Madras also, the circumstances permit

Colleges and schools subsidiary to the Universities

The Universities founded in 1857

The Calcutta University incorporated in January, 1857

The Bombay University incorporated in July, 1857, and the Madras University in September, 1857

Constitution of the three Universities

The Punjab University, its history and objects

Movement for a University in the Punjab, 1885-89

Nature of the University demanded by the protagonists

Sympathy of Sir Donald Macleod with the movement

Demand for a University in the North-Western Provinces in 1867

A University proposed for Lahore in 1868, its incorporation refused by Government of India in 1869

The Government of India give munificence to the Punjab University College

Approved by the Secretary of State

Notification of Government of India, dated 8th December, 1869, establishing Lahore University College

Working of the Punjab University College from 1870 to 1876

Study of Oriental languages

Students in Law

Working of the Punjab University College, from 1877 to 1882

Large number of Institutions affiliated

Examiners

Final constitution of a University demanded

Lord Ripon's Government passes the Punjab University Act, XIX of 1882

Constitution of the governing body of the Punjab University

The Allahabad University incorporated in September, 1887

Scope and character of Collegiate education

Dearth of College courses and standards of examination in the Universities of Calcutta, Madras, and Bombay

Statement of some important results of Collegiate education under the Universities of Calcutta, Madras, and Bombay, 1877-89

Examinations conducted by the Punjab University

xvi

TABLE OF CONTENTS

CHAPTER XIX

THE INDIAN EDUCATION COMMISSION OF 1882, AND SOME IMPORTANT FACTS AND STATISTICS COLLECTED BY IT IN REGARD TO ENGLISH COLLEGIATE EDUCATION

Indian Education Commission of 1882

Resolution appointing the Commission, dated 3rd February, 1882 .

Dates assigned to the Commission

Policy of encouraging the Grant-in-aid system to secure gradual withdrawal from high English education

Information as to Collegiate education collected by the Commission

Views of the Commission as to academic discipline

Statistics of Collegiate education, 1881-82

Average cost of Collegiate education per student, 1881-82

Tuition Fees in Arts Colleges in 1881-82

Approximate Statistics of the after career of Indian graduates, 1871-82

CHAPTER XX

THE GRANT-IN-AID SYSTEM INAUGURATED BY THE EDUCATIONAL DESPATCH OF 1854, AND CONSIDERED BY THE INDIAN EDUCATION COMMISSION OF 1882

Objects of the Despatch of 1854, as to the Grant-in-aid system

Scope and character of the Grant-in aid system

Relations of the State to private effort

Necessity of encouraging private effort

Limitations of State expenditure on higher education

Ultimate objects of the Grant-in aid system

General financial result of private effort

Summary of the views of the Education Commission as to private efforts

CHAPTER XXI

Views of the Indian Education Commission in regard to the withdrawal of the State from Higher English Education

Withdrawal of the State from higher education

Opinions of witnesses before the Commission

Bearing of the policy of withdrawal on Missionary education

Withdrawal in favour of Missionaries to be avoided

Position of Missionary enterprise in education

Limits of opposing views within the Commission

Considerations for and against the policy of withdrawal

General conclusion as to the policy of withdrawal

Recommendation as to withdrawal explained

Expected result of withdrawal

General principles as to transfer of State Colleges to private management

Views of the Commission as to the recommendations regarding transfer of Colleges to private management

Expectations of the Commission as to transfer of Colleges to bodies of Native Gentlemen

Recommendations of the Commission as to high education summarized

Decision of Government as to policy of withdrawal from high education

CHAPTER XXII

MORAL TRAINING AND RELIGIOUS TEACHING IN COLLEGES—Views of the Indian Education Commission—Mr. KASHINATH TRIMBAK TELANG'S DISSENTIENT MINUTE—Views of the Local Governments and the Director of Public Instruction of India upon the subject

Views of the Commission as to moral and religious instruction

Moral training in Colleges

Religious teaching in Colleges

Religious instruction in Aided Institutions

Recommendation as to a Text-book for moral instruction

Mr. Telang's dissentient Minute against the preparation of a moral Text-book and Lectures

Lectures on the duties of a man inefficient for moral training

Lectures on the duties of a citizen undesirable

A moral Text-book will be useless

Religious instruction impracticable

TABLE OF CONTENTS

XVII

Views of the Local Governments as to introduction of a Moral Text book

Page

117

Despatch of the Government of India as to the proposed Moral Text-book

"

"

Orders of the Secretary of State (Lord Cross) as to preparation of a Moral Text-book

Summary of the views on the subject

"

"

Resolution of the Government of India on the subject, dated 17th August, 1889

118

CHAPTER XXIII

Sir Alfred Croft's Review of Education in India in 1886, and its Statistics

119

Sir Alfred Croft's Review of Education in 1886

"

Collegiate education defined

"

Comparative state of Collegiate education, 1881 to 1885

120

Comparative expenditure on English Arts Colleges, 1881 to 1885

"

Average Fee of each pupil, 1881 to 1885

121

Increasing number of Non-Departmental Colleges in 1881 to 1885

"

Statistics of Collegiate education from 1885-86

..

"

English Arts Colleges,– 1885-86

122

Mypoilture on Arts Colleges, 1885–86

"

Proportionalate expenditure from public and from private funds on Collegiate education, 1885-86

123

Expenditure from Fees in Colleges, 1885–86

"

Proportion of Fees receipts to total cost in Colleges, 1885–86

124

Average cost of the education of each pupil in Colleges, 1885–86

"

Result of University Examinations in Arts, 1885-86

"

Comparative success of Government and other Colleges in University Examinations, 1885–86

125

CHAPTER XXIV

Mr. NATH's Quinquennial Review of our Progress of Education in India, 1887–88 to 1891–92, and its Satistics – Financial

Mr. NATH's Quinquennial Review of our Progress of Education in India, 1887–88 to 1891–92

Financial

position of the Indian Universities – Resolution of the Government of India, dated 7th September,

1893 – Return furnished after with in the Resolution

126

Mr. NATH's Review of Education in India, 1887 to 1892

..

Increase of attendance in Arts Colleges, 1887 to 1892

..

127

Number of English Arts Colleges in 1887 and 1892

..

Classification of Arts Colleges, 1887 to 1892

..

128

Most important Colleges in India

..

..

Expenditure on Arts Colleges, in 1887 to 1892

..

..

Proportionalate expenditure on Arts Colleges from public and private funds, 1887 to 1892

..

129

Average annual income per pupil in Arts Colleges, in 1887 and 1892

..

Proportions of expenditure on Arts Colleges from fees in 1887 and 1892

..

130

Average cost per pupil in Arts Colleges

..

Average annual cost to Government per pupil in Government Colleges

..

131

Average annual cost to Government on Aided Colleges

..

..

Results of University Examinations in 1891–92

..

..

132

General advance in higher English education during 1887–92

..

..

Comparative success of Government and other Colleges in University examinations, in 1887 and 1892

..

..

Summary of expenditure on high English education in 1887 and 1892

..

..

133

Sum of fees in Colleges maintained by

..

..

Financial position of the Indian Universities

..

..

"

Mode in University not satisfactory

..

..

Bombay University so partly dependent on Government

..

..

Calcutta University also independent of Government Grant in aid

..

..

Expenditure on the Punjab University

..

..

Financial of the Allahabad University

..

..

Resolution of the Government of India, dated 7th September, 1893, Reviewing Mr. Nath's Quinquennial Report on Education,

1897–92

..

..

134

University Collegiate Education, and its progress, 1881 to 1893

..

..

..

Statistics of Collegiate Education in 1893, as compared with previous years

..

..

..

135

Establishment of the Allahabad University in 1887

Degrees granted by Indian Universities, and their condition

..

..

Some important educational topics on the Government of India's Resolutions, dated 7th September, 1894

..

..

..

Policy of withdrawal, as affecting the Educational Service

..

..

..

Moral Training in Colleges and Schools

..

..

..

Physical Education in Colleges and Schools

..

..

..

136

viii

TABLE OF CONTENTS

Page

Education in Conferences

157

Committes for selection of Scholionl books

ib

Punishment for using illicit books during 1857 to 1802

158

Edict of inspection of aided institutions accordingly

ib

CHAPTER XXI

EDUCATION IN COLLEGES IN 1851 82 to 1895 96 & in 1901 02

The Communal Subject in the Indian Universities

159

Law Department in Colleges

ib

Medical Colleges

ib

The College in Dacca

ib

Engineering College at Poona

ib

Central Training College at Serampore in Calcutta

ib

Thomason Civil Engineering College at Roorkee

160

Punjab normal College 1881-82 to 1891 95

ib

Cond of Punjab and Cawnpore College in 1881 82

161

Law Classes in 1881 and its appointment

ib

Pablic normal Colleges, 1495 96

ib

Cond of Presidency Colleges

162

Re vult of intermdiate Profi-sional and B annitums, 1885 86

ib

Prc sent conditton of Benga i in Profes onal Education

ib

Law Colles, 1887 and 1898

ib

Nolter of m iicure in law Colleges

163

Layal India laureat with ll uppointing

ib

Advancer of h gher studi s in 1887 to 1892

ib

Progress of Medcal studi s in 1887 to 1892

ib

Expn diture on Medical Eduation in 1897 and 1892

164

Medical Dues and I uition in 1897 to 1892

ib

Statistics of Engineering Colleges in 1887 and 1892

ib

CHAPTER XXII

BACKWARDNESS OF MUHAMMADANS IN ENGLISH EDUCATION MEASURES ADOPTED BY GOVT TO REMOVE IT

Muhammadans in 1871-71

165

Hindus and Muhammadans in 1871 in ratio to their numbers

ib

Early opportunities of Muhammadan for English education

167

Pecuniary ap athy of the Muhammadan towards English education, 1702 1832

ib

Alleged causes of the backwardness of Muhammadan in English education stimulated by the Education Commission

ib

Clergy of Muhafizs of Muhammadan eduction in 1871 79

168

Resolution of the Clovernment of India, No 309, dated 7th August, 1871, on Muhammadan education

ib

Sub ward dues of idacation amonr Muhammadan deplorable Muhammadan literati was in noontraged

ib

Muhammadan Teachera of English to appointed and Muhammadan intituted by Grants in that the circle relating and

169

Induc Incentives to commence re Arabie and Persian literature

ib

The Resolution appointed by the Government of India in his Despatch No 12, dated 11th December, 1871

ib

Hagge v lotion by the Government of India to Muhammadan education in 1871, amount

ib

Resolution of the Clovemment of India, dated 15th June, 1873, on the resolution amongst Muhammadan

ib

Result at the Clovemment of Indial Revolution of 7th August, 1871, on Muhammadan education

ib

State of Muhammadan education reported upon

170

Primary education in the Vernacular largely grata of secondary and Higher Education amongst Muhammadan when

or are contrasted to Hindustans of Urdhu character

1

Backward dues of Muhammadan in Higler Colleggiate and Unversity Education most remarkable Consequently of ther con as

of mutilation in a pecunimry comas, it wa, is must be remedial

ib

Kindsyevon to roudy Muhommadan hav kwardlans gratifying

1 1

Steps taken in Madras and Bombay for Muhammadan its holds and encouragement of Persian and Arabic

ib

Monetary bonus implored in Bengal in adtore Muhammadan calucation by and of the Mohsin Endowments

ib

Syatem of Stale Indrustion in the N W Provinces and Oudh and in the Punjab, as favourable to Muhammadan as to

Hindus. Attentuation to Muhammadan education in the Cinatral Provinces, Mysore, Coorg and Bencar

ib

TABLE OF CONTENTS

Principles on which Muhammadan education should be encouraged by the State

. . . 153

Local Governments to encourage Muhammadan education according to local circumstances

. . ob

Summary papport of the Government of India's Resolution on Muhammadan education, dated 13th June, 1873

133

Reforms in the Calcutta Madrassa in 1871-73

Views of the Governmert of India upon the subject—13th June, 1873

ob

Application of the Mohsin funds towards Mahammadan Education in general in Bengal

154

Sir George Campbell's Resolution regarding measures adopted for Muhammadan education, 29th July, 1873

ob

Approval by the Secretary of State of the abovementhoned measures, 13th November, 1873

ob

CHAPTER XXVII

MEASURES ADOPTED BY THE VARIOUS LOCAL GOVERNEMNTS AS TO MUHAMMADAN EDUCATION UNDER THE GOVERNMENT OF INDIA'S

RESOLUTION OF 1571, AS AFARd IN THEIR REPORT OF THE EDUCATION COMMISSION OF 1882

Memorres taken in Madras for Muhammadan eduotion under the Governmert of India's Resolution No 300, dated 7th August,

1871

155

Results of measures for Mahammadan eduotion taken in M vitias

156

Measures for Muhammadan education taken in Bombay

157

Results of measures for Muhammadan eduotion in Bombay

158

Measures for Muhammadan education taken in Bengal

159

The Mohsin Endowmont at Hooghly applied to English education among Mahammadans in Bengal

ob

Results of measures for Muhammadan eduotion in Bengal

161

Measures for Muhammadan eduotion taken in the North Western Provinces

ob

Results of measures for Muhammadan eduotion in the North Westein Provinces

162

Indopondent efforts made by the Muhammidans of the North Western Provinces for English education

ob

The Muhammadan Anglo Oriental Colloge, Aligarh

163

Measures for Muhammadan education taken in the Panjab

164

Measures for Muhammadan education taken in Oudh

165

Measures for Muhammadan education taken in the Central Provinces, Mysore, Coorg, and the Berars

. . 167

CHAPTER XXVIII

CONCLUSIONS AND RECOMMENDATIONS OF THE EDUCATION COMMISSION OF 1882, ON THE SUBJECT OF MUHAMMADAN EDUCATION—REPORTS

OF THE LOCAL GOVERNEMNTS THEREON—VIEWS OF THE GOVERNMENT OF INDIA UPON THE SUBJECT

Condition of English eduotion among Muhammadan in Colleges, and Schools, as indicated by the statistics of 1881 82, in the

Report of the Education Commission of 1884

167

Table showing the atendance of Musalmans in their various Educational Institutions, Governmert, Aided and Unaided, as

compared with the total atendance in 1881 83

168

Noteworthy points in regard to the low percentage of Muhammadan students in English Colleges and Schools as compared with

the percentuye of Muhammadaus in the population

169

Conclusions of the Education Commission as to the condition of education among Muhammadan in 1882

.. ob

Recommondations of the Education Commission for promoting education among Muhammadan

ob

The recommendations formulated with reasons in brief

170

Govarnment of India's Resolution dated 3rd October, 1884, reserved subject of Muhammadan eduotion for soparate con

sideration

171

Memorial of the National Muhammadan Association of Calcutta on Muhammadan education, &c., in 1882

ob.

Resolution of the Government of India, dated 16th July, 1885, reviewing Muhammadan education and declaring policy of

Government

ob

Views of the Government of Madras on Muhammadan education in 1884

. . . 172

Observations of the Government of India thereon

. ob

Views of the Government of Bombay on Muhammadan education, in 1884

. ob

Observations of the Government of India thereon

ob

Views of the Government of Bengal on Muhammadan education, in 1884

. ob

Approval thereaf by the Government of India

173

Views of the Government of the N. W P and Oudh on Muhammadan education in 1884, and remarks of the Government of

India thereon

Views of the Panjab Government on Muhammadan eduotion in 1884

. . ob

Views of the Ohief Commissioners of the Central Provinces on Muhammadan education in 1884

. . ob

Views of the Administrations of Assam, Coorg, Berar and Britah Burma, on Muhammadan eduotion, in 1884

... ob.

Views and suggestions of the Government of India as to encouragement of Muhammadan eduotion in the various provinoes in

general ... ... 174

Memorable passages in the Resolution of the Government of India, dated 16th July, 1885

. . . ob.

TABLE OF CONTENTS

Muhammadans cannot advance without placing themselves in line with the Hindus in English education

Muhammadans cannot be exempted from qualifying tests for public service

The Government is not neglectful of the efforts for educational improvement among Muhammadans

Views of the Government of India in the Resolution of 15th July, 1883, on Muhammadan education, summarised

CHAPTER XIX

Progress of English education among Muhammadans, 1881-82 to 1891-92 - Returns of the Government of India on the

Statistics of Muhammadans receiving English Collegiate education in 1881-89

Returns of Muhammadans in English Collegiate education in 1883

Statistics of English education among Muhammadans during 1882-92

Muhammadan students in Universities' examinations in 1887 and in 1892

Statistics showing the number of Muhammadans who passed the various University Examinations in 1886-87 and in 1891-92

In the University of Muhammadans in Universities, compared with their percentage in the population, in 1891-92

Views of the Government of India on Muhammadan education, in the Resolution dated 15th June 1884

Views of the Government of India on Muhammadan education, in the Resolution dated 7th April 1893

Notions about prejudice to Muhammadan interests on other than official

Statistics of high education among Muhammadans considered apart from other than official

Notions about the chances of Muhammadan Urban population in English Collegiate education

CHAPTER XX

General review of the statistics of high English education among Muhammadans as compared with Hindus from

the establishment of Civil Indian Universities to the present period, 1858-1893

Comparative statistics of Hindu and Muhammadan graduates of Indian Universities, 1857-93 proposed

Multiplicativeness of the population of India

Population of British India in 1891

Consideration of comparative statistics relating to Hindu and Muhammadan graduates with reference to the total

Universities statistics, 1857-93

Distribution of Hindu and Muhammadan population into castes, etc., in 1891

Distribution and percentages of the Hindu and Muhammadan populations in the various provinces, in 1891

Hindu and Muhammadan in popular domination classified according to proportion of Indian population only

Percentage calculated with reference to the total Hindu and Muhammadan population only

Comparative statistics of Hindu and Muhammadan graduates, prepared from 'Calcutta University', 1858 '93 divided

into periods of five years each

Returns purporting to show Muhammadan graduates during the last four periods, 1854 to 1893

Signs of progress among Muhammadan graduates during the 6th and 6th periods, 1882-93

Statistics of graduates awarded in respect of the whole period, 1858-93

Statistics of great disparity between Hindu and Muhammadan graduates in late Mr. Perkins' administration in the '93

the want of high English education among Muhammadans in the various provinces shown in Universities statistics, 1884-93

Number of graduates per 100,000 of the Hindu and Muhammadan population, respectively, 1858-93

Table showing the number of graduates per 100,000 of each population, and the number of each population among women in

a graduate, from the establishment of the various Indian Universities to the year 1893

Progress of high English education among Hindus ten times as great as among Muhammadans, and limited in 100 only at the

population of each community, 1858-93

Debaracy in the number of Muhammadan graduates, according to the ratio of the Muhammadans to the Hindu population,

1854-93

Table showing the number of Muhammadan graduates as it ought to have been, according to the ratio of the Muhammadans to the

Hindu population, the actual number of Muhammadan graduates and the deficiency in their numbers, during 1858 to 1893

Explanation of the preceding Table, as showing the extent of the deficiency of the Muhammadans in high English education,

as compared with the Hindus, 1858-93

Proportionate number of Muhammadan graduates, as it should have been, according to the ratio of the Muhammadans to the

Hindu population, in 1858-93

Table showing the number of graduates of each race per 1000 of the total Hindu and Muhammadan graduates, and the proper

estimate number of Muhammadan graduates, as it should have been, according to the ratio of the Muhammadans to the

Hindu population

TABLE OF CONTENTS

xxi

Calculations in the preceding Table explained

Diagram I showing the comparative progress of high English education in Arts among Hindus and Muhammadan, 1858-93

Figures necessary to understand the calculations in the Diagram I

The foregoing Diagram explained

Abstract Tabular Statement, showing comparative progress of Hindus and Muhammadan in various branches of University education, 1858-93

Statistics of the backwardness of Muhammadan in all Departments of University education, 1858-98

Success of Muhammadan in University degrees only one tenth of what it should have been in proportion to their population

Diagram II showing the comparative progress of Hindus and Muhammadans in the Degrees of the Indian Universities, in various branches of learning, during 1858-98

Rate of progress of Muhammadan graduates in various faculties of the Indian Universities, during 1858-98

Progress of Muhammadans in Indian Universities, up to 1876, inconsiderable

Rate of progress of Muhammadan graduates in the faculty of Arts, 1881-93

Rate of progress of Muhammadan graduates in the faculty of Law, 1881-93

Rate of progress of Muhammadan in graduates in the faculty of medicine and surgery, 1881-93

Rate of progress of Muhammadan graduates in the faculty of Engineering, 1881-93

Rate of progress of Muhammadan graduates in all the faculties of the Indian Universities, from 1881 to 1593

Future prospects of the Muhammadans in regard to University Degrees

Diagram III showing the rate of progress of Muhammadans in Indian Universities, from 1858 to 1888, explained

CHAPTER XXXI

PROPORTION OF MUHAMMADANS IN THE GREAT POPULATION OF INDIA - THE PROPORTION OF THE PROGRESS OF ENGLISH EDUCATION AMONG MUHAMMADANS IN COLLEGES AND SECONDARY SCHOOLS, AND IN THEIR INDUSTRIES

Proportion of the Muhammadan in the general population of India

Territorial distribution of the Muhammadans in India

Rate of progress of English education among Muhammadans in Arts Colleges, 1882-92

Rate of progress of Muhammadans in English Arts Colleges in Madras, 1882-92

Rate of progress of Muhammadans in English Arts Colleges in Bombay, 1882-92

Rate of progress of Muhammadans in English Arts Colleges in Bengal, 1882-92

Rate of progress of Muhammadans in English Arts Colleges in the North Western Provinces and Oudh, 1882-92

Rate of progress of Muhammadans in English Arts Colleges in the Punjab, 1882-92

Total Rate of progress of Muhammadans in English Arts Colleges in India, 1882-92

Prospects of English education among Muhammadans in Arts Colleges

Diagram IV explained

Rate of progress of English education among Muhammadans in Secondary Schools, 1882-92

Rate of progress of Muhammadans in English Secondary Schools in Madras, 1882-93

Rate of progress of Muhammadans in English Secondary Schools in Bombay, 1882-92

Rate of progress of Muhammadans in English Secondary Schools in Bengal, 1882-92

Rate of progress of Muhammadans in English Secondary Schools in the North Western Provinces and Oudh, 1882-92

Rate of progress of Muhammadans in English Secondary Schools in the Punjab, 1882-92

Total Rate of progress of Muhammadans in English Secondary Schools in India, 1882-92

Prospects of English education among Muhammadans in Secondary Schools

Diagram V explained

Apparent success of English education among Muhammadans in the N-W Provinces and Oudh explained

Urban population of India, considered for educational questions

Proportion of Muhammadans in Urban population best test of progress of English education among them Diagram VI explained

Percentage of Muhammadans in the Urban population of the N-W Provinces and Oudh

Sir Auckland Colvin's views as to the proportionate claims of Muhammadans in Education and Public Service in the N W Provinces and Oudh

Diagram VII explained

CHAPTER XXXII

GENERAL SPREAD OF ENGLISH EDUCATION IN INDIA, ACCORDING TO THE CENSUS OF 1891

Statistics of the general spread of English education in 1891

Table showing literacy and knowledge of the English language among the various classes of the population of India, according to the Census of 1891

Concentration of literacy, especially English, in certain classes of the population

Proportion of the English-knowing Literates

xxii

TABLE OF CONTENTS

Page

Literacy, especially English, among the males

211

Abstract of statistics of English Literature

213

Remarks on the statistics of English knowing Literates

General extent of Literacy

213

Condition of Literati

CHAPTER XXIII

EXPERIENCE AND TYPES OF THIRTY YEARS' LABOURING THE POLITICAL, SOCIAL, MORAL AND RELIGIOUS EFFECTS OF ENGLISH EDUCATION AMONG THE PROPER PEOPLE IN INDIA (Extracts from the Educational Commission of 1882 on the subject)

Comparative spread of the effects of English education in India

215

Effects of English education elaborated

Desirability of English education in the controversy, but views of comment nevertheless important

Interpretations of the Hon'ble J. S. Mill's statement as to political effects of the English education during 1793-97

215

Political objection to the spread of English education formulated

Colonization of Europe was in India a separate question from education

Presence of a certain number of Europeans in Public Service and Commerce is nevertheless an India, but unconnected with education

Employment of Natives in Military command unnecessarily

Disaffection to foreign domination and taxation

217

Political objection to English education is purely hypothetical conjecture opposed to theory in principle

Tendency of Christian (teaching) favourable subversion and good order is among the people

Advant age of Christianity does not forbid any possible political evil orally

218

While political danger from diffusion of English literature, in arts and sciences the remote for practical conclusion

Abolition of caste prejudices and improvement of religion and social feelings will be gradual result of education and will not be violent revolution

Spread of the European and European cultivation not conducive to dangerous form of Government or assertion of independence

219

Christianity cannot suppress the debility arising effects of the inferior climate

Vegetable diet and absence of masculine virtues namely the Hindus will check rather than the spread of rebellion

220

Natives of India will not become tolerant for English liberty

Abjure of superstitious rights for the English inhabitants in India will protect Natives from clamour more liberty

69

Conduct of British American colonists furnishes no example for India owing to dissimilarity of physical and natural conditions

Natives will prefer British protection to independent

Difference between the American Revolution and present circumstances in India

223

Comparison between the American Colonists and Natives of India

Future liberty cannot flourish among the massacred people of India

Spread of English cultivation will promote prosperity, it spiritual communion, and morality in India

50

Importation of the question "Whether it will be means of prejudicing the British Empire in India?"

226

Mahammadan conquest of India made by molestation of fortune

Military History and Mahammadan form a great standing army of mercenaries, ready to hire for our purpose of warlike

with an eye to plunder

Military domination in India, both Hindu and Mahammadan, has gone fatal after dissolution of their political union in general

227

Frequent conquests of India by foreigners probable danger in British Rule from unmilitary and still

Loyalty of the Sepoy through sympathy, not their unsophistication and immutability, may be endangered by a change in their

only of the people supplantants and survivals by supplanting Kshudras in lights immut

Assimilation and a common bond of union between the English and the Natives are necessary for permanent British dominations

in India

230

Policy of Alexander the First in assuming Asiatic to the European system and manner their loyalty, which he

followed by the English in India

New principles of attachment, morality and industry among the people of India will be conducive to their loyalty to the British

rule

Revolutions in Europe, such as the French, affect Indian politics

237

Knowledge of English character and manners will assimilate the Natives

Indifference of Englishmen to religion will render Natives indifferent to every system of religion

Anarchical principles liable to take the place of superstitious religion

Increase of low class Europeans in India liable to contaminate the Natives, and increasing property of landholders tends to

strength pride and disorderly propensities for which English religion and morals provide a remedy

Sir Charles Grant's Note to his Treatise

Resolutions passed by the House of Commons on the subject of educating India in 1793

238

TABLE OF CONTENTS

XVIII

Discussion of the subject in the Court of Proprietors of East India Stock in 1793

Page

229

Objections urged in the discussion

„

„

„

ib

Arguments employed in the controversy

The objection and arguments answered

230

Mr Sin wlr. vindication of Missionary effort

231

Norlity of the assertion thus thu larght Nativeos have pure morality and strict virtua

„

ib

Objection is to expmienoes of the scheme of education unwarranted

„

ib

Opposition to Christianizing Judias unjustifiable

„

ib

Six (Clauses Iesoly in't. viz wo on the education of the people of India, 1838

232

Opposition not of introducing English education in July 1, 1834

„

ib

Natives in idy to co open ade with fluencyment in English eduction

„

ib

Efforts of the Missionaries to spread English education

„

ib

Real desire of Natives to obtain English education

„

ib

Popular demand of English education in India

233

Undoubted duty of Engl and to eduate India

„

ib

Periling of honest Englishmen to almanster Judias for the benefits of its people

„

ib

The Muhammad un and Hindo systens of foreigmnt retciined

„

ib

Effect of English Interature I viewn to maintain sare of British rule

234

Infusion of European in uli is wall indes Nativesy depenlent on English protection

„

ib

Connexion ion of Eur land with India I inookh be pumunent

„

ib

Nativesy clari act in Burlish will mould that pauperisets under British protection

„

ib

Clanstial inde pendence of India will be friendly to British commercial intrecion

„

ib

The example of Rourmus in civilizure Europe and creating independent laxly in religion duly much be followed

238

Policy of Empurion Al first to le adopted

„

ib

Ambitim of Kroch di edur ded Nativesy for a national axe prial at liverse new why graduilly lecmaning the English Idain

„

ib

Popular eduration will be in vain los city of Nativesy Army

„

ib

Norwith I standing I frequm neutrality of the British English iducation will difat supersistony pacehall of Hindust and mollify the Muhammad unus

237

Question of eduation in Indhan could be solved by apending the interest of only £1,000,000 annully, and secure attachment of Nativesy to British Rule

„

ib

Min (Clausey Thry lyin't. lierament of English eduration how far justified

238

Rehumeos and in ul flict of Burlish iducation up to the date and ending in 1836

„

ib

Rise of the Muhammad sapie colntry Hindus in prejudices and suparstitions

„

ib

Lattlie flict of Cliristanty, in the more advanced Provinces

„

239

Ca f propriety gradually yielding

„

„

„

ib

Nativesy Muhammad and Assutlims

„

ib

Surprise of Europeans travelling and the absence of mutual intercourse between the English and the Natives

„

ib

Absence of community between the English and the Natives prejudical to mutual intimacy

„

ib

The Edinatun Commussion's opinion as to the effect of English edllograto insdruetion upon the calightoument of the people,

240

The protestomane which the Majority of English edurcated Natives adopt

„

„

241

Favourable opinions of Men like M R Weutrop, Sir W W Birdlbm, and Sir Charles Trevel

„

„

Morality of u, studenta of English Collegeso

243

Dallenency of English educated Nativesy in botnneos of motives, courtesy and good manners, explained

„

„

English edllograto edur idu tion on then whole beneural

„

ib

Importance of the sinows of government Indhan Skatemen as to the general effects of English education

„

ib

Sir Ric hard T'employ's views as to early efforts of English education

243

Enlightenment of the Brahmo met Dhowrs of edllograto Nativesy of filling the boundary while the Europaeans were to defend it

„

ib

Human cati c di preated high eduration

„

ib

Undue and disproportionate attention to literature and philomophy to the sacrifice of scientific and practical instruction

„

ib

Important questions commented by Sir Richard Templo as to the effect of British Rule upon the Indian people

244

Has English eduration elevated Natives character ?

„

ib

English eduration has taught integrity and removed superstition, and improved morality and intllectoal capacity

„

ib

Ethical and ephitualie instruction, recombined with good example of the British Rule, have importunt educotional efforts

„

ib

Moral and ephitualie efforts of English literature beneficial, and creates enthusiasm of humanity

245

Indian Art

„

„

„

„

Disunionised administrators of Native States

„

„

„

ib

The Mahratta Brahmins profit by English education

„

„

ib

Native authors

„

„

ib

Progress of physical science among Natives

„

„

„

„

XXIV

TABLE OF CONTENTS

Page

New religions sects due to English education

245

English education will not impair the originality of the Natives

"b

Female education in need of benevolent effort .

246

Indian vernacular literature encouraged

"b

What effect has English education on existing religions?

"b

Christianity has not affected Mahommedanism, but the educated classes of Hindus adopt it, and Christianity is injuriously advancing among the masses, but not among the masses

"b

Caste is shaken among educated classes but not among the masses

247

Are educated Natives discontented ?

"b

Discontent of educated Natives in British Territories as distinguished from Native States

"b

Discontent of educated Natives owing to exclusion from European society in India

"b

Demand by educated Natives for improved status and emoluments

"b

Impotence of educated Natives for official situations

"b

Natives will deprecate representative institutions

"b

Educative franchise already allowed in Municipalities of Indian capital cities may be extended even to Legislative Councils

248

High education should not be abandoned owing to political discontent

"

The educated classes in India brought up under literary supervision follow sinuous professions, and loyalty of educated Natives militates largely on the whole

"

Rectitude of native officials of the upper and middle grades is susceptible to English education

"

Misconduct of educated Natives of lower grade

249

Advance and improvement of the legal profession among Natives

"b

Bypassing of the Parsi Office in matters and the mental and moral purgation of the Natives

"b

Impotence of the efforts of English education among the Natives with reference to the Bali-bali Rule having a portent to revision

"

Aspiration of educated Natives for self-government and political power

260

Pact taken by the Natives in local self-government

"b

Native Association loans for representing wishes of Government

261

Formal kindness in a lovable character of the Natives

"b

Characteristic benevolence of the Natives

"b

Benevolence by Government of charitable endowments by Natives

"b

Benevolence in India defective in 2 species of physical and natural sciences

"b

Mahommedans not shaken by English education, but educated Hindus became more pure

"b

Educated Natives discard Hindu Mythology without becoming atheists or materialists The Brahmois, or Hindoo Theists, to expound

262

Educated Hindus investigate the ethics and primordial religion of their pre-historic ancestors, contained in the Vedas

"b

Unambitious ambition of educated Natives liable to fail in vindicating equality of native newspapers

"b

Danger of discontent among educated Natives for want of suitable employment

"b

Government is unable to purchase talents of all educated Natives, but there is room for practical professions, and it is advisable

263

Improvements, Scientific Agriculture, etc

"

Good done by benevolent Societies, much availed by the National Indian Association in England

"

English education tends to heathenise if it alienates the Natives towards the English nation

"b

Promising prospect of the numerical and moral progress of the Natives

"b

Sir Richard Temple's views on the moral involution

"b

Sir John Shore's Lord Teignmouth on India leading to the University of Cambridge, in 1841

"b

Its estimate of the steps to be taken on education in 1845-46, and the extent of literacy in India

"b

Number of highly educated Natives ordinarily still, graduations being in low ebb during 20 years ending with 1853

"b

Sir Henry Maine's estimate of 25,000 well educated Indian gentry men in multi-labors in the rural districts

"b

English knowing Natives fit for ordinary clerical work numerous, and some time to higher rank in the service and profession

"b

Enormous mass of Initial ignorance is a great danger to the British Rule

"b

Sufficient encouragement not yet given to science and industrial arts Native Legislatures and Native Judges is both results of English education

256

Study of English rightly encouraged for Western knowledge, but Oriental literature unduly ignored

"b

Further passages quoted from Sir John Strachey's work on India

"b

English speaking Bengalis supplant the mandarins, to the detriment of the ryots, and misrepresent motives of Government in newspapers

"

Absence of sympathy among English-speaking Natives of Bengal towards their less educated countrymen

267

Native English newspapers of Bengal often display, feebleness, and uncharitableness

"b

Unrealised outcastes and haurid and cruel practices still prevalent in India, and not reprobated by educated Hindus

"b

Child-marriages among Hindus lead to early degraded widowhood, yet educated Hindus do not reprobate the custom, or help Government to suppress it

268

Educated Natives, whilst asking for political enfranchisement, have no zeal for reform in social and religious usages

"b

TABLE OF CONTENTS

The Indian National Congress, whilst putting forth political aspirations, excludes all social reforms, and is chiefly composed of men of small education who do not represent the people of India

...

288

Legitimate claims of the Native, if limited to held imparting public office should be satisfied

289

Appointments should be given to the Natives of India of approved merit and ability, but the same tests of selection which apply to Englishmen are not applied to the Natives of India

ib.

The greater moral power of Christianity cannot be entrusted to Natives, or impinge on the exigencies of the British dominion

ib.

Legitimate claims of Englishmen, and the claims of the Muhammadan, in connexion with the administration of India, should not be ignored

290

Natives of Civilian India unwilling to go nominally under Native influence

ib.

Sporadic kind of Annual Khirnm on the part of Muhammadans, and the rural National Congress

ib.

The Far Dakimuna the greater of the services of India under Hindu Rule

291

Lord Lawrence's sympathy with the purposes of India under British Rule

ib.

Enlightened Hindoos not likely to be popular in India

ib.

Imperfect sympathy between the Native and their People's high regard

ib.

Conservatism of the Indian population prevents agitation of ambitious and aspirations of the people

292

India should be governed on sound principles, and political institutions, agencies and superintendents of the people

293

Sir James Stephen's view of the political constitution of the British administration in India, quoted

ib.

Sir Alfred Lyall's view on the subject of fanaticism on India and its purposes

ib.

Analogy between the Ilbertian agitation and the analogous latent form of the people

Solid unrest and power which had its fate in Rule in India will destroy its future progress and intellectual expansion, but the crumb of some handfuls may remain

294

Unwisdom of de-nationalising and worldliness point to hostile and rival interest in India

295

Duty of the English to maintain and retain a hold on the temporal and spiritual ground

296

Bharat Nidhi University should alter the course with the Bengal Viceroyalty upon ultimately premature

ib.

Sir Monier Williams' view on fostering national religion in India

ib.

Education is upon authority of the British in India

ib.

Unanimity general results of English Education

... 296

Tendencies of English Education

ib.

Absence of distinctive scheme for returning the lower classes

ib.

Sir Alexander Grant's view on the prospects of English Education

... ib.

CHAPTER XXIV

APPLICATION AND PRINCIPLES OF KANT II DIRECTIONS IN INDIA

Various stages of the polices of English Education inculcated

...

307

Present policy of English Education, based upon the expressed recommendations of the Education Commission of 1883

... 308

Precarious Moody's view on the mutual independence of England and India

... ib.

Policy of non interference with Indian life and thoughtfulness inculcated in 1833

ib.

Policy of giving English Education in 1835, and imposed in 1856

... ib.

Mr. H. W. Thomas' History on English Education in India, 1860

... 309

Hammocks of Mr. Thimmiah Vriddhi

... ib.

Importance of primary education in India

... ib.

English Education has done very little for the masses of the people

... 270

Elementary education should be entrusted to failure hands

... ib.

The filtering down theory of education in faltering hands

... ib. "

A highly educated literate class not needed for material requirements of India, and prevents discontented meditation

... ib. :

Trouble and professional education needed for material prosperity of India, and good feeling amongst the population

277

Upper classes of India have known in deliberation

...

281

The future progress to be English Education

... ib.

No greater injury to vernaculars can be experienced till the rulers concern are attracted to English Education

... ib.

Importance of English Education to the amelioration of the lower classes

...

282

Brief retrospect of the history of English Education

... 278

Conclusion

... ob.

HISTORY

OF

ENGLISH

EDUCATION

IN

INDIA.

CHAPTER

I.

INTRODUCTORY

The

origin,

rise

and

progress

of

English

education

in

India,

and

its

gradual

development

into

an

important

branch

of

the

administration

of

the

State,

constitute

one

of

the

most

significant

episodes,

not

only

in

the

annals

of

India,

but

in

the

history

of

The

subject

proposed.

realized

world

"The

British

rule

in

India

is

the

most

wonderful

phenomenon

the

world

has

ever

seen

That

rare

thing

in

a

distant

region,

differing

from

us

in

language,

in

manners,

in

religion—

in

short,

in

all

that

distinguishes

the

inhabitants

of

one

country

from

those

of

another,

should

tamely

over

the

limitations

which

nature

has

placed

in

its

way,

and

submit

under

one

sceptre

the

various

peoples

of

this

vast

continent,

is

wonderful

enough

But

that

they,

who

have

thus

become

the

masters

of

this

soil,

should

not

with

those

feelings

and

motives

which

inspired

the

conquerors

of

the

ancient

world,

but

should

make

it

their

first

principle

of

their

government

to

educate

the

millions

of

a

subject

race,

by

establishing

peace,

by

administering

justice,

by

spreading

education,

by

inaugurating

the

comforts

of

life

which

modern

civilization

has

bestowed

upon

mankind,

is

to

us

a

manifestation

of

the

hand

of

Providence,

and

an

assurance

of

long

life

to

the

union

of

India

with

England"

Much

were

the

words

employed

in

an

Address

presented

to

Lord

Lytton,

when

Viceroy

of

India,

on

the

8th

January,

1877,

on

the

occasion

of

his

laying

the

foundation-stone

of

the

Muhammadan

Anglo-Oriental

College

at

Aligarh,

a

few

days

after

the

Imperial

Assemblage

at

Delhi,

held

in

honour

of

Her

Majesty's

assumption

of

the

title

of

"Empress

of

India"

The

worth

of

the

Address,

when

seriously

considered,

have

greater

significance

than

the

legislative

enactments

or

Ordinances

Of

all

the

measures

by

which

the

British

rule

has

been

adopted

for

the

material

and

moral

progress

of

India,

more

important

or

more

influencing

in

its

moral,

social,

and

political

effects

than

the

inauguration

of

the

policy

of

imparting

knowledge

of

the

English

language,

literature,

and

science

to

the

people

of

India.

The

policy

as

inaugurated

in

its

nature,

other

nation,

within

the

range

of

ancient

or

modern

history,

and,

indeed,

though

more

than

half

a

century

old,

has

not

yet

pursued

the

stage

of

experiment.

That

the

spread

of

English

education

among

the

people

of

India

has

already

produced

a

vast

effect

upon

their

religious,

moral,

social,

and

political

ideas

and

aspirations,

cannot

be

denied

by

any

one

acquainted

with

the

country.

Nor

can

it

be

denied,

that,

in

all

those

respects,

the

spread

of

English

education

will

produce

even

greater

consequences,

and

more

pertout

in

the

future.

But

as

far

as

the

present

writer

is

aware,

no

attempt

has

yet

been

made

by

any

author

to

describe,

with

requisite

accuracy

of

detail,

in

what

manner

the

policy

of

spreading

education

in

India

originated,

what

were

the

objects

with

which

it

was

inaugurated,

what

were

the

principles

upon

which

it

proceeded

in

its

gradual

development,

how

it

has

steadily

made

progress,

and

what

its

general

outcome

has

been,

with

reference

to

such

statistical

results

as

are

within

the

reach

of

an

historical

account.

Writers

upon

the

general

history

of

British

India

are

naturally

more

concerned

with

battles

and

treaties,

conquests

and

annexations,

legislative

measures

and

financial

administrations,

than

with

a

subject

such

as

the

spread

of

1

2

ENGLISH EDUCATION IN INDIA

English education among the people of India. They could not be expected to spare time, or find space, for a

subject which, however important and enduring its effects may be, presents so slow and gradual a growth as to

escape the notice of the writers of political history, and, not unfrequently, the attention even of the statesmen who

are naturally more concerned with the urgent work of present administration than with the past history of any

special branch of the administrative policy. Thus, whilst even the least historic of Indian officials, or almost

entirely, silent upon the subject of the rise and progress of English education in India, the official and other

information upon the subject is so scattered among Departmental Blue-books and Parliamentary Papers, that

no ordinary reader, however deeply interested, can be expected to find any easy access to those records, or to spare

time to arrange the mass of facts, and leading features and statistics of the subject of his interest. The need for

a book which would readily furnish ready information upon such an important subject seems to be growing with the

advance of English education, and the growth of intellectual and political thought among the people of India,

and the present work is an attempt to supply such a need.

It will be readily observed, that in accomplishing the task thus set before me, a considerable portion of the

work must be devoted to describing the early history of the origin and object

Its Arrangement

the principles upon which it has proceeded in its gradual advancement, the establishment of colleges, and chief

its individual efforts in both of English education in India, the motives with which it was undertaken, and

on the Department of Public Instruction, as a branch of the State administration in India. It will thus be

necessary to pursue the subject further, by giving an account of the Indian Universities, and ascertaining the

statistical results of the progress of high English education, under the system adopted by them during the last thirty-six years, that is, from their establishment since 1857, down to the present period ending with

the year 1893. And in dealing with this part of the subject, it will be my duty to introduce and examine

the Mohammedans, respectfully, but freely, comparisons between the progress of high English education among the Hindus and

intellectual and moral growth, and the social and political welfare of the Mahomedans of India, to form some

approximate estimate of the future prospects of that community, and the manner, which may be adopted for

their amelioration and prosperity, as contented and loyal subjects of the British rule in India

CHAPTER II.

EARLY POLICY OPPOSED TO THE INTRODUCTION OF ENGLISH EDUCATION IN INDIA

MR. CHARLES GRANT'S TREATISE, WRITTEN IN 1792 OR '97, A.D., ON THE MORAL

AND INTELLECTUAL CONDITION OF INDIA

During the early period of the administration, the East India Company did not recognize the promotion of

education among the natives of India as part of its duty or concern. Had it

early Administrative Policy

or capitalist then laying the foundations of Imperial dominion, having for its object the promotion, prosperity, and

enlightenment of its subjects. In his statement before the Select Committee of the House of Lords, on the 13th March

1813, the well-known historian of India, Mr. John Clarke Marshman, gave the following sketch of the early policy

of English education in India -

“For a considerable time after the British Government had been established in India, there was great

opposition to any system of instruction for the Natives. The feelings of the public authorities in this country

were first tested upon the subject in the year 1792, when Mr. Wilberforce proposed to add two clergymen to the

Church Establishment of that year, for ministering as well as masters to the Natives in India, this gentleman opposed

in the Court of Proprietors, and it was found necessary to withdraw the clause. That prejudicial gave rise to a very

memorable debate, in which, for the first time, the views of the Court of Directors upon the subject of education,

that we had just lost America from our folly, in having allowed the establishment of schools and colleges, and

that it would not do for us to proceed the same act of folly in regard to India, and that if the Natives required

anything in the way of education, they must come to England for it. For 20 years after that period, down to the

year 1813, the same feeling of opposition to the education of the Natives continued to prevail among the ruling

authorities in this country. In the year 1813, Parliament, for the first time, ordained that the sum of £10,000

should be appropriated to the education of the Natives, at all the three Presidencies. In 1817, Lord Minto,

after he had looked the power of the Nulavatus, for the first time, announced that the Government of India did

not consider it necessary to keep the Natives in a state of ignorance, in order to preserve its own power

on this monument, the Calcutta School-book Society and the Hindu College were immediately formed. Lord

Minto, also gave the largest encouragement to Vernacular Education, and soon after the establishment of Native

newspapers, but there was at that time, and for a considerable time after, enjoyed the confidence of the

Government in India, were cutirely in favor of combining the assistance given to education to the encouragement

of Sanskrit and Arabic Literature. This state of things continued down to the year 1835, when Lord William

Bentinck, along with the advice of Mr. Macaulay and Sir Charles Trevelyan, determined to withdraw the

Government support from the Sanskrit and Arabic Institutions, and to appropriate all the funds which were at its

disposal exclusively to English education.

For the purposes of this work, however, it is necessary to trace, as fully as possible,

the historical origin of the idea of spreading a knowledge of the English language, literature, and sciences

among the people of India, and the various shades of political opinions which were, from time to time, entertained

upon the subject.

Among the most notable philathropie Britons-statesmen of the latter part of the last century, was the Right

Honourable Mr. Hastings. Grant, an eminent Scotchman, the friend of Schawolii "He went only to India, hecame one of

Diroctor of the East India the most distinguished Directors of the East India Company, represented

Company for many years the Company of Invennens in Parliament, and was, among with

Wilberforce, Thornton, Zachary Macaulay, and others, a leading members of the Clapham sect, distinguished by

Sin James Stephen in his Ecclesiastical Biograpy. He died in 1823 aged 77* During his long, useful and distin-

guished career, the condition of the people of India and their future prosperty, were matters of great concern to

him, and his position as a Member of Parliament, and, at the same time, one of the members of the Court of Direc-

tors of the East India Company, enabled him to take partinlarly active interest in the all airs of this country. In

1792, he wrote a considerable able treatise "Ohservatons on the state of Society among the Asiatic subjects of

particularly with a pert to Morals, and on the means of Improving it" † 'This treatise, which appears to have been

kept by the author for some years for improvement and revision, was at last submitted by him to his colleagues,

the Court of Directors for the affairs of the East India Company, with a letter, dated 10th August, 1797, asking

them (to use his own words) "The you may be pleased to receive this treatise in the looting of one of those many

Papers of hnmme, with which the records of some Governments have been furnished, by the observation and expe

rience of men whose time and thoughts have been chiefly employed in the concerns of active life" The treatise

is a most valuable essay upon the moral, intellectual, and political condition of India at that times, and abounds in

philosophical suggestions, philanthropic sentiments, and sound principles of administrative policy. It appears,

however, to have remained buried in Parliamentary Blue-books as an appendix to the Parliamentary Papers of

1852-3, and I shall therefore condescendable passages from it to throw light upon the early origin, reasons, and

premises of the policy of the British rules, in introducing a knowledge of the English Literature and science among

the people of India.

The treatise begins with the following -

"Whatever diversity of opinion may have prevailed respecting the past conduct of the English in the East,

His Philanthropro Treatise all parties will concur in one sentiment, that we ought to study the happiness

on the moral and intalloctual of the vast body of subjects which we have acquired there. Upon this prin

condition of the Natives of postiton, taken as a truth of the highest certainty and importance, the following

India, written during 1792-97, observations, now submitted with great deference, are founded.

Although in theory it never can have been denied, that the welfare of our Asiatic subjects ought to be the object of our solicitude, yet, in practice, this

acknowledged truth has been but slowly followed up, and some of the inferences which are delinrible from it,

remain, as it should seem, still to be discovered. Of late, undoubtedly much has been done, and exceedingly done,

• Printed Parliamentary Papers-Second Report of the Select Committee of the House of Lords (1852-53) on Indian Territories,

p. 138

† Charnber's Encyclopædia, Sup. Vol X, p 648.

‡ Printed Parliamentary Papers relating to the affairs of India : General, Appendix I, Publo (1832), pp. 8 to 89.

4

ENGLISH EDUCATION IN INDIA

to improve the condition of our subjects in the East, yet upon an attentive examination it may, perhaps, be found, that much still remains to the perform'd *

After giving a short historical sketch of the territorial acquisitions of the East India Company, and a brief review of the British administration of those territories, the treatise devotes Chapter II to a " View of the State of Morality among the Hindoo Subjects of Great Britain, particularly with respect to Morals," and the following extract, taken from the earlier part of the chapter, represents Mr Charles Grant's opinions upon the subject It is quoted here, as the risk of prolixity, has not restrained consideration, being the views of an important statesman connected with the administration of India, expressed a century ago It was -

" In pronouncing the proposed enquiry, the State of Society and Manners amongst the people of Hindustan, and more particularly among those who inhabit our territories, becomes, in the first place, a special object of attention It is an object which, perhaps, has not received that attention and particular consideration, to which, from its importance in a political and moral view, it is entitled

" It has satisfied the views of some philosophers to represent that people as amiable and respectable , and a few late travellers have chosen rather to place ' some softer traits of the in character universality, however, of those who have written concerning Hindustan, appear to have concurred in animadversions which others, that they are a people exceedingly depraved

" In proportion as we have become better acquainted with them, we have found the description applied in a sense, beyond the conception even of former travellers The writer of this paper, after 'pending many years in India, and a considerable portion of them in the interior of our provinces, inhabited almost entirely by natives towards whom, whilst acknowledging their views of their general character, he always lived in habits of sound will is obliged to add his testimony to all preceding evidence, and to avow that they exhibit human nature in a very degraded, humiliating state, and also at once objects of aversion and of commiseration The utmost in an vast a body as the whole Indian people, there must be, though the general features are vis 'nally

" Among this people, the natives of Bengal rank low, and those, as best known and forming the limit of our enquiries, will be particularly in view in this

As to the character of the divines of our Asiatic subjects, are held more particularly in view in the

Bengalis say The Mahomedans who are mixed with them, may, in regard to manners and morals, often be compared with under the same obligation', but some, thing distinct shall afterwards be imposed concerning them

" Of the Bengalees, then, it is true, most generally, that they are destitute of that wonderful delicacy of the i qualities which we require to the security and comfort of Society This want of truth, honesty, and moral character and credit, nor men when have them are still soln to maintain their reputation of them, and this , who is also known to be devoid of them sink into contempt It is not so in Bengal The qualities themselves are not gone, that men do not found their pretensions in Society upon them , they take no pains to disguise or to keep up the credit of possessing them Those vices are not the faults by which connexions and associations are regulated, nor does the absence of them, however plain and notorious, greatly lower any one in public v estimation, nor strip him of his acyuired Want of veracity, especially, is substantial, that a man but truth to dolent, he will hardly fail to recede to falsehood for its support In matters of interest, the pursuit of Lying, some so natural, that it gives no provocation, it is trusted as an unavoidable indulgence, a mode of proceeding from which general toleration has taken away offence, and the practice of cheating, purloining, fraud and natural evil, against which they will defend themselves as well as they can, but at which it would be angry Very flagrant breaches of truth and honesty pass without any deep or lasting stain The resolution of Tippoo, in recently deceiving Lord Cornwallis, in the face of the world, the sentiments of that cupitation which he had shamefully broken, was merely an example of the manners of this country, where such things occur in common life every day

" In the worst parts of Europe, there are no doubt great numbers of men who are sincere, upright, and conscientious In Bengal, a man of real veracity and integrity is a great phenomenon, one scarcely in the whole of his conduct, it is not to be found, in an unknown character Everywhere in this quarter of the globe, there is still much generous trust and confidence, and men are surprised when they find themselves deceived In Bengal, distrusted in awaken in all transactions

• Parliamentary Papers relating to the affairs of India, (General Appendix I, Public (1859), p. 3

bargains and agreements are made with mutual apprehensions of breach of faith, conditions and securities are

multiplied, and failure in them excites little or no surprise.

"A seasons proposal made to a Native, that he should be guided in all his intercousrse and dealings by

the principles of truth and justice, would be regarded as weak and impracticable 'Do you know,' he would reply,

'the character of all those with whom I have to act ?' How can I subsist if I take advantage of nobody, while

every person takes advantage of me ?' Friends, deceoptions, evasions, and procrastinations, in ovary line of life,

in all professions, porpetually occur, and forgories also are often resorted to with little scruple

"If unhadrnce is from necessity or ciodnlity at any time imposed, it is consolored by the other party as the

season of harvest 'How will omit to seize such an opportunity of profit The

Betrayal of confidence

vour to transfer to lumself what he can gradually purloin of the moneys and the influence of his principal, thus

agent is in the meantime puyced upon in a small way, though on a smaller scale, by his dependents, especially

if property his rendered him les vigilant But suppose him, by a slow, silent, and systematic parnsh, to

have accumulated a large fortume, and to leave it on his death to his son, the son, rich and indolent, as in

tain supercatly fleeced by his domestics

"Mundal servents who have been long in place, and have even evinced a roal attwhimont to their musterw,

are nevertholess in the habitual practice of pillfering from them If a nephew is untusted by an uncle, or a son

by his fathen, with the management of his concerns, there is no certainty that he will not hurt up a seperate

interest of his own Wardslnps and creatolshps, tiusts of the most necessary and sacred kind, whirh all men

leaving property and infant children must repose in surviring frimds, are in turn many instances grossly abused

The confidence to whilh the Bengalees are most true, is in the case of illcit practice, on whirh occumons they

act upon a point l'honneur

"Wen the Buropeans, though in general possessed of power and of comparntive strength of chnracter,

which makes them to be partially feared, yet as often as they are cuolexs or credulous in their transactions

with the Bengalees, find that they have fallen into the hands of harpies

"Through the influence of similar principles, power entrusted to a native of Hindoostan is held of

Vonality of the Natives of being ever void tyrannically, or perverted to the purposes of injustice Official

India in the distribution of or munificent employments of all sorts, and in all gradations, are generally

Justice used as means of peculation

"It has already appeared that the distribution of justice, whenever it has been committed to natives, whether

Thoir Corruption, and Perjury

punahing it Money has procured not only impunity evon for murder Such is the power of money, that no crime is

more frequent, hardly any less thought of, than perjury It is no extrondmary thing to see two sets of witnesses

witnessing directly contrary to each other, and to find, upon a minute investigation, that few, probably, at the

witness on either side have a competent knowledge of the matter in question Now, as these corruptions

began, not in the practice of the Courts of Law, but have their orgim in the churacter of the people, it is just to

state them, in illustration of that character, for although the legal reforms introduced by Lord Cornwallis will

purify, it may be hoped, the fountains of justice, yet the heart ulminstration of law will not eradicate the

internal principles of depravity

"Solfishnoss, in a word, unresistod by principle, operates universally, and money, the grand instrument of

Solfishness and Avanice.

formed for businoss, artful, frugal, and persevering, they are absorbed in schemes for the gratification of avarice

"The tendency of that abandoned solf-filinoss is to put 'ovary man's hand against ovary man,' other in projects,

or in acts of open force 'From violence, however, fear interposes to restrain

Ounning and hypocritical obsequiousness, mutual dis-cord, malice, calumnies, &c.

tiol obsequiunoness To supeniors they appear full of reveronce, of humble and willing submission, and readiness

to do every thing that may be required of them, and as long as they discern something author to expact or to

fear, they are wonderfully patient of alights, noglocts, and injuries But nuder all this apparent passivoness

and meannoss of tempor, they are invariably persisting in their socret views. With inforiors, they undemnity

themselves by an indulgence of the feelings whioh were controlled before; and towards dependants, especially

towards those whom an official situation subjects to their authority, they carry themselves with the mean pride

of low minds In the mforor, and by far the most numerous class of the community, where each man is nearly

on a level with his neighbours, the native character appears with less disguise The passions have a free ,iange,

and new cousequences an o soon to osalt iion the ahumio of the pumary vituae of society Diseord, hatred

ahuse, slandors, mjaxuos, complamts, and litigations, all the offects of sellshmess unrestrained by pumciple,

prevail to a surprising degree They overspread the land, they come mutually to lione all men in authonty The

dehhneate mulc, the falsohood, the calumnies, and the avowed enmity with which the people pursue each other,

and nomutamos fiom fathor to son, ofton a voy monstrous viow of the human chatucter No sthanger can sit

down among them without being struck with this tempoo of malevolent contnbutum and animosity, as a pnenomenon

leutn in the chmactei of the society It is seen in evcry village, the inhabitants live among each othel in a wot of

repulsivo shate, nay, it enters into almost every family Seldom is the household without its internal

divisions and lasting enmities, most dommeially, too, on the subjoct of interest The wretched pnsoners of this spint

of discord Iteld in slavish subjection by the men, they nse in enmous passions against each othel, which vont

themselves in suoh local, vuolont, and undoronto strifos, as are hardly to be heard in any othel part of the world

"Though the Bengalees, in general, have not sufficient resolution to vent their resentment against each other

in open combats, yet robheries, thefts, and all sort of depredations, where darkness, secresy, or supenor can give advantages, are

Bobharzos, thefts, and other sort of crimes in Bengal

is extant There are castes of robbers and thieves, who consititute themselves into their proper profe, and

having united their families, train their children to it Nowhere in the world are jullums more nient than in most

handened Troops of these banditti, it is well known, are generally employed in haling men by the Zimindars of the

distnets, who are shameless in their booty They frequently make attacks in bodies, and on those occasions murder is very common

But hesides these regular corps, multitudes of mdmduals employ themselves, in the pumiso thein

mglmhous Not is it only in large and populous places, and that with violence and pratncal

no part of the oountry, no village, is safe from them Complaints of depredations, in every quarter, on the

highways, on the water as well as the land, are perpetual Though these are the same the crimes, more immediately

within the reach of justice, and though numbers of cumunals have been, and are, convicted the civil till abnsal

Doubtloss, the corrupt administration of criminal justice in Bengal, to many vears under the authonty of the

Nabob, has greatly aggravated the disorders of this nature, but they have their ongin from the remotes 'pnum

Robbers among the Hindoois, and frequently thieves also, are clan tied from them mimes in the holiest

that then profession is a nght one No ray of mstiuction reaches them to convmce them of the contnary,

and the leoble stainings of natural conscence are soon overcome by example and paictice He is the thi, they

hold, in common with other Hindoos, the principle of fatalism which in their case has most permicious effect

They believe that they are destined by an mevitable necessity to their profession, and to all that shall befall them

in it, they thelore go on without compunction, and are prepared to receive like the appointed period

Jusuce, but as the power of a strong party And hence, again, it is evident, that a radical change in principle

must be produced, before a spint of reformation can be made.

"Beng voleani has been in puctioed as leading pumciple in the umduls of the Hindoos, but the one who makes this,

Hindoos not really benovo- assun has know little of their chatacter How is it possible that benevolence

lent, but cruel.

abstinence from some sorts of animal food, are prescribed by the religion of the Hindoos But the identifications

distnbution is frequently commutative, an offence from the gain of iniquity bestowed on alt and study pnnt to

And though a Hindoo would shrink with horror from the idea of devouring a cow, which is a sacred animal

among them, yet he who drives one to his cart, galls and excoriates as the other is by the yoke, has little humanity

fully from hour to hour, without any care or condolentation of the consequences Though, then tore, the institution of

the two practices in question may be urged as an argument for the onginally benevolent turn of the religion which

enjoined them, it will not at all follow that individuals, who in future ages perfonn them, in obedience to that reli-

gion, must also be benevolent, and he who is cruel even to that creature for which he is taught by his religion to

outward the ingrained vovuerer, gives the strongest proof of an unfeeling disposition It is true, that in many cases

they are inaint to obviating torun Those are, indeed, their religion, and the foundation of their hopes, their actions

are implicated in them, and in their castes their civil state and counten But of the sentiments which the formor

would seem to indicate, they are totally regardless Though from the physical structure of their bodies they are

easily susceptible of impressions, yet that they have little real tenderness of mind, numerous very evident from noveral

cusumstances This fact shall be mentioned is the shocking barbarity of their punishments. The sitting on

MR GRANT'S VIEWS OF INDIAN SOCIETY

7

logs, hands, noses, and ears, patting out of eyes, and other penal inflictions of a similar kind, all performed in the

coarsest manner, abundantly justify our argument

"A similar dispostion to cruelty is likewise shown in their treatment of vanquished enemies And in

Absence of Patriotism.

general a want of sensibility for others is a very eminent characteristic of this people The apathy with which a Hindoo views all persons and things

connected with himself, is such as excites the midignation of Europeans At any rate, his regard ought to

be a very narrow circle Patriotism is absolutely unknown in Hindoostan "

Great moral and intellectual advance in Bengal

In regard to the condition of Hindoos society, especially in Bengal, may be

puthable His views were recorded put a century ago, and it has estimate

of the mental condition of the Hindoo population of India, especially of Bengal,

be taken to be even approximately correct in our aquainted with the present condition of the Hindoos in help

admining their still towards intellectual, moral, social, and political progress which they have made during a

century of British rule, and partly half a century of education in the languages, literature, and sciences of

Fixed Bitish

Mr Grant's views as to the

character of Mahomedans

I will now quote Mr Charles Grant's views, written in the same treatise

in regard to the moral and social condition of the Mahomedans of India a

'On the Mahomedans, who now in considerd able numbers with the former inhabitants of all the countries

Proud, fierce, lawless, persidious, licentious and cruel

subdued in their arms in Hindoostan it is necessary also to say a few words

Originally of the 'Tartar race, proud, haughty and lawless, attached also to their

sup istition, which cherished their native propensities, they were rendered by

siv ens vel mute promlt , ingumary, sensual, and licentious Theon government, though in honored under the House

of Timour, was undoubtedly a violent despotism, and thech iefated administration of it, too often in severe oppression

Th eaking through all the restraints of morals which obstructed them way to power, they afterwards ah indulged

themselves to the most violent indulgences, and the most atrocious cruelties Partly in them, was more genial

than in the Hindoos Successive treah hices, a susaminations, and usurpations mark their history more, perhaps,

than that of any other people The profession of arms was studied by them, and they cultivated the Persian

learning They introduced Arabic laws, formed ten rude and ignorant tribes, and in the administration of them,

as may be judged from the specimens alobe exhibited, were most corrupt

" Every worldly profession, indeed every course of secular business, was in their avowed opinion (an opinion

Bognad socular businoss ir

reconciliable with strict Virtue del uis of the humoos, they held chiefly to the Hindoos, whom they despised

and Religion.

and maltreated Whereon their government still prevails, the charac ter resulting

from their original temper and superstition, aggrevated by the emyngt of power, remains in force In our pros

vinces, where their authority is subverted, and where many of them fall into the lower lines of life, that charucter

bears less olvions, but with more knowledge, and more predilections to integrity, they are as unprompntied as the

Hindoos Their pride, hawever, and licentiousness, are the pride and licentiousness of a bolder people

" From the government and intermixture of the Mahomedans, the Hindoos have certainly derived no

Vices of Hindoos and Maho-

modans, on the whole, similar, contributed their share to the general evil, and even to have mercased them

owing to their interonixture

in oppugnation to the genius and spirit of the Hindoos, who are in number, pribably, as eight to one. They

may, there fora, be considered rather as contam inating an accession, than as giving a character to the masse The vices,

however, of the Mahomedans and Hindoos in so homogeneons, that in stating their effocts, it is not shall to

to speak of both classes under the one collective body into which they are now formed

" Upon the whole, then, we cannot avoid recognizing in the people of Hindoostan, a mass of men innutably

Degonoraoy of tho Natives

of India

degenerate and base, retaining but a feeble sense of moral obligation, yet oblit-

rate in their disgustd of what they know to be right, governed by malevolent

by great and general corruption of manners and licentious passions, strongly exemplifying the effects produced on society

by its natural adivsantages, to promote the happiness of the inhabitants The demoralstion from which this conclusion

in formed, has been a task no painful, that nothing except the consolousness of meaning to do good could have

• Printed Parliamentary Papers relating to the affairs of India : General, Appendix I, folio (1832), pp. 20-28.

8

ENGLISH EDUCATION IN INDIA

inducod the author to proceod in it Ho trusts he has an affootang senso of tho goncal imperfoctium of hunan

nature, and would abhor tho idoa of noodlossly or contomptuously oposing tho dofocts of any man or lot of mon

If he has givon an unfavonablo doscription, his wish is not to oritic dutootation, but to ongago compassion, and

to mako it apparont, that what spooolatim may havo asoribod to physical and unchangoablo cansos, sp'ing

from moral sonrces capablo of conrection

This ostimato of tho charactor of tho Mahomodan population prosonte, no doubt, a painful picturo, but this

Remarks on Mr Grant's osti-

mate of the charactor of Mo-

homodans

wi itton about a contury ago, betwoon tho yoars 1792 and 1797—a poriod whon tho fall of tho Mahomodan Empiro

had projoctod its shadow and anxiety, doolamating tho country and making up tho onturo fablic of Mahomodon Socicty

and political org,anizatum Constant i apnso and bnoilshed had lon somo timo boon imagng in tho Land, in timo

state of insecurity and convulsions which in dostructivo not only of social ordor but also of all tho arts of peaco and

the pingross of literatimo and sienco, which in thivo only in poace and undor good govornmont Indued, ovon

a c mmny viow of tho hist ry of India of that poriod will show that, with tho downfall of tho Mahomodin as a timo of

guvornmont, tho pursuita and charactor of tho Mahomudans had also docay'd

to illustrato tho oxtorono anarchy and wro k of tho social systom of tho Mahomudans due mg that poriod, c v in tho

imaco of tho Mahumudan Empiro at Dolhi, and in tho nonglibous mo pursuita It must bo romomborod that it w is in tho

youn 1758 that tho Mahomudan systom of govornmont had so complotaly brokon up, that tho Rohilla chiof, (Chul un

Kadi Khan, forming an ontlanco into tho imporial palaco at Dolhi, put out tho oyos of tho thon monurol, Shah Alom,

and that it was not till tho yoar 1803, whon Lord Lakn, aftor a vary succossful campaign against tho Mahratta

raplucd Dolhi on bohalf of tho East India Company, that poaco and ordor woro rostorod in tho capital, and suitable

provision was mado for tho blindod omporor, lus fumly and dopondonts It must nevo bo forgotton that tho

decay and downfall of any political systom aro otlos anarchy, anarchy prodocos disupturo of moral, and

mammos, foclmugs, and motis wol an atton, and it can novor bo dumbtod that tho political downfall of any raro bringo

with it moral, intolloctual, and moral degradation such, indood, had boonmo tho condition of tho Mahomudan

Socicty of Indin upon tho downfall of tho Mughal Empiro, and if wo carofully study tho histoncal ovonts of that

poriod, in whon oumotituncos wo shall probably find that much of tho Chaitin'a contomplatinaty, a sttmatod of tho

the moral and moral condition of tho Mahomudon and luat amplo oxprossion at tho timo whon ho wroto

Pohaps, muthing throwa moro vivid and picturosquo light upon tho political and motal docadonce of tho

Elogy, in tho form of a (lhor-

zul, composod by Shah Alum than an Elegy composod in Porsian, in tho form of a (lhor al, by tho Emporor

aftar boing doprived of his oyo-

sight in 1788,—on tho down-

fall of tho Mughal Empiro

1789, with a froo translation in English vorso Tho historiond imparlialnor and intorost of tho poom puibly of

boing quoted hero in tho original, togothor with Captain Fronchlin's translation and Notos

lo گرچہ ہادیہ ہائے ہواری مہاگرداں سر و برگ و داد ہا lo شاہی غزلہ یں روایت شاہی تو دیم چشم ما کشتہ ہ گور فلک بہر سہ کہ بہ دہم کہ گشت مرگ جہاں آرایی ما کس بجز داد حزاں مدعیٰ کہ کدہ ناری ما ہست اثبہ کہ لبیس گہ گاری ما زرد گشتہ رامت بلای مصیبت گاری ما بیست حز مل صغیر بہ برستاری ما گردہہ نازح مسعودہہ سکسیتاری ما معلیں ہوب سودندہ و داداری ما ماگہت گشت مجرّد می حرّخواری ما سکہ گشادہہ مضبوز نگہت داری ما رابہ حور و رستم ثانی دل اہل گاہی

a Printed Parliamentary Papers relating to Affairs of India : Cornwallis (1809), pp 90-91

A HISTORY OF ENGLISH EDUCATION IN INDIA

SRI LAL BAHADUR SHASTRI

NATIONAL ACADEMY OF ADMINISTRATION

MUSSOORIE

جمع قوم کرد وکالت بگرفتاری ما

هرسه بستنه گمر بهردل ارای ما

زخم باشه که بساید سهذگاری ما

هست مصروف تاملي مستگاری ما

حیف باشد که سارده عهدمداری ما

کرد تعدّبر ارل روی ما حواری ما

دع ارصل الهي شهو سماری ما

چه عجب گریدماتش مهذگاری ما

قار فردا دهه آئين سرداری ما

گل محبت که درمضان بشارت کم نیست

هم اله یار و مسلّمان و بدال نیک لم یِن

شاد تذسور که دارد سرّ رلعت نامی

مادهورمي سيدهيهِ ورزيد همگرنه من است

راحه و راق و مدهار امير و چه مقتدر

حال ما گشته بدر همه امانان ریزيد

نود هاکتة زرو مال حل جهای همپو مرص

اضف الدوله و الکریم که دلسوز من اله

افتل از مرور نیکاهی دیگري

' Where' with light pomp the stately domes atinre,

In yon dark tower in aged munarch lie,

Follnn, dejected, limd, icplitc with woe,

In tears his venerable aspect shew'd,

As through the lond's counts I bent my wan

Sounds struck my ear, whi h sank, or seemed to say

' Lo, the dire tempest gathering from afar,

In dreadful clouds has damm'd the imprial star,

Has to the winds, and bount 'expanse of heavcn,

My stntes,my royally and kingdom given '

Timi was, O King ! when clotlid in pow'r supreme

Thy soice was heard, and nations hail'd the theme,

Now 'all iiverse for sordid lust of gold,

By flatteruis wiles, thy throne and Empire sold

Nee you lnice Alghan,t with intemperate haste,

Clcains like a meteor throughglt the palace waste,

Frowning, to rulie, threatcnis with a grcme

Thy progeny, O Timoor, great and brave,

Yet, not the treatment from the inhuman foe,

Nor all my kingly state in dust laid low,

'an to this lincst sur h fortung pinn imparts,

As dews, O Nadir ! thy delested art.

But tho' too late, the day of reckoning come,

The tyrant whom thon serv'dst has now'd thy doom,

Has hurled thee, rebel, headlong from the height

Of powcr abused, and dume thy sovcreign right

Glounte paitnems of my bed, and joye no more,

Once my delight, but now how changed the scene !

Condemned with me in plaintive dirges to mourn,

The meanty putlance from our offipung torn !

The viper, whom with fostcring care I nurst,

Deep in my bosom plants his sting an art,

Ruths in blood, and heedless of his word,

Pands for the ruin of his soverign lord

Nobles murdred 'upheld by powcr and pride,

To whom our favours neyra were de med,

See to whit misery and dire disgraaer,

You pcndly arcum'd, has brought in royal race

Bright northen stat from 'Cabul's rcgmus advaunco,

Imperiai Timoor [past the avenging hante

On these vile baitors ynck destruction pour,

Kildrhes my weangn, and kingly rohl's restontc,

Thine, too, O Sindia, illustrious chiefl,

Who once didst promise to afllict relief,

Thine I muske, exert thy generous aid,

And o'cr their heath high wave the avenging blade

And ye, O farthful pillars of my Stale,

By lronulship bound, and by my powcr elate,

Hasten, O Asuf,g and ye Finglish chiefs,*

Nor blush to snatch an inpured momarh h's gr rofi,

But stay ' my sonl, unwont thy rage diwnwn,

Lamin to sustaln the loss ol might andl throne,

Lamin that impcral pride, and starccluid powcr,

Are hut the fleeting pugment's ol an hour,

Tn the tum enccldn of dire distrcss,

Purged of alloy, thy sunown wnon shall ccsscn,

What though the worn of empire and command,

Shorn of its beams, enlightens not tho land !

Some happior day, a providential carm

Again may renovate the falling sttus,

Again, O King, raise up thy illustrious race,

Chouu thy sad mind, und alowe thy day's in pouce ! "†

• I have thought the draft was lllus, w hich is more ly intrllltory and cannot be accounted any part of the original, to he better

calculated to give us matfarlion to the result, than this alrupt cummun cument of the olcgy, as in the King's own world

† tholiham Chundh Khan

‡ Manwun Ah Khan, Hupercntendent of the Huznrohald.

§ The Mygrut nobility, who abandoned the King on his approach of the rebels

|| Timoor Mllah, king of Oabul, on his fathion, the Abdallla'h, but visit to Dihli, was married to a princess of the royal family,

which given him son, Zaman Shah, a clain to the throne of Hindostan

• Asuf Al Jowini, Vizier of the Empire

† It is much to he lamented, that the malice of pollticsn at Calcutta could not, at that time, admit of Government interforing on

the occasion—for such was the influence of the British name, that had the detachment stationed at Anunpore, only marched out of their cantonments, the brutal tyrant would have desolated, and the King's misfortunes been averted.

†† It may not be amiss to remark that several MS copies of the above Elegy having been circulated throughout India, various readings may have been occcasioned The one here presented, was obtained by the author whilst at Delhi, and therefore, appeared to the most authentic; but he thinks himself bound to acknowledge he has read a pondio version of the same Elegy, whiols appeared in the Nuwurupe Maguzine for May 1797, and wld to be wriiten by Ceptain Lyons, from whoro remorohes into the history and antiquities of the interosting Klngdom of Arna, the public may expect to derive much useful and lustroctive lnforruation.

10

ENGLISH EDUCATION IN INDIA

CHAPTER III.

MR CHARLES GRANT'S SCHEME FOR THE INTELLECTUAL, MORAL AND SOCIAL REGENERATION OF THE PEOPLE OF INDIA, AS PROPOUNDED IN HIS TREATISE, 1792 97 A D

INTRODUCTION OF ENGLISH EDUCATION A MORAL DUTY OF THE STATE, AND NOT FRAUGHT WITH POLITICAL DANGER

Eyon more interesting than the passages quoted in the preeeding chapter, in Chapter IV, of Mr Charles

Mr Grant's Soheme for the Christ's Treatise, under the heading "Inquiry into the Means which might be

improvement of the Natives adopted by Great Britain, for the Improvement of the condition of its Asiatic Sub-

jects, and Allusions to Objections" I may quote the following passages from it

as descriptive of the earliest ideas of British philanthropic statesmen in regarding

the introduction of English education in India They are all the more valuahi

as after the lapse of a century of British rule, they enable us to compare the past with the present state of the

policy of English education in India, and they no deeply interesting, as furnishing the means of judging how far the

anticipations of statesmen, in regard to the progress and effect of English education among the people of India,

have been realized Mr Charles Grant begins the chapter with the following observations —

"We now proceed to the main object of this work,—on the sake of which all the preceding topics and dis

cussions have been brought forward,—an inquiry into the means of remedying disorders, which have become thus inveterate in the state of our Indian subjects, whereby their happiness, and obstruct

every wise act of improvement among them

"That it is in the highest degree desirable, that a leading principle should be introduced, no man surely, will deny Supposing it to be in our power to convince them of the criminality of

Healing principle

the annual sacrifice of so many human victims on the funeral pile , of the pro-

fession of robbery, comprehending murder , of the indulgence of one class of people in the whole catalogue of flagi-

tious crimes, without any adjustment or punishment, of the forbearance of the lives of others according to their in statutes,

for the most trifles, of the arbitrary imposition of burdensome rates, devoid of all moral worth, of the purchase

of revenge, by offerings to vindictive deities, of the establishment of lying, false evidence, gaming, and other im-

morality, by law, of the pardon of capital offences for money, of training to purchase the expatiation of willful and

habitual iniquity, by ceremonial observances, and of the worship of idols, stupid, impure and malevolent deities,

no man having, surely, would affirm that we ought, that we are at liberty, to withhold from them this conviction

"As we bound for over to preserve all the enormities in the Hindoo system? Have we become the guardians

Great Britain not bound to

of every monstrous principle and practice which it contains? Are we pledged

preserve the enormities in the Hindoo system

to support, for all generations, by the authority of our government and the

entailed upon a large portion of the human race? In this the path which a free, a humane, and an enlightened

power of our arms, the measures which ignorance and knavery have so long

nation, least professing principles diametrically opposite to those in question, has engaged to act towards

its own subjects? It would be too absurd and extravagant to maintain, that any engagement of this kind rests,

that Great Britain is under any obligation, direct or implied, to uphold errors and usages, gross and fundamental,

subversive of the first principles of reason, morality, and religion

"If we had conquered such a Kingdom as Mexico, where a number of human victims were regularly offered

Exemplo of Mexico

every year upon the altar of the Sun, should we have omitted or in this

memoncern, ween rulers, in reality more cruel and atrocious, practised in our Indian territories? If human life must be

horrid mode of butchery? Yet, near thirty years, we have, with perfect

sacrificed to superstation, at least the more needless, worthless, or unconnected numbers of the yearly might be

devoted But in Hindoostan, mothers of families are taken from the midst of their children, who have just lost

their father also, and by a most diabolical complication of force and fraud, are driven into the flames

"Shall we be in all time to come, as we hitherto have been, passive spectators of this unnatural wickedness?

No attempt made to recall

It may, indeed, well appear surprising that in the long period during which

the Hindoos to the dictates of Truth and Morality. Hindoos to the dictates of Truth and Morality Thus is a mortifying proof

we have held those territories, we have made no serious attempt to recall the

how little it has been considered, that the ends of government, and the good of society, have an inseparable

connection with right principles

We have been satisfied with the apparent submissiveness of these people, and have

attended chiefly to the maintenance of our authority over the country, and the augmentation of our commerce and

revenues, but have never, with a view to the promotion of their happiness, looked thoroughly into their internal state.

"If, then, we ought to wish for the correction of those criminal habits and practices which prevail among

them, it cannot reasonably be questioned, that we ought also to make allowance for this end, and it remains, therefore, only to consider in what

No force but Reason to be

employed

"Shall we resort to the power we possess, to destroy their distinctions of castes, and to demolish their idols?"

A barbarity, not Force, instead of convincing them of their error, would fortify them in the persuasion of being

right, and the use of it, even if it promised happier consequences, would still be altogether unjust

"To the use of reason and argument, however, in exposing their errors, there can be no objection

There is, indeed, the strongest obligation to make those errors manifest, since they generate and tend to perpetuate all the

misery which have been so forth, and which our duty, as rulers, instead of permitting us to view with silent

indifference, calls upon us by every proper method to prevent

"The true cause of darkness, is the intolerance of light

The Hindoos err, because they are ignorant, and

the errors have never fully been laid before them

Knowledge should be communicated to Natives of India

our light and knowledge to them, would prove the best remedy for them disorders, and thus remedy is proposed, from a full conviction, that if judiciously

and patiently applied, it would have great and happy effects upon them

The communication of

"There are two ways of making this communication

the one is, by the medium of the languages of those

Whether through their own

Languages, or through English

countries, the other is, by the medium of our own

In general, when foreign

teachers have proposed to instruct the inhabitants of any country, they have

used the Vernacular tongue of that people, for it is natural and necessary reasons

that they could not hope to make any other means of communication intelligible to them

They are our own, we have possessed them long, many Englishmen reside

respect of our Eastern dependencies

among the Natives, our language is not unknown there, and it is practicable to diffuse it more widely

The choice, therefore, of either mode, lies open to us, and we are at liberty to consider which is entitled to preference

Upon this subject, it is not intended to pass an elaborate disquisition here, the points absolutely to be contended for are, that

we ought to impart our superior lights, and that this is practicable

That it is practicable by two ways, can never be

an argument why either should be attempted

Indeed, no great reason appears why either should be systematically interdicted, since particular cases may recommend, even that which is, in general, least eligible

"The acquisition of a foreign language is, to men of cultivated minds, a matter of no great difficulty

English Language to supercede medium of instruction

teachers could, therefore, be sooner qualified to offer instruction in the native

languages, than the Indians would be prepared to receive it in our own

This method would be more speedily than the other, and it

would also be attended with the advantage of a more careful selection of the matter of instruction

But it would

be far more confined and less effectual, it may be termed a species of deciphering

The decipherer is required to

unfold, in intelligible words, what was before hidden

Upon every new occasion, he has a similar labour to perform,

and the information obtained from him is limited to the single communication then made

All other writings, in

the same character, still remain, to those who are ignorant of it, unknown; but if they are taught the character

itself, they can at once read every writing in which it is used

Thus, superior in point of ultimate advantage

does the employment of the English language appear; and upon this ground, we give a preference to that mode,

proposing here, that the communication of our knowledge shall be made by the medium of our own language

This proposition will bring at once to trial, both the principle of such communication, and that mode of convey-

ance which can alone be questioned, for the admission of the principle must, at least, include in it the princi-

ple, however, and the mode, are still distinct questions, and any opinion which may be entertained of the latter

cannot affect the former; but it is hoped, that what shall be offered here concerning them, will be found sufficient

to justify both.

"We proceed, then, to observe, that it is perfectly in the power of this country, by degrees, to impart to the

English Language should

be taught to the Natives.

Hindoos our language, afterwards, through that medium, to make them acquainted with our easy literary compositions, upon a variety of subjects; and,

let not the idea hastily excite despair, progressively with the simple elements of

our arts, our philosophy, and religion

These acquisitions would silently undermine, and at length subvert, the

fables of error; and all the objections that may be apprehended against such a change, are, it is confidently believed,

capable of a solid answer.

12

ENGLISH EDUCATION IN INDIA

"The first communication, and the instrument of introducing the rest, must be the English language, this is a key which will open to them a world of new ideas, and policy alone might have impelled us, long since, to put it into their hands

"To introduce the language of the Conquerors, seems to be an obvious means of assimilating a conquered people

Example of Mahomedan Conquerors introducing Persian.

The Mahomedans from the beginning of their power, employed the Persian language in the affairs of government, and in the public departments instead of depending blindly on native agents, to look into the conduct and details of public business, as well as to keep intelligible registers of the income and expenditure of the State Natives readily learnt the language of Government finding that it was necessary in every concern of Revenue and of Justice, they next became teachers of it, and in all the provinces over which the Mogul Empire extended, it is still understood and taught by numbers of Hindoos

It would have been our interest to have followed their example, and had we done so, on the assumption of

Should have been followed the Dewannee, or some years afterwards, the English language would now

by the British, with much bene-

fit to Administration

open to our inspection, and by facility of examination on our part, and difficulty of fabrication on that of the natives, manifold impositions of a gross nature, which have been practised upon us, would have been prevented. An easy channel of communication also, would always have been open between the rulers and the subjects, and numberless grievances would have been represented, redressed, or prevented, which the ignorance of the country languages, and the hinderances experienced by the latter in making their approaches, have sometimes suffered to pass with impunity, to the encouragement of new abuses We were long held in the dark, both in India and in Europe, by those use of a technical jargon, and a man of considerable judgement, who was a member of the Bengal Administration near twenty years since, publicly advertised on the absurdity of our substituting to employ the unknown portion of a conquered people It is certain, that the Hindoos would easily have conformed to the use of English, and they would still be glad to possess the language of their masters, the language which always gives weight and consequence to the Natives who have any acquaintance with it, and which would enable every Native to make his own representation directly to the Governor-General himself, who, it may be presumed, will not commonly, but chosen from the line of the Company's servants, and therefore, may not speak the dialects of the country Of what importance it might be to the public interest, that a man in that situation should not be obliged to depend on a medium with which he is unacquainted, may readily be conceived

"It would be extreamly easy for Government to establish, at a moderate expense, in various parts of the Presidency of imparting English

vincers, places of gratuitous instruction in reading and writing English, multilingual Education gratuitously, to Natives, especially of the young, would flock to them, and the easy books used in

supplying Persian in Administration. The teachers should be persons of knowledge, morality, and discretion, and men

teaching, might at the same time convey obvious truths on different subjects.

of this character could impart to their pupils much useful information in discourse and to inculcate the attainment

of that object, they might, at first, make some use of the Bengalee tongue The Hindoos would, in time, become teachers of English themselves, and the employment of our language in public business, for which every political reason remains in full force, would, in the course of another generation, make it very general throughout the country.

There is nothing wanting to the success of this plan, but the hearty patronage of Government If they wish it to

succeed, it can and must succeed The introduction of English in the Administration of the Revenue, in Judicial proceedings, and in other business of Government, wherein Persian is now used, and the establishment of free schools, for instruction in this language, would insure its diffusion over the country, for the reason already suggested, that the interest of the Natives would induce them to acquire it. Neither would much

first, upon much a change, for there are now a great number of Portugueze and Bengalese clerks in the provinces, who understand both the Hindoostanny and English languages To employ them in drawing up petitions to Government, or its officers, would be no additional hardship upon the poorer people, who are now assisted in that

way by Persion clerks, and the oppotunity afforded to others who have sufficient leisure, of learning the language

of the Government gratuitously, would be an advantage never enjoyed under Mahomedan Rulers.

"With our language, much of our useful literature might, and would, in time, be communicated. The art of

Art of Printing great help

to disseminating of English

ideas.

never could have done, though their compositions had been as numerous as

ours Hence the Hindoos would see the great use we make of reason on

all subjects, and in all affairs ; they also would learn to reason, they would become acquainted with the history

of their own species, the past and present state of the world, their affections would gradually become interested

by various engaging works, composed to recommend virtue, and to deter from vice, the general mass of their

opinions would be rectified, and above all, they would see a better system of principles and morals Now views

of duty, as rational creatures, would open upon them, and that mental bondage in which they have long been

holden would gradually dissolve

"To this change, the true knowledge of Nature would contribute, and some of our easy explanations of natural

A true knowledge of Nature philosophy might undoubtdly, by proper means, be made intelligible to

would break the fābriok of them Except a few Brahmuns, who consider the concoalment of their learning

the Hindu Religion as part of their religion, the people also totally misled as to the system

and phenomena of Nature and then errors in this branch of soience, upon which divers important conclusions

rest, may be more easily demonstrated to them, than the absurdity and falsehood of their mythulogical legends

From the demonstration of the true cause of eclipses, the story of Ragoo and Keton, the dragons, who when the

man and the moon are observed, are supposed to be assaulting them, a story which has hitherto been an obstacle

of religious faith, productive of religious services among the Hindoos, would fall to the ground, the immoral of

one pillar, would weaken the fabric of falsehood, the discovery of one palpable error, would open the mind

to farther correction, and the progressive discovery of truths hitherto unknown, would dissipate as many super-

stitious chimeras, the parents of false fears, and false hopes Every branch of natural philosophy might in time be

introduced and diffused among the Hindoos Their understandings would thence be strengthened, as well as their

minds informed, and errors be dispelled in proportion

"But, perhaps, no aquisition in natural philosophy would so effectually enlighten the mass of the people, as

And onlighten the Hindus the introduction of the principles of Mechanics, and their application to agri-

by promoting moohanical in- culture and the useful arts Not that the Hindoos are wholly destitute of

ventions simple mechanical contrivances Some manufactures, which depend upon

patient attention and delicacy of hand, are carried to a considerable degree of perfection among them, but for a

series of ages, perhaps for two thousand years, they do not appear to have made any considerable addition to the

arts of life Invention seems wholly langued among them, in a few things, they have improved by their intercourse

with Europuans, of whose immense superiority they are at length convinced, but this effect is partial, and not

discernible in the bulk of the people This scope for improvement, in this respect, is prodigious

"What great accession of wealth would Bengal derive from a people intelligent in the principles of agricul-

Improvement in Agricul- ture, &c, would ensue by means of culture, of pasturage, of rearing cattle, of delimeo against orocesses

introduction of machinery of thought, and of ruin, and thus to meliorate the quality at all the produce

of the country All these arts are still in infancy The husbandman of Bengal just tarns up the soil with

a diminutive plough, drawn by a couple of miserable cattle, and if drought prevails, or the rain inundate the

crop, he has no resource, he thinks he is doomed to this suffering, and is far fromo likely to die from want, than

to relieve himself by any new or extraordinary effort Horticulture is also in its first stage the various fruits and

ooulent herbs, with which Hindoostan abounds, are nearly in a state of nature, though they are planted in uncultured

gardens, little skill is omployed to rear them In this respect, likewse, we might communicate information

of material use to the comfort of life, and to the prevention of famine In milk, indigo, sugar, and in many other

articles, what vast improvements might be effected by the introduction of machinery The skilful application of

fire, of water, and of steam, improvements which would thas immediately concern the interest of the common

people, would awaken them from their torpor, and give activity to their minds At present, it is wonderful to

see how entirely they remain themselves to proceed customs in the strongest law to them Following implicitly,

seems to be instinotive with them, in small things as well as great The path which the first passenger has

marked over the soft soil, is trodden so undovisingly in all its curves, by every succeeding traveller, that when

it is perfectly beaten, it has still only the width of a single track

"But, undoubtedly, the most important communication which the Hindoos could receive, through the medium of

Most important communica- our langaage, would be the knowledge of our religion, the principles of which are

tion to the Hindus, through explained in a clear, easy way, in various tracts circulating among us, and are

English, would be Ohristian- completely contained in the estimable volume of Sorpture Thence they

ty, supplanting Idolatry and would be instructed in the nature and perfections of the One True God, and in

Superstition the real history of man his oreation, lapse, state, and the means of his re-

covery, on all which points they hold false and extravagent opinions, they would see a pure, complete, and perfect

system of morals and of duty, enforced by the most awful sanctions, and recommended by the most interesting

motives; they would learn the accountableness of man, the final judgment he is to undergo, and the eternal state

14

ENGLISH EDUCATION IN INDIA

which we to follow Wherever this knowledge should be received, idolatry, with all the rabidle of its impure deities,

its monsters of wood and stone, its false principles and corrupt practices, its delusive hopes and vain fears its

ridiculous coremonies and degrading superstitions, its lying legends and fraudulent impostitions, would fall The

reasonable service of the mily, and the munately perfect God, would be established love to Him, peace and good-

" It is not asserted, that surh effects would be immediate or universal but admitting them to be pingressite,

and partial only, yet how great would the change be, and how happy at length

Though suoh offboots would be gradual.

Men would be restored to the use of their reason, all the advantages of happy

soil, elimate, and situation, would be observed and improved, the comforts and conveniences of lite would be

moreased, the earthy strum of the human body, and as they found them charactirs, then state, and then comforts improved, they would pier

more highly the seounty and the happine of a well-ordered society Such a change would carry those sad

disoders which have been desithoed and for which no other remedy has been proposed, not is in the nature of

thiugs to be found "

Having thus propounded his scheme for regenerating India and ameliorating the intelleotual, soeial, and moral

Objoctions to Mr. Grant's oonolusion of the mubjootly, Mr Charls, Chut has de voted a room into the por-

Sohomo tho main objection urged on the opposite side by those who held different views as to the aims

objr ts, and prinaple of the British Rule in India Of these objections, there is one whilh deitris esperntial men-

tion here, as it elonely conneoted with the progress of Eurkh eduration in India, and he is direot beaming upon

its offects, so far as they have shown themselves in the propagation of the political anditation in India, whilh has

during recent yean heum cried out on by the "Indian National Congress" If at first it and ample of tems, the

objection was thus exprossed " In the Einglish language, of Einglish opinions, and impruvemonts , are introduoed in

our Asiatio possussinms, into Bengal, for instance, of Christianits, espertally, is establiod in that quartor , and if,

toget her with these ohanges, many Einglinhmen colonize there, will not the people learn to desure English liberty

and the Einglinh form of Chovermment, a share in the legislation of their own country, and commotions in the army

maintained in that country ? Will not the army hecome, in time, whilst prosimal, offiuored by mutivies of

India, without attah limment to the Sovereign State " Will not the people at length come to think it a hardship to be

subjeot, and to pay trilutes, to a foreign country ? And finally, will they not (edl that subjectiom, and awert their

independenoe "†

This question is discussed at considerable length by the authorst and he ends his disoussion upon the subject

with the following olservatims , in regard to the introduetion of the Einglinh language as the medium of instruetion

to the people of India

" In coming, as we now do, to the close of the answer to the last and most material of the objections whieh are

Foreseen against the proposil to introduce, that objection whilh questions the ex-

English Language should be pedieney of using the Einglish language, it will be proper to recall the

sion what was stated in the brit opemner of it, that the pumjrpl of com-

duced Languages may be adopt municating our light and knowledge, and the charmed mode of communi-

od as the medium of instruction

tion, were two distinct things, that the alministration of the formen did not depend on the eloance whirh might be made

of the latter, and was alone absolutely contended for " The channel of the Einglinh langnages, however, has been

proft table, in the present plan, as being derived the most ample and effiitual, and though new, alius safe and highly

ad vantagous Againat this channel, however, the writer thinks it probables, that redulatanees may remain when

asyuments are obviated Struonly he is himselt persuaded, that great and pultim adtantagrs would flow from

it, he nevertholess would do injust to the cause for whieh he pleuds, if he were to suspend it suceussfully

upon the suloption of this moans The channel of the country languages, though less spieious, less clear, less cal-

ulated to transmit the general light of our opinions, our arts and scinences, leans free alius fur the conveyance of the

light of relligion itself, in nerowtheles was far eapable of rendering thus last and most important servioe, in whieh are

esentially involved all the other proposed misoionutious, that it the question wore between making no attempt, or

making it in this way, undoubitudly, there could be no hesitation. Thus nundo ought by no means to be declined or

negleotod, if there were no other. Through the medium of the oountry languages, though more oontrudotori, more

• Printed Parlimentary Papers relating to the Affairs of India : General, Appendix I ; Publn (1832), pp. 59-93.

† Ib., p 73.

‡ The remarks of Mr Charles Grant are so interesting and instructive, that they have been extracted verbatim, and printed in

a later part of this work

MR CHARLES GRANT'S LIFE

1

him and distant, still something may be done, and that in a concern which is of the last importance to present and

to future happiness But in choosing this method, more instruments ought necessarily to be employed, and then

the mehorations which are so much wanted, may in time be partly effected, and the apprehenstons which some

may entertain from the diffusion of the English language, will have no place But still it must be maintained,

that for every great purpose of the proposed scheme, the introduction and use of that language would be

most effectual, and the orelasion of it, the loss of anyprakable benefits, and a just subject of ostensible

regret *1

In summing up his thoughts, as to the means of improving the intellectual, moral, and social condition of the

Mr Grant's Summary of his people of India, Mr Charles Grant has made certain observations as the con-

Thesis, and conclusions in re- cluding portion of his thesis Those observations are highly interesting, as

gard to introduction of Eng- showing the early policy of the scheme in surmounting English education in

lish Education in India quated here, as they are not easily accessible, being in an old Parliamentary Blue-book, printed so long ago as 1792

They deserve perusal, both owing to their intrinsic worth and historical importance, in illustrating the early phases

of the policy of English education in India After stating his reasons, the author observes —

"Thus, we trust, it has been evinced, that although many excellent improvements have of late years been

Improvoment of India can be offected by the introduction of the English Language, and of society among that people is, in consequence, wretched Those evils have

Christianity, however good, they have been traced to their civil and religious mutilations, they have been proved to inhere

in the general spirit and in many positive enactments of their laws, and more particularly still in the false, corrupt,

impure, odious want, and ruinous principles and tenets of their religion Upon any of these points, it is

concerned, that persons who either form their opinion, from actual observation, or from the current of testimony,

will not greatly differ, shades of dıthma from thence may be between them, but no substantial, radical contradiction

A remedy has been proposed for these evils, the introduction of our light and knowledge among that benighted

people, especially the pure, salutary, wise principles of our divine religion That remedy has appeared to be, in

its nature, suitable and adequate, the practicability also of applying it, has been sufficiently established, our

obligation to impart it has been urged, we would hope, convincingly, from the past effects of our administration

in those countries, from the mere impersonal consideration of the duties we owe to the people of them as our subjects,

and from our own evident interest, as involved and consulted in their welfare Our obligation has been, likewise,

urged from another argument, the authority and command of that time religion which we have ourselves the

happiness to enjoy and profess † A the leading subject of this inquiry has been intentionally treated, chiefly upon

political grounds, the argument now mentioned has not been insisted upon at great length, but all its just right-

ness is claimed for it, and it is transparent and conclusive

"Nothing, it would seem, besides these intrinsic properties of the proposed measure, and these powerful and

From which no political extraneous motives, can be necessary to recommend the adoption of it Yet

danger should be anticipated. since some persons have appeared to think, that the improvement which they

allow to be likely from the presentation of the suggested scheme, might, by

producing a course of increasing prosperity, at length, open the way to consequences unfavorable to the stability

of our Indian possessions, these consequences have also been largely examined, and it the whole of the

reasoning used by the writer has not been erroneous, they have been found to resolve themselves, at last, into

more apprehensions, conjectures, and general surmises, which the causes assigned for them seem to little to warrant,

that in proportion to the degree in which those causes may actually exist, their propriety to this permanence,

as well as prosperity of our Eastern Dominion, offers more propitious than our present system can generate,

may rather be expected from them; as indeed, it would not be less a phenomenon in the political than in the

natural world, that from a root so excellent, the worst fruit should be produced The principle also upon

which such consequences are objected, and the improvement of our Eastern subjects opposed, the principle

of keeping them for ever in darkness and error, lest our interest should suffer by a change, has been shown to be

utterly inadmissible in a moral view, as it is likewise contrary to all just policy

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I, Public (1792), pp 65, 6

† To disallow either the fitness of our religion as a remedy, or our obligation to promote the knowledge of it, would be to differ

from the reasoning of this Inquiry, in first principles, and such a difference, if any mind were undulonced by it to resent the projected

communication, ought, in candour, to be avowed.

16

ENGLISH EDUCATION IN INDIA

"In reasoning about things future and contingent, the writer would wish to stand remote from whate'er

And no reasons to the contrary have been shown.

speak for no cause farther than the truth will bear him out , but the views he entertains of the present subject,

afford him no other conclusions than those he has advanced, and in them he thinks he is well supported That a

great remedy is wanted, that it will be an excellent one in our hands, that it is our duty, on general and special

grounds, to apply it, all those who, in his apprehension, possess nearly self-sufficient firm these alone a strong

presumption, he conceives, arises, that it must be our interest to make the application , and if cogent, specious

reasons are further adduced, to prove that our interest would, in fact, thus he promoted imposition to this scheme

ought, in his opinion, to be justified by arguments very clear and very powerful, and such, he must honestly say,

he has not been able to discover

"This subject has not hitherto received a formal consideration, but the objection which would resist all

It would be odious and immoral to keep India ignorant, on this decisive question. whether we shall, in all time to come persistly

owning to approbated risks to leave our subjects in the darkness, error, and moral turpitude in which they

British Rule

melioration, and of happiness, personal and national ? The question may more properly be,—Whether we should keep

our subjects in their present state? For if improvement ought not to be communicated to them, we should not

be merely passive, but we should tal to exclude it, as, on the other hand, if it ought to be communicated, or if it is

possible that any rays of light may fortunately break in upon them, we should not leave the task to others, or to

chance, but we ourselves the dispensers of the new principles they receive, and regulate the administration of them

This question then is to determine the grand and political principle, by which we shall hereafterth, and in all

future emergencies, govern and deal with our Asiatic subjects Whether we shall make it our study to impart

to them knowledge, light, and happiness, or, under the notion of holding them more gently, in subjection, shall

seek to keep them ignorant, corrupt, and mentally injurious, as they are now ? The question is not whether we

shall resort to any persecution, to any compulsion, to any sinister means No, the idea has been frequently denounced

clamored, as an odious idea, abhorrent from the spirit of true religion, but whether, knowing as we do the

falselıhood and impurity of idolatrous polytheistic superstitions, knowing the demoralising

influences of the Hindu system, we shall silently and calmly leave them in all the lulled

of their operation, without telling our subjects, who ought to be our children, that they are wrong, that they are

deluded, and hence plunged into many miseries ? Whether, instead of informing them the

divine principles of mental and religious truth, which have raised us in the scale of being, and are the foundation of all

real goodness and happiness, we shall wink at the stupidity which we deem profitable to us, and as government,

in effect, the conservators of that system which degrades the people ? Whether, in a word, we shall do all this

merely from fear, lest in emerging from ignorance and error, they should be less easy to rule, and our domination

over them be exposed to any risk

"The wisdom, as well as the fairness of such a proceeding, must also be determined, whether, on the whole, it

would be the best policy for our own interest, even if we look only to the material operation of things—and here,

of least, we should be careful and clear, for if we mistake our interest, we lose our all, the very thing to which he

we have these other considerations, especially, it should be pondered, whether, believing the moral government of the

world, we can expect the approbation and continued support of the Supreme Ruler of it, by willingly acquiescing in so

much error, so much moral and political evil, when so many just means for the alleviation of them are in our power

"These are the inquiries which in this subject presents, the inquiries which fidelity to it, and to all the

Imparting Knowledge and

Moral Instruction a strict duty

of the British to India

them oftentimes to any individual or body of men ? No, far from it, they were, as they are

now delivered, in good will and with a general aim, in this great question he strives rather to abstract his mind

from personal recollections; and if it glances involuntarily at the idleness of any one who he fears may not be

with his sentiments, he should carefully eschew to find amongst such any whom he particularly reprehends and

loves, it is a painful wound to his feelings He cannot wish to offend or to dispute,—he has no objects to serve

by much means; and is sufficiently aware of the situation in which a work of this nature may place him, both

in Europe and in India, never to have brought it forward, but from some motives of duty. This question is a

general one, if it seem to carry in any retrospective censure, that censure applies to the country and to the age

Circumstances have now called for a more particular consideration of it, and of the result of that consideration he

entertains encouraging hopes He will not allow himself to believe, that when so many noble and beneficent ends

may be served by our possession of an Empire in the East, we shall content ourselves with the meanest and the least,

and for the sake of this, frustrate all the rest He trusts we shall dare to do justice, liberal justice, and be per-

suaded, that this principle will carry us to greater heights of prosperity, than the prosecutions of a selfish policy

Future events are inscrutable to the keenest speculation, but the path of duty is open, the time present is our

By planting our language, our knowledge, our opinions, and our religion, in our Asiatic territories, we shall put a great

work beyond the reach of contingencies, we shall probably have wedded the inhabitants of those territories to this

"In considering the affairs of the world, as under the control of the Supreme Disposer, and those distant

territories, as by Divine events, providentially put into our hands, is it not reasonable, as it not uncommon, to

conclude that they were given to us, not merely that we might draw an annual profit from them, but that we might

diligence among them inhabitants, long sunk in darkness, vice and misery, the light and the benign influences of

Truth, the blessings of well-regulated society, the improvements and the comforts of active industry? And that,

in prudently and sincerely endeavouring to answer these ends, we may not only nobly hope for some measure of

the main success, which has usually attended serious and rational attempts for the propagation of that peace and

sublime religion which comes from God, but become the protectors of his providential government, of which

we now see such awful marks in the events of the world

"In every progressive step of this work, we shall also serve the original design with which we visited India,

Extension of British Commerce will ensue from the enlightenment of India.

posed improvements would introduce both As it is, our woollens, our manufactures in iron, copper, and steel, our

relax hn, watches, and toys of different kinds, our glass-ware, and various other articles are admitted there, and would

sell in great quantities if the people were rich enough to buy them Let invention be once awakened among them,

let them be roused to improvements at home, let them be led by industry to multiply, as they may increasingly, their

exchangeable productions of their country, let it be the means to a religious for the migrations of the human race named in

Europe, for the beauties and refinements, endlessly diversified, of European art and science, and we shall hence obtain

for ourselves the supply of four-and-twenty millions of distant subjects How greatly will our country be thus enriched

in using skill superior to all her difficulties, and how stable, as well as unrivalled, may we hope our commerce

will be, when we thus rear it on right principles, and make it the means of their extension! It might be too

magnume to form into a wish, an idea most pleasing and desirable in itself, that our religion and our knowledge

Thus in the noblest species of conquest, and wherever we may venture to say, our principles and language as

introduced, our commerce will follow

"To rest in the present state of things, or to determine that the situation of our Asiatic subjects, and our connexion

tion with them, are such as they ought to be for all time to come, seems too daring a conclusion, and if a change, a

great change, be necessary, no reason can be assigned for its commencement, at any future period, which will not

equally, nay, more strongly, recommend its commencement now To say, that things may be left to their own

course, or that our European Establishments may prove a sufficient nursery of moral and religious instruction for the

Natives, will be, in effect, to declare, that there shall be no alteration at least no effectual and safe one

"The Mahomedans, though for changes in their character, not merely because they rendered themselves dis-

centuries intermixed with the Hindus, produced no radical change in those subjects, during that

obstinate character called rather to stimulate the Roman Conquerors, who civilized and improved

the nations whom they subdued; and we are called to this, not only by the obvious wisdom which directed their

policy, but by local circumstances, as well as by soundor principles and higher motives than they prosecuted.

"The examples also of modern European Nations pass in review before us We are the fourth of those who

For similar reasons, the Portuguese, the Dutch, and the French failed to produce a per-

have possessed an Indian Empire That of the Portugese, though acquired by romantic bravery, was unsystematic and rapacious: the short one of the

manent effect upon India.

3

1h

ENGLISH EDUCATION IN INDIA

Bourished for a time, have been the cause of their decline and fall None of those nations sought to establish them-

selves in the affections of then acquired subjects, or to assimilate them to their manners, and those subject, far

from supporting them, rejoiced in their defeat, some attempts they made to instruct the Natives, which had their

use, but torrid zones or at wholemade their effects It remains for us to show how we shall be distinguished from

these nations in the history of mankind, whother conquest shall have been un our hands the means, not merely of

displaying a Cloverumont unequalled in India from admunist atare justice, kindness, and moderation, not merely of

increasing the scnuity, of the subject and prosperity of the country, but of advancing social happiness, of molurat-

ing the moral state of men, and of extending a superior light, further than the Roman Eagle ever

" If the novelty, the impracticability, the danger of the proposed scheme, be urged as must it, these objections

Novelty of the Educational

scheme no valid objection

against its introduction

would lie our safety, not our danger

and illiberal, but in following an opposite course, in communicating light,

knowledge, and improvement, we shall obey the dictates of duty, of philanthropy, and of policy, we shall take the

must rational means to remove inherent, great difficulties, to attach the Hindoo people to our rule, to ensure the

safety of our possessions, to enhance continually their value to us, to raise a few and durable monument to the

glory of this country, and to increase the happiness of the human race" *

CHAPTER IV.

EARLY EFFORTS FOR THE EDUCATION OF THE NATIVES OF INDIA THE CALCUTTA

MADRASSA FOUNDED IN 1781, AND THE SANSKRIT COLLEGE AT BENARÉS,

IN 1791

LORD MINTO'S MINUTE ON EDUCATION, 1811

Whilst opinions and sentiments, such as those of Mr Charles Grant, quoted in the preceding chapter, were

Mr Fishor's Memoir on Edu-

cation in India written in

1827-32.

being entertained and discussed by philanthropic British Statesmen of the

had actually been done by the Government of the East India Company in regard to the spread of Education in

India Upon this part of the subject fall and valuable information is contained in an elaborate Memoir, dated,

7th February, 1827, with a Supplement, dated 23rd February, 1812, prepared under official orders, by Mr Thomas

Fisher, who then held the office of " Keeper of the Records," at the East India House, in London This

Memoir has been printed† as an Appendix to the Parliamentary Papers of 1832, and I will borrow extracts from

it for the present purpose, as it is the most authoritative source of information available

" The Calcutta Madrissa, or Mahomedan College, was founded at the request of several Mahomedans of distinction,

Calcutta Madrasa founded

in 1781

by the Governor-General, Warren Hastings, Esqrare,

who provided a building for it, at his own expense, amounting to Rs 57,785,

also, at the recommendation of Mr Hastings, assigned lands of the estimated value of Rs 30,000 per annum

but which was afterwards charged to the Company The Bengal Government,

The original intention of the Founder appears to have been, to promote the

study of the Arabic and Persian languages, and of the Mahomedan law, with a view, more especially, to the pro-

duction of well-qualified officers for the Courts of Justice In 1785, the funds which had been granted for the support

were regularly assigned by Sanund, to be held during the pleasure of Government, to Mahommed Maz-oon-deen, who

had been appointed Supurior, or Guardian of the Institution, and to him successore In this office he vested the

immodiuste management of all the affairs of the Madrissa, and the administration of its revenues He was directed to

deliver in to the Committee of Revenue, monthly statements of the number of students annually maintained on the

establishment, with their names and salaries A Member of the Committee of Revenue was authorized and en-

joined, once in every three months or oftener, to visit the Madrissa, in order to see that the building was kept in

• Printed Parliamentary Papers relating to the Affairs of India. General, Appendix I, Public (1832), pp 80-89

† Ib., pp. 395-488

proper repast, and that, in all other respects, the efficancy of the Instituion was maintained

The Naih Naizm, or principal officer of the Native Courts of Law, was also instructed that, whenever vacancues should arise in the

Foujdarry courts, they should be filled from the students of the Madrussa, upon the production of certıficates from

the Supauoa, that the individuals nominated by him were duly qualified for their respective appointments "

In 1788 and 1791 certain reforms were introduced, as to the management and working of the College, and the

Reforms in 1788-91, and sub-

jects of study prescribed.

On atory and Grammar Subsequntly, reforms and changes in the management of the Instıtution contınued, but

it is needluss to enter into the details, beyond saying that the English language was not intioduced as one of the

subjects of study, although considerable sums of money were spent upon the Madrussas,—the amount appropriated

tor its oupenses, trom its foundation in 1781 to the end of the year 1824, being no less than Rs 12,20,479 +

The Hindoo Sanskrit College at Benares was projected by Mr Jonathán Duncan, the Resident at Benares, in

Benares Sanskrit College

founded in 1791, as a means of omploying, beneficially for the country, some part of a

fojects of study prescribed

following yeur it was augmented to Rs 20,000 The object of this Instıtution was the preservation and cultivation

of the Laws, Literature, and Religion of the Hindoos (and more particularly of those laws) in their sacred city , a

mossuro whuch it was concarved would be equally advantagous to the Natives, and honourable to the British

Goveonmont among them The internal duscoplune was to beın all respects conformable to the Dharma Shastra,

in the Chapter on Education, and the proscribed course of studıes in the College comprised Theology and

Ritual, Medicine, including Botany, &c, Masik, Mechanics, Arts, Grammar, Prosody, and Sacred Lexicography,

Mathematıcs, Metuphysics, Logıc, Law, History, Ethucs, Phılosophy and Poetry

Changes and reforms were made from tume to tume in this Instıtution, and a consıderable amount of money was

apout upon it, the pecuniury aid given by Government, from its foundation in the year 1791 to the end of the year

1824, being no less than Rs 5,74,006‡

On the 6th of March, 1811, Lord Minto, the then Governor-General, wrote a Minute § on the subject of

Lord Minto's Minute on Edu-

cation, dated 6th March, 1811

Education in India, and, as it forms an ımportant document connected with the early policy of the British Rule in regard to Education, some significant

provaled in the Councils of Government

passages may be quoted from it, as showing the benevolent spırıt whıch then

The Governor-General observed—

"It is a common remark, that Science and Literaturo are in a progressive state of decay among the Natives of

Docsy of Learning in India.

India From every inquiry whıch I have been enabled to make on this

interesting subject, that remark appears to me but too well founded The

number of the learned is not only diminished, but the circle of learning, even among those who still devote them-

selves to it, appears to be considerably contracted The abstract sciences are abandloned, polite literature neglected,

and no branch of learning cultivated but what is connected with the peculiar religious doctrines of the people

The ınmediate consequence arising from this state of things is, the dearth, and even actual loss, of many valuable books;

and it is to be apprehended, that unless Government interpose with a fostering hand, the revival of Letters may

shortly become hopeless, from a want of books, or of persons capable of explaining them

"The principal cause of the present neglected state of Literature in India is to be traced to the want of that

And its Causes.—Want of

Patronage

encouragement whıch was formerly afforded to it by Princes, Chiefsains, and

oppatronat individuals under the Native Government Such encouragement

rasut always operates as a strong motiveive to study and literary exertions, but

especially in India, where the learned professions have little, if any, other support The justness of these observa-

tuons might be illustrated by a detailed consideration of the former and present state of Science and Literature

at the three principal seats of Hindoo learning, viz, Benares, Tirhoot, and Nadia Such a review would bring

before us the liberal patronage which was formerly bestowed, not only by Princes, and others in power and

authority, lnt also by the Zomindars, on persons who had distinguished themselves by the successful cultivation

of Letters at those places It would eqdally bring to our view the present neglected state of learning at those

once-celebrated places; and we should have to remark with regret that the cultivation of letters was now confined

to the few surviving persons who had been patronized by the Native Princes and others, under the former Govern-

• Printed Parliamentary Papers relating to the Affairs of India. General, Appendix I; Public (1832), pp. 396, 397.

† Ib., pp. 398, 399.

‡ Ib., pp. 399-401.

§ Ib., p. 436.

20

ENGLISH EDUCATION IN INDIA

ments, or to such of the immediate descendants of those persons as had imbibed a love of science from their parents

" It is seriously to be lamented that a nation particularly distinguished for its love, and successful cultivation

of Letters in other parts of the Empire, should have failed to extend its fostering care to the Literature of the

Hindus, and to aid in opening to the learned in Europe the repositories of the literature

" It is not, however, the aid alone of the national character which is alletted by the present neglected state

Ignorance of the Natives of

India obstinates good Govern-

ment, and is conducive to

crime

of learning in the East The ignorance of the Natives in the different classes of society, arising from the want of proper education, is generally acknowledged Thus defeat not only excludes them as individuals, from the enjoyment

calculated to afford, but operating, as it does, throughout almost the whole mass of the population, tends materially

to obstruct the measures adopted for their better Government Itidle doubt (on be entertained that the prevalence

of the crimes of perjury and forgery, so frequently noticed in the Official Reports, is in a great measure ascribable,

both in the Mahommedans and Hindus, to the want of due instruction in the moral and religious tenets of their

respective faiths It has, been even suggested, and apparently not without foundation, that to this uncultrated

state of the minds of the Natives is in a great degree to be ascribed the prevalence of those crimes which will

recently so great a wound to the community

" The latter offence, amongst the people and happiness of Bengal, has, indeed, for the present, been materially

checked by the severity and caution of the police, but it is probably only by

Which can be remedied by

Education

the more general diffusion of knowledge free among the great body of the people

that the seeds of these evils can beeffectually destroyed"

The Governor-General in Council, after suggesting the principle of a scheme for promoting and maintaining

Observations as to Revival of

Learning among the Mahome-

dans, in Lord Minto's Minute

of 1811

Hindu science and literature Considerations similar to those which have weighed with me in recommending that

plan, would naturally induce me to propose similar arrangement, for the revival of letters among our Mahomedan

subjects, and the more general diffusion of knowledge among that part of the community With the diligent

inquiry in the population of Hindus and Mahomedans, all the arguments which have been stated in support of

the arrangement proposed to be adopted for the propagation of knowledge among the former, would equally apply

to similar institutions for the benefit of the Mahommedans A sentiment of delicacy, however, on the Honourable

Court of Directors restrains me from recommending any extension of the plan until their orders shall have been

received on the subject generally of this Minute I deem it, therefore, sufficient to add, on the present occasion,

that Mahommedan Colleges might be beneficially established at Bhagulpore, Jomppore (where Persian and Arabic

literature from early flourished), and at some place in the Ceded and Conquered Provinces, and that it might be

advisable to extend the Madrasah, or Mahomedan Collegiate Institution at Calcutta, on the principles recommended

with respect to the Hindu Colleges" †

• Printed Philomentary Papers relating to the Affairs of India General, Appendix I, Part (1853), p 484

† Ibid, p 485

PUBLIC INSTRUCTION AS STATE POLICY

21

CHAPTER V.

FIRST LEGISLATIVE PROVISION FOR PUBLIC INSTRUCTION IN INDIA ACT OF PARLIAMENT,

5 GEO III., O 155 DESPATCH OF THE COURT OF DIRECTORS, DATED 3rd JUNE,

1814, ON EDUCATION EARLY EDUCATIONAL EFFORTS OF THE MISSIONARIES

LORD MOIRA'S EDUCATIONAL MINUTE OF 2nd OCTOBER, 1815

It will be observed, from the narrative contained in the preceding chapter, that, whilst during the thirty

Public instruction not yet starts from the foundation of the Calcutta Madrasa, in 1781, down to the time

recognised as part of a settled when Lord Minto recorded his Minute of 6th March, 1811, spirituals of high

State Policy official rank in the Administration of India we not altogether oblivious of the

moral duty and administrative necessity of spreading knowledge among the people of India, no systematic effort

was made to place the education of the Natives upon a firm and organised footing, as a part of the State

Policy There was indeed, a rash and powerf nl sertion of Angln-Indian Administrators, who were far from

conceding that Public Instruction should either be undertaken by the State, or from its political

danger to the security of British dominion in India The only effort yet given in the policy of educating the

Natives of India consisted in the foundation of the Calcutta Madrassa by Warren Hastings, in 1781, and of the

Sanskrit College at Benares, by Mr Jonathan Duncan, in 1791 But both these institutions were, on the one hand,

purely Oriental in their course of studies (as has been described in the preceding chapter), and on the other hand,

their main object was to provide a regular supply of qualified Hindus and Mahommedan law-officers for the judicial

administration The proposals contained in Lord Minto's Minute of 6th March, 1811, in regard to the establishing of Hindu Colleges, in Nuddea and Tirhut, pursued upon principles similar to those of the Sanskrit College

at Benares, but these proposals seem to have remained in abeyance for some years, as will be shown hereafter,

and finally, they took the form of the establishment of a Hindu Sanskrit College at Calcutta

Meanwhile, important events were taking place in England in regard to the renewal of the East India Company's

Inquiry by Parliament into party's Charter by the British Parliament, and mark an epoch in the

India affairs, and renewal of the § I Company's Charter, history of the educational policy of the British rule in India, as short account

by Act 53, Geo II, c 155, in of the transactions of that period will not be out of place here As early as

1813, Lord Castlereagh submitted to the House of Commons a series of thirteen resolutions, containing the leading

enquire into the state of affairs of the East India Company, Mr Dundas, on the part of the Board of Control and

the Crown, suggested to the Directors the propriety of endeavouring, without delay, to come to an understanding on

the subject of a new Charter, in order that it might be submitted to the early consideration of Parliament Negotiations between the Covernment and the Directors of the Company ended in failure, and "on the 22nd of March,

1813, Lord Castlereagh submitted to the House of Commons a series of thirteen resolutions, containing the leading

provisions, which it was proposed to embody in an Act recognising the Company's Charter Monk of the questions

discussed were then novel, and both the dangers apprehended by the one party, and the expectations entertained

by the other, made it necessary for the Legislature to proceed with the utmost caution Information was sought

from all quarters, and whole volumes of evidence were taken from those who were supposed most competent to give

it In the debates which after words ensued, there were few spokesmen of common-sense in other homes who did not

deliver their sentiments, and doom them of so much importance as to justify the subsequent revision and publication

of their speeches So great, however, has been the progress of Political Economy as a science, and so strong the

light which has been thrown upon it by experience, since this famous debate, that many of the propositions most

elaborately argued, we now regarded as truisms, and raucb of the alarm sounded is felt to be mere exaggeration

'The result in, therefore, the only thing which now possesses much historical interest, and nothing more is necessary

here than to give a very brief analysis of the most important sections of the Act, 53 Geo III, c 155, which, whilst

essentially modifying and curtailing the privileges formerly possessed by the Company, renewed their Charter for

another period of twenty years, to be computed from the 10th day of April 1814."

• Beveridge's History of India Vol. III, pp 3, 4

22

ENGLISH EDUCATION IN INDIA.

It is not necessary for the present purposes to give an account of the various provisions of the Act relating to

Statutory recognition of the visions of the Act, so far as they related to the education of India, as they

Policy of Education in India.

of legislative affirmation of the educational policy of the British Rule in India—a policy which till then was far

from being founded on a sound and stable basis A passage from Mr Beveridge's History of India (vol III, p 5)

may be quoted here as containing the requisite information Speaking of the provisions of the Act 53, Geo

III, c 155, which was passed in 1813, he goes on to say —

"The above provisions for opening and regulating the trade with India constitute the main features in the

Lord Castlereagh's Resola-

tion Act, but there were others not of a commercial nature which met with strenu-

Great Britain to educate the Natives of India, passed by Parliament in 1813

mous recognition the duty of our opposition, and were denounced by many as dangerous in the extreme, as not absolutely incompatible with the existence of the British power in

the same time revealed, on holding that, both as it was originally expressed and as it now stands embodied in the

4th Section of the Act, it pledged the Legislature to nothing more than the following simple proposition "That 'it

is the duty of this country to promote the interest and happiness of the natives inhabitants of the British dominions

in India, and such measures ought to be adopted as may tend to the introduction among them of useful knowledge,

and of religious and moral improvement, and in furtherance of the above objects, sufficient facilities ought to be

afforded by law to persons desirous of going to and remaining in India, for the purpose of accomplishing those

benevolent designs, so as the authority of the Local Governments, respecting their intercourse with Europeans with the

interests of the country, be preserved, and the principles of the British Government, on which the natives of India

have hitherto relied for the free exercise of their religion, be inviolably maintained' In order to give effect to

this declaration, the Section proceeds to enact, that 'persons desirous of going to and remaining in India for the

above purposes,' or 'for other lawful purposes,' should apply for permission to the Court of Directors, who should

either grant it, or, in the event of refusal, transmit the application, within one month of the receipt of it, to the

Board of Control, who were empowered finally to dispose of it All persons obtaining permission, whether from

the Court or from the Board, were to be furnished by the Directors with certificates, entitling them, 'so long as

they shall properly conduct themselves,' to the countenance and protection of the several Governments of the said

Company in the East Indies, and 'as in their respective pursuits, subject to all such provisions and

restrictions as are now in force, or may hereafter be judged necessary with regard to persons residing in India '

The only pecuniary provision made in connexion with this Section, was the allotment of a sum of not less than

£ 10,000 annually, for the 'revival and improvement of Literature, and the encouragement of the learned natives

of India, and for the introduction and promotion of a knowledge of the sciences among the inhabitants of the

British territories in India' Such a sum, paltry as it was, was not permitted to do the good which might have been

expected from it, and instead of being employed in instructing the Natives generally, continued for many years

to be partly paid away to learned Mahomedans and Hindus, for explaining and inculcating their respective dogmas,

and partly allowed to accumulate, as if expenditure for native education were impracticable or useless "

The abovementioned Section, 43, of the Act of Parliament, St 53 Geo III, Chap 155, may be said to represent

Section 43, Statute 53, Geo. III, C. 155, quoted as marking a new epoch.

the beginning of a new epoch in the history of public education in India, and,

runs in the following words —

"And be it further enacted, that it shall be lawful for the Governor-General in Council to direct that out

of any surplus which may remain of the rents, revenues, and profits arising from the said territorial acquisitions,

after defraying the expenses of the military, civil, and commercial establishments, and making the interest of the debt,

in manner hereinafter provided, a sum of not less than one lac of rupees 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

introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories in India ;

and that any schools, public lectures, or other institutions, for the purposes aforesaid, which shall be founded at

the Presidencies of Fort William, Fort St George, or Bombay, or in any other parts of the British territories in

India, in virtue of this Act, shall be governed by such Regulations as may from time to time be made by the said

• Beveridge's History of India, Vol. III., pp 4, 8.

FIRST EDUCATIONAL DESPATCH OF THE COURT OF DIRECTORS

23

Governor-General in Council, subject, nevertheless, to such powers as are herein vested in the said Board of Commissioners for the Affairs of India, respecting colleges and seminaries , provided always, that all appointments to offices in such schools, lectureships, and other institutions, shall be made by or under the authority of the Governments within which the same shall be situated

In a letter dated the 0th September, 1813, the Court of Directors to the above Section of the new Act of Parliament, and

The first Despatch of the Court of Directors to the Governor-General, dated 3rd June, 1814, conveying directions on the subject of education they despatched a letter to the Governor-General in Council upon the subject. This letter appears to be the first Official Despatch addressed by the Court of Directors to the authorities in India, on the subject of education, and possesses much historical interest, as showing the earliest beginning of the State policy in regard to the native education of the people of India. Some passages from the letter may be quoted here with advantage —

"In one letter of the 6th September last, in the Public Department, we directed your attention generally

Directions as to the mode of giving effect to Sec 43, of Statute 53, Geo III, C 155

of the learned natives of India We purpose in this Despatch to convey to you our sentiments as to the mode in which it will be advisable you should proceed, and the measures it may be proper you should adopt In the consideration of it, we have kept in view those peculiar circumstances of our political relations with India which, having necessarily transferred all power and influence from Native to European Agency, have rendered it incumbent upon us, from motives of policy as well as from a principle of justice, to consult the feelings, and even to yield to the prejudices, of the Natives, wheresoever it can be done with safety to our dominions

"The clause presents two distinct propositions for consideration First, the encouragement of the learned Natives of India, and the revival and improvement of Literature, secondly, the

Two objects of the Clause in the Act of Parliament,—can- not be gained by establishing costly Native Colleges.

similar to those that have been founded at our Universities, because the Natives of caste and reputation will not mulitate the subordination and discipline of a College, and we doubt whether it would be practicable to devise any specific plan which would ensure the successful accomplishment of the objects under consideration We are inclined to think that the mode by which the learned Hindus might be disposed to come into our views, would be by leaving them to the practice of an usage, long established amongst them, of giving instruction at their own houses, and by our countenancing them in this exercise and cultivation of their talents, by the stimulus of honorary marks of distinction, and in some instances by grants of pecuniary assistance

"In a political point of view, considerable advantages might, we conceive, be made to flow from the measure

Political aspect of Education with respect to the feelings of the Natives as to the sanctity of their soil, the buildings, and other objects of devout resort, and particularly to that of Benares, which is regarded as the central point of their religious worship, and

as the great repository of their learning The preservation of this venerated city, to which every class and rank of the Hindus is canonically attached, has placed in the hands of the British Government a powerful instrument of conciliation and control, especially with the Mahratias, who are more strongly attached than any other to the

supposed sanctity of Benares Deeply impressed with those sentiments, we declare that your attention may be directed in an especial manner to Benares, and that you call upon your public representatives there to report to you what ancient establishments are still existing for the diffusion of knowledge in that city, what branches of science and literature are taught there, by what means the professors and teachers are supported, and in what way their present establishments might be improved to most advantage In the pursuit of this information they will have opportunities of obtaining a knowledge of individual characters, which may enable them to point out to your notice those natives with whom it might be desirable you should consult, and through whose instrumentality the liberal intentions of the Legislature might most advantageously be advanced.

24

ENGLISH EDUCATION IN INDIA

"We are informed that there are in the Sanscrit language many excellent systems of ethics, with Codes of Laws and compendiums of the duties relating to every class of the people,

Sanekrit Learning to be encouraged

ment, we are told, on the virtues of plants and drugs, and on the application of them in medicine, the knowledge of which might prove desirable to those natives who may be destined for the Judicial Department of Government These are also many tracts

of which might prove desirable to the European practitioners, and there are treatises on Astronomy and Mathematics, including Geometry and Algebra, which, though they may not add nor lights to Eumpean science, might be

useful to form links of communication between the natives and the gentlemen in our service, who are attached to the Observatory and to the Department of Engineers, and by such intercourse the Natives might gradually be

have determined that day government should be given to such of our servants, in any of these departments, as may be disposed to apply themselves to the study of the Sanscrit language, and we desire that the teachers, who

lod to adopt the modern improvements in those and other sources With a view to these several objects, we

may be employed under you and thirty for this purpose, may be selected from those amongst the Natives who

may have made some proficiency in the sciences in question, and that their recompence should be liberal

"We encourage ourselves to hope, that a foundation may in this way be laid for giving full effect in the

course of time to the liberal intentions of the legislature, and we shall consider the money that may be allotted to

thus set free as bountifully employed, if it should prove the means, by an improved intercourse of the Europeans with

the Natives, to produce those reciprocal feelings of regard and respect which are essential to the permanent interests

of the British Empire in India.'

Such were the earliest instructions issued by the Court of Directors to the authorities in India on the subject

Three noticeable points in the Despatches of the Court of Directors, dated 3rd June, 1814

of education They represent the embryonic or infantile stage of the policy

entirely ignore the interests of the Mahomedan Community, and of their learning and sciences, continued in Arabic

and Persian works, and thirdly, that they do not allow the least indication of any intention to introduce a

knowledge of the English language, literature, and sciences amongst the people of India

At the time when the Despatch arrived, the Government of India was engaged in the war with Nepal, and

Omission to act upon the ombaxiousments detailed by these measures, prevented immediate attention

subsequently in tranquillising Central India, and the expense and financial

Charter of 1813

being paid to the views of the Court of Directors in regard to education, and the Indian Government, during this period, seems to have had no settled policy or even intention on the subject

of education

"About this time a new stimulus began to be applied to the cause of education in India, of a nature which has

Missionary movement in the

been steadily increasing in power from that day to this, which is growing,

half of education

and of which it is impossible to foresee the result It would unreasonably prolong this Note to attempt to give any history of Missionary enterprise in

this country, except in so far as it bears upon educational progress, but the alliance of the two had been celebrated

in 1813, and the fruits of the alliance were now to appear Towards the end of 1799, two Baptist Missionaries,

Marshman and Ward, of small means and humble origin, landed in Calcutta, with the intention of joining Mr

Carey, who had been deputed eighteen years previously* being prohibited with no

licence from the East India Company, and fearful of being sent back to England, they settled themselves in the

small Danish Settlement of Serampur Their professed object was conversion, and it, not calculate† in England or discouragement in India could have taught them, their efforts would have been short-lived Not that the Government

General personally was inclined to treat them with rigour On the contrary, Lord Wellesley appointed Mr Carey

Sanscrit Professor in the newly-established College of Fort William, and generally seems to have held an even balance

between the section represented by Mr Charles Grant and Sir John Shore on the one hand, and the anti-educational

party on the other In 1807, however, the little colony had a narrow escape Certain addresses to the Hindus and

Mussulmans, published at Serampur, and marked by more fervour than discretion, attracted the attention of Lord

Minto's Government, and an order was passed that the Press, and those who maintained it, should be removed to

surveillance at Calcutta The order was withdrawn at the instance of the Danish Government, and on the receipt of a temporary and respectful memorial from the missionaries, who regretted the publications complained

• Printed Parliamentary Papers relating to the Affairs of India Oriental, Appendix I, Public (1892), pp 480, 487

† See Edinburgh Review—"Indian Missions," 1808

of, and promised to issue no more of a similar character But the warning was unmistakeable, and the pro-

ceedings of the Government were approved by the Court of Directors, in a despatch (dated 7th September, 1808)

which contains their first declaration of strict religious neutrality, and of the refusal to add the influence of

authority to any attempt made to propagate the Christian religion From that date until the renewal of the

Charter in 1813, the Mission was contemptuously tolerated by the local authorities, but its labours were incessant,

it continued the Printing Press, and edited a series of Vernacular works for educational purposes, and by 1815, it

had established no less than 20 schools in the neighbourhood of Calcutta, containing about 800 native children

The Calcutta Benevolent Instatution, founded in 1809, for the instruction of poor Christian and other children,

"On his return from the North-Western Provinces, Lord Moira issued, on the 2nd October, 1815, a Minute

declaring his solicitude for the moral and intellectual condition of the Natives,

Lord Moira's Educational and his anxiety to see established and maintained some system of public

Minute of 2nd October, 1815 education He thought that the humble but valuable class of village school-

masters claimed the first place in the discussion, and that the efforts of Government should be directed to the

improvement of existing institutions, and to the diffusion of it to places and persons now out of its reach

The Minute was followed by a direct application to the Court of Directors for permission to ourcomeage schools formed on

principles altogether different from the Oriental Institutions, which alone, up to that date, had enjoyed the regular

support of Government In November, 1815, Lord Moira visited the little colony at Serampore, a stop worth

recording, as the first kind of direct encouragement, which Missionary effort in behalf of education had received

from a Governor-General of India"

CHAPTER VI

ORIGIN OF ENGLISH EDUCATION—THE "VIDYALAYA" OR ANGLO-INDIAN COLLEGE

FOUNDED BY HINDUS OF CALCUTTA IN 1816—RAJA RAM MOHUN ROY'S

ADVOCACY OF ENGLISH EDUCATION—COMMITTEE OF PUBLIC

INSTRUCTION ESTABLISHED IN CALCUTTA IN 1823—ITS

PROCEEDINGS UP TO THE END OF 1831

The subject of Education seems to have been regarded with much apathy by the authorities in India at the

Apathy of the Indian Govern-

ment towards English Educa-

tion, and soul of the advanced

Hindus who founded the

"Vidyulaya," or Anglo-Indian

College at Calcutta in 1816

time when the Court of Directors sent their first Educational Despatch of

1814, and no significant measures seem to have been adopted for some years

to fulfil the intentions of the Act of Parliament abovementioned The more

advanced section of the Hindu community, however, seem to have been alive

to the expediency and benefit of introducing a knowledge of the English

literature and amongst their countrymen, and in the year 1816 some

of the native gentlemen of Calcutta, possessing wealth, intelligence, and public spirit, associated together and

subscribed a capital sum of Rs 213,179, to found a Seminary for the instruction of the sons of Hindus in the

European and Asiatic languages and sciences The institution was called the Vidyalaya or Anglo-Indian College,

and represents the first effort made by the natives of India themselves, for the education of their children in the

English language and literature The origin of the institution is extremely interesting, and may be described in

the words of Rev A Duff, D D , in his evidence before a Select Committee of the House of Lords, on the 3rd

June, 1833 He said—

"English education was in a manner forced upon the British Government ; it did not itself spontaneously

Origin of English Education

in India Mr David Hare

and Raja Ram Mohun Roy.

The system of English Education commenced in the following very

simple way in Bengal There were two persons who had to do with it, one was

Mr David Hare, and the other was a Native, Ram Mohun Roy In the year

• Education in British India, prior to 1844 By Arthur Howell, Esquire, pp 8, 9

ENGLISH EDUCATION IN INDIA

lly, they were in consultation one overning with a few friends, as to what should be done with a view the olevation of the native mind and character Ram Mohan Roy's propuntiuon was that they should tabilish an Assombly, or Convocation, in which, what are cullud the higher or pait doy mas of Vudautin aucieut Hinduism, might be tanght, in short, the Panthoisin of the Vedas, or then Upnishads, but what 1 Calcutta an ordinar y ilitut ate man lumself, but hong a man of grit ( iccagy and strong practical sense, he and the plan should be to institutc an English School, or College, for the instruction of native youth Accord-ugly, he soon dlow up, and inuul d a cicculu on the subject, whi h gradually attiactcd the attention of the leading iaropuin, and among othei ol the Clout Justice, Sir Hyde East Iicang lid to consulta the pioposed measure, ie excited heauti into it, and got a meeting of European gentlemen asscmbhcd in May 1816 He instutcd also one of the influential Natives to attend Then it was unanimously agreed that they should commence an in-stitution for the teaching of English to the chaldition of the huglici classes, to be designated 'The Hindu Colligy of 'alcuthn' A large Joint Committee of Europeans and Natives was appointed to cary the design into effect a the beguining of 1817 the College, or rather school, was opened, and it is the very hist English Seminary in Bengal, or even in Judia, as far as I know In the Joint Committee there was a preponderance of Native . and partly from the in me puence and mapotitule, and partly from their abound prejudices and palousis it was not v ry well mauiged nor very successful Indeed, had it not hcen for the untiring peis evciancc of Mr Hare, it would have come to an cud long 20, and oven, all along, for the subscquent five or six years, the numbi did not use (to) 40 or 70 Then it was, when they were well nigh in a state of total wreck, and most of the Europeans had retired from the managemont in disgust, that Mr Hare and a few others resolved to apply to the Government for help, as the only means ot saving the sinking Institution from inevitable rum The Government, when thus appealed to, did come forward and prolic it sail, upon retain reasonable terms and conditioms, and it was in this way that the Brit h (iovcinunent was lint brought into active participation in the cause of English education "4

The lustitution grew in popularity, and soon claimed superionty over any other Seminary (such as Missionary Popularity and success of Schools, dej allowing instruction to the Natives in the English language) The ' I udyalaya,' or Indian Report of 1825 gives a still more favourable view of the general character of College the Institution, the benefits of which it must respectable classes of the native community of Calcutta had derived a disposition to scruo to their children, by sending them to pay for then edu cation,—a state of things marked principally to "the diffusion of liberal ideas, and to the condu none felt by the parents of the pupils to the present system of management " The number of scholars, w ich at first was at 200, and the English language, a great improvement may be confidently anticipated in the intellectual character of the principal inhabitants of Calcutta * The reports of 1827 and 1828 state that 'The studies in this Institution were natural and experimental philosophy, chemistry, mathematics, algebra, in, Tyeil's Elements of Cinmal History, Burmell's Modern Europe, with Milton and Shakespeare, that the progress of the students had been satisfactory, that it had morvsced greatly, and was in the year 1828, greater than in any preceding year " the number of students having gradually risen to 436†

Nor was Calcutta the only place where the Hindus evinced their desire to advance English Education among An aroused Hindu, Jounsnn then community " When the Government visited the Upper Provinces, ram Ghoseaul, lounds un Bang- in 181 k, Joy narain Chousal, an inhabitant of Benares, piescnted a putition to lah School at Bonarcs, in 1818 his lordship, with proposals for re-taitlishing a school in the uighbou hood of that city, and representing that Government would receive in deposit the sum of Rs 20,000, the local interest of which, together with the revenue arising from certain lands, he wished to be appropriated to the expense of the Institution The Government, Joy narain Chousal was acqumttcd therewith, the Revd. Andrew, in July 1819, the foundor his st houl, appointing to the management thereof, the Revd. J Carr, Corresponding Member of the Calcutta Church Missionary Society, and a member of their Committee, and at the same time constituting the members of that Committee trustees "§ In thus school the English, Pcisian, Ilindustani and Bengali languages were taught, and in April 1825, the son of the founder enhanced the endowment by a donation of Rs 20,000.

• Printed Parliamentary Papers (1832 53) Second Report of the Select Committee of the House of Lords on Indian Territories, pp 48, 49.

† Printed Parliamentary Papers relating to the Affairs of India (General, Appendix I, Public (1832), p 110.

‡ Ibid, p 477

§ Ibid, p 494

Thus whilst the Hindus were shewing zeal,ousness, zeal, and generosity towards the spread of English Educa-

Inactivity of the Mahome-

tion among them countrymen, over as such an early period, the Mahomedans

dans as to English Education seem to have remained completely dormant, and unheeded, took up a hostile

The Calcutta School-book So-

ocity formed in 1817

tion was the foundation of the Oalcutta School-book Society " This institution had its origin in the year 1817,

and was formed with a view to the promotion of the moral and intellectual improvement of the Natives, by the

diffusion among them of useful elementary knowledge The plan of the Society carefully outlined all means

calculated to excite religious controversies, and its affairs are conducted by a Committee composed of English

gentlemen, Mahomedans, and Hindus, in short in proper proportions In May, 1821, the Society, having at that time

put into circulation 126‡ copies of various useful works, found it finances in so low a state as to render it

nerossary to seek assistance from the Government, which assistance was immediately granted, to the extent of

Rs. 7,000 An annual grant of Rs 6,000, in aid of the Institution, was also ordered, accompanied by the most

unserserved expression of the Government's satisfaction with the plan and object of the Society, and with the

mode in which its affairs appeared to have been conducted "

The most significant reason adopted by Government at that period was the formulation of the Calcutta

The Calcutta Sanskrit Col-

lego founded by Governimout

at the suggestion of Mr H H Wilson, in 1821

Hindu Sanskrit College, in lieu of the two Colleges in Nuddea and Tirhut.

lego founded by Governimout which had been projected in Lord Minto's Minute of 1811, from which passage

at the suggestion of Mr H H

have already been quoted in this work " On the 21st of August, 1821

the projected Institutions for the advancement of Hindu literature in Nuddea and Tirhut, the taluke of which

Wilson, in 1821

appearing to admit of no doubt, it was considered that the Government was relieved from the pledge given in

the projected Institutions for the advancement of Hindu literature in Nuddea and Tirhut,

1811, for the establishment of those institutions A communication from Mr H H Wilson, a member of the

Benares Committee, was at the same time brought upon record, containing several reasons for abondoning the

design of forming Colleges in Nuddea and Tirhut, and suggesting instead thereof, the foundation of the Presi-

dency of a similar Institution to that of Benares, but upon a larger scale " The necessity for European Superinten-

dency, the liability with which it might be obtained in Calcutta, the necessity of that city to all parts of

dence, the liability with which it

India, together with several other reasons suggested by Mr Wilson, determined the Government to adopt

to adopt the measure proposed by that gentleman, and establish in Calcutta a Hindu College similar to that at

During this period the subject of education appears to have engaged special attention of the Government,

Committee of Public Instruc-

and native measures were adopted to place public instruction upon an organized footing as a part of the state administration " On the 17th July

tion appointed at Calcutta in 1823

1823, the Governor-General in Council took into consideration a Note on

of the Natives of India, which had been prepared and submitted to them by Mr Holt Mackenzie, their Secretary

in the Territorial Department, and which is recorded on the proceedings of that date In pursuance of suggestions

contained in the paper abovementioned, the Bengal Government resolved to form a General Committee of Public

Instruction at the Presidency, for the purpose of ascertaining the state of education in the territories under the

Bengal Presidency, and of the public institutions, designed for its promotion, and of considering, and from

time to time submitting to Government the suggestions of such measures as it might appear expedient to adopt

with a view to the better instruction of the people, to the introduction amongst them of useful knowledge,

and to the improvement of their moral character "‡ The annual sum of one lac of rupees, which by the Act of

and to the improvement of their moral character

Parliament,*§ the Hon'ble Company was appropriated to the purposes of education, was placed at the disposal

of the Committee, which from this period must be regarded as the sole organ of the Government in everything

that concerns public instruction

Soon after the Committee had entered upon its deliberations, a most significant event occurred, which, on the

Most significant Protest by

one hand, threw light upon the condition of advancement and enlightenment

enlightened Hindus, through

on the other hand, showed the comparative apathy of the Government

Babu Ram Mohun Roy, in 1823,

against expediture of Money

on Sanskrit Learning instead

of English Education.

to their desire to acquire a knowledge of English literature and science,

and, on the other hand, showed the comparative apathy of the Government

on Sanskrit Learning instead towards the introduction of the English language and literature amongst the

people of India. Just as the Hindus of Calcutta were foremost in founding

• Printed Parliamentary Papers relating to the Affairs of India : General, Appendix 1 ; Public (1832), p. 405.

† Ib., p. 406.

‡ Ib., p. 408.

25

ENGLISH EDUCATION IN INDIA

the Vlyalaya, or Anglo-Indian College, in 1816, for educating their sons in the English language, literature and

sciences, so they were now foremost in protesting against the measures which the Government was then adopting

to devote further funds to the promotion of Sanskrit learning in the Sanskrit College at Calcutta "In December

1823, (Raja) Ram Mohun Roy addressed the Governor-General, in the name of his countrymen, expressing an opinion

adverse to the supposed object of the Birtoli Government, in the foundation of this College in Calcutta, which he

considered as calculated only to perpetuate a species of literature, which was, in his judgement, imperfect, and that of those

whom he represented, not only wholly unconnected, but recommended, instead thereof, the employment of European

character to represent the Natives of India in mathematics, natural philosophy, chemistry, anatomy, and those

other useful sciences, which the nations of Europe had carried to a pitch of perfection, that had raised them above

the inhabitants of other parts of the world (Raja) Itam Mohun Roy pertinently adverted to that period in the history

of Great Britain, when Lord Bacon is considered, as having by his writings, set aside the legendary lore of

the dark ages, and introduced true science in its stead"

Raja Itam Mohun Roy was a distinguished patriot, having the improvement of his countrymen sincerely at

Bishop Heber's opinion of

Raja Ram Mohun Roy

Bishop Heber, in a letter to Sir William IlIuston, dated March, 1824, published in the Appendix, to his Journal, said

"Ram Mohun Roy, a learned Native, who has sometimes been called, though, I fear, without reason, a Christian,

remonstrated against this system last year, in a paper which he sent me to be put into Lord Amherst's hands, and

which, for its good English, good sense, and forcible arguments, is a real curiosity, as coming from an Asiatic"

The Memorial thus -

"To this Excellency the Right Honorable Lord Amherst, Governor-General in Council

"My Lord,

Humbly reluctant as the natives of India are to obtrude upon the notice of Government the sentiments

they entertain on any public measure, they are circumstanced when silence would be carrying this respectful for-

Bearing Ram Mohun Roy's Memorial, in favour of English of many thousand miles, to govern a people whose language, literature,

Education, presented to Lord Amherst in 1823.

as the natives of the country are themselves, and afford our rulers just ground of complaint at our apathy, did we omit, on occasions

like the present, to supply them with such accurate information as might enable them to devise and adopt

measures calculated to be beneficial to the country, and thus second, by our local knowledge and experience, their

declarations benevolent intentions for its improvement"

"The establishment of a new Sanskrit School in Calcutta ovincos the laudable desire of Government to improve

prove the natives of India by education, - a blessing for which they must ever be grateful, and every well-wisher of

the human race must be desirous that the efforts made to promote it should be guided by the most enlightened

principles, so that the stream of intelligence may flow in the most natural channels.

"When this seminary of learning was proposed, we understood that the Government in England had ordered

a considerable sum of money to be annually devoted to the instruction of the Indian subjects We were filled with

sanguine hopes that this sum would be laid out in employing European gentlemen of talents and education to

instruct the natives of India in mathematics, natural philosophy, chemistry, anatomy, and other useful sciences,

which the nations of Europe have carried to a degree of perfection that has raised them above the inhabitants of

other parts of the world

"While we looked forward with pleasing hope to the dawn of knowledge thus promised to the rising gene-

ration, our hearts were filled with mingled feelings of delight and gratitude, we already offered up thanks to

Providence for inspiring the most generous and enlightened nations of the West with the glorious ambition of

planting in Asia the arts and sciences of modern Europe

"We find that the Government are establishing a Sanskrit School and/or Hindu Pandits, to impart such

knowledge as is already current in India Thus seminary (similar in character to those which existed in Europe

• Printed Parliamentary Papers relating to the Affairs of India, General, Appendix 1, Folio (1832), p 486.

before the time of Lord Bacon) can only be expected to load the minds of youth with grammatical niceties and

metaphysical distinctions, of little or no practical use to the possessors or to Society The pupils will there acquire

what was known two thousand years ago, with the addition of vain and empty subtleties since produced by

speculative men, such as is already commonly taught in all parts of India

"Tho Sanskrit language, so difficult that almost a lifetime is necessary for its acquisition, is well-known to

have been from ages a lamentable check on the diffusion of knowledge, and the learning concealed under this

almost impervious veil, is far from sufficient to reward the labour of acquiring it But if it were thought neces-

sary to perpetuate this language for the sake of the portion of valuable information it contains, this might be

been always, and are now, numerous professors of Sanskrit in the different parts of the country, engaged in teaching

this language as well as the other branches of literature which are to be the object of the new Seminary There-

fore, then more diligent cultivation, if desirable, would be effectually promoted by holding out premiums, and grant-

ing certain allowances to those most eminent professors, who have already undertaken, on their own account, to teach

them, and would by such rewards be stimulated to still greater exertions

"From these considerations, as the sum set apart for the instruction of the natives of India was intended

by the Government in England for the improvement of its Indian subjects, I beg leave to state, with due deference

to your Lordship's exalted situation, that if the plan now adopted be followed, it will completely defeat the

object proposed, and no improvement can be expected from inducing young men to consume a dozen of years

of the most valuable period of their lives in acquiring the niceties of Byalasan, or Sanskrit grammar For in-

stance, in learning to discern such points as the following khad, signifying to eat, khaduti, he, or she, or it eats,

quasi, whether dous khaduti, taken as a whole, convey the meaning he, she, or it eats, or are separate parts of this

meaning is there in the root, how much in the s d and is the whole meaning conveyed by these two portions

or it distinctly, or by them taken jointly ?

"Neither can much improvement arise from such speculations as the following, which are the themes suggested

by the Vridant - In what manner is the soul absorbed into the Deity ? What relation does it bear to the divine

essence ? Nor will youths be fitter to be better members of Society by the Vedantic doctrines, which teach them

to believe that all visible things have no real existence, that as father, brother, &c., have no actual entity, they con-

sequently derive no real affection, and, therefore, the sooner we escape from them, and leave the world, the better

Again, no essential benefit can be derived by the student of the Mimansa, from knowing what it is that makes the

killer of a goat sinless on pronouncing certain passages of the Vedanf, and what is the real nature and operative

influence of passages of the Vedas, &c

"The student of the Nyaya-shastra cannot be said to have improved his mind after he has learned from it into

how many ideal classes the objects in the Universe are divided, and what speculative relation the soul bears to the

body, the body to the soul, the eye to the ear, &c

"In order to enable your Lordship to appreciate the utility of encouraging such imaginary learning as above

characterized, I beg your Lordship will be pleased to compare the state of science and literature in Europe before

the time of Lord Bacon with the progress of knowledge made since he wrote

"If it had been intended to keep the British nation in ignorance of real knowledge, the Baconian philosophy

would not have been allowed to displace the system of the school-men, which was the best calculated to perpetuate

ignorance In the same manner the Sanskrit system of education would be the best calculated to keep this country

in darkness, if such had been the policy of the British Legislature But as the improvement of the native population,

is the object of the Government, it will consequently promote a more liberal and enlightened system of instruction,

embracing mathematics, natural philosophy, chemistry, anatomy, with other useful sciences, which may be accom-

plished with the sum proposed, by employing a few gentlemen of talents and learning, educated in Europe, and

providing a College furnished with the necessary books, instruments, and other apparatus

"In representing this subject to your Lordship, I conceive myself discharging a solemn duty which I owe to

my countrymen, and also to that enlightened sovereign and legislature which have extended their benevolent care

to this distant land, actuated by a desire to improve its inhabitants, and, therefore, humbly trust you will excuse

the liberty I have taken in thus expressing my sentiments to your Lordship

"I have the honour, &c.,

(Signed) RAM MOHUN ROY.*

• Trevelyan, on the Education of the People of India, pp. 65-71.

30

ENGLISH EDUCATION IN INDIA

The Government of Bengal regarded this letter as having been penned under a somewhat erroneous impression respecting the views of Government in the establishment of the Sanskrit College, but forwarded the letter to the Committee of Public Instruction which then animated that body The Memorial remained unanswered, and the design of founding a new Sanskrit College was carried into operation

The question as to the nature of the studies to be encouraged in it, appears to have been the subject of Discussion by the Court of Directors, on an occasion when the Bengal Government, dated the 18th February, 1824, contains observations, as follows -

"The ends proposed in the institution of the Hindoo College, and the same may be affirmed of the Mahomedan, were two the first, to make a favourable impression, by one encouragement of their literature, upon the minds of the Natives , and the second, to promote useful learning You acknowledge that if the plan has had any effect of the former kind, it has had none of the latter, and you add, that 'it must be feared that the discredit into which the liberality of the endowment would otherwise have had, in consequence of proposed arrangements, just about to become so, and we have received from you a similar protection on the present occasion

"We are by no means sanguine in our expectation that the slight reforms which you have proposed to introduce will be followed by much improvement, and we agree with you in return doubts, whether a greater degree of activity, even if it were produced, on the part of the masters, would, in present circumstances, be attended with the most desirable results

"With respect to the new men, it is worse than a waste of time to employ persons either to teach it or to learn Oriental science useless them, in the state in which they are found in the Oriental books As far as desirable, that they should be translated, and thus, it is evident, will best be accomplished by Europeans, who have made themselves masters of the Oriental languages, what is required the requisite knowledge Beyond these branches, what remains Oriental literature is poetry, but of a kind which we never been thought necessary to establish Colleges for the cultivation of poetry , nor is it certain that the apparatus of our zeal for the progress and improvement of education among the Natives of India, and of our willingness to make considerable sacrifices to that important end, if proper means for the attainment of it could be pointed out to us But we apprehend that the plan of the institution, to the improvement of which our attention is now directed, was originally and fundamentally erroneous The great end should not have been to teach Hindoo or Mahomedan learning, but useful learning No doubt, in teaching useful learning to the Hindoos or Mahomedans, Hindoo medium or Mahomedan medium, as far as they were found most effectual, would have been proper to be employed, and Hindoo and Mahomedan prejudices would have needed to be consulted, while every thing which was useful in Hindoo or Mahomedan literature, it would have been proper to retain, nor would these have been any insuperable difficulty in introducing, under these circumstances, a system of instruction from which great advantages might have been derived In professing, on the other hand, to cultivate a great deal of what was truly valuable, not a little of what was purely mischievous, and a small remainder, indeed, in which utility was in any way concerned We think that you have taken, upon the whole, a rational view of what is best to be done In the institution which exists on a particular footing, alterations should not be introduced more rapidly than a due regard to existing interests and feelings will dictate, at the same time, that improvements should be used to supplant what is useless or worse, in the present course of study, by what your better knowledge will recommend"*

The letter of the Court of Directors, from which these extracts have been taken, was communicated by the Bengal Government to the Committee of Public Instruction, who in reply, submitted some observations, which may be quoted here, as showing the views then entertained by them in regard to the principles and nature

• The Despatch is said to have been drafted by Mr. James Mill, the philosophical historian of British India, who was then employed in the India Office

• Printed Parliamentary Papers relating to the Affairs of Indian General, Appendix I, Public (1832), p 480, also at p. 486.

if the education entrusted to then super vision and control They defend their views in a letter,6 dated the

Obseruations on the above Despatch by the Committee of They obseruo –

Public Instruction, in their letter to Government, dated 18th August, 1824

"In the first place, without denying that the object of introducing Euro-

any other seminaries than those which it actually established, was, the Madressa, to teach Mahomedan literature

pean literature and science may have been somewhat too long overlooked, it may be questioned whether the Government could originally have founded

and law, and the Benares College, to teach Sanscrit literature and Hindoo law Those Colleges were founded for

Mahomedan and Hindoo, respectively, and would have been of little value to either, if they had proposed to teach

what neither were disposed to learn It may be added—What else had the Government to offer on any extensive

or books." It was, therefore, a case of necessity, and almost all that the Government, in instituting a seminary

scale? What means existed of communicating anything but Mahomedan and Hindoo literature, other by teachers

of Oriental literature, was Oriental literature, must limited scale, and as they could not, we apprehend, have been at all introduced into seminaries designed for

Mahomedan or Hindoo Instruction in the English language and literature could have been attempted only on the

the general instruction of the educated and influential classes of the Natives, the success of the attempt may well be

"In promoting the improvement of men's minds, it is first necessary to secure that conviction that such

doubted

improvement is desirable Now, however satisfied we may feel that the Native subjects of this Government

stand in need of improved instruction, yet overy one in the habit of communicating with both the learned and

unle uneducated classes, must be well aware that they continue to hold European literature and science in very slight

estimation A knowledge of English, for the purpose of gaining a livelihood is, to a certain extent, a popular

attainment, and a few of the Natives employed by Europeans, accustomed to an intimate intercourse with their

masters, may perceive that their countrymen have something in the way of practical science to learn These impres-

sions, however, are still very partial, and the Maulavi and Pundit, satisfied with his own learning, is little inqui-

sitive as to anything beyond it, and is not disposed to regard the literature and science of the West as worth

the labour of attainment As long as this is the case, and we cannot anticipate the very near extinction of such

prejudice, any attempt to infuse or acknowledge of the superiority of intellectual produce amongst the Natives

of the West, could only create dissatisfaction, and would deter those whose improvement it is most important to

promote, as the best means of securing a more general amelioration, the members of the literary classes, from

availing themselves of the benevolence of the Government, by placing themselves within the reach of instruction

"Without wishing to undervalue the value of Oriental studies beyond a fair and just standard, we must beg

leave to state, that in our judgment the Honourable Court has been led to form an estimate of their

extent and merits not strictly accurate The Honourable Court are pleased to observe, that 'it is worse than

a waste of time' to employ persons either to teach or learn the sciences, in the state in which they are found in

Oriental books Thus position is of so comprehensive a nature, that it obviously requires a considerable modifi-

cation, and the different branches of science intended to be included in it, must be particularised, before a correct

appreciation can be formed of their absolute and comparative value The metaphysical sciences, as found in

Sanskrit and Arabic writings, are, who believe, fully as worthy of being studied in those languages as in any other

This Arithmetic and Algebra of the Hindoos lead to the same results, and are grounded on the same principles

as those of Europe, and in the Madressa, the elements of mathematical sciences which are taught, are those of

Euclid, law, a principal object of study in all the institutions, is one of vital importance to the good government

of the country, and language in the ground-work upon which all future improvements must materially depend

To diffuse a knowledge of those things, language and law especially, cannot therefore be considered a waste of

time, and, with unfeigned deference to the Honourable Court, we must respectfully bring to their more deliberate

attention, that in the stated estimate of the value of the Oriental sciences, several important branches appear to

have escaped their consideration"

Whilst holding these views, the first measures of the Committee of Public Instruction were to complete the

Measures adopted by Com-

mittee of Public Instruction.

Agra College founded in 1823,

organisation of the Sanscrit College, then lately established by the Government at Calcutta, to take under their patronage and greatly to improve the

and a College at Delhi in 1829 Vidyalaya or Anglo-Indian College, which, as has already been stated, had been

• Printed Parliamentary Papers 8enth Report of the Select Committee of the House of Commons on Indian Territories (1853),

† Ib., pp 18–20

founded so far back as 1816, by the voluntary contributions of the Hindoo gentry for the education of their youth

in English literature and science The Committee also founded two entirely new Colleges, one at Agra in 1821

and another about the same time at Delhi, for the cultivation of Oriental Literature Its further measures were

" to commence the printing of Sanscrit and Arabic books on a great scale, besides liberally encouraging such

undertakings by others and to employ an accomplished Oriental scholar in translating European scientific works

into Arabic, upon which undertaking large sums were subsequently expended English classes were afterwards

established in connexion with the Mahomedan and Sanscrit Colleges at Calcutta in the Sanscrit College at Benares

and the Agra College, and a separate institution was founded at Delhi, in 1829, for the cultivation of Western

learning, in confluence with the urgent solicitation of the authorities at that place "

At this stage it is important to consider the exact nature of the educational policy which the Court of Direc-

First indications of the Policy tors had in view It has already been shown, that in their earlier Despatches

of English Education in the stress was laid upon the promulgation of English education among the

Court of Directors' Despatch, dated 29th September, 1830 natives of India Almost the first indication of their change of policy is

the favourable to English education is to be found in a letter addrest by them to

the General in Council at Bengal, dated the 29th September 1830, from which the following extracts are

sufficiently important to be quoted After a review of the state of the several Colleges which had been placed

under the "superintendence and control" of the Committee of Public Instruction, the letter goes on to say --

"Such having been the success of the seminaries for native instruction thus established, and the progress

as well as the number of the students at each, receiving every year considerable increase those institutions, must

now annually send forth a number of students, who have learned all which the Colleges, where they were educated

are adequate, on their present footing, to teach, and it is therefore of the greatest importance that to their and to

others, of the native youth, the means should be afforded of cultivating the English language and literature, and

acquiring a knowledge of European science, and a familiarity with European models, in a higher degree than has yet

been within their power The documents now under review afford most gratifying proofs that a while of this

tended nurture would now be warmly welcomed by the higher ranks of the Natives, and some Government or the

spirit which prevails in the lower Provinces, the establishment and success of the Anglo-Indian College is

sufficient evidence And we learn with extreme pleasure the opinion of the General Committee of Public Instruc-

tion, partly founded on the personal observation and inquiries of several of their members, that "the time has

arrived when English tuition will be widely acceptable to the Natives in the Upper Provinces"

"Your attention has been annually directed to the means of accomplishing this object, and, in particular,

to the comparative expediency of establishing separate English colleges, or of enlarging the plan of the existing

institutions, so as to render them adequate to that more extensive purpose You have transmitted to us, several

most interesting communications from the General Committee of Public Instruction, and from the local Committee

of the Delhi College, on this question

"Both the Committees give a decided preference to the plan of establishing separate Colleges for the study

of English, and for the cultivation of European knowledge, through the medium of the English language They urge, that in thorough knowledge

Separate Colleges for the study of English ming easily in life and continued for many years, that the knowledge of our language and of European science,

which would be acquired in a course of education mainly directed to other objects, would not contribute much

to the improvement of the native character and intellect, while the native languages and literature

may be inadequately pursued, as a subordinate branch of education, in an English college, and that any thing

beyond the mere elements of European knowledge is most advantageously taught through the European languages,

with the additional recommendation, that, when so taught, it comes into less direct collision with the native

knowledge of the Mahomedans and Hindoos

"By these arguments you have been convinced, and you have accordingly submitted the establishment of an

English college at Delhi, and another at Benares The project of establishing one at Calcutta means to have been

hastily abandoned, the Anglo-Indian College, under its present superintendence, being found capable of answering

the purpose

"While we attach much more importance than is attached by the two Committees, to the amount of useful

instruction which can be communicated to the Natives, through their own languages, we fully concur with them in

thinking it highly advisable to enable and encourage a large number of the Natives to acquire a thorough know-

ledge of English, being convinced that the higher tone and better spirit of European literature, can produce their

• Trevelyan, on the Education of the People of India, pp 6, 4

fall effect only on those who become familhar with them in the original languages While we agree with the

Committee that the hughea branches of science may be more advantageously studied in the languages of Europe,

than in translations into the Oriental tongues, it is also to be considered that the fittest persons for translating

English scientific books, or for putting their substance into a shape adapted to Asiatic students, are Natives who

have studied proficiently the original works

" On these grounds we concur with you in thinking it desirable that the English course of education should be

kept soparate fiom the counse of Oriental study at the native Colleges, and should be attended for the most part

by a difiuent set of students Thus, however, does not necessarily imply that the two courses of study should be

presented in two separate institutions At the Agra College the Persian and the Hindoo branches are perfectly

distinct, and though some of the students are attached to both departments, the greater number confine themselves

to one or the other If an English department were similarly attached to that College, or to the College at Delhi,

the English language and literature might be taught classically, and the sciences might be taught in English, not-

withstanding that studies of another character were pursued within the same walls * * *

English Science may be encouraged by translations.

lish language, and the study of European science through its medium, we

Committee of Delhi, to underrate the importance of what may be done to spread useful knowledge among the

Natives through the medium of books and oral instruction in their own languages That more complete education

which is to commence by a thorough study of the English language, can be placed within the reach of a very small

proportion of the Natives of India, but intelligent Natives who have been thus educated, may, as teachers in

colleges and schools, or as the writers of translations of useful books, contribute in an eminent degree to the more

general extension among those countrymen of a portion of the acquirements which they have themselves gained,

and may communicate in some degree to the native literature, and to the minds of the native community, that im-

proved spirit whioh it is to be hoped they will themselves have imbibed from the influence of European ideas and

mentiments You should cause it to be generally known that every qualified Native who will zealously devote him-

self to this task, will be held in high honour by you, that every assistance and encouragement of other-

wise, which the case may require, will be liberally afforded, and that no service which it is in the power of a Native

to render to the British Government, will be more highly acceptable "

Natives to be educated for

" In the meantime we wish you to be fully assured, not only of our anxiety that the judicial offices to which

Public Service.

with hope to see them qualified for situations of higher importance and

exertions you are now making for the instruction of the Natives, than as being calculated to raise up a class of

persons qualified, by their intelligence and morality, for high employments in the Civil Administration of India As

the means of bringing about this most desirable object, we rely chiefly on their becoming, through a familiarity

with European literature and science, imbued with the ideas and feelings of civilized Europe, on the general cultiva-

tion of their understandings, and especially on their instruction on the principles of morals and general jurispru-

dence We wish you to consider this as our deliberate view of the scope and end to which all our endeavours with

respect to the education of the Natives should refer And the active spirit of benevolence, guided by judgment,

which has hitherto characterised your deliberations, besides us of your ready and zealous co-operation towards an end

which we have so deeply at heart

" With a view to give the Natives an additional motive to the acquisition of the English language, you have it

in contemplation gradually to introduce English as the language of public

English to be gradually

adopted as official business

business in all its departments, and you have determined to begin at once by

adopting the practice of corresponding in English with all Native Princes or

persons of rank who are known to understand that language, or to have persons about them who understand it

From the meditated change in the language of public business, including judicial proceedings, you anticipate

having collateral advantages, the principal of which is, that the judge, or other European officer, being thoroughly

acquainted with the language in which the proceedings are held, will be, and appear to be, less dependent upon the

Natives by whom he is assisted, and those Natives will, in consequence, enjoy fewer opportunities of bribery or

other undue emolument

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I, Public (1832), pp 494, 495

34

ENGLISH EDUCATION IN INDIA

" If the question were solely between retaining the Persian as the language of public business and replacing it

by the English, the change would not be prima facie objectionable, and we should willingly rely upon

your judgment and superior local knowledge as a security that its advantages and inconveniences would be duly

weighed. But if any change be made in the existing practice, it is deserving of great consideration, whether that

change ought not rather to be the adoption of the Vernacular language than of our own, as the language at least of

judicial proceedings.

"It is highly important that justice should be administered in a language familiar to the judge, but it is of

Justice to be administered

in the language of the people.

no less importance that it should be administered in a language familiar to the

litigant parties, to their Vakils, and to the people at large, and it is easier for

the litigants of the judge. You are pleased partly influenced by a desire to render this last acquisition more

common, but the poorer classes, who are the parties concerned in the great majority of the cases which come

before one court, cannot be expected to learn a foreign language, and we, therefore, are of opinion, that at least

the proceedings of the Courts of Justice should be excepted from the practice which you propose gradually to in-

troduce, and be conducted in the Vernacular language of the particular settlement, or district, unless, upon considera-

tion, you should see good reasons for adhering to the present practice. "

While such was the policy regard to education laid down by the Court of Directors in their Despatch

Principles of their proceed-

of the 29th September, 1830, from which the above extracts have been quoted,

ings explained by the Committee of Public Instruction Committee of Public Instruction since its first establishment under the General

it is important to consider the principles which guided the proceedings of the

mittee of Public Instruction since its first establishment under the General

Government's Resolution of 17th July, 1823. These principles were explained

in their report in December, 1831

by the Committee in their printed report dated in December, 1831, and the

following extracts from it may be quoted as throwing light upon one important stage of the progress of education

in India. The Report of the Committee runs thus -

"The introduction of useful knowledge is the great object which they have proposed as the end of the

measures adopted or recommended by them, keeping in view the necessity of combining the feelings and con-

victions of those for whose advantage their measures are designed

"The Committee has, therefore, continued to encourage the acquisition of the native literature of both

Muhamedans and Hindus, in the institutions which they found established for these purposes, as the Madrissa of

Calcutta and Sanskrit College of Benares. They have also endeavoured to promote the activity of similar establish-

ments, of which local considerations dictated the formation, as the Sanscrit College of Calcutta and the Colleges

of Agra and Delhi, as it is to such alone, even in the present day, that the influential and learned

classes, those who are by birthright, or profession teachers and expounders of literature, law, and religion, Maaul-

vis and Pundits, willingly resort

"In the absence of these natural patrons, the rich and powerful of their own creeds, the Committee has felt it incumbent upon them to contribute to the support of the learned classes of India by literary endowments,

which provide, not only directly for a certain number, but indirectly for many more, who derive from collegiate

acquirements, a consideration and subsistence amongst their countrymen. As far as Mahomedan and Hindu law are con-

cerned, an erroneous in law opened for them to public employment, and the State is provided with a

supply of able servants and valuable subjects, for there is no doubt that, imparted as Oriental learning may

be in many respects, yet the higher degrees of the attainments even in it, possessed by any Native, the more

intelligent and liberal he will prove, and the better qualified to appreciate the acts and designs of the Government.

"But whilst every reasonable encouragement is given to indigenous native education, no opportunity has been

omitted by the Committee of improving its quality and adding to its value. In all the Colleges the improvement

tendance is European, and thus circumstance is of itself an evidence and a cause of very important amelioration

In the Madrissa of Calcutta, and the Hindu College of Benares, institutions of new life days, European masters maintained

was for many years stationary and scarce fully remounted. This opportunity has long ceased. The consequences

are in systematic course of study, diligent and regular habits, and an impartial appreciation of merits, which it was

maintained left to Native superintendence alone has ever been known to maintain

"The plan of study adopted in the Colleges is, in general, an improvement upon the Native mode, and is

intended to convey a well-founded knowledge of the languages studied, with a wider range of acquirement than

in common, and to effect this in the least possible time. Agreeably to the Native mode of instruction, for instance,

a Hindu or Mahomedan lawyer devotes the best years of his life to the acquirement of law alone, and in very

• Printed Parliamentary Papers relating to the Affairs of India. General, Appendix I; Public (1832), p. 407.

unperfectly acquainted with the language which treats of the subject of his studies In the Madrissa and Sanskrit

College the first part of the course is now calculated to form a really good Arabic and Sanskrit scholar, and a

competent knowledge of law is then acquired, with comparative facility, and contemporaneously with other branches

of Hindoo or Mahomedan learning

"Again, the improvements effected have not been limited to a reformation in the course and scope of native

study, but whenever opportunity has favoured, new and better instruction has been grafted upon the original plan

Thus in the Madrissa, Euclid has been long studied, and with considerable advantage European anatomy has

also been introduced In the Sanskrit College of Calcutta, European anatomy and medicine have nearly supplant-

ed the native systems At Agra and at Delhi the elements of geography and astronomy, and mathematics, are also

part of the College course To the Madrissa, the Sanskrit College of Calcutta, and the Agra College, also, English

classes are attached, whilst at Delhi and Benares distinct schools have been formed for the dissemination of the

English language Without offending therefore any violence to native prejudices, and whilst giving liberal en-

couragement to purely native education, the principle of connecting it with the introduction of real knowledge has

never been lost sight of, and the foundation has been laid of great and beneficial change in the minds of those who,

by their character and profession, direct and influence the intellect of Hindustan

"In addition to the measures adopted for the diffusion of English in the provinces, and which are yet only in

Spread of English ideas

tion The consequence has surpassed expectation A command of the English language, and a familiarity with

its literature and science have been acquired to an extent rarely equalled by any schools in Europe A taste

for English has been widely disseminated, and independent schools, conducted by young men learned in the Vidyalaya,

or Hindu College of Calcutta, has always been one of the chief objects of the Committee's attention The moral effect has been equally remarkable, and an impatience of the

rostrictions of Hindustan, and a disregard of its ceremonies are openly avowed by many young men of respectable

birth and talents, and countenanced by many more who outwardly conform to the practices of their countrymen

Another generation will probably witness a very material alteration in the notions and feelings of the educated

classes of the Hindoo community of Calcutta" 4

CHAPTER VII.

EARLY MEASURES FOR EDUCATION IN THE MADRAS PRESIDENCY—SIR THOMAS

MUNRO'S MINUTES ON EDUCATION, IN 1822 AND 1826.—COMMITTEE OF

PUBLIC INSTRUCTION APPOINTED IN MADRAS IN 1826

It will not be out of place here to take a brief survey of what had in the meantime been done in the Presi-

dencies of Madras and Bombay, in regard to the education of the Natives of those territories

In the Presidency of Madras it appears that from a very early period, "the Protestant Mission, under the pa-

Early Educational Measures

in Madras

tronage of the Society for Promoting Christian Knowledge, had schools at their

several stations, of Madras, Cuddalore, Tanjore and Triolinopoly, in which they instructed the Natives, and in aid of which they obtained occasional grants

from the Local Governments, and permission from the Court of Directors to receive from the Society in England

various supplies free of freight In 1787 the Court of Directors authorised a permanent annual grant

towards the support of three schools, which had been established with the sanction of the respective Rajahs, at Tan-

jore, Ramnadapoom and Shevagunga, of 250 pagodas each These schools were under the direction of Mr

Swartz The Court further directed that a similar allowance should be granted to any other schools which might

be opened for the same purpose" † Accordingly, a Protestant School was opened at Combaconum, and in January

1819, a Mundy School was established at St. Thomas' Mount, at the suggestion and under the direction of the

Military Chaplain at that cantonment, and by the voluntary contributions of several Europeans of the Presidency

The object of this school was to afford elementary instruction to the half-caste and native children of the military

and others resident there In 1817 and 1818, the Reverend Mr Hough, Chaplain at Palamcottah, established a Free

• Quoted in Trevelyan, On the Education of the People of India, pp 6-7

† Printed Parliamentary Papers relating to the Affairs of India ; General Appendix I, Public (1832), p 412

36

ENGLISH EDUCATION IN INDIA

School there, and another at Tinnevelly, under the auspices of the Madras Corresponding Committee of the Church Missionary Society, for the instruction of native youth in reading, writing, arithmetic, and the elements of English grammar, but those were not supported by the Government

No systumatio effort, however, appears to have been made in Madras by the Government till Sir Thomas Munro, Governor of the Presidency, wrote a Minute1 on the subject, on the 25th June 1822, recommending, as an object of interest and importance, that the best information should be obtained of the actual state of education in various branches

A Circular Letter was accordingly addressed to the several Collectors, requiring them to furnish information upon certain specified points, and on the 10th March, 1826, Sir Thomas Munro recorded another Minute2 reviewing the information which had thus been collected, and some passages may be quoted from it, as showing the actual condition of the people at that time, — and the nature of the measures which that eminent statesman proposed for the progress of education He observed —

“ The state of education here exhibited, low as it is compared with that of our own country, is higher than it was in most European countries at no very distant period It has no doubt

Low state of Education in Madras

diminishing in one place and increasing in another in consequence of the shifting of the population, from war, and other causes The great number of schools has been supposed to contain a large number of scholars, because it does not give a sufficient number of scholars to secure the services of able teachers The monthly rate paid by each scholar is from four, to six or eight annas Teachers, in general, do not earn more than six or seven rupees monthly, which is not an allowance sufficient to induce men properly qualified to follow the profession It may also be said that the general ignorance of the teachers themselves is one cause why none of them draw a large body of scholars together, but the main cause of the low state of education are the little encouragement which it receives, from there being but little demand for it, and the poverty of the people

“ These difficulties may be gradually surmounted when it is given to education by the poverty of the people, and when the means of education are rendered more easy and less costly No progress, however, can be made without a body of better-maintained teachers than we have at present, but such a body cannot be had without an income sufficient to afford a moderate allowance should, therefore, be secured to them by Government, sufficient to place them above want, the rest should be derived from their own industry If they are superior, both in knowledge and diligence, to the common village schoolmasters, scholars will flock to them and augment their income * * *

Whatsoever expense Government may incur in the education of the people, will be amply repaid by the improvement of the country, for the general diffusion of knowledge is inseparably followed by more orderly habits, by increasing industry, by a taste for the comforts of life, by exertion to acquire them, and by the growing prosperity of the people It will be advisable to appoint a Committee of Public Instruction, in order to superintend the establishing of the public schools, to fix on the places most proper for them, and the books to be used in them, to ascertain in what manner the instruction of the Natives may be best promoted, and to report to Government the result of their inquiries on this important subject †

Endowment of Schools by Government

Sir Thomas Munro's views were accepted by the Madras Council, with very slight modifications, and a Committee of Public Instruction was appointed at Madras, and the members were informed that the object of their appointment was the general improvement from time to time, the results of their enquiries and deliberations respecting the best means of improving it They were also informed that it was intended to commit to them the duty of directing and superintending the conduct of such measures as might be deemed proper to adopt with reference to that great object Detailed instructions were given to them, founded on the suggestions contained in the Minute by Sir Thomas Munro, and nearly in the terms of that Minute, and the Committee submitted its preliminary report on the 16th May 1826. A School-Book Society was also established in Madras, the constitution of which was similar to that at Calcutta. §

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I, Publii (1823), p. 500.

† Ib., pp. 506, 507.

‡ Ib., pp. 506, 507.

§ Ib., p. 417.

ENCOURAGEMENT TO HIGH EDUCATION FOR PUBLIC SERVICE

37

The measures adopted by the Government of Madras, and especially the appointment of the Committee of

Approval by the Court of Public Instruction, were approved by the Court of Directors, but the Commit-

Directors' Despatch of tee limited its efforts to primary or elementary education The Court of

the 29th September, 1830, also Directors, however, in a Despatch, dated the 29th September, 1830, communi-

English Education

cated important instructions to the Government of Madras, and the following

passages may be quoted from it, as showing the improvement which the Educational Policy had undergone in favour

of higher education of the English type -

'By the measures originally contemplated by your Government, no provision was made for the instruction of

Higher branches of Know-

any portion of the Natives in the higher branches of knowledge A further

ledge to be encouraged for extension of the elementary education which already existed, and an

improvement of its quality, by the multiplication and diffusion of useful

books in the native languages, was all that was then aimed at It was, indeed, proposed to establish at the Presidency, a central school for the education of teachers, but the teachers were to be instructed only in those elementary

requirements, which they were afterwards to teach in the Tehsildary and Collectorate Schools The improvements

in education, however, which most effectually contribute to elevate the moral and intellectual condition of a people,

are those which concern the education of the higher classes of the persons possessing leisure and natural influence

over the minds of their countrymen By raising the standard of instruction among these classes, you would even-

tually produce a much greater and more beneficial change in the ideas and feelings of the community than you can

hope to produce by acting directly on the more numerous class You are, moreover, acquainted with our anxious

desire to have at our disposal a body of Natives, qualified, by their habits and acquirements, to take a larger share,

and occupy higher situations in the Civil Administration of their country, than has hitherto been the practice

under our Indian Governments The measures for native education, which have as yet been adopted or planned

at your Presidency, have had no tendency to produce such persons

"Measures have been adopted by the Supreme Government for placing within the reach of the higher classes

English Education to be en-

of Natives, under the Presidency of Bengal, instruction in the English lan-

couraged on some Principles

guage and in European literature and science These measures have been

and in Bengal

attended with a degree of success, which, considering the short time during

which they have been in operation, is in the highest degree satisfactory, and justifies the most sanguine hopes

with respect to the practicability of spreading useful knowledge among the natives of India, and diffusing among

them the ideas and sentiments prevalent in civilized Europe We are desirous that similar measures should be

adopted at your Presidency

"We have directed the Supreme Government to put you in possession of such part of their proceedings, and of

the information which they have collected, as is calculated to aid you in giving effect to our wishes, and in order

to place you generally in possession of our views on the course which ought to be pursued, we enclose (as numbers

in the packet) two Despatches, which we have addressed to the Supreme Government, under date, the 5th September,

1827, and 29th September, No 39, of 1830 We wish you to take into consideration the expediency of enlarging

the plan of the Central School for the education of teachers, and rendering it a seminary for the instruction of

the Natives generally, in the higher branches of knowledge We wish that there should be an English teacher

at the Institution, who should not only give instruction in the English language to such students as may be

desirous of acquiring it, but who may, likewise, be capable of assisting them in the study of European science "*

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I, Public (1832), pp 510, 511

ENGLISH EDUCATION IN INDIA

CHAPTER VIII.

EARLY MEASURES FOR EDUCATION IN THE BOMBAY PRESIDENCY DURING 1815-23 —MINUTES

BY THE HON'BLE MOUNTSTUART ELPHINSTONE AND THE HON'BLE F WARDEN, ON

EDUCATION, IN 1823 AND 1828 —SIR JOHN MALCOLM'S VIEWS AGAINST GENERAL EDUCA-

TION IN ENGLISH, IN HIS MINUTE OF 1828—DESPATCH OF THE COURT OF DIRECTORS

TO THE BOMBAY GOVERNMENT, DATED 21ST SEPTEMBER 1829, FAVOURING STUDY OF

ENGLISH—SIR JOHN MALCOLM'S MODIFIED VIEWS, IN HIS MINUTE, DATED 10TH OCTO-

BER, 1829—DESPATCH OF THE COURT OF DIRECTORS TO THE BOMBAY GOVERNMENT

DATED 21ST SEPTEMBER, 1830, IN FAVOUR OF ENGLISH EDUCATION —THE ELPHINSTONE

INSTITUTION FOR ENGLISH EDUCATION IN BOMBAY

In the Presidency of Bombay also, as in Madras, the cause of education had a small and unorganised beginning

Early educational measures

in Bombay

The maintenance of Charity Schools for general education appears to have

been a part of the duty of the East India Company's Chaplains, to which

two additional Chaplains were appointed for Tannah and Anjenga, "that the sang genee ation might be instiucted

in the Protestant religion" The Court of Directors, in 1756, also recommended to the Bombay Government "the

setting up and establishing Charity Schools, whorein the children of soldiers, mariners, topasses, and others, might

be educated, as well as the Malabar children, at Bombay," and promised the Company's "assistance in the erection of

any plan which might be found practicable by a subsequent order, hastards, and the children of such, on one

side, were to be admitted to the schools, if the children would mix with them ?

Nothing of importance, however, appears to have occurred till the 29th January, 1815, when a voluntary asson

Society for Promotion of

Education in Bombay, founded

by the inhabitants of Bombay took place in the Veity-room, at which

a Society was formed, under the designation of "Society for Promoting the Lite-

cation of the Poor within the (finenmient of Bombay" The plan of tuition

adopted by the Society was that which had been ascribed to Dr Bell, and under its auspices a Central School

was established at Bombay, and in 1818 and 1819, four native schools were also established in that city, whilst in

1817, it had established schools at Surat, Tannah, and Bencul (lertain Regimental Schools were also placed under

the management of the Society, which received from the Bombay Government, grants of ground for the site of the

several schools †

By far the most important educational measure adopted at that time was the foundation of the Hindoo College,

Hindoo College founded at

Poona, in 1821.

at Poona, which was projected by Mr Chaplin the Commissioner in the Deccan,

and established by authority of the Bombay Government, on the 7th

October, 1821, at an annual charge to the Hon'ble East India Company of about

Rs. 15,250, which was continued by the Court of Directors The College was designed to contain 100 students,

divided into five classes of divinity, one of law, one of logic, one of belles lettres and rhetoric, and one of grammar

reference was made to this College in 1825, desiring to know whether they were willing to have a branch of

English education added to the institution, and holding out the prospect of being supplied with a library of the

most useful works,—elementary and practical, —in all departments of literature, arts, and sciences The proposal

was acceded to with readiness ‡

The Bombay Native School-book and School Society, was formed at Bombay, in the year 1823, for the purpose of

Bombay Native School-book

Society, founded in 1823

promoting education among the Natives, by the establishment of schools, and compilation of elementary books in the

native languages, as well as by purchasing and disseminating such as might

be judged worthy of the countenance of the Society It was one of the fundamental principles of the Society to

• Printed Parliamentary Papers relating to the Affairs of India (General, Appendix I, Part II (1832), p. 417.

† Ib., p. 418.

‡ Ib., p. 421.

BOMBAY EDUCATIONAL SOCIETY

adhere to the pinciples and rules on which education is conducted by the Natives themselves In October, 1823,

the Society applied to the Governor in Council for pecuniary aid in furtherance of their plans, and obtained a grant

of Rs 12,720 per annum The Bombay Government also supplied the Society, gratuitously, with a lithographic

press, and recommended the publication of several useful works, particularly elementary books in geometry and in

ethics, so written as to discountenance the marriage of infants, expensive feasts, and other erroneous practices of

the Hindus * In 1824-25 a liberal contribution was made by certain native gentlemen towards erecting buildings,

for the use of the Society, and elementary works were printed and published, comprehending grammars, dictionarion,

and spelling books of the Mahratta, Guzeratee, and Hindoostanee languages, with some elementary books of Arith-

metic, Geometry and Geography and a few books of tables and tales

The first message of any importance, however, in behalf of education in the Bombay Presidency, appears to

Hon'ble Mr Elphinstone's have originated in a Minute, dated the 13th December, 1823, recorded by the

Minute on Education, dated 13th December, 1823

upon the then state of education in Bombay, and also as indicating the sketch of the plan which he proposed for its

improvement He observed -

"I have attended, as far as was in my power, since I have been in Bombay, to the means of promoting educa-

tion among the Natives, and from all that I have observed, and learned by correspondence, I am perfectly convinced

that, without great assistance from Government, no progress can be made in that important undertaking A great

deal appears to have been performed by the Education Society in Bengal, and it may be expected that the same

effects should be produced by the same means at this Presidency But the number of Europeans here is so small,

and our connexion with the Natives so recent, that much greater exertions are roquirod on this sido of India than

on the other

"The circumstance of our having lately succoeded to a Brahmin Government, likewise, by making it dangerous

to encourage the labours of the missionaries, deprives the cause of Education of the services of a body of men who

have more zeal and more time to devote to the object, than any other class of Europeans can be expected to

possess

"If it be admitted that the administration of Government is necessary, the next question is, how it can best be

The Bombay Education So- afforded, and there are two ways which present themselves for consideration

ciety to be helped by Govern- The Government may take the education of the Natives entirely on itself, or

ment it may increase the means and stimulate the exertions of the Society already

formed for that purpose The best result will probably be produced by a combination of these two modes of

proceeding Many of the measures necessary for the diffusion of education must depend on the spontaneous

zeal of individuals, and could not be effected by any regulations of the Government The promotion of those

measures, therefore, should be committed to the Society, but there are others which require an organized system,

and a greater degree of regularity and permanence than can be expected from any plan, the success of which

is to depend upon personal character Thus last branch, therefore, must be undertaken by the Government

"It would, however, be requisite, when so much was entrusted by Government to the Society, that all the

material proceedings of that body should be made known to Government, and that it should be always understood

that neither religion nor any topic likely to excite discontent among the Natives should ever be touched on in

its schools or publications

"The following are the principal measures required for the diffusion of knowledge among the Natives First,

Educational measures sug- To improve the mode of teaching at the native schools, and to increase the

gested number of schools Second, To supply them with school-books Third, To

of the means of instruction thus afforded them Fourth, To establish schools for teaching the European sciences and

improvements in the higher branches of education Fifth, To provide for the preparation and publication of

books of moral and physical science in native languages Sixth, To establish schools for the purpose of teaching

English to those disposed to pursue it as a classical language, and as a means of acquiring a knowledge of the

European discoveries Seventh, To hold forth encouragement to the Natives in the pursuit of those last branches of

knowledge" †

Education, as a Duty of the following declaration of educational policy, and religious neutrality in such

State, and its benefits. matters -

• Printed Parliamentary Papers relating to the Affairs of India - General, Appendix I, Public (1832), p. 419

† Ib, pp 611, 612

40

ENGLISH EDUCATION IN INDIA

"I can conceive no objection that can be urged to these proposals, orcept the greatness of the expense, to

which I would oppose the magnitude of the object It is dificult to imagine an undertaking in which our duty,

our interest, and our honour are more minutely concerned It is now well understood, that in all countries the

happiness of the poor depends in a great measure on their education It is by means of it alone that they can

acquire those habits of prudence and self-respect from which all other good qualities spring, and if even those was

a country where such habits are ingrained, it is thus We have all within heard of the ills of early marriages and

our flowing population, of the vices of a life squandered on some one occasion of levity, or the helplessness

of the ryots, which renders them a prey to money-lenders, of their multitude to good clothes or houses, which

has been urged on some occasions as an argument against lowering the public demands on them, and, finally,

of the vility of all laws to protect them, when no individual can be found who has spirit enough to take advan-

tage of their enactd in their favour There is but one remedy for all this, which is education

"If there be a wish to continue to the abolition of the horrors of self-immolation and of infantcide, and ulti-

mately to the destruction of superstition in India, it is scarcely necessary now to prove that the only means of

success lie in the diffusion of knowledge

"In the meantime the dangers to which we are exposed from the sensitive character of the religion of the

Religious sensitiveness of Natives, and the slippory foundation of our Government, owing to the total

the Natives

separation between us and our subjects, require the adoption of some measures to counteract them and the only one is, to remove their prejudices, and to

communicate our own principles and opinions by the diffusion of a rational education

"It has been urged against our Indian Government, that we have misused the States of the East and hut up

Neglect of Education, a reproach to the British Rule.

all the sources from which the multitude of the country was derived, and

that we have not misused constructed a single work, either of utility or

splendour It may be alleged, with more justice, that we have done up the

fountain of native talent, and that, from the nature of our conquest, not only all common government to the aliens-

ment of knowledge is withdrawn, but even the actual learning of the nation is likely to be lost, and the produc-

tion of former genius to be forgotten Something should surely be done to remove this reproach

5 x 1 y 2 x

"To the mixture of religion, even in the slightest degree, with our plans of education, I must strongly object

Religious neutrality in Education

I cannot agree to clog with any additional dificulties a plan which has already

so many obstacles to surmount I conceive that the conversion of the

Natives must infallibly result from the diffusion of knowledge among them

Evidently they are not aware of the connection, or all attacks on their immorality would be as vigorously resisted as

if they were on their religion The only efect of introducing Christianity into our schools would be to sound the

alarm, and to warn the Brahmins of the approaching danger, even that warning might perhaps be nugatory to as

long as our converts were made, but it is a suficient argument against the plan, that it can only be safe as long as

it is merely futile, and in thus instances, the danger involves not only failure of our plans of education, but the destruc-

lation of our Empire" 3

Noteworthy diferent views were entertained by Mr H H Wilson Member of the Government's Council at Bombay, and on the 20th December, 1823, he recorded a dissentient Minute from

Dissentient Minute of H H Wilson, dated 29th December, 1823

Hon'ble F Warden, dated which the following passage 4 may be quoted as throwing light upon the matter

of the controversy Mr Warden observed 5

"I mean to contend that India is not without the means of supplying agents, not only for the affairs of the

Government, but also for the advancement of individual interests I question

dortako too great responsibility to Education

whether the intellect of the mass of the population is in a more degenerated

state in India than that of the United Kingdom That it is the furthest from

my intention to contend that it is higher order of education, and in particular better, a purer, and more perfect

system of morality is not indispensibly necessary But the means by which that improvement is to be obtained, in

a delicate and dificult question I must repeat my opinion that the Government should not be too forward in

taking the education of the Natives on itself, nor interfere too much in the institutions that exist in the country,

imported as they may be.

"Though aware of the impolicy of the former measures, the Government's propositions yet appear to infrange

on both these pontums in too great a degree From an over anxiety to complete so good a work, we run the

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I; Pub lish (1832), pp 517-510

• ibid., pp. 520-622.

ENGLISH, THE BEST MEANS OF EDUCATION

41

danger of attempting too much at once, and defeating our object I would leave the native village schools untouched and unnoticed, without attempting to institute examinations, or to distribute prizes, on the part of the Government I question whether thus interference, even if practicable through so extensive a range of country, would not be prejudicial The schools to be established on a better model, in addition to these, should be few in number, but efficient in the means of instruction, and of producing schoolmasters

"I would not ostensibly, but indirectly, give every encouragement to the Missionaries, for although I Missionaries should be in- directly encouraged and helped by Government

entirely concur with the Governor in the expediency of abstaining from all attempts at religious improvement, yet so long as the Natives do not complain of the interference of the Missionaries with their prejudices, and so long as they prosecute their labours with the caution and judgment they have hitherto manifested, their exertions cannot fail of being profitable, even if they combine religious with moral instruction, no danger will arise out of their agency The beneficial result may not be immediately conspicuous, yet it must ultimately appear, even if limited to the education of the lower classes of the Natives If education should not produce a rapid change in their opinions on the fallacy of their own religion, it will at least render them more honest and industrious subjects

"If types are to be bought and distributed throughout the country, boys ought to be attached to the different Presses at Bombay to learn the duty of compositors Whatever may be my Dangers of introducing printing in India

own views on the subject, a most important question, which has been much discussed under the Presidency of Bengal, presents itself, what would be the effects of the power and influence of the Press in the present state of the country, if the Natives are to be taught the art of printing? The dissemination of whatever they choose to publish, would, of course, immediately follow If we could control the Press, which a distribution of types would necessarily establish and multiply, by publishing only what the local authorities might approve, it would be well, but such a precaution would manifestly be the dissemination of the Natives, so great a dread of the effect of our own policy in facilitating the means of diffusing knowledge, that we should excite a spirit of enquiry and of agitation under a controlled system, which would not be very favourable to our character for consistency, or to any confidence in the stability of our supre- macy The distribution of types throughout the country demands the gravest consideration

"No doubt the progress of knowledge can be most effectually and economically promoted by a study of the English Language the best means of Education

English language, wherein, in every branch of science, we have, ready compiled, the most useful words, which cannot be compressed in tracts and translated in the native languages, without great expense and the labour of years A classical knowledge of English ought to constitute the chief object of the Bombay Seminary As far as I have conversed with the Natives, they are anxious that their children should be thoroughly grounded in the English language, some of the wealthiest would be glad to send their children to England for education, were it not for the calamitous objection of their mothers, nothing can be more favourable for commencing, or for the establishing of a good system of education, than such a disposition " 2

The desire for English education appears to have rapidly increased in the Bombay Presidency among the Natives of Bombay and native population

"In November, 1827, when Mr Elphinstone was about to resign his office of President of the Bombay Council, the principal native founding English Professor-princes, chiefs, and gentlemen concocted with the Court of Directors to allow properly qualified persons to proceed to Bombay, there to reside in the capacity of teachers. The subscription and proposed Institution was declared to be in honour of the Governor, then about to return to Europe, after whom they were to be designated, 'The Elphinstone Professorship' The Bombay Government acquiesced in the suggestion, and committed to the Native Education Society the measures which might be considered proper for carrying the proposal into effect That Society immediately took charge of the subscription, which then amounted to Rs 120,000, composed of sums of money of which the largest single subscription was Rs 17,800 and the smallest Rs 300, and which had been collected within the space of three months The Education Society also proposed that the persons to be selected should be truly eminent men, selected from other candidates 'by public examination as to their fitness, and on no account to be

• Printed Parliamentary Papers relating to the Affairs of India. General, Appendix I. Public (1832), pp 520-522

6

12

ENGLISH EDUCATION IN INDIA

nominated by private choice or patronage The sphere of one Professor to be languages and general literature, of

another, mathematics and natural philosophy, including astronomy, elementary and physical, of the third, chemistry,

try, including geology and botany, the knowledge of the two last Professors to be particularly imparted with rela-

tion to the useful arts and the future profitable employment of it by the Natives in life."3

Those proposals led to a discussion by the Government of Bombay on the subject of native education generally,

and centred in a difference of opinion among the members of the Government Mr. Francis Warden, one of the Members of the Council, taking a view entirely

Dissenteint opinions in regard to promotion of English Education in Bombay

Bombay, and Mr. Goodwin, another member of Council taking a different view They roundly separate Minutes on the subject, and since they relate to some of the radical principles of educational policy at that time, some passages

may well advantage be quoted from them Mr. Warden's Minute, dated the 24th March, 1828, is the following —

Yielding to no individual in my conviction of the advantages of education to every community, I have yet differed

Mr. Warden's Minute of 24th March, 1828, in favour of encouraging English

directing our chief effort to one object, to a diffusion of a knowledge of the English language, as best calculated to

institute the intellectual and moral mapprovement of India We have as yet made that only a secondary object

"I must confess that I did not expect to receive so unanimous a corroboration of the popularity at least of that

opinion among the Natives, as is afforded by the letter from the leading members of the native community of Bom-

bay, in forwarding a proposition for establishing professorships to be denominated 'The Elphinstone Professorships'

for the purpose of teaching the Natives, the English language, and the arts, sciences and literature of

Europe, to be held, in the first instance, by learned men to be invited from Great Britain, until natives of the country

shall be found properly competent to undertake the office

Now I did I expect to find so decisive a proof of the faculty with which the English language could be diffused,

as is evidenced by the report recently published in the papers of an examination at Calcutta, of the Natives on

rated at that Presidency, which results a display of proficiency in that tongue almost incredible Under these

impressions, I subscribe entirely the opinion expressed by the author of the 'Political History of India,' that it is,

better and wiser to commence by giving a good deal of knowledge to a few, than a little to many, to be satisfied with

laying the foundation stone of a good culture, and not desire to accomplish in a day what must be the work of a

century.

"But the object of giving a good deal of knowledge to a few can only be promoted by a better system of

English Study, primary object of Native Education

education, and the surest mode of diffusing a better system is by making the study of the English language the primary, and not the merely secondary

object of attention in the education of the Natives The reviewer of the work alluded to remarks, in which I still more cordially concur, that a more familiar and extended acquaint-

ance with the English language would, to the Natives, be the surest source of intellectual improvement, and might

become the most durable tie between Britain and India In any plan, therefore, for the public education of the

Natives, the complete knowledge of our language ought to form so prominent an object as to lay ground for its

gradually becoming at least the established vehicle of legal and official business The English tongue would in

India, as in America, be the necessary monument of our domination, and it is not to much to hope that it might also

be the medium through which the inhabitants of those vast regions might hereafter rival the rest of the civilized

world, in the expression of all that most exercises and distinguishes human intellect

"If it be desirable to diffuse a better system of education, we ought at once to encourage the study of the

English tongue, as the leading object with the Native Education Society I intimated in last Annual Meeting,

and find only to regret that so little progress had not been made by the Natives to enable them to benefit by the

higher instruction to be derived from the Professors on their arrival in India, instruction which must be given in

the English language, as studiously recommended to the Native Education Society No one,

I imagine, contemplates the education of a hundred million or of seven million of Natives in the English language,

but I perceive nothing chimerical in laying the foundation-stone of a good education for teaching what the higher

classes of Natives are eager to acquire a knowledge of English The example will be followed, and its effects in

diffusing a better system than in sending forth, as at present, school-masters, and in circulating translations which

not one in a hundred can read or understand, with a smattering of knowledge, will very soon be seen and felt"4

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I, Publié (1832), p. 469

• Ib., pp. 523, 534.

EMPLOYMENT OF NATIVES IN ADMINISTRATION

13

On the other hand, Sir John Malcolm's opinion was opposed to any general introduction of English education

Sir John Malcolm's views against general Education in among the people of India, and since his views are still shared by some

English.

part of his Minute has the following —

"I concur with Mr Warden as to the desirable object of diffusing education, but differ as to the mode I am

His Minute, written in 1828, of opinion the method adopted at this Presidency is of all others the best that

in favour of Vernacular Edu- can be pursued The chief ground on which I anticipate advantages from

cation

tion of the Natives will be instructed by them not only in the English language, but in every branch of useful

science To Natives so educated, I look for aid, in the diffusion of knowledge among their countrymen, though

the medium of their Vernacular dialects, and I certainly think it is only by knowledge being accessible through

the latter medium, that it ever can be propagated to any general or beneficial purpose

"This question may be decided by reference to the History of England Before the Reformation, our best books

Example of English History

works have been translated into the Vernacular language of our native country, though gentlemen, men of learned

on religion, morality, philosophy, and science were veiled in the classical languages of Greece and Rome, and it is a remarkable fact, that since all those

professions, and those who are to instruct youth, still study the classical languages, as the fountains of our knowledge, these are unknown to the great bulk of our countrymen, to whom improved education has been so useful

The reason is plain, the latter have neither that time nor money to spare which is necessary for such studies

There is still greater necessity that the natives of India, whom it is our object to instruct, should have the path

of knowledge rendered as short and as smooth as possible, all that we are now doing tends to that object, the

complete accomplishment of which will be effected by the establishment of the Elphinstone Professors, whose duty

it will be to teach the few who are to teach the many, and from whom, as a source, the Natives of this quarter of

India will be able to obtain that information and knowledge which is best suited to their wishes, their talents, and

their various occupations in life

"I have on political grounds a consolation, derived from my conviction of the impossibility of our ever dis-

seminating that half-knowledge of our language, which is all, any considerable number of the Natives could attain

It would decrease that positive necessity which now exists for the servants of Government making themselves

masters of the languages of the countries in which they are employed, and without which they never can become

in any respect competent to their public duties

"One of the chief objects, I expect, from diffusing education among the natives of India, is our increased power

Further employment of Na- of associating them in every part of our administration Thus I deem essen-

tives in Administration

tial on grounds of economy, of improvement, and of security I cannot look

any diminution of the salaries now enjoyed by European public servants, but I do look to it from many of the

daties they now have to perform being exonerated by Natives on diminished salaries. I further look to the employ-

ment of the latter in such duties of trust and responsibility, as the only mode in which we can promote their im-

provement, and I must deem the instruction we are giving them dangerous, instead of useful, unless the road is

opened wide to those who receive it, to every prospect of honest ambition and honourable distinction

"To render men who are employed beyond the immediate limits of the Presidency fit for such duties, I con-

Knowledge of English not template, no knowledge of the English language is necessary The acquisition

necessary for Natives beyond of that would occupy a period for other studies and pursuits, but it is quite

the Presidency

essential to aspiring Natives that they should have the advantage of translations from our language of the works which are best calculated to improve their minds, and increase their know-

ledge, not only of general science, but to enable them to understand the grounds which led us to introduce into

the system of the administration we have adopted for India the more liberal views and sounder maxims of our

policy and legislation in England It is to the labours of the Elphinstone Professors that we must look for that

instruction which is to form the native instruments that must become the medium of diffusing such knowledge,

and as no duty can be more important than that of men who are placed at the very head of this course of instruc-

tion, and as the power of selecting those qualified for the important task will much depend upon the liberality of

the salaries assigned them, I trust, with Mr Warden, that the Honourable Court will make a grant, to promote

this Institution, of a sum at least equal to that subscribed by the Natives of this Presidency "*

• Printed Parliamentary Papers relating to the Affairs of India - General, Appendix I, Public (1829), p. 525.

44

ENGLISH EDUCATION IN INDIA

The views of Sir John Malcolm were generally concurred in by Mr. Goodwin, his colleague in Council, but

Despatch of the Court of Directors of 21st September, 1826, to the Government of Bombay, favouring the study

Directors of 21st September, down any definite decision between the conflicting views, as to the excep-

of education proposed by Sir John Malcolm, recorded a Despatch, dated the 21st September 1829, to the Bombay Government, in which, referring to the

Bombay, favouring the study of English

subject of Education they made the following significant observations --

"The measures which you have as yet adopted for the furtherance of this important object, are inconsiderable,

compared with those which you have in contemplation. These is one of them, however, to which we are dis-

posed to attach very considerable importance, the establishment of an English School at the Presidency (under

Sir John Malcolm's views

the superintendence of the Committee of the Native School-Book Society), where English may be taught gram-

modified in favour of English Education, as is shown from the following passage in a

matically, and where instruction may be given in history, geography, and the popular branches

Minute, recorded by him on the 10th October, 1830 —

of science, and we are happy to find that Mr. Warden bears testimony to the anxious desire of many among

dated 10th October, 1829

the Natives to obtain the benefit of an English Education for their children *

"I have given my sentiments most fully upon the inexpediency, as well as impracticability, of conveying

In the meantime, Sir John Malcolm appears to have modified his views in

English Schools may be es-

general instruction to our native subjects in India, through the medium of

tablished

the English language, but I by no means desire to express an opinion that

piut of the judicial proceedings, and all correspondence and accounts, are written in English, there will be profitable

schools for that purpose should not be extended. Whilst records of office, a

employment for all who learn to read and write this language, and a familiarity with it will open to those who pos-

sess it, new sources of knowledge, and qualify them to promote improvement. From English schools being estab-

lished at no place, but Bombay, the pay of writers and accountants is unmeritoriously high, and when these more

from the Presidency, they require still higher wages, and when well qualified, they can, from their limited numbers,

command almost any pay they demand. This introduces a tone of extravagance of demand from this class of

persons in all our departments. Of some remedy for this evil I shall speak hereafter, but the real mode to

Despatch of the Court of Directors to the Bombay Government, dated 29th September,

diminish the article. English Schools should be established or encouraged at Surat and Poona,

1830, in favour of English Education.

and I look to the small colony of East Indians about to be established at Poonahcheher, with great hope of and in

this as in other branches of improvement" †

In their Despatch, dated the 29th September, 1830, to the Government of Bombay, the Court of Directors

however, gave clear expression to their views in regard to English Education, as is shown by the following extract from that Despatch —

"It is our anxious desire to afford to the higher classes of the natives

of India, the means of instruction in European science, and of access to the

Despatch of the Court of Directors to the Bombay Government, dated 29th Septem-

Literature of civilized Europe. The character which may be given to the

ber, 1830, in favour of English Education.

classes possessed of leisure and natural influence, ultimately determines that of the whole people. We are sensible,

moreover, that it is our duty to afford the best equivalent in our power to those classes, for the advantages of

which, the introduction of our Government has deprived them, and for those and other reasons, of which you are

well aware, we are extremely desirous that their education should be such as to qualify them for higher situations

in the Civil Government of India, than any to which Natives have hitherto been eligible

"That the time has arrived when efforts may be made for this purpose, with a reasonable probability of

success, is our conclusion by various facts, one of the most striking of which is, the liberal subscription which has

recently been raised among the Natives under your Presidency for the foundation of an institution, at which

instruction is to be given in the English language and Literature, and in European science, through the medium of

the English language. To this projected institution we have already, at your recommendation, expressed our will-

ing readiness, either from your selves or from the native subscibers, any mature and well-digested plan.

having received, either from yourselves or from the native subscribers, any mature and well-digested plan.

"We have now received from the Supreme Government a further report of the progress of the seminaries for

the education of the Natives, which have been established under the Presidency of Bengal. The success of

those institutions has been in the highest degree satisfactory; and the various experiments which have been made

• Printed Parliamentary Papers relating to the Affairs of India, General Appendix I, Part I (1832), p. 338. † Ibid., p. 339.

ELPHINSTONE INSTITUTION IN BOMBAY.

45

in that part of India, have afforded so much valuable experience, that we now no longer feel that uncertainty

which we expressed in our Despatch last referred to, with respect to the choice of means, for an end we have so

deeply at heart

"Among the Native Colleges which now exist and flourish in Bengal, none has had so great success as the

Anglo-Indian College, which originated, like the proposed Elphinstone

Example of successful English Education in Bengal

Institution, in a subscription among the Natives, and is directed to the same

objects This College is partly supported by Government, and is under the

inspection of the General Committee which has been appointed by the Supreme Government for the Superinten-

"In forming a plan for the Elphinstone Institution, it is of course proper that the wishes of the subscribers

The Elphinstone Institution should be consulted They, however, like the Natives who established the

may be helped, like the Anglo-Indian College at Calcutta

Anglo-Indian College, would, we have little doubt, be willing that the institution

should be under your general superintendence, and a Committee of their own

body might be associated in the management, with some officer, or officers, of Government, in such manner as you

might judge most advisable

"If the subscribers are willing to acquiesce in such an arrangement, we authorize you to concert with them a

plan for the formation of the projected institution, taking the Anglo-Indian College at Calcutta, generally, for your

model, and if the plan when completed should not differ very materially from that of the college last mentioned,

we authorize you to make such donation, or such annual subscription, to the Elphinstone Institution, as may appear

to you advisable, with reference to the importance of the object in view" *

In November 1830, the total amount of subscriptions for the Elphinstone Institution at Bombay

reached Rs 2,15,000, and the Court of Directors was requested to subscribe a

Subscriptions for the Elphinstone Institution

similar amount on the part of the Company, and to receive the total sum so

of Director's Despatch to the

subscribed by the natives of Bombay and the Government, on interest at 6

Bombay Government, dated

per cent, into the Public Treasury at Bombay-the interest of this Capital

12th December, 1832, regarding Aid and Superintendence

Fund to go towards defraying the expenses of the Institution Relative to

of the Institution

this subject, the following extract from the Despatch of the Court of Directors

to the Government of Bombay, dated the 12th December, 1832, may be quoted,

as showing how far the policy of imparting English education to the natives of India had advanced in that Presidency

The passage runs as follows -

"We have already, in our letter of 19th September, 1830, empowered you to grant such sum as you may

deem advisable, in aid of the proposed Elphinstone Institution, your suggestions as to the mode of constituting

that institution appear judicious You think that the teachers to be furnished from this country should be,- one

superior Professor of mathematics, astronomy, and all branches of natural philosophy, together with an under

Professor or teacher, who ought to possess a complete knowledge of the practical application of the sciences of

architecture, hydraulics, mechanics, &c, to the useful purposes of life"

To the latter person you propose allotting

Rs 600 per mensem, to the former, Rs 800, with use of the house built for the astronomer, and the charge

of the Observatory and instruments As the study of the English language and literature was one of the main

objects for which the institution was founded, it is, of course, intended that either the head Professor, or his assist-

ant should be competent to give instruction on those subjects as well as on science" †

• Printed Parliamentary Papers relating to the Affairs of India General, Appendix I, Public (1832), p 542

† Id, p 543

46

ENGLISH EDUCATION IN INDIA

CHAPTER IX.

SUMMARY OF THE VARIOUS STAGES OF THE MEASURES FOR EDUCATION OF THE NATIVES

OF INDIA, AND EXPENDITURE INCURRED BY THE EAST INDIA COMPANY, UNDER THE

ACT OF PARLIAMENT, STATUTE 53, GEO III, CHAPTER 155,—FROM 1813 TO 1830

The narrative contained in the preceding chapters may be summarised as indicating certain marked stages

of the policy of Education and development of the policy of education in India The

earliest earliest stage was the period when education of the natives of India was

stage—Inactivity not regarded as a part of the administrative policy of the East India Com-

pany, which, indeed, did not at that time possess any territorial dominion or recognised political authority

authority had its legal beginning in the grant of the Diwani of Bengal, Behar and Orissa, by the Emperor Shah

Alam, to the East India Company, in 1765, and the political circumstances of that period left no time or inclination

for the promotion of learning, or formulation of any educational policy

The second stage was the foundation, by Warren Hastings, of the Calcutta Madrassa, in 1781, and the Benaras

College in 1791, for the purpose of training Mahomedan and Hindu officers

The 2nd Stage—Encouragement of Oriental Studies, for ranks in the Judicial and other Administrative offices of the Company

1781 to 1791.

The third stage was, whilst in various places, some individual efforts were made for promoting education, no

organised system existed, nor had the principles of a definite educational policy

The 3rd Stage—Unorganised Individual Efforts been declared an important one, as distinct from

as to the expediency and policy of educating the natives of India, engaged

attention, as shown by the elaborate treatise of Mr Charles Grant, which was written during 1792, and submitted

to the Court of Directors in 1797, and also by Lord Minto's Minute on Education, written in 1817

The fourth stage is represented by the Resolution passed by the House of Commons declaring it to be the

The 4th Stage—Legislature duty of England to promote the interests and happiness of the native inhabitants

recognition of Education, as tants of the British dominions in India, to adopt such measures as may

a duty of the State, in 1813. tend to the introduction among them of useful knowledge and moral improve-

ment—a declaration to which effect was given in section 43 of the Act of Parliament, 53, Geo III, Chapter 155,

which was passed in 1813

The fifth stage is one of comparative apathy, on the part of the authorities in India, because, notwithstanding

The 5th Stage—Apathy of the fact that the Court of Directors, in their Despatch of the 3rd June, 1814,

the Indian Government to—invited the special attention of the Governor-General to the provisions of the

wards Education. new Act regarding Education, no measures of any significant kind were taken

for some years, to give effect to the benevolent intentions of the Act of Parliament

The sixth stage is remarkable for the activity of the authorities in India, in adopting systematic means for pro-

The 6th Stage—Appointment moting education among the people It was during this period that the Com-

of Committees of Public Instruction, 1823 to 1826. mittees of Public Instruction were appointed One at Calcutta in 1823,

another in Madras in 1826, and the Education Society at Bombay, in 1823

The operation of those Sources, and the policy of Government on the subject of education, have been de-

scribed in the preceding chapters, and it is apparent that up to the year 1830

The question of English Education remains unsettled. the educational policy in regard to the conflicting claims of Oriental learning

on the one hand, and of English education on the other, had not been settled

either by the Governments of the three Presidencies in India, or by the Court of Directors in England Nor does

it appear that the spread of education was regarded, during this period, as having hitherto attained a desire to

procure a supply of trained native officials to fill subordinate ranks in the administration

It will be the object of the following chapter to describe how a great and radical change came upon the Edu-

Expenditure on Education cational policy of Government, immediately after this period, does not vary in

India, under Section 43 of favour of English Education, as distinguished from Oriental studies in Arabic

Act of Parliament, 53, Geo and Sanskirt. In the meantime, however, it will be interesting to see how

III., C. 155, 1813 to 1830. far the Government in India had carried out the intentions of Parliament

expenditure on education, 1818-1830

47

expressed in Section 43, of the Act, 53 Geo III, chapter 155, which laid down that "a sum of not less than one

lac of rupees 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 introduction and promotion of a knowledge of the

sciences among the inhabitants of the British territories in India" It will be remembered that the Act was

passed in the year 1813, and the following table, taken from the printed Parliamentary Papers * of 1832, gives an

account of all sums that had been applied to the purpose of educating the natives of India, from the year 1813 to

the year 1830, both inclusive, covering a period of 18 years —

Years

Bengal

Madras

Bombay

Total

£

£

£

£

1813

4,207

480

442

5,129

1814

11,606

480

499

12,585

1815

4,405

480

537

5,422

1816

5,146

480

578

6,204

1817

5,177

480

795

6,452

1818

5,211

480

630

6,321

1819

7,191

480

1,270

8,941

1820

5,807

480

1,401

7,688

1821

6,882

480

594

7,956

1822

9,081

480

594

10,155

1823

6,134

480

594

7,208

1824

19,970

480

1,434

21,884

1825

57,122

480

8,961

63,563

1826

21,623

480

5,309

27,412

1827

30,077

2,140

13,096

45,313

1828

22,797

2,980

10,064

35,841

1829

24,663

3,614

9,799

38,076

1830

28,748

2,946

12,636

44,330

Grand Total, 1818 to 1830

2,75,847

18,400

69,233

3,63,480

Thus account yields an average expenditure of £20,193 a year, which, even according to the higher value of the

Actual Expenditure double in those days, may be roundly stated to be more than two lacs of rupees,

the minimum amount required that is, more than double the amount required by the abovementioned Act of

Parliament to be spent on education in India Whatever, therefore, may be

said as to the Educational Policy of the East India Company during this period, and apart from the question

whether the sum of one lac of rupees, named as the minimum annual expenditure on Education by the Act of

Parliament was sufficient, neither the Court of Directors nor the authorities in India can be accused either of

having endeavoured to evade the intentions of Parliament, or to have exercised undue parsimony in giving effect

to those intentions

• Printed Parliamentary Papers relating to the Affairs of India General Appendix I, Public (1832), p 483.

CHAPTER X.

RENEWAL OF THE EAST INDIA COMPANY'S CHARTER IN 1833—ARRIVAL OF LORD MACAULAY IN INDIA AS A MEMBER OF THE GOVERNOR-GENERAL'S COUNCIL, IN 1834—CONTROVERSY AS TO THE COMPARATIVE MERITS OF ORIENTAL LEARNING AND ENGLISH LITERATURE FOR EDUCATION—LORD WILLIAM BENTINCK'S EDUCATIONAL RESOLUTION OF 1835—PROTEST OF MAHOMEDANS AGAINST THE RENOLUTION

This Chapter opens with perhaps the most important period in the annals of Education in India, under the

Most important period in British rule The term of the Charter of the East India Company, which

the History of Education in India—1830 to 1835.

arose in England as to whether it ought to be renewed at all, and if renewed, under what conditions " I1'e11h

1S3:3, the leading towns of the United Kingdom had begun to agitate the subject, and to load the tables of both

Houses of Parliament with petitions against the renewal of the Charter, and Reformers, 1S34, Select Committees

were appointed, on the recommendation of ministers themselves,—Lord Ellenborough making the motion in the

Lords, and Sir Robert Peel in the Commons Both men carefully abstained from expressing any opinion on the views

entertained by the Cabinet, and the Committees were simply appointed 'to inquire into the present state of the affairs

of the East India Company, and into the trade between (heant Britain and China, and to report their observations

thereupon to the House"* 1 It is from the reports of the Parliamentary Committees so appointed, and the enormous

mass of oral and documentary evidence which they collected, printed in bulky Parliamentary Blue-books, in folio, 12,

that a considerable portion of the information and quotations given in the preceding chapters have been collected

It falls beyond the scope of this work to discuss the various political and commercial affairs with which,

Renewal of the East India Company's Charter by Parliament, in 1833

Charter was introduced to the House of Commons by Sir Charles Grant† (afterwards Lord Glenelg) the President

of the Board of Control, who concluded a long explanatory speech, by moving three resolutions, of which the third,

having a bearing upon the subject of education in India, may be quoted here " The resolution ran as follows -

" That it is expedient that the Government of the British Possessions in India for the said Company,

under such conditions and regulations as Parliament shall enact, for the purpose of extending the commerce of this country, and of securing the good

Parliamentary Resolution in favour of educating Indus.

The resolution is important, as showing, that among the objects for which the Company was to be intrusted

Promotion of Education was cognised as duty of the Company Govorninont Absonco

of antorost in Indian affairs in

Parliament

renovation to Christianity As throwing light upon the small amount of interest taken by Parliament in

Indian affairs, the historian‡ adduces attention to the fact that the Resolutions, though involving the fate of Government

of India, and the concomitant condition of its myriad of inhabitants, were passed almost without discussion, and

awakened so little interest that a very large majority of the members of the House of Commons did not even deign

to be present. Adverting to the fact a few weeks afterwards, Lord Macaulay thus expressed himself - " The House

• Beveridge's History of India, Vol. II., p 230

† Son of the Rer vd Honourable Charles Grant, from whose treatise on the "Condition of the Natives of India," quotations have

been given in the preceding chapters of this work.

‡ Beveridge's History of India, Vol III, p, 234.

COMPARATIVE CLAIMS OF ENGLISH AND ORIENTAL LEARNING.

49

has neither the time, nor the knowledge, nor the inclination to attend to an Indian Budget, or to the statement of

Indian extravagance, or to the discussion of Indian local grievances A broken head in Coldbath Fields excites

greater interest in this House than three pitched battles in India ever would excite This is not a figure of

speech, but a literal description of fact, and were I called upon for proof of it, I would refer to a circumstance

which must be still in the recollection of the house When my right honourable friend, Mr Charles Grant, brought

forward his important propositions for the future Government of India, there were not as many members present

as generally attend upon an ordinary turnpike bill

The Bill which gave effect to the abovementioned Resolutions, was passed by Parliament and received the Royal

assent on the 26th of August, 1833 It ranks in the Statute-book as 3 and 4 Wm IV , C 85, and is entitled, " An Act for effecting an arrangement with the

better Government of India, 3 and 4 Wm IV., c 85, received the Royal assent on 26th August, 1833 ' Rights of Educated Na-

tives to State offices affirmed

His Majesty, resident thereon, shall, by reason only of his religion, place of birth, descent, colour, or any of them,

be disabled from holding any place, office, or employment under the said Company " The Act introduced considerable changes in the administrative machinery of the Government of India, and under one of its provisions,

Lord Macaulay was appointed the first Law Member of the Council of the Governor-General, and arrived in India

on the 10th June, 1834, and soon joined Lord William Bentinck, then Governor-General of India

Lord Macaulay's arrival in India to hold such a high office in the administration of the country, was an impor-

tant event in the history of education in India, as it was principally due to his

personality and opinions, which were adopted by the Governor-General, that

the advancement of English education found a decisive and emphatic declara-

tion of policy, and a firm basis, upon which the present system still rests As to the state of things which then

prevailed in regard to education in India, I borrow the following observations from a contemporary witness, Sir

Charles Trevelyan In his brochure on the " Education of the People of India," he says —

" Meanwhile, the progress of events was leading to the necessity of adopting a more decided course The taste

for English Literature for English became more ' widely disseminated ' A loud call arose

widely disseminated, as con-, for the means of instruction in it, and the subject was pressed on the Commit-

trasted with Oriental learn-

tee from various quarters English books only were in any demand upwards

ing

of thirty-one thousand English books were sold by the School-book Society

in the course of two years, while the Education Committees did not dispose of Arabic and Sanskrit volumes enough,

in three years to pay the expense of keeping them for two months, to say nothing of the printing expenses

Among other signs of the times, a petition was presented to the Committee by a number of young men who had

been brought up at the Sanskrit College, pathetically representing that, notwithstanding the long and elaborate

course of study which they had gone through, they had little prospect of bettering their condition, that the indiffer-

ence with which they were generally regarded by their countrymen left them no hope of assistance from them,

and that they, therefore, trusted that the Government, which had made them what they were, would not abandon

them to destitution and neglect The English Classes which had been tacked on to this and other Oriental Colleges,

had outrivaled the Oriental Classes The boys had not time to go through an English, in addition to an Oriental

course, and the study which was secondary was naturally neglected The translations into Arabic, also, appeared

to have made as little impression upon the few who knew that language, as upon the mass of the people who

were entirely unacquainted with it

" Under these circumstances, a difference of opinion arose in the Committee One section of it was for

Difference of opinion among

following out the existing system,—for combining the Arabic translations,—

Members of the Education

Committee as to comparative

operations, by all which means fresh masses would have been added to an

claims of English and Oriental

already unsaleable and useless hoard An edition of Avicenna was also

learning

projected, at an expense of 2,000l., and as it was found that, after hiring

students to attend the Arabic College, and having translations made for their use at an expense of thirty-two

shillings a page, neither students nor teachers could understand them, it was proposed to employ the translator

as the interpreter of his own writings, at a further expense of 300 rupees a month The other section of the

Committee wished to dispense with this cumbrous and expensive machinery for teaching English science through

the medium of the Arabic language; to give no bounties in the shape of stipends to students, for the encourage-

ment of any particular kind of learning; to purchase or print only such Arabic and Sanskrit books as might

50

actually be requited for the use of the different collages, and to employ that portion of their annual income, which

would by those means be set free, in the establishment of new seminaries for giving instruction in English and the

Vernacular languages, at the places where such institutions were most in demand

"This fundamental difference of opinion long obstructed the business of the Committee Almost everything

were so egually balanced as to be unable to make a forward movement in

any direction A practicals point might occasionally be decided by an acci-

Obstruction caused in con-

sequence

dental majority of one or two, but as the decision was likely to be reversed the next time the subject came under

consideration, this only added insecurity to inefficiency This state of things lasted for about three years,

until both parties became convinced that the scrupulous and respectability of their body would be uttely com-

promised by its longer continuance * The Committee had come to a dead stop, and the Government alone could

set it in motion again, by giving a preponderance to one of the other of the two opposite sections The members,

therefore, took the only course which remained open to them, and laid before the Government a statement of their

outining position, and of the grounds of the conflicting opinions held by them

"The question was now fairly brought to issue, and the Government was forced to make its election between two

Government called upon opposite principles So much, perhaps, never depended upon the determina-

to decide the issue betwoen tion of any Government Happily, there was then at the head of all its one

English and Oriental learning of the few who pursue the welfare of the public, mudipendently of ever, per-

sonal considerations happily, also, he was supported by one who, after having enriched the literature of Europe,

came to this and when it was trembling in the scale with the literature of Asia †

The first allusion in the preceeding passage is to Lord William Bentinck, then Governor-General of India, and,

Lord Macaulay's celebrated the second to Lord Macaulay, who had recently arrived from England, as a

Minute in favour of English Member of the new Supreme Council in India "On his arrival, Macaulay

Education, dated 2nd February, 1835 was appointed President of the Committee, but he declined to take any

active part in its proceeedings until the Government had finally pronounced on

the question at issue Later, in January 1837, the advocates of the two systems, than whom few abler men could

not be found in the Service, laid their opinions before the Supreme Council, and, on the 2nd of February, Macaulay,

as a Member of that Council, produced a Minute in which he adopted and defended the views of the English

section in the Committee † The Minute contains some passages which are interesting and most instructive, as throwing

light upon the spirit and nature of the new educational policy, and they may be quoted here -

"How stands the case ? We have to edurate a people who cannot at present be educated by means of their

English Literature pro-eminent, and best suited for Educa-

tion in India

mother-tongue We must teach them some foreign language ‡ The claims of

our own language it is hardly necessary to reapitulate It stands pre-eminent

malum not inferior to the noblest which there is has bequeathed to us, with models of every species of eloquence,

with historical compositions, which, considered merely as narratives, have seldom been surpassed, and what is, con-

sidered as vehicles of ethical and political instruction, have never been equalled, with just and lively representa-

tion of human life and human nature, with the most profound speculations on metaphysics, morals, government, juris-

prudence, and trade, with full and correct information respecting every experimental science whioh tends to

priseive the health, to increase the comforts, or to expand the intellect of man Whiges or knaves, that languages has

really necessary to all the vast intellectual wealth which all the wisest nations of the earth have created and hoarded

in the course of ninety generations It may safely be said that the literature now extant in that language is of far

greater value than all the literature which three hundred years ago was extant in all the languages of the world

together Nor is this all In India, English is the language spoken by the ruling class It is spoken by the

English Literature

ing class of Natives of the country It is likely to become the language of commerce throughout

the sons of the land It is the language of two great European communities whih are rising, the one in the

south of Africa, the other in Australasia, communities whih are overy year becoming more important, and more

closely connected with our Indian Empire Whuther we look at the intrinsic value of our literature or at the par-

ticular situation of this country, we shall see the strongest reason to think that, of all foreign tongues, the English

tongue which would be the most useful to our Native subjects

"The question now before us is simply whether, when it is in our power to teach this language, we shall teach

languages in which, by universal confession, there are no books on any subject, which deserve to be compared to

• Trevelyan—On the Education of the people of India, preface, pp. 8-13

† Trevelyan's Life of Macaulay, Ed. 1881, p. 390

LORD MACAULAY'S MINUTE ON ENGLISH EDUCATION, 1835

51

our own, whether, when we can teach European science, we shall teach systems which, by universal confession,

whenever they differ from those of Europe, differ for the worse, and whether, when we can patiently sound philoso-

phy and true history, we shall countenance, at the public expense, medical doctrines, which would disgrace an

English farrier—astronomy, which would move laughter in the gulls at an English boarding-school—history,

abounding with kings thaty feet high, and reigns thaty thousand years long—and geography made up of seas of

treacle and seas of butter

"We are not without experience to guide us History furnushes several analogous cases, and they all teach

Analogous cases of education-the same lesson There are in modern times, to go no further, two memor-

al effort

sciences planted in countries which had recently been ignorant and barbarous

"The first instance to which I refer is the great revival of letters among the Western nations at the close of

Revival of letters in Europe

the fifteenth and the beginning of the sixteenth century At that time almost every thing that was worth reading was containd in the writings of the

at the close of the 15th and the beginning of the 16th century

ancient Greeks and Romans Had our ancestors acted as the Committee of

Public Instruction has hitherto acted, had they neglected the language of

Cicero and Tacitus, had they confined thoir attention to the old dialects of our own island, had they printed

nothing, and taught nothing at the universities, but chronicles in Anglo-Saxon, and romances in Norman-French,

would England have been what she now is ? What the Greek and Latin were to the contemporaries of More and

Ascham, our tongue is to the people of India The literature of England is now more valuable than that of

classical antiquity I doubt whether the Sanscrit literature be as valuable as that of our Saxon and Norman

progenitors In some departments of history, for example, I am certain that it is much less so

"Another instance may be said to be still before our eyes Within the last hundred and twenty years, a nation

Example of intellectual progress in Russia

which it was sunk, and has taken its place among civilised communities I

speak of Russia There is now in that country a large educated class, abounding with persons fit to serve the State

in the highest functions, and in no wise inferior to the most accomplished men who adorn the curule of Paris

and London There is reason to hope that this vast Empire, which in the time of our grandfathers was probably

behind the Panjab, may, in the time of our grandchildren, be pressing close on France and Britain in the career of

improvement And how was this change effected ? Not by flattering national prejudices, not by feeding the mind

of the young Muscovite with the old woman's stories which his rude fathers had beheved , not by filling his head

with lying legends about St Nicholas, not by encouraging him to study the great question, whether the world

was or was not created on the 13th of September, not by calling him 'a learned native,' when he has mastered all

theo points of knowledge, but by teaching him those foreign languages in which the greatest mass of information

had been laid up, and thus putting all that information within his reach The languages of western Europe civilised

Russia I cannot doubt that they will do for the Hindoo what they have done for the Tartar '*

Lord William Bentinck

adopts Lord Macaulay's views. Thus Minute was concurred in by Lord William Bentinck and his Council, on the 7th March, 1835, they passed the following Resolution, which set

Government Resolution, dated

7th March, 1835, in favour of

English Education.

"The Governor-General of India in Council has attentively considered the two letters from the Secretary

to the Committee, dated the 21st and 22nd January last, and the papers referred to in them

"2nd—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 appropri-

ated for the purposes of education would be best employed on English education alone

"3rd—But it is not the intention of his Lordship in Council to abolish any college or school of native learn-

ing, while the native population shall appear to be inclined to avail themselves of the advantages which it affords

and his Lordship in Council directs that all the existing professors and students at all the institutions under the

superintendence of the Committee shall continue to receive their stipends But his Lordship in Council decidedly

objects to the practice which has hitherto prevailed, of supporting the students during the period of their educa-

tion. He conceives that the only effect of such a system can be to give artificial encouragement to branches of

learning which, in the natural course of things, would be superseded by more useful studies, and he directs that

• Trevelyan's Life of Macaulay, Ed. 1881, pp 350-352

stapend shall be given to any student who may hereafter enter any of these institutions, and that when any

ofessor of Oriental learning shall vacate his situation, the Committee shall report to the Government the number

d state of the class, in order that the Government may be able to decide upon the expediency of appointing a

ocessor

"4th—It has come to the knowledge of the Governor-General in Council that a large sum has been expended

the Committee, in the printing of Oriental works His Lordship in Council directs that no portion of the

nds shall hereafter be so employed

"5th—His Lordship in Council directs, that all the funds which these returns will leave at the disposal of

e Committee be henceforth employed in imparting to the native population a knowledge of English literature

id science, through the medium of the English language, and His Lordship in Council requests the Committee

submit to Government, with all expedition, a plan for the accomplishment of this purpose"4

Whule such was the native of the futute educational policy declared by Government, it is important to com-

Feeling of the Hindus en-

turely in favour of English has already been shown that the Hindus in Bengal had already been for most

Education.

x thus purpose founded the Vidyalaya of Anglo-Indian College, from their own voluntary contributions, so far back as

l6, and that Raja Ram Mohan Roy, the 200cognised leader of their advanced and enlightened party, had submitted

d able and eloquent Memorial, in 1823, protesting against the expediture of money on Sanskrit learning, and

oying that all available funds and endeavours should be devoted to the promotion of education in the English

agnage, literature, and science, among the people of India It has also been stated that, in 1827, the Hindus of

omlbay raised a vast subscription exceeding two lacs of rupees as an endowment for Professors of the English

nquage, and European arts and sciences, in honour of Mr Elphinstone, the late Governor of the Presidency, and

int their efforts resulted in the foundation of the Elphinstone Institution, or College, in Bombay Thus, em-

iofore, be no doubt that the Governor-General's Resolution of the 7th March, 1835, was greeted with joy by the

indus, and contemporary evidence not wanting to show that such was the case Mr Charles Trevelyan, who

, that time held important office in the Indian Civil Service, bears his testimony to the then state of things, in the

ollowing words—

"Thus brings us to the second point which we had to consider, namely, whether, supposing English literature

Sir Charles Trevelyan's tes-

tumony as to the popularity of solves readily to profit by the advantages whul it holds out If it can be

English education among the proved that tarthen in European knowledge has become one of the sensible wants

Hindus.

ucy display an eager avidity to avail themselves of every opportunity of acquiring the knowledge of the West,

, must be admitted that the case put by the Committee of 1824 has occurred it, and that, according to their own

nle, the tune has arrived when instruction in Western literature and science may be given on an extensive scale,

rithout any fear of producing a reaction

"The proofs that such is the actual state of things have been already touched upon As the principle of the

Excessive sale of English School-books during 1834-35 poses of them only to those who pay for them, the operations furnish, perhaps,

Society is, to print only such books as are in demand, and to dis-

tiforent systems of learning which are simultaneously cultivated in India It appears, from their last printed

report, that from January 1834 to December 1835, the following sales were effected by them—

"English books

Anglo-Asiatic, or books partly in English and partly in some Eastern language

Bengalee

Hindoo

Hindusthanec

Persian

Urya

Arabic

Sanskrit

31,040

4,525

5,754

4,171

3,834

1,454

834

30

10

"Indeed, books in the learned native languages are such a complete drug in the market, that the School-

book Society has for some time past ceased to print them, and that Society, as well as the Education Committee,

, Trevelyan—On the Education of the people of India, pp 13-15.

has a considerable part of its capital looked up in Sanskrit and Arabic lore, which was accumulated during the

period when the Oriental mania examined everything before it Twenty-three thousand such volumes, most of them

folios and quartos, filled the library, or rather the lumber-room, of the Education Committee at the time when the

printing was put a stop to, and during the preceding three years, their sale had not yielded quite one thousand

rupees

" At all the Oriental Colleges, besides being instructed gratuitously, the students had monthly stipends

Small sale of Oriental Books

allowed them, which were periodically augmented till they quitted the institution At the English seminaries, not only was this expedient for obtain-

ing pupils quite superfluous, but the native youth were ready themselves to pay for the privilege of being admitted

The average monthly collection on this account from the pupils of the Hindoo College, for February and March, 1836,

was, sicca rupees, 1,325 Can there be more conclusive evidence of the real state of the demand than this ? The

Hindoo College is held under the same roof as the new Sanskrit College, at which thirty pupils were boarded at

8 rupees each, and seventy at five rupees, or 590 rupees a month in all

" The Hindoo College was founded by the voluntary contributions of the Natives themselves, as early as 1816

Hindu Scholars educated in

the Vidyalaya, propagate taste

for English language and liter

ature

had gained a great height in 1835, several such Natives had established English schools at their own expense , Asso-

ciations had been formed for the same purpose at different places in the interior, similar to the one to which the

Hindoo College owed its origin The young men who had finished their education propagated a taste for our litera-

ture, and, partly as teachers of benevolent or prepropagatory schools, partly as tutors in private families, aided all

classes in its acquisition The tide had set in strongly in favour of English education, and when the Committee

declared itself on the same side, the public support they received went beyond, then fell short of what was

required More applications were received for the establishment of schools than could be complied with, there were

more candidates for admission to many of those which were established than could be accommodated On the

opening of the Hooghly College, in August, 1836, students of English flocked to it in such numbers as to render the

organization and classification of them a matter of difficulty Twelve hundred names were entered on the books of

this department of the College within three days, and at the end of the year there were upwards of one thousand

in regular attendance The Arabic and Persian classes of the institution at the same time mustered less than two

hundred There appears to be no limit to the number of scholars, except that of the number of teachers whom the

Committee is able to provide Notwithstanding the extraordinary concourse of English students at Hooghly, the

demand was so little exhausted, that when an auxiliary school was lately opened within two miles of the College,

the English department of it was instantly filled, and numerous applicants were sent away unsatisfied In the

same way, when additional means of instruction were provided at Dacca, the number of pupils rose at once from

150 to upwards of 300, and more teachers were still called for The same thing also took place at Agra These

are not symptoms of a forced and premature effort, which, as the Committee of 1824 justly observed, would have

recoiled upon themselves, and have retarded our ultimate success " *

This state of things was, however, limited to the Hindus Far different were the feelings of the Mahomedans,

Mahomedans oppose English

Education and memorialize

against the Government Re-

solution of 7th March, 1835.

Testimony

of Mr. H. H

Wilson,

whose attitude towards English education was anything but friendly Contemporary evidence of this circumstance is furnished by the evidence of the

celebrated Sanskrit scholar, Mr H H Wilson, who at that period, and since

1833, had been a member and Secretary of the Committee of Public Instruction

at Calcutta, and was otherwise deeply interested and concerned in the spread of

Education in India He was examined upon the subject of the measures taken

by Government in 1835, as a witness before a Select Committee of the House of Commons, on the 18th July 1853

The question put to him was " From your intimate acquaintance with literary men, when you were in India, what

is your impression of the opinion that they formed of that neglect of the languages of India, which you say has been

manifested?" His answer was that, " Upon the determination to abolish the stipends, and the proposal to appro-

priate all the funds to English education, there was a petition from the Mahomedans of Calcutta, signed by about

8,000 people, including all the most respectable Maulavis and native gentlemen of that city After objecting to it

upon general principles, they said that the evident object of the Government was the conversion of the Natives,

that they encouraged English education exclusively, and discouraged Mahomedan and Hindu studies, because they wanted

• Trevelyan—On the Education of the people of India, pp 78-83

1

ENGLISH EDUCATION IN INDIA

influenced the people to become Christians, their looked upon their exclusion enouragement of English as a step

wards conversion"6

Such feelings of aversion towards English education entertained by the Mahomedans, and evinced so early as

1835, stand in strong contrast to the attitude of the Hindu community, who, as has been shown, had zealously proved

leur desire to acquire a knowledge of the English language, literature, and sciences, by founding the Anglo-Indian

college, go far back as 1816, and by the Monoital which had been presented on their behalf by Raja Ram

or to Lord Amherst, then Governor-General of India. This difference between the sentiments of the two com-

munities towards English education, is the real key to the reasons of the vast disparity of progress in English

education which the two nationalities have respectively made. The effects of this disparity have been muchful

1 the interests of British India in general, and to the Mahomedan community in particular, and those effects have

of yet disappeared, as will be shown in a later part of this work

CHAPTER XI.

CONTENDING ARGUMENTS OF THE ADVOCATES OF ENGLISH EDUCATION, AND THE

SUPPORTERS OF ORIENTAL LEARNING IN ARABIC AND SANSKRIT

In a historical review of the progress of education in India, it would seemely be far that the account of the

The Controversy—English Education versus Oriental classical

Education revives Oriental and sciences, should be limited to what has been stated in the preceding

learning.

if this controversy by the Government Resolution of 7th March 1875 Whatever the merits of the controversy

may be, it is one of so much importance that it can never lose its historical interest. The views- and arguments

of the advocates of English education have been summed up by Sir Charles Trevelys in the following words

“The Hindu system of learning contains so much truth, as to have raised the nation to its present point of

Arguments of the Advocates civilization, and to have kept it there for ages without reforming, and so

of English Education.

much error, as to have prevented it from making any sensible advance during

the learned in vain endeavour to take the thread of authentic narrative, its medicine is quackery, its geography

and astronomy are monstrous absurdity, its law is composed of loose contradictory maxims, and barbarous and

ridiculous penal provisions, its religion is idolatry, its morality is such as might be expected from the example

of the gods and the precepts of the religion. Suttee, Thuggee, human sacrifice, Chaunt murder, religious suicides,

and other such execrescences of Hinduism, are either expressly enjoined by it, or are directly deduced from the

principles inculcated by it. This whole system of sacred and profane learning is knitred and bound together by

the sanction of religion, every part of it is an article of faith, and its essence is unchangeable as the divinity

learning is combined by it to the Brahmins, the high priests of the system, by whom and for whom it was devised

All the other classes are condemned to perpetual ignorance and dependlence, these appropriati on usurpations are

warranged by the laws of caste, and limits are fixed, beyond which no personal merit or personal good fortune can

raise them. The pretlar wonder of the Hindu system is, not that it contains so much or so little true

knowledge, but that it has been so skilfully combined for arresting the progress of the human mind, as to exhibit

it at the end of two thousand years fixed at nearly the precise point at which it was first moulded. The Maho-

medan system of learning is many degrees better, and ‘resembles that which existed among the nations of Europe

before the invention of printing,’ so far does even this fall short of the knowledge with which Europe is

now blessed. These are the systems under the influence of which the people of India have become what they are

They have been weighed in the balance, and have been found wanting. To perpetuate them, is to perpetuate

the degradation and misery of the people. Our duty is not to teach, but to unteach them, not to rivet the

shackles which have for ages bound down the minds of our subjects, but to allow them to drop off by the lapse

of time and the progress of events

• Printed Parliamentary Papers (1863) : Sixth Report of the Select Committee of the House of Commons on Indian Territories, p 12.

"If we turn from Sanskrit and Arabic learning, and the state of Society which has been formed by it, to

Western learning, and the improved and still rapidly improving condition of the Western nations, what a different

spectacle presents itself! Though the medium of English, India has been brought into the most intimate connec-

tion with this favoured quarter of the globe, and the particular claims of the English language as an instrument of

Indian improvement have thus become a point of paramount importance

"As of all existing languages and literatures the English is the most replete with benefit to the human race,

so it is overspreading the earth with a rapidity far exceeding any other

Importance of the English

language

of America, north of Mexico, and at the existing rate of increase there will

be a hundred millions of people speaking English in the United States alone at the end of this century In the

West India Islands we have given our language to a population collected from various parts of Africa, and by this

circumstance alone they have been brought many centuries nearer to civilisation than their countrymen in Africa,

who may for ages grope about in the dark, destitute of any means of acquiring true religion and science Their

dialect is an uncouth perversion of English, suited to the present crude state of their ideas, but their literature will

be the literature of England, and their language will gradually be conformed to the same standard More recently

the English language has taken root in the Continent of Africa itself, and a nation is being formed by means of it

in the extensive territory belonging to the Cape, out of a most curious mixture of different races But the scene of

its greatest triumphs will be in Asia To the South a new Continent is being peopled with the English race, to the

north, an ancient people, who have always taken the lead in the progress of religion and science in the East, have

adopted the English language as their language of education, by means of which they are becoming animated by a

new spirit, and are entering at once upon the improved knowledge of Europe, the fruit of the labour and inven-

tion of successive ages The English language, not many generations hence, will be spoken by millions in all the

four quarters of the globe, and our learning, our morals, our principles of constitutional liberty, and our religion,

embodied in the established literature, and diffused through the genius of the Vernacular languages, will spread far

and wide among the nations

"The objection, therefore, to the early proceedings of the Education Committee is, that they were calculated to

Objections to the early pro-

ceedings of the Education Committee

produce a revival, not of sound learning, but of antiquated and pernicious

errors The pupils in the Oriental Seminaries were taught in a complete course

of Arabic and Sanskrit learning, including the theology of the Vedas and the

literature and science of the West as worth the labour of attainment' And, having been thus educated, they

were sent to every part of the country to fill the most important situations which were open to the Natives, the few

who could not be provided for in this way, taking service as private tutors or family priests Every literary at-

tempt connected with the old learning, at the same time, received the most liberal patronage, and the country was

deluged with Arabic and Sanskrit books By acting thus, the Committee avoided the very evil which they pro-

fessed to fear They established great corporations, with ramifications in every District, the feelings and interest

of whose members were deeply engaged on the side of the prevailing errors All the murmuring which has been

heard has come from this quarter , all the opposition which has been experienced has been headed by persons sup-

ported by our stipends, and trained in our Colleges The money spent on the Arabic and Sanskrit Colleges was,

therefore, not merely a dead loss to the cause of truth , it was bounty money paid to raise up champions of error,

and to call into being an Oriental interest which was bound by the condition of its existence to stand in the front of

the battle against the progress of European literature

Professor H E Wilson's The views entertained by the opposite section of the educationists may be

views in favour of Oriental

learning, and criticism of the

educational policy under the Resolution of Government dated the 7th March

Government Resolution of 7th

March 1835

"The efforts made in the territories more favourably circumstanced, to promote the advance of useful know-

ledge, received from the Governor-General the most solicitous encouragement, and considerable progress was made

under his auspices, in the multiplication of educational establishments, and the cultivation of the English language

and literature English classes or seminaries were instituted at several of the principal stations in the Upper

Provinces, as well as in Bengal , while at the same time the system of native study pursued at the Colleges, exclu-

sively appropriated to the education of Hindus and Mahomedans, was diligently superintended and improved,

† Trevelyan - On the Education of the People of India, pp 53-56

‡ Ib , pp 87-91

left far behind them Hindu fellow-countrymen in the knowledge of the English language, literature, and sciences, and

have consequently sullied and grieved at the loss of property in all the various branches of worldly occupations It has been

seen that upon the passing of the Government Resolution of the 7th March 1835 in favour of English education,

they were the first to raise their ens that the change in the educational policy inaugurated by that Resolution was

due to a clandestine motive of prejudicing Christians among the people of Hindustan and they seem to have more or

less succeeded in this pursuit very recently

The latter half however, shows that such suspicions were entirely unfounded Whatever the views of un-

Religious Neutrality in Education adopted as State Policy

dertaken by the Government may have been, it is certain that the State in its relation with India never

The language of section of the Act of Parliament III, Chap 13,

what I apprehend that ‘ I am not I them more true of upper India hall in it apart and applied to the

natives and improvement of literature and the encouragement of the learned Native in India and for the native

the most cordial promulgation of the views regarding the intellectual of the British Government in India made, the authorities

or mention of its religion or intention and the Path of the Government of India equally

sapiens illud of that first laid down and contained in the despatch of 18th July, 1854 I equally

and liberal in minimum mission Indiaheld the world of the State and on from learning

and interpretation of pretexts and fulfilment, that when in the condition, varied to the apposition of intro

maintenance of the honour and malice the a comment on the ultra-vires and transcending

eagle of omens, but to bring about a revivaI of the unpopulated and that I learn

into more in more acquainted of the attitude of the patron which held in ancient times, became establish to it by the

Native Hindu Princes “ Now the same, Minute recorded his comment Audh India State and other State

paper, such as, Deputies, from the Council of Education, on the subject of education, which have been amply quoted

in the preceding chapter, of this work, I think that the least of our endeavours to make the education sound policy of

the British Government, of moral Government the nature of India to Christians in the mission schools, and

callous, whilst the Viceroy had founded at his own expense, the Bible was equally recommended as a book

and instruction in the doctrine of Christianity formed part of the course of study Hint the Government owned

this an omen to private misappropriation of lesson people in this at Britain in America and had no communion with

the Government which then in view, he uniformly adhered to the wise principle of religious neutrality and toler

ation in matters of public instruction

That which was the feature of official document It appears that the Council of

Proposal of Madrasi to introduce Bible Instruction in Moral culture with a letter to the Government of Madras

that the Bible was introduced a subject of study in thecolleges in the time of the Committee

that the Bible was introduced a subject of study in thecolleges in the time of the Committee

dated the 4th June 1, 1835, when the following passage was quoted 1, in name both upon the subject

of Boards, in Education, and the proposition to introduce the study of the Bible in the Government educational

institutions

“From the numerous of notes which appeared in this connection, it is hardly of importance, that President of

Minute of the Marquess of

Tweeddale, dated 24th August

1840, in favour of the proposal Literature of Europe, as well as facilitation mercantile transaction, between

the native community and explanation of wordly wisdom to the period than President I fully approve, therefor,

of the pronouncement given to the minds of Kingbroth, as proposed

“ I think the industrial fixal by the Council, under present circumstances, public men, but I would add a provision

for special reasons, that when ever the Council are satisfied that the master of a Government school is fully equal to

the task, and can bring a class of students of superior intelligence, he should be required to mention the class in

alphabetical, mathematical, and terminology, and somewhat more than the elements of geography and history

“ I observe that there is a proposition of the Council to introduce the Bible into the Kingbroth classroom, as a class-

book, and from the mixed character of that body, I conceive that the Council are fully satisfied from their knowledge

of Native Society at this Presidency, that this measure will not interfere with the general understanding of the schools

to the native community at large and I understand that experience has shown this to be the case

STUDY OF THE BIBLE PROHIBITED IN GOVERNMENT SEMINARIES

59

" I consider that a very important proviso has been added by the Council, viz., 'That attendance on the Bible-

Attendance on the Bible-class to be optional

class be left entirely optional '

"In carrying out their proposition, it appears to me necessary that there

the Bible as a class-book, otherwise the rule might virtually negative the advantages to be derived from the English

should be two classes for English reading, the one with, and the other without,

classes generally

" To avoid all difficulties on this head, I would propose that there should be invariably two classes for English

reading, the one with, and the other without the Bible, the latter class to precede the former in their hour of

instruction, and those inattentive should have the advantage of attending both classes, and in a very short time I have

no doubt all would belong to the Bible-class

" In considering the important question of imparting education to the inhabitants of a country, the great object

Moral Instruction necessary

of a Government must always be to improve the moral character of the

subjects over whom it rules, whilst, at the same time, it affords facilities for

the cultivation of those minds, and those who have been engaged in the spread of education on these principles,

must have witnessed the elevation of mind and character which attends such a combination of instruction

"The value of a religious and practical education, to fit our own countrymen for the various duties of life, has

Religious Instruction advisable

been established beyond all doubt, and the increasing exertion which is now

making, to rescue those living in the dark recesses of our great cities at home,

from the state of degradation consequent on their vicious and depraved habits,

the offsprings of ignorance and sensual indulgence, is the most convincing evidence of the importance attached to

the moral character of all classes. I should infer, that the ignorance and degradation of a great bulk of the inha-

bitants of this country requires to be remedied as active, to be applied by a process as simple, in order to elevate them

in the scale of human beings, as that needed by our unfortunate countrymen

" Even amongst the more respectable classes employed in the service of Government, we have constant proofs

More solid foundation of morality required for Public Servants, than that to be found in the Hindu or Mahomedan faith.

that, in this country, it requires a more solid foundation than is to be found in

the Hindu or Mahomedan faith, to 'bear the change which learning operates

on the mind of those who emerge out of a state of ignorance, and attain those

mental acquirements which enlarged education gives, or who are placed by

them superior ability in responsible situations in the employ of Government "9

These views having been communicated to the Court of Directors, they conveyed their orders in a Despatch,

Despatch of the Court of Directors to the Government of Madras, dated 23rd March, 1847, prohibiting the introduction of the Bible in Government Seminaries

dated the 23rd March, 1847, to the Governor of Madras, approving

of the policy of founding schools, but prohibiting the introduction of the

Bible as the subject of study in the Government educational institutions

The words of the Despatch on this subject are as follows —

" The Council of Education propose that the Bible be included in the

studies of the English classes, attendance on the Bible-class being left optional

You have suggested, in qualification of this proposal, that there shall be two separate English classes, from one of

which the Bible shall be excluded, and that it shall be left optional to the students to attend either class. You

have thought it right, however, before sanctioning either of them, to solicit our instructions as to the desirableness

of the measure, not only in regard to the provincial institutions, but as to its application to the University

"The Provincial Schools at the Madras University are intended for the especial instruction of Hindoos and

Mahomedans in the English language and the sciences of Europe, we cannot consider it either expedient or prudent to

introduce any branch of study which can in any way interfere with the religious feelings and opinions of the people

All such tendency has been carefully avoided at both the other Presidencies, where native education has been successfully

promoted. We direct you, therefore, to refrain from any departure from the practice hitherto pursued "†

Petition to Parliament from the natives of Madras, dated 10th December, 1852, protesting against religious interference in Education

Notwithstanding such clear directions, the authorities in Madras appear to have given some cause of complaint to the native inhabitants of that Presidency,

who, in a petition to Parliament, dated the 10th December, 1852,

represented their grievances on the subject of religious partiality in education,

as follows —

" That with reference to the subject of National Education, your petitioners are anxious to bring to the notice

of your Honourable House certain proceedings which are now in train, in order to appropriate part of the

• Printed Parliamentary Papers (1853), 6th Report of the Select Committee of the House of Commons on Indian Territories;

pp. 120, 130.

† Ib., p 191

ENGLISH EDUCATION IN INDIA

Educational Grant towards the assistance of Missionary, or converting operations, as they exist at various stations throughout this Presidency, and under the name of a 'Grant-in-aid System,' by which it is proposed to extend the pecuniary assistance of Government 'to other institutions, which are now, or can be made, the mustaments of liberal education, whether conducted by Missionary bodies or others,' with which view the Government has issued a Circular, in the Public Department, to the different Collectors, in which each is directed to furnish the Government with the best and fullest information in your power regarding the educational institutions within your district, whether conducted by private parties, or missionary or other public bodies,' and has further recorded in Minutes of Consultation, dated 1st November 1852, 'The Governor in Council is not of opinion that any Government Schools should be set up at stations in the provinces where private Missionaries or other public seminaries have been established, and have been found adequate to the instruction of the people To this opinion he will now add, that his counsellors it vary desirable to cecil more ife pecuniary assistance to such schools, as a means of diffusing education, on sound and unexceptionable principles, and he proposes that the Honorable Court be solicited to outrust the Government with a discretionary power on this point'

Protest against appropriation

of Educational Funds to Christian Institutions

That your petitioners would point out for the consideration of your Honorable House that the proposed appropriation of the Education Funds to the support of Christian Institutions, was rejected by the Court of Directors, in a Despatch to the Government dated 22nd August, 1844, in reply to an official application in behalf of an institution at the Presidency, called 'Bishop Corrie's Grammar School,' on the ground that it did not come 'within the object for the funds were granted for the promotion of native education' There is also on record a letter of the Court of Directors, with reference to the method of the Bible as a class book into the schools to be established from those funds, which says, 'The provincial schools and the Madras Universities are intended for the especial instruction of the Hindus and Mahomedans in the English language and the sciences of Europe, we cannot consider it either expedient or prudent to introduce any branch of study which can in any way interfere with the religious feelings and opinions of the people All such tendency has been carefully avoided at both the other Presidencies, where native education has been successfully prosecuted We doubt, therefore, to retain from any departure from the practice hitherto pursued'

Educational Grant should not be devoted to Proselytism

That your petitioners humbly represent to your Honorable House, if it be contary, to the intentions for which the Educational Grant was bestowed, to devote any portion of it in aid of an institution where conversion is neither professed nor practiced as at Bishop Corrie's Grammar School, although the attendance of such class was to be left entirely optional with the pupils, it would be a much wider divergence from the object, and a much greater 'interference with the religious and opinions of the people,' to apply the funds especially at the discretion of the Madras Government, at all times notoriously for the proselytising propensities, in support of Missionary Institutions, wherein the study of the Bible is not optional, but compulsory, and which are avowedly set on foot and maintained for the single object of converting the people, to whom or that amount education is imparted free of charge, and your petitioners concur with the Court of Directors, that the support of such institutions by the Government would be productive of the worst consequences, as it naturally sidetracks the ruling authorities with the one grand object of such institutions,-the proselytism of the Natives, the only difference being between which and the undisguised practice of conversion in the schools supported solely by the State would amount to this -Government would pay twice the price for a covert of its own direct making, which it would have to pay under the 'Grant-in-aid,' to the semminaries of the Missionaries, at the same time it would place itself at the head of all the Missionary Societies in the Presidency, doubling their pecuniary resources, enabling them to increase the number of their agents, and to extend their converting operations, exactly in proportion to the 'discretionary power' with which this Government, in the Minute above quoted, desires to be entrusted

That your petitioners cannot avoid remarking, that the desire of the Madras Government, with regard to the Bible

Complaint against the Marquess of Tweeddale's Minute of 24th August, 1848

entertaining the proposition of the Council of Education, to adopt the Bible as a class-book, recorded his approbation of the measure, observing, in a Minute, dated the 24th August, 1848, 'The value of a religious and practical education to fit our countrymen for the various duties of life has been established beyond all doubt,' and again, 'The reports and complaints so constantly made to Government against the integrity of the native servants, are sufficient evidence that something is wanting to ensure a faithful service from them;' and again, 'It requires a true solid foundation them to be found in the Hindu or Mahomedan-faiths

THE BIBLE NO PANACEA FOR IMMORALITY

to bear the change which learning operates on the mind of those who are placed by their superior ability in responsible situations in the employ of Government' And the present Governor in Council, in his Minute, approving of the 'Grant-in-aid' to the Missionaries, has deemed it expedient to record, 'Although it is, perhaps, not immediately relevant to the subject of these proceedings, yet as it is a momentous point in looking at the general question of education from which the Natives, the Governor in Council is compelled to state, both from observation and sedulous inquiry, that he has arrived at the conclusion, that the people of this part of India, at least, have neither, by any means, had their minds expanded and enlarged to the degree that might have been anticipated through the instruction and care that has been bestowed upon them, nor has he seen any sufficient reason to indulge a belief that their innate prejudices have been removed or even lessened, or their moral character and sense of veracity, integrity, and proper principle, improved He does not deny, but that there may be occasional bright exceptions, but he is of opinion that, whatever system of education may be enforced hereafter, its chief aim ought to be directed to moral improvement, combined with extirpating the foul taints of untruthfulness and dishonesty, which are hardly now held by the great masses to be a reflection, unless discovered'

'That your petitioners do not consider this the proper place to remark upon the gratuitous insult offered to their whole community by the Government, in recording such an opinion for the Complaint against the Madrassah's insulting sole purpose of transmission to the Governors of the Madrassah University, one language towards the Native half of which, to the number of seven, are Natives, under its Constitution, but Community they beg to observe that it will become the Government to taunt the Natives with 'the instruction and care that has been bestowed on them,' whilst it has for so many years declined disbursing one-hall of the educational grant, and countenanced itself with keeping up a school of 150 pupils, established so far from the town of Madrassah as to make it inconvenient for persons to send their children, besides charging a school fee beyond the means of payment by the masses and when, besides this ill-located and over-charging institution, there is not a Government School or all the 140,000 square miles comprising the Madrassah territories

'That the sweeping condemnation, if it be justly founded, which your petitioners are rather loth to believe, Study of the Bible, no panacea- rousing that Sir Henry Pottinger has never been known to mix with the for immorality Natives, except now and then, when he may have proceeded to the Annual. University Examinations, and other such meetings, and with the servants of his household, exhibit the fallacy of both the past and present (documents, in imagining the study of the Bible to be a panacea for the 'vices of untruthfulness and dishonesty,' for, in the whole of the instruction and care bestowed on the Natives, beyond that bestowed upon the 150 pupils of the University, has been Missionary care and instruction, devoted to the study of the Bible, and that in the proportion of thousands to tens, it must be apparent that the 'sound and unexceptionable principles' adverted to in the Minute, have done literally nothing to the 'moral improvement' of the pupils into whose hands they have been so sedulously instilled, and therefore, there can be no valid reason for continuing a 'Grant-in-aid' to institutions which have thus essentially failed, but there is a very strong reason against such aid being given, in order to assist in the conversion of the people, with whose religious feelings and opinions the Court of Directors has so frequently pledged itself not to interfere, and with regard to which the present Charter Act, passed by the Imperial Parliament, enacts and requires, that the Government shall, by laws and regulations, provide for the protection of the Natives within the British territories from insult and outrage, in their persons, religions, or opinions.'

No cause for any such complaint appears to have arisen in any other part of British India, nor does the Government ever appear to have departed from that wise and tolerant principle of religious neutrality in adopting measures to promote education among the natives of India It is indeed so that the Missionaries and other zealot Christians among the English officers of the Government, from time to time, expressed the view that the study of the Bible, together with elementary doctrines of Christianity, might be made part of an optional course of study in Government Schools and Colleges, but such views were invariably rejected by the Government, which has, therefore, been unduly slandered by those who have attributed to it a proselytising tendency in its educational policy The sober opinions of the more promment and important English officers of Government are exemplified by the views expressed by Sir Frederick Halliday, in his evidence before a Select Committee of the House of Commons, on the 25th July, 1859 His opinion was asked as to the propriety of introducing the Bible as a class-book in the Government Schools, and his answer was as follows —

• Printed Parliamentary Papers (1859) First Report of the Select Committee of the House of Commons on Indian Territories, pp 461 405, App.

† An eminent Bengal Civilian, who was Secretary to the Government of India, and afterwards became Lieutenant-Governor of Bengal.

There are two ways of introducing the Bible into schools

One is as a class-book, by which I understand a

horn-book for teaching the language merely, that they should read out of that

in preference to reading out of any other English book

Another way is, that they should read out of it intelligently, so as to inquire, and be informed, of

the full meaning of it, which involves, of course, the whole teaching of Christianity;

I cannot understand that there is any third way of introducing it

Either the Bible is to be read simply as a book for the teaching of English, or

it is, to be read as a means of acquiring a knowledge of Christianity

It is the first which is meant, so far as it

can be considered entirely distinct and capable of being separated from the actual teaching of Christianity,

should object to it anywhere as a desecration

I do not think it is advisable that you should teach little boys to

thumb the Bible in that way, they learn to look upon it, in all after life, as an abomination for which they were

disgusted and filled through their early years, and I think that that objection applies quite as much to Christian

communities as to heathen communities

But if it be intended to introduce the Bible as a class-book, which shall be read

with a view to instruction in its doctrines, and that, in fact, it shall be the means of using a knowledge of Christianity,

I object to it as being, in my judgment, a wrong means to a most desirable end

I being most seriously and

entirely satisfied that it is by the careful and systematic keeping out of the Government schools, and out of the

Government schools, and out of the

for ever more willing to receive Missionary teaching and to hear Missionaries, and that they do, in fact, ensure that

very tolerance, or as they sometimes call it, indifference of the Natives to Missionary teaching, and the very reason

why the Missionaries go in peril to security and teach and preach all over the country, without stint or limit,

without the slightest interference, or even exerting the anger of the Natives in any great degree, is that the

Natives are then roughly persuaded, by a long course of observation of the conduct of the Government, that the

whole thing is a matter of private exhibition and private influence, and that the force and influence of the

Government, whether in the schools or out of the schools, is never intended to be applied to that purpose

• Printed Parliamentary Papers (1853). Sixth Report of the Select Committee of the House of Commons on Indian Territories,

I have a very strong conviction, that if any other course were pursued, the Government, in the schools or out

of the schools, were, by reason of the present quiet and apparent tolerance of the Natives, to attempt to convert

either by influence or by force, it might produce a very serious convulsion, which would throw the Missionaries

back a great number of years *

Again, being asked whether he thought it objectionable that the Government

should give permission to any clergyman in the Government Schools, which wished it,

to use the Bible, he said -

"The meaning of that always is, for I have seen it attempted to be introduced in a private school, about which

there was a great deal of dissension, that if little boys from 8 to 12 years old, under the influence of the master,

can be got to say they were willing to be taught Christianity, they ought to be taught it, without reference to the

will of their parents I look upon that to be the grossest bad faith If you are to teach Christianity, let it be

done, not only with the knowledge of the children, who are beside the question altogether, but also of their parents

and the people of the country; but do not entice people into the school under the pretence of saying you will

only teach them Christianity if those little boys wish it, which is nothing but saying that it shall be taught at

the option and discretion of the master for the time being If, however, he added, 'and with the permission of

their parents, which is never stated on this representation, then I answer that the permission of only one set of

parents, or even the majority of the parents belonging to one school, would not suffice I do not think the

permission of even the whole set of parents of one school ought to suffice, in a political view of the question, to

induce the Government to alter its system But if, which is a thing not to be looked forward to, the

parents all over India were of that opinion, then the whole aspect of the question would be changed "

† The Bible is in very extensively read by the Natives, if anybody says, as I was have been said in a paper which

has been put into my hands by a gentleman in this room, that the Bible is 'systematically proscribed,' or

'authoritatively proscribed,' I cannot understand the meaning of it, persons who wrote in that way must

mean something which I am unable to fathom, or they are not acquainted with the facts It is not true that

the Bible is proscribed in the Government Schools; it is put into the Government School libraries universally,

† lb., pp. 55, 56.

and the students are allowed, to the top of them bent, to read it from beginning to end I will not say

that they are encouraged to do so, but when you consider that they have to read and be examined in Milton

in Johnson, in Aldisın, in Abercromby's Moral Philosophy, and in a variety of books of that class, and

looking also to the sort of examination which is required of them, and the tall, complete, and comprehensive

knowledge of all the subjects of which those books treat, which is expected from these young men, it is perfectly

clear that they can do nothing without knowing that which appears spıoutıng upon the surface of every one

of those books at all times It has been tauly said by Mr Charles Trevelyan, in the Committee of the House of

Lords, that we are not conscious ourselves to the full extent of the amount of Christian teaching involved in a

thoroughly classical English education, independently of all direct efforts at conversion It renders woously v

a knowledge of the Bible, and I may say a knowledge of the great doctrines of Christianity, which these young

men who have that peculiar destiny to impose themselves, which is the characteristic of the Natives of Bengal,

are peculiarly able to perceive, and perfectly desirous of following out, the consequence is, that they do read and

study the Bible, no body objecting to, or standing in the way of them so doing I believe there is more knowledge

of the Bible in the Hindu College of Calcutta, than there is in any public school in England "1

To the evidence of Mr Trevelyan may be added the statement of another important witness, the

Testimony of Mr John Clarke Marshman as to Reli-

gious Neutrality in Govern-

ment Schools

the rule was in the Government schools religious instruction, said

"The Government consists itself pledged to the principle of perfect neutrality on the subject of religion,

and religious instruction is the only matter entirely excluded from the Government

His Doposition givon before the House of Commons, on 8th July, 1853

Schools, the education is completely confined to secular branches of

instruction The Bible is altogether excluded, and great care is taken to

avoid any instruction which might be interpreted into a wish to use education

as a means of proselytism, or to tamper with the religion- faith of the students I have always thought that

the union of religious and secular instruction was absolutely indispensable to a good and complete education,

and that the exclusion of all reference to religious truth in the Government institutions was a matter of very great

regret The Natives themselves also have always been accustomed to give a very high religious tone to secular

education In fact, among the Natives themselves, religion is completely identified with education, they go no

far as to represent over the very alphabet as having been communicated to men by the gods, and all the

knowledge which the Natives possess, relative to history, geography, astronomy, or any other kind of secular

• • • • • The introduction of the Bible, or the

doctrines of Christianity, into those seminaries would create the greatest possible agitation in Native Society

in fact, such a degree of excitement as we have never seen before, far more intense than any thing which was

raised upon the question of Suttee, or even upon the recent occasion of the passing of the liberty of Conscience

Act The orthodox party would be joined by the liberal party, and they would immediately meet, and probably

form a kind of Committee of religious safety, they would, throughout the newspaper, both English and Native,

oppose the report that the Government, after having for so long a period acted upon the principle of neutrality, had

now entered upon a crusade against their religion, and that it was endeavouring to make the education of the

Natives the means of proselytism Then powerful body in Calcutta would very probably determine, and the

determination would be supported by all the Hindus in Calcutta, to exclude from the pale of Native Society

every individual who during the Christian instruction would be a source of very great embarrassment to the Government

I think the immediate effect of it would be to close the schools, and that it would be found in some measure to

shake the confidence of the community in the maintenance of that principle of religious neutrality, which is at

present so great a source of political security

"I think that another reason, which should not be overlooked, may be found, although it is a subject of great

delicacy to touch on, in the views of some of those who have superintended

English Professors indifferent- the public institutions connected with the State I think there has been a

very strong impression upon the minds of many, that the exclusion of Christianity

wanity from the public institutions was with them a source of no regret, and that they have voluntarily placed in

• Printed Parliamentary Papers (1853)' 8th Report of the Select Committee of the House of Commons on Indian Territoriy

p 86

was indaential etruations, in those institutions, men who were avon odly indiflerent to Ohristlamty, and some who

openly ptotosod tho prmoiplos of indiflerity I think that tho ohaurter of tho present Members of the Commi-

too of Public Instruction affords a sufficiont guarantoe against the zealou ceo of any such unpleasant and objec-

tionable proceedmgs, but still there are, doubtless, some among the Europemis employed as tutors in the English

colleges, who regard the truths of Christianity with perfect indifference, and who, if an appeal were made to them

by any of the students, regarding the principles of Christianity, would very likely give such an answer as would

impair the value of those truths in the minds of the Natives We must also remember, that a very large propor-

tion of the teachers in the Government Institutions are Natives, who are reputed and well educated Natives, but

still Hindus, who do not consider Christianity to be a Divine revelation, and I cannot imagine that there would be

much advantage in the inculcation of Christian truth by those who did not appreciate its importance, and that it

would be better altogether to avoid any attempt to disseminate Christianity within the institutions of the Government, when there was any danger of its being unaccompanied with remarks calculated to throw discredit upon the

doctrines of the Bible I think those circumstances tend rather to mitigate the regret that ever sincere Christian

would otherwise feel at the exclusion of religious instruction, that is, of instruction in the truths and doctrines of

Christianity, from the public institutions of the Government

The most suitable way to close this Chapter is to quote the following passages from an official publication†

on Religious Neutrality in Education

Mr Arthur Howell’s views on the subject of education in British India prior to 1854, by Mr Arthur

Howell (Under-Secretary to the Government of India), whose views upon the

subject deserve consideration —

Before leaving India, Lord William Bentinck had an opportunity of deciding, on two memorable occasions

Religious Neutrality declared by Lord William Bentinck

of Christian pieties protracting the Government to spare the Madrasa, and to abstain from measures ‘systematically directed

towards the destruction of the literature and a religious system of Islam,’ on the other by the desire to forward the

views of those ‘who wish the conversion of all to their own faith’ The Government replied, that ‘such

motives never have influenced, never can influence, the Councils of the Government,’ and that he would feel

uneasiness if he thought that the Government authorities had in any part of their conduct afforded ground

or encouragement of any kind for such an apprehension to be entertained by any class of the subjects of the

State’

In the same spirit, in reply to a printing address from the Missionaries, the Government-General declared that

Religious Neutrality re-affirmed

the fundamental principle of British rule, the compact to which the Government solemnly pledged, is strict neutrality To this important maxim,

policy as well as good faith have compelled upon me the most scrupulous

observance The same maxim is preeminently applicable to general education In all schools and colleges sup-

ported by Government this principle cannot be too strongly enforced, all interference and injudicious tampering

with the religious belief of the students, all mingling direct or indirect bearing of Christianity with the system

of instruction, ought to be jealously forbidden

Despatch of the Court of Directors, dated 13th April, 1854, William Bentinck’s views were confirmed twenty-three years afterward, in one of

the last Despatches issued from the Court of Directors,

The Government will adhere, with good faith, to its ancient policy of perfect neutrality in matters affecting

the religion of the people of India, and we must earnestly caution all those in authority under it, not to afford, by

their conduct, the least colour to the suspicion that that policy has undergone or will undergo any change

It is painful for men in authority to do individuals what they officially condemn The intonation of

the Government will be inferred from their acts, and they may unwittingly expose it to the greatest of all dangers,

that of being regarded with great distrust by the people

We rely upon the honourable feelings which have ever distinguished our Service for the furtherance of

the views which we express When the Government of India makes a promise to the people, there must not be

afforded to them grounds for a doubt as to its fidelity to its word

• Printed Parliamentary Papers (1853) Sixth Report of the Select Committee of the House of Commons on Indian Territories,

pp 26, 27

† Education in British India prior to 1854 By Arthur Howell, Esq., 1872; pp 33-38

‡ No. 52, dated 13th April, 1858

RELIGIOUS NEUTRALITY IN GOVERNMENT SEMINARIES

68

"I have quoted thus Despatch which, as is well known, was strongly re-affirmed on the transfer of the sovereignty to the Crown, in order to show how firm is the basis of that most remarkable feature in Indian education, the Religious Neutrality of the Government This feature is no doubt a relic of the extreme apprehension which prevailed in 1793, and whether its original declaration was a wise one or not is far too deep and many-sided a question to be discussed here We must accept the fact as we find it But it is, I believe, absolutely without precedent or parallel elsewhere, besides being mutually opposed to the traditional ideas of education current in the East In result of tradition, ' it is an indissoluble union, the bonds of which are principles inseparable from the nature of education ' This is admitted almost universally Even the French system is religious, not in the sense in which all European systems profess to be more or less so, in inculcating the precepts of a certain universal and undisputable morality, but in inculcating morality in the only way in which the masses of mankind will ever admit it, in its connexion with the doctrines of religion In Holland, primary instruction was decided in a much debated law to be designed to train ' to the exercise of all Christian and social virtues,' while respecting the convictions of Dissenters In Switzerland, religion stands on the same footing as reading, writing, grammar and arithmetic, as a fundamental part of the scheme In Germany, generally, religion still forms, as it has always done, the tutelage and staple subject of the elementary school, and the religion of the master must be in conformity with that of the majority of his pupils The American system, while repudiating all doctrinal or dogmatic teaching, provides everywhere for the regular daily reading of the Bible and for prayer And, lastly, the framers of the English Education Act, 1870, have been able to assume as a matter of course that every elementary school would be conducted with a recognised religious denomination, and that Government aid, might, therefore, be offered to all alike for secular education only

"In India, not only is there no religious teaching of any kind in Government Schools, but even the aided schools No religious teaching in under native managers, are generally adopting the same principle I believe Government Schools this result was never anticipated, and I am sure it requires attention 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 to the dense but uninfluential ignorance of the millions around us, it seems a tremendous experiment for the State to undertake, and in some Provinces almost monopoly, the direct training of whole generations above their own creed, and above that sense of relation to another which they base upon which they base all 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 East, but by also ignoring the responsibility which devolves on the Government that assumes the entire control of direct education at all, therefore, while fanaticism is raging around, there is a calm in our schools and colleges, it is an ominous and anomalous calm, of suspicious continuance the calm of the centre of the Cyclone

"The subject is one of extreme difficulty, that grows with the consideration devoted to it Of course, it is out of the question to recede in any degree from the pledges of the past, and it is probable that the evil is less serious in primary schools where the instruction given does not necessarily destroy religious belief, whereas our effort is forthcoming, it would still seem very desirable that it should retire as rapidly and as completely as practicable from the entire control of all direct instruction, and especially higher instruction, and leave it to local management, to be encouraged by the State, and aided in conformity with the English principle, which, without any interference in the religious instruction imparted, practically ensures, by the constitution of the Local Boards, that some religious instruction is regularly given." *

• Public Education By Sir J K Shuttleworth, p 290

§ Mr Gladstone's speech Hansard, Vol one, p 297

† Education in British India prior to 1854 By Arthur Howell, Esq., 1872, pp 33-35

9

1

66

ENGLISH EDUCATION IN INDIA

CHAPTER XIII.

EFFECTS OF PURELY SECULAR ENGLISH EDUCATION ON THE NATIVE MIND - VIEWS OF MR MARSHMAN AND SIR CHARLES TREVELYAN AS TO THE CHRISTIANIZING INFLUENCE OF ENGLISH EDUCATION - MR HOWELL'S VIEWS AS TO THE FIRST EFFECTS OF ENGLISH AND MISSIONARY TEACHING -- THE "BRAHMO SAMAJ" MOVEMENT

Mr Marshman's views as to the effect of purely secular English Education

" I think, although Christianity is entirely excluded from the Government Institutions, yet the instruction which is given in them has had the effect of raising the Natives morally above their own level There are few of those who have received a complete education at the Government Institutions who do not hold the doctrines and principles of Hinduism in the most thorough contempt And this is easily accounted for, for all those geographical, and astronomical, and historical absurdities which are inherent in the Hinduism, are derived entirely from the Shastras The Natives obtain their religious creed from the same source as their rudiments of knowledge, and hence it is that Mr Marshall mentioned in his Minute on Education that the existence of seas of treacle and seas of clarified butter Now, when the Native finds that the existence of those two seas, and, indeed, all the Hindu legendary geography and history given in the Shastras are entirely fables, when he is taught in one portion of the system, that it is scarcely possible that it should not also be shaken in others Such has been my experience, that the study of English literature, and the knowledge of European science which is obtained by the Natives, although unaccompanied with religious instruction or instruction in the truths of Christianity, has produced the great effect of shaking the fabric of Hinduism to its very foundation, and that the indirect result which has thus followed the exertions of the Government in the cause of education is highly satisfactory At the same time, I ought to mention that those Natives who have received a superior education have been raised above the abstruseness of their creed, are still found to be, perhaps, the most strenuous opponents of Christianity, and the Missionaries have remarked that they do not encounter more strenuous opposition from any class than that of educated native youths And it is to this circumstance, that is, to the Natives having been raised above their superstitions creed, without embracing Christianity that we are to attribute the great success which has attended the attempt to establish that sect of Velantists, or nominally formed by Ram Mohun Roy This sect was at first modelled on (??) or (??) of the very best educated Natives in Calcutta, and no Christian can regard the popular abolatry of the country with feelings of greater contempt than this body of Vedantists, who profess to derive the doctrine of 'One God' from the Vedas They have established a Chapel in Calcutta, where they hold weekly meetings, and where monotheistic hymns from the Vedas are chanted, and some eminent Brahman connected with the Society stands up and repeats some moral sentences from the Vedas, and explains it to the assembled audience, and endeavours to enforce its doctrine upon their commentators "

The effect which a purely secular English instruction had upon the minds of the native students, was also the subject of a question in reply to which Mr Marshman said -

Upon the subject of religious instruction in the Government Institutions, and the extent to which a knowledge

Sir Charles Trevelyan's views of Christianity is required by the students of English literature, without the Government sanctioning for a moment in this matter, the facts and opinions stated by no commentator of the House of Lords, on the 3rd June, 1853, deserves special attention, and may be quoted here as throwing considerable light upon the subject, as it was then considered and discussed He said -

" The Bible is not admitted as a class-book into the Government Seminaries This rule has been objected to, as implying hostility to the pregress of Christian truth, but no opinion was ever more mistaken When we formed English literature as a class in our Seminaries, on the re-organisation of the system of native education, after the Resolution of 1835, the Bible was placed in all the libraries; and, I understood that it was now done that Macneil's, and other Commentaries on the Bible, should also be placed there, to which I see no objection; nor

• Printed Parliamentary Papers (1839) Sixth Report of the Select Committee of the House of Commons on Indian Territories, p. 26.

SIR CHARLES TREVELYAN'S VIEWS AS TO RELIGIOUS INSTRUCTION

67

As has been already stated, the books of English literature which we ordinarily studied in the Government Seminaries, such as Milton, Bacon, Locke, Addison, and Johnson, are replete with allusions to the Bible, and frequent reference to the Bible is indispensably necessary in order to their being properly understood The Bible is, accordingly, constantly referred to by the teachers and students, in the course of their instruction, and it is often found at the examinations that the young men have in this way, and by reading the Bible out of school, acquired a considerable amount of Christian knowledge There is no restriction whatever to prevent any one from reading the following extract from Mr Kaye's 'History of Native Education in Bengal and Agra' 'In none of the rules recently published is there any such prohibition, and, in practice, the teacher is left at liberty to speak to his pupils on religion, or Christianity, on the distinct evidences of Christianity, with nearly the same freedom as he might do in a theological seminary In institutions where Milton and Addison and Johnson's class-books, it is impossible to abstain from all reference to religion Bacon's works, the 'De Imitacione of Loaming, and even the 'Novum Organum, are full of Scriptural illustrations, for the proper understanding of which the student must be referred to the Bible It may be added, that our text-books on Moral Philosophy are wholly Christian in their spirit and tendency In Archdeacon's 'Latellectual Powers, 'in which careful study without cant or dogmatism is a distinct chapter on the Evidences of Christianity In the 'June author's 'Faith', on the moral attributes of God, the relation of man to God, the probability of a Divine Revelation, the nature and promise of Faith--all viewed in a 'Christian Even Adam Smith's work, which does not directly touch on religion, is full of noble, and what may truly be called, 'Christian sentiments I do not presume to say that religion forms as prominent a place in our study in the Government Colleges as in the Missionary Institutions But nothing is included with that jealousy which is sometimes supposed The primary design of the Government scheme of education is to advance the progress of civilization in India by the diffusion of useful knowledge, as the phrase is generally understood The design of the Missionary Institutions is to convert the Natives to Christianity The two objects are distinct, but they are by no means opposed to one another' 'Addison closes 'The Spectator,' in a strain of serious piety 'I know but one way' says he, 'of fortifying my soul against these gloomy presages and terrors of mind, and that is by securing to myself the friendship and protection of that Being who dispenses of events and governs fatality Whom I lay me down to sleep, I recommend myself to his care, when I awake, I give myself up to his direction' Can any one doubt that it must be improving to Hindu students, in a religious and moral point of view, to read such passages? When the Essay was read, not long ago, in one of the Colleges, the teacher told his students that, though Hindoos, they might well imitate the example of Addison, 'when they lay themselves down to sleep, recommending themselves to God's care, and when they awake, giving themselves up to His direction' To this, as they always do when the conversation turns upon religious subjects, they listened with serious attention It is sometimes said that the education we give makes them sceptical--sceptical of all those degrading idols with which the notion of a Duty is associated in Hindu minds ', ', 'In the first place, the omens of the educational authorities, and of those immediately engaged in the business of instruction, are systematically directed towards the object of communicating truth in historical, philosophical, and scientific subjects Are the opponents of the Government system prepared to say that the communication of true knowledge on these subjects has a tendency necessarily to helieve in religion? It would be unreasonable to suppose that it had any such tendency Secondly, it is stated, that we take from the Hindoos their own belief, and give them nothing in its place It is true, that the knowledge we communicate clears the Hindu mind of much that is superfluous and false in their own religious system But it cannot be admitted that it shakes in the least their belief in those principles which form the foundation of all religion, such as the existence of God, the greatness and goodness of God, the providence of God, the probability of a future state of rewards and punishments So far from their minds being shaken by our system of education, they are brought into clearer light by it, and belief in them is confirmed. If our system had, indeed, the effect of depriving the Hindoos of their belief in these principles, and of the hopes it has hitherto looked at actual results, it will be found that of the well-conducted converts to Christianity, nearly as many have come from the Hindu College and other Government Institutions, as from the Missionary Seminaries The fact is generally admitted, and perhaps it is not so strange as may at first appear In the Missionary Seminaries religious instruction is commenced at an early age, before the understanding is ripe for its reception The youths are systematically drilled in Catechisms and in the Evidences of Christianity They acquire a habit of listening with apparent attention, of admitting every thing that the teacher requires, of answering questions on religion, by rote, without any

6b

ENGLISH EDUCATION IN INDIA

overrsee of the understanding In some cases a halt of dissemination is formed, unknown to the Missionary,

who, unconsciously, and from the best motives, has been caltivating one of the prominent vices of the native

character It is much needless to point out that the youth in whom this halbut of dissemination is formed,

is most unlikely ever to act with manliness, or to do anything that demands a sacrifice, such as conversion to

Christianity very often demands From all these dangers the Government institutions are free The principals

of a foreign religion are not prejudicially imposed upon native minds The pupils are expected on no occasion

to express what they do not believe When they begin, or their own accord, to turn their attention to this

Christian religion to enter into controversy, and to read books upon the subject, it is with a keen relish and with

much and untired by labors unlav ish while to a sincere reception of Truth The consequence is, that some of the

most intelligent among them voluntar ily, and from the purest motives, with in ten 'Christianity I concei rti

that it would not be for the advantage of Christian truth that the Bible should be rifei ed as a lesson-book

to learners to read The system of teaching the Bible as an ordinary class-book is now generally repudiated

in persons who ta' an interest in education We would not be reluctant to our own children in that manner

In order that the Bible may be successiully taught, teachers should be selected who have not only a satisfactory

knowledge of the doctrines of the Bible, but who have also their hearts in the object and sincerely desire its success In

other words, if the Bible were to be taught in the Government Seminaries, it would be necessary to organize the

theological instruction, in the manner in which it Dull's and other Missionary schools are organized If the

Bible were taught in a cantious, perfunctory and irreverent manner by a common master, in a common class

book, it would have an injurious effect upon the young Natives, by producing a dislike and indifference to feeling,

and it, beyond that the persons employed to teach the Bible were not themselves good Christians, and then

like and conduct were not compatible with what they taught it would have a most pernicious effect upon the

young men in the Native colleges an religious scrupulous, and also very good pupils of character I therefore

think it would be better that there should be a division of labour in this will as in other subjects, that

the Government should continue to give, as it is they safely can, in the institution given by them, that is, that

they should give the best possible purely general education, with a friendly feeling towards Christian truth,

in common with all other truth, and that the Missionaries, and others, more immediately interested in the pro-

gress of Christianity, should take any means they think proper for instructing and influencing the young

men who brought up This might if they thought proper establish a literary institution opposite every one of the

Government institutions, as the Dull did, opposite the Hindu College These might distribute Bibles and

religious books, and bear on the influence of Christianity, to the utmost their power, and I am satisfied

that, in this manner, if Christianity has a 'true field and no favor,' it must ultimately prevail As long as the old

system, according to what it was, held to be the duties of the intermediate 'maintain faith,' as well as to 'create

pupils' persevered, the matter was extremely simple, and the resources of the State were employed in teaching the

particular opinions held by those who happened to be in the possession of the Government But since the principle

of toleration has been established, from the Reformation downwards, very considerable modifications have

been made in the principle The Scotch and Irish Colleges are one modification, and it is precisely on that model

that the Government Seminaries are established, that is, that the young men attend them daily, living at their own

homes, or in places provided by their relations or friends, and receive such religious instruction as their relations,

and others interested in them will see, that proper The Privy Council system, in its dealing with the Dissenters,

is another modification of the original principle That also I propose to take as the model of an advanced measure

for a rising and extending education in India The results from the Bible in the schools in Ireland form another

instance, but I do not think it will be proposed to extend it as system to India Now, if it has been necessary

that there should be a compromise of this kind in England, and in the United Kingdom, where the religious differ-

ences are only among Christians on the non-essential points of Christianity, how much more necessary is it in

India, where the difference is between Christianity and its opposities, - Hinduism and Mahomedanism A very

plausible ground forin argument might be adduced of this kind It might be said, suppose that in any particular

district of British India, Dacea for instance, two-thirds of the Natives of the place were willing that the Bible

should be introduced into the Government College, what solid objection can there be in that case to its intro-

duction? My answer is, that if the Dacea District comprehended the whole of British India, certainly the point

ought to be yielded, because it is clearly our duty to give the Natives the best instruction which, on a large and

sound view of their prevailing disposition, they are willing to receive But the Dacea District is not the whole

of British India There are hundreds of other districts which are in very unequal stages of advancement In

most of them the Natives were still, religiously considered, in a very unenlightened, unadvanced, and hostile state,

and if the British Government should depart in any one instance from the great principle of religious neutrality,

upon which it has constantly acted up to the present time, they would become seriously alarmed And if, besides

SIR CHARLES TREVELYAN'S VIEWS AS TO URBANISING INFLUENCE OF ENGLISH

that, conve?sions took place in the Dacca District, in consequence of the system contended for being adopted, which

is the object aimed at by those who advocate the plan, the alarm would be still more increased I meantioned

in my former evidence, that one very important feature of the present state of India is, that zealons, and vital reli-

gion has made great progress among the Eunopeans, at which I greatly rejoice But if this element is not

properly dealt with, it may be productive of very dangerous and evil consequences So long as the zealously religious

English people have no official footing in the Government Seminaries, no harm can ousue, and their efforts

to aid piety or scope elsewhere They may instruct at other hours the young men who are brought up it the Covemment Seminaries, but, if we must, by

allowing the Bible to be studied in the Government Seminaries as a class-book, give to secular Christian and

official footing in these seminaries, it is impossible to say what the consequences might be All barriers would

then be broken down, and the principle of meddling, which has hitherto been kept securely, and the great

cause of our success in utilising the Natives, both in secular and divine knowledge, would be at an end In

the Madriss Presidency, a decided unrest has been followed, and the consequence has been that while the Emo-

peans have been distributing vileth religious instruction, which is the more to be regretted, because there is no inter-

mediate language in the Madras Presidency like Persian, which so long held out efforts in Bengal, and English

as already in extensive use as a common medium of communication between persons speaking different languages,

Lastly, even supposing, that every other objection to the employment of the Government Seminaries, for giving

instruction to the Natives in Christianity, were outweighed, the question would undoubtedly arise What form of Chris-

tianity—and then the unhappy and idle of the existence of considerable differences of opinion among

Christians would be made apparent, and the spirit of religions controversies, which is happily nearly dormant in

India, because Christians of every persuasion are on an equality with, and they all pursue their respective objects on

the voluntuty principle without meddling with each other, would be evoked '

Sir Charles Trevelyan, in from whose evidence the preceding extract has been taken, belonged to that class of

Sir Charles Trevelyan's opinion—Anglo-Indian Statesmen of the last half of the present century, who whilst

upholding the principle of religious neutrality in Government institutions, or the governmental

and exposttions as to upholding the principle of religious neutrality in Government institutions, or the governmental

influencing and inducnoe of Institution, on the ground of good policy, maintained the opinion that the

English Education

ence, will be the propagation of Christianity among the natives of India The views of which an comment

statesman upon which a delicate subject, are sufficiently important to be quoted in his own words Before a Select

Committee of the House of Lords, on the 28th June, 1853, he said —

"I conceive that we have reached an advanced stage in the progress of education in India, namely, that all

schools in which a sound general education is given, may be assimilated, whatever may be the religion taught, and

I believe that the it plan may now safely be adopted, but has be it from me to say that the same may not come when

direct Christian instruction may be given even in the Government Seminaries I conceive that our ruling principle

ought to be, to give the best eduation which, on a sound general view, our fellow-subjects are willing to receive

There can be no doubt that all education is imperfect, which is not based on Christian instruction, and it follows,

that when the greater part of India has been brought to a level with those parts which are most advanced, it will

be our duty to give Christian instruction But I am of opinion that the time has not yet arrived to attempt this

voy forward and advauced step, which at this stage of our progress would only lead to a violent reaction We

ought never to lose sight of the possible effect upon our Native Army, or any measures that may be urged upon us

which would be likely to excite the religious feelings of the Mahomedans and Hindoos The Sepoys were to

our predecessors the Moguls, what the sepoys are to us, and the alienation of the Rajpoots by religious intolerance,

was the first step to the downfall of the Empire I * * * Before I lett Calcutta, I had a lot made of all

the converts to Christianity from the educated class, and I found that at that time the majority of this class of

converts, whose character and cultivation, and strength of mind, often the best assurance to Christianity, were

from the Hindu College I think many persons mistake the way in which the conversion of India will be

brought about I believe it will take place at lust wholesale, just as our own ancestors were converted The country

will have Christian instruction infused into it in every way by direct missionary instruction, and indirectly

through books of various kinds, through the public papers, through conversation with Europeans, and in all the

conceivable ways in which knowledge is communicated, and then, at last, when Society is completely saturated with

Christian knowledge, and public opinion has taken a decided turn that way, they will come over by thousands"†

• Printed Parliamentary Papers Second Report of the Select Committee of the House of Lords on Indian Territories (1853), pp 198-199

† Id, pp 203, 204

That such expectations of the wholesale conversion of the natives of India to Christianity through the agency

of English education, were utterly fallacious, is shown by the facts of the

Christianising influence of progics of English education daung the last hfty rears High education in

the Engluh language literature, and sciences, his undoubtadly the affect of

uppna the fonnation of idolatr and supastatun, and suptoing the parception of the well-recognized pnnciples

l morality and mik.pnailnt thnaght, whbch the educated nitive of India is prone to shure with the mute advanad

rual and polntical thinkers of Europe Dut so far as relinous tendnacies of English edncation are concennad, the

'hnnatuin dwtnes lu lu legs pnopucts of accept in ethur kcel Thunlit, Sceptahsm, and Iconotucism Doctnnes

more with it ikm to whit is known as the Philosophy or Posaivism nally take the place of religion, in the caso of

not Induan youth educated in the English litarstare and science as the worldly concarns of this life seldom learc

uat to imntatuin of ranach propucts of fonnu hfe in Chnntianity man hine to uftci Hon the wntrel

as resuhed by whe Minon unes and nancad in the follnwing chaptin Meantime the follonng pinages from an

'nril puhlicatmn on the subject of edncation may be quotud here, as repesenting the hust onects of English

lucation and minnmuis to clunge or tue Irive aumd -

In ou of his nuik "n ou tum at the convocation of the Cakutta Cnereistr a late Vice-Chancellor (8u

Tiema & Slune, 1Feb-ub) obsen ed that the numiders of Jalu svstias of

If not offence of Enolieh, and religion or philosophy had inmul them to jurlonng moral caos

Missionsg isoLung

unld, in mund wi kekuu, and l cdaulr in Oriental societnes, have becn je ponnd Dat 'happlly lon the hmum a l ice,

nor the quaint of pluntal speulatrnn has been built into cner lalse svstcm Hene is uts weak pount,-here it is

at the study of phynucal scnence fonnatn the mentatll heach th hully leads to the onerthnon of the whole

thim 'Tho remank zecerced a puncfal allustratnon on the finn mnalutnon of Eunpian knouledge unto Judha

is well know 1 that religion is not mauny the Hinduos or maked the Mahomadans, as it is with us, a supu ate

ndis, but it pesnles almost every suence, and almunt every social solution The leanncd Natives obtann hus cuead

na stnctue of the 4 mam source and authonty it is impossible to givo even a tolerable Sunsknt or Alyhic education wth-

it a great deal of therut intur bonm religion You cannot teach the Eumpean oystem of gnogiaphy, astionomy, or

education without expluning the Hucdoo systim, you cannot teach polntical euonomy, or social suence, without coming

nke are ot the same chanucter as the Shastras The rc sult, thence, ot introducing the wide range of

mopein litersture and science unto tho native community at Calcutta, was to open a new, strange nmld to

nalonts As Greek litsrature was in the Augnstan age at Rome, or as Latin and Greek wen at the medineval

nral of lettersm tho Western World, so Eugluh becnme to the rongy cullegians Duert dny oponed to them,

a the hist tume, a suocessnon of new and strange phonemena in the unsealled realn of lustory, scnence, and

ulo uph7, they wue saddculy thrown adrift fiom the moorings and anchorages ul uld creeds, and tosred upon

e male'ons of speculation and elatnacmce It was no wonder that moral and social obligations began to

wake the fate of religious beliefs, and that the whole community was in alarm at the spnead of the new vion

his was pieccrely the state of tlunys whuch Mi Charles Mnih had eloyuenth antucipated dunng the discnssion

thi Chaitat of 1833 - 'It is one thing,' he sand, 'to diypel the churm thit holds mankind to establivhed habits

id ancent obligations, and another to mnd them over to the discipline of new institutions and the authority of

w doctnnes In that dieducal interval,-that dican roid where the mind is lett to wanden and gpojecs

iy without the props that have hutherto suppunted it, in the lights that have guudal it,-what in the chances

at they will duseen the beauties of salmatt to the restraints of the i eligion you ptopose to give thim '

'The diacdiual inteival' and 'the dican roid' had anised, and it is mjponible to fu'l lun fa Nutine Bociety

The Brahmo Samaj move-

ment.

as conveismn to Chnistianty, except in the caso of a vey few The ummedlate result was the establishment of a

in aread, whuch anted the pure Theism of the Vedus to the morality of the Gupol, with whlch it was enoontially

ulueu, and fiom whlch it dew all its best practical pneocepts The miss secte de subsiquently called the Brahmo

unuj, and so far fiom being the caso as was anticipated, that numsumaly teaching would stuum on additnonal

smeut to danger and alarm it is oettum that when pupular Hindaunm at Caloutta was crumbling into ruins be-

le European science, Missionary teaching ponted to a foundation upon whlch a puer kystcm might be built,

ough the superinnoubule might differ from that whlch the Missionary had hoped for From this tume no account

the state of education in India would be at all adequate unless it included the results of Missionaiy effort "

• Educahon in British India gron to 1854 By Arthur Howell, Esq., pp 10-12,

† Ib., pp 10-12

VIEWS OF THE MISSIONARIES AS TO RELIGIOUS NEUTRALITY

71

CHAPTER XIV.

VIEWS OF THE MISSIONARIES OPPOSED TO RELIGIOUS NEUTRALITY IN EDUCATION -

THE OBJECTS OF THE MISSIONARY EDUCATIONAL INSTITUTIONS - REV A DUFF'S

STATEMENT BEFORE THE HOUSE OF LORDS, IN 1853, AS TO MISSIONARY ENDEAVOURN

FOR EDUCATION. - HIS VIEWS AS TO EFFECTS OF PURELY SECULAR EDUCATION -

OPINIONS OF THE CELEBRATED PHILOSOPHIC THINKER, REV SYDNEY SMITH, AS TO

THE EFFORTS OF THE MISSIONARIES IN INDIA

There can be no doubt that what the Government scrupulously adhered to the policy of religious neutrality

in matters of public instruction, the Missionaries regarded such neutrality

as disapproved by Miss- with disapproval As a specimen of their views upon the subject, some pas-

sages may be quoted from the observations recorded by the well-known Rev

Alex under Duff, D D, on Lord William Bentinck's Resolution of the 7th March, 1835, regarding English education

Dr Duff was examined as a witness by a Select Committee of the House of Lords, on the 3rd

of June, 1853, and in answer to the question - 'What change in the system of education was affected by that Resolu-

tion, he presented to the Committee some written remarks, from which the following extract may be quoted as

throwing light upon the attitude of the Missionaries and other enthusiastic Christians, on the subject of the absence

of religious instruction from the Government educational institutions -

"Even since the passing of Lord W Bentinck's Act, four new institutions have been organized in large towns

Rev Alexander Duff's opi- along the Ganges, after the model of the Calcutta College, and every year

nion adverse to Religious Neu- Fresh additions will be made to the number What, then, will be the ultimate

trality in education. effect of these yearly augmenting educational forces? We say ultimate,

with emphasis, because we are no visionaries, we do not expect miracles, we do not anticipate sudden and

instantaneous changes, but we do not look forward with confidence to a great ultimate revolution We do regard

Lord W Bentinck's Act as laying the foundation of a train of causes which may for a while operate so insensibly

as to pass unnoticed by casual or casual observers, but not the less surely as concerns the great and momentous

issue like the laws which silently, but with resistless power, regulate the movements of the material universe,

the educationa?y opinions, which are of the nature and force of moral laws, will proceed onwards till they

terminate in effecting a universal change in the national mind of India The sluices of a superior and quickening

knowledge have already been thrown open, and who shall dare to shut them up? The streams of enlivening

information have begun to flow in upon the dry and parched land, and who will venture to arrest their progress?

As well might we ask with the poet -

"Shall burning Atha, if a sage requires,

Forget her thunders, and recall her fires?

When the loose mountain trembles from on high,

Shall gravitation cease, while you go by?

"But highly as we approve of Lord W Bentinck's enactment, so far as it goes, we must, are we conclude, in

justice to our own views, and to the highest and noblest cause on earth, take the liberty of strongly expressing our

own honest conviction that it does not go far enough Truth is better than error in any department of knowledge,

the humblest as well as the most exalted, hence it is that we admire the moral intrepidity of the man who decreed

that, in the Government Institutions of India, true literature and true science should henceforth be substituted in

place of false literature, false science, and false religion But while we rejoice that true literature and science is

to be substituted in place of what is demonstrably false, we cannot but lament that no provision whatever has been

made for substiruting the only true religion-Christianity-in place of the false religion which our literature and

science will inevitably demolish

"We are aware that plausible views of political expediency, and certain admitted peculiarities in our position

Typical views of the Mis- in India, seem to forbid the interference of Government in directly communi-

sionaries as to Religious Neu- eating a knowledge of Christianity to its native subjects Into such views

trality in education. we could never enter Our firm belief has always been, that if there were the

will, means might be devised thus would obviate all reasonable objections, but be this as it may, we cannot help

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ENGLISH EDUCATION IN INDIA

regarding the absence of all provision for the inculcation of Christian truth as a grand omission—a capital deficiency

If man had been destined merely to 'strut his little hour' on the stage of Time, and then drop into a state of non-existence, it would be enough to provide for the interests of Time, but the case is widely different, when reason and revelation constrain us to view him as destined to be an inhabitant of Eternity—an inheritor of never-ending bliss or never-ending woe

Surely, in this view of man's destiny, it is, in the scale of divine imagination but a pititable and anomalous philanthropy after all, that can expend all its energy in bedecking and garnishing him to play his part well on the stage of Time, and then cast him adrift, desolate and forlorn, without shelter

"But we are persuaded that even time can never be rightly provided for by any measure that shuts eternity

Christianity should not be wholly out of view

So inseparably and unchangeably connected, in the very sacraments of worldly experience, with the best interests of Time and the best interests of Eternity, that one of the surest ways of providing might for the former is to provide thoroughly and well for the latter

Our maxim, accordingly, has been, as now, and ever will be, this -

"If lucre, whenever, and by whomsoever, Christianity is sacrificed on the altar of worldly expediency, there must then ensue the supreme good of man the bleeding at its base

"But because a Christian Government has chosen to neglect its duty towards the rehguon which it is morally

Neglect of Government to bound it uphold, is that any reason why the Churches of Britain should not lect then duty, too?

Let us be aroused, then, from our lethargy, and strive encourage the Christian to accomplish our part

If we are wise in time, we may convert the very soil of the Churches to undertake the Indian Government unto an ally and a friend

The extensive creation of a machinery for the destanotion of ancient superstition we may regard as open

ing up new facilities, in the qond providence of God, for the spread of the everlasting Gospel, as serving the part of a humble pioneer in clearing away a huge mass of rubbish that would otherwise have tended to impede the free dissemination of Divine Truth

Thereover a Government Somniany y founded, which shall have the effect of batter

ing down idolatry and superstition, there let us be prepared to plant a Christian institution that shall, through the blessing of Heaven, be the instrument of raising the beautcous superstructure of Christianity on the ruins of both

Views such as these were hold only by the Missionaries and some enthusiastic Christians among the Europeans, who thought that English education might be safely and properly rendered the vehicle of Christian knowledge, and a means of propagating

Proselytising views limited to Missionaries and exceptionally enthusiastic Europeans

Christianity among the natives of India

But such views were unanimously repudiated by the Government in India and the higher authorities in England

But whilst the Government firmly took up a position of religious neutrality in English education the Missionaries, whose great holp and mainstaye efforts must always be regarded as a promoinent factor in the intellectual progress of India, adopted a Educational policy of the Missionaries.

policy which can best be described in the words of the Rev Alexander Duff, D D, in his evidence before a Select Committee of the House of Lords, on 3rd June, 1853 —

"Acting, not officially, nor authoritatively in any way, nor in connexion with the Government, but simply Statement of Rev A. Duff before the House of Lords, on 3rd June, 1853

upon our own responsibility as individuals, we very plainly and simply tell the Natives what we mean to teach We avow to them what our general and special objects are

No Natives need come to us but with an eager spirit, and thus be truly stated

One great object was to convey, as largely as possible, a knowledge of our ordinarily improved literature and science to those young persons, but another and a no vital object was, simultaneously with that, as already indicated, to convey a thorough knowledge of Christianity, with its evidences and doctrines

Our purpose, therefore, was twofold, to combine as it were together, in close, insepparable and harmonious union, what has been called a useful education, with a decidedly religious education

The ample touching of our improved European literature, philosophy, and science, we knew would shatter the huge fabric of popular Hinduism, and crumble it into fragments

But as it is we certainly not good simply to destroy, and then leave men silly to grasp over the ruins, nor wise to continue building on the walls of a tottering edifice, it has ever formed the grand and distinguishing glory of our institution, through the introduction and zealous pursuit of Christian evidences and doctrine, to strive to supply the noblest substatute in place of that which has been demolished, in the form

1 'Printed Parliamentary Papers (1852-53) Second Report of the Select Committee of the House of Lords on Indian Territories, pp 414, 415 App II

of sound general knowledge and pure evangelical truth In this way we anticipated that, under the ordinary

blessing of Divine Providence on the use of appointed means, many of the young men would become Christian

in all earnestness, and a fair proportion of them Christian in heart We then reasoned that if, of either or both

of these classes, one and another were added in continued succession, the collective mind would at length be freely

set loose from its ancient fixed and frozen state, and awakened into light, and life, and liberty And as

life is self-propagating and light communicative in its nature, we entertained the humble but confident hope that

we might ultimately and happily succeed in combining the three inestimable blessings--individual good, the

ever-innovating principle of self-preservation, and the power of indefinite extension of these, our immediate and

ultimate objects, no concealment was ever made, on the contrary, they were at all times, and in every imaginable

form, openly avowed and proclaimed And lest any Native should lie under any delusive impression on the

subject, it was a standing rule in our Institution, from its very commencement, that no young person should be

admitted unless his father, if he was alive, or his guardian, came along with him, and saw what was doing, and,

therefore, personally could judge for himself whether he would allow his son or ward to remain there or not

"They all come to us at first as Hindoos in point of religious faith, and as long as they are attending

Hindu Students in Mission- a Christian course of instruction, they are merely learners or scholars, they

ary Schools become gradually also learning to know what the truth is, they are mastering the subject of

christianised

master it, much in the same way as they may come thore to master the true system of geography, or the true

system of astronomy, or any other true system whatever they began with the first elements or principles, and

they are initiated into the text, stop by step, so that at last they peruse every part of the Bible, and are systo-

matically instructed in the evidences, doctrines, and precepts of Christianity Christian books of every descrip-

tion are read by them, and they are examined upon those, and if, in the end, any of them should have their

minds impressed with the truth of those things, and their hearts changed and turned to God, then they openly

embrace Christianity, as several have already done Many others do become intellectually Christians, and are

brought therelore into a condition very much the same as that of the great bulk of intelligent professing Christians

in this country, who are Christians in head or intellect, but not in heart, -in the case of all such there is intellec-

tual conviction, but not heart conversion the former may come from man, the latter only from God "1

The views of the Rev Alexander Duff, D D, as to the political results of a purely secular English education,

Missionary views as to may also be quoted here with adrantage, as they are typical, as representing

the effects of purely secular the opinions of the Missionaries and others seeking the propagation of Chris-

tianity in India In reply to the question, what he contemplated would be the

English Education

ultimate result to the British Government, if it succeeded in effecting a great improvement in the education of the

Hindus, he said

"My own impression is, that if we go on giving them a thorough English secular education, without

any mollying and counteracting influences of subduing potency -disturbing them out of all their old ways

and habits of thinking and feeling, and creating the very materials out of which spring restlessness and

discontent, envy and jealousy, selfish and exorbitant ambition for power and place, irrespective of the needful

moral and mental qualifications--there will not, there cannot be, generally speaking, that sentiment of devoted-

ness or loyalty to the British Government, whoah, for their own sakes and for the sake of their country, we

should desire them to possess And the ultimate result of such unfriendly or disloyal sentiments becoming

widespread in the case of men of quickened intolligonco, and having unbridded command of a Free Press,

with the English as a common medium of communication, it is not certainly difficult to foresee I have a

distinct impression, on the other hand, and I speak in this respect from experience, that any education, however

largely advanced, which may be given to the natives of India, if accompanied by those mollifying and

counteracting influences which are connected with the sober yet zealous inculcation of the Christian truth, so far

from producing any feeling of hostility or disloyalty towards the British Government, will produce an effect

entirely the other way I should say, without any hesitation, that, at this moment, there are not in all India more

devoted and loyal subjects of the British Crown than those Natives who have openly embraced Christianity,

and, next to those, with the feeling of loyalty in varying degrees of strength, those Natives who have acquired

this higher English education, in immediate and inseparable connexion with Christian knowledge and Christian

influence On this vitally important subject, alike as regards the honour and welfare of India and of Britain,

I could well expatiate, equally in the way of argument and fact, and shall be ready at any time to do so, if

required Moawwhile, I have in answer to the question, briefly given expression to the conviction whch has been

• Printed Parliamentary Papers (1852-53) Second Report of the Select Committee of the House of Lords on Indian Territories,

pp 57, 58

10

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ENGLISH EDUCATION IN INDIA

growing in my own mind ever since I began to get practically acquainted with the real state and tendencies of things

in India, 23 years ago In the face of all plausible theories and apparent analogies, whether deduced from the con-

duct and policy of ancient Rome or any other State—plainly involving conditions and relations wholly incompatible

with any that can exist between ours, as a Christian Government, and its non-Christian subjects in India—I have

never ceased to pronounce the system of giving a high English education, without religion, as a blind, short-sighted,

suicidal policy On the other hand, for weighty reasons, I have never ceased to declare that, if our object be,

not merely for our own aggrandisement, but very specially for the welfare of the Natives, to retain our dominion

in India, no wiser or more effectual plan can be conceived than that of bestowing this Higher English education

in close and inseparable alliance with the illuminating, quickening, beautifying influences of the Christian faith, midair,

I have never scrupled to avow and proclaim my sincere conviction, that the extension of such higher education, or

combined, would only be the means of consolidating and perpetuating the British Empire in India for years, or

even ages to come—vastly, yea, almost immeasurably, to the real and enduring benefit of both *

Whilst much was the views entertained by the Missionaries as to the policy of English education, it may be

Opinions of the celebrated

into entertaining to consider what opinions were entertained by independent philosophical thinkers upon the subject As a specimen of their views, the following

philosophic thinker, Rev Sydney Smith, as to the efforts of passages from the writings of the celebrated Rev Sydney Smith may be

the Missionaries in India

quoted Referring to the Missionaries, and their efforts in India, his writings

contain the following passages —

"The plan, it seems, is this We are to educate India in Christianity, as a prudent dœc his child, and,

when it is perfect in its catechism, then to pack up, quit it entirely, and leave it to its own management Thus

is the evangelical project for separating a colony from the parent country They see nothing of the bloodshed,

and massacres, and devastations, not of the speeches in Parliament, sycophantic millions, fratricidal expeditions, jobs,

and pensions, with which consequences of our Indian possessions would necessarily be accompanied, nor will they

see that these consequences could arise from the attempt, and not from the completion, of their scheme of conversion We should be swept from the pinnacle by Pagan zealots, and should lose, among other things, all

chance of ever really converting them

"It may be our duty to make the Hindoos Christians—that is another argument, but, that we shall by

so doing strengthen our empire, we utterly deny What signifies identity of religion to a question of this kind ?

Diversity of both colour and of language would soon overpower this consideration Make the Hindoos enter-

prising, active, and reasonable as yourselves—destroy the eternal track in which they have moved for ages —

and, in a moment, they would sweep you off the face of the earth

"When the tone of the Hindoos on the subject of their religion is ascertained as a reason against the

success of the Missions, the friends of this undertaking are always fond of reminding us how patiently the

Hindoos submitted to the religious persecution and butchery of Tippoo The toleration from such a calamitous

trial alaruming It is the impassioned duty of Government to watch some of these men most narrowly There

is nothing of which they are not capable And what, after all, did Tippoo affect in the way of conversion ? How

many Mahomedans did he make ?

"Upon the whole, it appears to us hardly possible to push the barbarism of proselytism in India to any length,

without incurring the utmost risk of losing our empire The danger is more tremendous, because it may be so

sudden, religious fears are a very probable cause of disaffection in the troops, if the troops are generally

disaffected, our Indian Empire may be lost to us as suddenly as a figute on a fort

"No man (not an Anabaptist) will, we presume, contend that it is our duty to preach the Natives into an

immediate conversion, or to lay before them, so fully and emphatically, the scheme of the Gospel, as to make them rise

up in the dead of the night and shoot their instructors through the head Rev for Missionary purposes,

therefore, the utmost discretion is necessary, and if we wish to teach the Natives a better religion, we must

take care to do it in a manner which will not inspire them with a passion for public change, or we shall inevitably

lose our disciples altogether To us it appears quite clear, that neither Hindoos nor Mahomedans are at all

indifferent to the attacks made upon their religion, the arrogance and instability of the Mahometan are universally

acknowledged, nor do the Brahmins show the smallest disposition to behold the enormities upon their religion

with passiveness and unconcern

"How is it in human nature that a Brahman should be indifferent to encomiums upon his religion ?

His reputation, his dignity, and in great measure his wealth, depend upon the preservation of the present

superstitions, and why is it to be supposed that motives which are so powerful with all other human beings, are

• Printed Parliamentary Papers (1852-53) Second Report of the Select Committee of the House of Lords on Indian Territories,

pp 88, 89

REV SYDNEY SMITH'S OPINIONS AS TO MISSIONARY EFFORTS

75

impatiently with him alone? If the Brahmins, however, are disposed to excite a rebellion in support of their own influence now or in the who knows any thing of India, can doubt that they have it in their power to effect it

" On the subject therefore, as not only not to do anything violent and unjust upon subjects of religion, but not to use any strong colour to jealous and disaffected Natures for misrepresenting your intentions

" All their obstinate stums have tenfold force, when applied to an empire which rests so entirely upon opinion

If physical force could be called in to stop the progress of error, we could afford to be misrepresented for a season, but if (truth) white men living in the mist of 70 millions of sable subjects, must be always in the right, or, at least, never represented as grossly in the wrong Attention to the prejudices of the subject is wise in all Governments, but quite indispensable in a Government constituted as our Empire in India is constituted, where an uninterrupted

" You have 30,000 Europeans in India, and 60 millions of other subjects If proselytism were to go on as rapidly as the most sanguinary Antibaptists could dream or desire, in what manner are these people to be taught the

principles of the establishment?—and who can foresee the immense and perilous difficulties of bending the laws, manners, and institutions of a country, to the dictates of a new religion? If it were easy to persuade the Hindoos that their own religion was folly, it would be mutually difficult effectually to teach them any other They would

fumble their own idols into the mire, and you would build them no churches you would destroy all those present motives for doing right and avoiding wrong, without being able to fix upon their minds the more sublime motives by which you protest to be actuated

" If there were a fair prospect of carrying the Gospel into regions where it was before unknown,—it such a project did not (spoke the best possessions of the country to extirpate danger, and if it was in the hands of men who were devout as well as devout, we should consider it to be a scheme of true piety, benevolence, and wisdom

but the baseness and malignity of fanaticism shall never prevent us from attaching its arrogance, its ignorance, and its deliria For what vice can be more tremendous than that which, while it was the outward appearance of religion, destroys the happiness of man, and dishonours the name of God?"

Discussions as to English Education take no special notice of Mahomedans, as they refrained from such education

purely secular, and what effect it was likely to have upon the religious convictions of the Natives of India, views have been expressed only in regard to the Hindoos, and no special reference has been made to the Mahomedans or

the Honour of Parliament, on by those who wrote upon the subject The reason for this circumstance is not far to seek The opposition to English education, founded as it was upon a misapprehension of the motives of the educational policy of the Government, as laid down in Lord William Bentinck's Resolution of

the 7th of March, 1835, with evinced by them so far back as that year, and continued almost unabated, with the lamentable result that extremely few Mahomedan youths pursued the study of English, and consequently no special attention appears to have been given to their social, social and political condition Their backward condition seems, indeed, to have remained almost unnoticed, till very recent years, as will be shown in another part of this work

• The Wit and Wisdom of the Rev Sydney Smith Longmans, Green and Co, London (1886), pp 68-74

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ENGLISH EDUCATION IN INDIA

CHAPTER XV.

PROGRESS OF ENGLISH EDUCATION UNDER THE POLICY OF LORD WILLIAM BENTINCK'S EDUCATIONAL RESOLUTION OF 7th MARCH, 1835—LORD AUCKLAND'S EDUCATIONAL MINUTE OF 1839—LORD HARDINGE'S EDUCATIONAL RESOLUTION OF 1844—POLICY OF MAKING ENGLISH THE LANGUAGE OF OFFICIAL BUSINESS—PROGRESS OF ENGLISH EDUCATION IN BENGAL—VIEWS OF SIR FREDERICK HALLIDAY

It is now necessary to pursue the history of the progress of English education under the policy immediately initiated by Lord William Bentinck's Educational Resolution of 7th March, 1835.

After the passing of that Resolution, the supporters of Oriental education, slightly modifying their views, were naturally disheartened at the prospect of the ultimate abolition of their favourite Colleges, and they tried, again and again, to get rid of the Minute on Education abrogated. A new controversy, in consequence, arose, reviving conflicts on the old terminology, so that at last Lord Auckland, then Governor-General, came forward apparently as a mediator in the matter, and recorded a Minute, dated November 24th, 1839, which was designed to effect something like a compromise between the parties. One object of his Minute was to uphold to the utmost all that Lord William Bentinck had done with the view of promoting English literature and science through the medium of the English language; but, on the other hand, he proposed to investigate as much of Lord William Bentinck's Resolution as went to the ultimate abolition of the Sanskrit and Mahomedan Colleges 1 Professor H H Wilson, in his History of India (Vol III, pp 307-8), referring to the Minute, says that "it gave the most liberal consent agreement to the extension of English education, rescued the Native Colleges from the misappropriation of the funds specially assigned to them, and by a liberal distribution of Scholarships to all the seminaries alike, remedied, in some measure, the discontinuance of the Substantionce. Allowances, on which most of the students, like the poor scholars of the middle ages in Europe, had been accustomed, until all previous rule, Hindu, Mahomedan, or Christian, to depend *

Lord Auckland's Educational Minute of the 24th November, 1839, cannot be regarded as any improvement on the principle of promoting English education, and the policy upon which Lord William Bentinck's Educational Resolution of the 7th March, 1835, was based.

English education continued to be the order of the day but there was a considerable prejudice in the minds of some members of the Civil Service, and of the officers of Government generally, against the employment in the Public Service of those who had received this English education The plausible excuse which they gave for that opposition was, that men who were crammed, as they said, with mathematics, and were able to repeat Shakespeare, and to quote Johnson and Addison, were unfitted for the duties of the Public Service, which required a great deal of official knowledge and experience, but in proportion as the men who had adopted those pursuits felt the Services, the feeling gradually died out; and in the course of time a conviction arose in the minds of the members of the Service, that those summaries might be made the nursery of the Public Service, and that the Government, which was at no large an expense for the purpose of Education, might to obtain some benefit from it, by being enabled to place the most advanced students in situations of public trust. It was this growing feeling which gave rise to the celebrated Notification of Lord Hardinge, at the close of 1844 † "That Notification, known as "Lord Hardinge's Educational Resolution," of the 10th October, 1844, amounted to giving public recognition to English education, by holding out prospects of Government employment to successful and meritorious students . The principle laid down in it follows —

"The Government having taken into his consideration the existing state of education in Bengal, and being of opinion that it is highly desirable to afford it every reasonable encouragement, by holding out to those who have taken advantage of the opportunity of instruction afforded to them, in fair prospect of employment in the Public Service, and thereby not only to reward individual merit, but to enable the State to profit largely,

• Dr Alexander Duff's evidence—Printed Parliamentary Papers Broad Report of the Select Committee of the House of Lords (1832) on Indian Territories, p 54.

† Mr J Marshman's evidence—Printed Parliamentary Papers Sixth Report of the Select Committee of the House of Commons (1853) on Indian Territories, p. 81.

77

and as early as possible, by the result of the measures adopted of late years for the instruction of the people, as

well by the Government as by private individuals and Societies, has resolved that, in every possible case, a prefer-

ence shall be given in the selection of candidates for public employment, to those who have been educated in the

"institutions, thus established, and especially to those who have distinguished themselves therein by more than

and in their degree of merit and attainment" *

This Resolution, no doubt, gave considerable stimulus to English education, though some complaints were

Policy of making English made against its operation, and it had only a gradual and partial effect

the language of official busi-

ness†, was indicated so early as 1829

had lain dormant for many years. " A very general opinion had prevailed for some years past, that Persian ought

to be discarded, but there was not the same concurrence of sentiment as to what language ought to be substituted

for it. One party advocated the use of English, on the ground, that it was of more importance that the judges,

who had to decide a case, should thoroughly understand it, than the persons themselves who were interested in it

that if the European officers used their own language in official proceedings, they would be much more independent

of the pernicious influence of their ministerial officers, and that the general encouragement which would

be given to the study of English, by its adoption as the official language, would give a powerful impulse to the

progress of native enlightenment. Some years ago this opinion was the prevailing one among those who were

favourable to the plan of giving the Natives a liberal European education, and it was even adopted by the Judicial

Committee† of Public Instruction, dated the 26th June, 1829, from which the following extract may

be quoted, as throwing light upon the policy of introducing the English language as the language of business,

even at that early period. The letter ran as follows :-

Letter of the Government of Bengal, dated 18th June, 1829, announcing the future adop-

tion of English in Public Offices.

Studied by our native subjects - Mr. Macnaghten, in the Note annexed to your Report, dated the 3rd instant, urges,

strongly the expediency of a declaration by Government, that the English will be eventually used as the language of

business, in the law Courts, with the majority of our scholars, he thinks, that all we have to do to encourage the

study of it is regularity, * and recommends that it be immediately notified, that, after the expiration of three years,

a due official preference will be given to candidates for office, who may add a knowledge of English to other qualifica-

tions. The Delhi Committee have also advocated, with great force and earnestness, the expediency of rendering

the English the language of our public tribunals and Correspondence, and the mercantary of making known that

such is our eventual purpose, if we wish the study to be successfully and extensively prosecuted

"Impressed with a deep conviction of the importance of the subject,—and cordially disposed to promote the

great object of improving India by spreading abroad the lights of European knowledge, morals, and civilization,—

his Lordship in Council, has no hesitation in stating to your Committee, and in authorising you to announce to

all concerned in the meantime of your Native Seminaries, that it is with pleasure, and with an ardent desire of the

British Government to render its own language gradually and eventually the language of public business,

throughout the country, and that it will omit no opportunity of giving every reasonable and practicable degree of

encouragement to the eventful of this project. At the same time, his Lordship in Council, is not proposed to

come forward with any distinct and precipitate pledge as to the period and manner of effecting so great a change in

the system of our internal economy, nor in such a pledge to be considered as at all indispensable to the gradual and

cautious fulfilment of one of our views. It is conceived that, assuming the continuance of that disposition to acquire a

knowledge of English, which is declared in the correspondence now before Government, and forms the ground-

work of our present proceedings, a general measure to the above effect, combined with the arrangements in train

for providing the means of instruction, will ensure our obtaining, at no distant period, a certain, though limited,

number of respectable native English scholars, and more effectual and decisive means as many be adopted hereafter,

when a body of competent teachers shall have been provided in the Upper Provinces, and the superiority of an

English education is more generally recognised and appreciated

• Mr. J. O. Marshman's evidence—Printed Parliamentary Papers: Sixth Report of the Select Committee of the House of Com-

mons (1853) on Indian Territories, p. 416, App. F.

† Trevelyan—On the Education of the People of India, p 145

78

ENGLISH EDUCATION IN INDIA

"As intimated, however, by the Delhi Committee, the use of the English in our public correspondence with Natives of distinction, more especially in that which is of a complementary nature, would in itself be an important demonstration in favour of the new course of study, as serving to indicate pretty clearly the future intentions of Government, and those appears to be no objection to the immediate application of this mentive to a certain extent, and unda the requisite limitations The expediency, indeed, of revising the Governor-General's correspondence with the higher classes of Natives on the above prnaples, has before, more than once, undiignie discussion and condsenation, and the Governor-General in Council, deems the present a suitable occusion for resolving to addiress the Native Chiefs and nobility of India in the English language, (espoacilly thubo roddilma in our own Provioces,) whanever there is reason to believe, orther that they have thoniselver acyuired a knowludqe of it, or have about them persons possessing that knowledge, and, genmally, in all instances whore the adiption of the new medium of coriespondence would bo aceptable and agicecablo"

The policy of ultimately adopting English as the linyuage of official business, though announced so far back as 1829, as is appaiient from the procoding extact, could not be put into operation for many yoars to come, and, indeed, when that policy was more practically recognized by Lord Hardinge's Edacatonal Rosolution of the 10th October, 1844

much difficulty arose in putting it into operstion Upon the Resolution baing communicated to the Committee of Public Iniuuulimi, that body framed certam inlos for holding examinations for those who were to receave certiflcates of qualification for Government sarvice The scheme of examination thus ostsilihshed gave piominence to those subjeots of study which were rocognised in the Goverument Colleges, to the exclunion of suhjects of a1 oligious chnracter, which formed the distinguishing foature of the odacational institutimns ostahlinhod by the Missionaries Roferring to this matter, Mr J C Marshman, in his ovidonce befo e a Soloct Chommttiee of the House of Commons, on the 21st July, 1853, said -

"A feeling of the greatest possible dissatisfaction was thus created among the Missionaries, as niay well be supposed, and it became a subject of remonstrance with the Connit of the proceednigs of the Educstion Committee under that feelings not of mutual concession, and only endod in orxporalmq both Resolution

but very considerably, of a religious character, consequantly the books which are used differ greatly from those which are employed in the Government Institutions, and the discussion which arose had roforence to the books which should be made the subject of examination The Missionaries had manifostod an objuction to the study of Shakespeare and of the English dramatists On the other hand, the Committee of Public Inuinmetion had an eqaully strong objection to examine the students of the Missionary Institutions in Paley's Ev idenm of Chris-

tianity, and other books of the same chnracter The consoquonco has been very deplorable, because it has known diicord among those who have the same object in view, namely, the enlightenment of the Natives It has alnio produced a very unfavourablo effect on the minds of the students of the Missionary Colleges, whiether right or wrong, they have been led to suppose that there were two castes in education, the Brahmin and the Ksudra, caste,

and that those who were trained up in the regular Orthodox Colleges of the Goverument were of the Brahmin caste, and those who had been educated in the Missionary Institutions belonged to a lower and an infeior class

Now, as the object of this examination was not to test the acquiremonts of the students in any particular book, but rather to ascertain their progress in general literature, it is very possible that a spirit of conciliation might have removed every difference, but there was no spirit of conciliation, I am soly to say, manifested on either part, and the consequemce has been, that both parties are now exasperated against oach othar, and I do not see any prospect whatever of having this discord healed undor existing circumstances" †

Lord Hardinge's Resolution of 1844, though intended to encourage English oducation by offering proprieta of Progress made by English Government patronage to those who had suocesshully learnt the English Eduoation, especially in Ben-

gal

on account of political and administiative ieasons upon which it is unneceseary to dwell here It is more to the purpose to describe how far English education had made progress at that period and for some years afterwards Speaking of the state of English oducation, Mr J C Marshman gave the following desciption in his deposition befoie a Select Committee of the House of Commons, on the 18th July, 1853

• Trevelyan - On the Education of the People of India, pp 145-147, notes

† Evidonce of Mr J C Marshman—Printed Parliamentary Papers Sixth Report of the Select Committee of the House of Commons (1853) on Indian Territories, pp 81, 82

STATISTICS

OF

ENGLISH

EDUCATION

IN

1852

79

"Within

the

Bengal

Presidency,

we

have

three

descriptions

of

English

schools

and

seminaries

The

first

consists

of

those

which

are

paid

by

the

State,

and

are

under

the

immediate

direction

of

the

Government

In

Bengal

and

Behar

there

are

31

such

schools

and

colleges,

embracing

4,241

scholars

The

various

Missionary

Societies

in

the

same

provinces,

have

also

established

various

schools

and

colleges,

for

the

education

of

the

Natives

in

the

English

language

and

in

European

science,

and

I

find,

according

to

the

latest

return,

that

the

number

of

students

was

about

6,000

A

number

of

these

Institutions

are

connected

with

them

amounted

to

22,

and

that

the

study

of

English

is

exceedingly

popular

among

the

Natives

of

Bengal,

and

they

are

anxious

to

give

them

an

English

education

where

all

those

who

are

able

to

pay

either

a

smaller

or

a

larger

sum

receive

instruction

I

have

never

been

able

to

ascertain

either

of

the

number

of

schools

or

of

the

number

of

scholars

in

those

proprietary

institutions,

but

I

should

think

that,

in

and

about

Calcutta,

the

number

of

scholars

does

not

fall

much

short

of

1,500

The

number

of

Government

Schools

and

Colleges

amounts

to

eight,

and

the

number

of

scholars

in

them

to

1,548

In

the

same

Presidency,

the

Missionaries

have

22

English

schools,

in

which

1,754

students

are

receiving

education.

But

as

English

is

not

so

popular

in

the

North-Western

Provinces

as

it

is

in

Bengal,

I

am

not

aware

that

there

are

any

proprietary

schools

in

any

of

the

great

cities

in

those

Provinces

The

education

has

been

carried

to

a

very

high

pitch

in

the

Government

Institutions

The

students

receive

the

same

kind

of

instruction

which

is

comprised

in

the

compass

of

a

liberal

education

in

this

country,

and

go

through

the

whole

circle

of

literature,

of

philosophy,

and

of

science

Many

of

the

Missionary

Schools

also

embrace

the

same

large

range

of

instruction,

and

the

education

given

in

them

is

equally

comprehensive

In

some

of

the

inferior

Missionary

Schools,

and

more

particularly

in

the

lower

class

of

proprietary

schools,

where

they

have

not

the

same

command

of

resources

for

obtaining

superior

teachers,

the

education

is

rather

of

a

lower

character,

and

more

elementary

than

in

the

higher

institutions

The

Natives

exhibit

great

shrewdness

and

great

pecuniary

means

of

intellect

They

have

also

very

great

powers

of

application

In

many

of

those

institutions,

the

youths,

who

have

reached

the

head

of

them,

have

obtained

an

amount

of

knowledge,

which

would

not

do

discredit

to

some

of

the

best

institutions

in

this

country

†

If

a

similar

progress,

upon

a

more

or

less

extended

scale,

was

made

by

English

education

in

the

Presidencies

of

Madras

and

Bombay,

and

the

following

Abstract

Statement†

respecting

education

under

each

Presidency

in

British

India,

dated

East

India

House,

4th

May,

1852,

presented

to

the

House

of

Lords,

throws

light

upon

the

general

educational

statistics

of

that

period

—

General

statistics

as

to

English

Education

in

Nature

of

Instruction

No

of

Institutions

Expense

Teachers

Pupils

Scholarships

Number

Value

per

annum

Bengal,

L.

P

{

English,

and

mixed

37

}

{

Vernacular

104

}

3,87,110

{

283

5,465

291

49,524

{

104

4,685

}

Ditto,

N-W

P

{

English,

and

mixed

7

}

{

8

}

1,33,521

{

112

1,582

232

22,932

{

48

}

Madras

{

English,

and

mixed

1

}

{

14

}

48,558

{

13

150

}

Cannot

be

given

Bombay

{

English,

and

mixed

14

}

{

233

}

1,50,408

{

62

2,066

84

5,880

{

233

11,394

}

Total

Rs

7,14,597

855

25,372

607

78,336

or

£66,998

• Evidence

of

Mr

J

O

Marshman

—Printed

Parliamentary

Papers

Sth

Report

of

the

Select

Committee

of

the

House

of

Commons

(1853)

on

Indian

Territories,

pp

25,

26

†

Returns

and

Papers

presented

to

the

House

of

Lords,

relative

to

the

affairs

of

the

East

India

Company

(1852-53),

p

37

80

ENGLISH EDUCATION IN INDIA.

As a general view of the condition and progress of English education during the period to which this

Sir Frederick Halliday's ge-

neral view as to the condition

of English Education in 1853

"I think the progress of education since 1833 has been satisfactory, it has been continuous, and on the

whole, in the right direction, the results, as far as we can judge of them by observing the conduct and character

of those who have been educated at the institutions, and have gone forth into the world, of whom a great many

have been employed in Government situations, and a good many in private situations, are that they are improved

very much in morals, and in conduct, by the education which they have received, I think they are a superior

class, altogether to those who preceded them, who were either less educated according to our views, or not educated

at all There is yet, however, a good deal to be done, it is not the opinion of those who are interested in educa-

tion in India, that enough money is spent upon it, the reason being, of course, that there has not been hitherto,

generally, money to spend , the desire is, that as fast as means can be found, as fast as the Government is in

possession of means for that purpose, those means should be applied to the extension of education, it being a

matter, in the opinion of persons in authority in India, of the very last importance, superior perhaps to all others,

towards the improvement of our administration There is an opinion, also, that education has not been extended

sufficiently in the way of Vernacular teaching, and in that respect I see room for improvement, but on the whole,

as I began by saying, the results are satisfactory and promising "*

CHAPTER XVI.

PROPOSALS TO ESTABLISH UNIVERSITIES IN INDIA IN 1845 — PARLIAMENTARY ENQUIRY

INTO INDIAN AFFAIRS IN 1853 — PETITION TO PARLIAMENT BY MR O II CAMERON,

FOR ESTABLISHING UNIVERSITIES IN INDIA — VIEWS OF SIR CHARLES TREVELYAN,

MR MARSHMAN, PROFESSOR H H WILSON, AND SIR FREDERICK HALLIDAY, ON THE

SUBJECT

From the account which has been given in the preceding chapters, it is apparent that the earliest and

Scheme of a University at

Calcutta, proposed in 1845

greatest activity in the cause of Public Instruction was evinced in Bengal,

not only by the Government, but also by the people themselves; who indeed,

had been foremost in seeking English education It was, therefore, in that

Presidency, that the first proposal to found a University in India was made So far back as the 25th of October,

1845, the Council of Education at Calcutta, andor the Presidency of Mr Charles Hay Cameron, prepared a plan

or a University at Calcutta, from which the following extract may be quoted, as throwing light upon the early

history of University Education in India The proposed plan began with the following —

" The present advanced state of education in the Bengal Presidency, with the large and annually increasing

number of highly-educated pupils, both in public and private institutions, renders it not only expedient and

desirable, but a matter of state justice and necessity, to confer upon them some mark of distinction, by which

they may be recognised as persons of liberal education and enlightened minds, capable, from the literary and

scientific pursuit of the learned professions, including in this description the business of instructing the rising

generation, of holding the higher offices under Government upon all members and graduates of the Universities --The

means of accomplishing this great object is by the establishment of a Central University, armed with the power

of granting degrees in Arts, Science, Law, Medicine and Civil Engineering, incorporated by a Special

Act of the Legislative Council of India, and endowed with the privileges enjoyed by all Chartered Universities

of Great Britain and Ireland After carefully studying the laws and constitution of the Universities of Oxford

• Printed Parliamentary Papers 6ith Report of the Select Committee of the House of Commons, on Indian Territories (1853),

53

and Cambridge, with those of the recently established University of London, the latter alone appears adapted

to the wants of the native community"

The University was to consist of a Chancellor, a Vice-chancellor and Fellows, constituting a Senate divided

Constitution of the proposed

University at Calcutta

held at least once a year, and conducted other by Examiners appointed from among the Senate, or by any

other persons specially nominated by that body, and the benefits of those examinations were to be extended to all

institutions, whether Government or private, approved of by the Senate, provided the candidates from such

institutions conform to such Regulations as may be enacted respecting the course, extent and duration of study

with the certificates that will be issued, authority being granted for the issue of the same. After giving an

outline of the proposed Regulations, the scheme ended with the following observations —

This above is a rough outline of a plan, the carrying out of which would form one of the most important

Benefits expected from the

proposed University at Cal-

cutta

events in the history of education in India It would open the paths of honour

justly earned rewards upon those who had spent years in the acquisition of knowledge, and rendering them

literary honours a matter of emolument as well as of social distinction It would remove most of the objection-

able features of the existing system of examination for public employments, without lowering the

standard of information required, and would in a very few years produce a body of native public servants

superior in character, attainments, and efficiency, to any of those produced hitherto It would encourage the cultivation

of the arts and sciences, and call into existence a class of native architects, engineers and surveyors

landholders, whose influence would rapidly and certainly diffuse a taste for the more refined and intellectual

pleasures and pursuits of the West, to the gradual extinction of the enervating and degrading superstitions of the

East Increased facilities of intercourse, by means of Railroads, with the interior of the country, the North-West

Provinces, and with Europe, would of course increase the facilities to visit the centre of civilization, with a velocity

and elicit heretofore unknown in India, and, in fact, would be attended with all the advantages that have been

realized in history to have followed a judicious, enlightened, extended and sound system of education, encouraged

by suitable rewards and distinctions The adoption of the plan would only be attended with a very trifling

expense to Government in the commencement, for in the course of a few years the proceeds of the Fee Fund

would be more than sufficient to defray any expenses attendant upon the University It would raise the character

and importance of the whole Education Department in public estimation, and ultimately place the educated

native, of this great empire upon a level with those of the western world That the time for such a measure

had arrived, is fully proved by the standard of excellence attained in the numerous scholarship examinations of the

Council of Education, and the creditable skill and proficiency exhibited by the graduates of the Medical College,

whose examinations, in extent and difficulty, are much greater than those of any of the Colleges of Surgeons in

Great Britain, and in a purely professional point of view, nearly on a par with those required from the Medical

graduates of most British Universities †

These proposals made so far back as 1845 for the establishment of a University at Calcutta were discouraged

The proposal for establishing

a University at Calcutta re-

mains in abeyance till Parlia-

mentary inquiry in 1853, pro-

ceeding St. 3 and 4, Wm. IV, C

85

by the authorities in England, and appear to have lain in abeyance

for many years It was not till Parliament took up the subject of the re-

organization of the East India Company's Charter in 1852-53, that the proposal

quiry into the Indian affairs as had been the custom before renewing the Charter For this purpose Select Com-

mittee of the House of Lords, and of the House of Commons were appointed, and they collected a mass of evidence,

from which much information can be gathered as to the progress and policy of English education in India The en-

quiry resulted in the Act of Parliament, 16 and 17 Vic, C 95, which was passed on the 20th of August, 1853, and by

which, until Parliament should otherwise provide, all the territories then in the possession and under the Govern-

ment of the East India Company, were to continue under such Government, in trust for Her Majesty The Act

was avowedly temporary, and remained in force only for a very short period, but as being a bearing upon English

2 Printed Parliamentary Papers Second Report of the Select Committee of the House of Lords on Indian Territories (1852-53),

p 18, App 0

† Id., p 620

education, it contained a provision by which the appointments to the Civil Service and the Medical Service in India were withdrawn from the Ducators of tho Company and thrown open to public competition

In the course of the Parliamentary enquiry abovementioned, many petitions were presented to Parliament, and among others, there was one which deserves historical importunti in connection with High English Education in India and may be quoted

Petition to Parliament by Mr Charles Hay Cameron for establishing Universities in hare us extenso as it is fall of important matter expressed in very lucid language It runs as follows —

1852

the Council of India, President of the Indian Law Commission, and of the Council of Education for Bengal

"Humbly Showeth—

"That, as President of the Council of Education for Bengal, your petitioner had opportunities of observing the desire and the capacity of large numbers of the native youth of India, for the acquisition of European literature and science, as well as the capacity of the most distinguished among them, for fitting themselves to enter the Civil and Medical Uncovenanted Services of the East India Company, and to practise in the learned professions

"That the said native youth are hindered from making all the progress they are capable of in the acquisition of the said literature and science

"First Because there is not in British India any University, with power to grant Degrees, as is done by Universities in Europe

"Secondly Because the Government institutions of the said native youth do not belong to any of the Faculties of the East India Company, and do not, therefore, whatsoever may be their learning and talents, occupy a position in Society which commands the respect of their pupils

Thirdly Because no provision has been made for the education of any of the said native youth in England without prejudice to them caste or religious feelings

"Your petitioner, therefore, pray's—

"That one or more Universities may be established in British India

"That a Covenanted Education Service may be created, analogous to the Covenanted Civil and Medical Services

"That one or more Establishments may be created, at which the native youth of India may receive, in England, without prejudice to their caste or religious feelings, such a secular education as may qualify them for admission into the Civil and Medical Services of the East India Company,—

"And your petitioner will ever pray

"30th November 1852

"C H Cameron"

Upon the proposal contained in this petition, much evidence was taken by the Select Committee, and the views of eminent witnesses before the House of Lords, as well as those in India may be quoted here

Mr C H Cameron, upon being asked regarding the establishment of Universities in India, explained his views before a Select Committee of the House of Lords, on the 7th July, 1853, in the following words —

"My inguirition would amount to this, that there should be in each of the great Capital Cities in India

a University, that is to say, at Calcutta, at Madras, at Bombay, and at Agra, those four cities being the centres of four distinct languages, Calcutta being the focus of the Bengalee language, Madras of the Tamil, Bombay of the Mahratta, and Agra of the Hindee

In those four Universities would be taught, according to my notions, the English language, and all the literature that it contains, and whatever also in the same language, and at the same time, the four languages that I have mentioned would also be cultivated

Native students would be practised in translations from English into each of those languages and from each of those languages into English

Every encouragement which the Government can give, would be given to the production of original works in those native languages

That system already exists to a considerable extent, but there is no University, there is no duly which has the power of granting degrees, and that sort of encouragement must appear to be one which the Natives are fully devoid of

They have arrived at a point at which they are quite ripe for it, and they themselves are extremely desirous of it that no say, those who have already benefited by this system of English education

• Printed Parliamentary Papers First Report of the Select Committee of the House of Commons on Indian Territories (1853, pp 510, 511, App No 7

we extremoly desu ous of those distunotions, and are extremely desirous of having that sort of recognttion of their

position as subjects of the Queen of Great Britain *

Upon the same subject, Sir Charles Trevelyan's views were expressed in the following words —

" I think an University should be established at each of the Presidencies, consisting of two departments

Sir Charles Trevelyan's views

whatev er educated, in all the superior and advanced branches of seculai

knowledge, and for giving diplomas and dogrees in them One important

subject of examination will be English litoratue the young men from the Govern ment Colleges will bimg

up this Shakespeaie, then Milton, then Spectator, then Johnson,—while the jou ng men fiom the Missionaiy

Colleges will bimg up theu Paley, then Butler, then Burnet's Histoly of the Refoimation, then Daubigne's Late

of Luther, and 50 forth In Sanskrit and Aıabic litorature, the young men educated at this Govern ment Colleges

will ine with those who have iecovded theu instiuction fiom private teachas, according to the original natuie

l ishion Anothei subject of examination will be medicane and suigeiy, anothei will be law, anothei will be

civil engiueeiiug, suiveyıng, and aıchitectuie, anothei will be natual philosophy, chomistıy, metallıgy, &c,

mothem will be the hio arts And I cousider that a distiuict ielation and channel of commumcation should be

establislied, foi the puipose of tiausuing young men who pass the best exammations in law to the public

seivice" †

The views of anothen impontant witness, Mi J C Marshman, may also be quoted —

Mr Marshman's views

" The gieat object of desiue in India, as a icmedy for this state of things, is the establish ment of Univeisities,

tion It is a matter of gieat impoitance to the piogiess of educa-

hum in ludia, that this Univensity should be established upon the evact model of the London Univoisity hero,

that its functions should not be to teach any branch of knowledge, but to examino and to clasify, and to

give degiees to those who had been taught in othei institutations The Govennment Colleges would then stand in

pioper ly the same ielationship to the Univeisity as the Missionary Colleges, or any othei institutions thioughout

The countiy

who weie mixious to obtain them, as a passport to celebrity, would make themselves as peifect masters of the

scienee as possibie The advantage to be daived from such Univeisities would be gieat, they would ci eate a

spiit of laudible emulation among the vaiious educational institutions in the countiy, and give a vey gieat

stimulus, geneially, to the cause of edncation, and at the same time enable the Govennment to asoettain who weie

the most qualified students for public employment, connected with all the institutions thioughout the countiy "‡

Theie weie also othei impontant witnesses who favouied the proposal to establish Univeisities in India,

Professor H H Wilson's views opposed to the proposal

but among those who were opposed to the scheme, the name of Professor H Wilson, the distinguished Onentalist, cannot pass unnoticed Refeiring

" I confound I cannot imagine that any good would arise from it, but without knowing the exact plan of the

University, it would perhaps be difficult to form a conclusive opinion I do not know what is meant by a Univer-

sity in ludia, if it is to consist in wearing caps and gowns, and being called Bachelors of Arts, and Masters of Ats,

I do not see what advantage is likely to acsue from it The Natives certainly could not appeciate the

value of such titles, it would be of no advantage to a young man to be called a B acholor of Arts amongst the Natives

of India, who could attach no positive idea to it, it would be inconvenient if it gave him place and precedence

amonngst Euiopeans, in fact, I cannot consider that any advantages at all would be daived from such an institution

Certificates and diplomas given to the young men who acquire scholarships, and those who have merit, are suffi-

cient proofs of their eligibility for office" §

Anothei class of opposition to the scheme of establishing Univeisities in India, is iepiesented by the views

Sir Fiederick Halliday's ap-

prehension as to failure of mittee of the House of Commons, on the 25th July, 1853, and which may be

proposed Universttes

tained upon the subject at that time He said —

" I am not very sanguine about Univeisities in India, ceitainly I would not have them established on the

footing proposed by Mr Camai on in his evidence before the Committee of the House of Lords He wishes that

they should be established upon a gieat scale, with a Chancellor and Vioe-Chancellor, and Faculties, and things of

• Pnnted Paıliamentaiy Papers—Second Repoit of the Select Committee of the House of Lords on Indian Territories (1852-53),

p 275 † Ib , p 153 ‡ Ib , p 154 § Ib , p 289

84

ENGLISH EDUCATION IN INDIA

that sort, which appear to me to involve more than we require, and to be running ahead of the neccessitics of the

times in India, besides which, there are some difficultaes, which Mr Cameron has in some respects lumself prosed,

arising out of that very Resolution of Lord Hardinge Lord Hardinge's Resolution was to the effect, that all

distinguished students in public or private seminaries should be preferred, other things being equal, for appoint-

ments in the public service, and he remitted this Resolution to the Council of Education, with directions to

frame the details of a system to carry it into effect The Council of Education very naturally thought that

the only way to do this was to establish general examinations, to which all persons might come, and which

should test their acquirements, and that then, at those examinations, certificates should be givon, and those

certificates should carry in them the effect of Lord Hardinge's Resolution Now, as far as that want, it did

not form a University, it was the germ of a University, at all events it was intended to be so I believe Mr

Cameron, who was the framer of the plan, had that in his head when he framed it It was also controled in

accordance with what must be done if a University were established, that the standard shonld be so fixed as to

correspond in its highest degrees with the highest instruction given at any affiliated institiation I suppose

that under any conceivable University system that must be done, and that was done What was the conse-

quence ?—A storm of reprobation which has assailed this plan ever smce, and prevented its fur operalion It

was immediately said, 'this standard is an unattaimable standard, it is the standard of the highest and best

students of the Government Institutions, it is one to which our students can never attain' This was said by

persons having an interest in private seminaries It was also said, 'this is a standard of literature and

mathematics, and a very high one, whereas many of our students are kept from attaining any eminence in

those branches of knowledge by having their attention chiefly directed to the doctrines of Christianity Unless,

therefore, you put the whole thing into our hands, and enable us to say what is distiuction as iequaily the students

in our institutions, we repudiate your plan, and will have nothing to do with it' They acted in that way, and

have ever since done so, and they have vilified the scheme, and the framers of it to the utmost of their power

It appears to me, that if that were the consequence of establishing a system of examination, to give certificates

which should carry a man into the public service, it must be the consequence of establishing a University to give

degrees to pass a man into the public service You must always have a highest standard, and that standard must

be always in accordance with the highest standard of instruction in any of the affiliated institutions The same

results would follow, if a system of Universities were carried out We have to deal at present with a number of

Government Institutions, some of them carrying education to a very high pitch, and we have to deal with a

great number of missionary and some private institutions, which are, generally speaking, very far inferior to the

Government Colleges in point of literary and mathematical attainments Two or three and there one or two of them

come near the Government Colleges, but still they are below them The Government Institutions stand forth

in the eyes of the Natives, and ought to stand forth in such a manner that distinctions in them must be more

coveted and sought for than distinctions in private institutions

CHAPTER XVII.

COMPREHENSIVE DESPATCH OF THE COURT OF DIRECTORS TO THE GOVERNMENT OF

INDIA, DATED 19TH JULY, 1854, ON THE SUBJECT OF EDUCATION, KNOWN AS SIR

CHARLES WOOD'S EDUCATIONAL DESPATCH OF 1854—FORMATION OF THE EDUCATION

DEPARTMENT

It has been stated in the preceding chapter, that by the Act of Parliament, 16 and 17 Vio, chapter 95, whit h

the Educational Despatch of the Court of Directors, dated to continue under the Government of the East India Company until Parliament-

19th July, 1854.

ment should otherwise provide The Parliamentary enquiry into Indian

affairs, which preceded that enactment, appears to have borne good fruit, so far as the subject of education in

• Printed Parliamentary Papers—Sixth Report of the Select Committee of the House of Commons on Indian Territories (1853),

p 64.

court of directors' educational despatch of 1854

must be conceded In 1854, the education of the whole population of India was definitely accepted as a State

duty, and the Despatch from the Court of Directors of the East India Company, No 49, of the 19th July, 1854,

laid down in clear terms the principles which should govern the educational policy of the Govern-

ment of India It set forth " a scheme of education for all India, far wider and more comprehensive than this

Superintendents in any Local Government, could ever have ventured to suggest " Up to the time of its issue

or the Government in the cause of education had been marked rather by constancy of direction, not by any

largely with aim The annual expenditure upon Public Instruction had been insignificant and uncertain, and the

control of its operations had not been deemed worthy the attention of any special department of the State The

educational system elaborated in the Despatch was indeed, both in its character and scope, far in advance of any-

thing existing at the time of its inception It furnished, in fact, a masterly and comprehensive outline, the filling

up within was necessarily to be the work of many years

The Educational Despatch of 1854 still forms the charter of education in India, and its purport was thus

Its purport summarised in the Report of the Indian Education Commission of 1882 —

" The Despatch of 1854 commends to the special attention of the Government of India, the improvement and

the wider extension of education, both English and Vernacular, and prescribes as the means for the attainment of

these objects —

(1) The constitution of a separate department of the administration for education

(2) The institution of Universities at the Presidency towns

(3) The establishment of institutions for training teachers for all classes of schools

(4) The maintenance of the existing Government Colleges and High Schools, and the increase of their

number when necessary

(5) The establishment of new Middle Schools

(6) Increased attention to Vernacular Schools, indigenous or other, for elementary education, and

(7) The introduction of a system of Grant-in-aid

" The attention of Government is specially directed to the importance of placing the means of acquiring useful

and practical knowledge within reach of the great mass of the people The

Directions as to educational policy

a demand for it, but it is not to be substatuted for the Vernacular languages of the country The system of

Grant-in-aid is to be based on the principle of perfect religious neutrality And is to be given (so far as the

requirements of each particular District as compared with other Districts, and the funds at the disposal of Govern-

ment may render it possible) to all schools imparting a good secular education, provided they are under adequate

local management, and are subject to Government inspection, and provided that dues, however small, are charged in

them (inasmuch as to be for specific objects, and their amount and continuance are to depend on the periodical reports

of Government Inspectors No Government Colleges or Schools are to be founded, where a sufficient number of

institutions exist, capable, with the aid of Government, of meeting the local demand for education, but new Schools

and Colleges are to be established and temporarily maintained where there is little or no prospect of adequate

local effort being made to meet local requirements The discontinuance of any general system of education entirely

provided by Government, is anticipated with the gradual advance of the system of grants-in-aid, but the progress

of education is not to be checked in the slightest degree by the abandonment of a single school to probable decay

A comprehensive system of scholarships is to be instituted, so as to connect Lower Schools with Higher, and Higher

Schools with Colleges Female education is to receive the frank and cordial support of Government The principal

officials in every District are required to aid in the extension of education, and in making appointments to posts in

the service of Government, a person who has received a good education is to be preferred to one who has not Even

in lower situations, a man who can read and write is, if equally eligible in other respects, to be preferred to one

who cannot."†

The main features of the despatch, and the Policy of Education laid down by it, are contained in the follow-

Policy of the Educational

Despatch of 1854

ing extract from it, so far as English instruction is concerned —

" It is well that every opportunity should have been given to those

who (the higher) classes for the acquisition of a liberal European education, the

effects of which may be expected slowly to pervade the rest of their fellow-countrymen, and to raise, in the

• Resolution of the Government of India, appointing the Indian Education Commission, No 70, dated 3rd February, 1882, printed

as Appendix A to the Commission's Report, p 628

† Report of the Indian Education Commission (1883), pp 20, 23

8h

ENGLISH EDUCATION IN INDIA

end, the educational tone of the whole country We are, therefore, far from under-rating the importance,

of the success, of the efforts which have been made in this direction, but the higher classes are both able

and willing, in many cases, to bear a considerable part, at least, of the cost of their education, and it is abundantly

evident that in some parts of India no artificial stimulus is any longer required in order to create a demand for

such an education as is conveyed in the Government Anglo-Vernacular Colleges 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

inaugurating 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, be it by the diffusion of University degrees and

distinctions into different branches, the exertions of highly educated men will be directed to the studies which

are necessary to success in the various avocations of life We shall, therefore, have done as much as a

Government can do to place the benefits of education plainly and practically before the higher classes in India "

The principal of the Despatch of 1854 were confirmed by the Secretary of State, in the Despatch of 7th

April, 1859, which laid further stress upon the necessity of promoting Vernacular instruction, suggesting the expediency of imposing a special rate on

Formation of the Education

Department, 1855-67

of the Despatch of 1854, " steps were taken to form an Education Department in each of the great territorial

divisions of India as then constituted, and betore the end of 1856, the new system was fully at work The forma-

tion of the separate departments commenced over a period of about 13 years, from 1854-55 to 1866-67 in the Haidarabad Assigned Districts A Director of Public Instruction was appointed for each Pro-

vince, with a staff of Inspectors and Deputy, or Assistant Inspectors under him This organisation of control and

inspection remains substantially unchanged to the present day, with such modifications and additions as were

required by the creation of new territorial divisions, or by the amalgamation of old ones The Education Department,

ment in each Province acts directly under the orders of the Provincial Government, and has developed a system of

working more or less distinctively its own Everywhere it took over the Government on the Board Institutions

which had grown up under the earlier efforts of the East India Company "†

The Education Department was formed in various Provinces at different points, and the following tabular

statement, which has been prepared from the tabular statements given in

Estimated extent of Colle-

giate Education at formation

of the Education Department

and 43) will show, in one glance, the estimated extent of Collegiate Education

in various Provinces

in the various Provinces at the time of the formation of the Education Department -

Estimate of the extent of Collegiate Education in the First Departmental Year,

in the various Provinces of British India

• Report of the Indian Education Commission (1883), p 24

† Ib, p 235.

ESTABLISHMENT OF INDIAN UNIVERSITIES

87

Provinces

First Departmental Year

Nature of the Maintaining Agency

Arts Colleges, English and Oriental

Number

Pupils

Bengal and Assam

1854-55

Departmental

Aided and Inspected

Extra Departmental

8

921

6

?

Total

14

921

N -W P and Oudh

1854-55

Departmental

Aided and Inspected

Extra Departmental

4

1,920

Total

4

1,920

The figures given in the above Table in regard to Collegiate education in the North-West Provinces and Oudh, are much greater than they should be, as they include the College with its attached High Schools at Delhi, which at that time was included in the North-Western Provinces The College ceased to exist during the Mutiny of 1857, so that, at the commencement of the Education Department in the Punjab, in 1856-57, no institution for Collegiate instruction existed in that Province In the Central Provinces, the Education Department was formed in 1862, and in the Hyderabad Assigned Districts of the Berars in 1866, but no institutions for Collegiate instruction were founded there, or in any Provinces not mentioned in the preceding Table, and, therefore, no further reference to those Provinces is necessary, so far as the condition of Collegiate education is concerned at the period of the commencement of the Education Department

CHAPTER XVIII.

ESTABLISHMENT OF THE INDIAN UNIVERSITIES, AND THE SCOPE AND CHARACTER OF THE EDUCATION RECOGNIZED AND CONTROLLED BY THEM —STATISTICS OF UNIVERSITY COLLEGIATE EDUCATION, 1857 TO 1882

With the foundation of Universities in India begins the most important epoch in the history of English

Establishment of the Indian Universities

of how the subject was proposed by the Council of Education at Calcutta, so far back as 1845, and how the matter was discussed by some eminent witnesses in their evidence before the Select Committees of the Houses of Parliament during the inquiry into the Indian affairs, in 1852-53 It has also been shown how, during the discussions which then took place, the consensus of opinion was that the University of London, on account of the non-sectarian character of its system, should be recommended as a model for Indian Universities, in preference to the Universities of Oxford and Cambridge, where the system of education within the University precincts, and religious instruction and discipline, formed an

It was, no doubt, in view of such recommendations that the Court of Directors, in their Educational

Guiding principles for Indian Universities

"Some years ago, we declined to accede to a proposal made by the Council of Education, and transmitted to us, with the recommendation of your Government, for the institution of an University in Calcutta The rapid spread of a liberal education among the natives of India since that time, the high attainments shown by the

88

ENGLISH EDUCATION IN INDIA

native candidates for Government scholarships, and by native students in private institutions the success of the

Modical Colloges, and the numerous elements of an increasing European and Anglo-Indian population, have led us to the

conclusion that the time is now arrived for the establishment of Universities in India, which may encourage a

regular and liberal course of education, by conferring academical degrees or endowments of scholarships in the different

branches of art and science, and by adding marks of honour for those who may deserve to compete for honourable

distinction

"The Council of Education, in the proposal to which we have alluded, took the London University as their

London University to be taken as model

model, and we agree with them that the London University, as a government and affiliating

University (copied as whose charters and regulations we enclose herewith) is the best adapted to the wants of India, and may be followed

with advantage, although some variation will be necessary in points of detail

"The Universities in India, will, accordingly, consist of a Chancellor, Vice-Chancellor, and Fellows, who will

Constitution of Indian Universities

constitute a Senate. The Senate will have the management of the funds

of the Universities, and frame regulations for your approval and for the

periodical examinations may be held in the different branches of Art and

Science by examiners selected from their own body, or nominated by them

"The function of the Universities will be to confer degrees upon such persons as having been entered a

Functions of Indian Universities

candidates for academical honours in the several

having produced from time to time the 'affiliates in affiliation' which will be

morated on the foundation of the University, or from time to time affiliated

to them by Government, certificates of conduct, and of having pursued a regular course of study in a

shall have also passed at the Universities such an examination as may be required of them. It must be added that

to stipulate with the attendance required at the London University for the Matriculation Examination, immediate and

to insistuate some mode of Entrance Examination which may secure a certain amount of knowledge on the

candidates for degrees, without making their attendance at the University necessary, previous to their

recommendation

"The examinations for degrees will not include any subjects connected with religious belief, and affiliated

Religious subjects to be excluded

institutions will be under the management of persons of various

religious persuasions

"The detailed regulations for the examinations for degrees should be framed with due regard for all the

Regulations for the examination for degrees

affiliated institutions, and we will only observe upon the subject that

the standard for common degrees will require to be fixed with very great

judgement. There are many persons who will derive the distinction of an

academical degree, as the recognition of a liberal education, who could not hope to obtain it by the examination in

as difficult as that for the senior Government Scholarships, and the standard required should be such as to command

respect without discouraging the efforts of deserving students, which would be a great obstacle to the

attains for degrees, too should be taken to maintain such a standard as will afford a guarantee for high attainments and

valuable attainments, - the subjects for examination being so selected as to include the best portion of the diligent

Churches or study pursued at the affiliated institutions

"It will be advisable to intimate, in connexion with the Universities, professorships, for the purpose of the

Professorships in connexion with Universities, especially in Law

delivery of lectures, in various branches of learning, but the reputation of

which, at any rate in an advanced degree, it does not now exist in other

institutions in India. Law is the most important of the subjects, and it

will be for you to consider whether, as was proposed in the plan of the Council of Education to which we

have before referred, the attendance upon certain lectures, and the attainment of a degree in law, may not, for the

future, be made a qualification for Vakils and Moonsiffs, instead of, or in addition to, the present system of

examination, which must, however, be continued in places not within easy reach of an University

"Civil Engineering is another subject of importance, the advantages of which, as a profession, are gradually

Civil Engineering may be a subject for degrees

becoming known to the natives of India, and while we are relieved to find that

the abstractions of a practical nature, such as are given at the Thomason College

of Civil Engineering undertaken by it, is far more useful than any lectures could

possibly be, professorships of Civil Engineering might, perhaps, be attached to the Universities, and degrees in

Civil Engineering be moulded in their general scheme

"Other branches of useful learning may suggest themselves to you in which it might be advisable that

lectures should be read, and special degrees given, and it would greatly encourage the cultivation of the

Sansknt, Ar abic, and Porsian Vernacular languages of India, that professorships should be founded for

may be included among the thoae languages, and perhaps, also, for Sanskrit, Arabic, and Persian

subjoots consistently with A knowledge of the Sanskrit language, the root of the Vernaculars of the

roligious neutrality great part of India, is more especially necessary to those who are engaged in

the work of compnsition in thoae languages, whilst Arabic, through Persian, as one of the component parts of the

Ujdu languaige, whi h extends over so la ge a part of Hindustan, and is, we are informed, capable of considerable

devi lopment The grammar of these languages, and then application to the improvement of the spoken lan-

gu ages of the country, are the points to whi h the attention of these professors should be mainly directed, and

there will be an ample field for their labors unconnected with any instruction in the tenets of the Hindoo or

Mahomedan religions We should endeavour to sanction any such teaching as is directly opposed to the principles

of religious neutrality to whi h we have always adhered

“ We desire that you take into your consideration the institution of Umversities at Calcutta and Bombay

Councils of Education at upon the general principles which we have now explained to you, and report

Calcutta and Bombay to to us upon the best method of procedure, with a view to their incorporation

constitute the Senatus of the by Acts of the Legislative Council of India. The offices of Chancellor and

Univorsities, iuupootively Vice-Chancellor will naturally be filled by persons of high station, who have

shown an intorost in the cause of education, and it is in com emson with the Univorsities that we propose to

avail ourselves of the services of the existing Council of Education at Calcutta, and Board of Education at Bombay

We wish to place these gentlemen in a position whi h will not only mark our sense of the exertions which they

have made in furthering the cause of education, but will give it the benefit of their past experience of the subject We

propose, therefore, that the Council of Education at Calcutta and the Board of Education at Bombay, with some

additional members to be named by the Government, shall constitute the Senate of the University at each of

those Presidencies

“ The additional members should be so selected as to give to all those who represent the different systems of

Additional Members of the education which will be carried on in the affiliated institutions—including

Senate, including Natives of natives of India of all religious persuasions, who possess the confidence of

India the native communities—a fair voice in the Senates We are led to make

these remarks, as we observe that the plan of the Council of Education, in 1845, for the constitution of the Senate

of the proposed Calcutta University, was not sufficiently comprehensive

“ We shall be ready to sanction the creation of an University at Madras, or in any other part of India, where

University to be founded at a sufficient number of institutions exist, from which properly qualified candi-

Madras also, if circumstances dates for degrees could be supplied, it being in our opinion advisable that

permit the great exertions of European Government and civilisation in India, should

powess Universities similar in character to those which will now be founded, as soon as the extension of a liberal

education shows that their establishment would be of advantage to the native communities

“ Having provided for the general superintendence of education, and for the institution of Universities, not so

Colleges and Schools subsi- much to be in themselves places of instruction, as to test the value of the

diary to the Universities education obtained elsewhere, we proceed to consider, first, the different classes

of colleges, and schools, which should be maintained in simultaneous opera-

tion, in order to place within the reach of all classes of the natives of India the means of obtaining improved

knowledge suited to their several conditions of life, and, accordingly, the manner in which the most effectual aid may

be rendered by Government to each class of educational institutions “

It was under these instructions that the Universities of Calcutta, Madras, and Bombay, were incorporated,

The Universities founded in on the model of the University of London, in 1857, notwithstanding the

1857 tumult and anarchy of the Indian Mutiny which then prevailed.

The University of Calcutta was incorporated by Act II of 1857, passed on the 24th January, 1857, and the

The Calcutta University in- preamble of the Act may be quoted here as throwing light upon the objects

corporated in January, 1857 of the institution —

“ Whereas, for the better encouragement of Her Majesty's subjects of all classes and denominations within

this Presidency of Fort William in Bengal and other parts of India in the pursuit of a regular and liberal course

of education, it has been determined to establish a University at Calcutta for the purpose of ascertaining, by

means of examination, the persons who have acquired proficiency in different branches of Literature, Science,

“ Education in British India prior to 1857. By Arthur Howell, Esq; Pp 198, 199.

90

ENGLISH EDUCATION IN INDIA.

and Art, and of rewarding them by Academical Degrees as evidence of their respective attainments, and marks

of honour proportioned thereto, and whereas, for effectuating the purposes aforesaid, it is expedient that such

University should be incorporated It is enacted as follows"

With a similar preamble and similar objects, Act XII of 1857 was passed on the 18th July, 1857, incor-

porating the University of Bombay, and by Act XXVII of 1857, which was

The Bombay University in- corporated in July, 1857, and passed on the 5th September, 1857, the University of Madras was in-cor-

porated

The constitutions of the three Universities are as similar as their objects

Constitution of the three Universities

are motly ornaments bodies with the privilege of conferring degrees in Arts, Law, Medicine and Civil

Science

Engunering Their constitution is composed of a Chancellor, Vice-Chancellor

of the Vice-Chancellor and certain members of the Senate The Universities control the whole course of higher

education by means of prescribing subjects and holding examinations The Intermediate Examination for matriculation

tion is open to all, but when that is passed, candidates for higher status must enrol themselves in one or other of

the affiliated Colleges

The Punjab University has a peculiar history The Delhi College which had been closed during the Mutiny

The Punjab University, its history and objects

of a local institution which should have for its object the development of learning, and that such institution should

take the form of a University The history of the early movement in this behalf has been fully stated in the

Gazetteer of the Punjab (Provincial Volume, 1888-9) from which the following information may be incorporated

Movement for a University in the Punjab, 1865-69

"While the advantages of an English education were fully recognised on all hands, it was felt that the system

of State education altogether ignored the historical, traditional, and religious aspects of the educational qua tum in

India It attempted to impose the European system without sufficient modification to bring it into harmony with

national feeling and the requirements of the country, and it had been so largely coloured on a traditional pattern

throughout the country that indigenous educational institutions had well nigh perished English, as a language

and as a medium for education, had already acquired the support of a strong official organisation, the Anjuman

Punjab in no way objected to this, but pleaded the cause of those important features of the educational require-

ments of the country which had, it thought, been neglected or forgotten

Sir Donald McLeod, at that time Lieutenant-Governor, extended his hearty sympathy to the movement

which had thus been originated, and the deliberations of the two hundred members who had by this time

joined the Society resulted in the conclusion that the best and surest remedy to the defects of the existing system

and for combining in one the efforts of the Government and of the people in educational matters, was the establish-

ment of an Oriental University This institution was to support the existing educational work, but was to add to

it the proper encouragement of the study of the Oriental classical languages, and the general diffusion of useful

knowledge in the 'Vulgar tongue.' The classical languages of India were the source not only of the language

spoken at the present day, but also the traditions, religious and ancient history of the Indian nation No

system which ignored Arabic or Sanskrit could hope to meet with respect, popularity, or support from the

people of India, while any errors in scientific teaching, which the ancient literature might contain, could easily

be eliminated or corrected by the light of modern European knowledge The idea of an Oriental University

for Northern India, or for the Punjab, was enthusiastically received. A European Committee of support was

formed, and a scheme drawn up in some detail

The nature of the demands of the promoters of the movement for an University may be gathered from the

Nature of the University demanded by the promoters

outlines of the proposals published in 1865 In this the promoters asked for

an Oriental University This word 'Oriental' was not used to imply that the

English language and Western science were not to be encouraged and sup-

ported, but that the importance of an Oriental education and Vernacular languages of the country were to be encouraged and developed, that the masses of the people should have the

boon of the civilising influences of education extended to them in their own language, and that the institutions

WORRYING FOR UNIVERSITIES IN THE PUNJAB AND N-W PROVINCES

91

-hould not be a mere hoity for holding examinations in the European Curriculum only, but should also teach and

examine in the languages used by, and dear to the people Sir Donald MacLeod had himself advocated the revival

of ancient learning and the perfection of the Vernaculars of the country, not at the expense of an English education,

but side by side with it, and supplying the deficiencies of the latter Thus line was excepted by the pro-

moters.

The proposals having been revised and matured by the Society and the European Committee, Messrs

Sympathy of Sir Donald MacLeod with the movement.

Brandreth and Aitchison were deputed to lay them before His Honour the

trons of the scheme which related to Academic Degrees required the sanction of the Government of India In

Lieutenant-Governor Thus was done on the 13th October, 1865, and His

Kilhnrs, but the leading gentlemen of Lahore and Amritsar presented an address to Sir Donald MacLeod, whose

reply expressed great satisfaction at the development of a movement in which the people of the Province had

displayed so much interest, the views of the Government were given at considerable length, and in conclusion,

His Honour assured those who had taken part in the address that, 'for the encouragement of educational efforts

so entirely in accordance with the Educational Despatch of 1854, Government aid, to such extent as might be

deemed advisable, would not be refused

The Society continued to advocate its views with wavering success, but answering persistency until 1867,

Desire for a University in the North-Western Provinces North-Western Provinces In August of that year, the Association petitioned

in 1887.

mendling the establishment in the Viceroy, pointing out objections to the educational system, and recom-

Vernaculars would be duly encouraged, side by side with English education This rivalry was the fortunate cause

of again drawing public attention to the popular feeling on the subject of education, and established the fact that

the agitation wh ch had arisen was a genuine one In replying to the Association, the Government of India

expressed itself ready and willing to support the principles laid down in the Despatch of 1854, and to encourage

the study of Western science, through the medium of the Vernaculars, but whilst promising every assistance to

meritorious or individuals like those in the Punjab and North-West, it was unable to establish at once a University,

munificence, and official recognition were promised, but not the immediate incorporation

of a University

His Honour the Lieutenant-Governor of the Punjab at this time expressed an opinion that owing to the

A University proposed for difficulty of forming a proper governing body, in the Upper Provinces for a

Lahore in 1868, but incorpo-

ration refused by Government modify or enlarge its existing rules The Senate of the Calcutta University,

of India in 1868.

University for Upper India On the 12th March, 1868, a general meeting of those interested in the promotion of

the University scheme was held under the presidency of Sir Donald MacLeod, and resolutions were passed in favour

of a University, specially for the Punjab, to be situated at Lahore The people of Delhi had in the meantime,

taken measures to advocate the claims of that time-honoured capital as the seat of the proposed University, but

when the agitation arose in the North-Western Provinces, they agreed to sink all differences rather than lose the

chance of a University for the Punjab. The principles already set forth were reiterated, and the Punjab Govern-

ment accepted these proposals and caused a letter to be drafted to the Government of India in terms of these

resolutions It contained a complete scheme for the constitution of the proposed University, and a request for a

sufficient grant-in-aid The movement had received the support of the Chiefs, Nobles, and influential classes of

the Punjab, and already a sum of Rs 1,00,000 had been raised from private sources whilst much more was expected.

But the reply received from the Government of India was unfavourable to the immediate incorporation of a

University.

Thus deriction caused great disappointment in the Punjab, but was not received as a final settlement of the

question ; Sir Donald MacLeod replied, thanking the Government of India for the concessions made, but he feared

that there concessions would not be of much practical value unless the scheme submitted were also sanctioned,

and that the withholding of this sanction was likely to discourage and bring to an end the educational movement

which had sprung up amongst the leading members of the aristocracy and gentry of the Punjab In subsequent

correspondence the Punjab Government met all the objections which had been raised and expressed their own

willingness and that of the promoters of the movement for a University to except, in the first instance, a status

lower than that of a full University, until the Government of India were satisfied that the complete powers of a

University might with credit and better be entrusted to the governing body which should be created.

92

ENGLISH EDUCATION IN INDIA

On the 23rd of May, 1869, the Government of India wrote as follows -

"The Governor-General in Council was fully sensible of the value of the spontaneous efforts which had

The Government of India been made by the Community of the Punjab, both Native and European,

give sanction to the Punjab for the establishment of a local institution which should have for its object

University College the development of learning, especially in connection with the Vernacular

languages

"His Excellency was glad to find that the chief objections which had until then prevented him from giving

a cordial sanction to the measure had been removed The principal of these had been that if the proposed

institution were at once established as a University it would probably, at first, confer a lower class of degrees

than those given by other Universities in India, and this would tend to degrade the character and lessen the value

of an Indian University degree

"It was, however, understood that the Punjab Government was willing that the proposed institution should

not at once assume the full character of a University, but that until the number of students and the power of

teaching in any branch of study or in any faculty, could be shown to be sufficient to warrant the conferring of a

University degree, it should not have the power of granting degrees, but of certificating only

"It was also understood that the study of English would not only form one of the most prominent features

of the teaching in all the Schools or Colleges connected with the institution, but that both teaching and exami-

tion in subjects which cannot, with advantage, be carried on in the Vernacular would be conducted in English

"It was accepted as a principle that the examination should be entrusted to other persons than those who

were engaged in teaching the students, and the Lieutenant-Governor had expressed his willingness to accept any

rules which should be laid down with a view to secure this object

"Lastly it was understood that although certain subjects should be taught in the Vernacular, the teaching

in mental and physical science would be from the patent aroma which prevail in ancient and even in modern

Vernacular literary and scientific works"

On these conditions the establishment of the proposed institution was sanctioned The Government body was

to have power to teach, confer fellowships and scholarships and certificating of proficiency It was to be, with the

educational officers of Government, the consulting body in all matters of public instruction, including primary

education

Meanwhile the papers went to the Secretary of State for India who accepted the conclusions of the

Approved by the secretary Government of India, remarking that-

of State

'The institution will be competent to grant certificates but not diplomas,

and may hereafter, if attended with due success, be expanded into a University.'

"The Government of India, in thus waiving the final authority, required-

"That the institution should be called by some such title as University College which would mark the fact that

the present arrangement was only corporate, and was intended only as preliminary to the possible establishment,

at some future time, of a University in the Punjab "

In pursuance of these views the Government of India by a Notification, No 470, dated 8th December, 1869,

(Educational Department), sanctioned the establishment of an institution at

Notification of Government Lahore to be styled "Lahore University College," the Notification mentions

of India, dated 8th December, that the establishment of the institution was sanctioned "in accordance with

1869, establishing Lahore Uni- the recommendations of His Honor the Lieutenant-Governor, and in part

versity College

fulfilment of the wishes of a large number of the chiefs, nobles, and influential classes of the Punjab," and the

special objects of the College were specified to be-

(1) To promote the diffusion of European science, as far as possible, through the medium of the vernacular

culiar languages of the Punjab, and the improvement and extension of vernacular literature

generally,

(2) To afford encouragement to the enlightened study of Eastern classical languages and literature, and

(3) To associate the leading and influential classes of the province with the officers of Government in the

promotion and supervision of popular education

Whilst these were the special objects of the institution, it was at the same time declared that every encourage-

ment would be afforded to the study of the English language and literature, and in all subjects which cannot be

completely taught in the Vernacular, the English language would be regarded as the medium of instruction and

examination A constitution by the governing body somewhat upon the lines of the older Universities, was also

prescribed, but the institution was not to have the status of a University having the power of conferring Degrees

• Gazetteer of the Punjab (Prov Vol, 1888-89), pp. 166-170.

ORIENTAL LANGUAGES IN THE PUNJAB UNIVERSITY

93

Inder this incomplete constellation the Punjab University College entered upon its existence The arrange-

Working of the Panjab University College from 1870 to candidates for two separate systems of examinations, viz., those of the

Calcutta University, and those of the new institution-the tests being altogether different in their character though of equivalent standards-or else to disregard the Punjab University College tests

altogether By liberal scholarships and considerable efforts, the latter catastrophe was avoided , but the difficulty

of the dual system of studies caused considerable inconvenience to both pupils and teachers throughout the Pro-

vince The candidates were anxious to obtain the proper academico distinctions which the Calcutta University could

alone confer, while the Punjab University College desired to assert its own position as the proper source of

academ c distinction in this Province

The history of this institution divides itself into two nearly equal periods, one extending from January,

1870, to December, 1876, and the other from the last-named date to the passing of the Act of Incorporating

the Panjab University, on the 5th of October, 1882 The first six years were devoted to the growth and

development of the Punjab University College, and the work done during this period was of so substantial a

character that at the time of the Imperial Assemblage the Viceroy and Governor-General, Lord Lytton, pledged

himself 'to introduce a Bill as soon as possible into the Legislative Council for the purpose of giving to this

institution the status of a University with the power of conferring degrees' 1 He promised that this pledge would

be fulfilled as soon as the necessary formalities could be completed Up to this time the Government of India

had more than once relnced to convert the University College into a full University, but in six years the institu-

tion had acquired strength and completeness and had been attended with such a 'measure of success' that the

Government of India last promised to accede to the request at once

Between 1870 and the end of 1876, the Hindumoni Fund rose from Rs 1,05,000 to Rs 3,55,300 The

annual income reached Rs 55,000, of which sum Rs 35,283 was compulsorily contributed Rs 27,331 The founders of the University were made its first governing body by

the name of the Senate, the first meeting was held on the 11th of January, 1870, the first six months were devoted

to organizing and to the making of rules and regulations for the conduct of business and examinations, an Exe-

cutive Committee was appointed, and Faculties were organised, and a Royal Commission was commenced about July

The Calcutta University held the control of the Schools and Colleges, which taught in English, and it was

not possible for it to busy with the defective constitution of the University College to replace it at once Its first

and great object was therefore to encourage and develop those places of educational work which had litherto been

neglected, namely the revival of the study of Sanskrit and Arabic, and the diffusion of knowledge through the

medium of the Vernaculars The first examinations were accordingly held in Arabic, Sanskrit and Persian in July,

1870, and seventy-seven candidates presented themselves, of whom forty-three passed successfully as Maulvis,

Pandits, or Munshis, respectively.

In 1871, an Entrance and First Arts Examination were added to the examinations held The Medical School

Examinations were taken over, and were conducted under the auspices of the University, diplomas as Licentiates

in Medicine being conferred upon those who passed at the final examination In 1873, the Arts Colleges were revived by a Com-

mittee, which represented both the University College and the Department of Public Instruction, and in 1874 the

Entrance, Proficiency and High Proficiency Examinations were held in addition to the Oriental series in Sanskrit,

Arabic, Persian, general knowledge, and native medicine Arrangements were made in this year for examinations in

the Faculties of Law and Engineering, which were held in 1874 and 1875, respectively, for the first time Up to

1876, about 1,400 candidates appeared at the various examinations, of whom over 1,000 passed

The first Calendar was brought out in 1874 In that year the University College had completed the work of

its own organization, rules and regulations having been framed in every department The years 1875 and 1876,

were therefore, the first years of full work Between 1870 and 1876 great advances had been made in the work

of translation of books required in the curricula of the Schools and Colleges, and the Vernacular Department had

made great strides

In order to teach the Oriental languages upon modern principles, and to impart a knowledge of modern

Study of Oriental Languages

and Aryamarga in Punjab and it had been been the object of large donations from native chiefs When, for certain

reasons the Oriental School was closed, the subscriptions and donations ceased After its re-opening, under improved

auspices, very liberal subscriptions and donations again poured in And when some of the students matriculated and

passed higher examinations on the Oriental side, a College department was added, and the name Oriental College