A Madras Presidency 1822-26

I

MINUTE OF GOVERNOR SIR THOMAS MUNRO

ORDERING THE COLLECTION OF DETAILED INFORMATION

ON INDIGENOUS EDUCATION:

25.6.1822*

(TNSA: Revenue Consultations: Vol.920: dated 2.7.1822) 1. Much has been written both in England and in this country about the ignorance of the people of India and the means of disseminating knowledge among them. But the opinions upon this subject are the mere conjectures of individuals unsupported by any authentic documents and differing so widely from each other as to be entitled to very little attention. Our power in this country and the nature of its own municipal institutions have certainly rendered it practicable to collect material from which a judgment might be formed of the state of the mental cultivation of the people. We have made geographical and agricultural surveys of our provinces. We have investigated their resources and endeavoured to ascertain their population, but little or nothing has been done to learn the state of education. We have no record to show the actual state of education throughout the country. Partial inquiries have been made by individuals, but those have taken place at distant periods—and on a small scale and no inference can be drawn from them with regard to the country in general. There may be some difficulty in obtaining such a record as we want. Some Districts will not—but others probably will furnish it—and if we get it only from two or three it will answer in some degree for all the rest. It cannot be expected to be very accurate, but it will at least enable us to form an estimate of the state of instructions among the people. The only record which can furnish the information required is a list of the schools in which reading and writing are taught in

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each district showing the number of scholars in each and the caste to which they belong. The Collectors should be directed to prepare this document according to the form which accompanies this paper. They should be desired to state the names of the book generally read at the schools. The time which scholars usually continue, at such schools. The monthly or yearly charge to the scholars and whether any of the schools are endowed by the public and if so the nature and amount of the fund. When there are colleges or other institutions for teaching Theology, Law, Astronomy, etc. an account should be given of them. These sciences are usually taught privately without fee or reward by individuals to a few scholars or disciples, but there are also some instances in which the native governments have granted allowances in money and land for the maintenance of the teachers.

2. In some districts, reading and writing are confined almost entirely to Bramins and the mercantile class. In some they extend to other classes and are pretty general among the Patails of villages and principal Royets. To the women of Bramins and of Hindoos in general they are unknown because the knowledge of them is prohibited and regarded as unbecoming of the modesty of the sex and fit only for public dancers. But among the women of the Rujbundah and some other tribes of Hindoos who seem to have no prejudice of this kind, they are generally taught. The prohibition against women learning to read is probably from various causes, much less attended to in some districts than in others and as it is possible that in every district a few females may be found in the reading schools, a column has been entered for them in the Form proposed to be sent to the Collector. The mixed and impure castes seldom learn to read, but as a few of them do, columns are left for them in the Form.

3. It is not my intention to recommend any interface whatever in the native schools. Everything of this kind ought to be carefully avoided, and the people should be left to manage their schools in their own way. All that we ought to do is to facilitate the operations of these schools by restoring any funds that may have been diverted from them and perhaps granting additional ones, where it may appear advisable. But on this point we shall be better able to judge when we receive the information now proposed to be called for.

25th June 1822.

(Signed)

*Thomas Munro *

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Ordered in consequence that the

following letter be despatched:

No.459

Revenue

Department

To,

The President and Members of the Board of Revenue Gentlemen,

I am directed to state that it is considered by the Honourable the Governor-in-Council to be an object of interest and of importance to obtain as accurate information as may be procurable with regard to the actual state of education throughout the country, and to desire that the several Collectors may be required to furnish such information according to the accompanying Form. Besides reporting the number of schools in which reading and writing are taught, the number of scholars in each and the castes to which they belong, the Collectors should state the time which scholars usually continue at school, the monthly or yearly charge to the scholars, whether any of the schools are endowed by the public and in such cases the nature and amount of the fund. When there are colleges or other institutions for teaching Theology, Law, Astronomy, etc., an account of them should be given. These sciences are usually taught privately to a few scholars or disciples by individuals without any fee or reward, but there are also some instances in which the native government has granted allowances in money and land for the maintenance of the teachers.

Although generally education is confined to particular castes and is not extended to females, yet as there are exceptions, which in certain districts may be numerous, the accompanying Form is adopted to include them.

It is to be clearly understood by the Collectors that no interference whatever with the native school is intended.

Everything of that kind should be carefully avoided and the people should be left to manage their schools in their own way.

All that ought to be done is to facilitate the operation of the schools, by restoring any funds that may have been diverted from them and perhaps granting additional funds where it may appear advisable.

Fort St. George,

*D. Hill, *

2nd July 1822.

• Secretary to Government*

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CIRCULAR—FORT ST. GEORGE—25TH JULY 1822

(TNSA: BRP—Vol.920, Pro. 25.7.1822, pp.6971-72 No.7) 1. I am directed by the Board of Revenue to transmit to you the accompanying copy of a letter with its enclosure from the Secretary to Government in the Revenue Department, and to desire that you will submit the required information together with a statement in the prescribed Form at your earliest convenience.

2. In calling for the information from the different parts of your Collectorate, you will cause your public servants clearly to understand, and to make known to the people that no interference with the schools is intended, though every assistance will be given to facilitate their operations and to restore any funds which may appear to have been diverted from their original purposes.

Fort St. George,

*R. Clarke, *

25th July 1822.

Secretary

( Statement on following page)

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IV

PRINCIPAL COLLECTOR, CANARA TO BOARD

OF REVENUE:

27.8.1822

(TNSA: BRP: Vol.924 Pro.5.9.1822, pp.8425-29 Nos.35-6) 1. I have the honor to acknowledge the receipt of your letter dated 25th ultimo, together with its enclosure being copy of letter from the Secretary to Government Revenue Department dated 2nd July directing me to forward a statement filled up as per Form transmitted, and to report upon the state of education in this zillah.

As the preparation of the necessary information to fill up the statement in question, would take up a considerable time and as any just criterion of the actual extent of such schools as exist in this zillah cannot be formed upon it, I have considered it expedient to submit this address, explanatory of the foregoing causes, which will I think show the preparation of the document for this Province unnecessary.

2. There are no colleges in Canara for the cultivation of the abstruse Sciences. Neither are there any fixed schools and masters to teach in them.

There is no instance known of any institutions of the above description having ever received support in any shape from the former governments.

3. The education of the few Bramin children of the higher classes in towns or villages, is conducted in the house of the principal man. He selects a teacher, who receives for each child a small sum, a present of cloth at particular ceremonies, and the same for a few others, children of the friends of the principal man, who also meet at his own house for the same purpose. The Moolla* in the same manner teaches a few Mussulman children on the same principle. It is entirely a private education, and the master is as often changed as the scholars. There is nothing belonging to it which can assimilate it with a shadow of public education, or indeed of regularity in learning.

The children are taught to read and write and accounts, and unless belonging to the highest classes, the attainment of 94

Persian and Hindwy and Canarese at the same time is seldom or ever pursued. Indeed, amongst those classes, it is so entirely a private tuition, that any estimate of the numbers of their children learning such languages could not be but erroneous.

4. Education is undoubtedly at its lowest ebb in Canara. To the Bramins of the country the Conkanny and Shinnawee and to the 2nd class of the former, the little education given, is confined. Amongst the farmers, generally speaking, and probably amongst one half of its population, the most common forms of education are unknown and in disuse, or more correctly speaking were never in use.

5. As applicable to the subject I beg leave to introduce an extract from a letter to the assistant surgeon of the zillah, written to him in consequence of a wish on the part of the Superintendent General of Vaccination to obtain information from me, on the practicability of inducing the upper classes of natives in Canara, to undertake the situations of practitioners, who from their supposed superior attainments would be enabled to facilitate the progress of vaccination.

*Extract of Paras 6th, 7th and 8th *

6. I have stated that I consider there is no objection to the Christian practitioner, but with regard to employment of men of the other various castes in this district, causes exist which I am led to believe would render the attempt futile.

The mass of people are cultivators, there are no manufactures to speak of in Canara, it is a country of cottages dispersed in valleys and jungles, each man living upon his estate and hence there are few towns, even these are thinly populated. Hence I am led to conjecture from a lesser congregation of people the Arts and Sciences have never, at least in later times, become of that consequence in Canara to cause them to be taught and cherished.

Probably there is no District in the Peninsula so devoid of artists or scientific men.

7. The soil of Canara is the natives undoubted right, gained by the first of all claims, the original clearing of it for cultivation. Thus, to this day his detestation of quitting his house and the fields by which it is surrounded. For those wants to which he is thus naturally exposed for cloth and for the various necessities of life which his land does not yield him, he is indebted to the few bazar men in the very 95

few towns in each talook; these men chiefly Concanese are again indebted to their more opulent brethren established on the coast for supplies which are bartered for the products of the soil. These again are confined to three or four principal articles so that they do not afford room for much individual foreign enterprise, and consequently the provision of them remains with the people, who, have ever retained it, and thus strangers are in a great degree excluded from the country.

8. From these causes I certainly consider the general want of Men of Science originates, and also that men, where their occupation is so entirely taken up with one pursuit would not be induced to quit it on any account, much less for the occupation of a travelling vaccinator.

9. Subsequently to my arrival in Canara, I had endeavored to persuade some of the original farmers, the Bunts, to send their nephews (for they are the heirs, not the sons) to Mangalore for education—without success. A Christian school has been established in which Latin and Portuguese alone are taught.

10. Should the Board after this explanation still consider the preparation of the Form transmitted with their letter, desirable, and according to the views of the government, I shall endeavor to obtain the particulars. It will be, I beg to repeat, a very fallacious statement. Amongst the numerous servants of this extensive Collectorate there is but one, who writes Persian; the literary knowledge of all others is confined to Hindwy and Canarese.

Even Sanscrit is very partially known, and the Ballabund is confined to a very few of the class of Bramins who read the Shastras. Amongst this latter class I have found many, who could not read some of the ancient inscriptions, which they assert are in a different character from the Hala Canarese, and Ballabund they were taught.

Mangalore,

Principal Collector’s Cutcherry,

27th August, 1822.

(Order thereon)—35-36

T. Harris,

Ordered to lie on the table: * Principal* *Collector. *

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V

COLLECTOR OF TINNEVELLY TO BOARD OF REVENUE: 18.10.1822

(TNSA: BRP: Vol.928 Pro.28.10.1822 pp.9936-7 No.46-7) I have the honor of forwarding the Statement of Schools in this District required by your Deputy’s letter of the 25th July last.

The preparation of the account has been delayed by enquiry into the castes of the female scholars, who in almost all instances are found to be dancing girls.

Tinnevelly District,

Sharenmadavy,

*J.B. Hudleston *

18th October 1822.

*Collector. *

(Statement on following page)

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ASSISTANT COLLECTOR, SERINGAPATAM TO BOARD OF

REVENUE: * *

29.10.1822

(TNSA: BRP: Vol.929 Pro.4.11.1822 pp.10260-2 Nos.33&4) 1. I have the honor to transmit in conformity to the instructions conveyed in your letter of the 25th July last, a statement exhibiting the number of seminaries within this zillah.

2. The extent of information acquired under the present prevailing system of education is extremely limited—nothing more is professed to be taught in these day-schools than reading, writing, and arithmetic, just competent for the discharge of the common daily transactions of society.

3. There are no traces on record, as far as I can ascertain, of endowments in land towards the support of colleges and schools having at a former period been granted either by the then existing government or any patriotic private individuals.

The superintendents of the different seminaries were left for remuneration, entirely to the parents of the respective students frequenting them, and which system obtains to the present day.

4. It appears that for each pupil the preceptor receives 5

annas monthly which makes the total annual expenditure for the purposes of education within the Island of Seringapatam amount to rupees 2,351 and annas 4. This sum, divided amongst 41 superintendents, gives each on an average the very inadequate and trifling income of rupees 57 annas 5 and pice 5.

Seringapatam

H. Vibart

29th October 1822.

*Assistant Collector in charge. *

(Statement on following page)

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COLLECTOR, TINNEVELLY TO BOARD OF REVENUE: 7.11.1822

(TNSA: BRP Vol.931, Pro.18.11.1822 No.37, pp.10545-6) I have now the honor of forwarding a complete account of schools in this district according to the prescribed Form. The accounts from the talook of Punjamahl not having been received at the time of my sending those of the other talooks.

The total under the head of population appears to have been erroneous, and is correctly given in the statement, now sent:

Tinnevelly,

*J.B. Hudleston, *

7th November 1822.

*Collector. *

(Statement on following page)

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VIII

PRINCIPAL COLLECTOR, COIMBATORE TO

BOARD OF REVENUE:

23.11.1822

(TNSA: BRP: Vol.932, Pro.2.12.1822, pp.10939-943, No.43) To,

The President and Members of the Board of Revenue Gentlemen,

1. I have the honor to forward the information called for in Mr Clarke’s letter of the 25th July 1882 regarding the schools in the district.

2. The statement No.1 is drawn up after the Form which accompanied Mr Clarke’s letter.

The statement No.2 shows the particular language taught in each school, the number of pupils, the average amount of stipends paid by parents, to the teachers, the average annual charge to pupils for the purchase of cadjans.

The statement No.3 shows the number of institutions in which Theology, Law and Astronomy are taught, the number of pupils educated in them, and the amount of maximum land granted by the Hindu Government, for their support, and assumed either by the Mussulman, or by the British Government.

3. The earliest age at which boys attend school is 5 years, they continue there until they are 13 or 14. Those who study Theology, Law, etc., begin at about 15 and continue to frequent the colleges until they have attained a competent knowledge in the Science, or until they obtain employment.

4. Besides their regular stipends, school masters generally receive presents, from the parents of their pupils, at the Das-sarah and other great feasts; a fee is also given when the pupil begins a new book. The annual stipend from one pupil varies from Rs.14 to Rs.3 per annum, according to the circumstances of the parents. The school hours are from 6 a.m. to 10, and from 1 to 2 p.m. until 8 at night. Besides the several festivals they have regular holidays, 4 days in each month on the full moon, the new moon, and a day after each.

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5. The education of females is almost entirely confined in this district to the dancing women, who are generally of the Kykeler caste, a class of weavers. There are exceptions to this rule, but the numbers are too insignificant to require notice.

6. There is a school for teaching English in the town of Coimbatore, which is superintended by an English writer belonging to this Cutcheree.

Coimbatore,

• (Signed) *

*J. *

*SULLIVAN, *

23rd November 1822.

*Principal Collector. *

( Statements on following pages)

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COLLECTOR OF MADURA TO BOARD OF REVENUE: 5.2.1823

(TNSA: BRP—Vol.942, Pro.13.2.1823, pp.2402-406 No.21) 1. I had previous to the receipt of the instructions of government made some little inquiry into the state of the schools in this district and have endeavoured to ascertain, should their number be increased, if the poorer classes would be induced to bring their children to them, to be educated amongst the lower class; I see little hope of such an improvement. They say as they are poor, their children are better employed in attending bul-locks, etc., by which they gain a livelihood, than being at school.

In the Fort of Madura and the different Cusbah villages some schools might be established with advantage. Many people of caste would, I have no doubt, send their children to such schools, and as the benefit derivable from education began gradually to develop itself, the numbers would increase. Five or 6

schools in the Fort of Madura, and 2 or 3 in each of the Cusbahs, granting the masters a small monthly salary of 30 to 40 fanams* would be sufficient, and I have no doubt the Heads of Villages would be induced to send their children there, which would render such establishments most desirable as very few Nattawkars throughout the district can either read or write, and are consequently totally dependent on the Curnams.

2. From the statement it would seem, that in a population of nearly 800,000, there are stated to be only 844 schools, and in them 13,781 children educated. That the number should be increased must be wished for.

3. From the several statements received from the different divisions, it does not appear that any Mauneom lands are enjoyed for the purpose of schools; but that the teachers are paid by the poorer classes of people from ½ to 1 fanam for each scholar per month, and from 2 to 3 and 5 fanams by those in better circumstances, and that a teacher derives from 30 to 60

cully fanams** per month in large villages, and from 10 to 30

fanams in small villages—scholars usually first attend school at the age of 5 and leave it from 12 to 15.

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4. In Agrahrom villages inhabited by Bramins, it has been usual from time immemorial to allot for the enjoyment of those who study the Vaidoms (Religion), and Pooraunoms (Historical traditions), an extent of Mauneom land yielding from 20 to 50

fanams per annum, and in a few but rare instances to the extent of 100 fanams, and they gratuitously and generally instruct such pupils as may voluntarily be brought to them.

5. Female children devoted for the profession of dancing girls at the Hindoo temples are only instructed at schools.

Teroomungalom,

*R. Peter, *

5th February, 1823. *Collector. *

( Statement on following page)

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PRINCIPAL COLLECTOR, TANJORE TO

BOARD OF REVENUE:

28.6.1823

(TNSA: BRP: Vol.953, Pro.3.7.1823 pp.5345-5347 No.61) With reference to your Secretary’s letter of the 25th of July last, and its enclosures, I have the honor now to transmit a statement in the prescribed Form, prepared from the Returns received from the Tasildars of the number of schools and colleges in this District accompanied by two other statements Nos.1 and 2, more in detail, which will I expect, afford every information, that your Board and government desire to receive on the subject, being necessary for me only to add that it does not appear, any funds granted for these institutions, have been either resumed or diverted from their original purpose.

Tanjore Negapatam,

*J. Cotton, *

28th June, 1823.

*Principal Collector. *

( Statement on following pages)

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XI

COLLECTOR, MADRAS TO BOARD OF REVENUE: 13.11.1822

(TNSA: BRP: Vol.931, Pro.14.11.1822 pp.10, 512-13 No.57-8) 1. I have the honor to acknowledge the receipt of your letter under date the 25th July last, with one from government and to forward the statement therein called for.

2. Adverting to the Orders of Government above referred to I beg leave to submit the information I have been able to obtain on the several questions connected with the system of education adopted in this Collectorate.

3. The schools enumerated in the statement comprise only those in which the various descriptions of the Hindoo and Mussulman children are educated.

4. These children are sent to school when they are above five years old and their continuance in it depends in a great measure on their mental faculties, but it is generally admitted that before they attain their thirteenth year of age, their acquirement in the various branches of learning are uncommonly great, a circumstance very justly ascribed to an emulation and perseverance peculiar only to the Hindoo castes.

5. Astronomy, Astrology, etc., are in some instances taught to the children of the poorer class of Bramins gratis, and in certain few cases an allowance is given proportionate to the circumstances of the parents or guardians.

6. In this Collectorate there are no schools endowed by the public. Those denominated ‘Charity schools’ include a few institutions of that description under the immediate control of the missionary society. The scholars in them are therefore of various sects and persuasions.

7. These Charity schools are abolished at the pleasure of their supporters.

8. The allowances paid to each of the teachers in a school seldom exceed 12 pagodas per annum for every scholar.

Madras Cutcherry, *L.G.K. Murray, *

13th November 1822.

*Collector. *

( Statement on next page)

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XII

PRINCIPAL COLLECTOR, NORTH ARCOT DISTRICT TO BOARD

OF REVENUE:

3.3.1823

(TNSA: BRP: Vol.944, Pro.10.3.1823, pp.2806-16 No.20-1) 1. Accompanying I have the honor to forward a statement of the colleges and other institutions in this District for the education of pupils.

2. In addition to the Form received with your Secretary’s letter I have prepared an abstract, showing the different descriptions of these institutions, and the means by which they are supported.

3. Those receiving endowments from the government are as follows. The Persian schools at Arcot, mention of which was made in Mr Chamier’s letter, transmitted by me to your Board under date 10th December 1822.

4. Some colleges (28) are established in different parts of the district, the expenses of which are defrayed from Mauneoms and Mairas, which have been granted by former governments on this account, and which are still appropriated to these purposes, the total of their amount is Rs.516-11-9.

5. A Persian School in the Sautgud talook is also supported on the grant of a Yeomiah of ¼ rupee per diem, where about 8

scholars are instructed in the Persian language, and a trifling Maira of rupees 5-8-4 is received for one of the colleges in the talook of Cauvareepauk. These form the whole of the expense defrayed by government on this account.

6. Certain of the institutions from different branches of learning will be seen entered as free of charge, these are conducted by persons of some acquirements and who voluntarily give up a part of their time for this purpose, but the greater portion of the seminaries are instituted by those gaining their livelihood by this means, and rates of charge are very variable, being according to the nature of the studies, or the means of the parties.

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7. The Tamil, Taloogoo and Hindwy schools are the most extensive; to these the scholars are sent generally about the age of 5 and in the course of five or six years are generally found sufficiently forward to commence by assisting in the preparation or copying of the accounts, according to their different walks in life, sometimes as volunteers in the public Cutcherries or in the situations with Curnums, Shroffs, Merchants or others, whence they graduate to situations in the public service or their hereditary occupations.

Collector’s Cutcherry

*William Cooke, *

3rd March, 1823.

*Principal Collector. *

( Statements on following pages)

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XIII

COLLECTOR OF CHINGLEPUT TO

BOARD OF REVENUE:

3.4.1823

(TNSA: BRP: Vol.946, Pro.7.4.1823 pp.3493-96 No.25) 1. I have the honor to acknowledge the receipt of your Secretary’s letter of the 25th of July last, and to transmit a statement in the prescribed Form, respecting the places of tuition and number of scholars in the this district.

2. There are no colleges properly so called but there are a few places in which the higher branches of learning are taught to a small number of pupils which I have classed separately.

3. A village school master earns from 3½ to 12 rupees per month. I think the average is no more than 7 rupees. The scholars are subsisted in their own houses and only attend the school during a part of the day. For the most part their attendance is very irregular. Few of the school masters are acquainted with the grammar of the language which they profess to teach, and neither the master nor scholars understand the meaning of the sentences which they repeat.

4. I do not find that any allowance has been made by the Native Governments for education in this district, but in some villages there are trifling Mauneoms, from a quarter of a Cawny to two Cawnies of land, for Vaidavartyars or Theological teachers.

5. I have published in the district that there is no intention to interfere with the people in the mode of education, and that no change is contemplated except it be to aid existing institutions.

6. Education cannot well, in a civilized state, be on a lower scale than it is and I much fear there does not exist the same desire for improvement as is reported of the natives of Bengal.

Zillah Chingleput,

Poodooputnum, * S. *

*Smalley, *

3rd April 1823.

*Collector. *

( Statement on next page)

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PRINCIPAL COLLECTOR OF SOUTH ARCOT TO BOARD OF

REVENUE:

29.6.1823 Cuddalore

(TNSA: BRP: Vol.954, Pro.7.7.1823, pp.5622-24 No.59-60) 1. I have the honor to acknowledge the receipt of your Deputy Secretary’s letter under date the 25th of July 1822 with its enclosures, in conformity to which I herewith submit a statement of the number of native schools and colleges in this Collectorate drawn out according to the Form received from your Board.

2. The number of schools which this statement exhibits have each one teacher where reading and writing in the Malabar and Gentoo languages, are taught. The payment made for each scholar is from 1 fanam to 1 Pagoda per month according to the condition and circumstances of their parents. The scholars generally attend the school from 6 to 10 o’clock in the morning then from 12 to 2 and lastly from 3 to 7 and 8 o’clock in the evening.

3. There are no private or public schools for teaching Technology, Law, Astronomy, etc., in this Collectorate, and no allowance of any sort has ever been granted by the Native Governments to schools the masters of which are entirely supported by the parents of the scholars.

Principal Collector’s

Cutcherry, Cuddalore,

*C. Hyde, *

29th June, 1823.

*Principal Collector. *

(Statement on following pages)

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XV

COLLECTOR, NELLORE TO BOARD OF REVENUE:

23.6.1823

(TNSA: BRP: Vol.952, Pro.30.6.1823 pp.5188-91 No.26) 1. I would have replied to your letter of the 25th July last before now, had I not met with unavoidable difficulties in obtaining the required information about the native schools they referred to, in the Zemindary talooks.

2. I herewith forward the statement A prepared according to the Form conveyed in your letter above mentioned, showing the number of schools, scholars, etc., in the district under my charge.

3. The statement B which accompanied this letter shows the number of persons, who teach Vedums, Arabic, Persian, etc., on receiving allowances in money or land granted for the same by the Carnatic Government and continued by the Company, and it also shows the number of scholars as well as the amount of the said allowances.

4. It is to be observed that the schools mentioned in the statement A are not endowed by the public with any emoluments. They are partly established occasionally by individuals for the education of their own children and partly by the teachers themselves, for their own maintenance.

5. It is stated that the scholars in these schools continue therein from 3 to 6 years. The school master is paid from 2

annas to 4 rupees monthly for each scholar, and the expenses for the subsistence of a scholar is about 3 rupees monthly, and one rupee for his writing things, etc., and 2 rupees if it is the English language.

6. The natives, I understand, send their children to school when they are about 5 years of age and besides the allowance mentioned in the preceding paragraph each scholar gives him about one seer rice once every fortnight, at the new and full moons. They also pay him some presents when they are first put in the school, and after they finish the reading of any of their introductory books, such as Baularamayanum, Amarum, etc., 154

and also pay a present to him when they complete their education, and leave the school.

7. The native schools in the district are not permanently held by the teachers; some people who are anxious to have their children educated soon employ learned men to undertake their children’s education separately in their own houses, settling with them their wages from 2 annas to 4 rupees monthly, and also give them victuals in their houses. Some who cannot sufficiently pay the teachers out of their own money procure some other children in addition to their own for being educated and get adequate allowance to them by way of subscription from these children, from one quarter, to one rupee each month. When they see their children improved they give leave to the teachers and consequently break up the schools.

I beg leave to subjoin a list of the description of the native schools mentioned in the statement A adverted to: Genttoo Schools

642

Vedum Schools

83

Astronomy Schools

5

Laws Schools

15

Astrology Schools

3

English Schools

1

Persian and Arabic Schools

50

Tamil Schools

4

Hindoostany Music Schools

1

Total native schools

804

Nellore, * T. *

*Fraser, *

23rd

June 1823.

*Collector. *

(Statement on following pages)

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XVI

FROM COLLECTOR, MASULIPATAM TO BOARD

OF REVENUE:

*(TNSA: BRP: Pro.13.1.1823) *

To,

The President and Members of the Board of Revenue, Fort St. George.

Gentlemen,

I have the honour to forward the statement of the number of native schools and colleges and of the number of scholars in each of the Collectorate under my charge in the Form which accompanied your Secretary’s letter of 25th July last.

2. In order to render the information more complete under the head of ‘schools and colleges’, the several languages and sciences are distinguished, and one additional column is introduced for Chatreya scholars next to that of the Bramins. The scholars who are instructed in the Gentoo* language usually enter the schools in their fifth year, and continue in them till about the twelfth, or seventeenth of their age. The school hours are from six to nine in the morning, and again from eleven to six in the evening.

3. They are first taught to read the letters, spelling, and the names both common and proper, writing on the sand with their fingers. When they are perfect in that, they are taught the reading of books (Balaramayanum, Amram, etc.), on cadjans (useful for the boys) in Sanscrit and Gentoo as well as letters of correspondence, books of mathematics, accounts, etc., etc., according to the pleasure of the relations of the boys.

4. As soon as the boys have learnt to write well on cadjans or on paper they are removed from the schools to some of the public or private offices of curnums, paishcar, or to be improved in keeping accounts, or to schools of foreign languages such as Persian, English, etc.

158

5. If the boys are of Vydeea Bramins, they are, so soon as they can read properly, removed direct from schools to colleges of Vadums and Sastrums.

6. The former is said to be the mother to all the sciences of Hindoos, and the latter is the common term for all those sciences, which are in Sanscrit, viz., Law, Astronomy, Theology, etc., etc. These sciences are taught by Bramins only, and more especially Bramins holding Agrahrums, Mauneoms, Rozunahs, or other emoluments, whose duty it is to observe their religious obligation on all occasions.

7. In most of the towns, villages and hamlets of this country, the Bramins are teaching their boys the Vadums and Sastrums, either in colleges or elsewhere in their respective houses.

8. No school or college appears to have been ever built separately for that purpose, or to have been endowed by the public. Two years ago Vencatanarsimmah Appahrow, the zemindar at Ellore, caused a charity school for Gentoo scholars to be opened in that town by a school master on a fixed monthly stipend of 3 M. pagodas. The scholars instructed therein are 33

in number, but they in general subsist upon charity.

9. With the exception of dancing girls it is very seldom that women of other castes are publicly educated in this part of the country.

10. The charges to a Gentoo scholar average 6 annas per month for papers, cadjans, books, etc., etc., besides food and raiment as well as the pay of their school master. Both of these charges of course depend upon the rank and circumstances of the relations of the scholars. The wages to the school master are commonly from ¼ to 2 rupees for each boy.

11. The colleges of Sanscrit, law and astronomy alluded to in the statement are opened by learned and charitable persons, some of whom have mauniums etc., and part are supported by charity or by presents from their own scholars but receive no fixed wages. Some few of the scholars have in like manner mauniums, etc., which they inherit from their forefathers, and a few are supported by some respectable teachers, or by charity subscriptions. The charges of each scholar are estimated upon an average at 60 rupees per year for their subsistence, books, etc.

159

12. By the statement now submitted it appears that 4,847

scholars are receiving education in 465 Gentoo schools, while only 199 are studying the Sastrums in 49 colleges.

13. The number of schools for teaching the Persian language are few in this part of the country. The Mussulman scholars (with the exception of the 41 who are learning the Gentoo language) are 236 in 19 schools, their continuance in the schools about 9 years (from 6 to 15 of their age), the monthly Pay to the school master is from a quarter to one rupee; and the charges for writing things are estimated at 4 annas each per month. Some of the learned Mussulmans are teaching a few of the scholars without receiving reward on account of friendship for their relations, and others for a charity; for instance Hussain Alli Fukeer son of Muhudeen Shaw at Ellore.

14. None of the institutions appear to have been regularly endowed, although probably encouragement and support was given to them by the more opulent and powerful natives of former days.

Masulipatam,

*J.F. Lane, *

3 January 1823. * *

*Collector. *

(Statement on following pages)

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XVII

COLLECTOR OF VIZAGAPATAM TO BOARD OF

REVENUE:

14.4.1823

(TNSA: BRP: Vol.947 Pro.1.5.1823 pp.3847-50 Nos.6-7) 1. I have the honor to acknowledge the receipt of your Secretary’s letter of the 25th July last requiring a Statement of Schools and Colleges in this District.

2. Having now acquired the desired information I beg leave to forward the statement which is drawn out according to the prescribed Form.

Waltair Collector’s

Cutcherry,

*J. Smith, *

14th April 1823.

• Collector*

*. *

(Statement on following pages)

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XVIII

COLLECTOR, TRICHINOPOLY TO BOARD OF REVENUE: 23.8.1823

(TNSA: BRP: Vol.959 Pro.28.8.1823 pp.7456-57 Nos.35-36) 1. Information having at length been obtained on the subject of your letter of the 25th July 1822, I do myself the honor to submit the result. The annexed statement drawn up in correspondence with that which accompanied your letter, will show the number of native schools and colleges in this district, and the number of scholars male as well as female Hindoos of all castes, and Mussulmans, who are educated in them.

2. The scholars generally continue in the schools from the age of 7 to 15 and the average yearly expense of education is about 7 pagodas. There are no schools or colleges in this district for the support of which my public funds are appropriated, and in institutions for teaching Astronomy—Theology or any other science.

3. In the talook of Jyalore alone, and no other, there are 7

schools, which were formerly endowed by some Native Government with between 44 and 47 Cawnies of land for the maintenance of the teachers.

Trichinopoly,

*G.W. Saunders, *

23rd August, 1823.

*Collector. *

(Statement on following page)

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XIX

COLLECTOR, BELLARY TO BOARD OF REVENUE:

17.8.1823

(TNSA: BRP: Vol.958 Pro.25.8.1823 pp.7167-85 Nos.32-33) 1. The delay of my Amildars, in furnishing the requisite returns, has hitherto prevented my submitting to you the enclosed statement called for in your orders of the 25th July 1822, and 19th of June last.

2. The population of this District is specified in the enclosed statement at 9,27,857 or little less than a million of souls. The number of schools is only 533 containing no more than, 6,641 scholars, or about twelve to each school, and not seven individuals in a thousand, of the entire population.

3. The Hindoo scholars are in number 6,398, the Mussulman scholars only 243, and the whole of these are males, with the exception of only sixty girls, who are all Hindoos exclusively.

4. The English language is taught in one school only. The Tamil in four, the Persian in twenty-one, the Mahratta in twenty-three, the Teloogoo in two hundred and twenty-six, and the Carnataca in two hundred and thirty-five. Besides these, there are twenty-three places of instruction, attended by Bramins exclusively, in which some of the Hindoo sciences, such as Theology, Astronomy, Logic and Law, are still imperfectly taught in the Sanscrit Language.

5. In these places of Sanscrit instruction in the Hindoo sciences, attended by youths, and often by persons far advanced in life, education is conducted on a plan entirely different from that pursued in the schools, in which children are taught reading, writing, and arithmetic only, in the several vernacular dialects of the country. I shall endeavour to give a brief outline of the latter, as to them the general population of the country is confined, and as that population consists chiefly of Hindoos, I shall not dwell on the few Mussulman schools in which Persian is taught.

186

6. The education of the Hindoo youth generally commences when they are five years old. On reaching this age, the master and scholars of the school to which the boy is to be sent, are invited to the house of his parents. The whole are seated in a circle round an image of Gunasee, and the child to be initiated is placed exactly opposite to it. The school master, sitting by his side, after having burnt incense and presented offerings, causes the child to repeat a prayer to Gunasee entreating wisdom. He then guides the child to write with its finger in rice the mystic name of the deity, and is dismissed with a present from the parents, according to their ability. The child, next morning commences the great work of his education.

7. Some children continue at school only five years, the parents, through poverty, or other circumstances, being often obliged to take them away, and consequently, in such cases, the merest smattering of an education is obtained; and when parents take a lively interest in the culture of their children’s minds, they not infrequently continue at school as long as fourteen and fifteen years.

8. The internal routine of duty for each day will be found, with very few exceptions, and little variation, the same in schools. The hour generally for opening school is six o’clock. The first child who enters has the name of Saraswatee, or the Goddess of learning, written upon the palm of his hand, as a sign of honor, and, on the hand of the second, a cypher is written, to show that he is worthy, neither of praise nor censure, the third scholar receives a gentle stripe; the fourth two, and every succeeding scholar that comes an additional one. This custom as well as the punishments in native schools, seem of a severe kind. The idle scholar is flogged, and often suspended by both hands, and a pulley, to the roof, or obliged to kneel down and rise incessantly, which is most painful and fatiguing but perhaps a healthy mode of punishment.

9. When the whole are assembled, the scholars according to their number and attainments, are divided into several classes. The lower ones of which are placed partly under the care of monitors, whilst the higher ones are more immediately under the superintendence of the master, who at the same time has his eye upon the whole school. The number of classes is generally four; and a scholar rises from one to the other, according to his capacity and progress. The first business of a child on entering 187

school is to obtain a knowledge of the letters, which he learns by writing them with his finger on the ground in sand, and not by pronouncing the alphabet as among European nations. When he becomes pretty dexterous in writing with his finger in sand, he has then the privilege of writing either with an iron style on cadjan leaves, or with a reed on paper, and sometimes on the leaves of the aristolochia identica, or with a kind of pencil on the Hulligi or Kadata, which answer the purpose of slates. The two latter in these districts are the most common. One of these is a common oblong board about a foot in width and three feet in length. This board, when plained smooth, has only to be smeared with a little rice and pulverized charcoal and it is then fit for use. The other is made of cloth, first stiffened with rice water, doubled in folds, resembling a book, and is then covered with a composition of charcoal and several gums. The writing on either these may be effaced by a wet cloth. The pencil used is called Buttapa, a kind of white clay substance, somewhat resembling a crayon, with the exception of being rather harder.

10. Having attained a thorough knowledge of the letters, the scholar next learns to write the compounds, or the manner of embodying the symbols of the vowels in the consonants and the formation of syllables, etc., then the names of men, villages, animals, etc., and finally arithmetical signs. He then commits to memory an addition table, and counts from one to a hundred; he afterwards writes easy sums in addition, and subtraction of money; multiplication and the reduction of money, measures, etc. Here great pains are taken with the scholars, in teaching him the fractions of an integer, which descend, not be tens as in our decimal fractions, but by fours, and are carried to a great extent. In order that these fractions, together with the arithmetical table, in addition, multiplication, and those on the threefold measures of capacity, weight, and extent, may be rendered quite familiar to the minds of the scholars, they are made to stand up twice a day, in rows, and repeat the whole after one of the monitors.

11. The other parts of a native education consist in deciphering various kinds of hand writing, in public and other letters, which the school master collects from the different sources; writing common letters, drawing up forms of agreement; reading; fables and legendary tales; and committing various kinds of poetry to memory, chiefly with a view to attain distinctness and clearness in pronunciation, together with readiness and correctness in reading any kind of composition.

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12. The three books which are most common in all the schools, and which are used indiscriminately by the several castes, are the Ramayanum, Maha Bharata, and Bhagvata; but the children of the manufacturing class of people have in addition to the above, books peculiar to their own religious tenets; such as the Nagalingayna Kutha, Vishvakurma Poorana, Kumalesherra Kalikamahata; and those who wear the Lingum such as the Busvapoorana, Raghavankunkauya Geeroja Kullana, Unabhavamoorta, Chenna Busavaswara Poorana, Gurilagooloo, etc., which are all considered sacred, and are studied with a view of subserving their several religious creeds.

13. The lighter kind of stories which are read for amusement, are generally the Punchatantra, Bhatalapunchavansatee, Punklee Soopooktahuller, Mahantarungenee. The books on the principles of the vernacular languages themselves, are the several dictionaries and grammars, such as the Nighantoo, Umara, Subdamumbured, Shubdeemunee Durpana, Vyacurna Andradeepeca, *Andhranamasungraha, * etc., etc., but these last, and similar books, which are most essential, and, without which, no accurate or extensive knowledge of the vernacular languages can be attained, are, from the high price of manuscripts and the general poverty of the masters, of all books, the most uncommon in the Native Schools; and such of them which are found there are in consequence of the ignorance, carelessness, and indolence of copyists in general, full of blunders, and in every way most incorrect and imperfect.

14. The whole of the books, however, in the Teloogoo and Carnataca schools, which are by far the most numerous in this district, whether they treat of religion, amusement, or the principles of these languages, are in verse; and in a dialect quite distinct from that of conversation and business. The alphabets of the two dialects are the same, and he who reads the one, can read, but not understand, the other also. The natives, therefore, read these (unintelligible) books to them, to acquire the power of reading letters, in the common dialect of business; but the poetical is quite distinct from the prose dialect, which they speak and write; and though they read these books, it is to the pronunciation of the syllables, not to the meaning or construction of the words, that they attend. Indeed few teachers can explain, and still fewer scholars understand, the purport of the numerous books which they thus learn to repeat from memory.

Every school boy can repeat verbatim a vast number of verses, of 189

the meaning of which, he knows no more than the parrot that has been taught to utter certain words. Accordingly, from studies, in which he has spent many a day of laborious, but fruitless toil, the native scholar gains no improvement, except the exercise of memory and the power to read and write on the common business of life; he makes no addition to his stock of useful knowledge, and acquires no moral impressions. He has spent his youth in reading syllables, not words, and, on entering into life, he meets with hundreds and thousands of books of the meaning of which he can form not even the most distant conjecture, and as to the declension of a noun, or the conjugation of a verb, he knows no more than of the most abstruse problem in Euclid. It is not to be wondered at, with such an imperfect education, that, in writing a common letter to their friends, orthographical errors and other violations of grammar, may be met with in almost every line written by a native.

15. The government could not promote the improved education of their native subjects in these districts more, than by patronizing versions, in the common prose and spoken dialect, of the most moral parts of their popular poets and elementary works, now committed to memory in unintelligible verse. He who could read would then understand what he reads, which is far from the case at present. I am acquainted with many persons very capable of executing such a task; and, in the Teloogoo language, would gladly superintend it, as far as is in my power, at this distance from the Presidency.

16. The economy with which children are taught to write in the native schools, and the system by which the more advanced scholars are caused to teach the less advanced and at the same time to confirm their own knowledge is certainly admirable, and well deserved the imitation it has received in England. The chief defects in the native schools are the nature of the books and learning taught and the want of competent masters.

17. Imperfect, however, as the present education of the natives is, there are a few who possess the means to command it for their children even were books of a proper kind plentiful and the master every way adequate to the task imposed upon him, he would make no advance from one class to another, except as he might be paid for his labour. While learning the first rudiments, it is common for the scholar to pay to the teacher a quarter

190

of a rupee, and when arrived as far as to write on paper, or at the higher branches of arithmetic, half a rupee per mensem. But in proceeding further such as explaining books, which are all written in verse, giving the meaning of Sanscrit words, and illustrating the principles of the vernacular languages, such demands are made as exceed the means of most parents. There is, therefore, no alternative, but that of leaving their children only partially instructed, and consequently ignorant of the most essential and useful parts of a liberal education. But there are multitudes who cannot even avail themselves of the advantages of this system, defective as it is.

18. I am sorry to state that this is ascribable to the gradual but general impoverishment of the country. The means of the manufacturing classes have been, of late years greatly diminished, by the introduction of our own European manufactures, in lieu of the Indian cotton fabrics. The removal of many of our troops, from our own territories, to the distant frontiers of our newly subsidized allies, has also, of late years, affected the demand for grain, the transfer of the capital of the country, from the Native Governments, and their Officers, who liberally expended it in India, to Europeans, restricted by law from employing it even temporarily in India, and daily draining it from the land, has likewise tended to this effect which has not been alleviated by a less rigid enforcement of the revenue due to the state. The greater part of the middling and lower classes of the people are now unable to defray the expenses incident upon the education of their offspring, while their necessities require the assistance of their children as soon as their tender limbs are capable of the smallest labour.

19. It cannot have escaped the Government that of nearly a million of souls in this district, not 7,000 are now at school; a proportion which exhibits but too strongly the result above stated. In many villages, where formerly there were schools, there are now none; and in many others, where there were large schools, now only a few of the children of the most opulent are taught, others being unable, from poverty, to attend or to pay what is demanded.

20. Such is the state, in this district, of the various schools, in which reading writing, and arithmetic, are taught in the vernacular dialects of the country, as has been always usual in India, by teachers who are paid by their scholars. The higher branches of learning on the contrary, have always, in this 191

country, been taught in Sanscrit; and it has ever in India, been deemed below the dignity of science, for her professors to barter it for hire. Lessons in Theology, Astronomy, Logic and Law, continue to be given gratuitously as of old, by a few learned Bramins, to some of their disciples. But learning, though, it may proudly decline to sell its stores, has never flourished in any country, except under the encouragement of the ruling power and the countenance and support, once given to science in this part of India, have long been withheld.

21. Of the 533 institutions for education, now existing in this district, I am ashamed to say not one now derives any support from the state. I have therefore received, with peculiar satisfaction, the inquiries instituted by the Honorable the Governor-in-Council, on this interesting subject; and trust that this part of India may benefit from the liberality which dictated the record of his intention, to grant new funds where the same may be deemed expedient, and to restore to their original purpose, all funds diverted from this source.

22. There is no doubt that in former times, especially under the Hindoo Governments very large grants, both in money, and in land, were issued for the support of learning. Considerable Yeomiahs, or grants of money, now paid to Bramins from my treasury, and many of the numerous and valuable Shotrium villages, now in the enjoyment of Bramins in this district, who receive one-fourth, one-third, one-half, two-thirds, and sometimes the whole, of their annual revenue, may, I think, be traced to this source. Though it did not consist with the dignity of learning to receive from her votaries hire; it has always in India been deemed the duty of Government to evince to her the highest respect, and to grant to her those emoluments which she could not, consistently with her character receive from other sources; the grants issued by former governments, on such occasions, contained, therefore, no unbecoming stipulations on conditions. They all purport to flow from the free bounty of the ruling power, merely to aid the maintenance of some holy or learned man, or to secure his prayers for the state. But they were almost universally granted to learned or religious persons, who maintained a school for one or more of the sciences, and taught therein gratuitously; and though not expressed in the deed itself, the duty of continuing such gratuitous instruction was certainly implied in all such grants.

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23. The British Government, with its distinguished liberality, has continued all grants of this kind and even in many cases where it was evident that they were merely of a personal nature. But they have not, until now, intimated any intention to enforce the implied, but now dormant, condition of these grants.

The revenue of the original grantee has descended, without much inquiry, to his heirs. But his talents and acquirements have not been equally hereditary, and the descendants of the original grantees will rarely be found to possess either their learning, or powers of instruction. Accordingly, considerable alienations of revenue, which formerly did honor to the state, by upholding and encouraging learning, have deteriorated, under our rule, into the means of supporting ignorance; whilst science deserted by the powerful aid she formerly received from government, has often been reduced to beg her scanty and uncertain meal from the chance benevolence of charitable individuals; and it would be difficult to point out any period in the history of India, when she stood more indeed of the proffered aid of government, to raise her from the degraded state into which she has fallen, and dispel the prevailing ignorance which so unhappily pervades the land.

24. At a former period, I recollect, that the government, on the recommendation of the College Board, authorised the late Mr Ross, then Collector in the neighbouring district of Cuddapah, to establish experimental schools with the view of improving the education of the natives; but the lamented death of that zealous and able public officer led to the abandonment of a plan, to which his talents and popularity in the country were peculiarly calculated to give success. As Secretary to the college, and to your Board, I was, at that time, a warm advocate for such experiment; and, if now allowed, I should gladly attempt to superintend some arrangement of that kind, in my present provincial situation.

25. I would propose the appointment of an able Shastry from amongst the Law students at the college, with an addition to his existing pay of only 10 pagodas per mensem, to be placed under me at the principal station of the district, to instruct gratuitously all who chose to attend him, in the Hindoo sciences in the Sanscrit language, and the native school masters, in the grammar of the Teloogoo and Carnataca tongues, being those vernacular here; such a man I have no doubt that I could soon obtain from the college; for, if one with all the requisite qualifications is not at present attached to the institution, there 193

are many that I know there who can speedily qualify themselves for it in a very short time.

26. Subordinate to this man and liable to his periodical visitations, I would recommend that seventeen school masters, for Teloogoo and Carnataca, be entertained, at from 7 to 14

rupees each per mensem to be stationed at the seventeen Cusba stations under each of my Amildars, and liable to their supervision, to teach gratuitously these languages. Their lowest pay might be fixed at 7 rupees, and might be raised, by fixed gradations, with the increasing number of their scholars, as high as the maximum above stated. All of these might be selected from the best informed of the present school masters here; but, with reference to the low state of knowledge amongst the present persons of that class, most of them will previously require instruction from the Head Shastry, in grammar, etc. Though forbidden to demand money all such masters should be allowed to receive any presents their scholars may offer to them; particularly those usual, on entering or quitting school.

27. The highest expense of such an institution would be 273 rupees, the lowest 154 rupees per mensem. The first expense must necessarily be borne by government, who alone are able to originate, and, at first support, such a plan. But proper steps may be taken to engage in it the aid of the more opulent classes of the community, and if practicable to induce them, in due time, willingly to contribute to the support of such schools. Indeed, I have little doubt that the plan would soon carry with it the united consent, and grateful approbation, of the more respectable and well informed of the inhabitants at large.

28. It would also greatly accelerate the progress and efficiency of such schools, if Government were to appropriate a moderate annual sum, to the purpose of preparing and printing, at the college press, or elsewhere, suitable books for the use of these schools, in the prose, or common, dialects, of the Teloogoo and Carnataca languages; on the principle stated by me in a former part of this letter. These should consist of selections from the most approved native school books, fables, proverbs, etc., now in use in the schools or well known in the country to the exclusion, in the first instance, of all new publications whatever.

Books of a popular and known character, intelligible to all who read, would thus be procurable at a cheaper rate, and in more 194

correct state, than at present, and the teachers might be employed to dispose of them at low prices.

29. If public examinations once a year were instituted before the Head Shastry, and small premiums of badges of distinction were distributed, for the purpose of rewarding, on such occasions, those who are most advanced, a suitable effect might be produced, and a powerful stimulus afforded to the students.

30. To cover the first expense of these schools, and to provide further for their gradual extension, if found, advisable, without entailing any additional or new expense on government, it might be provided, that, on the demise of any persons now holding Yeomiahs or alienated lands, a new inquiry be instituted; and that, though the same may have been continued for more than one generation by the British Government, it be resumed, and carried to a new fund, to be termed the school ‘fund’ (to which the proposed expense should also be debited), unless it is clearly stated that the body of the original grant to be

‘hereditary’, on the intention of the ruling power at the time to make such grant hereditary, be clearly proved to the satisfaction of government.

31. If an arrangement of this kind is sanctioned, I have little doubt that, in a few years, the receipts from such a fund would more than counterbalance the disbursement. But even if they did not, the charge would be comparatively trifling. The enactments of the British Parliament contemplate such a charge.

The known liberality of the authorities in England on this subject ensure to it sanction: the supreme government have set the example; and, the Provincial functionaries in the Madras territories ought perhaps to take blame to themselves; that they have waited to be called upon, before they stood forth as the organ of public opinion, in a matter of such importance and universal interest; I sincerely hope that it will not, as before, be allowed to sink into oblivion; but that the information submitted by the several Collectors, will enable your Board and the government, to mature, from their suggestions, some practical, or at least some experimental plan for the improvement of education, and the support of learning in Southern India.

Bellary,

*A.D. Campbell, *

17th August 1823. * Collector. *

(Statement on following page)

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XX

COLLECTOR, RAJAMUNDRY TO BOARD OF REVENUE: 19.9.1823

(TNSA: BRP: Vol.963, Pro.2.10.1823, pp.8520-25 Nos.29-30) 1. I have the honor to submit the information called for in your Deputy Secretary’s letter dated 25th July 1822, together with a statement in the prescribed form of the number of native schools in this Collectorate and of the number of scholars.

2. I also take the liberty to forward another statement which being in more detail and containing some additional heads of information may probably be found of some use.

3. If these statements are at all to be depended upon, and (they are founded on very minute returns of my public servants) the actual state of education in this district must be pronounced anything but satisfactory inasmuch as it would appear that out of 1,200 villages composing the zillah of Rajamundry and total population of 7,38,308 souls there are 207 villages only in which reading and writing are taught, the number of schools in the villages in question being 291 and the number of scholars, Hindoos and Mussulman 2,658. The time that scholars usually continue at school varies from 5 to 7 years. The fifth day of the fifth month of the fifth year of the boy’s age is the ‘lucky day’ for his first entrance into school. The monthly charge to the scholars is as high as one rupee each in some places and as low as two annas in others, but the average rate may be stated at 7

annas. I have not found that any of the schools are endowed by the public.

4. The number of colleges, or rather teachers* of Theology, Law, Astronomy, etc., is 279, the number of scholars 1,454. The particulars are as follows (see next page).

The teachers of the Vedum here alluded to are not generally men of much science. The scholar is barely taught so much of the Vedum as will enable him to perform the usual 196

Table 36

*Ts: Teachers; Ss: Scholars

ceremonies of his religion, nor is it thought at all essential that he should understand what little he does read. Hence it happens that this class of people are often very deficient in their education.

5. Of the total number of 279 teachers mentioned above 69

possess allowances in land and 13 in money both the one and the other being granted by former Zemindars. 196 individuals teach their scholars without fee or reward and 1 person is supported by his scholars.

6. In those villages under my immediate management where there are no schools, I have found the inhabitants very willing to have such established among them, but some assistance from government will be necessary to set things agoing, say monthly allowance of 2 rupees to each teacher, the scholars to make up the remainder. I shall be prepared to address your Board more fully upon the subject should this proposal meet your approval.

Zillah Rajamundry,

• F.W. Robertson, *

Mugaluteer, 19th Sept. 1823.

*Collector. *

*(Statements on following pages) *

197

198

199

200

201

NAMES OF THE BOOKS IN USE AT THE SCHOOLS AND

COLLEGES AT RAJAMUNDRY** **

Schools

1. Baula

Ramauyanum

• Vadahs, *

*etc. *

2. Rookmeny

Culleyanum

1. Roogvadum

2. Paurejantahpatraranum

3. Yajoorvadum

4. Molly Ramauyanum

5. Samavadum

6. Raumayanum

7. Sroudum

8. Dansarady

Satacum

5. Dravedavedum

or

7. Kreestna Satacum

.

Nunlauyanum

8. Soomaty

Satacum

9. Janakey

Satacum

Sastrums

10. Prasunnaragara Satacum

11. Sanscrit Grammar

12. Ramataraka Satacum

Siddhanda Cowmoody

Bahscara Satacum

Turkum

13. Beesanavecausa Satacum

14. Jeyoteshem

15. Beemalingaswara Satacum

16. Durmasastrum

17. Sooreyanaraina Satacum

18. Narraina Satacum

Cauveyems

17. Plaholanda Charetra

18. Ragoovamsam

19. Vasoo Charetra

20. Coomarasumbhavem

21. Manoo Charetra

22. Moghasundasem

23. Sumunga Charetra

24. Bhauravy

25. Nala Charetra

26. Maukhum

27. Vamana Charetra

28. Naveshadum

29. Ganintum

30. Andasastrum

31. Pauvooloory Ganintum

32. Bhauratam

English Books in its * * Schools 26. Bhaugavatum

27. Vejia Velausum

• Persian *

Schools

28. Kroostnaleelan Velausum

29. Caremah

30. Rathamathava Velausum

Aumadunnanmah

30. Suptama Skundum

31. Harckarum in Persian

32. Astma Skundum

33. Insah Culipha and

34. Rathamathava Sumvadum

Goolstan

33. Bhaunoomaly Paranayem

34. Bahurdanish and Bostan

35. Veerabhadra Vejayem

36. Abdul Phazaul Inshah

37. Leelansoondary Paronayem

38. Calipha

39. Amarum

40. Khoran

41. Sooranthanaswarum

42. Voodeyagapurvem

43. Audepurvem

44. Gajandra Motchum

45. Andhranamasungraham

46. Coochalopurksyanum

47. Resekajana Manobharanum * *

Zillah Rajahmundry,

*F.W. *

*Robertson, *

Mongultoor, 19th September, 1823. * *

*Collector. *

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XXI

PRINCIPAL COLLECTOR, MALABAR TO BOARD OF

REVENUE:

5.8.1823

(TNSA: BRP: Vol.957, Pro.14.8.1823, pp.6949-55 Nos.52 & 53) (A) 1. I have the honor to submit a statement showing the number of schools and colleges in this Collectorate, to which I have annexed an Account of the individuals who study Theology, Astronomy, etc., under private tutors.

(B) 2. With respect to the only college entered in the statement now sent, I beg to transmit Translation of a Memorandum received from the Zamorin Rajah, which contains the best information I could collect respecting it.

3. The school masters receive monthly from each scholar from one quarter to four rupees, according to their respective means, independent of some remuneration when a scholar leaves the school. The private teacher who gives lessons in Theology, Law, etc., does not receive any monthly or annual allowance but a present or compensation when the pupils leave him according to the circumstances and means of each.

Principal Collector’s Office,

*J. Vaughan, *

Calicut, 5th August, 1823.

*Principal Collector. *

(Statement and translation on following pages) 203

204

Translation of memorandum received from the Zamorin Rajah: B. In the beginning the Bramins of Malabar used to be instructed in Religion at the Chetroms (or Temples) nearest to their houses by the teachers of that time, but it was apprehended that learning after that manner would not be attended with advantage. A consultation was therefore held by the Bramins, when it was determined that a College should be instituted for the purposes of instructing all persons in the principles of Religion. A spot of ground (adjacent to the river) to the southward of Teroonavya Chetrom in Terooina: nisherynad Hobby, Cootnad Talook, was fixed upon for the proposed building and all of them waited on and reported the circumstance to our ancestor the then reigning Rajah who caused a College to be built at his expense on the spot pointed out by them, and ordered that all persons residing in it should be furnished with their daily meal and oil, and further, ordered a store house to be built and the appointment of a person to be incharge of the same—the Bramins accordingly, (agreeable to the respective means of each) allotted for this purpose a certain portion of rice lands, and Achipora Erkara Namboory was by general consent, chosen Instructor in the college for whose subsistence some further rice lands were given by the Bramins and from that time the members of that family continue holding the above employment. This is what I have heard my ancestors and the Bramins say. There is no document containing an account of the foregoing transaction. The number of persons to be admitted in the college is not limited; everybody desirous of availing himself of it will be admitted and provided for. Formerly, the number of persons who resorted to the college for instruction amounted from 100 to 120 daily. In the year 949 when a foreigner invaded the country, he caused several temples and dwellings to be destroyed and the above college was demolished on that occasion and the rice lands allotted for the support of it, assessed by his order in consequence of which the Bramins found it impossible to live in this country and therefore all of them repaired to Rama Rajah’s country (Travancore) and consequently the learning of the Vethom was altogether discontinued in Malabar. It being a very great sin for the Bramins to be ignorant of their religious tenets, they and the Namboory who was appointed their Instructor went and represented to Rama Rajah this circumstance when that Rajah ordered a college to be established in his country adjoining to the Teroona Kare Chetrom, and allotted the necessary allowance for the subsistence of the learners, who there continued being instructed without any interruption till the year 966. When the 205

invader was expulsed from Malabar by the Honorable Company who extended their protection throughout the country the emigrant Bramins thereupon returned to this country and resumed their former habitations but the destruction of their college and the decayed state of the landed property allotted for its support precluded them from deriving the benefit of that institution in the manner they formerly did, which was a source of much grievance to them. Accordingly, they represented the circumstance to the Rajah, my uncle. Although according to the then existing state of affairs no great assistance could be given yet he resolved to do to the utmost in his power considering that it was an institution established by his ancestors and that the existence of it would tend to render the Rajah and his subjects prosperous. Accordingly he ordered their college to be rebuilt and furnished it as well with every (thing) necessary as the means of maintaining the Instructor and his pupils, which has been continued by me. The produce of the lands appertaining to the college, after deducting the revenue payable to the Sirkar is hardly sufficient for one month’s expense. Consequently, whatever is wanted is supplied by me; about 2,000 rupees for the support of the pupils and 200 rupees for that of the Instructor are paid by me every year. This is what obtains at present. With the exception of Religion no other science is taught in the college. There was in ancient times at Choanoor in Talpallynad a college with lands assigned for its support in which several Bramins were instructed in the Shastram, and when they left the college after acquiring a competent proficiency they were admitted in the Tallel Chetrom at Calicut on an annual allowance of 101 fanams each. The number of individuals thus admitted consisted from 70 to 80. On the introduction of revenue the lands which afforded the above allowance ceased to yield it and the means of the estate became much reduced, in consequence of which the above allowance as well as the instruction was discontinued. On which the Bramins came and represented their grievance whereupon a teacher was entertained here who has always had some pupils under him.

The Tallil allowance also is continued but on a reduced scale.

Dated 10th Karkaddayom 998 M.S.

No signature in the original

True Translation

• J. *

*Vaughan. *

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XXII

COLLECTOR, SALEM TO BOARD OF REVENUE:

8.7.1823

(TNSA: BRP: Vol.No.954, Pro.14th Jul. 1823, No.50, pp.5908-10) 1. I have the honor to submit the accompanying statement as called for by your Board in their instructions of the 25th July 1822.

2. From the statement it appears that only 4,650, persons receive education out of a population of above ten lacs—which is only a fraction more than four and a quarter per Mille—and proves the bad and contracted state of public instructions.

3. The period which scholars usually continue at school is from three to five years according to the ability of their friends to maintain them there and their own aptitude to learn—the yearly charge to the scholars is never less than three rupees a year—in the Hindoo schools—and in the Mussulman schools the charge amounts to fifteen and twenty rupees. None of the Hindoo schools are endowed by the public—and only one Mussulman school has land yielding rupees 20 per annum allowed for it’s support—a former master of this school possessed a Yeomiah paid monthly by the Collector amounting to fifty-six rupees a year—on his death this allowance was discontinued by my Predecessor as it was held only on a life tenure.

4. In the talooks of Abtoor, Namkul, Salem and Parmutty there are twenty teachers of Theology, Law and Astronomy—to the support of whom are attached Enam lands calculated to yield rupees 1,109 per annum. These lands are almost entirely under cultivation—and the possessors perform the duties for which they were originally granted.

5. Besides the above Enam lands there are other lands yielding rupees 384, per annum, in the talooks of Raizepoor and Sankerry-Droog—which were sequestered by Tippoo the year previous to the secession of the country and which have since been included in the Revenue of Government.

6. Considering education as the best means of preventing crimes in the people whether servants of government or 207

otherwise (and which opinion, is strongly expressed in the 7th Para of your Board’s Report to government under date the 11th December 1815), and viewing the defective state of education in this district as the fruitful source of much crime, I shall with the sanction of your Board, be prepared to offer such suggestions and to propose the establishment of such funds—as will tend to promote education in some degree more adequate to the demand for it.

Cutcherry of the Collector of Salem,

• M.D. *

*Cockburn, *

8th July, 1823.

*Collector. *

(Statement on next page)

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XXIII

COLLECTOR, GUNTUR TO BOARD OF REVENUE:

9.7.1823

(TNSA: BRP: Vol.954, Pro.14.7.1823, No.49, pp.5904-7) 1. In reply to your Deputy Secretary Mr Viveash’s letter of the 25th July last, I have the honor to transmit a statement showing the number of schools in which reading and writing are taught together with the number of scholars in them, and which has been prepared according to the form accompanying the above letter.

2. With regard to the information called for by the government in their letter of the 2nd July, 1822, I have to observe that the scholars generally assemble in the morning at 6

o’clock and stay until nine and then go to their houses to take their morning meal and return again to school within 11 o’clock and continue until 2 or 3 o’clock in the evening, and again to their respective houses to eat their rice and return by 4 o’clock and continue until 7 o’clock in the evening. The morning and evening generally are the times for reading and afternoon for writing.

3. The charge to the scholars chiefly depends on the circumstances of the fathers or persons who put them to school and is found to vary from 2 annas to 2 rupees per mensem for each boy and this is the only charge that can be shown, as the boys are only sent to the schools in their own villages and live at home.

4. It appears that there are no schools in the zillah which are endowed by the public and no colleges for teaching Theology, Law, Astronomy, etc., in this district; these sciences are privately taught to some scholars or disciples generally by the Bramins learned in them, without payment of any fee or reward, and that the Bramins who teach are generally maintained by means of Mauneom land which have been granted to their ancestors by the ancient Zemindars of this zillah, and by the former governments on different accounts, but there appears no instance in which the Native Governments have granted allowances in money and land merely for the maintenance of the teachers for giving instruction in the above sciences. By the information

210

which has been got together on this subject, it appears that there are 171 places where Theology, Law and Astronomy, etc., are taught privately, and the number of disciples in them is 939.

The readers of these sciences cannot generally get teachers in their respective villages and are therefore obliged to go to others.

In which cases if the reader belongs to a family that can afford to support him he gets what is required for his expenses from his home and which is estimated at 3 rupees per month, but which is only sufficient to supply him with his victuals; and if on the other hand his family is in too indigent circumstances to make such allowance, the student procures his daily subsistence from the houses in the village, where taught, which willingly furnish such by turns.

5. Should people be desirous of studying deeper in Theology, etc., than is taught in these parts, they travel to Benares, Navadweepum, etc., where they remain for years to take instructions under the learned Pundits of those places.

Guntoor Zillah,

*J.C. Whish, *

Bauputtah, 9th July, 1823. * Collector. *

(Statement on following page)

211

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XXIV

COLLECTOR OF GANJUM TO BOARD OF REVENUE:

27.10.1823

(TNSA: BRP: Vol.967 Pro.6.11.1823 pp.9332-34 Nos.5-6) 1. I have the honor to acknowledge the receipt of Mr Deputy Secretary Viveash’s letter and enclosure of the 25th July 1822 and to forward for your Board’s information a statement partially showing the number of schools, etc., in this district made out agreeable to the form sent by your Board.

2. There are no schools or colleges in this district endowed by the Circar or by any public authority but the teachers are monthly paid by the scholars from 4 annas to 1 rupee for each man.

3. The schools are usually opened from 6 o’clock in the morning until 5 o’clock in the evening.

4. The Bramins of Agraharums, etc., are in general educated in Sastrums, etc., by their Fathers or Brothers or by any other relations but no schools in this district are publicly opened for such occasion.

5. In making out the enclosed statement I have not been able to procure any satisfactory accounts from most of the Hill Zemindaries. Nothing but vodiahs is taught in these places, a language, merely confined to the mountains and borders.

Chicacole,

*P.R. Cazalet, *

27th October 1823.

Collector

(Statement on following pages)

213

214

215

216

217

218

219

220

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XXV

SECRETARY TO GOVERNMENT, BOARD OF REVENUE: 27.1.1825

(TNSA: BRP Vol.1010, Pro.27.1.1825 Nos.7-8 pp.674-675) 1. The government being anxious to receive the information relative to the state of education throughout the country, which was called for by Mr Hill’s letter of the 2nd July 1822, I am directed by the Honourable the Governor-in-Council to desire, that the result of the reference made to the several Collectors, under those instructions, may be reported with as little delay as possible.

2. Should any of the Collectors have omitted to furnish the required report, you will direct early attention to the subject, submitting, in the mean time, information which may be already before you.

Fort St. George,

*J. Stokes, *

21st January 1825 * *

• Secretary to Government. *

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XXVI

SECRETARY, BOARD OF REVENUE, FORT ST. GEORGE, TO

COLLECTOR OF CUDDAPAH:

31.1.1825

(TNSA: BRP, Vol.1010 Pro.31.1.1825 No.42, p.841) 1. I am directed by the Board of Revenue to call your immediate attention to my predecessor’s letter of the 25th July 1822 requiring a report on the state of education in your district and I am desired to request that you will submit the statement and information required on this subject with the least possible delay.

2. Adverting to the elaborate inquiries made by a former Collector in your district regarding all the points necessary to be reported on, the Board conceive that there will be no difficulty in complying with their orders at an early period.

3. You will be pleased to prepare the statement required strictly according to the Form transmitted with the letter above referred to.

Fort St.George,

*J. Dent, *

31st January, 1825 * Secretary. *

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XXVII

COLLECTOR, CUDDAPAH TO BOARD OF REVENUE:

11.2.1825

(TNSA: BRP: Vol 1011, Pro.17.2.1825 No.33 pp.1272-6-78) 1. I have the honor to reply to your Secretary’s letter of the 31st January calling for the report on the state of education throughout this district and to return the statement filled up according to the required form.

2. There are no public institutions either schools or colleges in this zillah supported by grants of land or any allowances from the government and I do not hear of any establishment having existed of this description.

3. Instruction of every kind is carried on either privately by the pupil residing in the house of his preceptor, or in the schools which are supported in every village by the contribution of those who have children to be instructed. In the latter case the pupils are for the most part in the habit of attending this school at day break, after remaining until about 10 o’clock they return home, and attend school again from ½ past eleven until sunset—the expense varies according to the progress made by the scholar and becomes higher at each stage from reading to writing and arithmetic—the allowance is of course smallest at first and is augmented as the pupil acquires information; the average for the lowest class is about ¼ rupee per month for each scholar and increases as high as 1 and 1½ but rarely exceeds it. I do not find that there are any schools even of this description of the instruction of the sciences. Theology, Law, Astronomy are taught it appears in a private manner for the most part in small families, and given as an inheritance from father to son. The instruction can only be attained by the party applying, either from the strongest interest or from relationship to those Bramins who are qualified to afford it. Pupils under such circumstances appear to reside entirely under the roof of their preceptors and to form part of the family.

4. In Cuddapah there are several schools supported by voluntary contribution, though it can be hardly called a public one as it is confined entirely to the European Gentlemen of the place.

224

5. Instruction generally commences amongst Bramins when the child had attained the age of 5 or 6 and amongst the Sudras from 6 to 8. This difference is accounted for by a Bramin with reference to the superior intellect of his cast over the Sudra and therefore his children attain the requisite age for receiving instructions much earlier than those of the inferior castes. As instruction amongst the natives here, is encouraged and promoted solely in proportion to the personal profit obtainable by it, the course of education is considered complete when the scholar becomes a proficient in writing and arithmetic. He is then taken from school, all other accomplishments are learned at home, and he arrives at experience, and attains improvement in what he has already acquired, only by attending his father’s shop and writing his accounts, or by being permitted to qualify himself for employment by volunteering his services in our public Cutcherries. The period during which each scholar receives instruction at school (and after the expiration of which he is usually considered to have completed his education) is about 2

years.

6. In nearly all the villages of this district there is an Enam set apart, as is doubtless well known to the Board for the support of a Punchangum Bramin, and it might be conjectured that amongst so many there would be found some who had attained considerable perfection in Astronomy and Theology, of this however there is hardly an instance. The persons holding such Enam are quite content to be ignorant of the higher branches of science, their utmost ambition being confined to the distinction of foretelling a fortunate hour for reaping or a lucky day for a marriage, and of contriving a horoscope for persons of distinction in the village.

7. Although there are no schools or colleges supported by public contribution, I ought not to omit that amongst Bramins, instruction, is in many places gratuitously afforded—and the poorer class obtain all their education in this way—at the age of from 10 to 16 years. If he has not the means of obtaining instruction otherwise a young Bramin leaves his home, and proceeds to the residence of a man of his own caste who is willing to afford instruction without recompense to all those resorting to him for the purpose. They do not however derive subsistence from him for as he is generally poor himself, his means could not of course give support to others, and even if he had the means his giving food and clothing to his pupils would attract so many as to defeat the object itself which is professed.

225

8. The Board would naturally enquire, how these children who are so destitute as not to be able to procure instruction in their own villages, could subsist in those to which they are strangers, and to which they travel from 10 to 100 miles, with no intention of returning for several years. They are supported entirely by charity, daily repeated, not received from the instructor for the reasons above mentioned, but from the inhabitants of the villages generally. They receive some portion of alms daily (for years) at the door of every Bramin in the village, and this is conceded to them with a cheerfulness which considering the object in view must be esteemed as a most honorable trait in the native character, and its unobtrusiveness ought to enhance the value of it. We are undoubtedly indebted to this benevolent custom for the general spread of education amongst a class of persons whose poverty would otherwise be an insurmountable obstacle to advancement in knowledge and it will be easily inferred that it requires only the liberal and fostering care of government to bring it to perfection.

9. As the only schools in the district supported by charity are those which owe their maintenance to the gentlemen at Cuddapah, I have entered them in the list under the name of

‘subscription schools’.

10. I am not aware that there is any further matter relating to this subject which is necessary to be submitted to the Board, but I beg to assure them that any deficiency which may be remarked shall be supplied with all the diligence in my power.

11. I cannot conclude this letter without expressing to your Board the obligation I am under to Mr Wheatly for the informant now submitted, his long residence in the district having afforded to him the best opportunity of ascertaining correctly the actual state of education throughout.

Cutcherry of the Collector of

Cuddapah, Roychooty,

*G.M. Ogilvie, *

11th February, 1825. * *

Sub-Collector in charge.

(Statement on following pages)

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227

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XXVIII

COLLECTOR, MADRAS TO BOARD OF REVENUE:

12.2.1825

(TNSA: BRP: Vol 1011, Pro.14.2.1825 No.46 pp.1193-94) With reference to my letter of the 13th November 1822 I have the honor to forward another statement of schools, which I consider to be more correct, and to submit that it may be substituted for the one transmitted with the letter to which I have before referred.

Madras Cutcherry,

*L.G.K. Murray, *

12th February 1825.

• Collector. *

(Statement on following page)

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XXIX

BOARD OF REVENUE TO CHIEF SECRETARY TO

GOVERNMENT:

21.2.1825

(TNSA: BRP: Vol.1011, No.46 Pro.21.2.1825 pp.1412-26) 1. With reference to the instruction of government conveyed in a letter from the Secretary to government in the Revenue Department under date the 2nd July 1822 and to Mr Secretary Stoke’s letter of the 21st ultimo, I am directed by the Board of Revenue to submit for the information of the Honorable the Governor-in-Council the correspondence noted in the margin regarding the actual state of education in the Provinces under this government.

*Circular to all Collectors dated 25th July 1822 *

From the Collector of Ganjam dated 27 October in consultations: 6th November 1823.

From the Collector of Vizagapatam 14th April in consultations: 1st May 1823

From the Collector of Rajahmundry 19th September in consultations: 2nd October 1823

From the Collector of Masulipatam 3rd September in consultations: 13th January 1823

From the Collector of Guntoor 9th September in consultations: 14th July 1823

From the Collector of Nellore 23rd June in consultations: 30th June 1823

From the Collector of Bellary 17th June in consultations: 25th August 1823

From the Collector of Cuddapah 11th June in consultations: 17th February 1825

From the Collector of Chingleput 3rd June in consultations: 7th April 1823

231

From the Principal Collector in the Northern Division of Arcot 3rd June in consultations: 10th March 1823.

From the Principal Collector in Southern Division of Arcot 29th June in consultations: 7th July 1823

From the Collector of Salem 8th June in consultations: 14th July 1823

From the Principal Collector of Tanjore 28th June in consultations: 3rd July 1823

From the Collector of Trichinopoly 23rd June in consultations: 28th August 1823

From the Collector of Madura 5th February in consultations: 13th February 1823

From the Collector of Tinnevelly 18th October in consultations: 28th October 1822 & 7th November in consultations: 18th November 1822

From the Principal Collector of Coimbatore 23rd November in consultations: 2nd December 1822

From the Principal Collector of Malabar 5th August in consultations: 14th August 1823

From the Principal Collector of Canara 27th August in consultations: 5th September 1822

From the Assistant Collector of Seringapatam 29th October in consultation: 4th November 1822

From the Collector of Madras 13th October in consultations: 14th November 1822 & 12th October in consultations: 14th February 1825

2. An abstract statement prepared from the reports of the several Collectors’ is also submitted for the purpose of exhibiting at one view the information required by the government.

3. This abstract is in the Form transmitted by government, with an additional column showing the amount of population in each district according to the Census as some of the Collectors have stated the numbers differently. Under the head of remarks the information required by the government regarding the time 232

which scholars usually continue at school, the monthly or yearly charge to the scholars and other particulars is concisely stated.

4. It will be observed that the schools now existing in the country are for the most part supported by the payments of the people who send their children to them for instruction. The rate of payment for each scholar varies in different districts and according to the different circumstance of the parents of the pupils, from 1 anna to 4 rupees per mensem, the ordinary rate among the poorer classes appears to be generally about 4 annas, and seldom to exceed ½ rupee.

5. In a few districts only there are endowments for the support of schools and colleges. In Rajahmundry 69 teachers of Sciences possess endowments in land, and 13 allowances in money granted by former Zemindars. In Nellore certain individuals, Bramins and Mussulmans, are in possession of allowances in land and money granted by the Carnatic Government for teaching the Vedas, etc., and Arabic and Persian respectively to the amount of rupees 1,467 per annum.

In the Northern Division of Arcot, 28 colleges are supported by mauniums and Marahs granted by former governments yielding rupees 516 per annum, and 6 Persian schools are maintained at the public expense at an annual charge of rupees 1,861. In Salem Enam lands estimated to yield rupees 1,109 per annum are appropriated to the support of 20 teachers of Theology, etc., and one Mussulman school has land allowed for its support yielding annually 20 rupees. In Tanjore 44 schools and 71 colleges are supported by His Highness the Rajah—There is no school, or college, endowed particularly by the Circar but there are free schools maintained by the Mission established in Tanjore which possess a Survamanniam, the annual value whereof is estimated at 1,100 rupees. In the District of Trichinopoly there are 7 schools which possess endowments in land to the extent of 46 cawnies supported by the Zamorin Rajah which has also some land attached granted by former governments. In Malabar there is one college to it.

6. It does not appear from the Reports of the Collectors that any public endowments for the advancement of learning have been diverted from their original purpose or resumed except in Salem and Coimbatore. The Collector of Salem says that lands yielding rupees 384 formerly devoted to this object were sequestered before the acquisition of the country by the British 233

Government and their produce has since been included in the revenue of government. The Principal Collector of Coimbatore reports that Mauniums, etc., granted in former times for the support of colleges to the value of rupees 2,208 have been resumed either by the Mussulman or the British Government.

7. The late Collector of Bellary having stated in his report that none of the institutions for education at present existing in that district derive support from the state added ‘there is no doubt that in former times especially under the Hindoo Government very large grants both in money and in land were issued for the support of learning’, and further stated his opinion that many of the Yeomiahs and Shrotriums now held by Bramins in the district may be traced to this source. No conditions he observed ‘are stated in the grants issued by the former governments; they all purport to flow from the free bounty of the ruling power merely to aid the maintenance of some holy or learned man. But they were almost universally granted to learned or religious persons, who maintained schools for one or more of the Sciences and taught therein gratuitously; and though not expressed in the deed itself the duty of continuing such gratuitous instruction was certainly implied in all such grants.’ It does not appear upon what grounds Mr Campbell founded his opinion so confidently that the implied condition of the grants referred to was the continuance of gratuitous instruction; but it seems not to be the result of particular investigation. Mr Campbell further suggested with the view of covering the expense of a general arrangement proposed by him in this report for the improvement of education that it might be provided that ‘on the demise—of any persons now holding Yeomiahs or alienated lands a new enquiry be instituted and that though the same may have been continued for more than one generation by the British Government it may be resumed and carried to a new fund to be termed, “the school fund”, unless it is clearly stated in the body of the original grant to be hereditary, or the intention of the ruling power at the time to make such grant hereditary be clearly proved to the satisfaction of government.’ The Board have little doubt that the resumption of lands now alienated, in the manner suggested by Mr Campbell would produce ample funds for the purpose contemplated but they conceive that the two objects in view, namely, the recovery of alienated lands, and the establishment of a fund for the support of schools should be kept entirely distinct and separate. The establishment of schools in every part of the country under any general plan should be regulated 234

by the wants of the people in the respect to education and should not in any degree depend upon the accidental circumstance of the amount of a particular fund being great or less in different situations.

8. The Board think it proper to offer this remark in regard to the suggestion of Mr Campbell which has just been noticed, but it appears to them to be unnecessary at this time to discuss the plan proposed by him for the improvement of education and his general speculations on the subject conceiving it to be the desire of government at present only to receive information regarding the actual state of education in order that it may be seen what are the deficiencies to be supplied.

9. That these deficiencies are lamentably great is shown in every one of the reports now submitted, and the general result of the whole from which it appears that out of a population estimated by the Census at above 12 million and a half only about 1,88,000 are receiving instruction or about 13¾ percent is most unsatisfactory.

10. It will be remarked that no statement is submitted of the number of schools, etc., in Canara. The late Principal Collector reported that education is conducted in that district so much in private that any statement of the number of schools and of the scholars attending them would be of little or no use, but on the contrary rather fallacious in forming an estimate of the proportion of the population receiving instruction. He stated generally that there are no colleges in Canara for the cultivation of ‘abstract Science, neither are there any fixed schools and masters to teach in them. There is no instance known of any institution of the above descriptions having even received support in any shape from the former government.’

11. Notwithstanding the observations of Mr Harris the Board have thought it proper to call again upon the present Principal Collector to furnish a Statement of Schools, etc., prepared in the form transmitted by government which shall be submitted to the Hon’ble the Governor-in-Council as soon as it is received.

Fort St. George,

*J. Dent, *

21st February, 1825.

*Secretary. *

(Statement on following pages)

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REMARKS

Ganjam:

There are no schools or colleges in this district endowed by the Circar. The teachers in the schools are paid monthly by the scholars at various rates from 4 annas to 1 rupee each. The Shastras, etc., are usually taught privately to Bramins. The statement is not complete in respect to the Hill Zemindaries from which satisfactory accounts could not be procured.

Vizagapatam:

It does not appear that there are any colleges in this district. The schools are not endowed by the public; 2 only are stated to receive a payment from the Zemindar of Chamoodoo at the rate of 50 rupees annually. The teachers are paid at various rates from one anna to 1 rupee for each scholar per mensem.

Private teachers in families of respectability are paid a monthly or yearly stipend according to their acquirement and the rank and opulence of their employer.

Rajahmundry:

Some of the schools in this district are endowed by the public. The teachers are paid by the scholars at rates varying from 1 rupee to 2 annas, 7 annas being the average rate per mensem. The scholars are entered at school in their fifth year and continue at their studies from 5 to 7 years. The number of professors or teachers of the Sciences is 279; of these 69 possess allowances in land and 13 in money granted by former Zemindars; 196 teach their scholars without fee or reward and only one is supported by his scholars. In the villages in which no schools at present exist the inhabitants are desirous of having them established. It might be done with a small contribution from government to the pay of the teachers. The Collector considered 2 rupees a month to each to be sufficient.

Masulipatam:

None of the institutions for the purpose of education in this district appear to have been regularly endowed. One Charity School only is supported at Ellore by the Zemindar by the payment of a monthly stipend of 3 pagodas to the teacher. The scholars usually enter in the schools in their 5th year and continue in them until they are from 12 to 16 years of age. The greater proportion are then employed on public or private 242

business, the Vedika Bramins only being removed from schools to college for the purpose of being instructed in Theology and other Sciences. The charges on account of a boy at school are about the average of 6 annas for paper, cadjan, etc., and from 4

annas to 2 rupees to the school master monthly. The Sciences are taught in the colleges generally gratis by Bramins holding Mauniums, etc. Some teachers, however, are supported by contributions from their scholars but receive no fixed allowance.

The average charge to a scholar at college for his subsistence, books, etc., is 60 rupees per annum. In most parts of the country instruction in the Vedas, etc., is also given by the Bramins privately. The schools in which the Persian language is taught are few. Mussulman scholars remain at school from 6

years of age to 15, the pay of the teachers is from ¼ to 1 rupee and the other charges of the scholars are estimated at 4 annas a month; some learned Mussulmans give instruction gratis.

Guntoor:

There are no schools in this district endowed by the public and no colleges for instruction in the Sciences. The Sciences are taught privately by learned Bramins without any remuneration.

These Bramins generally hold mauniums, etc., granted by the ancient Zemindars and by the former governments for various reasons, but there is no instance of any grant in money or land, specially for the purpose of maintaining teachers of the Sciences.

The charge for the education of a boy at school varies from 2

annas to 2 rupees monthly. Three rupees a month is requisite for the subsistence of a scholar while he is studying the Sciences.

Nellore:

This statement gives the number of schools in the district not endowed by the public. There are besides 26 individuals who have scholars as shown by a separate statement B viz. 15

Bramins, and 11 Mussulmans who are in possession of allowances in money and land granted by the Carnatic Government for teaching the Vedas, etc., and Arabic and Persian respectively to the amount of rupees 1,467 per annum. Boys are generally sent to school at 5 years of age where they are said to remain from 3 to 6 years. The school master receives from 2

annas to 4 rupees monthly for each scholar. The scholar has also to pay about one rupee for writing materials, etc., and his subsistence is estimated at 3 rupees a month. Besides his fixed allowance occasional presents are made by the scholars to their teacher.

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The schools are not all of permanent continuance—some depend upon circumstances, schools being some times established by the joint subscriptions of several families especially for the education of their own children which being accomplished they are discontinued. The difference between the amount of population in this statement and in the report of the Census is accounted for by the population of the Zemindaries being included in the former and not in the latter.

Bellary:

None of the schools in this district at present derive support from the state. There appear to be no regular colleges but in 23 cases of instruction attended by Bramins exclusively some of the Sciences, etc., are taught imperfectly in the Sanscrit language. In the schools some children continue only 5 years, while others whose parents are opulent not infrequently remain as long as fourteen and fifteen years. It appears that the teacher is paid at various rates according to the class to which the scholar may belong—while learning the first rudiments it is common for the scholar to pay a quarter of a rupee and when arrived so far as to write on paper or at the higher branches of Arithmetic half a rupee per mensem. But on proceeding further such demands are made as exceed the means of most parents.

Their children are therefore left only partially instructed—and there are multitudes who cannot avail themselves even of this imperfect education for their children. The diffusion of common instruction is said to be less extensive than it was formerly. In many villages where formerly there were schools, there are now none, and in many others where there were large schools, now only a few of the children of the most opulent are taught, others being unable from poverty to attend or to pay what is demanded.

Instructions in the Sciences is given gratuitously as of old, by a few learned Bramins to their disciples.

Cuddapah:

There are in this District no public institutions for education supported by grants of land or allowances from the government, nor are any known to have existed. The schools which exist are supported by the parents of the scholars. The charge for instruction is variable rising as the scholar is promoted from the lowest to the higher classes. The average for the lowest class is about ¼ rupee per mensem, and increases to 1 rupee and 1½ rupee which rate it rarely exceeds. In the Bramin caste, boys are put to school at the age of 5 or 6 and among the Sudras at from

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6 to 8. Boys are said to be kept at school generally no longer than 2 years in which time they are expected to have attained all that they are desired to acquire, that is a certain degree of knowledge of reading, writing and arithmetic in which they are afterwards to improve themselves by practice at home, in a shop, or in a public office. The only schools which can be denominated public in this district are the charity schools at Cuddapah, supported by the European gentlemen of the place. There are no schools or colleges for instruction in the Sciences. Theology, Law and Astronomy are taught privately, the pupils residing in the houses of their preceptors. Besides the instruction afforded in the schools to those whose parents are able to pay for it, it is also given gratuitously in many places by Bramins to those of their own caste who have no other means of obtaining it—young Bramins for the sake of receiving instruction in this way, leave their homes and wait upon the preceptor in his own village, where they are supported by the daily charity of the Bramins residing in it.

Chingleput:

There are no colleges properly so called in this district but there are a few places in which the higher branches of learning are taught to a small number of pupils—a village school master earns from 3½ to 12 rupees per month—the average is not more than 7 rupees. It does not appear that any allowance was made by the Native Governments for the promotion of education but in some villages there are trifling mauniums from a quarter of a Cawny to 2 Cawnies of land for Theological teachers.

N.D. Arcot:

Of the 69 colleges in this district it appears by a separate statement No.2 submitted by the Principal Collector that 43 are for Theology, 24 for Law, etc., and 2 for Astronomy; 28 of these colleges are supported by mauniums and marahs granted by former governments yielding rupees 516 per annum—The allowance to each teacher for the lower class is rupees 3-8- per annum and for the higher class rupees 36-12-. Of the rest the greater number are free of charge and a few are supported by trifling contributions from the scholars. The period of attendance at the colleges is from 8 to 12 years. Of the Hindoo schools only 3 are free of charge. The rest are supported by payments from the scholars varying from 1 anna 3 pice per mensem to 1 rupee 12 annas. Of the Persian schools 6 are maintained at the public expense at a yearly charge of rupees 1,361. The greater 245

proportion are supported by the scholars who pay from 2 annas 6 pice to 2 rupees a month to their teachers. In the Hindoo schools the scholars continue 5 or 6 years, in the Mussulman schools 7 or 8 years. Of the 7 English schools 3 are free of charge and in the others the scholars pay monthly from 10

annas to 3 rupees 8 annas. It appears that this statement does not include the Zemindaries and Pollams which form a large portion of the district their population being estimated at nearly 3 lacs.

S.D. Arcot:

No allowance was ever granted by the Native Governments for the support of schools in this district. There are no public or private institutions for teaching Theology, Law, Astronomy, etc.

The schools are supported entirely by the scholars who pay from 1 fanam to 1 pagoda monthly.

Salem:

None of the Hindoo schools in this district are endowed by the public and only one Mussulman school has land allowed for its support yielding 20 rupees per annum; a Yeomiah was enjoyed by a former master of this school amounting to 56

rupees a year. On his death it was discontinued having been on a tenure for life. The period of attendance at school is from 3 to 5

years. The yearly charge for each scholar is never less than 3

rupees a year in the Hindoo schools and from 15 to 20 rupees in the Mussulman schools. Enam lands estimated to yield rupees 1,109 per annum are appropriated to the support of 20 teachers of Theology, Law and Astronomy, and the present possessors perform the duties; other lands yielding rupees 384 per annum were formerly devoted to the same object, but were sequestered before the acquisition of the country by the British Government and the produce of them has since been included in the revenues of government.

Tanjore:

Of the schools in this district 44 are free schools. The rest are supported by payments from the scholars at the rate of 4 D

fanams monthly for each—19 of the free schools belong to the Missions and it is believed that there are more not included in the Report. In 21 the masters are paid by the Rajah and in 1 by the Trevalore Pagoda, in the remaining 23 the masters teach gratuitously. There are none individually endowed by the Circar, but for the general support of the Mission at Tanjore—there is a Survamaunium of one village the annual value of which is 246

estimated at 1,100 rupees. The scholars are usually kept at school about 5 years. Of the colleges in number 109 there are 99

in which instruction is given free of charge, of these 71 are supported by the Rajah in the town of Tanjore and villages belonging to his Highness; in 16 the masters teach gratuitously, 1 only is endowed with a maunium, 7 are supported by a Pagoda, 3 by private donations and 1 by village contribution. In the remaining 10 colleges the masters are paid by their scholars.

These colleges are for Bramins only. The Hindoo Sciences are taught in them. The population of those villages only in which there are schools is shown in this statement, not the general population of the district.

Trichinopoly:

There are no schools or colleges in this district for the support of which any public funds are appropriated and no institution for teaching Astronomy, Theology or any other Sciences. In the talook of Jyalore alone there are 7 schools which were formerly endowed by the Native Government with between 46 and 47 Cawnies of land for the maintenance of the teachers.

The scholars generally continue at school from the age of 7 to 15. The average yearly expense of education is about 7 pagodas.

Madura:

It does not appear that any mauniam lands in this district are assigned for the support of schools. The teachers are paid by the poorer class of people from ½ fanam to 1 fanam for each scholar monthly and from 2 to 3 and 5 fanams by those in better circumstances—a teacher receives in this manner from 30 to 60

Cully fanams or from 2 to 3¾ pagodas a month in large villages and from 10 to 30 fanams in small villages. Scholars usually enter school at the age of 5 and leave it at from 12 to 15. There are no colleges in this district. In Agraharam villages a small portion of maunium land is usually allotted to those Bramins who study the Vedas and they gratuitously instruct such pupils as come to them.

Tinnevelly:

There appear to be no colleges in Tinnevelly.

Coimbatore:

The schools in this district appear to be supported entirely by the people who send their children to them for instruction.

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The annual payment for each scholar varies from 14 rupees to 3

rupees per annum, according to the circumstances of the parents. The masters besides their regular stipends occasionally receive presents from the parents of their pupils; they have also small fees on particular occasions. The earliest age at which boys attend school is 5 years; they continue there until they are 13 or 14. Those who study Theology, Law, etc., enter the colleges at about 15 and continue to frequent them until they have attained a competent knowledge of the Sciences or until they obtain employment, a statement is given of mauniums, etc., granted in former times for the support of colleges, but now resumed to the value of Rs. 2,208-7-.

Canara:

No statement.

Malabar:

In Malabar there is only one regular college for instruction in the Sciences, but these are taught privately. The private teachers are not paid a fixed stipend but presents are made to them by their pupils when their education is completed. The school masters receive monthly from each scholar from ¼ rupee to 4 rupees independent of some remuneration when the scholar leaves school. The only college which exists in this district was established and is now supported by the Zamorin Rajah who allows about 2,000 rupees annually for the maintenance of the pupils and 200 rupees to the Instructor; some land also appertains to it—a history of this college, furnished by the Zamorin Rajah is submitted.

Seringapatam:

It is stated that there are no traces on records of endowments in lands towards the support of colleges and schools on the island of Seringapatam, having been granted by any former government or private individual. The teachers in the schools are supported by their scholars. The average monthly charge for each scholar is 5 annas and the average annual income of the masters from this source is about 57 rupees.

Madras:

In this statement two descriptions of schools are included, native schools for the education of Hindoo and Mussulman children respectively, and charity schools in which the scholars 248

are of various religions and castes indifferently. The children in the native schools are generally sent to them at the age of 5

years, the term of their continuance there depends upon circumstances, but it is stated that they generally acquire a competent knowledge of the various branches of learning taught to them before they attain their thirteenth year. The Collector states that there are no schools endowed by the public, excepting the charity schools. The payments to a teacher seldom exceed 12 pagodas per annum for each scholar. The Sciences are in some instances taught gratuitously to the children of the poorer class of Bramins and sometimes an allowance is made to the teachers. It will be observed that the estimate of the population of Madras in this statement is greatly too high, and there is reason to suppose that the proportion receiving instruction and the number of schools are stated too low.

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XXX

MINUTE OF SIR THOMAS MUNRO, MARCH 10, 1826

( Fort St. George, Revenue Consultations) 10 March 1826

1. The Board of Revenue were directed by government, on the 2nd July 1822, to ascertain the number of schools and the state of education among the natives in the provinces, and with their letter of the 21st February last, they transmitted the reports on this subject which they had received from the several Collectors. From these reports it appears that the number of schools, and of what are called colleges, in the territories under this presidency, amount to 12,498, and the population to 12,850,941; so that there is one school to every 1,000 of the population; but as only a very few females are taught in schools, we may reckon one school to every 500 of the population.

2. It is remarked by the Board of Revenue, that of a population of 12½ millions, there are only 188,000, or 1 in 67

receiving education. This is true of the whole population, but not as regards the male part of it, of which the proportion educated is much greater than is here estimated: for if we take the whole population as stated in the report at 12,850,000, and deduct one half for females, the remaining male population will be 6,425,000; and if we reckon the male population between the ages of five and ten years, which is the period which boys in general remain at school, at one-ninth, it will give 713,000, which is the number of boys that would be at school if all the males above ten years of age were educated; but the number actually attending the schools is only 184,110, or little more than one-fourth of that number. I have taken the interval between five and ten years of age as the term of education, because, though many boys continue at school till twelve or fourteen, many leave it under ten. I am, however, inclined to estimate the portion of the male population who receive school education to be nearer to one-third than one-fourth of the whole, because we have no returns from the provinces of the numbers taught at home. In Madras that number taught at home is 26,963, or about five times greater than that taught in the schools. There is probably some error in this number, and though the number privately taught in the provinces does certainly not approach this rate, it is no doubt considerable, because the practice of boys being taught at home by their relations or private teachers is not

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infrequent in any part of the country. The proportion educated is very different in different classes; in some it is nearly the whole; in others it is hardly one-tenth.

3. 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 been better in earlier times; but for the last century it does not appear to have undergone any other change than what arose from the number of schools 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 contribute to the keeping of education in a low state, because it does not give a sufficient number of scholars to secure the service 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 together a large body of scholars; but the main causes 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.

4. These difficulties may be gradually surmounted; the hindrance which is given to education by the poverty of the people may in a great degree be removed by the endowment of schools throughout the country by government, and the want of encouragement will be remedied by good education being rendered more easy and general, and by the preference which will naturally be given to well-educated men in all public offices.

No progress, however, can be made without a body of better instructed teachers than we have at present; but such a body cannot be had without an income sufficient to afford a comfortable livelihood to each individual belonging to it; 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 school masters, scholars will flock to them and augment their income.

5. What is first wanted, therefore, is a school for educating teachers, as proposed by the committee of the Madras School-Book Society, in the letter of the 25th October 1824, which accompanied their second report. I think that they should be authorised to draw 700 rupees monthly from the treasury for 251

the purposes which they have stated; namely, for the payment of the interest of money employed in building, and the salaries of teachers, 500; and for the expenses of the press, 200. I would next propose that government should establish, in each Collectorate, two principal schools, one for Hindoos and the other for Mahomedans; and that hereafter, as teachers can be found the Hindoo schools might be augmented so as to give one to each tehsildary, or about 15 to each Collectorate. We ought to extend to our Mahomedan the same advantages of education as to our Hindoo subjects, and perhaps even in a greater degree, because a greater proportion of them belong to the middle and higher classes. But as their number is not more than one-twentieth of that of the Hindoos, it will not be necessary to give more than one Mahomedan school to each Collectorate, except in Arcot, and a few other Collectorates, where the Mahomedan population is considerably above the usual standard.

6. We have 20 Collectorates; the number of tehsildaries is liable to change: but it will be sufficient for the present purpose to estimate them at 15 on an average to each Collectorate, or 300 in all. This would, according to the plan proposed give about 40 collectorate and 300 tehsildary schools. The monthly salaries of the teachers of the collectorate schools might, on an average, be 15 rupees to each, and those of the tehsildary nine rupees each. These allowances may appear small, but the tehsiladry school master who receives nine rupees monthly from government, will get at least as much more from his scholars, and, considering all circumstances, his situation will probably be better than that of a parish school master in Scotland.

7. The total expense of the schools will be as follows: Madras School-Book Society per month

Rs. 700

Collectorate Schools, Mahomedan,

20 at 15 rupees

Rs. 300

Collectorate Schools, Hindoo, 20 at 15 rupees Rs. 300

Tehsildary Schools, 300 at 9 rupees

Rs. 2,700

—————

Per month

Rs. 4,000

—————

Per annum

Rs.48,000

—————

This expense will be incurred only be degrees, because it will be long before a sufficient number of qualified teachers can be obtained. The charges for the Madras School-Book Society 252

and the collectorate schools, are all that will probably be wanted before the sanction of the Honorable Court can be received. The sum for which we ought to request their sanction ought not to be less than half a lakh of rupees. None of the endowments in the Collectors’ reports are applicable to the present object; they do not exceed 20,000 rupees in all, and only a small portion of them are public grants, and this small portion belongs chiefly to the teachers of Theology, Law and Astronomy. Whatever 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.

8. 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.

9. We must not be too sanguine in expecting any sudden benefit from the labours of the School-Book Society. Their disposition to promote the instruction of the people by educating teachers, will not extend it to more individuals than now attend the schools; it can be extended only by means of an increased demand for it, and this must arise chiefly from its being found to facilitate the acquisition of wealth or rank, and from the improvement in the condition of the people rendering a larger portion of them more able to pay for it. But though they cannot educate those who do not seek or cannot pay for education, they can, by an improved system give a better education to those who do receive it; and by creating and encouraging a taste for knowledge, they will indirectly contribute to extend it. If we resolve to educate the people, if we persevere in our design, and if we do not limit the schools to tehsildaries, but increase their number so as to allow them for smaller districts, I am confident that success will ultimately attend our endeavours. But, at the same time, I entirely concur in the opinion expressed in the 5th Report of the Calcutta School-Book Society, when speaking of the progress of the system, that ‘its operation must therefore of necessity be slow; years must elapse before the rising generation will exhibit any visible improvement.’

(Signed) * *

• Thomas Munro. *

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