Page:Adam's reports on vernacular education in Bengal and Behar, submitted to Government in 1835, 1836 and 1838.djvu/17

Rh exertion of patience, self-denial, fortitude, and perseverance. Add to this the labour of superintendence, and Mr. May’s indefatigable efforts may be justly appreciated. The branch schools were situated, some of them ten miles above, and some six miles below, Chinsura; nevertheless, Mr. May and his assistants contrived to visit twenty-six branch schools sixty times in three months.

“The success of Mr. May, and his unexceptionable mode of intercourse with the natives having been brought by Mr. Forbes to the notice of the Government, a monthly sum of 600 rupees was granted to enable Mr. May to prosecute his undertaking, Mr, Forbes being desired to superintend the detailed application of the funds.

“Towards the latter end of 1815, the attendance on Mr. May’s establishments was somewhat diminished by the formation of several schools by natives, partly from motives of ostentation, and partly with views of opposition to Mr. May; but it soon became manifest that his plan of education was as inoffensive to their prejudices, as it was superior to their own mode of instruction, and its progress now exceeded his most sanguine expectation.

“The attendance of the children in the Fort being inconvenient, the central school was removed to a short distance from Chinsura, and Mr. May, adverting to the increase of the schools, and the great augmentation of the number of children on the books, which amounted, early in 1816, to 2,136, projected the formation of a school for teachers, as necessary to the extension of his plan, and the perpetuation of the means of instruction. A few youths were accordingly taken on probation, their education, food and clothes being furnished to them free of expense. After performing for a time the duties of monitors at the Central school, and receiving more especial instructions from Mr. May, they were sent to the village schools to learn accurately the plan observed there, and thus they became qualified to discharge the duties of instructors themselves. So popular was the latter institution, that a blind man performed a journey of three days on foot for the purpose of securing a place in it for his nephew.

“Nor did the higher class of natives in the vicinity withhold their confidence from the general scheme of education. The Rajah of Burdwan, and two other individuals of consideration, each established a school, the former of whom subsequently transferred his school to English superintendence. From the earliest stage, one-third of the children in attendance at the schools were Brahmans. At first a Brahman boy would not sit down on the same mat with one of another caste. The teachers also made the same objection, which has of late been voluntarily relinquished.

“In August 1818 Mr. May’s course of usefulness was arrested by death; but this excellent man was not removed from the scene of his labours until he had witnessed how complete was their present beneficial operation, to which satisfaction he might have added, had his modest and unassuming nature admitted of it, the anticipation that future generations would be indebted to his care for their redemption from ignorance and degradation. At the time of his decease, the existence of thirty-six schools, attended by above 3,000 natives, both Hindus and Mohammedans, attested his zeal, his prudence, and benevolent perseverance. Mr. May was succeeded in the charge of the Government Schools by Mr. Pearson, who, assisted by Mr. Harley, followed his footsteps with equal ability and judgment. The endeavours of these gentlemen were, at first, chiefly directed to the introduction of further improvements in the native education, the plan of instruction approaching, as nearly as possible, to that adopted in the National Society’s Schools in England, with the modifications suggested by local circumstances, and some ingenious and expedient additions made by the new managers.”