Page:Adam's reports on vernacular education in Bengal and Behar, submitted to Government in 1835, 1836 and 1838.djvu/44

30 “To make this test effective, there should be periodical examinations held in various Districts, conducted by the Vernacular Department, and presided over by the Commissioner of the Zillah, to attach weight to it. Certificates should be bestowed on those who pass the examination, and after a given period no man should be eligible for any office under Government unprovided with this certificate. I believe these examinations conducted publicly would give a considerable impetus to adult education.

“8. On the other hand, the Bengal Director of Public Instruction has ample scope for his energies in the Administration and Correspondence Department relating to English education, comprising—

“(a.) The Calcutta University increasing every year in importance. “(b.) The Zillah Colleges of Bengal. “(c.) The Zillah Schools. “(d.) The Anglo-Vernacular Schools. “(e.) The Grant-in-aid system as applied to numerous Anglo-Vernacular Schools, Missionary and Native. “(f.) He has practically to decide the questions that are referred to him from the Inspectors and the various Departments. “(g.) He corresponds directly with Government. “(h.) He selects suitable persons for the Colleges and Head Schools, which requires considerable care and investigation on his part.

“9. The numerous details that arise out of the above subjects must give a Director, however earnest and diligent, little leisure to give due consideration to the numerous, difficult, and important questions connected with Vernacular education.

“For, carrying out the proposed extension of Vernacular education, a grant of two lacs of rupees is required from Imperial Funds as the first instalment. I have stated in my previous letter why the Bengal peasant has special claims on the Imperial Government: it was that Government which, in ignorance and with good intentions, handed him over in 1793 to the zemindary system, which has reduced him to a serf, a proletaire, and has made him the victim of a class of men who, with a few exceptions, are practically opposed to his social elevation, as well as to his education. After a quarter of a century’s residence in Bengal, I have known but rare cases where either zemindars or educated Natives would do anything to raise the Bengal ryot to the status of a ‘man and a brother,’ the Supreme Government, therefore as the gurib purwar (the protector of the poor and helpless) ought not to forego its functions in this case. The peasant has been starved in body; is he to remain starved in soul also?

“10. To meet the further expenses that must be incurred in developing this scheme, besides grants from the Imperial Revenue, there may be available from local sources the following:—

“(a.) An Educational Cess. This has succeeded only in Bombay and the North- West Provinces, but Bengal is under the blight of the Zemindaree settlement. Zemindars, in common with the majority of educated Natives, are too indifferent to the people to concur in taxing themselves for the benefit of the million; while the people themselves complain so bitterly of the Chowkeedaree Tax, and the extortion it leads to, that they dread extremely any new taxation; besides, they see as little advantage in being taxed for Schools as the criminal classes would to volunteer paying a direct tax for Policemen and Jails.

“(b.) Raising the fees of the pupils that attend Anglo-Vernacular Schools and Colleges, and diminishing the grants. So as to gradually diminish the grant for English education, this would yield a considerable amount available for the people at large, who have not the rich prizes in situations and offices that are open to the alumni of English Schools. The remarkable success of the Calcutta University illustrates the money-value to Natives of an English education which has the prizes, while Vernacular Education under the existing system has but blanks. When English education was commenced in 1835, in Bengal, one object held