Page:Adam's reports on vernacular education in Bengal and Behar, submitted to Government in 1835, 1836 and 1838.djvu/47

Rh “The University of Calcutta is, for various reasons, unsuited to the wants of this province:—

“Firstly.—Its distance is too great and the area over which its affiliated institutions extend too vast and varied to admit of its exercising the influence which would be exercised by a University located at Lahore.

“Secondly.—Were the Calcutta University more accessible than it is, it would still, in the opinonopinion [sic] of the European and Native promoters of the present movement, be unsuited to the requirements of the Punjab, insisting, as it does, on a considerable knowledge of English as a sine quâ non for matriculation and the obtaining of degrees, and affording by its course of study little encouragement to the cultivation of the Oriental classics, and one to the formation of a modern vernacular literature.

“The objects of the Universities of Lahore and Calcutta are different, but not antagonistic; each may carry out successfully its proper speciality, and each may afford the other valuable assistance.

“The University, as an examining body, will hold examinations for conferring degrees and ‘sanads’. for proficiency in 1, languages; 2, literature; 3, Science.

“It will also give rewards for good original works in the Vernacular, or good editions of Standard Oriental works, or for translation from European works.

“In the examinations and the tuition of the University ‘the comparative method’ will be aimed at, in order to form a link between the languages, literature and science of the East and the West.

“Urdu and Hindi will be the principal vehicles for direct instruction to the masses of people.

“Arabic with Mahommedans and Sanskrit with Hindoos will hold the place which the classical languages of Greece and Rome hold towards ourselves.

“English will give the opportunity for comparing their own language, literature and science with our own, and its tuition will thus be rendered a really invigorating exercise for already prepared minds, not a mere word teaching.

"It is felt so strongly that it would be fatal to the success of the University were its teaching, which is intended to be on the European system, to degenerate into the old Oriental method, that all Examination Committees will contain in their number some Europeans of learning and influence, who will thus give a guarantee for the liberality and progressive tendencies of the Institution."

Oriental institutions ought to be powerful engines, when properly worked, for influencing the moulvie’s mind quite in accordance with the despatch of 1854, which states—

"“We do not wish to diminish the opportunities which are now afforded in special institutions for the study of Sanskrit, Arabic, and Persian literature, or for the cultivation of those languages which may be called the classical languages of India. An acquaintance with the works contained in them is valuable for historical and antiquarian purposes, and a knowledge of the languages themselves is required in the study of Hindoo and Mahommedan Law, and is also of great importance for the critical cultivation and improvement of the Vernacular languages of India.”"

The Anglo-Persian classes in the Calcutta and Hugly Madrissas have been successful of late years. Mr. Howell, in his Note, mentions a striking case recorded by the Inspector of Behar regarding Mahommedans:—

“Proportion of Mahommedan Students in Vernacular Schools.—On the singular preponderance of Mahommedans over Hindoos in the Bhaugulpore