Page:Report on indigenous education and vernacular schools in Agra, Aligarh, &c.djvu/133

Rh English School Books, in which no attempt has been made to adapt the story, &c., to the feelings or comprehension of those for whom they are designed. This defect is apparent in the “Alopayogi Nitigranth” or Marahti translation of Moral Class Book, in which we read of Meri Kãril, Gharib Richard, Jãk Simpkin, Tobi Kãka (uncle Toby!) Amilaya Baphord, and Hīlen Vãkar! To the English school boy the name Helen Walker would be a very certificate of genuineness and truth, but Buldeo and Ghanshyam would regard her as a myth.

The substance and moral of the tale might be retained, but “Doorga” and “Mohun” should take the place of “Thomas” and “George,” and the scene of action be laid not in Edinburgh, or in Turin, but in Banãras or in Dehli. A remuneration of Rs. 200, (I believe), has been awarded by competent judges for the translation, which fact guarantees the merit of the work, but the practice, so prevalent, of resting satisfied with mere translation cannot be too strongly deprecated.

301.—Ditto.—Fourthly “Begin at home.”

In none of our Tahsīlī schools is Geography yet read, nor has any work on this subject been yet compiled in this Office. But in lieu of teaching the names of countries, and the several distinctions between bay and gulf, cape and isthmus, &c., we have placed in the young scholar’s hands a map of his own district. The boy who lives at Agra, knows that is about twelve “kos” to the west of Agra. He will see it thus laid down in the map. He will trace with some degree of interest the course of the Jumna, which flows past his very door, may be. He will learn the uses of the map, and will connect the fact as it exists, with the fact as therein recorded. He will learn to form accurate ideas regarding distance.