are honestly interested. Such is the reflection which should accompany our inquiries into another branch of policy relating to British India; namely, the steps taken by the Company's government to improve the intellectual condition of their subjects, to enlighten their moral darkness, to dissipate their prejudices, to undermine the monstrous pile of error founded by design, and loaded with the venerable dust of ages.

This part of their duty towards their Hindu subjects, the Company are charged with shamefully neglecting. It has been asserted, with that remarkable proneness to misrepresentation which distinguishes some of the writers on East-India subjects, that this duty was imposed upon the Company, by reason of their previous inattention, in the Act authorizing the last charter, which directed the sum of one lac of rupees to be annually applied to the education of the natives of India. The misrepresentation in this case is of a complex character: it leads the public to believe that the enactment was compulsory, and that it consequently implied a previous neglect on the part of the Company's government; and it is calculated to conceal from the public the fact that this enactment was merely introduced to empower the Company so to apply the surplus of their territorial revenue. We subjoin the words of the Act itself:

And be it further enacted, that it shall be lawful for the Governor-General in Council to direct, that, out of any surplus which may remain of the rents, revenues, and profits arising from the said territorial acquisitions, after defraying the expenses of the military, civil, and commercial establishments, and paying the interest of the debt, in manner hereinafter provided, a sum of not less than one lac of rupees in each year shall be set apart and applied to the revival and improvement of literature and the encouragement of the learned natives of India, and for the introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories in India. Stat. 53 Geo. III, c. 155, § 43.

We propose in the present number to show how unjustly a charge of indifference to the moral and intellectual concerns of the Hindus is alleged against the Company; and we are enabled to do this effectually by means of the very interesting and valuable work of Mr. Charles Lushington, which has lately reached England, entitled "The History, Design, and Present State of the Religious, Benevolent, and Charitable Institutions founded by the British in Calcutta and its Vicinity." But first we would beg leave to quote the following passage from the pen of M. Sismondi, a writer who has unfortunately been deceived into a strange misconception of facts respecting British India, but who, when reasoning upon abstract principles, is less to be distrusted:

The English (says he) are really, in respect to their subjects, the Hindus, in the relation in which the absolute governments of Europe pretend to be in respect to their subjects, when they arrogate to themselves the right of judging what is or is not suitable to man; when they speak of the people as if they themselves, instead of being a part of the people, were angels. The English are really of a superior race compared with the Hindus; they know better than the inferior race itself what is suitable to it; they may aspire to be the tutors, the instructors of their subjects; whilst our rulers, taken from amongst ourselves, ought to be content to be our representatives. Nevertheless, the English feel that the sovereign power with which they are invested, does not, and ought not, to extend so far as to control the religious opinions of their subjects. They have respected they have protected the national religions; this was their duty as governors, and they have fulfilled it. This duty, however (the writer proceeds justly to observe), is not contrary to their obligation, as men and Christians, of revealing the light to their subjects; of raising them, gently, to a purer religion; of preserving them by public

authority

authority from acts contrary to morality and to the progress of civilization, which the civil law has always the right to repress.*

Mr. Lushington, in his preface, adverts to "the practical refutation, afforded by his work, of the charge of indifference to the interests of the natives, which," he observes, "has oftener than on one memorable occasion, been so precipitately and unjustly urged against the British name in India;" though he laments, as we have often done, the unnatural apathy evinced in England generally with regard to Indian affairs, which renders hopeless every attempt to excite an interest upon this subject.

Mr. Lushington has classed the various institutions under three heads: religious, benevolent, and charitable. We shall adopt what we think a better mode of division (for the distinction between benevolent and charitable institutions is not very apparent, and the latter term may even be extended to religious institutions); we shall distribute them into two kinds: 1st, such as are exclusively supported by the Government; and 2d, such as have originated in private benevolence, though patronized and partly supported by Government. The first institution we shall notice is the Government Sanscrit College, established in 1821. This was not the earliest instance of such an institution. The Madrissa, or Mohammedan College, had been founded in 1780, and the Hindu College at Benares in 1794. In 1811 the Government had contemplated the foundation of two new Hindu colleges in the districts of Nuddeah and Tirhoot, with the annual provision of 25,000 rupees. But, upon mature inquiry, it was found that provincial seminaries of this description would not ensure the advantages contemplated in their establishment; and that the formation of a collegiate institution in Calcutta was of far more importance in every point of view. Government accordingly allotted about 1,20,000 rupees for the purchase of ground and cost of buildings, and assigned the annual allowance of 30,000 rupees for the support of the college, under the superintendence of a committee. The course of study in the Sanscrit College is comprehended in the following classes: three grammar; one general literature; one rhetoric and prosody; one law; one logic. Provision is likewise made for the attendance of the native pupils of the highest class on a course of lectures on natural and experimental philosophy, and for the cultivation of this branch of study by those who possess inclination and talents. The course comprehends mechanics, hydrostatics, pneumatics, optics, electricity, astronomy, and chemistry. A proficiency in the English language is properly made an indispensable qualification for admission to the highest class.

Conformably to the ancient practice of the Hindus, a portion of the College funds is assigned to defray stipends to one hundred students, who are either strangers or indigent. In order to diffuse throughout the widest circle the advantages of native education, the students are not only not confined to Calcutta and its vicinity, but it is a rule of the College that not more than onethird of the whole number of students on the foundation shall be fixed resi dents of Calcutta ; the remainder are to be the sons of individuals inhabiting the provinces subject to the presidency.

Although the principal object of Government in founding this college was the cultivation of the Sanscrit language and Brahminical literature—a literature held in pious veneration by their subjects, deeply interwoven with their domestic habits and their religion, and comprizing the only records of their history-yet, by the encouragement given to the attainment of the English language

Revue Encyclopédique, Dec. 1824, p. 642.

language and the sciences of Europe, a connexion is established between Hindu and European learning:

The union being thus effected in one case, says Mr. L., it may hereafter be comparatively easy to carry the combination into other departments, and the improved cultivation of science and literature may be thus successfully and extensively produced. Although, therefore, it may be the immediate object of the institution to cherish Hindu literature, yet, it is not unreasonable to hope that such pursuits, fostered by European encouragement, may awaken curiosity to more enlightened studies, and tend, by the gradual diffusion of European information, to the promotion of useful learning and sound morals.

The Madrissa, or Mohammedan College for the study of the Arabic and Persian languages and Mohammedan law, was founded in 1780 (as before stated) by Mr. Hastings, at whose recommendation the Government assigned lands of the estimated value of 29,000 rupees per annum for its support. This allowance has been since increased to 30,000 rupees; and very great and salutary reforms have been recently introduced into this institution, which, from certain defects in the system of tuition and discipline, and the want of diligence and zeal amongst the native heads of the college, had fallen into disrepute. The college is now rising into vigour, reputation, and usefulness; a new structure is erecting for it in a more convenient spot, and the sum of 1,40,537 rupees has been appropriated for this object. Government, in order to give further encouragement to Mohammedan education, is about to found a school for the tuition of Musulman youth of an earlier age than that at which they are eligible for the Madrissa, and for their instruction, on improved principles, in Arabic and Persian literature. A stipend is allowed for the maintenance of the students in the college, according to the class to which they belong. There are eighty-five students on the foundation, beside outstudents, the number of whom is unlimited.

The course of education at the Madrissa comprizes the Arabic language, including general literature, law, philosophy of law, traditions of Mahommed, rhetoric, logic, geometry, arithmetic, astronomy, according to the British system, to which may be added the regulations of the British Government in the Persian language. An English class has recently been established; and in order to promote this branch of study, an allowance is assigned to twentyfive students who may be desirous of acquiring the English language, and a learned native is entertained on the establishment, who is employed in translating English works of science into Persian and Arabic.

In addition to these two noble institutions in the metropolis of British India, the Government, in July 1823, adopted a measure calculated to give a powerful impulse as well as a judicious direction to the ardour felt by all ranks of their servants in promoting education amongst the Hindus. This was the formation of a Committee of Public Instruction, of which Mr. Harington, whose benevolent efforts in the cause of native education is well known, was appointed president. The other members have been selected from the most enlightened servants of the Company, and those best acquainted with the native languages, manners, and habits.

After ascertaining the state of public education under this presidency, the attention of the committee will be engaged in considering, and, from time to time, submitting to Government the suggestion of such measures as it may appear expedient to adopt, with a view to the better education of the people, to the introduction of useful knowledge, including the sciences and arts of Europe, and to the improvement of their moral character. The committee are authorized to exercise, through sub-committees or

individual

- individual members, as may seem most expedient, the superintendence of all the Government seminaries, the official correspondence of which, with Government, is to be conducted through them.

Though the committee cannot, of course, exert any authority over private schools, they are at liberty to communicate with, and encourage all persons, native and European, who may be engaged in the management of such institutions, and to afford their assistance in providing for the safe custody and improvement of any funds which may be directed to the object of education by individuals.

By a reference to the speech of Lord Amherst, at the visitation of the College of Fort William,* it will be seen that the committee are making the greatest possble exertions "towards the great object of diffusing gradually, but steadily, an improved system of education throughout British India." They assist at the annual examinations at the Madrissa and the Sanscrit College; they are employed in printing correct copies of works for the use of the other native colleges; and they have established a connexion with the conductors of the Vidyalaya, or Anglo-Indian College (established by respectable members of the native community of Calcutta, chiefly for the instruction of Hindu youths in the English language) for the promotion and extension of the plans of that establishment, having taken measures to provide a library at the expense of the Government.

We shall abstain from particularizing the charitable institutions supported by the Government in Calcutta, and proceed to consider the encouragement afforded to education in the interior.

The most important of the Government seminaries in the Bengal provinces, are the Colleges of Benares and Agra. The former was founded, as before stated, in the year 1794. At the recommendation of Mr. Duncan, the Government assigned the annual sum of 20,000 rupees for the endowment of the college, for the cultivation of Hindu literature. The objects of the institution were long frustrated by the dishonesty and incapacity of the native heads of the college; until, by the able efforts of Mr. Wilson and the late Capt. Fell, co-operating with the exertions of a committee of the Company's civil servants on the spot, a spirit of zeal was infused into the preceptors, and of emulation into the students. The system of instruction at this seminary was the model upon which the Sanscrit College at Calcutta was formed.

In 1823, the Government resolved to appropriate the proceeds of certain lands in the Agra and Aligurh districts, to the formation of a collegiate establishment in the city of Agra. The interest on the funds accumulated from those sources is estimated at about 15,000 rupees per annum. This institution, unlike the Sanscrit and Mohammedan colleges, which are more or less confined to particular classes, will be open to all the native population, and will direct its instruction to the general purposes and business of life. Stipends will be allowed to the scholars, as in the two Calcutta colleges. Board and lodging will not be provided for the students; no difficulty will, therefore, attend their association for the purpose of study (through contrariety of habits) within the same walls during the day.

Since the publication of Mr. Lushington's work, this college has been established, and is in full operation. Its students are seventy-three in number, all stipendiary; and the candidates for admission are numerous.

The Government schools at Chinsurah deserve the next notice, not more from the extent of their utility than from their interesting history. In the year 1814, Mr. May, a dissenting minister at Chinsurah, with a very slender income,

* See our last number, p. 220.

income, opened a school in his house for instructing the native boys, gratuitously, in reading, writing, and arithmetic, on the system of Dr. Bell. On the first day sixteen boys attended. By dint of exertion, and with the countenance and aid of Government, in less than a year, he had established sixteen schools, to which 951 pupils resorted. Mr. May met with some slight impediments from the jealousy of the natives, fomented by the artifices of the old teachers. The former he conciliated by his prudent measures; and the latter he took into his service. In 1816, the number of pupils amounted to 2,136; Mr. May then projected the formation of a school for teachers, as necessary to the extension of his plan, which succeeded. After a time, the prejudices of the natives wore away; the higher classes gave the plan encouragement; and the pupils, after a time, became so lax in their religious scruples, that whereas the Brahmin boys and teachers would not at first sit down on the same mat with those of another caste, both have now voluntarily relinquished this scruple.

The first pecuniary aid contributed to these schools by Government was a monthly allowance of 600 rupees; it expressly enjoined, at the same time, the most scrupulous adherence to the condition of not interfering with the religious opinions of the natives. Finding that the latter were disposed to receive instruction, and that these schools were judiciously managed, Government enlarged its allowance to 800 rupees per mensem.

Mr. May died in August 1818; previous to his death he had the satisfaction of seeing his zealous, yet prudent plans, rewarded by the extension of his schools to the number of thirty-six, attended by above 3,000 Hindus and Mohammedans. Subsequently the schools have been further augmented, as well as improved by being assimilated, as far as expedient, to the English national schools. It appears, from Mr. Lushington's statement, that parents of the lower class are accustomed to remove their children as soon as they have acquired sufficient instruction for the ordinary purposes of life; and that the higher order of scholars are also prematurely removed to acquire a knowledge of the English language; but, he adds, "notwithstanding these deductions, it may be safely asserted, that the foundation of more extensive and higher knowledge is securely laid in the establishment of these schools, and that an abundant harvest of intelligence, knowledge, and morality, will ultimately arise from the seed thus judiciously and benevolently sown." The following remark of Mr. Lushington is important :

The obstacle experienced by Mr. May, in the outset, from an apprehension of an authoritative religious interference, and the great increase in his schools when that apprehension was removed, present a striking proof of the indispensable necessity, which cannot be too often and too strongly inculcated, of divesting all plans for the extension of education among the natives of this country, of any thing calculated to excite the remotest suspicion of such a design. This truth seems to be deeply impressed on the mind of the Government, and almost all persons in authority under them, and it is earnestly to be hoped, that the sentiment is as general as it is undeniably founded on sense and experience.

The Government school at Benares was originally established by two liberal natives of that city, who assigned 200 rupees per month towards its support. This was insufficient: and accordingly Government took upon itself to defray the deficiency, amounting to 252 rupees per month. Besides the common spelling-books employed in learning the English language (which contain passages at variance with polytheism), the New Testament is, in conformity to the will of the founder, used by the first class; and all the Hindu boys who

learn