being kept up by Government. It is not our intention to trace their history, or to discuss the many interesting questions connected with them. Nor do we mean in any way to depreciate them. But at present we wish to watch the progress of opinion and action regarding Vernacular literature and indigenous schools.

Up to the year 1843, village schools had never been thought of, nor had any information been either sought for or obtained regarding indigenous education. But no sooner had the transfer of superintendence from Calcutta to Agra been notified, than the then Lieutenant Governor (the Honorable G. Clerk) placed his sentiments on record, in a letter addressed to the Supreme Government, on the 8th August, 1843. Ever since that time, the stream of opinion appears to have flowed in the same direction. We regret that we have not room to insert the whole of this powerful letter; but we must be content with drawing attention to a few paragraphs of special interest.* "It cannot be concealed from any one, who has been in the habit of familiar intercourse with the native gentry of these Provinces, that the colleges and schools established by Government have neither their countenance nor their support; that to these institutions they neither send their sons for education, nor do they themselves take the slightest interest in their existence; yet do they seek through other means to give their children the best education they can afford. In proof of the foregoing position, the Lieutenant Governor would only advert to the frequent instances, which have occurred, of the necessity to close and give up Government schools in these Provinces.-In like manner, the Govern⚫ ment school at Ajmir was closed last year, not because there was no desire for education amongst the community, but because they would not resort to a school which was not in union with their feelings. The sentiments of Colonel Sutherland upon this subject are strongly corroborative of His Honor's opinion. That experienced officer was anxious that the Government means should, if possible, co-operate with the existing establishments, so that the interests of the community should be retained, and their feelings carried along with the Government undertaking. The Lieutenant Governor cannot but think that, by such a course only, can real advancement be made in any scheme of general and useful education.-Every town in the Provinces has its little schools; in every Pergunnah are two or more schools; even in many villages is the rude school-master to be found. Yet from not one of them are children sent to

* Vide Appendix C. to General Report for 1843-44.

a Government school.-That education may be advanced; that the people do desire to learn; and that there is no backwardness in any class, or in any sect, to acquire learning, or to have their children taught, His Honor from a long personal intercourse with all classes is convinced. It only needs that our endeavours should be properly directed; that existing native schools should not be cast aside as useless, and the whole population, as it were, arrayed against us, because we will not bend to adopt an improvement on existing means." Among the general observations at the close of the year are to be found some remarks in the same strain:-" It must not be forgotten, how much less encouragement there exists here for the study of English than in the Lower Provinces, or in the presidencies of Madras and Bombay. There are here few English residents. Except the functionaries of Government, there is no wealthy body of European merchants, transacting their business in the English language, and according to English method. There is no Supreme Court, where justice is administered in English; no English Bar, or attornies; no English sea-borne commerce, with its shipping and English sailors, and constant influx of foreign articles and commodities. Even in the public service, the posts are few, in which a knowledge of English is necessary for the discharge of their functions. In addition to the above obstacles, and perhaps in some measure springing out of them, is another, of which the effects are universally felt in this part of the country. The boys, who attend our institutions, and especially our provincial schools, are seldom the children of men of independent property: hence they are called away from school to earn their livelihood before they have time to master a study, so strange to them, as that of the English language. This state of things tends to show, that, if we wish to produce any perceptible impression on the general mind of the people, we must attempt it through the medium of the Vernacular language, and not through that of any foreign tongue.-The present subject of Vernacular education is connected with that of the indigenous village schools. Much simple, yet useful knowledge might be conveyed through their means, for instance, all the details of our Revenue system. The increased certainty and minuteness, with which legal rights of all classes are now sifted and adjudicated in Courts, make it worth every man's while, not only to be able to check an account, but also to obtain a good practical knowledge of our system and regulations.-Another department of science, which is daily rising in practical value and importance, is that of civil engineering. The roads and canals, which

are now in progress, will give ample employment for such youths as may distinguish themselves in this line. It may also be expected, that the minds of many landholders will be turned to the improvement of their estates. The young civil engineer may assist them in this object by showing the cheapest and most effectual mode of forming wells, raising water, or draining swamps." In these latter sentences, we presume, lay the germ of the Rúrki College. At the outset, then, it is clear that a new principle was enunciated-namely, that Vernacular literature and indigenous schools should be encouraged. As the first step in carrying out this principle, the Government charged itself with the duty of superintending the preparation of schoolbooks in Urdu and Hindi. In Urdu literature, the lead was taken by Mr. Boutros, Principal of the Delhi College. And lists of Hindi works were furnished by Mr. Moore of Agra. Investigations into the actual state of indigenous education were commenced by the appointment of Mr. Tucker of the civil service to examine and report upon all schools in the Allahabad and Benares divisions. Amongst the subjects, touched upon in that gentleman's report, are the want of good Vernacular classbooks, and of Vernacular literature generally, the want of Vernacular branch schools, and the improvement of the indigenous village schools. Some paragraphs are also cited from a letter of the Court of Directors, regarding Mr. Adam's report for the Lower Provinces. The Court say," Mr. Adam expresses hist opinion that existing native institutions are the fittest means to be employed for raising and improving the character of the people; that to employ those schools for such a purpose is the simplest, safest, most popular, economical, and effectual plan for giving that stimulus to the native mind, which it needs on the subject of education, and for eliciting the exertions of the natives themselves for their own improvement, without which all other means must be unavailing." Thus, from the proceedings of the first year ending April 1844, it was evident that an intention existed, in the highest quarter, of taking up and prosecuting vigorously the hitherto neglected subject of indigenous education.

During the next year, 1844-45, a positive step was taken by the appointment, first of Mr. Lodge, and then of Mr. Fink, to investigate and report upon village-schools in the district of Agra. This latter gentleman's report was submitted to Government shortly after the close of the official year. Its statistical results have been already exhibited, and the various principles detailed in it will be presently noticed, together with the reports of the other districts. Progress was made in the formation of Vernacular libraries for the distribution of elemen

tary works among the village schools. Rewards for the proficiency of their pupils were offered to the school-masters. Lists of the works proposed for study were also published. It was further notified that extensive enquiries of the same kind had been set on foot, in various parts of the country, with a view to local improvement in education; and it was further declared that the basis of the whole plan was an attempt to supply the wants of the people as landholders and agriculturists.

Statements regarding the village schools were received, during the next year, 1845-46, from eight districts, viz., Hissar, Futtehpur, Ajmir, Allygurh, Gorgaon, Bulundshuhur, Furruckabad, and Seharunpur. These reports were principally furnished by the several Collectors and their subordinates. Abstracts of the several reports, drawn up by Mr. Fink, were published; and a further report on the Agra district was submitted by Mr. Fink. In August 1845, was issued an important circular to all Collectors and Magistrates. The opening paragraph ran thus:-"The Lieutenant Governor is desirous to draw your attention to the subject of Vernacular education in the district entrusted to your charge." The circular then sets forth the strong inducements, which the agricultural classes naturally have for the acquisition of elementary knowledge. Then came the following injunctions:-" You will perceive that it is your duty, with reference to the great interests immediately entrusted to your care, to do all in your power to promote the education of the people. The means for this purpose are at hand in the indigenous schools, which are scattered over the face of the country.-In this, as in all other operations, it is important to carry the people with you, and to aid their efforts, rather than remove from them all stimulus to exertion, by making all the effort yourself.It is not unreasonable to expect that, before long, the village school-master will be as recognized a servant of the community, as any other of the servants, whose remuneration is now borne amongst the village charges. These schoolmasters may be encouraged by kindly notice, and by occasional rewards to the most deserving of themselves and of their scholars. They may be aided by the distribution of printed and lithographed books." It is then stated that a series of village school-books was in the course of preparation, and would shortly be circulated: and the whole concludes with directions for the collection and arrangement of statistical information. To the circular was appended a set of instructions to Tuhsildars, and other subordinate Revenue Officers, regarding the method in which encouragement was to be given to the schools, and the form in which information regarding them was to be pre

sented. Thus we see that during this third year after the transfer of superintendence, and second year of active operations, much progress was made in the preparation of statistics, teeming with practical facts and experimental suggestions, and in the revenue machinery put in motion for the purpose of procuring information concerning the present, and of offering encouragement for the future.

In the course of the year 1846-47, educational returns were received from the Collectors, or other local officers, of seven districts, viz., Paniput, Delhi, Cawnpore, Etawah, Moradabad, Juanpur, Azimgurh. Abstracts prepared by Mr. Fink as before were published. Progress in the Agra district was also reported by Mr. Fink. Superior qualifications had been exhibited by some of the native masters; some of the most useful school books had been circulated; and 257 Rupees had been distributed as rewards to the teachers.

The year 1847-48 was unfortunately marked by the demise of Mr. Fink, the inspector of indigenous schools. In him this department lost one of its most useful and zealous officers. Statistical returns were received from twenty-seven districts, that is from the remainder of the provinces. By this time. great progress had been made in the science of general statistics, which has resulted in the publication of a most useful manual under that title. The census of the population in each district had been tested and amended. Popular prejudices, and the blind fear at first entertained by natives for all investigations, had already been in a great measure removed. Consequently the educational enquiries, prosecuted during this year, received more countenance and co-operation from the people, and were therefore completed with greater accuracy, and the comparison of these returns with the general population returns was more perfect and trustworthy than heretofore. It is stated in the General Report, that the columns in the tabular statements for this year might be looked upon as the nearest approximation to the truth in these respects, which had yet been arrived at in this part of India. The measures, already adopted in the district of Agra to promote and extend the formation of village schools, were introduced into the districts of Muttra, Bareilly, and Benares. It was added that the means at the disposal of the Lieutenant Governor were wholly inadequate to the accomplishment of so great a work; that the Honorable Court of Directors had expressed their readiness to encourage the undertaking; and that a scheme had been submitted for their consideration, which contemplated the gradual accomplishment of this great object."

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