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I stand here, is far less bounded. The Government of India have in view a purpose more worthy the rulers of a mighty empire: they seek, and it is my joy and pride to be allowed to act under their orders in that good work, to raise the moral and intellectual character of the people of India. From the time when these questions first came to be discussed, they have clearly explained their designs and wishes in a series of consistent enlightened despatches. I have not here the means of referring to all that has been written on this important subject; but I find some extracts, quoted in one of our reports, from which I will read to you a few passages, which will clearly show that my view of the matter is in strict conformity with theirs, in all that I have said to you to-day. In a despatch sent to the Government of Madras so far back as the year 1830, I find these words:

"By the measures originally contemplated by your Government no provision was made for the instruction of any portion of the natives in the higher branches of knowledge. A further extension of the elementary education which already existed, and an improvement of its quality by the multiplication and diffusion of useful books in the native languages, was all that was then aimed at. It was indeed proposed to establish at the Presidency a central school for the education of teachers; but the teachers were to be instructed only in those elementary acquirments which they were afterwards to teach in the Tuhsildaree and Collectorate schools. The improvements in education, however, which most effectually contribute to elevate the moral and intellectual condition of a people, are those which concern the education of the higher classes of the persons possessing leisure and natural influence over the minds of their countrymen. By raising the standard of instruction among these classes, you would eventually produce a much greater and more beneficial change in the ideas and feelings of the community, than you can hope to produce by acting directly on the more numerous You are, moreover, acquainted with our anxious desire to have at our disposal a body of natives, qualified by their habits and acquirements to take a larger share, and occupy higher situations in the civil administration of their country, than has hitherto been the practice under our Indian Governments. The measures for native education, which have as yet been adopted or planned at your Presidency, have had no tendency to produce such persons. Measures have been adopted by the Supreme Government for placing within the reach of the higher classes of natives under the Presidency of Bengal instruction in the

class.

English language, and in European literature and science. These measures have been attended with a degree of success which, considering the short time during which they have been in operation, is in the highest degree satisfactory, and justifies the most sanguine hopes with respect to the practicability of spreading useful knowledge among the natives of India, and diffusing among them the ideas and sentiments prevalent in civilized Europe.'

"In a despatch of the same date, addressed to the Government of Bengal, the same view which I have taken of the services to be performed by the English and vernacular languages in the common cause,

is thus enforced :

"While we attach much more importance than is attached by the two Committees (of Calcutta and Delhi) to the amount of useful instruction which can be communicated to the natives through their own languages, we fully concur with them, in thinking it highly advisable to enable and encourage a large number of the natives to acquire a thorough knowledge of English; being convinced that the higher tone and better spirit of European literature can produce their full effect only on those who become familiar with them in the original languages. While we thus approve and sanction the measures which you propose, for diffusing a knowledge of the English language, and the study of European science through its medium, we must at the same time put you on your guard against a disposition, of which we perceive some traces in the General Committee, and still more in the Local Committee, of Delhi, to underrate the importance of what may be done to spread useful knowledge among the natives, through the medium of books and oral instruction in their own languages. That more complete education, which is to commence by a thorough study of the English language, can be placed within the reach of a very small proportion of the natives of India: but intelligent natives who have been thus educated may, as teachers in colleges and schools, or as the writers or translators of useful books, contribute in an eminent degree to the more general extension among their countrymen of a portion of the acquirements which they have themselves gained, and may communicate in some degree to the native literature, and to the minds of the native community, that improved spirit which, it is to be hoped, they will themselves have imbibed, from the influence of European ideas and sentiments. You should cause it to be generally known that every qualified native, who will zealously devote himself to this task, will be held in high honour

by you that every assistance and encouragement, pecuniary or other wise, which the case may require, will be liberally afforded; and that no service, which it is in the power of a native to render to the British Government, will be more highly acceptable.'

"Again, in 1841, in a despatch to the Supreme Government of India.

We cordially subscribe to one of the principal declarations of the resolution of 7th March 1835, that' it should be the great object of the British Government to promote European science and literature among the natives of India,' and have no hesitation in sanctioning it, as a general principle for the conduct of our Indian Governments. Lord Auckland's suggestion to connect the provincial schools with a central college, so that the ablest scholars of the former may be transferred to the latter for the purpose of securing superior instructions, seems very judicious. We also entirely concur in His Lordship's proposal to render the highest instruction efficient in a certain number of central colleges, in preference to extending the means of inferior instruction, by adding to the number of ordinary zillah schools.'

"These extracts sufficiently show the enlarged and beneficent spirit in which the designs of the Government of India in this matter have been conceived; and this is a work in which any man may be proud to co-operate. But I at least would not have given a tithe of the time or pains I have bestowed on the subject of native education, since I came into this country, had I conceived that I was merely required to assist in training up a few clerks and writers in Government offices. True it is that, with our numerous students, among whom are seen by the side of the titled and wealthy, many from the middling and poorer classes of native society, such places are to many objects of desire; true it is that notwithstanding such assurances as I have read, notwithstanding the more recent and distinct pledge promulgated by the Government of India that, in the disposal of official patronage, a decided preference shall be shown to those who distinguish themselves in the annual examinations, and by which every officer responsible to that Government ought to feel himself as strongly bound, as if it had issued from his own lips, it is by many slightly regarded. But these are temporary matters of secondary importance. The great work we have in hand is steadily going on. The education imparted in our Colleges is gradually raising up in Bengal a new generation of independent minds and vigorous thinkers, whom the lapse of time is slowly but surely advancing to positions of increased influence and power. They are able to

understand, they are able to feel the moral and social changes which are needed for the improvement and happiness of their country: and the time cannot be far distant when they will not content themselves, as for the most part they now do, with merely giving outward form and utterance to the expression of their inward thought, but will dare to act undauntedly and consistently, up to the full strength of their secret convictions.

"This is the great moral revolution which is preparing for Bengal, or rather which is already begun : this is the part which the students of our Colleges are destined to play in it, and it is for this reason that I look with so much interest on their progress and prosperity.

"There is one part of Sir Erskine Perry's speech, to which I desire particularly to direct your attention.

"You are aware that natives educated in this Institution have evinced for years past not only such moral conduct in private life as has excited the admiration of every body, but also as high moral actions, as good citizens, as the youth of any country could display; for we see them, by their own exertions, unaided by the influence of rank or station, or patronage, spend their time in the erection of Institutions for the benefit of their fellow countrymen, their Vernacular Schools, their Literary Society, and their Vernacular publications: and these are owing to that moral training which they have had under the Professors from whom they have derived the varied attainments they possess. If then another argument was wanted in support of the demonstration I alluded to, we have a powerful one in the existence of these Institutions.-Having now discharged myself of the observations which I wished to make on this occasion, I hardly think that anything more need be said, except to encourage the young men before me in the course they are treading with so much distinction to themselves.'

"And again

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I need not now address you in terms of praise of the young men whom I see before me. It is not necessary: for you do not require any such stimulus to goad you on to distinction. There are two young men, however, whom it is incumbent on me to hold up to the admiration of the community, and to you as a bright example; that young man whom we have seen this morning distributing the prizes, Dadabhai Nowrozjee and his worthy colleague Mahadeo Shastree. To these two youths, under the good guidance of their instructors, Professors Patton and Reid, is due the merit of the establishment of the Female Schools in connection with the Students' Literary Society.'

"I would have you all, but especially the more advanced students among you, and those who formerly belonged to this College and to similar Institutions, lay well to your hearts this praise of the learned judge, one of the most zealous friends which the cause of education possesses in India; and study to deserve the like commendation from your President here. Do not be satisfied with merely gaining knowledge for yourselves. Be teachers as well as learners: do not think your task ended when you leave the walls of your College, when in fact it is then only rightly beginning. You should consider that, when you were privileged to enter this Institution, you, as it were, enrolled yourselves the soldiers of enlightenment and civilization, and became bound to war against ignorance and prejudice to the death. Be ever ready and bold in the cause you have embraced. I consider the educated young men of this country as placed in a truly enviable position. There is not one among them, who may not hope to win for himself a great name in the future history of India, if he will aim a powerful and successful blow at any of the social evils by which his country is now enslaved. These young men at Bombay, as you see, have set themselves earnestly and zealously to work in elevating the character of the females of their native land. I have seen the recent report of their schools, which is full of hope and good promise. I think there are three instituted for Parsee girls, and one for Hindus. Probably, they could not have selected any work more directly conducive to the happiness and improvement of their countrymen.

"For, you may be assured of this, that you will never fully understand what is meant by domestic happiness, until you have in your families virtuous, intelligent, well-educated women: your children will never be thoroughly well taught, until they have been accustomed to lisp out their first lessons of virtue and wisdom at their mother's knee; to find in her encouraging advice their strongest inducement to early industry and exertion, in her intelligent and approving smile their best and sweetest reward. Further, you must be prepared to find that, until you consent to give woman her proper place in society, that which her Creator intended for her, when He endowed her with the same reason, the same power of apprehension and intellect, which He has bestowed on yourselves, you will be considered by the whole civilized world as little better than a nation of barbarians.

"I know that a great number of you are deeply penetrated with the truth of what I say: nevertheless, I practically know the difficulties in

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