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The following quotation from "The Land of the Vedu," (Bell 1854), a book written specially for the guidance of Indian missionaries, by Rev. P. Percival, himself formerly a missionary, and now, after more than thirty years' experience in this country, professor of Sanscrit and Tamil in a government college of this presidency seems to the point. He says the importance of the spread of education “ will become more apparent when it is known that English education, apart from religious instruction, is subversive of Hinduism.” This announcement may be made consistent by a few words of explanation. The literature and science of the Hindus, as we have seen, being incorporated with their religion, if you destroy the former, which abounds with palpable errors, by the introduction of the true science of Europe, the foundation of the latter must be overthrown. The editor of a public paper in Calcutta says, in relation to Government education, from which Christianity is wholly excluded, “No missionary ever taught us to forsake the religion of our fathers—it was Government that did us this service.” Another says, himself too the editor of an English paper,

Has not the Hindu College been the fountain of a new race of men amongst us? Have all the efforts of the missionaries given a tithe of that shock to the superstitions of the people which has been given by the Hindu College ?

And this becomes more forcible when it is known that the men who wrote it were natives.

I am, Sir, your obedient servant, Madras, May, 1858.


(We give insertion to the foregoing letter with great pleasure. At the same time, in justice to ourselves, we must observe, that his remonstrance has only an indirect bearing upon the “Hindu Metropolitan College," whose own Papers (we have no other material for our criticism) called forth the notice in our February number.

It would be expecting too much of our readers to imagine that they recollect the statement then made, or have our February number at hand in order to read our remarks. We must therefore repeat the facts connected with the Institution and Management of the Hindu Metropolitan College.

About the year 1822, some rich natives contributed one lakh and thirteen thousand rupees for the support of an Institution called the “Hindu College.” In the course of seven years, however, the funds had become reduced, and the aid of government was sought. As was to be expected, government control became paramount, and the original supporters complained that the College was not so exclusive in its reception of Hindu pupils as they originally intended. The allegations of the complainants are gainsayed by a Record of the Bengal Government, No. XIV. 1854, but the effect was, that the wealthy Hindoos resolved upon establishing another College, which, as supported" by Hindoos and for Hindoos exclusively,should be free from Governmental or other Liberalism. This exclusive Institution is the “Hindu Metropolitan College" over which Captain Richardson and his colleague preside, and where, deliberately ignoring the Christian faith, they, (to use the very words of the Head master) " take the heart as well as the mind under their care: he who attends to one only will form either a vicious or a useless member of society. It will be our diligent care to train up children in the path of virtue; to implant in their bosom honest and manly principles; to raise them as high in the scale of moral as of mental excellence." (P. 7. Papers relating to Hindu Metropolitan College.) Of such pretensions we said in February, and still solemnly affirm our conviction, that a grosser “despite” to the Gospel was never perpetrated than by Capt. Richardson and his colleague.

It will be seen at once that our Correspondent's chief aim has very slight connection with such establishments as the Hindu Metropolitan College. Indeed we venture to think that if he had the “Papers relating to H. M. C.” before him, he would have guarded himself from seeming to associate the question of “Education in India” with such an exceptional effort as this College must be. For Captain Richardson and his colleague there is not a shadow of defence; we readily admit that much more may be alleged in behalf of the Government system. In briefly arguing this question, we are content to take the divisions which our correspondent proposes, and have no objection to the first and third of his points, viz. that a beneficent despotism must educate, and that its agency, in the particular circumstances of India, must be English. On the second, however, viz. as to whether the system should be secular or religious, we feel that much

may be urged. Not that we would convert Government Schools into Missionary Establishments, but that we would show the people of India our real principles. The question is really not so much what is safe or politic in dealing with them as what is right and honest and due towards ourselves. In private life and in intercourse with the world, Christians are not either by violence or by scheming to make an impression upon irreligious persons. Their duty is to show their own principles, to let their light shine before men, and not to carry on or countenance that conduct which gives the lie to the declarations of the Gospel. Such a line of conduct, exhibited in public administration, would lead to the adoption of some system of school management which should make it as plain to Hindoos that the English felt in duty bound to pay consistent homage to the Gospel, as that no compulsion or violence could be practiced in order to christianize Hindoos.

It would be of course beyond our province to draw up a plan by which this might be accomplished, but happily we need not leave the subject without a more precise hint respecting our views. This may be found in “The Times” of April 5th, page 10, where a Scotch clergyman gives in a letter the brief outline of a plan suggested by Sir James Stephen and adopted in Ceylon. The first hour of school business was there devoted to reading the Bible: the parents were at full liberty to detain their children until this hour was over. No attempt was made to influence them, but this first lesson in the day served to show the principle of the School Authorities. In India, on the contrary, the method of dealing with the population has been quite inconsistent either with tenderness for heathenism or honest belief of the Gospel. Out of consideration for Hindoo prejudices, there has been in Government Schools no testimony to the superior worth of Christianity, but out of want of consideration for Hindoo prejudices there has been a wholesale overthrow of their science. The English Government feels the importance of setting the Hindoos right upon scientific and literary questions (both of which are bound up with Hindoo religion) but upon matters that have to do with the fear and love of God as set forth in the Gospel, the English Government feels it politic, prudent, and consistent with self-respect to preserve an expressive silence. Vice Chancellor Page Wood pronounced not long ago, that the natural effect of such a method

must be to make men believe either that we were insincere or that our object was of such a nature as not to admit of being attained by fair means. Our correspondent quotes with satisfaction the language of some natives, editors of English papers, but for ourselves, until we are informed that these men have become Christians, we are unable to unite in his feeling. For if Government Education, emancipating them from the trammels of Hinduism, has there stopped, what security is there that these men may not prove mere atheists, and to the English Government dangerous enemies. It has been asserted that some of the most formidable and sanguinary of the Rebels during the recent conflict have been pupils of the Government Schools. The subject is so interesting to us that we could gladly pursue it at much greater length, but we must stop, not however before we again thank our correspondent for his communication. He remarks upon the apathy of England to the educational movement of India. Willingly would we stir up our friends to an interest in the cause, but we require material to work upon, and therefore our final word is the expression of our hope that a "Churchman from Madras” will continue to di this subject.

Ed. J. E.]


Beaufort Lodge, Teignmouth, June 22, 1858. Bre,

As one who has long been interested in the improvement and extension of education, I wish to express my approval of the *. Journal of Education,” and especially I would notice the admirable article in the June Number,

The Pulpit as an Instructor.” As a clergyman, I cordially assent to the judgment passed on the theology of the so-called evangelicals, and to your sentiments respecting true religion as consisting in an active life of well doing and usefulness, in our several stations, the Lord Jesus Christ being the alone author of all that is good and true and worthy in man; and that Christian faith is so to recognize and trust in him as the living source and pattern of holiness. I infer from your remarks, (pp. 249-250), that you will readily accept the good wishes of one who is of one heart and mind with you in the good cause which you endeavour to promote. I remain, Sir, your obedient Servant,


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THE GLOUCESTERSHIRE SCHOOL PRIZE ASSOCIATION.-The first examination of children under the above association took place on Friday week last, the 25th of June, simultaneously at six different places—Bristol, Charfield, Cheltenham, Evesham, Gloucester, and Stroud. The four examiners of the association conducted the examinations at the four most important places, assisted by some gentlemen living in the neighbourhood, the Rev. L. Aspinall Dudley undertaking Bristol, where 158 children were assembled in the Red Cross Street British Schoolroom ; Mr. Griffith superintending the work at Stroud, where there were 92 children; Mr. Symons performing the like office at Cheltenham, where he had to attend to 137 children'; and Mr. Wheeler disposing of 77 children at Gloucester. Charfield, with 36 children, furnished by schools at Charfield, Thornbury, Tortworth, and Wotton, was kindly provided for by Mr. Dent, of Cromhall; while Mr. Holland, M.P., assisted by Mr. Osborne, of Stroud, attended to the wants of Evesham, where 28 children assembled from schools at Chipping Norton, Evesham, and Moreton-in-the-Marsh.

The result of the examination will not be known until the four examiners have gone through all the Examination Papers, and in the mean time we think we shall be performing a duty, which will be interesting to our readers, in publishing the questions on which the children were examined.

The children were divided into four classes, those above twelve years of age forming the senior division and those between ten and twelve forming the junior division, of boys and girls.

The number of children of each class actually present at the examination at each place was as follows :

Bristol.-Senior boys, 44; senior girls, 30: Junior boys, 58; junior girls, 26. Total, 158.

Charfield.—Senior boys, 10; senior girls, 2: Junior boys, 20; junior girls, 4. Total, 36.

Cheltenham.-Senior boys, 37; senior girls, 23: Junior boys, 46; junior girls, 31. Total, 137.

Evesham.—Senior boys, 5; senior girls, 2: Junior boys, 11; junior girls, 16. Total, 28.

Gloucester.-Senior boys, 22, senior girls, 4: Junior boys, 34; junior girls, 17. Total, 77.

Stroud.—Senior boys, 24; senior girls, 18: Junior boys, 23; junior girls, 27. Total, 92.

Total of senior boys, 142; senior girls, 79; junior boys, 192; junior girls, 115. Grand total, 528.

The examination commenced at ten, a.m. and continued for three hours, and was resumed again about two for three hours more, after which the special prize papers were

gone into.

The papers given out in the morning were for the senior division, Religion, Arithmetic, Parsing. For the junior division, Religion, Arithmetic.

In the afternoon the senior boys had papers on Industrial Economy, Geography, and English History, while the senior girls were engaged in needlework and a paper on Domestic Economy. The junior boys did a paper on Geography and Dictation, and the junior girls Needlework and Dictation. During the day each child read a passage selected for the purpose.

The Head Mastership of St. John's Foundation School for the Sons of Poor Clergy, at Kilburn, has been conferred upon the Rev. Lewis Page Mercier, M.A., of University College Oxford, formerly Head Master of the Proprietary School, at Edgbaston.

The Vice-Chancellor of Oxford announces that the following subjects are proposed for the Chancellor's Prizes for the ensuing year, viz. : For Latin Verse-India Orientalis. For an English Essay—The effect produced by the gold of America on the greatness and prosperity of Spain. For a Latin Essay-Quatenus fabulæ credendum sit de Argonautarum cursu maritimo? The subject of Sir Robert Newdegate's prize is Lucknow.

UNIVERSITY OF London.-MATRICULATION, 1858.—The following names appear on the list of candidates who have passed the examination for matriculation for the present year:-First Division.—Joseph Hamilton Fox, Queen's College, Birmingham; Henry Ebenezer Allen, Frederick Barnes, Edwin Wrangles Clarke, Charles Allan Mines, Henry Simon, Anthony Thompson, and Robert Tuck, Spring Hill College; James Samuel Beale, William Harrold, and James Middlemore, Edgbaston Proprietary School; Francis Robertson Moore, Warwick College; and William Frank Smith, Bromsgrove Grammar School.

The annual meeting of the London Diocesan Board of Education was held on the 20th inst. at 79, Pall Mall; the Bishop of London in the chair. The report stated that the average income of the board, whose operations affected the educational provision of the entire metropolitan diocese, amounted to but £250. in annual subscriptions, and that it had gradually diminished in proportion as the operations of the Committee of Council of Education had been extended, a fact which seemed to prove that the educational organization of the country might be allowed with safety to devolve upon the State, and yet a very considerable number of schools remained without certificated teachers, and an equally considerable number were springing up in newly-formed districts, partially or not at all endowed. The subject of secondary education having been brought under the consideration of the committee, they had been unable to deal with it otherwise than by making small occasional grants to evening schools applying for assistance. During the past year the board had voted eleven small grants. The state of education was progressing in Middlesex. In 1846-7. 80,977 children were receiving instruction in the Church schools throughout the county, or 1 in 194 persons ; in the decennial inquiry, just terminated, the number had increased to 122,695, or 1 in 16. The report was adopted on the motion of Archdeacon Sinclair; as was also on the motion of Mr. W. Cotton, the following resolution : “That this meeting considers it of the greatest importance to draw the attention of the members of the Council to the educational destitution of the diocese and to the extensive sphere of usefulness in which the board exercises its beneficial influence by improving the poorer schools and enabling them to obtain the assistance of the committee of Council.” The following resolution was likewise passed, on the motion of the Rev. R. Burgess : “That a special fund be formed for promoting evening schools by making capitation grants and establishing a system of prizes.” Two auditors were then elected, and the meeting separated, after hearing a brief address from the Bishop of London.

The Boys' Home, Euston STREET, ST. PANCRAS.—A leading article in The Daily News of the 22nd of April, so admirably describes the views and intentions of the Managers of this excellent Institution, that we are tempted to give it insertion.“As long as Social Science is in its infancy it must happen that some of the best endeavours of philanthrophy will be more remarkable for the light they strike out to guide future effort than for their immediate success. Those who have worked hardest and most intelligently to establish and maintain Ragged Schools, would, we believe, be prepared to confess that the fruit of their labors is of this indirect kind. An under tone of disappointment pervades the speeches and reports heard at the meetings of our Ragged School Societies, which it requires all the aid of the sanguine curate and the humourous barrister, ever available on these occasions, to counteract. It is not that good, and much good, has not been done. But the result so little answers to the number of the agents and the extensive apparatus of means. If, however, we look to the practical knowledge which earnest men descending to the depths of social degradation and working for high purposes there have gained, as they could have gained in no other way, we shall not say that a single hour thus employed has been spent in vain. It is very doubtful whether we should have had the Industrial Schools' Act of last session without the experience

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