द ब्यूटीफुल ट्री: १८वीं सदी में भारत की स्वदेशी गुरुकुल शिक्षा (धर्मपाल)

not only greater ridicule and denunciation of the Indian system; but further, that any residual fiscal and state support still available to the educational institutions was no longer to be tolerated. Not surprisingly, the indigenous system was doomed to stagnate and die. The neglect and deliberate uprooting of Indian education, the measures which were employed to this end, and its replacement by an alien and rootless system—whose products were so graphically described later by Ananda Coomaraswamy— had several consequences for India. To begin with, it led to an obliteration of literacy and knowledge of such dimensions amongst the Indian people that recent attempts at universal literacy and education have so far been unable to make an appreciable dent in it. Next, it destroyed the Indian social balance in which, traditionally, persons from all sections of society appear to have been able to receive fairly competent schooling. The pathshalas and madrassahs had enabled them to participate openly and appropriately and with dignity not only in the social and cultural life of their locality but, if they wished, ensured participation at the more extended levels. It is this destruction along with similar damage in the economic sphere which led to great deterioration in the status and socio-economic conditions and personal dignity of those who are now known as the scheduled castes; and to only a slightly lesser extent to that of the vast peasant majority encompassed by the term ‘backward castes’. The recent movements embracing these sections, to a great extent, seem to be aimed at restoring this basic Indian social balance. And most importantly, till today it has kept most educated Indians ignorant of the society they live in, the culture which sustains this society, and their fellow beings; and more tragically, yet, for over a century it has induced a lack of con- fidence, and loss of bearing amongst the people of India in general. What India possessed in the sphere of education two centuries ago and the factors which led to its decay and replacement are indeed a part of history. Even if the former could be brought back to life, in the context of today, or of the immediate future, many aspects of it would no longer be apposite. Yet what exists today has little relevance either. An understanding of what existed and of the processes which created the irrelevance India is burdened with today, in time, could help generate what best suits India’s requirements and the ethos of her people.

Notes

1. See Annexures, especially A(i)-(xxx), C, and D(i), (iii)-(iv)h.
2. A. E. Dobbs: Education and Social Movements 1700-1850, London, 1919, p.80, quoting Oxford Commission, 1852, Report, p.19.
3. Ibid, p.83.
4. Ibid, p.104, f.n.l. quoting 7 Henry IV, c.17.

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5. Ibid, p.105, quoting 34 & 35 Henry VIII, c.l. This statute dating to 1542-43 A.D., consisting of just one Article after a preamble read, ‘...The Bible shall not be read in English in any church. No women or artificers, prentices, journeymen, servingmen of the degree of yeomen or under, husbandmen, nor labourers, shall read the New Testament in English. Nothing shall be taught or maintained contrary to the King’s instructions. And if any spiritual person preach, teach, or maintain any thing contrary to the King’s instructions or determinations, made or to be made, and shall be thereof convict, he shall for his first offence recant, for his second abjure and bear a fagot, and for his third shall be adjudged an heretic, and be burned and lose all his goods and chattels.’ The statute was entitled ‘An Act for the Advancement of True Knowledge’. This restriction, however, may have completely been lifted by the time the ‘authorised version’ of the Bible (King James’s translation) was published in England in 1611.
6. Ibid, p.104, f.n.3, quoting Strype, Cranmer, i.127
7. Ibid, p.33, f.n.l.
8. Ibid, p.139
9. Ibid, p.139
10. Ibid, p.140
11. Ibid, p.158
12. J.W. Adamson: A Short History of Education, Cambridge, 1919, p.243.
13. Ibid, p.243
14. See Annexure C: Alexander Walker, Note on Indian Education; also Ibid, p.246
15. House of Commons Papers, 1852-53, volume 79, p.718, for the number of schools and pupils in them in 1818 and 1851.
16. Adamson: op.cit., 232
17. Dobbs, op.cit., pp. 157-8 also f.n.1, p.158.
18. Adamson : op.cit., p.266
19. Ibid, p.226
20. Ibid, p.226
21. Writing to the second Earl Spencer on 21 August 1787 William Jones described a serpentine river ‘which meets the Ganges opposite the celebrated University of Brahmans at Navadwipa, or Nuddea, as Rennel writes it. This is the third University of which I have been a member.’ The Letters of Sir William Jones, by G. Cannon. 2 volumes, 1970, p.754.
22. The fourth British University, that of London was established in
24. The above information is abstracted from The Historical Register of the University of Oxford 1220-1888, Oxford, 1888, mostly from pp.45-65.
25. The foregoing four paragraphs are based on information supplied by the University of Oxford in November 1980 on request from the author.
26. For instance according to her doctoral thesis presented in April 1980 at the Sorbonne, Paris, Gita Dharampal: Etude sur le role des missionaries europeens dans la formation premiers des idees sur l’Inde, an early eighteenth century manuscript still has several copies extant. The manuscript is titled Traite de la Religion des Malabars, and its first copy was completed in 1709 by Tessier de Queraly, procurator of the Paris Foreign Mission in Pondicherry from 1699 to 1720, nominated Apostolic Vicar of Siam in 1727. Copies of this Ms. are to be found in the following archives: Paris (Bibliotheque Nationale 3 copies, Bibliotheque de L’Arsenal 1 copy, Bibliotheque Ste. Genevieve 1 copy, Archives 87

Nationales 1 copy); Chartres (Bibliotheque Municipale 1 copy, formerly belonging to the Governor Benoit Dumas), London (India Office Libr. 2 copies in Col Mackenzie’s and John Leyden’s collections respectively); Rome 1 copy (Biblioteca Casanatesa, containing Vatican collection). Published as La Religion Des Malabars, Immense, 1982. 26. See the author’s Indian Science and Technology in the Eighteenth Century: Some Contemporary European Accounts. Other India Press, 2000, for Prof John Playfair’s long article on Indian astronomy, pp.48-93. 27. Edinburgh University: Dc.177: letters from Adam Ferguson to John Macpherson, letter dated 9.4.1775. 28. Edinburgh: Scottish Record Office: Melville Papers: GD 51/3/617/1- 2, Prof A. Maconochie to Henry Dundas. 29. Edinburgh: National Library of Scotland: Ms.546, Alex Abercomby forwarding a further memorandum from Prof Maconochie to Henry Dundas, March 1788. The memorandum was communicated to Lord Cornwallis by Henry Dundas on 7.4.1788. 30. HANSARD: June 22, 1813; columns 832, 833. 31. HANSARD: June 22 and July 1, 1813: Debate on Clause No.13 of the India Charter Bill, titled in HANSARD as ‘Propagation of Christianity in India’. 32. Report on the state of Education in Bengal, 1835. p.6. 33. House of Commons Papers, 1812-13, volume 7, evidence of Thomas Munro, p.127. 34. House of Commons Papers, 1831-32, volume 9, p.468. Prendergast’s statement may be treated with some caution as it was made in the context of his stand that any expenditure on the opening of any schools by the British was undesirable. As a general impression of a senior British official, however, corroborated by similar observations relating to other parts of India, its validity appears beyond doubt. 35. See, for instance, the discussion on relative Indian and British agricultural wages in the Edinburgh Review, volume 4, July 1804. 36. Philip Hartog, Ibid, p.74. 37. This, however, may have resulted more from a relatively easier Indian climate than from any physical and institutional arrangements. 38. That is those belonging to the Brahman, Kshetriya and Vaisya varnas, but excluding the Soodras and castes outside the four varna division. 39. It may fairly be assumed that the term ‘other castes’ used in the Madras Presidency survey in the main included those who today are categorised amongst the scheduled castes, and many of whom were better known as ‘Panchamas’ some 70-80 years ago. 40. Annexure A (viii) 41. Given at Annexures B and C. Further, in the Public Despatch to Bengal from London dated 3 June 1814, it was observed: ‘The mode of instruction that from time immemorial has been practised under these masters has received the highest tributes of praise by its adoption in this country, under the direction of the Reverend Dr. Bell, formerly chaplain at Madras; and it has now become the mode by which education is conducted in our national establishments, from a conviction of the facility it affords in the acquisition of language by simplifying the process of instruction.’ 42. Annexure A (xxii) 43. Annexure A (xxiii) 88

44. These surveys began to be made from 1812 onwards, and their main purpose was to find out what number of such medical men were in receipt of assignments of revenue. Some details of the castes of these practitioners may be found in Madras Board of Revenue Proceedings of 17 September 1821, and of 9 March 1837, and other proceedings referred to therein.
45. Annexure A (xx) a.
46. Annexure A (xi).
47. Annexure A (x)
48. Annexure A (xxvii).
49. This observation of the Collector of Guntoor is corroborated by W. Adam wherein he mentions that at Nadia many scholars came from ‘remote parts of India, especially from the South’ (W. Adam, p.78, 1941 edition)
50. Annexure A (xix)
51. Annexure A (xxiii)
52. It may be mentioned that Persian schools (in all about 145 in the Presidency) were predominantly attended by Muslims, and only a few Hindoos seem to have attended them (North Arcot: Hindoos 2, Muslims 396). However, quite a number of Muslim girls were reported to be attending these schools.
53. Annexure A (xx)
54. Annexure A (xxviii)
55. As in many other instances, it was unthinkable for the British that India could have had a proportionately larger number receiving education than those in England itself. Such views and judgements in fact were applied to every sphere and even the rights of the Indian peasantry were tailored accordingly. On the rights of the cultivator of land in India, the Fifth Report of the House of Commons stated: ‘It was accordingly decided, “that the occupants of land in India could establish no more right, in respect to the soil, than tenantry upon an estate in England can establish a right to the land, by hereditary residence:” and the meerassee of a village was therefore defined to be, a preference of cultivation derived from hereditary residence, but subject to the right of government as the superior lord of the soil, in what way it chooses, for the cultivation of its own lands.’ (House of Commons Papers, 1812, Volume VII, p.105)
56. Annexures A (xx) and (xiv)
57. While the caste-wise break up of the Madras Presidency school and college scholars has hitherto not been published, the separate figures for Hindoos and Muslims and those respectively divided into males and females were published as early as 1832 in the House of Commons Papers. Since then, it may be presumed that this data regarding the number of girls and boys in Malabar schools has been seen by a large number of scholars studying the question of education in India in the early nineteenth century. Curiously, however, there does not seem to be even a passing reference to this Malabar data in any of the published works. It seems to have been overlooked by Sir Philip Hartog also.
58. Adam’s Reports were first published in 1835, 1836 and 1838. The three, together with some omissions, and a 60-page rather depressing and patronising introduction were published by Rev. J. Long from Calcutta in 1868. Still another edition of the whole (reintroducing the omissions made by Long and including Long’s own introduction) with a further new 42-page introduction by Anathnath Basu was published by the University of Calcutta, in 1941. It is this last edition which is used in 89

the present work. The reports, while never sufficiently analysed, have often been quoted in most works on the history of education in India. 59. W. Adam: Ibid, pp.6-7. Incidentally the observation that every village had a school was nothing peculiar to Adam. As mentioned earlier, many others before him had made similar observations, including Thomas Munro in his evidence to a House of Commons committee. Munro had then observed that 'if civilization is to become an article of trade' between England and India, the former 'will gain by the import cargo.' As symptomatic of this high state of Indian civilisation, he also referred to 'schools established in every village for teaching, reading, writing and arithmetic.' When Thomas Munro made this statement he already had had 30 years of intensive Indian experience. (House of Commons Papers: 1812-13, Vol .7, p.131). 60. See Indian Science and Technology in the Eighteenth Century: some contemporary European accounts, pp.143-63, for an account of this old method. 61. This, as may be noticed, was quite at variance with the Madras Presidency districts where Persian was not only studied little, but the students of it were mainly Muslims. Interestingly, Adam mentions (p.149) that amongst the Muslims 'when a child...is four years, four months, and four days old', he, or she is on that day usually admitted to school. 62. History of Indigenous Education in the Panjab since Annexation and in 1882 (Published 1883, Reprinted, Patiala, 1973). 63. The idea of their being divinely ordained was really a much older English assumption. In A Brief Description of New York Formerly called New-Netherlands, published in 1670, referring to the indigenous people in that part of North America, Daniel Denton observes: 'It is to be admired, how strangely they have decreast by the Hand of God, since the English first settling of those parts; for since my time, where there were six towns, they are reduced to two small villages, and it hath been generally observed, that where the English come to settle, a Divine Hand makes way for them, by removing or cutting off the Indians either by wars one with the other, or by some raging mortal Disease.' (Reprint 1902 p.45) 64. See letter of Dr H. Scott to Sir Joseph Banks, President, Royal Society, London, dated 7.1.1790 in Indian Science and Technology in the Eighteenth Century, p.265. 65. First published in New York Daily Tribune, August 8, 1853; also recently quoted by Iu.I. Semenov 'Socio-economic Formations and World History,' in Soviet and Western Anthropology, edited by Ernest Gellner, 1980. 66. Current Anthropology, Volume 7, No. 4, October 1966, pp.395-449, Estimating Aboriginal American Population, by Henry F. Dobyns. 67. Writing as early as 1804, William Bentinck, the young Governor of the Madras Presidency, wrote to the President of the Board of Control, Lord Castlereagh, that 'we have rode the country too hard, and the consequence is that it is in the most lamentable poverty.' (Nottingham University: Bentinck Papers: Pw Jb 722). In 1857-58 a military officer wrote to Governor General Canning, 'it may be truly said that the revenue of India has hitherto been levied at the point of the bayonet' and considered this to be the major cause of the Mutiny. (Leeds: Canning Papers: Military Secretary's Papers: Misc. No.289). 68. International Affairs, London, November 1931, pp.721-739; also Collected Works of Mahatma Gandhi, vol.48, pp.193-206. 90

69. See origins of the School of Oriental Studies, London Institution, by P.J. Hartog, C.I.E., M.A., 1917.
70. A graphic image of the more privileged products of this British initiated education was given by Ananda K Coomaraswamy as early as
71. Coomaraswamy then wrote: ‘Speak to the ordinary graduate of an Indian University, or a student from Ceylon, of the ideals of the Mahabharata—he will hasten to display his knowledge of Shakespeare; talk to him of religious philosophy—you find that he is an atheist of the crude type common in Europe a generation ago, and that not only has he no religion, but is as lacking in philosophy as the average Englishman; talk to him of Indian music—he will produce a gramophone or a harmonium and inflict upon you one or both; talk to him of Indian dress or jewellery—he will tell you that they are uncivilised and barbaric; talk to him of Indian art—it is news to him that such a thing exists; ask him to translate for you a letter written in his own mother-tongue—he does not know it. He is indeed a stranger in his own land.’ (Modern Review, Calcutta, vol 4, Oct. 1908 p.338).
72. January 1932, pp.151-82.
73. Also in House of Commons Papers: 1831-32, vol. 9, p.468.
74. Clarendon Press, 1917, p.394.
75. In Journal of the Royal Asiatic Society, London, 1917, pp.815-25.
76. Philip Hartog’s lectures were announced in the London Times, (March 1,4,6,1935) and two of them reported in it on March 2 and 5. On 2 March the Times reported that Sir Philip Hartog, ‘submitted that under successive Governor Generals, from Warren Hastings to Lord Chelmsford, an educational policy was evolved as part of a general policy to govern India in the interest of India, and to develop her intellectual resources to the utmost for her own benefit.’ It is interesting, however, to note that the Times, while it gave fairly constant though brief notices to Gandhiji’s 1931 visit to England, and some of the public meetings he addressed and the celebration of his birthday, the meeting at Chatham House did not reach its pages. It was not only not reported the next day, October 21, 1931, but was also not announced along with various other notices of various other meetings, etc., on the morning of October 20. Possibly it was a convention not to report any meetings at Chatham House in newspapers.
77. The Book of Lectures was reviewed in the Times Literary Supplement under the caption ‘Mr Gandhi Refuted’. Complimenting Hartog, the review stated: ‘There are many deserved criticisms of past British administrators in this particular field, but other charges dissolve into thin air when exposed to the searching analysis Sir Philip Hartog has applied to a statement of Mr Gandhi...Sir Philip took up the challenge at once...he shows how facts were distorted to fit an educational theory.’
78. The text of Hartog-Gandhi correspondence is given at Annexures F (i)-(xxv).
79. The available material on the survey of indigenous education in the Presidency of Bombay has been brought out in a valuable book Survey of Indigenous Education in the Province of Bombay 1820-30 by R.V. Parulekar in 1951. This survey, however, appears to have covered only certain parts of the Bombay Presidency.
80. Judging from their products, in a certain sense, this may apply even more to the writings on India by most non-Indians. Their writings on various aspects of Indian society and polity will obviously be influenced, if not wholly conditioned, by their respective cultural and educational ethos. Even when some of them—Alexander Walker in the early 19th century and Prof. Burton Stein today—appear to understand India 91

better, it is not really for them to map out how Indians should end up perceiving themselves or their own society. Such a task can legitimately only be undertaken by India itself. 80. Public Despatch to Bengal, 3 June 1814: ‘We refer with particular satisfaction upon this occasion to that distinguished feature of internal polity which prevails in some parts of India, and by which the instruction of the people is provided for by a certain charge upon the produce of the soil, and other endowments in favour of the village teachers, who are thereby rendered public servants of the community.’ 81. The revenue records of all areas, especially of the years 1770-90 for the Bengal Presidency, and of 1801-20 for the Madras Presidency provide very extensive information regarding such assignments. The information regarding assignments for the purpose of carrying Ganga water to religious shrines is taken from Mafee Register for 1847 for the district of Hamirpur and Kalpi in the Uttar Pradesh State Archives at Allahabad. 82. I.O.R. Factory Records: G/27/1, Supervisor Houghly to Murshe- dabad Council, 10.10.1770, p.88. 83. In a note dated circa 1830. 84. The total number of maths and temples in Tanjore about this time was around 4,000. 85. I.O.R. Factory Records: G/6/4. Proceedings of Burdwan Council on Beerbhoom, 24.5.1775. 86. The problem of peasants deserting sirkar lands (i.e. lands paying revenue to government) because of the exhorbitant rate of government assessment even in the 1820s was of such frequency that it was deliberated upon by Thomas Munro as Governor of Madras in November 1822. At that time Munro observed that ‘it would be most satisfactory if the sirkar ryots were induced to give a voluntary preference to the sirkar land’ and felt that the rest of the village community paying revenue to government should not ‘allow a ryot to throw up sirkar land liable to adjustment merely that he may occupy Enam land which is liable to none.’ But if such ‘inducement’ did not work Munro was of the view, that ‘if necessary, measures for the protection of the rights of government may be directed more immediately to the Enamdars, either by taking their Enams or by resuming them.’ (Tamil Nadu state Archives: Board of Revenue Proceedings: volume 930, Proceedings 7.11.1822, pp.10292- 96). 87. For fairly detailed information on Malabar, see the voluminous Report of Commissioner Graeme, 16.7.1822 in TNSA: Revenue Consultations, especially volume 277A. 88. Annexure A (xxi), Philip Hartog, who made much play of this reply, as mentioned earlier, used it to throw doubt on the educational data from the other districts. It is possible that because of his contrary concerns, he was not able to comprehend this report fully. 89. Bellary was part of the Ceded Districts and was administered from 1800-7 by Thomas Munro. As mentioned earlier, it was here that Munro seemed outraged by the fact that 35% of the total cultivated land was still being assigned for various local purposes, and expressed his determination to reduce it to as low as 5% of the total revenue of the Ceded Districts. Munro at that time also advocated the imposition of an income-tax of about 15% on all those (revenue assignees, as well as merchants, artisans, labourers and the rest) who did not pay land revenue. The Madras Government accepted his recommendation and this tax, under various names, (Veesabuddy, Mohtarpha, etc.) was imposed 92

not only in the Ceded Districts but also in many other districts of the Madras Presidency. It is this background of exhorbitant taxation and the cutting down of all expenses, even on the repair of irrigation sources that largely led to the conversion of Bellary and Cuddapah into the latter day arid and impoverished areas. Quite naturally, then, the educational returns from Bellary were low. 90. Hansard: June 22, 1813. 91. Minute on Indian Education: March 1835. 92. J.S. Mill, History of British India, 1817, vol. I, pp.344, 351-2, 466-7, 472, 646. 93. Ibid, p.428. 94. Revenue Despatch to Madras: 11.2.1801. 93

DOCUMENTS 87

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Annexure A I MINUTE OF GOVERNOR SIR THOMAS MUNRO ORDERING THE COLLECTION OF DETAILED INFORMATION ON INDIGENOUS EDUCATION: 25.6.1822* (TNSA: Revenue Consultations: Vol.920: dated 2.7.1822)

1. Much has been written both in England and in this country about the ignorance of the people of India and the means of disseminating knowledge among them. But the opinions upon this subject are the mere conjectures of individuals unsupported by any authentic documents and differing so widely from each other as to be entitled to very little attention. Our power in this country and the nature of its own municipal institutions have certainly rendered it practicable to collect material from which a judgment might be formed of the state of the mental cultivation of the people. We have made geographical and agricultural surveys of our provinces. We have investigated their resources and endeavoured to ascertain their population, but little or nothing has been done to learn the state of education. We have no record to show the actual state of education throughout the country. Partial inquiries have been made by individuals, but those have taken place at distant periods—and on a small scale and no inference can be drawn from them with regard to the country in general. There may be some difficulty in obtaining such a record as we want. Some Districts will not—but others probably will furnish it—and if we get it only from two or three it will answer in some degree for all the rest. It cannot be expected to be very accurate, but it will at least enable us to form an estimate of the state of instructions among the people. The only record which can furnish the information required is a list of the schools in which reading and writing are taught in 89

each district showing the number of scholars in each and the caste to which they belong. The Collectors should be directed to prepare this document according to the form which accompanies this paper. They should be desired to state the names of the book generally read at the schools. The time which scholars usually continue, at such schools. The monthly or yearly charge to the scholars and whether any of the schools are endowed by the public and if so the nature and amount of the fund. When there are colleges or other institutions for teaching Theology, Law, Astronomy, etc. an account should be given of them. These sciences are usually taught privately without fee or reward by individuals to a few scholars or disciples, but there are also some instances in which the native governments have granted allowances in money and land for the maintenance of the teachers. 2. In some districts, reading and writing are confined almost entirely to Bramins and the mercantile class. In some they extend to other classes and are pretty general among the Patails of villages and principal Royets. To the women of Bramins and of Hindoos in general they are unknown because the knowledge of them is prohibited and regarded as unbecoming of the modesty of the sex and fit only for public dancers. But among the women of the Rujbundah and some other tribes of Hindoos who seem to have no prejudice of this kind, they are generally taught. The prohibition against women learning to read is probably from various causes, much less attended to in some districts than in others and as it is possible that in every district a few females may be found in the reading schools, a column has been entered for them in the Form proposed to be sent to the Collector. The mixed and impure castes seldom learn to read, but as a few of them do, columns are left for them in the Form. 3. It is not my intention to recommend any interface whatever in the native schools. Everything of this kind ought to be carefully avoided, and the people should be left to manage their schools in their own way. All that we ought to do is to facilitate the operations of these schools by restoring any funds that may have been diverted from them and perhaps granting additional ones, where it may appear advisable. But on this point we shall be better able to judge when we receive the information now proposed to be called for. 25th June 1822. (Signed) Thomas Munro 90

II Ordered in consequence that the following letter be despatched: No.459 Revenue Department To, The President and Members of the Board of Revenue Gentlemen, I am directed to state that it is considered by the Honourable the Governor-in-Council to be an object of interest and of importance to obtain as accurate information as may be procurable with regard to the actual state of education throughout the country, and to desire that the several Collectors may be required to furnish such information according to the accompanying Form. Besides reporting the number of schools in which reading and writing are taught, the number of scholars in each and the castes to which they belong, the Collectors should state the time which scholars usually continue at school, the monthly or yearly charge to the scholars, whether any of the schools are endowed by the public and in such cases the nature and amount of the fund. When there are colleges or other institutions for teaching Theology, Law, Astronomy, etc., an account of them should be given. These sciences are usually taught privately to a few scholars or disciples by individuals without any fee or reward, but there are also some instances in which the native government has granted allowances in money and land for the maintenance of the teachers. Although generally education is confined to particular castes and is not extended to females, yet as there are exceptions, which in certain districts may be numerous, the accompanying Form is adopted to include them. It is to be clearly understood by the Collectors that no interference whatever with the native school is intended. Everything of that kind should be carefully avoided and the people should be left to manage their schools in their own way. All that ought to be done is to facilitate the operation of the schools, by restoring any funds that may have been diverted from them and perhaps granting additional funds where it may appear advisable. Fort St. George, D. Hill, 2nd July 1822. Secretary to Government 91

III CIRCULAR—FORT ST. GEORGE—25TH JULY 1822 (TNSA: BRP—Vol.920, Pro. 25.7.1822, pp.6971-72 No.7)

1. I am directed by the Board of Revenue to transmit to you the accompanying copy of a letter with its enclosure from the Secretary to Government in the Revenue Department, and to desire that you will submit the required information together with a statement in the prescribed Form at your earliest convenience.
2. In calling for the information from the different parts of your Collectorate, you will cause your public servants clearly to understand, and to make known to the people that no interference with the schools is intended, though every assistance will be given to facilitate their operations and to restore any funds which may appear to have been diverted from their original purposes. Fort St. George, R. Clarke, 25th July 1822. Secretary (Statement on following page) 92

93

IV PRINCIPAL COLLECTOR, CANARA TO BOARD OF REVENUE: 27.8.1822 (TNSA: BRP: Vol.924 Pro.5.9.1822, pp.8425-29 Nos.35-6)

1. I have the honor to acknowledge the receipt of your letter dated 25th ultimo, together with its enclosure being copy of letter from the Secretary to Government Revenue Department dated 2nd July directing me to forward a statement filled up as per Form transmitted, and to report upon the state of education in this zillah. As the preparation of the necessary information to fill up the statement in question, would take up a considerable time and as any just criterion of the actual extent of such schools as exist in this zillah cannot be formed upon it, I have considered it expedient to submit this address, explanatory of the foregoing causes, which will I think show the preparation of the document for this Province unnecessary.
2. There are no colleges in Canara for the cultivation of the abstruse Sciences. Neither are there any fixed schools and masters to teach in them. There is no instance known of any institutions of the above description having ever received support in any shape from the former governments.
3. The education of the few Bramin children of the higher classes in towns or villages, is conducted in the house of the principal man. He selects a teacher, who receives for each child a small sum, a present of cloth at particular ceremonies, and the same for a few others, children of the friends of the principal man, who also meet at his own house for the same purpose. The Moolla* in the same manner teaches a few Mussulman children on the same principle. It is entirely a private education, and the master is as often changed as the scholars. There is nothing belonging to it which can assimilate it with a shadow of public education, or indeed of regularity in learning. The children are taught to read and write and accounts, and unless belonging to the highest classes, the attainment of 94

Persian and Hindwy and Canarese at the same time is seldom or ever pursued. Indeed, amongst those classes, it is so entirely a private tuition, that any estimate of the numbers of their child- ren learning such languages could not be but erroneous. 4. Education is undoubtedly at its lowest ebb in Canara. To the Bramins of the country the Conkanny and Shinnawee and to the 2nd class of the former, the little education given, is confined. Amongst the farmers, generally speaking, and probably amongst one half of its population, the most common forms of education are unknown and in disuse, or more correctly speaking were never in use. 5. As applicable to the subject I beg leave to introduce an extract from a letter to the assistant surgeon of the zillah, written to him in consequence of a wish on the part of the Superintendent General of Vaccination to obtain information from me, on the practicability of inducing the upper classes of natives in Canara, to undertake the situations of practitioners, who from their supposed superior attainments would be enabled to facilitate the progress of vaccination. Extract of Paras 6th, 7th and 8th 6. I have stated that I consider there is no objection to the Christian practitioner, but with regard to employment of men of the other various castes in this district, causes exist which I am led to believe would render the attempt futile. The mass of people are cultivators, there are no manufactures to speak of in Canara, it is a country of cottages dispersed in valleys and jungles, each man living upon his estate and hence there are few towns, even these are thinly populated. Hence I am led to conjecture from a lesser congregation of people the Arts and Sciences have never, at least in later times, become of that consequence in Canara to cause them to be taught and cherished. Probably there is no District in the Peninsula so devoid of artists or scientific men. 7. The soil of Canara is the natives undoubted right, gained by the first of all claims, the original clearing of it for cultivation. Thus, to this day his detestation of quitting his house and the fields by which it is surrounded. For those wants to which he is thus naturally exposed for cloth and for the various necessities of life which his land does not yield him, he is indebted to the few bazar men in the very 95

few towns in each talook; these men chiefly Concanese are again indebted to their more opulent brethren established on the coast for supplies which are bartered for the products of the soil. These again are confined to three or four principal articles so that they do not afford room for much individual foreign enterprise, and consequently the provision of them remains with the people, who, have ever retained it, and thus strangers are in a great degree excluded from the country. 8. From these causes I certainly consider the general want of Men of Science originates, and also that men, where their occupation is so entirely taken up with one pursuit would not be induced to quit it on any account, much less for the occupation of a travelling vaccinator. 6. Subsequently to my arrival in Canara, I had endeavored to persuade some of the original farmers, the Bunts, to send their nephews (for they are the heirs, not the sons) to Mangalore for education—without success. A Christian school has been established in which Latin and Portuguese alone are taught. 7. Should the Board after this explanation still consider the preparation of the Form transmitted with their letter, desirable, and according to the views of the government, I shall endeavor to obtain the particulars. It will be, I beg to repeat, a very fallacious statement. Amongst the numerous servants of this extensive Collectorate there is but one, who writes Persian; the literary knowledge of all others is confined to Hindwy and Canarese. Even Sanscrit is very partially known, and the Ballabund is confined to a very few of the class of Bramins who read the Shastras. Amongst this latter class I have found many, who could not read some of the ancient inscriptions, which they assert are in a different character from the Hala Canarese, and Ballabund they were taught. Mangalore, Principal Collector’s Cutcherry, 27th August, 1822. (Order thereon)—35-36 T. Harris, Ordered to lie on the table: Principal Collector. 96

V COLLECTOR OF TINNEVELLY TO BOARD OF REVENUE: 18.10.1822 (TNSA: BRP: Vol.928 Pro.28.10.1822 pp.9936-7 No.46-7) I have the honor of forwarding the Statement of Schools in this District required by your Deputy's letter of the 25th July last. The preparation of the account has been delayed by enquiry into the castes of the female scholars, who in almost all instances are found to be dancing girls. Tinnevelly District, Sharenmadavy, J.B. Hudleston 18th October 1822. Collector. (Statement on following page) 97

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