PROMOTION OF
-EARNING IN INDIA
3Y EARLY EUROPEAN, SETTLERS
(UP TO ABOUT 1800 A.D.)
NARENDRA NATH-LAW
CORNELL
UNIVERSITY
LIBRARY
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WORKS BY THE SAME AUTHOR
STUDIES IN ANCIENT HINDU
POLITY. Vol. I.
Based on the " Arthasaatra" of Kautilya.
With an Introductory Essay on the Age and
Authenticity of the " Arthasastra " of Kautilya
by Professor Radhakumud Mookekji, M.A.
Crown 8vo, price 3J, bd, net,
PROMOTION OF LEARNING IN
INDIA
During Muhammadan Rule. With a Fore-
word by H. Bevesidge, I.C.S. With 25
Illustrations. 4to, price 14s. net.
LONGMANS, GREEN AND CO.
LONDON, NEW YOKK, BOMBAY, CALCUTTA AND MADRAS
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STUDIES IN ANCIENT HINDU
POLITY.
Vol. II. (The Machinery of Administration.)
(/« tkepress^
PROMOTION OF LEARNING IN
INDIA.
By the Hindus.
During the Nineteenth Century and After.
STUDIES IN ANCIENT HINDU
ECONOMICS.
STUDIES IN ANCIENT HINDU
LAW.
PROMOTION OF
LEARNING IN INDIA
BY EARLY EUROPEAN SETTLERS
(UP TO ABOUT 1800 A.D.)
BY
NARENDRA NATH LAW, M.A., B.L.
AUTHOR OF "studies IN ANCIENT HINDU POLITY/' ETC.
WITH AN INTRODUCTION
BY THE
VEN. WALTER K. FIRMINGER, M.A., B.D.
ARCHDEACON OF CALCUTTA
PRESIDENT CALCUTTA HISTORICAL SOCIETY
WITH 2 ILLUSTRATIONS
LONGMANS, GREEN AND CO
39 PATERNOSTER ROW, LONDON
FOURTH AVENUE AND 30TH STREET, NEW YORK
BOMBAY, CALCUTTA, AND MADRAS
1915
All rights reserved
TO THE MEMORY
OF
MY REVERED
MOTHER
PREFACE.
The efforts of the Europeans in India
for diffusion of education in their own
community as well as among the people
of this country before the nineteenth
century are worthy of record. Such
efforts, no doubt, were prompted by
considerations of religious propagandism
but did not obscure a genuine desire to
spread the blessings of education on its
own account.
Education though left in abeyance
at first formed, later on, the object of
solicitude not merely of the European
missionaries but also of the European
merchants and officials both here and in
Europe. The zeal evinced by some of
them can well stand a comparison with
viii PREFACE
that of their illustrious successors such as
Hare and Bethune, though in point of
accomplished works, the former may rank
lower owing to the uncongenial soil upon
which their pioneering labours were spent.
An attempt has been made in this volume
to give a connected narrative of the
educational efforts of these enthusiastic
pioneers of European education and their
fellow-workers.
I have to express my heart-felt thanks
to Prof. Radhakumud Mookerji, M.A.,
author of A History of Indian Shipping,
etc., and Mr. H. Beveridge, I.C.S. (re-
tired), for their kind revision of the work ;
Prof Benoy Kumar Sarkar, M.A., author
of The Positive Background of Hindu
Sociology, etc., for his suggestions about
the arrangement of the matter of the
book ; my uncle, Mr. Nundolal Dey,
M.A., B.L., author of The Geographical
Dictionary of Ancient and Mediaeval
India, etc., Mr. Balailal Dutt, B.A.,
Librarian, A.S.B., Mr. S. R. Dass,
PREFACE ix
bar.-at-law, Mr. H. K. Basu, bar.-at-law,
Mr. Narasinha Chandra Pal, and my
cousins, Messrs. Nalin Chandra Paul,
B.L., and Satya Churn Law, M.A., B.L.,
for help of various kinds.
NARENDRA NATH LAW.
96, Amheest Street,
Calcutta.
September, 1915.
INTKODUOTION.
In the present volume of his Promotion
of Learning in India, my friend, Mr.
Narendra Nath Law, deals with the very
interesting subject of the efforts made
by Europeans in India to provide the
machinery of public instruction. Those
of Mr. Law's readers who may think that
the efforts described are of a somewhat
meagre and unsatisfactory nature, might
well be asked to bear in mind three
important facts : —
(1) In the year 1818 it is calculated
that in England "for one child who had
the opportunity of education, three were
left entirely ignorant," and we are told,
by way of illustration of the lamentable
state of things then existing, that the
prosperous town of Preston, " one of the
xii INTRODUCTION
richest cities in the great manufacturing
county of Lancaster, with a population of
18,000 persons, had an endowed school,
educating only thirty-six children. " There
were three other schools in the town, one
taught by a master, and two by mis-
tresses, but it is not known how many
children shared the doubtful advantages
of these miserable institutions. It has
been observed that there are some things
which all men profess to admire in the
abstract, but which they detest in the
concrete, and that in the eighteenth and
early part of the nineteenth century,
public instruction was one of the most
marked of those things. The observation,
however, fails to do justice to facts. The
truth is that during the period which
falls under review in the present work,
the average man maintained that ignor-
ance is a positive blessing to the poor,
and that to instruct the children of the
poor is, in the long run, only to make
the poor discontented with a lot which
INTRODUCTION xiii
it is neither desirable nor indeed possible
to alter.
(2) In the year of grace, 1914, if the
old prejudices are less vigorous than they
were, the importance of the cause of public
instruction is even yet insufficiently under-
stood. The most convincing evidence for
this assertion is afforded by the place
which the schoolmaster holds in the es-
teem of the community. There are, of
course, the few who can find their way
to well-paid appointments in the most
expensive of our public schools, and it is
true that the rapid advance towards effici-
ency which has been made by the State
Provided Schools has led to a certain
improvement in the lot of those who
impart instruction to the children of the
poor. Yet, is it not still the case, that
" schooling " is one of the last resources
of the graduate, too old to enter the
Army, not smart enough for the Bar,
not " good " enough for the Civil Service,
or "pious" enough to enter Holy Orders?
b
xiv INTRODUCTION
It may be that parents belonging to the
upper middle classes cannot afford to pay
enough to secure a really sound educa-
tion for their children, but whatever may
be the cause, the result is to be found
in the existence of " crammers" " corre-
sponding colleges^' and the like. We are
stm quite content with those respectable
minor schools, which, after having had our
children entrusted to their care for five
or six years, send them out not able to
write three lines of a dead language
without making a blunder, or speak for
one minute in a modern language and be
understood. It may be true that our
poverty compels us to endure a state of
things which it would cost much money
to remedy, but the salient fact is that
on the whole our people love to have
things so. It is now fairly widely realised
that the would-be teacher has to be
taught to teach ; but if teaching is
a profession which requires a consider-
able outlay in securing the necessary
INTRODUCTION xv
qualifications, the returns for the outlay
are usually miserably small. India, at
the present time, offers no career to the
competent schoolmaster ; in this country
his salary is inadequate, and his prospects
in his own profession are almost nil.
(3) In judging, then, the efforts made
in the past, we need to be reminded
that enthusiasm for public instruction,
outside the ranks of those who have
powerful religious motives for taking up
the work, is not of very ancient proven-
ance. It is well when we read of the
alleged corruption of the Civil Service in
the days of Clive and his immediate
successors, to read some such work as
Trevelyan's Early History of Charles
James Fox, and compare what we read
of morals in Bengal with what we read
of morals in England. It is well, in like
manner, to compare the state of feeling
in regard to the importance of education
in England in 1715-1815, with the state
of feeling in India during the same
xvi INTRODUCTION
period. It is well to measure our own
efforts before we slight those of our
predecessors.
Mr. Law is occupied in the present
volume mainly with the subject of
European endeavours to educate the
young. He, however, touched upon the
more general subject of learning in India
when he deals with the origin of the
Asiatic Society of Bengal. It is to
be hoped that in a future volume the
author will take up the fascinating sub-
ject of the early pioneers in European
studies of Asiatic thought. The subject
is a very wide one and also very deep,
and the difficulty increases when we
remember that meagre and jejune as the
lucubrations of HolweU on Oriental sub-
jects may appear at the present day,
yet in their own time, they represented
a real advance in knowledge.
In the course of a study of the old
records, I have come across several inter-
esting evidences of ancient workers in
INTRODUCTION xvii
the rich mine of Oriental learning : but 1
have never had leisure to follow the
subject up. Here is an example : On
November 17th, 1783, Col. Henry Watson
writes to recommend to the notice of
Government Mr. Reuben Burrow^ ; to the
quahfications of his protege the Colonel
adds, "In the first instance, from no other
information than the Bramin precession
of the Equinox, he has determined those
periods of the Hindoos called the four
Jogues, which have been so often mentioned
by ancient and modern authors, and cause
such numerous mistakes and conjectures
among the learned. He has proved these
Jogues to be nothing more than astro-
nomical periods, and has deduced from
them their original periods ; but what is
still more extraordinary and curious, he
has found that they clearly explain some
very ancient chronological cycles that were
mentioned by Beerosus, a Chaldean author
^ See the article on Reuben Burrow in the
Dictionary of National Biography.
xviii INTRODUCTION
{who lived about two thousand years ago)
which caused many disputes and contro-
versies among the European philosophers.
"He has also discovered that several
branches of science which were supposed to
be the invention of Europeans, were long
since known to the Bramins ; that they
were acquainted with decimals and alge-
braic computation, and also, that they had
determined the mean motions of the Sun
and Moon and several other parts of
astronomy to almost as great exactness
four thousand years ago as the Europeans
have done in the present age. By an
ancient astronomical table made when the
obliquity of the Ecliptic was twenty-four
degrees two minutes, Mr. Burrow was
able to draw the foregoing conclusion, as
the variation is determined to be nearly
half a second in a year, which almost
proves the table to have been made at least
four thousand years ago. He is further
of opinion, from iphat he has already seen,
that the ancient Bramins did possess several
INTRODUCTION xix
improvements in science that tJie moderns
may be entirely unacquainted with, and,
therefore, concludes that an enquiry after
their knowledge may lead to matters oj
the first importance.
" From the above-mentioned discoveries
made in a few weeks by Mr. Burrow, I
am led to believe that many other lights
into ancient learning of India will soon
be made, and which may be of much greater
consequence and value than can at present
be foreseen ; I am also of opinion that the
desire to become acquainted with Hindoo
learning will be increased among the
Company's servants in proportion as the
knowledge of the discoveries are made
known to the public. In this enlightened
age, when every nation endeavours to
establish its title and claim to new dis-
coveries, what I have already said of the
capacity and zeal for acquirement of know-
ledge, so remarkable in Mr. Burrow, will,
I flatter myself, be sufficient to entitle him
to the patronage of the Board, even wheft
XX INTRODUCTION
his abilities to he useful to the Corps of
Engineers are out of question."
This extract is but one of the many
which might be given to show that there
is a wealth of material to hand for the
treatment of the subject I have indicated.
Of Hastings' interest in Eastern lore much
has been written, but the matter has never
been adequately dealt with. There is again
the subject of the influence of the early
publications of the Asiatic Society of Ben-
gal on contemporary European thought.
Here again I must content myself with a
single striking illustration. Monsieur C.
Latreille, in his extremely valuable work,
Joseph de 31aistre et la Papaute, writes :
" II avail suivi avec infiniment d'interet
les publications de la Societe Asiatique
de Calcutta et ses principaux membres,
William Jones, son fondateur, Bentley et
Claudius Buchanan. Cette Societe, cree
en 1784, penetra dans le sanctuaire de la
religion et dans les archives des adorateurs
de Brahmah: elle fit des decouvertes aussi
INTRODUCTION xxi
ittiles a la science qu'au Christianisme.
Ses memoires imprimds a Calcutta et re-
imprimes a Londres ^ etaient lus assidument
par J. de Maistre, qui, signalant les utiles
travaux de VAcademie de Calcutta, dira
des les Soir&es que 'V Europe doit des
actions de grace a cette societe anglaise.' "
An analysis of the authorities on Indian
subjects quoted by F. de la Mennais in
his Essai sur Vindifference en Matiere
de Religion might perhaps yield some
interesting results.
Professor Rhys Davids in the preface
to his Buddhist India has employed some
rather bitter language in his description
of the conditions under which a British
student of Indian history, law, or lan-
guages is usually compelled to do his
work. A survey of the encouragement
given by the English and German univer-
sities to the study of Sanskrit might
^ Two volumes of the Society's Proceedings
appeared in French in 1809 with notes by De-
lambre, de Cuvier, and de Langl^s.
xxii INTRODUCTION
suggest the idea that India is a part,
not of the English but the German
Empire. Under the conditions that have
prevailed until the present time, the man
who has the rare capacity to deal with
Oriental learning is compelled to spend aU
the best hours of his working day in teach-
ing the young, and in most cases it is
probably true that the man who is pos-
sessed of the necessary gifts for research
work has but the slightest ability to im-
part elementary instruction. This is the
burden of Dr. Rhys Davids' complaint
and when we turn from England to
India, we are all the more struck with
wonder that so much has been achieved
for Indian studies by men who have only
been able to give to them the fag-end
of a heavy working day. It has, I
believe, been no small amount of weak-
ness in the British administration that
work which should have been made a
first charge on those competent to do
it has been regarded as a mere ndpepyov,
INTRODUCTION xxiii
and that labours which should be the
first care of a genuinely civilised Govern-
ment have been left to the mere hap-
hazard of casual volunteers. Science not
only requires the encouragement of the
civilized State, but the State should see
to it that the results of learned re-
search should be made available in a
form which the public can understand.
In the behef that Mr. Law's survey of
the Promotion of Learning in India will
further the greater end which aU true
learning has in view, I have ventured
to write this brief Introduction to the
present volume.
WALTER K. FIRMINGER.
St. John's House,
Calcutta.
Xmas Eve, 1914.
TABLE OF CONTENTS.
PAOE
Phepace vii
Intboduction xi
BOOK I.
Southern India.
Preliminary 3
CHAPTER I.
EDUCATIONAL ACTIVITY UNDER ENGLISH
B. I. CO.
SECTION
I. — Religious Education 5
II. — Secular Education 11
(a) Portuguese medium 11
(6) English medium : St. Mary's Charity
School (founded 1715 a.d.) .... 15
(i) Renewal of Charter— a fillip to edu-
cation, leading to the foundation
of St. Mary's School 17
xxvi CONTENTS
SECTION PAQE
(ii) Rules of St. Mary's School, showing
its intei'nal arrangement .... 20
(iii) Initial stages 23
(iv) Roll of teachers and changes of
school site 25
(v) Finances 30
(vi) Part played by the Company in edu-
cational matters in the seventeenth
and eighteenth centuries .... 32
CHAPTER II.
EDUCATIONAL ACTIVITY OUTSIDE PORT
ST. GEORGE.
(a) Schwartz 35
(6) Other educationists 37
(c) A Roman Catholic School managed by
Capuchin Missionaries 38
CHAPTER III.
I. — ^Lady Campbell's Female Orphan Asylum
(founbed 1787 A.D.) AT FoRT 8t. GnoseF ... 40
II. — Male Asylum (founded 1787 a.d.) — Bell's
Educational System 45
(a) Bell system of education — an adaptation of
the Indian method 49
(b) Cordiner's account 50
(o) Cordiner's account of teaching the alphabet 54
(d) Cordiner's account of students' daily
routine^ etc , , , , 65
CONTENTS xxvii
aiCTION PAQB
(e) Finances 57
(/) Dr. Bell's achievements 60
(g) Dr. Bell's successors 62
III. — History of Educational Activity mainly
OUTSIDE Fort St. Gboroe 64
(a) Sullivan and others 64
(6) Educational activity in Ceylon 68
(c) Grundler, an educationist 71
Scheme for a Charity School at Fort St.
George ; results 72
(d) Educationists other than Grundler ; Danish
Missionaries ; Giester, Kiernander,
Hutteman and others 74
Educational institutions at Bomhay ; Portu-
guese educational activity ; Vellore ;
Seminary at Pondiohery 79
CHAPTER IV.
(fl) Early European libraries in Southern India 87
(6) Early European libraries in Bengal . . 97
CHAPTER V.
(a) Caligraphy as a means of diffusion of
learning among Musalmans .... 99
(6) Printing : its late adoption by Indians ;
an account of its introduction in India
by Europeans 100
(c) First printing in British India 105
xxviii CONTENTS
BOOK II.
Northern India.
CHAPTER I.
CALCUTTA AND ITS VICINITY.
FAQE
(a) Bellamy's Charity School 109
(6) Kiernander's School ; provision for girls ;
teaching staflf 113
(c) Calcutta Free School ; Kiernander's School
amalgamated 117
(rf) Mushroom schools ; other institutions dis-
tinguished 120
(e) Other educational institutions ; first annual
puhlic examinations 123
(/) Female education 127
(g) Asiatic Society of Bengal 130
CHAPTER II.
EDUCATIONAL ACTIVITIES OUTSIDE CALCUTTA 131
Conclusion 133
Indices : (I.) Subjects ; (U.) Proper Names and
LiTERAEY Repebbnces ; (III.) Chronolooical . 137
ILLUSTRATIONS.
FAOINQ FAQE
S.P.G. Mission School at Cuddalohe 73
Military Orphan School at Kiodepobe .... 127
BOOK I.
SOUTHEKN INDIA.
Prelimi-
nary.
PRELIMINARY.
The efforts of Muslim monarchs, chiefs
and private individuals during Islamic
rule in India for the promotion of learn-
ing have been noticed elsewhere.^ Such
laudable exertions were not, however,
confined to them alone. The diflferent
European peoples that began to land in
India since the sixteenth century or earlier
were not altogether inactive in regard to
diffusion of education and learning not
only among themselves but also among
the people of this country. The early
history of such efforts on their part is very
obscure, which makes it difficult to write
a connected account of activities in this
direction of all the sections of Europeans
^ See Promotion of Learning in India during
Muhammadan Rule (by Muhammadans), by
the same author.
Prelimi-
nary,
4 PRELIMINARY
that began to come to India since the
time of the earlier Mughal emperors. We
shall, however, try to give a connected
narrative of such eflForts so far as may
be gleaned from the materials at our
command.
CHAPTER I.
EDUCATIONAL ACTIVITY UNDER ENGLISH
E. I. CO. IN SOUTHEBN INDIA.
Section I.
Religious Education.
In the early history of the East India
Company it would be futile to search for
evidences of any direct efforts on their
part for promotion of learning among
the people of India or even among the
Europeans born in this place. It should""
be borne in mind that the first efforts of
the Company to diffuse education were i
prompted by a religious motive, viz. the :'
evangelization of Indians and the removal ;
of apprehended trouble owing to the pre-
ponderance of Roman Catholics among '-.
the inhabitants of the places where they \
had settled.^ Says Mr. J. W. Kaye onj
Chapter
Sect. I.
Religious
Educa-
tion.
Chapter
Sect. I.
Reiijous 6 PROMOTION OF LEARNING
Educa-
tion.
this point : " Sleeman had estabUshed
schools of industry at Jabbulpore for
the children of the Thugs, Outram had
put to school in Khandesh the little
Bhils whose fathers he had reclaimed, and
MacPherson had turned to similar account
his opportunities in favour of the victims
whom he had rescued from the hands
of the sacrificing Khonds. Education of
the people in any substantial shape
begins within a comparatively recent
period. There is recognition, in some
of the early charters, of the Christian
duty of instructing the Gentoos, but it
was not until 1813 that there was any-
thing like a decided manifestation of the
will of Government in connexion with
the great subject." ^
The very early educational efforts of the
Europeans, as I have already indicated,
had an ulterior purpose, viz. the propaga-
tion of the Gospel. Moreover, they were
' J. W. K&ye's Administration of the E. I. Co.,
Pt. v., Oh. I., p. 587.
Chapter
Sect. I
IN INDIA 7 Religious
Educa-
directed purely to religious education —
the objects being the instillation of Chris-
tian doctrines into the minds of the
people through their native language
which the Europeans tried to master, as
also the spread of Western education
among the Indians in order to enable
them to appreciate better the Christian
doctrines. As early as 1614 a.d., we
hear of steps being taken for the recruit-
ment of Indians for the propagation of
the Gospel among their countrymen and
for imparting to these missionaries such
education at the Company's expense as
would enable them to carry out effectively
the purposes for which they were enlisted.
Captain Best took home an Indian youth,
christened him Peter, — a name that was
chosen by the King himself (James I.), —
and educated him at the Company's ex-
pense in order to give him a suitable outfit
for his task. The youth got a decent educa-
tion ; but as to what he did in furtherance
of the evangelical purpose, nothing is
tion.
Chtmttt
Sect. I.
Reli^us 8 PROMOTION OF LEARNING
Educa-
tion.
known. ^ The movement for the prosely-
tization of India was going on, and many-
schemes were put forward. The Hon.
Robert Boyle, the philosopher, re-opened
in 1677 the question originated by Baxter
in 1660, by recommending to the East
India Company, of which he himself was
a Director, a plan of his own. The
essence of the plan was to make use of
the Company's Chaplains as missionaries
by giving them a special training for the
purpose. Dr. Fell, Bishop of Oxford,
undertook to train men in the knowledge
of Arabic, if the Company would send
students to Oxford and bear the cost of
their training. The means at the disposal
of the projectors to carry out their plan
were : —
(1) They had Boyle's translation of the
Gospel and the Acts of the Apostles in
Malay {i.e. Malayalam or Tamil).
' Rev. Frank Penny's Chv/rch in Madras, Vol.
I., pp. 14-16.
Chapter
Sect. I.
IN INDIA 9 Religious
Educa-
(2) They had Pocock's translation of
Grotius' Truth of the Christian Religion
in Arabic.
(3) There was the teaching afforded by
the Professorship of Arabic, estabhshed
at Oxford by Archbishop Laud in 1636.
(4) There was Bishop Fell's offer to
superintend the training of the youths in
Arabic.
(5) They looked to the liberal financial
assistance of the members of the East
India Company.
This scheme, however, failed for various
reasons, such as Bishop Fell's death in
1686, the lapse of the Company's Charte r
in 1693 and its renewal for only five
years. Arabic and " Malaian " were, more-
over, found out to be J.neffective media
for the evangelization of India. A part
of the funds that had been raised for the
purpose was therefore spent over printing
and distributing Boyle's Malay version of
the Gospel in the Company's settlements,'
1 Penny, Vol. I., pp. 95-98.
tion.
Chapter
Sect. I.
Reii^us 10 PROMOTION OF LEARNING
Educa-
tion.
the rest being returned to the subscribers.
Some time after, the Company thought
that books in Portuguese would be more
effective, and made liberal gifts of such
books for distribution among the people in
the Company's settlements.^ But herein
also the Company missed the mark. The
Portuguese lingua franca of the European
settlements in India was a patois-coxn.-
bination of several languages, of which
pure Portuguese was but a framework.
Books in pure Portuguese were as un-
intelligible to them as English. To meet
(this difficulty, Mr. Lewis, the Company's
chaplain at Fort St. George (1691-1714),
studied and soon became proficient in
the patois, in which he continued for a
while to impart religious instruction to
the people. But with his departure, the
Portuguese patois fell out of favour and
his successors gave more attention to
education through English.^
1 Penny, Vol. I., pp. 95-98. ' Ibid., p. 113.
Chapter
I.
Sect. II.
IN INDIA n S^ar
Educa-
tion.
Portu-
Section II. j|Xm.
Secular Education.
While describing the steps taken by
the Company to propagate reUgious
education among the people through
Arabic, TamU, etc., and to train men
for the work, I should not omit to give
an account of what the Company and
the Missionaries did for the secular
education of the people.
(a) Portuguese Medium.
In 1670 the Directors made inquiries
about the education of the children at
Fort St. George, and expressed them-
selves very strongly as to how they ought
to be brought up. In 1673 action was
taken by the appointment of a Scotch
preacher named Pringle who kept a
school for teaching the Portuguese
Eurasians, British Eurasians, and the
children of a few Indian subordinates
euese
Me
Chapter
Sect II.
p^- 12 PROMOTION OF LEARNING
fuese
"™' for whom the Company considered them-
selves responsible, the medium of teach-
ing being the debased kind of Portuguese
already referred to. His salary was £50
a year. On Mr. Pringle's return to
England, Mr. Ralph Ord was appointed
to the vacant post on the same salary.
He carried on tuition at the Fort for four
years from 1678, and was allowed, unlike
his predecessor, to do other work as well.
In 1682 he retired on account of ill-health,
Mr. John Barker being chosen as his
successor on a salary of 6 pagodas per
mensem, i.e. half of what his predecessors
had enjoyed. This arrangement, it seems,
lasted up to 1707, when Barker died.
This small school grew in importance and
attracted towards it gradually-increasing
charity-stock for the care and education
of the orphans,^ making a thorough super-
vision of the institution a matter of
' Penny, Vol. I., pp. 164-166 ; also Vestiges of
Old Madras, by H. D. Love, Vol. I., p. 397, and
Vol. II., pp. 163 ff.
Chapter
Sect. II.
IN INDIA 13 p^-
g^uese
.. o 1 • • 1 Medium.
necessity. Such supervision carved a
good deal out of the almost independent
position enjoyed by Barker in the first
few years of his career as schoolmaster.
After 1692 the work of superintendence
was entrusted by the Directors to the
Chaplains, who were required to have a
knowledge of Portuguese and Tamil for
the performance of their new duty. Mr.
Lewis, to whom we have already referred
in another connexion, was an enthusiastic
educationist, and recommended to Mr,
Pitt, Governor of the Fort (1698-1709),
the foundation of two Nurseries, one for
boys and the other for girls, where they
should be educated and taught the
Protestant religion. Lewis' object was
to make Portuguese the medium of in-
struction. He had both Prayer-books
and Catechism in that language, and
himself commenced the translation of
portions of the Bible. But his plan was
not carried out. His translation, how-
ever, was not so much labour lost. He
Chapter
Sect! II.
p^. 14 PROMOTION OF LEARNING
gruese
Medium. . • i i
sent his manuscript to Ziegenbalg and
Grundler, the Danish missionaries at
Tranquebar, who were induced thereby
to translate the whole Bible. It was
copies of this translation that they dis-
tributed among the students of the
Portuguese schools they established
afterwards at Tranquebar, Fort St.
David, and Madras. Though Lewis'
scheme was not adopted by the
Company and a different line was
followed, yet it must be said to his
credit that his zeal in this matter had
prompted him to do what lay in his
power to promote the cause of education.*
He himself, without waiting for any help
from the Company or any other source,
had founded a free school, which was
carried on by himself as long as he
remained in the Fort, and for a short
time after his departure, by his successor
the Rev. William Stevenson. The
traveller Lockyer, who visited the Fort
1 Penny, Vol. I., pp. 166-167.
Chapter
Sect.' II.
IN INDIA 15 Eli^sh
Medium :
• St
m 1703, has left an account ^ of the place Mary's
as it was in Lewis' time, which reflects School,
much credit on Lewis. He says that the
free school was held in a large room
under the Church Library which, by
the way, was not a meagre collection,
containing, as it did, books valued
at £438.^
(b) English Medium : St. Marys School.
Lewis' successor Stevenson did not
like this institution, and thought that an
English school fo r the children of Englis h
^Idiers would be more useful than a
Portuguese school. So he established an
English school (St. Mary's) and left the
Portuguese teaching to the Danish
missionaries.^
Lewis' institution and scheme did not
recommend themselves to the local
1 Lockyer's Account of Trade in India.
2 Penny, Vol. I., pp. 131-133.
= Ibid., p. 167 ; also H. D. Love's V.O.M., Vol.
XL, p. 164,
Chapter
Sect." II.
School.
St. 16 PROMOTION OF LEARNING
Mary's
authorities at the Fort for three
reasons : —
(i) They did not know Portuguese, in
which Lewis had been proficient ; (ii) the
Society for Promoting Christian Know-
ledge had already materially assisted the
Danish missionaries with funds for the
establishment of schools in which the
medium of instruction was Portuguese ;
and (iii) funds being small, attention to
British Eurasians exclusively and an
English school for them could alone be
admitted.'
Stevenson, however, was in favour of
founding another school for the Prose-
lytes, but this plan was not carried out.
The English school alone was founded
and opened in December, 1715, with 18
I boys and 12 girls, under the name of St.
aMary's Charity School. Among the boys
was a Portuguese youth sent by Mr.
Grundler, the Danish missionary at
Tranquebar, at the recommendation of
1 Penny, Vol. I., p. 167.
Chapter
Sect.' II.
IN INDIA 17 sT
Mary's
the S.P.C.K./ to study English at the ^"'°°''
school, in order that he might be of help
to the mission of the Society.^
(i) Renewal of CJiarter—a Fillip to
Education and leading to the Founda-
tion of St. Mary's School.
It should be remarked here that at the
time of the renewal of the Charter to-
wards the end of the sevent eenth century,
many criticisms were passed upon the
doings of the Company. The report
written in 1695 by Dr. Prideaux, Dean
of Norwich, contained for instance an
adverse remark which, it must be admit-
ted, had some truth in it. " The Dutch,"
says he, " had lately erected a college or
university in Ceylon. . . . The English
East India Company are in this matter
^ The Society for Promoting Christian Know-
ledge was founded in 1698, and the Society for
the Propagation of the Gospel incorporated by
Royal Charter in 1701. Vide W. W. Hunter's
India of the Queen, pp. 231, 232.
" Penn/y, Vol. I., pp. 168, 169.
c
Chapter
Sect! II.
School.
St. 18 PROMOTION OF LEARNING
Mary's
negligent," He put forward a scheme of
his own, which among other things
included a recommendation for the
erection of schools at Madras, Bombay,
and Fort St. David for the education of
the inhabitants. Prideaux's scheme was
not followed in toto, but the effect of his
remark and the like criticisms from other
quarters was that an express provision
was put in the New Charter for ensuring
greater care for the instruction of the
people.^ The Company had no doubt
appointed schoolmasters for teaching the
European and Eurasian youths of the
Fort settlement, but could not reply to
the charge that they paid little attention
to the Indians under their care. The
charter therefore made the following
provision : —
" All Ministers shall be obliged to learn
1 Penny, Vol. I., p. 122; also Anderson's
History of the Colonial Church, Vol. II,, pp.
704, 708.
School.
Chapter
Sect.' 11.
m INDIA 19 sT
Mary's
within one year after their arrival the Portu-
guese language and shall apply themselves to
learn the native language of the country where
they shall reside, the better to enable them to
instruct the Oentoos that shall be the servants
or the slaves of the Com/pany, or of their agents,
in the Protestant Religion.
" We further will and direct that the Company
shall provide schoolmasters in all the said
garrisons and superior factories where they
shall be found necessary." i Another provision
in the charter was that " school/masters shall be
attached to every ship over 500 tons burthen." ^
The emphasis laid by the Directors on
the necessity of e ducation of the peop le
under Compan y's care acted no doubt as
a fillip to the local authorities ; and the
estabhshment of St. Mary's Charity
School was one of the results of the
greater attention paid to the matter by
the authorities in England.
1 Penny, Vol. I., p. 123; vide also Kaye's
Administration of the E. I. Co. (1853), p. 626.
* Penny, Vol. I., p. 346.
Chapter
Sect! II.
st7 20 PROMOTION OF LEARNING
Mary's
School :
Rules.
(ii) Rules of St. Mary's School, showing
its Internal Arrangement.
The Rules of this Charity School as
recorded by Mr, Wheeler^ throw much
light on its internal state, and so, I think,
no apology is necessary for quoting them
here : —
" 1. That in some convenient place within the
English Town, there be proper accommodation
mxtde at first for 30 poor Protestant children,
diet and education gratis.
"2. That the scholars he trained up to a
practical sense of religion and be particularly
instructed in the doctrines of the Church of
England as by law established ; and therefore,
no person shall be capable of being master of the
school unless he be qualified according to the
Acts of ParUament.
" 3. That the children, whether boys or girls,
shall be taken into the school house at 5 years of
age, or thereabouts, and be put out to service or
apprenticeships when they are about 12 years
old. And while they are entertained in the
school, the boys shall be taught to read, write,
^ Wheeler's Madras in the Olden Time, pp.
341, 842 (ed. 1882).
Chapter
Sect.' II.
IN INDIA 21 sT
Mary's
cast accounts, or what they may be further Rules *
capable of, and the girls shall be instructed
in reading and the necessary parts of house-
ivifery.
" 4. That no scholar shall be taken in, nor
any matter of moment transacted ivithout the
previous consent of the Honourable Governor for
the time being.
" 5. That besides the Ministers and Church-
tvardens, who shall always be overseers of the
Charity School, there be three others chosen
yearly by the vestry for the better management
and more careful inspection of the affairs of the
school ; and in order thereunto, that the said
overseers (or at least four of them) meet every
iveek at the vestry, and keep minutes of what
they agree upon (if it be of any moment) to be
laid before the Governor for his approbation.
" 6. That one of the overseers annually chosen
by the vestry shall at the same time be nomi-
nated Treasurer to the School, and be obliged to
keep exact regular accounts of the school-stock
and expenses, to be laid before every vestry, and
before the other overseers, or any of the contri-
butors, when they require it, at any of their
weekly meetings or otherwise.
" 7. That when the cash belonging to the school-
stock shall amount to the sum of 1000 pagodas,
it shall be employed at sea, or let out at interest,
by the Treasurer, with the advice of the rest of
the overseers, and the consent of the Governor ;
Chapter
Sect.' II.
sT 22 PROMOTION OF LEARNING
Mary's
Rules.' '^^'^ if t^^ money cannot he thus employed, that
it he lent to the Church at the usual interest.
" 8. That all Bonds, Deeds of Conveyance and
other writs for the use and benefit of the
Charity School, shall be drawn and granted in
the name of the Treasurer and other overseers
for the time being.
" 9. That all Legacies, Gifts and Benefactions
to the school, whether of money or other things,
be duly entered by the Treasurer in a hook to he
kept for that purpose, which he shall sign at the
foot of every page.
" 10. That no part of the school-stock shall on
any pretence whatsoever he employed to any
purpose, or in any other manner, hut what is
agreeable to the original design and institution
above expressed.
" 11. That in all d/ifficult cases and disputes
about any matter of consequence, the overseers
shall make application to the Governor for
calling a vestry, wherein all such matters shall be
determined by the majority of the contributors.
" 12. That the aforesaid articles shall be the
standing rules and fundamental constitutions
of the Charity School, according to which the
overseers shall be obliged to act. And therefore
that the said rules shall he registered in the
beginning of a book, wherein the said overseers
shall enter all the subsequent orders and
regulations which they may have occasion to
make hereafter concerning the said school,
Chapter
Sect! II.
IN INDIA 23 sT
Mary's
provided that such subsequent orders shall he Initial'
first approved by the Governor and Council for Stages.
the time being."
The chief points to be noticed ab out
thes e rules are that the school was to be a
Church of Engl and school ; th at it wa s
to be managed by a body of seven persons
— 2 Ministers, 2 Churchwardens, and 3
Dvefse'e rs elected by the vestr y : and that
in matters of importance, e.g. admission
of children, the Governor in Council must
be consulted.
(iii) Initial Stages.
Some time after the foundation of the
school, there were in it more than 30 chil-
dren. Over and above the endowed funds,
a monthly collection was made for their
education and maintenance. The boys
lived in one apartment under the charge
of a master and an usher, and the girls in
a separate house under the care of a
mistress and an assistant.^
' Penny, Vol. I., pp. 171-175.
Chapter
Sect.' II.
"iT 24 PROMOTION OF LEARNING
Mary's
TeiSits t The school opened with about £350
s^ooi bequeathed to it by two legacies, but the
®'*^®- sum within a short time amounted to
£1000 by additional contributions, the
Governor himself paying £225. At first
for the purposes of the school, hired
buildings were used; but in 1717, the
Jearsey House and ground were made over
to the school by the Company. Liberal
gifts of Primers, Spelling Books, Bibles
and Catechisms were also made.^ The
school authorities, however, decided to
erect a new building on the Island in the
river on the west side of the Fort, out of
the sale-proceeds of the Jearsey House
and ground. The school began to use
this new building from 1719 till the con-
struction of stronger and more scientific
defence works of the Fort in 1746 for
resisting attacks by the French made it
necessary to remove elsewhere.^
The outlay for the new building was
' Penny, Vol. I., pp. 171-175.
2 Ibid., pp. 174-176.
Chapter
Sect! II.
IN INDIA 25 IT
Mary's
5000 pagodas. The authorities were not Teachers
cramped for room in the Island. We School
learn from the appreciative opinion of ®'*^*'
the Governor and Council that " it was
substantial and an ornament to the
place." 1
(iv) Roll of Teachers and Changes of
School Site.
John Mitchel was the first schoolmaster
of St. Mary's School. But within six
months of his appointment he was prose-
cuted in the Mayor's Court by the
commandant of the Garrison for deluding
his daughter by a pretended marriage in
which he acted both as priest and husband.
Mitchel had pretended to be in Holy
Orders though he was a soldier, and the
authorities had accepted his statement and
acted accordingly. He was called upon
to find sureties for good behaviour and
o rdered to leave for Engla nd at the
earliest opportunity. It was indeed very
' Penny, Vol. I., pp. 174-176.
Chapter
Sect! II.
sT 26 PROMOTION OF LEARNING
Maty's
Teachers unfortunate that such an incident should
School take place in the infancy of the school.'^
Sites.
Mitchel was dismissed and Main was
appointed in his place.
When necessity arose for the school
to give up the site in the Island in 1746,
the compensation it obtained from the
Company was somewhat short of what it
ought to have been paid ; but the Company
was hard up now, and the school authori-
ties had no other alternative than to accept
the low compensation. The Company,
however, made partial amends by accepting
a loan of 3000 pagodas from the School
Funds at a temporary high rate of
interest.
After its removal from the Island, the
school was lodged in two separate houses
— one bought and the other hired.
Shortly after, the Trustees sold to the
Government for 300 pagodas the site of
the school they had bought. Three
months later, the Fort and the walled
' Penny, Vol. I., pp. 174-176.
Chapter
Sect.' II.
IN INDIA 27 sT
Mary's
town of Madraspatam (Madras) were Teachers
occupied by the French.' School
Mr. Samuel Staveley, who had been in ^''^^^'
1742 a schoolmaster in the Whitgift Free
School of England, offered in 1753 to
keep and superintend the Charity School,
provided he obtained an extra salary of
£100. The offer was accepted, and one
of the houses in Middle Gate Street
bequeathed by Mrs. Mary Williams to the
vestry was used for the purpose. The
school thus brought inside the Fort
continued there until 1872. The vestry
and the people generally were much
satisfied with this arrangement and pro-
posed to the gentlemen of Fort St. David
to amalgamate the Charity-stock there
with the Charity-stock of Fort St. George
and to educate the children of the military
of both the places under Mr. Staveley. It
seems that the proposal was accepted.^
The school, however, met with a crisis
^ Penny, Vol. I., pp. 176-179.
' Ibid., p. 314.
Sites.
Chapter
Sect.' II.
"it 28 PROMOTION OF LEARNING
Mary's
Teachers during the siege of 1758-59. The
School building in which it was lodged was
destroyed by shot and shell, in conse-
quence of which it had to remove to a
house lent by the Company. In 1778 it
wanted repair, for which, as also for taking
in more orphan-children of the soldiers
of the Company, greater funds were
needed.
The vestry resolved to raise a sub-
scription at the Presidency and the differ-
ent subordinate stations, but the resolution
failed on account of the unfavourable time
then prevailing owing to wars. In 1779
the bad condition of the school-house
necessitated the removal of the children
to the Church lodgings for a time.
Another house was applied for from the
Company, which, however, could not
comply with the request. In the mean-
time, a house was hired at the rent of 60
pagodas a month, which the school could
only pay with the greatest difficulty. The
vestry now proposed to Government to
Sites.
Chapter
Sect.' II.
IN INDIA 29 sT
Mary's
repair and alter the old school building Teacher's
at its own expense (the cost being 785 school
pagodas), and asked for either a gift of the
house or a lease for 99 years of the ground
in Middle Gate Street at a quit rent.
The latter request was granted, and the
lease was sanctioned at the rent of 5
pagodas per annum. The vestry then put
the building in repair and continued to
use it for its purpose.^ In 1785, however,
the renewed building collapsed, and
Colonel Patrick Ross, the Chief Engineer,
gave an estimate for rebuilding, amount-
ing to 2300 pagodas. The plan was
sanctioned and arrangements were made
for the carrying on of the school in a
rented house in Black Town.^ Govern-
ment was appealed to for financial help
and in response it paid 500 pagodas. By
the end of the year, the building was
» Penny, Vol. I., pp. 361-362; V.O.M., Vol.
III., p. 849.
^ The place outside the Fort or White Town
was so called. It was inhabited by Indians.
Chapter
Sect! II.
sT 30 PROMOTION OF LEARNING
Mary's
Finances. completed and became fit for being used
for the school.^
(v) Finances.
We have already mentioned some of
the methods by which the funds for the
school were raised. An additional but
unusual method was as follows : —
The " Choultry Dubash " (interpreter)
was tried by the Council for extorting
exorbitant fees from poor people. He
was dismissed from service, pilloried and
fined 500 pagodas, one half of which was
paid to the school.^
Another source of income of the school
was that " all boats (of the place where
the school was) that were employed of a
Sunday used to pay 6 fanams every trip
to the school-stock." ^
It may not be out of place to record
' Penn>ff, Vol. I., pp. 382-384 ; V.O.M., Vol.
III., p. 850.
2 lUd., p. 176.
« Ibid., p. 314.
Chapter
I.
Sect II.
IN INDIA 31 sT
Mary's
here a few legacies out of which the Finances,
school derived benefit. In 1720, Charles
Davis died and left a legacy of 200
pagodas} Some of the legacies be-
queathed to the institution in the second
half of the eighteenth century were ^ —
1. Nicholas Morse, formerly gover-
nor 800 pagrodas
2. Col. John Wood, the designer of
Christ Church, Trichinoply . 200 „
3. Robert Hughes 180 „
4. Mrs. Isabella Croke 150 „
5: James Stringer 240 „
Such legacies are a good index of the
confidence that the community placed in
the efficient management of the school.
Larger legacies than those recorded above
were at times left by Europeans to meet
the educational wants of the European
settlements. James Wooley, for instance,
left a very large sum of money for the
education and provision of the distressed
European children. This legacy, it is
1 Penny, Vol. I., p. 176.
2 Ibid., pp. 399.
Chapter
Sect. II,
E^i.com- 32 PROMOTION OF LEARNING
pany s
part in
Educa- interesting to note, is associated with Mr.
Matters. John Balfour, the great-grandfather of the
two distinguished statesmen of England
of the present day.^ He was one of the
executors of Mr. Wooley. The European
children in various schools in the Madras
Presidency, including those of the Roman
Catholic persuasion, still enjoy the bene-
fit of the legacy.^
(vi) Paj^t played by the Company in
Educational Matters in the Seven-
teenth and Eighteenth Centuries.
We are now in a position to judge of the
nature of help given to the school by the
Company and the local Government.
The idea of a free mission school for the
children of the Portuguese and others
originated with the S.P.C.K. in London.
Their intention was to carry it out by
the Danish missionaries. Mr. Lewis fell
in with the idea and discussed it with
1 Penny, Vol. I., pp. 399, 400.
2 Ihid., p. 400.
Chapter
Sect.' II.
IN INDIA 83 ELC^m-
pany's
Ziegenbalg, a Danish missionary of Tran- ^duca-
quebar in 1710. Stevenson, his successor, Matters,
gave effect to a fresh scheme^ which
provided for a school for the British
Eurasians. The Company gave a site for
the school but had nothing to do with the
building or its up-keep. They intervened
to safeguard the funds and their proper
administration. When the surrender of
the Fort to the French put the funds in
danger, they stepped in for their safe
custody.^
In the seventeenth century we find
the Directors taking the initiative in
educational work, but with the arrival of
the missionaries in the beginning of the
eighteenth century we find a change
gradually setting in. They shifted their
educational duties to the shoulders of the
new-comers, though of course they did not
stand aloof altogether. During the first
three quarters of the eighteenth century
1 Penny, Vol. I., pp. 176-179.
2 Ibid.
D
Chapter
Sect. II.
EiTc^m- 34 PROMOTION OF LEARNING
pany's
Educa- they gave assistance to schools of various
Matters. kinds in various ways ; they ordered, for
instance, their servants at Fort St. David
to act in the schools as accountants, and
occasionally repaired the school buildings.
They did not, however, want to have a
hand in the actual educational work, so
that, up to 1787, all that was done outside
Fort St. George was done by the mission-
aries either in their capacity as such,
or as garrison or station chaplains.'
1 Penny, Vol. I., p. 505.
m INDIA 35
CHAPTER II.
EDUCATIONAL ACTIVITY OUTSIDE
FORT ST. GEORGE.
(a) Schwartz.
Let us for a while look at the educa-
tional work that was being done outside
Fort St. George. The S.P.C.K. mission-
aries were one and aU graduates of univer-
sities and zealous educationists. None of
them worked without schools. Schwartz,
a German missionary/ established the
vestry school for European and Eurasian
boys at Trichinopoly (about 1772 a.d.).
The events that led to the foundation of
the institution were very sad.^ In 1772,
January 14, a powder magazine blew up ;
34 European soldiers and 10 Sepoys were
1 Sent out first by the Danes, but afterwards
engaged in English missions.
" Penny, Vol. I., p. 505.
Chapter
II.
Schwartz.
Chaptet
II.
Schwartz.
36 PROMOTION OF LEARNING
killed, and 66 Europeans and 44 Sepoys
wounded. They left behind both widows
and children. Schwartz moved in the
matter, and had no difficulty in raising a
sufficient sum among the civil officials
and soldiers of all grades in the garrison
to pay a non-commissioned officer and his
wife to look after the orphans and in-
struct them. Thus originated the vestry
school at Trichinopoly.^
Schwartz soon founded another school
at Tanjore. The circumstances that led
to its foundation were as follows : — In
1774 he went to Tanjore and made it his
headquarters. Thence he was requested
by the Governor to come to Fort St.
George in the same year and com-
missioned to bear despatches to Haidar
'All of Mysore. Haidar presented him
with a bag of money for the expenses of
his journey which Schwartz declined, as
the expenses were to be paid by the
Madras Government. Haidar would
' Penny, Vol. I., pp. 505, 506.
Chapter
if.
Other
IN INDIA 37 Educa-
tionists.
take no refusal, and so the bag was
accepted ; but on his return, Schwartz
delivered it to Governor and Council,
who again urged him to take it. Where-
upon he took permission to employ the
sum as the nucleus fund for founding an
English Charity School at Tanjore, ex-
pressing a hope that the fund would
increase by contributions from charitable
people.^ Thus originated the Tanjore
Etiglish Cha7'ity School.
(b) Other Educationists.
We learn from the S.P.C.K. Reports
as well as Taylor's Memoir ^ as quoted in
Penny that there was a school at Vepery,
a village on the Coromandel Coast,
where Benjamin Johnson, " English and
Portuguese School master and clerk to
the Portuguese congregation," died in
1773. There were also at this time two
English schools for Eurasians of both
' Penny, Vol. I., pp. 505, 506.
2 Taylor's Memoir, p. 33.
Chapter
cfthoifc" 38 PROMOTION OF LEARNING
School
by sexes, one at Vepery and another at
anes.
Mfssion" Cuddalore. These schools owed their
being, not to the Company, but to the
Missionaries of the S.P.C.K., nor were
they regularly assisted by the Madras
Government, Moreover, they were all
managed by the Missionaries. With the
exception of the St. Mary's Charity
School, the Company now took no part
in the management of the schools.^
(c) A Roman Catholic School managed
by Capuchin Missionaries.
In Black Town (as the place, outside
the Fort or White Town, inhabited by
Indians was called) a Roman Catholic
School was established under the manage-
ment of Capuchin missionaries, providing
for the education of Europeans and
Eurasians along with boys from other
communities.'^ This school was more
^ Penny, Vol. I., pp. 506, 507.
" Ibid.
Chapter
IN INDIA
39
largely endowed than any other hitherto
established and had no other connexion
with the Company than that of benevolent
protection. This institution supplemented
in a large measure the works of the
existing educational foundations.
A Roman
Catholic
School
managed
by
Capuchm
Mission-
Chapter
III
Sect. I.
L^y 40 PROMOTION OF LEARNING
Camp-
bell^
Female
Orphan
Asylum,
CHAPTER III.
Section I.
Lady Campbell's Female Orphan Asylum
at Fort St. George, founded 1787 a.d.
But the tasks they had to cope with
were being rendered more difficult with
the increase of population. We learn
from the S.P.C.K. Report (1784) and the
History of the S.P.C.K} as quoted in
Penny, that " a considerable number of
children was being born annually in the
British settlements in the East Indies, of
fathers who were Europeans and mothers
who were natives. That of this de-
scription there were born annually not
less than 700 at Madras and on the coast
of Coromandel." Due provision for
these children made the foundation of
1 By Allen and McClure (1898).
Chapter
III.
Sect. I.
IN INDIA 41 ildy
Camp-
other schools a necessity, and Lady Female
Campbell, the wife of the Governor of As^iumu
Fort St. George, set to work about 1784
to raise money for the purpose.' The
S.P.C.K. voted a sum of £50 to be paid
as an annual stipend as soon as a school
would be started. Money was freely
given not only by the Company's servants
but also by the Nawab of Arcot, who
expressed his wish to benefit the children
of the soldiers by whose courage alone he
still retained his position as a Nawab.
He purchased a large house with com-
pound by the Mount Road (the house
formerly belonging to Col. John Wood)
at 8000 pagodas and presented it along
with 1500 pagodas to Lady Campbell
for the purpose of the school. The
subscriptions from the local people
amounted to 30,000 pagodas. In 1787
the Committee of Governors were in a
position to commence their work. To
start with, there were 62 girls in the
1 Penny, Vol. I., pp. 507, 508.
Chapter
III.
Sect. I.
L^ 42 PROMOTION OF LEARNING
Camp-
Female school which obtained the name of
Asylum. Female Orphan Asylum. The Directors
agreed to pay a subscription of Rs.5/- a
month for each of the children and gave
the standing order that their grant would
continue at this rate until the number of
children rose to 100. The appeal for this
grant was made to them on the ground
that similar liberaUty had been shown
to the Orphan House at Calcutta, for
which they had sanctioned an initial
expenditure of Rs.89,687 and a monthly
payment of Rs.5/- for each child.'
The Direction was to consist of the
Governor, the members of the Council,
and eight other gentlemen including two
clergymen. The children were to be
under governesses and nurses under the
control of twelve Directresses. There
were to be five classes of children, viz. : —
1. Female orphans of officers and
soldiers.
1 Penmy, Vol. I„ pp. 508-512.
Chapter
in.
Sect. I.
IN INDIA 43 L^
Camp-
bell's
2. Female children who had lost one Female
Orphan
parent. Asylum.
3. Legitimate female children of
soldiers and their European wives.
4. Legitimate female children of
soldiers and their Indian wives.
5. Legitimate female children of
European civilians of the settlement.^
The financial position of the Company
was not good about this time, and as
there were so many other pressing
demands upon their funds, it is not a
matter of surprise that there were arrears
in payment of their contributions to the
school from the very outset. However,
they were paid off some time after.''
In appreciation of the excellent services
of Lady Campbell in promoting the
interests of the institution, she was made
perpetual patroness of the Asylum, and the
election of Governors was held on the anni-
versary of her birthday, the 20th March.*
1 Penny, Vol. I., pp. 510-515 ; also V.O.M.
Vol. III., pp. 354 ff.
a Ibid. 8 Ibid.
Chapter
III.
Sect. I.
L^y 44 PROMOTION OF LEARNING
Cafflp-
bell's
Female Power was ffiven to the Governors to
Orphan . , . , , ,
Asylum. apprentice the girls when necessary, and
to the local Government authorities to
inspect the school. The number of girls
soon amounted to 108.^
The condition of the school in 1790
was satisfactory, as an extension of its
buildings was made at a cost of 3000
pagodas. This year a necessity arose
for making provision in the Asylum for
150 girls, because the Fort St. George
Government was preparing for war with
Tipti Sultan, who was fanatically hostile
to the English Company. He attacked
the Raja of Travancore, an ally of the
Company ; and the British soldiers, before
going on active service, had to consider
what would become of their children
during their absence. They approached
the Governors of the Asylum who in
their turn approached the Government,
representing that there was room in the
school sufficient for 150 girls, and if the
• Penny, Vol. I., pp. 510-515.
Chapter
III.
Sect II.
IN INDIA 45 Male
Asylum.
Government grant was increased to
Rs.750 a month {i.e. at the rate of Rs.5/-
per mensem for each girl), provision could
be made for the children of the soldiers
departing for war. The Government,
under the circumstances, could not but
consent. In 1800, the Lady Directresses
asked through their Secretary, the Rev.
C. W. Gericke, for an extension of the
Government bounty providing for 200
instead of 150 children on account of
the increase of applications owing to the
recent war. But the Government could
not accommodate them owing to the
bad state of its finances. There were
several such subsequent appeals and as
many refusals from the Directors.^
Section II.
Male Asylum — Bell's Educational System.
We shaU now give an account of the
Male Asylum, for the establishment of
1 Penny, Vol. I., pp. 516-518.
Chapter
III.
Sect. II.
ivui; 46 PROMOTION OF LEARNING
Asylum.
which, steps were taken from June, 1787,^
shortly after the Orphan Asylum for girls
had been opened. The object of the new
institution was to educate and main-
tain the orphan boys — mostly sons of
soldiers in the service of the Company.
The Madras Government sanctioned a
monthly allowance of Rs.500/- at the
rate of Rs.5/- a month for each boy in
the school — the rate being similar to that
for each girl in the Female Orphan
Asylum. The St. Mary's Charity School
for both boys and girls was left to pursue
its own course, and the suggestion that
it should be remodelled to meet the new
emergencies found little support. A
committee was formed of fifteen persons
to consider the plan of the school and to
arrange all the preliminaries. They asked
^ " The Asylum was opened on the 1st June,
1787, and 21 children were admitted in that
month, and 36 more in July. In the following
February the total number stood at 62." — V.O.M.
Vol. III., p. 352, quoting Public Consultations,
Vol. 148, 4th March, 1788.
Chapter
111.
Sect. II.
IN INDIA 47 M^e
Asylum.
the Government to grant them the
Egmore redoubt and about six acres of
land around it, in addition to the afore-
said monthly allowance. Dr. Bell, the
Presidency Chaplain, was the ex-officio
Director of the school and its Superin-
tendent.^ A permanent council was
formed consisting of Governor, members
of the Council, Commander-in-Chief, two
Chaplains and two Churchwardens of St.
Mary's to act as Managers and Directors.
There were also appointed twelve Sub-
directors.
Dr. Bell, on his appointment, had a
sub-committee formed to draw up the
rules of the school. He abolished the
distinction between the directors and
sub-directors and also between the children
of officers and others, and recommended
a committee of three to represent the
directors as a visiting and managing
committee. They made an appeal to
the public for help, decreed that the
1 Penny, Yol, I,, pp. 522-527.
Chapter
III.
Sect. II.
M^Te 48 PROMOTION OF LEARNING
Asylum.
education in the school was to be
elementary, — confined to the three R's,
and prescribed the boys' dress, — shirt,
trousers and a coat for occasional use,
and also fixed the master's pay at 20
pagodas for one, and 15 for another.^
As the result of the appeal, all
ranks below Field-officers gave two days'
pay to the school fund, while Generals
and Field-officers paid more. Col. Floyd
of the 19th Dragoons sent the pay of a
suspended officer, while Col. Brathwaite
and others the regimental fines for drunk-
enness. The Military Board remitted the
unclaimed prize-money of former years,
which amounted to 2270 pagodas."^ After
the Mysore war, more unclaimed prize-
money was contributed, amounting to
14,000 pagodas. The school within a
short time after its foundation was put
on a secure financial footing, and its
number of boys increased from 100 to
150 in 1790, and to 200 in 1792.
1 Penny, Vol. I., pp. 526-528. 2 ibia.
Chapter
III.
Sect. II.
IN INDIA 49 M^e
Asylum :
Bell
(a) Bell System of Education — An ofEduca-
Adaptation of the Indian Method.
The method of education followed in
this school was a new one. Dr. Bell had
for a long time watched the system pur-
sued in the village schools in Southern
India, and the system which he prescribed
for the school in his charge was a varia-
tion of this indigenous method.) (This
method is known in England as the Bell
System, which Dr. Bell has explained in
his book entitled A71 Experiment in
Education} The system is also called the
Madras System, or the Pupil-Teacher
System. It consisted in the elder or more
advanced students teaching the younger.
Each class of boys had an equal number
of teachers and pupils. The teachers pro-
moted to the next higher class became
the taught, and at the next promotion
became teachers of the new-comers. By
this arrangement the master could do
without assistants, an usher alone being
E
tion.
Account.
Chapter
III.
Sect. II.
Mite 50 PROMOTION OF LEARNING
Asylum :
diner's needed. The system is no doubt excel-
lent so far as elementary education is
concerned.^ )
(b) Cor diner's Account.
James Cordiner, the successor of Bell,
was full of admiration for this system.
He says in his Voyage to India, " From
the perpetual agency of this system, no
idlers can exist. On entering the school,
you can discover no individual unem-
ployed, nobody looking vacantly round
him, the whole is a picture of the most
animated industry and resembles the
various machinery of a cloth or thread
manufactory completely executing their
different offices and all set in motion
by one active engine. It (the system)
creates general activity and attention ; it
gives, as it were, to the master the hundred
hands of Briareus, the hundred eyes of
^ Penny, Vol. I., pp. 527-529 ; also Lawson's
Memories of Ma^as, pp. 205-227.
Account.
Chapter
in.
Sect. II.
IN INDIA 51 M^e
Asylum :
Argus, and the wings of Mercury.'" dine'r's
Cordiner records that on the eighteenth
of June, 1798, he took charge of the
school. The number of students therein
was 280, the greater part of whom con-
sisted of orphans, being sons of non-com-
missioned officers and private soldiers
principally by Indian women, and the rest
the children of officers, for each of whom
a fee of 3 pagodas a month had to be paid.^
" The same apartment," says he, " formed
their schoolroom, their banqueting hall and
their bedchamber ; they ate their victuals
at the same table at which they learned
their tasks ; the brick floor, the tables and
the benches became their beds. Straw-
mats indeed were spread upon the floor
for the children to lie upon, but they never
undressed. They had no bedclothes, and
many of them preferred lying on the bare
tables and benches which afforded them a
situation a little elevated, pure air and
^ Oordiner's Voyage to Indda, p. 87.
^ Ibid., pp. 81 ff.
Chapter
III.
Sect. II.
M^ 52 PROMOTION OF LEARNING
Asylum :
diner's greater coolness. Their dress was of pure
'='=°"° • white calico and very simple, consisting in
general only of a shirt and trousers which
they shifted four times a week. On
Sundays and holidays when they went
abroad, they were allowed the addition of
sleeved waistcoats and leather caps. On
similar occasions, some of the higher ranks
of teachers were indulged with shoes ; but
no stockings were ever worn. Their
principal food was rice with a little season-
ing, and every meal was nearly the same.
As a luxury on Sundays, they had mutton
broth and a morsel of bread. . . . The
tuition of the school was entirely con-
ducted by the boys themselves. At least
I was the only grown person among them
in the character of a teacher. The school
was divided into classes, the boys were
paired off- into tutors and pupUs. The
former were those of greater abilities or
superior attainments. They assisted the
latter in learning their lessons, and sitting
continually by their side secured their
Chapter
III.
Sect. II.
m INDIA 53 M^e
Asylum :
Cor-
unremitting attention. . . . Every class diner's
had a teacher and an assistant who
continually inspected the tutors and
pupils, kept them busy, and heard them
say their lessons as soon as prepared,
which was generally once every half-hour.
The teachers were from 7 to 14 years of
age. The lessons were short, easy, and
frequent, and every lesson was learned
perfectly, before the scholars were allowed
to proceed to another."^ The way in
which discipline was kept in the school
is a novel one. A register of offences
was kept by every boy in every class : a
register of offences was also kept for the
use of the whole school and the offences
were tried weekly by a jury of their peers.
This book was open to every inmate of
the school who could note down in it any
complaint or any trespass by teachers or
pupils.^
^ Cordiner's Voyage to India, p. 84.
= Ibid.
Chapter
III.
Sect. II.
Male
Asylum :
Cor-
diner's
Account.
54 PROMOTION OF LEARNING
(c) Cor diner's Account of Teaching the
Alphabet.
Cordiner describes a peculiar method of
teaching the alphabet to the boys. A
small quantity of dry sand was spread
upon a table or a bench. The little tutor
first traced a letter in the sand and the
pupil followed his example.^
^ Cordiner, p. 87. Cordiner remarks that this
method of teaching the alphabet was universally
practised in all the indigenous schools in India.
Fryer, in his New Account of East India and
Persia, records that the pedagogues used to
teach children the alphabet with their fingers
on the dust. After learning the alphabet, they
used to write on a plastered board which was
wiped out with cotton when full. Paper was
given them last. Frederic Shoberl, in his
Hindustan inMiniature (Vol. IV., pp. 210 ff.), also
says that the boys in Malabar schools wrote the
figures or letters with their fingers in the sand
while repeating them with a loud voice. He
also speaks of the practice of writing on small
wooden tables covered with fine sand. The
more advanced students wrote with styles on
ollas or dried palm leaves. Writing on palm
leaves with styles is an old practice that
Chapter
III.
Sect. II.
IN INDIA 55 MlTe
Asylum :
Cor-
diner's
(d) Cordiners Account of Students' Daily
Routine, etc.
The same gentleman also gives us
interesting details regarding the daily life
of the students in the educational estab-
lishment. The children had to get up at
about 5.30 a.m., wash and comb them-
selves by the side of a capacious tank
and attend morning prayers at 7 o'clock.
Then they took their breakfast, and at 8
attended school where they remained up
to 12. They then dined at 1 p.m. and had
to go to school again at 2, where they
studied up to 5 in the afternoon, after
which they walked attended by one of
the masters. They supped at 6, attended
prevailed in Southern India. 'Abdur Razzaq
also observed this mode of writing when he
visited India in the fifteenth century (R. H.
Major's India in the Fifteenth Century, p. 25).
Alexander Hamilton also saw this practice in
the first quarter of the eighteenth century
(Pinkerton's Collection of Voyages, Vol. VIII,,
p. 410).
Chapter
III.
Sect. II.
i^e 56 PROMOTION OF LEARNING
As7lum :
diner's evening prayer at 7 and retired to rest
Account. ^^ g 1
They were taught reading, writing,
arithmetic, book-keeping, geometry and
navigation. They were hkewise taught
the principles of Christianity.^
The boys were admitted into the sbhool
at the age of 4 years, and at 14 were
apprenticed to artificers, surveyors, clerks
and sailors, or otherwise employed.^ Three
invalid soldiers acted as attendants in
the school under the name of masters,
and as guardians to the students when
they walked abroad. Each of them had
charge of a schoolroom and superintended
the general economy of the school without
having anything to do with the work of
teaching.
1 Cordiner's Voyage to India, p. 84.
2 Ibid.
3 Ibid.
Chapter
III.
Sect. II.
IN INDIA 57 M^
Asylum :
Finances.
(e) Finances.
In view of the success of this school
and its record of efficient work, the
Madras Government recommended it to
the directors for an increase of grant.
The directors refused. The recommenda-
tion was repeated twice, but to no purpose.
These refusals compelled the European
residents in Madras, both official and non-
official, to devise other means by which
money could be raised for the school. In
1795 there were in it 250 sons of soldiers,
the expenses for each being Rs.lO a month.
The Company in paying Rs.5 a month for
each boy may be taken as paying the entire
cost of 50 boys ; so that the remaining 200
had to be othervidse provided for. It
must be said to the credit of all concerned
that no suggestion was made of sending
away a certain number of boys to shift for
themselves in spite of the shortness of
funds. The people of the place, on the
other hand, raised money by the short
Finances.
Chapte r
Ilf.
Sect. n.
Mite 58 PROMOTION OF ^EARNING
Asylum :
cut to wealth often resorted to in the
Company's settlements, viz. by lottery.
The scheme for the lottery was matured
by the representatives of nine of the prin-
cipal mercantile firms. The lottery was
advertised, from the profits of which per-
mission was obtained from Government to
appropriate 2000 pagodas for the benefit
of the Asylum.^
In sanctioning the lottery in the cause
of charity, the Madras Government hesi-
tated for want of a precedent to follow.
They knew of lotteries only in con-
nexion with schemes of colonization,
town-improvements, harbour-making and
national profit. This technical difficulty
was, however, got over by including in
the scheme an item for repairing the
Madras roads along with the obligation of
assisting the Male Asylum.''
Thus the " Road and Asylum Lottery "
was launched and turned out a great
1 Penny, Vol. I., pp. 529, 530.
2 Ibid., p. 531.
Chapter
III.
Sect. II.
IN INDIA 59 M^
Asylum :
Finances.
success. Subscriptions were paid by all
communities, Europeans, Armenians,
Hindus and Musalmans. It answered its
purpose so well that when the Madras
Government prohibited lotteries in general
on account of the scandals connected there-
with, the Asylum lottery was excepted on
the ground of its usefulness.^
The buildings, in which the boys were
lodged and educated, consisted of three
large open sheds with roofs of bamboo
and tiles supported on wooden pillars.
The Egmore redoubt was 100 feet square.
The buildings inside were pulled down
on the north, south, and east sides, and on
the west, a substantial house was built for
the superintendent, the west wall being
used for this building.^
The school, after the utilization of the
lottery system, had no more to complain
of want of funds. Between 1795 and 1805,
14 lacs of. pagodas were raised.^
1 Penny, Vol. I., pp. 530, 531.
' Ibid., p. 529. ' Ibid., p. 531.
Chapter
III.
Sect. II.
MlTe 60 PROMOTION OF LEARNING
Asylum :
Dr. Bell's
Achieve-
"""'^- (f) Dr. Bell's Achievements.
The education in the Asylum, though
prima facie elementary, went further than
reading, writing, and arithmetic in respect
of meritorious boys. This was no doubt
mainly due to the enthusiasm of Dr. Bell.
He even gave lectures to the boys on
natural philosophy and explained to them
the use of scientific machines. To Captain
Read is due the credit of educating the
boys for the Revenue Department as
intermediaries between the rulers and the
ruled,^ The reputation of the boys of the
Asylum extended even to Ceylon, whence,
in 1798, its Governor wrote to the
Governor of Fort St. George for two
boys of the Male Asylum to act as ushers
in a school he was about to establish.
They were offered 50 and 40 pagodas per
month.^
1 Southey's Life of Bell, Vol. I., as quoted 'in
Penny, Vol. I., p. 532.
2 Penny, Vol. I., pp. 531-533.
IN INDIA
61
Dr. Bell had to retire from office owing
to ill-health in 1796. The Asylum lost
by his retirement an enthusiastic patron
" who never showed any sign of abatement
in his zeal for the promotion of its
interests. It was this educationist who
established and endowed a Bell lecturer-
ship at Edinburgh in connexion with the
Theological Institution of the Episcopal
Church of Scotland, and paid £120,000 to
found a college at St. Andrew's where he
was born and brought up. A portion of
the inscription on the tablet that was
placed in his honour in Westminster
Abbey is as foUows : —
" Andrew Bell, D.D., LL.D.,
Prebendary of this collegiate Church,
The eminent founder of the Madras system of
education,
Who discovered and reduced to successful
practice
The plan of mutual instruction,
Pounded upon the multiplication of power and
division of labour
In the moral and intellectual world
Which has been adopted within the British
Empire
Chapter
III.
Sect. II.
Male
Asylum :
Dr. Bell's
Achieve-
ments.
Chapter
III.
Sect. II.
wife 62 PROMOTION OF LEARNING
Asylum :
Dr. Bell's . „ , .
Sue- As the national system of education
cessors. Of the children of the poor,
etc., etc., etc." i
(g) Dr. Bell's Successors.
Bell was requested to choose his suc-
cessor, and his choice fell on Mr. Cordiner,
whom the Directors of the charity ^ under-
took to pay £200 a year and an additional
£120 for outfit. Cordiner, however, re-
mained at the school only 11 months,
and was succeeded by R. H. Kerr who
continued till 1808.* He appointed Mr.
Loveless, a London missionary, as a
schoolmaster under him.* " Kerr laboured
hard among the growing Eurasian popu-
lation of the place, hunting up the
children, bringing them in batches to be
baptized, and seeing that those who were
old enough to attend school were sent." ^
1 Penny, Vol. I, pp. 680-681.
2 Ibid., pp. 531-533.
3 Ibid., p. 533.
4 Ibid., p. 453.
5 Mrs. P. Penny's Hist, of Fort St. George,
p. 181.
cessors.
Chapter
Sect. 11.
m INDIA 63 M^
Asylum :
Amongst his many good works may be "^Suo"^
mentioned the superintendence of the
Male Asylum, and the introduction of the
following change in the arrangement of
the institution. It was a practice in the
institution to apprentice the boys in some
trade as a means of their future provision.
Kerr was not satisfied with the results,
and wanted to add an industrial depart-
ment to the school. Though the Govern=^
ment gave him no encouragement in the
matter, he employed his own capital for
setting up a printing press in the school
premises. It became not only a means
of training to the boys but also a source
of income to the school. In 1799 Kerr
could present to the institution a sum of
1000 pagodas out of its profits. It was
this press that afterwards became known
as the Lawrence Asylum Printing Press
used for printing Government papers.^
We cannot trace the history of the
1 Mrs. F. Penny's Hist, of Fort St. George,
p. 181.
Chapter
in.
Sect. III.
HiS^ry 64 PROMOTION OF LEARNING
of Educa-
tional
Activity Male Asylum further, as we cannot go
outside beyond the eighteenth century. We have
George! gone into some details regarding the
Female Orphan Asylum and the Male
Asylum with a view to give some idea
not only of the rules and practices that
prevailed at the time, which no doubt
would be interesting to one who looks at
them from the standpoint of modern
days, but also the changes and develop-
ments they underwent by the force of
circumstances.
Section III.
History of Educational Activity mainly
outside Fort St. George.
(a) Sullivan and Others.
Let us now watch Schwartz, the
S.P.C.K. missionary, pursuing his apostolic
object by various methods, some of which
were educational. Mr. John Sullivan, the
representative of the Fort St. George
Government at the Court of the Raja of
IN INDIA
65
Tanjore, came under the influence of
Schwartz, and applied himself to the pro-
motion of education. He introduced a
change in the method of education hitherto
followed. Boyle, Fell, and Prideaux ad*^)
vocated a century ago that teaching should
be carried on in the vernacular ; the clauses
of theCharter of 1698also obUgedtheCom-
pany to stick to the vernacular medium.
English for the English, Portuguese for
the Portuguese, and Tamil for the Tamils.
Sullivan was for the establishment of
Enghsh schools for all, as this would help
not only the Company and the people to
understand each other but would also
facilitate dealings of all kinds between
them. Schwartz entirely approved his
plan, as it would help the pupils better to"
enter into the doctrines of the Gospel.'^
This scheme was placed for approval
before the Governor Lord Macartney
and the Nawab of Arcot from whom it
was necessary to get permission and
1 Penny, Vol. I„ pp. 518, 519.
F
Chapter
III.
Sect. III.
History
of Educa-
tional
Activity
mainly
outside
Fort St.
George.
C haptef
III.
Sect. Ill
Hi^ry 66 PROMOTION OF LEARNING
of Educa-
Activity financial help before a beginning could be
oSsiite made. The Raja of Tanjore, the ruler of
George. the Maravar country at Ramnad, and the
Zamindar of Shivagunga, before whom
the plan was also laid, were impressed
with the advantages that would accrue
therefrom, and promised 480, 300, and
"300 pagodas a year respectively. Three
schools were established at Tanjore,
Ramnad and Shivagunga in 1785, the
"Directors, when appealed to, contributing
250 pagodas annually for the up-keep
of each of the schools, expressing the
hope that more extensive benefactions
might be forthcoming from the Indian
princes.
Mr. J. C. KohlhofF, son of a missionary
at Tranquebar, was appointed super-
intendent of Tanjore English school, Mr.
William Wheatley of the Ramnad school,
and the Rev. C. Pohle of Trichinopoly, of
the Shivagunga school. The schools were
meant for the higher classes only, and the
Raja of Ramnad sent his son to the
Chapter
III.
Sect. III.
IN INDIA 67 Hi^ry
of Educa-
) Ramnad school for instruction.^ This insti- Activity
tution, however, flourished only for a short ^t^de
time. The S.P.C.K. authorities wrote to George."
the Directors asking them to appoint com-
mittees at the two Presidencies of Madras
and Bengal for superintending the schools
that existed or might be established there
for teaching English, and to take the
financial management out of the hands of
the missionaries. The Directors took no
such steps. The Ramnad and Shivagunga
schools had to pass, shortly after their
establishment, through a series of mis-
fortune. The Indian rulers were unable
any longer to continue their grants-in-aid.
The country in which they were situated
was restored to the Nawab who resumed
the system of oppression. After 1790,
the two schools, it seems, ceased to exist.
The same year, however, Schwartz opened
another school at Combaconum with the
consent and assistance of the Raja of the
place. This institution, together with that
1 Penwy, Vol. I., pp. 519, 520.
Chapter
in.
Sect. III.
Hfetory 68 PROMOTION OF LEARNING
of Educa-
AcUyity at Tanjorc, was permanently endowed,
outside while the other two schools that came
George. to an end had not been similarly pro-
vided for.
Although these schools were under the
direct management of the missionaries,
Christianity was not expressly taught
therein ; nor were any deceitfiil methods
used to instil Christian doctrines into the
pupils' minds. It was, however, Schwartz's
hope that the schools would have some
indirect effect upon the students.
(b) Educational Activity in Ceylon.
A few other educational institutions
besides those already mentioned were also
founded. We learn from Dr, Prideaux's
Report that before 1695 a college had
been established by the Dutch in Ceylon
chiefly for the instruction of the converts
of the place,^ Besides this, there were
other educational institutions in the island.
1 Penny, "Vol. I., p. 120.
Chapter
III.
Sect. III.
IN INDIA 69 m^rj
of Educa-
Cordiner, whom we have noticed before, Artfvity
was invited to the place by the Governor, Sitrfde
the Hon. Frederick North, to act as the George."
military chaplain of Colombo/ On the
21st of September, 1799, the Governor
directed the formation of three schools at
Colombo, one for the children of the
higher classes of the Singalese, another
for those of Malabars, and the third for
those of Europeans. Cordiner was the
principal of the schools. The course of
study was to be concluded in six years,
and to consist of reading and writing the
Singalese language both modern and
ancient, English, Malabar, and Portuguese,
as well as the principles of religion
according to the Church of England,
arithmetic, agriculture, and ethics, to-
gether with a summary knowledge of the
principles of the civil law of the place.
The three schools which were established
immediately, continued to flourish, especi-
ally the Singalese and Malabar schools
1 Penny, Vol. I., p. 687.
Chapter
III.
Sect. III.
Hfetory 70 PROMOTION OF LEARNING
of Educa-
Actiyity under the charge of Mr. Armour. A
outside proposal was made for the establishment
George. of a higher school for those students who
gave proofs of their talents in the three
lower schools ; but owing to opposition
from the authorities the proposal was not
carried out.^
There was another school in Ceylon at
Cotta, in the Rygamcorte, which Cordiner
visited on the 29th of November, 1799.
There were in it altogether 129 boys and
32 girls. Of the boys, 20 could read and
write, 35 could write in sand, and 74 were
learning the letters.
The girls were not allowed to read or
write, but were taught to repeat prayers.
Catechism and the Creed, which they must
be able to explain before they could obtain
permission to marry. ^^ Regarding Fort
St. George, Cordiner records that besides
the other institutions already noticed,
there was a public school in the Black
1 Cordiner's Voyage to India, pp. 193, 196.
2 Ibid., p. 218.
Chapter
III.
Sect. III.
IN INDIA 71 Hktory
of Educa-
Town kept by an Englishman to which Activity
Christian students were admitted on pay- outside
ment of estabUshed fees. George.
In 1716 it appears that the S.P.C.K.
missionaries founded charity schools out-
side Fort St. George.^ In Trincombar
and other neighbouring places there were
a few charity schools.^
(c) Grrimdler, an Educationist.
In 1715-16 Mr. J. E. Grundler, a
companion-helper of Ziegenbalg, reported
to Mr. H. Newman, secretary to the
S.P.C.K., that he had obtained permission
from the English Governor to start a
charity school either at Madras or Deva-
napatnam (Fort St. David). Schemes,
however, for the schools were submitted
to the Governors of both Fort St. George
and Fort St. David and put in opera-
tion in both these places. The scheme
^ Penny, Vol. I., p. 187.
2 Ibid.
Chapter
III.
Sect. III.
History
of Educa-
tional
Activity
mainly
outside
Fort St.
George.
72 PROMOTION OF LEARNING
sent to the Governor of Fort St. George
was as follows ^ : —
" 1. Whereas the slaves belonging to the
English inhabitants of this place have a great
many children who have no manner of care
taken of them, but are kept entirely ignorant of
the Christian religion, it is humbly proposed
that a Charity School be erected wherein such
poor children shall be taught to read and tvrite
the Portuguese language (which is the only one
they understand), and be fully instructed and
trained upon practical knowledge of religion and
the true doctrines of the Gospel.
" 2. There being some reason to hope that the
knowledge of Christianity may also be propa-
gated among the natives of this country, it is
likewise proposed that a Malabar (i.e. Tamil)
Charity School be erected in some convenient
place in the Black Town, for instructing poor
child/ren in the principles of religion, and to
teach them, to read, write and cast accounts,
after the way and manner used among the
Malabars (i.e. the Tamils).
" 3. That these two schools be allowed the
protection and patronage of the Honourable
Governor and Council, without whose consent
and approbation, nothing of moment relating
to the said schools shall be transacted.
1 Penny, Vol. I., pp. 190 ff.
a .
(4
S
dh
a
O ft)
3 ^
^ -S
o
-g
CO
u5
IN INDIA
73
" 4. Tliat the immediate care and ddrections of
the said two schools shall be committed to two or
more Trustees to be appointed by the Honourable
Governor for the tim^ being.
" 5. That leave be given to such Trustees to
build or buy two school-houses, one for the
Portuguese school within the English town, and
another for the Malabar school in the Black
Town.
" 6. That what money, ^gifts or legacies shall
he given by charitable persons for the swpport of
the said two schools or either of them, shall
duly be registered by the Trustees in a book to
be kept for that purpose.
" 7. That the Trustees shall have power to
make what particular orders and regulations
shall be found necessary for the better manage-
inent of the said two schools, provided that the
said regulations shall be approved of by the
Honourable Governor and Council." ^
The scheme submitted to the Deputy
Governor and Council of Fort St. David
was similar to the above. In 1717 the
Governor reported to the Directors that
in the school at Cuddalore (a town
outside Fort St. David) one master
taught Tamil and another Portuguese,
1 Penny, Vol. I., pp. 190-192.
Chapter
III
Sect. III.
History
of Educa-
tional
Activity
mainly
outside
Fort St.
George.
Chapter
III.
Sect. III.
H^ry 74 PROMOTION OF LEARNING
of Educa-
tional
Activity and wrote m addition : " We have at Mr.
outside Grundler's coming since to Madras, per-
George. mitted him to erect a Portuguese school
in the White town and a Malabar school
in the Black." 1
The arrangements for the management
of the school were so similar to those for
St. Mary's Charity School that we cannot
help thinking that Mr. Stevenson must
have consulted Grundler while he was
drawing up the scheme for the Charity
School.
(d) Educationists other than Grundler.
The Missionary schools had to meet
with a bad time soon afterwards owing
to the death of Ziegenbalg in 1719 and
of Grundler in 1720. The return of
Stevenson to England and the apathy
of Charles Long, the Chaplain of Fort
St. George, also contributed to aggravate
the unfavourable situation. In 1726
' Penny, Vol. I., pp. 190, 191.
Chapter
III.
Sect. III.
IN INDIA 75 Hi^ry
of Educa-
Schultze, the successor of Grundler, took Activity
permission of the Fort St. George outsWe
Governor to resuscitate the schools.' George.'
In 1732 the S.P.C.K. obtained per-
mission from the Directors for the
building of two schools in Madras, one
for boys and another for girls, rendered
necessary for the instruction of the
increasing number of converts.^
The Danish missionaries were very
earnest in educational matters. They
had founded schools at Tranquebar even
before 1715, The Directors promised
them assistance whenever they would
extend their educational activities to the
English settlements in the Madras
Presidency.^ From this time they
worked with untiring energy which
evoked an admiring report to Govern-
ment in 1802 from Gericke, representing
the good they had done among both
1 Penny, Vol. I., p. 193.
a Ibid., pp. 195, 196.
s Ibid., p. 189.
Chapter
III.
Sect. III.
Hfe^ry 76 PROMOTION OF LEARNING
of Educa-
Activity Indians and Europeans by means of
outside schools, poor relief, and dissemination
George. of good literature.^
In 1742 Geisler and Kiernander
founded charity schools for Eurasians
as well as Indians in and near Fort St.
David. It was in the school-chapel
between the Garden House and the Fort
that many Native-Christians sought
refuge during the siege of the place by
Count Lally and his force. But the
refugees were inhumanly massacred and
the chapel destroyed,^ The general de-
struction by the French was very great ;
so that, when they were driven out of
the place by a British force under Sir
Eyre Coote, the missionaries had to
commence their labours afresh without
school or church to start with.^ In 1772
Hutteman and Gericke revived the
1 Penny, Vol. I., p. 253.
2 Ibid., p. 287 ; also Calcutta Review (1847),
p. 132.
3 Penny, Vol. I., p. 287.
Chapter
in.
Sect. III.
IN INDIA 77 H^^ry
of Educa-
English school at Cuddalore and carried ActMty
it on along with the Portuguese and ^tsWe
Tamil schools which they had already George.
re-opened. Two old soldiers taught
thirty European and British Eurasian
children in the English school. The
schools, however, met with a reverse of
fortune by the death of Hutteman in
1781, after twenty-five years of useful
service among all classes. He left small
legacies to the schoolmasters who helped
him in his educational work, viz.
Sergeant George and Sergeant Connor.
A part of his will was as follows : " If
the Hon'ble Society will approve of
combining the Cuddalore and Vepery
Mission, for split ropes have no strength,
and will order all the houses here, gardens
and Devicottah acre, to be formed into
one aggregate sum for the maintenance
of a college to read publicly four hours
a week on Divinity and Moral philosophy,
I bequeathe to such an institution 500
pagodas. If not approved, the sum
Chapter
III.
Sect. III.
H^ry 78 PROMOTION OF LEARNING
of Educa-
Activity retums to my estate. Soon alter,
outsit however, Haidar 'Ali and the French
George! attacked Cuddalore. They did not re-
main long in possession, as they were
turned out in 1782. The school buildings
Avere not destroyed.^
In the village of Vepery there were
schools for both Eurasians and Indians.
A separate provision was also made in
them for the support and education of
Eurasian orphan girls. These institutions
were conducted by the missionaries. Mr.
Fabricius.. was the missionary in charge
in 1765.^ \N^egapatam contained a charit-
able school of which Domingo de Rozario
was a schoolmaster. Gericke at his
death left legacies both to the tutor and
the charitable institution. The school
obtained from the Company an allow-
ance of 40 pagodas a month, which
could not supply its needs, and the
1 Penny, Vol. I., pp. 289, 290.
2 Ibid., pp. 290, 291.
* Ibid., pp. 351, 352.
Chapter
III.
Sect. III.
IN INDIA 79 Hi^ry
of Educa-
legacy was meant to augment this allow- Activity
ance. Gericke also made a similar ^tsWe
provision for the schools at Vepery.^ George!
At Bombay a school was opened in
1719 under the auspices of the Rev. Mr.
Richard Cobbe. He preached a sermon
on the 8th September of that year, after
which a sum was collected. The in-
stitution started with the fund was named
the Charity School, and was the origin
of what were later on known as the
Education Society Schools at BycuUa.
The school was meant for the education
of Protestant children and located within
the Fort, where it continued till 1825,
when it was removed by the order of
Government to the present buildings at
BycuUa constructed at the cost of
Rs. 175,000/-. Forbes in his Oriental
iMemoirs refers to the institution : " There
[was also a Charity School for boys and
la fund for the poor belonging to the
^ Penny, Vol. I., p. 267 ; also Taylor's Memoir,
Appendix, p. xxx.
Chapter
in.
Sect. III.
History
of Educa-
tional
Activity
mainly
outside
Fort St.
George.
80 PROMOTION OF LEARNING
' Church of England.' The Rev. Mr.
Cobbe himself would most probably have
brought his benevolent scheme to com-
pletion, if, as a writer of the Bombay
Quarterly Review says, untoward cir-
cumstances had not checked him in his
useful career and driven him to leave
India in disgust." The untoward cir-
cumstances were that he was removed
from the place for sedition of which
Government suspected him.^
It appears that shortly after 1580, a
Jesuits' College was established in Chaul,
which was attended by more than 300
alumni. Latin, logic, theology, rudi-
ments of Portuguese grammar, and
music were taught here.^
There were other colleges also in the
Bombay Presidency at this early period.
Thomas Stevens, who landed in Goa in
1579, was " engaged in the rectorship of
^ Da Cunha's The Origin of Bombay, p. 364.
2 Da Cunha's History of Chaul and Bassein,
p. 96.
Chapter
in.
Sect. III.
IN INDIA 81 Hfetory
of Educa-
a Jesuit College at Margao first and at Activity
Rachol afterwards in the Salsette of Sde
Goa."^ Fort St.
George.
There was also a Jesuit College called
the College of St. Anne at Bandora (in
Salsette) which was constructed in 1620.
Another College was at Monpacer, over
the door of which " is an inscription in
Portuguese with the arms of Portugal
above it, purporting that the erection
was made in 1623 (1643 ?) by order of
Infant Dom John III. of Portugal (King
Dom JoaoIV. ?)."^
Two colleges, one of the Jesuits and
the other of the Franciscans, were estab-
lished at Bassein. It is difficult to say-
when they were founded, but one of
them seems to have existed in 1575, and
1 Institute Vasco da Gama, Vol. II., pp. 245,
263, 283 et seqq. ; and Times of India Handbook
of Hindustan, p. 116, as quoted in Da Cunha's
History of Chaul and Bassein, p. 188 ; and Da
Cunha's notes thereon.
2 Da Cunha's History of Chaul and Bassein,
pp. 197, 199, 195.
G
Chapter
III.
Sect. III.
History
of Educa-
tional
Activity
mainly
outside
Fort St.
George.
82 PROMOTION OF LEARNING
both of them were visited by Fryer in
the middle of the seventeenth century.^
In 1790 there also existed at Bombay
a " Portuguese Eurasian School " of
which Mr. Kerr, already mentioned in
another connexion, was a superintendent
for two years. Kerr, it should be noticed
in passing, was the founder of a school in
Black Town in Madras. The institution
was started in 1792 with assistance frojn
Mr. Basil Cochrane.^
In 1773 Fabricius established a school
at Vellore for the European children of
the place. The local officers helped him
much in this undertaking. From 1792
onwards, for a few years, Mr. William
Harcourt Torriano also took much care
for the education of native Christians.'
I shall conclude my account of schools
1 Da Cunha's History of Chaul and Bassein,
pp. 196, 228 ; and also Ibid., p. 230, quoting
ChurcMU's Voyages, Vol. IV., p. 192.
2 Penny, Vol. I., p. 682.
3 Ibid., p. 622.
Chapter
III.
Sect. III.
IN INDIA 83 HUtTry
of Educa-
established by Europeans with the obser- Activity
vations of Fra Paohno da San Bartolomeo, SSS<te
who came to Pondichery in 1776 and George*,
remained there for thirteen years. At
Virapatnam {i.e. Strong City), about six
miles to the south-west of Pondichery,
there was a seminary which he visited.
It was founded by M. Mathon, a mission-
ary who presided over it as a Rector. As
Paohno gives minute details about the
inner life of the school, it is better to
allow him to speak in his own language.
The building was situated in a palm-
garden and " resembled a convent, but
was much better divided ; and so con-
trived that these Oriental seminarists did
not find the least impediment either in
their study, their bodily exercise or their
other labours. Between three side-apart-
ments where the three tutors lodged, was
a large hall on the ground-floor in which
were constructed two rows of small
chambers all adjoining. They were
separated from each other by thin
Chapter
III.
Sect. III.
Hiitory 84 PROMOTION OF LEARNING
of Educa-
Activity woodcn partitions of only three or four
vatsiie palms in height; so that each of the
George. Students had an apartment to himself and
all of them could be observed by their
teacher. The teacher sat at a desk where
he read his lessons ; and while employed
in teaching, he could with one view see
everything that was doing in the differ-
ent apartments. The pupils not only
studied in these apartments but also slept
in them. A table on which lay a mattress
supplied the place of a bed ; and both
above and beneath it another table was
suspended which could be lowered or
raised up at pleasure. If any of these
young people wished to write, he had
no occasion to leave his chamber, as he
had nothing to do but to sit down at
the foot of his bed ; and when he wished
to go out, he had only to remove his
table and fold it up. On the other table
above the bed were books, paper, pens
and ink, his long seminary dress, and
several small articles necessary for
Chapter
III.
Sect. III.
IN INDIA 85 H^^ry
of Educa-
preserving cleanliness. The doors of the Activity
hall, which were exactly opposite to each ^tsidc
other, stood always open to afford a free George.
passage to fresh air ; but no one could
go out unperceived by the tutor, who in
his apartment was continually observing
everything that passed. The rectory
was situated in another part of the
building ; and it was customary to read
in it during meals. The shops of the
tailor, shoemaker and carpenter, together
with the printing office and ovens for
baking bread, were without, and all
occupied by seminarists ; for each of
them was obliged to learn a trade.
They all went bare-footed ; and one of
their employments was to water and look
after the young palm-trees which were
planted in the garden. Their time was
so divided, that they studied daily four
hours ; devoted one hour to manual
labour ; and spent the remaining part
in prayer, singing and meditation. On
two days in the week they conversed
Chapter
III.
Sect. III.
History
of Educa-
tional
Activity
mainly
outside
Fort St.
George.
86 PROMOTION OF LEARNING
in their mother-tongue, but on other
days they were obhged always to speak
Latin. M. Mathon showed me a bull
of his present Hohness Pope Pius VI.
issued in favour of this seminary and in
which he bestowed great praises upon it.
This institution was destined merely for
young persons from China, Cochin China,
Tunquin and Siam." ^
Paolino does not give us any details as
to other schools established in Southern
India by the Europeans, but records that
over and above other functions, a
Malayala (Malabar) missionary was
obliged to instruct children.^
1 Fra Paolino da San Bartolomeo's Voyage to
the East Indies, pp. 18-21. A letter of Hierony-
mus (1570) says that Cochin had two grammar
schools containing 260 pupils. In connexion
with the early educational efforts, the names
of Robert de Nobili, John de Britto, Beschi,
Arnauld and Calmette should be noted. They
laboured in Madura, Trichinopoly, etc. (See
Hunter's Im/p. Gaz., 2nd ed., Vol. VI., and Indian
Empire.)
2 PaoUno, p. 201.
Chapter
IN INDIA 87 Ew^'^n
Libraries
in
Southern
India.
CHAPTER IV.
(a) Early European Libraries in
So%ithern India.
Fort St. George as well as Fort St.
David possessed Government libraries.
The one at Fort St. George did not come
into existence till 1661, when Mr.
Whitefield, the chaplain, set afoot a
movement for the establishment of a
library. Whitefield's spiritual charge
was not a heavy one. He was alone at
the Fort and had a good deal of time on
his hands, which made him sigh for books-
He brought it to the notice of the local
merchants and Government authorities
that the Fort badly needed a library.
The merchants appear to have raised a
sum of money fof the purpose, which
they invested in a bale of calico. They
Chapter
IV.
Early
European 88 PROMOTION OF LEARNING
Libraries
in
Southern despatched this bale home in the ships of
India.
January, 1661-62, to be sold in London
by the Governor of the Company and the
sale-proceeds to be utihzed in the pur-
chase of the books named in a list. The
bale of calico was sold for £85 sterling,
out of which 23^ pieces of gold were
returned to Whitefield, the remainder
being used for the books. The Directors
took a hint from this, and purchased
books, a year later, to the value of £20
which they directed to be kept in the
Fort for the succeeding Ministers. These
presentations were the origin of the
Company's library at the Fort.^
The Directors used to send at intervals
books to be put in the libraries of the
Company. About 1669, they voted £5
for the purchase of certain books required
for the Minister, Mr. Thomas Bill, which
were to be added to the Fort St. George
library. It seems that with the sum,
the works of Cornelius a Lapide were
1 Penny, Vol. I., pp. 38, 39.
Chapter
IV.
Early
IN INDIA 89 European
Libraries
purchased.^ Shortly after, the Directors Southern
sanctioned £30 for books for the same
library.^ In 1675 Mr. Portman, the new
chaplain, asked for a further addition of
books to the library, which the authorities
allowed, but wrote as follows to the Fort
St. George Governor : " Herewith you
have a catalogue of such books as were
desired by Mr. Portman to be provided,
which we send as an addition to our
library ; and in regard we find every
chaplain we send as desirous of an addi-
tion; and that we have no perfect list here,
we do require you to send us by the
return of these ships a perfect catalogue
of all our booKS both with you at
Metchlepatam and the Bay." ^
The Ubrary at Masulipatam existed even
before 1671, in which year the books left
by Mr. Hook, the chaplain, dying at the
place, were added to the Masulipatam
^ Penny, Vol. I., p. 53.
2 Ibid., p. 54.
» Ibid., p. 60.
India.
Ch^ter
Europ'Jan 90 PROMOTION OF LEARNING
Libraries
Southern library.^ In 1678 this library contained
India.
73 books in all, which with very few
exceptions were theological.^
In 1676 the Directors despatched a
few sets of books presumably for the
various factory libraries. They wrote,
" There being two useful treatises lately
extant, the one touching the existence of
God, the other against Popery, we have
thought it fit to send ten of the one and
four of the other."*
In 1695, 300 Portuguese liturgies were
sent out for distribution among the in-
habitants of the English settlements.
The Directors, however, made a mistake ;
for the sort of Portuguese which was their
lingua franca was very different from the
pure Portuguese in which the books were
written. When they found out this
mistake, they ordered the books to be
kept in the Church library of Fort St.
George and given in future only to those
1 Penny, Vol. I., p. 52.
2 IIM., p. 69. » i6id., p. 65.
Chapter
IN INDIA 91 Eu^opL
Libraries
Portuguese who understood them. The Southern
books, however, could be lent to '""''*•
borrowers from the library, a good list of
whom was kept. On failure to return
them when demanded back, the penalty
was a fine of one pagoda each.^
Fort St. David, which is a later
possession of the Company, was furnished
with a library a few years after its
acquirement. Mr. Laudon was the
chaplain of the new Company at the
Fort which he left in 1707. He had a
collection of books which he did not take
away. The Company, it seems, purchased
these books, which became the nucleus
of the Fort St. David Library."
Fort St. George about this time began
to accumulate a goodly number of books
in its library. The traveller Lockyer,
who visited the Fort in 1703, says that
books of Divinity in the library were
worth £438 65. at the time.^
1 Penny, Vol. I., p. 113. 2 /j^., p. 126.
3 Ibid., p. 132 ; see also V.O.M., Vol. II., p. 83.
India.
Chapter
Early
European 92 PROMOTION OF LEARNING
Ltbranes
in
Southern It was Lockyer's book that made the
Directors pay more attention to this
library, which had now developed by
slow accretions of about sixty years into
a decent collection. About 1714 they
wrote to the officers at the Fort as
follows : " We understand that the
library in Fort St. George is worthy of
our notice as consisting not only of a
great number of books but of a great
many that are choice and valuable, John
Dolben, Esquire, and Master Richard
EUiot and others having made a present
of their books (which were considerable)
to the library, besides other augmenta-
tions it hath lately received from the
Society for Promoting Christian Know-
ledge. We therefore recommend the
care of the library to our President and
Ministers, etc. We order our Ministers
to sort the said books into proper classes
and to take a catalogue of them to be
kept in the library, of which they shall
deliver a copy to our President and send
Chapter
IV.
IN INDIA
93
a copy home to us ; and we desire our
President to order two of our servants
together with our Ministers to examine
the books by the catalogue once a year,
that is to say, some few days before the
vestry is held, and make their report at
the vestry. It would be proper also to
put our Chop (stamp) on the said books,
etc." ^ This order came at the right
moment, for the library at Fort St.
David by that time had lost many of its
books through want of care, and it was
not improbable that at Fort St. George
books might have been similarly
abstracted. In 1716 the catalogue was
sent to the Directors, who were much
dissatisfied with the manner in which it
was made, and ordered for a better
catalogue. This order was not timely
carried out, for which the Directors
wrote with some warmth to the Fort
authorities. It was not until 1720 that
1 Penny, Vol. I., pp. 146-151 ; also V.O.M.,
Vol. II., p. 150.
Early
European
Libraries
in
Southern
India.
India.
Chapter
Early
European 94 PROMOTION OF LEARNING
Libranes
in
Southern the library was arranged and the
catalogue drawn up by the new chaplain,
Mr. Thomas Wendey, for which he was
promptly rewarded by the Governor and
Council with a palanquin allowance.^
The Directors, at the request of the
local authorities in the English settle-
ments, used to send books either for
addition to the libraries or for free
distribution among schoolboys and
others desirous of reading them. Some-
times they allowed the transmission of
books in their ships free of passage —
a concession which helped much the
missionaries in the importation of books
into this country. About 1714 they
allowed Ziegenbalg, for instance, to bring
books with him freight-free,^ and within
a year or two repeated the same favour.^
It also appears from a few letters bearing
dates from 1726 to 1741 that durmg the
interval the Directors showed the same
1 Penny, Vol. L, pp. 146-151.
2 Ibid., p. 187. 3 Ibid. p. 190.
Chapter
Early
IN INDIA 95 European
Libraries
spirit of kindliness and co-operation to Southern
the S.P.C.K. missionaries.^ But at times,
complaints were made of the apathy of
the Directors in this matter. In 1785
the chaplains complained that no atten-
tion had been paid to their indent for
religious as well as other books for four
years. In 1787 an application for books
was again made to the Directors on the
ground that the last supply had long
since been distributed among the Com-
pany's soldiers at Vellore, Vizagapatam,
and Fort St. George, and that there was
now a great demand for them in
WaUajabad, Arcot, etc.^ St. Mary's
parish did not receive supplies of books
for seven years until 1791, when the
Directors sent it a supply. The chap-
lains of the parish were again disap-
pointed in this matter for two years, for
which they were unable to comply with
the many applications that were made to
1 Penny, Vol. I., pp. 198, 199.
8 Ibid., p. 373.
India.
Chapter
IV.
Eu^oSn 96 PROMOTION OF LEARNING
Libraries
Soutiiern them from every quarter. Unfortunately,
India.
however, the Winterton that carried the
books for them, after the long interval,
was lost, and a fresh supply was not
received until 1794. This time, however,
the home authorities made amends by
despatching twice the usual number of
books. The chaplains had to write
again six years after, and a supply was
sent in the following year.^
It was no doubt financial pressure that
obliged the Directors to be illiberal in
this respect. As soon as it was removed
by the defeat of Tipu Sultan, their
former liberality asserted itself. Since
then, there were periods of strict economy
and retrenchment, but none like that
between 1782 and 1799.^
A complete record of the instalments
of books sent by the Directors to the
English settlements in India, before and
in the eighteenth century, is difficult to
1 Penny, Vol. I., pp. 373, 374.
2 Ibid.
Chapter
IN INDIA 97 Eu^opl^an
Libraries
obtain ; because such record is buried in Bengal,
heaps of old letters, reports and other
documents which will have to be ran-
sacked before such information can be
procured. However, what has been
stated above is sufficient to show that,
taking all the circumstances into con-
sideration, the Directors cannot be
pronounced to have been illiberal in this
direction.
(b) Early European Libraries in Bengal.
It appears that there existed already a
library in Bengal in 1700, as it is stated
that Benjamin Adams, the chaplain of
the Bay, made an addition to it on his
arrival in Calcutta on the ]6th June of
that year.^ The S.P.C.K. sent out in
1709 a circulating hbrary to Calcutta,
the first of its kind in India.^ In 1714
1 Hyde's Parish of Bengal, p. 15.
2 Long's Handbook of Bengal Missions, p. 6 ;
Carey's Good Old Days of Hon. John Company,
Vol. II., p. 34.
H
Chapter
Early
Enropean
Libraries
in
Bengal.
98 PROMOTION OF LEARNING
and 1715 the Governors of the S.P.C.K.
sent parcels of books to BrierclifFe, which
were allowed by the Company to be
carried free of charge in their ships.^
1 Hyde's Parochial Annals of Bengal, p. 65.
Chapter
V.
IN INDIA 99 gra^phyas
a Means
of Diffu-
sion of
Learning
among
Musal-
CHAPTER V.
(a) Caligraphy as a Means of Diffusion
of Learning among Musalmdns.
Closely connected with the difFusion
and promotion of education is the means
by which copies of books can be multiphed
cheaply and speedily. It was the practice
with the Muhammadans to engage expert
caligraphists for making copies. Many
such experts were attached to the Ubraries
of the Muhammadan rulers whose number
varied in proportion to the amount of
work required. Titles were conferred
upon them according to the degrees of
their skill in the art.^
' Such titles as Zarrin-raqam (Golden writer),
Shirm-raqam (Sweet writer), Raushan-raqam
(Bright writer), Mushkin-raq am (Perfumed
writer) used to be conferred on the cali-
graphists.
Chapter
lT&- 100 PROMOTION OF LEARNING
duction in
India.
(b) Printing — its late adoption by Indians j
an Account of its Introduction in
India by Europeans.
It is, however, strange that so long
after the art of printing had been in-
troduced into Southern India in the
European settlements it came to be
prevalent among the people of this
country. This was perhaps due to the
conservatism of the Indians ; but
Ovington, who visited India about 1689,
gives perhaps the true reason why
printing was not so readily adopted by
them, in spite of its obvious advantages.
Says he : " Neither have they (Indians)
endeavoured to transcribe the art of
printing ; that would diminish the repute
and livehhood of their scrivans who
maintain numerous families by their pen.
But they can imitate a little the English
manner of binding books." ^ Fra Paolino
1 Rev. J. Ovington' s A Voyage to Surat in
1689, pp. 251, 252.
Chapter
V.
Printing :
IN INDIA 101 its Intro-
duction in
da San Bartolomeo gives us some in-
formation about the first introduction of
printing in India which enables us to
calculate the long time that elapsed
before it received any recognition among
the people of this country. " The art of
printing in all probability never existed
in India ; and perhaps we should not be
far wrong if we ascribed, in a great
measure to this circumstance, the natural
simplicity and the irreproachable manners
of the inhabitants. They copy no other
writings than such as are useful and good.
The first book printed in this country
was the Doctrina Christiana of Giovanni
Gonsalvez, a lay brother of the order of
the Jesuits, who, as far as I know, first
cast Tamulic characters in the year 1577.
After this appeared, in 1578, a book
entitled Flos Sanctorum, which was
followed by the Tamulic Dictionary of
Father Antonio de Proenza printed in
the year 1679 at Ambalacate on the
coast of Malabar. From that period the
Chapter
Printing; :
its Intro-
duction in
India.
102 PROMOTION OF LEARNING
Danish missionaries at Tranquebar have
printed many works, a catalogue of which
may be found in Alberti Fabricii
Salutaris Lux Evangelii."^ Da Cunha
gives us, however, an account of the
introduction of the art of printing in
India which differs from Paohno's on
some points. Da Cunha says that the
art was introduced by the Portuguese
missionaries as early as 1556, the first
printer being Jao (Juan) de Bustamante.
The first work issued from their press,
according to him, was the Catechismo de
Doctrina of St. Francis Xavier printed
in 1557, five years after the author's
death. But it appears from another
source that the first book printed by
Brother Juan was the Theses (or Pro-
positions to be Defended), the next work
being the Catechismo.^ The second work
1 Paolino's A Voyage to the East IndAea,
p. 395.
2 J. and P. of A.S.B., Vol. IX. (1913), p. 155—
Imprentas de los Antiguos Jesuitas, Sec., by
Gomes Rodeles.
Chapter
T
IN INDIA 103 TtsS:
duction in
published in the press according to Da
Cunha, was the Compendio Espiritual da
Vida Christa, by Dom Gaspar de Leao
Pereira, the first Archbishop of Goa,
printed by Hoao Quinquenio in 1561
and re-edited in Coimbra by Manuel de
Araujo in 1600. The third was the
Colloquios, by Garcia da Orta.^
Besides the one at Goa, there were
four other printing presses set up by the
Portuguese in Southern India. The first
was at "Ambalacatta"(from ambala-kadu),
which was a town of considerable import-
ance about 1550. Here the Portuguese
had built a church and a seminary and
held the famous Synod of Diamper in
1599. It was at this time the centre of
Portuguese missionary activities in
Southern India and a place where
Sanskrit, Tamil and Syriac languages
were cultivated.'' The three other printing
1 Da Cunha's The Origin of Bombay, pp. 103,
104.
2 Ibid.
India.
Chapter
Printine; :
its Intro- 104 PROMOTION OF LEARNING
auction in
presses were at Cochin, Angamale, and
Panikkayal. We have already learnt
from Paolino that Tamulic characters
were first cast in 1577 by Gonsalvez and
that the Flos Sanctorum, above referred
to, was published at Panikkayal in 1578.^
In 1579 a book on the Christian Doctrine
was printed in the Malabar language.^
Da Cunha adds that it was at Cochin
that the tjrpes were cut and some im-
portant works in Tamil printed in the
press.^ It is noteworthy that Abul Fazl
does not make a single reference to
printing or printed books while speaking
of writing, either in his A'ln or in his
Letters.
From this, it seems that printing did
1 J. and P. of A.S.B. (1913), p. 164.
^ lUd., p. 166.
3 Da Cunha's The Origin of Bombay, pp. 103,
104 ; vide also Materials for the History of
Oriental Studdes amongst the Portuguese by
the same writer in Atti Del IV. Congresso
Internasdonale degli Orientalisti, Florence, 1880,
pp. 185 ff.
Chapter
First
IN INDIA 105 Printing
in British
India.
not become popular at the time when
Abul Fazl wrote. Had it been so, it is
not hkely that he would have omitted
to refer to it in his works.
(c) First Printing in British India.
^ The first printing press in British India
was established at Madras by the S.P.C.K.
in 1711 and an edition of the Tamil New
Testament issued from it in 1714.^ In
Bengal a printing press was set up at
Hughli in 1778 and Halhed's Bengali
Grammar was printed in it. Sir Charles
WUkins prepared the types for this
grammar and taught type-cutting to a
blacksmith named Panchanan.^ This
printing press is regarded by some as
the first in Bengal, but that notion
seems to be unfounded.^ It is not my
1 Long's Handbook of Bengal Missions, p. 5.
2 Carey's Good Old Days of Hon. John
Company, Vol. I., p. 299 ; also T. Singh in the
Calcutta Review, Vols. VI. and XIII.
3 That there were other printing presses in
Bengal before the one at Hughli appears from
ChMter
First
Printing 106 PROMOTION OF LEARNING
in British
India-
object to follow out the later history
of the establishment of the printing
presses in the different provinces of
India, the first introduction of the art,
which has been already treated, being its
most interesting portion.
Mr. Carey's statement that the India Gazette
was published in Calcutta before 1774 (Carey's
Good Old Days, Vol. I., pp. 285).
BOOK II.
NOKTHERN INDIA.
CHAPTER 1.
Chapter
Bellamy's
Chari^
School.
CALCUTTA AND ITS VICINITY.
(a) Bellamy's Charity School.
While the various European communities
established schools and colleges in Southern
India where they had settled, Bengal also,
where they had commenced to trade and
which was rising into importance as a
place of European activities, received its
due share of attention in respect of educa-
tion ; schools were started and the first
educational institution was a charity
school established in Calcutta by the
English. It was opened, according to the
Rev. J. Long, under the auspices of the
S.P.C.K., in 1731 ; ^ but Mr. Hyde, on
the authority of some letters written
by the Chaplain Bellamy and " an
1 Rev. J. Long's Handbook of Bengal Missions^
pp. 5, 6.
Chapter
Bellamy's
Charity 110 PROMOTION OF LEARNING
School.
eminent merchant " in January and
February, 1731-32, inclines to the
view that the school-house was com-
pleted that year and that the institution
had already been in existence for some
time.^ The foundation of such a school
had long been a cherished object of the
S.P.C.K. and of the Rev. S. Briercliffe,
the chaplain of Calcutta.^ In 1709 Brier-
cUffe had offered to superintend a school
in Calcutta,^ but his scheme, which met
with many obstacles, was not brought
into actual operation till 1720, when poor
Tomlinson, the successor of Briercliffe,
bequeathed to the school fund Rs.80/-
and, shortly after, his widow Rs,40/-
by their respective wiUs.* The school
I premises, built in 1731, was spacious
enough for eight foundationers and
forty day-scholars. It was due to the
' Hyde's Parochial Annals of Bengal, p. 86.
2 Ibid., p. 86.
3 Long's Handbook of Bengal Missions, p. 5.
* Hyde's Parochial Annals of Bengal, p. 86,
and his Parish of Bengal, p. 31.
II.J
Chapter
I.
m INDIA
111
Bellamy's
Charity
School.
untiring energy of Bellamy, the chaplain,
that the school about this time came to
have an income, enough for the mainten-
ance of the former and the tuition of
all the scholars in the institution.^ He
roused the interest of the people in the
school to which contributions were made
by them liberally. " An eminent mer-
chant," identified by tradition with Mr.
Bourchier, then second of Council and
afterwards Governor of Bombay (1750-
1760), bore a large share of the cost of
construction of the school-house.^ The
Mayor's Court, which tried suits in which
Europeans were concerned, was founded
by the Royal Charter in 1727, and to it
were let out some apartments of the
school-building for being used as its
record-rooms at the rent of Rs. 194-6-6
for every six months. The Mayor's Court,
however, in course of time, was held in
the hired apartments and the school was
1 Hyde's Parochial Annals, p. 87.
2 Ibid., p. 87.
Chapter
Bellamy's
Charity 112 PROMOTION OF LEARNING
School.
housed elsewhere, so that about 1753
the portion of the premises that was not
used for the court was hired out for
public purposes, e.g. balls, assemblies, etc.,
resulting in great advantage to the
charity-stock. The building was, there-
fore, variously termed the " Court-
House," the " Town House," or the
"Town Hall."i
Bellamy made over the charge of the
charity school to the Rev. Robert Maple-
toft {circa 1750), who improved the school
regulations and succeeded by his energy
in increasing the charity-stock by fresh
donations. He knew Portuguese and
was allowed to reside for some time near
the Court of the Nawab of Murshidabad,
in order that he might have greater
facilities in learning Persian.^
The foundationers of the charity
school were habited almost in the same
1 Hyde's Parochial Annals, p. 89.
2 Ibid., p. 103 ; and Hyde's Parish of Bengal,
p. 52.
II.]
m INDIA 113
manner as their brethren in the schools
in Southern India, of whom we have
spoken before. They were dressed in
blue coats and had to go about bare-
footed — a feature also noticeable in their
successors in the Calcutta Free School
with which the charity school was amal-
gamated in 1800.^
It seems that the first schoolmaster,
unless the parish clerk had that charge,
was a Franciscan Friar of Goa named
Aquiere, who had been received into the
Church of England by Bellamy about
1 1730.^ He was paid Rs.30/- a month.'
(b) Kiernander's School.
The school met with a reverse of
fortune in 1756, when Calcutta was
attacked by the Muhammadans. After
the recovery of the town, Colonel Clive,
Hyde's Parochial Annals, p. 89.
2 Ihid., p. 87 ; and Long's Handbook, p. 6
(Rev. J. Long does not express any doubt as to
Aquiere's being the first schoolmaster).
3 Hyde's Pariah of Bengal, p. 39.
I
Chapter
Kier-
nanders 114 PROMOTION OF LEARNING
School.
who had witnessed the good results of
Mr. Kiernander's missionary labours in
the Madras Presidency, invited him to
Calcutta. On the 1st of December next,
after his arrival in Calcutta in 1758, he
opened a school which by the middle of
the next month came to have 48 scholars
— Armenians 7, Portuguese 15, Bengalis 6,
and Englishmen 20, — these last being the
20 boys maintained by the charity-stock.^
The parish clerk continued to be the
schoolmaster. Within a year, the num-
ber of pupils amounted to 174.^ The
building formerly used as the Collector's
Office was made over to Kiernander by the
Council for accommodating the charity
school.^
Owing to the epidemic that raged in
Calcutta in 1762, the children were with-
drawn from the school by their guardians.
But Mr. Kiernander's zeal remained
1 Hyde's Parochial Annals, p. 119, and Long's
Handbook, p. 10.
2 Ibid. ' 3 Ibid., p. 130.
II.] Chapter
IN INDIA 115 nander's
School.
unabated and the school flourished as
formerly with the disappearance of the
epidemic. In 1773 Kiernander's wife
died and bequeathed her jewels with 6000
rupees, for the erection of some school-
rooms.
This lady appears to have been as
generous as her worthy husband, who
devoted about £12,000 to charitable
purposes from his own pocket.^
Up to the end of 1787, no more than
20 boys were maintained in the school,
but the increased income derived from its
capital and cash, which by the time
amounted to 2i lacs, enabled it to expand
its useful work and make arrangements
for the education of girls also. So in
January, 1787, four destitute girls were
elected, and owing to want of accommo-
dation in the school-house, they were
boarded out with a Mrs. Jane Jarvis at
Rs.35/- a month for each, exclusive of
clothing. It was afterwards proposed to
1 Long's Handbook, pp. 11, 13, and 6.
Chapter
Kier-
nanders 116 PROMOTION OF LEARNING
School.
maintain 20 girls, and about January 17,
there were 32 boys in the institution, of
whom 10 were probably day-scholars.^
From 1777 to 1784, the Rev. John
Christman Diemer was the schoolmaster
on a salary of 100 Arcot rupees per
month. He had two ushers to assist him
at Rs.150 a month each. The total ex-
penses of the school amounted to more
than Rs.900 per mensem.
In 1788 the parish clerk named
William Aldwell was appointed a tutor in
the school.^ By the end of the year,
Robert HoUier, another parish clerk,
succeeded to the same post on Rs.lOO/-
a month, with Thomas Kincey as his
assistant, the whole establishment re-
maining under the supervision of the
Senior Chaplain, Rev. WiUiam Johnson.
Just before Johnson's resignation, the
vestry decided to house the entire school,
including boys and girls, in premises at
J Hyde's Parochial Annals, p. 198.
2 Ibid., p. 233.
IL]
m INDIA 117
Cossipore which was leased for two years
at Ils.400/- a month, the landlord, Mr.
Siderman, undertaking to convey the boys
by water to and fro St. John's Church on
Sunday mornings for divine service. On
May 1, 1788, the boys were removed to
this new abode, and on June 15, the girls
also were taken there from the charge of
Mrs. Jarvis. One Mrs. Gierke was elected
as the mistress of the girls in place of
Mrs. Jarvis, but she died before taking
charge of the duties, and a Mrs. Tilsey
succeeded her.^ In 1789 HoUier was
still the schoolmaster with Kincey as his
assistant, whose wife Isabella, with two ^
other ladies, at Ils.16/- a month each, had
charge of the girls.
(c) Calcutta Free School : Kiernaiider's
School Amalgamated.
The affairs of the school went on
satisfactorily for over a year, when it
1 Hyde's Parochial Annals, p. 236. ,
2 Ihid., p. 230.
Chapter
Calcutta
Free 118 PROMOTION OF LEARNING
School.
became apparent that this institution was
unable to cope with the increasing need
for charitable education of the destitute
children. Accordingly, a public meeting
was called on December 21, 1789, with
the Governor-General in the chair, and
it was resolved to found a society to be
called the Free School Society of Bengal,
the management being placed in the
hands of the Governor-General as patron,
the Select Vestry and six other gentle-
men, the Churchwardens being perpetual
treasurers of the funds. Four Honorary
Governesses were also to be elected.
The Free School had not commenced
work when a proposal was made for
uniting it with the charity school ^ which
1 Hyde's Parochial Annals, p. 239. In
Long's Handbook (p. 441) the Calcutta Free
School is described as " the oldest charity school
in Calcutta commenced about 1750. Besides
the original subscriptions, the bulk of the
funds of this school arose from the restitution-
money, received for pulling down the English
Church by the Moors at the capture of Calcutta
in 1756. The interest of this property and on a
II.J
IN INDIA 119
was carried out on the 28th February, 1790,
when the two years' lease of the Cossipore
House expired and a large house belong-
ing to Mr. Charles Weston was rented
for the purpose.^ In 1795 a garden
house was purchased in Jan Bazar for
Rs.28,000, and in 1796 a school for girls
was also erected.^
Two distinct establishments and two
sets of accounts, however, continued to
be kept for what was practically one
legacy of 6000/- or 7000/- rupees, left by Mr.
Constantine, the rent of the old Oourt-house,
formerly appropriated to the school and trans-
ferred to the Government for a perpetual
payment of 800/- rupees per mensem, and the
Church collections, m.aintained about 20 boys
and enabled the vestry to bestow in addition
some trifling charitable donations. In course
of years, the old charity school became quite
inadequate to the demand for education . . .
and the Free School Society was established on
the 21st of December, 1789." See also Carey's
Good Old Days of Hon. John Company, Vol. I.,
pp. 404, 405.
1 Hyde's Parochial Annals, p. 239.
2 Carey's Good Old Days of Hon. John
Company, Vol. II., p. 157.
Chapter
I.
Mush-
room 120 PROMOTION OF LEARNING
Schools.
school, and it was not till 1800 that they
were consolidated into one.^ On the 1st
April, 1790, there were 17 boys and 12
girls on the Free School establishment,
and by December, 1791, the numbers
increased to 50 boys and 30 girls, and 21
day-scholars.^ In 1800 there were 159
children in the amalgamated schools.''
(d) Mushroom Schools.
As the later history of this institution
is beyond the scope of this work, we shall
now speak of other schools established in
Bengal during the period under review.
It should, however, be remarked at the
outset that about this time, along with
the institutions that had a hand fide
educational object in view, came also into
existence many mushroom schools which
were mere make-shifts for earning a living
for their needy founders. It was schools
' Hyde's ParocMal Annals, p. 243.
2 Ihid., p. 239. 3 Ibid., p. 244.
II.] Chapter
IN INDIA 121
of the latter type that have been humor-
ously described by Mr. Carey : " Living
upon a rupee a day, the old pensioners
{Le. invalid soldiers who had fought at
Seringapatam or helped to drive the
enemy from the plains of Plassey)
smoked and walked, and smoked and
slept their time away. One more learned,
perchance, than the rest, opened a school,
and while the modest widow taught but
the elements of knowledge in the barracks
of Fort William, the more ambitious
pensioner proposed to take them higher
up the hill of learning. ' Let us contem-
plate him seated in an old fashioned chair
with his legs [we are quoting the words
of a writer in the Calcutta Review]
resting on a cane morah. A long pipe,
his most constant companion, projects
from his mouth. A pair of loose
pyjamahs and a chdrkhdnah banyan keep
him within the pale of society and
preserve him cool in the trying hot
season of this chmate. A rattan, his
Mush-
room
Schools.
Chapter
Mush-
room 122 PROMOTION OF LEARNING
Schools.
sceptre, is in his hand and the boys are
seated on stools or little mordhs before
his pedagogic majesty. They have
already read three chapters of the Bible
and have got over the proper names
without much spelling ; they have written
their copies — small, round, text and large
hands; they have repeated a column
of Entick's Dictionary with only two
mistakes ; and are now employed in
working Compound Division, and soon
expect to arrive at the Rule of Three.
Some of the lads' eyes are red with
weeping and others expect to have a
taste of the ferula. The partner of the
pensioner's days is seated on a low
Dinapore matronly chair, picking vege-
tables and preparing the ingredients for
the coming dinner. It strikes 12 o'clock
and the schoolmaster shakes himself.
Presently, the boys bestir themselves, and
for the day the school is broken up.'"^
1 Carey's Good Old Days of Hon, John
Company, Vol. I., pp. 396, 397.
Il.J
Chapter
T%T T-»TT-^T » Other
IN INDIA 123 Educa-
tional
There were, indeed, several schools of this tions.
sort formed for the instruction of youths
of both sexes, but there were at the same
time other institutions, the objects of
which were serious and laudable and not
mere money-making, through which their
founders tried to give effect to their
honest purposes in spite of the many
obstacles in their way. Their real aim
was dissemination of knowledge and
qualifying the children for earning their
livelihood by giving them a decent
general education. Of course, success
varied according to the means they could
command for conducting the school.
(e) Other Educational Institutions.
We shall now proceed to give an
account of the schools and colleges of
the eighteenth century, besides those we
have already noticed.
The Calcutta Madrasah was founded in
1781 by Warren Hastings, who paid for
the building of the college premises out
Chapter
Other
Educa- 124 PROMOTION OF LEARNING
tional
Institu-
tions. oi his own pocket and at whose recom-
mendation the Government assigned
lands to the value of Rs.29,000/- per
annum. The object of the founder was
the encouragement of Arabic learning
and the teaching of Muhammadan Law.
The institution was not, however, success-
ful and had to be remodelled in 1820.^
In 1788 Mr. Brown conducted a
boarding-school for young Hindus. The
school, however, had a brief existence. It
may be remarked that Mr. Brown was
made Provost of the newly established
Fort William College in 1800.^
One Mr. Archer started a school for boys
in 1780.^ Others followed his example,
as, for instance, Mr. Drummond (who was
the first to introduce the system of annual
public examinations and the use of globes
in the schools), Messrs. Farrell, Halifax,
1 Carey's Good Old Days of Hon. John
Company, Vol. II., p. 160, and Vol. I., p. 411.
2 Hyde's Parochial Annals, pp. 252, 262.
3 Calcutta Review (1913), p. 340.
II.J Chapter
Other
IN INDIA 125 Educa-
tional
Lindstedt, Draper, Martin Bowles, Sher- tions.
bourne, the Rev. Dr. Yates, etc. Mr.
George Furly established an academy
on the Burying Ground Road (now called
Park Street) about 1793 and advertised the
following three rates for board, lodging,
and education, viz. : Rs.30/-, Rs.40/-, and
RS.64/-.1
The Rev. Mr. Holmes advertised in
December, 1795, his academy at 74, Cossy-
tuUah Street, intended for the instruction
of youths in the different branches of
useful education. In the same year,
Mr. W. Gaynard, Accountant, started
an academy "at his house. No. 11, Mere-
dith's Buildings, for a few gentlemen
of the age of fourteen or upwards (who
may be intended for the mercantile Une of
life) to instruct them in a perfect know-
ledge of Decimal calculations, and also to
complete their education in the Italian
1 Calcutta Review (1913), pp. 340, 341 ; and
Carey's Good Old Days of Hon. John Company,
Vol. I., p. 397.
Chapter
E°*a. 126 PROMOTION OF LEARNING
tional
tions! method of Book-keeping, by a process
using the weights, measures and coins of
the different markets of India." *
In 1788 Mr. Mackinnon advertised a
school to receive 140 pupils, and J. T.
Hope opened another. In 1795 the
Calcutta Academy was removed from Old
Court House Street to the house in Chit-
pore Road known as Henry Tolfrey's.^
Major-General Kirkpatrick founded the
Military Orphan Society in March, 1783,
for the maintenance and education of the
destitute children of officers and soldiers.
The society had two educational institu-
tions, viz. the upper and the lower
Orphan schools, the former for the children
of officers and the latter for those of
soldiers. There were two departments in
each school ^ for boys and girls respectively,
1 Carey's Good Old Days of Hon. -John
Company, Vol. I., p. 398.
2 Calcutta Review (1913), p. 340.
3 Carey's Good Old Days of Hon. John
Company, Vol. I., p. 401.
fe s
II.] Chapter
■•■-•T T-.'T'.^^ . Female
IN INDIA 127 Educa-
and the education imparted was designed
to qualify the children for the situations
they were likely to fill in India. The
schools were first located at Howrah, but
about 1790 they were removed to Kid-
derpore. They were in a very flourishing
condition in 1795.^
(f) Female Education.
There are many rival claimants to the
honour of having started the first girls'
school in Calcutta. In his Historical and
Topographical Sketch of Calcutta, Rainey
says that the first girls' school was
established in 1760 by one Mrs. Hedges.
Here French and dancing were taught.
The lady retired in 1780 with a snug
fortune. Captain Williamson mentions
in his East India Vade Mecum that one
" Mrs. Hodges " founded the first ladies'
seminary in 1780, In spite of the
difference as to the date of establishment
1 Carey's Good Old Days of Hon. John
Company, Vol. I., p. 401.
tion.
Chapter
EdS^! 128 PROMOTION OF LEARNING
tion.
of the institution, it seems that the two
accounts contemplate the same school and
that Mrs. Hodges was no other than Mrs.
Hedges.^ Moreover, Mr. Carey says in
his Good Old Days of Hon. John Company
that the earliest school for young ladies
was that of Mrs. Pitts. The writer of the
Hartley House (1789) mentions a girls'
school conducted by Mrs. Savage, the
only one in Calcutta, much in esteem with
the Europeans.^ Amid this medley of
claims, it is difficult to decide who sho)ald
be credited with the honour. Leaving it
to be decided by others, let us turn to
other girls' schools that were established.
One was started by Mrs. Durrell. This
seminary was situated in Clive Street and
enjoyed the most extensive support.^
Mrs. Copeland opened a young ladies'
1 Calcutta Review (1913), p. 343. Mr. Carey
mentions a girls' school established by Mrs.
Lawson. This was, however, founded about
1812 — see Calcutta Review, July, 1913, p. 348.
2 Ibid., p. 343. 3 Ibid., p. 398.
I I.J Chapter
IN INDIA 129 Educa
.school in 1792. It was located in the
house nearly opposite to Mr. Nicholas
Charles' Europe Shop. Here girls were
taught reading, writing and needle-work.
John Stansberrow opened a mixed school
for boys and girls in a garden-house at
Mirzapore in 1785. The children were
taught reading, writing and arithmetic,
the girls being in addition trained in lace-
making and needle-work. The terms
were as follows : —
For a boy . . .
Rs.25/- per month,
For a girl . . .
„ 30/-
For a day-scholar
„ 16/-
At first, only 12 boys and 12 girls were
taken into the school, in order that they
might obtain the best attention of the
masters.^ Mrs. Pyne also kept a boarding-
school for girls which, it appears from an
advertisement in the Calcutta Gazette,
• Carey's Oood Old Days of Hon. John Com-
pany, pp. 398, 399 ; and Calcutta Review (1913),
p. 340.
K
tion.
Chapter
Society of 130 PROMOTION OF LEARNING
Bengal.
was removed to a house in Dacre's Lane
in 1794.1
(g) Asiatic Society of Bengal.
For diffusion of historical and scientific
knowledge, the Asiatic Society of Bengal
was established on the 15th January, 1 784,
by the celebrated linguist, naturalist and
jurist, Sir William Jones. The papers
that were read in its weekly evening
meetings were published in its periodical
called the Asiatic Researches. The
founder himself was elected it^ first
President, as Warren Hastings, the
Governor-General, declined the offer of
the chair. It is superfluous to add
that the Society has done a good deal of
useful work by extending the bounds of
knowledge in almost all its departments.^
1 Calcutta Review (1913), p. 343.
2 Carey's Good Old Days of Hon. John Com-
pany, Vol. I., p. 417.
II.J
IN INDIA
181
Chapter
Educa-
tional
Activities
outside
Calcutta.
CHAPTER II.
EDUCATIONAL ACTIVITIES OUTSIDE
CALCUTTA.
About this time, Calcutta and the
neighbouring districts were not the only
places where schools were established.
Mrs. Middleton took a house in 1799 " in
an airy, healthy and agreeable situation
at Dinapore " for the" tuition of both boys
and girls, the fees being two gold mohars
per month for boarders and Rs.8/- for day-
scholars.^
A missionary school was established at
Dinajpore by Mr. Carey in 1794. The
number of scholars amounted to 40 in
the third year after it was opened. The
Baptist missionaries of Serampore were
so very zealous in educational matters
1 Carey's Good Old Days of Hon. John Com-
pany, Vol. I., p. 399.
Chapter
II.
Educa-
tional
Activities
outside
Calcutta.
132 PROMOTION OF LEARNING
that by 1817 no less than 115 schools
were founded, the majority of which were
within thirty miles of Calcutta, containing
above ten thousand alumni.^
In 1794 a college was endowed at
Benares on the recommendation of Mr.
Duncan, afterwards Governor of Bombay,
for the cultivation of Hindu literature.^
We have very few records about the
educational institutions founded by
Europeans in Northern India. Bernier,
who visited India in the latter part of the
seventeenth century, during the reign
of Shah Jahan, saw in Agra a college
which had been estabhshed by the Jesuits
for teaching the children of about thirty
Christian famihes in the Christian doc-
trine. They had been invited to settle
there by the Great Akbar, who allotted
them an annual income for their main-
tenance.^
1 Carey's Good Old Days of Hon. John Com-
pany, Vol. I., p. 408.
2 Ibid., p. 410.
8 Constable's Bernier, p. 286.
sion.
H.J Condu-
IN INDIA 133
CONCLUSION.
We are now in a position to estimate the
amount of educational work done by the
Europeans in this country up to the end of
the eighteenth century. It was the chap-
lains and missionaries who were the most
zealous in this matter; it was they who first
recognized it as a duty to impart educa-
tion to the people under their care in the
European settlements and persuaded the
authorities both here and at home to
fulfil this duty not only by founding
educational institutions on their own
initiative, but also by helping the mis-
sionaries and private individuals by giving
them aids, financial or otherwise. The
names of those gentlemen who by their
zeal and labour gave their whole-hearted
support to this educational movement
should never be forgotten. In judging
Conelu>
sion.
134 PROMOTION OF LEARNING
of their work, we should look not merely
to their accomphshed deeds, which may
be faulty, but to their motives as well.
It is true that the majority of the
institutions founded by them imparted
an education the standard of which was
not very high ; yet they served a very
useful purpose. Higher education, how-
ever, was not altogether ignored, as
provisions for such education were made
in the colleges noticed before. When
we take into account the difficulties that
beset the undertakings of these people,
we cannot help admiring" their earnest-
ness and making allowance if their " acts
could not prove all their thoughts had
been." The undaunted ardour and
enthusiasm of men like Ziegenbalg,
Grundler, Schultz, Fabricius, Schwartz,
BeU, Kerr and Stevenson in Southern
India, and BrierclifFe, Kiernander and
others in Northern India can surely
stand comparison with those of the
European educationists that have graced
II.] Conclu
sion.
IN INDIA 135
the nineteenth century. These person-
ages would not now have been mere
shadows of a forgotten past, if they
could have worked in more favourable
surroundings and have left behind them
more accomplished works.
INDEX I— SUBJECTS.
Arabic suggested as language for Christian propaganda,
8,9
Astronomy of the early Brahmins, xvii., xviii.
Bell, Rev. Dr. Andrew, D.D., educationalist :
Appointed director and supt. of Madras Male Orphan
Asylum, 47
Choice of successor, 62
Endowments in Scotland, 61
Introduces "Madras," "Bell," or "Pupil-teacher"
system of education, 49
Lectures and advanced teaching, 60
Memorial in Westminster Abbey, 61
Organizes the directorate, 47
Retirement, 61
System described by Cordiner, 50
Bellamy's Charity School, Calcutta (subsequently called
Kiernander's) :
Doubt as to date of opening, 110
Dress of foundation scholars, 113
Finances assisted by letting the school premises,
111-112
First European school in Bengal, 109
First schoolmaster a converted Franciscan Friar, 113
Girls' department added, 115-116
New buildings, 119
Opened by the S.P.C.K., 109
Re-opened by Kiernander, 114
Removal to Cossipore, 117
School insuflScient for local needs, 118
Set-back when Muhammadans attacked Calcutta, 113
Shares premises with new Free School, 119
Union with Free School completed, 120
Bengali Grammar, Halhead's, printed at Hughli, 105
138 INDEX I.
Bhila, children of, put to school by Outram, 6
Bookbinding practised by Indians, 100
Books printed in India, the first, 101-104
British Government and Indian studies, xxi.-xxiii.
Calcutta Free School :
Free School Society of Bengal founded in 1789 . . 118
Union begun of Free" School with Charity School,
1790.. 119
Union completed, 1800.. 120
Calico, adventure in, finances a library, 87
Caligraphists (copying scribes) honoured by Muaalmans,
99
Capuchin Missionaries' school at Black Town, 38
Choultry duhash (interpreter), a dishonest, punishment of,
30
Christianity and education :
Chaplains and missionaries the most zealous educa-
tionalists, 133
Doctrina Chruticma and Oatechismo de Doetrina, the
first books printed in India, 101-102
Gentoos, Christian duty of instructing, 6, 19
Religious motive of pioneer educational efforts, vii.,
6, 6, 7, 19, 20, 23
Church of England :
Doctrines of, taught at St. Mary's Charity School,
Madras, 20
Government by, of St. Mary's Charity School, 21, 23
School founded by, at Bombay, 79
Zeal of its chaplains and missionaries for education,
133
Circulating Library, first in India sent to Calcutta by the
S.P.C.K., 1709.. 97
Colleges :
Benares, 132
Dutch, in Ceylon, 17, 68
Fort William, 124
Franciscan, at Bassein, 81
Jesuit, in Agra, 132
at Bandora, 81
at Bassein, 81
in Chaul, 80
INDEX I. 139
Colleges — continued.
Jesuit, at Margao and Rachol, 81
Madrasah, in Calcutta, founded by Warren Hastings,
123-4
Portuguese, at Monpacer, 81
Cordiner, James :
On Bell's System and the Madras Male Orphan
Asylunij 50-56
Principal of Schools in Ceylon, 69
Succeeds Dr. Bell, 62
Cost of education and maintenance, 57
Cost of boarding out girls, 115
Deess prescribed for charity scholars :
Calcutta, Bellamy's Charity School, 113
Madras Male Orphan Asylum, 48, 52
Virapatam Seminary, 84, 85
Dutch, the, erect college in Ceylon, 17, 68
East India Company :
Allow importation of books in their ships freight free,
94, 95, 98
Assist education of Indians as missionaries, 7
schools at Fort St. David, 34
Delegate superintendence of schools to chaplains, 13
Educational provision for Indians termed " negli-
gent," 17
Educational provision for Indians improved, 18, 19
Pound school at Port St. George, 11
Gifts of books to libraries, 88-90, 94-97
Grants to orphanages at Calcutta and Port St. George,
42
Initiate educational work in seventeenth century, 33
Lapse of Charter in 1693 interrupts educational
schemes, 9
Loss of books in the Wintei-ton, 96
Occasional restriction of library supplies, 95-96
Order Port St. George Library to be catalogued,
92-94
Permit S.P.C.K. to build schools in Madras, 75
140 INDEX 1.
East India Company — continued.
Plan, Boyle's, for educating Company's chaplains as
missionaries^ 8
Portuguese liturgies, mistaken distribution of, 90
Promise assistance to Danish mission schools, 76
Provide books in Portuguese for Indians, 10
Religious motive of early educational efforts, 5, 19,
20, 23
Relinquish educational work to missionaries in
eighteenth century, 33
St. Mary's Charity School, Madras, benefactions to,
24, 26, 28, 33
Schoolmasters, provision of, made obligatory on the
E.I.C., 19
Education in England :
In 1818, xi.
In 1914, xiii.
Education Society's schools at BycuUa, Bombay, 79
English language :
Obligatory for instruction of English children, 65
Superseded Portuguese for instruction of Indians,
10
Why preferred at Fort St. George, 15, 16
English schools established at Ramnad, Shivagunga and
Tanjore for children of the higher classes, 1785..
66
Epidemic in Calcutta, 114
Eurasians :
British and Portuguese, 11, 16, 18, 33, 37, 38, 40
Origin and increase of, 40
Orphan, institution for girls at Vepery, 78
Eurasians and Europeans, schools principally for, 11, 15,
35, 38, 41-45, 45-64, 69, 77, 78, 82, 126
Europeans and education in India :
Efforts of Europeans date from sixteenth century, 3
European pioneer workers, viii., 134
Genuine zeal of Europeans for education, vii.
Handicaps and difSculties of their task, xi.-xv.
Examinations, annual public, introduced by Mr. Drum-
mond, 124
Explosion at Trichinopoly leads to foundation of a school,
35
INDEX I. 141
Fees, school, 51, 125, 129, 131
Female education ;
Calcutta, Kiernander's Charity School, girls' dept.,
115-117
Military Orphan Society, girls' dept. , 126
Mrs. Hodges's and other private schools
for girls, 127-130
Gotta, Ceylon, girls' department, 70
Female Orphan Asylum, Fort St. George, 41-45
First girls' school in Calcutta — a disputed question,
127-8
Female Orphan Asylum at Fort St. George :
Assisted by S.P.C.K., 41
Classes of children provided for, 42
Direction, 42
Enlargement in 1790 . . 44
Founded 1787, by Lady Campbell, 41
Grant from E.I.C., 42
Grant from local Government, 44, 45
Franciscan college at Bassein, 82
French military operations, 24, 27, 33, 76, 78
Gentoos, education of, recognized as a Christian duty,
6,19
Globes introduced into schools by Mr. Drummond, 124
Grants, E.I.C. or Government, to schools, 42, 45, 46, 57,
66,78
Grundler, Mr. J. E. :
Founds schools at Fort St. George and Fort St.
David, 71
Sends Portuguese youth to St. Mary's Charity
School, 16
Higher education, 134
Hindu literature, college endowed at Benares for, 132
Hindu science, early, xvii.-xix.
Indiah liberality in the cause of education, 41, 66, 67
Indians, schools principally for, 6, 66, 67, 69, 70, 71-74,
76, 78, 124
Industrial training :
Under Protestants, 63
Bom an Catholics, 85
142 INDEX I.
Interpreter, dishonest, punishment of, 30
Jesuit colleges, 80, 81
Jesuits introduce printing into India, 1577 (Fra Paolina),
101
Jogues, the four, xvii.
Khonds, children rescued from, 6
Languaqes as media for education :
Arabic, 8, 9
English, 10
Malay (Malabar, Tamil), 8, 9
Portuguese, 10
Latin used at Virapatnam seminary, 86
Lawrence Asylum Printing Press, 63
Learning in India :
Asiatic Society of Bengal, xvi., xx., 130
Calcutta Madrasah, 123
History of early European efforts obscure, 3
Promoted by Europeans from about sixteenth cen-
tury, 3
Researches of Mr. Reuben Burrow, xvii.-xx.
Legacies to schools in India, 31, 77, 78, 79, 110, 115,
119 (note)
Lewis, Mr. :
Discusses education of Portuguese chUdren with
Ziegenbalg, 32-33
Pounds Portuguese free school at Port St. George, 14
Lockyer's description of his school, 15
Portuguese translations by, 13
Recommends foundation of two '' nurseries," 13
Studies corrupt Portuguese, 10
Libraries :
Bengal, 97
Factories, 90
Fort St. David, 87, 91, 93
Fort St. George :
Catalogue ordered by B.I.C., 92
unsatisfactory, 93
Gifts of books, 88, 92, 94, 95
Losses of books, 93
INDEX I. 143
Libraries — continued.
Fort St. George — continued.
Origin, 87
Portuguese liturgies — E. I. C.'s mistake, 90
Wealth in books of Divinity, 15, 91
Wendey's catalogue completed, 94
Masulipatam, 89
S.P.C.K. circulating library, 97
Lottery, Madras Male Orphan Asylum financed by,
58, 59
Madkas Government :
Generosity of, to schools, 38, 46, 57
Part played by, in origin of Tanjore English Charity
School, 36-37
Sanctions lottery in aid of Male Orphan Asylum, 58
Madras System of Education, Dr. A. Bell's, 49-53
Malabars (Malays, Tamils), school for, at Colombo, 69
Malay (Malayalam, Malabar, Tamil) language :
Instruction in, 69, 86
Obligatory for instruction of Malays (Tamils), 65
Suggested as medium for Christian propaganda, 8, 9
Works printed in, 104
Male Orphan Asylum, the Madras, at Fort St. George :
Advanced teaching, 60
Bell, Dr. Andrew, appointed director and super-
intendent, 47
organizes the directorate, 47
introduces Pupil-teacher system,
49
Cordiner, Mr. James, succeeds Bell, 62
Council or directorate, 47
Daily routine, 55
Description by Cordiner, 50-56
l^gmore redoubt granted for school purposes, 47
Employment provision for graduates, 56, 63
Enlargement, 59
Financial difficulties, 57
salvation by lottery, 58-59
Founded June, 1787 .. 46
Grant from Government, 46
Growth, 48
144 INDEX I.
Male Orphan Asylum, the Madras, at Fort St. George—
continued.
Industrial department added by Mr. Kerr, 63
Kerr, R. H., activities of, 62-63
Military support, 48
Object, chiefly provision for sons of E.I.C. soldiers,
46
Printing press installed by Mr. Kerr, 63
Reputation of the school, '60
Sand, tracing letters in, 54
Scope of the school, 47-48
Subjects taught, 56
Mathematics, early Indian, xviii.
Mayor's Court held in a school-house, 111
Military Orphan Society, Calcutta, 126
Missionaries, Baptist Christian :
Found school at Dinajpore, 1794 .. 131
Found 115 schools up to 1817 . . 132
Missionaries, Christian :
Educate Indians as evangelists, 7
E.I.C. gradually transfers educational duties to, in
eighteenth century, 33
Missionary training proposed for E.I.C. chaplains, 8
Regard education as a means of propaganda, 7
Schools of, at Vepery and Cuddalore, 37-38, 73,
77-79
Zeal of, for education appreciated, 133
Missionaries, Danish :
Books printed at Tranquebar by, 102
Discuss Portuguese schools with Mr. Lewis, 32-33
Earnestness of, in educational matters, 75
Found Portuguese and Tamil schools, 14, 71-74
Lose ground through death of Ziegenbalg and
Grundler, 74
Progress of, resumed under Schultze, 75
Revive schools at Cuddalore, 1772 ..76-77
School of, at Negapatam, 78
Schools of, at Port St. David destroyed by French,
1758.. 76
Vepery, 37, 78, 79
Translate Bible into Portuguese, 14
Work of, appreciated by Gericke, 75
INDEX 1. 145
Missionaries, Malayala (Malabar, Tamil), obliged to
instruct ohildxen, 86
Missionaries, Portuguese :
Ambalacatta, their centre in Southern India, 103
Introduce printing into India, 1556 (Da Cunha), 102
Printing presses of, at Cochin, Angamale, and Panik-
kayalj 104
Goa and Ambalacatta, 103
Sanskrit, Tamil and Syriao studies of, 103
Synod of Clamper held by, in 1599 .. 103
Motives governing the education of Indians by Europeans,
vii., XV., 5, 6, 7
Muhammadans and their oaligraphists, 99
Music taught at Jesuits' College, Chaul, 80
" Mushroom" schools, 120-123
Mysore war, prize money of, given to Madras Male
Orphan Asylum, 48
Navigaiion taught at the Madras Male Orphan Asylum,
56
Orphan House at Calcutta, 42
Orphans, institutions for, 41^5, 45-64, 126
Palm leaves, writing on, 54 (note)
Pensioners as private schoolmasters, 121
Pensioner's school in India, humorous sketch of, 121-122
Portuguese language :
Debased, used for teaching at Fort St. George, 10, 12
Knowledge of, made obligatory on ministers, 18
Obligatory for instruction of Portuguese children, 65
Pure, tried as medium for Christian propaganda, 10,
90
Taught at Cuddalore, 73, 77
Portuguese schools :
Pounded at Fort St. George and Fort St. David,
71-74
by Danish missionaries, 14
Objected to by Fort St. George authorities, 15, 16
Portuguese seminary and church at Ambalacatta, 103
youth sent to St. Mary's Charity School, 16
U6 INDEX I.
Prideaux, Dr., Dean of Norwich :
Advocates vernacular teaching, 65
Criticizes E.I.C.'s educational policy, 17
Proposes scheme for education of Indians^ 18
Printing :
Abul Fazl's silence concerning, 104
Books printed at Tranquebar, 102
First books printed in India, 101, 102
press in British India, 1711 . . 105
Introduction of, into India, differing accountSj 101, 102
Press at Hughli, 105
not first in Bengal, 105 (note)
Presses at Ambalacatta and Goa, 103
Cochin, Angamale, and Panikkayal, 104
Probably not indigenous in India, 101
Slow adoption of, by Indians, 100
Taught at Madras Male Orphan Asylum, 63
"Virapatnam seminary, 85
Private schools, Northern India, 124-130
Prize money given to Madras Male Orphan Asylum, 48
Pupil-teacher or Madras system of education, Dr. A.
Bell's, 49-53
Ramnad, short-lived English school at, 66-67
Religious education, early, 5-6
Roman Catholics :
Children of, benefit by legacies for education, 32
Preponderance of, in E.I.C. settlements, 6
School of, at Black Town, Madras, 38
Seminary of, at Ambalacatta, 103
Virapatnam, 83-86
St. Mary's Ohaeity School, Fort St. George :
A result of criticism in England, 19
Church of England government of, 21, 23
Curriculum of, 20
Endowment and finance, 21-24, 26-32
Finance of, unusual methods, 30
Founded for English teaching by Rev. Wra. Steven-
son, 15
Gifts to, of premises, etc. , 24
Government aid, 29
INDEX I. 147
St. Mary's Charity School, Fort St. George — continued.
Internal arrangements, 23
Legacies, 31
Migrations, 24, 26-30
Opened Dec, 1715.. 16
Rules, 20-23
Schoolmasters, 26-27
Salaries, schoolmasters', 12, 27, 41, 48, 60, 62, 113, 116
schoolmistresses', 117
Sand, tracing letters in, old Indian method of teaching
to write, 54
Schoolmasters :
Early, appointed by the E.I.C., 11, 12
Of St. Mary's Charity School, 25-27
Provision of, made obligatory on E.I.C. under new
Charter, 19
Status of, in England, in 1914, xiii., xv.
Schools in N. and S. India :
Baptist Mission, 132
Black Town, Madras :
Kerr's School, founded 1792 . . 82
Public School, 70
Boman Catholic, 38
Tamil Schools, 71, 72, 74
Bombay :
Charity School for Protestants, 79
Portuguese Eurasian School, 82
Calcutta :
Academy, 126
Bellamy's Charity School, 109-113, 118
Brown's (Rev. D.) boarding school for young
Hindus, 124
Free School, 113, 118-120
Kiernander's School, 114-120
Military Orphan Society, 126
Private schools for boys, 124-126
gu^ls, 127-130
Cochin, grammar schools, 86 (note)
Colombo, Ceylon, three schools founded, 1799 . . 69
Combaconum, English school for higher classes,
1790.. 67
Cotta, Ceylon, 70
148 INDEX I.
St. Mary's Charity School, Fort St. George— continued.
Cuddalore, mission school, 38^ 73, 77, 78
Danish missionaries' Portuguese schools, 14
Dinajpore, Baptist missionary school, 1794 .. 131
Dinapore, Mrs. Middleton's school, 131
Early schools of Sleeman, Outram, and MacPherson,
6
Fort St. David:
Schools for Eurasians and Indians founded,
1742.. 76
Tamil school founded, 1716 . . 74
Fort St. George :
E.I.C. Portuguese school, 14-15
Female Orphan Asylum, 41-45
Lewis's Free School, 14-15
Male Orphan Asylum, the Madras, 45-64
St. Mary's Charity School, 15, 16, 19, 20-32, 74
Madras, S.P.C.K. schools, 75
Mirzapore, Stansberrow's school, 1785 . . 129
Negapatam, charity school, 78
Bamnad, English school for higher classes, 1785 . . 66
Shivagunga, ditto, 66
Tanjore, ditto, 66
English Charity School, 37
Trichinopoly, vestry school, 35-36
Trincombar, etc., S.P.C.K. charity schools, 71
Vellore, school for European children, 1773.. 82
Vepery, mission schools, 37, 78, 79
Virapatnam, Boman Catholic seminary, 83-86
Schwartz, Rev. C. F. :
Approves English schools for all nationalities as
assisting Christian propaganda, 65
Christianity not expressly taught at schools founded
by him, 68
Founds English schools for higher classes at Bamnad,
Shivagunga, and Tanjore, 66
Founds another ditto at Combaconum, 67
charity school at Tanjore, 36
school at Trichinopoly, 35
Science, early Indian, xviii.
State's duty to, xxiii.
Seminary at Ambalacatta, 103
INDEX I. 149
Seminary at Virapatnam described, 83-86
Singalese, school for, founded at Colombo, 69
language, instruction in, 69
S.P.C.K. :
Allowed to import books freight free in E.I.O. ships,
95
Build new schools in Madras, 75
Christianity not expressly taught at Schwartz's
schools, 68
Found charity schools outside Fort St. George, 1716 . .
71
Interested in Portuguese children, 17, 32
Missionaries of^ interested in education, 35
Mission school at Cuddalore, 38, 73, 77, 78
schools at Vepery, 37, 78, 79
Open first European school in Bengal, 1731 . . 109,
110
Request E.I.O. to take over English mission schools,
67
Send circulating library to Calcutta in 1709 . . 97, 98
Set up first printing press in British India, 1711..
105
Vote £50 annually to Female Orphan Asylum, Fort
St. George, 41
Standard of education at schools in India, 134
Stevenson, Rev. William:
Founds English school (St. Mary's), 15, 33
Proposes school for proselytes, 16
Scheme for St. Mary's Charity School probably sug-
gested by Grundler, 74
Successor to Mr. Lewis, 14
Studies, courses of, at schools in India .-
Benares College, 132
Calcutta Madrasah, 124
Colombo, 69
Copeland, Mrs., 129
Cotta, 70
Drummond, Mr., 124
Gaynard, Mr. W., 125
Hodges, Mrs., 127
Jesuits' college, Chaul, 80
Madras Male Orphan Asylum, 56
150 INDEX I.
Studies, courses of, at sehools in India — continued.
"Mushroom Schools," 122
Roman Catholic seminary, Virapatnam, 85
St. Mary's Charity School, Fort St. George, 20
Stansberrow, Mr. John, 129
Sullivan, John:
Proposes English schools for all nationalities, 65
Sunday tax on boats, 30
Synod of Diamper, 103
Tamil (Malabar or Malay) language :
New Testament in, printed at Madras, 1711 .. 105
Obligatory for instruction of Tamils, 65
Suggested as medium for Christian propaganda, 8, 9
Taught at Cuddalore with Portuguese, 73
Works in, printed at Cochin, 104
Tamils (Malabars or Malays), schools for :
At Cuddalore, 73, 77
Fort St. David and Fort St. George, 71
Scheme for, at Black Town and its fulfilment, 72, 74
Tamulio characters first cast in India, 1577 . . 101, 104
Tan j ore :
English Charity School at, its origin, 36-37
school founded at, 1785 . . 66
Teaching profession in England and in India, xiii.-xv.
Thugs, Sleeman's schools for children of, 6
Trichinopoly vestry school, origin of, 35-36
Type-cutting :
' Bengali characters cast at Hughli, 105
Tamulic characters cast at Cochin, 1577 .. 101, 104
Virapatnam, Roman Catholic seminary at, 85
Weiting, old Indian methods of instruction in, 64 (note)
INDEX II.— PROPER NAMES AND
LITERARY REFERENCES.
'Abdur Bazzaq 55 (note)
Abul Fazl, 104, 105
: A'm, 104
: Letters, 104
Adams, Benjamin, 97
Agra, 132
Akbarthe Great, 132
Aldwell, William, 116
Allen and McClure : History
o/the S.P.O.K.,iO
Ambalacate (" Ambala-
catta "), 101, 103
Anderson : History of the
Colonial Ohurch, 18
Angamale, 104
Aquiere, 113
Araujo, Manuel de, 103
Aroot, 41, 65, 95
Arcot, Nawab of, 41, 65
Armour, Mr., 70
Amauld, 86 (note)
Asiatic Sesearches, 130
Asiatic Society of Bengal,
xvi. , XX., 130
Balfour, John, 32
Bandera, 81
Barker, John, 12
Bassein, 81
Basu, Mr. H. K., ix.
Baxter, 8
Beerosus, xvii.
Bell, Rev. Dr. Andrew, 47,
49, 50, 60, 61, 62, 134
-J, Dr. A. : An Experi-
ment in Education, 49
Bellamy, Chaplain, 109,
111, 113
Benares, 132
Bengal, xv., 97, 105, 109,
120
Bentley, xx.
Bernier, 132
Beschi, 86 (note)
Best, Captain, 7
Bethune, viii.
Beveridge, Mr. H., I.C.S.,
viii.
Bill, Thomas, 88
Black Town, Madras, 29,
38, 70, 72, 73, 74, 82
Bombay, 18, 79, 82, 111
Bombay Quarterly Review,
80
Bourohier, Mr., Ill
Boyle, Robert, 8, 65
Brathwaite, Colonel, 48
Briercliffe, Rev. S., 98, 110,
134
Brown, Rev. David, 124
Buchanan, Claudius, xx.
Burrow, Mr. Reuben, xvii.-
152
INDEX II.
Bust^mante, Jao (Juan) de,
102
ByouUa, 79
Calcutta, 42, 109, 110,
113, 114, 123, 127, 128,
131, 132
Calcutta Review, 76, 105,
124, 125, 126, 128, 129,
130
Calmette, 86 (note)
Campbell, Lady, 41, 43
Carey, Mr., 128
: Good Old Days of
Hon. John Qompomy, 97,
105, 106, 119, 122, 124,
126, 126, 127, 129, 130,
131, 132
, Rev. Dr. William,
131
Ceylon, 17, 60, 68
Chaul, 80
China, 86
Church, Episcopal, of Scot-
land, 61
Church of England, 20, 23,
80
Churchill's Voyages, 82
Gierke, Mrs., 117
Clive, XV., 113
Cobbe, Rev. Richard, 79,
80
Cochin, 86 (note), 104
Cochin China, 86
Cochrane, Mr. Basil, 82
Coimbra, 103
Colombo, 69
Combaconum, 67
Combaconum, Eaja of, 67
Connor, Sergeant, 77
Constable's Bernier, 132
Copeland, Mrs., 128
Cordiner, James, 50-56, 62,
69, 70
, : Voyage to India,
50, 51, 53, 54, 56, 70
Coromandel, 37, 40
Cossipore, 117, 119
Cotta, 70
Croke, Mrs. Isabella, 31
Cuddalore, 38, 73, 77, 78
Da Cunha, 102, 103
: History of Chaul
and Bassein, 80, 81, 82
Materials for the His-
tory of Oriental Studies
amongst the Portuguese,
104
Origin of Bombay,
The. 103, 104
Dass, Mr. S. R., viii.
Davids, Prof. Rhys : Bud-
dhist India, xxi. , xxii.
Davis, Charles, 31
De Britto, John, 86 (note)
De Maisfcre, Joseph, xx.,
xxi.
De Nobili, Robert, 86 (note)
De la Mennais, F., xxi.
Devanapatnam (Port St.
David), 71
Devicottah, 77
Dey, Nundolal, M.A., B.L.,
viii.
Dieraer, Rev. J. C, 116
Dinajpore, 131
Dinapore, 122, 131
Dolben, John, 92
Draper, Mr., 125
Drummond, Mr., 124
Duncan, Jonathan, 132
Durrell, Mrs., 128
Dutt, Balailal, B.A., viii.
INDEX 11.
153
Edinburgh, 61
Egmore redoubt, 47, 59
Elliott, Richard, 92
England, xi., xv., xxii.
Entick's Dictionary, 122
Fabricius, Rev. J. P., 78,
82, 134
Farrell, Mr., 124
Fell, Dr., 8, 9, 65
Firminger, Ven. Walter K.,
xi., xxiii.
Flos Sanctorum, 101, 104
Floyd, Colonel, 48
Forbes's Oriental Memoirs,
79
Fort St. David, 14, 18, 27,
34, 71, 87, 91, 93
Fort St. George, 10, 11, 27,
34, 35, 36, 70, 71, 87, 88,
89, 90, 91, 92, 93, 95
Fort William, 121, 124
Fryer, 82
: New Account of
East India and Persia,
54
Furly, George, 125
Gaynakd, W., 125
Geisler, 76
George, Sergeant, 77
Gericke, Rev. 0. W., 45,
75, 76, 78, 79
Gonsalvez, Giovanni, 101
, : Doctrina Chris-
tiana, 101
Goa, 80, 81, 103, 113
Grundler, J. E., 16, 71,74,
134
Haidab 'Ali (Hyder Ali),
■ 36, 78
Halhead, N. B., 105
Halifax, Mr., 124
Hamilton, Alexander, 55
(note).
Hare, viii.
Hartley House, 128
Hastings, Warren, xx., 123,
130
Hieronymus, 86 (note)
Hodges, Mrs., 127, 128
HoUier, Robert, 116, 117
Holwell, xvi.
Holmes, Rev. — , 125
Hope, J.T.,,126
Howrah, 127
Hughes, Robert, 31
Hughli, 105
Hunter, W. W. : Imperial
Qatetteer, 86 (note)
: Indian Empire,
86 (note)
: India of the
Queen, 17
Hutteman, 76, 77
Hyde, Mr., 109
: Parish of Bengal,
97, 110, 112, 113
: Parochial Annals of
Bengal, 98, 110, 111, 112,
113, 114, 116, 117, 118,
119, 120, 124
India Gazette, 106 (note).
Institute Vasco de Qama, 81
Jabbalpore, 6
Jahan, Shah, 132
James I., 7
Jan Bazar, 119
Jarvis, Mrs. Jane, 115, 117
Jearsey House, 24
154
INDEX II.
John III., Infant Dom, of
Portugal, 81
Johnson, Benjamin, 37
, Rev. William, 116
Jones, Sir William, 130
Jov/rnal and Proceedings of
the Asiatic Society of
Bengal, xxi. (note), 102,
104
Kaye, J. W., 5
, : Administrci-
tion of the East India
Gompany, 6, 19
Kerr, Rev. Dr. R. H., 62,
63, 82, 134
Khandesh, 6
Kidderpore, 127
Kiernander, Rev. J. Z. , 76,
114, 115, 134
, Mrs., 115
Kinoey, Thomas, 116, 117
, Mrs., 117
Kirkpatriok, Major-Gene-
ral, 126
KohlhoiF, J. 0., 66
Lally, Count, 76
Lancaster, xii.
Lapide, Cornelius k, 88
LatreiUe, C. : Joseph de
Maistre et la Papautd,
XX.
Laud, Archbishop, 9
Laudon, Mr., 91
Law, N., xi., xvi. , xxiii.
, : Promotion of
Learning in India during
Muhammadan Bule, 3
, Satya Chum, M.A.,
B.L., ix.
Lawson, Mrs., 128 (note)
Lawson, Mrs. : Memories of
Madras, 50
Lewis, Mr., 10, 13, 14, 15,
16
Lindstedt, Mr., 125
Loekyer, 14, 91, 92
: Accovrnt of Trade in
India, 15
Long, Charles, 74
, Rev. J., 109
: Eandboolc of Bengal
Missions, 97, 105, 109,
110, 113, 115, 118
Love, H. D. : Vestiges of Old
Madras, 12, 29, 30, 43,
46, 91, 93
Loveless, Mr., 62
Macartney, Lord, 65
Maokinnon, Mr., 126
MaoPherson, 6
Madras, 14, 18, 27, 32, 40,
71, 74, 75, 82, 105
Madura, 86 (note)
Main, Mr., 25
Major, R. H. : India in the
Fifteenth Oentwry, 55
Malabar, 54 (note), 101
Mapletoft, Rev. Robert,
112
Margao, 81
Masulipatam, 89
Mathon, Mr., 83, 86
Metchlepatan, 89
Middleton, Mrs., 131
Mirzapore, 129
Mitchel, John, 25, 26
Monpaoer, 81
Mookerji, Prof. Radha-
kumud, M.A., viii.
Morse, Nicholas, 31
Murshidabad, 112
INDEX II.
155
Mysore, 36
Nbgapatam, 78
Newman, H., 71
Ord, Ralph, 12
Orta, Garcia da, 103
, : Colloquios, 103
Outran), 6
Ovington, Rev. J., 100
, : A Voyage to
Suratin 1689.. 100
Oxford, 8, 9
Pal, Mr. Narasinha Chan-
dra, ix.
PaSchanan, 106
Panikkayalj 104
Paolino da San Bartolomeo,
Fra, 83-86, 100-102
Paolino, Fra : Voyage to the
East Indies, 86, 102
Paul, Nalin Chandra, B.L.,
ix.
Penny, Rev. Frank: Church
in Madras, 8, 9, 10, 12,
14, 15, 16, 17, 18, 19, 23,
24, 25, 26, 27, 29, 30, 31,
32, 33, 34, 35, 36, 37, 38,
41, 42, 43,44,45,47,48,
50, 68, 59, 60, 62, 63, 65,
67, 68, 69, 71, 72, 73, 74,
76, 76, 78, 79, 88, 89, 90,
91, 93, 94, 96, 96
, Mrs. F., 62, 63
Pereira, Dom Gaspar de
Leao, 103
: Gompendio Espiri-
timl da Vida Ohrista,
103
Peter (Indian youth trained
as missionary), 7
Pinkerton's Collection of
Voyages, 55
Pitt, Mr., 13
Pitts, Mrs., 128
Pius VI., Pope, 86
Plassey, 121
Pooock, 9
Pohle, Rev. C, 66
Pondiohery, 83
Portman, Mr., 89
Preston, xi.
Prideaux, Dr., 17, 18, 65
Pringle, Mr., 11, 12
Proenza, Father Antonio
de, 101
: Tamulic Dictionary,
101
Public Consultations, 46
Pyne, Mrs., 129
QuiNQUBNio, Hoao, 103
Rainet, Mr., 127
Ramnad, 66, 67
Ramnad, Raja of, 66
Read, Captain, 60
Rodeles, Gomes : Im-
prentas de las Antiguos
Jesuitas, 102
Ross, Colonel Patrick, 29
Rozario, Domingo de, 78
Rygamcorte, 70
St. Andrews, 61
Salsette of Goa, 81
Sarkar, Prof. Benoy Kumar,
M.A., viii.
Savage, Mrs., 128
Schultze, Beniamin,75, 134
Schwartz, Rev. C. F., 35-
37, 64, 65, 134
Scotland, 61
156
INDEX II.
Serampore, 131
Seringapatam, 121
Sherbourne, Mr., 125
Shivagunga, 66
Shivagunga, Zamindar of,
66
Shoberl : Hindustan in
Miniature, 64
Siam, 86
Singh, T., 105 (note)
Sleeman, 6
Southey : Life of Bell, 60
S.P.O.K., 17, 32, 35, 37,
38, 41, 67, 68, 71, 75, 92,
95, 97, 98, 105, 109, 110
Reports, 37, 40
Stansberrow, John, 129
Staveley, Samuel, 27
Stevens, Thomas, 80
Stevenson, Rev. William,
14, 15, 74, 134
Stringer, James, 31
Sullivan, John, 64, 65
Tanjorb, 36, 37, 65, 66
Tanjore, Raja of, 64, 66
Taylor : Memoir, 37, 39
. Theses (or Propositions to he
Defended), 102
Times of India Handbook
of Hindustan, 81
Tipu Sultan, 44, 96
Tomlinson, Chaplain, 110
Torriano, W. H., 82
Tranquebar, 14, 16, 33, 66,
75, 102
Travancore, Raja of, 44
Trevelyan's Early History
of Charles James Fox, xv.
Triohinopoly, 31, 35, 66, 86
(note)
Trincombar, 71
Tunquin, 86
Vblloeb, 82, 95
Vepery, 37, 77, 78, 79
Vizagapatam, 95
Virapatnam, 83
Wallajabad, 95
Watson, Col. Henry, xvii.
Wendey, Thomas, 94
Westminster Abbey, 61
Wheatley, WiUiani, 66
Wheeler, Mr., 20
: Madras in the Olden
Tims, 20
Whitefield,Mr., 87, 88
Wilkins, Sir Charles, 105
Williams, Mrs. Mary, 27
Williamson, Captain, 127
Winterton, the, 96
Wood, Colonel John, 31, 41
Wooley, James, 31, 32
Xavier, St. Francis, 102
, : Oatechismo de
Doctrina, 102
Yates, Rev. Dr. William,
125
ZiBGENBALG, 14, 33, 71, 74,
94, 134
INDEX III.— CHRONOLOGICAL.
16th Century. — Early European Settlers in India
SHOW Zeal for Education and Learn-
ing, 3
1556 Printing introduced into India by Portuguese
missionaries, 102
157 7 Printing introduced into India by Jesuits, 101,
104
1680 Jesuits establish a college at Chaul, 80
(shortly after)
17th Century. — The East India Company takes the
lead in Education, 33
1614 . Steps taken to recruit Indians as missionaries
and to educate them as such at E.I.C.'s
expense, 7
1620 St. Anne's College at Bandora founded, 81
1623 College at Monpacer erected, 81
(or 1643 ?)
1637 Professorship of Arabic established at Oxford
by Archbishop Laud, 9
1660 Baxter's educational proposals to E.I.C., 8
1661-1662 Library, Government, founded at Fort St.
George, 87
1670 E.I.C. inquiries into the secular education
of the children at Fort St. George, 11
1673 E.I.C. founds a school at Fort St. George, 11
1677 Boyle suggests that E.I.C. chaplains be
trained as missionaries, 8
1686 Boyle's plan obstructed by the death of Bishop
Fell, who had offered to superintend the
training of the youths in Arabic, 9
1689 Eev. J. Ovington's visit to India, 100
(about)
1692 E.I.C. delegates the superintendence of its
school to chaplains, 13
158 INDEX III.
1695 Dr. Prideaux criticizes the B.I.O. as being
"negligent" in educational matters, V7
1696 Lapse of E.I.C.'s Charter and its renewal
for only five years further obstructs the
carrying out of Boyle's plan, 9
1698 S.P.C.K. founded, 17
1698 New Charter of B.I.O. granted, obliging the
^- Company to adhere to vernacular teaching,
65
1698-1709 Mr. Pitt Governor of Fort St. George,
13
ISth Century. — The East India Company gradually
SHIFTS THE BUKDEN OF EDUCATIONAL WOBK
TO THE Missionaries, 33
1701 S.P.G. incorporated, 17
1703 Lockyer's visit to Port St. George, 14, 91
1709 First circulating library in India sent to
Calcutta by the S.P.C.K., 97
1710 Mr. Lewis discusses free mission school for
Portuguese with Danish missionaries, 32
1711 First printing press in British India estab-
lished by the S.P.C.K. at Madras, 105
via Tamil New Testament printed by the
S.P.C.K. at Madras, 105
1715 St. Mary's Charity School opened at Fort
St. George, 16
1716 Charity Schools founded by S.P.C.K., 71
1716 Portuguese and Tamil schools founded by
Grundler at Fort St. George and Fort St.
David, 71, 74
1716 First catalogue of the Fort St. George
Library completed, 93
1719 Protestant school opened at Bombay, 79
1719 Death of Ziegenbalg, 74
1720 Death of Grundler,. 74
1720 Second catalogue of Fort St. George Library
completed by Mr. Wendey, 94
1726 Schultze continues the educational work of
Grundler, 75
1731 First European school in Bengal opened in
(or 1720) Calcutta by the English, 109, 110
INDEX III. 159
1732 E.I.C. allows the S.P.C.K. to build two
schools in Madras, 75
1742 Charity schools founded at Fort St. David
by Geisler and Kiernander, 76
1756 Calcutta attacked by Muhammadans, 113,
118 (note)
1758 Schools at Fort St. George destroyed by the
French under Count Lally, 28, 76
1758 Eaernander's revival of the BeUamy Charity
School, Calcuttaj 114
1762 Epidemic in Calcutta, 114
1772 English school at Cuddalore revived by
Hutteman and Gericke, 76
1772 Explosion at Trichinopoly leads to the foun-
dation of a school, 35
1773 School for Europeans opened atjVellore, 82
1774 School founded by Schwartz at Tanjore, 36
1776 Fra Paolino settles in Pondichery, 83
1781 Hutteman dies, 77
1781 Calcutta Madrasah founded by Warren Hast-
ings, 127
1784 Asiatic Society of Bengal founded by Sir
William Jones, 130
1785 English schools for the higher classes estab-
lished at Ramnad, Shivagunga, and Tan-
jore, 66
1787 FemalJe Orphan Asylum founded by Lady
Campbell at Fort St. George, 41
1787 Madras Male Orphan Asylum opened at
Fort St. George, 46
1787-1796 Dr. A. Bell's epoch-making career as super-
intendent of the Madras Male Orphan
Asylum, 47-61
1790 English higher class school opened at Comba-
conum, 67
1792 School in Black Town, Madras, founded by
R. H. Kerr, 82
1798 (?) Printing press installed at Madras Male
Orphan Asylum by Mr. Kerr, 63
1799 Three schools founded at Colombo, Ceylon, 69
1813 First decided move of Government in con-
nexion with Indian education, 6
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