MARCH, 1819. Reports of Societies. ABSTRACT OF REPORTS ON NATIVE EDUCATION IN INDIA. UNDER this general head, we shall arrange the substance of the various statements made by different Societies. It is most encouraging to the Christian, to witness the rapidity with which Education is advancing in our Indian Empire. Schools were, indeed, from the beginning, attached to most Missions. In the oldest Protestant Missions-those of the Danish College, and of the Christian Knowledge Society, on the Coast of the Peninsula-they were very early adopted: but it is only of late years, that experience has produced a general conviction, that they are a leading and most effective part of a Mission. Swartz first opened the way; but it was Dr. John who gave the most powerful impulse to Native Education, both by his own example, and by his appeals in its behalf. In some other parts of the world, as in Western Africa for instance, the Education of Native Children was forcing itself on the attention of Missionaries, as the only means of benefitting the Natives which circumstances then allowed: but, in India, while all other modes of useful exertion were open to the Christian Labourer, he came but slowly to the conclusion, that Schools were to be considered, not as secondary and subordinate in his plans, but as occupying an important and leading place in all his hopes of usefulness. Now, indeed, the scene is happily changed. The Education of the eighty or hundred millions of people in India under the power or influence of this Country, begins to engage the attention, not only of the Societies whose express object is their spiritual benefit, but of benevolent and reflecting persons of every rank and condition. The British Governments and some of the Native Authorities, the Governor General, the Bishop of Calcutta, Chaplains, Missionaries, Military Officers, European Gentlemen and Ladies resident in India, and numbers of the rich Natives themselves-all unite to promote the education of Children, millions and millions of whom have never yet heard of the only Saviour of Sinners; but, when educated, they will be able to read of Him, and, by the blessing of God, multitudes of them will then, it may be hoped, be brought to know the only True God and Jesus Christ whom He hath sent. The System originally practised in India, is revived there with abundant recompense. It is now brought into action in the instruction of Thirty or Forty Thousand Native Children-a number which is continually and rapidly increasing. Particulars are given under the various Stations, in India and the Asiatic Islands. See the "Survey," pp. 19-43. That our Readers may have an idea of the nature of the Schools adapted to this service, we have given a View of one at Lakoody, near Burdwan; which is one of Twelve under the direction of Lieutenant March 1819. Р Stewart, on behalf of the Church Missionary Society: a part of the Village is also shewn, with Natives carrying a palanquin, and another driving a vehicle drawn by oxen. The Interior of the School is also exhibited; one of the sides being removed, that the arrangement of the Children may be seen. There are fifteen rows of Scholars, who all sit on the ground. Each row should contain twelve Boys: so that each School, when full, has 180 Boys. The first Class are learning by the Sand-table, which is before them. Then follow ten Reading Classes, in which the Boys begin with the Alphabet, and go up higher till they can read short lessons: their lessons are pasted on boards, two of which are fixed up before each class; so that half can look at one, and half at the other. Then follow the four upper Classes, who have their lessons in their hands: they commit lessons to memory, and write out words with their meanings, and use printed books. These School Rooms average, in size, thirty-five or thirty-six cubits by thirteen or fourteen. They are formed of good and strong materials; consisting of posts and beams of wood, against which bamboos are fixed, and covered with matting. The cost of such a room is 147 or 15l. In the arrangement of the materials furnished by the Reports of the different Soeieties, we shall, first, trace the PROGRESS of Native Education in India; and then shew the NECESSITY for such instruction, with its proper OBJECTS, the MEANS by which those objects may be attained, and the ENCOURAGEMENT afforded to exertion in this labour. PROGRESS of native education IN INDIA. CHRISTIAN KNOWLEDGE SOCIETY. We have already stated, that Schools were, from the beginning, usually attached to the Missions. Mr. Swartz, who laboured in India first in connection with the Danish Mission, and afterward under the Christian Knowledge Society, always availed himself of this means of usefulness; but, in 1785, about twenty years after his connection with the Society, his views were extended, on the suggestion of the then Resident at Tanjore, to the establishment of Provincial English Schools, for facilitating the intercourse of the Natives with Europeans. The Company encouraged these Schools, by the grant of 1001. per annum to every one that might be established. The want of suitable Schoolmasters, however, prevented the extension of this design: but it served as an incitement and example to Mr. Swartz's friend and fellow-labourer, Dr. John. The Stations of the Society on the Coast have Schools attached to them, which will no doubt derive new vigour from the impulse which has been generally given to Native Education. The Society granted 501. in aid of the Establishments of Dr. John; and our Readers will have seen, with much pleasure, in our last Number (see pp. 83, 84), that, under the patronage of the Bishop of Calcutta, it is beginning to assume a prominent rank in the great work of Indian Education. DANISH MISSION. Dr. John carried with him to India a great love for the instruction of Youth. As soon as he arrived at Tranquebar, he assembled a body of Tamul Boys around him. He continued this course for years; "and had," to use his own words, "by the favour of the Lord, great satisfaction in seeing a number of the Native Youth growing Encouraged by this success, and by the example of Mr. Swartz, "I began," he says, " to think it might be practicable to establish Free Schools, which gradually could be extended, under Divine Providence, and by a concurrence of humane benefactors." Full of his benevolent plan, this zealous Missionary meditated, in 1806, a voyage to Europe, chiefly with the view of obtaining support to his design for the civilization of the Natives, by the general establishment of Free Schools among them. Ill health and other difficulties preventing the accomplishment of his purpose, he began, silently and humbly, with a School in the nearest village, which soon numbered eighty Scholars. Poor parents of all castes poured in requests for the instruction of their children; and, in a short time, his Schools were increased to twenty. After pursuing this course for about two years, he appealed to the Christian World for more general support, in his forcible Tract on "Indian Civilization." To this Tract he subjoined "Proposals for establishing Native Free Schools in India." The reasonings and appeals of the venerable Missionary, grounded on his own experience, first awakened general attention to the duty and benefit of Native Education. CHURCH MISSIONARY SOCIETY. the The Corresponding Committee at Calcutta most readily appropriated a part of the funds placed by the Society at their disposal, to the support of Dr. John's Free Schools, and thereby rescued them from impending dissolution. Their Resolution was communicated to venerable man in time for him to receive the welcome intelligence by Christmas Day, which is always a joyful time with the Tamul Christians; and was observed, on this occasion, with peculiar joy and thankfulness, under the persuasion that the unexpected grant of 100 rupees monthly was but the commencement, as it has proved, of an enlarged and permanent support of the Establishments which lay nearest to his heart. He survived, indeed, not many months; dying on the First of September, 1813, in the Sixty-sixth year of his age: but he was joyfully occupied, in the closing scene of his life, in availing himself to the best purpose of the resource which had been opened to him, by the ex tension of his Schools. An extract, from a tribute to the memory of Dr. John, which appeared in the Calcutta Gazette, deserves here to be repeated, as it places in its just light the obligation which Native Education in India will ever owe to this venerable man. The object which, above all others, occupied his attention, was the education of the Native Children. To this he had applied himself, from the beginning, with great success; and feeling, more and more of sensibly with his advancing years, its great importance, as a means of effecting a radical improvement in the moral and religious state of India; and assured of the general acceptableness, even to persons the highest castes, of the system of education invariably pursued by the Mission Schools; he had matured and drawn up a Plan for the establishment of Native Free Schools throughout the country, to be open to children of every caste and religion, which he was preparing to submit to the different Governments in India. Dr. John was no theorist. His plan was the result of many years' study, of the freest communication with Natives of every rank, and of actual experience in six Schools, established and long supported at his own expense, in which even Brahmin Children take their places, and learn the same lessons as any other children. On this, as an approved means of doing the greatest possible moral good, of imparting the greatest possible benefit to the Natives, his heart was particularly bent through the last closing years of his valuable life. It was the matter of experiment from day to day; with still accumulating proofs of its practicability, and its desirableness to persons of all castes. It was the subject of his correspondence with his friends, and it drew forth his most fervent prayers to God. His Schools, increased lately by the liberality of the Church Missionary Society through its friends in Calcutta, remain and may they remain with increasing prosperity!-monuments of the wisdom and piety of their excellent founder, the guide and encouragement of the benevolent who wish well to India, and the blessing of long succeeding generations. The Rev. Messrs. Schnarrè and Rhenius arrived at Madras, as Missionaries from the Society, about the beginning of June 1814. Here they were met by the afflicting in telligence of the death of Dr. John. Mr. Caemmerer, his successor, inviting them to proceed to Tranquebar, they went thither. Mr. Schnarrè ultimately settled there, and still continues, in charge of Dr. John's School Establishments; the Society having taken them, at the request of the Royal Danish Mission College, wholly under its care. Mr. Rhenius was fixed at Madras, and has diligently laboured, both there and in various places in the vicinity, in the establishment of Native Schools. By the last Returns, there were 1076 Scholars in 24 Schools connected with Tranquebar, and 456 Scholars in 13 Schools connected with Madras. Beside these Schools in more immediate connection with Tranquebar and Madras, there are other the direction of Chaplains assoSchools, in Travancore or under ciated with the Madras Committee, which probably carry the whole number of the Children under the Society's care in the Peninsula to nearly 2500. In the North of India, also, under the direction of the Corresponding Committee at Calcutta, Native Education is proceeding with vigour. By the First Report of that Committee, it appears that there were, at the beginning of May of last year, nearly 1800 Children in the Schools of the different Stations. The Establishment at Burdwan claims particular attention. On this subject we shall extract a passage or two from the Report of the Committee. The Schools supported by the Society have greatly increased in number, chiefly through the judicious and zealous exertions of Lieutenant Stewart of Burdwan. Two Schools appeared on the List, as under the superintendence of that gentleman, in the beginning of 1817. As the good effects of Mr. Stewart's labours became more apparent, he was authorised to erect new Schools in the vicinity; and the Com mittee report, with high satisfaction, that the progress of the Native Children, who have been thus brought under instruction, has been of the most pleasing nature. About 1000 Children are taught the Bengalee Language, by the new method so successfully adopted in Europe, with judicious modifications and improvements by the Burdwan Establishment as a promising commencement of a System of Education in the district; and anticipate the best effects, from the gradual extension of Schools on the same plan. Mr. Stewart. The Committee consider |