EDUCiTIONAL PAPERS: SUPPLEMENT TO THE SOUTH INDIA MISSIONARY CONFERENCE REPORT. MADRAS: ADDISON AND CO., MOUNT ROAD. iS8o. TABLE OF CONTENTS. Fages. I. Depatch of 1854 ................................................................ 1 II. Manorial to His Grace the Governor in Council ... ... 30 III. Orler of Madras Government respecting Memorial... ... 38 IV. Renarks on Proposed Grant-in. Aid R u l e s ........................... 38 "V. Diector of Public Instruction’s Reply to Memorial.............. 46 VI. Go'erument Order on the M em oria l....................................... 95 VII. Retiarks by Missionary Education Committee on the Director’ s Reply ... ... ... ........................... 97 VIII. Difictor of Public Instruction’s Second Reply .............. 106 IX . Go'ernment Order on Director’s Second Reply .............. 115 X . Menorialtto the Secretary of S t a t e ........................... ... 116 XI. Menorandum by Missionary Education Committee on the director's Second Reply .................................................... 120 X II. Difictor of Public Instruction’s Third Reply........................... 129 XIII. Go’ernment Order on Director’s Third Reply ... 140 X IV . Coicluding Memorandum by Missionary Educatiou Com* n itte e ......................................................................................... 141 APPENDIX A. Manorial on the Results Grant Rules... ... 161 APPENDIX B. Malras Grant-in.Aid Code 1880 ... 153 PREFACE. T h e following papers are published as a supplement to the Report of the South India Missionary Conference held at Bangalore in June 1879. The Memorial to the Madras Government, which began the controversy with the Director of Public Instruc­ tion, originated with the Madras Missionary Con­ ference, but it was largely supported throughout the Presidency, as the names appended to it show, and was adopted by the South India Missionary Conference in the following Resolution :— “ That this Oonfei’ence approves generally of the Memorandum regarding Aided Education addressed to his Grrace the Governor ic Council, and the Remarks on the Director’s proposed rules ; and expresses its decided opinion that the matter should, if necessary, be carried to the highest authority.” Further, the Executive Educational Committee, which is responsible for the other papers, was appointed by the General Conference to watch over the interests of education throughout the Presidency. It is, therefore, only due to those who composed that Conference, and to others interested in Aided Education throughout the Presidency, to lay before them these papers. The Educational Despatch of 1854 has been printed as the first Paper, because it is the authori­ tative exposition and enactment of the educational policy to be pursued in India, and because on it the Memorialists entirely take their stand. They may claim a special right to do so, as paragraph 96 of the Despatch says :— “ In Madras, where little has been yet done by Government to promote the education of the mass of the people, we can only ii PREFACE. remark with, satisfaction that the educational efforts of Chris­ tian MissioBaries have been more successful among the Tamil population than in any other part of India; and tTiat the Presidency of Madras offers a fair field for the adoption of omr scheme of education in its integrity, by founding Government Anglo-Vernacular Institutions only v^here no such places of instruction at present exist, which might, by Grants-in-Aid and other assistance, adequately supply the educational wants of the people.” Witli the Despatcli before them the readers o£ the Papers which follow will be able to judge whether the Memorialists have not made out their conten­ tion that the tendency of the Madras Educational administration in recent years has been in the opposite direction to that prescribed by the Des­ patch ; and whether they are not right in claiming that if the policy of the Despatch is to be reversed, it be done openly, deliberately and by the high authority that imposed it. On these questions we now wait the decision of the Secretary of State for India. The Memorial of the South India Missionary Conference regarding the Results’ Grant Rules has been printed as Appendix A. As its main petitions were granted and embodied in the Results’ Grant Rules given in Appendix B, it has not been thought necessary to print the tables and other papers con­ nected with that Memorial. The new Grant-in-Aid Code printed as Appendix B will be useful for reference to all interested in educational matters. In the name of the Committee, WILLIAM STEVENSON. EDUCATIONAL PAPERS. I. DESPATCH OF 1854. Copy o f a Despatch from the Court of Directors o f the East India Company to the Governor-General o f India in Council, dated July 19th, 1854, No. 49. 1. It appears to ns that the present time, when by an Act of th© Imperial Legislature the responsible trust of the Govern­ ment of India has again been placed in oui- hands, is peculiarly suitable for the review of the progress which bas already been made, the supply of existing deficiencies and the adoption of such improvements as may be best calculated to secure the ultimate benefit of the people committed to our charge. 2. Among many subjects of importance, none can have a stronger claim to our attention than that of Education. It is on<e of our most sacred duties to be the means, as far as in us lieis, of conferring upon the natives of India those vast moral and maiterial blessings which flow from the general diffusion of use- full knowledge, and which India may under Providence derive fi’om her connexion with England. For, although British in- flutence has already, in many reraarkable instances, been applied with great energy and success to uproot demoralising practices, and even crimes of a deeper dye, which for ages had prevailed among the natives of India, the good results of those efforts mast, in order to be permanent, possess the further sanction of a general sympathy in the native mind which the advance of education alone can secure. 3. We have, moreover, always looked upon the encourage­ ment of education, as peculiarly important, because calculated “ n ot only to produce a higher degree of intellectual fitness, but Public letter to to raise the moral character of those who partake of its advan- sepL^'Ir!^ tages, and so to supply you with servants to whose probity you may with increased confidence commit offices of trust” in India, wluere the well-being of the people is so intimately connected with the truthfulness and ability of ofiicers of every grade in all departments of the State. 4. Nor, while the character of England is deeply concerned in the success of our efforts for the promotion of education, are heu’ material interests altogether unaffected by the advance of Euiropean knowledge in India; this know'ledge will teach the natives of India the marvellous results of the employment of EDUCATIONAL PAPERS. labour and capital, rouse them to emulate us in the develop­ ment of the vast resources of their country, guide them in their efforts, and gradaally, but certainly, confer upon them all the advantages which, accompany the healthy increase of wealth and commerce; and, at the same time, secure to us a larger and more certain supply of many articles necessary for our maimfactures and extensively consumed by all classes of our population, as well as an almost inexhaustible demand for the produce of British labour. 5. We have from time to time given careful attention and encouragement to the efforts which have hitherto been made for the spread of education, and we have Avatched Avith deep interest the practical results of the various systems by which those efforts have been directed. The periodical reports of the different Councils and Boards of Education, together with other oliicial communications upon the same subject, have«’put us in possession of full information as to those educational establishments which are under the direct control of Govern­ ment ; while the evidence taken before the Committees of both Houses of Parliament upon Indian affairs has given as the advantage of similar information Avith respect to exertions made for this purpose by persons unconnected with Govern­ ment, and has also enabled us to profit by a knowledge of the views of those who are best able to arnve at sound conclusions upon the question of education generally. G. Aided, therefore, by ample experience of the past, and the most competent advice for the future, we are now in a position to decide on tlie mode in which the assistance of Government should be afforded to the more extended and systematic promo­ tion of general education in India, and on the measures whicli should at once be adopted to that end. Western 7. Before proceeding further, we must emphatically declare lenrniti)' to be promoted. that the education which we desire to see extended in India is that which has for its object the diffusion of the improved arts, science, philosophy, and literature of Europe; in short, of European knowledge. Kanteru 8. The systems of science and philosophy which form the learning learning of the East abound with gi'ave errors, and Eastern UQSuitable. literature is at best very deficient as regards all modern dis­ covery and impi’ovements ; Asiatic learning, therefore, however widely diffused, would but little advance our object. We do not wish to diniini.sh the opportunities which are now afforded, in special institutions, for the study of Sanskrit, Arabic, and Persian literature, or for the cultivation of those languages, which may be called tlie classical languages of India. An ac­ quaintance with the Avorks contained in them is valuable for historical and antiquarian purposes, and a knoAvledge of the languages themselves is i-equired in the study of Hindoo and DESPATCH OF 1854. 3 Mahomedan law, and is also of great importance for the critical cultivation and improvement of tlie vernacalar languages of India.