some of whom adopted agricultural pursuits, but the majority became petty traders, while others settled as mechanics. In 1795, and in succeeding years, the migration of Mughs from Arracan was incessant. In 1824, war with the Burmese arose, and led to their expulsion from Arracan and to the restoration of the Mughs to their native country.
There is still a Native class of Mughs in Chittagong, the remains probably of the first colony from Arracan that occupied Tripura, on the re-conquest of that territory from the Mahomedans. The eastern limits of the district have not been fully explored, but are principally occupied by rude aboriginal tribes more resembling the Burmese than the Hindoos, and by Mughs. The former do not appear to have aggregated into numerous societies, or to have any dependence on a general chief of their respective nations. Amongst the Mughs, the men have adopted the Bengalee dress, but the females retain that of Arracan and Ava. They eat every thing and with any body, but do not intermarry with strangers. The southern portion of the district is occupied by poor classes of herdsmen and families of roving hunters, who catch, tame, and occasionally eat wild elephants, the aborigines of the forests.
I have not met with any account of the present state of the Portuguese population in Chittagong beyond a general reference to their ignorance and impoverished circumstances. Chittagong was first visited by them in 1581 where they settled in considerable numbers, and in conjunction with the Mughs or Arracanese, infested and desolated the south-eastern quarter of Bengal.
Indigenous Elementary Schools.—The report made by the local functionaries in 1824 to the General Committee stated that there were many private schools in the villages around Chittagong, but their number or condition had not been ascertained.
Elementary Schools not Indigenous.—In connection with the Serampore mission there are two schools for Native boys at Chittagong, one of which is taught in Hindoostanee as its scholars are chiefly Mussulmans, and the other in Bengalee as it is attended by Hindoos. The number of scholars in both is about 50. In the Hindoostanee school, Arabic and Persian appear to be taught as well as Hindoostanee, which would place it in the rank of a school of Mahomedan learning; but I apprehend some mistake, although it is expressly stated in one of the reports that six of the scholars “were examined in their Persian and Arabic attainments in which they appear very proficient.”
Indigenous Schools of Learning.—The official report of 1824 makes no mention of indigenous schools of learning, and it is probable that few exist in this district. It is, however, stated that there is much land that has been appropriated to charitable purposes, some for churches and some for the benefit of the poor, but no endowments were known at that time to exist for the benefit of education.
