been dispersed or remained exposed to the storm. It is evident that the general efficiency and regularity of school-business, which are promoted by the adaptation of the school-room to the enjoyment of comfort by the scholars, to full inspection on the part of the teacher, and to easy communication on all sides, must here be in a great measure unknown.
Respecting the nature and amount of the instruction received, the first fact to be mentioned is that the use of printed books in the native language appears hitherto to have been almost wholly unknown to the natives of this district, with the exception of a printed almanac which some official or wealthy native may have procured from Calcutta; or a stray missionary tract which may have found its way across the great river from the neighbouring district of Moorshedabad. A single case of each kind came under observation; but as far as I could ascertain, not one of the schoolmasters had ever before seen a printed book,—those which I presented to them from the Calcutta School Book Society being viewed more as curiosities than as instruments of knowledge. That Society has now established an agency for the sale of its publications at Bauleah, whence works of instruction will probably in time spread over the district.
Not only are printed books not used in these schools, but even manuscript text-books, are unknown. All that the scholars learn is from the oral dictation of the master; and although what is so communicated must have a firm seat in the memory of the teacher, and will probably find an equally firm seat in the memory of the scholar, yet instruction conveyed solely by such means must have a very limited scope. The principal written composition which they learn in this way is the Saraswati Bandana, or salutation to the Goddess of Learning, which is committed to memory by frequent repetitions, and is daily recited by the scholars in a body before they leave school,—all kneeling with their heads bent to the ground, and following a leader or monitor in the pronunciation of the successive lines or couplets. I have before me two versions or forms of this salutation obtained at different places; but they are quite different from each other, although described by the same name, and both are doggrels of the lowest description even amongst Bengali compositions. The only other written composition used in these schools, and that only in the way of oral dictation by the master, consists of a few of the rhyming arithmetical rules of Subhankar a writer whose name is as familiar in Bengal as that of Cocker in England, without any one knowing who or what he was or when he lived. It may be inferred that he lived, or if not a real personage that the rhymes bearing that name were composed, before the establishment of the British rule in this country, and during the existence of the Musalman power, for they are full of Hindustani or Persian terms and contain references to Mahomedan usages without
