System preceded by so much of the laws of motion, of attraction and gravity, as might be necessary to render the solar system plain and intelligible. These ideas, however, should not be communicated in the form of a treatise, but in that of simple axioms delivered in short and perspicuous sentences. A compendious view of Geography, and a number of popular truths and facts relative to Natural Philosophy were taught. In the present improved state of knowledge a thousand things have been ascertained relative to light, heat, air, water, to meteorology, mineralogy, chemistry, and natural history, of which the ancients had but a partial knowledge, and of which the natives of the east have as yet scarcely the faintest idea. These facts, now so clearly ascertained, could be conveyed in a very short compass of language, although the process of reasoning, which enables the mind to account for them, occupies many volumes. Imparting to them that knowledge relative to themselves, to their responsibility for their actions, their state both here and hereafter, and the grand principles of piety, justice, and humanity, which may leaven their minds from their earliest youth.” Tables printed in large type and pasted on boards were to be suspended round the room, and to be used for reading exercises. One peculiarity of the plan was—
“Instruction of a higher order was to be given from dictation. The monitor, with the text book in his hand, was to pronounce a portion of each sentence audibly and deliberately, each boy writing it down in his copy book. When the lesson of the day was completed, it was to be revised by the monitor, and the number of errors inserted at the foot of the page. Each boy was then to read it aloud in succession, sentence by sentence. The advantages of this scheme of instruction were obvious; one printed book served for a dozen children; they made progress in penmanship and orthography, and also acquired a facility of reading and writing their own language. A spirit of animation and emulation was created, and instruction was combined with pleasure. The most important facts and truths, thus written from dictation and read over three or four times, could not fail to remain deeply impressed on the memory.”
The expense of each School was reckoned at 16 rupees a month. They were successful; 100 Schools were established among the Natives; in the first year 8,000 rupees were received in subscriptions and donations.
“They had established an experimental Normal School at Serampore, in which the masters then employed by them had been, to a certain extent, trained to their new duties. The first school opened on this plan was at the village of Nabobgunge, about four miles distant from Serampore. To conciliate the inhabitants, they had been desired to select a master themselves, whom they sent to the training school. Village after village had followed the example, and despatched the individual of their choice for instruction to Serampore. Nineteen schools had been established within the circle of a few miles, and all at the request of the people themselves. In some instances, men of influence had offered their own houses, and in other cases the family temple, for a school-room; houses had in some places been erected by men of property in the hope that they would be rented. Children were attracted to the schools from the most respectable families,
