native system of education, says—“The general, the sad defect of this education is that the inculcation of moral principle forms no part of it. This radical want is not imputable to us. The necessities of self-defence (for all our extensions of territory have been achieved in repelling efforts made for the subversion of our power) and our occupation in securing the new possessions have allowed us, till lately, but little leisure to examine deliberately the state of the population which we had been gradually bringing beneath our sway. It was already vitiated. The unceasing wars which had harassed all parts of India left every where their invariable effects, a disorganization of that frame-work of habit and opinion which enforces moral conduct and an emancipation of all those irregular impulses which revolt at its restraint. The village school-masters could not teach that in which they had themselves never been instructed, and universal debasement of mind, the constant concomitant of subjugation to despotic rule, left no chance that an innate sense of equity should in those confined circles suggest the recommendation of principles not thought worthy of cultivation by the Government. The remedy for this is to furnish the village school-master with little manuals of religious sentiments and ethic maxims conveyed in such a shape as may be attractive to the scholars, taking care that, while awe and adoration of the Supreme Being are earnestly instilled, no jealousy be excited by pointing out any particular creed. The absence of such an objection and small pecuniary rewards for zeal occasionally administered by the magistrates would induce the school-masters to use those compilations readily.”
The Honourable Mounstuart Elphinstone in his report dated 25th October 1819, on the territories conquered from the Paishwa (Calcutta Edition, p. 74, re-printed in Revenue and Judicial Selections, Vol. IV., p. 187) after describing the moral character of the people of the Deccan, has the following remarks:—“I do not perceive any thing that we can do to improve the morals of the people except by improving their education. There are already schools in all towns and in many villages, but reading is confined to Brahmans, Banyans, and such of the agricultural classes as have to do with accounts. I am not sure that our establishing free schools would alter this state of things, and it might create a suspicion of some concealed design on our part. It would be more practicable and more useful to give a direction to the reading of those who do learn, of which the press affords so easily the means. Books are scarce and the common ones probably ill-chosen, but there exist in the Hindu languages many tales and fables that would be generally read and that would circulate sound morals. There must be religious books tending more directly to the same end. If many of these were printed and distributed, cheaply or gratuitously, the effect would without doubt be great and beneficial. It would, however, be indispensable that they should
