the affections of the people, intimately connected with their habits and associations, and so closely interwoven with their prejudices and predilections, that any attempt to displace them with more highly organized schools and better trained school-masters, will result, as all such attempts have heretofore resulted, in hopeless failure.
“Since Mr. Adam wrote, the general prosperity of Bengal has advanced so considerably, that the cost of food and value of labor have at least doubled. The pecuniary reward that might then have stimulated the teacher, would, therefore, now be insufficient.”
Babu Peari Chand Mittra writes:—
“I would suggest that, if arrangements can be made for instructing the pupils of village schools in practical agriculture and horticulture, it will not only conduce to the improvement of the material condition of the people, but serve substantially the cause of popular education which the Government is so anxious to promote. What the village school pupils should learn must be practically and not from books. This instruction I submit should be on manures, nature of soils required for different plants, different kinds of grafting, modes of germinature, successful growth, preservation, &c.
“It may be naturally asked by whom is this instruction to be given, and how can this object be most economically carried out? To this I would reply that there is a body of intelligent mallees and nurserymen in and out of Calcutta whose services can be secured for Rupees 12 to 16 a month, and one or two of them may be employed experimentally as teachers till the utility of extending this mode of tuition is established beyond doubt.”
Raja Radhakant Deb states:—
“As soon as the people will begin to reap the fruits of a solid vernacular education, agricultural and industrial schools may be established in order to qualify the enlightened masses to become useful members of society. Nothing should be guarded against more carefully than the insensible introduction of a system whereby, with a smattering knowledge of English, youths are weaned from the plough, the axe, and the loom, to render them ambitious only for the clerkship for which hosts would besiege the Government and Mercantile Offices, and the majority being disappointed (as they must be), would (with their little knowledge inspiring pride) be unable to return to their trade, and would necessarily turn vagabonds.”
The Reverend K. Banerjee expresses his opinion:—
“A ryot that can read and write may be able to sign his own name in his koboolut after reading it himself, may examine the pottah or the dakhila granted to him and the entries made in the Zemindar’s books when he takes izarah or pays rent, may when wronged write out an application to the proper authority without the intervention of a Court sharper in the form of a professional scribe, may read for himself depositions taken in his name and affix his own signature, and in various other ways check the delinquencies of oppressors, forgers, and perjurers.”
Major Lees, Acting Director of Public Instruction, states:—
“The high price of elementary school books at present is another obstacle. A Committee of gentlemen,[1] lately appointed to enquire into this subject, report that a poor boy in the interior must pay a premium of 108 per cent. over the actual cost price for
- ↑ Mr. Woodrow.
The Reverend J. Long.
Baboo Rajendrolall Mittra.
