prefer his complaint, or engage in his defence in his own name, or through another under his own intelligent control and superintendence. If Government by this measure, even in the present state of vernacular instruction, will find ampler means placed at its disposal for the cheaper and more efficient administration of local affairs, how much greater will be the scope afforded when the kind of instruction shall be improved, and when this superior instruction shall be generally diffused. Now, then, is the time for Government to step forward and provide good teachers for the people and good books for teachers. Every consideration combines to show the advantage of following up the measure that has been already adopted with that which is now recommended. If any other consideration were wanting, it would be found in the grateful affection with which, under any circumstances, but especially in such a connection, it would be received by the people.
SECTION III.
Application of the plan to the Improvement of Sanscrit instruction.
The whole of the preceding details and reasonings contemplate the application of the plan to vernacular schools only. The principle, however, is to build on the foundation of native institutions generally, and, wherever they are to be found, to employ them as the instruments through which instruction may be most salutarily and most effectually communicated. I shall now consider what means may be employed to improve the system of instruction in the class of Sanscrit schools which are found in every district, and of which some account is given in the seventh and eighth Sections of the first Chapter. I do not propose that any thing should be done to extend or multiply such institutions. All that is proposed is, since their number and influence are undoubted, to bring them over to the side of true, useful, and sound knowledge. If there were no vernacular schools, it would still be desirable that there should be such schools for the instruction of the people. If there were no Sanscrit schools, their existence perhaps would not be desirable merely for the purposes of public instruction, which is the only subject now under consideration. But since they do exist, and since we cannot, if we would, cause them not to be, it is the plain dictate of common sense and of a wise policy not to despise and neglect them, but to conciliate, if possible, the good feelings of the learned and to employ their extensive and deep-seated influence in aid of the cause of public instruction. For the information of the reader I shall quote in this place some of the most prominent authorities I have met with on the encouragement to be given to native learning and the use to be made of it.
