Correspondence on the subject of the education of the Muhammadan community in British India and their employment in the public service generally (Calcutta: Government Printing India, 1886)

55

admission by the Sherafat-Nameh officer; the reasons I do not know, full power being vested
in the Sherafat-Nameh officer, and no reason being assigned by him to me or the Principal-
Till yesterday I never heard of an appeal from the decision of the Sherafat-Nameh officer. A
boy was refused admission, although he had brought a certificate from a respectable Mahome-
dan, and was recommended by myself, and against this decision he has appealed to the Prin-
cipal. In the form of certificate I object to the term of respectable family, this being indefi-
nite, and I should recommend a negative wording. In fact, I would only exclude the sons of
menials, petty shop-keepers, &c. At this present moment we have boys in the department
the sons of peons and khansamahs, who certainly ought to be excluded. New admissions are
examined by me, and placed in the class they may be proved fit for. In my time thirty stu-
dents have gone up to the University entrance examination, and nineteen have been success-
ful, three having been placed in the 1st division and twelve in the 2nd. Under the circum-
stances, I consider this a very fair result. The Principal lays down the routine for Oriental
languages in the Anglo-Persian department, and over this I have no control. I examine all
the school classes in Arabic and Persian at the end of the year. There is a falling off in the
numbers on the rolls in the three highest classes ; this result arises mainly, I believe, from the
boys being called upon to devote too large a portion of their time to Oriental languages not
forming part of the University requirements. I would regulate the studies of all the classes
from the lowest, with the sole view of working up to the subjects prescribed for the Entrance
examination—i.e., 1 would abolish Persian from the 5th class upwards, or Oordoo might be abo-
lished and Persian substituted in its place throughout the school classes. The infant class con-
stitutes the Sth class, and is taught by my 2nd master, Nundo Lol Dass. This has been the
case during the term that I have been at the institution. I remonstrated against this arrange-
ment on my first joining the institution, but the Principal stated that it was his own arrange-
ment and that I was not responsible for it. I disapprove of the system of teaching in the
infant class, and I think that the present teacher has not the necessary qualifications for such
a post, and this opinion is shared by the examiners who have examined the classes. It is not
really what can properly be termed an infant class, nor is an infant class feasible among Maho-
medan children, because young Mahomedan children have already undergone a sort of school
training at home before they join our institution, which unfits them for the special teaching
appropriate to an infant class. I recommend the discontinuance of the infant class, and
the substitution of two young classes, which should be placed under two properly qualified
Mahomedan teachers. Besides the second master there are two assistants employed in this
class, and their aggregate pay is B.275 a month, which is altogether out of proportion to
the amount expended in the teaching of the next seven higher classes. There are now two
pundits; one is quite sufficient, one Munshi having the teaching of all the Oordoo. All
classes read Bengalee or Oordoo three hours a week, except the 8th class, which reads only
Oordoo. The annual examination of the department is held in December. Examiners are
appointed by Colonel Lees from other institutions. In Oriental languages I examine the
classes myself. Last year the examination in English was conducted by Mr. Sime and
Mr. Pirie. Moulvi Kubeer Udeen has examined the classes for the last six years in Oordoo;
and a pundit from Fort William College has examined the classes in Bengalee, except during
the last two years, when this duty has been performed by the first of the two pundits attached
to the Anglo-Persian department. The examiners give in a list of boys recommended
for prizes. I consult the wishes of the boys in selecting prize books. There has been no
public distribution of prizes during my time, but I think that a public ceremony is desirable.
Generally speaking, I think well of the present staff of teachers; but I think that Hin-
doos should not be placed in charge of the lowest classes. At present I have only three
Mahomedan teachers; but one of the three is not qualified. His name is Zuhur Alam,
and he is at present teacher of the 5th class. He writes well, and might very properly be
placed in charge of one of the lowest classes in the school. There would be no difficulty in
securing the services of properly qualified Mahomedan teachers for the lowest, or, indeed,
for any class; and I would recommend that they should be engaged in preference to Hindoos.
At Hindoo holidays difficulties arise, but I have now no fault to find as regards attendance.
I have no general power over the boys or masters in the Anglo-Persian department, i.e.,
I cannot grant leave of absence to either. In all cases I think I ought to be empowered to
grant leave to boys without a reference to the Principal. Applications for leave from
masters go through me to the Principal, but I am not asked to express any opinion, nor do
I do so. It would be better if all leave granted to masters were granted on my recommendation.
Such was the practice when T first joined, but my recommendation being disregarded, I have
for some time ceased to do more than forward applications as ( seen ’ by me. In 1865 I
received from the Principal some rules for my guidance. One of these was that occasionally
during each month I should go round at 9 p.m., with the resident Munshi to see that the
Arabic students living on the premises were in their quarters, and also forward the weekly