DOI Page / Citation link:
https://doi.org/10.11588/diglit.68024#0069
61
The book on syntax at present in use is too elementary. Ever since I have been at the
Madrassali, the students mostly come from the eastern districts of Bengal, and very few from
Behar or from the districts bordering on Calcutta. The reason is that Mahomedans in and
near Calcutta prefer learning English, for which there are great facilities. To my knowledge,
many of the present students of the Arabic department are learning English privately. I con-
sider the head professor should exercise a general supervision over the other classes. I have
heard complaints of vacant rooms not being allotted to applicants immediately. To the ques-
tion—“ What is your opinion of the influence and authority of the Munshis as exercised in
the college ? ” the Moulvie replied—“ All authority comes from the Sircar, and as the saying
is—‘ out of several wives she is the true wife who is beloved by the husband.'’” So far as I can
judge, scholarships are gained by the most deserving. I recommended yesterday that the
Hedaya and Kootbi should be substituted for the Jamai-ur-Rumooz and Shumsiah; but as
these are difficult books, some portion of the literature, of course, should be struck out. Tarikhi-
Timourie might be struck out. The Hedaya was struck out of the college course in 1859 by
Colonel Lees, and the Jamai-ur-Rumooz took its place. In the second class I would only
teach Shumsiah without the commentary. The commentary is long and difficult. In the third
class I would substitute a portion of Shureh Mullah for Hidayeut-un-Nuho. The latter is a
small book, and is read in the fourth and fifth classes, but I would remove it also from the course
of the fourth class. In its place I would take Kaffiah ■ I would also exclude the Quoliyubee, and
introduce the 5th chapter of Nufhut-ul-Yaman into both the third and fourth classes. My reason
is that at present the two books on literature read in the third class are both in prose, and I
think that some selections of poetry should be introduced, such as the 5th chapter of Nufhut-
ul-Ydman. Law is taught in the third and fourth classes, and the text-book is a good one, but
there is no treatise on the principles of law in the course of either of these classes. I would
suggest that Nor-ul-Auwar be introduced into both these classes, as a study of these would be
preparatory to the more difficult text book on this subject read in the first and second classes.
I would add to the course of the fifth class Meezan-i-Muntick, an elementary treatise on logic.
The translations of the first class are from Persian or Oordoo into Arabic, and vice versa. About
three or four months before the examination these exercises are given more frequently. In my
programme for the first class translations are put down three times a week, but I do not carry
out the routine strictly. I use my own discretion. I think it would be unfair to give any of
the existing scholarships to students of the Anglo-Persian department.
14ih August 1869.
Moulvie Abdool Hye, 3rd Professor.—A fortnight ago I was confirmed in the position of
the 1st Assistant Professor. I have been for ten years the 4th Professor, and then taught the
fourth class. I have taught the third class since last year. I was educated in the Anglo-Arabic
department of the Mudrussah. I also studied English privately, and passed the University
entrance examination in December 1865. The text books in use in the third and fourth classes
are the same, but different portions are selected for each class. The same questions are given
at the scholarship examination to both classes, but they are taken from the portions laid down
for both. The following is the course of study :—
Literature.
3rd Class.
4th Class.
Ajub-ul-Wojab (Prose) .
. Pages 212-424.
Pages 1-212.
Quoliyubee (Prose)
•. Pages 119-234.
Law.
Pages 1-118.
Second Fol.
First Fol.
Shureh Wackayah
. . 138 pages.
Grammar.
114 pages.
Hidayeut-un-Nuho (Syntax)
. . The whole.
The whole.
Fussool Akbaree (Etymology)
Pages 81 & 82.
Pages 1-80.
The first volume of Shureh Wackayah contains five books. The first is on ablutions and
purifications, the second on prayers, the third on zukat, the fourth on fasting, the fifth on
pilgrimage. The second volume contains fourteen books—the first on marriage, the second on
wet-nursing, the third on divorce, the fourth on liberation of slaves, the fifth on oaths, the
sixth on punishments for misdemeanour, the seventhjon theft, the eighth on jehad, the ninth on
the finding of property having no owners, the tenth on foundlings, the eleventh on run-away
slaves, the twelfth on missing people, the thirteenth on partnerships, the fourteenth on endow-
ments. At the annual examination for junior scholarships, two questions are taken from the
The book on syntax at present in use is too elementary. Ever since I have been at the
Madrassali, the students mostly come from the eastern districts of Bengal, and very few from
Behar or from the districts bordering on Calcutta. The reason is that Mahomedans in and
near Calcutta prefer learning English, for which there are great facilities. To my knowledge,
many of the present students of the Arabic department are learning English privately. I con-
sider the head professor should exercise a general supervision over the other classes. I have
heard complaints of vacant rooms not being allotted to applicants immediately. To the ques-
tion—“ What is your opinion of the influence and authority of the Munshis as exercised in
the college ? ” the Moulvie replied—“ All authority comes from the Sircar, and as the saying
is—‘ out of several wives she is the true wife who is beloved by the husband.'’” So far as I can
judge, scholarships are gained by the most deserving. I recommended yesterday that the
Hedaya and Kootbi should be substituted for the Jamai-ur-Rumooz and Shumsiah; but as
these are difficult books, some portion of the literature, of course, should be struck out. Tarikhi-
Timourie might be struck out. The Hedaya was struck out of the college course in 1859 by
Colonel Lees, and the Jamai-ur-Rumooz took its place. In the second class I would only
teach Shumsiah without the commentary. The commentary is long and difficult. In the third
class I would substitute a portion of Shureh Mullah for Hidayeut-un-Nuho. The latter is a
small book, and is read in the fourth and fifth classes, but I would remove it also from the course
of the fourth class. In its place I would take Kaffiah ■ I would also exclude the Quoliyubee, and
introduce the 5th chapter of Nufhut-ul-Yaman into both the third and fourth classes. My reason
is that at present the two books on literature read in the third class are both in prose, and I
think that some selections of poetry should be introduced, such as the 5th chapter of Nufhut-
ul-Ydman. Law is taught in the third and fourth classes, and the text-book is a good one, but
there is no treatise on the principles of law in the course of either of these classes. I would
suggest that Nor-ul-Auwar be introduced into both these classes, as a study of these would be
preparatory to the more difficult text book on this subject read in the first and second classes.
I would add to the course of the fifth class Meezan-i-Muntick, an elementary treatise on logic.
The translations of the first class are from Persian or Oordoo into Arabic, and vice versa. About
three or four months before the examination these exercises are given more frequently. In my
programme for the first class translations are put down three times a week, but I do not carry
out the routine strictly. I use my own discretion. I think it would be unfair to give any of
the existing scholarships to students of the Anglo-Persian department.
14ih August 1869.
Moulvie Abdool Hye, 3rd Professor.—A fortnight ago I was confirmed in the position of
the 1st Assistant Professor. I have been for ten years the 4th Professor, and then taught the
fourth class. I have taught the third class since last year. I was educated in the Anglo-Arabic
department of the Mudrussah. I also studied English privately, and passed the University
entrance examination in December 1865. The text books in use in the third and fourth classes
are the same, but different portions are selected for each class. The same questions are given
at the scholarship examination to both classes, but they are taken from the portions laid down
for both. The following is the course of study :—
Literature.
3rd Class.
4th Class.
Ajub-ul-Wojab (Prose) .
. Pages 212-424.
Pages 1-212.
Quoliyubee (Prose)
•. Pages 119-234.
Law.
Pages 1-118.
Second Fol.
First Fol.
Shureh Wackayah
. . 138 pages.
Grammar.
114 pages.
Hidayeut-un-Nuho (Syntax)
. . The whole.
The whole.
Fussool Akbaree (Etymology)
Pages 81 & 82.
Pages 1-80.
The first volume of Shureh Wackayah contains five books. The first is on ablutions and
purifications, the second on prayers, the third on zukat, the fourth on fasting, the fifth on
pilgrimage. The second volume contains fourteen books—the first on marriage, the second on
wet-nursing, the third on divorce, the fourth on liberation of slaves, the fifth on oaths, the
sixth on punishments for misdemeanour, the seventhjon theft, the eighth on jehad, the ninth on
the finding of property having no owners, the tenth on foundlings, the eleventh on run-away
slaves, the twelfth on missing people, the thirteenth on partnerships, the fourteenth on endow-
ments. At the annual examination for junior scholarships, two questions are taken from the