DOI Seite / Zitierlink:
https://doi.org/10.11588/diglit.68024#0073
65
for teaching the higher classes in the Madrassah, and I think it desirable that there should
be an infusion of fresh blood of this description. The present staff of rnoulvies for the higher
classes is not, in my opinion, what it should be. I have indicated some changes that aie
wanted in the course of the first and second classes, but there are also changes desirable in the
courses laid down for the lower classes.
In the third class I would retain Shureh Wackaayah in law, and Ajub-ul-Wojab in liter-
ature ; but I would substitute the second and third chapters of the Nufhut-ul-Yaman for
Quoliyubee, as also Shurah Mullah or Shurah Alfiah, by Soyootee, in syntax, for Hidayut-un-
Nubo. Etymology should be discontinued in this class, and confined to the lower classes. I
would add Shureh Tuhzeeb in logic and Noor-ul-Anwar or Ossool Thashee on principles of
law. Arithmetic should also be taught in this class.
In the fourth class I would retain Shureh Wackaayah in law and Quoliyubee. A selec-
tion of Arabic poetry should be added. I would substitute Kaffiah in syntax for Hidayut-un-
Nuho. Zunjanee in etymology for Fusool Akberee. I would add Meezan Muntick in logic.
In the fifth class I would substitute an Arabic reader which I have compiled for the Nufhut-
ul-Yaman. The Quoliyubee might remain, also Hidayut-un-Nuho and Fusool Akberee.
Arithmetic should be taught. A knowledge of Persian is desirable, but I hesitate to recom-
mend it, if English is to be taught conjointly with Arabic. I have written an element,ary
treatise on Arabic grammar in Urdoo, which is extensively used in the North-Western Pro-
vinces. Three editions of 1,000 each have been sold chiefly in the north of India. I think
that Arabic readers for the special use of the Anglo-Persian department are necessary. The
grammar I have published is sufficient for students going up to the first arts examination. For
the B. A. examination a higher class of grammar is required, and I am now engaged in pre-
paring one. In the junior classes of the Anglo-Persian department, Urdoo or Bengali should
be taught up to the third-year class. In his fourth year a boy should begin Arabic, with a
view to preparing himself for the University entrance examination, and he might, if his guar-
dian wishes it, also read Persian for two or three hours a week. I acknowledge the importance
attached to a knowledge of Persian by Mahomedans, but I see difficulties in the way of taking
up Persian conjointly with English and Arabic. Many boys at Hooghly have to my know-
ledge abandoned the study of Persian with the consent of their guardians, for the pur-
pose of learning English and Arabic. I think the examination for Arabic scholarships should
be conducted on much the same plan as the examination for Government junior and senior
scholarships, i. e., by outside examiners. The questions in law now’ shewn me are hardly a test
of any scholarship, and they are too few in number. The present system of examining is not
satisfactory, and this is the opinion I have heard expressed by other Mahomedan gentlemen.
Each class should have separate questions, and the standard of examination should be raised.
More questions should be given.
There is a greater demand now amongst the Mahomedans for an English education than
formerly. The Pacha of Egypt has sent his son to England for education. The Mahomedans
of Eastern Bengal are not yet so favourable to an English education as those of other parts
of Bengal.
19th August 1869.
Baboo Nundo Loll Dass, Second Master, Anglo-Persian department.—I was appointed
third master on a salary of B80 in June 1859, and was promoted in 1862 to the second
mastership on Pl50 a month. In 1860 I was placed in charge of the infant class, with,
I believe, the sanction of the Director of Public Instruction, and I was granted an additional
allowance of R30 for this special duty. Since 1860 I have had charge only of the infant
class. My duties as second master having been performed by the third master, I always un-
derstood that I was placed in charge of the infant class, because my experience as a teacher
would be likely to enable me to teach successfully a class of young boys. Just before the
departure of Colonel Lees, he recommended the appointment of four additional masters. They
were appointed, and two of them were constituted personal assistants to myself in the infant
class. In the class there are now 70 boys, varying from seven to fourteen years of age.
For three hours daily these boys are divided into three sections, under the charge of myself
and my two assistants. For the other two hours they are taught together in the gallery by
myself, in the usual course of instruction followed in the case of classes trained according to
the Stowe system. During this time my assistants look on for the purpose of gaining experi-
ence in this system of teaching. As a rule, the boys in the infant class belong to respectable
Mahomedan families. I have had in this class boys belonging to the Mysore family, also
belonging to Bombay and Mogul merchants, and I have just received into the class three boys
connected with high officials on the establishment of the ex-King of Oudh. 1 was never con-
nected individually with Colonel Lees in any private transaction, but I was, and am still,
Secretary of the Nassau Tea Company, of which Colonel Lees was a shareholder and managing
9
for teaching the higher classes in the Madrassah, and I think it desirable that there should
be an infusion of fresh blood of this description. The present staff of rnoulvies for the higher
classes is not, in my opinion, what it should be. I have indicated some changes that aie
wanted in the course of the first and second classes, but there are also changes desirable in the
courses laid down for the lower classes.
In the third class I would retain Shureh Wackaayah in law, and Ajub-ul-Wojab in liter-
ature ; but I would substitute the second and third chapters of the Nufhut-ul-Yaman for
Quoliyubee, as also Shurah Mullah or Shurah Alfiah, by Soyootee, in syntax, for Hidayut-un-
Nubo. Etymology should be discontinued in this class, and confined to the lower classes. I
would add Shureh Tuhzeeb in logic and Noor-ul-Anwar or Ossool Thashee on principles of
law. Arithmetic should also be taught in this class.
In the fourth class I would retain Shureh Wackaayah in law and Quoliyubee. A selec-
tion of Arabic poetry should be added. I would substitute Kaffiah in syntax for Hidayut-un-
Nuho. Zunjanee in etymology for Fusool Akberee. I would add Meezan Muntick in logic.
In the fifth class I would substitute an Arabic reader which I have compiled for the Nufhut-
ul-Yaman. The Quoliyubee might remain, also Hidayut-un-Nuho and Fusool Akberee.
Arithmetic should be taught. A knowledge of Persian is desirable, but I hesitate to recom-
mend it, if English is to be taught conjointly with Arabic. I have written an element,ary
treatise on Arabic grammar in Urdoo, which is extensively used in the North-Western Pro-
vinces. Three editions of 1,000 each have been sold chiefly in the north of India. I think
that Arabic readers for the special use of the Anglo-Persian department are necessary. The
grammar I have published is sufficient for students going up to the first arts examination. For
the B. A. examination a higher class of grammar is required, and I am now engaged in pre-
paring one. In the junior classes of the Anglo-Persian department, Urdoo or Bengali should
be taught up to the third-year class. In his fourth year a boy should begin Arabic, with a
view to preparing himself for the University entrance examination, and he might, if his guar-
dian wishes it, also read Persian for two or three hours a week. I acknowledge the importance
attached to a knowledge of Persian by Mahomedans, but I see difficulties in the way of taking
up Persian conjointly with English and Arabic. Many boys at Hooghly have to my know-
ledge abandoned the study of Persian with the consent of their guardians, for the pur-
pose of learning English and Arabic. I think the examination for Arabic scholarships should
be conducted on much the same plan as the examination for Government junior and senior
scholarships, i. e., by outside examiners. The questions in law now’ shewn me are hardly a test
of any scholarship, and they are too few in number. The present system of examining is not
satisfactory, and this is the opinion I have heard expressed by other Mahomedan gentlemen.
Each class should have separate questions, and the standard of examination should be raised.
More questions should be given.
There is a greater demand now amongst the Mahomedans for an English education than
formerly. The Pacha of Egypt has sent his son to England for education. The Mahomedans
of Eastern Bengal are not yet so favourable to an English education as those of other parts
of Bengal.
19th August 1869.
Baboo Nundo Loll Dass, Second Master, Anglo-Persian department.—I was appointed
third master on a salary of B80 in June 1859, and was promoted in 1862 to the second
mastership on Pl50 a month. In 1860 I was placed in charge of the infant class, with,
I believe, the sanction of the Director of Public Instruction, and I was granted an additional
allowance of R30 for this special duty. Since 1860 I have had charge only of the infant
class. My duties as second master having been performed by the third master, I always un-
derstood that I was placed in charge of the infant class, because my experience as a teacher
would be likely to enable me to teach successfully a class of young boys. Just before the
departure of Colonel Lees, he recommended the appointment of four additional masters. They
were appointed, and two of them were constituted personal assistants to myself in the infant
class. In the class there are now 70 boys, varying from seven to fourteen years of age.
For three hours daily these boys are divided into three sections, under the charge of myself
and my two assistants. For the other two hours they are taught together in the gallery by
myself, in the usual course of instruction followed in the case of classes trained according to
the Stowe system. During this time my assistants look on for the purpose of gaining experi-
ence in this system of teaching. As a rule, the boys in the infant class belong to respectable
Mahomedan families. I have had in this class boys belonging to the Mysore family, also
belonging to Bombay and Mogul merchants, and I have just received into the class three boys
connected with high officials on the establishment of the ex-King of Oudh. 1 was never con-
nected individually with Colonel Lees in any private transaction, but I was, and am still,
Secretary of the Nassau Tea Company, of which Colonel Lees was a shareholder and managing
9