DOI Seite / Zitierlink:
https://doi.org/10.11588/diglit.68024#0083
75
and amon<* the Bengali Muhammadans. I have one son in the Anglo-Persian Department of
this Mudrussah, and two others, whom I intend sending when they are a h tie older I
approve of the education given in the Anglo-Persian Department. I think Muhammadans
should now learn English and Arabic conjointly. Bengali Muhammadans should also know
Bengali thoroughly. One of the chief causes why Muhammadans are not appointed in larger
numbers to ministerial offices is their imperfect knowledge of Bengali. I think, therefore,
that it is essential Bengali should be taught to every Bengali Muhammadan There is no doubt
I should have been better off if I had known English. The students of the Arabic Depart-
ment should also learn English. The Muhammadans come in large numbers from Eastern
Bengal to this institution, because there are many respectable families there who value an
Arabic education, and they have no means of acquiring it nearer home. The reputation of the
Mudrussah was much higher formerly than now. Students were better educa ed than at
present One reason for' the falling off is, that students formerly got employment under
Government on leaving College, and now that this is no longer the case, the study of Arabic
is not pursued with the same ardour. I have further to bring to your notice that Muhammadans
nrp now exceedingly poor, and that I think Government should treat them with consideration
as regards the payment of fees for an English education. I approve of requiring the Snera-
hltUJMuNSHi Abdool Wudood.—I am a Mohunr of the High Court. I don’t know Arabic.
I learnt Persian in Calcutta, but I am a native of Jessore. I have a son in the Anglo-Persian
Department, and I wish him to have a thoroughly good English education. The Arabic and
Persian taught in the school classes are quite sufficient for general purposes. I have no com-
plaint to make against the school. I consider a knowledge of Bengali essential to a Bengali-
Muhammadan. My son does not now know Bengali, but he must learn it somehow before he
can get any employment. . . .
Munshi Khyrat Alt.—I am a private Munshi. I was formerly a mohunr in the
Special Commissioner’s Office. I have a grandson in the Anglo-Persian Department. I know
v little Arabic • Persian 1 know better. The best kind of education for Muhammadans is,
T think that given in the Anglo-Persian Department. I consider a knowledge of Bengali
ssential for Bengali Muhammadans. I have two other grandsons who have passed through the
school1 They failed at the Entrance examination, and have taken employment. Had they
pissed the Entrance examination, I could not have afforded to pay the fee of the Presidency
College for their higher education. English is essential. No one can now get an appoint-
ment” without a knowledge of English. In trade, too, a knowledge of English is also
eSSenSYED Ismaiel.—My father was instrument maker to the Government for many years,
and I was also employed in the same business for fifteen years, and officiated for my father
for two"half years. I have resigned the service of Government, and am now conducting the
business on my own account. I was brought up at St. Paul’s School. I know very little
Arabic and this I learnt at home. Persian also I learnt at home. My son is in the Anglo-
Persian Department, and I intend him to go up to the Entrance examination. I shall give
bun the best English education in my power, as that is likely to be of most service to him in
after-life Whatever profession he may adopt, this kind of education will benefit him. A
Pnowled^e of Persian and Arabic should be combined with English ■ but I would not give an
education in Arabic alone. Many Muhammadans would like to give their sons a good English
education but they are unable to afford it. I and other parents have to complain that
some'of the masters of the Anglo-Persian Department perform their duties very indifferently.
rrh do not exert themselves sufficiently, and I know that discipline in the classes is lax.
Bovs use bad and abusive language to each other in their classes, and this is not noticed by
the masters. My son does not kuow Bengali, but he ought to learn it.
31st August 1869.
Kazee Abdool Baree.—I am a Government pensioner, and was foimeily Cazee of the
town of Calcutta. I was a student of this Mudrussah when it was located at Boitakanah.
I read seven years in the institution, and left it in 1827, just after the opening of the new
Mudrussah. My house is at Chittagong, which I sometimes visit. I was Cazee from 1827
to 1864, and I succeeded my uncle in that office. In my time a great many of the students
came from Chittagong. There are many respectable Muhammadan families there. There was
nothing but Arabic taught in my time. I know something of the working of the Mudrussah,
but am not familiar with details. Great changes have taken place both in the matter taught
and the books read. The professors in my time were very much superior to those mow at the
Mudrussah, and the students were much more highly educated. The reputation of the insti-
tution has’sunk exceedingly. This is generally attributed to the inferiority of the Professors
10 A
and amon<* the Bengali Muhammadans. I have one son in the Anglo-Persian Department of
this Mudrussah, and two others, whom I intend sending when they are a h tie older I
approve of the education given in the Anglo-Persian Department. I think Muhammadans
should now learn English and Arabic conjointly. Bengali Muhammadans should also know
Bengali thoroughly. One of the chief causes why Muhammadans are not appointed in larger
numbers to ministerial offices is their imperfect knowledge of Bengali. I think, therefore,
that it is essential Bengali should be taught to every Bengali Muhammadan There is no doubt
I should have been better off if I had known English. The students of the Arabic Depart-
ment should also learn English. The Muhammadans come in large numbers from Eastern
Bengal to this institution, because there are many respectable families there who value an
Arabic education, and they have no means of acquiring it nearer home. The reputation of the
Mudrussah was much higher formerly than now. Students were better educa ed than at
present One reason for' the falling off is, that students formerly got employment under
Government on leaving College, and now that this is no longer the case, the study of Arabic
is not pursued with the same ardour. I have further to bring to your notice that Muhammadans
nrp now exceedingly poor, and that I think Government should treat them with consideration
as regards the payment of fees for an English education. I approve of requiring the Snera-
hltUJMuNSHi Abdool Wudood.—I am a Mohunr of the High Court. I don’t know Arabic.
I learnt Persian in Calcutta, but I am a native of Jessore. I have a son in the Anglo-Persian
Department, and I wish him to have a thoroughly good English education. The Arabic and
Persian taught in the school classes are quite sufficient for general purposes. I have no com-
plaint to make against the school. I consider a knowledge of Bengali essential to a Bengali-
Muhammadan. My son does not now know Bengali, but he must learn it somehow before he
can get any employment. . . .
Munshi Khyrat Alt.—I am a private Munshi. I was formerly a mohunr in the
Special Commissioner’s Office. I have a grandson in the Anglo-Persian Department. I know
v little Arabic • Persian 1 know better. The best kind of education for Muhammadans is,
T think that given in the Anglo-Persian Department. I consider a knowledge of Bengali
ssential for Bengali Muhammadans. I have two other grandsons who have passed through the
school1 They failed at the Entrance examination, and have taken employment. Had they
pissed the Entrance examination, I could not have afforded to pay the fee of the Presidency
College for their higher education. English is essential. No one can now get an appoint-
ment” without a knowledge of English. In trade, too, a knowledge of English is also
eSSenSYED Ismaiel.—My father was instrument maker to the Government for many years,
and I was also employed in the same business for fifteen years, and officiated for my father
for two"half years. I have resigned the service of Government, and am now conducting the
business on my own account. I was brought up at St. Paul’s School. I know very little
Arabic and this I learnt at home. Persian also I learnt at home. My son is in the Anglo-
Persian Department, and I intend him to go up to the Entrance examination. I shall give
bun the best English education in my power, as that is likely to be of most service to him in
after-life Whatever profession he may adopt, this kind of education will benefit him. A
Pnowled^e of Persian and Arabic should be combined with English ■ but I would not give an
education in Arabic alone. Many Muhammadans would like to give their sons a good English
education but they are unable to afford it. I and other parents have to complain that
some'of the masters of the Anglo-Persian Department perform their duties very indifferently.
rrh do not exert themselves sufficiently, and I know that discipline in the classes is lax.
Bovs use bad and abusive language to each other in their classes, and this is not noticed by
the masters. My son does not kuow Bengali, but he ought to learn it.
31st August 1869.
Kazee Abdool Baree.—I am a Government pensioner, and was foimeily Cazee of the
town of Calcutta. I was a student of this Mudrussah when it was located at Boitakanah.
I read seven years in the institution, and left it in 1827, just after the opening of the new
Mudrussah. My house is at Chittagong, which I sometimes visit. I was Cazee from 1827
to 1864, and I succeeded my uncle in that office. In my time a great many of the students
came from Chittagong. There are many respectable Muhammadan families there. There was
nothing but Arabic taught in my time. I know something of the working of the Mudrussah,
but am not familiar with details. Great changes have taken place both in the matter taught
and the books read. The professors in my time were very much superior to those mow at the
Mudrussah, and the students were much more highly educated. The reputation of the insti-
tution has’sunk exceedingly. This is generally attributed to the inferiority of the Professors
10 A