DOI Page / Citation link:
https://doi.org/10.11588/diglit.68024#0132
124
large on the subject, as it will only cause useless absorption of time. As the prosperity and weL
fare of the subject is always sought by all noble and generous Governments, therefore benevo-
lent and kind-hearted sovereigns always try with their head and heart to spread such a system
of education over the face of the country which tends to confer on the subjects both spiritual and
temporal benefits. For supporting this argument, the foundation of this very Mudrussah, its,
reorganisation at the expense of a large sum of money, and its continuation for so long a period
are sufficient. Relying on this, we entertain hopes that the Arabic department of the Mudrussah
may be placed on its former footing; and that known sciences and arts in the Arabic language,
such as etymology and syntax, rhetoric, explanatory science, Mahomedan law, principles of law,
dialogues, literature, arithmetic, geometry, philosophy, astronomy, traditional sayings of the
prophet, commentaries of the Koran, and Government law may be taught as formerly, in eight
classes; and as various temporal benefits are based upon a knowledge of English, its introduction
along with Arabic is very necessary. The arrangements for imparting a knowledge of this along
with Arabic, in a manner that both subjects be acquired with ease, rests on the learned opinions
of the members of the committee.
As we ryots will be very glad if the above arrangement be made, and as the discontinu-
ation of the Arabic department and the non-introduction of English along with Arabic, will be
a source of great inconvenience and loss to us ryots, we have therefore set forth our views in
these few words, and hope that by accepting and adopting the above suggestions you will honour
and exalt us.
From Lord H. Ulick Browne, Officiating Commissioner of the Chittagong Division, to C. H. Campbell
.Esq., C.S., Member of the Mudrussah Committee, Office of the Board of Revenue, Calcutta,—(No. 277
dated Her Majesty’s Steamer India, Bay of Bengal, the 30th November 1869.)
I have the honour to acknowledge the receipt of your letter, dated 1st September 1869, on
the subject of the course of education at the Calcutta Mudrussah, and the proposals for
changing or amending it.
2. The enclosed copy of a letter, No. 669G., dated 22nd instant, from Mr. V. Irvin,
Officiating Collector of Chittagong, is in accordance with the result of my own enquiries on the
subject of your letter.
3. Briefly it may be said that the older Mahomedans cling to the old system of educa-
tion, while the younger men, being more alive to the signs of the times, see the great advant-
age of learning the English language, and how entirely they have been passed by their Hindoo
fellow countrymen in consequence of the earlier appreciation of this fact by the latter.
From V. Irvin, Esq., Officiating Collector of Chittagong, to the Officiating Commissioner of the Chittagong
Division,—(No. 6690., dated Chittagong, the 22nd November 1869.)
With reference to your No. 189 of the 8th September, I have the honor to inform you
that I find that all the Mahomedan gentlemen of the district insist as a sine qua non that the
study of the Arabic language and literature should be considered as the main object of the life
of a student of the Calcutta Mudrussah.
2. Of the gentlemen whose opinions I have obtained, only two, Moulvie Hamidulla and
Boshirulla Chowdry, would be willing to see the study of English and other languages followed
side by side with that of Arabic.
3. The remaining gentlemen, who are well represented by Moulvie Yar Ali Khan,
oppose the introduction of the study of English in what they consider to be a last stronghold
of Arabic learning in Eastern India. These gentlemen would evidently prefer that their sons
and relatives should be good Arabic scholars and remain otherwise uneducated, rather than
that they should have good general education at the risk of attaining a less degree of profici-
ency in Arabic.
4. Even the two above named, who are better able to appreciate the advantages of edu-
cation, as distinguished from mere proficiency in a small section of knowledge, evidently lean
to the idea that there are enough opportunities provided for those who wish to study English,
and that the advantages offered by the Calcutta Mudrussah and certain other endowments
should be reserved for those who wish to follow the old course of study.
A short Memorandum on Mahomedan Education.
It is with extreme pleasure that I beg to avail myself of the permission kindly accorded
to me by the committee now sitting on the affairs of the Calcutta Mudrussah, to submit, for
their consideration, the views I have always held and advocated in the columns of the Oordoo
Guide and other newspapers, on the important subject of Mahomedan education. Having been
connected with the Calcutta Mudrussah for the last ten years, I have taken more than ordinary
large on the subject, as it will only cause useless absorption of time. As the prosperity and weL
fare of the subject is always sought by all noble and generous Governments, therefore benevo-
lent and kind-hearted sovereigns always try with their head and heart to spread such a system
of education over the face of the country which tends to confer on the subjects both spiritual and
temporal benefits. For supporting this argument, the foundation of this very Mudrussah, its,
reorganisation at the expense of a large sum of money, and its continuation for so long a period
are sufficient. Relying on this, we entertain hopes that the Arabic department of the Mudrussah
may be placed on its former footing; and that known sciences and arts in the Arabic language,
such as etymology and syntax, rhetoric, explanatory science, Mahomedan law, principles of law,
dialogues, literature, arithmetic, geometry, philosophy, astronomy, traditional sayings of the
prophet, commentaries of the Koran, and Government law may be taught as formerly, in eight
classes; and as various temporal benefits are based upon a knowledge of English, its introduction
along with Arabic is very necessary. The arrangements for imparting a knowledge of this along
with Arabic, in a manner that both subjects be acquired with ease, rests on the learned opinions
of the members of the committee.
As we ryots will be very glad if the above arrangement be made, and as the discontinu-
ation of the Arabic department and the non-introduction of English along with Arabic, will be
a source of great inconvenience and loss to us ryots, we have therefore set forth our views in
these few words, and hope that by accepting and adopting the above suggestions you will honour
and exalt us.
From Lord H. Ulick Browne, Officiating Commissioner of the Chittagong Division, to C. H. Campbell
.Esq., C.S., Member of the Mudrussah Committee, Office of the Board of Revenue, Calcutta,—(No. 277
dated Her Majesty’s Steamer India, Bay of Bengal, the 30th November 1869.)
I have the honour to acknowledge the receipt of your letter, dated 1st September 1869, on
the subject of the course of education at the Calcutta Mudrussah, and the proposals for
changing or amending it.
2. The enclosed copy of a letter, No. 669G., dated 22nd instant, from Mr. V. Irvin,
Officiating Collector of Chittagong, is in accordance with the result of my own enquiries on the
subject of your letter.
3. Briefly it may be said that the older Mahomedans cling to the old system of educa-
tion, while the younger men, being more alive to the signs of the times, see the great advant-
age of learning the English language, and how entirely they have been passed by their Hindoo
fellow countrymen in consequence of the earlier appreciation of this fact by the latter.
From V. Irvin, Esq., Officiating Collector of Chittagong, to the Officiating Commissioner of the Chittagong
Division,—(No. 6690., dated Chittagong, the 22nd November 1869.)
With reference to your No. 189 of the 8th September, I have the honor to inform you
that I find that all the Mahomedan gentlemen of the district insist as a sine qua non that the
study of the Arabic language and literature should be considered as the main object of the life
of a student of the Calcutta Mudrussah.
2. Of the gentlemen whose opinions I have obtained, only two, Moulvie Hamidulla and
Boshirulla Chowdry, would be willing to see the study of English and other languages followed
side by side with that of Arabic.
3. The remaining gentlemen, who are well represented by Moulvie Yar Ali Khan,
oppose the introduction of the study of English in what they consider to be a last stronghold
of Arabic learning in Eastern India. These gentlemen would evidently prefer that their sons
and relatives should be good Arabic scholars and remain otherwise uneducated, rather than
that they should have good general education at the risk of attaining a less degree of profici-
ency in Arabic.
4. Even the two above named, who are better able to appreciate the advantages of edu-
cation, as distinguished from mere proficiency in a small section of knowledge, evidently lean
to the idea that there are enough opportunities provided for those who wish to study English,
and that the advantages offered by the Calcutta Mudrussah and certain other endowments
should be reserved for those who wish to follow the old course of study.
A short Memorandum on Mahomedan Education.
It is with extreme pleasure that I beg to avail myself of the permission kindly accorded
to me by the committee now sitting on the affairs of the Calcutta Mudrussah, to submit, for
their consideration, the views I have always held and advocated in the columns of the Oordoo
Guide and other newspapers, on the important subject of Mahomedan education. Having been
connected with the Calcutta Mudrussah for the last ten years, I have taken more than ordinary