DOI Page / Citation link:
https://doi.org/10.11588/diglit.68024#0207
199
7. The Honourable Mr. Egerton thinks that no cause has been made out for special
The Honourable Mr. Egertort opinion, to purely Muhammadan schools, and that the
advantages of a knowledge of English are certain to prove
a sufficient inducement.
8. Colonel Maclagan deprecates any special measures for the benefit of Muhammadans,
r, . .,, , , . . and would consider the promotion of Arabic and Persian
Colonel Maclagan’s opinion. ... , , „ ,.r ,. rp, .
literature apart from the question. The Muhammadans
throughout the country are more or less prejudiced against the education which we offer, or
indifferent to it; and the correction of this spirit can only be a work of time.
9. Mr. Justice Lindsay, Mr. Alexander, and Mr. Smyth, concur with the report, and
disapprove of giving special scholarships to Muhammadans.
10. The opinion of the Muhammadan members of Senate is signed by Nawab Nawazish
, Ali Khan, Nawab Abdul Majid Khan, Faqir Shams-ud-din,
Opinion of Muhammadan members. A/t . . ,, . n , . . , . .
Muhammad Shah, Khan Bahadur; Aga Kalb-i-Abid Khan,
Extra Assistant Commissioner; Dr. Rahim Khan, Khan Bahadur; Main Muhammad Jan.
They are of opinion that no change should be made in the subjects of study, and
especially that there should be no diminution of the study of English; that grants-in-aid
should be freely given to Muhammadan schools; that the Muhammadans are generally poor;
and that they should be assisted in their education by a system of special scholarships.
11. The Hindu members of Senate who have recorded their opinions are Rajah Harbans
„ , Singh, Rai Mui Singh, Babu Nobina Chandra Rai, Pandit
Opinion of Hindu members. ,, T/-. . ° .. >
Kadha Kishn, Diwan Bai] Nath, Diwan Pandit Shankar
Nath, Diwan Ratan Chand Dhariwala.
They notice that the total number of Muhammadan students of all classes of educational
institutions in the province is not less than that of Hindu students (excluding Sikhs and
others) ; at the same time the proportion of Muhammadans attending school is less. The
reason of this is that Brahmins and Khatris, having hereditary prejudices against agriculture
and manual labor, look to education as a means of livelihood, whilst the Muhammadans have
no such motive. They think it would be a waste of money to give more encouragement to
the study of Muhammadan literature, and although grants-in-aid may properly be given to
Muhammadan schools in which European science is taught, higher education should be imparted
through the English language.
They would approve of the creation of a vernacular literature suited to the wants and
tastes of the majority of the Muhammadan population. This should include a popular treat-
ment of arts and sciences and light reading.
They doubt whether the employment of Muhammadan teachers in English schools more
systematically would have much effect.
They object to the principle of giving special privileges to Muhammadans, and maintain
that scholarships should be open to all without regard to creed or color.
12. It is satisfactory to find that so little difference of opinion exists either as to the
facts of the case or the right mode of dealing with it. The
Conclusion. , c . . . . , . . „
preponderance of opinion is against adopting any measure of
a special kind, and the Native members of Senate are unanimous in thinking that there should
be no change in the direction of encouraging the languages of the country at the expense of
English.
REGISTRAR’S REPORT TO THE EXECUTIVE COMMITTEE.
Muhammadan Education.
In the Resolution of the Government of India, No. 300, dated 7th August 1871, the
opinion of the Senate is desired on the general question of Muhammadan education in India.
It is stated that in no part of the country, except, perhaps, the North-Western Provinces and
the Punjab, do the Muhammadans adequately, or in proportion to the rest of the community,
avail themselves of the educational advantages which the Government offers ; and various
measures are suggested which might have the effect of bringing the Muhammadan community
under the influence of our schools and colleges. The means proposed are-
(1) The promo ‘on of secondary and higher education conveyed in the vernaculars,
coupled \ ith a more systematic encouragement and recognition of Arabic and
Persian literature, i
(2) The appointment of qualified Muhammadan English teachers in English schools
in Muhammadan districts.
(3) Assistance by grants-in-aid to Muhammadans to create English and vernacular
schools of their own.
(4) Any general measures in regard to Muhammadan education which might be adopted
without infringing the fundamental principles of the Government educational
system.
7. The Honourable Mr. Egerton thinks that no cause has been made out for special
The Honourable Mr. Egertort opinion, to purely Muhammadan schools, and that the
advantages of a knowledge of English are certain to prove
a sufficient inducement.
8. Colonel Maclagan deprecates any special measures for the benefit of Muhammadans,
r, . .,, , , . . and would consider the promotion of Arabic and Persian
Colonel Maclagan’s opinion. ... , , „ ,.r ,. rp, .
literature apart from the question. The Muhammadans
throughout the country are more or less prejudiced against the education which we offer, or
indifferent to it; and the correction of this spirit can only be a work of time.
9. Mr. Justice Lindsay, Mr. Alexander, and Mr. Smyth, concur with the report, and
disapprove of giving special scholarships to Muhammadans.
10. The opinion of the Muhammadan members of Senate is signed by Nawab Nawazish
, Ali Khan, Nawab Abdul Majid Khan, Faqir Shams-ud-din,
Opinion of Muhammadan members. A/t . . ,, . n , . . , . .
Muhammad Shah, Khan Bahadur; Aga Kalb-i-Abid Khan,
Extra Assistant Commissioner; Dr. Rahim Khan, Khan Bahadur; Main Muhammad Jan.
They are of opinion that no change should be made in the subjects of study, and
especially that there should be no diminution of the study of English; that grants-in-aid
should be freely given to Muhammadan schools; that the Muhammadans are generally poor;
and that they should be assisted in their education by a system of special scholarships.
11. The Hindu members of Senate who have recorded their opinions are Rajah Harbans
„ , Singh, Rai Mui Singh, Babu Nobina Chandra Rai, Pandit
Opinion of Hindu members. ,, T/-. . ° .. >
Kadha Kishn, Diwan Bai] Nath, Diwan Pandit Shankar
Nath, Diwan Ratan Chand Dhariwala.
They notice that the total number of Muhammadan students of all classes of educational
institutions in the province is not less than that of Hindu students (excluding Sikhs and
others) ; at the same time the proportion of Muhammadans attending school is less. The
reason of this is that Brahmins and Khatris, having hereditary prejudices against agriculture
and manual labor, look to education as a means of livelihood, whilst the Muhammadans have
no such motive. They think it would be a waste of money to give more encouragement to
the study of Muhammadan literature, and although grants-in-aid may properly be given to
Muhammadan schools in which European science is taught, higher education should be imparted
through the English language.
They would approve of the creation of a vernacular literature suited to the wants and
tastes of the majority of the Muhammadan population. This should include a popular treat-
ment of arts and sciences and light reading.
They doubt whether the employment of Muhammadan teachers in English schools more
systematically would have much effect.
They object to the principle of giving special privileges to Muhammadans, and maintain
that scholarships should be open to all without regard to creed or color.
12. It is satisfactory to find that so little difference of opinion exists either as to the
facts of the case or the right mode of dealing with it. The
Conclusion. , c . . . . , . . „
preponderance of opinion is against adopting any measure of
a special kind, and the Native members of Senate are unanimous in thinking that there should
be no change in the direction of encouraging the languages of the country at the expense of
English.
REGISTRAR’S REPORT TO THE EXECUTIVE COMMITTEE.
Muhammadan Education.
In the Resolution of the Government of India, No. 300, dated 7th August 1871, the
opinion of the Senate is desired on the general question of Muhammadan education in India.
It is stated that in no part of the country, except, perhaps, the North-Western Provinces and
the Punjab, do the Muhammadans adequately, or in proportion to the rest of the community,
avail themselves of the educational advantages which the Government offers ; and various
measures are suggested which might have the effect of bringing the Muhammadan community
under the influence of our schools and colleges. The means proposed are-
(1) The promo ‘on of secondary and higher education conveyed in the vernaculars,
coupled \ ith a more systematic encouragement and recognition of Arabic and
Persian literature, i
(2) The appointment of qualified Muhammadan English teachers in English schools
in Muhammadan districts.
(3) Assistance by grants-in-aid to Muhammadans to create English and vernacular
schools of their own.
(4) Any general measures in regard to Muhammadan education which might be adopted
without infringing the fundamental principles of the Government educational
system.