DOI Seite / Zitierlink:
https://doi.org/10.11588/diglit.68024#0220
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should bear to others depends on various considerations, into which it is not now expedient to
enter. This principle being admitted, it would seem to follow almost as a corollary that a
somewhat similar course should be followed in the schools which turn out the men who after-
wards get Government employment ; and I am, therefore, of opinion that the Government
would act wisely and justly in assigning in each district a certain proportion of scholarships to
Muhammadans, and at the same time in declaring that in the civil administration generally
the same proportion should be observed in appointing to offices. In the event of there being no
competent Muhammadan candidate for a scholarship or office, it would be assigned to the best
student or applicant of any other creed. In these remarks I only refer to offices that are
generally filled by Natives.
Opinion of Mr. C. Boulnoib.
I think that the promotion of secondary and higher education conveyed in the vernacular
coupled with a more systematic encouragement of Arabic and Persian literature, should be the
general measure adopted. This is laid down in the Statutes of the Punjab University
College ; and with it conflicts, somewhat in theory, the proposition for the appointment of
English Muhammadan teachers. A great benefit would result, in my opinion, to the cause of
education in this province, as well as to the people, if greater respect were shown for the Urdu
and other Eastern languages in our courts and public offices by our offices both judicial and
executive. A high premium is too often placed on a partial acquaintance with English, and
the results are bad for all.
If I mistake not, in official, professional, and private life, many of the most esteemed
members of the Muhammadan community have not learned English. To discuss the causes
of this is beyond me, but I have often connected this fact with the idea of a certain tenacity
of character more valuable in itself than facility in the acquirement of a language. For an
Indian Muhammadan to acquire English really well would draw largely on an imitative faculty
which their customs seem to me to discourage.
I also deprecate the grant of special scholarships to Muhammadans. I think the report
should be submitted.
From H. B. Habington, Esq., m. a., Officiating Secretary to the Chief Commissioner of Oudh, to the Sec-
retary to the Government of India, Home Department,—No. 1709, dated Lucknow, the 15th April
1872.
With reference to the communications noted in the margin, regarding the encouragement
No. 306, dated 7th August 1871.
,, 70, „ 26th January 1872.
„ 161, „ 3rd April 1872.
of Mahomedan education generally, and of Arabic and
Persian literature in the University course, I am directed
to submit a copy of a letter from the Director of Public In-
struction, dated 6th September 1871, No. 1840, with the following remarks.
2. The comparative appreciation by Mahomedans of the existing method of instruction
in this province is attested by the fact that whilst the proportion borne by pupils undergoing
instruction to boys of a school-going age is in the case of Hindus only 3’3 per cent., it reaches
in the case of Mahomedans a percentage of 8T ; and it would thus appear that in Oudh, as
well as in the North-Western Provinces and the Punjab, the Mahomedans, at least propor-
tionately, do avail themselves of the educational advantages that Government offers.
3. Nor can it perhaps be fairly said that, at any rate since the general diffusion of
educational committees, the Mahomedan gentry of the province stand aloof from active co-
operation of our system. For in these committees the Mahomedan element is well represent
ed, and the influence of intelligent and wealthy Mahomedan gentlemen is appreciably felt
■ 4 As a fact, moreover, although the Hindu so largely out-numbers the Mahomedan
population of the province, the course of instruction is practically a course of Urdu Persia
rather than a course of Hindi-Sanscrit; and is thus in itself more suited for Mahomedan
than for Hindu scholars. Indeed the results in Government schools are stated as follows :
Learning English ......... 2,699
„ Urdu ...... . . 17,009
„ Persian .... ..... 4,924
„ Hindi ......... 4,836
„ Arabic ......... 141
„ Sanscrit ......... 123
and in the Canning College it would perhajs be difficult to devise means more suited than the
existing system to ensure, to all inclined to avail themselves of its advantages, complete instruc-
tion in the higher branches of Persian and Arabic literature.
5. At the same time, Sir George Couper is glad to be able to express his conviction
that in “ Kasbehsh ” and other centres of Mahomedan population more systematic attention
is begin paid than formerly to the wants of this particular class. Grants-in-aid on behalf
should bear to others depends on various considerations, into which it is not now expedient to
enter. This principle being admitted, it would seem to follow almost as a corollary that a
somewhat similar course should be followed in the schools which turn out the men who after-
wards get Government employment ; and I am, therefore, of opinion that the Government
would act wisely and justly in assigning in each district a certain proportion of scholarships to
Muhammadans, and at the same time in declaring that in the civil administration generally
the same proportion should be observed in appointing to offices. In the event of there being no
competent Muhammadan candidate for a scholarship or office, it would be assigned to the best
student or applicant of any other creed. In these remarks I only refer to offices that are
generally filled by Natives.
Opinion of Mr. C. Boulnoib.
I think that the promotion of secondary and higher education conveyed in the vernacular
coupled with a more systematic encouragement of Arabic and Persian literature, should be the
general measure adopted. This is laid down in the Statutes of the Punjab University
College ; and with it conflicts, somewhat in theory, the proposition for the appointment of
English Muhammadan teachers. A great benefit would result, in my opinion, to the cause of
education in this province, as well as to the people, if greater respect were shown for the Urdu
and other Eastern languages in our courts and public offices by our offices both judicial and
executive. A high premium is too often placed on a partial acquaintance with English, and
the results are bad for all.
If I mistake not, in official, professional, and private life, many of the most esteemed
members of the Muhammadan community have not learned English. To discuss the causes
of this is beyond me, but I have often connected this fact with the idea of a certain tenacity
of character more valuable in itself than facility in the acquirement of a language. For an
Indian Muhammadan to acquire English really well would draw largely on an imitative faculty
which their customs seem to me to discourage.
I also deprecate the grant of special scholarships to Muhammadans. I think the report
should be submitted.
From H. B. Habington, Esq., m. a., Officiating Secretary to the Chief Commissioner of Oudh, to the Sec-
retary to the Government of India, Home Department,—No. 1709, dated Lucknow, the 15th April
1872.
With reference to the communications noted in the margin, regarding the encouragement
No. 306, dated 7th August 1871.
,, 70, „ 26th January 1872.
„ 161, „ 3rd April 1872.
of Mahomedan education generally, and of Arabic and
Persian literature in the University course, I am directed
to submit a copy of a letter from the Director of Public In-
struction, dated 6th September 1871, No. 1840, with the following remarks.
2. The comparative appreciation by Mahomedans of the existing method of instruction
in this province is attested by the fact that whilst the proportion borne by pupils undergoing
instruction to boys of a school-going age is in the case of Hindus only 3’3 per cent., it reaches
in the case of Mahomedans a percentage of 8T ; and it would thus appear that in Oudh, as
well as in the North-Western Provinces and the Punjab, the Mahomedans, at least propor-
tionately, do avail themselves of the educational advantages that Government offers.
3. Nor can it perhaps be fairly said that, at any rate since the general diffusion of
educational committees, the Mahomedan gentry of the province stand aloof from active co-
operation of our system. For in these committees the Mahomedan element is well represent
ed, and the influence of intelligent and wealthy Mahomedan gentlemen is appreciably felt
■ 4 As a fact, moreover, although the Hindu so largely out-numbers the Mahomedan
population of the province, the course of instruction is practically a course of Urdu Persia
rather than a course of Hindi-Sanscrit; and is thus in itself more suited for Mahomedan
than for Hindu scholars. Indeed the results in Government schools are stated as follows :
Learning English ......... 2,699
„ Urdu ...... . . 17,009
„ Persian .... ..... 4,924
„ Hindi ......... 4,836
„ Arabic ......... 141
„ Sanscrit ......... 123
and in the Canning College it would perhajs be difficult to devise means more suited than the
existing system to ensure, to all inclined to avail themselves of its advantages, complete instruc-
tion in the higher branches of Persian and Arabic literature.
5. At the same time, Sir George Couper is glad to be able to express his conviction
that in “ Kasbehsh ” and other centres of Mahomedan population more systematic attention
is begin paid than formerly to the wants of this particular class. Grants-in-aid on behalf