DOI Page / Citation link:
https://doi.org/10.11588/diglit.68024#0385
377
wherever the ordinary vernacular of the country was read and written in the Hindustani or
Urdu character, there the Muhammadans occupied their proper position in the primary and
secondary schools founded or aided by the State. In all provinces where this was the case, the
indigenous Muhammadan schools were numerous, and up to a certain point in a thriving con-
dition. They were encouraged and assisted by the Government officers ; the grants in aid
were offered on conditions on the whole fairly suitable for Muhammadan requirements ; and
the course of primary education was so shaped as to favour the Muhammadan at least equally
with the Hindu. On the other hand, in provinces where the Muhammadans were scattered
and not numerous, where they mostly spoke a different language from that of the majority of
the population, or where their teaching was in a different tongue and according to entirely
separate traditions, there the special arrangements requisite to meet these circumstances had
not always been organised, and the claims of the Musalman community had been often
almost inevitably disregarded. Where the M uhammadan used a form of the country dialect,
he attended with others the primary Government schools for the rudiments of education; but
where his mother tongue was different in speech and in written character, he was naturally
precluded from availing himself of this teaching. The peculiar obstacles which kept him
apart from the ordinary school system naturally grew stronger as be emerged beyond those
elements which are common to all teaching. The difficulties which had arisen from these
causes had nowhere been satisfactorily surmounted. The Government expenditure on educa-
tion being necessarily limited, and insufficient for the support of two separate classes of schools,
the money available was naturally bestowed too exclusively upon those classes that not oulv
formed the more numerous section of the people, but were both homogeneous for educational
purposes and more eager to make use of the grant. It was however in the colleges, higher
schools, and universities that the absence or backwardness of Muhammadans was most conspi-
cuous. The reports all agreed that the existing system had not attracted them to the higher
ranges of the educational course, or induced them to persevere up to the point at which studies
impress real culture and fit young men for success in the services and open professions. The
Resolution went on to observe :—
How far this state of things can be attributed to the want of a connected scheme of courses of instruction
suitable for Muhammadans, leading up through the lower to the higher standards, and how far to the general
disinclination of Muhammadans to exchange their earlier modes of study for others more consonant with modern
habits of thought, is a question which need not here be closely examined. It may be conjectured that, at the
present epoch, Muhammadans are discovering that the ancient paths are unprofitable to stand upon, while their
traditions and natural predilections still hold them back from setting out energetically upon newly opened roads
For while it is confessed that Muhammadans nowhere appear in satisfactory strength upon the lists of our higher
schools, colleges, or universities, on the other hand those institutions which have purposely preserved the ancient
exclusively Muhammadan type, and which have been restricted to instruction in the languages and sciences which
belong peculiarly to Muhammadanism, have also been found to be falling gradually, but steadily, into neglect.
We may perhaps assume, therefore, that the Muhammadans are not so much averse to the subjects which the
English Government has decided to teach, as to the modes or machinery through which teaching is offered. And
if it thus appear that to the traditions and reasonable hesitation which keep aloof our Muhammadan fellow-
subjects are added certain obstacles which our system itself interposes—either by using a language that is un-
familiar or machinery that is uncongenial—it is plain that many of the drawbacks to the universality of our
educational system are susceptible of removal.
His Excellency in Council, therefore, perceives with gratification from the reports now before him that judi-
cious endeavours are being made to diminish, so far as'they can be remedied, these inequalities in the distribu-
tion of State aid, and to place the Muhammadans, wherever this may be possible, upon a more even footing with
the general community throughout the whole course of our public instruction.
5. The Resolution then proceeded’to notice in general terms the measures adopted in the
several provinces to give effect to the views of the Supreme Government. Particulars of these
will be given below when reviewing their effects and results in each province up to date.
The Governor General in Council assumed that in all provinces where Muhammadans were
few, and often exposed to all the disadvantages which affect a religious minority without wealth
or superior influence, it would be the special care of Government to satisfy themselves that
these endeavours to encourage the education of Muhammadans would be persistently main-
tained. It was recognised as the paramount duty of an Imperial department thus to fill up
the gaps in the ranks of elementary education, and to range the various divisions of the vast
population in one advancing line of even progress.
6. The Resolution thus described the principles upon which the education of Muhamma- ‘
dans should be encouraged by the State :—
As to the principles upon which the education of Muhammadans should be encouraged by the State, His
Excellency in Council need say little here, for they appear to be understood by all Administrations, and with
general consent accepted by the people,—by none more openly than by the leading Muhammadans of India.
The State has only to apply its educational apparatus and aid, so as they may best adjust themselves to existing
languages and habits of thought among all classes of the people, without diverging from its set mark and final
purpose—the better diffusion and advancement of real knowledge in India. His Excellency in Council is anxious
that the attainment of this object shall in no class of the population be hindered by differences of language or of
48
wherever the ordinary vernacular of the country was read and written in the Hindustani or
Urdu character, there the Muhammadans occupied their proper position in the primary and
secondary schools founded or aided by the State. In all provinces where this was the case, the
indigenous Muhammadan schools were numerous, and up to a certain point in a thriving con-
dition. They were encouraged and assisted by the Government officers ; the grants in aid
were offered on conditions on the whole fairly suitable for Muhammadan requirements ; and
the course of primary education was so shaped as to favour the Muhammadan at least equally
with the Hindu. On the other hand, in provinces where the Muhammadans were scattered
and not numerous, where they mostly spoke a different language from that of the majority of
the population, or where their teaching was in a different tongue and according to entirely
separate traditions, there the special arrangements requisite to meet these circumstances had
not always been organised, and the claims of the Musalman community had been often
almost inevitably disregarded. Where the M uhammadan used a form of the country dialect,
he attended with others the primary Government schools for the rudiments of education; but
where his mother tongue was different in speech and in written character, he was naturally
precluded from availing himself of this teaching. The peculiar obstacles which kept him
apart from the ordinary school system naturally grew stronger as be emerged beyond those
elements which are common to all teaching. The difficulties which had arisen from these
causes had nowhere been satisfactorily surmounted. The Government expenditure on educa-
tion being necessarily limited, and insufficient for the support of two separate classes of schools,
the money available was naturally bestowed too exclusively upon those classes that not oulv
formed the more numerous section of the people, but were both homogeneous for educational
purposes and more eager to make use of the grant. It was however in the colleges, higher
schools, and universities that the absence or backwardness of Muhammadans was most conspi-
cuous. The reports all agreed that the existing system had not attracted them to the higher
ranges of the educational course, or induced them to persevere up to the point at which studies
impress real culture and fit young men for success in the services and open professions. The
Resolution went on to observe :—
How far this state of things can be attributed to the want of a connected scheme of courses of instruction
suitable for Muhammadans, leading up through the lower to the higher standards, and how far to the general
disinclination of Muhammadans to exchange their earlier modes of study for others more consonant with modern
habits of thought, is a question which need not here be closely examined. It may be conjectured that, at the
present epoch, Muhammadans are discovering that the ancient paths are unprofitable to stand upon, while their
traditions and natural predilections still hold them back from setting out energetically upon newly opened roads
For while it is confessed that Muhammadans nowhere appear in satisfactory strength upon the lists of our higher
schools, colleges, or universities, on the other hand those institutions which have purposely preserved the ancient
exclusively Muhammadan type, and which have been restricted to instruction in the languages and sciences which
belong peculiarly to Muhammadanism, have also been found to be falling gradually, but steadily, into neglect.
We may perhaps assume, therefore, that the Muhammadans are not so much averse to the subjects which the
English Government has decided to teach, as to the modes or machinery through which teaching is offered. And
if it thus appear that to the traditions and reasonable hesitation which keep aloof our Muhammadan fellow-
subjects are added certain obstacles which our system itself interposes—either by using a language that is un-
familiar or machinery that is uncongenial—it is plain that many of the drawbacks to the universality of our
educational system are susceptible of removal.
His Excellency in Council, therefore, perceives with gratification from the reports now before him that judi-
cious endeavours are being made to diminish, so far as'they can be remedied, these inequalities in the distribu-
tion of State aid, and to place the Muhammadans, wherever this may be possible, upon a more even footing with
the general community throughout the whole course of our public instruction.
5. The Resolution then proceeded’to notice in general terms the measures adopted in the
several provinces to give effect to the views of the Supreme Government. Particulars of these
will be given below when reviewing their effects and results in each province up to date.
The Governor General in Council assumed that in all provinces where Muhammadans were
few, and often exposed to all the disadvantages which affect a religious minority without wealth
or superior influence, it would be the special care of Government to satisfy themselves that
these endeavours to encourage the education of Muhammadans would be persistently main-
tained. It was recognised as the paramount duty of an Imperial department thus to fill up
the gaps in the ranks of elementary education, and to range the various divisions of the vast
population in one advancing line of even progress.
6. The Resolution thus described the principles upon which the education of Muhamma- ‘
dans should be encouraged by the State :—
As to the principles upon which the education of Muhammadans should be encouraged by the State, His
Excellency in Council need say little here, for they appear to be understood by all Administrations, and with
general consent accepted by the people,—by none more openly than by the leading Muhammadans of India.
The State has only to apply its educational apparatus and aid, so as they may best adjust themselves to existing
languages and habits of thought among all classes of the people, without diverging from its set mark and final
purpose—the better diffusion and advancement of real knowledge in India. His Excellency in Council is anxious
that the attainment of this object shall in no class of the population be hindered by differences of language or of
48