DOI Page / Citation link:
https://doi.org/10.11588/diglit.3909#0238
EXTRACT FROM REPORTS
ON THE
VIENNA UNIVERSAL EXHIBITION OF 1873.
PART III.
Presented to both Houses of Parliament t}y Command of Her Majesty.
L Extract from Report "on Educational Appliances, by the
*ey. J. G. C. Fussell, M.A., Her Majesty's Inspector of Schools.
Group XXTI
.—Education, Teaching, and Instruction.
Exhibitor.
Exhibits.
Nature of Award.
eitner, G. W., Dr.
Promotion of Education.
Grand Diploma of Honour.
, The Diploma of Honour awarded to Dr. Leitner may be considered
^directly as honourable to the Punjab Educational Department and to
'he Punjab University. Of both these he is a member, and many of the
Measures which he has advocated appear to have been first carried out in the
*Wjab with their aid. The Punjab Government may be congratulated
?& the fact that,one of its servants has been instrumental in obtaining the
highest educational honour gained at Vienna by Great Britain, by India,
^ by any other of our dependencies or colonies. v
I>r. Leitner. exhibited in several groups of the Vienna classification, but
* distinct educational purpose was apparent in every one of his exhibits,
%i where an ethnographical, industrial, or antiquarian interest might
Seem to be paramount.
His collection in the educational group was unquestionably a most
tettiarkable feature in the Exhibition. The tangible results of his active
^d persevering labours were directly represented by a large variety of
" 'jects, of which the following list was given :—
" 1,000 Bactrian and other coins.
" 184 Graeco-Buddhistic and other sculptures.
" 3,200 Himalayan butterflies and beetles (from Kulu, Dharmsala, &c.)
" 25 rare manuscripts in Tibetan, Sanskrit, Turki, Arabic, Persian,
Kashmiri, &c.
" 177 ethnographical articles from Dardistan, Kafiristan, and various
parts of central Asia.
" 197 industrial and other articles from central Asia, and northern
India.
" A collection of Himalayan plants and minerals, between Kulu and
Ghilghit.
"An educational collection."
)„ Among the publications exhibited by Dr. Leitner at Vienna was his
J,(Philosophical Introduction to Arabic Grammar,"—"an attempt to
:', account)*, by means of logic and the laws of sound, combined with the
-,,history and manners of the people, for some of the most complicated
Mes of etymology and syntax." It is written in English, but has
i*eady been translated into tJrdu, and it was stated that an Arabic trans-
(.'ion ig in course of publication. His treatise on the " races of Turkey
,,aUd the state of then- education, with principal reference to Muhammadan
''Education," not only shows us the various methods adopted in the
location of the numerous races of the Turkish Empire, but seems
;^oulated to suggest the course which should be taken in dealing with
r1 own Muhammadan subjects. The condition and progress of Turkey,
^hose ruler the vast majority of Indian Mussulmans look with deference,
;?°rds an illustration of the compatability of western civilization with
Ljjid orthodoxy, and it might be well to point out to our Mussulman
Kects that many of the measures of our Indian Government are identical
n«i those of Turkey.
I Qr. Leitner also calls attention to the Arabic and Turkish Grammar
|fd reading books used in Turkish schools, and to the manuscripts from
ii ev> which were exhibited by him at Vienna, pointing out that while
I6 former show a striking similarity to the Indian grammatical books,
6 MSS. are chiefly written in the "Rika" character—a character which
^like either the "Sulus" of the Arabs or the "Taaliq," used in
India for the purposes of Persian and Urdu lithography. The " Diwani"
of the Turks is too ornate and complicated for ordinary use, but the
official "Rika" would stand midway between the "Taaliq" and the
" Shikasta," the running hand which is such a puzzle to Europeans.
Dr. Leitner's claim to distinction, as having taken part in the founda-
tion of important educational institutions, was supported by the production
of copies of official records and documents.
I must confine myself to some of those which are more immediately
connected with his Indian career.
In 1864, the Punjab Government offered the principalship of the
Lahore Government College (just founded) for public competition. Dr.
Leitner applied for and obtained the appointment. He reached Lahore in
November, 1864, and there found a state of things which he at once set
himself to remedy. He describes the government educational system as
having little real hold on the people, who in sullen silence felt themselves
to be disregarded, and their ancient civilization despised. . There was,
indeed, we are told, a system of so-called English education, consisting
chiefly of instruction in mathematics and random or fragmentary
selections of more or less known authors. One of the courses contained
portions of Mr. Dixon's "Life of Bacon," Prescott's "Essay on Cha-
" teaubriand's Essay on Milton," Campbell's " Rhetoric," and Roger's
" Italy," as a curriculum of English literature for advanced students ;
whilst in mental philosophy, Abercrombie ; in history, a few notices of the
history of the Jews, and of Rome, or Greece, were deemed sufficient. As
regards the elementary schools, We learn from Dr. Leitner that some of the
maps in use actually made the Sahara run through Spain, an error
the peculiar character of which would seem to indicate that these maps
may have been inaccurate reproductions of information originally derived
from a Moorish or Saracenic source.
The educational despatch issued by the India Office in 1854 furnished
the basis for Dr. Leitner's operations. Its main principle was " to pave
" the way for the abolition of the Government Schools by means of volun-
" tary organisations," but its provisions, such as, for instance, the Grant-
in-Aid rules, were imperfectly known or understood by the natives, and
.decisive steps to carry it out were still to be taken.
Dr. Leitner began by endeavouring to arouse a spirit of self-reliance
among the natives, especially among their natural leaders—the chiefs, the
priests, and the wealthier merchants. He founded an association, the
" Anjuman-i-Punjab," for the diffusion of useful knowledge, the
discussion of subjects possessing literary and scientific interest, and for the
free expression of native opinion on questions of social and political
reform. The association flourished and spread through the province. It
opened a " Free Public Library," and free " Reading Room," and popular
lectures and recitations of native poets were ere long added to its other
attractions. It has taken a leading part in the discussion of matters of
social, provincial, and imperial importance, as is shewn by the documents
connected therewith exhibited at Vienna.
Two movements inaugurated by the society, call however for more
especial notice. One of its native members, an eminent Sanscrit scholar,
Pandit Radha Kishn, the President of the Sanscrit Section of the Society
in its literary department, addressed a letter to Government, suggesting
that steps should be taken ,for the preservation and cataloguing of Sanscrit
MSS., a movement which is now being warmly carried out all over India.
He received a letter of acknowledgment from H.R.H. the Prince of
Wales, then President of the London Sanscrit Text Society and Patron of
the "Anjuman," a gracious act, >which not only stimulated the labours of
the Society, but gave a considerable impetus to the second movement
referred to, viz., the." Oriental movement," whose importance in affecting
the whole course of the Indian system of education, must necessarily be
great. Its distinguishing features are described as follows :
1. The foundation of a national University in the Punjab,—implying the
development of self-government among the natives in all matters connected
ON THE
VIENNA UNIVERSAL EXHIBITION OF 1873.
PART III.
Presented to both Houses of Parliament t}y Command of Her Majesty.
L Extract from Report "on Educational Appliances, by the
*ey. J. G. C. Fussell, M.A., Her Majesty's Inspector of Schools.
Group XXTI
.—Education, Teaching, and Instruction.
Exhibitor.
Exhibits.
Nature of Award.
eitner, G. W., Dr.
Promotion of Education.
Grand Diploma of Honour.
, The Diploma of Honour awarded to Dr. Leitner may be considered
^directly as honourable to the Punjab Educational Department and to
'he Punjab University. Of both these he is a member, and many of the
Measures which he has advocated appear to have been first carried out in the
*Wjab with their aid. The Punjab Government may be congratulated
?& the fact that,one of its servants has been instrumental in obtaining the
highest educational honour gained at Vienna by Great Britain, by India,
^ by any other of our dependencies or colonies. v
I>r. Leitner. exhibited in several groups of the Vienna classification, but
* distinct educational purpose was apparent in every one of his exhibits,
%i where an ethnographical, industrial, or antiquarian interest might
Seem to be paramount.
His collection in the educational group was unquestionably a most
tettiarkable feature in the Exhibition. The tangible results of his active
^d persevering labours were directly represented by a large variety of
" 'jects, of which the following list was given :—
" 1,000 Bactrian and other coins.
" 184 Graeco-Buddhistic and other sculptures.
" 3,200 Himalayan butterflies and beetles (from Kulu, Dharmsala, &c.)
" 25 rare manuscripts in Tibetan, Sanskrit, Turki, Arabic, Persian,
Kashmiri, &c.
" 177 ethnographical articles from Dardistan, Kafiristan, and various
parts of central Asia.
" 197 industrial and other articles from central Asia, and northern
India.
" A collection of Himalayan plants and minerals, between Kulu and
Ghilghit.
"An educational collection."
)„ Among the publications exhibited by Dr. Leitner at Vienna was his
J,(Philosophical Introduction to Arabic Grammar,"—"an attempt to
:', account)*, by means of logic and the laws of sound, combined with the
-,,history and manners of the people, for some of the most complicated
Mes of etymology and syntax." It is written in English, but has
i*eady been translated into tJrdu, and it was stated that an Arabic trans-
(.'ion ig in course of publication. His treatise on the " races of Turkey
,,aUd the state of then- education, with principal reference to Muhammadan
''Education," not only shows us the various methods adopted in the
location of the numerous races of the Turkish Empire, but seems
;^oulated to suggest the course which should be taken in dealing with
r1 own Muhammadan subjects. The condition and progress of Turkey,
^hose ruler the vast majority of Indian Mussulmans look with deference,
;?°rds an illustration of the compatability of western civilization with
Ljjid orthodoxy, and it might be well to point out to our Mussulman
Kects that many of the measures of our Indian Government are identical
n«i those of Turkey.
I Qr. Leitner also calls attention to the Arabic and Turkish Grammar
|fd reading books used in Turkish schools, and to the manuscripts from
ii ev> which were exhibited by him at Vienna, pointing out that while
I6 former show a striking similarity to the Indian grammatical books,
6 MSS. are chiefly written in the "Rika" character—a character which
^like either the "Sulus" of the Arabs or the "Taaliq," used in
India for the purposes of Persian and Urdu lithography. The " Diwani"
of the Turks is too ornate and complicated for ordinary use, but the
official "Rika" would stand midway between the "Taaliq" and the
" Shikasta," the running hand which is such a puzzle to Europeans.
Dr. Leitner's claim to distinction, as having taken part in the founda-
tion of important educational institutions, was supported by the production
of copies of official records and documents.
I must confine myself to some of those which are more immediately
connected with his Indian career.
In 1864, the Punjab Government offered the principalship of the
Lahore Government College (just founded) for public competition. Dr.
Leitner applied for and obtained the appointment. He reached Lahore in
November, 1864, and there found a state of things which he at once set
himself to remedy. He describes the government educational system as
having little real hold on the people, who in sullen silence felt themselves
to be disregarded, and their ancient civilization despised. . There was,
indeed, we are told, a system of so-called English education, consisting
chiefly of instruction in mathematics and random or fragmentary
selections of more or less known authors. One of the courses contained
portions of Mr. Dixon's "Life of Bacon," Prescott's "Essay on Cha-
" teaubriand's Essay on Milton," Campbell's " Rhetoric," and Roger's
" Italy," as a curriculum of English literature for advanced students ;
whilst in mental philosophy, Abercrombie ; in history, a few notices of the
history of the Jews, and of Rome, or Greece, were deemed sufficient. As
regards the elementary schools, We learn from Dr. Leitner that some of the
maps in use actually made the Sahara run through Spain, an error
the peculiar character of which would seem to indicate that these maps
may have been inaccurate reproductions of information originally derived
from a Moorish or Saracenic source.
The educational despatch issued by the India Office in 1854 furnished
the basis for Dr. Leitner's operations. Its main principle was " to pave
" the way for the abolition of the Government Schools by means of volun-
" tary organisations," but its provisions, such as, for instance, the Grant-
in-Aid rules, were imperfectly known or understood by the natives, and
.decisive steps to carry it out were still to be taken.
Dr. Leitner began by endeavouring to arouse a spirit of self-reliance
among the natives, especially among their natural leaders—the chiefs, the
priests, and the wealthier merchants. He founded an association, the
" Anjuman-i-Punjab," for the diffusion of useful knowledge, the
discussion of subjects possessing literary and scientific interest, and for the
free expression of native opinion on questions of social and political
reform. The association flourished and spread through the province. It
opened a " Free Public Library," and free " Reading Room," and popular
lectures and recitations of native poets were ere long added to its other
attractions. It has taken a leading part in the discussion of matters of
social, provincial, and imperial importance, as is shewn by the documents
connected therewith exhibited at Vienna.
Two movements inaugurated by the society, call however for more
especial notice. One of its native members, an eminent Sanscrit scholar,
Pandit Radha Kishn, the President of the Sanscrit Section of the Society
in its literary department, addressed a letter to Government, suggesting
that steps should be taken ,for the preservation and cataloguing of Sanscrit
MSS., a movement which is now being warmly carried out all over India.
He received a letter of acknowledgment from H.R.H. the Prince of
Wales, then President of the London Sanscrit Text Society and Patron of
the "Anjuman," a gracious act, >which not only stimulated the labours of
the Society, but gave a considerable impetus to the second movement
referred to, viz., the." Oriental movement," whose importance in affecting
the whole course of the Indian system of education, must necessarily be
great. Its distinguishing features are described as follows :
1. The foundation of a national University in the Punjab,—implying the
development of self-government among the natives in all matters connected