DOI Seite / Zitierlink:
https://doi.org/10.11588/diglit.3909#0239
REPORTS ON THE VIENNA EXHIBITION.
with their own education, The first step towards this end was to associate
with the officers of Government in the control of popular education
the donors by whose contributions the proposed University was to be
founded, together with the learned men among the natives of the province.
2. The revival of the study of the Classical Languages of India, viz.,
Arabic for the Muhammadans, and Sanscrit for the Hindoos; thus showing
the respect felt by enlightened Europeans for what natives of India consider
their highest and most sacred literature ; without a knowledge of which it
was felt that no real hold upon their mind can ever be obtained by
*a reformer.
3. The bringing European Science and Education generally within the
reach of the masses.—This was to be done by developing the vernaculars of
India through their natural sources, the Arabic, Sanscrit, and Persian, and
by translating works of interest or scientific value into those vernaculars.
4. The elevation of the standard of English Education to the level of the
Reforms which are ever ieing carried out in Europe, and ~by studying
Languages, History, Philosophy and Law on the " comparative method," as
adapted to the mental disposition of Muhammadans and Hindus respectively.
The university was to be not only an examining body, but also a teaching
body, differing in this respect from the other three Indian universities,
those of Calcutta, Bombay, and Madras, which merely examine. It was
also to be a centre of discussion on all subjects affecting education, and,
finally, a matter of peculiar interest to us in Europe, it was to be
an Academy for the cultivation of archasological and philological investiga-
tions, and for giving a helping hand to European Orientalists, whose
inquiries it would advance by researches on the spot, whilst it would
itself benefit by popularising European Oriental learning, and bringing its
critical method to bear on the literary labours of native savans. (Vide
" P. U. C. Papers and Statutes.")
i The scheme thus conceived, enlisted warm native support, and most
liberal contributions poured in. Sir Donald Macleod, the governor of the
province, gave his approval to the movement, and under his auspices a
committee of European supporters issued in its favour a manifesto which
was among the documents exhibited by Dr. Leitner at Vienna. It was
opposed, however, by the Educational Department and by the Calcutta
university, although one of its vice-chancellors, Mr. Seton Karr, gener-
ously declared that, in his opinion, the time for the formation of a fourth
university for Upper India had arrived. A long controversy ensued. Its
progress may be traced in the files of the Indian newspapers exhibited at
Vienna, and. a reference to them will show the active part which Dr.
Leitner took therein. A portion of the general Punjab scheme, viz., the
movement in support of vernacular literature, was at length adopted in
the north-west provinces, and eventually the Calcutta university was in-
duced to make substantial concessions to the popular requirements and in
favour of Oriental learning.
Early in 1870 a "University College" was established at Lahore,
and the Government Colleges of Lahore and Delhi, the medical
schools (English and vernacular), an Oriental college, law classes, and
apparently a school in arts and industry, were affiliated to it. (Vide
Prospectus.)
" On the recommendation of the Punjab Government" (I quote from
the printed statement exhibited at Vienna), the Government of India in
its order No. 9, dated 10th June, 1869, sanctioned the foundation of the
University College, it being stated at the time that the name of " College "
had been added to that of " University," in order to mark that this
arrangement was temporary, and that as soon as the University College
created a larger number of students and candidates for examinations than
had existed before, the full rights of a university would be conceded to it.
Meanwhile it is interesting to observe' that the Lahore Government
College, which began in 1864 with four students, counted in 1872 over 60
undergraduates in attendance, a proof that the impetus given to Oriental
education' has not diminished the demand for English. The men who
have left the Lahore College are said to be among the most successful of
native officials, employes, or private practitioners, and seem, _ as Lord
Northbrook is reported to have said when on a visit to that institution,
fully to realise their duties to their fellow-countrymen.
Two universities, as may have been gathered from what has been already
said, influence education in the Punjab.
Under these universities are, first, District, i.e. "Zillah Schools,"
which prepare for the entrance examination of the Calcutta University in
Englishj and in English and the vernacular for the Punjab university
College. There are also mission schools, normal schools, adult schools,
and private students preparing for the " entrance examination." Below
the "Zillah" schools, which are subdivided into higher, middle, and lower,
and are chiefly Anglo-vernacular, are a number of town and village schools,
where Persian, geography, the vernaculars, and the 3 R's. are taught.
There are also special schools, such as the Medical College of Lahore, the
normal schools, for teachers, &c, at Rawulpindi, Lahore, and Umritsufi
and finally there is a vast number of indigenous religious schools fot
Muhammadans and Hindus. These indigenous schools are almost entirety
conducted by priests, some of whom are believed to be profound Orient8'
scholars; but the studies in these schools are chiefly confined to tp
grammar and religious literature of the two classical languages of Inch3)
viz., Arabic and Sanscrit. In some of them also Persian, caligraphy, and
a peculiar commercial cyphering are taught. The arrangements ft1
discipline, regular attendance, &c, are very defective, but these schools
being numerous and popular cannot be ignored in any popular system °!
public instruction. (Vide Dr. Leitner's Report as Inspector of tp
Rawulpindi Circle, and the amusing photograph of the rod in vogue J'
such schools, exhibited by the Indian Government.) According to th®
grant-in-aid rules of the Indian Government, they appear to be entitle'
to a grant from government, not exceeding half their annual expenditure
so long as they teach secular subjects in a satisfactory manner. Pracfcp'
ally, the Christian missionary schools have hitherto been the only se0
religious schools that have received grants-in-aids from government, an'
there seems to be no. doubt that India is indebted to the missionaries M
much of her education, and for the formation of a higher standard °\
practical morality.
In order to familiarise the native priests, who, to a great extent, con'
stitute the learned classes, with the results of European criticism, Pr'
Leitner assisted in founding a critical. Arabic journal for the Maulvis, an'
a Sanscrit journal (both weekly) for the Pandits. He also wrote tb6
"Sinin-ul-Islam,"abookof which Part I. has appeared, containing "$e
"history of Muhammadanism, and its Literature, and their place f
"Universal History." It was written for the use of the Maulvis, and $
object is to familiarise them with the idea that their learning did vsh
as they have fondly, supposed, stand alone in the world, but that itborrofl^
from western sources, just as on the other hand the European schools oI
the middle ages availed themselves of the labours of the Arabs. T^6
civilising effect of such a work, written in a spirit of candour and sympatW'
can scarcely be overrated, whilst it is alleged that its Indian style render3
it all the more interesting to the learned men whom it is intended t0
attract to studies beyond their present scope.
In all the schools, whether indigenous or "aided," the teachers natural!?
vary in status and attainments. .Generally it may be said that in $!
private " aided," as well as in the government schools of the middle ^
higher classes where English is taught, the. teachers are well or faiiv
qualified ; a few graduates of European universities being found amow
them. Above the head-masters of the upper district schools are the f<$,
inspectors of the Ambala, Lahore, Rawulpindi, and Multan Circles, &K
the professors and principals of the government colleges of Lahore afl"
Delhi. These officers are " graded," i.e., they have a vested interest &
promotion to higher pay and position according to seniority and service*'
they are all graduates of European universities. The director of puW1
instruction under whom they are placed has hitherto been a military m^
or a member of the Indian Civil Service (vide PunjabEducational Repoiw
We now arrive at a new stage of Dr. Leitner's work. In 1870^.
determined to devote his brief vacation of only-two months to archa3ologic9|
investigations. His success is attested by the remarkable collection °
sculptures brought to Vienna.* These sculptures (taken in connecti0*
with the coins which also were excavated or collected by Dr. Leitner) ill1^
trate, he believes, an obscure period of more than 1,000 years, say fi'0l\}
250 B.C. to 800 A.D. He regards them as having been executed W
Indian disciples of Greek sculptors, introduced by Alexander the Grea'
Buddhism, which was then flourishing in Kabul, Balkh, &c, was encpu1'
aged by the Bactrian Satraps. Hence (he tells us) we find the ki»8
wearing a Greek head-dress, easily distinguished from the.simple top-k00!
of the ancient Buddhist. Greek games are being played by Indians^ a#
the life and teaching of Buddha are illustrated by figures of men *jti
European features, whose " protecting attitudes must not be confound
" with worship " of that religious founder.
Upon these sculptures Dr. Leitner bases new and interesting specif ^
tions regarding historical events, the history of art and the history °
religion. The Greeks and the Br ddhists influenced each other. Kandal^
is clearly the Oriental Iskandahar, from Alexandahar, the town of Ale*
andar. Buddha's miraculous conception by a ray of the sun, and ™
entry into a town seated on an ass, and preceded and followed 'by &6
wearing branches of the palm tree (in Thibet, a country where that t*
does not exist,) would indicate, not that Buddhism affected Christian^
but that the Jesuit missionaries left some traces of their labours, tb3
* Most of these were exhibited there by Dr. Leitner. The remainder (some excj^j,
specimens, presented by him to the Emperor's Cabinet of Antiquities at the " W
dere,") were represented in the Exhibition by their photographs.