Though it is not pretended that these Schools have effected many conversions, yet, if we recollect the strong prejudice that existed in the minds of the Natives, within these few years, against sending their children to Schools established and superintended by Europeans, and in which printed books were used; and if we consider, also, that the Scriptures, and other Religious Books, are now used in the great majority of those Schools; we must indeed be ignorant of the general effect of such education upon the youthful mind, not to admit, that those Schools promise much to the Missionary Labourer. We may reasonably look to them as so many Nurseries for the rearing of a more intelligent and less-prejudiced race of Hindoos than those of the present or any preceding age. And that the preaching or reading of the Divine Word will be more likely to affect their minds than it does those of their parents, who possessed none of the advantages which they enjoy in the Mission Schools, is too obvious to need further remark.

In the collection, then, of so vast a number of Native Children into the numerous Schools in India, we behold an important Missionary achievement. How much prejudice must have been overcome, those who know the

character of the Hindoos, and the nature of their superstitions, can well conceive: reason and experience may calculate upon extensive mental and moral improvement, from this wide diffusion of general knowledge: and faith can see, in the distance, “first the blade, then the ear, and after that the full corn in the ear," growing thickly over the fields where the divine seed is thus profusely strown.

The Abbé Dubois will be amused at these anticipations: for he asserts, that the children "go to those Schools for the sole purpose of attaining a competent acquaintance with the English Language*, in order to be able, by this means, to gain a livelihood; as this accomplishment is, at present, the only way to attain an honourable and advantageous situation in the several offices of Government. As soon as they have attained their object, all is over with your books of science and morality; they never more cast a look at them, during their lives:" (p. 167.) Such is the liberal Abbé's surmise†! The fact is otherwise--as examples, about to be

.

The Missionary Schools in which English is taught are comparatively few.

Were this correct, it would apply only to the English Schools.

M

produced, will prove. That such is the object with which many enter the Schools, cannot be questioned; for Hindoo Children know as little how to appreciate the advantages of education, as the Youth of England or any other country. But numerous are the instances wherein they have acquired a taste for European Literature in these very schools; taken pleasure in cultivating that taste after they have quitted them; and employed themselves in communicating their knowledge to their friends. Often have I seen the head scholars at their Lessons and Exercises, when all the rest have been celebrating the Heathen Festivals: and on expressing my surprise at seeing them in school on such occasions, they have replied, that they found more pleasure in their books than at the temples.

In the Fifth Report of the Diocesan Committee of the Christian Knowledge Society, speaking of their scholars' proficiency and disposition to improve, it is said,—“ In addition to the regular Class-books, some of them have made themselves acquainted with Tarachund Dueet's Pleasing Tales,' the Históry of Joseph' in Bengalee and English, with other books of the same description."

"The increased esteem in which informa

tion and amusement, thus derived, is held by them, is evinced by their frequent requests for books, for the purpose of taking home to read in their families, which is now becoming a common practice among them: and, among the pleasing omens of the general improvement of moral feeling, it may be mentioned, that a little Boy (whose attention and good behaviour had been always remarkable, and who had invariably refused any pecuniary reward), on quitting Calcutta for a period, came to return thanks for his schooling; and asked, as the only desired mark of favour, for books to carry home to his friends. They have none,' said he, 'in our village; and I shall read there to them.' Several equally pleasing instances might be mentioned and the Committee offer no apologies for occasionally noticing objects which may appear to some so trifling; because the Benevolent will see in such traits a prospect of future good; and will feel assured, from such dawnings of improvement, that their kind countenance and liberal support will reap their fruit in due season."

Such is the disposition which I have witnessed in many of the Youths educated in the Church Missionary Society's Schools in South India; and abundant information to the same

effect might be collected from the Reports of every Missionary Society in Hindoostan.

We have seen that M. Dubois represents the Brahmins as inaccessible beings, and that "the barrier" between us and them is "impassable:" (p. 101.) Had he established

Schools for the instruction of Youth, and conducted them upon liberal principles, he would have seen the Brahmins themselves crossing that barrier, and courting his acquaintance. One or two instances shall suffice, to prove that Protestant Missionary Schools are rapidly removing that "wall of partition," which has for ages separated the Brahmin from all other castes and descriptions of men.

Boys of every caste are admitted into those schools. In Tinnevelly (and I believe the same practice is adopted everywhere else,) we classed the Brahmin with the Soodra of equal attainments; and constantly have I seen them studying at the same desk, or standing up, side by side, to repeat their lessons. In one of our Schools, there were, at the time of my leaving the district, 4 Brahmins, 6 Soodras, 2 Mussulmans, 8 Roman Catholics, 1 Country-born, and 2 Pariars. One of those Brahmins, instead of leaving the school "as soon as he had attained the object" for which