to one to those who will be studying the learned Oriental languages.

Lastly; it is urged, that as we have succeeded the native chiefs who were the natural patrons of Indian learning, we are bound to give that aid to Oriental scholars which they would have done had they never been displaced by us.

To promote the spread of knowledge among our subjects is undoubtedly one of the most sacred duties which has devolved on us as the rulers of India: but I cannot admit the correctness of the test by which the Oriental party would determine the kind of knowledge to be taught. Is it meant that we are bound to perpetuate the system patronised by our predecessors, merely because it was patronised by them, however little it may be calculated to promote the welfare of the people? If it be so, the English rule would be the greatest curse to India it is possible to conceive. Left to themselves, the inherent rottenness of the native systems must, sooner or later, have brought them to a close. But, according to this view of the subject, the resources of European skill are to employed in imparting to them a new principle of duration: knowledge is to be used to perpetuate ignorance civilisation to perpetuate barbarism; and the iron strength of the English Govern

ment to bind faster still the fetters which have so long confined the native mind. This is a new view of our obligations; and, if it be a just one, it is to be hoped that in pity to our subjects we shall neglect this branch of our duties. Fortunately for them, we have not thought it incumbent on us to act on this rule in other departments of administration. We have not adopted into our system barbarous penal enactments and oppressive modes of collecting the revenue because they happened to be favourites with our predecessors. The test of what ought to be taught is, truth and utility. Our predecessors consulted the welfare of their subjects to the best of their information: we are bound to do the same by ours. We cannot divest ourselves of this responsibility: the light of European knowledge, and the diffusive spirit of European benevolence give us advantages which our predecessors did not possess. A new class of Indian scholars is rising under our rule, more numerous and better instructed than those who went before them; and, above all, plans are in progress for enlightening the great body of the people as far as their leisure will permit an undertaking which never entered into the imagination of any of the former rulers of India.

CHAP. V.

Proofs that the Time has arrived for taking up the Question of National Education.—The Disuse of the Persian Language.-The many important Bearings of this Change.-The Codification of the Mahommedan and Hindu Law.—The increased Employment of the Natives-The concurrence of all Classes of the Community towards the Object.

MANY circumstances indicate that the time has arrived for taking up the question of Indian national instruction in a way in which it has never yet been taken up. Obstacles, which formerly prevented the Government from taking decisive steps, have disappeared: unexpected facilities have come to light. The mind of India has taken a new spring. Substitutes are required to fill up the void created by the passing away of antiquated systems. The people want instruction: the Government wants well educated servants to fill the responsible situations which have been opened to the natives. Every thing concurs to prove that this important subject ought no longer to be re

garded only as an amusement for the leisure hours of benevolent persons. It must now be taken up as a great public question, with that seriousness and resolution to make the necessary sacrifices which the interests at stake require.

Till lately the use of the Persian language in all official proceedings bound down the educated classes of the natives, in the Bengal and Agra presidencies, to the study of a thoroughly debasing and worthless literature, and the effect was the exclusion and degradation both of English and of the vernacular languages. This spell has been dissolved: the vernacular language has been substituted for the Persian throughout the revenue department; and the same measure is now in progress in the judicial department. The extraordinary ease and rapidity with which this change was effected in the revenue administration, proves that this event took place in the fullness of time, and furnishes a happy prognostic of future improvement. In Bengal, the Persian language had disappeared from the collectors' offices at the end of a month almost as completely as if it had never been used. It melted away like snow.

This measure has so many important bearings on the welfare of the people, and the character of our government, that I shall be excused for making a few remarks on it, although they will be

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only indirectly connected with my subject. very general opinion has prevailed for some years past, that Persian ought to be discarded; but there was not the same concurrence of sentiment as to what language ought to be substituted for it. One party advocated the use of English, on the ground, that it was of more importance that the judges who had to decide a case should thoroughly understand it, than the persons themselves who were interested in it: that if the European officers used their own language in official proceedings, they would be much more independent of the pernicious influence of their administrative officers; and that the general encouragement which would be given to the study of English, by its adoption as the official language, would give a powerful impulse to the progress of native enlightenment. Some years ago this opinion was the prevailing one among those who were favourable to the plan of giving the natives a liberal European education; and it was even adopted by the Bengal government, as will be seen by the extract at the foot of the page*, from a letter from the secretary in the Persian department, to the Committee of Public Instruction, dated the 26th June, 1829.

* "One of the most important questions connected with the present discussion is, that of the nature and degree of encourage

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