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the districts in which they preside, and that public business must be greatly facilitated by the possession of distinct and easy rules and tables for the conversion of time, as expressed by those methods, into European time and the reverse—as literary productions, these dissertations were on a subject, which we believed, had not been practically investigated with a view to practical application by any previous writer, except by the Rev. C. J. Beschie, whose very valuable work had been translated and illustrated by Captain Warren, and formed part of the paper first mentioneil.

With these observations we begged leave to recommend, under Section XX, Title First of the College Regulations, that these dissertations should be printed for the use of the institution and of the service, aud that the Right Honorable the Governor in Council should coufer on the author such mark of approbation as his labors might be considered to merit.

We begged leave to add, that Captain Warren had, at our suggestion, undertaken to compose a similar dissertation on the mode of computing lunar time, followed by the Hindu inhabitants of

the northern provinces subject to this government, which we hoped circumstance* would enable him to complete; and we proposed, if approved by the Right Honorable the Governor in Council, to publish these papers*, together with such other valuable writings, theoretical and practical, on the modes of computing time in use in India, as we might be able to obtain, forming together a work, which would probably contain all that was necessary to be known on the subject, and which we doubted not would be productive of considerable utilityf.

The Right Honorable the Governor in Council in reply informed us, that in consideration of the merits of the works composed by Captain Warren, anil under the uncertainty of his returning to India, he had determined to purchase the copyright of those works.


Excluding the allowances of the junior civil servants, we have the honor to submit an abstract statement of the actual expenditure on account of the College of Fort St. George, during the year 1815, compared with that of the preceding year 1814.

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Expense for the t/etir IS14.

Secretary** allowance 1,901 10 66

Head Naiive Masters 4,400 0 0....

Native Touchers 6,001 39 7....

Dative Students 823 43 48....

Office Estuhlisliment and
. Printing Oliice. Stc..... 870 0 0....

10,093 17 35

Saderwared ISO 0 0

Contingent charges 94 40 36 1(9 44 39.

Furniture I6° ° °

House-re,a 1,400 0 0 1,800 o o

Purchase of Books, and

Types. - 8,i *« *° - ti*'» 3S M

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The only remaining items of increase are pagodas 1,212 25 41, under the head of « native teachers," and 102 2 14, under that of " native students." The great raricty of languages now studied by the junior civil servants has obliged us to increase this branch of our establishment, which now consists of 53 teachers, and 15 native students, and the increase of pay granted to some of them, under the college rules, as noticed in the present report," has also tended to add to the expense on this account. We are willing, however, to believe that the total charge tor the native establishment has nearly reached its ultimate standard, and that no farther material increase of expense is aow likely to attend the institution.

Mr. John Babington, the Tamil translator to the Government, having been promoted to an office in the commercial department at adistance from the resideucy, Mr. Richard Clarke was nominated to irwceeu him, aud on the Kh April last, became " ex-otflcio" a member of our board.

We have the honor to be, Sir, your most obedient and humble servants.

(Sigucd) Edic. C. Greemeay, John Mousley, JV. Oliver, R. Clarke, J. IV. Kerrell, A.D.Campbell. College, January \st. 1816.

N. B. The Rev. the Archdeacon Mousley deems it proper to notice that he was not present during the whole of th« year 1814 alluded to in the concluding part of this report.

* Mr. Gilchrist's paper in Hindustani Here*. rnetory, anal the oilier papers in the Asiatic Ke» searches, we remarked, contained much useful information.

t We sincerelv rejoice that such a work. u> in process of publication. Could our voice be heard, we would earnestly recommend that evtry iota of this sort of information should be dtlrgettfly collected end published. - ..



(Continued from page 277.J

East-India House, Feb. 6, 1817.

Mr. Grant rose and said—The attention aud patience of the court of proprietors having been occupied by one speech for nearly three hours, I feel unfeigned reluctance after such an ordeal, and at so late an hour of the day, in offering myself to your notice. Indeed 1 am less inclined to the task, feeling almost exhausted by the close attention which I have paid to the lion, ami learned gentleman; and, not a little am 1 discouraged by the consciousness, that the time during which I must trouble the court, will not afford scope for that justice which the importance of the subject requires. If however the court is disposed at this hour to hear ray sentiments upon the question, exhausted and fatigued as 1 am,1! shall, because unwilling that the learned gentleman's speech should pass without receiving some immediate reply from me, readily avail myself of the opportunity. If the question were to be decided this day, whatever reluctance I might feel in being precluded the opportunity of rebutting the charges and statements of the learned gentleman, yet I certainly should not arrogate to myself the occupation of the whole of the remaining part of the day; but, as it must be admitted that candour and justice require an impartial hearing pf those who may be disposed to offer their sentiments on the other side of the question, and that another day must therefore be appointed for that purpose, I indulge the hope of being allowed to take this occasion of stating as far as I may be able, my opinions on the subject before us.

In the outset of what I have to offer, I must profess myself decidedly hostile to the motion submitted to the court by the learned gentleman. My opposition is grounded upon a long and thorough consideration of the subject, and upon a firm persuasion that the matter and the course of proceeding proposed by the motion are alike uuadvisable, with reference to present circumstances, and inexpedient with respect to the true interests of the Company.

Before I go into any detail of my reasons for entertaining this opinion, let me take the liberty of observing, that the true merits of this case cannot be justly appreciated nor thoroughly understood without a candid, a liberal, and a complete discussion of all the topics which may be urged on both sides the question. But, I owu, according to my view of the uttacer in which this subject is now

brought forward by the hon. and learned gentleman, re/erring it to the inquiry <of the directors, the object does not seem so much to he inquiry, as to throw blame u|K>n that body, by implied unfounded accusations— (Cries of no! no!)—I am sorry to observe that the business of thin day is not the beginning of so ungeneroas and uncaudid a mode of proceeding. Other avocations occasioned my absence from the court on a former day when this subject was brought forward ; but I have seeu reports of the proceedings, which are now in the hands of the public, which the public will read as they have been accustomed to do, and which are uncontradicted: if, uncontradicted as they are, I may judge from them, the proceedings of the former day were tinctured throughout with injustice, error, and perversion. If this business had commenced merely by a temperate proposition for inquiry, for the production of papers, iu order to a candid, liberal, and complete discussion, 1 should, if then present, have been, from my former declarations, from my confidence in the cause of the college, and from the desire of ren-, dering justice to a much injured institution, in favour of sucb a proposition. But how was this business introduced? without any previous notice ; without the. knowledge of those who would have thought it their duty to defend the college—in' the absence of persons known to take a particular interest iu that subject, occasion was seized upon a mere collateral point to make a formal attack upon the college, its constitution, its character, and its effects, all which were furiously arraigned iu terms of gross unmannered iuvective and abuse upon surmises, rumours and misrepresentations of interested parties; without the evidence of one, proved fact, beyond the reports of the college professors themselves, which were unfairly strained and distorted, iu order to make them answer a purpose which their, natural genuine import could not serve. Such at least is the account of that debate of the 18th December given in the public papers. Of the general nature and course of that debate I presume, from the. concurrence of all authorities, there can be no doubt. Whether the particular expressions ascribed to the hon. mover and seconder of the motion of that day arc ac^ curately stated, I cannot say, kaviug myself been, from distant avocations, necessarily absent; but as they have beeu circulated throughout the kingdom and remain


petise. This indeed appears a prominent ing principle in the
reason in the dispatch of the court in the
year 1802, but it is well known that this
dispatch was altered by the board of con-
trout who expunged much the greater part
of what the court of directors had writ-
ten, and in particular the following pas-
sage, stating their objection to the prin-
ciple of the institution.

"The most material benefits which are "wanted in the education of youug men "received into our service may we con"ceive be obtained by the adoption of a "plan of instruction upon a much smal"ler scale, such a one as we shall point "out in a subsequent paragraph.

"Whatever European education is"deemed proper for our servants, we are "decidedly of opinion, they should re"ceive in Europe, and that their applica"tion in India should be confined chief"ly to the study of subjects properly ln"dian; we have therefore in contentpla"tion to establish such regulations at "home as shall afford the means of their "acquiring, with classical and mathema"tical instruction, the elements of those "branches of science most useful in our "service abroad."

Sueh was the opinion of the court of directors expressed at that time. The great objection they had to lord Wellesley's plan, was, that it proposed a general course of European literature and science, in a country where these were exotics, and could not be taught with near so many advantages and with so much efficiency as in England. It proposed that youug men, after they had been launched out into the world, should again enter upon a long course of scholastic education, under the discipline and restraints of a collegiate life ; and in order to accomplish this plan, without too long retarding the commencement of their actual service, it was recruited that the writers should be sent out to India at the early age of fifteen. The court of directors thought that at this age the judgment must be immature, the principles unformed; and that it would be every way better that whatever European learning was proper for their servants should be given in England, and whatever time was to be allotted to education, excepting only education purely oriental, should be passed at home ; by which means their principles, religious and moral, their knowledge of their own country, its constitution, policy, and laws, their habits, manners, and whole character, would be more fixed, and they would enter on foreign scenes, dangerous to youth, with less hazard and greater advantage. This was the grand consideration that weighed with the court of directors, and surely it must approve itself to every British mind. This was the lcad

collegiate institution which tbey framed in 1804. The learned gentleman is pleased to assert that the plan of this institution was borrowed from lord Wellesley's. All I shall say upon that head is, that even before lord Wellesley went to India the want of an appropriate institution in this country for the instruction of young men destined for the service of the Company abroad was felt, and the outlines of a plan of education proper for that purpose; nearly such a plan was afterwards adopted, suggested by some members of titer court among their friends, of which there is written evidence still in existence.

The learned gentleman has asserted that the directors originally intended merely to establish a school. The report of the first debate makes him say that he proposed the Hertford establishment; that his proposition of a school was approved within the bar; but that his idea was not followed by the directors, who by their hijudicious mode destroyed the object—that the resolution he proposed pledged to no specific establishment, but to the erection of a school. (Apparently, by the way, a contradiction in terms).

I deny the statement in toto. The idea of a school never entered into the minds of the directors. I challenge the hon. gentleman to produce a single passage from any paper or document wherein the term or the notion of a school appears* The very first prospectus which was produced by the committee of correspondence,, to whom the consideration of the subject was originally referred, a document dated in October 1804, described an institution in its nature collegiate; and certainly in no part of that prospectus was there a single word which could give rise to the notion that a school establishment merely, was intended. If reference was had to that document, it would be seen from the plan of education described, that it wast utterly incompatible with the idea of a school. It set out with this general observation :—

"As the Company's civil servants arcto be employed in all the different branches of the administration of extended dominions, it will be readily admitted, that, as far as may consist with an early entranee upon the duties of active life (also very necessary in their case), they should receive an education, comprehending not only the usual course of classical learning, but the elements of such other parts of knowledge, as may be more peculiarly applicable to the stations they nave' to fill, independent of the improvements which they may receive from establishments in India in studies properly oriental (improvements which cannot commeuce till some years of youth are already past) there Is a most important period of life l»

be filled up, before they leave their native country. In that period their principles of every kind are to be formed, and their minds cultivated: it is the only period their destination will allow for tire acquisition of European literature and science; and in a word, on the use which is made of it must depend, in a very material degree, their future character and services. It is not, then, to be doubted, that they should not be left to such chance of acquisition, as the routine of public or country schools may, under all the varieties of situation, tutorage, example, and other circumstances incident to persons collected from every part of the United Kingdom, afford them. There ought to be one course and standard of appropriate education for them; and to this end, one place of instruction. There they should be trained with care, and required to give proofs of real proficiency; in order to which they sheuld be subjected to the test of strict and impartial examination, a test hardly to be looked for in all the differing modes and degrees of their preseut education. Nor ought it to be the only object of such a system, to form good servants for the Company: the system should aim also at making them good subjects, and enlightened patriots. They are to leave their native country at an early age, to pass many years of life among a people every way dissimilar to their own ; their sphere of action is placed at a remote distance from the parent state; they are to manage interests of the highest value to that state; and our vast acquisitions there, with the continually increasing number of Europeans in those territories, tend to strengthen their attachment to that quarter. It is therefore of importance, that the young men, before their departure, should be imbued with revereuce and love for the religion, the constitution and laws of their own country; and hence the plan of their studies should comprehend some elementary instruction in those Biost essential branches of knowledge. Those branches will also be best learnt, before the young men have launched out into the world; which, without such instruction, they would do, unfortified against erroneous and dangerous opinions."

Then the report goes on to enumerate the different branches of education which would be necessary—Classical Learning— Composition, Arithmetic, integral and fractional—Algebra—Mathematics—Elements of General Law, of the Law of England, of the British Constitution, of Politics, Finance, and Commerce—some acquaintance with Natural Philosophy— French and English—the Evidences of -Christianity — the principles, obligations and sanctions of Religion and Morals—

and the elements of one or two Eastern Languages. For these various branches it was proposed there should be proper teachers. Docs all this suggest the idea of a school? Where does there exist any school establishment of this nature? Is it not evident that the whole scope and design of the report which has been quoted, a report fully adopted by the court of directors, point to a more liberal institution, to such a course of learning as ionly to be found in collegiate establishments?

But the learned gentleman has imagined, that it was after the appointment of Dr. Henley to be principal master that the notion of a college was first thought of It is true that the term college does not occur in the report above quoted; that report was an outline. When the general court approved of it in February 1805, a commiitee was appointed to follow up the plan into its details, and in June following they presented a report, proposing those details in which the institution was expressly named a college, and contradistinguished from a preparatory school, which that committee recommended to be also established. It was in the same report that Dr. Henley was designated principal, and teachers for the institution proposed; but in all this there was nothing incongruous to the scope and tenor of the first report—it rather naturally emanated from that report, the whole plau and object of which remained unchanged. Nor does it at all follow, that because the first report, which uses the term college, is that dated in June 1805, the term had not been adopted before.

The committee, as already observed, was formed immediately after the general court had, in February 1805, sanctioned the plau laid before them; it was a committee, with the exceptiou of one persou, composed of as competent and efficient men as had often appeared in that house, of which the court will be sensible if I merely mention their names. The Chairman (Hon. W. F. Elphinstone), SirFrancis Baring, Bart. Sir Hugh Inglis, Bart. Sir William Beusley, Bart. Sir Theophilus Metcalfe, Bart. Charles Mills, Esq. John Hudleston, Esq. John Inglis, Esq. and the Deputy Chairman (Charles Grant, Esq.)

The report of this committee, dated the 12th June 1805, was approved by the court of directors on the 26th of the same month, and laid before the general court on the 12th of July, 1805, by whom the details proposed in it, and the appointment of a principal aud professors of the institution, under the express designation of a college, were then also sanctioned. All this, it will be observed, was before the institution had auy actual commencement or being; although, from the. learn,

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