Upon the whole the course of Persian instruction, even in
its less perfect forms such as are found to exist in this district,
has a more comprehensive character and a more liberal
tendency than pursued in the Bengali schools. The systematic
use of books although in manuscript is a great step in advance,
accustoming the minds of the pupils to forms of regular
composition, to correct and elegant language, and to trains of
consecutive thought, and thus aiding both to stimulate the
intellect and to form the taste. It might be supposed that the
moral bearing of some of the text books would have a beneficial
effect on the character of the pupils; but as far as I have been
able to observe or ascertain, those books are employed like all
the rest solely for the purpose of conveying lessons in language—
lessons in the knowledge of sounds and words in the
construction of sentences, or in anecdotal information, but not
for the purpose of sharpening the moral perceptions or
strengthening the moral habits. This in general native estimation
does not belong to the business of instruction, and it never
appears to be thought of or attempted. Others will judge from
their own observation and experience whether the Mussalman
character, as we see it in India, has been formed or influenced
by such a course of instruction. The result of my own
observations is that of two classes of persons, one exclusively
educated in Mahomedan, and the other in Hindu literature; the
former appears to me to possess an intellectual superiority, but
the moral superiority does not seem to exist.
ELEMENTARY ARABIC SCHOOLS: (pp.152-153)
The Arabic schools, or schools for instruction in the formal
or ceremonial reading of certain passages of the Koran, are
eleven in number, and contain 42 scholars, who begin to read at
an age varying from 7 to 14, and leave school at an age varying
from 8 to 18. The whole time stated to be spent at school varies
from one to five years. The teachers possess the lowest degree of
attainment to which it is possible to assign the task of instruc-
tion. They do not pretend to be able even to sign their names;
and they disclaim altogether the ability to understand that
which they read and teach. The mere forms, names, and sounds,
of certain letters and combinations of letters they know and
teach, and what they teach is all that they know of written
language, without presuming, or pretending, or aiming to elicit
the feeblest glimmering of meaning from these empty vocables.
This whole class of schools is as consummate a burlesque upon
mere forms of instruction, separate from a rational meaning and