( r ) throughout the course of secondary education. Still,it should be borne in mind that before the bifurcation of studies takes place in the German and French schools, a course of vernacular studies has to be undergone by all pupils alike; and that, even in the classical side, all subjects other than the classical languages are studied in the vernacular. It may be urged that the recognition of the vernacular in the studies of the Lycces, the Gymnasion, or the great public schools of England does not as such justify its inclusion in this country in the F. A. course. This is true, but I am here contending for the principle of the organisation of vernacular studies in the upper secondary stage. Once the principle is admitted-and I submit that our educational system would stand utterly condemned in the light of modern ideas and methods unless this great end is sought to be secured-the question will turn upon the best means of giving effect to the principle. I submit that though in England and other countries of Europe independent educational organisations exist (as the great public schools of England) outside the University for controlling the scheme of public education in the secondary stage, here in Bengal there are no such organisations, and the University must take in hand work of a kind that in more advanced countries might be left to other than University agency. As a matter of fact the neglect of the vernacular by our University has led to the deplorable result that the vernacular is all but ignored in the secondary studies of the High schools. The translation into the vernaculat in the scheme of the Entrance Examination has notoriously failed, as it was bound to fail of its purpose, if indeed its purpose was anything so serious as the encouragement or organisation of vernacular studies in the secondary stage of education. This hateful piece of dilattantism or dandyism in the treatment of the vernacular, this playing fast and loose in the gay Lothario style, amounts to very much like an outrage on its fair name and fame; and the bastard' Bengali of the University stamp, in the paper of translation from the Vernacular into English, adds but insult to the injury. Besides, here in Bengal, owing to political exigencies, a foreign language must always take the place of the vernacular, in the University Stage of education, in the lectures and expositions of the class-room, in the study of subjects like history, logic, the physical sciences, mathematics &c., and the result is that the vernacular is starved in the University to an extent unknown in any other civilised country. This is another important ground for giving separate and independent recognition to the vernacular in the Calcutta University in the way I have proposed. This may be a deviation from the practice of European Universities, but this formal and superficial difference will really bring us into closer conformity to their animating spirit and acknowledged principles. Taking, as I do, a definite stand on the memorable historic triumph, 3
