( 2o ) trance course at all. I would simply appoint Bengali text-books in addition to the Sanskrit ones and this would not interfere with Sanskrit studies. As for the latter, I may note enpassant that the eight years or so devoted to Sanskrit are usually wasted, for want of a systematic course of education in the Sanskrit language; and it is simply scandalous that the only classical language for the majority of candidates for the University Examinations should bę SO perfunctorily taught. A more thorough grounding in Sanskrit grammar, composition and literature is a crying necessity in our University. It is natural to expect that in the Indian Universities Sanskrit teaching should be as well organised and should meet with as remarkable success as Greek in the English and Latin in the German Universities; but here in Calcutta the expectation has been completely falsified. Our University has deliberately chosen to be satisfied with a mere smattering of Sanskrit in the candidates for even its higher examinations, (4) The additional burden cast on the students by the compulsory introduction of the vernacular. I do not deny the fact, but I do not think there is much in this objection. Our boys learn far too little at the Entrance stage. This is certainly owing to their having to learn everything through the medium of a foreign language, but still the addition of a vernacular text-book for Entrance students should not in my opinion prove too heavy a burden. As for the F. A. candidates, the Sanskrit course, which used to cover five cantos of the Bhattikavyam and eight of the Raghuvansam has now been reduced to seven cantos only of the Raghu, and our Sanskrit Professors generally complain of too little work for a course of two years' study. I would improve matters by requiring a more thorough knowledge of Sanskrit grammar and a more ready practice in Sanskrit composition on the one hand, and by the introduction of text-books of vernacular literature on the other. The latter will prove in some respects a source of relief and recreation to our students, for an appreciative study of works like the Meghnadbadha or the Vritrasanhara in the vernacular class will familiarise them with the higher conceptions and uses of the poetic art, and will be of the greatest service to them in their understanding of English classics, English literary studies in our college classes will at once be lifted from the dead level of mere soulless cram to the higher plane of intelligent and aesthetic appreciation. III. The second question referred to me for opinion is whether subjects like history, geography, mathematics &c., should for the purposes of the Entrance Examination be taught through the medium of the vernacular, i.e., by means of vernacular text-books or whether, if that is not advisable,
