( 23 ) the scientific, philosophical or technicak branches of vernacular literature, b; the influence of corporate bodies like academies and learned societies with, out the direct and helpful co-operation of the University. But instruction, in subjects like Geography political or physical, the physical sciences and mathematics may, as I have said, up to the Entrance standard or during, the upper secondary stage, be profitably given through the medium of the vernacular i. e. by the use of vernacular text-books when the two following conditions are fulfilled :- (I ) The vernacular literature must make sufficient independent progress'in these subjects, and demonstrate its capabilities in such directions before it will deserve to be recognised by the University as the medium of instruction, or what is the same thing of examination, in such subjects up to the Entrance standard. In the meantine it will be the work of bodies like the Sahitya Parishd to help in the development of these and cognate departments of vernacular literature. , (2) The University-an exotic institution and necessarily under English and Government tutilage in the first stage-must take deep root in the national life and reach the period of maturity or independent adult existence: before it boldly and definitely takes in hand problems of such importance to the national life as the development of vernacular literature in its scientific or other departments. do not believe that the present race of educated Bengalis can conduct an institution like a University on sound honourable and fruitful lines. I am sure that, neither by love of learning and a sense of its high ideals, nor by familiarity with the theory and practice, and with the historic development of education in civilised countries are we yet competent to take charge of the higher educational interests of our country. European guidance and control are almost as necessary to-day-I say it in the bitterness of spirit-as twenty five years ago. I am pained to find that whenever the modern improvements in educational theory and practice or the established principles of national educational organisation in civilised eountries, are sought to be introduced in our University, my countrymen with a few bright and honourable exceptions, generally form a stolid phalama of ignorant obstructionists. The University has not yet come home to us in many of its commending aspects, is not yet truly an independent national foundation for the encouragement of learning and the endowment of research, Until that is so it is too early to talk of importing the interests of national literature or considerations touching these, into the Univeresity, -too early to talk of conducting the Entrance Examination and prescribing the Entrance scheme of studies in the vernacular. The dangers of too early nation alising before the nation itself is awakened to a sense of its responsis bilities-of a vulgar vernacularised University conducted by hucksterers and
