( 25 ) for the instruction of the natives of India in European science and useful knowledge through the medium of the Indian vernaculars and the creation of suitable vernacular literatures. As a matter of fact, the first educational grant by the East India Company, a lakh of rupees a year proposed at the revision of its Charter in 1813, favourably inclined by its terms to the lines of policy advocated by the vernacularists. The Anglicists were for instructing the natives in the modern science and learning of the West through the medium of the English language. The victory of the Anglicists under Macaulay and Bentinck proved for a time highly detrimental to the interests of verticular education, Fortunately, Sir Charles Wood's Despatch of 1854, the Magna Charta of Indian public instruction, took a more Catholic and statesman-like view of the situation. It provided for all kinds and grades of instruction. All classes of institutions-English, vernacular as well as“Oriental’ (classical) were recognised in principle. All grades of education-primary, secondary as well as collegiate, were organised. The responsibilities of the State for all kinds and grades of education were solemnly acknowledged. State Universities and Colleges, aided colleges and unaided colleges as well, came within this statesman-like survey and forecast. At first the Anglicists were too powerful in Bengal and in their narrowness of view neglected the provisions for vernacular education. Lord Stanley's Revised Code five years after the original Despatch found it necessary to emphasize the interests and position of vernacular and indigenous instruction in the country. As a result we have the existing organisation of public instruction with its three well-knit grades-primary, secondary and collégiate. Modern science and useful knowledge, as the vernacularists demanded, are conveyed through the medium of the vernacular, in the primary and (vernacular) secondary stages of instruction. Happily, the transition from one stage to the next higher is not unnecessarily difficult. But unfotunately the English secondary stage, instead of marking an advaance on the vernacular secondary instruction, involves a distinct retrogression There is a want of filiation and harmonious co-adoptation between the verncular secondary, and the English secondary stages of instruction. These evils can be best remedied by a re-organisation of secondary English instruction in such a way as to make its upper stage a progressive continuation of the vernacular secondary education. This will be secured in time by the adoption of the plan of teaching subjects like Mathematics, Geography, Science &c., for the Entrance standard through the medium of the vernacular. This somewhat fuller recognition of the vernacularist policy in the organisation of secondary instruction may, I believe, be predicted from a careful study of past educational history in this province. Finally, I would state that in one or two subjects (e. g. History 4
