( 65 ) stiff than that of their English Course. When superficial penetration into a subject exhausts all the energies of young minds, it is but natural to expect that the value of the most precious treasure which lies beneath the hard outer crusts will never be appreciated by the same. Hence it is that the study of the noblest scenes of English, Greek or Roman History fails invariably to electrify our youths with noble sentiments and sublime thoughts. The study of Histories of other nations in our own vernacular will prove a source of inestimable benefit, in so far as it is calculated to make our young students appreciate the real significance of historical facts. In another respect the proposal is also likely to prove beneficial. It will inevitably put a stop to the habit of cramming to a very great extent. As a rule students of the Entrance class get by heart their History without understanding the meanings of words and expressions. This violent and unnatural exercise of memory often produces deplorable results. These most undesirable results may to a certain extent be avoided if History be tought in our Vernacular languages. There is one very plausible objection which may be raised against the arguments that I have adduced in support of the first part of the first proposal; and that objection itself is in my opinion based upon a very highly fallacious notion, viz., the study of History in English language is calculated to enable the students to acquire greater mastery over the English language than when they read History in their own Vernaculars. I have never come arross a more sophistic idea than this; though much to my regret I must admit that I have heard this opinion put forth by many of my most esteemed friends whose erudition and experience do draw from me my most unqualified admiration. I humbly beg to state that I most emphatically differ from those friends of mine who regard this objection as irref. table. English is taught in our Schools, that is up to the Entrance standard for the most part, excepting some very rare cases, by those whose command over the language itself is most questionable. The teacher in the lower forms of our schools who are entrusted with the task of moulding the intellects of our children, have themselves got most unripe intellect. Besides our Alma Mater, to whom all gratitude is due, has got the least possible control over the way in which instruction is sought to be imparted in the lower forms. I do therefore hold in an unqualified form the theory that deficiency in the knowledge of English so frequently noticed in students of the school department is solely due to the fact that the lower teachers themselves have not the least idea as to how to enable their pupils to acquire command over a language. I have not the least doubt in my mind that if History be tought in the Vernacular languages upto the Entrance Standard, it will in no way
