f ( 69 ...) Thus at present we count Bengalee as an optional subject in the Entrance Examination the majority of students choose sankrit in preference to Bengalee those, again, who take up Bengalee do it more in spite to Sankrit (in which they are dreadfully deficient,) than out of love to their own Vernacular. Those, however, have almost in every case, no sort of systematic training in the subject of their choice. Very few schools care to arrange for a regular class in Bengalee; in a few of them, there is such an arrangment only in the highest class. The Bengalee class, thus, is a glorious illusion in the majority of instances; and the students shift for themselvs as best they may. Their is a grave defect. Bengalee occupies an important place in two other papers set for the Entrance Examination. There is a half paper on transla - tion from Bengalee to English in the after-noon of the first day examination. The after-noon paper of the third days work is, also, on transalation from English to Bengalee and an Essay in Bengalee. But however much we may praise the University for this kindness we cannot be contented with this megre recognition of the Vernacular. Translation goes a little way towards the object we have in view. And then again, we have no minimum marks that the candidate must secure in these papers. The recognition of Bengalee to be of any real good should be thorough. Benglee should be included in the present curriculum of the Entrance and F. A. Examination, as a distinct subject of study in no way “ substitutible' for Sanskrit. There must be two papers on Bengalee:-I. Text (with questions on grammer arising therefrom) ; III. Translation from English to Bengalee, from Bengalee to English and Composition. In the degree Examinations, I find no present necessity for a similar innovation. In the September issue of the Calcutta University Magazine I discussed the subject withgreat care and full-ness and I brought a 'scheme" forward in the October number, allowing a place to Bengalee as a distinct subject of study. I am of opinion that this object may be secured by omitting the subjects-History of England, Physical Geography, and Science Primer from the Entrance Curriculum and by lightening the Mathematical Course in the First Examlination in Arts. This will relieve the majority of students, of a Cumbrous weight they can hardly bear and substitute instead subjects infinitely more interesting and valuable. Whilst thus professing the fullest and warmest sympathy with the cause taken up by the Parshad, I must aver that I am entirely opposed to the method in which the Parishad thinks of accomplishing their object. Both the schemes provisionally proposed by this learned body seem to me fraught with the greatest danger to the cause of High Education in Bengal. It is with the utmost diffidence that a person in my position may propound idea
