( 79 ) and other Vernaculars by Calcutta University. Although the geaeral questien is not referred to your correspondents I take upon myself, even at the risk of being misinterpreted, to express myopinion-I. That in the F. A. course and B. A. (A)course the study of languages, other than the Vernacular viz, the study of English and Sanskrit, occupies an undue proportion of the time of students. This I hold in view, first, of the fact that the mental discipline to be got from such studies can be got in very considerable measure from a careful studyof the Vernacular, and second, of my experience, that only a limited number of students have any natural aptitude for linguistic studies. The time and energy of all beyond that limited number is wasted in professedly advanced linguistic study. II. That all education to be real and not merely superficial, must find expression for itself in the medium of ordinary speech and ordinary thinking. The neglect of the vernacular by students and the use of unassimilated English or Sanskrit terms during the training in would-be exact thinking and exact knowledge produce much of the loose thinking and superficiality which we regret in many of our students. III. That while the vernacular is so much neglected as it is, a proper vernacular literature cannot arise. The learning of the country and its culture and cultured feeling are cut off from the main body of the country. IV. That except for specialist, a knowledge of Sanskrit is no longer the key to the Religion History, or Ancient Philosopy of the country, any more than a knowledge of Greek or Latin is, except for specialists, a key to the Religion History or Learning of Ancient Greece or Rome. Students fitted to be specialist in such subjects would be those possessing among other qualities, an aptitude for linguistic study and such would naturally take up the study of Sanskrit as a part of their course. V. That the disproportionate study of Latin and Greek in Europe is now giving way before such considerations as the foregoing. For these reasons I would welcome any proposal that the University recognise the vernacular in larger measure than at present. With reference to Q. 1 in your circular, it is not quite clear whether you assume that the University Entrance Examination in History, Geography and Mathematics would be conducted in the Vernaculer supposing the Vernacular were the medium of instruction up to Entrance in these sbjects. Assuming that that is your meaning and without specifying subject, I see no objection to such a method of encouraging and testing knowledge of the Vernacular. On the other hand, if your question be simply which language or languages ought to be used as the medium of instruction, I
