( 8ვ. ) matics, Learning Geography and History in the Vernacular Language their acquirement in English also fell short of the required standard. Students of High English School learn English not only from books on Literature but from History, Geography, and Mathematics. If History, Geography, and Mathematics be taught in the vernacular languages up to the Entrance Examination most of the candidates at F. A. Examination will likely be plucked not only in Mathematics but also in English. The little time saved in learning Mathematics, History and Geography written in vernacular languages cannot, practically, as may be supposed theoretically be devoted to English. If the candidates be examined in History, Geography, Mathematics and Science up to the M. A. Examination in Vernacular Languages and the standard of Exami. nation in English be a little lowered this objection can to a certain extent, be removed and much advantage also can be derived from the system. The nation can be master of those subjects, the vernacular languages will be enriched and the money for the purchase of book. on those subjects will cease to be remitted to England. The students also then can easily grasp the subjects, remember their contents and reproduce the fact easily in their mother-tongue. But the time is far remote when books on those subjects will be made in the vernacular languages. Secondly as the Court language in India is English and the best English knowing man has the greatest advantage, every one wishes to acquire as much knowledge in English as possible. Introduction of text books on History, Geography and Mathematics in vernacular languages will deprive him of one of the ways of acquiring knowledge in English. It would be difficult for him to give vent to his ideas on any subject relating to Geometri. cal figures when he comes in contact with any of the rulers of the country. For the reasons stated above I am against the proposal of introducing text books on History, Geography and Mathemathics written in vernacular languages in any class of the Higher class English Schools, but they should continue in Middle English Schools, as at present, although M. E. scholars make up, after great struggle, their deficiency in English in advanced years. Notwithstanding palpable detriment to the knowledge of English, text books on History and Geography written in vernacular languages might be admitted into the curriculum of the Entrance Examination even at the present time as books in vernacular languages are available up to the standard of that examination. But there is a great obstacle in the way which seems to me to be insurmountable. There are six different vernacular languages recognised by the Calcutta University. Although the number of candidates examined in Hindi, Urdu, Uriya, Asamese and Burmese are very small in proportion to the number of candidates examined in Bengali, yet their existence can not
