with Brahmans, and of those worldly employments for which vernacular instruction is the preparation. This would exclude the first and third grades from the benefit of such instruction, and in the Behar districts few of them do partake of it, while in the Bengal districts the proportion of both is considerable.”
From this statement several conclusions may be deduced, like so many natural corollaries. The fact already established, that so many of the first grade, or Brahmanical, particularly in Bengal, seek for vernacular instruction, in order to enable them to engage in worldly employments prohibited to their caste, incontestibly indicates the commencement of a real social change. The fact, on the other hand, that so many persons of the third grade seem to be almost imperceptibly acquiring a sense of the value of that humble instruction which is within their reach, is also a clear indication of incipient change. Thus writes Mr. Adam:—
“The time is not distant when it would have been considered contrary to all the maxims of Hindu civilization that individuals of the Malo, Chandal, Kahar, Jalia, Lahari, Bagdhi, Dhoba, and Muchi castes should learn to read, write, and keep accounts; and if some aged and venerable Brahman, who has passed his life removed from European contamination, were told that these low castes are now raising their aspirations so high, he would deplore it as one of the many proofs of the gross and increasing degeneracy of the age. The encroachment of these castes on the outskirts of learning is a spontaneous movement in native society, the effect of a strong foreign rule, unshackled by native usages and prejudices, and protecting all in the enjoyment of equal rights.
But while we cannot but hail the slightest indication of a change for the better, or the faintest tangible proof that the barrier of supposed insuperability has been in any way trenched upon, by the spontaneous self-elevating efforts of any members of any castes, that were not only on religious grounds excluded from association with the Brahmans, but, according to former custom and usage, were generally deemed unworthy—and what is more, were really as undesirous as they were deemed unworthy, of participating in the advantages of literary instruction even in its humblest forms; we must not forget that the number supplied by these low castes—being only one, two, three, or four—must be practically as next to nothing, while there are many castes that do not supply even one.
Respecting the age and mode of scholastic instruction, Mr. Adam thus writes:—
“It is expressly prescribed by the authorities of Hindu law, that children should be initiated in writing and reading in their fifth year, or if this should have been neglected, then in the seventh, ninth, or any subsequent year, being an odd number. Certain months of the year, and certain days of the month and week, are also prescribed as propitious to such a purpose, and on
