been an unnaturally forced growth, Mr. Adam very justly remarks, that “some of the considerations by which Persian is recommended might be brought with much more force in favour of English if it would be made more accessible,”—and that “it would not be difficult not merely to substitute English for it, but to make English much more popular.”
The Persian teachers, Mr. Adam was led to regard as “intellectually of a higher grade than the teachers of Bengali schools, although that grade is not high, compared with what is to be desired, and is attainable. Morally, they appear to have as little notion as Bengali teachers of the salutary influence they might exercise on the dispositions and character of their pupils.” Their remuneration arises, as in the case of the vernacular teachers, from wages, fees, presents, and a variety of other sources. Their average monthly gain varies “from rs. 8-14 in Moorshedabad to rs. 3 in Tirhoot, the medium rates being rs. 6-6-1 in Beerbhoom, 6-10-8 in Burdwan, and 5-2 in South Behar”. The difference between the highest and the lowest rates Mr. Adam explains by a reference to various causes:—
“One cause will be found in the average number of scholars taught by each master, the highest average being 9-3 in Burdwan, the lowest 2-5 in Tirhoot, and the medium average being 6-7 in Beerbhoom, 5-7 in Moorshedabad, and 5-1 in South Behar. The lowest rate of monthly gain, and the smallest average number of scholars, are found in Tirhoot. Further, the persons acquainted with Persian, and seeking employment, are numerous; the general standard of living is very low, and both the number of those who receive, and the poverty of those who give employment of this kind, combine to establish a very low rate of remuneration. In Behar, too, and especially in Tirhoot, parents do not, nearly to the same extent as in the Bengal districts, unite with each other to support a teacher for the benefit of their children; and thus each teacher is very much isolated, seldom extending his instructions beyond the children of four or three families, and often limiting them to two and even one. The effects are waste of power, and degradation of character, to teachers and taught.”
Of the nature of the instruction given in the Persian schools, Mr. Adam gives the following sketch:—
“Although printed books are unknown, yet manuscript works are in constant use. The general course of instruction has no very marked stages or gradations into which it is divided. Like the Hindus, however, the Musalmans formally initiate their children into the study of letters. When a child, whether a boy or a girl, is four years, four months, and four days old, the friends of the family assemble, and the child is dressed in his best clothes, brought into the company, and seated on a cushion in the presence of all. The alphabet, the form of letters used for computation, the introduction to the Koran, some verses of Chapter lv., and the whole of Chapter lxxxvii. are placed before him, and he is taught to pronounce them in succession. If the child is self-willed, and refuses to read, he is made to pronounce the Bismillah, which answers every purpose, and from that day his education is deemed
