tages which may be expected therefrom, are beyond calcu lation.

Among the principal difficulties which present themselves to our notice, in opposition to the undertaking, may be enumerated, the general disinclination of the natives to innovation, even when calculated to promote their best interests, their habitual indolence, and aversion to mental and corporeal exertion; their apathy, proceeding in a great measure from their creed as fatalists; the influence of the priests, who at present derive emolument from the education of the youth, and who, of course, may be expected to oppose any plan that tends to the diminution of their consequence and profits; and the inability of the lower classes to dispense with the services of their children, whom they employ at a very early age in offices of domestic drudgery. These obstacles will, however, we doubt not, be overruled by unremitting perseverance in the system, and a due appreciation on the part of the people, of its beneficial results, when these come to be fully understood. Indeed we have already the most encouraging assurances from three of the principal native chiefs, (the same whom you, honourable Sir, have been pleased to nominate to our committee), that the projected plan will be received with general approbation, particularly when recommended by your liberal proposal of a certain monthly allowance of rice, at the public charge, to such children as may be regular in their attendance, and whose parents are unable to support them without deriving some advantage from their exertions. Nothing further by way of encouragement appears necessary in the first stage of the institution, except such means as come within the scope of scholastic usage. We proceed briefly to state the nature of the discipline, and the course of education which we recommend to be maintained and inculcated in the parent institution. As to discipline, we propose to adopt, as far as local circumstances will admit it, that laid down in the Lancastrian system, and practised with so much success in various parts of Hindoostan.

"We submit the following course of instruction as well calculated for inculcation with reference to their present ideas of things:- When a child first comes, if he be igno rant of the alphabet, he will be put to learn the characters; after an acquaintance with which, he will be taught to read and write upon sand the various combinations of the character. When he shall be able to form the combinations with facility, he will be instructed in writing and spelling

short and easy words, from which he will proceed to reading and writing simple lessons on history, on science, on mo rality, on the produce of the arts, on the natural productions of the earth, and on many other subjects, which combine utility with entertainment. As he advances, he will be taught to write well on paper, and to calculate by means of figures. He will continue to exercise himself in these various subjects, till they become familiar and easy, wher he will be at liberty to pursue what course he or his parents may think most proper. The superior advantages of this mode of tuition; the facility with which it communicates instruction; its efficiency in fixing the attention, and impressing on the memory the subjects inculcated; the readiness with which the children fall into it; the entire possession it takes of their minds, and the effect it produces in rendering them submissive to discipline, are points which have been most fully and satisfactorily established, and which at this moment are sufficiently exemplified in the present state of the little school at this place, which has been only a year and a half established, for the instruction of the emancipated Caffree slaves of government. The decided success which has attended this infant institution, under circumstances of comparative neglect and discouragement, affords a cheerful prospect as to what may be anticipated from the scheme which is about to rise on its founda tion; sheltered, and protected, and cherished, as it will be, under the fostering care of government. But in addition to its superior advantages, this system is found to have a beneficial influence on the morals of the children, and a powerful tendency to produce good and useful habits. Its leading features, self-tuition, or the mode of conducting the school through the medium of the scholars themselves; the rules with regard to precedence and classification, proportioned to their respective attainments; the peculiar nature of the rewards and punishments, which are intended to operate exclusively on the moral feelings; are calculated in an eminent degree to produce diligence, to excite a generous spirit of emulation; to animate to the desire of distinction, as the most gratifying recompense, and to a dread of disgrace, as being far worse than the most severe corporeal punishment. Then the whole is conducted with such a regard to method, as cannot fail to insinuate itself into the habits of the scholars, and to produce a proportional influence upon their future conduct.

"In the establishment of an institution similar to that in contemplation, the committee beg leave to recommend as a most powerful auxiliary, a fount of large types in the Arabic character. Should the plan be carried into execution to any considerable extent, the effect such an acquisition would possess in its tendency to fix the orthography, and the general facility it would afford in supplying the respective schools with matter to work upon to any degree required, renders it a most important object.

"The prospective advantages and felicitous results to be expected from the establishment, appear beyond measure momentous. By virtue of its slow, but certain operation, the infant mind will be moulded into habitual obedience; an early check will be given to the predominance and gratification of unruly passions; habits of industry will be acquired, and the dormant capabilities of the race roused into a vigorous and efficient energy; the utility of arts and sciences will be appreciated, and the cultivation of them identified with the happiness of the people, and improvement of the country.

"We are decidedly of opinion, however, that any direct inculcation of Christian doctrines in the school, should be, under existing circumstances, most scrupulously avoided. Still, as Christians, sincerely attached to that divine religion which we profess, and convinced that it alone can afford an effectual and adequate remedy for the wants and miseries of mankind, we cannot help adverting to the probable effects of education, in reference to this important subject. It is by confinement of the intellect, that idolatry and superstition maintain their sway. If, then, by leading the native children to our schools, we enlarge their minds with proper instruction, they may in due time find their way to our temples. If they can be brought to love the precepts of morality and virtue, they may gradually become enamoured of our religion.

"The committee do not imagine that a revolution so entire in their habits and opinions is to be effected by any sudden effort. It must be the result of long and patient and persevering exertion. None of those who are now living here can expect to witness it, but they may break up the ground which has so long lain desolate and uncultivated; they may sow the seed of the future harvest; and here and there, in a happier soil, they may be permitted to behold the first tender buddings of that germ, which,

striking deep its roots, and spreading wide its branches, shall eventually cover the land.

These proceedings were immediately communicated to the Supreme Government of British India, and were thus noticed in an official letter from the governor-general in council.

"Para. 29. 5th Oct. 1819.

"Education of the Native Population of Bencoolen. "The measures described in this despatch have received the cordial approbation of government. His excellency in council applauds the motives of benevolence which led you to extend the means of instruction to the inferior classes of the native community, in the immediate vicinity of Fort Marlborough. The practicability of a further diffusion of the advantages of education on the island of Sumatra, is discussed by the committee appointed by you to report on the subject, with great ability, zeal, and intelligence. Interesting as the prospect held out by them is, the governor general in council deems it to be proper, that the pecuniary aid of the government should be restricted, under existing circumstances, to the establishment already formed at Fort Marlborough. The charge incurred for the enlargement of the Caffree school, as well as the estimated monthly disbursements on account of a superintendent, native masters, and stationery, are accordingly sanctioned; but as the issue of rice to the scholars, after the objects of the institution. are sufficiently promulgated, would appear to be no longer requisite, as an indispensable incitement to attendance, his excellency in council desires that the donations of rice may be discontinued."

In communicating this sanction of their proceedings to the education committee, under date of the 18th of May, 1820, Sir Stamford Raffles intimated his wish, that a public examination of the pupils, in presence of their parents and the native chiefs, should take place on the forenoon of his majesty's birth-day, when, according to the merits of the parties, certain honorary rewards should be conferred on those

who had distinguished themselves. To his intimation, and to the whole communication, the committee returned the following answer: —

"To the Honourable Sir T. S. Raffles, Lieutenant-Governor. "HONOURABLE SIR,

"We have the honour to acknowledge the receipt of your letter of the 28th ult. with the enclosed extract of a letter from the secretary to the supreme government on the subject of the native school at this settlement.

"We are unanimously of opinion, that the proposed public examination of the children, for the purpose of ascertaining the progress they have made, and of conferring certain marks of honorary reward on those who have most distinguished themselves, will be attended with many beneficial effects. One of the most important which we anticipate, is that of enabling us, in conformity with the desire expressed by his excellency the governor-general in council, to discontinue the donations of rice, and to ensure attendance from motives more laudable, and more accordant with the spirit and design of the institution, and with the benevolent and enlightened views which gave rise to it. We think it, indeed, of the utmost importance, to promote and encourage by every fair and practicable means, a desire for the acquisition of knowledge, resulting from a just sense of the benefits and advantages which it confers on its possessors. This feeling being once excited and roused into action, the inherent energies of the institution will be fully adequate to its own support and enlargement, independently of any foreign stimulus, and the expense attending the present system being thereby so considerably diminished, there will be no obstacle to prevent its widest possible extension.

;

"Pleasing, however, as this prospect may be, we are of opinion, after fully discussing the subject, that the donations of rice should be abolished only in a gradual way. With the view, however, ultimately to effect its complete abolition, we have agreed as follows:

"1. That an inquiry be instituted into the circumstances of the parents, and that allowances of rice be altogether withdrawn from those whose circumstances do not require this indulgence; also, that it is expedient that honorary rewards should in future be conferred only on those who do not receive rice; and that the quota to those who continue to receive it, be reduced from four to three bamboos per

2

mensem.

2. That it may be attended with a beneficial effect, if