opinion; but, supposing it true, is it not just possible that it is to be accounted for by the fact that the missionary clergy, while they see the belief in Hindúism sapped in our pupils by their college studies, do not take sufficient pains,--or at all events do not take effective measures,-to show that Christianity does not merit rejection on similar grounds? I am convinced that this is too much neglected, and this conviction constrains me to labour in this division myself. What I have been able to accomplish is of course but a sketch of what ought to be done, but at all events it does sketch what I think ought to be done; and this I shall now here briefly point out, In a Discourse, "On Translation into the Languages of India," I remarked, that, "In designing an educational course, if we are to go to work methodically, systematically, and profitably, then regard must be had to the end and to the means. Where no distinct end, or not the same end, is kept in view by those who take part in a discussion, agreement as to the means is pretty well out of the question. And how can we hope, as Bacon says, to achieve the course if we have not first distinctly fixed the goal? It may be said, indeed, that there are more goals than one, inasmuch as we do not expect all our pupils to go as far as the one who goes the farthest. Be it so; but let us first settle the goal for that one, and then the various stages which the others may content themselves with reaching, will all lie along that more extended course. "Shall our absolutely ultimate end, then, be the production of a first-rate engineer, or of a valuable revenue officer, or of an accomplished native magistrate? With this I am not prepared to be satisfied. My proposed end is the making of each educated Hindú a Christian,—on principle and conviction. This end, as I propose here to indicate, implies every thing that the amplest course of education can comprise. * Addresssed to the Governmeut N. W. P.; on the occasion of the Home Government's Educational Despatch, of the 19th July, 1854: and printed by order of Government for distribution at the time, and subsequently appended to the "Synopsis of Science" and to the Essay on "Christianity contrasted with Hindú Philosophy." Let us trace the assertion backward,-as thus. That a Hindú should on principle and conviction, embrace a religion which, like Christianity, bases its claims on historical evidence, presupposes not merely an acquaintance with historical assertions, but a cultivation of the critical faculty, so as that the force of the historical evidence may be intelligently felt. The immediate preparation for a critically intelligent study of history, is the study of Physical Geography. A history, all of whose assertions are found consistent with the multifarious information supplied by Physical Geography, must be felt to present very different claims on our respect from those of a Purána, with its nowhere-discoverable oceans of treacle, cane-juice, and butter-milk. But to apprehend with full intelligence what is presented of Physical Geography, a knowledge of Zoology, Botany, and Geology are required. The full appreciation of these, again, presupposes Chemistry, in all its extensive bearings on Meteorology, climate, &c. The study of Chemistry must be preceded by that of Physics. Physics demands an anterior acquaintance with the sciences of Number and Magnitude,-sciences which present the most elementary exemplification of applied Logic. Such is a rapid enumeration of the great steps in the intellectual course. How the moral course combines with this, we shall see, when, returning on our steps synthetically, we enquire what apparatus of educational materials the course above indicated will require. "Now it may be objected as follows. "You call this an intellectual course, it is all science,-mere knowledge ;-but are we to have no applied science ?- are we not to teach the arts?" I reply,-assuredly you have got to teach these; and if you wish to teach them effectually, you will take care that your exposition of each of them shall emanate from a previously well-digested exposition of the sciences from which the arts draw their life-blood. Your instructions in Surveying will bear reference to your scientific exposition of Geometry and Arithmetic,--and will be given in the accurately determined language of those scientific expositions. Your Pharmacy will be founded on your scientific expositions of Chemistry, and will avail itself of Chemical language and of Chemical principles. You will not,-it is to be hoped,— when penning practical instructions for the miner, ignore the scientific views and terms of your Geology. In short, all treatises on the arts ought to bear reference to the parent sciences, and should be constructed in such exact accordance with the exposition of the parent sciences, that the artist may have nothing to unlearn, or to confuse him, when he turns to the expositions of the parent sciences for fresh suggestions in the prosecution of his art. Hence, in a systematic preparation of a literature, we must, except in cases of urgency, attend to science first and even in the exceptional cases, you must regard your first rude manuals of art as merely provisional, and as awaiting the rectification which a thorough exposition of the parent science will subsequently render possible. "A second probable objection is this, that the course indicated above presents the sciences in an order which is not adapted to practical education. That you should begin with Logic,-then proceed to Mathematics, (including all its branches),-go next to Physics, and so proceed through the whole series of the sciences, before reading a page of History, or a chapter of Zoology, is not feasible. True, nor do I intend that anything of the kind should be attempted. A boy may with great advantage store his mind with passages of History before he is at all qualified to decide on the historian's claims to respect; and he may, not unprofitably, become acquainted with the chemical characters of the gases, though he may not have studied Physics so as thoroughly to understand the physical principles on which the manipulation of the gases depends ;—and he may profitably become familiar with the Mechanical Powers, even when his mathematical acquirements are but slender and he may advisably prosecute his mathematical studies pretty far, before he turns his attention to the general laws of Reasoning,-to that abstract science, of which all other sciences are the concrete embodiments. But still the books which he reads ought all to be constructed in prospective contemplation of his eventually coming to recognise the chain of evidence in all its strength and in the logical order of its links. This cannot be expected if no attention, in the preparation of the course, be paid to the order of the links. "A third objection may be this, that so systematic a course, as that proposed, could not be the result of the independent working of the numerous persons who would be required to work upon it. That I most readily allow; and therefore it is, that I grieve over the comparative waste of a great quantity of independent working, which has hitherto produced loads upon loads of books, and yet, by general admission, no educational course. How co-operation, as contra-distinguished from a mass of simultaneous but irrespective labour, might be secured, I must not here allow myself the space which would be necessary for discussing. Suffice it to say that my views in regard to the desirableness of a College of Translators, coincide with those set forth by Mr. B. H. Hodgson in his published letters on 'The pre-eminence of the vernaculars.' "Let me now enumerate the sciences, and show how I think each ought to be dealt with in presenting it to India through those of the vernaculars which hang upon the Sanskrit. Let it be remembered, that I am not proposing any substitute for English education where English education is available,—and that I am not proposing that valuable English teachers who happen to have neither taste nor turn for vernacular teaching, should trouble themselves for one moment by attempting it. My suggestions have reference to that purely native agency which I contend we must employ if the millions are to be really educated. In the hands of that agency I would seek to place an educational literature containing nothing that is insoluble in the absence of the power of reference to European erudition which, by the hypothesis, is not available. The native erudition, competent to the solution of all the terminology which I advocate, is available,—and would remain available if the English by any strange chance should have been driven from India into the sea. It is scarcely worth while to remark, parenthetically, that to those who, in such event, care not what might become of India, I am not now addressing myself." The "Synopsis of Science,"* constructed in accordance with the principles here laid down, gives, in Sanskrit and English, an outline of the sciences, indicating how, starting from received truths in the Indian Philosophy, the sciences may be shown to * A Synopsis of Science, in Sanskrit and English, reconciled with the truths to be found in he Nyaya Philosophy. 2nd Edition. Mirzapore, 1856. Printed by order of Government N. W. P. The following table of contents of the Synopsis indicates the concatenation of the subjects: Advertisement to the edition of 1852, giving a Sketch of five years' Operations in the Benares Sanskrit College, i Translation of the Sanskrit address to the Pandits, Discussion of the Principles of Translation, in respect of scientific terms, xviii arise one out of another, till the whole in concert bring their tributary light to the scrutiny of the Historical Evidences of Revelation, as they will subsequently lend it to the scrutiny of the subjectmatter of the Revelation. The Essay on "Christianity contrasted with Hindú Philosophy"* takes up the argument at the point where, with the parting admonition "Let professing revelations be examined," the Synopsis SYNOPSIS OF SCIENCE. Book I, The Nyáya Arrangement, of the Hindú philosophers, examined, and its relations to the European distribution of Science indicated, Book II,-Of Evidence, or the foundations of knowledge, viz., the Senses and Induction; leading to Deduction, Rhetoric, Formal Logic, Testimony, and Grammar, Book III,-The conceptions of Space, Time, and Motion introduced,—leading to Mathematics and Formal Astronomy, Book IV,-The conception of Force, the cause of motion, superadded, giving the Physics of the Solid, the Liquid, the Aeriform, and the Imponderable, Book V,-The further conception of Essential Change superadded, giving Chemistry, with its ancillary branch of Natural History, viz., Mineralogy; and, on the superaddition of the conception of life, Vegetable Physiology, with its ancillary Botany, and Animal Physiology, with it ancillary Zoology,... Book VI,-The Causes of the existing arrangement of the materials of the globe,-giving Geology; and the contemplation of its consequent Aspect,— giving Physical Geography, 1 17 63 7 109 129 Book VII,-The conduct of nations, as necessarily influenced by considerations of physical geography, giving Civil History, with its corollary, respecting the more palpable causes of material prosperity, viz., Political Economy;—and, on the superaddition of the conceptions of Duty and Responsibility, Ethics, (including Law,) and Natural Theology-pointing to Revelation. 183 * The arrangement of the Essay, the sequel to the " Synopsis of Science" is as follows: Prefatory matter relative to the importance of delicacy and address, when interference in matters of religion is attempted. The propagation of Christianity how to be hoped from the dissemination of knowledge. How it is reasonable to suppose that Christianity should be propagated otherwise now than at its first introduction. Evidence of the truth of the Christian religion furnished by the contrariety between the first and subsequent order of its propagation. The Hindú Philosophy to be mastered not merely for itself; and why. Summary of the Nyaya Philosophy, B. |