Evening star. [volume] (Washington, D.C.) 1854-1972, 1904-04-16
CENTER OF LEARNING
Interesting Facts About City
of Allahabad.
SEAT OF UNIVERSITY
IRREGULARITIES OF THE EDUCA-
TIoNAL METHODS.
Lord Curzon's Interest in Movement to
Foster the Industrial Arts
Workers in Metals.

Chicago Record Herald.
ALLAHABAD India, March 49, 1904.
Allahabad is the center of learning In
India. the seat of native university, the
residence of many prominent men, the
headquarters Of Protestant missionary work
and the home of Rev. Theodore 8. Wynn
koop, formerly of Washington, D. c., who
is now and for several years has been In
charge of the literary work and publication
department of the Bible and tract societies.
His many friends and admirers in America
will be pleased to learn Of his conspicuous
success and usefulness. Allahabad is the
residence also of the governor of the United
Provinces, Sir James La Touche, one of the
ablest and most progressive of the British
officials in India. The Pioneer, the most
influential newspaper in India, and per-
haps the ablest, is published here Marion
Crawford, the novelist, was formerly a
member of its staff.
Allahabad was once a city of great i'm
portance. In the time of the moguls it was
the most strongly fortified place in India,
but the ancient citadel has been torn down
by the British and the palaces and temples
1t contained have been converted into bar
racks arsenals and storehouses. Nowhere
In India have SO many beautiful structures
been destroyed by official authority, and
great regret Is frequently expressed.
Allahabad was also religious center in
ancient times and the headquarters of the
Buddhist faith The most interesting monu
ment in the city is the Lat of Osoka, one Of
series of stone columns erected by King
Asoka throughout his domains about the
year B. c. 26O, which were inscribed with
texts expressing the doctrines of Buddhism
as taught by him. He did for that faith
what the Emperor Constantine the Great
did for Christianity; made 1t the religion
of the state. appointed a council of priests
to formulate creed and prepare ritual,
and by his orders that creed was carved on
rocks, in caves and on pillars of stone and
gateways of cities for the education of the
people. The texts or maxims embodied in
the creed represent the purest form of Bud
dhism. and If they could be faithfully prac-
ticed by the human family this world would
be much better and happier place than
1t is.
University Methods.
There are several handsome modern build
ings occupied by the government, the courts
and the municipal officials; and the univer-
sity is the chief educational institution of
northern India. There are five universities
in the empire-here, at Bombay Calcutta.
Lahore and Madras-and they are managed
and conducted on plan very different from
ours, having no fixed terms or lectures but
having regular examinations open to all
corners who seek degrees. The standard
10 not quite so high as that Of our colleges
and the curriculum is not so advanced The
students may come at Is or 16 years of age
and be examined In English, Latin Greek
history, geography. mathematics and the
elements of science. the course being Just
grade higher than that of our high
schools, and get degree or certificate
showing their proficiency They are very
largely attended by natives who seek d.
plomas required for the professions and
government employment. After two years
study In any regular course student may
present himself for an examination for a
degree and is then eligible for diplor- in
law, medicine, engineering and Other SCI
ences.
The slipshod system pursued at those
institutions has been severely criticised by
scientific educators, but they seem to an
swer the purpose for which they are in
tended. 1t is often asserted that the COL
leges and universities in India do not Gull
tivate genuine desire for learning; that the
education they furnish is entirely super
ficial, and that 1t is obtained not for it's
own sake, but because it is a necessary
qualification for a government appoint
ment or a professional career. 1T is assert
ed that no graduate of any of these nsti-
tutions has ever distinguished himself for
scholarship or in science, that no native of
India educated In them has ever produced
any original work of merit and that no
problem of political or material importance
has ever been solved by citizen of this
empire. Two years ago Lord Curzon, who
has taken deep interest insthis subject and
who is an enthusiastic. advocate of public
schools, appointed a commission to fnyes-
tigate the conduct and the efficiency of the
universities of India. The report was not
enthusiastic nor encouraging 1t was en-
tfreiy noncommittal. At the same time It
must be said that the universities and COL
leges of India, are a great deal better than
nothing at all. and as there IL other pro-
vision for higher education they serve a
very important purpose.
l told you some weeks ago about the de-
plorable ilfiteracy of the people of India:
hfv 1p,f r.H he, zx.&
of the women have never learned the first
letter OF the alphabet, and would not rec
ognize their own name If written or printed
have been told by ladies engaged in mis-
sionary and educational work that grown
people Of the lower classes cannot even dis
tinguish one picture from another; that
their mental perceptions are entirely blank,
and that signs and other objects which lsu-
ally excite the attention of children have
no meaning whatever for them.
And even the percentages I have mem
toned do not adequately represent the
ignorance OF the masses of the people
because more than half of those returned
by the census enumerators as literates can
not read understandingly connected SEN
tence in book or a newspaper and can
only write their own names. The other
half are largely composed of foreigners or
belong to the Brahmin castles. The latter
are largely responsible for present condi-
tions, because their long-continued enjoy
ment of a hereditary supremacy over the
itst VI the pOpuldtiOn mas Deen Que TO their
learning and to the ignorance of the masses
belonging to other castles. They realize that
they could never control any but an Hitter
ate population Hence the priests, who
should be leaders in education, are general
ly speaking, the most formidable opponents
of every form of school.
The census shows that only 1886, 600 natives
in the whole of India possess a knowledge
of English. and this number includes the
boys under instruction.
School Methods.
The Parsees and jams are very much
more eager for learning than the Hindus
and are taking an active part in educational
affairs. The Mohammedans are also realiz-
ing the Importance of modern schools, and
there is now quite an energetic movement
among that sect. There is school con-
nected with almost every Jain temple. We
visited one at Delhi. There were no benches
or desks. The children, who were of all
ages, from four years old upward were
squattfng upon the floor around their mas
tiers, and were learning the ordinary
branches taught in common schools with
the exception of one class over in far cor
ner OF the room. which was engaged in the
study of Sanscrit. 1t was explained to us
that they were being trained for priests
Everybody was bare-footed and bare-Ieg-
ged teachers and all, and every boy was
studying out loud. repeating his lesson over
and over as he committed 1t to memory