MUSLIM EDUCATION IN BENGAL 1837-1937

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188 SYED MURTAZA ALI The nlral schools rarely taught Arabic and Persian a knowledge of which was necessary for a Muslim to hold a respectable position in life and for the performance of his religious duties. They made no provision for religious education. 21. Dr. Mullick observes "Wherever the vernacular of the country was Urdu, or where the Muslims used the common dialect of the locality, they occupied their proper position in the primary and secondary schools run or aided by the State, but where they spoke a language different from the majority of the population, no arrangement had been made to meet the situation. These obstacles grew greater as the higher standards of education were reached; consequently it was in the high schools, colleges and universities that the backwardness of the Muslims was most conspicu- cous." In East Bengal the dialect of the Muslims was much removed from the language of Bengali books. It was particularly so in the district of Chittagong and Sylhet. According to Dr. Mulllck "In 1885-86 it was only in private schools that the percentage of Muslims pupils (21'7) exceeded the proportion of Muslim population. In the higher grades the percentage declined being 13'5, 5'1 and 4'1 respectively in Secondary Schools, professional and Arts Colleges." The analysis of statistics about Muslim education during the five years 1897-1902 shows that the progress was not satisfactory. The increase in number of pupils under public instruction was only 1400 against 86,000 during the previous five years. The percentage of pupils to children of school going age virtually remained stationary during the decade 1892 to 1902 . It was 8.5 % in 1892 and 8,5 % in 1902. 22. But the Muslims themselves were also to blame for negligence in taking advantage of opportunities of English education provided by the Calcutta Madrassah. In 1855 Colingah branch school of Calcutta Madrassah situated in a predominantly Muslim locality was found to contain 125 Hindu pupils and only 14 Muslims. The poverty of the Muslims had no doubt something to do with this. But the real cause must be the apathy of the Muslims towards English education. In 1867, on the representation of the Muslims the Anglo-Persian Department of Calcutta Madrassah was raised to the status of a second grade college but only 6 students joined the college when classes were opened. The number fell to 4 next year. In the following year, it fell to 3 all of whom left during the session. Government therefore cannot be blamed if they closed
<strong>MUSLIM</strong> <strong>EDUCATION</strong> 189 down the Intermediate College classes in Calcutta Madrassah. In order to improve the administration of the Madrassah it became necessary to have resident English Professor within its compound. But the English Profes- sor had to be smuggled into the Madrassah compound at night to prevent uproar by the students against the entry of an Englishmen within the sacred precincts of the Madrassah. When the Calcutta University was started Muslims did not come forward in sufficient numbers to join it. The first B.A. Examination of the Calcutta University was held in 1858 when two students passed. The first Muslim Graduate came out in 1861. The next Muslim passed B.A. in 1865. Upto 1870 only 12 Muslims had passed the B.A. Examination of the Calcutta University out of nearly 250 who graduated during the period. 23. The educational backwardness of the Muslims attracted the attention of Lord Mayo who issued his famous resolution of 7th August 1871. This resolution is an important document in the history of Muslim education in India. This was the first occasion when Government of India took steps for encouragement of education amongst Muslims. 24. The resolution of the Government said 9 "The condition of the Mohammedan population of India as regards education has of late been frequently pressed upon the attention of the Government of India. From statistics recently submitted to Governor General in Council it is evident that in no part of the country except perhaps the N.W.F.P. and the Panjab do the Mohammedans adequately or in proportion to the rest of the community avail themselves of the educational advantages that the Government offers. It is much to be regretted that so large and important a class, possessing a classical literature replete with works of profound learning and great value and counting among its members a section specially de- voted to the acquisition and diffusion of knowledge, should stand aloof from active co-operation with our educational system and should lose the advantages both material and social which others enjoy. His Excellency in Council believes that Secondary and Higher education conveyed in the Vernacular and rendered more accessible than now, coupled with a more systematic encouragement and recognition of Arabic and Persian literature, would not only be acceptable to the Mohammedan community but could enlist the sympathies of the more earnest and enlightened of its members on the side'of education.
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MUSLIM EDUCATION IN BENGAL 1837-1937

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