The aristocrats of Tibet are distinguished by noble mien and refined manners. Conscious of their elevated position, they possess on the whole a high sense of honor. The other privileged castes occupying a lower plane, such as the men of the Ngak-pa and Bon-bo races and the descendants of ancient grandees, still bear the marks of their respectable birth and can easily be distinguished even by strangers from the common people.
The common people are plebeian in their general bearing and appearance, but one thing to their credit is that they are known for strict honesty, and even extreme poverty seldom tempts them into committing arts of larceny. On the other hand, the lower classes or social outcasts are notorious for their criminal propensities to robbery and murder. In practice they are characterised by crime and wretchedness; they are criminals and beggars. Beggars in fact form a community of their own, the profession being hereditary. These classes are deservedly held in contempt by the public, and their faces even seem to justify such treatment, for they are remarkable for ferocity, depravity and vileness.
As I have mentioned before, lads belonging to the higher ranks are entitled to enter Government schools, but the subjects taught there are at best imperfect. The lessons consist only of learning by memory, penmanship and counting. The first subject is the most important, next comes penmanship, the latter receiving even a larger allotment of hours than the other. Counting is a primitive affair, being taught by means of pebbles, pieces of wood, or shells. The subject matters of learning by memory are Buḍḍhist Texts, the elements of grammar, and lastly rhetoric. This last is a subject of great ambition for Tibetan scholars, who are just like Chinese in their fondness for grandiloquent expressions. Documents to be presented to the Dalai Lama and other high personages bristle with high-flown phraseology and with characters rarely used in ordinary writing, and not found even in Buḍḍhist Texts. The fact is that Tibetan scholars at present hold strange ideas about writing, being of opinion that they should aim at composing in a style unintelligible to ordinary persons. The more characters they can use which cannot easily be understood by others, the better proof, they think, have they given of the profundity of their scholarship. The most scholarly compositions are practically hierographic so far as their incomprehensibility is concerned.
FLOGGING AS A MEANS OF EDUCATION
The birch-rod is considered to be the most useful implement in teaching; not exactly a birch-rod, however, but a flat piece of bamboo. The cramming of difficult passages of rhetoric being the principal mode of learning imposed on pupils, their masters are invariably of opinion that they must make free use of the rod in order to quicken their pupils’ progress. The relation between masters and pupils does not differ much from that between gaolers and convicts. The latter, poor fellows, hold their masters in such dread that they find it exceedingly trying, at the sight of them and their formidable pedagogic weapons, to compose their minds and to go on unfalteringly with their lessons. They cower with fear, and are filled with the perturbing thought that the rod is sure to descend upon them for the slightest stumble they make in the path of learning. The ordinary way of using the rod is to give thirty blows with it on the left palm of the pupil. Prudence counsels the pupil to stretch out his hand with alacrity at the bidding of his hard master, for in case he hesitates to do so the penalty is generally doubled, and sixty blows instead of thirty are given. It is a cruel sight to see a little pupil holding out his open hand and submitting to the punishment with tearful eyes. Surely this is not education but mere cruelty.
I once made an earnest remonstrance on this subject with the Minister of Finance who, in common with the rest, used to teach his boys with a liberal application of the rod. To do justice to the Minister, his method of teaching was much more considerate than that of most of his countrymen, and he very seldom resorted to rough handling, such as binding pupils with cords over-night or compelling them to go without dinner or supper. When however I remonstrated with him on the ground that the infliction of corporal punishment was entirely opposed to all sound principles of education, he at first defended the Tibetan system with great earnestness. We had a somewhat animated though courteous dispute on the subject; but at length, being a man of great candor of mind, he seemed to perceive the merit of my position. At any rate he ceased to use the rod as he did before, and generally confined himself to giving a reprimand when any of his boys went astray with his learning. The Minister afterward informed me that his boys seemed to make better progress when they were spared the rod.
Abuse is also considered as an efficient means of educating boys. “Beast,” “beggar,” “devil,” “ass,” “eater of parents’ flesh,” are epithets applied to backward boys by their teachers, and this custom of using foul language is naturally handed on from teachers to pupils, who when they grow up are sure to pass on those slanderous appellations to the next generation.