Eight Years' Wanderings in Ceylon

by Sir Samuel White Baker

There are various opinions as to the amount of learning which constitutes education, and at some of the government schools the native children are crammed with useless nonsense, which, by raising them above their natural position, totally unfits them for their proper sphere. This is what the government calls education; and the same time and expense thus employed in teaching a few would educate treble the number in plain English. It is too absurd to hear the arguments in favor of mathematics, geography, etc., etc., for the native children, when a large proportion of our own population in Great Britain can neither read nor write.

The great desideratum in native education is a thorough knowledge of the English tongue, which naturally is the first stone for any superstructure of more extended learning. This brings them within the reach of the missionary, not only in conversation, but it enables them to benefit by books, which are otherwise useless. It lessens the distance between the white man and the black, and an acquaintance with the English language engenders a taste for English habits. The first dawn of civilization commences with a knowledge of our language. The native immediately adopts some English customs and ideas, and drops a corresponding number of his own. In fact, he is a soil fit to work up on, instead of being a barren rock as hitherto, firm in his own ignorance and prejudices.

In the education of the rising native generation lies the hope of ultimate conversion. You may as well try to turn pitch into snow as to eradicate the dark stain of heathenism from the present race. Nothing can be done with them; they must be abandoned like the barren fig-tree, and the more attention bestowed upon the young shoots.

But, unfortunately, this is a popular error, and, like all such, one full of prejudice. Abandon the present race! Methinks I hear the cry from Exeter Hall. But the good people at home have no idea to what an extent they are at present, and always have been, abandoned. Where the children who can be educated with success are neglected at the present day, it may be imagined that the parents have been but little cared for; thus, in advocating their abandonment, it is simply proposing an extra amount of attention to be bestowed upon the next generation.

There are many large districts of Ceylon where no schools of any kind are established. In the Ouva country, which is one of the most populous, I have had applications from the natives, begging me to interest myself in obtaining some arrangement of the kind. Throngs of natives applied, describing the forlorn condition of their district, all being not only anxious to send their children to some place where they could learn free of expense, but offering to pay a weekly stipend in return. "They are growing up as ignorant as our young buffaloes," was a remark made by one of the headmen of the villages, and this within twelve miles of Newera Ellia.

Now, leaving out the question of policy in endeavoring to make the language of our own country the common tongue of a conquered colony, it must be admitted that, simply as a question of duty, it is incumbent upon the government to do all in its power for the moral advancement of the native population. It is known that the knowledge of our language is the first step necessary to this advancement, and nevertheless it is left undone; the population is therefore neglected.

I have already adverted to the useless system in the government schools of forcing a superabundant amount of knowledge into the children's brains, and thereby raising them above their position. A contrasting example of good common-sense education has recently been given by the Rev. Mr. Thurston (who is indefatigable in his profession) in the formulation of an industrial school at Colombo.

This is precisely the kind of education which is required; and it has already been attended with results most beneficial on its limited scale.

This school is conducted on the principle that the time of every boy shall not only be of service to himself, but shall likewise tend to the support of the establishment. The children are accordingly instructed in such pursuits as shall be the means of earning a livelihood in future years: some are taught a trade, others are employed in the cultivation of gardens, and subsequently in the preparation of a variety of produce. Among others, the preparation of tapioca from the root of the manioc has recently been attended with great success. In fact, they are engaged during their leisure hours in a variety of experiments, all of which tend to an industrial turn of mind, benefiting not only the lad and the school, but also the government, by preparing for the future men who will be serviceable and industrious in their station.

Here is a lesson for the government which, if carried out on an extensive scale, would work a greater change in the colony within the next twenty years than all the preaching of the last fifty.