To Lieut.-General the Right Hon.
Henry Viscount Hardinge, G.C.B.,
&c. &c. &c.
Jhansee, 22nd August 1848.
My Dear Sir Erskine,
I thank you for kindly sending me a copy of your Address to the Native Youth at Bombay and their Parents, and should have done so earlier, but it has been in circulation among many of my friends who feel interested in the subject. Whatever may be thought of the question as to where we should begin, all concur in acknowledging the truth of your conclusions as to the value and use of the knowledge we wish to impart, and in admiring the language and sentiment of your Address.
There are some passages of great beauty, which I wish all persons could read and remember; and I do not recollect ever having seen one that has pleased me more, for its truths and elegance, than that beginning, "But if a manufacturing population." That which begins with—"The views, young men, as to the true object and ends to be attained," is no less truthful and excellent.
It is unfortunate that the education which we have to supplant in India is so blended with the religion of the people, as far as Hindoos are concerned, that we cannot make progress without exciting alarm. Had a nation, endowed with all the knowledge we have, come into Europe in the days of Galileo and Copernicus, and attempted to impart it to the mass of the people, or to the higher classes only, the same alarm would have been raised, or nearly the same. We must be content with small, or slow progress; but there are certain branches of knowledge, highly useful to the people, that are finding their way among them from our metropolitan establishments, and working good.
I might better have said, that had we come into Greece when Homer was the Bible of the people, with all our astronomy, chemistry, and physical science generally, and our literature, blended as it is with our religion, we should have found our Greek fellow-subjects as untractable as the Hindoos or Parsees. The fact is, that every Hindoo, educated through our language in our literature and science, must be more or less wretched in domestic life, for he cannot feel or think with his family, or bring them to feel or think with him. The knowledge which he has acquired satisfies him that the faith to which they adhere, and which guides them in all their duties, ceremonies, acts, and habits, is monstrous and absurd; but he can never hope to impart to them this knowledge, or to alienate them from that faith; nor does he himself feel any confidence in any other creed: he feels that he is an isolated being, who can exchange thoughts and feelings unreservedly with no one. I have seen many estimable Hindoos in this state, with minds highly gifted and cultivated, and with abilities for anything. For such men we cannot create communities, nor can they create them for themselves: they can enjoy their books and conversation with men who understand and enjoy them like themselves; but how few are the men of this class with whom they can ever hope to associate on easy terms! It is not so with Mahommedans. All the literature and science in the world has no more effect on their faith than on ours; and their families apprehend no alienation in any member who may choose to indulge in them; and they indulge in them little, merely because they do not find that they conduce to secure them employment and bread.
I think it would be useful if we could get rid of the terms education, civilization, &c., and substitute that of knowledge. It would obviate much controversy, for the greater part of our disputes arise from the vagueness of the terms we use. All would agree that certain branches of knowledge are useful to certain classes, and that certain modes are the best for imparting them. The subject is deeply interesting and important; but I must not indulge further.
Believe me, My Dear Sir Erskine,