পাতা:সাহিত্য পরিষৎ পত্রিকা (দ্বিতীয় ভাগ).pdf/২৯৮

( gé، ) know only Hindi and Urdu and in some cases, though till now very few, by Mahamedan teachers who know only Urdu and have a smattering of Hindi but are perfect strangers to Bengalee. The second difficulty that I beg to mention is that there is a sprinkling of Bengalee boys in , almost all the Entrance Class Schools in Behar. These Bengalee boys, who do not know Urdu or Hindi, will have to read, if the scheme is to be carried out univers ally, Bengalee versions of History and Geography. Now the teachers in most cases being conversant only with Hindi and Urdu and in some cases with Urdu only, will be unable to explain and mark lessons on History and Geography and so the sorry sight will be presented of teachers teaching boys in a language which they themselves do not know. This difficulty can however be obviated if there be two sets of teachers, Bengalee and Behari, to teach History, Geogryphy and Mathematics and in the case of Mahame dan teachers not knowing Hindi, three sets of teachers. In these days of educational retrenchments, I do not know how far will the Government approve of the proposal. The owners of private institutions are out of question in the matter for every pice they save by curtailment of expenditure is a gain to them. As to the second proposal how far it is feasible to make the study of vernacular languages a part of the curriculum in the F. A. and B. A. Examinations, the difficulty noticed above does not occur. But if you wish to make the study of vernacular languages a living reality, the first measure you ought to adopt is to move the University to place the vernaculars on the same footing with the classical second languages. If the rule that the candidate who take Bengalee or Hindi will not be entitled to a scholarship continues in force, no boy will be atracted towards its study. It is a notion, generally prevalent among University under graduates that had there been any real value in Bengalee or in Hindi, the University would not have put this depreciative mark on it. Once the recognition is made that the vernaculars rank with the classical Second languages, the battle you fight for will be half won. But if there be any difficulty in the way of such a recognition, it is better that in such examinations composition in and translation to the vernaculars should be made a part of the required test. I remain, Sir, Your most obedient servant, SASI BHUSHAN SINHA, B. A. Bankipur } Head Master T. K. Ghosh's The 25th Jan, 1895 Academy Bankipur.