Chapter XII: Conclusion

“Till we all come in the unity of the faith, and of the knowledge of the Son of God, unto a perfect man, unto the measure of the stature of the fulness of Christ.” +EPHESIANS+ iv. 13.

The spiritual heritage of the twentieth century is marked by extreme diversity and yet by a deep inward reality. The march of science and commerce, and the development of international relationships have given a new content and width to the world’s thought. Isolated life is powerless, and a larger synthesis links the human race together. All such relationship must inevitably have spiritual content. The social upheaval, the claim of the individual for recognition, have a determining influence on the interpretation of our faith. Pragmatism in modern philosophy tests religion by its results. The religious evolution necessitated by the play of international forces is all the more critical in that it is to a certain extent unconscious. There is a deep Christianity apart from the Church as it is, which has yet to make the Church its own. The demand is now for reality--an embodiment of religious principles in modern social conditions; for charity--a sympathy with the ethnic faiths which is the surer for belief in the finality of the Christian revelation; for unity, since the modern mind cannot accept a Christianity which does not transcend and interpret all political, social, and intellectual life. “It is not our duty to-day to fight for a new religion; we have but to awaken into freshness of life the fathomless depths of Christianity. In so far as we succeed in doing this, we can completely satisfy the requirements of the new situation; we can seek to realize a Christianity that shall be at once more universal and more active and intent on disengaging itself from its anthropomorphisms; at the same time we shall view as our very own the wealth of religious profundity and inward experience which the older Christianity has gathered through its centuries of service, and shall seek to realize them in our own life.”[166]

The growth of the desire to make Christianity universal is perhaps the most wonderful phase in the advance of thought; while in one sense it is very old and a return to the primitive times of the faith, its modern phase thrills with fresh content by the ever-present working of the Spirit of God. The fresh light which criticism has shed on the historical Jesus has thrown once more into relief His wonderful doctrine of the brotherhood of men in the Fatherhood of God. The desire is not so much to bring salvation to those whom a rigid theology long condemned as “heathen,” as to give freely of the fulness received in clear consciousness of the solidarity of the human race. The world’s best thought must be in terms of Christian philosophy; the Kingdom is conceived as present now in power; Christ is seen as the Fulfiller of all that is true and eternal in the ancient Faiths, and essentially the Saviour of the corporate life.

The appeal of this book is thus for the Christianizing of every factor in the education of women in India. None of the three contributing forces need be alien to the Spirit of Christ; their unity, their mutual relationship, and the necessity of their presence in a transitional period must be felt and realized. Can all this educational advance be made, if not directly in the Name of Christ, at least in the power of His Spirit? The Government influence must determine the tone and character of the whole frame-work. Can the Educational Service be supplied in all its branches with women who, while absolutely loyal to the great principle of neutrality, yet seek through it the spiritual in the material, and whose whole work in Empire-building is consciously related to the Kingdom of Christ? India has known men of this type in the Government Service, and has esteemed their strict neutrality the more because of the Christian conviction which lay behind it. The influence of Christian ethics in the Government schools behind such moral instruction as is possible is enormous, and it naturally enters into the teaching of secular subjects. The direct influence permitted out of school hours is a matter of great difficulty and calls for the utmost discretion. If the Government policy were ultimately modified so as to permit of parallel religious instruction, the direct opportunity would be present, but in the meantime indirect religious influence has a very definite place.

The spontaneous Indian element will have an important contribution to make in the determining of the curricula. Will the Indian committees, who need the help of English women, be able to secure those of the highest talent and educational qualifications, who for the sake of Christ will give them of their best and remain, if silent, yet strong in the Faith? This is hard and perplexing work, and calls for strong personalities, but it is fraught with endless possibility. India will never be won if she does not behold Christianity in her midst lived in the lives of those who pursue their ordinary vocation in the Spirit of the Master.

These suggestions are made with hesitation lest their attraction should weigh with those who could take the more definite line of associating themselves with the educational work in India which is done directly in the name of Christ. The development of this work on sound lines by women of experience and of the highest educational qualifications is, as has been indicated in the preceding chapter, the keynote to the whole problem. In no work is there such a magnificent sphere of influence as in this. A spiritual heritage involves responsibility and opportunity. Nearly a century of patient work for the women of India is written in the annals of the Church: the task of the present day is to enter into this work with the same earnest patience. The need for action is urgent. It is not only that there are endless opportunities for new work which are not being utilized, but that schools with an excellent tradition are not being raised to the modern standard of efficiency. They are inevitably handicapped by shortage in the English staff. A young girl of little experience may find herself almost at once at the head of some most complex institution, long before she would ever have had such a position of responsibility at home. The perpetual strain on those who work on at such tension prevents the due result. In other cases the needed and desired expansion is checked by lack of the trained educator who could supervise village schools and their teachers, or who could put her energy and talent into building up a first-class school for non-Christian girls in the centre of some district where the new spirit is manifest. Facts indicate the appointment in the future of women to act as Tutors or Directresses of Studies to the girl students in the mixed mission colleges. There is the possibility also of women’s Christian colleges. On every side the need is apparent, and the power to meet it lies with the women of the English-speaking countries. It is work which makes demands on intellect, on character, and on the religious nature. The hesitation to respond to it springs in part from the sense of reverence for things sacred. There are women in educational circles at home who hold the truth of Christianity and its sufficiency to meet the need of the whole world, but have not offered to share in educational missions lest their contribution be not of the required type. There is need in India for every type of worker. Christianity gains there, as at home, by interpretation through diverse personalities, and there is room for all who can reflect, it may be silently, its spirit and power in the daily routine of work. A sense of vocation is a sense of personal relationship to Him Who calls, and therein lies the motive power for all educational work done in the name of Christ.

Appendix A

+CURRICULA+

Matriculation subjects of the five Universities of Calcutta, Madras, Bombay, Panjāb, and Allahabad:--

English and Mathematics, compulsory in all.

History and Geography, compulsory in all except Calcutta.

Science, compulsory in Madras and Bombay; elective in the other three.

Classical language, compulsory in Calcutta, Bombay, Panjāb; alternative with vernacular in Madras; elective in Allahabad.

Vernacular compulsory in Calcutta and Bombay; alternative with classical in Madras; elective in Allahabad and Panjāb.

Drawing, elective in Allahabad and Panjāb.

+TEXT-BOOKS+

State Schools.--No choice.

Aided Schools.--Choice among authorized alternatives.

Unaided but recognized Schools.--Abstention from books disapproved by Government.

Text-book Committees.--In every case appointed by Government, and include official and non-official members; in some provinces places are reserved for members of the staff of mission schools.

From Analysis of Educational Codes in British India.

Appendix B

+COURSES FOR THE TRAINING OF TEACHERS+

Training colleges and classes:--

(1) Graduate Course--one year. } Both in
(2) Undergraduate Course--two years. } English.
(3) Vernacular Course--after Middle examination--two years.
(4) Lower Vernacular Course--after
Upper Primary examination (women only)--two years.

Courses (1) and (2) are pursued in the Universities, in special English Training schools for men, or in the Training Department of some European schools.

Courses (3) and (4) in Government or mission Vernacular Training schools for women. These consist frequently of very small groups in an ordinary Middle or High school. A few students are also found in mixed schools.

Appendix C

Diagram showing INCREASE OF FEMALE EDUCATION in India.

In Burma 9.6% of girls of school age are receiving education.
” Bombay 7.2% ” ” ” ”
” Madras 6.8% ” ” ” ”
” Bengal 4.3% ” ” ” ”
” Punjāb 3.1% ” ” ” ”
” United
Provinces 1.3% ” ” ” ”
]

Bibliography

+BARODA+, Maharani of. _Position of Women in Indian Life_.

+BRADLEY BIRT, F. B.+ _Romance of an Eastern Capital_.

+CARPENTER, J. E.+ _Life of Mary Carpenter_.

+CARPENTER, M.+ _Six Months in India_.

+CHAILLEY, J.+ _Administrative Problems in British India_.

+CHIROL+, Sir +VALENTINE+. _Indian Unrest_.

+DAVIES, E.+ _Questions relating to Women_.

+DUTT, R. C.+ _Ancient India_.

+DUTT, R. C.+ Translation of _Ramāyana and Mahabhārata_.

+FESTINÉ, G.+ _From the Land of the Princes_.

+FRASER+, Sir +ANDREW+. _Among Rajahs and Ryots_.

+JAMES, H. R.+ _Education and Statesmanship in India_, 1797-1910.

+LOW, SIDNEY.+ _A Vision of India_.

+LYALL+, Sir +ALFRED+. _Asiatic Studies_.

+MITRA, S. C.+ _Indian Problems_.

+NEVINSON, H. W.+ _The New Spirit in India_.

+PURSER, W. C. B.+ _Christian Missions in Burma_.

+POOLE, F. F.+ _Woman’s Influence in the East_.

+RICE, B. L.+ _Mysore_.

+RULERS OF INDIA SERIES.+ Edited by Sir William Hunter.

+RICHTER, J.+ _History of Missions in India_.

+SCOTT+, Sir +GEO.+ _Burma_.

+SMITH, GEO.+ _Life of Alexander Duff_.

+SORABJI, C.+ _Between the Twilights_.

+STEELE, F. A.+ _India through the Ages_.

+STRACHEY+, Sir +JOHN+. _India_.

+ZIMMERN, ALICE.+ _Renaissance of Girls’ Education_.

_Imperial Gazetteer of India_.

_Quinquennial Report on Progress of Education in India, 1907_.

_Public Instruction Reports, 1860-1910_. Selections

_Statistical Abstract relating to British India, 1911_.

_Reports of Various Missionary Societies_.

Index

+AHMEDABAD+, 181

Ahmednagar, 180

Ajmer-Merwara, 156

Alexandra School, 173

All-Indian Moslem League, 24

Allahabad Conference, 231

Alwar, 154

American Baptist Mission, 67, 151

American Board, 178

Amherst, Lady, 36, 103

Anglo-Indian (Eurasian), 63, 69, 76, 90, 180

Anjuman-i-Islamia, 229

Ārya Samāj, 15, 133, 157

+BAPTISTS+, 67, 85, 151

Baroda: Maharani of, 15, 103, 221;

---- schools in, 148, 229

Benares, 133, 229

Bengali, 101

Besant, Mrs, 133

Bethune School and College, 36, 45, 110, 194, 206

Bharat Stri Mahamandal, 17

Bhopal, 27

Bhore, Miss, 181

Bombay, 160 ff.

Bose, Miss, 111, 201

Brāhma-Samāj, 14, 89, 102, 111, 123, 198

Buddhist, 60, 66, 196, 234

+CALCUTTA, SCHOOL SOCIETY+, 34, 103

Capitation grant, 130

Carpenter, Miss, 38, 42

Chanda Ramji, 167

Chichgar, 173

Chiefs’ College, 145

Christian students, 197 ff.

Church Missionary Society, 104, 139, 142, 194

Clewer Sisters, 116

Compulsory Education, 24, 149

Conversion, 242

Cook, Miss, 35, 103

Covernton, 210, 217

Curriculum, 53, 71, 95, 125, 144, 189, 203

Cursetji, 166

+DACCA+, 78

Danish missionaries, 35

Davies, Emily, 221

Dehra Dun, 133

Diocesan High School, Calcutta, 116, 194

Duff, Dr Alex., 35

Dufferin Fund, 212

+EDEN GIRLS’ HIGH SCHOOL+, 89

Education: Despatch, 1854: 34, 224;

---- Commission, 1884: 34, 46;

---- Despatch, 1904: 46

Elphinstone, Lord, 162;

---- College, 194

Eurasian, cp. Anglo-Indian

+FRERE, LADY+, 172

+GĀRGĀ+, 29

Gokhale, G. K., 20, 24

Gondal, Rani of, 15

Government, system of education, 22 ff.

Government: attitude to female education, 37, 46, 64, 109, 130, 156,
181, 193, 216;

---- Female Education Committee, 80

Grant Medical College, 208

Gujerati Stri Mandal, 17, 166, 170

+HASTINGS, LADY+, 36, 106

Hindu, 15, 17, 30, 35, 39, 87, 113, 143, 166 ff., 198, 230

Hindu Female Training School, 123

Hostels, 85, 208, 211, 216

Hyderabad, 151

+IDEALS OF WOMANHOOD+, 26, 29, 113, 144, 216, 240

Indian Church, 242

Indian National Congress, 24

Indian schools, 47, 66, 145, 167

Inspectress, 41, 46, 95, 131, 151, 156, 182, 246

International Moral League, 229

Isabella Thoburn School, 45, 137, 194

+JAIPUR+, 154

+LADIES’ SOCIETY FOR FEMALE NATIVE EDUCATION+, 106

Lawrence, Lord, 38

Learned ladies, 31 ff.

Lilavati Singh, 137, 201

Literacy, 25, 63, 150, 165

London Missionary Society, 152

Ludhiana, 215

+MADRAS+, 27, 36, 54, 194, 211, 237

Mahakali Pathshalas, 47, 84, 113 ff.

Maharani’s College, 194

Maitreyi, 30

Manu, Code of, 30

Marathi, 179

Marshman, Mrs, 103

Medical students, 212

Methodist Episcopal, 67

Minto, Lord, 22

Mission schools, 44, 50, 67, 93, 103, 115, 137, 141, 151, 155,
176, etc., 233

Missionary Settlement for University Women, 208

Mohommedan, 14, 17, 69, 82, 89, 111, 163, 171, 202, 229

Moral instruction, 223 ff.

Municipal schools, 36, 87, 182

Mysore, 151, 194

+NASIRABAD+, 156

National Indian Association, 18

Native States, 146, 195

Nauraji, 165

Neo-Hinduism, 133

Nivedita, Sister, 21

Normal schools, cp. Training

+OXFORD MISSION+, 85

+PARANJPE, PRINCIPAL+, 238

Parda: absence of, 163;

---- introduction of system, 33;

---- party, 18, 98;

---- schools, 90, 113, 123, 135, 158, 167

Parsi, 17, 36, 164, 171 ff., 198, 235

Poona, 167, 178, 181

Prabhu Brahmans, 164

Prārthanā Samāj, 170, 241

+QUEEN MARY COLLEGE+, 143

+RAJPUTANA+, 153

Ramabai, 180

Rangoon, 67, 194

Religious instruction, 225 ff.

Results, 241

Roman Catholic, 67, 117

+SARAH TUCKER SCHOOL+, 45, 194

Secondary training, 58, 125, 188

Seva Sadan, 17

Social life, 17, 207

Society for Propagation of the Gospel, 67, 142

Sorabji, Cornelia, 200

---- Lena, 89

---- Mrs, 178

Specialization, 219

Stages of education, 51, 125, 164

Stipends, 198

Students Literary and Scientific Society, 165 ff.

+TEACHERS+, 57, 74, 96, 122, 185

Training schools, 58, 75, 90, 93, 118, 123, 142, 149, 157, 174,
177 ff., 194

Travancore, 152

Trevandrum, 195

+UNITED FREE CHURCH MISSION+, 45, 118, 115, 179

University, 192 ff.

Unrest, political, 20, 208

+WELSH PRESBYTERIANS+, 85

Wesleyan, 139, 151

Whyte, Miss, 118

Widows, 58, 123, 149, 157

Wilson College, 194, 199

Wilson, Mrs, cp. Cook

Wilson, Mrs Margaret, 35, 165, 177

Wilson, Miss, 187

Women’s colleges, 194

---- University, 220

+Y.W.C.A+., 96, 209, 211, 216

+ZENANA BIBLE AND MEDICAL MISSION+, 37, 142, 178

Zenana, cp. parda

FOOTNOTES:

[1] An Indian Theistic sect eclectic in character, founded by Raja Rammohan Roy in Calcutta, 1828. _Cp. New Ideas in India_--John Morrison, D.D.

[2] Or Vedic Theistic Association, a patriotic and religious sect, chiefly in the United Provinces and the Punjāb. Founded in 1875 by Dyanand Saraswati. _Cp_. as above.

[3] Women who remain behind the curtain.

[4] _Among Indian Rajahs and Ryots_--Sir Andrew H. L. Fraser, K.C.S.I.

[5] _Between the Twilights_--Cornelia Sorabji.

[6] _Women in the Modern National Movements of the East_ (S.C.M. Pamphlet), by A. de Sélincourt.

[7] Seva Sadan Report.

[8] _Ruler of India Series_--Lord Amherst.

[9] Speech at the Education Congress, 1897--G. K. Gokhale.

[10] _Among Indian Rajahs and Ryots_--Sir A. H. L. Fraser, K.C.S.I.

[11] _Cp_. Diagram, Appendix C.

[12] Lodgings.

[13] 1911 Census Returns. In 1901, 9.8 per cent. men, 0.07 per cent. women.

[14] _Women in the Modern National Movements of the East_ (S.C.M. Pamphlet, 1912), A. de Sélincourt.

[15] _Vedic Quarterly_, 1911.

[16] _Koran Sura IV_. (Rodwell’s edition, _Sura_, C.).

[17] A secret phrase or password used for initiation into Hindu sects. _Cp. Primer of Hinduism_--J. N. Farquhar (C.L.S.).

[18] _Cf. Ancient India_. R. C. Dutt.

[19] _Vedic Quarterly_, 1911.

[20] Manu, ii. 67. S.B.E. The Vedic Sacrament had for its object the study of Vedic texts.

[21] Manu, ix. 18. S.B.E.

[22] _India through the Ages_. F. A. Steele.

[23] _India through the Ages_. F. A. Steele.

[24] Smriti=tradition (of philosophy).

[25] System of philosophy.

[26] _Calcutta Review_, September 1855.

[27] _India through the Ages_. F. A. Steele.

[28] _History of Missions in India_. J. Richter.

[29] _Biography of Alexander Duff_. George Smith.

[30] Appointed to the Subordinate Educational Service in 1876. India Office Note.

[31] Popular Education in the North Western Provinces.--_Government Report_, 1860.

[32] Popular Education in the North Western Provinces.--_Government Report_, 1860.

[33] An agricultural caste.

[34] Landowners.

[35] _North Western Provinces Report on Education_, 1875.

[36] _Life and Work of Mary Carpenter_. J. E. Carpenter, 1879.

[37] _Six Months in India_. Vol. I., p. 278. M. Carpenter.

[38] _North Western Provinces Report on Education_, 1877.

[39] _Ibid_.

[40] The Madras Report alone gives separate figures:

Secondary schools, Government, 2 Mission, 35 Indian, 0 Primary schools, ” 208 ” 523 ” 331

[41] Pathshala = school.

[42] _Quinquennial Survey of Progress of Education in India_, 1907. Vol. II. Tables 181-184. These statistics include Eurasian Schools.

[43] _Quinquennial Survey_, 1907. Vol. II. Table 180.

[44] _Quinquennial Survey_, 1907. Vol. I., p. 257.

[45] Comparative Percentages. In 1886--1.6 per cent.; in 1896--2.1 per cent.; in 1901--2.2 per cent.; in 1907--3.6 per cent.; in 1910--4.6 per cent.

[46] Schools are classified as

(_a_) Primary, including Standards I to IV.

(_b_) Vernacular Middle, including Standards I to VII.

(_c_) Anglo-Vernacular Middle or Middle English, including Standards I to VII. English taught from Standard IV.

(_d_) High, including Standards I to X. English taught from Standard IV and used as a medium in the higher stages.

This classification varies somewhat in the different provinces, especially as to the age for using English as a medium. (_b_) is entirely absent from some returns. (_c_) and (_d_) are often grouped together as secondary schools.

[47] _Quinquennial Survey_. Vol. I., p. 255.

[48] _Renaissance of Girls’ Education_, A. Zimmern.

[49] _Cf_. Appendix A. for curriculum.

[50] _World Missionary Conference Report_. Vol. III. p. 51.

[51] _Cf_. Appendix B.

[52] “Marriage in Burma is simply concubinage, which may terminate at the desire of either party.” _Christian Missions in Burma_. W. C. B. Purser.

[53] _Public Instruction Report, Burma_, 1910.

[54] _Public Instruction Report, Burma_, 1910.

[55] _Missions in Burma_, p. 13. W. C. Purser.

[56] _Burma_. M. and B. Ferrars.

[57] _Report of Public Instruction in Burma_, 1910, p. 41.

[58] Dramatic tales with pointed moral. The “Pyazats,” the modern development thereof are popular burlesque plays, performed at festivals. _Cf_. _Burma_. Sir George Scott.

[59] _Public Instruction Report_, p. 18.

[60] _Cf_. p. 66.

[61] This was written before the Durbar Proclamation on the further re-adjustment of Bengal areas. Calcutta is now the capital of the Bengali-speaking districts.

[62] White veil with eye-holes, enveloping the whole person.

[63] Mohammedans, 18 millions. Hindus, 11½ millions. Animists, 1¼ millions. 1901 Census.

[64] This title is used of a Mohammedan woman of a ruling family, or who can prove direct descent from the Prophet.

[65] A literary caste.

[66] A literary caste, about 25 per cent. of their women are literate.

[67] Descendants probably of the original inhabitants of the district.

[68] Shloka, a particular type of Sanskrit metre, often used loosely to mean any verse of Sanskrit poetry.

[69] Patshala = school.

[70] Information throughout is chiefly drawn from _Proceedings of Female Education Committee_.

[71] Teacher.

[72] _Cf_. p. 137.

[73] 50 rupees per month in addition to 25 rupees gari-allowance is given to each governess and the pupils do not contribute much.

[74] _Indian Speeches_. Lord Curzon.

[75] Work. “It is not my work” is a common excuse.

[76] _Cf_. Note Chap. IV, p. 78.

[77] _Imperial Gazetteer of India_--Volume _Bengal_.

[78] Only 3171 in the 1901 Census.

[79] _Position of Women in Indian Life_. Her Highness the Maharani of Baroda. _Cf_. also Chap. II, p. 36.

[80_1] _Calcutta Review_, 1855.

[80_2] _Calcutta Review_, 1855.

[81] _Address on Female Education in India_, 1839, delivered by Dr Duff at the First Annual Meeting of the Scottish Ladies’ Association.

[82] Percentage of girls of school age at school.

1881 0.87
1891 1.61
1901 1.8
1910 4.3

The total number of girls under instruction is now 171,569.

_Imperial Gazetteer. Bengal Public Instruction Report_, 1910.

[83] _Imperial Gazetteer_.

[84] _Cf_. Chap. II, p. 36.

[85] _Cf_. Chap. IX.

[86] The Goddess of Learning. On her festival, students will pile their books and inkpots before the shrines in their colleges for special blessing.

[87] Worship.

[88] Lady, a title of respect.

[89] _Report of the Mahakali Patshala_.

[90] 1911 Census. _Statistical Abstract of British India_.

[91] A school under the English Code, where only 15 per cent. of the pupils may be of Indian parentage.

[92] _Bengal Public Instruction Report_, 1910.

[93] _Cf_. Chap. VIII.

[94] Inspectress’s Report.

[95] _Public Instruction Report, United Provinces_, 1910.

[96] _Cf_. _Young India and the Education of Girls_, E. R. M’Neile (C.M.S.).

[97] Formed from Statistical Tables III and IIIA. _in Public Instruction Report for United Provinces_, 1910.

[98] _Cf_. _The Renaissance in India_, C. F. Andrews.

[99] _Public Instruction Report, United Provinces_, p. 34.

[100] _Public Instruction Report, Panjāb_, 1910.

[101] _Cf_. p. 178.

[102] _Female Education in North India. East and West_, January 1911. M. P. Western, Principal, Victoria May School.

[103] The prospectus of the Conjeevaram School (South India) presents several unique features. The Hindus consider it their best school. A visit was, unfortunately, impossible.

[104] _Administrative Problems of British India_, book ii., chap. i. J. Chailley.

[105] Chief minister.

[106] _Public Instruction Report, Bombay_, 1910, p. 24.

[107] _Imperial Gazetteer of India_.

[108] The great “war-sacrifice of honourable death” practised by the Rajputs. When resistance was unavailing, they chose death in battle rather than surrender.

[109] From _The Land of the Princes_, Gabrielle Festing.

[110] _Imperial Gazetteer_.

[111] _Statistical Abstract of British India_, 1911. Approximate figures.

[112] Asoka, ruler of India, +B.C.+ 272-231. He is known as the Constantine of Buddhism.

[113] A society similar to the Brāhma-Samāj, but less organized and not so strong numerically. _Cf_. _New Ideas in India_. Morrison.

[114] There are also 190 girls studying in the High Stage of 12 of the schools classified for various reasons as Middle.

[115] High and Middle schools which have a Primary Department are included again in the returns of Primary schools.

[116] _Public Instruction Report, Bombay_, Table IIIA.

[117] “English-teaching” schools form a special category in the Bombay Presidency. There is no limitation to the number of Indian pupils, and they are not bound by the Anglo-Vernacular Code. _Cf_. p. 179.

[118] Hindu ladies attended first about 1863 in response to special efforts made on their behalf by Lady Frere.

[119] Farthings.

[120] Detailed information can be obtained in the reports of the various societies. There are 26 Protestant societies in the Presidency, most of whom have educational work for girls.

[121] _Cf_. _Life of Pandita Ramabai_, Helen Dyer.

[122] _Public Instruction Report, Bombay_, 1910, p. 27.

[123] _Public Instruction Report, Bombay_, p. 27.

[124] _Ibid_., p. 18.

[125] _Public Instruction Report, Bombay_, p. 29.

[126] _Public Instruction Report, Bombay_, p. 16.

[127] There are in addition three Training Colleges.

[128] Approximate number only.

[129] _Cf_. also _Statistical Abstract, British India_, Table 105.

[130] Dr Mackichan, in Preface to Ratanbai’s Translation of _Les Parsis_.

[131] F.A.--title given to those who have passed the First Arts examination, corresponding to “Intermediate.” It is abolished by some of the Universities. _Cf_. p. 116.

[132] Now married to Pandit Keshavan.

[133] _Administrative Problems of British India_. J. Chailley.

[134] _Indian Unrest_. V. Chirol.

[135] _Administrative Problems_. J. Chailley.

[136] _Indian Unrest_. Chirol.

[137] _Cf_. Report from Secr. M.S.U.W., 74 Denison House, Vauxhall Bridge Road, London.

[138] _Public Instruction Report_, Bombay, 1910.

[139] There are at present in hospital work in India 47 women medicals of the first grade (including English women), 92 assistant surgeons, and 67 hospital assistants, practitioners, etc. _Cf_. _Report of the Countess of Dufferin’s Fund_, 1911.

[140] _Quinquennial Report_, vol. i.

[141] Founded in 1884, the total value of hospital buildings connected with the Fund is now 50 lakhs. 90 students are in receipt of stipends. _Cf_. Report.

[142] _A Problem and its Solution_, E. M. Brown, M.A., M.D. (Procurable from 36 Fairfield Road, Bromley, Kent.)

[143] Further hospital practice might be available in Ludhiana.

[144] The Y.W.C.A. has student branches in these hostels.

[145] _Bombay Public Instruction Report_, 1910.

[146] Exceptions exist in the Diocesan College, Calcutta, in the case of non-residents.

[147] _Indian Ladies’ Magazine_.

[148] Alice Zimmern on the aims of the Girton pioneers in _Renaissance of Girls’ Education_.

[149] _Position of Women in Indian Life_, by Her Highness the Maharani of Baroda.

[150] _Renaissance of Girls’ Education_. A. Zimmern.

[151] _Unrest and Education in India_. Wm. Miller, D.D., LL.D., C.I.E.

[152] Despatches on Christianity in India--Sir John Lawrence (_Times_ Reprint).

[153] Despatch of the Secretary of State, 1859.

[154] “King George and the Hindoos,” _XIX Century_, January 1912.

[155] _Allahabad Conference Report_, 1911.

[156] G. K. Gokhale.

[157] _Indian Unrest_. Sir Valentine Chirol.

[158] The quotation is from a verbal translation given during the visit to the school.

[159] _Quinquennial Report_, vol. i. p. 257.

[160] _Unrest and Education in India_. Wm. Miller, D.D., LL.D., C.I.E.

[161] _Allahabad Conference Report_, 1911.

[162] _International Review of Missions_, January 1912. Article by T. Gairdner.

[163] The Aim of Educational Missions. _East and West_, January 1912. W. E. S. Holland.

[164] _Student Movement_, 1911, Article by S. K. Rudra.

[165] Cp. on this _The Renaissance in India_, C. F. Andrews.

[166] _Christianity and the New Idealism_, Rudolf Eucken.