2. Taylor's Manual of Ancient History, omittingChapter V. Sections 3 and 7.

1, 3, 5, and 6.

1, 4, 6, and 7.

3. Taylor's Manual of Modern History, omittingChapter IV. Sections 1, 6, 8, 10, 11, and 13.

X. and XIV.

1, 6, 13, and 14.

6th. In mathematics he must know the common rules of arithmetic, the first four books and the sixth Book of Euclid, together with the definitions of the fifth; algebra as far as quadratic equations, and the portion of plane trigonometry contained in Young's Treatise, part I., omitting Articles 27, 28, and 31.

14. Candidates for the higher grades of scholarships will be examined in the business of their respective years as sanctioned from time to time by the Board of Education, and taught by the Elphinstone Professors.

15. A list of the names of all successful candidates, arranged in the order of merit, and with tables of the marks obtained, shall be forwarded to the Board of Education, previously to the 1st of May in each year.

West and Clare Scholarships.

55. Whilst on the subject of scholarships, we may mention a modification we have considered it desirable to introduce in the arrangement of the West and Clare. We stated in our third report that the West and Clare scholars were both divided into two classes, and that to each of the second class we had allotted ten Rupees a month, while to each of the first class we had allotted fifteen Rupees. Thus we had 1st and 2nd class West scholars, and 1st and 2nd class Clares. The number of the 1st class, including both West and Clare, was twelve, and the number of the second twenty-four. As the amount of

the West fund was precisely able to provide the twelve higher or first class scholarships, we devoted it solely to this purpose; and the Clare fund, which was capable of supporting the twenty-four lower or 2nd class, was in its turn appropriated to this purpose. We have thus simplified the arrangement. Instead of the complex terms of 1st and 2nd class West scholarships and 1st and 2nd class Clare scholarships, we have now simply the designation of West and Clare.

56. On the 10th ultimo, the scholarship examinations commenced; and in Appendix No. 6, will be found both the order of examination and the scholarship

Scholarship Examination.

papers themselves. It will be observed that in the examinations for the higher scholarships, only one hundred marks, out of four hundred, were allotted to mathematics. The general result was very satisfactory, and forty-four scholarships have been awarded.

57. We have to record the gratifying fact that on the occasion of the late visit to Bombay of His Highness the Gaikwar of Baroda, His Highness placed

Gaikwar

ships.

Scholar

5,000 Rupees at our disposal for the benefit of the Institution. We decided on founding two scholarships in his name, one for proficiency in the Marahti language, and the other for proficiency in Gujerati, to be competed for by students holding scholarships at the end of the second year's course, and to be held for one year. By thus allowing no student to compete who has not passed through two years of the College course, we evidently give great encouragement to the study of English, while at the same time the scholarships are actually awarded for proficiency in the Gaikwar's two languages,-the one his own vernacular, the other the vernacular of his subjects. The examination took place on the 23rd and 24th ultimo, and the scholar

ships were awarded to Narayan Vishnu and Balaji Pandurang. The value of each is ten Rupees a month.

58. In our last report we mentioned that we had been compelled to close the door of the Institution against fresh applicants

Branch Schools.

for admission, in consequence of that want of room to which we have so repeatedly had occasion to draw your Lordship's attention; and we feel compelled once more thus briefly to allude to the pressing want of a new building. To remedy this state of matters as much as possible, we opened two branch schools in August last; one in the Fort, and the other in the populous Hindu neighbourhood of Múmbadevi. They are considered in the light of preparatory schools to the Institution. The former is attended by one hundred and fifty-three boys, the latter by two hundred and fifty-one. Besides affording relief to the Institution in this manner, we believe we have conferred a very great benefit on large numbers of young children whose parents were deterred from sending them to the Institution on account of the distance at which they reside.

Fees.

59. At the same time that we opened these branch schools, we decided on increasing the amount of the ordinary monthly fee at the Institution from one to two rupees. The fee fixed for the Fort school was also two rupees, but for the school at Múmbadevi, which is in the midst of a poorer and Hindu population, we decided on one rupee. In consequence of this increase in the scale of fees, the total sum received has greatly increased over former years, and the higher fees from the paying students in the college department have added to the amount. The total amount received during the sixteen months under review was Rs. 13,152. The amount during the last twelvemonth, viz. from May 1st 1850 to April 30th 1851, was Rs. 10,694, the amount during the twelvemonth embraced by our last report being Rupees 6,365.

Number of Students.

60. The total number of students belonging to the Institution on the 30th ultimo was 966, viz. forty-two in the college department, one hundred and eighty-six in the upper school, three hundred and thirty-four in the lower school, and four hundred and four in the branch schools. The course of study in each and all is amply detailed in Mr. Green's report.

MOFUSSIL ENGLISH SCHOOLS.

61. The English schools in the Mofussil are seven in number, viz. at Poona, Ahmednuggur, Surat, Ahmedabad, Broach, Rutnagherry, and Dharwar. At the close of March last they were attended by seven hundred and sixtyeight students.

Master..

POONA ENGLISH SCHOOL.

Established 1838.

The Rev. James McDougall.

Assistant do.....Raghunáth Jagunáth.

Pupils

....

169.

62. No change has taken place in the management of this school since the date of our last report. At that time there were one hundred and twelve pupils. It will be seen that since then there has been a considerable increase in the number. In November last it was submitted to a careful examination by Professor Patton, who was deputed from the Elphinstone Institution for the purpose. Mr. Patton favored us with a report, which was very satisfactory. It showed that the classes generally were in a good state, more particularly the higher ones, and especially the class under Mr. McDougall's more immediate personal teaching. Mr. Patton stated that the boys in this class had read through "Clift's Political Economy, as far as the chapter on Money, and had obtained pretty clear ideas of the elementary principles of the subject." They had also read "three Plays of

Shakespeare. Their reading was very good and emphatic, and much trouble must have been taken to explain the antiquated language in which many of the ideas are given. In order to test their knowledge of history, and to obtain a specimen of their composition, I gave The rise and fall of the Peishwa's Government' as the subject of an essay, to be written in my presence, without reference to books. Two or three essays were very good, and one deserves to be more particularly mentioned-that of Ramchundra Govind. The style was free from the affectation too prevalent in inexperienced writers, and there were very few sentences that required correction." In mathematics the same class is stated to have "answered extremely well in plane trigonometry, both in investigating the formula and the actual solution of questions. In the use of the logarithms they exhibited facility and correctness."

63. In concluding his report, Mr. Patton suggested for our consideration the expediency of laying down one fixed scheme of education for all our English schools. He thought it would be preferred by the masters themselves, and said it would certainly be much more agreeable to the examiners. He was of opinion also that by obtaining the results of the experience of different teachers, a more perfect system might be laid down than could be expected from the unassisted ingenuity of one individual. In explaining his views Mr. Patton said, "I do not mean that a limit ought to be imposed beyond which masters should not be permitted to teach, because this would have an injurious tendency to damp their energies by depriving them of their best pupils when they are about to become most interesting; but I think there ought to be a certain course through which all should be compelled to pass before beginning any new subject of study." We approved very highly of the suggestion, and have requested Mr. Patton, in conjunction with Messrs. Green and Reid, to enter fully into the subject, with the view of drawing up a