A SURVEY OF THE HISTORY OF EDUCATION IN BURMA BEFORE THE BRITISH CONQUEST AND AFTER‘ PART 3 By U KAUNG ** * A thesis accepted for the Master of Arts degree in Education the University of London in May, 1929- Examiners: Professor J. Dover Wilson, Professor of Education, University of London, and Mr. A.E. Twentyman: External Examiner: Mr. Arthur Mayhew. ** Late Director of Education and Chairman of the Burma Historical Commission. XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.82 APPENDIX . Correspondence on Vernacular education, Pp. 83-92, . Extract from Burma As I Saw It by Grant Brown; The Nagas and the influence of Burmese civilization on them especially through the Monastery and its School. Page 93. . _Extract—Description of the 18th century Indian village school. Pp. 93-94. . Extract from The Report on the Progress of Arakan, 1826-75, to show the rapid change of Akyab under British Rule. P. 94. .. Table of first Statistics of Indigenous Schools taken in 1870. P. 95. . Table showing number of Monastery and Lay Schools on list of Inspected Vernacular Schools, 1867-99, Lower Burma and Upper Burma. P. 96. . Table of same for whole of Burma 1889-1927. P. 97. . Table showing working of the Payment by Results System, 1873-1899. P. 98. . Three Tables showing growth of population up to 1870 in British territory; increase of area under cultivation: and export of rice from Pegu. P. 99. . Table showing number of recognized Anglo-Vernacular and English Schools 1867+ 1927. P. 100-101. . Table showing Expenditnre on Education 1867-1927. P. 102-103. . Number of graduates from 1885-1927. P. 104. . Minute of Establishment of a Government High School at Rangoon 1872. Pp. 22-25. . Bibliography. Pp. 108- IBRS, XLVI, ii, Dec. 1963 Copvriaht© 1998 - Mvanmar Book Centre & Book Promotion & Service Ltd. Banakok. Thailand,83 (from APPENDIX C: Annual Report 1868-69 ) qa) No. 947 HOME DEPARTMENT: EDUCATION From Lieutenant Cotonel A.P. Phayre, C.B. Chief Commissioner of British Burma, To The Honourable R.N. Cust, Officiating Secretary to the Government of India Home Department. Dated Rangoon the 26th December, 1864. Sir, I have the honour to acknowledge the receipt of letter No. 1308 dated the 9th of July last, with copy of a Despatch No. 15 dated the 3ist May, 1864, from the Secretary of State for India, calling upon me to consider the report upon. a systematic plan for affording the means of education to the people of British Burma. 2. I will begin by stating the means for sound education which already exists. First as to Government Schools...... 4. In regard to private Schools receiving aid from Govennment, much has been done... 7. But all these Schools whether maintained by Government or by private Societies are a mere drop on the ocean compared to what is required to leavens the mass of ignorance which we sce around us. It will be observed that aid is given to Schools which instruct 3,750 pupils. The population of Britich Burma is over two millions: so that not more than 11 per cent have the opportunity of receiving a sound education: 8. Of the inhabitants of British Burma three-fourths, or one million and a half belong to people whose mother tongue is Burmese. It is evident then that in providing for the educational wants of the people we must first look to the requirements of that race. 1 shall now proceed to state what I consider should be done for them. 9. The existing Native Schools of Burma are the Buddhist Monasteries. The Monks are supported by the daily alms of the people. The fabrics are generally built by private individuals as works of religious merit. The Monasteries have no endowments, The Monks who inhabit them perform the priestly offices required JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand,84 by the laity and educate children. For their services they are supported by voluntary gifts and daily alms. There is scarcely a village in the whole country without one of these institutions. For the great mass of the pupils it may be said, that the education imparted does not go beyond intruction in reading and writing the vernacular language—that is Burmese, and the rudiments of Arithmetic. For those who intend to enter the Priesthood, of course, a higher degree of instruction is necessary which need not here be described. As a general rule, it may be stated that all instruction among the Burmese people is carried on in the Monasteries. There are a few private schools here and there, but they are exceptional. There is no other regular plan or system of schools which could be taken in hand and improved. 1 would not recommend that Government should set up Schools in the Villages as additional, or in opposition to the Monasteries, such a scheme would inevitably be a failure. The people of British Burma as yet know very little of the British Government except as a Police, a Revenue, and a Judicial power. They know indeed that the British Government has established a milder and a more efficient Government than existed before the conquest of the country. But from the comparatively * few Europeans who speak the language and from the utter absence of Europeans from the interior of the count#Y* the masses of the agricultural population know nothing of the desire of the British Government to educate and to raise them in the scale of civilization. How is that idea to be imparted to them? How are they to be made aware of the fact? How are they to be impressed with its truth? Until that preliminary has been accomplished any plan for educating the people must be abortive. I reply then that the only cffettive way to impress this fact upon them is to establish ‘one or more Central Scho in each district, which shall be so situated as t under effective control, that is at the head-quarter station or where a European Officer resides. In time such Schools will spread abroad knowledge and the desire for increased knowledge. They will testify to the people the wish of the British Government that First. Moulmein | Second. Akyab. Rs. Rs. Head Master rar ae 300 Head Master tt me 250 Second Teacher a 80 Second Teacher on 60 : Third -do- tHE needa He ca Fourth -do- . 5 pyemaaeet oer Vernacular -do- a 15 Servants Dufty 6.06. 6 8 Peon tire 10 Total Rupees — = Rs, 398 = JBRS, XLVI, ii, Dec. 1963 Copyright© 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Banakok, Thailand.85 its subjects should be taught. I would not establish these Schools all at once in each district, but gradually as opportunity offered; and above all, the greatest difficulty to be surmounted, as proper Masters should be obtained. On this general plan 1 would have Medium Class Schools of two grades with the establishments noted in the margin. Schools of the first grade might be established at Bassein and, perhaps, eventually at Prome. Schools of the second grade at Toung-oo, Henzadah, Myan-oung and Tavoy. The towns of Mergui, Shwegyeen and Sandoway might be considered hereafter. In each case a house should be built for the Head Master. The general plan of instruction would be Anglo-Vernacular, that is, English to be more or less the medium of instruction, but Burmese not to be altogether neglected. As the desire to learn English is prominent at the seaport towns, and at various other places, I would leave the degree and extent to which the English language is to be taught to be settled by local requirements. 14. Hitherto I have stated that we -must first establish schools in the principal towns of the Province in order to show..the people of the interior that Government desires to improve their mental condition. The next question is what is to be done after these Central Schools shall have been established, and shall have succeeded. In other words, how are we to educate the population generally, Except in the towns which I have already enumerated, the population throughout British Burma may be said to be wholly agricultural. I have already stated the support that has been given to Village Schools supported by Missionaries. Besides those, as already noted, there are no schools in the country except the Buddhist Monasteries.. I think in time we may be able to improve the education given in those institutions. I know of no other feasible plan for imparting sound education to the agricultural population in the interior, But before we can propose such a plan, we must at least have shown to the people by establishing good Central Schools in each district that we are capable of performing what we profess to do, that is, educate the Burmese people. 15. To carry out this plan I am of opinion that we should do nothing more than induce the Monks in the small Monasteries to accept certain books for the instruction of the pupils. We already have some excellent School Books. They are as follows:— 1. Geography by the Rev. G.H. Hough (Map wanting) 2. Treatise of Land-measuring, and Triangulation. 3. Stilson’s Arithmetic—an admirable work. 4. “The House I Live In,” translation of an interesting little work on human anatomy. 5. Sketch of Ancient History by the Rev. E.A. Stevens. 6. Hegendris’ Geometry. JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.86 If there was only a work on Elementary Astronomy, we really have every book required to commence the work now proposed. The task. of inducing the Buddhist Monk generally to accept and teach these works in their Monasterics—of course in addition to the existing ecclesiastical or theotogical course of education—would Tequire very great tact, judgment and discretion. Some Buddhist Monks to whom I have spoken on the subjes: have not been adverse to the plan, The work would have to be superintended by a man of superior attainments: one well acquainted with the Burmese ianguage and the character of the people. 16. The plan then I have the honour to submit for “affording the means of education of the people throughout the Province gencrally”, is a very simple one. It is first to establish gradually central Anglo-Vernacular Schools at the principal towns. To let these schools work their way and to make a due impression, and then to induce the Buddhist Monks to accept the books. This general plan, together with the private schools aided by Government, would establish a complete system of sound Medium Class Education throughout the entire Province. The question of Higher Schools and colleges need not now be considered. That must follow the establishment of the plan now proposed. The question of inspection, however, is urgent. T have, etc., A. P. PHAYRE, Chief Commissioner. Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand,(II) No. 198 HOME DEPARTMENT: EDUCATION. From Colonel A.P. Phayre, C.B. Chief Commissioner of British Burma, and Agent to the Governor General. To E.C.Bayley, Esq., Secretary to the Government of India, Home Department. Dated Rangoon the 30th May, 1865. Sir, In respect to Elementary Vernacular Education throughout the Province generally, what I beg to recommend is as follows:- The plan of supplying books to the Buddhist Monks to be taught in their Monasteries should first be tried in the principal towns, as Rangoon, Maulmain, Akyab, Henzadah and Prome. I would not recommend that the plan be introduced at other places until it has been tried in the towns. In such places the progress could be readily watched, the work be guided and objections met and overcome as soon as they appear. [ would commence with giving the Monks to which there could be no objection and which are at once useful, such as Arithmetic, Land-measuring, and perhaps Geography. Other books, no doubt, eventually would be gladly received. But the plan cannot be advantageously commenced unless a Director of Education is appointed to begin and carry itan. I should, therefore, beg that a Director be appointed as soon as possible. As the work will confessedly be tentative, I should recommend that the appointment be in the first instance approved for two years; the Director to receive a salary of Rs. 1000 per month subject to increase at the end of two years if then considered advisable. In my letter No. 947 dated 26th December last, I contemplated the appointemnt of the Director after Anglo-Vernacular Schools shall have been established at the principal towns. On further consideration, however, I am of opinion that the Director should com- mence his work as soon as possible, And as some books are available, I should recom- mend that the Director be appointed and enter on his duty as soon as arrangement JBRS, XLVI, ii, Dec. 1963 Copvriaht® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Banakok, Thailand,88 can be made for engaging his services. He will be able to devote himself to establish ing the proposed system in Monasteries near the Capital towns, which will be looked to“as examples of similar establishments in the interior. The only establishment which I shall for the present ask for the aid of the Director is four Burmese teachers, who it will be necessary to employ in moving about to the several Monasteries in each chicf town to help the pupils in their studies of the books. Each of these teachers I recommend should receive Rs. 30 per mensem. The Director General when moving should receive travelling allowance equal to that received by the Inspector General of Prisons, He will be expected to inspect Government Schools in addition to his duties as Director of Vernacular Education, and in that case the present temporary appointment of Inspector should cease. Finally, I beg to solicit immediate sanction to the sum of Rupees three thousand (3,000) in order that I may make arrangements for procuring the Books and Maps necessary for commencing this useful measure. T have. etc.. A.P. PHAYRE, Chief Commissioner of British Burma. Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand,89 (from APPENDIX C: Annual Report 1868-69) (11) 1. MEMORANDUM ON VERNACULAR EDUCATION FOR BRITISH BURMA The ‘Burmese language is the mother tongue of three fourths of the inhabitants of Brilish Burma, The first plan, therefore, for diffusing Vernacular education among the people must proceed upon the basis of using that language as the medium of instruction, Hereafter the languages of other peoples may be used for the same. purpose as regards those races. In the present state of education in Burma it is manifest that what is first required is primary or elementary education among the masses. It is not mere teaching to read or write that is meant, that preliminary knowledge is already imparted at National Schools in every part of the country. What is wanted, and it is proposed to supply, are the mzans of instructing the masses through the medium of the Burmese language, in Elementary Arithmetic, Land-measuring, Geography and eventually of Astronomy and outlines of Ancient History as known. in Europe. What then is the best method for reaching the masses in British Burma so as.to instruct them in the rudiments of these branches of knowledge? How can we best bring them to school and make them long for instruction? Such is the question which we propose to discuss. It is known to every one in Burma that the Buddhist religion requires the Priests or. Monks to reside in Monasteries. They are separated from the laity and are suppoited by voluntary gifts and alms. In addition to the offices of religion which they perform, they instruct the children of the laity. Only a small proportion of the children taught in the Monasteries advance beyond the ability to read and write, and the acquirement of a slight knowledge of Arithmentic. But it is believed that if books on the subjects above mentioned were furnished to the Chief Phongyee of each Monastery, and a qualified Burmese teacher engaged to superintend the studies occasionally, that the books supplied would be willingly used. The advantage of this is obvious. Arithmetic instead of being taught in a desultory manner and to a few only, would be carried on upon a fixed plan and the progress of the scholars could be distinctly marked. Sound geography would be taught instead of none at all. The usual knowledge of Land-measuring — so necessary to a nation of small landed proprietors — would be taught. Astronomy and other subjects would follow in time. Now it is evident that it is desirable to teach those subjects to the people at large. The Burmese people must be taught to feel that unless they have their children educated both in sound knowledge, and in a more systematic manner than at present prevails, they will assuredly be surpassed by other races in the country. It is, of course, desirable to effect the object in view by a method the most likely to be generally acceptable, and economy must not be forgotten in the arrangement. JBRS; XLVI, ii; Dec: 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.90 If Vernacular Schools were to be set up in each little town or village, they would run the danger of being considered antagonistic to the Monasteries. The expense of supporting them would also be very great. But if we can induce the Phongyees to accept books, to be used as part and parcel of their course of instruction or to reszive an Instructor occasionally to give lessons to one of the Moung Yeengs or Probationers of the Monastery, we shall at once have the support of those whom the people now look up, to our plan for spreading useful knowledge; we shall disarm opposition: and at the same time save a great expense which otherwise would be required for buildings and masters. This then is the work which deserves the cordial support of every man who desires the improvement of the Burmese race. If begun with proper caution and judgement: if carefully introduced in those Monasteries in the vicinity of the principal towns where itcan be watched and supported by the friends of education, it seems well calculated to be an efficient means for instructing the masses of British Burma in sound elementary knowledge. To carry out this plan successfully, it will be necessary to have a Director well acquainted with thy lauguagz and literature of Burma, who will devote himself to this work with discretion as well as zeal, and not seek for other employment. Books on nearly all the subjects proposed to be taught are ready prepared, so that it only remains to discuss the project, and earnestly to recommend it to the Burmese people, Buddhist Priests and laity, as one the principle of which is well worthy of adoption though some details may admit of modification. If this be done, the way will be prepared for the Director at once to enter upon his duties as soon as his appointment has. been approved by higher authority. AP. Phayre, Chief Commissioner, British Burma, Dated Rangoon 15th June 1865. JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.91 (div) No, 307 From Colonel A.P. Phayre, C. B., Chief Commissioner of British Burma. To E. C. Bayley, Esq., Secretary to the Governor of India, Home Department. Dated 30th August, 1866. Education: Sir, Ihave the honour to acknowledge receipt of your letter No. 47 dated the 12th ultimo, relative to Educational plans for British Burma. 3. The remaining point is regarding proposed establishment of Vernacular Schools throughout the Provinces by means of books in the Burmese language being furnished to the existing Buddhist Monasteries. This measure is one of deep importance. Upon it depends whether sound Secular Education in the Vernacular language shall be made to reach the masses of the people by mean of existing institutions, leaving all the authority with the people which is to be offered through some other medium which has not yet been selected and the efficiency of which is untricd. 4. The first mentioned medium is far preferable to any other. It is better in respect to efficiency and is the most economical that can be subjected. But I feel deeply that the success of the plan depends on the means to get men to work it, and more than every thing at the commencement. _A false step at first may overthrow the whole design. Ora want of due vigour, accompanied by tact and discretion may cause the plan to languish in that fecble state, which is more discreditable perhaps than downright failure. 5. On such a delicate duty as that of persuading the Buddhist Monks to introduce into their Monasteries and diligently teach as class books elementary works on science and history, I am convinced that nothing but the constant supervision, direction and personal persuasion by a competent Officer exerted over each Monastery at first will suffice tho- roughly to establish and effectually to extend and carry on this excellent measure for edu- cating the people of Burma. JBRS, XLVI, ii, Dec. 1963 Copyright© 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand,92 6. The several Deputy Commissioners have not at their disposal the time which is necessary for such a task. The measure is not the establishment of Schools with paid Masters, and an occasional visit to see if the-Masters are teaching the scholars as much as they may be expected to teach for the pay they receive from Government. It is. for other, and a far more extended, and at the same time more difficult design, which has to be accomplished. It is to bring the priesthood. of the country who have, and have for ages had, in their hands the national education: to bring, I say, that influential body to support the great cause of sound European education. Irrespective of the want of time sufficient to devote to such an object, it is not every Officer that has the knowledge of the language, and the tact and discretion absolutely necessary to forward such a great “object. It would not be safe to trust such a work to the separate efforts of different Officers. On these grounds, therefore, [ do once more request that His Excellency the Governor- General in Council will be pleased to appoint a Director of Public Instruction in British Burma, as already proposed by me. 7. Until the recommendation has been approved, I should not proceed further in regard to Books and Maps. I may mention, however, that I have distributed a few books in two Monasteries and that the Priests have received them favourably. All that is want- ing is that daily visits shall be made to see that the acceptance is real and not sham. T have, ete., AP. Phayre, Chicf Commissioncr of British Burma. JBRS, XLVI, ii, Dec. 1963 Coovriaht® 1908 - Mvanmar Book Centra & Book Promotion & Service Ltd. Banakok. Thailand.93 APPENDIX 2 (Extract from BURMA AS I SAW IT by George E.R. GRANT-BROWN, p. 18) The Nagas and the Influence of Burmese Civilization on them especially through the Monastery and its School THE NAGAS. “Most of them live in Assam in Hill Tracts, under ‘an administration specially adapted to a very primitive people, and in the no-man’s-land between Assam arid Burrtia, where they are free to follow customs such as raiding, head-hunting and human sacrifices, which would not be permitted under our rule. In some tribes both men and women go entirely naked in their own villages. Yet those people speak a language allied closely to Burmese and when they come down to the Chindwin and adopt Burmese dress, language and customs, they becom: indistinguishable from the Burmans in generation or two. On the Chindwin, below the Taman Country, are many pleasant villages, clean and orderly, with rose gardens in front of the houses. Crime is almost unknown. The people wear Burmese dress, speak Burmese, and send their boys to the Monastery and their girls to the Lay School, bathe daily in the river, and are to all appearance Rurmans. Yet some of them admitted to me that, two or three generations earlier, their ancestors had been naked unwashed Nagas living in the mountains to the west and north. The process was still going on. Higher up the river a few miles inland, were villages of Nagas who had come down to live under our protection and were beginning to wear Burmese dress. They still held their religious festivals at which they were accustomed to get drunk on rice spirit distilled by themselves......When these people become Buddhists they will forswear alcohol which is unknown in the Burmese villages of Upper Chindwin ...(p. 103) ... The reader will have noticed that the civilizing influence was the Monastery school. There are no Buddhist missions supported with large funds for the conversion of the heathen, (for that is not the Eastern way). But there are wandering Monks, ready to live in any village which will give them food and shelter and a small boy or two to live with them and attend to their wants. These boys, or others who come from home every day for lessons, are taught a new language and new religion, new manners, and anew way of living, and as their new way of living is simple and suited to their needs and environment they bring up their families in it when they grow up and even supplement the Monastery school with Lay schools for both boys and girls.” JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.94 APPENDIX 3 Memoirs of the late War in Asia with a narrative of the imprisonment and sufferings of our officers and soldiers by an officer of Col. Baillie’s detachment, London, 1788. APPENDIX A: p. 228. “From the difference of castes or classes of the people in Hindustan, I mean the original inhabitants, there arises a difference of education and dress. But even the inferior classes are taught reading, writing and arithmetic: the youths are taught. not within doors, but in the open air: and it isa singular but not unpleasing spectacle, to behold in every village a venerable old man reclined on a terraced plain, teaching a number of surround- ing boys who regard him with the utmost reverence and attention, like a shepherd feeding his flock, In those simple seminaries where the want of magnificent halls and theatres is divinely compensated by the spacious canopy of heaven, the gentle and tractable sons of the Hindus are not only prepared for the business, but instructed in the duties of life: a profound veneration for the object or objects of religious worship; reverence of their pa~ rents; respect for their seniors; justice and humanity towards all men, but a particular affection for those of their own caste.”” JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Banakok, Thailand.93 APPENDIX 4 (The following extract is taken from the Report on the Progress of Arakan under British Rule, 1825-75.) “The town of Akyab may bs said to present an epitome of the Progress of Arakan under our own rule, In the beginning of 1826, it consisted of a few fishermen’s huts. There are many men now in the town who paddled their canoes across the harbour when their own little bark was as large a craft as any upon the waters, and when the arrival of Guddoo of four or five tons from Chittagong was an event in the little hamlet. Still pad— dling their canoes in daily unvarying round of their life-long occuption, they have now to threada maze of huge foreign ships and frequently to exert all their skill to clear the path of a fire-ship. Fish fresh and dried was the sole staple of their humble trade; markets there were none; no ships, no merchants, no traders great or small had any business in the place; there was no business. Now stepping on the shore from his canoe, perhaps on the great Customs Pier, with its imposing house fronting him, he finds himself close to two large bazaars and surround- ed by many streets of shops, stocked with every commodity home and foreign which his people, or the numerous foreigners who surround him, can acquire. He sees thousands of Indian coolies earning halfa rupee or more daily by loading Foreign ships with the produce of his country and almost as many Foreign merchants as in his youth there were fishermen, driving in handsome carriages, on roads better than the King of Arakan ever saw, whose business is so urgent that they must have frequent steamers and hourly telegrams.”* JBRS, XLVI,, ii, Dec.. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.96 APPENDIX 5 FIRST STATISTICS OF INDIGENOUS SCHOOLS (i.e. MONASTERY SCHOOLS AND LAY SCHOOLS) TAKEN BY THE ENGLISH GOVERNMENT IN LOWER BURMA IN 1870 (from Annual Report 1369-70, page 19.) DISTRICTS MONASTERY NOVICE LAY TOTAL No. of SCHOOLS PUPILS PUPILS PUPILS Rangoon * 516 1930. 44ll 6341 Rassein S11 851 3510 4361 Toungoo 133 1764 473 2237 Myanaung 583 2516 6406 8922 Prome 457 3256 3515 6771 Thayetmyo 218 706 1863 2569 Moulmein * 335 1640 2714 4354 Shwegyeen 137 633 1034 1667 Tavoy 112 805 1431 2236 Mergui. 39 181 326 507 Akyab*® 232 148 1955 2103 Ramree 165 1550 155 1705 Sandoway No returns received. TOTAL:— 3438 15980 27793 43773 DISTRICTS LAY BOY GIRL TO er No. of SCHOOLS PUPILS PUPILS PUPILS Rangoon * 19 285 172 457 Bassein 40 380 185 365 Toungoo 9 232 63 295 Myanaung 1s 707 332 1039 Prome 37 428 109 537 Thayetmyo i 136 61 197 Moulmein * 22 143 80 223 Shwegyeen 18 281 66 347 Tavoy 13 210 118 328 Mergui i a 18 89 Akyab*® 4 885 27 912 Ramree Bt 80 - 80 Sandoway et oe oe eH TOTAL :- 340 3838 1231 5069 ee %* These returns do not includ2 schools situated in the jurisdiction of the Magistrates of the respective towns —~ omitted through an over-sight. JBRS, XLVI, ii, Dec. 1963 Copyriaht® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd. Banakok, Thailand,APPENDIX 6” TABLE SHOWING THE NUMBBR-OF-MONASTERY. AND LAY SCHOOLS ON THE LIST OF INSPECTED VERNACULAR SCHOOLS FROM 1867-1899. LOWER BURMA (1867-1899 ) YEARS MONASTERY LAY TOTAL No. of SCHOOLS SCHOOLS SCHOOLS 1867-68 31 - 31 1868-69 31 - 31 1869-70 26 = 26 1870-71 46 2 68 1871-72 169 = 169 1872-73, 801 2 913 1873-74 = - 928 1874-75 939 155 1094 1875-76 874 255 1129 1876-77 986 255 1241 1877-78 2295 331 2626 1878-79 2686 337 3023 1879-80 2693 355 3048 1880-81 2645 367 3012 1881-82 2673 348 3021 1882-83 2651 378 3029 1883-84 3227 495 3722 1884-85 3752 613 4365 1885-86 = - 4642 1886-87 3975 681 4656 1887-88 3747 676 4423 1888-89 3685, 657 4342 1889-90 1846 561 2407 1890-91 1953 614 2567 1891-92 1710 594 2304 1892-93 1621 594 2215 1893-94 1399 594 1993 1894-95 1404 601 2005 1895-96 1116 630 1746 1896-97 1094 687 1781 1897-98 1197 757 1954 1898-99 un 723 1894 JBRS, XLVI, ii, Dec. 1963 (for Upper. Burma see next page). .. F. 13 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.98 TABLE SHOWING THE NUMBER OF MONASTERY AND LAY SCHOOLS ON THE LIST OF INSPECTED VERNACULAR SCHOOLS FROM 1867-1899. (continued) UPPER BURMA (1889 — 1899 ) YEARS MONASTERY LAY aeee SCHOOLS SCHOOLS scHOOLS EH eg gC geet 1889-90 481 143 624 1890-91 481 143 624 1891-92 2614 296 2910 1892-93 2998 373 3371 1893-94 1752 316 2068 1894-95 1784 385 2169 1895-96 1766 357 2123 1896-97 1975 419 2304 1897-98 2094 458 2542 1898-99 1804 557 2361 IBRS, XLVI, ii, Dec. 1963 Copyright© 1998 - Myanmar Book Centre & Book Promotion & Service Lid, Bangkok. Thailand.fo. ur sox00us r ~ - —r VERIACULAR SEMOOES. (1967-1927) A a ‘Motel Schools in whele of Barna (768%1927) oastory Scho Lower Baran (18071099) uh ap oclete tower aren (OOP) ‘Monastery Schools Upper Buraa (1889~1899) ny scncoLe oppor ran (2809855) | em ] 7 3000} L \ son — seo j zm ‘20 =< see aS Es asl as TE TSE a ESS Years JBRS, XLVI, ii, Dec. 1963 Coowiaht® 1998 - Mwanmar Book Cenive & Bock Promotion & Service Lid, Banakalk. Thailand100 APPENDIX 7 TABLE SHOWING THE NUMBER OF MONASTERY AND LAY SCHOOLS ON THE LIST OF INSPECTED VERNACULAR SCHOOLS FROM 1889-1927 FOR THE WHOLE OF BURMA YEARS MONASTERY LAY TOTAL iO. Of SCHOOLS SCHOOLS SCHOOLS 1889-90 2327 704 3031 1890-91 2434 757 3191 1891-92 4324 890 $214 1892-93 4619 967 5586 1893-94 3151 910 4061 1894-95 3188 986 4174 1895-96, 2882 987 3869 1896-97 3069 1106 4175 1897-98 3281 1218 4496 1898-99 2975 1280 4255 1899-1900 saad 4 _ 1900-01 - = 2875 1901-02 _ - 3924 1902-03 = - 4277 1903-04 _ ot 4524 1904-05 ae a 4585 1905-06 — = 4701 1906-07 2369 2399 5268 1907-08 - = — 1908-09 — _ 5246 1909-10 ee ae 5155 1910-11 2208 2653 4861 1911-12 2470 — — 1912-13 2352 (2369) 4721 1913-14 _ - 5036 1914-15 _ _ _ 1915-16 3418 5066 3484 1916-17 3092 (3678) 6770 1917-18 2977 4613 7590 1918-19 “3228 3269 s497 1919-20 2648 4993 7641 192021 _ — ot =22 1434 (3599) 5033 192223, Aine fail Pe 1923-24 1182 4284 5466 1924-25, 1184 4483 5667 1 26 1124 4630 5754 1926-27 1120 4770 5890 Figures in brackets are supplied by the editor. -. JBRS, XLVI, fi, Dec. 1963 Copvriaht® 1998 - Myanmar Book Centre & Book Promotion & Service Lid, Banakok, Thailand.10r APPENDIX 8 PAYMENT BY RESULTS SYSTEM (LOWER BURMA 18731899 ) SUCCESSFUL ‘SUCCESSFUL, TOTAL SALARIES i Te YEARS DISTRICTS SCHOOLS ATTENDANCE, PUPILS, GRANTS TEACHERS Mon. Schs. Lay Schs. Mon, Schs. Lay Schs. Mon. Schs. Lay Schs. 1873-74 S 593 95 15570 1968 2459 520 3636 1874-757 939 155 23480 4579 2678 687 12469 1875-76 13 874 255 25223 8316 2448 1297 16786 1876-7713 986 255 29797 11888. 2762 1707 21091 1877-78 14 661 216 20455 8132 2037 1509 15595 1878-7915 467 2u1 17086 8793 1254 1635 13360 1879-8015 507 191 18619 8304 1441 1433 12166 1880-8115 518 196 19022 9745 1560 1487 6095 ® 1881-8219 493 190 19762 10106 1523 1610 12942 1882-83 27 232 23686 11270 2173 2085 21217 1883-84 3 276 30231 13799 3356 2656 4577 1884-85 819 313 32532 11346 3404 3526 37089 1885-86 874 255 — = — = — 1886-87 581 360, 17742 17461 191 1656 50451 #e 80484 1887-88 741 374 21643 18023 828 1955, 52718 91167 1888-89 396 a3 13255 19462 585 2035 35569 94789 1889-90 321 463 10322 20862 337 2201 40817 91489 1890-91 184 454 ‘6000 20446 444 2597 42359 87737 1891-92 284 415 9434 22762 2257 7390 49249 80638 1892-93 304 458 10322 73403 2848, 9133 52933 65468 1893-94 369 467 13495 22903 4300 9160 64106 61130 1894-95 296 493 14255 23011 5053, 9925 69934 45620 1895-96 499 $53 17628 75830 5874 946 84662 45087 1896-97, 642, 638 21303 28231 7440 12225 86443 48469 1897-98 699 640 23669 28099 9875 11415 99828 55552 1998-99 700 552 23518 26059 8925 10900 90119 46142 * Grants to pupils abolished. 4% Rate of grants lowered JBRS, XLVI, ii, Dec. 1963 Canvrinhi@ 1898 - Mvanmar Rank Centra & Rank Promatinn & Savin 1d Ranakak ThailandVernacular Schools Successful in Payment by Results System 900 1873-1899 (Lover Burma) 100 1873-Th *78=79 ‘83-84 "88-89 93-94 98-99 FBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thalland.APPENDIX 9 103 () TABLE SHOWING THE GROWTH OF POPULATION IN BRITISH TERRITORY IN BURMA UP TO 1870. Arakan and Tenasserim were conquered in 1826. Pegu and Martaban were annexed in 1852. The provinces were united as British Burma in 1862. Arakan. (Figures in thousands) Tenasserim Martaban 441 491 89 110 Pegu 740 1040 1339 1549 Total British Burma (2) TOTAL ACRES UNDER CULTIVATION AND CULTIVATED AREA PER HEAD Years 1865 1870 Arakan Tenasserim & Martaban 719: 0.44 126: 0.54 205: 0.90 226: 0.73 251: 0.74 362: 0.98 248: 0.82 303: 1.05 300: 0.90 377: 0.88 273: 0.6t 420: 0.91 343: 0.70 Pegu 663: 0.84 908: 0.87 1105: 0.83 1291; 0.81 OF POPULATION IN BRITISH TERRITORY IN BURMA BEFORE 1870. (Figures in thousands) British Burma 0.87 0.91 0.79 0.83 This table does not show the increase sufficiently because the figures start late. (3) TABLE SHOWING THE EXPORT OF RICE FROM PEGU. (Figures in thousands) Maunds Years 1853-54 18: 5 1855-56 1856-57 457 2168 3421 3420 JBRS, XLVI, ii, Dec. 1963 Copyright 1998 - Myanmar Book Centre & Book Promotion & Service Lid, Bangkok, Thailand.104 APPENDIX 10 TABLE SHOWING THE NUMBER OF ANGLO-VERNACULAR AND ENGLISH SCHOOLS RECOGNIZED BY THE DEPT. OF PUBLIC INSTRUCTION FROM 1867-1927, Schools Managed by Govt. Directly or Indirectly Through a Local Body. YEARS GOVT. MUNICIPAL PRIVATE TOTAL SCHOOLS SCHOOLS AIDED SCHOOLS 1867-6: 4 16 20 1868-69 4 20 24 1869-70 4 17 2t 1870-71 4 16 20 1871-72 6 15 21 1872-73 6 13 19 1873-74 7 17 24 1874~75 8 12 20 1875-76 0 13 23 1876-77 i 11 22 1877-78 nu 10 21 1878-79 12 26 38 1879-80 14 4 28 1880-81 13 23 36 1881-82 13 24 37 1882-83 15 28 43 1883-84 I 15 26 42 1884-85 2 15 32 49 1885-86 2 7 32 51 1886-87 2 16 36 54 1887-88 2 19 33 54 1888-89 2 18 33 53 1889-90 2 16 33 51 1890-91 2 16 37 55 Copyright© 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.105 TABLE SHOWING THE NUMBER OF ANGLO-VERNACULAR AND ENGLISH SCHOOLS RECOGNIZED BY THE DEPT, OF PUBLIC INSTRUCTION FROM 1867-1927 (Continued) Schools Managed by Govt. Directly or Indirectly Through a Local Body. YRARS GOVT, MUNICIPAL PRIVATE TOTAL SCHOOLS SCHOOLS ADIED SCHOOLS 1891-92 2 18 39 59 1392-93 2 18 41 61 1893-94 2 14 37 B 1894-95 2 4 59 78 1895-96 2 15 61 7B 1896-97 2 16 60 8B 1897-98 2 18 64 84 1898-99 2 18 65 85 1899-1900 3 17 67 87 1900-01 3 15 69 87 1901-02 3 4 11 94 1902-03 5 14 71 96 1903-04 6 15 16 97 1904-05 6 16 16 98 1905-06 9 17 1 103 1906-07 12 16 80 108 1907-08 14 16 85 115 1908-09 17 13 88 118 1909-10 24 9 96 129 1910-11 21 7 99 133 1911-12 2B 1 103 138 1912-13 29 8 112 149 1913-14 35 3 7 153 1914-15 36 4 119 159 1915-16 34 4 133 m1 1916 17 34 4 137 175 1917-18 38 - 139 177 1918-19 38 - 148 186 1919-20 38 - 154 192 1920-21 39 - 148 187 1921-22 41 - 152 193 1922-23 B 4 192 239 1923-24 43 3 228 214 1924-25 43 4 254 301 1925-26 44 6 260 310 1926-27 41 8 215 330 JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand,106 ea | vou amar eee oer 97 | total sehoots. g apo | 4 ee Aided Gchoolos Eng a sg po rst PERS ABTS OVS Tata JBRS, XLVI. ii, Dec. 1963 Copyright© 1908 - Myanmar Book Centro & Book Promotion & Service Lid, Bangkok, Thallan.YEARS 1867-68 1868-69 1869-70 1870-71 1871-72. 1872-73 1873-74 1874-75 1875-76 1876-77 1877-78 1878-79 1879-80 1880-81 1881-82 1882-83 1883-84 1884-85 1885-86 1886-87 1887-88 1888-89 1889-90 1890-91 1891-92, 1892-93 1893-94 1894-95 APPENDIX 11 EXPENDITURE ON EDUCATION (Figures in thousands) FROM PROVINCIAL FUNDS 4 113 1 B 75 89 108 159 216 226 223 227 203 217 260 221 241 226 274 256 241 230 252% 7 (1) 283+ 67 303 +. 78 300+ 96 430 (2) 487 FROM MUNICIPAT. FUNDS 28 24 34 182 216 253 344 291 285 248 220+ 2(1) 221 21441 192+ 6 179 (2) m1 107 FROM LOCAL REVENUE OR CESS FUNDS. 1 (No expenditure) 3 re 20 50 93 4 89 108 8L 50 51 65 53 86 76 106 139 131 122 139 134 137 135 144 126 JBRS, XLVI, ii, Dee. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.108 YEARS 1895-96 1896-97 1897-98 1898-99 1900 1900-01 1901-02 1902-03 1903-04 1904-05 1905-06 1906-07 1907-08 1908-09 1909-10 1910-11 1911-12 1912-13 1913-14 1914-15 1915-16 1916-17 1917-18 1918-19 1919-20 1920-21 9921-22 1922-23 1923-24 1924-25 1925-26 1926-27 (1) First Expenditure on Upper Burma, shown with +. EXPENDITURE ON EDUCATION FROM PROVINCIAL FUNDS 531 533 577 685 736 823 824 843 934 1148 1415 1610 1876 1745 1703 1671 1898 2232 2572 2971 2705 2768 3960 3208 3287 4122 4629 5462 6124 6520 7806 9127 (Continued ) (Figures in thousands) FROM MUNICIPAL FUNDS 154 163 174 128 158 175 162 250 249 313 339 327 331 335 340 348 368 388 447 467 419 450 265 356 372 419 523 522 573 607 735 959 FROM LOCAL REVENUE OR CESS FUNDS 138 144 153 155 190 201 214 241 259 240 262 an 314 371 407 407 422 444 568 692 640 616 700 1048 1082 1125 1510 1611 1785 1513 1747 2542 (2) Combined Expenditure for whole of Burma. (3) Board Funds. JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.109 APPENDIX 12 NUMBER OF GRADUATES FROM 1885-1927 YEARS RANGOON COLLEGE JUDSON COLLEGE B.A. B.Sc. B.A. B.Sc. 1885 1 1889 1 1890 2 1891 1 1892 4 1893 3 1895 5 1896 5 1897 5 1898 4 1899 7 1900 2 1901 6 1902 7 1903 i 1904 4 1905 3 1906 4 1907 8 1908 10 1909 8 1910 8 19it 9 2 1912 15 2 1913 24 3 1914 16 6 1915 AT 1 3 1916 30 6 6 1917 34 8 6 1918 24 5 10 1919 32 23 10 1920 38 22 8 1921 23 9 1922 20 22 12 1923 2h 20 26 1924 30 35 14 4 1925 21 21 3 5 1926 34 29 17 2 1927 a7 20 12 3 Total:— 594 221 149 14 JBRS, XLVI, ii, Dec. 1963 ‘Coovriaht® 1998 - Myanmar Book Centre & Book Promotion & Service Lid. Banakok. ThailandAPPENDIX 13 MINUE OF THE ESTABLISHMENT OF A.GOVERNMENT ; HIGH SCHOOL AT RANGOON by The Chief Commissioner (Hon. Ashley Eden ) Dated 28th September, 1872. “I am quite satisfied that the time has come for placing our educational establishments at Rangoon on a different footing. At present, Government has no school of its own at the capital of the Province; it assists private educational establishments, almost exclusively of a missionary character, to the following extent annually:~ Established Other Protestant Roman Total for Church of England Denominations Catholics. 1871-72, Rs, 3,L00 Rs. 5,520 Rs. 3,500 Rs. 12,000 This is a very large sum to give in aid of missionary institutions in one single town of the Province and I am of the opinion that that portion of the money which is expended in educating Burmans might be employed more profitably and with greater results. It is obviously very undesirable that the only provision made by Government for the education of the pzople of the Provinc2 at the headquarters of the Administration should be through institutions over which it has no direct and detailed control. And though the people of this country have not the same prejudice against sending their children to missionary schools that the people of India have, I hardly think it right that they should be compelled to send them to schools of this character or send them to no school at all. Iam prepared to admit that many of the best educated boys in Burma were brought up at the school of the Socicty for the Propagation of the Gospel when that school was under the superintendence of Mr. Marks; but one of the great drawbacks to relying too much on aided schools is, that missionary masters are changed without reference to Government and new ones appointed in whose selection Government has no voice: However jealously they may have laboured, | cannot say that I believe that Mr. Marks’ successors have been as successful as he was, and I do not think that any of the present missionary schools have attained a standard which would warrant our being satisfied with them as the highest class of schools in the country. If the state is to spend a considerable sum of. money on education in Rangoon, as it obviously should, it seems to me that it is better from every point of view that it should do this directly through the means of its own servants and in accordance with its own system, than indirectly through Societies over which it has no control, and with which it is not desirable on other grounds that it should be too intimately associated in the minds of the people. Ido not understand the principle either on which the expensive colleges of the S.P.G. Society were established in Rangoon,~or on which’ they have received such extravagant assistance, as they have- from Government. No less than JBRS, XLVI, ii, Dec. 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailandwd Re, 20,000, I observe, were given in one year, in addition. to the grants above enumerated. I can hardly suppose that a Society which collects large sums from f i pu consider itself justified in spending mtrusted to it on expe rolleges unless it really believed that they were i and if this be their object, then even if s educational establishmenis, I should not t Government was justified in expending on then annually large sums raised by taxation from the people at large. It is not my province to anzlyse the extent to which these colleges have been useful as proselytising institutions, I suppose. that the Society is satisfied: though as far as Ican judge, they have had no real effect on the psople froma missionary point of view; but as educational establishments, I do not think that they meet the present requirements of the Province, and therefore, whether they continue to receive some aid or not, a really good Government collegiate institution is called for in addition to them. This consideration is forced upon me by two measures which I have before me—one is a proposal of the Director of Public Instruction, contained in his report for the year, to substitute some Jocal standard for the entrance standard of the Calcutta University; the other is the establishment of a medical school capable of turning out Burmese Hospital Assistant Surgeons to take the place of the Madrasees and Bengalees now in charge of our Hospitals and Dispensaries, who are not only themselves dissatisfied and troublesome, but do not in any way acquire the confidence of the people of the country. Lam entirely of opinion with the officiating Director of Public Instruction that the experience of the past justifies the prediction that many years will elapse before any considerable number of Burmese or Eurasian boys will have passed the entrance standard of the Calcutta University, and that if even a few of the boys of our schools do succeed in’ attaining that standard, it is one which is not conducive to the general interests of education until the majority of the test boys of the best schools have a fair chance of passing from year to year. And I agree with him, that the remedy is to establish a local standard which should embrace such subjects only as are really likely to be useful to the young men of the Province in after life. We have a distinct demand for men in all the departments of Government, who shall be possessed of a certain quality of education. Why_should we neglect to give them this particular class of education, because in a neighbouring Province, very differently situated, a standard has been fixed which involves the, cramming of a great deal of useless knowledge, which is acquired exclusively for the purpose of examination, and immediately forgotten, while all the time taken up in preparing for this test is lost from the period available to a young man for real solid education. It is quite possible that that system is the best for Bengal—with that I have noth- ing to do, it has been scttled by others more competént than I am to form an opinion, that itis the best—but, I entirely deny that it is the best system for Burma in her present condition. The young men of the country want an education which will qualify them for appointments in the public and commercial service which they see now in the hands of aliens; while at the same time the Government is sorely in want of men in every IBRS, XLVI,:ii, Dec, 1963 Copyright® 1998 - Myanmar Book Centre & Book Promotion & Service Ltd, Bangkok, Thailand.