liquid was thus thrown into her nostrils, and I believe a small portion into her mouth. A complete shock seemed to have been given at once to her whole system; for she immediately sat up, and, if I recollect rightly, even fell forward on my feet. I was greatly afraid lest I had unintentionally been the instrument of killing the poor woman. I then requested her husband to raise her up, and if possible, to lead her out of the house. He did so; she, at the same time, walking and leaning upon him. From that moment her understanding seemed to return to her. This was first evinced by her appearing sensible of the indecorousness of her person (the upper part of the body being somewhat exposed) in the presence of the crowd which had assembled round the door to see what I was doing. This symptom of restored reason I did not first observe myself; but had my attention directed to it by the remarks of some of the bye-standers, who were amongst themselves regarding it as a proof that she had now become sane. She next complained that she was burning all over, and that her head and stomach were in a flame. Perspiration began to flow, an occurrence which her husband (who was the first to observe it), said, had not taken place since her seizure. Water, and a reddish kind of stuff, flowed copiously from her nose, and her eyes became suffused with redness. She ceased entirely to speak in the wild strain which had so long been almost perpetual to her. In fact, on my asking her if she were now alive, she instantly replied in the affirmative. By degrees, the sense of burning subsided; and when this was nearly removed, the first thing that seemed to engage her thoughts, and which more distinctly shewed the recovery of her reason, was the loss that she had sustained in the death of two sons during the period of her madness. Though they had both died in the same room where she was, and within five days of each other, she seemed, at the time, quite unmoved by the event, shed no tears, and made no lamentations. Now, she spoke of them and wept most bitterly. Her bowels being in an almost incredibly torpid state, I administered to her a strong dose of castor oil, which had the desired effect. On the third day after this, her husband came in to announce to us, that his wife continued quite well, and that she had that morning cleaned her house. On the fourth day, I went out to see her, and found her as her husband reported. She conversed but little ; but seemed quite sensible, and answered all my questions modestly and correctly. She said, that with the exception of her nose being sore, and her legs being weak (things for which the narrative will easily account), she was quite well. Her insanity seems to have been produced from fear occasioned by the awful earthquake of August 26, 1833, (a night never to be forgotten here,) as it was then that she was first seized. The cure, as you may be certain, has made a great noise in the place. The people have been crowding around me, and frequently pestering me by applications for remedies to remove diseases of the treatment of which I have no knowledge. Though I have told them over and over again, that it was the great God alone that cured the poor woman, it is not easy to persuade them that I have not had much to do in the business. One good effect, however, appears to have resulted from the circumstance, the people seem more disposed, in consequence of it, to listen to our grand message of mercy, through the Redeemer, to a lost world.

Nov. 17, 1834. I write this merely to inform you, that to the present date the woman of whom I sent you an account for the CHRISTIAN OBSERVER, continues well. I saw her this morning; and found her as much in the possession of her reason as any other person. Her nose is not yet healed; but this is not wonderful. You need not therefore scruple to publish the account of the cure as if it had not been a perfect one.

I am pestered with people seeking to be healed of their diseases! They seem to imagine that I am a new incarnation!

X.-Central School at Kotah in Rájputána, with an Address on Native Education.

A short time ago, we gave our readers an account of the establishment of this interesting Seminary, through the philanthropic exertions of Mr. Wilkinson, now resident at Sihor; and detailed its satisfactory progress, under the assiduous care of Mr. Johnson, to the month of August last. Having lately seen, in a letter from a Political Officer in Rájputána to a friend in Calcutta, some gratifying notices of its present state, we extract them below, persuaded that in so doing we shall gratify all who feel interested in Native education.

You will be happy to have good accounts of an institution in which you take so much interest as I believe you to do in the Kotah Seminary. Considering the insufficient means he has possessed, and his having only lately, I believe, turned his attention to education, Mr. Johnson's success has, I think, been signal. In the important particulars of exciting emulation and keeping alive attention, I consider him particularly happy. There is one interesting little class which I am sure would delight you: it is composed of the son of Govardhan Dás, of a son of the Khutumba Mahárájá, and of a brother-in-law of the Ráj Rana's. These youths, though of the very best Rajput blood, are absolutely as docile and studious as if the offspring of the supplest Mutasadí or meekest artisan: and the emulation between the two first-mentioned is beautiful. Govardhan Dás's son is the best letter-writer in the school, and is constantly writing letters to his father, who shows them with a just pride. I was happy in being able to say of some shown to me, that they were absolutely without fault in style and expression. There is also a class of the Mahárau's nomination, which contains the best scholar of the Institution-a Musalman youth, son of a late Qází of Kotah. But the Rajput class is of all others the most interesting, for if the rising generation of that race can be secured against the besotting influence of the 'Amal' by a love of letters, you will have the happiness of reflecting that in promoting the establishment of a school at Kotah, you have rendered an important service to Rajwara.

And now may we not with propriety ask the question, why should not every public officer exert himself like Mr. Wilkinson, and several others to whose labours our minds recur with high satisfaction, to induce the noble and opulent Natives around him to establish a school somewhat resembling the Kotah Institution? In this manner, by means of upright public functionaries educated at the seminary, might the fountain of justice be opened to the poor; and thus, through well-qualified and influential translators, raised up on the spot, might the knowledge of European science and of Christianity, acquired in the English language, be exhibited with effect to the whole population in their vernacular dialects. We are happy to acknowledge, that there is lately an evident increase of effort for the good of the Natives. The Calcutta press, both European and Native, as with one voice warmly and efficiently supports the cause. Much is now doing by individuals who before did nothing; and by those who

have long laboured in the cause, still more is attempted. But still how many of our countrymen yet live as though they knew not "the luxury of doing good ;" and how many there yet are, if they change not their line of conduct, from whose residence in India, though it may be protracted for twenty or thirty years, and from whose influence, though it may be exerted for immense advantage to all around them, scarcely one individual will derive the least advantage as to intellectual or moral improvement! Let such-let all,-reflect on the satisfaction, the privilege they forfeit by their negligence, and awake to the diligent performance of a duty so honourable and delightful as the instruction of the ignorant among their brethren of mankind. We would not, however, be censorious in our remarks. It is not at all unlikely that many who have hitherto done nothing may have been well disposed to exert themselves, but have been scarcely able to determine in which way they could do it beneficially. Under this impression, we beg to transfer to our pages a short Address to the Friends of India, which in connection with some zealous friends to Native Education we have lately published in a separate pamphlet, with an elegant frontispiece designed by Sir Charles D'Oyly. Happy shall we be, if its perusal lead any of our readers to reflection on their duty, and to a determined resolution, in dependence on God's blessing, at once to perform it.

ADDRESS TO THE FRIENDS OF INDIA.

The present time is particularly favourable to the education of the people. The increased attention of Government to the intellectual and moral improvement of their subjects; the general desire for instruction which is evident among the natives in every principal station, and its environs; and the benevolence which evidently actuates the minds of many individuals of all ranks, cannot be observed by the philanthropist without grateful satisfaction. To aid in carrying into effect the wishes for usefulness which the benevolence of individuals may suggest, is the object of the present paper.

1.-Indigenous Schools.

To establish flourishing native schools, it is only necessary to call some of the most respectable school-masters of the town, and promise them remuneration in proportion to the number of their scholars, (an arrangement which will probably more than double their scanty income,) upon the condition that they will teach only the printed books to be supplied to them, and exact no payment from their scholars*. Finding in these books nothing against their prejudices, they will gladly enter into such views, Their own interests urge them to collect scholars, and if the place be

This stipulation will, in most cases, be found necessary to secure a large number of pupils. It is, however, cheerfully conceded, that the sooner the parents can be induced to pay for the education of their children, the better; so that, as soon as the institution demonstrates its ability to promote the improvement of the children attending it, an effort should be made, as is successfully done in the Lancasterian schools at home, to secure from the parents a small sum weekly or monthly in re. turn.

large, their various schools will quickly become crowded, perhaps to the amount of two or three hundred or more: for the people cheerfully send their children to receive such excellent tuition from their known teachers, which they might not do if new masters were employed. New masters would, besides, have to contend with the powerful opposition of the old schoolmasters of the place, who would be thrown out of employment. Should the old teachers be incompetent, intelligent assistants may be given to them.

When supplied with the admirable printed school-books now procurable from the School-Book Society and other sources, the work of moral and intellectual instruction goes on with great rapidity. They quickly read with fluency the printed character in their mother-tongue; and in these simple schools, it is no small gratification to hear from youthful lips, as the lessons are repeated, the most touching appeals to every virtuous feeling, and pointed rebukes to every vice. Youth under such tuition may, with God's blessing, be expected fast to emerge from darkness to light; more school-books in the mother-tongue only are required, and the progress will be certain.

By such a simple process, any individual may have the gratification of educating the rising generation of the town or village near which he may reside. If necessary, two or three could unite, and by subscription, lessen the expense. The occasional assembling of the schools under one roof, for examination and the distribution of trifling rewards by their benefactors, keeps alive zeal. The co-operation of influential natives is of much service, and the encouragement of the local authorities at the place has a powerful effect in the promotion of education.

In one native town, where this system was adopted, there were about four hundred children under tuition, and it was a sight of no ordinary interest to see them all assembled for examination, under their respective teachers, in the open air upon one of the public gháts. More school-books and well-instructed teachers, then by no means procurable, were only wanted to carry on education to almost any extent.

It would indeed be a blessing to India, were such a simple system of education put into operation in every town. Within the influence of Europeans, the rising generation would be taught to read our printed books; and were the market well stored with cheap and entertaining books of moral instruction, such as are now being printed in Calcutta, with frontispieces and illustrations from the talented pencil of Sir Charles D'Oyly, each volume costing only two annas, it is quite clear, (for these cheap and amusing books would surely be in great demand,) that the virtues of rectitude and truth, with all the noblest principles of human action, might be conveyed into thousands and thousands of families throughout this benighted land, to bring forth within a few years a rich harvest of private and public virtue. The chance of instilling virtuous principles into one or two, is surely worth the trial; as it would be sowing the good seed which in time would yield a hundred fold.

It is sad to see a civil or military station without a school! And if unhappily the British Government (the respected Head of which is known to be the warm friend of the virtuous education of the people) is prohibited from aiding such efforts for the welfare of its subjects to the extent of his wishes, by establishing at the public expense such schools under efficient control at every station, the greater is the call upon private and individual effort.

In union there is strength. Here then is a noble cause for British phi.. lanthropy and enterprize, to renovate the morals and principles of this vast nation! Were each British officer to establish within his sphere (or foin with others to establish) such a simple system of education, God

would surely bless such efforts, and the standard of morals would soon be raised throughout the land.

The means are simple, the benefit incalculable; the people are in darkness, and of such charity may it be truly said, "He that hath pity upon the poor and needy, behold it shall be repaid to him again."

2.-English Schools.

Besides this easy method of educating a large number of pupils, to a certain extent, in schools which may be called indigenous, there is another effort still more effective, to which it naturally leads. A taste for the acquisition of knowledge being excited in the minds of a number of youth, it will be easy to point out to them the superior advantages which a knowledge of English will afford: -not only as the language of those who are called to rule over the country, with whom, if they know it, they may have such intercourse as their station in society will admit-not only as opening the way to employment, if, as fondly hoped, the English language be des tined gradually to supersede the Persian in our public offices, but also as making them acquainted with a language in which there exists not less than a hundred thousand volumes of acknowledged utility, and in which consequently information of all kinds is abundantly procurable. An acquaintance with a language, the stores of which are already so ample, and which through the labours of two great nations, the British and American, are daily receiving valuable accessions, will naturally appear to youths thirsting for knowledge as most important, and such an impression will combine with other influences to make them exceedingly desirous, that instruction in it should be afforded them. This will naturally lead to the establishment of an English school, in the support of which it is presumed local subscriptions, and if necessary the aid of Government, will not be wanting.

In establishing such a school, it will very seldom be advisable to engage as teachers the school-masters who have been brought up under the old system. Scarcely ever possessing any knowledge of English except of the most elementary kind, they will from this deficiency be found disqualified for the duty; and even if they are competent in this respect, they have seldom (it may perhaps be said, never) the tact to discipline a school— by useful observations to communicate knowledge to their pupils, and by numerous questions to elicit it from one for the information of others. A person educated at one of the schools now happily existing under European management, who has had his own faculties awakened, and his own mind well-informed and disciplined, is evidently the agent required. Having been accustomed to the system pursued by his European instructors to excite interest, elicit talent, quicken indolence, repress passion, and in fact, at the same time, to discipline and improve every pupil in a school, however numerous, he will naturally pursue a similar method with his pupils, and thus secure their improvement to an extent which one accustomed to the unsatisfactory progress of an indigenous school could never-never accomplish.

The indigenous schools will not on this account, however, prove useless. From them will naturally be selected the pupils of greatest talent and industry, to form the nucleus of the English seminary; and if admitted to the latter, because they have deserved this mark of approbation from their superiors, instruction in the seminary will very soon be earnestly desired by all, and may be allowed to such extent as is found practicable*.

*The above plan was pursued by the Calcutta School Society, who have now a most flourishing English School as the result. The steps by which its success was attained, will be found fully stated in the Appendix to the Second Report of the Calcutta School Book Society, copies of which may be had gratuitously, on applica. tion to either of the Secretaries.