CIRCULAR AND CATALOGUE Christian Gils’ Hoarding School, DEHRA DOON: WITH AN ADDRESS, BY THE Rey. D. HERRON, READ AT THE CLOSE OF THE LAST EXAMINATION OF THE SCHOOL. MADRAS: PRINTED BY C. FOSTER & CO,, FOSTER PRESS, 23, RUNDALL’S ROAD, VEPERY. 1881. i, . Th ; Wee is ary ‘ " 1 i re.) Sta ea Beeyt ras. So. Jeghe, Dacia) “hid all 4 ‘a i ’ q } Vu , * +e . “al age tj : i. P] ids ans : ya ant at , € wig et pe a vi ‘ 4 Ta ( j f a ee } A oe . .% fi. La A Post A as , r x » ie : . cay + 4 . Sag 7, : Py ' ? s A : ; sf A y ’ 2 i ‘ 4 ' } -—, or” sd roe ; p FL ¥ | oaeeeel EL CECE AS PT * Py 1 b: hee | 4 ’ 7 es ~ 5 RA 4 - ; : tye Om ‘ . ; BESET QE tly ob oa Do ae (moat Re ash be HC. rk i EOVERE ANaw a £ Tabals en 30 2000 Ye Te ee 4 ay v4 dai ia me st way Re AR a DEHRA Christian Girls Boarding Sebool, COMMENCED IN 1859. principal, Rev, DAVID HERRON. Asst, Principals, MISS M..A. CRAIG. MISS A.B. HERRON. _ Cenchers. CISSIE MORRIS. ... | PARTAPI DAULA, RUTH STERLING. ... |KOCHU BOSE, LAURA GRAHAM. .. | AMY NOAH, anansht. NARAYAN DAS. pundit, aeatroi, BIBI JAMES. NAMBS. Abdullab, Emily Abram, Jemmie » Andrews, Louisa Andrews, Minnie Andrews, Nellie Andrews, Ethel Asinath Amanda Bose, Kochu Bose, Rhodie Bose, Bindi Buddha Masih, A: Buddha Masih, L. Buddha Masih, M. Buddh Das, Maggie Buddh Dés, Harriet Bill, Rhoda G. Bill, Clandia Basairasingh, Kitty Buddh Ram, Lundie Bee, Lillie Bernard, Annie J, Banarsi Buddho ; Brown, Dinah Benjamin, Kitty Benjamin, Alvina Colman, Caro Colman, Elizabeth Crawford, Ella Craig, Maggie Chageatta, Lizzie Chaggatta, Hannah Cox, Bella David, Bella David, Lydia David, Kathrina 4 Bupils IN 1880. RESIDENOB. Tahore Saharanpur Anballa Do. Do. Lodiana 0. Dehra Doon Do. Do. Htawah Do. Santoke Méjara Allahabad Simla Saharanpur MWDO1 is Do. Jeypore O. Puttehpore Haswa 0. Saharanpur Dehra Doon Sialkote Do, Dehra Doon Ann field Meerut Do. NAMES. Davis, Beggie Drysdale, Abbey Dindyal, Martha David, Lizzie David, Evelyn Debi, Rebecca Dulloo, Jane Domingo, Sarah Domingo, Frances David, Elizabeth Elias, Magdilia- Elias, Luda Elisaba, Gurdyal, Jane Gurdyal, Lizzie Ghulam Masih, R, Kammoo, Annie . Habil, Sarah Hardie, Christy Halley, Bella: Howard, Florence Isa Das, Harriet Ibrahim, Ella John, Elizabeth Jahan, Grace James, Adalina . James, Magdalina James, Cathrina James, Selina Jan, Sunghi Junia Jane Jonathan, Miriam Khairati, Emma Khan Das, Emily Khan Das, Lizzie Khan Das, Grace | Katzie Kulloo Langley, Augusta Lazar, Cecilia Lane, Lucy RESIDENCE. Amballa Saharanpur Santoke Majara Meerut we. Jeypore ».. Leoorkee ee Do. Meerut Do. Dehra Doon Do. 1 Do a | Rawal Pindi Santoke Mdjara ooe Dehra Doon Chandirdra Delha Dehra Doon Roorkee Delhi Roorkee Agra Allahabad Do. j Do. Do. Saharanpur Do. te: Do. Roorkee’ Do. Amballa rs, Do. rs BP Do. Dehra Doon Saharanpur Do. . Amritsar , Lodiana NAMES. Levi, Margaret ‘Lachmi Hallie Makhan Lél, Piyarin Manu Moti Lal, Sarah Margie Mcllvey, Lydia Marachia Mainee McAuley, Ellen Malcolm, Polly Maleolm, Dilréni Masih, Alice Morrison, Charlie McMaster, Louisa McMaster, Pina Narayan Das, Annie Narayan Das, Emily Nasiban Negley, Jane Nathan, Jeannette Noah, Margaret -Peter, Ruth Peter, Charlotte Peter, Edith Peter, Pulmani Peter, Louisa Peter, Jane Pooran, Annie Prem Sukh, Caro Pratt, Mary Rahini Khén, Tamar Rahini Khén, Agnes. Rahiman Richards, Dora Richards, Emily Ross, Miriam Robbins, Ruth Robbins, Eliza Sundar ghanta 6 RESIDENORN. .... Roorkee ... Allahabad .» Saharanpur ee Htawah ee. Saharanpur eran . Rawal Pindi Santoke Mdjara - Do. eee A llahabad D 0. Rawal Pinds bee RAT Ra Do. ee Dehra Doon 00 Do. is Do. ... Amballa - ee Do. «. Saharanpur 000 Do. ».. Leoorkee ... Allahabad .. Annfield eon Do. Meee Do. °: ae Do. ww. deypore , ~ ese Rawal Pinds Dehra Doon co erent » Saharanpur Amballa Do. fe Dehra Doon eee Amballa Do. gee Amritsar . o. Annfield Do. Allahabad .» Dehra Doon NAMES. Sallie Sukhi Suter, Evelyn Suter, Lizzie Sohanlal, Ella Sohanlal, Julia Sohanlaél, Annie Sudhari, Basanto Solomon, Annie Sterling, Susan Sterling, Mary Scott, Ellen Thomas, Aggie Topsy Thompson, Carrie Wylie, Elizabeth Ward, Julia RESIDENCE. Saharanpur Mozaffarnaggar ve Agra Do. Abbottabad Do. Do. Htawah Saharanpur Amballa Do. Sialkote Orat Dehra Doon Do. .» Saharanpur w- Lodiana RS. Wilson, Bessie Allahabad Wilson, Grace Do. Williams, Louisa ... Amballa Germs, Boarding and Tuition for one Pupil for one month eee eoe ooo eoe Two Pupils from one family Bs re .. 10 0 0 Three at 12 0 0 The parents or supporters of the Pupils will be expected to provide them with clothes and bedding. Articles of clothing required for each Child :— 4 Skirts. 2 Under Skirts, 2 ”? 7? 4 Jackets. y? 4. Kurtis. 4 Paejamas, 2 Chaddars. 2 Bed Sheets. — When a parent or guardian is unable to meet the above terms, it is left with the Missionaries at his station to deter- » _ (Flannel), 1 Pillow. 2 .,, ,Cases. 4 Pairs Stockings, 4 ‘Towels, _1 Case, or spread for Bed. 1 Rezai. 1 Kambal, 1 Tosakh. 1 Small Daree. 5 mine how much he shall pay. Should it be their opinion that he is unable to pay anything, his child will be admit- ted free. In such cases, it is expected that the Missionaries will try to provide an outfit for the child, and pay her travel- ling expenses to the School. When we undertake the entire support of a child who has a parent or guardian, we require from such parent or guar- dian a written agreement, that he will not take the child out of the school, without the consent of the Superintendent, till she is 16 years of age. All orphans are received free. Thé School Year is divided into two Terms, the first com- mencing on the 15th of February, and ending onthe 15th of June. The second commencing on the 1st “of July, and ending on the 15th of December. Pupils are not expected to go to their homes during the summer vacation. An arrangement has been made with Mr. Hugh McMillan at Saharanpur, to receive all children coming through that station to enter the School. If written to, as to what time to expect any children,. he will meet them at the depot, accommodate them during their necessary stay in Saharan- pur, and make all the arrangements for sending them on to Dehra, | THE BUILDING, The School, Building is large, commodious, and well-venti- lated. It cost about Rs. 50,000... The Superintendent, Teachers and Pupils, all live under the same roof. The children are thus continually under the care and influence of those who have them in charge. LOCATION. The Duin is one of the most beautiful and healthful valleys inIndia. Itlies at the foot of the Himalayas, and is shut in from the plains by low mountains called’the Sewalic Range. It.is about ten miles wide and sixty miles long—the Ganges bounding it on one end, and the Jumna-on the other, The city and station of Dehra is situated about the middle of the valley, on the water-shed between the two rivers. . The site of the School is high and dry, and airy. It commands a fine view of the Mountains, and a part of the Din. All business letters to be addressed to the Rey. pila HERRon, Superintendent, Dehra. COURSE OF STUDY. PRIMARY DEPARTMENT: FIRST YEAR. Reading and Spelling—Words of one and two sylla- bles from the Board, in English and Hindustani. Arithmetic.—Counting to one hundred and back, in English and Hindustani. General Exercise—Writing the letters of the alphabet and the ten digits. SECOND YEAR. Reading.—1st Book in English and. Primer in Roman Urdu, Arithmetic.—Writing and reading numbers and. addition. General Exercise. —Writing words and numbers on slate and board. THIRD YEAR. Reading.—2nd Book in English and 1st Book in Roman Urdu, Primer in Hindi. Arithmetic. —Continued. Spelling, Dictation, Writing. FOURTHEL YEAR: Reading.—English, Roman Urdu and Hindi. Arithmetic.—Continued. | Spelling, Dictation, Writing, and Geography. FIFTH YEAR. Reading.—English, Roman Urdu, Hindi and Persian Urdu. Geography, Arithmetic, Spelling, Dictation, and Writing. 10 SIXTH YEAR. Reading.—English, Roman Urdu, Persian Urdu and Hindi. . | “Little Arthur’s History of England,” . English Composition, Spelling, Dictation, Geography, Arith- metic, Writing. SEVENTH YHEAR. Reading.—English, Roman Urdu, Jersian Urdu, Hindi. Composition, Grammar, Geography, Arithmetic, Spelling, Dictation and Writing. AUG ED EYE Aas, Reading.—Hvglish, Roman Urdu, Persian Urdu, Hindi. Spelling, Composition, Grammar, Dictation, Geography, History of India, Arithmetic, finished Writing. ADVANCED COURSE. PIRST YEAR. Algebra. Pure Persian or Hindi. Wilson’s Outlines of History. History of England. Physical Geography, Physiology. Knglish Composition. SECOND YEAR. Geometry. Persian or Hindi. Wilson’s Outlines of History. Botany, Rhetoric, English Literature and Composition. THIRD YEAR. Mensuration, English Literature. Astronomy, Zoology, English Composition, FOURTH YEAR. Trigonometry Geology and Mineralogy. - Moral Science. Evidences of Christianity. Butler’s Aualogy. English Literature. 1] REPORT FOR THE YEAR 1875. THE number of pupils in the Christian Girls’ Boarding School rose at one time to 125. The School closed this Session with 118, The health of the School has been re- markably good. For the four months before the close of the year, scarcely a dose of medicine was given. During the prevalence of cholera, in May, when the deaths in the Station and the neighbourhood were numbered by hundreds, we had in the School only a few mild cases of the disease which yielded to treatment at once. We gratefully acknow- ledge the kind providence of God in directing us to the means which He blessed both for prevention and cure. The only medicine we used either as a preventive or a remedy, was the strongest solution of camphor. This was the only remedy that we used, allowing the patients, at the same time, as much water to drink as they wished. At the direc- tion of the attending Physician, we sent 49 of the children, every evening, to the old Mission House to sleep; which providentially was not occupied during the summer. This we continued to do during the whole of the hot weather, and a part of the rainy season. Besides this, during the whole of the season, all the rooms on the ground floor of our private part of the building were occupied by the children as dor- mitories, The children’s interest in spiritual things has, not we think abated. They still keep up their own meetings for prayer, and praise, and reading the Word of God. The at- tendance at these meetings is purely voluntary, and has been larger than usual. The whole School every morning spend a half hour in silent prayer, and the reading of God’s Word, and have their own family worship, morning and evening, the former in Hindustani the latter in English. Besides these private and domestic devotions the School is opened every morning with reading the Word .of God: and prayer, Last year when the Candidates from our City Boys’ School went up for, the Calcutta University Examination one of the girls asked, “ Why does not the Government allow. us to be examined?” In writing to the Director of Public Instruction, I incidentally mentioned this remark, and repeated the inquiry, “‘ Why not ?” The Director replied, “Send them up.” Accordingly the first class, consisting of 3 girls,were entered as Candidates for the Departmental Hxami- 12 nation, to. compete with boys of the 3rd class in High Schools. ‘T'wo of these girls shortly after the commencement of the year, one on account of feeble health, and the other on account of weak eyes, having to give up study and afterwards both being needed as teachers, only one. con- tinued to pursue the course of study required. Her examina- tion took place, two weeks ago ; and lasted six hours a day for four days, and four hours of the 5th day. She was ex- amined in English Literature, Geometry, Mensuration, Alge- bra, Arithmetic, Persian, Geography, History, and Transla- tions. We are pleased to be able to report that she passed honorably,—standing at the head of the 2nd Division, and third, in her number of marks, among the 3rd class students of the Aided High Schools of the North-Western Provinces. REPORT FOR THE YEAR 1876. T'HE School year commenced on 17th of February. School opened with 109 pupils; during the year 3 children left, 3 died, 6 old pupils returned, and 6 new ones entered, so that the School closed in the middle of December with 114 pupils. The Annual Public Examination was held on the 13th of December. In all the subjects, except three, History, Alge- bra, and Geometry, the classes were examined by the moni- tresses who have been teaching them during the year; some of these monitresses studying at the same time, with the Ist class, preparing for the Entrance Examination, The classes did themselves and’ their teachers credit. Four maps were drawn on the blackboard by girls of the 2nd class, from which the 8rd class recited without a mistake. Exercises in Dictation were written’ on the blackboards before the audience, in English, Persian, Hindi and Persian Urdu. Samples of fancy work, such'as sofa cushions, pin cushions, crocheted tidies, also knitted mufflers and stockings, with darning and plain sewing, all the girls’ own work, &c., were exhibited. ‘lhe health of the School has been remarkably good during the year. ae ty | The religious interest among the children has been great- er than usual during this year. At one Communion season 13 in September; 9 of the pupils were admitted to the Church, and at the next in November, 7 more were admitted. The pupil who was successful in passing the Departmental Exami- nation in 1875, this year took the studies of two years in one, and prepared herself for the Entrance Examination of the University of Calcutta. The first reply to our applica- tion for her was, that, under present regulations, no girls were admissible to the University Examinations, We suc- ceeded, however, in obtaining permission for her to be ex- amined with other candidetes, on condition that her name should not appear in the list of candidates. She was examin- ed at one of the Boys’ Schools in Mussoorie, on the same Subjects, with the same questions sent by the University for the Boys ; the Examination was in writing, lasted 4 days, 6 hours a day, and we have just heard from the authorities of the University, that she has passed very creditably. She is the first girl in India, perhaps in all Asia, that has ever pre- pared herself for a University Examination. REPORT FOR THE YEAR. 1877. LAsT year we had Miss Pitcher as an Assistant Teacher in the School. We had hoped to have, for a length of time her valuable services; but towards the close of this year, she had on account of the illness of her father to return to her home in Calcutta, and on account of his death and the conse- quent circumstances of the family, she has not been able to return. We deeply regret her loss. She had endeared herself to every one connected with the school by her kindness and ability, and by her unselfish laborious and faithful devoted- ness to the work. After Miss Pitcher left, Miss Pratt, the Lady Principal of the School, had to depend almost entirely on the pupils of the School for help. Under ber direction and training they proved themselves efficient in every res- pect. Two of our monitresses, Sophie Matthews and Mar MeMullen, were married during the year to native Christian gentleman of our own station, the former in the beginning of the year before the opening of the School, to amember of our congregation holding a good situation in one of the 14 Offices of Government, and the latter in the midsummer holidays, to the Head Master of the City Boys’ School. The progress of the pupils has been quiet and steady. A number in the upper classes are preparing for the Govern- ment Examination. More than usual attention was given this year to the lower classes, with the best results. The interest in religious things, though in no way striking, has been in a good measure maintained. Besides the stated ser- vices for the benefit of the School and the daily reading and instruction in the Scriptures, the Principal gave a series of Bible Stories, or Jectures in which the children took a deep interest. The Voluntary praver meetings have been carried on without interruption. At our last Communion three of the pupils were admitted into the Communion of the Church. The number of the pupils was about the same as last year, averaging about 114. The health of the School was gener- ally good, with the exception of a few months in which we suffered from rheumatic fever, which never visited our School before. Before the close of the term, however, the health of the School had been restored. REPORT FOR THE YEAR 1878. THE Christian Girls’ School has been larger this year ‘than in any former year, numbering 122 Boarders, and 16 day scholars. In February one girl died of consumption, from which she had been suffering for several months. About the same time three others were married, one of the three being a paid monitress. ‘The health of the School has been excel- lent. There has not been one case of continued fever, or severe illness of any kind during the entire year. In study, the same quiet steady progress of other years has been made. Mrs. Morrison, besides the singing Jessons, has taught a class in reading and writing Persian Urdu, and Mr, Ull- mann has given a Bible lesson two days of each week to the whole School, and a regular weekly Bible lesson to the moni- tresses. On account of Mr. Herron’s absence in America, the annual public examination was omitted and a private examination held instead. For the same reason none of the girls were sent up for any of the Government Examinations. The girls have kept up their usual prayer meetings on Sabbath and Wednesday evenings, and the Sabbath School ‘15 has been carried on regularly throughout the year, superin- tended for several months by Mr. Ullmann and afterwards by Dr. Morrison, both of these gentlemen teaching, in suc- cession, a large class of the older girls. REPORT FOR THE YEAR 1879. THE School closed with 129 Boarders and 6 day-pupils. The five monitresses are not included in this number as they are now enrolled among the list of teachers. Up to the mid- dle of July, the health of the School was almost perfect. After that time the health was not so good; we lost one child, who died of typhoid fever; and later another one died of consumption; and we hada number of cases of fever. Upon the whole we are able to report an unusually prosper- ous year. As each year we are able to get the School, and the various departments of work connected with it, more thoroughly systematized, we find that we can with the same force accomplish much more and that with less wear upon the workers, and this year’s experience has been no excep- tion. The School is divided into 8 classes, besides which one girl went up for the University Entrance Examination: she failed however, probably in Mathematics. The first class are able to pass a good Hxamiuation in English and Indian History, have a good knowledge of practical Arithmetic, have studied Algebra, and finished four books in Euclid. The second class is composed of 10 or 12 bright girls press- ing closely on after the first class; but the hope of the School is the little ones of which we have at present a very large number. No class is taught in all its subjects by any one teacher, but cach teacher does that work which she can do most successfully. With scarcely an exception, the teachers have proved as faithful and honest workers as we have ever known in any School. Besides Mrs. Morrison’s other teaching, she has given several hours each week to the musical training of the children. Besides the daily religious instruction, we have also an interesting Sunday School in which both Dr. and Mrs. Morrison are recular teachers, The first four classes are also being well grounded in the shorter catechism by Mr. Herron, who gives his Sabbath evenings to this most important work, 16 AN ADDRESS. By Rev. DAVID HERRON. Read at the close of the last Examination of the School. Lapizs AND GENTLEMEN, To-day closes the Twenty-Second Year of the School’s existence and work. Accordingb¢ to the life of man it has now entered on its majority. When a man has reached this age, he has a “ legal right to manage his own affairs.” His ability, however, to do so, and the confidence in this ability with which others are inspired, usually depend on the man- ner in which he has improved his nonage—on the objects he has sought and on the principles by which he has been guided and the plans that he has adopted for attaining those objects,—in a word, on the manner in which he has dis- charged the duties of his minority. Through such a trial, or period of probation, must also every undertaking or in- stitution pass that seeks public confidence and support. We think the time has come when this principle may fairly be applied in judging of the School whose closing exercises you have kindly cheered and honored with your presence. Has the end at which we have aimed been a worthy one ? Have the principles on which we have acted been sound, and the methods which we have used’ been wise, in seeking this end? And have all these been justified by a reasonable degree of success? ‘These questions indicate the points to which we would beg your attention for a few moments, 1. The end we have aimed at.—On this head we have had no reason to complain of want of advice. We have been often told that we should confine ourselves to train our girls for-service in European: families, Some of our pupils are now in such situations and: do honor to themselves and to us in the faithfulness with which they attend to their duties, in the influence which they exert, and in the trusts that are committed to them. But our aim is higher. Some have thought that we ought to confine ourselves to training Zenina teachers. There is indeed a wide, promising, invit- ing field in the zendnds of this country. for such laborers. But our aim is higher than this. Again many have told us 17 that our work should be training teachers for Mission and other Schools. A brother missionary who came here, some years ago, ona visit, had in some way become thoroughly convinced that our School was a failure. finding that I did not coincide with him in this view of the case, he asked me, how many of your pupils that have left the School are teachers? I told him that J did not know that any of them at that time were teachers. Do you not see, he asked in a triumphant manner, that your School is a failure ? No, I said, T do not see it. If it had been our aim to make teachers and we did not succeed in doing it, then of course, we should have to admit ourselves a failure. But this was never our aim. What then is your aim? he asked. I replied to make women, industrious, intelligent, and pious women, women fitted for whatever duties or places, God in his providence _ may call them. We regard the special or professional train- ing of women generally as a mistake, It is a derangement of the divine order of things, an opposition to natural law. The family, the home is woman’s divinely appointed place, and its duties her highest, holiest, noblest work. Itis an arraignment of divine Providence to regard any state as more holy, or any service more acceptable or useful than that which God has assigned her in the family. True, womanly nature needs and seeks the support, the guidance, the protection, the affection, and the privacy too, which the family society provides. In following this law of her being she is to “forget her own people‘also and her father’s house,” and leaving her own, the profession, the standing and. cir- cumstances ofanother, become hers. Our aim is to prepare, with all the help in our power, for the duties of this rela- tion for which woman was made,a preparation which. will fit. her to for any lot that Providence may assign her. Could there be a higher aim? Those who have enjoyed the hap- piness and advantages of a Christian home, need no argu- ments to prove its value. He who has known an enlighten- ed and pious mother’s care and love—who has seen her prayerful, tearful anxiety for his temporal and eternal welfare—who has felt her loving hand on his head as she invoked the Divine blessing on him as he left her side to take his place in the world—he who bears about with him the grateful recollection of a mother’s love and prayers and tears and feels the touch of herloving hand still in his heart, knows that the power for good of such a mother, is less only than Divine. The missionary longs to secure the services of such 3 18 mothers and the influence of such homes as they alone can make, in helping him to build up the kingdom of Christ. It is to provide such help for the Master’s cause that our School, according to its measure, is working. II. The methods that we employ. (1.) We try to teach them industry and economy. We do this not theoretically merely, but practically. Almost the whole of the work of this large establishment, including the making and mending of clothes and bedding, the care of little children and the nursing of the sick, is done by the girls themselves. Hvery one, from the eldest to the young- est, has her part in this work. We have no “ parlour board- ers.” Every child from the highest to the lowest has the same care and the same food. We have no favored class but that of merit and ability ; and the honors that are given to these are generally awarded by the girls themselves. ‘The school is a family, a home, as much as we can make it, and the secret of much of its order and success, is that the child- ren regard it as their own, under their own management, and as such take a pride in its welfare. Year after year we have come to regard this department of our work and the training that is given in it as more and more important. The difficulties of the Native Christian community in obtaining a livelihood have become so great, and the cases of suffering from their losing the precarious situations that are open to them so frequent, that their future, in relation to temporal things, has become a source of painful anxiety to many, and their means of making a living have become a subject of absorbing interest. Participating in this anxiety and interest, we try to put it in the power of every one of our pupils to support herself, should she, in the Providence of God, be thrown on her own resources. We give her practical instruction in the kind of work for which she shows the greatest fitness, cooking, taking care of child- ren, plain sewing, fancy work, teaching, or writing. (I know one of our pupils who receives a good income as a writer or copyist). In connection with this we endeavor to inculcate industry, economy and independence. We teach them that the most ignoble condition to which humanity can be reduced is that of willing dependence on charity. To beg, in preference to working for a living, marks the lowest degradation of our nature. It is especially disgraceful to 19 one ee Christian name, and most dishonoring to our holy religion. Christianity reveals to us a God whose glory it is to give. He is the Giver of every good and perfect gift, and teaches that “it is more blessed to give than to receive.” It gives no countenance to mendicancy. On the contrary, it commands that “if any will not work neither shall he eat.’ (2.) We also try to give them as high an intellectual education as they are capable of receiving, and we are able, and have time, to give them. It is only the few who are able, and that long enough in the school, to pursue an advanced course of study. ‘This increases their chances of success and usefulness in life, enables them to elevate the Christian Society to which they belong and to do something, at least indirectly by their example, for the welfare of the women in India. We adopt the same curriculum of study that is found necessary for the educatingy boys. We donot believe that sex makes such a difference in minds as to require different pabulum and exercise to develope the mental powers of each. ‘lhe sons and daughters of a family sit at the same table and eat the same kind of food. If it is wholesome and nourishing, it will develope, in the one, female delicacy and beauty and in the other manly courage and strength. By pursuing the same course of study, the girl does not become more like a boy, nor the boy more like a girl, ‘but both grow towards the perfection of their respective natures. ‘They are like the different kinds of trees or shrubs in the same garden, ‘They are rooted in the same soil, they inhale and exhale the same air and absorb the rays of the same sun, but each kind appropriates from these sources of nutriment, that which is necessary to its peculiar growth, to the color and fragrance of its flowers or the character and lusciousness of ‘its fruits. While we teach to read and write both Hindee and Urdu, we make the English language the means of com- municating instruction. On former occasions we gave our reasons for this use of our language. We have been pleased of late to see a proof and illustration of the wisdom of our course in this respect. The Syrian College at Beirut established about 15 years ago, adopted the opposite course and made the Arabie the language of the institution, The 20 Professors made elaborate and extended text-books in the vernacular. They found, however, that their graduates knew nothing but what was in their text-books, and had no means of extending their knowledge of the subjects which they had studied. The college has, therefore, changed its policy and has made the English language the basis of instruction. Its graduates will now not only learn what is in their text-books, but have opened up to them for progressive culture and attainment the riches of the English language. 3 So it has been with our pupils—they have the means of unlimited improvement in having access to the rich liter+ ature in our language. I have been greatly pleased to find that they avail themselves of this invaluable privilege. A short time ago, I met one of the pupils, a girl about 15 years of age, reading as she walked in the avenue of their play-ground, “ What is that you are reading?” I asked. “ A book of poetry,” she replied. “* Whose ?” “* Walter Scott’s.” ‘¢ Which of his Poems?” ‘* The Lady of the Lake.” “ Do- you like it?” “Yes: I have read it several times.” <“ Do you like to read poetry ?” “Very munch.” “ How much have youread ?” ‘I have read Lonefellow’s Poems, Jean Ingelow’s, Willis’, Pollock’s Course of ‘Time, Burns’, Goldsmith’s, and Walter Scott’s.” I was surprised ; and as £ walked along I thought to myself, what a store of rich thought and beautiful imagery that child has in her mind that she could not have had if she had not learned Eng- lish! (3.) Above all we desire to bring them to the knowledge and love of the Saviour. In their domestic life, in the school, in the Sabbath School, in public worship, in their own prayer meetings, they are surrounded with an atmosphere of religious truth and worship. Here we find our highest objects and our richest rewards. III. Swuecess. In this respect we have not been without encouragement. We have been often cheered and rewarded by seeing the development of even, strong, beautiful character. I shall refer to only one example which several now present may remember. It was during the sudden and terrible outbreak of cholera here in 1872. ‘Vhe first death took place ina 21 Huropean family. Then three others in the same house were successively stricken down. ‘The people had come to the station only a few days before. Their servants all fled in terror ; I tried #=raitr to get some native woman to take care of the sick, but in vain. By this time more than 20 cases and several deaths had taken place among ourselves, When I stated the helpless condition of the European family, one of the girls in the school offered to go to their help. I refused to let her go; but on reflecting for a moment that she was an orphan, and a professing Chris- tian, I concluded that I had no right to hinder her. The moment I consented she went with me into that doomed house, hung up her chaddar, and ministered to the dying till the three corpses were taken out of the house, and then kept an orphaned infant till another arrangement was made for it. She then came into the hospital of our school, and waited on the sick, and for six days and six nights she did not sleep a moment till the plague was stayed. In reference to the organization of the School, we think it worthy of notice that we have a staff of teachers educated and trained by ourselves who are able in case of the illness or temporary absence of the Missionaries to carry on the work in all its departments, with smoothness and eflici- ency. In Scholarship we educate up to the Calcutta University Entrance Examination. In this connection, it may be men- tioned that we sent up the first female Candidate for this examination. On this occasion we had a correspondence with the Registrar which resulted in the Syndicate’s throw- ing open the doors of the University to Female Candidates. The Bombay and Madras Universities followed the example. This gave an impulse to Female Education that was felt throughout India. For some years ours was the only Boarding School for Native Christian Girls in North India. Now there are several in the Punjab and the North-West Provinces that commenced with nuclei of pupils partly educated here. All these have justified our methods by adopt- ing them as their own. In two cases the founders of these schools came and spent days with us, studying our system and its practical working. We have evidence also that the School is producing fruit. 22 of the richest kind, viz., self-denial and active benevolenee. I shall cite only two examples. Two or three years ago a member of the Civil Service on his way home paid our School a visit. On reaching Bom- bay he sent me Rupees 50 asa present to the children to be expended for their enjoyment. J read the gentleman’s letter and asked what was to be done with the money. It was proposed that it be sent for the relief of the famine- stricken people in Madras—it was the time of the famine there. I said I was pleased with the spirit which their resolution showed, but the wish of the gentleman was that the money should be expended on them. It was then pro- posed and carried by a unanimous vote that it be given me to help to pay for a honse that I was then buying as a hos- pital for the School. I communicated these facts to the donor of the money and he replied that, he was much pleas- ed to hear of their benevolent spirit, but that he was disappointed as he had intended the money to be expended in buying sweetmeats, the way he remembered that would have given him the greatest pleasure when a boy. Another Rupees 50 came with definite directions as to the sweetmeats, and they were faithfully observed. Since ever the School was established the pupils have contributed every month to the work of Missions. These contributions have been made out of their own pocket money orearnings. During the last summer they organized a Mis- sion Society among themselves. They were excused one afternoon in the’ week from the School work during the hours for sewing. This time they devoted to learning and making fancy work to be sold for the Mission. At the end of six montlis, with help from the lady Missionaries, the proceeds of their donations in material and their work amounted to Rs. 150, which they presented to me on my last birth-day, as the first donation to the building of an additional dormi- tory which we very much need, , We have much to be grateful for to a kind Providence during all the past—and especially during the year that is now drawing to a close. The School is larger than it ever was before—numbering 140 pupils. We have not had one death in the School during the year, nor a case of serious illness, and very little illness of any kind. ‘he pupils have made commendable progress in every part of their work, 23 especially in their singing under the instruction of Mrs. Morrison, who has given valuable help also in the hearing of classes. | This work which is not an easy one, and in which we have had an experience of nearly a quarter of a century, allow us to commend to the corfideuce and sympathy of this commu- nity. It isin amanner your own. It was commenced and supported the first year by the liberality of the ladies especially of this neighbourhood. As the friends of that early day took an interest in the School when it was only an experiment, may we not be encouraged to ask from you # similar interest now that it is somewhat of a success ? Ova SH i bokeé UP Lie oA Bsa; hess ebircod CRIA SE aah rs th te noidbiritisi ‘y ths err vith dw wartndih ould ti Oui sy tf {iit Masha r “ atk wo lhe V4 Hiss & id a PAST tte sifiitod aubh to vifdncgane 4 niko be art Gh ail to Seibel wit THE 1 S Witeinh Se : ‘i we. 115 Vito Lh FC HOU Lop hae g ve HW UoOe ayo dan od hocaiogug@ ue 5: aa IU iy 10 Gus was et fh di dal