Rajputana states had a mix pattern of ancient and medieval education system which fulfilled the basic educational needs of a common man. But in English era, a need of modern Education in Princely States Of Rajputana was felt.
Sir Jadu nath Sarkar had pointed out that although English education was imparted to the grand sons of the vanquished[1] at Plassey only sixty years after that historic battle, there was no such renaissance or regeneration of the Rajputs for a century and a half after 1757A. D. There appears to be little justification for this view as the available records reveal altogether a different story.
The first bold experiment in the introduction of modern education in Rajasthan was entirely due to the personal interest and initiative of the Marquess of Hastings, better know as Lord Moira (1813-23A. D.). then Governor-General of India. This unique step was taken in 1819A. D. only a year after the Rajput States had signed the treaties of subordinate co-operation with the Company and within two decades of the establishment of the first modern School at Calcutta.
Again, a year of the adoption of the historic resolution of Lord William Bentinck on 7 March 1835A. D. for the promotion of English education ‘alone’, the first College in Rajasthan was officially opened at Ajmer by the East India Company. It is equally significant that the first Medical College in Western India was also started at Jaipur only twenty six years after the establishment of the first Medical College in India at Calcutta.
Four Factors
Four Factors were responsible for the introduction of modern education in Rajasthan. Firstly, the acquisition of Ajmer from the Maratha chief Daulat Rao Scindhia by the treaty of 25 June 1818 and the signing of the subsidiary treaties with the Rajput States excepting Bharatpur[2] led to the establishment of Paix Britannica in this part of the country under British paramountcy.
Thus the Company became directly responsible for Ajmer and indirectly for the welf are of the people of the rest of the State. Secondly, education alone could remove the prevailing atmosphere of despair and disillusionment caused by half a century of recurring Maratha and Pindari incursions which had “almost destroyed the form of civilized life” in Rajasthan.
“The want of instruction,” wrote Lord Hastings,” in this vast territory of Rajputana may be judged by the fact that even the first minister of Jaipur (Nazir Mohan Ram), otherwise a Man of ability, cannot write and can scarcely read.”[3]
Thirdly, the magnanimity of the Governor-General who was generous enough to setapart a fund of Rs. 600/- exclusively for the encouragement of education of the people of this area. It so happened that Lord Hastings, during his recent visit to Lucknow, had narrowly escaped an accident.
The Nawab of Oudh, Ghaziuddin Haider, intended to distribute a sum of Rupees Three thousand to the beggars to celebrate the occasion. But Lord Moira successfully persuaded his host to spend this money for imparting education to the ignorant natives, instead of patronizing the professional mendicants. He was good enough to add an equal sum of his own to make the fund sufficient enough for the trial.[4]
Fourthly, the willing co-operation of the local people who had been associated with the traditional indigenous schools in the form of Jain upasaras the Hindu pathsalas and the Muslim maqtabs and madarshas. In fact, a few qualified Indian teachers were available to teach Persian, Arabic, Sanskrit, Urdu and Hindi.
The Genesis
The genesis of modern education in Rajasthan can be traced to the private initiative of Lord Moira who appointed Reverend Jabez Carey, the third son of the famous Baptist missionary of Serampore, Dr. William Carey, on a monthly salary of Rs. 200/- as Superintendent of Education, Ajmer.
It was in May 1819 when Rev. Jabez Carey, accompanied by a few boys from Lady Hastings School at Barrackpore, arrived at Ajmer. It was through the help of the British Resident Sir David Ochterlony that two Schools were opened: one at Ajmer and the other at Pushkar having 47 and 37 boys on their rolls respectively.
To enable him to run these Schools smoothly, Carey’s pay was raised to Rs. 300/- per month from February 1822 and two more Schools at Bhinai (April) and Kekri (May) were set up. In January 1824, these Schools were placed under the control of the General Committee of Public Instruction at Calcutta constituted by the Governor-General (Lord Amherst) in Council. By 1827, as the progress was unsatisfactory, these were reduced to only one at Ajmer with 200 boys.[5]
Rev. Jabez Carey, however, was keenly interested in spreading the Gospel of Christ among the heathens’.[6]
He, therefore, introduced the teaching of Christian, scriptures New Testament and Gospel of St. Mathew and religious tracts contrary to the instructions of Lord Hastings. in a letter to the British Resident Sir David Ochterlony, the Governor-General expressed “much regret for the highly injudicious and objectionable course pursued by Rev. Carey in institutions of so recent a date and in such a state of society as that of Rajputana”, which was “calculated to excite Alarm” as to the motives of the British in the minds of the local people.[7]
Consequently, Carey was directed to ‘discontinue the use in the schools under his charge of the Christian Scriptures and all Religious Tracts”[8]
It, however, could not win the confidence of the local people. Various factors such as the paucity of funds, dearth of qualified teachers, fear of conversion, conservatism of the upper classes and aversion of Rajputs towards modern education contributed to the precarious existence of the Ajmer school. It was finally closed down in 1831. Thus, the brief experiment came to an end after twelve years.
The first Government School (1836)
In May 1836, only fifteen months after Macaulay’s famous minute on English education had become the official policy of the Company, the first Government School, wrongly named as a College, was established at Ajmer by the General Committee of Public Instruction under the Government of Bengal. This revival after five years of the failure first experiment was possible because of the availability of a well qualified Headmaster on the spot and the liberal monthly subscriptions from the Englishmen of the neighbouring Nasirabad cantonment.
The Ajmer School, which was opened by the first Head Master Mr. Marcus Hare with the help of two Indian teachers for Hindi and Urdu, appeared to prosper during the first three years. But the number of pupils, which stood at 219 at the end of 1837, fell to 143 in 1840, as 76 pupils had left the School for one reason or the other.
As no one paid any fees, the strength by the end of 1842 increased to 171 consisting of 125 Hindus, 41 Muslims and 5 Christians. At the time of the examination in 1842, only 70 boys, that is about 40% of the total, turned up and ‘these acquitted themselves in a discredit able manner”[9]
Partly due to the poor examination results, partly due to the increased financial burden and also due to the outbreak of[10] famine in the area, the Ajmer School was closed down on 1st January, 1843.4
The second modern school was opend at Alwar by Maharaja Vinay Singh with the help of Pandit Roop Narayan, “A Man of greal rectitude, of character, much natural ability and of a studious disposition.[11]
It was Munshi Ummed Singh, who had been the teacher of the Maharaja, who introduced English which had not been taught previously at Alwar. The school began to make rapid progress under Munshi Sheo Dayal Singh, a Man of extraordinary intelligence and experience, and the author of several English books. Twenty years after, Babu Mihir Chander Mitter, who had been educated at Government College, Benares, was Appointed as the Headmaster of the School with a total strength of 328 boys on its roll.[12]
It is indeed very significant that the Maharaja provided the funds for the school besides grants for purchasing books and grant of scholarships to the most deserving students. No wonder the progress was so steady that the Political Agent reported in 1867 that: “education is more generally diffused throughout Alwar than Jaipur.”[13]
According to the Political Agent of Bharatpur, Lt. C.K.M. Walter, a school had been established in the capital by Maharaja Balwant Singh (1835-53) as early as1842. Till 1856, this school was not in a prosperous condition since only four out of a total of 55 boys regularly attended the institution. In 1856, Sub-Assistant Surgeon, Bhola Nath Das took over the charge of the School when the strength increased to 426, the largest number of pupils that has ever attended any School in Bharatpur before this date.
The study of English was introduced into the School in 1858 by the Political Agent, Capt. Nixon. But due to the dearth of efficient teachers little progress was made.
In 1862, an English teacher was procured from Agra on a monthly salary of Rs. 80/- which definitely improved the studies of the boys. The young Maharaja Jaswant Singh (1853-90) who was then hardly twelve years of age also learnt English at this School and took great interest in the welf are of the pupils.[14]
Maharaja’s School at Jaipur (1844)
Maharaja Ram Singh of Jaipur was keenly interested in the study of English. Accordingly, the Maharaja’s School, then called a College, was established at the capital in 1844 to provide modern education to the people of the State. Pandit Sheodeen from Agra College was appointed as the first Headmaster. This school became so popular that the number of boys increased from 40 to 800 in the course of three decades. It was raised to an Intermediate College in 1873 when the College staff included 15 English teachers. Tution fees were carried to the credit of the Library Fund.[15]
A lithographic press was also set up to provide printed books to the pupils. A Medical College, first suggested by the Political Agent, Capt. Ludlow, as early as1846, was inaugurated on 7 September 1861 by Maharaja Ram Singh, the most enlightened ruler of Rajasthan in the nineteenth century. Dr. Coleridge, the Agency Surgeon, found that the local people had “all the mental qualifications for higher medical education, they are patient, observant and persevering.”[16]
The Medical College under the able supervision of its Principal Dr. Burr and the two native doctors- Parbati Charan Ghose and Hussan Bux produced only twelve qualified doctors in six years on an average cost of Rs. 5,00-/ for each student.
This College was amalgamated with the Agra Medical College in 1867 because of unsatisfactory results, reluctance of the students to dissect dead bodies, deep rooted prejudices of the middle class against the Europe an medical science, Absence of prospect for employment and high cost of education which was twenty times more than at Agra where the duration of the course was only three years.
Nevertheless “the Maharaja,” reported Dr. John Murray, the Inspector General of Hospitals who visited the College in July 1867, “has displayed an earnest desire to introduce European Medical scheme into Rajputana much in advance of the people of his own state.”[17]
Revival of the Ajmer School (1851)
During the winter of 1846-47, the Lieutenant Governor of the North Western Provinces (U.P.), Mr. Thomason, paid a visit to Ajmer. The result of this visit was his proposal for the revival of the Ajmer School. He was deeply impressed, in the course of his tour through Rajasthan, with the desire of the influential persons to study the English language.
Not only Maharaja Ram Singh of Jaipur but also Maharaja Kalyan Singh of Kishangarh had at this time (1847) engaged a tutor for the study of English. It was suggested to the Governor-General Lord Hardinge that British territory of Ajmer, situated in the heart of Rajasthan, should take the lead in promoting the study of English and set an example lo the surrounding States.
“In 1847 such an institution might be revived with better chance of success because there then existed a greater desire on the part of the Natives, than formerly, to study English and obtain a liberal education, and that, the Local Government of Agra was then invested with the control of the Educational Establishments in the North Western Provinces, it was able to exercise a closer superintendence than could formerly be maintained from Calcutta.”[18]
It was estimated that the cost of a new College would be about Rs. 40,000 per year and the expense of erecting a suitable College building would be another Rs. 5,000/-.
This project due to the paucity of funds was abandoned. Mr. Thomason was in favour of raising the required sum by contributions from the native States of Rajasthan but Lord Hardinge held that such a course would not be dignified since “the sum contributed would be mainly spent in the allotment of large salaries to Europe an Masters, and would, therefore, have expense of the native States.”[19]
Finally, the re-establishment of the Ajmer the appearance of a device to find support for foreign functionaries at the School was sanctioned on the 19th February, 1848 but its extension to a College was reserved for future consideration.
A letter was written to Lt. Colonel Dixon, Superintendent of Ajmer, requesting him to ascertain the wishes and feelings of the people for the opening of the School at Ajmer. Dixon reported that the people were willing to support such an Institution as “there already existed 17 native Schools with 493 pupils, and that an English School had lately been established by Lalla Brindaban, the Post Master of the station.”[20]
The Old Court House was made available for the School and Dr. Buch, a well qualified gentleman, was appointed as the Superintendent of the School on a monthly pay of Rs. 400 along with G. Wiggins, Sukhdeo Bux, Rama Chand Mookerjee, Maulvi Mohammad Muzhur, Munshi Meer Ali, Pandit Deva Dutta and Pandit Rassik Lal. Mr. Wiggins was given a pay of Rs. 250/- per month while the pay of the Indian teachers varied from Rs. 80/-to Rs. 26/-monthly.
The Ajmer School was reorganized by the orders of 25 March 1851. A Local Committee under the Presidentship of Colonel J. Low, Agent to the Governor-General in Rajputana, with five other members including only one Indian in the person of Maulvi Mujiduddin, Sadar Amin of Ajmer, was set up. This Committee levied a monthly fee of four Annas to one rupee though the admission fee was kept in abeyance for some time.[21]
The Ajmer School began to grow rapidly. In 1851, when it was re-opened there were 230 boys and the number went up to 340 during the next few years. In 1861, the School was affiliated to the Calcutta University for the Entrance (High School) examination.
Seven years later (17 February 1868), it was raised to an Intermediate College in Arts only under the same University. It thus became the first College for English education in Rajasthan.[22]
Harawuti
Excepting Bundi, the rulers of Kota and Jhalawar took little interest in spreading education among their subjects during the sixties of the nineteenth century. Capt. W. H. Beynon, the Political agent, addressed a Khureeta to the rulers of Kota, Bundi and Jhalawar on 23rd June 1863.
Emphasising the need for the promotion of education, the Khureeta pointed out that the study of science and philosophy combined with industry which has produced the Electric Telegraph, the Railway and numerous other indigenous inventions for the benefit of the Society.
It was pointed out that the young rulers of Jaipur and Bharatpur were able to converse fluently in English, Persian and Sanskrit-examples which should be emulated by other Rajput States. This letter produced the desired effect on Maharao Raja Ram Singh (1821-89) of Bundi who took prompt steps to open the first English School in his capital in 1863 with only 7 boys.
Another State School for the education of the nobles was soon established. Praising the ruler, the Political Agent Beynon wrote on 22 January 1864.
“He devotes a considerable portion of his time to the study of the Shastras and takes an interest in comparing them with the Quran as well as with the Bible. He has some knowledge of Astronomy, and I have often had long conversations with him when I have been surprised at the knowledge he possesses of many abstruse questions connected with science and art.”[23]
The Political Agent was told that he was bold enough to break through the deeply rooted prejudices of his people and introduce education among his wives and daughters who were able to read and write within a remarkably short period.
The ruler of Jhalawar Prithvi Singh (1845-75) in his reply of 1st December 1863 informed the Political Agent that since the receipt of the Khureeta he had established English, Persian and Hindi Schools, both in the city of Patan and the cantonments and promised to make necessary arrangements for the advancement of education in his own State.[24]
Maharao Ram Singh (1827-66), however, expressed his “intention to establish only Persian and Hindi Schools, to be supported by the State”[25]
Besides these Schools, there were several Vernacular private Schools in all the three capitals- Bundi, Jhalawar and Kota-having 40 to 50 pupils. Each of these Schools had a Pandit who taught the ‘3 R’s’ – Reading, Writing and Arithmetic, sufficient for carrying the common routine of a banking or commercial concern enough for a trader to keep his accounts.
Jodhpur and Bikaner
Major J. P. Nixon, the Political Agent at Jodhpur, was completely “surprised to hear that a number of female children of the upper classes of Hindus were able to read and write. They do not attend Schools but are taught by their masters at home”[26]
In 1863, Maharaja Takht Singh (1843-73) of Jodhpur not only educated his female children but also maintained four female secretaries whose duty was to collect all information regarding the Zenanah estates.
It was due to the initiative of Colonel French, the Political Agent at Jodhpur that a Vidya Shala had been established which was completely dominated by the Brahmins who used the school to prepare students for the priesthood. Nixon was successful in his efforts to persuade the ruler to open an Anglo-Vernacular School in the capital.
It was in 1869 that Maharaja Takht Singh took personal interest in the establishment of such a school at Jodhpur and another at Pali four years later. The Political Agent was convinced that “most educated natives can learn to write the English alphabet in a surprisingly short time.”
He, therefore, suggested that the Vernacular Reports furnished by the native officials should be written in English character instead of in PERSIAN or Hindi. His arguments deserve to be quoted.
“It seems to me that the time (1863) has arrived when we, as the paramount power, might introduce English as the language of communication with the different courts with which we have relations.
It is well known fact that the Raj as of these principalities have in attendance at their Courts persons acquainted with the English language and that whenever they have anything to communicate regarding their private or family concerns, it is by preference communicated in an English letter. I, therefore, apprehend that the introduction of English would be received favourably; at all events, the absurdity of our present mode of conducting. Our correspondence can scarcely be excelled, and is both mischievous and ridiculous.
PERSIAN is the language in which we communicate with the Hindu Raj as of these principalities. It is needless to say that it is not understood by them, but what is more remarkable is that it is generally very imperfectly known by the British officer who conducts the correspondence.”[27]
It is thus very significant that the Rajput Rulers in 1863 without undergoing any systematic or regular schooling in English education, preferred to communicate in English and most of them could not understand PERSIAN which was equally difficult for the British Politicial Officials.
It was only in 1893, when Jaswant Singh II (1873-95) opened the Intermediate College after his own name under Allahabad University. Five years later, Degree classes were added to the Jaswant College.
Three years after the First State School was opened at Jodhpur, Maharaja Dungar Singh of Bikaner (1872-87) opened A School in the capital in which only Sanskrit, Persian, Urdu and Hindi were taught. The teaching of English in this School was started so late as June 1885.[28] Walter Noble’s School and Lady Elgin’s Girls’ School were established at Bikaner in 1893 and 1898 respectively.
Udaipur
By far the most extensive and important was the State of Mewar or Udaipur whose nobles openly boasted for their exclusiveness and seclusion from other Rajput States. It was reported by Lt. Colonel Eden, the Political Agent of Mewar, that any progress in Art or Science was generally considered” as a weakness bred of the ascendancy of the neighbouring powers.[29]
Thus the resistance of the nobility to external impressions and relations and the patronage of the Brahmins who virtually monopolized education delayed the introduction of more in education in Udaipur. There were many private Schools which were maintained by the contribution of the parents as the pay of a Brahmin teacher was only ten or twelve Rupees a month.
The Maharana was also magnanimous enough to grant charitable allowance from the public granary to an eminent teacher. But the influx of Muslim Borah traders into Udaipur during the reign of Maharana Swarup Singh (1842-61) which led to the increase of trading facilities and means of communication gave an impetus to the desire for knowledge.[30]
On his arrival at Udaipur in 1863, the Political Agent, Eden, found scattered pathsalas being attended by boys “whose anxiety to learn was unmistakable. In the race to be rich,[31] it was clear that knowledge and education were essential elements.”[32]
In consultation with the Council of Regency, Eden collected these scattered bodies and merged them into one large school with the help of Pandit Ratneshwar, the tutor of Maharana Shambu Singh (1861-1874). Thus the first State School in Udaipur was born in January 1863 with 300 boys and was named as Shambhuratna Pathsala.
The success, in spite of the school and indifference of the Regency and the Court Officials, is reflected in the increased strength of the School which was 513 within two years. Reading, writing, Arithmetic, geography, Hindi and Urdu were the main subjects which were taught regularly. Sanskrit, Algebra and History were studied by the senior boys. In 1865, English was introduced. No fees were charged as it would have a chilling and discouraging effect on the attendance” of the boys.
Private Schools existed in the small states of Banswara and Dungarpur while the State of Pratapgarh gave little support to the spread of modern education. In 1863, Kishnagarh employed a Pandit to teach Sanskrit “to such boys asgdoms goit chose to Attend.”[33]
Missionary Enterprise
The first organized efforts of the Missionaries toward education which was one of the means for the spread of Christianity among the ‘heathens’, was made by the United Presbyterian Mission in Rajasthan in 1860.
In August of that year, only six months after the foundation of the first Mission headquarters at Beawar, Rev. W. Schoolbred with the assistance of a converted Brahman Babu Chinta Ram Raja Ram opened the first United Presbyterian Mission School in the city of Naya Nagar in which besides Hindi and Urdu, English was also taught.
This school attracted the attention of children of all castes and became so popular that But the average attendance exceeded 100 and forced the authorities to close down the Government School existing in the town in its favour. Admission of some mehtar boys raised a storm and led to the withdrawal of two-thirds of the regular boys.[34]
Small wonder, therefore, that when a branch of the Mission School was opened at Ajmer in March 1862, the Pandits imposed a “condition that allmehtars should be excluded from the Institution in Ajmer,”[35]
As this condition was not accept able to Rev. Glardon, out of 103 boys only seven Muslims and four Hindus remained and the rest withdrew as a protest. The Ajmer Mission School, reads the First Report of the Mission, “has not been founded in any spirit of opposition to the excellent Govt. School and College (only in 1868) in the same city.
There is abundance of room for both and in so far as mere education is concerned, the former supplies a want which the letter has left.”[36]
The most attractive feature of the Mission School was the facility it ex- tended to the service class. It was opened in the morning and thus enabled the clerks and other employees to attend the School without giving up their jobes.
Mission Schools multiplied rapidly- Nasirabad (December 1862), Todgarh (April 1864), Deolee (1871), Jaipur (1872) owing to the persistent efforts of a series of devoted Christian Fathers like Rev. W. Schoolbred, William Martin, John Robson, William Robb and Dr. C. S. Valentine.
The first Mission Girls’ School was established byA Native Christian lady Emily, at Nassirabad in 1862 in a private house with three sisters.
“The number is small but the progress they have made” says the first Report, “is most encouraging. Two of them are already able to read the Hindi Scriptures with ease; and are, besides, taught sewing, knitting and crochet work”[37]
In 1863, a Vernacular Girl’s School was started at Ajmer by Mrs. Lucy Phillips and a Brahmani, Sardari by name. Though there was a good deal of suspicion that the school was “a snare to make the children Christians,[38] “the number steadily rose to 25.
Another new activity of the Missionaries was a regular system of “Zenana visitation” in order to encourage education among the females of the wealthy Oswals, a Jain sect.[39]
Another important feature of the Mission activity was the establishment of a lithographic press at Beawar in 1864 which printed text-books in addition to tract and other books suitable for mission purposes.[40]
More than a thousand of Marwari tracts Mukti ro Marg, Samjotri Mala and Uqaesh Mala were printed and distributed, often free of cost, to the interested public. Sheets of elementary lessons in Hindi and Urdu, multiplication tables called patti pahari, Soloman’s proverbs translated into Hindi doha were speedily sold. [41]
Mr. Robson prepared a Hindi Almanack which was very popular. Maharaja Ram Singh had also set up a lithographic press at Jaipur as early as1862 which was a part of the Maharaja’s High School. In 1871, a Panjabi gentleman established the first modern Press at Ajmer.
An interesting contribution of this Press was the publication of Rajasthan Official Gazette in English, Hindi and Urdu along with a supplement as a daily newspaper which ceased after nine years.
Conclusion
A careful study of the available records leads to the irresistible conclusion that the beginnings of modern education in Rajasthan are comparable to any other State of India which was marked by the introduction of English education along with the attempts of starting professional courses such as medicine.
It was also evident that the spread of modern education was rather remarkable as modern Schools came into existence at Ajmer, Alwar, Bhartpur, Jaipur, Udaipur and Bundi in rapid succession.
The minority regimes in Jaipur, Bharatpur, Alwar, Jhalawar and Udaipur provided suitable opportunity to the Political Agents to promote education by establishing modern State Schools in the respective capitals.
Missionary enterprise also deserves special mention since they encouraged female education and introduced the lithographic press. By 1870, the stage was ready for the opening of the Mayo College at Ajmer, the “Eton in India” by Lord Mayo for the purpose of imparting a liberal education to the Indian Princes and Chiefs.
It is equally significant that the Government College at Ajmer was the first Insitution of higher learning in Rajputana followed by that of Maharaja’s College, Jaipur.
The letter h as a conti- nuos existence since 1844 but it was raised to an Intermediate College in 1873, that is, about five years after the raising of Government College Ajmer to the same standard. It may be pointed out that the Ajmer school was closed down in 1843 and had not been revived until 1851.
Thus, there was a break of 8 years. Hence, the centenary celebration of the Government College, Ajmer in 1936 by the then Principal P. Sheshadri and 125th year in 1961 by Principal Bhim Sen was a historical error. In fact, the centenary of Government College, Ajmer should be celebrated in 1968 and that of Mayo College in 1970 and Maharaja’s College in 1973.
Hence we see that the modern Education in Princely States Of Rajputana was successfully imposed by government and Hindu educational system was replaced by modern education.
REFERENCES
[1] J. N. Sarkar; Fall of the Mughal Empire, (Cal. ; 1950), Vol. IV. p. 74.
[2] M. S. Mehta; Lord Hasting and The Indian States, (Bombay, 1930), pp. 126-159.
[3] The Marchioness of Bute; The Private Journrl of the Marquis of Hastings, 14, Oct., 1818 (Alld.; Panini Press, 1907), p. 376.
[4] Ibid.
[5] Foreign Prsceedings; 26 January 1822, No. 74; 26 February 1822, Nos. 48-51.
[6] Ibid., 24 May 1822, No. 5; Fisher’s Memoirs (1827), PP. 439-40.
[7] For. Proceedings; 5 July, 1822, No. 41.
[8] Ibid. Home Misc., 1832, No. 471, para. 68.
[9] General Review and Observations, Special Reports, 1851, p. 81. (Committee of Public Instructions in Bengal).
[10] Ibid.
[11] Foreign Proceeding, No. 39A-14 G, 11 July, 1863.
[12] Ibid.
[13] Foreign Proceeding, Gen. ;A,Aug., 1864, No. 23.
[14] Ibid., No. 24-3 G, 1 July, 1864.
[15] Ibid. Gen. B., Sept., 1868, No. 93, pp. 142-43.
[16] Foreign Political Consultation, July 1846, No. 185-7.
[17] Foreign General, A A, August 1867. Nos. 1-7; See R .N. Chowdhuri, 169
“A Glimpse of Jaipur Medical College A Century Ago” in the Proceedings of the Indian History Congress, XIVth (Jaipur) Session, 1951, pp. 363-356.
[18] General Review and Observations, Special Report, 1851, p. 82.
[19] Ibid., p. 83.
[20] Lt. Col. Dixon, 28th. June, 1849, No. 90; 29Aug. 1849, Nos. 94-97; (Proceedings) 4th Nov., 1850, No. 1 & 3.
[21] Lt. of J. Thornton to Cal. J. Low, March, 1851, Resolution, 11 Feb., 1851, No. 1911 44 and 45, N.W.P.
[22] W. H. Beynon’s Khureeta to the Chiefs of Bundi, Kota and Jhalawar, 23 July, 1863.
[23] Lt. from Capt. W.H. Beynon Pol. Agent, Harowtee to Maj. General G. St. P. Lawrence, Agent, 22 January, 1864, No. 4-3 P. para 4.
[24] Rana of Jhalawar’s Khureeta, 1, December, 1863.
[25] Maharao of Kota’s Khureeta, 26 July. 1863.
[26] Foreign Department, General A. July, 1864, No. 12, para 3.
[27] Lt. from Maj. J.P. Nixon, Political Agent, Jodhpur, to Maj. General G. St. P. Lawrence, Agent, Rajputana, No. 41-15 G, 20th July, 1863, para 7-12.
[28] Lt. from Maj. Gen. G. St. P. Lawrence, Agent, G.G., Rajputana to C. U. Aitchison, Under Secy. to Govt. of India, Foreign Deptt. No. 219. 21G, 12th February, 1864; para 12, an English teaher was appointed by the State in 1862.
[29] Lt. from Lt. Colonel Eden, Political Agent, Mewar to Maj. Gen. G. St. P. Lawrence, Agent, Rajpootana States, 5 August, 1863, No. 194-37 G, para 2.
[30] Ibid., para 3.
[31] Ibid., para 6.
[32] Ibid., para 11.
[33] Foreign Department, Genl. A., July, 1864, No. 12.
[34] First Report, United Presbyteri an Mission in Rajpootana, 1862, p. 6.
[35] Ibid., p. 13.
[36] Ibid., p. 14.
[37] Ibid., p. 12.
[38] Third Report, Op. Cit., (1864), p. 19.
[39] Ibid.
[40] Third Report, United Presbyteri an Mission in Rajpootana, 1864, p. 9.
[41] Fourth Report, Op. Cit., (1865), p. 27.
