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Nicholls after taking charge of English Seminary in 1835 replaced the Persian class attached to the
seminary with vernacular classes of Hindi and Urdu. Nicholls’s idea behind the introduction of
vernacular classes in English Seminary was that,
If attention to the vernacular dialects be encouraged it may be excepted that at some future period those
who are studying English will translate a portion of learning they acquire into the native language thus
enriching them and exciting a desire amongst their countrymen for an acquaintance with a language
which contains so much to enlarge the minds and to enlighten the views of those who study it.5
The same model of attaching vernacular classes to the English seminaries was followed in schools,
stationed at Allahabad, Gazipur, Azimgarh, Gorakpur, Farruckabad in North-Western Provinces
(United Provinces); Jabalpur and Sagar in Central Province.6
The school at the British station in Sagar, headed by Rao Krishna Rao (son of the hereditary Diwan of
the principality of Sagar) had three independent departments of Persian, Marathi and Hindi, previous
to the establishment of English seminary at the school in the year 1835. The Sagar School was
governed by LCPI which in principle was directly subordinate to GCPI at Calcutta. Though in 1830’s
and 1840’s before the establishment of railroads, telegraphs this station school at Sagar enjoyed an
indirect autonomy and as the head of the school was practically independent in his activities. Joseph
Stevens Blackmister of Boston, possibly a missionary who met Rao Krishna Rao at Calcutta, in his
letter dispatched from Boston, described the task undertaken by his friend Rao Krishna Rao of
imparting European scientific education among the native masses at such a distant station in terms of
a combat, ‘where the contest is with an old and deep rooted prejudice sanctified in the eyes of men by
antiquity’.7
The English seminary at the Sagar School was without any teacher and getting teachers acquainted to
teach English to the pupils in this distant station school was difficult since European teachers
preferred urban centres. To make English classes functional Rao Krishna Rao, managed t64o take on
board one English master Mr. Derozio who accompanied him from Calcutta to teacher the rudiments
of English literature at Sagar School. After few days of residence at the Sagar station, Mr. Derozio
decided to move back to Calcutta, as he could not find a safe footing at the Sagar Station.8 His
departure resulted in the appointment of an incompetent master Ram Chunder to teach English
language and rudiments of European scientific knowledge to the students of the school. In 1837 the
number of pupil in English seminary was 28, while the Hindi department of the school had 122 pupils
divided into six classes. The studies of the most advanced pupils in Hindi department consisted of
Subha Bilas, geography, arithmetic and astronomy. The school was suffering from the lack of books;
hence some of the first books in Hindi were compiled by the initiative of Rao Krishna Rao. The list of
Hindi books prepared at the schools was as follows: -
Hindi Books at Sagar School Copies
The Hindee Primer 400 copiesdo Urdu
Mr. Rowe’s Hindustani Spelling Book third edition
first printed in 1833
300 copies
Fables in Hindustanee for the use of schools. Second
edition
100 copies
Betal Pachessa 20 copies
Pearson’s Geography and Astronomy 30 copies
Treatise on the Globe 50 copies
Arithmetic 50 copies
5 Nicholls to Sutherland, WBSA 11th January 1834 to 23rd December 1837 Vol. 9 part 2. Sl.no 13/2. 277.
LCPI at Benares was repeatedly making this observation that there were very few Hindustani pupils in the
College who can write their own language with anything like orthographic or syntactical correctness.
6 Benares College established in 1797 soon emerged as the centripetal institution for the North Western
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c. 3 is answer
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