Here is an application for the post of instructor in English to some children: 

“My Dear Sir or Gentleman, that your Petitioner has much qualification in the Language of English to instruct the young boys; I was given to understand that your of suitable children has to acquire the knowledge of English language.”

As a sample of the flowery Eastern style, I will take a sentence or two from along letter written by a young native to the Lieutenant-Governor of Bengal—­an application for employment: 

     “Honoredand much respected sir,

“I hope your honor will condescend to hear the tale of this poor creature.  I shall overflow with gratitude at this mark of your royal condescension.  The bird-like happiness has flown away from my nest-like heart and has not hitherto returned from the period whence the rose of my father’s life suffered the autumnal breath of death, in plain English he passed through the gates of Grave, and from that hour the phantom of delight has never danced before me.”

It is all school-English, book-English, you see; and good enough, too, all things considered.  If the native boy had but that one study he would shine, he would dazzle, no doubt.  But that is not the case.  He is situated as are our public-school children—­loaded down with an over-freightage of other studies; and frequently they are as far beyond the actual point of progress reached by him and suited to the stage of development attained, as could be imagined by the insanest fancy.  Apparently—­like our public-school boy—­he must work, work, work, in school and out, and play but little.  Apparently—­like our public-school boy—­his “education” consists in learning things, not the meaning of them; he is fed upon the husks, not the corn.  From several essays written by native schoolboys in answer to the question of how they spend their day, I select one—­the one which goes most into detail: 

“66.  At the break of day I rises from my own bed and finish my daily duty, then I employ myself till 8 o’clock, after which I employ myself to bathe, then take for my body some sweet meat, and just at 9 1/2 I came to school to attend my class duty, then at 2 1/2 P. M. I return from school and engage myself to do my natural duty, then, I engage for a quarter to take my tithn, then I study till 5 P. M., after which I began to play anything which comes in my head.  After 8 1/2, half pass to eight we are began to sleep, before sleeping I told a constable just 11 o’ he came and rose us from half pass eleven we began to read still morning.”

It is not perfectly clear, now that I come to cipher upon it.  He gets up at about 5 in the morning, or along there somewhere, and goes to bed about fifteen or sixteen hours afterward—­that much of it seems straight; but why he should rise again three hours later and resume his studies till morning is puzzling.