116 CEYLON BRANCH — ROYAL ASIATIC SOCTETY* 



From this place to Hakman no girls attended school. 



29. B amber ende school. 



30. Dikwelle. Many professing christians lived here, but 

 the school was small. 



31. Polwakdandawe school. 



32. Kahawaite school, 



33. Gettemane school. 



34. Hakman school. 



35. Attoerellie, the best of the Matura schools, was at- 

 tended by boys and girls. 



36. Akkoeresse school. The master pointed out a few bad 

 boys who kept the others from school ; they were instantly 

 chastised as an example, 



37. The Matura little school. It was indeed a little one, 

 though under the superintendence of the Collector; his in- 

 fluence was not sufficient to secure a good attendance. 



38. The Matura great, or Appoohamy school. As the 

 name indicated one would have expected children of re- 

 spectable natives, but these did not condescend to come, 

 having Budhist Priests at home, as tutors. 



39. Walgam school. 



40. Belligam the most insignificant of all the schools, the 

 secret being that the place was a nest of Budhist Priests.. 



There was a Malabar school at Matura in 1735, but no 

 further notice of it appears any where. 



The annexed table (marked C ) will shew the total num- 

 ber of scholars in the Gralle and Matura Districts, from 

 1747 to 1784. 



IV. 



Native Schools in the Jaffna District. 



This district comprehended the four Provinces Billegamo, 

 Wademoratje, Tenmoratje and Patchelepally, the seven 

 inhabited Islands, the Borders of the Wanny, and the Con- 

 toire Mantotte, Manar, Trincomalie and Batticaloa. Little 

 more than statistical information can be given of the J affna 

 schools. The annexed table (marked D) will shew the total 

 number of school children in various parts of this division, 

 at different times. 



The slave children under instruction are enumerated se- 

 parately in the annual statement sent to the Colombo Con- 

 sistory for information, but whether distinct schools existed 

 for them does not appear. The clergy paid their annual 

 visits regularly, and on the whole met with encouragement. 

 The Tamuls are represented as quick at learning. The 



