Another object of the Institute was to attract, in course of time, pandits and maulavis of eminence to the Institute and so to promote an interchange of the higher scholarship of both the old and new school of orientalists throughout India.
3. Another important idea regarding which there was a general concensus of opinion at the Conference, related to the necessity of maintaining and promoting the ancient and indigenous system of insbruction and the Government of India suggested for the purpose, both to the Government of Bombay and the Bombay University, the plan of establishing in Poona a Sanskrit College which would train Shastris in the various branches of Oriental learning along traditional lines. This idea was very warmly taken up by the public of this Presidency, and elaborate schemes were prepared involving an initial outlay of Rs. 150,000 and an annual expenditure of from 40 to 70 thousand. In the light of the aims and objects of the Bhandarkar Oriental Research Institute, it would be interesting to consider the proposals put forward by the promoters of the scheme for the Poona Sanskrit College. The College was to be located in the Vishram Bag, wherein was once housed the old school for Shastris, before it was
converted into the present Deccan College. Some additional contigu
ous site was also to be acquired and a fire proof building was to be constructed for the housing of a good library to which it was proposed to transfer the valuable collection of MSS at the Deccan College.The projected Sanskrit College was to consist of two sections pandits, engaged in the acquisition of Oriental learning along traditional lines, and graduatea who have already studied Sanskrit on modern ,lines and are desirous of· undertaking some branch of higher study or research iii' that language. The pandit branch was to consist. of two courses a junior course extending over four years, and a senior course, extending over 6 years. The course of the modern Orientalist branch
was to extend over 4 years, only University graduates with honours
in Sanskrit being admitted to it. In addition to working up for the
M.A. degree, these students were expected to learn principles of
textual criticism by actually applying them to ancient unedited texts, to prepare indexes and compile catalogues, to decipher inscriptions and to conduct research, ultimately leading to a higher degree such as the
Ph.D.1st was hoped that the close association, within a single
institution of these two different schools of learning would exercise a generally beneficial influence on both of them and would in ptrticular uhimately have the effect of bringing about those salutary reforms in the methods of the older school which seemed to many to be essetial to its successful development.