The three remarks given by Adam in his report on Vernacular education in India were:
(i) There was flexibility in the approach and conditions of the educational institutions. There were no fixed fee, no printed books, no separate school building, no annual examinations and no regular time table.
(ii) Classes were held under a banyan tree, or at a corner of a village shop or temple, or at the guru's place. During the harvest time, classes were not held.
(iii) Fee of the students was entirely dependent on the income of the parents. Rich students had to pay more fees than the poor ones.

Rabindranath Tagore's experiences as a student were not pleasing. As a child, he hated going to school. He found the atmosphere in school was suffocating and oppressive. The school appeared to him like a prison, where he could not do what he felt like doing. His mind wandered away while other students listened to the teacher.

Mahatma Gandhi wanted to teach children handicrafts for the following reasons:
(i) Education ought to develop a person's mind and soul. Simple learning to read and write by itself did not count as education.
(ii) If children are allowed to work with hands, learn a craft and know how different things are operated, this would help their mind and their capacity to understand.

William Jones felt the need to study Indian history, philosophy, and law due to the following reasons:
(i) William Jones had a deep respect for ancient cultures, both of India and the West. (ii) He thought that Indian civilians at ion had attained its glory in the ancient past, but had subsequently declined.
(iii) He believed that in order to understand India, it was necessary to discover the sacred and legal texts of ancient periods.

Orientalists :
(i) Orientalists thought that in order to understand India, it was necessary to discover the sacred and legal texts that were produced in the ancient period.
(ii) They thought that Eastern education would help Indians rediscover their own heritage and understand the lost glories of their past as well as, it would help the British to become the guardians of Indian culture and masters.
(iii) They also believed for the British, in order to win a place in the hearts of the "natives", Indians ought to be taught what they were already familiar with once what they valued, and not subjects that were alien to them.
Anglicists:
(i) Anglicists said that knowledge of the East was full of errors and unscientific thought. Eastern literature was no-serious and light-hearted.
(ii) Anglicist thought the aim of the education ought to be to teach what was useful and practical. So Indians should be made familiar with the scientific and technical advances that Europe had made.
(iii) They felt that knowledge of English would make the Indians aware of the developments in Western science and philosophy. Teaching of English could thus be a way of civilizing people, changing their tastes, values and culture.

(i) He is Henry Thomas Colebrooke.
(ii) Henry Thomas Colebrooke was an English Orientalist. He had a deep respect for ancient cultures both of India and the West. He was a scholar of Sanskrit and ancient sacred writings of Hinduism. With William Jones, he went about discovering ancient texts and interpreting these.

These points show the differences between the Orientalists and the Anglicists:
(i) The Orientalists had a deep knowledge of the languages and culture of Asia. They favoured the development of Sanskrit and Persian language in India. But their critics, viz. Anglicists preferred English language and urged that English should be the medium of instruction in the educational institutions.
(ii) The Orientalists tried to set-up such institutions that encouraged the study of ancient Indian texts. But Anglicists like TB Macaulay urged that the British Government in India stop promoting Oriental institutions.
(iii) The Orientalists translated many Sanskrit and Persian texts into English, set-up the Asiatic Society and started a journal called Asiatick Researches. But Macaulay emphasised that teaching of English could be a way of civilising people, changing their tastes, values, and culture.