to one to those who will be studying the learned Oriental languages.
Lastly; it is urged, that as we have succeeded the native chiefs who were the natural patrons of Indian learning, we are bound to give that aid to Oriental scholars which they would have done had they never been displaced by us.
To promote the spread of knowledge among our subjects is undoubtedly one of the most sacred duties which has devolved on us as the rulers of India: but I cannot admit the correctness of the test by which the Oriental party would determine the kind of knowledge to be taught. Is it meant that we are bound to perpetuate the system patronised by our predecessors, merely because it was patronised by them, however little it may be calculated to promote the welfare of the people? If it be so, the English rule would be the greatest curse to India it is possible to conceive. Left to themselves, the inherent rottenness of the native systems must, sooner or later, have brought them to a close. But, according to this view of the subject, the resources of European skill are to employed in imparting to them a new principle of duration: knowledge is to be used to perpetuate ignorance civilisation to perpetuate barbarism; and the iron strength of the English Govern-
