the resources of education. Education was conducted in a way more adapted for the lecture-room of a German university, than for the enlightenment of benighted Asiatics. The friends of education, in performing the indispensable duty of recovering the sum which had been assigned by the state for their object, were very unwillingly placed in a state of apparent opposition to the interests of oriental research. The more immediate supporters of the Asiatic Society, in struggling to retain the interest they had enjoyed in this sum, were marshalled against the cause of popular education. Since the separation has been effected, both parties have pursued their respective objects with much greater success than before. The Education Committee, uninfluenced by any foreign bias, has employed all its disposable funds in founding new seminaries. The Asiatic Society, forced at last to lean on its natural supporters, has been liberally assisted by private contributions; and will, it may be hoped, soon receive that aid from the public resources to which the public importance of its labours so justly entitle it.
It is much to be desired that this division of labour between the departments of general science and popular education should receive the sanction of the highest authority, and be carried into full
