on the rival merits of the vernaculars and of English as the more suitable vehicle for the expansion of education, Macaulay’s famous Minute of March 7, 1835, determined a revolution of which only very few at the time foresaw, however faintly, the ultimate consequences.  Lord William Bentinck’s Government decided that “the great object of the British Government ought to be the promotion of English literature and science, and that all the funds appropriated for the purpose of education would be best employed in English education alone.”

Another influence—­too often forgotten—­had at least as large a share as Macaulay’s in this tremendous departure.  That was the influence of the great missionary, Dr. Alexander Duff, who inspired the prohibition of suttee and other measures which marked the withdrawal of the countenance originally given by the East India Company to religious practices incompatible, in the opinion of earnest Christians, with the sovereignty of a Christian Power.  Duff had made up his mind, in direct opposition to Carey and other earlier missionaries, that the supremacy of the English language over the vernaculars must be established as a preliminary to the Christianization of India.  He had himself opened in 1830 an English school in Calcutta with an immediate success which had confounded all his opponents.  His authority was great both at home and in India, and was reflected equally in Lord Hardinge’s Educational Order of 1844, which threw a large number of posts in the public service open to English-speaking Indians without distinction of race or creed, and in Sir Charles Wood’s Educational Despatch of 1854, which resulted in the creation of a Department for Public Instruction, the foundation of the three senior Universities of Calcutta, Madras, and Bombay, the affiliation to them of schools and colleges for purposes of examination, and the inauguration of the “grant-in-aid” system for the encouragement of native educational enterprise by guaranteeing financial support according to a fixed scale to all schools that satisfied certain tests of efficiency in respect of secular instruction.  Duff’s influence had assured the supremacy of English in secular education, but he never succeeded in inducing Government to go a step beyond neutrality in regard to religious education, and though the remarkable successes which he had in the meantime achieved, not only as a teacher but as a missionary, amongst the highest classes of Calcutta society no doubt led him to hope that, even without any active co-operation from Government, the spread of English education would in itself involve the spread of both Christian ethics and Christian doctrine, he never ceased to preach the necessity of combining religious and moral with secular education or to prophesy the evils which would ensue from their divorce.