_Education._--The existing system of education in India is mainly dependent upon the government, being directly organized by the state, at least in its higher departments, assisted throughout by grants-in-aid and under careful inspection. But at no period of its history has India been an altogether unenlightened country. The origin of the Deva-Nagari alphabet is lost in antiquity, though that is generally admitted not to be of indigenous invention. Inscriptions on stone and copper, the palm-leaf records of the temples, and in later days the widespread manufacture of paper, all alike indicate, not only the general knowledge, but also the common use, of the art of writing. From the earliest times the caste of Brahmans has preserved, by oral tradition as well as in MSS., a literature unrivalled alike in its antiquity and in the intellectual subtlety of its contents. The Mahommedan invaders introduced the profession of the historian, which reached a high degree of excellence, even as compared with contemporary Europe. Through all changes of government vernacular instruction in its simplest form has always been given, at least to the children of respectable classes, in every large village. On the one hand, the _tols_ or seminaries for teaching Sanskrit philosophy at Benares and Nadiya recall the schools of Athens and Alexandria; on the other, the importance attached to instruction in accounts reminds us of the picture which Horace has left of a Roman education. Even at the present day knowledge of reading and writing is, owing to the teaching of Buddhist monks, as widely diffused throughout Burma as it is in some countries of Europe. English efforts to stimulate education have ever been most successful when based upon the existing indigenous institutions.