During the early days of the East India Company's rule the promotion of education was not recognized as a duty of government. The enlightened mind of Warren Hastings did indeed anticipate his age by founding the Calcutta _madrasa_ for Mahommedan teaching, and by affording steady patronage alike to Hindu pundits and European students. But Wellesley's schemes of imperial dominion did not extend beyond the establishment of a college for English officials. Of the Calcutta colleges, that of Sanskrit was founded in 1824, when Lord Amherst was governor-general, the medical college by Lord William Bentinck in 1835, the Hooghly _madrasa_ by a wealthy native gentleman in 1836. The Sanskrit college at Benares had been established in 1791, the Agra college in 1823. Meanwhile the missionaries made the field of vernacular education their own. Discouraged by the official authorities, and ever liable to banishment or deportation, they not only devoted themselves with courage to their special work of evangelization, but were also the first to study the vernacular dialects spoken by the common people. Just as two centuries earlier the Jesuits at Madura, in the extreme south, composed works in Tamil, which are still acknowledged as classical by native authors, so did the Baptist mission at Serampur, near Calcutta, first raise Bengali to the rank of a literary dialect. The interest of the missionaries in education, which has never ceased to the present day, though now comparatively overshadowed by government activity, had two distinct aspects. They studied the vernacular, in order to reach the people by their preaching and to translate the Bible; and they taught English, as the channel of non-sectarian learning.