At last the government awoke to its own responsibility in the matter of education, after the long and acrimonious controversy between the advocates of English and vernacular teaching had worn itself out. The present system dates from 1854, being based upon a comprehensive despatch sent out by Sir C. Wood (afterwards Lord Halifax) in that year. At that time the three universities were founded at Calcutta, Madras and Bombay; English-teaching schools were established in every district; the benefit of grants-in-aid was extended to the lower vernacular institutions and to girls' schools; and public instruction was erected into a department of the administration in every province, under a director, with a staff of inspectors. In some respects this scheme may have been in advance of the time; but it supplied a definite outline, which has gradually been filled up with each succeeding year of progress. A network of schools has now been spread over the country, graduated from the indigenous village institutions up to the highest colleges. All alike receive some measure of pecuniary support, which is justified by the guarantee of regular inspection; and a series of scholarships at once stimulates efficiency and opens a path to the university for children of the poor. During Lord Curzon's term of office the whole system of education in India was examined, reported upon and improved. The five universities of Calcutta, Madras, Bombay, Allahabad and Lahore, which were formerly merely examining bodies, had their senates reformed by the introduction of experts; while hostels or boarding-houses for the college students were founded, so as to approach more nearly to the English ideal of residential institutions. The schools for secondary education were found to be fairly prosperous, owing to the increasing demand for English education; but more teachers and more inspectors were provided. In the primary schools, however, which provide vernacular teaching for the masses, there were only 4½ million pupils to the 300 millions of India. In 1901 three out of every four country villages had no school, only 3,000,000 boys, or less than one-fifth of the total number of school-going age, were in receipt of primary education, and only one girl for every ten of the male sex, or 2½% of the female population of school-going age. In order to remedy these defects primary education was made a first charge upon provincial revenues, and a permanent annual grant of £213,000 was made from the central government, with the result that thousands of new primary schools have since been opened. The technical schools may be divided into two classes, technical colleges and schools and industrial schools. The former include colleges of engineering and agriculture, veterinary colleges, schools of art and similar institutions. Several of these, such as the Rurki and Sibpur engineering colleges, the college of science at Poona, the Victoria