In point of fact, the close of the nineteenth century saw India supplied, not only with elementary schools, but ‘High Schools,’ and colleges of the first order, where the subjects taught met every want. They consisted of civil engineering, mathematics, experimental physics, mining, metallurgy, chemistry, architecture, forestry, farming, veterinary surgery, &c. In the College of Science, Poona, at this period all the foregoing subjects were taken. There was a farm of 150 acres in connection with this college which had been transferred by Government to the Agricultural Department; there were also a veterinary hospital where lectures were delivered; mechanical, physical and chemical laboratories, workshops, and foundries. A more complete arrangement for the training of young India could not have been devised. Here students of various nationalities, but chiefly Hindoos, studied and worked with the greatest enthusiasm. Thus for a considerable period the natives had been availing themselves of the means of education afforded them so benevolently by the English Government, whose motto was ‘Educate your subjects and they will better obey you;’ whereas it should have been—‘Educate your servants and you make them your equals;’ for knowledge gives power, or to define it more accurately in this case, knowledge gave insight, and discovered to its votaries the glories and delights of an enlightened liberty. Notwithstanding the hindrances caused by religious superstitions they made excellent progress; gradually emerging from the shackles of their ancient beliefs which acted as chains to keep them in the slavery of ignorance, they eventually became almost the equal of their rulers in manufactures, art, science, and literature. Under these conditions they had become a powerful people, and consequently were greatly dissatisfied with their position of dependence. There had long been a growing feeling of dislike to the government of their country being consigned to the charge of a mere representative of the Teutonic Empire. They considered that the time had arrived that such a vast and important Empire as theirs should be ruled by one supreme monarch, whose Court would suitably represent their country’s wealth, power, and intelligence. Once in the enjoyment of a Monarchical Government, tempered by the restrictions of a Constitutional, they felt they would be no longer handicapped as they had hitherto found themselves, for native gentlemen who had benefited their country to a marked degree, as well as men of acknowledged ability and genius, had, with rare exceptions, no titled honours conferred upon them as tokens of recognition of their worth. This omission they assigned to the jealousy of their rulers, coupled with their overweening opinion of Western superiority.