If the views which have been now put forward are at all sound, we may perhaps conclude that whilst our Indian empire requires on the part of its rulers the utmost watchfulness to guard against dangers and contingencies which may at any moment arise, yet that with ordinarily wise government we may look forward to a period of indefinitely long duration during which British dominion may flourish. That sooner or later the links which connect England with India will be severed, all history teaches us to expect; but when that severance occurs, if the growing spirit of philantrophy and increasing sense of national morality which characterise the nineteenth century continue, we may fairly hope that the Englishman will have taught the Hindus how to govern themselves. It is England's task, as heretofore, "to teach other nations how to live." A very long period, however, is required before the lesson can be fully learned, and the holders of Indian securities need not fear that the reversionary interests of their grandchildren will be endangered. Our rule in India dates back little more than a century; and although from the first a wise spirit of toleration and an eminent desire to do justice have prevailed, it is only within the last thirty or forty years that any serious attempts to elevate the character of the nation have been manifested. The educational movement, which is silently producing prodigious changes in India, received its first impulse from England, and the clause in the Act of Parliament[11] which recognised the duty of educating the masses, enabled men like Lord Macaulay, Sir Edward Ryan, and others, to lay the foundations of a system which has since established itself far and wide. But the Court of Directors never took heartily to this great innovation of modern times, and it was only under the direction of English statesmanship that the Indian authorities were induced to act with vigour in this momentous undertaking. Sir Charles Wood's celebrated minute on education, in 1858, laid the foundation of a national system of education, and the principles then inculcated have never since been departed from. Some generations will require to pass before the Oriental mind is enabled to substitute the accurate forms of European thought for the loose speculations that have prevailed through long centuries. But already happy results are appearing, and in connection with the subject of this article it may be noticed as a most hopeful sign of the future that our English schools are turning out native statesmen by whom all our best methods of government are being introduced into the dominions of native princes.