A college the fourth and perfecting corner-stone of the mission--Carey on the importance of English in 1800--Anticipates Duff's policy of undermining Brahmanism--New educational era begun by the charter of 1813 and Lord Hastings--Plan of the Serampore College in 1818--Anticipates the Anglo-Orientalism of the Punjab University--The building described by John Marshman--Bishop Middleton follows--The Scottish and other colleges--Action of the Danish Government--The royal charter--Visit of Maharaja Serfojee--Death of Ward, Charles Grant and Bentley--Bishop Heber and his catholic letter--Dr. Carey's reply--Progress of the college--Cause of its foundation--The college directly and essentially a missionary undertaking--Action of the Brotherhood from the first vindicated--Carey appeals to posterity--The college and the systematic study of English--Carey author of the Grant in Aid system--Economy in administering missions--The Serampore Mission has eighteen stations and fifty missionaries of all kinds--Subsequent history of the Serampore College to 1883. The first act of Carey and Marshman when their Committee took up a position of hostility to their self-denying independence, was to complete and perpetuate the mission by a college. As planned by Carey in 1793, the constitution had founded the enterprise on these three corner-stones--preaching the Gospel in the mother tongue of the people; translating the Bible into all the languages of Southern and Eastern Asia; teaching the young, both heathen and Christian, both boys and girls, in vernacular schools. But Carey had not been a year in Serampore when, having built well on all three, he began to see that a fourth must be laid some day in the shape of a college. He and his colleagues had founded and supervised, by the year 1818, no fewer than 126 native schools, containing some 10,000 boys, of whom more than 7000 were in and around Serampore. His work among the pundit class, both in Serampore and in the college of Fort William, and the facilities in the mission-house for training natives, Eurasians, and the missionaries' sons to be preachers, translators, and teachers, seemed to meet the immediate want. But as every year the mission in all its forms grew and the experience of its leaders developed, the necessity of creating a college staff in a building adapted to the purpose became more urgent. Only thus could the otherwise educated natives be reached, and the Brahmanical class especially be permanently influenced. Only thus could a theological institute be satisfactorily conducted to feed the native Church.