India was being prepared for the new missionary policy. On what we may call its literary side Carey had been long busy. On its more strictly educational side, the charter of 1813 had conceded what had been demanded in vain by a too feeble public opinion in the charter of 1793. A clause was inserted at the last moment declaring that a sum of not less than a lakh of rupees (or ten thousand pounds) a year was to be set apart from the surplus revenues, and applied to the revival and improvement of literature and the encouragement of the learned natives of India, and for the introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories there. The clause was prompted by an Anglo-Indian of oriental tastes, who hoped that the Brahman and his Veda might thus be made too strong for the Christian missionary and the Bible as at last tolerated under the 13th resolution. For this reason, and because the money was to be paid only out of any surplus, the directors and their friends offered no opposition. For the quarter of a century the grant was given, and was applied in the spirit of its proposer. But the scandals of its application became such that it was made legally by Bentinck and Macaulay, and practically by Duff, the fountain of a river of knowledge and life which is flooding the East. The first result of the liberalism of the charter of 1813 and the generous views of Lord Hastings was the establishment in Calcutta by the Hindoos themselves, under the influence of English secularists, of the Hindoo, now the Presidency College. Carey and Marshman were not in Calcutta, otherwise they must have realised even then what they left to Duff to act on fourteen years after, the importance of English not only as an educating but as a Christianising instrument. But though not so well adapted to the immediate need of the reformation which they had begun, and though not applied to the very heart of Bengal in Calcutta, the prospectus of their "College for the Instruction of Asiatic, Christian, and Other Youth in Eastern Literature and European Science," which they published on the 15th July 1818, sketched a more perfect and complete system than any since attempted, if we except John Wilson's almost unsupported effort in Bombay. It embraced the classical or learned languages of the Hindoos and Mohammedans, Sanskrit and Arabic; the English language and literature, to enable the senior students "to dive into the deepest recesses of European science, and enrich their own language with its choicest treasures"; the preparation of manuals of science, philosophy, and history in the learned and vernacular languages of the East; a normal department to train native teachers and professors; as the crown of all, a theological institute to equip the Eurasian and native Christian students, by a quite unsectarian course of study, in apologetics, exegetics, and the Bible languages, to be missionaries to the Brahmanical classes.