of Brāhmanic education has had a continuous history from that time till now. It is to this that our attention will first be given. The introduction of Buddhism and its growth into a widespread religion under the patronage and favour of powerful monarchs brought a new influence into Indian education; for although Buddhism was closely connected in its origin with the more ancient forms of religion, it was not under Brahman control. The Muhammadan conquest brought a foreign influence into Indian social life, and the establishment of a form of education which had no connection with that of the Brahmans. The education of the young nobles, corresponding to the knightly education of the Middle Ages of Europe, and the education of the craftsmen and of women also deserve our attention, as well as the system of popular education which grew up at some time in India and was in full swing when education came under the influence and control of the British Government.
In 1835 a momentous decision was made by the Government of Lord William Bentinck, acting on the advice of Macaulay's famous minute, to make English the medium of instruction in higher education in India. This largely accelerated the permeation of Indian life and ideas by Western thought, and has been one of the most powerful factors in producing that intellectual, social, political, and religious ferment which is going on in India to-day. Education in India has come under Western control and is being influenced by Western ideas. The spread of education in India is one of the most striking features of its present development, and already some of its most noble sons have believed that the time has come when it should be extended to all. Grave responsibilities rest upon those who have the control of Indian education to see that its development shall be on such lines as may be most suitable to the country, and likely to bring out the very best that is in the various races
