us center in ancient times and the headquarters of the
Buddhist faith. The most interesting monument in the city is the
Lat of Osoka, one of a series of stone columns erected by King
Asoka throughout his domains about the year B. C. 260, which were
inscribed with texts expressing the doctrines of Buddhism as
taught by him. He did for that faith what the Emperor Constantine
the Great did for Christianity; made it the religion of the state,
appointed a council of priests to formulate a creed and prepare
a ritual, and by his orders that creed was carved on rocks, in
caves and on pillars of stone and gateways of cities for the
education of the people. The texts or maxims embodied in the
creed represent the purest form of Buddhism, and if they could
be faithfully practiced by the human family this world would
be a much better and happier place than it is.

Several handsome modern buildings are occupied by the government,
the courts and the municipal officials, and the university is
the chief educational institution of northern India. There are
five universities in the empire--at Bombay, Calcutta, Lahore,
Allahabad and Madras--and they are managed and conducted on a plan
very different from ours, having no fixed terms or lectures, but
having regular examinations open to all comers who seek degrees.
The standard is not quite so high as that of our colleges and the
curriculum is not so advanced. The students may come at 15 or
16 years of age and be examined in English, Latin, Greek history,
geography, mathematics and the elements of science, the course
being just a grade higher than that of our high schools, and
get a degree or certificate showing their proficiency. They are
very largely attended by natives who seek diplomas required for
the professions and government employment. After two years' study
in any regular course a student may present himself for an
examination for a degree and is then eligible for a diploma in
law, medicine, engineering and other sciences.

The slipshod systems pursued at these institutions have been
severely criticised by scientific educators, but they seem to
answer the purpose for which they are intended. It is often asserted
that the colleges and universities in India do not cultivate a
genuine desire for learning; that the education they furnish is
entirely superficial, and that it is obtained not for its own
sake, but because it is a necessary qualification for a government
appointment or