EDUCATION IN INDIA. 101

" To make a new race of the Hindus, one would have to
'begin by undermining the very foundations of their civilisation,
^religion and polity, and by turning them into atheists and bar-
barians."

And no words of mine could better describe the
typical product of Macaulayism. Even suppose success
were possible, and educated Indians were to acquire in
some numbers, a thoroughly English point of view : this
in itself would be damning evidence of failure, not merely
because the English point of view is already sufficiently
disseminated in a world of growing monotony, or even
because of its many and serious limitations, but because
it would prove that the education had failed to educate,
•that is, to draw out or set free the characteristic qualities
of the taught. And in actual fact, it is not the English,
point of view that is acquired, but a caricature of it,

Imagine an ordinary English schoolmaster set down
"to educate the youth of Classic Greece. Obviously, he
•could teach the Greek innumerable facts ; but it is diffi-
cult to see how he could have taken any adequate part
in his serious education. Merely to inform is not to
•educate ; and into how little of the inner life of Greece*
its religion and ideals could the English schoolmaster, for
all his Classic education, truly enter. The English school-
master to-day knows less of Indian culture and sympa-
thises far less with Indian ideals, than he could with
those of Greece. You cannot educate by ignoring (being
ignorant of) the ideals of the taught, and setting up an
ideal which they do not at heart acknowledge ; if at the
same time considerations of material advantage secure an
outward acceptance, perhaps, even a willing acceptance, oŁ
"the alien formula, the destruction of indigenous culture is
assured.