EDUCATION IN INDIA. 10T

in a language which is not his own. Place no restriction on-
English as an optional subject, but cease to demand it as the one-
thing necessary foi: all."

And, I would add, having learnt English, use fit as*
the key to all extra-Indian literature and culture; do not
teach Greek or Latin unless in rare cases there is a reason-
able prospect of the attainment of proficiency sufficient to<
ensure the enjoyment of the literature in the original-
India has classic tongues of her own, the doors of culture
for all who hare the opportunity of passing beyond the
merely bi-lingual stage of education, which should be the-
general goal.

"What are the essentials in the Indian point of view
which for their intrinsic value, and in the interests of the
many-sidedness of human development, it is so important to
preserve ? Space will not admit of their illustration at any
length, but these appear to the writer to be some of the-
ideals that must be preserved in any true education system
for India:—

Firstly-, the almost universal philosophical attitude,,
contrasting strongly with that of the ordinary Englishman,
who hates philosophy. For every science school in India-
to-day, let us see to it that there are ten to-morrow.* But
there are wrong as well as right ways of teaching science-
A" ' superstition of facts J taught in the name of science-
were a poor exchange for a metaphysic, for a conviction of
the subjectivity of all phenomena. In India, even the-
peasant will grant you that " All this is may a ;" he may

* There is of course a danger of a new kind threatening Indian
education at present—the desire to restrict free development, and*
confine instruction to such subjects and books as are not likely to-
awaken the spirit of progress or revolt. This conspiracy—it is no-
less—can only be properly checked if the entire control of Indian-
education is assumed by Indians themselves. My suggestions are
based entirely on this assumption.