EDUCATION IN INDIA. 1091

and gravity of the poorest men among them. Their-
ordinary Plowmen and Husbandmen do speak elegantly
and are full of compliment. And there is no difference
between the ability of speech of a Country man and a
Courtier." There could be said of few people any greater
things than these ; but they cannot be said of those who
have passed through the ' instruction, machines' of to-day ;.
they belong to a society where life itself brought culture,,
not books alone.

Fifthly, special ideas in relation to education, such as
the relation between teacher and pupil, implied in the words-
of guru and chela (master and disciple); memorizing great
literature, * the epics as embodying ideals of character ;.
learning a privilege demanding qualifications, not to be
forced on the unwilling, or used as a mere road to material
prosperity; extreme importance of the teacher's perso-
nality.

" As the man who digs with a spade obtains water,,
even so an obedient (pupil) obtains the knowledge which
lies in his teacher" (Manu II. 218). This view is
antithetic to the modern practice of making everything
easy for the pupil.

Sixthly•, the basis of ethics are .not any commandments,,
but the principle of altruism, founded on the philosophical
truth: " Thy neighbour is thyself." Recognition of the
unity of all life.

Seventhly, control, not merely of action, but of
thoughts; concentration, one-pointedness, capacity for
stillness.

These are some of the points of view which are-
intrinsic in Indian culture, and must be recognized in any
sound educational ideal for India; but are in the present
* See " Memory in Education." ~"~