EDUCATION IN INDIA. Ill

the vital movements in literature, scierce, art, etc., by which we in
some measure here escape or at least mitigate our official oppres-
sion, or even begin to modify it,

" In short, then, the strife is not between ' Eastern and
Western Education* (Instruction, Cram rather) but between
Gram and Education^ and for both alike, in West as in East.
It is very hard indeed, upon your thounands of graduates to say
that they must be considered as lost victims of a mistake, and put
aside as* useless for practical purposes, save here and there the
man who has the will and power to re-educate himself; but the
same is true here at home, and nothing could be more disastrous,
I think, than for you in India to give your present Europeanised
graduates the re-organizing of things: that would be continuing
our mistake, not correcting it. But recover your own arts, etc.,
on one hand, and utilise also the Western progress since the
futilitarian doctrinaires and their bureaucratic successors. Learn
from France—non-official France primarily, of course,—from
America on her non-philistine side, from Germany at her best
(though this is being materialised in most of the universities or
elsewhere), from the small countries you as yet practically ignore
- Scandinavia, Netherlands, etc., and so on. Don't believe the
usual contempt of South American States; they are far more
advanced than most Europeans know : in short, open yourselves
more widely to the Western influence—similia similibus
•curantur"

From such advice there is not a little to be learnt.
But this does not mean that any others can clo for us the
work that is our own ; the re-organisation of Indian educa-
tion, if it is to be of any use, must be accomplished by
Indian hands. The most denationalized Indian is still
more Indian than a European. It is for Indians to nation-
alize Indian education. Given the responsibility, and the
power to act, and even Europeanized India will rise to the
occasion; to those who cannot think so, India must appear
to be not worth the saving. Let Indians place the control
of education in the forefront of the nationalist programme.
By control, let absolute control be meant, not merely a
half control, or a control sanctioned by some royal charter
that may be withdrawn as easily as given. There is one
true service, and one only, which England can now render
to the cause of Indian education ; it is the placing of the