MEMORY IN EDUCATION. 121

-past, those who impose it cannot expect thoughtful men
~to welcome it.

I cannot think that European teachers and education-
alists quite realise how far " English " education as it is
.given in the East is crushing all originality and imagi-
nation in the unfortunate individuals who pass through
the mill. Yet the " Balm " and the " failed B. A. "
upon whom the Englishman looks down so contemptuously
.-.are the fruit of his own handiwork, the inevitable result
of the methods of education which he himself has
introduced. Broadly speaking, you take a people,
..and educate its children in foreign subjects, and do so in a
-foreign language, almost completely ignoring their own
<culture—and then are surprised at their stupidity! Suppose
that England was governed by Chinamen, and a premium
set on Chinese culture; English children taught Chinese
.-subjects in the Chinese language, and left to pick up the
English language and English traditions anyhow at home—
would there not be some " failed mandarins ? "

The question is really one of the evasion of res-
ponsibility. If Empire carries with it duties and res-
ponsibilities, as we are told by its apologists, a part of that
responsibility is towards the already existing culture and
ideals of the subject peoples. These ideals may be different
from those of the rulers; upon these then is laid the hard
•task of conquering not only the subject race, but their
-own selves and their own prejudices. Men have no right
-to be intolerant of the ideals of others. And only those
•-teachers can truly serve the East and especially India, who,
*** in a spirit of entire respect for her existing conventions
.-and for her past, recognize tha,t they are but offering new
•modes of expression to qualities already developed and
expressed in other ways tinder the old training."