-198 ESSAYS IN NATIONAL IDEALISM.

those who hare had an elaborate musical education, more-
particularly intellectual than emotional. Only those,
•moreover, who can afford to pay the cost of expensive con-
certs, can. often hear this highly elaborated music. But in
• India, music is not only for the wealthy virtuoso ; it is a
part of the national life, it is still an art, not an accom-
plishment or an intellectual exercise ; the music of India is
found in the hearts of the people. Rob them of this, by
setting up a false standard of c correctness,' and in a
-hundred years, how many Indians will have learnt to ap-
preciate elaborate harmonies, or even have the opportunity
.-'of hearing European music adequately performed ? Prob-
ably not one in ten thousand. At, the same time, the-
possibility of creative expression, now common amongst
Indian musicians, must die out; for it is not easier to use
•a foreign musical language than to use a foreign literary
, speech. So long, in fact, as education is founded upon a
foreign culture, you can only produce l accomplishments '"
-and impart ' useful information '; you cannot give the-
means of creative self-expression, possible only in the-
mother-tongue, whether of speech or song.

And if, in a hundred years, some slight acquaintance-
with European harmonized music should be acquired by a
small section of the community, how many will have for-
gotten in that time the refinement and vitality of their own
melodies, and have turned instead to the gramophone a,nd°
cheap harmonium, or whatever more vulgar mechanical
. devices may by then have been invented ? Almost all
• will have so forgotten and so turned away, for it is the-
•gramophone and the harmonium, and the cheap ill-taught
piano, that stand in India for European music.

It is certain then, that, wiule the importance
of music in education can hardly be over-rated