and councils, may be found reasons which suggest that the politically-minded classes stand somewhat apart from and in advance of the ordinary life of the country.  Nor would it be surprising if this were the case.  Our educational policy in the past aimed at satisfying the few who sought after English education, without sufficient thought of the consequences which might ensue from not taking care to extend instruction to the many.  We have in fact created a limited intelligentsia, who desire advance; and we cannot stay their progress entirely until education has been extended to the masses.  It has been made a reproach to the educated classes that they have followed too exclusively after one or two pursuits, the law, journalism, or school teaching; and that these are all callings which make men inclined to overrate the importance of words and phrases.  But even if there is substance in the count, we must take note also how far the past policy of Government is responsible.  We have not succeeded in making education practical.  It is only now, when the war has revealed the importance of industry, that we have deliberately set about encouraging Indians to undertake the creation of wealth by industrial enterprise, and have thereby offered the educated classes any tangible inducement to overcome their traditional inclination to look down on practical forms of energy.  We must admit that the educated Indian is a creation peculiarly of our own; and if we take the credit that is due to us for his strong points we must admit a similar liability for his weak ones.  Let us note also in justice to him that the progressive Indian appears to realise the narrow basis of his position and is beginning to broaden it.  In municipal and university work he has taken a useful and creditable share.  We find him organising effort not for political ends alone, but for various forms of public and social service.  He has come forward and done valuable work in relieving famine and distress by floods, in keeping order at fairs, in helping pilgrims, and in promoting co-operative credit.  Although his ventures in the fields of commerce have not been always fortunate, he is beginning to turn his attention more to the improvement of agriculture and industry.  Above all, he is active in promoting education and sanitation; and every increase in the number of educated people adds to his influence and authority.

The authors of the Report were at the same time by no means unmindful of England’s responsibilities towards the vast masses still quite content to accept the system of government which she had given them, and who looked with undiminished faith to their British administrators for the continuance of the peace and security and even-handed justice which they had seldom if ever enjoyed in the same measure under their indigenous rulers.  The problem to be solved was “one of political education which must be practical and also experimental.”  The politically-minded