teachers actually decreased.  Dr. Ashutosh Mookerjee, the Vice-Chancellor of the Calcutta University, told me, for instance, that when he entered the Presidency College about 1880 all the professors, except a few specialists for purely Oriental subjects, were English, and the appointment, whilst he was there, of an Indian for the first time as an ordinary professor created quite a sensation.  Last year there were only eight English professors as against 23 Indians, though, during the same 30 years, the number of pupils had increased from a little over 350 to close on 700—­i.e., it had nearly doubled.  The Calcutta Presidency College is, even so, far better off in this respect than most colleges except the missionary institutions, in which the European staff of teachers has been maintained at a strength that explains their continued success.  Out of 127 colleges there are 30 to-day with no Europeans at all on the staff, and these colleges contain about one-fifth of the students in all colleges.  Of the other colleges 16 have only one European professor, 21 only two, and so forth.  In the secondary schools the proportion of native to European teachers is even more overwhelming.  From the point of view of mere instruction the results have been highly unsatisfactory.  From the point of view of moral training and discipline and the formation of character they have been disastrous.

CHAPTER XVIII.

THE INDIAN STUDENT.

The fundamental weakness of our Indian educational system is that the average Indian student cannot bring his education into any direct relation with the world in which, outside the class or lecture room, he continues to live.  For that world is still the old Indian world of his forefathers, and it is as far removed as the poles asunder from the Western world which claims his education.  I am not speaking now of the relatively still very small class amongst whom Western ideas are already sufficiently acclimatized for the parents to be able to supplement in their own homes the education given to their children in our schools and colleges.  Nor am I speaking of the students who live in hostels under the superintendence of high-minded Englishmen, and especially of missionaries such as those of the Oxford Mission in Calcutta, or the Madras Christian College, who have to reject scores of applicants for want of space.  Those also form but a small minority.  In Calcutta, for instance, out of 4,500 students barely 1,000 live in hostels, and not all hostels are by any means satisfactory.  In the Indian Universities there is no collegiate life such as English Universities afford, and in India most of the secondary schools as well as colleges are non-residential.  The majority of those who attend them, unless they live at home, have therefore to board out with friends or to live in promiscuous messes, or, as is too often the case, in lodgings of a very undesirable character, sometimes even in brothels, and almost always under conditions intellectually, morally, and physically deleterious.