is only too clearly shown on the other hand by the effective resistance hitherto offered at Bombay to the scheme of reforms proposed by Sir George Clarke.  To the most important features of the scheme, which were the provision of a course of practical science for all first-year students, a systematic bifurcation of courses, the lightening of the number of subjects in order to secure somewhat more thoroughness, and compulsory teaching of Indian history and polity, no serious objection could be raised, but the politicians on the Senate effectively blocked discussion.

A great deal still remains to be done, and can be done, on the lines of the resolution of 1904.  The speed at which it can be done must, no doubt, be governed in some directions by financial considerations.  The extension of the hostel system, for instance, which is indispensable to the removal of some of the worst moral and physical influences upon education, is largely a matter of money.  So is too to some extent the strengthening of the educational staff, European and native, which is also urgently needed.  The best Indians cannot be attracted unless they are offered a living wage in some measure consonant with the dignity of so important a profession, and our schools and colleges will continue to be too often nursery grounds of sedition so long as we do not redress the legitimate grievances of teachers on starvation wages.  But though improved prospects may attract better men in the future, the actual inefficiency of a huge army of native teachers, far too hastily recruited and imperfectly trained, can at best be but slowly mended.  We want more and better training colleges for native teachers, but that is not all.  The great Mahomedan College at Aligarh, one of the best educational institutions in India, partly because it is wholly residential, has obtained excellent results by sending some of its students who intend to return as teachers to study Western educational methods in Europe after they have completed their course in India.  The same practice might be extended elsewhere.

To raise the standard of the Europeans in the Educational Service something more than a mere improvement of material conditions is required.  Additions are being made to both the teaching and the inspecting staff.  But what is above all needed is to get men to join who regard teaching not merely as a livelihood, but as a vocation, and to inform them with a better understanding both of the people whose children they have to train and of the character and methods of the Government they have to serve.  This can hardly be done except by associating the Educational Service much more closely with what are now regarded as the higher branches of the public service in India.  No Englishmen are in closer touch with the realities of Indian life than Indian civilians, and means must be found to break down the wall which now rigidly separates the Educational Service from the Civil Service.  Opportunities might usefully be given to young Englishmen