HAT education in India is not in a satisfactory condition at the present moment is apparent to everyone. Hardly a day passes but one or other of the leading newspapers, Indian or Anglo-Indian, devotes a portion of its space to criticising the situation. All agree that the state of affairs is bad, but all are not equally agreed as to the remedies to be applied.

Not long ago a series of very able articles appeared in the London Times, but, in spite of the obvious fact that the writer had a first-hand knowledge of the educational problems of the East, his criticisms tended to be destructive rather than constructive, and, while pointing out many weaknesses and anomalies, to omit to indicate clearly how those same defects could be best remedied, having regard to the special conditions, both financial and social, of this country.

This latter consideration is, unfortunately, too often ignored by those who have received a Western training. The Englishman, quite as much as the Indian, is very conservative, and is especially attached to that form of up-bringing, which has served him and his forefathers so well. This is particularly the case with those who have been educated at the great public schools and at Oxford and Cambridge, and they, remembering the influence that their peculiar discipline and venerable traditions have had on themselves, sometimes seem to think and act as if no other system could turn out men of character and selfreliance.

Yet even in England everyone is not reared on the same plan. Those whose training has been under the more fluid constitutions of our newer Universities tend to decry the claims put forward by the alumni of the more ancient seats of learning, pointing out-with some show of truth it must be acknowledged their deficiency in utilitarian teaching, and the too great importance attached to a purely literary education on the one hand, and social life on the other. Those reared under conditions north of the Tweed have a contempt for what passes for education south of it. And, as if these views were not sufficiently bewildering, there are yet others, a smaller number no doubt, who, having obtained their knowledge from the Continent or America, are firm advocates of the particular methods which have proved successful in their own individual cases.

Unfortunately, it does not seem to be sufficiently considered whether, as the pupils are, almost without exception, Indians, it might not be well to try and understand things more from an Indian point of view than we do. It is true that, theoretically, they are consulted, and, in the case of a few leading men, considerable weight is attached to their views, but much more might and should be done to give them a greater 'say' in what so deeply concerns them. There is no time here to go into the difficulties that lie before such a policy. They exist, but are due, I venture to think, chiefly from the natural differences between Eastern and Western mentality, and, fundamentally, both sides have far more, and that the most important, in common than either party suspects. In any case, whatever difficulties there may be, it is absolutely necessary to get the public in sympathy if any real advance is to be made.

Before a doctor seeks to cure his patient, he diagnoses the ailment from which he suffers, endeavours to assign the cause, and then applies the remedy.

Similarly, before any cure can be suggested for our present ills, an effort must be made to determine exactly what are the evils of the system under which we work.

These have been variously pointed out from time to time, but speaking broadly, may be classed as four inefficiency, unsuitability, inadequacy, and lack of religion.

Let us deal with these one by one, leaving for the present moment any attempt to explain their cause or suggest their remedy.

Let any one who is competent to judge-both from experience as an educationist, and from a knowledge of Indian conditions examine the syllabus for the ordinary B.A. degree of one of our Universities, and he will be compelled to acknowledge that if a student has passed the test, he should be able to lay claim to a fair general education. Doubtless it is easy to criticise the various courses, now on this ground and now on that, but any one who has had actual experience in their construction knows only too well how much easier it is to point out a defect than to suggest the alternative. Taken as a whole the average "course" is satisfactory, and, if properly studied, should produce a reasonably educated young man. Alas! can we honestly say that the results are in accordance with our expectations? Are our gra

duates, when they have finished their college careers fit to take up posts for which their degrees should qualify them? Recently, speaking in the Calcutta University Senate, Dr. Fermor, of the Geological Survey, gave his experience as a member of a certain committee to examine candidates for an appointment as to their educational fitness. Most of these were Calcutta B.A's or B.Sc's. 'All those who sat failed to satisfy a single test in their own subject, although they had obtained degrees but a year before. The physicists had forgotten their physics, the geometricians their geometry, the mathematicians their mathematics, and failed in simple addition, and ultimately the candidate selected was one who had not gone through a course of the University education." Let us hope that this is an extreme case, but at the same time there is no doubt that many of our young men select subjects for which they have no real taste, manage by dint of hard work to secure the bare pass mark, and within a short while of obtaining their degree have forgotten practically all they have learned.

The ignorance of what should be regarded as the mental equipment of any educated man is astonishing. The veriest elements of geography, history, and science have only too often been entirely forgotten by the time the youth has reached the higher college classes. The increase in hostel and college common rooms, where leading dailies and weeklies, many of them illustrated, are regularly subscribed for, will, it is hoped, ere long show their effect. Meanwhile this lack of common knowledge " is an undoubted handicap, both to the young man who wants to become a "leader," and to him who desires to enter into society.

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In English the inefficiency of the student is only too apparent. Examiners know well that the quality submitted by the candidates for degrees is far below what it ought to be, and that frequently the writer is quite unable to express his thoughts in simple and grammatical language. As a result the number of failures in these University examinations is large, but under present conditions it is inevitable. The blame does not entirely rest with the student, but until the teaching of English even be very materially improved in the schools little can be done. Much though we may regret the low percentage of passes, it is impossible to hope that it will substantially rise until a candidate is better able to put his ideas on paper. Nevertheless this fact does not do away with the perfectly reasona

ble complaint that the present state of affairs is unsatisfactory. If so few students pass the comparatively simple examinations which lie before them, it is at least not unnatural to infer that this is due, as much to the inefficiency of the training, as to the idleness of the examinee.

Finally, when we look for the results of our highest teaching we must candidly admit it is woefully disappointing. The general standard of culture has undoubtedly increased, but the number of names of those who have risen above mediocrity is few indeed. Tagore the poet, Roy and Bose the scientists, Tata the captain of industry, spring at once to our minds; as also those of several famous judges and not a few great politicians. But these are few in comparison with the size of India, even allowing for the vast proportion of illiterates. The cry that goes up when a Gokhale, a Mehta, or a Sir Syed Ahmed passes away is undoubtedly a true expression of the deep sorrow that overwhelms the nation, but underlying it is also a note of despair of not being able to find one to take the departed leader's place. This can hardly be regarded as a satisfactory condition of affairs after some seventy years of educational progress in a great country like India. From whatever point of view we look at it we are compelled to agree that, at its best, the results of our policy for the greater part of a century are mediocre, and as a preparation for the battle of life, whether of the individual or the nation, our educational system has proved inefficient.

But education in order to be efficient must be suitable. In the first place, it must have a practical value, and in the second, it must comply with the social and racial habits of the people. Does our present system conform to these conditions?

Without going to the lengths of the condemnation that had been brought against it, it has to be conceded that there has been too great a tendency to slavishly follow the English model, without sufficiently considering the different conditions that obtain in the two countries.

Our British system undoubtedly forms an excellent basis. Indeed, seeing that the English had to introduce a system of some kind and Englishmen had to work it in the first place, it was inevitable that they should advocate that to which they were accustomed. Unfortunately they insisted too rigidly on the similarity, without allowing sufficiently for Eastern idiosyncrasies, An English public school, and a French

lycée are as different as the poles, although the two countries are only separated by a narrow channel of the sea. How much more likely is it that arrangements, rules, and a discipline that would be admirable in an institution like Winchester may fail dismally in a school in the Punjab or a college in Bengal. Journalists and others who should know better have more than once referred to Aligarh as "the Indian Oxford," and Ajmere Chief's College as our Eastern Eton." In neither case is there the faintest resemblance, nor under the present social conditions is anything of that nature likely to spring up.

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There are rumours that schools for Indian lads of the better classes, to be run on public school lines, are being started in Calcutta and Simla. Whatever they may ultimately develop into, they are bound to be something very different from that which is essentially English, and which has been both the admiration and the despair of every other country.

support much to account

Apart from the religious and caste difficulties, our rigid discipline is utterly out of harmony with the ideas prevailing in the average Eastern household. Many of our difficulties in dealing with students, and the resulting strikes are due to the fact that the Englishman cannot understand that what would be readily accepted at home is sometimes deeply resented out here. We may believe that our ideas are better: it is quite possible that they are. The fact remains that the Indian does not think so, and hence often does not authority as he should. This attitude is be regretted, but it has to be taken into if any satisfactory work is to be done. In England tradition has given enormous power to masters and senior students. Parents having themselves been brought up under these conditions rarely think of listening to complaints from their progeny, and if they ever do make a remonstrance they cannot hope for much sympathy either from the authorities or the public. Discipline such as exists at Rugby or Marlborough, or at a university college, would in India be bitterly resented as unjustifiable tyranny. It is sometimes forgotten that even in England it is only the socalled upper classes that willingly submit to it, and they do so on account of their patriotism to school or college, and because of tradition. Where these feelings are not so strong, we find symptoms not unlike-though perhaps not so marked-those prevailing in this country.

Secondly, there seems to be a very general consensus of opinion that the present system is unsuitable from a practical point of view. Constant

complaint is made that the courses are too literary, and that more attention should be paid to the future calling of the pupils. A more resolute effort is demanded from the Government in forthcoming technical and industrial education.

Much undoubtedly remains to be done in this direction. Things are far from satisfactory, and much time is wasted by youths in learning subjects, which, from the nature of things, can be of no value in after life. Unfortunately the solution of this problem is not a simple one, and is far too wide to be more than referred to here. But, although at first sight our training may seem too literary, it must not be forgotten how absolutely lacking in general education our young men would be were all teaching reduced to the mere improvement of the wage-earning capacity. It must not be forgotten that social conditions are not such as to encourage a good general knowledge. In Europe much is assimilated in the home, from the parent or friend, or in ordinary social intercourse. In India conditions are somewhat different, and the class-room has often to do not only its own work, but that which should have been already completed in the home circle.

Much has been said and written during the past few years regarding the need for technical training. That institutions are very few is perfectly true, but is as much use made of those that do exist as might be expected? It would be interesting to learn more, for instance, of the numbers that apply for admission into the Tata Institute at Bangalore, the courses selected, the standard attained, and the demand for the services of its diploma-holders. Unfortunately sufficient publicity is not given to the work of the college, and very little is known, in Northern India at any rate, of its labours or results. The entries into the agricultural and veterinary colleges have not apparently been satisfactory except where the entrant is practically assured of Government service, and the same seems te be the case with other technical schools.

The causes for this reluctance to enter such nstitutions as exist require further investigation. It is obviously impossible to expect young men to expend time and money on special training if afterwards they cannot be sure of finding employment, and if young men will not enter, it is useless to further increase the number of schools. It is sometimes forgotten that one who has received a technical education is rarely of much value until he has had further practical training, and at present conditions for such training are not available to any great extent.

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thermore social customs and the need for being early in a position to maintain a wife and family preclude the more lengthy and thorough course of instruction, with the long wait without adequate remuneration which is the normal state of affairs in the West. Still when all is said and done, matters cannot be left as they are. India demands further technical education and commercial and industrial opportunities; the Government asks for guarantees that that any expenditure will be justified. The result is somewhat in the nature of an impasse, but the matter is so urgent that it cannot be left where it is. It surely cannot be beyond the wit of man to devise some line of policy which shall result in turning aside a portion of the present crowd of literates into the channels of commercialism and industrialism.

The third difficulty under which education labours is its inadequacy. Owing to the fact that superior employment, not only under Government, but in any capacity, is practically confined to those who can produce a certificate of having passed one or other of the University examinations, it is almost imperative for every youth who hopes for anything of a post to pass at least the Matriculation or its equivalent. As might be expected the upper classes in the schools and the lower classes in the colleges are deplorably congested. Numbers of new schools have been built, but they have only partially relieved the pressure, and each year matters become more serious. This overcrowding is leading, and has led to a very great loss in efficiency. It is a physical impossibility to give any individual attention to the crowds that throng the lecturerooms, the inferior students keep down the standard of work, as teaching has necessarily to conform to their level, and the result on the work of the more intelligent is simply deplorable. Yet the insistence of parents that room should be made for their sons is very natural, when remember this necessity for some University diploma. It is no use blaming them for their supposed indifference to efficiency. While they are waiting for efficiency the opportunities for their particular son are lost. Equally is it unfair on the part of leading personages to put down the demand of Government for improved tuition to an insidious attempt to restrict education. There is urgent need for a free and open enquiry into the means for reconciling these two diametrically opposite views. Improvement will cost moneymuch money-but it must be found. If the present revenue is insufficient and private enter

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prise not forthcoming, special taxation will be necessary. In England an educational rate is charged, and it might be worth while to consider whether something similar might not be introduced into India.

As things stand at present the schools and colleges are insufficient in number, and in many the class-rooms are not large enough to hold more pupils, even if such a measure were desirable. Additional rooms cannot be called into existence in the manner of the walls of Troy, and, when they have been provided, teachers must be engaged. The pay given to the schoolmaster is so low that the wonder is that men with any qualifications at all can be got to accept posts, and hence, unless further funds are forthcoming-for the fees of the additional students will not suffice-expansion must founder on the rock of finance.

Lastly, there remains the ethical side of the question. Undoubtedly the Government were right in determining to maintain a strict neutrality with regard to religion. Unfortunately this action has led in practice to the total elimination of religion and religious teaching in all but a few special schools and colleges. Divorced from religion ethics lose their force with the young, and the teacher who can with success substitute 'moral' for 'religious' teaching is practically nonexistent. A man of high character undoubtedly exercises a tremendous influence on his pupils and for this, if for no other reason, the miserably low pay allotted to teachers as compared with that of those in other professions is greatly to be deplored.

In India this policy of non-interference is fraught with particularly grave consequences. The Indian, whether Hindu or Mussalman, is nothing if not religious, and to him the action of his rulers, even when he understands its motives, is entirely contrary to his ideas. The Government during the past two or three years has begun to realize the mistake and has endeavoured to remedy it-in part at any rate-but the evil has been working too long to be eradicated easily, and any change of policy is liable to be looked upon with suspicion, or at least with indifference. The benefits that a wider recognition of religion would bring are so great that, in spite of every difficulty and discouragement, its re-establishment should be aimed at, but this can only be done with the fullest co-operation of the people. canr.ot do better than conclude by quoting a recent well-known Lieutenant-Governor of Bengal, Sir Andrew Frazer :-" I am very strong

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ly convinced that, unless we provide for religious training as well as for secular instruction, we expose the peoples of India to an unspeakable danger. We do more than this. We educate the youth of India in a manner that is strongly distasteful to their parents.

The people of India are naturally a religious people, and they have a strong belief in the influences of religion and of home life. If we fail

to give religious instruction, we shall either find the people of India becoming by our influence, and against their will, agnostic and atheistic in their views, and wanting in religious and moral character; or we shall have them full of an altogether unjustifiable discontent with our system of education. I regard this matter,

therefore, as of the very highest importance in respect of the future of India."

HE war is most seriously affecting the lives of British women. Millions of them have stepped into the posts vacated by men who have thrown down the pen, brush, spade, and other tools of trade to join the ranks of the army and to engage in war work. Thousands of them have been called upon to give direct help in various ways, to prosecute the war. You seldom come across a woman who has not sent to the front her husband, lover, son, or other male relative or friend. Some of the soldiers and sailors have already been killed or wounded, and many more of them are likely to be maimed or to lose their lives before the war comes to an end, bringing sorrow to their women-folks and perhaps hardship and perplexity. The longer the hostilities continue and the fiercer the struggle, the greater will be the disproportion between the males and females of Great Britain, where before the present conflict began the women outnumbered the men by about 1,000,000. Great issues, therefore, confront the British women.

It is difficult to compress into a short article a comprehensive account of the far-reaching effects of the war upon women, and of their many-sided activity during this crisis: but I shall attempt to present here a few outstanding points.

I may first consider woman's entrance into avocations in which she was not permitted to engage before the war. I am being constantly surprised by finding women working in new capacities, and nearly always succeeding in whatever they undertake.

THE WOMAN-CONDUCTOR.

The other day I went to town on an omnibus, and found that a woman conductor had taken the place of the man who used to collect my fare and give me my ticket. The woman was quite business-like in manner and smartly dressed. Her boots, however, had high heels-"Cuban heels"

I believe, the women call that particular style. That made me wonder how she would be able to stand the wear and tear of a ten-hour day seven days a week, involving much running up and down the stairs, for the London omnibus is a double decked conveyance with seats inside and also on the top. The winter in the British metropolis is not unlike our monsoon weather except that it is cold in addition to being wet and slushy. One, therefore, is not at all sure how the women conductors will bear constant exposure to the inclement weather. The British women are however, uncommonly gritty, and they are driven by necessity to take up positions of this description. Although the innovation was introduced recently, I find that it promises to prove a sucI see that women conductors have already discarded high-heeled boots and are wearing sensible foot-gear. Their skirts barely reach to their boot-tops, and will not become wet and muddy at the bottom while they are engaged in the performance of their duties.

cess.

There is a strong sentiment in favour of employing women conductors on the London trams. Many complaints are being made about the infrequency and irregularity of the tram service on certain lines, which are attributed to shortage of labour, and which can only be remedied by employing women to take the place of the men who have enlisted in His Majesty's forces. Opposition is being offered by the tram men, who are afraid that the introduction of women conductors may result in lowering their wages. Tram men showed similar hostility in provincial towns, but yielded more or less. gracefully when they found that there was no help for it. Women tram conductors have become an ordinary sight in several cities of Great Britain, and everywhere they have proved an unqualified success. London is bound to follow the lead of these cities.