By the grace of God this mentality has now been changed. The masses and the classes of our country have associated themselves in the present national movement. The peasant delegates are now honoured members of even the Indian National Congress. The note of warning that Chitta Ranjan struck was very opportune. This set our leaders to feel the heart-throbbing of our mother country. But what led us astray? Chitta Ranjan has justly remarked:-- "Mimic Anglicism has become an obsession with us: we find its black foot-print in every walk and endeavour of life. We substitute meeting houses for temples; we perform stage-plays and sell pleasures in order to help charities. We hold lotteries in aid of our orphanages; we give up the national and healthful games of our country and introduce all sorts of foreign importations. We have become hybrid in dress, in thought, in sentiment, and culture and are making frantic attempts even to be hybrids in blood. What wonder, then, that in this new pursuit of western ideals we should forget that money is only a means to an end and not an end in itself?" What has made us shallow; why have we, the so-called educated, become strangers to our own countrymen? For like other ideals, our ideal of education also has become mean and impoverished; and so what was easy and natural--we have made it complex and difficult. We must even now beware and listen to the wise warning of Bankim--a warning all too unheeded when it was first uttered. But one thing is certain that unless we change the whole organism of our educational system and make it harmonise with our national ideals even our existence is threatened. For this education has created a wide gulf between the educated and the masses, which our national existence demands to bridge over. About our present system of education Chitta Ranjan has said:-- "It has imparted an element of unnecessary anglicism into our manners and modes of life--so that in outer seeming it might almost appear as if the educated Bengalee had little organic touch with the heart of his countrymen. Then, again this education has made us familiar not with things but with words; it has made us clever but not men.... We have acquired a despicable habit of looking down with contempt, upon those who have not received this English Education of ours; we call them "illiterate" and "uneducated" and sneer at their ignorance. But these uneducated countrymen have hearts and sympathies; they worship their gods, they are hospitable to guests, they feel for the suffering and distress of their neighbours.... To me it seems perfectly clear that if we want to lead our newly-awakened national consciousness in the paths of true knowledge, education should be diffused through the medium of our own vernacular and not through the unwholesome medium of English."