Once upon a time we were in possession of such a thing as our own mind in India. It was living. It thought, it felt, it expressed itself. It was receptive as well as productive. That this mind could be of any use in the process, or in the end, of our education was overlooked by our modern educational dispensation. We are provided with buildings and books and other magnificent burdens calculated to suppress our mind. The latter was treated like a library-shelf solidly made of wood, to be loaded with leather-bound volumes of second-hand information. In consequence, it has lost its own colour and character, and has borrowed polish from the carpenter's shop. All this has cost us money, and also our finer ideas, while our intellectual vacancy has been crammed with what is described in official reports as Education. In fact, we have bought our spectacles at the expense of our eyesight. In India our goddess of learning is _Saraswati_. My audience in the West, I am sure, will be glad to know that her complexion is white. But the signal fact is that she is living and she is a woman, and her seat is on a lotus-flower. The symbolic meaning of this is, that she dwells in the centre of life and the heart of all existence, which opens itself in beauty to the light of heaven. The Western education which we have chanced to know is impersonal. Its complexion is also white, but it is the whiteness of the white-washed class-room walls. It dwells in the cold-storage compartments of lessons and the ice-packed minds of the schoolmasters. The effect which it had on my mind when, as a boy, I was compelled to go to school, I have described elsewhere. My feeling was very much the same as a tree might have, which was not allowed to live its full life, but was cut down to be made into packing-cases. The introduction of this education was not a part of the solemn marriage ceremony which was to unite the minds of the East and West in mutual understanding. It represented an artificial method of training specially calculated to produce the carriers of the white man's burden. This want of ideals still clings to our education system, though our Universities have latterly burdened their syllabus with a greater number of subjects than before. But it is only like adding to the bags of wheat the bullock carries to market; it does not make the bullock any better off.