Man's intellect has a natural pride in its own aristocracy, which is the pride of its culture. Culture only acknowledges the excellence whose criticism is in its inner perfection, not in any external success. When this pride succumbs to some compulsion of necessity or lure of material advantage, it brings humiliation to the intellectual man. Modern India, through her very education, has been made to suffer this humiliation. Once she herself provided her children with a culture which was the product of her own ages of thought and creation. But it has been thrust aside, and we are made to tread the mill of passing examinations, not for learning anything, but for notifying that we are qualified for employments under organisations conducted in English. Our educated community is not a cultured community, but a community of qualified candidates. Meanwhile the proportion of possible employments to the number of claimants has gradually been growing narrower, and the consequent disaffection has been widespread. At last the very authorities who are responsible for this are blaming their victims. Such is the perversity of human nature. It bears its worst grudge against those it has injured. It is as if some tribe which had the primitive habit of decorating its tribal members with birds' plumage were some day to hold these very birds guilty of the crime of being extinct. There are belated attempts on the part of our governors to read us pious homilies about disinterested love of learning, while the old machinery goes on working, whose product is not education but certificates. It is good to remind the fettered bird that its wings are for soaring; but it is better to cut the chain which is holding it to its perch. The most pathetic feature of the tragedy is that the bird itself has learnt to use its chain for its ornament, simply because the chain jingles in fairly respectable English. In the Bengali language there is a modern maxim which can be translated, "He who learns to read and write rides in a carriage and pair." In English there is a similar proverb, "Knowledge is power." It is an offer of a prospective bribe to the student, a promise of an ulterior reward which is more important than knowledge itself. Temptations, held before us as inducements to be good or to pursue uncongenial paths, are most often flimsy lies or half-truths, such as the oft-quoted maxim of respectable piety, "Honesty is the best policy," at which politicians all over the world seem to laugh in their sleeves. But unfortunately, education conducted under a special providence of purposefulness, of eating the fruit of knowledge from the wrong end, _does_ lead one to that special paradise on earth, the daily rides in one's own carriage and pair. And the West, I have heard from authentic sources, is aspiring in its education after that special cultivation of worldliness.