Through this great deficiency of our modern education, we are condemned to carry to the end a dead load of dumb wisdom. Like miserable outcasts, we are deprived of our place in the festival of culture, and wait at the outer court, where the colours are not for us, nor the forms of delight, nor the songs. Ours is the education of a prison-house, with hard labour and with a drab dress cut to the limits of minimum decency and necessity. We are made to forget that the perfection of colour and form and expression belongs to the perfection of vitality,—that the joy of life is only the other side of the strength of life. The timber merchant may think that the flowers and foliage are mere frivolous decorations of a tree; but if these are suppressed, he will know to his cost that the timber too will fail. During the Moghal period, music and art in India found a great impetus from the rulers, because their whole life—not merely their official life—was lived in this land; and it is the wholeness of life from which originates Art. But our English teachers are birds of passage; they cackle to us, but do not sing,—their true heart is not in the land of their exile. Constriction of life, owing to this narrowness of culture, must no longer be encouraged. In the centre of Indian culture which I am proposing, music and art must have their prominent seats of honour, and not be given merely a tolerant nod of recognition. The different systems of music and different schools of art which lie scattered in the different ages and provinces of India, and in the different strata of society, and also those belonging to the other great countries of Asia, which had communication with India, have to be brought there together and studied. I have already hinted that Education should not be dragged out of its native element, the life-current of the people. Economic life covers the whole width of the fundamental basis of society, because its necessities are the simplest and the most universal. Educational institutions, in order to obtain their fulness of truth, must have close association with this economic life. The highest mission of education is to help us to realise the inner principle of the unity of all knowledge and all the activities of our social and spiritual being. Society in its early stage was held together by its economic co-operation, when all its members felt in unison a natural interest in their right to live. Civilisation could never have been started at all if such was not the case. And civilisation will fall to pieces if it never again realises the spirit of mutual help and the common sharing of benefits in the elemental necessaries of life. The idea of such economic co-operation should be made the basis of our University. It must not only instruct, but live; not only think, but produce.