told him that caste has killed all the arts and science in this country. Sir P. C. Ray points out in his history of Hindu chemistry:--"the fear of losing caste was thus responsible for the loss of the faculty of independent enquiry and hence for the decline and decay of all the arts and sciences for which India was once so famous." Of course he does not want that education which is indispensable for those who occupy the higher Government offices in the country. He does not want that education which is essential for the development of Indian manufacturing industries and development of mineral resources. Mr. Gandhi accordingly made his wicked attempt to destroy the National Hindu University of Benares and the Mahomedan University of Aligarh. They combined Eastern and Western learning. The attempt was happily unsuccessful. Strong pressure was put upon the students to leave the Schools and Colleges. Looking to the final results as disclosed in the Report of the Congress Secretary reviewing the work of 1921, Government have reasons to congratulate themselves. By far the majority of the aided institutions in Bengal have been recognised by the Educational Authorities to be very inefficient and they have been attempting either to disaffiliate them or reduce their numbers to give more efficient instruction to those who remain, as a good number of them were institutions started for commercial purpose. It is remarkable that the great majority of the students who obeyed the Congress cause belonged to these aided institutions. Those who left the Government Schools and Colleges with better discipline and more efficient teaching were very few if any. I would refer the reader for further information as to the results of the education campaign to the speech of the President of the Thana conference, a genuine patriot who happens, however, to be one of Gandhi's followers (App. VI). Mr. Gandhi asked all the boys to withdraw now from the schools on the pretence that until the Government punishes the Punjab offenders in the manner advocated by him and satisfies the claims of the Khilafatists we should no longer associate with the Government, and we can there-by hasten the advent of Swaraj. This is a mere pretext. He advocated the substitution of the national kind of education as outlined by him in favour of the present system of education long before there was any Punjab or Khilafat questions. He advocated them in 1908 in his book "The Indian Home Rule." To say now that he advocated them on account of those reasons is sheer hypocrisy. The step will not hasten but might retard Swaraj. Even if the Punjab wrongs are redressed in the manner suggested and even if the Khilafatists are satisfied and Parliamentary Swaraj obtained, he will still be an advocate of the abstention from English Schools in favour of the system of national education as above set forth. VAKILS AND COURTS