The prospects of advance very greatly depend upon how far the educated Indian is in sympathy with and capable of fairly representing the illiterate masses. The old assumption that the interests of the ryot must be confided to official hands is strenuously denied by modern educated Indians. They claim that the European official must by his lack of imagination and comparative lack of skill in tongues be gravely handicapped in interpreting the thoughts and desires of an Asiatic people. On the other hand, it is argued that in the limited spread of education, the endurance of caste exclusiveness and of usages sanctioned by caste, and in the records of some local bodies and councils, may be found reasons which suggest that the politically-minded classes stand somewhat apart from and in advance of the ordinary life of the country. Nor would it be surprising if this were the case. Our educational policy in the past aimed at satisfying the few who sought after English education, without sufficient thought of the consequences which might ensue from not taking care to extend instruction to the many. We have in fact created a limited _intelligentsia_, who desire advance; and we cannot stay their progress entirely until education has been extended to the masses. It has been made a reproach to the educated classes that they have followed too exclusively after one or two pursuits, the law, journalism, or school teaching; and that these are all callings which make men inclined to overrate the importance of words and phrases. But even if there is substance in the count, we must take note also how far the past policy of Government is responsible. We have not succeeded in making education practical. It is only now, when the war has revealed the importance of industry, that we have deliberately set about encouraging Indians to undertake the creation of wealth by industrial enterprise, and have thereby offered the educated classes any tangible inducement to overcome their traditional inclination to look down on practical forms of energy. We must admit that the educated Indian is a creation peculiarly of our own; and if we take the credit that is due to us for his strong points we must admit a similar liability for his weak ones. Let us note also in justice to him that the progressive Indian appears to realise the narrow basis of his position and is beginning to broaden it. In municipal and university work he has taken a useful and creditable share. We find him organising effort not for political ends alone, but for various forms of public and social service. He has come forward and done valuable work in relieving famine and distress by floods, in keeping order at fairs, in helping pilgrims, and in promoting co-operative credit. Although