I have left my Lectures very much as I delivered them at Cambridge. I am fond of the form of Lectures, because it seems to me the most natural form which in our age didactic composition ought to take. As in ancient Greece the dialogue reflected most truly the intellectual life of the people, and as in the Middle Ages learned literature naturally assumed with the recluse in his monastic cell the form of a long monologue, so with us the lecture places the writer most readily in that position in which he is accustomed to deal with his fellow-men, and to communicate his knowledge to others. It has no doubt certain disadvantages. In a lecture which is meant to be didactic, we have, for the sake of completeness, to say and to repeat certain things which must be familiar to some of our readers, while we are also forced to leave out information which, even in its imperfect form, we should probably not hesitate to submit to our fellow-students, but which we feel we have not yet sufficiently mastered and matured to enable us to place it clearly and simply before a larger public. But the advantages outweigh the disadvantages. A lecture, by keeping a critical audience constantly before our eyes, forces us to condense our subject, to discriminate between what is important and what is not, and often to deny ourselves the pleasure of displaying what may have cost us the greatest labor, but is of little consequence to other scholars. In lecturing we are constantly reminded of what students are so apt to forget, that their knowledge is meant not for themselves only, but for others, and that to know well means to be able to teach well. I confess I can never write unless I think of somebody for whom I write, and I should never wish for a better audience to have before my mind than the learned, brilliant, and kind-hearted assembly by which I was greeted in your University. Still I must confess that I did not succeed in bringing all I wished to say, and more particularly the evidence on which some of my statements rested, up to the higher level of a lecture; and I have therefore added a number of notes containing the less-organized matter which resisted as yet that treatment which is necessary before our studies can realize their highest purpose, that of feeding, invigorating, and inspiriting the minds of others. Yours affectionately, F. MAX MÜLLER. OXFORD, December, 1882. * * * * * CONTENTS. DEDICATION, INTRODUCTION, LECTURE I. WHAT CAN INDIA TEACH US? " II. ON THE TRUTHFUL CHARACTER OF THE HINDUS, " III. THE HUMAN INTEREST OF SANSKRIT LITERATURE, " IV. OBJECTIONS, " V. THE LESSONS OF THE VEDA, " VI. VEDIC DEITIES, " VII. VEDA AND VEDÂNTA, * * * * * INTRODUCTION.