The material conditions are not, it is true, nearly so bad in many other parts of India as they are in Bengal, and especially in Calcutta (though the Bengalees claim the intellectual primacy of India), and it is on the moral and physical evils produced by those conditions that Dr. Garfield Williams chiefly dwells. But the intellectual evils for all but a small minority are in their way quite as grave, and they are inherent to the system. Take the case of a boy brought up until he is old enough to go to school in some small town of the _mofussil_, anywhere in India, by parents who have never been drawn into any contact, however remote, with Western ideas or Western knowledge. From these purely Indian surroundings his parents, who are willing to stint themselves in order that their son may get a post under Government, send him to a secondary school, let us say in the chief town of the district, or in a University city. There again he boards with friends of his family, if they have any, or in more or less reputable lodgings amidst the same purely Indian surroundings, and his only contact with the Western world is through school-books in a foreign tongue, of which it is difficult enough for him to grasp even the literal meaning, let alone the spirit, which his native teachers have themselves too often only, very partially imbibed and are therefore quite unable to communicate[18]. From the secondary school he passes for his University course, if he gets so far, in precisely the same circumstances into a college which is merely a higher form of school. Whilst attending college our student still continues to live amidst the same purely Indian surroundings, and his contact with the Western world is still limited to his text-books. Even the best native teacher can hardly interpret that Western world to him as a trained European can, and unless our student intends to become a doctor or an engineer, and has to pass through the schools of medicine or engineering, where he is bound to be a good deal under English teachers, he may perfectly well, and very often does, go through his whole course of studies in school and in college without ever coming into personal contact with an Englishman. How can he be expected under such conditions to assimilate Western knowledge or to form even a remote conception of the customs and traditions, let alone the ideals, embodied in Western knowledge?