A great deal still remains to be done, and can be done, on the lines of the resolution of 1904. The speed at which it can be done must, no doubt, be governed in some directions by financial considerations. The extension of the hostel system, for instance, which is indispensable to the removal of some of the worst moral and physical influences upon education, is largely a matter of money. So is too to some extent the strengthening of the educational staff, European and native, which is also urgently needed. The best Indians cannot be attracted unless they are offered a living wage in some measure consonant with the dignity of so important a profession, and our schools and colleges will continue to be too often nursery grounds of sedition so long as we do not redress the legitimate grievances of teachers on starvation wages. But though improved prospects may attract better men in the future, the actual inefficiency of a huge army of native teachers, far too hastily recruited and imperfectly trained, can at best be but slowly mended. We want more and better training colleges for native teachers, but that is not all. The great Mahomedan College at Aligarh, one of the best educational institutions in India, partly because it is wholly residential, has obtained excellent results by sending some of its students who intend to return as teachers to study Western educational methods in Europe after they have completed their course in India. The same practice might be extended elsewhere.