There remains one vital aspect of the educational problem which was left untouched by the Educational Resolution of 1904, and has been left untouched ever since we entered three-quarters of a century ago on an educational experiment unparalleled in the world's history--a more arduous experiment even than that of governing the 300 millions of India with a handful of Englishmen. Many nations have conquered remote dependencies inhabited by alien races, imposed their laws upon them, and held them in peaceful subjection, though even this has never been done on the same scale of magnitude as by the British rulers of India. We alone have attempted to educate them in our own literature and science and to make them by education the intellectual partners of the civilization that subdued them. Of the two tasks, that of government and that of education, the latter is not by any means the easier. For good government involves as little interference as possible with the beliefs and customs and traditions of the people, whereas good education means the substitution for them of the intellectual and moral conceptions of what we regard as our higher civilization. Good government represents to that extent a process of conservation; good education must be partially a destructive, almost a revolutionary, process. Yet upon the more difficult and delicate problems of education we have hitherto, it is to be feared, bestowed less thought and less vigilance than upon administrative problems in India. The purpose we have had in view is presumably that which Dr. Ashutosh Mookerjee admirably defined in his last address to the University of Calcutta as "the raising up of loyal and honourable citizens for the welfare of the State." But is it a purpose which those responsible for our Indian system of education have kept steadily before them? Is it a purpose that could possibly be achieved by the _laisser faire_ policy of the State in regard to the moral and religious side of education? If so, how is it that we have had of late such alarming evidence of our frequent failure to achieve it?