There are only two forces that aspire to substitute themselves for British rule, or at least to make the continuance of British rule subservient to their own ascendency. One is the ancient and reactionary force of Brahmanism, which, having its roots in the social and religious system we call Hinduism, operates upon a very large section--but still only a section--of the population who are Hindus. The other is a modern and, in its essence, progressive force generated by Western education, which operates to some extent over the whole area of India, but only upon an infinitesimal fraction of the population recruited among a few privileged castes. Its only real _nexus_ is a knowledge, often very superficial, of the English language and of English political institutions. Though both these forces have developed of late years a spirit of revolt against British rule, neither of them has in itself sufficient substance to be dangerous. The one is too old, the other too young. But the most rebellious elements in both have effected a temporary and unnatural alliance on the basis of an illusory "Nationalism" which appeals to nothing in Indian history, but is calculated and meant to appeal with dangerous force to Western sentiment and ignorance. It rests with us to break up that unnatural alliance. We may not reconcile aggressive Brahmanism to Western civilization, but we can combat the evil influences for which it stands and which many enlightened Brahmans have long since recognized; and we can combat them most effectively by rallying to our side the better and more progressive elements which, in spite of its many imperfections, Western education and the contact with Western civilization have already produced. To that end we must shrink from no sacrifices to improve our methods of education. The evils for which we have to find remedies have been of slow growth, and they can only be slowly cured. But they can be cured by patient and sustained effort, and by carrying courageously into practice the principle, which none of us will challenge in theory, that the formation of character on a sound moral basis, inseparable in India from a sound religious basis, is at least as important a part of the educational process as the development of the intellect.