83, 632 (VIII) _Relations of the service with the Indian Civil Service and with other services._--As regards the relations with the Indian Civil Service, I am under the impression that they are somewhat strained, but of this I have no personal experience. 83, 633 (IX) _Other points._--I have endeavoured to give my opinion on the definite questions which have been asked. There is another aspect of educational work in India which I think of the highest importance, though I am not exactly sure whether it falls within the terms of reference to the Royal Commission. I think that all the machinery to improve the higher education in India would be altogether ineffectual unless India enters the world movement for the advancement of knowledge. And for this it is absolutely necessary to touch the imagination of the people so as to rouse them to give their best energies to the work of research and discovery, in which all the nations of the world are now engaged. To aim at anything less will only end in a lifeless and mechanical system from which the soul of reality has passed away. On this subject I could have said much, but I will confine myself to one point which I think at the present juncture to be of importance. The Government of Bengal has been foremost in a tentative way in encouraging research. What is necessary is the extension and continuity of this enlightened policy. 83, 634. _Supplementary Note._--I would like to add a few remarks to make the meaning of paragraphs 83, 627 and 83, 631 in my note more explicit. At the present recruitment in the Indian Educational Service is made in England and is practically confined to Englishmen. Such racial preference is in my opinion, prejudicial to the interest of education. The best man available, English or Indian should be selected impartially, and high scholarship should be the only test. It has been said that the present standard of Indian Universities is not as high as that of British Universities, and that the work done by the former is more like that of a sixth form of public schools in England. It is therefore urged that what is required for an Educational officer is the capacity to manage classes rather than high scholarship. I do not agree with these views: (1) there are Universities in Great Britain whose standards are not higher than ours; I do not think that the Pass Degree even of Oxford or Cambridge is higher than the corresponding degree here; (2) the standard of the Indian Universities is being steadily raised; (3) the standard will depend upon what the men entrusted with Educational work will make it. For these reasons it is necessary that the level of scholarship represented by the Indian Educational Service should be maintained very high.