presentment of the fundamental doctrines of Hindūism. They have been taken up in school after school, adopted by prince after prince, so that when the great Mussulmān ruler of Hyderabad in the Deccan wanted to give his Hindū subjects Hindū education in the whole of the State schools, he simply took these books and placed them in every school, so that the Hindūs among his people might be instructed in their own faith. The same thing was done by the English Government in the Princes’ College in Rājputāna, because they found that secular education made princes who were immoral and unfit to rule. During the last eight years these books have spread everywhere, everywhere accepted and everywhere used. Do you mean to tell me that the divisions among Christians are so much deeper that they cannot do what the Hindūs have done, or that you have not more on which you agree than on which you disagree; and that you could not teach the children that in which you are united, and leave them in their manhood or their womanhood to add the sectarian parts of the doctrines for themselves? In India, to show you the effect of this, one of the directors of public education asked me: “Cannot you write, Mrs. Besant, a text-book for the Christians?” My answer was: “Yes, I could write it, but I don’t think they would use it.” It must come from so recognised Christian authority. I quite grant that a Theosophist would do it better than anybody else, because the Theosophist has no quarrel with any form of religious belief, and because the whole of his study leads him along the lines of recognising the points of union rather than the points of divergence; but it need not be done by a Theosophist, only by some one with the spirit of Theosophy in him, and that only means the spirit of the Divine Wisdom, of which every separate religion is an expression, so that there ought to be no quarrel with any.