A great many of the mothers feel that the present system of education for women in India is wrong, and that the text-books are not the ones that should be adopted for the use of Indian children. The stories have little to do with Indian life, and the children do not understand them. For instance, stories of snowstorms, ice, and things that are to be seen in a foreign land, are far above the understanding of the average Indian girl. It is also said that the girl is taught of Joan of Arc and of English heroines, but nothing is said of the heroines of Indian history, nor is anything taught of Indian history before the English occupation. There is nothing given the child to inspire a feeling of patriotism, nor is she given any moral training except in the mission schools. She is given a certain amount of book knowledge, which quite likely she cannot assimilate, and is considered educated. I remember visiting a girls’ school where the teacher asked a class of girls to recite Wordsworth’s poetry, extracts from Shelley and Keats; they could tell the place of birth and give the list of English poets and chronology of the English kings most glibly, but what actual good it afforded the Indian girl to have all these interesting facts in her little head I could not see. The Indian girl learns easily and is often most eloquent. There are no better public speakers than are the Bengali women, who seem to share with their men in the alertness of their brain. A prominent educator of India said:— I have come in contact with people from all over the world in my capacity as educator, but I believe there are no men of any country who can compare with the Indian in quickness of thought and in capacity to learn. Within the small round head of the Bengali is a dynamo of resistless energy, that is for ever working, either for good or bad, but which ever way it turns, we of England must recognize its power. The crying need of India is the great teacher, both man and woman; the teacher who will really take an interest in his pupils and not feel the bar of race. This is the fault of the average man who comes to India, and if he does not have it when he arrives he soon acquires a pride in being one of the ruling race. The Indian boy and girl are extremely clever, and feel instantly this racial prejudice of the Englishman, and consequently resent his attitude of superiority. Tennyson’s indictment of English schoolmasters could be justly applied to many of the teachers in India to-day:— Because you do profess to teach, and teach us nothing, feeding not the heart.