Even to-day the old system persists, and millions of young Orientals are still wasting their time at this mind-petrifying nonsense. But alongside the old there has arisen a new system, running the whole educational gamut from kindergartens to universities, where Oriental youth is being educated along Western lines. These new-type educational establishments are of every kind. Besides schools and universities giving a liberal education and fitting students for government service or the professions, there are numerous technical schools turning out skilled agriculturists or engineers, while good normal schools assure a supply of teachers qualified to instruct coming student-generations. Both public and private effort furthers Western education in the East. All the European governments have favoured Western education in the lands under their control, particularly the British in India and Egypt, while various Christian missionary bodies have covered the East with a network of schools and colleges. Also many Oriental governments like Turkey and the native states of India have made sincere efforts to spread Western education among their peoples.[248] Of course, as in any new development, the results so far obtained are far from ideal. The vicious traditions of the past handicap or partially pervert the efforts of the present. Eastern students are prone to use their memories rather than their intellects, and seek to cram their way quickly through examinations to coveted posts rather than acquire knowledge and thus really fit themselves for their careers. The result is that many fail, and these unfortunates, half-educated and spoiled for any sort of useful occupation, vegetate miserably, come to hate that Westernism which they do not understand, and give themselves up to anarchistic revolutionary agitation. Sir Alfred Lyall well describes the dark side of Western education in the East when he says of India: "Ignorance is unquestionably the root of many evils; and it was natural that in the last century certain philosophers should have assumed education to be a certain cure for human delusions; and that statesmen like Macaulay should have declared education to be the best and surest remedy for political discontent and for law-breaking. In any case, it was the clear and imperative duty of the British Government to attempt the intellectual emancipation of India as the best justification of British rule. We have since discovered by experience, that, although education is a sovereign remedy for many ills--is indeed indispensable to healthy progress--yet an indiscriminate or superficial administration of this potent medicine may engender other disorders. It acts upon the frame of an antique society as a powerful dissolvent, heating weak brains, stimulating rash ambitions, raising inordinate expectations of which the disappointment is bitterly resented."[249]