given to a widespread movement which will be taken up and carried forward boldly by the reformed councils." The subject has been so fairly dealt with, the defects of the present system so frankly recognised and the need of wider dissemination of education so forcibly explained that we need add nothing. In our judgment the circumstances and conditions under which it is proposed to transfer the direction of Indian education to Indian hands are extremely unfair. It is admitted that under the present economic conditions of the Indian people, there is little scope for further taxation. If so, there are only two ways to find money for education, (_a_) by economy in the other departments of public administration, (_b_) by loans. The recommendation made by the Secretary of State and the Viceroy for an increase in the emoluments of the European services hardly leaves any room for (_a_). We have discussed the matter at some length in another chapter. The only other source left, then, is by incurring debt. Education is so important and so fundamental to the future progress of the country that in our judgment the ministers should feel no hesitation in having recourse to it, but the problem is so gigantic that, lacking material reduction in the cost of administration in other departments, it will be extremely difficult to meet the situation without an unreasonable increase in the public debt. Anyway, under the scheme recommended, the Government cannot divest itself of the fullest responsibility in the matter. The scheme gives no vital power to the electorates or their representatives. The authority of the Executive in the matter of appropriations remains unaffected and so long as it retains the final say in the making of the Budget, the Indian ministers cannot, handicapped by so many restrictions, be held responsible if the progress is slow. Our views on the problem of education in India have been expressed in a separate book to which interested readers are referred.[2] We hold that it is the duty of the Government to provide free and wholesome education to every child at public cost, that education should be compulsory up to the age of 18. The policy of the English Education Act of 1918 ought to be applied to India, and if it cannot be done from current funds, loans should be raised for the purpose. It is a matter which brooks of no delay. The whole future of India depends upon it. Nay, the future of humanity as a whole is affected by it. The world cannot be safe for any kind of democracy, nor can the world make progress towards a better order without the active coöperation of three hundred and fifteen million Indians forming one-fifth of the human race. Not only is the world poorer by reason of India's inability to coöperate in the work of progress but its present educational backwardness is a serious handicap to the rest of humanity going forward. FOOTNOTES: