"The system of education introduced by the Government was, at the outset, mainly intended to provide for the administrative needs of the country and encouraged literary and philosophic studies to the neglect of those of more practical character. In the result it created a disproportionate number of persons possessing purely literary education, at a time when there was hardly any form of practical education in existence. Naturally, the market value of the services of persons so educated began eventually to diminish. Throughout the nineteenth century the policy of the Government was controlled by the doctrine of _laissez-faire_ in commercial and industrial matters, and its efforts to develop the resources of the country were largely limited to the provision of improved methods of transport and the construction of irrigation works. Except in Bombay, the introduction of modern methods of manufacture was almost entirely confined to the European community. The opportunities for gaining experience were not easy for Indians to come by, and there was no attempt at technical training for industries until nearly the end of the century, and then only on an inadequate scale. The non-existence of a suitable education to qualify Indians for posts requiring industrial or technical knowledge was met by the importation of men from Europe, who supervised and trained illiterate Indian labor in the mills and factories that were started. From this class of labor it was impossible to obtain the higher type of artisan capable of supervisory work." After pointing out the lamentable deficiency and comparative failure of the half-hearted measures so far taken by the Government to provide some kind of technical education the Commission makes certain recommendations for meeting the needs of the situation, which are supplemented by some pertinent suggestions made by the Honorable Malaviya in his minority report. The aforesaid summary concludes with the following paragraph: