_Lord Curzon and Indian Education._ We have already hinted that Lord Curzon’s policy and his utterances helped a great deal in the birth of the new movement. When Lord Curzon came to India, he formulated a rather ambitious programme of reforms to be introduced into the administration of the country. One of these reforms related to education. Every one in the country, who has had anything to do with education in India, was of opinion that the country was very backward in education and that the system of education there in vogue was defective. It laid too great stress on the literary side and did not fit people for the battle of life; it gave undue importance to the English language and Western modes of thought, at the cost of the vernaculars and the indigenous civilisation of the country; it encouraged “cram” at the cost of real merit; it produced a class of imitators and left little scope or none for originality; it invited third class men from England to fill the highest positions in the educational service of the country, and placed the best native intellect and talent under them to starve and rot for want of opportunities; it did not recognise the duty of the Government to look after the education of the child from the beginning until he was fit to fight his own way in the world. The educational system of the country required radical changes, but what was most needed was that the Government should be prepared to spend adequate sums of money for its spread and in order to make it efficient. Lord Curzon’s pronouncements and programme therefore raised great hopes in the minds of the people. His University Commission was simply flooded with suggestions and statements from Indians and Anglo-Indians. The two classes, however, discussed the matter from entirely different standpoints: The Indians wanted greater facilities for education, more schools, more colleges, more masters, more stipends, an extension of primary school education, abler and better-paid teachers, freedom of private enterprise, ample provision for technical and industrial education; but what they wanted most and cared for most was that education should be more nationalised and humanised. The Anglo-Indians wanted a curtailment of the educational opportunities, a greater and stricter control of private enterprise, a raising of university standards, and a system of education which would curb the rising generation and make them more easily amenable to discipline and obedience. Lord Curzon did go into all these questions, but the decision arrived at convinced the educated Indians that the motive which underlay Lord Curzon’s policy was the tightening of government control, the strangling of all independence in matters educational, and the eventual weakening of all national movement and national sentiment.