food (cotton, wheat, oil, seeds, etc.), but almost nothing to encourage manufacturing industries. Originally they wanted to preserve the Indian markets for themselves only, but their policy of free trade stood in the way, and latterly the Germans and now the Japanese are sharing that market with them. But to teach the Indian to manufacture for his own consumption has never entered the thought of those responsible for the administration of India. Perhaps it is not right to say that it never entered their thought. They are too intelligent and shrewd not to know that they had not done their duty to India in these matters, but the interest of their own people was paramount and that they could not set aside. “The British Government in India can not go in for universal elementary education, as there is danger of even greater disaffection resulting therefrom; they can not give technical education of a high order, as that might interfere with British industries; they can not protect Indian industries for the same reason; they can not provide for real high class commercial education with a teaching of foreign languages and a knowledge of seafaring and navigation, as they do not want the Indians to directly engage in oversea trade and contract relations with other nations. They can not protect and subsidise Indian industries, as that is opposed to free trade and detrimental to British industries. Yet they want the Indians to believe that the British Government in India is primarily conducted in the interests of India. “The people of India must remain ignorant, illiterate and industrially and commercially dependent because that benefits England and is for the advantage of her people.