LITMIR.BIZ

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manners, and education. Nevertheless we all know, and we have seen it with real satisfaction, that the Brahmins, very much to the credit of their intelligence and sagacity, have been forward in accepting the new learning, the expansion of general knowledge, offered to them by English schools and Universities; they have acquired our language, they have studied our sciences; they are prominent in the professions of law and medicine, which the English have created; they enter our civil services, they even serve in the Indian Army. Yet their readiness to adopt secular culture does not seem to have abated their religious authority, or to have sensibly weakened their influence over the people at large. And indeed the fact that the Brahmins, with others of the educated classes, should have been able, for their own purposes, to appeal simultaneously to the darkest superstitions of Hinduism and to extreme ideas of Western democracy—to disregard caste rules personally and to stir up caste prejudices among the masses—will not greatly surprise those who have observed the extraordinary elasticity of practical Hinduism, the fictions and anomalies which can be invented or tolerated at need. But the beliefs and practices of popular Hinduism are obviously irreconcilable with the principles of modern civilization; and the various indications of a desire to reform and purify their ancient religion may be partly due to the perception among educated Hindus that so contradictory a position is ultimately untenable, that the incongruity between sacrifices to the goddess Kali and high University degrees is too manifest.

      The course and consequences of the measures taken by the British Government to promote Western education in India has been attentively studied by the author of this volume. It is a story of grave political miscalculation, containing a lesson that has its significance for other nations which have undertaken a similar enterprise. 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 the 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. That these effects are well known even in Europe may be read in a remarkable French novel published not long ago, "Les Déracinés," which, describes the road to ruin taken by poor collegians who had been uprooted from the soil of their humble village. And in Asia the disease is necessarily much more virulent, because the transition has been more sudden, and the contrast between old ideas of life and new aspirations is far sharper. From the report of an able French official upon the Indo-Chinese Colonies we may learn that the existing system of educating the natives has proved to be mischievous, needing radical reform. Of the Levantine youths in the Syrian towns, the product of European schools, a French traveller writes (1909), "C'est une tourbe de déclassés"; while in China some leaders of agitation for democratic changes in the oldest of all Empires are said to be those who have qualified by competitive examination for public employ, and have failed to obtain it. In every country the crowd of expectants far outnumbers the places available. If, indeed, the Government which introduced Western education into Bengal had been native instead of foreign, it would have found itself entangled in difficulties no less grave than those which now confront the British rulers; and there can be little doubt that it would probably have broken down under them.

      The phases through which the State's educational policy in India have passed during the last fifty years are explained at length in this volume. The Government was misled in the wrong direction by the reports of two Commissions between 1880 and 1890, whose mistakes were discerned at the time by those who had some tincture of political prudence. The problem is now to reconstruct on a better plan, to try different lines of advance. But some of us have heard of an enterprising pioneer in a difficult country, who confidently urged travellers to take a new route by assuring them that it avoided the hills on the old road. Whether the hills were equally steep on his other road he did not say. And in the present instance it may not be easy to strike out a fresh path which may be clear from the complications that have been suffered to grow up round our system of Indian education; while no one proposes to turn back. The truth is that in India the English have been throughout obliged to lay out their own roads, and to feel their way, without any precedents to guide them. No other Government, European or Asiatic, has yet essayed to administer a great Oriental population, alien in race and religion, by institutions of a representative type, reckoning upon free discussion and an unrestricted Press for reasonable consideration of its measures and fair play, relying upon secular education and absolute religious neutrality to control the unruly affections of sinful men. It is now seen that our Western ideas and inventions, moral and material, are being turned against us by some of those to whom we have imparted an elementary aptitude for using them. And thus we have the strange spectacle, in certain parts of India, of a party capable of resorting to methods that are both reactionary and revolutionary, of men who offer prayers and sacrifices to ferocious divinities and denounce the Government by seditious journalism, preaching primitive superstition in the very modern form of leading articles. The mixture of religion with politics has always produced a highly explosive compound, especially in Asia.

      These agitations are in fact the symptoms of what are said by Shakespeare to be the "cankers of a calm world"; they are the natural outcome of artificial culture in an educational hothouse, among classes who have had for generations no real training in rough or hazardous politics. The outline of the present situation in India is that we have been disseminating ideas of abstract political right, and the germs of representative institutions, among a people that had for centuries been governed autocratically, and in a country where local liberties and habits of self-government had been long obliterated or had never existed. At the same time we have been spreading modern education broadcast throughout the land, where, before English rule, learning had not advanced beyond the stage of Europe in the middle ages. These may be taken to be the primary causes of the existing Unrest; and meanwhile the administrative machine has been so efficiently organized, it has run, hitherto, so easily and quietly, as to disguise from inexperienced bystanders the long discipline and training in affairs of State that are required for its management. Nor is it clearly perceived that the real driving power lies in the forces held in reserve by the British nation and in the respect which British guardianship everywhere commands. That Indians should be liberally invited to share the responsibilities of high office is now a recognized principle of public policy. But the process of initiation must be gradual and tentative; and vague notions of dissolving the British connexion only prove incompetence to realize the whole situation, external and internal, of the country. Across the frontiers of India are warlike nations, who are intent upon arming themselves after the latest modern pattern, though for the other benefits of Western science and learning they show, as yet, very little taste or inclination. They would certainly be a serious menace to a weak Government in the Indian plains, while their sympathy with a literary class would be uncommonly slight. Against intruders of this sort the British hold securely the gates of India; and it must be clear that the civilization and future prosperity of the whole country depend entirely upon their determination to maintain public tranquillity by strict enforcement of the laws; combined with their policy of admitting the highest intellects and capacities to the Councils of the State, and of assigning reasonable administrative and legislative independence to the great provinces in accord with the unity of a powerful Empire.

      A.C. LYALL

      CHAPTER I.

       Table of Contents

      A GENERAL SURVEY.

      That there is a lull in the storm of unrest which has lately swept over India is happily beyond doubt. Does this lull indicate a gradual and steady return to more normal and peaceful conditions? Or, as in other cyclonic disturbances in tropical climes, does it merely presage fiercer outbursts yet to come? Has the blended policy

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