But what is above all needed is to get men to join who regard teaching not merely as a livelihood, but as a vocation, and to inform them with a better understanding both of the people whose children they have to train and of the character and methods of the Government they have to serve.

This can hardly be done except by associating the Educational Service much more closely with what are now regarded as the higher branches of the public service in India.

No Englishmen are in closer touch with the realities of Indian life than Indian civilians, and means must be found to break down the wall which now rigidly separates the Educational Service from the Civil Service.
Opportunities might usefully be given to young Englishmen when they first join the Educational Service in India to acquire a more intimate knowledge of Indian administrative work, as well as of the character and customs and language of the people amongst whom their lot is to be cast, by serving an apprenticeship with civilians in the _mofussil_.

The appointment of such a very able civilian as Mr.Harcourt Butler to be the first Minister of Education in India may be taken as an indication that Lord Morley realizes the importance of rescuing the Educational Service from the watertight compartment in which it has hitherto been much too closely confined.

We can hardly hope to restore English influence over education to the position which it originally occupied.
There are 1,200 high schools for boys in India to-day, of which only 220 are under public management, and, even for the latter, it would be difficult to provide an English headmaster apiece.