There is, doubtless, something in all these objections.

Assuming that Government can do more than it has hitherto done to further primary education, the wisest course would be to improve the quality rather than the quantity, and, most of all, the quality of the teachers.

Here, again, uniformity should be avoided rather than ensued.

No primary curriculum can be evolved which will meet the needs alike of the rural population and of the townsfolk, or of the different parts of India with their varying conditions of climate and temperament.

Even more than with regard to secondary schools, the needs of parents must be consulted, and the greatest latitude given to provincial Governments to vary the system in a practical spirit and in accordance with local requirements.