interest in education. During his short visits to Benares, he paid an
alert attention to many of the details of the work carried on in the
Central Hindu College, observing and asking questions, noting the good
feeling between teachers and students, so different from his own school
experiences in Southern India. He appears to have been brooding over
the question, and has, in this booklet, held up the educational ideals
which appear to him to be necessary for the improvement of the present
system.

The position of the teacher must be raised to that which it used to
occupy in India, so that to sit in the teacher's chair will be a badge
of social honour. His work must be seen as belonging to the great
Teaching Department in the Government of our world, and his relation
with his pupils must be a copy of the relation between a Master and His
disciples. Love, protective and elevating on the one side, must be met
with love, confiding and trustful on the other. This is, in truth, the
old Hindu ideal, exaggerated as it may seem to be to-day and if it be
possible, in any country to rebuild this ideal, it should be by an
Indian for Indians. Hence there is, at the back of the author's mind, a
dream of a future College and School, wherein this ideal may be
materialised--a Theosophical College and School, because the ancient
Indian ideals now draw their life from Theosophy which alone can shape
the new vessels for the ancient elixir of life Punishment must
disappear--not only the old brutality of the cane, but all the forms of
coercion that make hypocrites instead of honourable and manly youths.
The teacher must embody the ideal, and the boy be drawn, by admiration
and love, to copy it. Those who know how swiftly the unspoiled child
responds to a noble ideal will realise how potent may be the influence
of a teacher, who stimulates by a high example and rules by the sceptre
of love instead of by the rod of fear. Besides, the One Life is in