It is a little hard on the I.C.S. that they should be foreigners here,
and then, when they return to their native land, find that they have
become foreigners there by the corrupting influences with which they
are surrounded here. We import them as raw material to our own
disadvantage, and when we export them as manufactured here, Great
Britain and India alike suffer from their reactionary tendencies. The
results are unsatisfactory to both sides.

The First Test Applied.

Let us now apply Gokhale's first test. What has the Bureaucracy done for
"education, sanitation, agricultural improvement, and so forth"? I must
put the facts very briefly, but they are indisputable.

_Education_. The percentage to the whole population of children
receiving education is 2.8, the percentage having risen by 0.9 since Mr.
Gokhale moved his Education Bill six years ago. The percentage of
children of school-going age attending school is 18.7. In 1913 the
Government of India put the number of pupils at 4-1/2 millions; this has
been accomplished in 63 years, reckoning from Sir Charles Wood's
Educational Despatch in 1854, which led to the formation of the
Education Department. In 1870 an Education Act was passed in Great
Britain, the condition of Education in England then much resembling our
present position; grants-in-aid in England had been given since 1833,
chiefly to Church Schools. Between 1870 and 1881 free and compulsory
education was established, and in 12 years the attendance rose from 43.3
to nearly 100 per cent. There are now 6,000,000 children in the schools
of England and Wales out of a population of 40 millions. Japan, before
1872, had a proportion of 28 per cent. of children of school-going age in
school, nearly 10 over our present proportion; in 24 years the