H. W. LYONS ins?ce, I have bss? my teaching of the theory of eousumptiou--s subject often imperfectly understood, and to whic? too little importance is often attached ---upon the f?ts of the food consumed in Indore, fac? ascertained by the students. As a result we have a small museum, the basis of which is food specimens, developed into fse? in regard to and wages, family budgets, and agricultare, prices so on. Similarly the foundation for production is laid outdoors practical industries. in the planning of something; and in visits to The theoretical teaching is developed from this. As a result it is rare to hear a student say: "Not understood, Sir". The results, i? is true, come very slowly. comfortable Some old way students long ardeu, ly of pacing the hostel for the versndsh the noble do come of an education o! the mind rather than of that they bless takes. Moreover commencement memory, they resemble both him there is of the course a training of the quality of mercy in who gives and him who f6s?ered st the very ?e hand earlier in the course to my mind is feasible; it is desirable. (?eutlemeu, I am not advocating the the present groundwork in economics. the students building upon and the country that foundation conditions neither satisfactorily accused of advocating social economics. tion would be true. But it is economics that India needs to-day. ll&VO which
receives. which may. with patience, sympathy and tact result
in the opening of* the heart. To mireduce economics not simply abolition of I contend that the right to s under present I shall be The secusa- essentially social with a note-book in hand, chanting aloud and infallible words of a text book, or memorizing a professor's notes. At times a teacher is apt to wonder if indeed it is worth while. But when the results
