that inhabit the Indian Empire. Any attempt to foist even the most satisfactory of European systems of education upon India would be doomed to failure, and even if successful would be a great disaster. India may learn and is learning from the West many useful lessons in all subjects, and in educational thought and practice no less than in others ; but if a system is to be evolved for India which shall be truly Indian, it must, while assimilating much that is Western, also gather up what is best and most useful from its own ancient systems and weave them into the complex whole that is being built up. For this reason the study of ancient Indian education is most important, and deserving of far more attention than it has hitherto received. And it may be that in the investigation certain points will be brought out that may not be without interest even for Western educators.
Amongst those who have given advice or suggestions I have specially to thank the Rev. Dr. H. U. Weitbrecht- Stanton, who read through the first draft of the chapter on Muhammadan Education, and made some valuable criticisms ; and also Dr. J. N. Farquhar, to whom I am most deeply indebted for his interest and readiness to give counsel with regard to many points about which I have consulted him throughout. I am specially indebted to him for many suggestions with regard to the chapter on Brahmanic educa- tion, and for reading the whole work in manuscript with great care, and suggesting many improvements.
