the balance. But, neither are all convinced that the present education is at fault; or that there is to be found in the exact sciences a better means of correcting the weakness of the Indian mind than by rigorous training in metaphysics, or through the bracing atmosphere of English literature.
Again, the neglect of Eastern tongues has thrown a shadow of reproach on the British Government in India, and on its servants. The Government of India is master of the country in which the Vedas were first hymned, in which Háfiz and Saádi are household names, and in which some sixty millions regard the language of the Prophet of Arabia with idolatry far surpassing the veneration of English Universities for the dead tongues of ancient Europe. That a Government thus favoured should show itself so indifferent to Sanskrit, to Persian, and to Arabic research, is matter of unpleasant remark among Orientalists in Paris and in Vienna. Finally, the whole Muhammadan community finds itself gravely prejudiced by the educational decrees of the Government in its struggle, not to advance, but even to maintain itself under British rule. Before a Mussulman can turn his attention to our language, he must, by the usage of the society in which he moves, have made some progress in Persian, and have learned at least to repeat passages from the Kurán. By the time that these obligations have been disposed of, years have passed; and when he turns his attention to Western literature, he finds himself distanced by his more lightly-equipped Hindu competitor.
