the ascendant. The eloquence of the Commission,
if I may borrow the language appropriately used to me by a very
competent authority, was chiefly directed towards representing the
important benefits that would be likely to accrue to Government and to
education by the relaxation of Government's control over education, the
withdrawal of Government from the management of schools, and the
adoption of a general go-as-you-please policy. Amongst the definite
results which we undoubtedly owe to the labours of that Commission was
the acclimatization in India of Sir Robert Lowe's system of "payment by
results," which was then already discredited in England. Just at the
time when the transfer of the teacher's influence from European into
native hands was being thus accelerated, the Public Service Commission,
not a single member of which was an educational officer, produced a
series of recommendations which had the effect of changing very much for
the worse the position and prospects of Indians in the Educational
Department. Before the Commission sat, Indians and Europeans used to
work side by side in the superior graded service of the Department, and
until quite recently they had drawn the same pay. The Commission
abolished this equality and comradeship and put the Europeans and the
Indians into separate pens. The European pen was named the Indian
Educational Service, and the native pen was named the Provincial
Educational Service. Into the Provincial Service were put Indians
holding lower posts than any held by Europeans and with no prospect of
ever rising to the _maximum_ salaries hitherto within their reach. To
pretend that equality was maintained under the new scheme is idle, and
the grievance thus created has caused a bitterness which is not allayed
by the fact that the Commission created analogous grievances in other
branches of the public service. Nor was this all the mischief done. It
quickened the impulse already given by the Education Commission by
formally recommending that the recruitment of Englishmen for the
Education Department should be reduced to a _minimum_, and, especially,
that even fewer inspectors of schools than the totally inadequate number
then existing should be recruited from England. It is interesting to
note in view of subsequent developments that, whilst this recommendation
was tacitly ignored by the Provincial Governments in some parts of
India, as in Madras and in Bombay, it was accepted and applied in