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28 been able to wither his soul His mind has the translucent simplicity of greatness, and his heart is overflowing with trustful generosity, which will never acknowledge disillusionment His students come to love the subject he teaches them, because they love him I realise clearly, when I meet these great teachers, that only through the medium of personality, can Truth be communicated to men This fundamental prmaple of Education, let ns realise in Shantimketan We must know that only he can teach, who can love Tbe greatest teachers of men have been lovers of men The real teaching is a gift, it is a sacnfice It is not a manufactured article of routme work And because it is a livmg thmg, it is the fulfilment of know- ledge for the teacher himself Let us not msult oui mission as Teachers by allow- mg ourselves to become mere school- masters-the dead feeding-bottles of les- sons for children, who need the human touch lovingly associated with their mental food I am busy tures, for, I have several eiigagcmaits in Holland and also in Pans, when I came back there from my tour in the lieginning of October. In Sorbonne Lniveisity, I have decided to read,— ‘The Message of the Forest,’ and I am rewnting it tor the occasion I have an invitation from the ‘Comite National D’ Etudes Sociales et Politiques’ where I am preparing to read a paper on ‘The Meeting of the Last and

In the next issue, it will be possible to see something of the Poet’s iisit to Holland and his welcome in that countiy.

( To be continued )

Sba.ntiniketa.li C* !'• Anukl'i'&gt;s.

have entered an age of the creation of new small universities in India. To our five older universities, viz., those of Calcutta, Bombay, Madras, Allahabad, and the Panjab, five new ones have been added between 1917 and 1920, and three more (Nagpur, Lucknow and Agra) are in contemplation in the no distant future. It is, therefore, necessary, before we proceed any further, to survey our real situation, take accurate account of our ways and means and decide on a well thought-out scheme of advance with full knowledge of our existing resources and needs. First and foremost, we should never blink the fact that a modern university is a very costly thing. The creation of a second university in a province means the duplication of the entire administrative staff, office buildings, examination halls, senate house, library, &c., printing and (to a great extent) travelling expenses and cost of setting and printing question papers. When the same number of colleges and students are divided between two universities instead of one, we have to pay for two Vice-Chancellors, two Registrars, two sets of office staffs, double groups of examiners, instead of one. Separate notices, reports, calendars, minutes, &c., have to be printed for the two. In short, we have all the wastefulness of what economists call “production on a small scale.”

Let us take a concrete example. The Patna University (separated from Calcutta on 1st October 1917), is at present a purely examining board, it does no teaching work at all; it has only six colleges under it, and turns out less than 300 graduates in a year. Yet the extra cost due to the duplication of the administrative and