culture but should be based on a proper understanding of the genius of our race and the traditions of our society; that the key-note of Indian life is purity more than freedom and that in all programmes of social reform we cannot too much lay stress on this cardinal principle.
But though the attitude of Tilak towards Social Reform differed essentially from that of Agarkar, still they were agreed that this difference in view-point should not prevent both from co-operating with each other with respect to the main part of the programme which was education in the widest sense of the term. To cover the Presidency with a net-work of schools was only a part of their aspirations. They wanted to do something more; they wanted to educate the masses by imparting to them democratic ideas and enlightening them on the true state of the country. The birth of the New English School on the one hand and of the Kesari and the Mahratta on the other, heralded in Maharashtra a new era and galvanised its public life and the credit of this achievement must be given to Chiploonkar, Tilak and Agarkar.
To this band of enthusiastic workers, Ranade gave his blessings and something more; he recommended to their notice Mahadeo Ballal Namjoshi, whose versatile powers, keen perception, sound experience and tactful, pushing nature more than compensated for his lack of academic training. Mr. Namjoshi's indefatigable energy and immense resourcefulness helped his colleagues to tide over numerous crises and earned for him the title of "our foreign secretary." To Tilak,.
