schools and colleges managed and conducted by Indian agencies. It was his desire to introduce the English element in all these institutions and to put them under English control. He had invited European missionaries to the Secret Educational Conference at Simla, but not a single Indian, Hindu or Mohammedan. He could not trust them (i. e., the Indians) with his ideas. Hence the need of secrecy. The National Council of Education was supposed to be working against the spirit of his policy. He was gone, but the bureaucracy who were identified with his wishes, views and schemes, were there. It was impossible that they would let the Bengalees, whoever they might be, build up a system of education and a network of educational institutions, that not only would owe nothing to the Government but were also to be quite free of official or English control and of English influence.
Then, the very circumstances under which the National College was born and the National Schools affiliated to it were opened, gave them a political character. The Government and the bureaucracy were opposed to the students taking any part in the boycott movement; the Bengalee leaders wanted them to do so, and hence the National College and the National Schools. It was an open challenge — a revolt. Arabinda Ghosh was identified with this revolt, and with him were associated a whole group of powerful writers and speakers, all men of high individuality and lofty ideals and of pure character. They accepted the decision of the majority about the non-political character of the college, but no one
