322 GOVERNMENT OF SUBJECT PEOPLES 



Whichever direction is taken, however, this line 

 of action would hardly touch the chief need. The 

 knowledge acquired by special officers or by official 

 surveys will only be second-hand to those upon 

 whom falls the actual work of government. It can 

 never have the interest or the practical value of 

 knowledge acquired during the performance of their 

 duties by officials trained to appreciate both the 

 scientific and practical bearings of the facts which 

 come before them. The knowledge accumulated 

 by the work of specialists would be invaluable to 

 officials who have been trained in anthropology or 

 have themselves made anthropological inquiries, but 

 it is of relatively little importance compared with 

 the first-hand experience gained by men prepared 

 for the work of government by being taught, or by 

 having learnt for themselves, something of the vast 

 variety of forms taken by the social conduct of 

 mankind. 



I propose now to consider very briefly the kind 

 of education best adapted to the ends I have 

 considered in the preceding pages. In any plan 

 of education designed to fit the future rulers of a 

 subject people for the performance of their duties 

 it is essential that its ideal should not be that, far 

 too frequent among us, in which education consists 

 in the transmission of facts from the teacher to the 

 taught. The knowledge needed is of the principles 

 which underlie the vast variety of social institution 

 and belief of mankind and of the methods by which 



