In 1895, a group of Indian educators opened a private, modern, secondary school, the Arya Vidyalaya, in Bombay. At a speech on the occasion, one of the members of the group offered the following insights into the importance of education: We have seen how the mental Powers of man [sic] are influenced by heredity, [by] the state of mind of the parents at the time of conception, [by] any strong impression received by the mother during pregnancy, [by] the way in which [he] is brought up in [his] childhood and [by] the education [he] receives in [his] boyhood; the conduct of [his] parents, the character of his friends, the state of society around him and his own power of thinking -all these influence a man for life. Many of these influences... are out of human control and wisdom, but there are some [that depend on] the parents which... they... can regulate and some depending on the individual himself, laws and principles regarding which form the province of Education. 1Striking, in this quote, is the containment of modern education itself as only one more influence on an individual, alongside many others (including even the parents' moods at conception). The speaker points out that many of these influences are outside human control, but education is amongst those few that can be regulated by human beings.By contrast, education, for colonial officers of the British Raj in the 19th century, was hailed as the panacea of all social problems in India, a project best orchestrated by the state and its Indian advisors, with textbooks its main prop. For many colonial officers, the colonial school textbook was no less than a weapon in the larger armory of colonial rule, albeit one that was lengthy, ponderous, and dry. In the foothills of