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PHILOSOPHY > ALL MEN ARE BROTHERS > Education
Education
Real education consists in drawing the best out of yourself. What better book can there be than the book of humanity? (SB, 251)
I hold that true education of the intellect can only come through a proper exercise and training of the bodily organs, e.g., hands, feet, eyes, ears, nose, etc. In other word an intelligent use of the bodily organs in a child provides the best and quickest way of developing his intellect. But unless the development of the mind and body goes hand in hand with a corresponding awakening of the soul, the former alone would prove to be a poor lopsided affair. By spiritual training I mean education of the heart. A proper and all round development of the mind, therefore, can take place only when it proceeds pari passu with the education of the physical and spiritual faculties of the child. They constitute an indivisible whole. According to this theory, therefore, it would be a gross fallacy to suppose that they can be developed piecemeal or independently of one another. (SB, 256)
By Education I mean an all-round drawing out of the best in child and man ―body, mind and spirit. Literacy is not the end of education nor even the beginning. It is only one of the means whereby man and woman can be educated. Literacy in itself is no education. I would therefore begin the child's education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training. Thus every school can be made self-supporting, the condition being that the State takes over the manufactures of these schools.
I hold that the highest development of the mind and the soul is possible under such a system of education. Only every handicraft has to be taught not merely mechanically as is done today but scientifically, i.e., the child should know the why and the wherefore of every process. I am not writing this without some confidence, because it has the backing of experience. This method is being adopted more or less completely wherever spinning is being taught to workers. I have myself taught sandal-making and even spinning on these lines with good results. This method does not exclude a knowledge of history and geography. But I find that this is being taught by transmitting such general information by word of mouth. One imparts ten times as much in this manner as by reading and writing. The signs of the alphabet may be taught later when the pupil has learnt to distinguish wheat from the chaff and when he has somewhat developed his or her tastes. This is a revolutionary proposal, but it saves immense labour and enables a student to acquire in one year what he may take much longer to learn. This means all-round economy. Of course the pupil learns mathematics whilst he is learning his handicraft. (SB, 256-57)
I admit my limitations. I have no university education worth the name. My high school career was never above the average. I was thankful if I could pass my examinations. Distinction in the school was beyond my aspiration. Nevertheless I do hold very strong views on education in general, including what is called higher education. And I owe it to the country that my views should d be clearly known and taken for what they may be worth. I must shed the timidity that has led almost to self-suppression. I must not fear ridicule, and even loss of popularity or prestige. If I hide my belief, I shall never correct errors of judgment. I am always eager to discover them and more than eager to correct them.
Let me now state my conclusions held for a number of years and enforced wherever I had opportunity of enforcing them:
1. I am not opposed to education even of' the highest type attainable in the world.
2. The State must pay for it wherever it has definite use for it.
3. I am opposed to all higher education being paid for from the general revenue.
4. It is my firm conviction that the vast amount of the so-called education in arts, given in our colleges, is sheer waste and has resulted in unemployment among the educated classes. What is more, it has destroyed the health, both mental and physical, of the boys and girls who have the misfortune to go through the grind in our colleges.
5. The medium of a foreign language through which higher education has been imparted in India has caused incalculable intellectual and moral injury to the nation. We are too near our own times to judge the enormity of the damage done. And we who have received such education have both to be victims and judges ―an almost impossible feat.
I must give my reasons for the conclusions set forth above. This I can best do, perhaps, by giving a chapter from my own experience.
Up to the age of 12 all the knowledge I gained was through Gujarati, my mother tongue. I knew then something of arithmetic, history and geography. Then I entered a High School. For the first three years the mother tongue was still the medium. But the schoolmaster's business was to drive English into the pupil's head. Therefore more than half of our time was given to learning English and mastering its arbitrary spelling and pronunciation. It was a painful discovery to have to learn a language that was not pronounced as it was written. It was a strange experience to have to learn the spelling by heart. But that is by the way, and irrelevant to my argument. However, for the first three years, it was comparatively plain sailing.
The pillory began with the fourth year. Everything had to be learnt through English ―geometry, algebra, chemistry, astronomy, history, geography. The tyranny of English was so great that even Sanskrit or Persian had to be learnt through English, not through the mother tongue. If any boy Spoke in Gujarati which he understood, he was punished. It did not matter to the teacher, if a boy spoke bad English which he could neither pronounce correctly or understand fully. Why should the teacher worry? His own English was by no means without blemish. It could not be otherwise. English was as much a foreign language to him as to his pupils. The result was chaos. We boys had to learn many things by heart, though we could not understand them fully and often not at all. My head used to reel as the teacher as struggling to make his exposition on geometry understood by us. I could make neither head nor tail of geometry till we reached the thirteenth theorem of the first book of Euclid. And let me confess to the reader that in spite of all my love for the mother tongue, I do not to this day know the Gujarati equivalents of the technical terms of geometry, algebra and the like. I know now that what I took four years to learn of arithmetic, geometry, algebra, chemistry and astronomy, I should have learnt easily in one year, if I had not to learn them through English but Gujarati. My grasp of the subjects would have been easier and clearer. My Gujarati vocabulary would have been richer. I would have made use of such knowledge in my own home. This English medium created an impassable barrier between me and the members of my family, who had not gone through English schools. My father knew nothing of what I was doing. I could not, even if I had wished it, interest my father in what I was learning. For though he had ample intelligence, he knew not a word of English. I was fast becoming a stranger in my own home. I certainly became a superior person. Even my dress began to undergo imperceptible changes. What happened to me was not an uncommon experience. It was common to the majority.
The first three years in the High School made little addition to my stock of general knowledge. They were a preparation for fitting the boys for teaching them everything through English. High Schools were schools for cultural conquest by the English. The knowledge gained by the three hundred boys of my High School became a circumscribed possession. It was not for transmission to the masses.
A word about literature. We had to learn several books of English prose and English poetry. No doubt all this was nice. But that knowledge has been of no use to me in serving or bringing me in touch with the masses. I am unable to say that if I had not learnt what I did of English prose and poetry, I should have missed a rare treasure. If I had, instead, passed those precious seven years in mastering Gujarati and had learnt mathematics, science, and Sanskrit and other subjects through Gujarati, I could easily have shared the knowledge so gained with my neighbours. I would have enriched Gujarati, and who can say that I would not have with my habit of application and my inordinate love for the country and mother tongue, made a richer and greater contribution to the service of the masses?
I must not be understood to decry English or its noble literature. The columns of the Harijan are sufficient evidence of my love of English. But the nobility of its literature cannot avail the Indian nation any more than the temperate climate or the scenery of England can avail her. India has to flourish in her own climate and scenery and her own literature, even though all the three may be inferior to the English climate, scenery and literature. We and our children must build on our own heritage. If we borrow another, we impoverish our own. We can never grow on foreign victuals. I want the nation to have the treasures contained in that language, for that matter in other languages of the world, through its own vernaculars. I do not need to learn Bengali in order to know the beauties of Rabindranath's matchless productions. I get them through good translations. Gujarati boys and girls do not need to learn Russian to appreciate Tolstoy's short stories. They learn them through good translations. It is the boast of Englishmen that the best of the world's literary output is in the hands of that nation in simple English inside of a week of its publication. Why need I learn English to get at the best of what Shakespeare and Milton thought and wrote?
It would be good economy to set apart a class of students whose business would be to learn the best of what is to be learnt in the different languages of the world and give the translation in the vernaculars. Our masters chose the wrong way for us, and habit has made the wrong appear as right....
Universities must be made self-supporting. The State should simply educate those whose services it would need. For all other branches of learning it should encourage private effort. The medium of instruction should be altered at once and at any cost, the provincial languages being given their rightful place. I would prefer temporary chaos in higher education to the criminal waste that is daily accumulating ....
Thus I claim that I am not an enemy of higher education. But I am an enemy of higher education as it is given in this country. Under my scheme there will be more and better libraries, more and better laboratories, more and better research institutes. Under it we should have an army of chemists, engineers and other experts who will be real servants of the nation, and answer the varied and growing requirements of a people who are becoming increasingly conscious of their rights and wants. And all these experts will speak, not a foreign tongue, but the language of the people. The knowledge gained by them will be the common property of the people. There will be truly original work instead of mere imitation. And the cost will be evenly and justly distributed. (SB, 261-66)
The Indian culture of our times is in the making. Many of us are striving to produce a blend of all the cultures which seem today to be in clash with one another. No culture can live, if it attempts to be exclusive. There is no suck thing as pure Aryan culture in existence today in India. Whether the Aryans were indigenous to India or were unwelcome intruders, does not interest me much. What does interest me is the fact that my remote ancestors blended with one another with the utmost freedom and we of the present generation are a result of that blend. Whether we are doing any good to the country of our birth and tile tiny globe which sustains us or whether we are a burden, the future alone will show. (SB, 266-67)
I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any. I would have our young men and women with literary tastes to learn as much of English and other world-languages as they like, and then expect them to give the benefits of their learning to India and to the world like a Bose, a Ray or the Poet himself. (Sir Jagdish Chandra Bose and Sir P. G. Ray were eminent Indian scientists; 'the Poet' refers to Rabindranath Tagore.) But I would not have a single Indian to forget, neglect or be ashamed of his mother tongue, or to feel that he or she cannot think or express the best thoughts in his or her own vernacular. Mine is not a religion of the prison-house. (SB, 267)
Music means rhythm, order. Its effect is electrical. It immediately soothes. Unfortunately like our shastras, music has been the prerogative of the few. It has never become nationalized in the modern sense. If I had any influence with volunteer boy scouts and Seva Samiti organizations, I would make compulsory a proper singing in company of national songs. And to that end I should have great musicians attending every Congress or conference and teaching mass music. (SB, 274)
In Pandit Khare's opinion, based upon wide experience, music should form part of the syllabus of primary education. I heartily endorse the proposition. The modulation of the voice is as necessary as the training of the hand. Physical drill, handicrafts, drawing and music should go hand in hand in order to draw the best out of the boys and girls and create in them a real interest in their tuition. (SB, 274)
The eyes, the ears and the tongue come before the hand. Reading comes before writing and drawing before tracing the letters of the alphabet. If this natural method is followed, the understanding of the children will have much better opportunity of development than when it is under check by beginning the children's training with the alphabet. (MM, 162)
Nothing can be farther from my thought than that we should become exclusive or erect barriers. But I do respectfully contend that an appreciation of other cultures can fitly follow, never precede, an appreciation and assimilation of our own....An academic grasp without practice behind it is like an embalmed corpse, perhaps lovely to look at but nothing to inspire or ennoble. My religion forbids me to belittle or disregard other cultures, as it insists under pain of civil suicide upon imbibing and living my own. (SB, 254)
The utterly false idea that intelligence can be developed only through book-reading should give place to the truth that the quickest development of the mind can be achieved by artisan's work being learnt in a scientific manner. True development of the mind commences immediately the apprentice is taught at every step why a particular manipulation of the hand or a tool is required. The problem of the unemployment of students can be solved without difficulty, if they will rank themselves among the common labourers. (SB, 256)
I am not sure that it is not better for the children to have much of the preliminary instruction imparted to them vocally. To impose on children of tender age a knowledge of the alphabet and the ability to read before they can gain general knowledge is to deprive them, whilst they are fresh, of the power of assimilating instruction by word of mouth. (SB, 256)
Literary training by itself adds not an inch to one's moral height and character-building is independent of literary training. (SB, 255)
I am a firm believer in the principle of free and compulsory primary education for India. I also hold that we shall realize this only by teaching the children a useful vocation and utilizing it as a means for cultivating their mental, physical and spiritual faculties. Let no one consider these economic calculations in connection with education as sordid or out of place. There is nothing essentially sordid about economic calculations. True economics never militates against the highest ethical standard, just as true ethics to be worth its name must, at the same time, be also good economics. (SB, 258)
I value education in the different sciences. Our children cannot have too much of chemistry and physics. (MM, 161)
I would develop in the child his hands, his brain and his soul. The hands have almost atrophied. The soul has been altogether ignored. (MM, 161)
As regards children's curiosity about the facts of life, we should tell them if we know, and admit our ignorance if we do not. If it is something that must not be told, we should check them and ask them not to put such questions even to anyone else. We must never put them off. They know more things than we imagine. If they do not know and if we refuse to tell them, they try to acquire the knowledge in a questionable manner. But if it has to be withheld from them, we must take such risk. (DM, 188)
A wise parent allows the children to make mistakes. It is good for them once in a while to burn their fingers. (MGP, I, 44)
We cannot properly control or conquer the sexual passion by turning a blind eye to it. I am, therefore, strongly in favour of teaching young boys and young girls the significance and right use of their generative organs. In my own way I have tried to impart this knowledge to young children of both sexes, for whose training I was responsible. But the sex education that I stand for must have for its object the conquest and sublimation of the sex passion. Such education should automatically serve to bring home to children the essential distinction between man and brute, to make them realize that it is man's privilege and pride to be gifted with the faculties of head and heart both, that he is a thinking no less than a feeling animal, and to renounce the sovereignty of reason over the blind instinct is, therefore, to renounce a man's estate. In man, reason quickens and guides the feeling, in brute the soul lies ever dormant. To awaken the heart is to awaken the dormant soul, to awaken reason and to inculcate discrimination between good and evil. Today, our entire environment―our reading, our thinking, and our social behavior―is generally calculated to subserve and cater for the sex urge. To break through its coils is no easy task. But it is a task worthy of our highest endeavour. (MT, IV, 76)