48. Higher Education

I would revolutionize college education and relate it to national necessities. There would be degrees for mechanical and other engineers. They would be attached to the different industries which should pay for the training of the graduates they need. Thus the Tatas would be expected to run a college for training engineers under the supervisions of the State, the mill associations would run among them a college for training graduates whom they need.

Similarly for the other industries that may be named. Commerce will have its college. There remain arts, medicine and agriculture. Several private arts college are today self-supporting. The State would, therefore, cease to run its own. Medical colleges would be attached to certified hospitals. As they are popular among moneyed men they may be expected by voluntary contributions to support medical colleges. And agricultural colleges to be worthy of the name must be self-supporting. I have a painful experience of some agricultural graduates. Their knowledge is superficial. They lack practical experience. But if they had their apprenticeship on farms which are self-sustained and answer the requirement of the country, they would not have to gain experience after getting their degrees and at the expense of their employers.

Harijan, 31-7-'37

The State Universities should be purely examining bodies, self-supporting through the fees charged for examinations.

Universities will look after the whole of the field of education and will prepare and approve courses of studies in the various departments of education. No private school should be run without the previous sanction of the respective Universities. University charters should be given liberally to any body of persons of proved worth and integrity, it being always understood that the Universities will not cost the State anything except that it will bear the cost of running a Central Education Department.

Harijan, 2-10-'37

New Universities

There seems to be a mania for establishing new universities in the provinces. Gujarat wants one for Gujarati, Maharashtra for Marathi, Carnatic for Kannad, Orissa for Oriya, Assam for Assami and what not. I do believe that there should be such universities if these rich provincial languages and the people who speak them are to attain their full height.

At the same time I fear that we betray ourselves into undue haste in accomplishing the object. The first step should be linguistic political redistribution of provinces. Their separate administration will naturally lead to the establishment of universities where there are none.

There should be a proper background for new universities. They should have feeders in the shape of schools and colleges which will impart instruction through the medium of their respective provincial languages. Then only can there be a proper milieu. University is at the top. A majestic top can only be sustained if there is a sound foundation.

Though we are politically free, we are hardly free from the subtle domination of the West. I have nothing to say to that school of politicians who believe that knowledge can only come from the West. Nor do I subscribe to the belief that nothing good can come out of the West. I do fear, however, hat we are unable as yet to come to a correct decision in the matter. It is to be hoped that no one contends that because we seem to be politically free from foreign domination, the mere fact gives us freedom from the more subtle influence of the foreign language and foreign thought. Is it not wisdom, does not duty to the country dictate, that before we embark on new universities we should stop and fill our own lungs first with the ozone of our newly got buildings and treasures of gold and silver. What it does need most of all is the intelligent backing of public opinion. It should have a large reservoir of teaching to draw upon. Its founders should be far-seeing.

In my opinion it is not for a democratic State to find money for founding universities. If the people want them they will supply the funds. Universities so founded will adorn the country which they represent. Where administration is in foreign hands, whatever comes to the people comes from top and thus they become more and more dependent. Where it is broad-based on popular will, everything goes from bottom upward and hence it last. It is good-looking and strengthens the people. In such a democratic scheme money invested in the promotion of learning gives a tenfold return to the people even as a seed sown in good soil returns a luxuriant crop. Universities founded under foreign domination have run in the reverse direction. Any other result was perhaps impossible. Therefore, there is every reason for being cautious about founding new universities till India has digested the newly-acquired freedom.

Harijan, 2-11-'47

Adult Education

If I had charge of adult education, I should begin with opening the minds of the adult pupils to the greatness and vastness of their country. The villager's India is contained in his village. If he goes to another village, he talks of his own village as his home. Hindustan is for him a geographical term. We have no notion of the ignorance prevailing in the villages. The villagers know nothing of foreign rule and its evils....They do not know how to get rid of it. They do not know that the foreigner's presence is due to their own weaknesses and their ignorance of the power they possess to rid themselves of the foreign rule. My adult education means, therefore, first, true political education of the adult by word of mouth.... Side by side with the education by the mouth will be the literacy education. This is itself a specialty. Many methods are being tried in order to shorten the period of education.

Constructive Programme, pp.16-17

Mass illiteracy is India's sin and shame and must be liquidated. Of course, the literacy campaign must not begin and end with a knowledge of the alphabet. It must go hand in hand with the spread of useful knowledge. The dry knowledge to of the three R's is not even now, it can never be, a permanent part of the villager's life. They must have knowledge given to them which they must use daily. It must not be thrust upon them. They should have the appetite for it. What they have today is something they neither want nor appreciate. Give the villagers arithmetic, village geography, village history, and the literary knowledge that they must use daily, i.e. Reading and writing letters, etc. They will treasure such knowledge and pass on to the other stages. They have no use for books which give them nothing of daily use.

Harijan, 22-6-'40

Religious Education

...there is no doubt that the vast majority of students who pass through the Government educational institutions are devoid of any religious instruction....I know also that there is a school of thought which believes in only secular instruction being given in public schools. I know also that in a country like India, where there are most religions of the world represented and where there are so many denominations in the same religion; there must be difficulty about making provision for religious instruction. But if India is not to declare spiritual bankruptcy, religious instruction of its youth must be held to be at least as necessary as secular instruction. It is true, that knowledge of religious books is no equivalent of that of religion. But if we cannot have religion we must be satisfied with providing our boys and girls with what is next best. And whether there is such instruction given in the self-help about matters religious as about other. They may start their own class just as they have their debating and now spinners' clubs.

Young India, 25-8-'27

I do not believe that the State can concern itself or cope with religious education. I believe that religion education must be the sole concern of religious associations. Do not mix up religion and ethics. I believe that fundamental ethics is common to all religions. Teaching of fundamental ethics is undoubtedly a function of the state. By religion I have not in mind fundamental ethics but what goes by the name of denominationalism. We have suffered enough from State-aided religion and a State Church. A society or a group, which depends partly or wholly on State aid for the existence of its religion, does not deserve, or, better still, does not have any religion worth the name.

Harijan, 23-3-'47

A curriculum of religious instruction should include a study of the tenets of faiths other than one's own. For this purpose the students should be trained to cultivate the habit of understanding and appreciating the doctrines of various great religions of the world in a spirit of reverence and broad-minded tolerance. This if properly done would help to give them a spiritual assurance and a better appreciation of their own religion....There is one rule, however, which should always be kept in mind while studying all great religions and that is, that one should study them only through the writings of known votaries of the respective religions.

Young India, 6-12-'28


There seems to me to be no doubt that in the public schools the books used, especially for children, are for the most part useless when they are not harmful. That many of them are cleverly written cannot be denied. They might even be the best for the people and the environment for which they are written. But they are not written for Indian boys and girls, not for the Indian environment. When they are so written, they are generally undigested limitations hardly answering the wants of the scholar.

I have, therefore, come to the conclusion that books are required more for the teachers than for the taught. And every teacher, if he is to do full justice to his pupils will have to prepare the daily lesson from the material available to him. This, too, he will have to suit to the special requirement of his class. Real education has to draw out the best from the boys and girls to be educated. This can never be done by packing ill-assorted and unwanted information into the heads of the pupils. It becomes a dead weight crushing all originality in them and turning them into mere automata.

Harijan, 1-12-'33


I believe in the ancient idea of teachers teaching for the love of it and receiving the barest maintenance. The Roman Catholics have retained that idea and they are responsible for some of the best educational institutions in the world. The Rishis of old did even better. The made their pupils members of their families, but in those days that class of teaching which they imparted was not intended for the masses. They simply brought was not intended for the masses. They simply brought up a race of real teachers of mankind in India. The masses got their training in their homes and in their hereditary occupations. It was good enough ideal for those times. Circumstances have now changed. There is a general insistent demand for literacy training. The masses claim the same attention as the classes. How far it is possible and beneficial to mankind generally cannot be discussed here. There is nothing inherently wrong in the desire for learning. If it is directed in a healthy channel it can only do good. Without, therefore, stopping to devise means for avoiding the inevitable, we must make the best possible use of it. Thousand of teachers cannot be had for the asking, nor will they live by begging. They must have a salary guaranteed and we shall require quite an army of teachers; their remuneration cannot b in proportion to the intrinsic worth of their calling, but it will have to be in proportion to the capacity of the nation for payment. We may expect a steady rise as we realize the relative merits of the different callings. The rise must be painfully slow. There must therefore a rise class of men and women in India who will from patriotic motives choose teach in as a profession, irrespective of the material gain that it may bring them. Then the nation will not underrate the calling of the teacher. On the contrary, it will give the fist place in its affection to these self-sacrificing men and women. And so we come to this that as our Swaraj is possible largely by our own efforts, so is the teachers rise possible mainly by their own effort. They must bravely and patiently cut their way through to success.

Young India, 6-8-'25

Self-supporting Education

The suggestion has often been made...that in order to make education compulsory, or even available to every boy and girl wishing to receive education, our schools and colleges should become almost, if not wholly, self-supporting, not through donations or State aid or fees exacted from students, but through remunerative work done by the students themselves. This can only be done by making industrial training compulsory. Apart from the necessity which is daily being more and more recognized of students having and industrial training side by side with literacy training, there is in this country the additional necessity of pursuing industrial training in order to make education directly self-supporting. This can only be done when our students begin to recognize the dignity of labour an when the convention is established of regarding ignorance of manual occupation a mark of disgrace. In America, which is the richest country in the world and where, therefore, perhaps there is the least need for making education self-supporting, it is the most usual thing for students to pay their way wholly or partially... If America has to model her school and colleges so as to enable students to earn their scholastic expenses, how much more necessary it must be for our schools and colleges? Is it not far better that we find work for poor students than that we pauperize them by providing free studentships? It is impossible them by providing free studentships? It is impossible to exaggerate the harm we do to Indian Youth by filling their minds with the false notion that it is ungentlemanly to labour with one's hands and feet for one's livelihood or schooling. The harm done is moral and material, indeed much more moral than material. A freeship lies and should lie like a load upon a conscientious lad's mind throughout his whole life. No one likes to be reminded in after life that he had to depend upon charity for his education. Contrarily where is the person who will not recall with pride those days if the had the good fortune to have had them when he worked in a carpentry-shop or the like for the sake of educating himself-mind, body and soul?

Young India, 2-8-'28