§ 3
India’s economic life must first be freed from foreign domination. But the next step is to liberate the mind, create a real, independent Indian spirit. Gandhi wants his people to shake off the yoke of European culture, and one of his proudest achievements is the laying of the groundwork of a truly Indian education.
Under English rule the smoldering embers of Asiatic culture had lain dormant in various colleges and universities. For more than forty-five years Aligarh had remained a Hindu-Mussulman university, a center of Islamic culture in India. Khalsa College was the center of Sikh culture, while the Hindus had the University of Benares. But these institutions, more or less antiquated, were dependent on the Government, which subventioned them, and Gandhi longed to see them replaced by purer hearths of Asiatic culture. In November, 1920, he founded the national University of Gujarat at Ahmedabad. Its ideal was that of a united India. The Dharma of the Hindus and the Islam of the Mohammedans were its two religious pillars. Its object was to preserve the dialects of India and to use them as sources of national regeneration.78 Gandhi felt, with full justice, that a “systematic study of Asiatic culture is no less essential than the study of Western sciences. The vast treasures of Sanskrit and Arabic, Persian and Pali and Magadhi, have to be ransacked to discover wherein lies the source of strength for the nation. The ideal is not merely to feed on or repeat the ancient cultures, but to build a new culture based on the traditions of the past and enriched by the experiences of later times. The ideal is a synthesis of the different cultures that have to come to stay in India, that have influenced Indian life, and that, in their turn, have themselves been influenced by the spirit of the soil. This synthesis will naturally be of the Swadeshi type, where each culture is assured its legitimate place, and not of the American pattern, where one dominant culture absorbs the rest and where the aim is not toward harmony, but toward an artificial and forced unity.” All Indian religions were to be taught. The Hindus were to have an opportunity of studying the Koran and the Mussulmans the Shastras. The national university excludes nothing except a spirit of exclusion. It believes that there is nothing “untouchable” in humanity. Hindustani is made compulsory, because it is the national blend of Sanskrit, Hindi, and Persianized Urdu.79 A spirit of independence was to be fostered, not only by the methods of study, but by a careful vocational training.
Gandhi hopes to organize, gradually, higher schools that will spread education broadcast throughout the towns and “filter it down to the masses, so that... ere long the suicidal cleavage between the educated and the uneducated will be bridged. And as an effect of giving an industrial education to the genteel folks and a literary education to the industrial classes, the unequal distribution of wealth and social discontent will be considerably checked.”
In opposition to European educational methods, which neglect manual proficiency and develop the brain only, Gandhi wants manual work to he part of the curriculum of all the schools from the lowest grades up. He believes it would be excellent for children to pay for their tuition by a certain amount of spinning. In this way they would learn to earn their living and become independent. As for education of the heart, which Europe neglects absolutely, Gandhi would have stress laid upon it from the very first. But before the pupils can be properly trained, the right sort of teachers must be provided.
The object of the higher institutions which Gandhi seems to look upon as the keystones of the new education is to train teachers. These institutions will be more than schools or colleges; they might rather be called convents, where the sacred fire of India will be concentrated in order afterward to radiate throughout the world, just as in former days great religious pioneers radiated from the Benedictine monasteries in the West, conquering souls and territory.
The rules which Gandhi prescribes for the school of Satyagrah Ashram,80 or place of discipline, at Ahmedabad, his model institution, concern the teachers more than the pupils, and bind the former by monastic vows. Whereas these vows in ordinary religious orders have a purely negative character, here they throb with an active spirit of sacrifice and with the pure love that inspires the saints. The teachers are bound by the following vows:
1. The vow of truth. It is not enough not to resort ordinarily to untruth. No deception may be practised even for the good of the country. Truth may require opposition to parents and elders.
2. The vow of Ahimsa (non-killing). It is not enough not to take the life of any living being. One may not even hurt those whom he believes to be unjust; he may not be angry with them, he must love them. Oppose tyranny but never hurt the tyrant. Conquer him by love. Suffer punishment even unto death for disobeying his will.
3. The vow of celibacy. Without it the two foregoing are almost impossible to observe. It is not enough not to look upon woman with a lustful eye. Animal passions must be controlled, so that they will not be moved even in thought. If a man is married, he will consider his wife a lifelong friend and establish with her the relationship of perfect purity.
4. The control of the palate. Regulate and purify the diet. Leave off such foods as may tend to stimulate animal passions or are otherwise unnecessary.
5. The vow of non-stealing. It is not enough not to steal what is commonly considered other men’s property. It is theft if we use articles which we do not really need. Nature provides us from day to day just enough and no more for our daily needs.
6. The vow of non-possession. It is not enough not to possess and not to keep much, but it is necessary not to keep anything which may not be absolutely necessary for our bodily wants. Think constantly of simplifying life.
To these main vows are added a few secondary rules:
1. Swadeshi. Use no articles about which there is a possibility of deception. Do not use manufactured articles. Laborers suffer much in mills, and manufactured articles are products of misery exploited. Foreign goods and goods made by complicated machinery should be tabooed by a votary of Ahimsa. Use simple clothes, made simply in India.
2. Fearlessness. He who is acted upon by fear cannot follow truth or Ahimsa. He must be free from the fear of kings, people, caste, families, thieves, robbers, ferocious animals, and death. A truly fearless man will defend himself against others by truth-force or soul-force.
Once established the main points of this iron foundation, Gandhi refers rapidly to the other requirements, of which the two most remarkable are that the teachers must set the example of performing bodily labor, preferably agricultural work, and that they must know the principal Indian tongues.
As for the pupils, who can enter the Ashram from the age of four up (students will be admitted at any age), they must remain in the Ashram for the whole course of studies, which lasts about ten years. The children are separated from their parents and families. The parents renounce all authority over them. The children never visit their parents. The pupils wear simple clothes, eat simple food of a strictly vegetarian nature, have no holidays in the ordinary sense of the word, though once a week they are allowed a day and a half in which to do individual creative work. Three months of the year are spent in traveling on foot through India. All pupils must study the Hindi and Dravidian dialects. As a second language, they must learn English, and they must also familiarize themselves with the characters of the five Indian languages (Urdu, Bengali, Tamil, Telugu, and Davanagri). They are taught, in their own dialect, history, geography, mathematics, economics, and Sanskrit. At the same time they are taught agriculture and spinning and weaving. It goes without saying that a religious atmosphere pervades the whole education. When they have completed their studies, the pupils are allowed to choose between taking the vows, like their teachers, or leaving the school. The tuition is entirely free.
I have described Gandhi’s educational system rather fully because it shows the high spirituality of his action, and because he considers this system the mainspring of the whole movement. To build a New India, a new soul, strong and pure, must be wrought out of Indian elements. And this soul can only be developed by a sacred legion of apostles who, like those of Christ, will be as the salt of the earth. Gandhi, unlike our European revolutionaries, is not a maker of laws and ordinances. He is a builder of a new humanity.