Towards New Education

PART VIII : HIGHER EDUCATION

Students May Forgo Higher Education

When it is difficult for millions even to make the two ends meet, when millions are dying of starvation, it is monstrous to think of giving our relatives a costly education. Expansion of the mind will come from hard experience, not necessarily in the college or the school-room. When some of us deny ourselves and ours the so-called Higher Education, we shall find the true means of giving and receiving a really Higher Education. Is there not, may there not be, a way of each boy paying for his own education ? There may be no such a way. Whether there is or there is not such a way is irrelevant. But there is no doubt that when we deny ourselves the way of expensive education, seeing that aspiration after Higher Education is a laudable end, we shall find out a way of fulfilling it more in accord with our surroundings. The golden rule to apply in all such cases is resolutely to refuse to have what millions cannot. This ability to refuse will not descend upon us all of a sudden. The first thing is to cultivate the mental attitude that will not have possessions or facilities denied to millions, and the next immediate thing is to re-arrange our lives as fast as possible in accordance with that mentality.

Young India, 24-6-1926

Self-study
It is a gross superstition to suppose that knowledge can be obtained only by going to schools and colleges. The world produced brilliant students before schools and colleges came into being. There is nothing so ennobling or lasting as self-study. Schools and colleges make most of us mere receptacles for holding the superfluities of knowledge. Wheat is left out and mere husk is taken in. I do not wish to decry schools and colleges as such. They have their use. But we are making altogether too much of them. They are but one of the many means of gaining knowledge.

Young India, 25-5-''31

A Student's Difficulty
A student asks : "What should a matriculate or an under-graduate who is unfortunately father of two or three children do in order to produce a living wage, and what should he do when he is forced to marry against his will and before even the age of twenty-five?"
The simplest answer that occurs to me is that a student who does not know to support his wife or children or who marries against his will has studied to no purpose. But that is past history for him. The perplexed student deserves a helpful answer. He does not say what his requirement is. If he does not pitch it high because he is a matriculate and will put himself in level with an ordinary labourer, he should have no difficulty in earning a livelihood. His intelligence should help his hands and feet and enable him to do better than the labourer who has had no opportunity of developing his intelligence. This is not to say that the labourer who has never learnt English is devoid of intelligence. Unfortunately labour has never been helped to develop the mind, and those who pass through schools do have their minds opened even though under a handicap not to be found in any part of the world. Even this mental equipment is counterbalanced by false notions of dignity inculcated during school and college days. And so students think that they can earn their living only at the desk. The inquirer has therefore to realize the dignity of labour and seek the maintenance of himself and his family in that field.
And there is no reason why his wife should not add to the family income by utilizing her spare hours. Similarly if the children are at all able to do any work, they too should be in spanned for productive work. 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 the 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.

Harijan, 9-1-1937

Foreign Studies
I have never been an advocate of our students going abroad. My experience tells me that such, on return, find themselves to be square pegs in round holes. That experience is the richest and contributes most to growth which springs from the soil.

Harijan, 8-9-1946

Students and Politics
If there is one compact students' organization. It can become a mighty instrument of service. Their objective can only be one : Never for the purpose of finding a lucrative career but fitting themselves for the service of the motherland. If they were to do so, their knowledge would attain a great height. Agitation is only for those who have completed their studies. While studying , the only occupation of students must be to increase their knowledge. The education, as it is prescribed today, is detrimental, conceived in terms of the masses of India. It is possible to show that the present education has been of some use to the country. I regard it as negligible. Let no one be deceived by it. The acid test of its usefulness is this: Does it make, as it should, an effective contribution to the production of food and clothing? What part does the student world play in allaying the present senseless slaughter ? All education in a country has got to be demonstrably in promotion of the progress of the country in which it is given. Who will deny that education in India has not served that purpose ? Hence, one purpose of the organization should be to discover the defects of the present education and seek to remove them, so far as possible in their own persons. By their correct conduct they will be able to convert to their view the heads of education. If they do so, they will never be entangled in party politics. In the revised scheme, constructive and creative programme will naturally have its due place. Indirectly, their action will keep the politics of the country free of the spirit of exploitation.
What I said in the matter of students' education at the time of the country's battle for freedom is evidently forgotten. I did not invite the students to devote themselves to politics whilst they were in schools and colleges. I had inculcated non-violent non-co-operation. I had suggested that they should empty these educational institutions and throw themselves in the battle for freedom. I had encouraged national universities and national schools and colleges.

Harijan, 7-9-1947

Political Parties and Students
Gandhiji referred to a letter by some students saying that the proposed students' strike on the 9th was being organized by the Communist students, not Congress students. Gandhiji said that while he congratulated the Congress students who had dissociated themselves from the proposed strike, he would reiterate what he had already said about such strikes, viz. that for students there should be no party politics. There should be no Socialist, Communist, Congress and other groups among students. They should be all students first and last determined to gather as much knowledge as possible and that for the sake of the service of the people, not for the sake of getting jobs.

Harijan, 18-1-1948