THE NEED FOR NATIONAL EDUCATION
BY BAL GANGADHAR
TILAK
(Extract from the
Speech delivered in 1908, delivered in Marathi, translated into English by unknown)
I shall speak here
this evening on National Education. We are not accustomed to this term and
hence this explanation. To be able to read and write alone is not education. These
are simply the means of its attainment. That which gives us the knowledge of the
experiences of our ancestors is called education. It may however be
through book or through anything else. Every business needs education and every
man has thus to give it to his children. There is no business indeed which does
not require education. Our industries have been taken away by other people, but
we do not know it. A potter knows how to shape a pot of china-clay but does not know what
this clay is made of, hence his industry is lost. Similarly is the
necessity of Religious Education. How can a person be proud of his religion if
he is ignorant of it? The want of religious education is one of
the causes that have brought the missionary influence all over our country.
We do not think of it until very lately, whether we get the right sort of
education or not. The tradesman who are present here this evening send their
sons very reluctantly to school and some of them do not send at all. Because,
they do not get the education they need. Besides their sons educated in the present
day system turn out fashionable. They wish to become clerks. They feel
ashamed to sit on the “gaddi” where
their forefathers earned the whole of their estate. It has become now almost
clear that it is not the fault on our part that even after getting so much
education we remain unable to satisfy our bare necessities. But, the fault goes
direct to the education that we receive. Naturally therefore the question as to
how to reform the present system of education stood before us. If the
educational department had been under our control, we could have effected in it
any necessary changes immediately. At first we asked the Government to transfer
it to our control – the selection of text books for the schools. We feel the
necessity of such education which will prepare us to be good citizens. However,
we are not given such education as may inspire patriotic sentiments amongst us.
In America, the Proclamation of Independence is taught in V or VI classes. In
this way they train their children in politics. Some eighty or ninety years
ago, the industries of German declined on account of rivalry between England
and that Country. But the German Govt., at once started scientific and
mechanical education in that country. In this way Germany became so powerful in
commerce she has now become an object of dread to other countries. Properly
speaking these things ought to be done by Govt. by itself. But, the commercial
interests stop the country from doing. We have come to conclusion that for
proper education national schools must be started on all sides. We must start
our own schools for this kind of education. We must begin our work selflessly.
Such efforts are being made all over the country. Money is greatly needed for
this work. I am sure, if you realise the necessity and importance of this
subject you would encourage the organizers generously. So far I have told you about the
subject. Now, I turn to tell you what we shall do in the schools of National
Education.
Of
the many things that we will do, therefore religious education will first and
foremost engage our attention. Secular education only is not enough to build
our character. Religious education is necessary because the study of high
principles keeps us away from evil pursuits. Religion reveals to us the form of
Almighty. Says our religion – “that a man by virtue of his action can
become even a God.” When we can become Gods even by virtue of our
action why may we not become wise and active by means of our action like the
Europeans? Some say Religion begets quarrel. But I ask, “Where is it written in religion
to pick up quarrels?” If there is any world that advocates toleration
of other religious beliefs and instructs one to stick to one’s own religion, it
is the religion of Hindus alone. Hinduism to the Hindus, Islamism to the
Musalman’s will be taught in these schools. And it will also be taught there to
forgive and forget the differences of other religions.
The
Second thing that we will do, will be to lighten the load of the study of
foreign languages. Inspite of long stay in India, no European can speak for a
couple of hours fluent Marathi, while our Graduates are required as a rule to
obtain proficiency in the English Language. One who speaks and writes good English,
is said in these days, to have been educated. But, the mere knowledge of the language
is no true education. Such a compulsion for the study of foreign languages does
not exist anywhere except in India. We spend twenty or twenty five years for
the education which we can easily obtain in seven or eight years if we get it
through the medium of vernaculars. We cannot help learning English; but there
is no reason why its study should be made compulsory. Under the Mahomedan rule
we were required to learn Persian but we were not compelled to study it. To
save unnecessary waste of time we have proposed to give education through our
own vernaculars.
Industrial Education will be the third
factor. In no school this education is given. It will be given in these
schools. During the whole of this century, we have not known how a match is
prepared. In Sholapur matches are manufactured from straw and straw is found
abundantly in our country. If therefore this industry is taken into our hands
the importation of matches will largely decrease in India. It is the same with
the sugar industry. We can produce here as good sugar cane as is found in Mauritius.
It is seen by scientific experiments that the sugarcane found in the suburbs of
Poona can produce as much sugar as is found in the sugarcane of Mauritius. Six
crores of rupees are drained out every year from this country only for sugar.
Why should this be? Well can we not get sugar cane? Or, the machinery necessary
for its manufacture? The reason is that we do not get the necessary education
in this industry. It is not so in Germany. The Department of Industry
investigates there as to which industry is decaying and if by chance there be
any in a decaying state substantial support at ones comes forth from the
Government for reviving it. The British Govt do the same thing in England. But,
the British Govt does not do it here in India. It may be a mistake or the Govt
may be doing it knowingly but it is clear that we must not sit silent if the
Govt is not doing it. We are intending to start a large mechanical and
scientific laboratory for this purpose. Sugar produces “Rab” and from “Rab” is
extracted liquor, but the Govt does not permit this extraction. Hence we cannot
get here cheap sugar. Mauritius imports to this country twenty thousand tons of
sugar every year. All this is due to the policy of the Government, but, we do
not know it. The Govt (British) will be obliged to change it if we put pressure
upon it. We have come to learn these things not earlier than 25 year after
leaving the College. Our Young men should know them in their prime of life.
Education in politics will be the fourth
factor. We are not taught this subject in the Government (British) Schools. The
student must understand that the Queen’s Proclamation is the foundation of our
rights. The British Govt is trying to shut our young men from these things. What
has been proved by our Grand Old Man – Dadabhoy Naoroji, after a ceaseless
exertion for over 50 years, should be understood by the students in their
youth. Every year some 30 or 40 crores of rupees are drained out of India
without any return. We have therefore, fallen to a wretched state of poverty. As
the dawn of the Sun cannot be stopped so it is with this. Our poverty has not
yet reached the Zenith. If no one man can improve the standards of Indians
here, let us do it unitedly for we are 30 crores of people. To fear
difficulties is to lose manliness. Difficulties do us immense good. They
inspire in us courage and prepares us to bear them manly. A Nation cannot
progress if it meets no difficulties in the way. We do not get this sort of
education for want of self-government. We should not therefore await the coming
of these rights, but we must get up and begin to work.
Discussion
on the Speech by the Blogger:
The speech given by
Sri Bal Gangadhar Tilak in the year 1908 is highly relevant in the current
times as well. Tilak was particular about National Education to attain Swaraj.
But, having achieved Independence in the year 1947 and for almost 73 years
passed by, yet the spirit of “Swarajya” as coined by Bal Gangadhar Tilak is so
far from its reach. The practical ideas of National Education could not be
achieved during British rule. This is because, British administration does not
want the natives to realize their greatness and fight for their rights under
British leadership. Yet, after we achieved Independence, still India is unable
to remove the hurdles for achieving the spirit of “Swarajya”. In the following
lines, the blogger highlights those points that Tilak expressed and their
relevance to Millennial Generations.
In the introductory lines, Tilak said - That which gives us the knowledge of the experiences of our ancestors is called education. Tilak was trying to revive the forgotten past of Indigenous system of Education that India was proud of. When Tilak mentioned ancestors experiences, he means those Indians starting from Great lineage of Rishi Order. The Rishis (also called Seer), could contemplate on the absolute “Truth”, the Supra Energy that brought out this Universe of Universes in order. Tilak was referring to achieve that state of mind wherein Indians who are natural heirs to the great Rishi lineage can achieve such kind of contemplation through a process of “Yoga”. Yoga is one of the 6 Schools of Vedic Philosophy. The other 5 are – Nyaya – the school of logic, founded by Gautama Rishi, Vaisesika – the atomist school, founded by Kanada Rishi, Samkhya – the enumeration school, founded by Kapila Acharya, Mimamsa – the tradition of Vedic exegesis, founded by Jaimini Rishi and Vedanta – the Upanisadic tradition, founded by Rishi Veda Vyas. The school of Yoga, was founded by Rishi Patanjali. Students in the inital years may not gain the depths of the truth from the 6 schools of philosophy. The Education to reach the highest knowledge can begin by teaching school children the moral, ethical values through “Story telling”. The Hindu Scriptures contain Puranas such as Ramayana, Mahabharata and Bhagavatam. These puranas have profound moral, ethical and intellectual values that an individual or society or the country should learn to raise to the highest form of living. Only when a student could grasp the essence of truth through stories, then slowly, the higher levels of truth are introduced by the Guru/School. Tilak believes that, National Education has to be revived to recall the lost glory of India. Indians should once again be exposed and at certain times be experienced about indigenous education. Only then faith in our own system of living will foster among Indians. The 6 Schools of Education provided a strong base for furthering our metaphysical interests and allowing us to gain practical solutions.
Vedanga Jyotisha, India’s most ancient extant scientific text (dated to about 1400 BCE) spells out the notion of calendar, seasons, equinoxes and solstices and discusses the 27 nakshatras or lunar mansions; a little later, the Shulba Sutras describe elaborate geometrical constructions of Vedic fire altars, spell out the so called “Pythagorean theorem” and yield precise values for the square roots of 2 or 3.
·
The Vaisheshika Sutras indulge in bold
speculations on time and space and are the first Indian texts to discuss the
concept of atoms.
·
The term “infinity” was introduced by
the great mathematician Brahma gupta as “khachheda”.
·
The velocity of light was figured out
by an Indian called “Sayana”. As far as we know it was measured for the first
time by the Danish astronomer Ole Roemer in 1675, with an error of about 25 per
cent, and more precisely in the 19th century. But, there is a
curious comment by the 14th century Vedic Commentator Sayana on a
hymn of the Rig-Veda addressed to Surya, the Sun-God.
“Thus it is remembered: O
Surya, you who traverse 2,202 yojanas in half a nimesha.”
In much of the ancient literature, the
yojana is equated to 8000 human heights, or 13.6 km taking an average height of
1.70 m ( there are variants for the yojana’s value, but this is the most
common). And the nimesha’s value is generally 16/75th of a second.
With these values, Sayana’s statement yields a speed of 280,755 km/s,
remarkable close to the known velocity of light (229, 792 km/s, thus some 6 per
cent too small).
(Source: Indian Culuture and India's Future by Michel Danino)
To quote Rawlinson, “It
is more likely Pythagoras was influenced by India than by Egypt. Almost all the
theories, religious, philosophical, and mathematical, taught by the
Pythagoreans, were known in India in the 6th Century BC.
·
What not Indians did not touch upon?
Be it Art and Architecture or Governance or Science or Medicine or Technology
or Craft or Language everything and anything was learned and applied at the
highest level. Hence, an assumption that Indian Religious texts indicate
dogmatic rituals and idol worship is highly mis-interpreted with ignorance or
foolishness.
This is the highest
form of education that Tilak wants to revive through National Education by
relating to the country’s needs and aspirations.
At
some point later, Tilak mentions – “A potter
knows how to shape a pot of china-clay but does not know what this clay is made
of, hence his industry is lost.” What does he mean by
this? Does he want every worker to know the technicalities of the job? For
example, a Car Servicing person doesn’t require him to learn about “Thermodynamics”.
He needs a pipe full of water, detergent and cloth to dry it. This kind of
opinion underestimates the vision of Tilak. According to Tilak, every country
should have the knowledge of its own resources – physical and material. The
Education Sector can play a major role in studying, investigating and offering
reports on the raw materials, the process and the technical know-how to bring
the final product to market requirements. Basing on the research conducted by
the academic institutions, a feasibility report can be prepared and offered to
the Govt for establishing a Small Scale Unit that will help the worker at a
micro level to work proudly in an institutional set up. Not only, he gets a
wage, but he will also be compensated on his invaluable services through health
insurance or subsidised loans for personal needs. Let me give you a live
account of market situation in the year 2020. We scarcely see any Cobbler on
the payments. We used to see earlier, sitting under a tree or under umbrellas. What
happened to them? Where did they go? What are they doing now? A typical cobbler
not only can he mend a shoe but he can as well design a shoe. During my
childhood, I am aware that most of my friends went to a cobbler not just to
repair our chappals but also to customize a shoe that exactly fits our feet
dynamics. But, today, we have to buy shoes imported from foreign countries. If
the design is good, the cost has to be compromised. But if the cost is affordable,
the design or fit is compromised. Finally, we purchase a shoe or a chappal at
the mercy of the company and not exactly as per our psychological needs. This
situation could be avoided by arranging all the cobblers a common platform
under a roof. You can call the roof a small scale unit. The cobblers need not
be academically qualified, but, rather, they can be trained to the needs of
footwear industry. The cobblers basing on their efficiency can also be trained
in stitching bags, belts and other areas where their expertise can be
complemented. Autonomy can be given to the cobblers to execute their designs
and paid on the basis of their innovation. In doing so, a small scale unit can
become capable of exporting their products to foreign countries, thereby
generating source of revenue to the country. However, the sad part is, the efficient
cobblers lost motivation towards design as there are no customers for them.
They have to turn themselves to less skilled jobs where the physical activity
is much exploited than nurturing their mental abilities. This is exactly the
idea of Bal Gangadhar Tilak. “Swarjya” doesn’t only mean Independence from
British, but, a Freedom to be “Ourselves”. To respond to our own needs and
develop a robust economy to cater to the needs of other countries also.
In another context, Tilak says – “The want of religious education is one of the causes that have brought the missionary influence all over our country.” Before Tilak could speak this to Indian public, much earlier, Swamy Vivekananda, while addressing at Chicago said that India doesn’t require Religion. In his words – “We have enough religions in our Country”. When he said that, he was mentioning about the religious diversity in India. In India, we not only have Hindus, we have Muslims, Christians, Sikhs, Jains, Buddhists etc. None of the religions are asking for more number in their community but are seeking harmony and brotherhood between the religious communities. Similarly, Tilak wants a National Education that consists of educating Hindus the essence of their Hindutva. He also made a point that, Muslims should also be taught about Islam. Especially for Hindus (as the civilization started alongside Sindhu River), he laid stress on educating why they are Hindus, What it means to be a Hindu and how Hindus can play an important role in fostering a healthy culture for mutual co-existence with other religions. Tilak opines that in such schools where religious education is imparted past differences should be ignored and mutual cooperation and patriotism towards the country should be fostered. When British started ruling India, English language was introduced to disturb the rich fabric of vernacular languages of India. Education doesn’t mean to learn English but to learn to live happily. British not only introduced their language, but also tried to substitute their religion to ours. They invited historians to India to study the Indian culture. British wants a white guy to speak about religious texts of the natives authoritatively and capture the natives attention and confidence. While it surprises the natives, many of them might also follow the white guy as he speaks their language and culture. Once, a group of (British) people could gain the confidence of the natives, it becomes easy for the British Administration to persuade them and change their belief system. That’s how, in the current times Missionaries operate in India. In the name of philanthropic activities, the missionaries visit India and target those individuals or groups who are vulnerable to sustain their own Dharma. By offering incentives or blaming the native Gods for their pathetic situation, the below poverty line people succumb to conversion. If missionaries are interested in conversion, why can’t they indulge in a Dharmic Debate with Hindu Philosophers. In the ancient India, several kings allowed secular debates in the court. The debate was healthy not to criticize the weakness of other religions, but, to bring out the essence of religions in improving the standards of life of an individual, society and the kingdom. Some missionaries complain that when the local Govt doesn’t care for the weak and downtrodden, it is they who come to the rescue and uplift the weaker section lives. But, in this case, Yes! I agree that given the country’s population, touching the lives of every single person below the poverty line is impossible due to selfishness by politicians from Gross to Local levels. Taking this as an excuse, there is no need for missionaries to convert the individual religion. If the goal is to uplift the weaker sections of the society, then join hands with the govt and create systems at the grass root level. But, there is no need for the innocent in the want of meeting their both ends, succumb to conversions. The solution to improve the weaker section lies in the public and not just limited to Govt and Foreign Institutions. It is the responsibility of the people in the society to turn to weaker sections and offer them the necessaries of life. If people of society don’t care for other less privileged then over a period of time, we can witness drastic division of society between haves and have not’s. There are chances when the majority of have not’s take law in their own hands and turn violent against haves. Hence, Tilak strongly advocates a National Education that contains deep rooted values of Hindu religion. As we know from our ancient texts, the everyday prayers naturally contain a request to Isvara – “Loka Samastha Sukhino Bhavantu”. Which means, “The entire beings of Earth should live safely and happily”. The prayer doesn’t reflect Hindus interests only only but, all the people who are part of the Sindhu land and also elsewhere and other living beings also. The religion of Hindu also offers prayers not just for Gods, but also to Mother Nature. Hindus regard all the rivers to be sacred. Infact, this is universal truth that, there is no life without water. Hence, offering prayers to river indicates respecting its nature. People complain that Hindus pollute water by sinking and offering food material in the rivers. Let’s keep the rituals aside. How much of Industrial Pollutants are entering the rivers and disturbing the aqua-culture? No doubt, Govt is blamed for giving licenses for private organizations to their business irresponsibly. But, there are many cases where Govt has come down when the public got united to act against those organizations which are polluting the bio-diversity. If at a Unit level, we do not keep our things clean, we cannot think of criticizing the Govt for its faults. As the saying goes – “Charity begins at Home”. In the current situation, all the governments from different countries are managing to sustain their economies. In fact, the big business houses’ drives the economy. Govt has very negligible control. Hence, if we have to change the system, the change should start from our thinking patterns. The basic unit of thought – that What is the Purpose of Life? For whose sake are we working, should be learned at the subtle level. The attitude of a young Indian should change when he meets the industry. He should think of working in an Industry if he thinks that the industry serves the needs of the society. If not, he should think of working on his ideas that will help address the problems of the society. Slowly, this momentum will transform as a movement that will realize in Swarajyam as dreamt by Bal Gangadhar Tilak. To conclude, if the religion doesn’t teach us the essence of life and truth and if the sacred texts doesn’t not help in realizing the ultimate goal in our every day walk of life, then we need to doubt the texts which are binding or conditioning our lives for want of nothing.
In the
words of German Philosopher Arthur Schopenhauer – “The Indian air surrounds us, the
original thoughts of kindred spirits.....And O! how the mind is here washed
clean of all its early ingrafted Jewish superstition! It is the most profitable
and most elevating reading which is possible in the world."
Schopenhauer was in search of a "philosophy which should be at once ethics and metaphysics." India did not disappoint him. He found it in the Upanisadhic "tat twam asi", "that thou art".
"From every sentence (of the Upanishads) deep, original and sublime thoughts arise, and the whole is pervaded by a high and holy and earnest spirit...."In the whole world there is no study so beneficial and so elevating as that of the Upanishads. They are destined sooner or later to become the faith of the people."
Schopenhauer, who was in the habit, before going to bed, of
performing his devotions from the pages of the Upanishads, regarded them as:
"It has been the
solace of my life -- it will be the solace of my death."
(Source: The Discovery of
India - By Jawaharlal Nehru Oxford University Press. 1995. pg 92 and The Upanishads Translated for the Modern Reader By Eknath Easwaran Nilgiri Press. 1987 p. 300 and Outlines of
Hinduism - By T. M. P. Mahadevan - p.30)
The U.S Philosopher
and Poet Ralph Waldo Emerson, it was the Gita, he had a similar impact –
Emerson, talking of the Upanishads and
the Vedas, said that having read them, he could not put them away. "They haunt me. In them I have found eternal
compensation, unfathomable power, unbroken peace."
(Source: The Commemorative
Sanskrit Souvenir 2003 of the Bharatiya Vidya Bhavan p.
28).
"When Confucius and the Indian Scriptures were made known, no
claim to monopoly of ethical wisdom could be thought of" Emerson joyfully
proclaimed. "It is only within this century (the 1800's) that England and
America discovered that their nursery tales were old German and Scandinavian
stories; and now it appears that they came from India, and are therefore the
property of all the nations."
(Source: Hinduism Today -
April/May/June 2004 issue p 59).
Mark Twain, one of
the most widely loved celebrated American Writers wrote –
"So
far as I am able to judge, nothing has been left undone, either by man or nature,
to make India the most extraordinary country that the sun visits on his rounds.
Nothing seems to have been forgotten, nothing overlooked."
"Land of religions, cradle of human race, birthplace
of human speech, grandmother of legend, great grandmother of tradition. The
land that all men desire to see and having seen once even by a glimpse, would
not give that glimpse for the shows of the rest of the globe combined."
"India had the start of the whole world in
the beginning of things. She had the first civilization; she had the first
accumulation of material wealth; she was populous with deep thinkers and subtle
intellects; she had mines, and woods, and a fruitful soul."
(Source: Soul of a Nation -
The Hindustan Times).
France's greatest writers and philosophers, Francois
Marie Arouet Voltaire, said –
“We
have shown how much we (Europeans) surpass the Indians in courage and
wickedness, and how inferior to them we are in wisdom. Our European nations
have mutually destroyed themselves in this land where we only go in search of
money, while the first Greeks travelled to the same land only to instruct
themselves."
Voltaire concluded, "I
am convinced that everything has come down to us from the banks of the
Ganga (Ganges), - astronomy, astrology,
metempsychosis, etc."
"It is
very important to note that some 2,500 years ago at the least Pythagoras went
from Samos to the Ganga (Ganges) to learn geometry...But he would certainly not
have undertaken such a strange journey had the reputation of the Brahmins'
science not been long established in Europe..."
(Source: The Invasion That Never Was - By
Michel Danino and Sujata Nahar p. 12 - 13 and 18 and
90 - 91).
To conclude, it’s
natural for the blogger, a staunch follower of Hindutva to speak great about
India and convince the readers. Anybody can do it as long as they are patriotic
to their Dharma. But, its difficult for someone from other faiths and regarded
as tallest personalities in their fields, praise Hindu Dharma. What kind of
intellectual exercise they would have undergone to know about Hindu Dharma which may
sometimes defer to their own faiths. Yet, when a genuine person irrespective of
religious background discovers truth in the text, he submits not to the text
but the Truth itself. In this case, Hindu Dharma was admiredaadmired highly by greatest personalities in the world. Hindu Dharma is not one persons or
community’s philosophy only. It is the collective wisdom of mankind. Everybody from
other religions can find truth as long as they have the natural inclination to
find so. Hence, Tilak in his address voices his opinion to have National
Education that preserves the Truth of the Land. Tilak is worried that the
younger generation may miss the treasures of wisdom from Hindu Dharma due to
fashionable education that Europe is trying to influence. Let’s hope and pray that
the sincere prayers of Rishis, National Freedom Fighters such as – Tilak,
Aurobindo, Rabindranath Tagore and the likes are answered by Almighty and the
great glory of India will once again springs back holding tightly to its roots.
I hope and pray Isvara that one day not far as I think, India becomes the moral
leader of the world directing the human mankind in reaching its purpose of
existence.
"Loka Samastha Sukhino Bhavantu"
Dr. B. Ravikanth
