34. EDUCATION OF CHILDREN :

 AN AUTOBIOGRAPHY:
THE STORY OF MY EXPERIMENTS WITH TRUTH
by Mohandas K. Gandhi

 Part-2.

When I landed at Durban in January 1897, I had three children with me, my sister's son ten years old, and my own sons nine and five years of age. Where was I to educate them ?

I could have sent them to the schools for European children, but only as a matter of favour and exception. No other Indian children were allowed to attend them. For these there were schools established by Christian missions, but I was not prepared to send my children there, as I did not like the education imparted in those schools. For one thing, the medium of instruction would be only English, or perhaps incorrect Tamil or Hindi; this too could only have been arranged with difficulty. I could not possibly put up with this and other disadvantages. In the meantime I was making my own attempt to teach them. But that was at best irregular, and I could not get hold of a suitable Gujarati teacher.

I was at my wits' end. I advertised for an English teacher who should teach the children under my direction. Some regular instruction was to be given them by this teacher, and for the rest they should be satisfied with what little I could give them irregularly. So I engaged an English governess on 7 pounds a month. This went on for some time, but not to my satisfaction. The boys acquired some knowledge of Gujarati through my conversation and intercourse with them, which was strictly in the mother-tounge. I was loath to send them back to India, for I believed even then that young children should not be separated from their parents. The education that children naturally imbibe in a well-ordered household is impossible to obtain in hostels. I therefore kept my children with me. I did send my nephew and elder son to be educated at residential schools in India for a few months, but I soon had to recall them. Later, the eldest son, long after he had come of age, broke away from me, and went to India to join a High School in Ahmedabad. I have an impression that the nephew was satisfied with what I could give him. Unfortunately he died in the prime of youth after a brief illness. The other three of my sons have never been at a public school, though they did get some regular schooling in an improvised school which I started for the children of Satyagrahi parents in South Africa.

These experiments were all inadequate. I could not devote to the children all the time I had wanted to give them. My inability to give them enough attention and other unavoidable causes prevented me from providing them with the literary education I had desired, and all my sons have had complaints to make against me in this matter. Whenever they come across an M.A. or a B.A., or even a matriculate, they seem to feel the handicap of a want of school education.

Nevertheless I am of opinion that, if I had insisted on their being educated somehow at public schools, they would have been deprived of the training that can be had only at the school of experience, or from constant contact with the parents. I should never have been free, as I am today, from anxiety on their score, and the artificial education that they could have had in England or South Africa, torn from me, would never have taught them the simplicity and the spirit of service that they show in their lives today, while their artificial ways of living might have been a serious handicap in my public work. Therefore, though I have not been able to give them a literary education either to their or to my satisfaction, I am not quite sure, as I look back on my past years, that I have not done my duty by them to the best of my capacity. Nor do I regret not having sent them to public schools. I have always felt that the undesirable traits I see today in my eldest son are an echo of my own undisciplined and unformulated early life. I regard that time as a period of half-baked knowledge and indulgence. It coincided with the most impressionable years of my eldest son, and naturally he has refused to regard it as my time of indulgence and inexperience. He has on the contrary believed that that was the brightest period of my life, and the changes, effected later, have been due to delusion miscalled enlightenment. And well he might. Why should he not think that my earlier years represented a period of awakening, and the later years of radical change, years of delusion and egotism ? Often have I been confronted with various posers from friends : What harm had there been, if I had given my boys an academical education ? What right had I thus to clip their wings ? Why should I have come in the way of their taking degrees and choosing their own careers ?
I do not think that there is much point in these questions. I have come in contact with numerous students. I have tried myself or through others to impose my educational 'fads' on other children too and have seen the results thereof. There are within my knowledge a number of young men today contemporaneous with my sons. I do not think that man to man they are any better that my sons, or that my sons have much to learn from them.

But the ultimate result of my experiments is in the womb of the future. My object in discussing this subject here is that a student of the history of civilization may have some measure of the difference between disciplined home education and school education, and also the effect produced on children through changes introduced by parents in their lives. The purpose of this chapter is also to show the lengths to which a votary of truth is driven by his experiments with truth, as also to show the votary of liberty how many are the sacrifices demanded by that stern goddess. Had I been without a sense of self-respect and satisfied of myself with having for my children the education that other children could not get, I should have deprived them of the object-lesson in liberty and self-respect that I gave them at the cost of the literary training. And where a choice has to be made between liberty and learning, who will not say that the former has to be preferred a thousand times to the latter ?

The youths whom I called out in 1920 from those citadels of slavery -- their schools and colleges -- and whom I advised that it was far better to remain unlettered and break stones for the sake of liberty than to go in for a literary education in the chains of slaves will probably be able now to trace my advice to its source.

Next :35.(60-105 )SPIRIT OF SERVICE

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