Chapter 8
Woman has to be ready to suffer. She cannot allow her emotions to be dulled or polluted, for these are to create her life's atmosphere, apart from which her world would be dark and dead. This leaves her heart without any protection of insensibility, at the mercy of the hurts and insults of life. Women of India, like women everywhere, have their share of suffering, but it radiates through the ideal, and becomes, like sunlight, a creative force in their world. Our women know by heart the legends of the great women of the epic age--Savitri who by the power of love conquered death, and Sita who had no other reward for her life of sacrifice but the sacred majesty of sorrow. They know that it is their duty to make this life an image of the life eternal, and that love's mission truly performed has a spiritual meaning. It is a religious responsibility for them to live the life which is their own. For their activity is not for money-making, or organising power, or intellectually probing the mystery of existence, but for establishing and maintaining human relationships requiring the highest moral qualities. It is the consciousness of the spiritual character of their life's work, which lifts them above the utilitarian standard of the immediate and the passing, surrounds them with the dignity of the eternal, and transmutes their suffering and sorrow into a crown of light.
I must guard myself from the risk of a possible misunderstanding. The permanent significance of home is not in the narrowness of its enclosure, but in an eternal moral idea. It represents the truth of human relationship; it reveals loyalty and love for the personality of man. Let us take a wider view, in a perspective truer than can be found in its present conventional associations. With the discovery and development of agriculture there came a period of settled life in our history. The nomad ever moved on with his tents and cattle; he explored space and exploited its contents. The cultivator of land explored time in its immensity, for he had leisure. Comparatively secured from the uncertainty of his outer resources, he had the opportunity to deal with his moral resources in the realm of human truth. This is why agricultural civilisation, like that of India and China, is essentially a civilisation of human relationship, of the adjustment of mutual obligations. It is deep-rooted in the inner life of man. Its basis is co-operation and not competition. In other words, its principle is the principle of home, to which all its outer adventures are subordinated.
In the meanwhile, the nomadic life with its predatory instinct of exploitation has developed into a great civilisation. It is immensely proud and strong, killing leisure and pursuing opportunities. It minimises the claims of personal relationship and is jealously careful of its unhampered freedom for acquiring wealth and asserting its will upon others. Its burden is the burden of things, which grows heavier and more complex every day, disregarding the human and the spiritual. Its powerful pressure from all sides narrows the limits of home, the personal region of the human world. Thus, in this region of life, women are every day hustled out of their shelter for want of accommodation.
But such a state of things can never have the effect of changing woman into man. On the contrary, it will lead her to find her place in the unlimited range of society, and the Guardian Spirit of the personal in human nature will extend the ministry of woman over all developments of life. Habituated to deal with the world as a machine, man is multiplying his materials, banishing away his happiness and sacrificing love to comfort, which is an illusion. At last the present age has sent its cry to woman, asking her to come out from her segregation in order to restore the spiritual supremacy of all that is human in the world of humanity. She has been aroused to remember that womanliness is not chiefly decorative. It is like that vital health, which not only imparts the bloom of beauty to the body, but joy to the mind and perfection to life.
AN EASTERN UNIVERSITY
In the midst of much that is discouraging in the present state of the world, there is one symptom of vital promise. Asia is awakening. This great event, if it be but directed along the right lines, is full of hope, not only for Asia herself, but for the whole world.
On the other hand, it has to be admitted that the relationship of the West with the East, growing more and more complex and widespread for over two centuries, far from attaining its true fulfilment, has given rise to a universal spirit of conflict. The consequent strain and unrest have profoundly disturbed Asia, and antipathetic forces have been accumulating for years in the depth of the Eastern mind.
The meeting of the East and the West has remained incomplete, because the occasions of it have not been disinterested. The political and commercial adventures carried on by Western races--very often by force and against the interest and wishes of the countries they have dealt with--have created a moral alienation, which is deeply injurious to both parties. The perils threatened by this unnatural relationship have long been contemptuously ignored by the West. But the blind confidence of the strong in their apparent invincibility has often led them, from their dream of security, into terrible surprises of history.
It is not the fear of danger or loss to one people or another, however, which is most important. The demoralising influence of the constant estrangement between the two hemispheres, which affects the baser passions of man,--pride, greed and hypocrisy on the one hand; fear, suspiciousness and flattery on the other,--has been developing, and threatens us with a world-wide spiritual disaster.
The time has come when we must use all our wisdom to understand the situation, and to control it, with a stronger trust in moral guidance than in any array of physical forces.
In the beginning of man's history his first social object was to form a community, to grow into a people. At that early period, individuals were gathered together within geographical enclosures. But in the present age, with its facility of communication, geographical barriers have almost lost their reality, and the great federation of men, which is waiting either to find its true scope or to break asunder in a final catastrophe, is not a meeting of individuals, but of various human races. Now the problem before us is of one single country, which is this earth, where the races as individuals must find both their freedom of self-expression and their bond of federation. Mankind must realise a unity, wider in range, deeper in sentiment, stronger in power than ever before. Now that the problem is large, we have to solve it on a bigger scale, to realise the God in man by a larger faith and to build the temple of our faith on a sure and world-wide basis.
The first step towards realisation is to create opportunities for revealing the different peoples to one another. This can never be done in those fields where the exploiting utilitarian spirit is supreme. We must find some meeting-ground, where there can be no question of conflicting interests. One of such places is the University, where we can work together in a common pursuit of truth, share together our common heritage, and realise that artists in all parts of the world have created forms of beauty, scientists discovered secrets of the universe, philosophers solved the problems of existence, saints made the truth of the spiritual world organic in their own lives, not merely for some particular race to which they belonged, but for all mankind. When the science of meteorology knows the earth's atmosphere as continuously one, affecting the different parts of the world differently, but in a harmony of adjustments, it knows and attains truth. And so, too, we must know that the great mind of man is one, working through the many differences which are needed to ensure the full result of its fundamental unity. When we understand this truth in a disinterested spirit, it teaches us to respect all the differences in man that are real, yet remain conscious of our oneness; and to know that perfection of unity is not in uniformity, but in harmony.
This is the problem of the present age. The East, for its own sake and for the sake of the world, must not remain unrevealed. The deepest source of all calamities in history is misunderstanding. For where we do not understand, we can never be just.
Being strongly impressed with the need and the responsibility, which every individual to-day must realise according to his power, I have formed the nucleus of an International University in India, as one of the best means of promoting mutual understanding between the East and the West. This Institution, according to the plan I have in mind, will invite students from the West to study the different systems of Indian philosophy, literature, art and music in their proper environment, encouraging them to carry on research work in collaboration with the scholars already engaged in this task.
India has her renaissance. She is preparing to make her contribution to the world of the future. In the past she produced her great culture, and in the present age she has an equally important contribution to make to the culture of the New World which is emerging from the wreckage of the Old. This is a momentous period of her history, pregnant with precious possibilities, when any disinterested offer of co-operation from any part of the West will have an immense moral value, the memory of which will become brighter as the regeneration of the East grows in vigour and creative power.
The Western Universities give their students an opportunity to learn what all the European peoples have contributed to their Western culture. Thus the intellectual mind of the West has been luminously revealed to the world. What is needed to complete this illumination is for the East to collect its own scattered lamps and offer them to the enlightenment of the world.
There was a time when the great countries of Asia had, each of them, to nurture its own civilisation apart in comparative seclusion. Now has come the age of co-ordination and co-operation. The seedlings that were reared within narrow plots must now be transplanted into the open fields. They must pass the test of the world-market, if their maximum value is to be obtained.
But before Asia is in a position to co-operate with the culture of Europe, she must base her own structure on a synthesis of all the different cultures which she has. When, taking her stand on such a culture, she turns toward the West, she will take, with a confident sense of mental freedom, her own view of truth, from her own vantage-ground, and open a new vista of thought to the world. Otherwise, she will allow her priceless inheritance to crumble into dust, and, trying to replace it clumsily with feeble imitations of the West, make herself superfluous, cheap and ludicrous. If she thus loses her individuality and her specific power to exist, will it in the least help the rest of the world? Will not her terrible bankruptcy involve also the Western mind? If the whole world grows at last into an exaggerated West, then such an illimitable parody of the modern age will die, crushed beneath its own absurdity.
In this belief, it is my desire to extend by degrees the scope of this University on simple lines, until it comprehends the whole range of Eastern cultures--the Aryan, Semitic, Mongolian and others. Its object will be to reveal the Eastern mind to the world.
Of one thing I felt certain during my travels in Europe, that a genuine interest has been roused there in the philosophy and the arts of the East, from which the Western mind seeks fresh inspiration of truth and beauty. Once the East had her reputation of fabulous wealth, and the seekers were attracted from across the sea. Since then, the shrine of wealth has changed its site. But the East is famed also for her storage of wisdom, harvested by her patriarchs from long successive ages of spiritual endeavour. And when, as now, in the midst of the pursuit of power and wealth, there rises the cry of privation from the famished spirit of man, an opportunity is offered to the East to offer her store to those who need it.
Once upon a time we were in possession of such a thing as our own mind in India. It was living. It thought, it felt, it expressed itself. It was receptive as well as productive. That this mind could be of any use in the process, or in the end, of our education was overlooked by our modern educational dispensation. We are provided with buildings and books and other magnificent burdens calculated to suppress our mind. The latter was treated like a library-shelf solidly made of wood, to be loaded with leather-bound volumes of second-hand information. In consequence, it has lost its own colour and character, and has borrowed polish from the carpenter's shop. All this has cost us money, and also our finer ideas, while our intellectual vacancy has been crammed with what is described in official reports as Education. In fact, we have bought our spectacles at the expense of our eyesight.
In India our goddess of learning is _Saraswati_. My audience in the West, I am sure, will be glad to know that her complexion is white. But the signal fact is that she is living and she is a woman, and her seat is on a lotus-flower. The symbolic meaning of this is, that she dwells in the centre of life and the heart of all existence, which opens itself in beauty to the light of heaven.
The Western education which we have chanced to know is impersonal. Its complexion is also white, but it is the whiteness of the white-washed class-room walls. It dwells in the cold-storage compartments of lessons and the ice-packed minds of the schoolmasters. The effect which it had on my mind when, as a boy, I was compelled to go to school, I have described elsewhere. My feeling was very much the same as a tree might have, which was not allowed to live its full life, but was cut down to be made into packing-cases.
The introduction of this education was not a part of the solemn marriage ceremony which was to unite the minds of the East and West in mutual understanding. It represented an artificial method of training specially calculated to produce the carriers of the white man's burden. This want of ideals still clings to our education system, though our Universities have latterly burdened their syllabus with a greater number of subjects than before. But it is only like adding to the bags of wheat the bullock carries to market; it does not make the bullock any better off.
Mind, when long deprived of its natural food of truth and freedom of growth, develops an unnatural craving for success; and our students have fallen victims to the mania for success in examinations. Success consists in obtaining the largest number of marks with the strictest economy of knowledge. It is a deliberate cultivation of disloyalty to truth, of intellectual dishonesty, of a foolish imposition by which the mind is encouraged to rob itself. But as we are by means of it made to forget the existence of mind, we are supremely happy at the result. We pass examinations, and shrivel up into clerks, lawyers and police inspectors, and we die young.
Universities should never be made into mechanical organisations for collecting and distributing knowledge. Through them the people should offer their intellectual hospitality, their wealth of mind to others, and earn their proud right in return to receive gifts from the rest of the world. But in the whole length and breadth of India there is not a single University established in the modern time where a foreign or an Indian student can properly be acquainted with the best products of the Indian mind. For that we have to cross the sea, and knock at the doors of France and Germany. Educational institutions in our country are India's alms-bowl of knowledge; they lower our intellectual self-respect; they encourage us to make a foolish display of decorations composed of borrowed feathers.
This it was that led me to found a school in Bengal, in face of many difficulties and discouragements, and in spite of my own vocation as a poet, who finds his true inspiration only when he forgets that he is a schoolmaster. It is my hope that in this school a nucleus has been formed, round which an indigenous University of our own land will find its natural growth--a University which will help India's mind to concentrate and to be fully conscious of itself; free to seek the truth and make this truth its own wherever found, to judge by its own standard, give expression to its own creative genius, and offer its wisdom to the guests who come from other parts of the world.
Man's intellect has a natural pride in its own aristocracy, which is the pride of its culture. Culture only acknowledges the excellence whose criticism is in its inner perfection, not in any external success. When this pride succumbs to some compulsion of necessity or lure of material advantage, it brings humiliation to the intellectual man. Modern India, through her very education, has been made to suffer this humiliation. Once she herself provided her children with a culture which was the product of her own ages of thought and creation. But it has been thrust aside, and we are made to tread the mill of passing examinations, not for learning anything, but for notifying that we are qualified for employments under organisations conducted in English. Our educated community is not a cultured community, but a community of qualified candidates. Meanwhile the proportion of possible employments to the number of claimants has gradually been growing narrower, and the consequent disaffection has been widespread. At last the very authorities who are responsible for this are blaming their victims. Such is the perversity of human nature. It bears its worst grudge against those it has injured.
It is as if some tribe which had the primitive habit of decorating its tribal members with birds' plumage were some day to hold these very birds guilty of the crime of being extinct. There are belated attempts on the part of our governors to read us pious homilies about disinterested love of learning, while the old machinery goes on working, whose product is not education but certificates. It is good to remind the fettered bird that its wings are for soaring; but it is better to cut the chain which is holding it to its perch. The most pathetic feature of the tragedy is that the bird itself has learnt to use its chain for its ornament, simply because the chain jingles in fairly respectable English.
In the Bengali language there is a modern maxim which can be translated, "He who learns to read and write rides in a carriage and pair." In English there is a similar proverb, "Knowledge is power." It is an offer of a prospective bribe to the student, a promise of an ulterior reward which is more important than knowledge itself. Temptations, held before us as inducements to be good or to pursue uncongenial paths, are most often flimsy lies or half-truths, such as the oft-quoted maxim of respectable piety, "Honesty is the best policy," at which politicians all over the world seem to laugh in their sleeves. But unfortunately, education conducted under a special providence of purposefulness, of eating the fruit of knowledge from the wrong end, _does_ lead one to that special paradise on earth, the daily rides in one's own carriage and pair. And the West, I have heard from authentic sources, is aspiring in its education after that special cultivation of worldliness.
Where society is comparatively simple and obstructions are not too numerous, we can clearly see how the life-process guides education in its vital purpose. The system of folk-education, which is indigenous to India, but is dying out, was one with the people's life. It flowed naturally through the social channels and made its way everywhere. It is a system of widespread irrigation of culture. Its teachers, specially trained men, are in constant requisition, and find crowded meetings in our villages, where they repeat the best thoughts and express the ideals of the land in the most effective form. The mode of instruction includes the recitation of epics, expounding of the scriptures, reading from the Puranas, which are the classical records of old history, performance of plays founded upon the early myths and legends, dramatic narration of the lives of ancient heroes, and the singing in chorus of songs from the old religious literature. Evidently, according to this system, the best function of education is to enable us to realise that to live as a man is great, requiring profound philosophy for its ideal, poetry for its expression, and heroism in its conduct. Owing to this vital method of culture the common people of India, though technically illiterate, have been made conscious of the sanctity of social relationships, entailing constant sacrifice and self-control, urged and supported by ideals collectively expressed in one word, _Dharma_.
Such a system of education may sound too simple for the complexities of modern life. But the fundamental principle of social life in its different stages of development remains the same; and in no circumstance can the truth be ignored that all human complexities must harmonise in organic unity with life, failing which there will be endless conflict. Most things in the civilised world occupy more than their legitimate space. Much of their burden is needless. By bearing this burden civilised man may be showing great strength, but he displays little skill. To the gods, viewing this from on high, it must seem like the flounderings of a giant who has got out of his depth and knows not how to swim.
The main source of all forms of voluntary slavery is the desire of gain. It is difficult to fight against this when modern civilisation is tainted with such a universal contamination of avarice. I have realised it myself in the little boys of my own school. For the first few years there is no trouble. But as soon as the upper class is reached, their worldly wisdom--the malady of the aged--begins to assert itself. They rebelliously insist that they must no longer learn, but rather pass examinations. Professions in the modern age are more numerous and lucrative than ever before. They need specialisation of training and knowledge, tempting education to yield its spiritual freedom to the claims of utilitarian ambitions. But man's deeper nature is hurt; his smothered life seeks to be liberated from the suffocating folds and sensual ties of prosperity. And this is why we find almost everywhere in the world a growing dissatisfaction with the prevalent system of teaching, which betrays the encroachment of senility and worldly prudence over pure intellect.
In India, also, a vague feeling of discontent has given rise to numerous attempts at establishing national schools and colleges. But, unfortunately, our very education has been successful in depriving us of our real initiative and our courage of thought. The training we get in our schools has the constant implication in it that it is not for us to produce but to borrow. And we are casting about to borrow our educational plans from European institutions. The trampled plants of Indian corn are dreaming of recouping their harvest from the neighbouring wheat fields. To change the figure, we forget that, for proficiency in walking, it is better to train the muscles of our own legs than to strut upon wooden ones of foreign make, although they clatter and cause more surprise at our skill in using them than if they were living and real.