TEACHERS IN CONFERENCE

[Prof. Dr. Yogendra Yadav]

Prof. Dr. Yogendra Yadav

Gandhian Scholar

Gandhi Research Foundation, Jalgaon, Maharashtra, India

Contact No. – 09415777229, 094055338

E-mail- [e-mail];[e-mail]

 

 

 

TEACHERS IN CONFERENCE

 

 

The Gujarat Vidyapith has at the present moment nearly 30,000 children in its national schools who are being taught by over 800 teachers in nearly 140 institutions, of which two are colleges and one devoted to ancient research. The figures include also 13 high schools, 15 middle schools, 15 special schools for untouchables teaching over 300 boys and girls. The number of girls studying in these institutions is sic not more than 500. The Vidyapith has acquired a plot of land and has already erected a fine boarding house which is to serve the purpose also of lecture rooms till a separate building is erected. These figures do not include the national schools not affiliated to the Vidyapith. Nor do they represent the highest watermark. That was reached in 1921. Several schools have since closed; some others are likely to close in course of time. The attendance, too, is not on the increase. Gujarat like every other province has suffered from the general depression in the Congress ranks. Notwithstanding the depression, however, the record is highly creditable to Gujarat which was, and probably still is, educationally, one of the most backward of our provinces.

Measured by the swaraj standard, the experiment may not be regarded as an achievement; but, judged by itself, the experiment is an amazing record of progress for its four years’ existence. It shows considerable organizing power, financial ability and faith in non-co-operation regarding education. I can say all this with complete detachment as, though resident in Gujarat, I have lived least in it whilst the experiment was in progress and had no hand in working it. The credit belongs solely to Vallabhbhai and his very able lieutenants. During the stormiest and the longest period, I was resting in Yeravda and, therefore, was not available even as an adviser. No wonder, then, that the teachers met in conference last week and, whilst taking stock of their position and shaping their future policy, wanted me to guide their deliberations. I wish that I could have done better justice to the task entrusted to me. My indifferent health and my heavy preoccupations rendered previous study and preparation (adequate for the purpose) impossible. Whilst I was able heartily to congratulate the numerous teachers who attended the conference on the success that the figures I have quoted signified, I had to point out the serious and obvious flaws and weaknesses of the several institutions they were conducting. National schools, to be worth the name in terms of swaraj, for the attainment of which they were brought into existence, must be conducted with a view to advancing the national programme in so far as it was applicable to educational in institutions. Thus, for instance, national schools must be the most potent means of propagating the message of the charkha, of bringing Hindus, Mussalmans and others closer together and of educating the untouchables and abolishing the curse of untouchability from the schools. Judged by this standard, the experiment must be pronounced, if not a failure, certainly a very dismal success. Out of 30,000 boys and girls, hardly one thousand are spinning on 100 charkhas at the rate of _ hour per day.

Hundreds of charkhas are lying idle and neglected. Whilst in theory the schools are open to the untouchables, very few, as a matter of fact, have untouchable children in them. The Mussalman attendance at the schools is poor. I had, therefore, no hesitation in advising that now we were to strive nor after quantity but quality. The test for admission must be progressively stiffer. Parents who did not like their children to learn spinning or to mix with untouchable children might, if they chose, withdraw them. I had no hesitation in advising that teachers should run the risk of closing down their schools if the condition of running them required the exclusion of untouchables and the charkha. It was not enough to tolerate untouchable children if they stole in, but it was necessary to draw them into our schools by loving care and attention. The teachers were not to wait for Mussalman and Parsi parents to send their children, but it was necessary to invite such parents to send their children. A national teacher must become a swaraj missionary within his own sphere. He should know the history of every child under his care and know the children not in his schools. He should know their parents and understand why they did not send their children to his school. He would do all this work not in an intolerant spirit but lovingly. Thus and thus only would national schools be truly national in terms of the Congress resolution. The difficulty of the task is unmistakable. This Government has made everything mercenary. Character is no test for anything. Mechanical ability to go through a superficial syllabus is the sole test. Every profession has been degraded to mean a career. We become lawyers, doctors and schoolmasters not to serve our countrymen, but to bring us money.

The Vidyapith, therefore, had to recruit for teachers in such a soul-killing atmosphere. The majority of the teachers have had to raise superior to themselves and their surroundings. The wonder is that they have at all responded to the call of the country. But, now, after nearly four years’ experience, we must turn over a new leaf. We cannot afford to remain at a standstill and not sink. We must, therefore, insist upon the boys and girls plying the charkha for at least half an hour daily. It is an education of no mean sort for thirty thousand boys and girls and eight hundred teachers to be spinning, i.e., labouring for the country for half an hour every day. It is a daily practical lesson in patriotism, useful toil and giving. That a boy should begin giving even during his education without expectation of return is an object-lesson in sacrifice he will not forget in after-life. And to the nation it means a gift of 1,875 maunds of yarn per month. It will supply at least one dhoti each to 5,000 men. Apart from every other consideration, let every teacher work out the value of the lesson learnt by each child in thinking that he or she with five others may be spinning in one month yarn enough for supplying one dhoti to each of his countrymen rendered naked during the recent floods in Madras. The reason, however, for the ill success of the constructive part of the Congress programme in the national schools must be told. Painful discovery is being made that we who are the chosen of the people have not even learnt spinning.

The schoolmasters as a class have hitherto taken no steps to qualify themselves as carders and spinners. No wonder if they are not then able to enthuse their pupils and if the charkhas are everywhere conspicuous by their absence. It is, however, most gratifying that resolutions suggested for remedying the defect were all adopted by an overwhelming majority. Industrial occupation for teachers and pupils is a new thing for us. The want of response is, therefore, perhaps natural. But now that the teachers have adopted the resolutions, it would be a serious reflection upon them if they fail to live up to them. If the teachers will it, I do not doubt that the majority of the parents will not grumble about their children learning the noble art of spinning and giving half an hour each daily to the nation and sitting side by side with untouchable children. And what Gujarat teachers have resolved to do will, I hope, is adopted by the national teachers throughout the country.