Creative Unity Part 10

There are some who are exclusively modern, who believe that the past is the bankrupt time, leaving no a.s.sets for us, but only a legacy of debts. They refuse to believe that the army which is marching forward can be fed from the rear. It is well to remind such persons that the great ages of renaissance in history were those when man suddenly discovered the seeds of thought in the granary of the past.

The unfortunate people who have lost the harvest of their past have lost their present age. They have missed their seed for cultivation, and go begging for their bare livelihood. We must not imagine that we are one of these disinherited peoples of the world. The time has come for us to break open the treasure-trove of our ancestors, and use it for our commerce of life. Let us, with its help, make our future our own, and not continue our existence as the eternal rag-pickers in other people's dustbins.

So far I have dwelt only upon the intellectual aspect of Education.

For, even in the West, it is the intellectual training which receives almost exclusive emphasis. The Western universities have not yet truly recognised that fulness of expression is fulness of life. And a large part of man can never find its expression in the mere language of words. It must therefore seek for its other languages,-lines and colours, sounds and movements. Through our mastery of these we not only make our whole nature articulate, but also understand man in all his attempts to reveal his innermost being in every age and clime. The great use of Education is not merely to collect facts, but to know man and to make oneself known to man. It is the duty of every human being to master, at least to some extent, not only the language of intellect, but also that personality which is the language of Art. It is a great world of reality for man,-vast and profound,-this growing world of his own creative nature. This is the world of Art. To be brought up in ignorance of it is to be deprived of the knowledge and use of that great inheritance of humanity, which has been growing and waiting for every one of us from the beginning of our history. It is to remain deaf to the eternal voice of Man, that speaks to all men the messages that are beyond speech. From the educational point of view we know Europe where it is scientific, or at best literary. So our notion of its modern culture is limited within the boundary lines of grammar and the laboratory. We almost completely ignore the aesthetic life of man, leaving it uncultivated, allowing weeds to grow there. Our newspapers are prolific, our meeting-places are vociferous; and in them we wear to shreds the things we have borrowed from our English teachers. We make the air dismal and damp with the tears of our grievances. But where are our arts, which, like the outbreak of spring flowers, are the spontaneous overflow of our deeper nature and spiritual magnificence?

Through this great deficiency of our modern education, we are condemned to carry to the end a dead load of dumb wisdom. Like miserable outcasts, we are deprived of our place in the festival of culture, and wait at the outer court, where the colours are not for us, nor the forms of delight, nor the songs. Ours is the education of a prison-house, with hard labour and with a drab dress cut to the limits of minimum decency and necessity. We are made to forget that the perfection of colour and form and expression belongs to the perfection of vitality,-that the joy of life is only the other side of the strength of life. The timber merchant may think that the flowers and foliage are mere frivolous decorations of a tree; but if these are suppressed, he will know to his cost that the timber too will fail.

During the Moghal period, music and art in India found a great impetus from the rulers, because their whole life-not merely their official life-was lived in this land; and it is the wholeness of life from which originates Art. But our English teachers are birds of pa.s.sage; they cackle to us, but do not sing,-their true heart is not in the land of their exile.

Constriction of life, owing to this narrowness of culture, must no longer be encouraged. In the centre of Indian culture which I am proposing, music and art must have their prominent seats of honour, and not be given merely a tolerant nod of recognition. The different systems of music and different schools of art which lie scattered in the different ages and provinces of India, and in the different strata of society, and also those belonging to the other great countries of Asia, which had communication with India, have to be brought there together and studied.

I have already hinted that Education should not be dragged out of its native element, the life-current of the people. Economic life covers the whole width of the fundamental basis of society, because its necessities are the simplest and the most universal. Educational inst.i.tutions, in order to obtain their fulness of truth, must have close a.s.sociation with this economic life. The highest mission of education is to help us to realise the inner principle of the unity of all knowledge and all the activities of our social and spiritual being. Society in its early stage was held together by its economic co-operation, when all its members felt in unison a natural interest in their right to live. Civilisation could never have been started at all if such was not the case. And civilisation will fall to pieces if it never again realises the spirit of mutual help and the common sharing of benefits in the elemental necessaries of life. The idea of such economic co-operation should be made the basis of our University.

It must not only instruct, but live; not only think, but produce.

Our ancient _tapovanas_, or forest schools, which were our natural universities, were not shut off from the daily life of the people.

Masters and students gathered fruit and fuel, and took their cattle out to graze, supporting themselves by the work of their own hands.

Spiritual education was a part of the spiritual life itself, which comprehended all life. Our centre of culture should not only be the centre of the intellectual life of India, but the centre of her economic life also. It must co-operate with the villages round it, cultivate land, breed cattle, spin cloths, press oil from oil-seeds; it must produce all the necessaries, devising the best means, using the best materials, and calling science to its aid. Its very existence should depend upon the success of its industrial activities carried out on the co-operative principle, which will unite the teachers and students and villagers of the neighbourhood in a living and active bond of necessity. This will give us also a practical industrial training, whose motive force is not the greed of profit.

Before I conclude my paper, a delicate question remains to be considered. What must be the religious ideal that is to rule our centre of Indian culture? The one abiding ideal in the religious life of India has been _Mukti_, the deliverance of man's soul from the grip of self, its communion with the Infinite Soul through its union in _ananda_ with the universe. This religion of spiritual harmony is not a theological doctrine to be taught, as a subject in the cla.s.s, for half an hour each day. It is the spiritual truth and beauty of our att.i.tude towards our surroundings, our conscious relations.h.i.+p with the Infinite, and the lasting power of the Eternal in the pa.s.sing moments of our life. Such a religious ideal can only be made possible by making provision for students to live in intimate touch with nature, daily to grow in an atmosphere of service offered to all creatures, tending trees, feeding birds and animals, learning to feel the immense mystery of the soil and water and air.

Along with this, there should be some common sharing of life with the tillers of the soil and the humble workers in the neighbouring villages; studying their crafts, inviting them to the feasts, joining them in works of co-operation for communal welfare; and in our intercourse we should be guided, not by moral maxims or the condescension of social superiority, but by natural sympathy of life for life, and by the sheer necessity of love's sacrifice for its own sake. In such an atmosphere students would learn to understand that humanity is a divine harp of many strings, waiting for its one grand music. Those who realise this unity are made ready for the pilgrimage through the night of suffering, and along the path of sacrifice, to the great meeting of Man in the future, for which the call comes to us across the darkness.

Life, in such a centre, should be simple and clean. We should never believe that simplicity of life might make us unsuited to the requirements of the society of our time. It is the simplicity of the tuning-fork, which is needed all the more because of the intricacy of strings in the instrument. In the morning of our career our nature needs the pure and the perfect note of a spiritual ideal in order to fit us for the complications of our later years.

In other words, this inst.i.tution should be a perpetual creation by the co-operative enthusiasm of teachers and students, growing with the growth of their soul; a world in itself, self-sustaining, independent, rich with ever-renewing life, radiating life across s.p.a.ce and time, attracting and maintaining round it a planetary system of dependent bodies. Its aim should lie in imparting life-breath to the complete man, who is intellectual as well as economic, bound by social bonds, but aspiring towards spiritual freedom and final perfection.

THE END