READER: In the whole of our discussion, you have not demonstrated the necessity for education. We always complain of its negligibility. We notice a movement for compulsory education in our country, but government is spending only two or three percent of budget and private business house entered into it for profit is this all in education?

EDITOR: 1) Main function of the education in current paradigm is to have commonality in conversation and commonality in understanding, and to provide common platform for learning. Presently education is used as a platform to learn and then earn from the learning and higher education can be considered as a tool to complicate the process so that extra money can be earned even at the expense of befooling or cheating clients by sophisticated methods

2) As far as requirement of basic education is concerned Indian ethical education at home then at temples/Gurukul (teaching place) can be considered sufficient to provide every need of common student and larger society.

3) A process of understanding environment doctrine to optimize uses and minimize abuses can said to be the education. In Sanskrit and Hindi, it is said ‘SA VIDYA YA BIMUKTYE –education is that which liberates, and teacher is that which act like midwife in getting his students liberated from unnecessary worries, dogma etc. But what is happening now, in place of freeing individual, education is making person more bonded, promoting individuals toward more temptation, making more divisions in the society than integrating. Most importantly present education system is not making man of us, it is not promoting us to do our duty our karma and follow our natural Dharma, and rather it is promoting rat race and cat fight.

-First and foremost thing that all education (along with health and legal/judicial system) has to be free (but without any compulsion on the part of children to acquire/receive education) without bothering about the budget and then let the student return it to the society when they become capable off and wish to return to their alma matter as a gift and gratitude.

On the similar question Mr. Gandhi reply :

In the whole of our discussion, you have not demonstrated the necessity for education; we always complain of its absence among us. We notice a movement for compulsory education in our country. The Maharaja Gaekwar has introduced it in his territories. Every eye is directed towards them. We bless the Maharaja for it. Is all this effort then of no use?

ANS: If we consider our civilization to be the highest, I have regretfully to say that much of the effort you have described is of no use. The motive of the Maharaja and other great leaders who have been working in this direction is perfectly pure. They, therefore, undoubtedly deserve great praise. But we cannot conceal from ourselves the result that is likely to flow from their effort.

What is the meaning of education?’ It simply means knowledge of letters. It is merely an instrument, and an instrument may be well used or abused. The same instrument that may be used to cure a patient may be used to take his life, and so may a knowledge of letters. We daily observe that many men abuse it and very few make good use of it; and if this is a correct statement, we have proved that more harm has been done by it than good.

The ordinary meaning of education is a knowledge of letters. To teach boys reading, writing and arithmetic is called primary education. A peasant earns his bread honestly. He has ordinary knowledge of the world. He knows fairly well how he should behave towards his parents, his wife, his children and his fellow villagers. He understands and observes the rules of morality. But he cannot write his own name. What do you propose to do by giving him a knowledge of letters? Will you add an inch to his happiness? Do you wish to make him discontented with his cottage or his lot? And even if you want to do that, he will not need such an education. Carried away by the flood of western thought we came to the conclusion, without weighing pros and cons, that we should give this kind of education to the people.

Now let us take higher education. I have learned Geography, Astronomy, Algebra, Geometry, etc. What of that? In what way have I benefited myself or those around me? Why have I learned these things? Professor Huxley has thus defined education: “That man I think has had a liberal education who has been so trained in youth that his body is the ready servant of his will and does with ease and pleasure all the work that as a mechanism it is capable of; whose intellect is a clear, cold, logic engine with all its parts of equal strength and in smooth working order...whose mind is stored with a knowledge of the fundamental truth of Nature . . . whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience . . .who has learnt to hate all vileness and to respect others as himself. Such a one and no other, I conceive, has had a liberal education, for he is in harmony with Nature. He will make the best of her and she of him.”

If this is true education, I must emphatically say that the sciences I have enumerated above I have a never been able to use for controlling my senses. Therefore, whether you take elementary education or higher education, it is not required for the main thing. It does not make men of us. It does not enable us to do our duty.

READER: It appears that you are not giving enough importance to education, but can you tell us if you had not received higher education, how would you have been able to explain to me the things that you have?

EDITOR: Basic education and other education are definitely required but what we wish to submit that whatever is written or spoken by me are not learned by me in schools or college but are blessing of the masters who learned from Nature by watching it.

On the similar question reply of Mr. Gandhi:

You have spoken well. But my answer is simple: I do not for one moment believe that my life would have been wasted, had I not received higher or lower education. Nor do I consider that I necessarily serve because I speak. But I do desire to serve and in endeavouring to fulfill that desire, I make use of the education I have received. And, if I am making good use of it, even then it is not for the millions, but I can use it only for such as you, and this supports my contention. Both you and I have come under the bane of what is mainly false education. I claim to have become free from its ill effect, and I am trying to give you the benefit of my experience and in doing so, I am demonstrating the rottenness of this education.

Moreover, I have not run down a knowledge of letters in all circumstances. All I have now shown is that we must not make of it a fetish. It is not our Kamadhuk. In its place it can be of use and it has its place when we have brought our senses under subjection and put our ethics on a firm foundation. And then, if we feel inclined to receive that education, we may make good use of it. As an ornament it is likely to sit well on us. It now follows that it is not necessary to make this education compulsory. Our ancient school system is enough. Character building has the first place in it and that is primary education. A building erected on that foundation will last.

READER: Do I then understand that you do not consider English education system necessary for obtaining and maintaining Divincracy?

EDITOR: What is required for people to have experience and place for its expression, and then to develop the capability and humility to accept the feedback and critic to improve upon, i.e. we must work/devote toward this continual process of experience, expression and feedback.

Language English, Sanskrit, Arabic, Tamil etc. can sustain if these passes the tasting of heart and testing of head.

As far as system of education is concerned only that system which provides platform for; experience to express and un-experience to gain experience and society for suggestion, without any obligation except gratitude can considered to be good education system

On the similar question reply of Mr. Gandhi:

My answer is yes and no. To give millions a knowledge of English is to enslave them. The foundation that Macaulay laid of education has enslaved us. I do not suggest that he has any such intention, but that has been the result. Is it not a sad commentary that we should have to speak of Home Rule in a foreign tongue?

And it is worthy of note that the systems which the Europeans have discarded are the systems in vogue among us. Their learned men continually make changes. We ignorantly adhere to their cast-off systems. They are trying each division to improve its own status. Wales is a small portion of England. Great efforts are being made to revive a knowledge of Welsh among Welshmen. The English Chancellor, Mr. Lloyd George is taking a leading part in the movement to make Welsh children speak Welsh. And what is our condition? We write to each other in faulty English, and from this even our M.A.s are not free; our best thoughts are expressed in English; the proceedings of our Congress are conducted in English; our best newspapers are printed in English. If this state of things continues for a long time, posterity will, it is my firm opinion condemn and curse us.

It is worth noting that, by receiving English education, we have enslaved the nation. Hypocrisy, tyranny, etc., have increased; English-knowing Indians have not hesitated to cheat and strike terror into the people. Now, if we are doing anything for the people at all, we are paying only a portion of the debt due to them.

Is it not a painful thing that, if I want to go to a court of justice, I must employ the English language as a medium, that when I become a barrister, I may not speak my mother tongue and that someone else should have to translate to me from my own language? Is not this absolutely absurd? Is it not a sign of slavery? Am I to blame the English for it or myself? It is we, the English-knowing Indians that have enslaved India. The curse of the nation will rest not upon the English but upon us.

I have told you that my answer to your last question is both yes and no. I have explained to you why it is yes. I shall now explain why it is no.

We are so much beset by the disease of civilization that we cannot altogether do without English-education. Those who have already received it may make good use of it wherever necessary. In our dealings with the English people, in our dealings with our own people, when we can only correspond with them through that language, and for the purpose of knowing how disgusted they (the English) have themselves become with their civilization, we may use or learn English, as the case may be. Those who have studied English will have to teach morality to their progeny through their mother tongue and to teach them another Indian language; but when they have grown up, they may learn English, the ultimate aim being that we should not need it. The object of making money thereby should be eschewed. Even in learning English to such a limited extent we shall have to consider what we should learn through it and what we should not. It will be necessary to know what sciences we should learn. A little thought should show you that immediately we cease to care for English degrees, the rulers will prick up their ears.

QST: Then what education shall we give?

Ans: This has been somewhat considered above, but we will consider it a little more. I think that we have to improve all our languages. What subjects we should learn through them need not be elaborated here. Those English books which are valuable, we should translate into the various Indian languages. We should abandon the pretension of learning many sciences. Religious, that is ethical, education will occupy the first place. Every cultured Indian will know in addition to his own provincial language, if a Hindu, Sanskrit; if a Mahomedan, Arabic; if a Parsee, Persian; and all, Hindi. Some Hindus should know Arabic and Persian; some Mahomedans and Parsees, Sanskrit. Several Northerners and Westerners should learn Tamil. A universal language for India should be Hindi, with the option of writing it in Persian or Nagari characters. In order that the Hindus and the Mahomedans may have closer relations, it is necessary to know both the characters. And, if we can do this, we can drive the English language out of the field in a short time. All this is necessary for us, slaves. Through our slavery the nation has been enslaved, and it will be free with our freedom.

QST: The question of religious education is very difficult.

Ans: Yet we cannot do without it. India will never be godless. Rank atheism cannot flourish in this land. The task is indeed difficult. My head begins to turn as I think of religious education. Our religious teachers are hypocritical and selfish; they will have to be approached. The Mullahs, the Dasturs and the Brahmins hold the key in their hands, but if they will not have the good sense, the energy that we have derived from English education will have to be devoted to religious education. This is not very difficult. Only the fringe of the ocean has been polluted and it is those who are within the fringe who alone need cleansing. We who come under this category can even cleanse ourselves because my remarks do not apply to the millions. In order to restore India to its pristine condition, we have to return to it. In our own civilization there will naturally be progress, retrogression, reforms, and reactions; but one effort is required, and that is to drive out Western civilization. All else will follow.

READER: Above are Mr. Gandhi’s views on education but what is your view on education system?

EDITOR: I will request you to refer Education from Mita-Life Style Agenda


A brief story and thereon:
A man having learned the language of Lion in twenty years went to forest for real life conversation. To start conversion he asked the lion about weather and lion replied that lioness has run away. He asked another lion of food and the lion replied of rain. This goes on with many lions and he thought that lions are mad species. But to finalize his conclusion he thought of conversing with an old lion (whom other lions are respecting). He narrated the whole incidence and said, “I feel lions are mad”. The old lion said, “Normally I would have replied in the same way, but since you are going with a conclusion then I must tell you, that all the lions with which you have interacted are wise lions. They are so much wise that none of them has spent its twenty years in learning human language. All the lions understand that we are born as lions and we will die as lions, it is better to live the life enjoyably and as it comes”.

“Human are born as human and will die as human, there is nothing more to become and there is nowhere to go, weather one goes to Moon or to Mars human will remain as human, life is here and now, maps are not needed for going anywhere but required for coming back to home.

Man has gone astray, it started feeling that life happiness will be then and there, maps are required to bring them back as all the wisdom and life happiness is here and now”.

Education which is required for bringing unanimity in understanding and unanimity in expression, learning and understanding from others experience and to carry on in the life from here to further unknowns of the future, should be such that is imparts wisdom to free oneself from unnecessary fear, dogmas, stress and strain. From this very understanding, education is ‘Sa Vidya Ya Vimuktye’, education is that which liberates”. Master and guru is one who helps his disciple/ student in this freedom (like a midwife). It is the master or guru who can decides better which kind of student she/he can liberate and choose the students, then it is student who chooses the master. As nobody can enter into the pond and start swimming or enter into the play ground and start playing football so it is the first master the mother who teaches him/her the chapter of love and service and then it is father and master who teach him/her the second chapter of duty and responsibility, then it is the third teacher the friends and colleagues who teach the chapter of competition and comparison, and it is the spouse who teaches the lesson of how to express the experience and then younger lot the lesson of benevolence of living like sadhu.

The real Guru teaches the karma of life and art of its doing and realized science of transcendent
In order to achieve all this in life it is necessary that:
1. Children live for sufficient time (five- six years) at home before going to formal school that too especially with mother.
2. Everybody needs to learn basic education for bringing unanimity in understanding and unanimity in expression, but without any compulsion to do so. Basic education needs to be nearer to home and common for and free for all as it is basic societal requirement than of individual.
3. As the basic aim of education is the liberation of individual hence it is necessary that it should be free from government control, but indirectly funded by government. As the aim of education and of religion is somewhat matching so it will be best if duty of imparting education is taken up by Mandir, masjid, church, Gurudwara etc. with free admission without any bias and prejudice and commonly agreed syllabus till twelve years of age.
4. Boys and girls learn differently for their role in life and need separate learning to bring unanimity between them after onset of puberty, i.e., women education -women oriented, men education - men oriented. Girls education need to be near the house whereas boys education has to be away from the house. As internal jobs are EDUCATION being managed more effectively by women and external job by men, it is necessary that internal safety being managed by women and external by men and for this women need to be given training on Judo, Karate, kungfu, karali-kala and men on all ashtra and shastra( e.g. sword, stick ,stein-gun etc.) along with all martial art
5. Sex education and education for family life will also have to be given before the marriageable age, where man and woman can sustain themselves not only bodily but financially and socially.
6. Dharma Nirpekshata suggest that in place of A – Apple, J – Jackal, G-Gobar, we should call A – Allah, G- Ganesh, J – Jesus.
7. Children should find enough room for play and training for selfsecurity and for expressions of other qualities.
8. At twelve years of age the master and student must meet along with the educational fair on various dimensions and areas of education for selection of courses and student.
9. From teen age (Kishor awastha) streamlined education and from eighteen year advance education and from twenty two year education on sex and various other dimensions of life need to be given. This education must be on the basis of selection by masters on children’s capability alone. Fees if at all necessary will have to be standardized, with free education to all the capable and financially lacking.
For streamlined education hostel/Gurukul has to be there, whereas for advance education hostel/Gurukuls must be compulsory.
10. Education after twelve years of age will not be forced on any one and one can join its parental traditional business education at home. However, learning will not be limited to any age, adults and old can join school/college at any time. 11. Teachers must be those who have realized in their life and not just a information centre and so preferable age for teacher can be from forty-eight onward and school in charge will be those who have taken Sanyas ashram and physically and bodily fit . There is a need for regular, frequent, behavioral, attitudinal and physical fitness testing to avoid sadistic and of slave mentality teaching staff, as such these cannot provide lesson of freedom, bravery, and education to become good future citizen.
In order to achieve the above following has to be fulfilled.
A. Working women should get five-six year leave on childbirth up to two children along-with reasonable money as children allowance. Age limit for women in service will have to be made forty years plus.
B. Nalanda, Takshila, Rome, Oxford, Harvard, do suggest that institution and country progress go hand in hand, so it is for all countries to decide how they want to be submissive or confident.
C. Senior citizen forums, religious institutions will be encouraged to impart free and Dharma Nirpeksha education to all, in its vicinity. Government will have to contribute to such centre for its successful running. Working women may also be give leave to take care of parents /in-laws in the age of sixty five year plus.
Government will have to contribute initially approximate ten percent budgets on education system for achieving all the above necessities. Above education will also be available to foreign nationals on the same terms and conditions, i.e. no extra -negative or positive.