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In his convocation address Dr dwelt on the need of increasing the physical efficiency of the people, and of promoting technological and vocational studies. He had much to say on the subject of national education. He was right in observing, “that systems and institutions grow. You cannot expect that the mere reiteration of the magic words ‘national education’ will bring into existence one fine morning a fully equipped and faultless system of education which like a full-grown banyan tree would spread its branches far and near.”

"When the movement for national education originated in Bengal fifteen years ago, its promoters, who included some of the foremost educationists of the day in our Province, defined its objects in definite and distinct terms. Amongst its principal objects were the provision of national control, the imparting of education designed to incorporate with the best oriental ideals of life and thought, the assimilable ideals of the west, the attaching of special importance to a knowledge of the country, its literature, history and philosophy, the promotion of the study chiefly of such branches of the arts and sciences as are best calculated to develop the material resources of the country and satisfy its pressing wants, and to impart and facilitate the imparting of education through the medium of the vernaculars."

A few things have been left unsaid here, to some of which the promoters of national education in Bengal fifteen years ago and even now do not seem to have paid adequate attention. Dr Sircar and the other promoters oi national education were and are no doubt alive to the need of rousing the spirit of patriotism and civic service. That love of liberty should be inculcated from the very childhood of our future citizens will be admitted by all who desire the growth of perfect citizenship in the country. But the need of training in Civics, in Public Administration, in Public Finance and Statistics, in journalism, and other allied branches of study, does not appear to have occurred to the promoters of national education in Bengal. The Indian Nation consists mainly of Hindus and Moslems. It is, therefore, rather curious that the promoters of national education have not devoted any attention to those branches of Art which are the joint products of Hindu-Moslem culture, viz, Music, Painting, and Architecture. It should be borne in mind that the soul of a people is found in its Art, as well as in its Literature and Philosophy.

The two greatest desiderata have still to be referred to.

By national education we understand, among other things, such education as will make and keep us a nation. National education, then, should promote national solidarity, and prevent national disintegration. It should seek to destroy intercaste, intersect, and “religious” rivalry, jealousy, rancour, disputes and riots. National education should, therefore, lay stress on the promotion of neighborly feelings and virtues. It should bring Hindu, Buddhist, Jew, Jaina, Christian, Moslem and Sikh closer together. Our object here in this note is not to examine any system of faith or theology. Everyone is entitled to follow his own beliefs and be as orthodox as he thinks proper. But if anybody be a promoter or adherent of national education, he ought to see that his orthodoxy does not degenerate into such bigotry, fanaticism and obscurantism as would interfere with the growth and maintenance of national solidarity. A Nationalist’s orthodoxy should be such as would lay the greatest emphasis on such teachings and aspects of his faith as tend to foster fraternal feelings towards the followers of other faiths. Such teachings are found in the scriptures of all faiths. His orthodoxy should not be such as would make him