At School by M.K. GANDHI

                                                                         At School

M.K. GANDHI

I must have been about seven when my father left Porbandar for Rajkot to become a member of the Rajasthanik Court. There I was put into a primary school, and I can well recollect those days, including the names and other particulars of the teachers who taught me. As at Porbandar, so here, there is hardly anything to note about my studies. I could have been only a mediocre student. From this school I went to the suburban school and thence to the high school, having already reached my twelfth year. I do not remember having ever told a lie, during this short period, either to my teachers or to my school-mates. I used to be very shy and avoided all company. My books and my lessons were my sole companions. To be at school at the stroke of the hour and to run back home as soon as the school closed that was my daily habit. I literally ran back, because I could not bear to talk to anybody. I was even afraid lest anyone should poke fun at me.

There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me. but without effect. I never could learn the art of 'copying'.

Yet the incident did not in the least diminish my respect for my teacher. I was by nature blind to the faults of elders. Later I came to know of many other failings of this teacher, but my regard for him remained the same. For I had learnt to carry out the orders of elders, not to scan their actions.

Two other incidents belonging to the same period have always clung to my memory. As a rule I had a distaste for any reading beyond my school books. The daily lessons had to be done, because I disliked being taken to task by my teacher as much as I disliked deceiving him. Therefore I would do the lessons, but often without my mind in them. Thus when even the lessons could not be done properly, there was of course no question of any extra reading. But somehow my eyes fell on a book purchased by my father. It was Shravana Pitribhakti Nataka (a play about Sharavana's devotion to his parents). I read it with intense interest. There came to our place about the same time itinerant (traveling, tourist, travelling) showmen. One of the pictures I was shown was of Shravana carrying, by means of slings(a flexible strap or belt used in the form of a loop to support or raise a hanging weight) fitted for his shoulders, his blind parents on a pilgrimage. The book and the picture left an indelible impression on my mind. 'Here is an example for you to copy,' I said to myself. The agonized(suffering, or characterized by great physical or mental pain) lament of the parents over Shravana's death is still fresh in my memory. The melting tune moved me deeply, and I played it on a concertina which my father had purchased for me.

There was a similar incident connected with another play. Just about this time, I had secured my father's permission to see a play performed by a certain dramatic company. This play-Harishchandra -captured my heart. I could never be tired of seeing it. But how often should I be permitted to go? It haunted me and I must have acted Harishchandra to myself times without number. 'Why should not all be truthful like Harishchandra?' was the question I asked myself day and night. To follow truth and to go through all the ordeals (very unpleasant and prolonged experience) Harishchandra went through was the one ideal it inspired in me. I literally believed in the story of Harishchandra. The thought of it all often made me weep. My commonsense tells me today that Harishchandra could not have been a historical character. Still both Harishchandra and Shravana are living realities for me, and I am sure I should be moved as before if I were to read those plays again today.

I was not regarded as a dunce (a person who is slow at learning; a stupid person) at the high school. I always enjoyed the affection of my teachers. Certificates of progress and character used to be sent to the parents every year. I never had a bad certificate. In fact, I even won prizes after I passed out of the second standard. In the fifth and sixth I obtained scholarships of rupees four and ten respectively, an achievement for which I have to thank good luck more than my merit. For the scholarships were not open to all, but reserved for the best boys amongst those coming from the Sorath Division of Kathiawad. And in those days, there could not have been many boys from Sorath in a class of forty to fifty.

My own recollection is that I had not any high regard for my ability. I used to be astonished whenever I won prizes and scholarships. But I very jealously guarded my character. The least little blemish (a small mark or flaw which spoils the appearance of something) drew tears from my eyes. When I merited, or seemed to the teacher to merit, a rebuke, it was unbearable for me. I remember having once received corporal punishment. I did not so much mind the punishment as the fact that it was considered my desert. I wept piteously. That was when I was in the first or second standard. There was another such incident during the time when I was in the seventh standard. Dorabji Edulji Gimi was the headmaster then. He was popular among boys, as he was a disciplinarian, a man of method and a good teacher. He had made gymnastics and cricket compulsory for boys of the upper standards. I disliked both. I never took part in any exercise, cricket or football, before they were made compulsory. My shyness was one of the reasons for this aloofness, which I now see was wrong. I then had the false notion that gymnastics had nothing to do with education. Today I know that physical training should have as much place in the curriculum as mental training.

I may mention, however, that I was none the worse for abstaining from exercise. That was because I had read in books about the benefits of long walks in the open air, and having liked the advice, I had formed a habit of taking walks, which has still remained with me. These walks gave me a fairly hardy constitution.

But though I was none the worse for having neglected exercise, I am still paying the penalty of another neglect. I do not know whence I got the notion that good handwriting was not a necessary part of education, but I retained it until I went to England. When later, especially in South Africa, I saw the beautiful handwriting of lawyers and young men born and educated in South Africa, I was ashamed of myself and repented of my neglect. I saw that bad handwriting should be regarded as a sign of an imperfect education. I tried later to improve mine, but it was too late. I could never repair the neglect of my youth. Let every young man and woman be warned by my example, and understand that good handwriting is a necessary part of education.

Two more reminiscences of my school days are worth recording. I had lost one year because of my marriage, and the teacher wanted me to make good the loss by skipping a class - a privilege usually allowed to industrious boys. I therefore had only six months in the third standard and was prompted to the forth after the examinations which are followed by the summer vacation. English became the medium of instruction in most subjects from the fourth standard. I found myself completely at sea. Geometry was a new subject in which I was not particularly strong, and the English medium made it still more difficult for me. The teacher taught the subject very well, but I could not follow him. Often, I would lose heart and think of going back to the third standard, feeling that the packing of two years' studies into a single year was too ambitious. But this would discredit not only me, but also the teacher; because, counting on my industry, he had recommended my promotion. So, the fear of the double discredit kept me at my post. When however, with much effort I reached the thirteenth proposition of Euclid ("If a triangle has two right angles, it is also a rectangular triangle."), the utter simplicity of the subject was suddenly revealed to me. A subject which only required a pure and simple use of one's reasoning powers could not be difficult. Ever since that time geometry has been both easy and interesting for me.

Samskrit, however, proved a harder task. In geometry there was nothing to memorize, whereas in Samskrit, I thought, everything had to be learnt by heart. This subject also was commenced from the fourth standard. As soon as I entered the sixth, I became disheartened. The teacher was a hard taskmaster, anxious, as I thought, to force the boys. There was a sort of rivalry going on between the Samskrit and the Persian teachers. The Persian teacher was lenient (not harsh, severe, or strict). The boys used to talk among themselves that Persian was very easy and the Persian teacher very good and considerate to the students. The 'easiness' tempted me and one day I sat in the Persian class. The Samskrit teacher was grieved (feel or express great sadness). He called me to his side and said: 'How can you forget that you are the son of a Vaishnava father? Won't you learn the language of your own religion? If you have any difficulty, why not come to me? I want to teach you students Samskrit to the best of my ability. As you proceed further, you will find in, it things of absorbing interest. You should not lose heart. Come and sit again in the Samskrit class.'

This kindness put me to shame. I could not disregard my teacher's affection. Today I cannot but think with gratitude of Krishnashankar Pandya. For if I had not acquired the little Samskrit that I learnt then, I should have found it difficult to take any interest in our sacred books. In fact, I deeply regret that I was not able to acquire a more thorough knowledge of the language, because I have since realized that every Hindu boy and girl should possess sound Samskrit learning.