prepare a write up on the vocational education of Gandhiji based on the lesson tolstoy farm
Answers
Explanation:
Education in the Tolstoy Farm
As the Farm grew, it was found necessary to make some provision for the education of its boys and girls. I did not believe in the existing system of education, and I had a mind to find out by experience and experiment the true system. Only this much I knew, that, under ideal conditions true education could be imparted only by the parents, and that then there should be the minimum of outside help, that Tolstoy Farm was a family, in which I occupied the place of the father, and that I should so far as possible shoulder the responsibility for the training of the young.
The conception no doubt was not without its flaws. All the young people had not been with me since their childhood, they had been brought up in different conditions and environments, and they did not belong to the same religion. How could I do full justice to the young people, thus circumstanced, even if I assumed the place of paterfamilias ?
But I had always given the first place to the culture of the heart or the building of character, and as I felt confident that moral training could be given to all alike, no matter how different their ages and their upbringing, I decided to live amongst them all the twenty-four hours of the day as their father. I regarded character-building as the proper foundation for their education and, if the foundation was firmly laid, I was sure that the children could learn all the other things themselves or with the assistance of friends.
But as I fully appreciated the necessity of a literary training in addition, I started some classes with the help of Mr Kallen Bach and Shri Pragji Desai. Nor did I underrate the building up of the body. This they got in the course of their daily routine. For there were no servants on the Farm, and all the work, from cooking down to scavenging, was done by the inmates. There were many fruit-trees to be looked after, and enough gardening to be done as well. Mr was fond of gardening and had gained some experience of this work in one of the Governmental model gardens. It was obligatory on all, young and old, who were not engaged in the kitchen, to give some time to gardening. The children had the lion's share of this work, which included digging pits, felling timber and lifting loads. This gave them ample exercise. They took delight in the work, and so they did not generally need any other exercise or games. Of course some of them, and sometimes all of them, Malinger and shirked. Sometimes I connived at their pranks, but often I was strict with them. I dare say that they did not like the strictness, but I do not recollect their having resisted it. Whenever I was strict, I would, by argument, convince them that it was not right to play with one's work. The conviction would, however, be short-lived, the next moment they would again leave their work and go to play. All the same we got along, and at any rate they built up fine physiques. There was scarcely any illness on the Farm, though it must be said that good air and water and regular hours of food were not a little responsible for this.
A word about vocational training. It was my intention to teach every one of the youngsters some useful manual vocation. For this purpose Mr Kellen Bach went to a Trappist monastery and returned having learnt shoe-making. I learnt it from him and taught the art to such as were ready to take it up. Mr Kellen Bach had some experience of carpentry, and there was another inmate who knew it ; so we had a small class in carpentry. Cooking almost all the youngsters knew.
All this was new to them. They had never even dreamt that they would have to learn these things some day. For generally the only training that Indian children received in South Africa was in the three Ra's.
On Tolstoy Farm we made it a rule that the youngsters should not be asked to do what the teachers did not do, and, therefore, when they were asked to do any work, there was always a teacher co-operating and actually working with them. Hence whatever the youngsters learnt, they learnt cheerfully.
Literary training, however, was a more difficult matter. I had neither the resources nor the literary equipment necessary; and I had not the time I would have wished to devote to the subject. The physical work that I was doing used to leave me thoroughly exhausted at the end of the day, and I used to have the classes just when I was most in need of some rest. Instead, therefore, of my being fresh for the class, I could with the greatest difficulty keep myself awake. The mornings had to be devoted to work on the Farm and domestic duties, so the school hours had to be kept after the midday meal. There was no other time suitable .
make as brainliest
As the Farm grew, it was found necessary to make some provision for the education of its boys and girls. I did not believe in the existing system of education, and I had a mind to find out by experience and experiment the true system. Only this much I knew, that, under ideal conditions true education could be imparted only by the parents, and that then there should be the minimum of outside help, that Tolstoy Farm was a family, in which I occupied the place of the father, and that I should so far as possible shoulder the responsibility for the training of the young.