The Economy of Permanence: A Quest for a Social Order Based on Non-violence (स्थायी अर्थतन्त्र)

Economy of Permanence
properly trained, ought to show a profit sufficient to cover the losses of the
first two years. Apart from this, as has already been pointed out, the tranining
of a good citizen more than compensates any capital expense incurred by the
State. When the child is taught crafts which are in local demand such as
spinning, dyeing, weaving, tailoring, mat and basket- making pottery, shoe-
making, carpentry, smithy, brass and metal working, paper-making, gur
production, oil-pressing, bee-keeping, etc., the problem of marketing will not
be great. Even the apprentice of an artisan does not pay for himself from the
very start. His training is bound to result in a loss for something. After the
initial stages, he may produce something worthwhile. Thence onwards he may
pay his training through. To meet such early training the Government has to
find the funds or the people will I have to set aside certain assets like lands
earmarked for the purpose. This was done formerly until the British system of
taxation dis-established the village schools. But education of the young j must
remain a duty of the S.ate. As we are situated at present, our J problem is a
politically created financial problem and is not natural. The solution lies in
correcting it politically and not accepting it as inevitable. The teacher should
himself be a well- trained person who may have to be paid adequately say Rs.
25/- as a start. The school hours and terms should be related to the village
calendar. There may be no classes during harvest seasons or during periods
when a great deal of work has to be done on the fields.
General outline of the Plan: The Wardha or Basic scheme, as this new plan has
come to be known, recommends a course of seven years' compulsory basic
education for boys and girls from the age seven to fourteen. The medium of
instruction is to be a craft like spinning, around which all subjects are taught.
The everyday life of the child and the correlation of the craft, the physical and
social environment of the child afford points of coordination for all
departments of knowledge. The standard aimed at is the present matriculation
without English. There will be no effort to teach writing until the child has
learnt drawing. Reading will be taught first. After the age of twelve, the pupil
may be allowed to choose a craft as a vocation. It does not aim at turning out
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