Whenever governments have to make huge economic decisions that directly benefit the people, there are a thousand reasons cited by the prosperous sections, who don’t need those benefits, to prove why they will not work. Like it’s done in the case of farmer protests and whenever any welfare scheme is mooted. Or when sleeper coaches are converted to AC coaches, and fancy superfast trains take precedence over basic trains for the increasing number of migrant labourers. Or when government schools are closed in remote villages due to insufficient enrollment. Or when the elite incessantly complain about PDS or MNREGS.
Beg, borrow, steal, money will be found if it is for buying warplanes or building bombs or aiding big businesses. Does it have to go to the needy? ‘No, show me the money.’
Earlier this month, we were at Gandhigram Constructive Workers’ Home, attending the annual Sarvodaya Day events, celebrating the lives and struggles of Jegannathan and Krishnammal.
This year, we went on a field visit with BEd students to a couple of schools near Chempatti.
One school was a government school with concrete buildings, and was located in a large village.
Another was a government aided middle school in a small and remote village. It had a traditional building made of stones with tiled roofs, sturdy but with sparse facilities. The children were vibrant, teachers were friendly and the women’s support group working there were hospitable. They were all pointing out the need for investments on the school, especially for rest rooms and other basic amenities. Meanwhile, we were treated to hot bondas and a unique blend of ‘Boost tea’.
An inscription on the walls drew and held our attention. The school had been inaugurated by the then Chief Minister, Kamaraj, in 1955. Within a year of coming to power. Especially after his predecessor Rajaji had to step down due to the fiasco over trying to optimise expenses, space and manpower in schools by sending away students early to learn crafts outside the school. I still believe, using crafts in education is an essential and useful method, integral to Gandhian approach, but the brash manner in which Rajaji implemented it, drawing the rather harsh epithet of Kulakalvi (hereditary education), doomed craft-based education and labour in Tamil Nadu forever, or thus far.
This is just one little school in a small village. Not the sprawling campus of an IIT or the imposing building of a CEG. But this inscription in the simple yet functional building in a seventy year old school in such a remote village signifies something more remarkable, and is a reminder to how the same problem was approached in two different ways by the two successive Chief Ministers, both, I believe, with noble intents but contrasting approaches. There could not have been many more important priorities than primary education in a newly independent and largely illiterate and poor country. Means to provide it had to be found and were somehow found. Leaders who care for the masses would seek and, most often, find the talisman to solve the foremost problems of the poorest of the poor.
We kept gazing at the inscription with a nostalgic amazement.