Creative Unity

by Rabindranath Tagore

The Western Universities give their students an opportunity to learn what all the European peoples have contributed to their Western culture. Thus the intellectual mind of the West has been luminously revealed to the world. What is needed to complete this illumination is for the East to collect its own scattered lamps and offer them to the enlightenment of the world.

There was a time when the great countries of Asia had, each of them, to nurture its own civilisation apart in comparative seclusion. Now has come the age of co-ordination and co-operation. The seedlings that were reared within narrow plots must now be transplanted into the open fields. They must pass the test of the world-market, if their maximum value is to be obtained.

But before Asia is in a position to co-operate with the culture of Europe, she must base her own structure on a synthesis of all the different cultures which she has. When, taking her stand on such a culture, she turns toward the West, she will take, with a confident sense of mental freedom, her own view of truth, from her own vantage-ground, and open a new vista of thought to the world. Otherwise, she will allow her priceless inheritance to crumble into dust, and, trying to replace it clumsily with feeble imitations of the West, make herself superfluous, cheap and ludicrous. If she thus loses her individuality and her specific power to exist, will it in the least help the rest of the world? Will not her terrible bankruptcy involve also the Western mind? If the whole world grows at last into an exaggerated West, then such an illimitable parody of the modern age will die, crushed beneath its own absurdity.

In this belief, it is my desire to extend by degrees the scope of this University on simple lines, until it comprehends the whole range of Eastern cultures—the Aryan, Semitic, Mongolian and others. Its object will be to reveal the Eastern mind to the world.

Of one thing I felt certain during my travels in Europe, that a genuine interest has been roused there in the philosophy and the arts of the East, from which the Western mind seeks fresh inspiration of truth and beauty. Once the East had her reputation of fabulous wealth, and the seekers were attracted from across the sea. Since then, the shrine of wealth has changed its site. But the East is famed also for her storage of wisdom, harvested by her patriarchs from long successive ages of spiritual endeavour. And when, as now, in the midst of the pursuit of power and wealth, there rises the cry of privation from the famished spirit of man, an opportunity is offered to the East to offer her store to those who need it.

Once upon a time we were in possession of such a thing as our own mind in India. It was living. It thought, it felt, it expressed itself. It was receptive as well as productive. That this mind could be of any use in the process, or in the end, of our education was overlooked by our modern educational dispensation. We are provided with buildings and books and other magnificent burdens calculated to suppress our mind. The latter was treated like a library-shelf solidly made of wood, to be loaded with leather-bound volumes of second-hand information. In consequence, it has lost its own colour and character, and has borrowed polish from the carpenter's shop. All this has cost us money, and also our finer ideas, while our intellectual vacancy has been crammed with what is described in official reports as Education. In fact, we have bought our spectacles at the expense of our eyesight.

In India our goddess of learning is Saraswati. My audience in the West, I am sure, will be glad to know that her complexion is white. But the signal fact is that she is living and she is a woman, and her seat is on a lotus-flower. The symbolic meaning of this is, that she dwells in the centre of life and the heart of all existence, which opens itself in beauty to the light of heaven.

The Western education which we have chanced to know is impersonal. Its complexion is also white, but it is the whiteness of the white-washed class-room walls. It dwells in the cold-storage compartments of lessons and the ice-packed minds of the schoolmasters. The effect which it had on my mind when, as a boy, I was compelled to go to school, I have described elsewhere. My feeling was very much the same as a tree might have, which was not allowed to live its full life, but was cut down to be made into packing-cases.

The introduction of this education was not a part of the solemn marriage ceremony which was to unite the minds of the East and West in mutual understanding. It represented an artificial method of training specially calculated to produce the carriers of the white man's burden. This want of ideals still clings to our education system, though our Universities have latterly burdened their syllabus with a greater number of subjects than before. But it is only like adding to the bags of wheat the bullock carries to market; it does not make the bullock any better off.

Mind, when long deprived of its natural food of truth and freedom of growth, develops an unnatural craving for success; and our students have fallen victims to the mania for success in examinations. Success consists in obtaining the largest number of marks with the strictest economy of knowledge. It is a deliberate cultivation of disloyalty to truth, of intellectual dishonesty, of a foolish imposition by which the mind is encouraged to rob itself. But as we are by means of it made to forget the existence of mind, we are supremely happy at the result. We pass examinations, and shrivel up into clerks, lawyers and police inspectors, and we die young.