by
Gareth Jones
Bangkok,
Siam
They
were a curious collection, the three men who sat beneath the vast
picture of King Chulalongkorn in a room in the Siamese Ministry of
Education at Bangkok. The
first was a Siamese with a forceful personality who considered that he
had the mission of forming the Siam of the future, namely Pra Sarasastra
Prabhand, the Minister of Education. He was clad in the old Siamese dress, wearing a purple cloth with
one end tucked between the legs so as to form a garb between a shirt and
bulging trousers; an unusual dress for one who is a barrister of the
Inner Temple. The second
was a learned, religious British professor at Bangkok University and the
third a critical Journalist. They
had met to discuss the effects of the revolution on the education of
Siam.
“In
the year 2777” began the Minister of Education, but noticing that the
Journalist was bewildered, he corrected himself and said: “I beg your
pardon, I am reckoning the years in the Siamese way. I meant 1934 we made a vigorous campaign through Siam to drive
all children into the schools, with the result that in 2778, I mean
1935, we will have over a million children in schools. This stress upon education is one of the main pillars of our
revolution.
“What
will the million children learn?’ asked Journalist
“Our
task is to put the school back into society. By that I mean that we are not fostering the ‘clerks disease’
and turning every schoolboy into a white-collar worker who is ashamed to
soil his hands. That was a
defect of the old regime, when the scholars could not go back to their
old society. We teach the children about nature, about their work.
I have started schools to teach mixed farming. Our youth must learn how to live in their environment.
Thus we uphold vocational training.”
The
Professor referred to a talk he had had with a leading man in British
Borneo who had said of education in Sarawak. “I do not even want the natives to learn English for it is no
noble ideal for them to go the towns as pen-pushers. I believe in teaching them about forestry.”
The
Ministry of Education agreed entirely. “Educators throughout the world have tended to put the town on
a pedestal and to throw acorn on the country. We hope to reverse that.
I
send Siamese teachers who have been to Europe to the provinces of the
North in order that they may learn and respect the country. I want to abolish that snobbishness by which the children who
have been trained in Bangkok refuse to go back to the countryside.
I send a number of teachers front the towns into distant
villages. We owe almost all
to the country.”
The
Journalist was reminded of a ta1k he had had in Moscow with Lenin’s
widow, Krupskaya, one of the Soviet Union’s leading educationalists.
“Krupskaya was a great advocate of sending the townsfolk into
the villages to build up a link between town and. country between
proletarian and peasant;” he said: “She has plans for building up
the New Man in Russia, much as you have the ideal of creating a. finer
Siamese population. I
wonder how her Soviet educational plans would compare with the
educational plans in Siam. She believed that loyalty to society should take the place of
loyalty to the family and that too much stress had been laid upon the
fami1y.
The
Minister of Education threw up his arms in energetic disagreement.
“The family is the
foundation of our education,” he proclaimed.
“Lenin’s
widow declared the need of basing education upon atheism,” said the
journalist.
Again
the Minister was alarmed by this view. “A must have faith in religion’ or he can have no faith in
himself,” he declared. “Our
Wats (temples and monasteries) are a fine moral training and are good as
Eton or Harrow. Buddhism is at the basis of our education.
The
Professor spoke: “Just as Christianity builds up good character in the
schools of the West, so you believe that Buddhism, will be the
foundation of good character in Siam.”
The
Minister replied: “Yes the two religions are similarly good in their
effect on character. The
man influenced by Buddhism will think of others as he thinks of
himself.”
Here
the journalist intervened: “May I quote a view which I have often
heard expressed in the East and ask your opinion? It is this, that Buddhism, by its doctrine that desire and life
are evil and. that happiness lies in the absence of desire, has a bad
effect on national character, leads to a laissez faire attitude and
creates a character which does not strive toward progress. The belief in reincarnation, I hear causes priests not to help
beggars and diseased people for they regard poverty and illness as
punishment for misdeeds in former lives. I told also that women have no souls in some Buddhist beliefs and
for that reason women do the hard work here.”
The
Minister pondered: “The Buddhism which we teach. in the schools is an
ideal Buddhism and not superstition. We take the best of Buddhist doctrines, not the whole.
We cannot make: everybody into a Buddha.”
The
Professor suggested: “You try to conservate rather than abolish
desire. But how,” he added: “Can
you reconcile the Buddhist teachings with the military training which
you are driving forward in the schools of Siam? You have sent native guns and aeroplanes to visit even remote
schools and you teach the youth to worship the soldier.”
“Military
training helps us in our Buddhist teaching,” answered the Minister:
“It completes a side untouched by Buddhism. It gives the child discipline and builds up
character”.
“A
test character of children is the type of hero they admire,” said the
Journalist. “Whom
do the young Siamese admire?”
The
Minister of Education said: “First is King Chulalongkorn, the giver of
Siamese civilisation. All
comes from him. But let the
Professor as a neutral give his list.”
Outside
Siam my students admire the following most,” stated the Professor.
“First, Louis Pasteur whom they regard as greater than
Napoleon; Secondly Lister as a great pioneer of science; thirdly,
Florence Nightingale, and fourth, Dr. Reed, the American doctor who
discovered how to cure yellow fever.”
Above
all the children to cling to Siamese traditions and to Siamese dress, to
revere the past of Siam, and to study the culture of Siam. That is the rope which binds our nation.”
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