A Quote by Mahatma Gandhi
Is not education the art of drawing out full manhood of the children under training?
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Education and training for all children to be equal in opportunity in all schools, colleges, universities, and other institutions of training in the professions and vocations in life; to be regulated on the capacity of children to learn, and not on the ability of parents to pay the costs. Training for life's work to be as much universal and thorough for all walks of life as has been the training in the arts of killing.
This new England we have invented for ourselves is not interested at all in education. It is only interested in training, both material and spiritual. Education means freedom, it means ideas, it means truth. Training is what you do to a pear tree when you pleach it and prune it to grow against a wall. Training is what you give an airline pilot or a computer operator or a barrister or a radio producer. Education is what you give children to enable them to be free from the prejudices and moral bankruptcies of their elders.
I was a Fine Art major. You do a bit of everything until the final year, when you specialise. I did pencil drawing and sculpture. It's a pretty well-rounded fine art education. I thought that it was viable option to make a living out of art. I'm not sure if I was thinking realistically; maybe I never was. But it had great appeal.
The people themselves begin to clamour for an education which shall qualify their children for life rather than for earning a living. As a matter of fact, it is the man who has read and thought on many subjects who is, with the necessary training, the most capable whether in handling tools, drawing plans, or keeping books.
It is a truism that as long as man loves but himself and his art he can never attain to the full measure of manhood or reach the sublimest heights of his art. He must seek to love men as brothers and art, not for the sake of art itself, but art as a means toward bringing all men up to that verdant plateau where their souls may be fed in very rejoicing in all that is true, beautiful, and abiding.
I do a lot of work on computers, but I am so practiced in drawing that I can draw it full size, and you can take the measurements off my drawings. It's like drafting, but it's a work of art - a really beautiful drawing.
In early childhood, children develop a set of symbols that 'stand for' things they see in the world around them... Children are happy with symbolic drawing until about the age of eight or nine... when children develop a passion for realism. Our schools do not provide drawing instruction. Children try on their own to discover the secrets of realistic drawing, but nearly always fail and, sadly, give up on trying.
That's why I'm concerned about education, because it helps our children see other worlds. Education is my next big thing. When music and art were taken out of the schools, I went berserk!
The most important part of education is right training in the nursery. The soul of the child in his play should be trained to that sort of excellence in which, when he grows to manhood, he will have to be perfected.
When I was at Disney and was a character art manager and handing out artwork that had to be inked we had a thing where if there was any lettering on it I'd hear, "I don't letter," and I said, "Look at it. It's drawing. Ink the drawing." I just learned from Mike Aarons how each letter was just part of the drawing.
I've been drawing as long as I can remember. I think all children draw as soon as they figure out the thumb and can grab crayons. The only difference with people like myself is that we never stopped drawing.
At the moment I would like to emphasize the need for vocational training, for non-formal education in Burma to help all those young people who have suffered from a bad education. They have to be trained to earn their living. They have to have enough education vocational training to be able to set up respectable lives for themselves.
Art that means anything in the life of a community must bear some relation to current interpretations of the mystery of the universe. Our rigid separation of the humanities and the sciences has temporarily left our art stranded or stammering and incoherent. Both art and science ought to be blended in our early education of our children's emotions and powers of observation, and that harmony carried forward in later education.
The art of natural education consists in ignoring the faults of children nine times out of ten, in avoiding immediate interference, which is usually a mistake, and devoting one's whole vigilance to the control of the environment in which the child is growing up, to watching the education which is allowed to go on by itself.
It was challenging to understand what was necessary to successfully carry out all the training simulations that we, as crewmen, would experience, and make a very successful use of that training and education.
It is a mistake to try to impose Christian beliefs on children and to make them the basis of moral training. The moral education of children is much too important a matter to be built on such foundations.
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