Clare and Harris Wofford's India Afire
It was suggested to me by a friend, Rajeev Goyal of www.PushforPeaceCorps.org, that I reach out to former Senator and Peace Corps Associate Director under JFK and LBJ -- the Honorable Harris Wofford.
Pray tell me, what am I to do with a fifth of the human race living on the verge of starvation?
-- Gandhi
India is afire with the same revolt affecting all Asia, but the course it is taking is still far from communism. After all, Gandhi consciously struck the first great Indian sparks. Having witnessed the results of Gandhi's nonviolent struggle and studied his story, we rank him as the world's greatest revolutionary.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
Undoubtedly we were drawn to some aspects instead of others by our "one world" bias.... By the time we left for India, six years of our lives had largely revolved around the world government idea.
Within a week--a staggering week in which human misery hit us from every side--our world government glasses were knocked off, and for many months, lost. Overwhelmed by the immediate economic problems that meant life or death for millions, we were swept away from the world federation idea by the heart-wrenching poverty, ignorance, and disease surrounding us. World government seemed a thousand miles down a road littered with tragic immediate problems crying for solution. In the end we were hunting a prescription for a new kind of lens which would cure our former nearsightedness to such problems without obliterating the old insights. We wanted glasses that would keep the world's misery in sharp focus and show as well the longer-range but inescapable road of world unity.
- The world is a profoundly interconnected system, that tends toward various states of durable, but dynamic, equilibrium, which, with great reliability, tend to overtake unstable states.
- There are tipping points in the development of these equilibria, in which the dynamic forces of conversion are in rapid realignment toward stability.
- We have now enough examples of how such conditions have arisen in various local contexts to reasonably apply these lessons in the establishment of equilibria to the entire system to create rapid, effective interventions that change the course of equilibrium.
- The fundamental underlying theme of all these interventions -- ranging from political to scientific -- is the loving application of our attention and knowledge to the solution of immediate problems in everyday living, while holding firm to the principle that we do no harm to the greater good in the process.
- We will certainly not be right in every case, but with persistent effort over time, we will be far more right than we will be wrong.
At first everyone was suspicious and kept their children away from the "new teacher." They feared that the Nizam Government would punish them if they cooperated with anyone associated with Gandhi. With no room made available and no students, Ranga opened his school under a tree by the edge of the village, after persuading a few poor children from nearby villages to sit with him. The villagers watched cautiously, and then slowly began sending their children to him.... By now Ranga taught fifty-seven village children, most of those from two to fifteen in the little hamlet of 345. Those whose families insisted that they work in the daytime he taught at night, along with some of the willing adults... He had already prevented many child marriages and eased others by getting them to school even after they were wed.
His success, moderate as it was, stemmed from his emphasis on village living instead of literacy. He began with lessons in baths and cooking and health. He dispensed antimalarial drugs and information. Now this village had no malaria, whereas those nearby had a rate of probably 25 percent. Ranga and his students were constructing a drainage system: while we walked through the ankle-deep mud, his students were trying to fill in the bogs and level off the road. Through the school he hoped to awaken public service and village planning. He had many ideas for the future: movable trench latrines, dairy and grain co-operatives, elective village councils, and the introduction of cottage industries. Already he was spreading the use of the charkha, through his regular school periods of hand-spinning. And some peasants were now using cow dung as fertilizer for the first time. He had started paper and glucose-making and beekeeping, but the raiders had destroyed his equipment. Soon, however, they would start again now that the new school buildings were finished.



