Gandhi suggests something trickier than merely tailoring lessons to local needs—he's warning that education divorced from actual living becomes a kind of malformation, a growth that looks right but lacks true vigor. Most reformers assume education should prepare students *for* their circumstances; Gandhi insists it must grow *from* them, acknowledging that knowledge meant for one world applied to another becomes useless or even poisonous. When a rural school in India teaches the same standardized curriculum as a London one without regard for farming seasons, trade networks, or local problems, students develop a hollow competence—they can recite facts but cannot think within their own reality. The insight saves us from the comfortable myth that good education is universal; instead it demands the harder work of making learning indigenous, rooted, and alive.