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Correspondence (a)
Why are no diplomas and certificates given to the students of the Centre of Education?
For the last hundred years or so mankind has been suffering from a disease which seems to be spreading more and more and which has reached a climax in our times; it is what we may call “utilitarianism”. People and things, circumstances and activities seem to be viewed and appreciated exclusively from this angle. Nothing has any value unless it is useful. Certainly something that is useful – is better than something that is not. But first we must agree on what we describe as useful, useful to whom, to what, for what? For, more and more, the races who consider themselves civilised describe as useful whatever can attract, procure or produce money. Everything is judged and evaluated from a monetary angle. That is what I call utilitarianism. And this disease is highly contagious, for even children are not immune to it. At an age when they should be dreaming of beauty, greatness and perfection, dreams that may be too sublime for ordinary common sense, but which are nevertheless far superior to this dull good sense, children now dream of money and worry about how to earn it. So when they think of their studies, they think above all about what can be useful to them, so that later on when they grow up they can earn a lot of money. And the thing that becomes most important for them is to prepare themselves to pass examinations with success, for with diplomas, certificates and titles they will be able to find good positions and earn a lot of money. For them study has no other purpose, no other interest. To learn for the sake of knowledge, to study in order to know the secrets of Nature and life, to educate oneself in order Page – 353 to grow in consciousness, to discipline oneself in order to become master of oneself, to overcome one's weaknesses, incapacities and ignorance, to prepare oneself to advance in life towards a goal that is nobler and vaster, more generous and more true … they hardly give it a thought and consider it all very utopian. The only thing that matters is to be practical, to prepare themselves and learn how to earn money. Children who are infected with this disease are out of place at the Centre of Education of the Ashram. And it is to make this quite clear to them that we do not prepare them for any official examination or competition and do not give them any diplomas or titles which they can use in the outside world. We want here only those who aspire for a higher and better life, who thirst for knowledge and perfection, who look forward eagerly to a future that will be more totally true. There is plenty of room in the world for all the others. 17 July 1960
Sweet Mother, in the Physical Education Section, you have made all the necessary arrangements so that by physical training we may be able to develop our body in every possible way and thus become ready to participate in the great work of integral transformation. We have been teaching games, sports and all sorts of physical activities for several years, but we find that most of our students cannot grasp the fundamental spirit. They are usually distracted by amusement, excitement, impulsive moods and all kinds of likes and dislikes. In consequence, the discipline, the will, the resolution, the hard work and the true attitude which ensure our progress are lacking on the whole. A football ma h or an exciting game arouses a lot of enthusiasm but a conscientious and concentrated work which will help us to master certain physical qualities Page – 354 and set right certain defect is always done without much eagerness. The great majority of students, big and small, suffer from this malady. Very few approach physical education with the right attitude. How shall we learn to make it our normal practice?
The contents of the consciousness must change, the level of the consciousness must be raised, the quality of the consciousness must progress. Things are as you have described them, because most children have their consciousness centred in the physical which is tamasic and reluctant to make any effort. They want an easy life, and only the excitement or the rivalry of a game or a competition awakens enough interest in them so that they consent to make an effort. For this, a vital passion has to be aroused to intensify the will. The idea of progress belongs to the intelligent will which is active only in very few who are in contact with their psychic being; later on, in those who are mentally more developed and begin to understand the need to develop and control themselves. I said that the remedy is to raise the consciousness to a higher level. But, naturally, one must start with the level of the consciousness of the captains and instructors themselves. First of all, they should have a clear conception of what they want to obtain from those for whom they are responsible; and not only that, but they should also have realised in themselves the qualities which they demand from others. Over and above these qualities, they should have developed in their character and action a great deal of patience, endurance, kindness, understanding and impartiality. They should have no likes or dislikes, no attractions or repulsions. That is why the new group of captains must really be an elite group in order to set a good example to the pupils and students, if we want them in their turn to adopt the true attitude. Page – 355 Therefore I say to all: set to work sincerely and sooner or later the obstacles will be overcome. 5 July 1961 Sweet Mother, Some activities in our programme of physical education are of a more serious nature than others and call for more concentration; these activities tend to become boring for the children. Should the captains organise their groups in such a way that everything they teach is interesting and amusing, or should the children try to create an interest in themselves?
Both are indispensable and should, as far as possible, be always present. With a little imagination and inventive flexibility, the instructors should give charm and novelty to what they teach. On their part, the children, by cultivating in themselves the will and inclination for progress, should create a constant interest in what they do. In the meanwhile, the captains can partly entrust to the children the responsibility for organising their own exercises, using as much as possible whatever ingenious ideas may occur to them. If the sense of collaboration and responsibility is awakened in the children, then they will take an interest in what they do and do it with pleasure. 21 July 1961 Sweet Mother, We have a minute of concentration before and after group every day. What should we try to do during this concentration?
Before, make an offering to the Divine of what you are going to Page – 356 do, so that it may be done in a spirit of consecration. Afterwards, ask the Divine to increase the will for progress in us, so that we may become instruments that are more and more capable of serving Him. You may also, before starting, offer yourselves to the Divine in silence. And at the end, give thanks to the Divine in silence. I mean a movement of the heart without any words in the head. 24 July 1961
In human life the cause of all difficulties, all discords, all moral sufferings, is the presence in everyone of the ego with its desires, its likes and dislikes. Even in a disinterested work which consists in helping others, until one has learned to overcome the ego and its demands, until one can force it to keep calm and quiet in one corner, the ego reacts to everything that displeases it, starts an inner storm that rises to the surface and spoils all the work. This work of overcoming the ego is long, slow and difficult; it demands constant alertness and sustained effort. This effort is easier for some and more difficult for others. We are here in the Ashram to do this work together with the help of Sri Aurobindo's knowledge and force, in an attempt to realise a community that is more harmonious, more united, and consequently much more effective in life. As long as I was physically present among you all, my presence was helping you to achieve this mastery over the ego and so it was not necessary for me to speak to you about it individually very often. But now this effort must become the basis of each individual's existence, more especially for those of you who have a responsible position and have to take care of others. The leaders must always set the example, the leaders must always practise Page – 357 the virtues they demand from those who are in their care; they must be understanding, patient, enduring, full of sympathy and warm and friendly goodwill, not out of egoism to win friends for themselves, but out of generosity to be able to understand and help others. To forget oneself, one's own likings and preferences, is indispensable in order to be a true leader. That is what I am asking of you now, so that you can face your responsibilities as you should. And then you will find that where you used to feel disorder and disunity, they have vanished, and harmony, peace and joy have taken their place. You know that I love you and that I am always with you to sustain you, help you and show you the way. Blessings. 26 August 1969 Sweet Mother, Some children ask me what is the best way of spending their holidays here.
It is an excellent opportunity to do some interesting work, to learn something new or develop some weak point in their nature or their studies. It is an excellent opportunity to choose some occupation freely and thus discover the true capacities of their being. Blessings. 1 November 1969 Sweet Mother, Do you approve of students going to spend their holidays at home or elsewhere?
Rather, one could say that what the children do during their holidays shows what they are and how far they are capable of profiting from their stay here. Thus, the case is different for each Page – 358 one and the quality of his reaction indicates the quality of his character. Truly speaking, those who would rather stay here than do anything else, are ready to take full advantage of their education here and are capable of fully understanding the ideal they are taught. Blessings. 2 November 1969 Sweet Mother, Does this mean that those who go out are incapable of fully understanding the ideal they are taught, or are we unable to make them understand the ideal?
I do not say that the teaching here is perfect and exactly what it should be. But it is certain that a good number of students are very interested and understand very well that there is something here which is not to be found elsewhere. So, it is those students who should remain here, and as we do not have enough room to meet all demands, the choice would be easier. Blessings. 3 November 1969 Sweet Mother, Is it possible to teach the ideal to those who do not understand it, and how can it be taught to them? Are we, instructors and teachers, worthy of this formidable task?
What we want to teach is not only a mental ideal, it is a new idea of life and a realisation of consciousness. This realisation is new to all, and the only true way to teach others is to live according to this new consciousness oneself and to allow oneself Page – 359 to be transformed by it. There is no better lesson than that of an example. To tell others: “Do not be selfish,” is not much use, but if somebody is free from all selfishness, he becomes a wonderful example to others; and someone who sincerely aspires to act in accordance with the Supreme Truth, creates a kind of contagion for the people around him. So the first duty of all those who are teachers or instructors is to give an example of the qualities they teach to others. And if, among these teachers and instructors, some are not worthy of their post, because by their character they give a bad example, their first duty is to become worthy by changing their character and their action; there is no other way. Blessings. 4 November 1969 Sweet Mother, What qualifications do you consider essential for an instructor or a teacher in the Ashram? Isn't it better not to do this work if one feels incapable of doing it well? For then it is the children who suffer because of us, isn't that so?
Whatever imperfections the teachers and instructors here may have, they will always be better than those from outside. For all who work here do so without remuneration and in the service of a higher cause. It is clearly understood that each one, whatever his worth or capacity, can and must progress constantly to realise an ideal which is still much higher than the present realisation of humanity. But if one is truly eager to do one's best, it is by doing the work that one progresses and learns to do it better and better. Criticism is seldom useful, it discourages more than it helps. And all goodwill deserves encouragement, for with patience and endurance, there is no progress which cannot be made. The main thing is to keep the certitude that whatever may Page – 360 have been accomplished, one can always do better if one wants to. The ideal to attain is an unflinching equality of soul and conduct, a patience that never fails and, of course, the absence of any preference or desire. It is obvious that for one who teaches, the essential condition for the proper fulfilment of his task is the absence of all egoism; and no human being is exempt from the necessity of this effort. But, I repeat, this effort is easier to make here than anywhere else. Blessings. 5 November 1969 Sweet Mother, Should those who are much attracted by the pleasures of ordinary life, such as cinemas, restaurants, social life, etc., come to study in our school? For, as a rule, one feels that this is why most of our students go out during the holidays, and every time they come back they need quite a long time to readjust themselves here.
Those who are strongly attached to ordinary life and its agitation should not come here, for they are out of their element and create disorder. But it is difficult to know this before they come, for most of them are very young, and their character is not yet well formed. But as soon as they are caught in the frenzy of the world, it would be better, for themselves and for others, that they return to their parents and their habits. Blessings. 14 November 1969 Page – 361 Sweet Mother, There are several children here who are sent by their parents just for their education. The idea that they are only students and that they will go away from here after their studies, is already firmly fixed in their minds. Once we know that these children have a clear idea of what they want to do, is it not better to advise them officially to go and study elsewhere? Or, because they have already been accepted, should we allow them to continue their studies and finish them here?
Unfortunately, there are many parents who send their children here not because they think that they will have a special education here but because the Ashram does not ask money for their studies; and consequently parents need to spend much less money here than elsewhere. But the poor children are not responsible for this transaction, and we must give them a chance to develop fully if they are capable of it. Therefore, we accept them if we see a possibility in them. And it is only when they clearly show that they are incapable of benefiting from their education here that we are ready to let them go if they want to. Blessings. 15 November 1969 Sweet Mother, For the students who know that they will go away from here after their studies, is it not necessary for them to go out from time to time in order to be able to adjust themselves later to ordinary life?
There is no difficulty in adapting to ordinary life; it is a bondage to which one is subjected from birth, for all carry it in Page – 362 themselves by atavism, and even those who are born to be freed need to struggle seriously and continuously to get rid of this atavism in order to be truly free. Blessings. 16 November 1969 Sweet Mother, What do you expect of those students who are going to leave after their studies here? Surely there must be a great difference between them and ordinary people. What is the difference?
Often, as soon as they find themselves in the midst of ordinary life, many of them realise the difference and regret what they have lost. Few of them have the courage to give up the comforts they find in their ordinary surroundings, but even the others no longer face life with the same unconsciousness as those who have never been in contact with the Ashram. The work we do is not done with the expectation of something in return, but simply to help the progress of humanity. Blessings. 18 November 1969 Sweet Mother, How far do you consider it the duty of a teacher or an instructor to impose discipline on the students?
To prevent the students from being irregular, rude or negligent is obviously indispensable; unkind and harmful mischief cannot be tolerated. But as a general and absolute rule, the teachers and especially the physical education instructors must be a constant living example of the qualities demanded from the students; discipline, regularity, good manners, courage, endurance, patience in effort, are taught much more by example than by words. And as an Page – 363 absolute rule: never to do in front of a child what you forbid him to do. For the rest, each case implies its own solution, and one must act with tact and discernment. That is why to be a teacher or an instructor is the best of all disciplines, if one knows how to comply with it. Blessings. 20 November 1969 A child ought to stop being naughty because he learns to be ashamed of being naughty, not because he is afraid of punishment.1 In the first case, he makes true progress. In the second, he falls one step down in human consciousness, for fear is a degradation of consciousness. 21 November 1969 Sweet Mother, Do the responsibilities of a teacher or an instructor cease after his working hours at school or at the playground? I am asking this because our children usually behave very badly in the streets. They walk where they like, they talk in the middle of the road, and the most difficult problem is when they ride their bicycles without lights or brakes, or double. None of us take any notice of all that because it is outside our working hours. And as nothing is being done to put a stop to this, indifference to the law has become so widespread that one even sees responsible people disregarding these laws.
1Later Mother added: “This is the first step. When he has come so far, he can then make further progress and learn the joy of being good.” Page – 364 The best remedy for this sorry state of affairs would be, when all the children are assembled (probably at the playground), to give them a short lesson on how to behave in the street — what one may do and what one ought not to do. Someone who knows how to speak to them and tell them this in an interesting, and even if possible an amusing way, could no doubt obtain a result. Blessings. 21 November 1969 Sweet Mother, Does this mean that once we have explained properly to the children how to behave in the street, we no longer have any responsibility for what they do outside our working hours?
It is difficult to interfere in an incident one has not witnessed. Gossip is always suspect. But if one of the instructors personally witnesses the bad behaviour of one of his students, then it is appropriate for him to intervene, on condition, of course, that his relation with the student is friendly and affectionate. Blessings. 22 November 1969 Sweet Mother, Don't you think that in our programme of education children should be taught to do some disinterested work for the Ashram, at least once a week?
It is always good to do disinterested work. But it becomes much better if the work becomes an enjoyment and not a boring task. Blessings. 26 November 1969 Sweet Mother, Every year we give a special prize to the best Page – 365 students of groups A1 and A2. This year there is a boy who has worked very well throughout the year, but now he has gone home for the holidays and hasn't taken part in the Demonstration of December 2. Do you think he should still be given the prize for this year?
All depends on how he left: whether it was to obey his parents or whether he wanted to go himself. If he wanted to leave, whatever his outer merit, it would perhaps be better not to give him the prize, because that would mean that we attach no importance to the inner attitude and to the student's understanding of the aim we pursue, that is, to prepare the men of tomorrow for the new creation. Blessings. 9 December 1969 Sweet Mother, Is it good to give prizes to the children or reward them in order to make them work or to create some sort of interest?
It is obvious that for the children it is better to study in order to develop their consciousness and learn a little of all they do not know; but to give prizes to those who have been particularly studious, disciplined and attentive, is not bad. Blessings. 17 December 1969 Sweet Mother, Don't you think that to become a teacher or an instructor here, especially for the little ones, it is necessary to have lived in the Ashram for a certain length of time? Page – 366 It is a certain attitude of consciousness which is necessary – and unfortunately, living even several years in the Ashram does not always lead to this right attitude. Truly speaking, teachers should be taken on trial to see if they can acquire this right attitude and adapt themselves to the needs of their task. Blessings. 18 December 1969 Sweet Mother, What do you mean by “a certain attitude of consciousness”?
The attitude of consciousness which is required is an inner certitude that, in comparison with all that is to be known, one knows nothing; and that at every moment one must be ready to learn in order to be able to teach. This is the first indispensable point. There is a second one. It is that outer life, as we know it, is a more or less illusory appearance and that we must constantly keep a living aspiration for the Truth. Blessings. 19 December 1969 Sweet Mother, What is the role of parents or guardians in the Ashram? How should they contribute to a better education of their children?
Here, the first duty of the parents or guardians is not to contradict either by word or example the education that is given to their children. In a positive way, the best thing they can do is to encourage the children to be docile and disciplined. Blessings. 24 December 1969 Page – 367 Sweet Mother, What is Your opinion about fashion, dress and ornaments? What do you consider to be of good taste in our Ashram life?
Thank God, I have no opinions. For me good taste means being simple and sincere. Blessings. 4 January 1970 Sweet Mother, How are we to teach the children to organise the freedom that You give us here?
Children have everything to learn. This should be their main preoccupation in order to prepare themselves for a useful and productive life. At the same time, as they grow up, they must discover in themselves the thing or things which interest them most and which they are capable of doing well. There are latent faculties to be developed. There are also faculties to be discovered. Children must be taught to like to overcome difficulties, and also that this gives a special value to life; when one knows how to do it, it destroys boredom for ever and gives an altogether new interest to life. We are on earth to progress and we have everything to learn. 14 January 1972 Sweet Mother, Yesterday You wrote: “There are latent faculties to be developed. There are also faculties to be discovered.” What is the role of the teacher or the instructor in the discovery of these faculties? Page – 368
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