{"id":4165,"date":"2013-07-13T01:53:53","date_gmt":"2013-07-13T01:53:53","guid":{"rendered":"http:\/\/localhost\/?p=4165"},"modified":"2013-07-13T01:53:53","modified_gmt":"2013-07-13T01:53:53","slug":"36-national-education-vol-12-on-education-volume-12","status":"publish","type":"post","link":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/02-works-of-the-mother\/01-cwmce\/12-on-education-volume-12\/36-national-education-vol-12-on-education-volume-12","title":{"rendered":"-36_National-Education.htm"},"content":{"rendered":"\n\n
\n
\n


\nNational
\nEducation <\/span><\/font> <\/i><\/b> <\/span><\/p>\n

 <\/span><\/p>\n

Our aim is not a national system of education for <\/span>India<\/span>, but an education for the world at large. <\/span><\/p>\n

\u00a0<\/span><\/span><\/p>\n

Sublime Mother, <\/span><\/i><\/p>\n

Our aim is no exclusive national system of
\neducation for <\/span><\/i>India<\/span><\/i> but an essential and fundamental education for all mankind. But,
\nis it not true, Mother, that this education, because of <\/span><\/i>India<\/span><\/i>‘s special fitness (by virtue of its past cultural striving and
\nattainment), is <\/span><\/i>India<\/span><\/i>‘s privilege and special responsibility towards herself and the
\nworld? At any rate, this essential education is <\/span><\/i>India<\/span><\/i>‘s national education to my mind. In fact, I regard this as the
\nnational education of each great country with characteristic differentiations
\npeculiar to each nation.\u00a0 <\/span><\/span><\/i><\/p>\n

I wonder whether this is correct and
\nMother would endorse it.<\/span><\/i> <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Yes, this is quite correct and part of what I would have said if I
\nhad had time to answer your questions. <\/span><\/p>\n

India<\/span> has or rather had<\/span>
\nthe knowledge of the Spirit<\/span>,
\nbut she neglected matter and suffered for it. <\/span><\/p>\n

The West has the knowledge of matter but rejected the Spirit and
\nsuffers badly for it. <\/span><\/p>\n

An integral education which could, with some variations, be
\nadapted to all the nations of the world, must bring back the legitimate
\nauthority of the Spirit over a matter fully developed and utilised. <\/span><\/p>\n

This is in short what I wanted to say. <\/span><\/p>\n

With blessings.  <\/span><\/p>\n


\n\u00a0<\/span><\/i>26 July 1965<\/span><\/i> <\/span><\/p>\n

\nPage \u2013 251<\/span><\/span><\/p>\n

<\/p>\n
\n

<\/span><\/div>\n

\nB<\/font><\/span>asic <\/font> <\/span>
\nI<\/font><\/span>ssues of
\n<\/font> <\/span>
\nI<\/font><\/span>ndian <\/font> <\/span>
\nE<\/font><\/span>ducation<\/font>1<\/font><\/sup><\/span> <\/span><\/font><\/i><\/p>\n

 <\/span><\/p>\n

1. In view of the present and the future of national and
\ninternational living, what is it that <\/span><\/i>India<\/span><\/i> should aim at in education? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Prepare her children for the rejection of falsehood and the
\nmanifestation of Truth. <\/span><\/p>\n

 <\/span><\/p>\n

2. By what steps could the country proceed to realise this high
\naim? How can a beginning in that direction be made? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Make matter ready to manifest the Spirit. <\/span><\/p>\n

 <\/span><\/p>\n

3. What is <\/span><\/i>India<\/span><\/i>‘s true genius and what is her destiny? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

To teach to the world that matter is false and impotent unless it
\nbecomes the manifestation of the Spirit. <\/span><\/p>\n

 <\/i><\/span><\/p>\n

4. How does the Mother view the progress of Science and Technology
\nin <\/span><\/i>India<\/span><\/i>? What contribution can they make to the growth of the Spirit in
\nman? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Its only use is to make the material basis stronger, completer and
\nmore effective for the manifestation of the Spirit. <\/span><\/p>\n

 <\/span><\/p>\n

5. The country feels much concerned about national unity. What is
\nthe Mother’s vision of things? How will <\/span><\/i>India<\/span><\/i> do her duty by herself and by the world? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

1<\/font><\/span><\/sup>In August 1965 an Education Commission of the Government of India
\nvisited the Ashram to evaluate the ideals and educational methods of the Centre
\nof Education. At that time a group of teachers submitted this series of
\nquestions to the Mother.<\/span><\/font> <\/font><\/span><\/p>\n

\nPage \u2013 252<\/span><\/p>\n

<\/p>\n
\n

<\/span><\/div>\n

The unity of all the nations is the compelling future of the
\nworld. But for the unity of all nations to be possible, each nation must first
\nrealise its own unity. <\/span><\/p>\n

 <\/span><\/p>\n

6. The language problem harasses <\/span><\/i>India<\/span><\/i> a good deal. What would be our correct attitude in this matter? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Unity must be a living fact and not the imposition of an arbitrary
\nrule. When <\/span>India<\/span> will be one, she will have spontaneously a language understood by
\nall. <\/span><\/p>\n

 <\/span><\/i><\/p>\n

7. Education has normally become literacy and a social status. Is
\nit not an unhealthy trend But how to give education its inner worth and
\nintrinsic enjoyability? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Get out of conventions and insist on the growth of the soul. <\/span><\/p>\n

 <\/span><\/p>\n

8. What illusions and delusions is our education today beset with?
\nHow could we possibly keep clear of them? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

a) The almost exclusive importance given to success, career and
\nmoney. <\/span><\/p>\n

\u00a0<\/span>b) Insist on the paramount
\nimportance of the contact with the Spirit and the growth and manifestation of
\nthe Truth of the being.  <\/span><\/p>\n


\n\u00a0<\/span><\/i>5 August 1965<\/span><\/i> <\/span><\/i><\/p>\n

\u00a0<\/span><\/span><\/p>\n

1<\/span>.<\/span>
\n<\/font>
\n<\/span><\/span><\/i>How to
\nprepare children for the rejection of falsehood (a) when the falsehood is still
\nwithin the blood and every cell of my body? (b) when attachment to<\/span><\/i> <\/span>falsehood is becoming stronger and stronger by the egoistic and
\npossessive nature? <\/span><\/i><\/p>\n

\nPage \u2013 253<\/span><\/p>\n

<\/p>\n
\n

<\/span><\/div>\n

2. How can the unity of each nation be realised (a) when there is
\nno unity within the individual? (b) when there is no unity between two members
\nof a family? (c) when there is no unity in one organisation or institution? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

3. How to get out of conventions and insist on the growth of the
\nsoul when even an Ashramite spreads the infection of social status to satisfy
\npersonal wants? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

4. How not to give an almost exclusive importance to success,
\ncareer and money when everyone is running after money for the exhibition and
\nsatisfaction of one’s ego and self-importance?<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

To each one a body<\/span>
\nhas been given to do that work, because it is in realising these things in oneself<\/span> that one helps humanity to
\nrealise them upon earth. <\/span><\/p>\n

The teacher must absolutely possess the qualities and the
\nconsciousness he wants his students to acquire. <\/span><\/p>\n

\u00a0<\/span><\/span><\/p>\n

I would like them (the Government) to recognise Yoga as education,
\nnot so much for ourselves, but it will be good for the country. <\/span><\/p>\n

Matter will be transformed, that will be a solid base. Life will
\nbe divinised. Let <\/span>India<\/span> take the lead. <\/span><\/p>\n

\u00a0<\/span><\/span><\/p>\n


\n1<\/font><\/span><\/sup>These four questions, asked by a
\nteacher, are based upon the Mother’s replies to the series of questions in the
\nprevious letter (<\/font><\/span>5 August 1965<\/span><\/font>).<\/font><\/span> <\/span><\/p>\n

\nPage \u2013 254<\/span><\/p>\n

<\/p>\n
\n

<\/span><\/div>\n

\nM<\/font><\/span>essage for the<\/font><\/span> I<\/font><\/span>nauguration of a<\/font><\/span><\/p>\n

\n
\n\u00a0<\/font><\/span>F<\/font><\/span>rench<\/font><\/span> I<\/font><\/span>nstitute at<\/font><\/span> <\/font> <\/span>
\nP<\/font><\/span>ondicherry<\/font><\/span>  <\/span><\/font><\/p>\n

 <\/span><\/p>\n

In any country the best education that can be given to children
\nconsists in teaching them what the true nature of their country is and its own
\nqualities, the mission their nation has to fulfil in the world and its true
\nplace in the terrestrial concert. To that should be added a wide understanding
\nof the role of other nations, but without the spirit of imitation and without
\never losing sight of the genius of one’s own country. <\/span>France<\/span> meant generosity of sentiment, newness and boldness of ideas and
\nchivalry in action. It was that <\/span>France<\/span> which commanded the respect and admiration of all: it is by these
\nvirtues that she dominated the world.<\/span><\/p>\n

An utilitarian, calculating, mercantile <\/span>France<\/span> is <\/span>France<\/span> no longer. These things do not agree with her true nature and in
\npractising them she loses the nobility of her world position. <\/span><\/p>\n

This is what the children of today must be made to know.  <\/span><\/p>\n

\n\u00a0<\/span>4 April 1955<\/span><\/i> <\/span><\/i>\u00a0<\/span><\/span><\/p>\n

\nPage \u2013 255<\/span><\/p>\n

<\/p>\n


\n <\/font><\/a><\/b><\/p>\n

<\/span><\/p>\n<\/div>\n<\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

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