{"id":4198,"date":"2013-07-13T01:54:06","date_gmt":"2013-07-13T01:54:06","guid":{"rendered":"http:\/\/localhost\/?p=4198"},"modified":"2013-07-13T01:54:06","modified_gmt":"2013-07-13T01:54:06","slug":"61-correspondence-a-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\/61-correspondence-a-vol-12-on-education-volume-12","title":{"rendered":"-61_Correspondence-(a).htm"},"content":{"rendered":"\n\n
\n
\n


\nCorrespondence
\n(a)<\/span><\/font><\/i><\/b> <\/span><\/p>\n

 <\/span><\/p>\n

Why are no diplomas and certificates given to the students of the
\nCentre of Education? <\/span><\/i> <\/span><\/p>\n

 <\/span><\/p>\n

For the last hundred years or so mankind has been suffering from a
\ndisease which seems to be spreading more and more and which has reached a
\nclimax in our times; it is what we may call \u201cutilitarianism\u201d. People and
\nthings, circumstances and activities seem to be viewed and appreciated
\nexclusively from this angle. Nothing has any value unless it is useful.
\nCertainly something that is useful \u2013 is better than something that is not. But
\nfirst we must agree on what we describe as useful, useful to whom, to what, for
\nwhat? <\/span><\/p>\n

For, more and more, the races who consider themselves civilised
\ndescribe as useful whatever can attract, procure or produce money. Everything
\nis judged and evaluated from a monetary angle. That is what I call
\nutilitarianism. And this disease is highly contagious, for even children are
\nnot immune to it.<\/span><\/p>\n

At an age when they should be dreaming of beauty, greatness and
\nperfection, dreams that may be too sublime for ordinary common sense, but which
\nare nevertheless far superior to this dull good sense, children now dream of
\nmoney and worry about how to earn it. <\/span><\/p>\n

So when they think of their studies, they think above all about
\nwhat can be useful to them, so that later on when they grow up they can earn a
\nlot of money. <\/span><\/p>\n

And the thing that becomes most important for them is to prepare
\nthemselves to pass examinations with success, for with diplomas, certificates
\nand titles they will be able to find good positions and earn a lot of money. <\/span><\/p>\n

For them study has no other purpose, no other interest. <\/span><\/p>\n

To learn for the sake of knowledge, to study in order to know the
\nsecrets of Nature and life, to educate oneself in order<\/span> <\/span><\/p>\n

\nPage \u2013 353<\/span><\/p>\n

<\/p>\n
\n

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

to grow in consciousness, to discipline oneself in order to become
\nmaster of oneself, to overcome one’s weaknesses, incapacities and ignorance, to
\nprepare oneself to advance in life towards a goal that is nobler and vaster,
\nmore generous and more true \u2026 they hardly give it a thought and consider it all
\nvery utopian. The only thing that matters is to be practical, to prepare
\nthemselves and learn how to earn money.<\/span><\/p>\n

Children who are infected with this disease are out of place at
\nthe Centre of Education of the Ashram. And it is to make this quite clear to
\nthem that we do not prepare them for any official examination or competition
\nand do not give them any diplomas or titles which they can use in the outside
\nworld. <\/span><\/p>\n

We want here only those who aspire for a higher and better life,
\nwho thirst for knowledge and perfection, who look forward eagerly to a future
\nthat will be more totally true. <\/span><\/p>\n

There is plenty of room in the world for all the others.  <\/span><\/p>\n

17 July
\n 1960<\/span><\/i> <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Sweet Mother, in the Physical Education Section, you have made all
\nthe necessary arrangements so that by physical training we may be able to
\ndevelop our body in every possible way and thus become ready to participate in
\nthe great work of integral transformation. <\/span><\/i><\/p>\n

We have been teaching games, sports and
\nall sorts of physical activities for several years, but we find that most of
\nour students cannot grasp the fundamental spirit. They are usually distracted
\nby amusement, excitement, impulsive moods and all kinds of likes and dislikes.
\nIn consequence, the discipline, the will, the resolution, the hard work and the
\ntrue attitude which ensure our progress are lacking on the whole. A football ma
\nh or an exciting game arouses a lot of enthusiasm but a conscientious and
\nconcentrated work which will help us to master certain physical qualities<\/span><\/i> <\/span><\/p>\n

\nPage \u2013 354<\/span><\/p>\n

<\/p>\n
\n

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

and set right certain
\ndefect is always done without much eagerness. The great majority of students,
\nbig and small, suffer from this malady. Very few approach physical education
\nwith the right attitude. How shall we learn to make it our normal practice? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

The contents of the consciousness must change, the level of the
\nconsciousness must be raised, the quality of the consciousness must progress. <\/span><\/p>\n

Things are as you have described them, because most children have
\ntheir consciousness centred in the physical which is tamasic and reluctant to
\nmake any effort. They want an easy life, and only the excitement or the rivalry
\nof a game or a competition awakens enough interest in them so that they consent
\nto make an effort. For this, a vital passion has to be aroused to intensify the
\nwill.\u00a0 <\/span><\/span><\/p>\n

The idea of progress belongs to the intelligent will which is
\nactive only in very few who are in contact with their psychic being; later on,
\nin those who are mentally more developed and begin to understand the need to
\ndevelop and control themselves.<\/span><\/p>\n

I said that the remedy is to raise the consciousness to a higher
\nlevel. But, naturally, one must start with the level of the consciousness of
\nthe captains and instructors themselves.<\/span><\/p>\n

First of all, they should have a clear conception of what they
\nwant to obtain from those for whom they are responsible; and not only that, but
\nthey should also have realised in themselves the qualities which they demand
\nfrom others. Over and above these qualities, they should have developed in
\ntheir character and action a great deal of patience, endurance, kindness,
\nunderstanding and impartiality. They should have no likes or dislikes, no
\nattractions or repulsions. <\/span><\/p>\n

That is why the new group of captains must really be an elite group
\nin order to set a good example to the pupils and students, if we want them in
\ntheir turn to adopt the true attitude. <\/span>
\n <\/span><\/p>\n

\nPage \u2013 355<\/span><\/p>\n

<\/p>\n
\n

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

Therefore I say to all: set to work sincerely and sooner or later
\nthe obstacles will be overcome.  <\/span><\/p>\n

5 July 1961<\/span><\/i>\u00a0<\/span><\/span><\/p>\n

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

Some activities in our programme of
\nphysical education are of a more serious nature than others and call for more
\nconcentration; these activities tend to become boring for the children. Should
\nthe captains organise their groups in such a way that everything they teach is
\ninteresting and amusing, or should the children try to create an interest in
\nthemselves? <\/span><\/i><\/p>\n

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

Both are indispensable and should, as far as possible, be always
\npresent. <\/span><\/p>\n

With a little imagination and inventive flexibility, the instructors
\nshould give charm and novelty to what they teach. <\/span><\/p>\n

On their part, the children, by cultivating in themselves the will
\nand inclination for progress, should create a constant interest in what they
\ndo. <\/span><\/p>\n

In the meanwhile, the captains can partly entrust to the children
\nthe responsibility for organising their own exercises, using as much as
\npossible whatever ingenious ideas may occur to them.\u00a0 <\/span><\/span><\/p>\n

If the sense of collaboration and responsibility is awakened in
\nthe children, then they will take an interest in what they do and do it with
\npleasure.  <\/span><\/p>\n

21 July 1961<\/span><\/i>\u00a0<\/span><\/span><\/p>\n

 Sweet Mother, <\/i><\/span><\/p>\n

We have a minute of concentration before
\nand after group every day. What should we try to do during this concentration? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Before, make an offering to the Divine of what you are going to <\/span>
\n <\/span><\/p>\n

\nPage \u2013 356<\/span><\/p>\n

<\/p>\n
\n

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

do, so that it may be done in a spirit of consecration. <\/span><\/p>\n

Afterwards, ask the Divine to increase the will for progress in
\nus, so that we may become instruments that are more and more capable of serving
\nHim. <\/span><\/p>\n

You may also, before starting, offer yourselves to the Divine in
\nsilence. <\/span><\/p>\n

And at the end, give thanks to the Divine in silence. <\/span><\/p>\n

I mean a movement of the heart<\/span>
\nwithout any words in the head.  <\/span><\/p>\n

24 July
\n 1961<\/span><\/i><\/span><\/i><\/p>\n

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

 In human life the cause of all difficulties, all discords,
\nall moral sufferings, is the presence in everyone of the ego with its desires,
\nits likes and dislikes. Even in a disinterested work which consists in helping
\nothers, until one has learned to overcome the ego and its demands, until one
\ncan force it to keep calm and quiet in one corner, the ego reacts to everything
\nthat displeases it, starts an inner storm that rises to the surface and spoils
\nall the work.<\/span><\/p>\n

This work of overcoming the ego is long, slow and difficult; it
\ndemands constant alertness and sustained effort. This effort is easier for some
\nand more difficult for others. <\/span><\/p>\n

We are here in the Ashram to do this work together with the help
\nof Sri Aurobindo’s knowledge and force, in an attempt to realise a community
\nthat is more harmonious, more united, and consequently much more effective in
\nlife. <\/span><\/p>\n

As long as I was physically present among you all, my presence was
\nhelping you to achieve this mastery over the ego and so it was not necessary
\nfor me to speak to you about it individually very often. <\/span><\/p>\n

But now this effort must become the basis of each individual’s
\nexistence, more especially for those of you who have a responsible position and
\nhave to take care of others. The leaders must always set the example, the
\nleaders must always practise <\/span>
\n <\/span><\/p>\n

\nPage
\n\u2013 357<\/span><\/span><\/p>\n

<\/p>\n
\n

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

the virtues they demand from those who are in their care; they
\nmust be understanding, patient, enduring, full of sympathy and warm and
\nfriendly goodwill, not out of egoism to win friends for themselves, but out of
\ngenerosity to be able to understand and help others. <\/span><\/p>\n

To forget oneself, one’s own likings and preferences, is
\nindispensable in order to be a true leader. <\/span><\/p>\n

That is what I am asking of you now, so that you can face your
\nresponsibilities as you should. And then you will find that where you used to
\nfeel disorder and disunity, they have vanished, and harmony, peace and joy have
\ntaken their place.<\/span><\/p>\n

You know that I love you and that I am always with you to sustain
\nyou, help you and show you the way. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

26 August
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

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

Some children ask me what is the best way of spending their
\nholidays here. <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

It is an excellent opportunity to do some interesting work, to
\nlearn something new or develop some weak point in their nature or their
\nstudies. <\/span><\/p>\n

It is an excellent opportunity to choose some occupation freely
\nand thus discover the true capacities of their being.<\/span><\/p>\n

Blessings.  <\/span><\/p>\n

1 November
\n 1969<\/span><\/i> <\/span><\/i>  <\/span><\/p>\n

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

Do you approve of students going to spend their holidays at home
\nor elsewhere? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Rather, one could say that what the children do during their
\nholidays shows what they are and how far they are capable of profiting from
\ntheir stay here. Thus, the case is different for each<\/span> <\/span><\/p>\n

\nPage \u2013 358<\/span><\/p>\n

<\/p>\n
\n

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

\n <\/span>one and the quality of his reaction indicates the quality of his
\ncharacter. <\/span><\/p>\n

Truly speaking, those who would rather stay here than do anything
\nelse, are ready to take full advantage of their education here and are capable
\nof fully understanding the ideal they are taught.\u00a0 <\/span><\/span><\/p>\n

Blessings.  <\/span><\/span><\/p>\n

2 November 1969<\/span><\/i>\u00a0<\/span><\/span><\/p>\n

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

Does this mean that those who go out are
\nincapable of fully understanding the ideal they are taught, or are we unable to
\nmake them understand the ideal? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

I do not say that the teaching here is perfect and exactly what it
\nshould be. But it is certain that a good number of students are very interested
\nand understand very well that there is something here which is not to be found
\nelsewhere. <\/span><\/p>\n

So, it is those students who should remain here, and as we do not
\nhave enough room to meet all demands, the choice would be easier. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

3 November
\n 1969<\/span><\/i>\u00a0<\/span><\/span><\/p>\n

 Sweet Mother, <\/i><\/span><\/p>\n

Is it possible to teach the ideal to those
\nwho do not understand it, and how can it be taught to them? Are we, instructors
\nand teachers, worthy of this formidable task? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

What we want to teach is not only a mental ideal, it is a new idea
\nof life and a realisation of consciousness. This realisation is new to all, and
\nthe only true way to teach others is to live according to this new
\nconsciousness oneself and to allow oneself<\/span> <\/span><\/p>\n

\nPage \u2013 359<\/span><\/p>\n

<\/p>\n
\n

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

to be transformed by it. There is no better lesson than that of an
\nexample. To tell others: \u201cDo not be selfish,\u201d is not much use, but if somebody
\nis free from all selfishness, he becomes a wonderful example to others; and
\nsomeone who sincerely aspires to act in accordance with the Supreme Truth,
\ncreates a kind of contagion for the people around him. So the first duty of all
\nthose who are teachers or instructors is to give an example of the qualities
\nthey teach to others. <\/span><\/p>\n

And if, among these teachers and instructors, some are not worthy
\nof their post, because by their character they give a bad example, their first
\nduty is to become worthy by changing their character and their action; there is
\nno other way. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

4 November
\n 1969<\/span><\/i> <\/span><\/p>\n

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

What qualifications do you consider
\nessential for an instructor or a teacher in the Ashram? Isn’t it better not to
\ndo this work if one feels incapable of doing it well? For then it is the
\nchildren who suffer because of us, isn’t that so? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Whatever imperfections the teachers and instructors here may have,
\nthey will always be better than those from outside. For all who work here do so
\nwithout remuneration and in the service of a higher cause. It is clearly
\nunderstood that each one, whatever his worth or capacity, can and must progress
\nconstantly to realise an ideal which is still much higher than the present
\nrealisation of humanity. <\/span><\/p>\n

But if one is truly eager to do one’s best, it is by doing the
\nwork that one progresses and learns to do it better and better. <\/span><\/p>\n

Criticism is seldom useful, it discourages more than it helps. And
\nall goodwill deserves encouragement, for with patience and endurance, there is
\nno progress which cannot be made. <\/span><\/p>\n

The main thing is to keep the certitude that whatever may <\/span>
\n <\/span><\/p>\n

\nPage \u2013 360<\/span><\/p>\n

<\/p>\n
\n

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

have been accomplished, one can always do better if one wants
\nto.\u00a0 <\/span><\/span><\/p>\n

The ideal to attain is an unflinching equality<\/span> of soul and conduct, a patience that never fails and,
\nof course, the absence of any preference or desire. <\/span><\/p>\n

It is obvious that for one who teaches, the essential condition
\nfor the proper fulfilment of his task is the absence of all egoism; and no
\nhuman being is exempt from the necessity of this effort.<\/span><\/p>\n

But, I repeat, this effort is easier to make here than anywhere
\nelse. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

5 November
\n 1969<\/span><\/i>  <\/span><\/span><\/p>\n

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

Should those who are much attracted by the
\npleasures of ordinary life, such as cinemas, restaurants, social life, etc.,
\ncome to study in our school? For, as a rule, one feels that this is why most of
\nour students go out during the holidays, and every time they come back they
\nneed quite a long time to readjust themselves here.<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Those who are strongly attached to ordinary life and its agitation
\nshould not come here, for they are out of their element and create disorder. <\/span><\/p>\n

But it is difficult to know this before they come, for most of
\nthem are very young, and their character is not yet well formed. <\/span><\/p>\n

But as soon as they are caught in the frenzy of the world, it
\nwould be better, for themselves and for others, that they return to their
\nparents and their habits. <\/span><\/p>\n

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

14 November
\n 1969<\/span><\/i> <\/span><\/i>
\n <\/span><\/p>\n

\nPage \u2013 361<\/span><\/p>\n

<\/p>\n
\n

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

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

There are several children here who are
\nsent by their parents just for their education. The idea that they are only
\nstudents and that they will go away from here after their studies, is already
\nfirmly fixed in their minds. <\/span><\/i><\/p>\n

Once we know that these children have a
\nclear idea of what they want to do, is it not better to advise them<\/span><\/i><\/p>\n

officially to go and study elsewhere? Or, because they have
\nalready been accepted, should we allow them to continue their studies and
\nfinish them here?<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Unfortunately, there are many parents who send their children here
\nnot because they think that they will have a special education here but because
\nthe Ashram does not ask money for their studies; and consequently parents need
\nto spend much less money here than elsewhere. <\/span><\/p>\n

But the poor children are not responsible for this transaction,
\nand we must give them a chance to develop fully if they are capable of it.
\nTherefore, we accept them if we see a possibility in them. And it is only when
\nthey clearly show that they are incapable of benefiting from their education
\nhere that we are ready to let them go if they want to. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

15 November
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

 Sweet Mother, <\/i><\/span><\/p>\n

For the students who know that they will
\ngo away from here after their studies, is it not necessary for them to go out
\nfrom time to time in order to be able to adjust themselves later to ordinary
\nlife? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

There is no difficulty in adapting to ordinary life; it is a
\nbondage to which one is subjected from birth, for all carry it in <\/span>
\n <\/span><\/p>\n

\nPage \u2013 362<\/span><\/p>\n

<\/p>\n
\n

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

themselves by atavism, and even those who are born to be freed
\nneed to struggle seriously and continuously to get rid of this atavism in order
\nto be truly free. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

16 November
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

What do you expect of those students who
\nare going to leave after their studies here? Surely there must be a great
\ndifference between them and ordinary people. What is the difference? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Often, as soon as they find themselves in the midst of ordinary
\nlife, many of them realise the difference and regret what they have lost. Few
\nof them have the courage to give up the comforts they find in their ordinary
\nsurroundings, but even the others no longer face life with the same
\nunconsciousness as those who have never been in contact with the Ashram.<\/span><\/p>\n

The work we do is not done with the expectation of something in
\nreturn, but simply to help the progress of humanity.<\/span><\/p>\n

Blessings.  <\/span><\/p>\n

18 November
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

How far do you consider it the duty of a teacher or an instructor
\nto impose discipline on the students? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

To prevent the students from being irregular, rude or negligent is
\nobviously indispensable; unkind and harmful mischief cannot be tolerated. <\/span><\/p>\n

But as a general and absolute rule, the teachers and especially
\nthe physical education instructors must be a constant living example of the
\nqualities demanded from the students; discipline, regularity, good manners,
\ncourage, endurance, patience in effort, are taught much more by example than by
\nwords. And as an <\/span>
\n <\/span><\/p>\n

\nPage \u2013 363<\/span><\/p>\n

<\/p>\n
\n

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

absolute rule: never to do in front of a child what you forbid him
\nto do. <\/span><\/p>\n

For the rest, each case implies its own solution, and one must act
\nwith tact and discernment. <\/span><\/p>\n

That is why to be a teacher or an instructor is the best of all
\ndisciplines, if one knows how to comply with it. <\/span><\/p>\n

Blessings.  <\/span><\/p>\n

20 November
\n 1969<\/span><\/i> <\/span><\/p>\n

A child ought to stop being naughty because he learns to be
\nashamed of being naughty, not because he is afraid of punishment.1<\/sup><\/span><\/p>\n

In the first case, he makes true progress. <\/span><\/p>\n

In the second, he falls one step down in human consciousness, for
\nfear is a degradation of consciousness. <\/span> <\/span><\/sup><\/p>\n

21 November
\n 1969<\/span><\/i> <\/span><\/i>  <\/span><\/p>\n

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

Do the responsibilities of a teacher or an
\ninstructor cease after his working hours at school or at the playground? <\/span><\/i><\/p>\n

I am asking this because our children usually
\nbehave very badly in the streets. They walk where they like, they talk in the
\nmiddle of the road, and the most difficult problem is when they ride their
\nbicycles without lights or brakes, or double. None of us take any notice of all
\nthat because it is outside our working hours.<\/span><\/i><\/p>\n

And as nothing is being done to put a stop
\nto this, indifference to the law has become so widespread that one even sees
\nresponsible people disregarding these laws.<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

\n
\n\u00a0<\/font><\/span>1<\/span><\/sup><\/font>Later Mother added: \u201cThis is the first
\nstep. When he has come so far, he can then make further progress and learn the<\/font><\/span><\/p>\n

joy of being good.\u201d<\/font><\/span> <\/span><\/p>\n

\nPage
\n\u2013 364<\/span><\/p>\n

<\/p>\n
\n

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

The best remedy for this sorry state of affairs would be, when all
\nthe children are assembled (probably at the playground), to give them a short
\nlesson on how to behave in the street \u2014 what one may do and what one ought not
\nto do. Someone who knows how to speak to them and tell them this in an
\ninteresting, and even if possible an amusing way, could no doubt obtain a
\nresult.<\/span><\/p>\n

Blessings.  <\/span><\/p>\n

21 November
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

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

Does this mean that once we have explained
\nproperly to the children how to behave in the street, we no longer have any
\nresponsibility for what they do outside our working hours? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

It is difficult to interfere in an incident one has not witnessed.
\nGossip is always suspect. But if one of the instructors personally witnesses
\nthe bad behaviour of one of his students, then it is appropriate for him to
\nintervene, on condition, of course, that his relation with the student is
\nfriendly and affectionate. <\/span><\/p>\n

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

22 November
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

Don’t you think that in our programme of
\neducation children should be taught to do some disinterested work for the
\nAshram, at least once a week? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

It is always good to do disinterested work. But it becomes much
\nbetter if the work becomes an enjoyment and not a boring task. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

26 November
\n 1969<\/span><\/i> <\/span><\/p>\n

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

Every year we give a special prize to the
\nbest<\/span><\/i> <\/span><\/p>\n

\nPage \u2013 365<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>students of groups A1 and
\nA2. This year there is a boy who has worked very well throughout the year, but
\nnow he has gone home for the holidays and hasn’t taken part in the
\nDemonstration of December 2. Do you think he should still be given the prize
\nfor this year? <\/span><\/i><\/p>\n

 <\/span><\/i><\/span><\/p>\n

All depends on how he left: whether it was to obey his parents or
\nwhether he wanted to go himself. If he wanted to leave, whatever his outer
\nmerit, it would perhaps be better not to give him the prize, because that would
\nmean that we attach no importance to the inner attitude and to the student’s
\nunderstanding of the aim we pursue, that is, to prepare the men of tomorrow for
\nthe new creation. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

9 December
\n 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

Is it good to give prizes to the children
\nor reward them in order to make them work or to create some sort of interest? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

It is obvious that for the children it is better to study in order
\nto develop their consciousness and learn a little of all they do not know; but
\nto give prizes to those who have been particularly studious, disciplined and
\nattentive, is not bad. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

17 December
\n 1969<\/span><\/i> <\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

Don’t you think that to become a teacher
\nor an instructor here, especially for the little ones, it is necessary to have
\nlived in the Ashram for a certain length of time? <\/span><\/i>
\n <\/span><\/p>\n

\nPage \u2013 366<\/span><\/p>\n

<\/p>\n
\n

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

It is a certain attitude of consciousness which is necessary \u2013 and
\nunfortunately, living even several years in the Ashram does not always lead to
\nthis right attitude. <\/span><\/p>\n

Truly speaking, teachers should be taken on trial<\/span> to see if they can acquire this right attitude and
\nadapt themselves to the needs of their task. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

18 December
\n 1969<\/span><\/i> <\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

What do you mean by \u201ca certain attitude of consciousness\u201d?<\/span><\/i><\/p>\n

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

The attitude of consciousness which is required is an inner
\ncertitude that, in comparison with all that is to be known, one knows nothing;
\nand that at every moment one must be ready to learn in order to be able to
\nteach. This is the first indispensable point.<\/span><\/p>\n

There is a second one. It is that outer life, as we know it, is a
\nmore or less illusory appearance and that we must constantly keep a living
\naspiration for the Truth. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

19
\n December 1969<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

What is the role of parents or guardians
\nin the Ashram? How should they contribute to a better education of their
\nchildren? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Here, the first duty of the parents or guardians is not to
\ncontradict either by word or example the education that is given to their
\nchildren.\u00a0 <\/span><\/span><\/p>\n

In a positive way, the best thing they can do is to encourage the
\nchildren to be docile and disciplined. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

24
\n December 1969<\/span><\/i> <\/span><\/p>\n

\nPage \u2013 367<\/span><\/p>\n

<\/p>\n
\n

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

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

What is Your opinion about fashion, dress
\nand ornaments? <\/span><\/i><\/p>\n

What do you consider to be of good taste
\nin our Ashram life? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Thank God, I have no opinions. <\/span><\/p>\n

For me good taste means being simple and sincere. <\/span><\/p>\n

Blessings. <\/span><\/p>\n

4 January
\n 1970<\/span><\/i> <\/span><\/i> <\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

How are we to teach the children to
\norganise the freedom that You give us here? <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Children have everything to learn. This should be their main
\npreoccupation in order to prepare themselves for a useful and productive life. <\/span><\/p>\n

At the same time, as they grow up, they must discover in
\nthemselves the thing or things which interest them most and which they are
\ncapable of doing well. There are latent faculties to be developed. There are
\nalso faculties to be discovered. <\/span><\/p>\n

Children must be taught to like to overcome difficulties, and also
\nthat this gives a special value to life; when one knows how to do it, it
\ndestroys boredom for ever and gives an altogether new interest to life. <\/span><\/p>\n

We are on earth to progress and we have everything to learn. <\/span><\/p>\n


\n\u00a0<\/span><\/i>14
\n January 1972<\/span><\/i> <\/span><\/i>\u00a0<\/span><\/span><\/p>\n

 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Sweet
\nMother, <\/i><\/span><\/p>\n

Yesterday You wrote: \u201cThere are latent faculties to be developed.
\nThere are also faculties to be<\/span><\/i><\/p>\n

discovered.\u201d <\/span><\/i><\/p>\n

What is the role of the teacher or the
\ninstructor in the discovery of these faculties? <\/span><\/i>
\n <\/span><\/p>\n

\nPage \u2013 368<\/span><\/p>\n

<\/p>\n

<\/p>\n

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

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

\n

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

Correspondence (a)    Why are no diplomas and certificates given to the students of the Centre of Education?     For the last hundred years…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[118],"tags":[],"class_list":["post-4198","post","type-post","status-publish","format-standard","hentry","category-12-on-education-volume-12","wpcat-118-id"],"_links":{"self":[{"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts\/4198","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/comments?post=4198"}],"version-history":[{"count":0,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts\/4198\/revisions"}],"wp:attachment":[{"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/media?parent=4198"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/categories?post=4198"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/tags?post=4198"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}