{"id":4204,"date":"2013-07-13T01:54:09","date_gmt":"2013-07-13T01:54:09","guid":{"rendered":"http:\/\/localhost\/?p=4204"},"modified":"2013-12-01T21:08:12","modified_gmt":"2013-12-02T05:08:12","slug":"65-11-november-1967-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\/65-11-november-1967-vol-12-on-education-volume-12","title":{"rendered":"-65_11-November-1967.htm"},"content":{"rendered":"\n\n
\n
\n


\n11 November 1967<\/font>1<\/font><\/sup><\/span><\/i><\/b> <\/span><\/p>\n

 <\/span><\/p>\n

So? <\/span><\/p>\n

 <\/span><\/p>\n

A: The reply you gave to B’s recent letter2<\/sup><\/span><\/i><\/p>\n

has been interpreted in two different ways.  <\/span><\/i><\/p>\n

Some lay emphasis on the first sentence
\nwhich says, \u201cIt would be infinitely preferable that the division should
\ndisappear immediately,\u201d and think that we should try to do away with this
\ndivision at once, right down to the practical level, by adopting a single
\norganisation for the whole school, that is, either a generalisation of the
\nexisting free-progress classes or a compromise. <\/span><\/i><\/p>\n

The others think that we should first
\nclear up the psychological differences and spread the spirit of free progress.
\nOn the basis of the second part of your reply, they think that a period of
\ntransition is needed for the classes that have followed the traditional pattern
\nso far, and then we would decide what to do. <\/span><\/i><\/p>\n

 <\/span><\/i><\/span><\/p>\n

First of all, before I reply, I would like to know exactly, in a
\nvery, very practical and material way, what the difference is. <\/span><\/p>\n

This is what I think: in the free-progress system, there are no
\nclasses with all the students sitting down, with the teacher on his dais
\nlecturing the whole time; there are students sitting down here and there, at
\ntheir tables. They do the work they want to do and the teacher is simply there,
\nanywhere, either in a room or in a special place; they go to him and ask him
\nquestions. This is how I understand it, quite \u2026<\/span><\/p>\n

 <\/span><\/p>\n

 A: That’s exactly how it is,
\nMother<\/i><\/span><\/p>\n

 <\/span><\/i><\/p>\n

1<\/font><\/span><\/sup>A
\nconversation with five teachers of the Centre of Education.<\/font><\/span><\/p>\n


\n2<\/font><\/span><\/sup>See
\nthis volume, pages 175-176.<\/font><\/span> <\/span><\/p>\n

\nPage \u2013 408<\/span><\/p>\n

<\/p>\n
\n

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

So now, in order to continue the old system, all the students
\nwould have to go on sitting in a row, with the teacher sitting on his dais,
\nthat is, a completely ridiculous situation. I remember very well when I used to
\ngo to the Playground, I was glad when I could sit with everyone around me and
\nwe were free\u2026 But a table, a dais, the students tied to\u2026 I am speaking very
\nmaterially, not at all from the psychological point of view; so if that
\nchanges, it will already be a great improvement. <\/span><\/p>\n

Not all the students coming in, like that, almost in a line, and
\nthen sitting down, each one in his place, and then the teacher coming and
\nsitting down.\u2026 Then, if they are well-mannered, all the students stand up (laughter<\/span><\/i>)<\/span>, the teacher sits down and begins
\nhis lecture. The students think about anything whatever, all their thoughts
\nwander off in every direction and they pay attention if they feel like it.
\nWell, that is a waste of time, that’s all.\u00a0
\n<\/span><\/span><\/p>\n

That is very, very, very material and practical; it can change at
\nonce. The teacher can choose either a corner or a place or a little room \u2013 I
\ndon’t know what, it’s all the same to me \u2013 any place where the students can
\ncome and ask for his guidance, either in the room or in a room nearby. He can
\nbusy himself in an interesting way, preparing the answers he will give to his
\nstudents, not thinking about something else. <\/span><\/p>\n

That can be done at once, eh? <\/span><\/p>\n

Now, it is not necessary that they should all call themselves by
\nthe same name. That is where\u2026 There is, in man, a kind of spirit of\u2026 ah! we can
\ngive it a polite name \u2026 well, a sheep-like spirit.\u2026 All the time they need\u2026
\nthey need someone to lead them.\u00a0 <\/span> <\/span><\/p>\n

The student should come to school not like someone going to his
\ndaily grind because he cannot avoid it, but because it would be possible for
\nhim to do something interesting. The teacher should not be in school, come to
\nschool with the idea that for half an hour or three-quarters of an hour he is
\ngoing to recite something which he has more or less well prepared and<\/span> <\/span><\/p>\n

\nPage \u2013 409<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>which is boring even for him, and that
\ntherefore he cannot amuse the students, but instead to try to come into contact
\nmentally \u2013\u00a0 <\/span>and if possible more deeply \u2013
\nwith a number of little developing individualities who, we hope, have some
\ncuriosity about things, and in order to be able to satisfy this curiosity. So
\nhe himself must be aware, very modestly, that he does not know enough and that
\nhe has a lot to learn; but not to learn from books \u2013 by trying to understand
\nlife. <\/span><\/p>\n

So there you have another framework for your work. I don’t know\u2026
\nYou distribute things to the students.\u2026 <\/span><\/p>\n

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

A: Mother, I shall tell you in a minute how we are going to work:
\nthere is total freedom\u2026 <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Good, good. So now, go on. Your question. <\/span><\/p>\n

 <\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>A:
\nIn any case, in our new way of seeing things, and even for practical reasons, a
\nsingle monolithic organisation for several hundred students is difficult to
\nimagine, especially if we want to establish the intimate atmosphere that the
\nchild needs in order to flourish. When we discussed this problem with C, we
\nthought of forming families, that is, parallel groups of one hundred and eighty
\nto two hundred children at the very maximum, and while the organisation of
\nthese groups would certainly be inspired by the same ideal and include all the
\nfacilities required for a child’s development during the so-called secondary
\nstage, each one would retain a certain originality. <\/span><\/i><\/p>\n

These groups would of course still have
\nevery possibility of mutual exchange and multiple contacts, perhaps even
\noccasionally certain common activities which could be more and more frequent up
\nto the end of the secondary stage. Then comes another organisation which is
\nadapted to the specialisation of university life. <\/span><\/i>
\n <\/span><\/p>\n

\nPage \u2013 410<\/span><\/p>\n

<\/p>\n
\n

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

While manifesting an overall unity of
\npurpose, we would in this way maintain a living diversity. What do you think
\nabout that? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

All right. That will do. It is good. That is the principle, isn’t
\nit? <\/span><\/p>\n

 <\/span><\/p>\n

A: Yes, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

That is the principle and now, to come down to practice, you have
\na certain number of rooms and all that\u2026\u00a0
\n<\/span>How are you going to\u2026 <\/span><\/p>\n

 <\/span><\/p>\n

A: Now, Mother, I shall speak about our classes, that is, about
\nthe continuation of what already exists. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

All right. <\/span><\/p>\n

 <\/span><\/p>\n

At
\nthis point, A gives a long report on the organisation of the free-progress
\nclasses. <\/span><\/p>\n

 <\/span><\/p>\n

That is good, that is good. So then what do you want? \u2026 It is
\ngood. But this can be made general, surely! <\/span><\/p>\n

 <\/span><\/p>\n

A: Mother, we have a few hesitations because, in the traditional
\nclasses, there are some children <\/span><\/i>\u2013
\nthe older ones, of course <\/i>\u2013 who have not learnt to work in this way. So
\nwe thought, according to what you wrote in your last letter, that there would
\nbe a period of transition, and if, for example, as you suggested, in three
\nmonths’ time the situation favoured a more rapid evolution, well, we would make
\nthe change. <\/i><\/span><\/p>\n

 <\/span><\/p>\n

(To B)<\/span><\/i> But you,
\nfor example, what do you suggest to replace what you used to do? <\/span>
\n <\/span><\/p>\n

\nPage \u2013 411<\/span><\/p>\n

<\/p>\n
\n

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

 B: In principle, it is the same thing as A
\nhas suggested. <\/span><\/span><\/i><\/p>\n

 <\/span><\/p>\n

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

 <\/span><\/p>\n

B: The only difference is that in the
\nafternoon the teachers want to see the students at a fixed time as before. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

At a fixed time? The students come to school at a fixed time,
\ndon’t they? <\/span><\/p>\n

 <\/span><\/p>\n

B: There will be three periods every day in the afternoon. <\/span><\/i><\/p>\n

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

Three periods? <\/span><\/p>\n

 <\/span><\/p>\n

B: Three periods of forty or fifty minutes. That means that we
\nwant to keep what was there before in the afternoon, the same principle. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Three periods? Let me see\u2026 <\/span><\/p>\n

 <\/span><\/p>\n

C: Three successive classes, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

The school opens at a fixed time, doesn’t it? The students must be
\nthere at that time. They can’t come at just any time. <\/span><\/p>\n

 <\/span><\/p>\n

A: Yes, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Because \u201cfree progress\u201d does not mean indiscipline.\u2026 <\/span><\/p>\n

 <\/span><\/p>\n

A: No, no, that is understood. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

The student should not arrive half an hour late just because he is
\nfree, because this kind of freedom is not freedom, it is simply disorderliness.
\nEach one must have a very strict discipline for<\/span> <\/span><\/p>\n

\nPage \u2013 412<\/span><\/p>\n

<\/p>\n
\n

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

himself. But a child is not capable of self-discipline, he must be
\ntaught the habit of discipline. So he should get up at the same time, get ready
\nat the same time and go to school at the same time. That is indispensable;
\notherwise it becomes an impossible muddle. <\/span><\/p>\n

 <\/span><\/p>\n

A: At 7.45, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

All right. So the school officially opens at <\/span>8 o’clock<\/span>. <\/span><\/p>\n

 <\/span><\/p>\n

A: 7.45. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

No. The school, the building opens at 7.45. <\/span><\/p>\n

 <\/span><\/p>\n

A: No, no\u2026 the classes begin at 7.45. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Ah! They begin at 7.45. And they finish? <\/span><\/p>\n

 <\/span><\/p>\n

A: At 11.30. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

11.30. (To B)<\/span> So
\nyou say that in the afternoon you want\u2026 <\/span><\/p>\n

 <\/span><\/p>\n

B: They will come to school at 1.50. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

1.50. And when do they leave? <\/span><\/p>\n

 <\/span><\/p>\n

B: At <\/span><\/i>4 o’clock<\/span><\/i>. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

4 o’clock<\/span>. At
\nwhat time do they have to be at the Playground? <\/span><\/p>\n

 <\/span><\/p>\n

A: 4.30, Mother, something like that. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

B: 4.30 or <\/span><\/i>5 o’clock<\/span><\/i>. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

A: Sometimes <\/span><\/i>5 o’clock<\/span><\/i>.<\/span><\/i> <\/span><\/p>\n

\nPage
\n\u2013 413<\/span><\/p>\n

<\/p>\n
\n

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

When they go there, they eat, they are given something to eat.
\nThat’s at 4.30. Well, that’s possible\u2026<\/span><\/p>\n

 <\/span><\/p>\n

B: They are given something to eat, Mother, from 3.30 to 4.30. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

It is possible, if they are very regular. But I would like to
\nunderstand. \u201cThree periods\u201d means\u2026 the same teacher takes three different
\ngroups of students, or do the same students go to three different teachers and
\nthe teacher teaches each one separately? <\/span><\/p>\n

 <\/span><\/p>\n

B: No, it is a little different, Sweet Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Make yourself clear. How many students do you have in your class? <\/span><\/p>\n

 <\/span><\/p>\n

B: We have nearly one hundred and fifty. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

One hundred and fifty! All right. So your one hundred and fifty
\ncome. Then what happens? <\/span><\/p>\n

 <\/span><\/p>\n

B: There, for each student, there will be a fixed class to which
\nhe has to go. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

One hundred and fifty? One hundred and fifty students in one
\nclass! Impossible! <\/span><\/p>\n

 <\/span><\/p>\n

B: Not in one class. We divide them into
\nclasses, for French and English, into different standards. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Ah! They are not all at the same standard. <\/span><\/p>\n

 <\/span><\/p>\n

B: From five to ten.1<\/sup><\/span><\/i><\/p>\n

 <\/span><\/sup><\/p>\n


\n1<\/font><\/span><\/sup>The
\nreference is to standards, not to the age of the children. <\/font><\/span>
\n
\n <\/span><\/font><\/p>\n

\nPage \u2013 414<\/span><\/p>\n

<\/p>\n
\n

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

Oh, oh, oh! And so how many teachers does that make for those one
\nhundred and fifty students? <\/span><\/p>\n

 <\/span><\/p>\n

B: Thirty teachers, almost thirty teachers. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Thirty teachers. All right. So what is going to happen? How many
\nclasses, how many classrooms do you have? <\/span><\/p>\n

 <\/span><\/p>\n

B: We shall have nearly fifteen or sixteen classrooms. <\/span><\/i><\/p>\n

\n <\/span><\/p>\n

And so what do you teach in the afternoon? Look here, do you teach
\nfixed things or is it still the same kind of work? <\/span><\/p>\n

 <\/span><\/p>\n

A: Mother, allow me\u2026 The remaining difference will be that for us
\nthe progress is entirely free, while they want to let the fixed classes go on
\nto a certain extent as before. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Fixed classes? <\/span><\/p>\n

 <\/span><\/p>\n

A: That is, a fixed standard, with a fixed number of students,
\nwith a fixed teacher\u2026 <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Ah! And so it is the teacher’s method of teaching that will
\nchange, but he will teach a particular subject to particular students\u2026 <\/span><\/p>\n

 <\/span><\/p>\n

A: \u2026 who will have to come at that time. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Yes, yes. That is good. That can do. Only this means that you have
\nto \u2026 But what do you teach at that time? Languages? <\/span><\/p>\n

 <\/span><\/p>\n

A: Essentially languages, yes, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Ah! It is only for languages. <\/span>
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/p>\n

\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Page
\n\u2013 415<\/span><\/p>\n

<\/p>\n
\n

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

A: It is only for languages. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

I understand. And so how many languages will there be for those
\none hundred and fifty students? <\/span><\/p>\n

 <\/span><\/p>\n

B: In principle, three: English, French,
\nand their mother tongue. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Ah! But that makes a lot! There is Bengali, Gujarati, Hindi, and
\nthen <\/span><\/p>\n

Tamil, Telugu. That makes five already. <\/span><\/p>\n

 <\/span><\/p>\n

B: Sanskrit! <\/span><\/i><\/p>\n

 <\/span><\/p>\n

That is not\u2026 Everyone should learn that. Especially everyone who
\nworks here should learn that\u2026 not the Sanskrit of the scholars\u2026 all, all of
\nthem, wherever they may have been born.<\/span><\/p>\n

 <\/span><\/p>\n

A: In principle, Mother, that is what we are thinking of <\/span><\/i>\u2013 next year, to make all the children do Sanskrit, plus their
\nmother tongue. <\/i><\/span><\/p>\n

 <\/span><\/p>\n

Yes. Not Sanskrit from the point of view of scholarship, but
\nSanskrit, a Sanskrit \u2013 how to put it? \u2013 that opens the door to all the
\nlanguages of <\/span>India<\/span>. I think that is indispensable. The ideal would be, in a few
\nyears, to have a rejuvenated Sanskrit as the representative language of <\/span>India<\/span>, that is, a Sanskrit spoken in such a way that \u2013 Sanskrit is
\nbehind all the languages of <\/span>India<\/span> and it should be that. This was Sri Aurobindo’s idea, when we
\nspoke about it. Because now English is the language of the whole country, but
\nthat is abnormal. It is very helpful for relations with the rest of the world,
\nbut just as each country has its own language, there should\u2026 And so here, as
\nsoon as one begins to want a national language, everyone starts quarrelling.
\nEach one wants it to be his own, and that is foolish. But no one could object
\nto Sanskrit. It is a more ancient language than the others and it <\/span><\/p>\n

\nPage \u2013 416<\/span><\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>contains the sounds, the
\nroot-sounds of many words. <\/span><\/p>\n

This is something I studied with Sri Aurobindo and it is obviously
\nvery interesting. Some of these roots can even be found in all the languages of
\nthe world \u2013 sounds, root-sounds which are found in all those languages. Well,
\nthis, this thing, this is what ought to be learnt and this is what the national
\nlanguage should be. Every child born in <\/span>India<\/span> should know it, just as every child born in <\/span>France<\/span> has to know French. He does not speak properly, he does not know
\nit thoroughly, but he has to know French a little; and in all the countries of
\nthe world it is the same thing. He has to know the national language. And then,
\nwhen he learns, he learns as many languages as he likes. At the moment, we are
\nstill embroiled in quarrels, and this is a very bad atmosphere in which to
\nbuild anything. But I hope that a day will come when it will be possible. <\/span><\/p>\n

So I would like to have a simple Sanskrit taught here, as simple
\nas possible, but not \u201csimplified\u201d \u2013 simple by going back to its origin\u2026 all
\nthese sounds, the sounds that are the roots of the words which were formed
\nafterwards. I don’t know whether you have anyone here who could do that. In fact,
\nI don’t know whether there is anyone in <\/span>India<\/span> who could do it. Sri Aurobindo knew. But someone who knows
\nSanskrit can.\u2026 I don’t know. Who do you have to teach Sanskrit? V? <\/span><\/p>\n


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

B: V, W. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

W? But he is never here. <\/span><\/p>\n

 <\/span><\/p>\n

B: He is coming back in February. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

A long time ago there was also X. <\/span><\/p>\n

 <\/span><\/p>\n

B: X \u2026 and there are some young teachers, Y and Z. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

No, we would need someone who knows it rather well. Once I<\/span> <\/span><\/p>\n

\nPage \u2013 417<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>spoke to V. He told me that
\nhe was preparing a simplified grammar \u2013 I don’t know what he has done \u2013 for a
\nlanguage that could be universal throughout the country. I don’t know. Perhaps,
\nafter all, V is the best. <\/span><\/p>\n

So, in the afternoon, which teachers do you have? You say about
\nthirty. <\/span><\/p>\n

 <\/span><\/p>\n

B: For all the classes, for classes five to\u2026 <\/span><\/i><\/p>\n

 <\/span><\/p>\n

For the whole school? <\/span><\/p>\n

 <\/span><\/p>\n

A: The secondary stage, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Below that, it is not your concern? <\/span><\/p>\n

 <\/span><\/p>\n

A: Other groups of teachers deal with
\nthat. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/i><\/p>\n

 <\/span><\/p>\n

Yes, of course. And you have thirty teachers for approximately one
\nhundred and fifty students in the secondary stage. And so what do they know
\nwhen they come? Nothing? In the kindergarten they are supposed to teach them
\nFrench, eh? They speak to them in French. But I don’t know whether it is
\nstrict.<\/span><\/p>\n

 <\/span><\/p>\n

A: Not very strict, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Not very, eh? <\/span><\/p>\n

 <\/span><\/p>\n

D: It used to be strict before. Now most of the time they speak in
\nHindi. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

When children are very small, very young, they tend to amuse
\nthemselves, they have\u2026 there is nothing crystallised inside and they find it
\nvery amusing to learn the various names that various languages give to the same
\nthing. They still have\u2026 or they do not yet have any mental rigidity. They still
\nhave this flexibility<\/span> <\/span><\/p>\n

\nPage \u2013 418<\/span><\/p>\n

<\/p>\n
\n

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

which makes one aware that a thing exists in itself and that the
\nname that is given to it is simply a convention. And so for them, I think that
\nit is like this, that the name which is given is a convention. And so, many
\nchildren find it amusing to say such and such a thing, for example \u201cyes\u201d or
\n\u201cno\u201d. Take these words, \u201cyes\u201d or \u201cno\u201d, the sense of affirmation and negation.
\nIn French they say it like this, in German they say it like this, in English
\nthey say it like this, in Italian they say it like this, in Hindi they say it
\nlike this, in Sanskrit they say\u2026 This is a very amusing game. If you knew how
\nto make him play, take an object and then say, \u201cThere, you see, this is\u2026\u201d Like
\nthat. Or a small living dog, or a small living bird, or a small living tree,
\nand then you tell them, \u201cYou see, there are all these languages and\u2026\u201d It is
\nquite blank in there, they can learn this very well, and very easily. It is a
\nvery amusing game. (To B) <\/span>But
\nthat is not your concern, you are already\u2026 <\/span><\/p>\n

All right. So, naturally, with your thirty teachers and your one
\nhundred and fifty students, you should\u2026 They go to the various classes,
\naccording to the language they want to learn. That is quite natural, that even
\nseems unavoidable, because it is no use having all the teachers together \u2013 they
\nwill start chattering\u2026 and then the students will come and all that will make
\na\u2026 No! That is good. <\/span><\/p>\n

When one wants to learn French, one goes to this class, when one
\nwants to learn English, one goes there, when\u2026<\/span><\/p>\n

 <\/span><\/p>\n

C: It’s not like that, Mother. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Then? <\/span><\/p>\n

 <\/span><\/p>\n

B: It is like that in the morning. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

And so you, what do you teach? <\/span><\/p>\n

 <\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>B: I teach
\nmathematics. <\/span><\/i>
\n <\/span><\/p>\n

\nPage \u2013 419<\/span> <\/span><\/span><\/b><\/p>\n

<\/p>\n
\n

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

That has nothing to do with languages! <\/span><\/p>\n

 <\/span><\/p>\n

B: And history. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Do you teach mathematics in French? Yes, but then, there the
\nproblem becomes more complicated.\u2026 What (laughter)<\/span>,
\nwhat is the matter? (To B<\/span>)What
\ndo you have to tell me? <\/span><\/p>\n

 <\/span><\/p>\n

A:<\/span><\/i> (To B who is turning towards him) What should we explain? <\/span><\/span><\/i><\/p>\n

 <\/span><\/p>\n

B: What we want to do exactly. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

C: Do you also have oral classes? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

B: Oral classes, not only for languages, also for mathematics and
\nscience. <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

A: Mother, they are continuing the fixed classes which the
\nchildren have to attend for languages, mathematics and science in the afternoon
\nonly, the morning being reserved for free work. In the afternoon they are
\nkeeping fixed classes for three subjects, whereas we have nothing \u2026 <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Languages? <\/span><\/p>\n

 <\/span><\/p>\n

A: Languages, mathematics and science\u2026 and history too. <\/span><\/i><\/p>\n

 <\/u><\/span><\/p>\n

Science? <\/span><\/p>\n

 <\/span><\/p>\n

A: And science too, yes, natural science, physics. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Yes, it’s a whole world. Then why? \u2026 What is left? Literature? <\/span>
\n <\/span><\/p>\n

\nPage \u2013 420<\/span><\/p>\n

<\/p>\n
\n

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

And what else? Besides your science which covers everything, there
\nis literature, and then? Arts? Naturally, this\u2026<\/span><\/p>\n

A:\u00a0 <\/span><\/span><\/i>(To B) Are you keeping fixed classes for all
\nsubjects?\u00a0 <\/span><\/span>(To Mother) Mother, to sum up, we can say that, to a
\ncertain extent, in the afternoon, they are keeping an organisation which is
\nvery similar to what was there before, that is, fixed classes. But in the
\nmorning, the work is relatively free. <\/span><\/span><\/i><\/p>\n

 <\/span><\/p>\n

Here, I am curious. How is a language taught? Because a teacher
\nwho starts telling everyone the same thing\u2026 They come out of there and they
\nhave understood nothing! A language is precisely the thing that should have the
\nmost life, the most life! And in order for it to have some life, the students
\nhave to participate. They should not be ears listening and sitting on a bench!
\nOtherwise, they come out of there and they have learnt nothing. <\/span><\/p>\n

 <\/span><\/p>\n

A: Mother, as far as we are concerned, languages are organised in
\nthe following way: for all the written work, there is an individual
\nrelationship between teachers and students. For all the oral work, meetings,
\netc., we offer the children various possibilities every day and they are free
\nto attend this one or that one. <\/span><\/i><\/p>\n

 <\/span><\/p>\n

Possibilities? <\/span><\/p>\n

 <\/span><\/span><\/p>\n

A: For example, there is
\ndiscussion, conversation, with various subjects of conversation \u2014 some children
\nwould rather take a scientific subject, for example, than a subject on current
\naffairs, etc. Or there will also be dramatic improvisation, etc. All this is
\nannounced to the children on the preceding day or on the day itself; they have
\nto go\u2026 to a class, but they can choose where they want to go \u2026 and everything
\nthat<\/span><\/i> <\/font><\/span><\/p>\n

\n
\nPage \u2013\u00a0 <\/span>421<\/span><\/font><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>Concerns composition, grammar, etc., all that.
\n<\/span><\/span><\/i><\/p>\n

  <\/span><\/span><\/p>\n

 Yes, because these children already know the language. (To B)<\/i> And you? <\/span><\/p>\n

\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>A: For him it is the same thing too. <\/i><\/span><\/p>\n

(To A)<\/span><\/i> Yes, like that, it is all right. <\/span><\/span><\/p>\n

(To B<\/span><\/i>) But then your afternoon class<\/span>…<\/span>How are you going to go about it? Like that? The children sitting
\non the bench and the teacher giving a lecture? My God, how boring it is! The
\nteacher feels bored, he is the first one to feel bored, so naturally he passes
\non his boredom to his students<\/span><\/p>\n

There could be an organisation like this: you take a subject and
\nthe teacher asks questions here and there, to this one,<\/span><\/p>\n

\u201cThere, what do you have to say about this? What do you know about
\nthis?\u201d And so on, like that. And then, naturally, if the others are listening,
\nthey can benefit. A kind of organisation like that, with some life in it not a
\nboring lecture where everyone falls asleep after five minutes. You ask
\nquestions, or else, if there is a blackboard, on the blackboard you write a large
\nquestion in large letters so that everyone can read, and you say, \u201cWho can
\nanswer?\u201d You do that and then you ask questions, here and there, you question
\nthose who have asked….And so when one of them answers, then you say, \u201cIs
\nthere anyone who can add to what this one has said?\u201d The teacher must have some
\nlife in him.<\/span><\/p>\n

I understand that-one class for each language, separate
\ngroups-that is understood, in the afternoon. But for heaven’s sake, none of
\nthat…sitting on a bench and, \u201cWhen is it going to end?\u201d They look at their
\nwatches….Not one teacher out of a hundred is amusing enough to amuse
\neveryone. And to begin with, he is the first one to feel bored. For him, it
\nis…not here, but outside, it is his livelihood, so…<\/span><\/p>\n

You should have twenty, thirty students, forty students<\/span> <\/span>\u00a0<\/span>there….How many at a
\ntime? Twenty? About twenty?<\/span><\/p>\n

\nPage \u2013 422<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>B: Yes, Mother. <\/i><\/span><\/p>\n

 <\/span><\/p>\n

Just: \u201cAh! We are going to have some fun. Let’s see what we can do
\nto have some fun. What game can we play?\u201d And so, naturally, in this way you
\nfind, you invent. And he [the teacher] remains living himself, because he has
\nto find something. And the students are there, like that….When they have a
\nlittle self- respect, they want to be able to say something, and that creates a
\nliving atmosphere. Wouldn’t that be more amusing for you than doing…learning
\nat home? If you are honest, you work in the evening for the class you are going
\nto take the next day, you learn very carefully, you take notes and you write,
\nand…You can prepare a subject, prepare, see, so that you are ready to answer
\nevery question. It is not always easy. But to prepare your subject well, that
\nis good; to try to receive a little light and inspiration during the night, and
\nthen, on the next day to find a living way of living what you know. And not the
\nstudents and the teacher…no! A group of living beings, some of whom know a
\nlittle more than the others, that’s all.<\/span><\/p>\n

 <\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>A: Mother, now there is one question,
\nanother important question. You have often told us that it is only in the \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>inner silence that we can find the
\ntrue answer to a question. What is the best way to make the children \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>discover how this silence is
\nestablished? Is this how consciousness is substituted for knowledge? <\/i><\/span><\/p>\n

 <\/span><\/p>\n

 <\/span>(Long
\nsilence)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/i><\/p>\n

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

\u00a0 <\/span>\u00a0\u00a0\u00a0 <\/span>You see, in this system of classes where everyone is sitting
\ndown, the teacher is there and they have a limited time in which to do the
\nwork, it is not possible. It is only if you have absolute freedom that you can
\nestablish the silence when you need to be<\/span> <\/span><\/p>\n

\nPage \u2013 423<\/span><\/p>\n

<\/p>\n
\n

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

silent. But when all the
\nstudents are in class and the teacher is in class…when the teacher is
\nestablishing the silence in himself, all the students…then it is not
\npossible. <\/span><\/p>\n

\u00a0<\/span>He can establish the
\nsilence at home, at night, the day before, to prepare himself for the next day,
\nbut you cannot…It cannot be an immediate rule. Naturally, when you are at the
\nvery top of the scale and you are used to keeping your mind absolutely silent,
\nyou cannot help it; but you have not reached that point, none of you. So it is better
\nnot to speak about it. So I think that during the…Especially with this
\nsystem, classes with a fixed time, with a fixed number of students, with a
\nfixed teacher, and a fixed subject…you must be active while you are there. <\/span><\/p>\n

\u00a0<\/span>It must be…If the students
\nwant to practise meditation, concentration, to try to come into…it is to come
\ninto contact with the intuitive plane, it is-instead of receiving a purely
\nmental reply which is like that-to receive a reply from above which is a little
\nluminous and living. But that habit should be acquired at home. <\/span><\/p>\n

\u00a0<\/span>Naturally, someone who has
\nthis habit, in the class-when the teacher asks the question, writes this
\nquestion on the blackboard, \u201cWho can answer?\u201d\u00a0
\n<\/span>\u2013 he can do this (Mother puts both
\nhands to her forehead<\/i>), receive, oh! and then say…But when we reach that
\npoint, it will be a great progress. <\/span><\/p>\n

\u00a0<\/span>Otherwise, they bring out
\nof the storeroom everything they have learnt. It is not very interesting, but
\nat least it gives them some mental gymnastics. And the class system is a
\ndemocratic system, eh? This is because…you must be able in a limited time, in
\na limited space…you have to teach the greatest possible number of people, so
\nthat everyone can benefit. This is the democratic spirit, absolutely. So this
\nrequires, this requires a kind of…equalisation. Well…you put them all on
\nthe same level and that is deplorable. But in the present state of the world,
\nwe can say, \u201cThis is still something necessary.\u201d Only the children of the rich
\nwould be able to afford…obviously, it is not pleasant to think<\/span> <\/span><\/p>\n

\nPage \u2013 424<\/span><\/p>\n

<\/p>\n
\n

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

of. No, there will be a
\nprimary class problem for the whole population…for Auroville. And that will
\nbe an interesting problem: how can we prepare the children, children taken from
\nanywhere, who have no way of learning at home, whose parents are ignorant, who
\nhave no possibility of having any means to learn, nothing, nothing, nothing but
\nthe raw material, like-that how can we teach them to live? That will be an
\ninteresting problem. <\/span><\/p>\n

 <\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>\u00a0<\/span>A:
\nWith what we have done for next year, Mother, we shall achieve total respect
\nfor the child’s personality,  <\/span>you
\nknow. Total, at every moment – he alone will count, not the group to which he
\nbelongs. Absolutely. And then,
\nconcerning the question I was asking you just now, the working conditions in
\nthe morning are rather different,
\nsince the work will be free. So, in these conditions, perhaps the children will
\nbe able to…<\/i><\/span><\/p>\n

 <\/span><\/p>\n

Yes, there, the morning work, like the work they do there, \u201cVers
\nla Perfection\u201d[The name given by Mother to a group of classes based on the Free
\nProgress System.]…They can very well do that: remain silent, concentrated for
\na moment, silence all that, everything that is noisy inside, like that, and
\nwait. In the morning, they can do that. No, I mean, when you have an hour’s
\nclass, or three-quarters of an hour’s class with…all together with the
\nteacher…you have to keep yourselves busy. It would be amusing if for
\nthree-quarters of an hour everyone could stay… (laughter<\/i>). <\/span><\/p>\n

\u00a0<\/span>One thing could be done once,
\nat least once: you set a subject, like that, from the course of subjects, you
\nset it and tell them, \u201cFor a quarter of an hour we shall remain silent, silent;
\nno noise, no one should make any noise. We shall remain silent for a quarter of
\nan hour. For a quarter of an hour try to remain completely silent, still and
\nattentive, and then we shall see in a quarter of an hour what comes out of it.\u201d
\nYou can reduce it to five minutes to begin with, three minutes, two minutes, it
\ndoesn’t  <\/span><\/p>\n

 <\/span><\/p>\n


\n\u00b9The
\nname given by mother to a group of classes based on the Free Progress System<\/font><\/span> <\/span><\/p>\n

\nPage \u2013 425<\/span><\/p>\n

<\/p>\n
\n

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

matter. A quarter of an hour is a lot, but you should do…try
\nthat…see. Some of them will start to fidget. Very few children, perhaps, know
\nhow to keep still; or else they fall asleep but it doesn’t matter if they fall
\nasleep. You could try that at least once, see what happens: \u201cLet’s see! Who
\nwill answer my question after ten minutes’ silence? And not ten minutes which
\nyou will spend trying to get hold of everything you may know mentally about the
\nsubject, no, no – ten minutes during which you will be just like this, blank,
\nstill, silent, attentive…attentive and silent.\u201d<\/span><\/p>\n

\u00a0<\/span>Now, if the teacher is a
\ntrue teacher, during these ten minutes, he brings down from the domain of
\nintuition the knowledge which he spreads over his class. And so you do some
\ninteresting work, and you will see the results. Then the teacher himself will
\nbegin to progress a little. You can try. Try, you will see! <\/span><\/p>\n

 <\/span><\/p>\n

\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>A: We have tried
\nthat, Mother. <\/i><\/span><\/p>\n

 <\/span><\/p>\n

You see, for those who are sincere, sincere and very – how to put
\nit? very straight in their aspiration, there is a marvellous help, there is an
\nabsolutely living, active consciousness which is ready to…to respond to any
\nattentive silence. You could do six years’ work in six months, but there
\nshould…there should not be any pretension, there should not be anything which
\ntries to imitate, there should be no wanting to put on airs. There should…you
\nshould be truly, absolutely honest, pure, sincere, conscious that…you exist
\nonly by what comes from above. Then…then…then you could advance with giant
\nstrides.<\/span><\/p>\n

\u00a0<\/span>But don’t do it daily,
\nregularly, at a fixed time, because it becomes a habit and a bore. It should
\nbe…unexpected! Suddenly you say, \u201cAh! Supposing we did this\u201d…when you feel
\na little like that yourself, a little ready. That would be very interesting.<\/span><\/p>\n

\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>You ask a question, a question that is
\nas intelligent as you<\/span>                                                                           <\/span><\/span><\/p>\n

\n Page \u2013 426<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>can make it, not a dogmatic
\nquestion, an academic question, no- a question that has a little life in it.
\nThat would be interesting. <\/span><\/p>\n

 <\/span><\/p>\n

(Silence)<\/span><\/p>\n

 <\/span><\/p>\n

You will see, the more you strive to realise, you will discover in
\nthe nature – the lower nature, that is, the lower mind, the lower vital, the
\nphysical – how much pretension, sham and ambition there is….One can use
\nany…The desire to put on airs: all that must be eliminated, absolutely,
\nradically, and replaced by a sincere flame of aspiration, of aspiration for the
\npurity which makes us live only for what the Supreme Consciousness demands of
\nus, which makes us able to do only what it wants, which makes us do only what
\nit wants, when it wants. Then we can be entirely different….It is a little
\nfar along the path, but we try to do that, always, this purification of the
\nwhole being which…<\/span><\/p>\n

Then there is no more school, teachers, students, boredom; there
\nis…life trying to transform itself. There: that is the ideal, this is where
\nwe have to go. <\/span><\/p>\n

Do you have any more questions to ask me? <\/span><\/p>\n

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

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>\u00a0<\/span>A: Mother, will you please give a message to
\nthe children for the first day of school, on December 16th? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

If it comes, I shall give it. <\/span><\/p>\n

\u00a0<\/span>E, give me the flowers.
\nThere is a vase with red flowers. There. These are for these two. There. <\/span><\/p>\n

\u00a0<\/span>(To A)<\/span><\/i> Here, this is for you. <\/span><\/p>\n

\u00a0<\/span>(To B<\/span><\/i>) And this is for you. You – you have a whole future before you.
\nYou must break the…You know, you are still bound up in old habits of thought.
\nYou have not taken sufficient advantage of the fact that you have lived here
\nall the time, you are still too much like that….<\/span><\/p>\n

\u00a0<\/span>So now, you must take that,
\nbreak everything, break everything,<\/span> <\/span><\/p>\n

\nPage \u2013 427<\/span><\/p>\n

<\/p>\n
\n

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

break everything. Live only
\nby the light that comes from above. Liberate, liberate your consciousness. This
\nis important. It is good that you came. You are still very closed, like that,
\nbound up in all the old habits and…and still, there is still something more,
\nthere is still the weight of atavism and all that….It is the same for
\neveryone, but, well, for the moment it is only…I am still liberating you. You
\nare still like that…like that…like that…like that…your old habits of
\nthought, your old habits of learning, your old habits – not very old – old
\nhabits of teaching. So all that: break it! Like that…when you go to class,
\nevery day, before you go to class, you should say a kind of prayer, make an
\ninvocation to the Supreme Consciousness, and ask it to help you to bring all
\nthis mass, this mass of living matter under its influence. Then it will become
\ninteresting, living. There you see. <\/span><\/p>\n

\u00a0<\/span>Good-bye. <\/span><\/p>\n

And now, for D, a rose. <\/span><\/p>\n

\u00a0<\/span>(To D<\/span><\/i>) Here. Now this, you see, this is more dynamic. You won’t be able
\nto see it, but it is more dynamic. <\/span><\/p>\n

\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0 <\/span>But women, women are in principle the executive power. You must
\nnever forget that. And in order to receive the inspiration, you can take
\nsupport from a masculine consciousness if you feel the need for it. There is
\nthe Supreme Consciousness which is more certain, but still, if you need an
\nintermediary…But for the execution, it is you who have the power to carry it
\nout in all the details, with all the power of organisation. I am instilling
\nthis into our women Members of Parliament – you know, there are women in
\nParliament, and I am teaching them that: do not be submissive to men. It is you
\nwho have the power of execution. This will have its effect. <\/span><\/p>\n

\u00a0<\/span>(To A and B) <\/span><\/i>Oh! This is not to belittle…(laughter<\/i>)
\nThe inspiration comes…the execution is…There. <\/span><\/p>\n

So I have given to you, I have given to you…(To E<\/i>) You- I haven’t given to you. Over
\nthere! <\/span><\/p>\n

\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0 <\/span>Here. And this is for C. <\/span><\/p>\n

\nPage \u2013 428<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>There, my children.
\nGood-bye. <\/span><\/p>\n

\u00a0<\/span>(To A<\/span><\/i>) And when you need something, you can always write. I don’t say
\nthat I shall reply immediately, but like that (Mother puts her hand to her forehead<\/i>), I reply immediately. You
\nmust learn that, eh? Like that (writing<\/i>),
\nit takes time. But, well, all the same, it is better to keep me informed. <\/span><\/p>\n

 <\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>A: Yes, Mother. <\/i><\/span><\/p>\n

 <\/span><\/p>\n

Good-bye.<\/span> <\/span><\/p>\n

\nPage \u2013 429<\/span><\/p>\n<\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

11 November 19671    So?   A: The reply you gave to B’s recent letter2 has been interpreted in two different ways.   Some lay…<\/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-4204","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\/4204","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=4204"}],"version-history":[{"count":1,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts\/4204\/revisions"}],"predecessor-version":[{"id":9738,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts\/4204\/revisions\/9738"}],"wp:attachment":[{"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/media?parent=4204"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/categories?post=4204"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/tags?post=4204"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}