{"id":4218,"date":"2013-07-13T01:54:14","date_gmt":"2013-07-13T01:54:14","guid":{"rendered":"http:\/\/localhost\/?p=4218"},"modified":"2013-12-01T21:06:17","modified_gmt":"2013-12-02T05:06:17","slug":"62-correspondence-b-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\/62-correspondence-b-vol-12-on-education-volume-12","title":{"rendered":"-62_Correspondence-(b).htm"},"content":{"rendered":"\n\n
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\n


\nCorrespondence\u00a0 <\/span>(b)<\/span><\/font><\/i><\/b><\/p>\n

 <\/p>\n

\n

\nThe teacher should not be a book that is read aloud, the same for
\neveryone, no matter what his nature and character. The first duty of the
\nteacher is to help the student to know himself and to discover what he is
\ncapable of doing. <\/span><\/p>\n

For that one must observe his games, the activities to which he is
\ndrawn naturally and spontaneously and also what he likes to learn, whether his
\nintelligence is awake, the stories he enjoys, the activities which interest
\nhim, the human achievements which attract him. <\/span><\/p>\n

The teacher must find out the category to which each of the
\nchildren in his care belongs. And if after careful observation he discovers two
\nor three exceptional children who are eager to learn and who love progress, he
\nshould help them to make use of their energies for this purpose by giving them
\nthe freedom of choice that encourages individual growth. <\/span><\/p>\n

The old method of the seated class to which the teacher gives the
\nsame lesson for all, is certainly economical and easy, but also very ineffective,
\nand so time is wasted for everybody. <\/span><\/p>\n

15 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

You have written: \u201cIf after careful observation, he (the teacher)
\ndiscovers two or three<\/span><\/i><\/p>\n

exceptional children who are eager to learn and who love progress,
\nhe should help them to make use of their energies for this purpose by giving
\nthem the freedom of choice that encourages individual growth.\u201d<\/span><\/i><\/p>\n

\u00a0<\/span>Do you mean that freedom of
\nchoice should be given only to exceptional children? What about the others<\/span><\/i>? <\/span><\/i><\/p>\n

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

I said we should give freedom of choice to exceptional children
\nbecause for them it is absolutely indispensable if we truly want to help them
\nto develop fully. <\/span><\/p>\n

Of course this freedom of choice can be given to all the<\/span><\/span><\/p>\n

\nPage \u2013 369<\/span><\/p>\n

<\/p>\n
\n

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

children, and after all it is a good way to find their true
\nnature; but most of them will prove to be lazy and not very interested in
\nstudies. But, on the other hand, they may be skilful with their hands and be
\nwilling to learn to make things. This too should be encouraged. In this way the
\nchildren will find their true place in society, and will be prepared to fulfil
\nit when they grow up. <\/span><\/p>\n

Everyone should be taught the joy of doing well whatever he does,
\nwhether it is intellectual, artistic or manual work, and above all, the dignity
\nof all work, whatever it may be, when it is done with care and skill. <\/span><\/span><\/i><\/p>\n

16
\n January 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

For the exceptional children, do you think
\nthat we should turn their energies towards their special talent or is it better
\nto direct them towards a total development? <\/span><\/i><\/p>\n

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

It depends entirely on the child and his capacities. <\/span><\/p>\n

18 January
\n 1972<\/span><\/i><\/span><\/p>\n

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

Once I asked You whether, in our programme
\nof education, we should teach the children to do some disinterested work for
\nthe Ashram, at least once a week. And You answered: <\/span><\/i><\/p>\n

\u201cIt is always good to do disinterested
\nwork. But this becomes much better if the work becomes an enjoyment and not a
\nboring task.\u201d <\/span><\/i><\/p>\n

Could You suggest how we could introduce this into our programme? <\/span><\/i><\/p>\n

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

If the children could see the different kinds of work they can do,
\nthe inclination to do one thing or another would awaken <\/span>
\n<\/span><\/p>\n

\nPage \u2013 370<\/span><\/p>\n

<\/p>\n
\n

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

and it would become as interesting as a game for them \u2013 if they
\nare really intelligent. <\/span><\/span><\/i><\/p>\n

18 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

When You said that we should observe the games of the children,1
\n<\/sup><\/span><\/i>what age did You have in mind?<\/span><\/sup><\/span><\/i><\/p>\n

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

It depends entirely on the child. Some are already awake at the
\nage of seven, some take longer. <\/span><\/p>\n

What is important is to give the children
\nthe chance to see and judge for themselves. <\/span><\/p>\n

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

Mother, from seven to what age2<\/sup><\/i><\/i><\/span><\/p>\n

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

One could say about eighteen. It depends on the case. Some
\nchildren are fully developed at the age of fourteen or fifteen. It is different
\nfor each one. It depends on the case\u2026 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/p>\n

.<\/span>18 January
\n1972 <\/span><\/i><\/span><\/p>\n

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

You have written: \u201cThe teacher must find out the category to which
\neach of the children in his<\/span><\/i><\/p>\n

care belongs.\u201d<\/span><\/i><\/p>\n

How can we distinguish the categories of children? <\/span><\/i><\/p>\n

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

By watching them live. <\/span><\/p>\n

To be able to classify the children one must find out about their
\nnature by observing their habits and reactions. <\/span><\/p>\n

The teacher must not be a machine for reciting lessons, he must be
\na psychologist and an observer. <\/span><\/span><\/p>\n

19 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

1<\/sup>Letter of
\n<\/font> <\/span>15 January
\n 1972<\/span><\/font>.<\/font>\u00a0\u00a0 <\/font> <\/span><\/span><\/p>\n

2<\/sup>Oral question and reply1<\/sup>
\n<\/font><\/span>
\n<\/span><\/p>\n

\nPage\u2013 371<\/span><\/p>\n

<\/p>\n
\n

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

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

Should we put the children of each category together?<\/span><\/i> <\/span><\/i><\/p>\n

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

That has both advantages and disadvantages. The grouping of
\nstudents should be made according to the resources at our disposal and the
\nfacilities we have. The arrangement should be flexible so that it can be
\nimproved upon if necessary. <\/span><\/p>\n

To be a good teacher one must have the insight and knowledge of a
\nGuru with an unfailing patience. <\/span><\/p>\n

19 January
\n 1972<\/span><\/i><\/span><\/p>\n

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

You have said: \u201cThe first duty of the teacher is to help the
\nstudent to know himself.\u201d<\/span><\/i><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>How
\ncan we help a student to know himself? For that, isn’t it necessary for us to
\nhave attained a higher<\/span><\/i><\/p>\n

level of consciousness ourselves ?<\/span><\/i><\/span><\/i><\/p>\n

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

Oh, yes indeed!1<\/sup><\/span><\/p>\n

The attitude of the teacher must be one of a constant will
\nto progress, not only in order to know always better what he wants to teach the
\nstudents, but above all in order to be a living example to show them what they
\ncan become. <\/span><\/p>\n

(After five minutes’ meditation<\/span><\/i>)<\/span> The teacher should be the living example of what he asks the
\nstudents to become.\u00a0<\/span><\/span><\/p>\n

19 January
\n 1972<\/span><\/i><\/span><\/p>\n

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

Is that the only way of teaching the students to know themselves?<\/span>\u00b2<\/font><\/span><\/span><\/sup><\/i><\/p>\n

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

It is the only right way. You see, a teacher who tells them, \u201cYou<\/span><\/p>\n

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

1<\/font><\/span><\/sup>Oral reply (this sentence only).<\/font><\/span><\/p>\n


\n\u00b2<\/font><\/span><\/sup>Oral
\nquestion and reply.<\/font><\/span><\/font><\/span><\/p>\n

\nPage \u2013 372<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>must not lie\u201d and yet lies
\nhimself; \u201cYou must not lose your temper\u201d and loses it himself \u2013 what would the
\nresult be? The children will not only lose confidence in the teacher but also
\nin what he teaches\u2026 <\/span><\/p>\n

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

Mother, every day I type out what You write, and P takes
\nit to the School to show it to the other teachers, and they like it very much.
\nAnd now some teachers are giving me questions to ask You.2<\/sup><\/i><\/span><\/p>\n

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

\u00a0<\/span>(Laughing) <\/span><\/i>Good! It is very good! <\/span><\/span><\/sup><\/p>\n

19 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

When we attempt to organise the children
\ninto categories based on their capacity for initiative,<\/span><\/i><\/p>\n

we see that there is a mixture of levels of achievement in various
\nsubjects. That makes the work very difficult for certain teachers who are in
\nthe habit of taking ordinary classes in the old classical way. <\/span><\/i><\/p>\n

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

We are here to do difficult things. If we repeat what others do,
\nit is not worth the trouble; there are already many schools in the world. <\/span><\/p>\n

Men have tried to cure the ignorance of the masses by adopting the
\neasiest methods. But now we have passed that stage and humanity is ready to
\nlearn better and more fully. It is up to those who are in the lead to show the
\nway so that others can follow. <\/span><\/p>\n

21 January
\n 1972<\/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 do you conceive the organisation of our education, to enable
\nthe children to discover their<\/span><\/i><\/p>\n

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

2<\/font><\/span><\/sup>Oral comment
\nand reply.<\/font><\/span><\/span><\/p>\n

\nPage \u2013 373<\/span><\/p>\n

<\/p>\n
\n

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

capacities and then follow the path of their individual
\ndevelopment? <\/span><\/i><\/p>\n

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

That is what we are trying to do here. It depends on the teacher.
\nI do not have a theory one could put down on paper\u20261<\/sup><\/span><\/p>\n

This is what we are trying to do here. But doing it well depends
\non the teacher, on the trouble he takes, and on his power of psychological
\nunderstanding. He must be capable of recognising the character and
\npossibilities of the student, so that he can adapt his teaching to the needs of
\neach individual. <\/span><\/p>\n

22 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Should the teachers be classified by subject? Is that the best
\nway? <\/span><\/i><\/p>\n

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

Classification by subject is important when one wants to study one
\nor several subjects in depth, once an overall grounding that is useful for
\neveryone has already been provided equally to all: for example, reading and
\nwriting, speaking at least one language correctly, a little general geography,
\na general outline of modern science and a few indispensable rules of conduct for
\ngroup or communal living. <\/span><\/p>\n

For a detailed and thorough study of one subject the appropriate
\nage depends on the child and his capacity to learn. <\/span><\/p>\n

The precocious ones can start at the age of twelve. For most it
\nwill be more like fifteen and even seventeen or eighteen. <\/span><\/p>\n

And when one wants to master a particular subject, especially a
\nscientific or philosophical subject, one must be prepared to spend one’s whole
\nlife learning; one must never stop studying. <\/span><\/p>\n

22 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

I come back to the same question. What do you<\/span><\/i> <\/span><\/p>\n

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

1<\/font><\/span><\/sup>Oral reply (this paragraph only. <\/font><\/span>
\n<\/span><\/p>\n

\nPage \u2013 374<\/span><\/p>\n

<\/p>\n
\n

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

mean exactly by \u201ccategories of children\u201d? <\/span><\/i><\/p>\n

Do these categories correspond only to
\ntheir character or also to their interests? <\/span><\/i><\/p>\n

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

The categories of character. <\/span><\/p>\n

In assessing the possibilities of a child, ordinary moral notions
\nare not of much use. Natures that are rebellious, undisciplined, obstinate,
\noften conceal qualities that no one has known how to use. Indolent natures may
\nalso have a great potential for calm and patience. <\/span><\/p>\n

It is a whole world to discover and easy solutions are not much
\nuse. The teacher must be even more hard-working than the student in order to
\nlearn how to discern and make the best possible use of different characters. <\/span><\/span><\/i><\/p>\n


\n\u00a0<\/span><\/i>23
\n January 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Yesterday You mentioned rules of conduct. <\/span><\/i><\/p>\n

What are the rules of conduct You consider indispensable in our
\ncommunity? <\/span><\/i><\/p>\n

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

Patience, perseverance, generosity, broad-mindedness, insight,
\ncalm and understanding firmness, and control over the ego until it is
\ncompletely mastered or even abolished. <\/span><\/p>\n

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

Mother, this is not exactly what I wanted to ask. What I
\nunderstand by \u201crules of conduct\u201d was \u201cmanners\u201d. <\/span><\/i><\/p>\n

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

Manners belong to the moral rules of ordinary life and have no
\nvalue from our point of view. <\/span><\/p>\n

23 January
\n 1972<\/span><\/i><\/span><\/p>\n

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

You have spoken of arranging students
\naccording<\/span><\/i><\/span><\/p>\n

\nPage \u2013 375<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>to categories of character.
\nIn our present state of ignorance, if we try to impose a classification, would
\nit not be something very arbitrary and even a dangerous game for the growing
\nchild? <\/span><\/i><\/p>\n

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

Naturally, it is better not to take arbitrary and ignorant
\ndecisions. It would be disastrous for the children. <\/span><\/p>\n

What I have said is for those who are capable of recognising
\ncharacters and assessing them rightly, otherwise the result would be awful and
\nmore harmful than the usual mechanical teaching. <\/span><\/span><\/i><\/p>\n

24 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

To be able to do what You have asked of us, isn’t it the teacher’s
\nfirst duty to do an intense and<\/span><\/i><\/p>\n

sincere yoga instead of acting in a hasty and arbitrary manner<\/span><\/i>? <\/span><\/p>\n

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

Certainly!1<\/sup><\/span><\/p>\n

What I have written is an ideal to be realised; you must prepare
\nyourselves to be able to do it. <\/span><\/p>\n

To be able to adopt this method, the teacher must be a discerning
\npsychologist and that requires time and experience.<\/span><\/span><\/sup><\/p>\n

24 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

You have said that the teacher must be a discerning psychologist,
\na Guru. You know very well<\/span><\/i><\/p>\n

that we are far from being all that. The teachers being what they
\nare, how should the system of education be organised in order to improve our
\nway of teaching? <\/span><\/i><\/p>\n

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

By doing what they can, knowing that they have everything to
\nlearn. In this way they will gain experience and do things better and better.<\/span><\/p>\n

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

1<\/font><\/span><\/sup>Oral reply
\n(this sentence only).<\/font><\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

\nPage \u2013 376<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>That is the best way to
\nlearn, and if they do it in all sincerity, in two or three years they will
\nbecome experts and will be truly useful. <\/span><\/p>\n

Naturally, work done in this way becomes really interesting and
\nmakes the teachers as well as the students progress. <\/span><\/span><\/i><\/p>\n

25 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Should we also have categories for the
\nteachers as we do for the children \u2013 according to their way of teaching, of
\nseeing things, and their affinity for certain subjects?<\/span><\/i><\/p>\n

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

For that, the teacher who organises the studies must be a
\ndiscerning psychologist, observant and full of goodwill, knowing that he too
\nhas to learn and progress. <\/span><\/p>\n

The true attitude is to take life as a field of perpetual study,
\nwhere one must never stop learning and think that one knows everything there is
\nto know. One can always know more and understand better. <\/span><\/p>\n

25 January
\n 1972<\/span><\/i><\/span><\/p>\n

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

If the children want to do practical work
\nfrom the age of nine in the field of electronics or technology, should they be
\nencouraged? <\/span><\/i><\/p>\n

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

Yes, of course. <\/span><\/p>\n

25 January
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

In this method of work, the teacher must
\ndevote sufficient time to each one individually. But the teachers are few in
\nnumber. How can we respect the needs of each one as fully as possible and at
\nthe same time<\/span><\/i><\/span><\/p>\n

\nPage \u2013 377<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>satisfy all those who ask
\nfor help? <\/span><\/i><\/p>\n

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

One cannot make a theory. It depends on each case, the
\npossibilities and circumstances. It is an attitude which the teacher must have
\nand apply as well as he can, and better and better if possible.<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

26
\n January 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

You said the other day that there were teachers who were not
\ncapable, and that they should<\/span><\/i><\/p>\n

stop teaching. What is the criterion for assessing the capacity of
\na teacher? <\/span><\/i><\/p>\n

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

First, he must understand, he must know what we want to do and
\nunderstand well how to do it. <\/span><\/p>\n

Secondly, he must have a power of psychological discernment in
\ndealing with the students, he must understand his students and what they are
\ncapable of doing. <\/span><\/p>\n

Naturally, he must know the subject he is teaching. If he is
\nteaching French, he must know French. If he is teaching English, Geography,
\nScience, he must know what he is teaching.<\/span><\/p>\n

But the most important thing is that he must have psychological
\ndiscernment.1<\/sup><\/span><\/p>\n

. <\/span>31 January 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Nowadays in schools elsewhere, especially in the West, much
\nimportance is given to \u201csex-education\u201d. <\/span><\/i><\/p>\n

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

What is \u201csex-education\u201d? What do they teach? <\/span><\/p>\n

For myself, I don’t like people to be preoccupied with these
\nthings. In my time we were never preoccupied with these things. Now children
\ntalk about them \u2013 all the time it is in their minds,<\/span><\/p>\n

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

1<\/font><\/span><\/sup>Oral reply<\/font><\/span><\/span><\/p>\n

\nPage \u2013 378<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>in their feelings. It is
\ndisgusting. It is difficult, very difficult. <\/span><\/p>\n

But if they talk about it elsewhere, we have to talk about it here
\ntoo. They should be told the consequences of these things. Especially the girls
\nought to be told that the consequences can be disastrous. When I was young, in
\nthose days, people never spoke about all that, they never paid attention to
\nthese things. In those days, people did not talk about all that. Here, I did
\nnot want this subject to be discussed. That is why we do physical culture. In
\nthat way the energies are used to develop strength, beauty, skill and all that;
\nand one is more capable of control. You will see, the ones who do a lot of
\nphysical culture, they are much more capable of mastering their impulses.1<\/sup>
\n<\/span><\/p>\n

(After meditation)<\/span><\/i> <\/span><\/i>The energies that are
\nused in human beings for reproduction and which take such a predominant place
\nin their existence should on the contrary be sublimated and used for progress
\nand higher development, to prepare the advent of the new race. But first the
\nvital and the physical must be freed from all desire, otherwise there is a
\ngreat risk of disaster. <\/span><\/span><\/p>\n

1 February
\n 1972<\/span><\/i> <\/span><\/i>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

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

What is the essential difference between
\nthe behaviour and responsibility of a teacher with regard to young children and
\nwith regard to older students (over fourteen or fifteen, for instance)? <\/span><\/i><\/p>\n

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

Naturally, as the consciousness and intelligence develop in the
\nchildren, it is more and more through them that we can deal with the children. <\/span><\/span><\/i><\/p>\n

3 February
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Should one punish a child? <\/span><\/i><\/p>\n

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

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

1<\/font><\/span><\/sup>Oral reply (the above paragraphs only.<\/font><\/span><\/font><\/span><\/i><\/p>\n

\nPage \u2013 379<\/span><\/p>\n

<\/p>\n
\n

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

Punish? What do you mean by punish? If a child is noisy in class
\nand prevents the others from working, you must tell him to behave himself; and
\nif he continues, you can send him out of the class. That is not a punishment,
\nit is a natural consequence of his actions. But to punish! To punish! You have
\nno right to punish. Are you the Divine? Who has given you the right to punish?
\nThe children too can punish you for your actions. Are you perfect yourselves?
\nDo you know what is good or what is bad? Only the Divine knows. Only the Divine
\nhas the right to punish.1<\/sup><\/span><\/p>\n

The vibrations that you emit bring you into contact with
\ncorresponding vibrations. If you emit harmful and destructive vibrations, quite
\nnaturally you draw corresponding vibrations towards yourselves and that is the
\nreal punishment, if you want to use that word; but it does not correspond at
\nall to the divine organisation of the world. <\/span><\/p>\n

Every action has its consequences, good or bad, but the idea of
\nreward and punishment is a purely human idea and does not at all correspond to
\nthe way in which the Truth-Consciousness acts. If the Consciousness that rules
\nthe world had acted according to human principles of punishment and reward,
\nthere would have been no men left on earth for a long time.<\/span><\/p>\n

When men become pure enough to transmit the divine vibrations
\nwithout distorting them, then suffering will be abolished from the world. That
\nis the only way.<\/span><\/p>\n

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

3 February
\n 1972<\/span><\/i> <\/span><\/i><\/p>\n

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

Some teachers have written to me that they have read what I
\nwrote for you and that it had done them a lot of good. So you can continue
\nshowing them.2<\/sup><\/span><\/p>\n

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


\nThis prayer, Mother<\/font><\/span><\/sup><\/i><\/p>\n

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

1<\/font><\/span><\/sup>Oral reply (the above paragraphs only).<\/font><\/span><\/p>\n

<\/font><\/span><\/sup>
\n         2<\/sup><\/span>All the material for this date (14 February) is oral. <\/span>
\n<\/font><\/font><\/span><\/p>\n

\nPage \u2013 380<\/span><\/p>\n

\n

Yes, if you type this out on a piece of paper: <\/span><\/p>\n

\u201cWe want to be true servitors of the Divine.\u201d<\/span><\/p>\n

\u00a0<\/span>And then the prayer: <\/span><\/p>\n

\u201cSupreme Lord, Perfect Consciousness, You alone truly know what we
\nare, what we can do, the progress we must make in order to become capable and
\nworthy of serving You as we want to do. Make us conscious of our capacities,
\nbut also of our difficulties, so that we may be able to surmount them and serve
\nYou faithfully.\u201d<\/span><\/p>\n

And then this \u2013 the conclusion: <\/span><\/p>\n

\u201cThe supreme happiness is to be true servitors of the Divine.\u201d<\/span><\/p>\n

There are people whom it helps. Did you show them your notebook? <\/span><\/p>\n

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

I don’t show this [meditation] notebook to everyone. I type out
\nthe questions on education from the other notebook and give them to the school.
\nBut I don’t show this notebook to everybody. <\/span><\/i><\/p>\n

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

No, that one is for you. But you can copy things like this which
\nare for everybody. You can show it to all those who have goodwill. I have
\nreceived several letters telling me that it had done them a lot of good. So you
\ncan continue. <\/span><\/p>\n

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

Yes, Mother, I don’t show this notebook to everyone because l
\nthought that You wanted to use It immediately for the it Bulletin. <\/span><\/i><\/p>\n

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

Not all of it. For example, I wouldn’t put this in the Bulletin<\/span>. <\/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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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>14
\n February 1972<\/span><\/i> <\/span><\/i> <\/span><\/span><\/p>\n

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

Concerning the categories You have
\nmentioned for the school, should there also be similar categories for<\/span><\/i><\/p>\n

physical education? <\/span><\/i><\/p>\n

\nPage \u2013 381<\/span><\/p>\n

<\/p>\n
\n

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

For physical exercises, it all depends on the body and its
\ncapacities. Easy exercises that are not tiring can be given to everyone. <\/span><\/p>\n

Afterwards, it all depends on the body, on its strength, its
\nhealth, its resistance to fatigue, etc., etc. <\/span><\/p>\n

Exercises should be given according to capacity and the children
\nshould be grouped according to these capacities. It is a matter of experience
\nand observation. <\/span><\/p>\n

To be a good teacher of physical culture one must know anatomy,
\nthe various functions of the body, their development and their functioning. <\/span><\/p>\n

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


\n\u00a0<\/span><\/i>16 February 1972<\/span><\/i><\/span> <\/span><\/i><\/p>\n

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

Could you write something on discipline for us?<\/span><\/i> <\/span><\/i><\/p>\n

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

Discipline is indispensable to physical life. The proper
\nfunctioning of the organs is based on a discipline. It is precisely when an
\norgan or a part of the body does not obey the general discipline of the body
\nthat one falls ill. <\/span><\/p>\n

Discipline is indispensable to progress. It is only when one
\nimposes a rigorous and enlightened discipline on oneself that one can be free
\nfrom the discipline of others. <\/span><\/p>\n

The supreme discipline is integral surrender to the Divine and to
\nallow nothing else either in one’s feelings or in one’s activities. Nothing
\nshould ever be omitted from this surrender \u2013 that is the supreme and most
\nrigorous discipline. <\/span><\/span><\/i><\/p>\n

17 February
\n 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Yesterday You wrote on discipline. But what attitude should we
\ntake towards the imposed discipline to<\/span><\/i><\/p>\n

which we must conform in communal life? <\/span><\/i><\/p>\n

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

Communal life must necessarily have a discipline so that the
\nweaker are not bullied by the stronger; and this discipline must <\/span>
\n<\/span><\/p>\n

\nPage \u2013 382<\/span><\/p>\n

<\/p>\n
\n

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

\u00a0<\/span>be respected by all those
\nwho want to live in that community.<\/span><\/p>\n

But for the community to be happy, this discipline should be set
\nby the most broad-minded person or persons, if possible the person or persons
\nwho are conscious of the Divine Presence and are surrendered to it. <\/span><\/p>\n

For the world to be happy, power should only be in the hands of
\nthose who are conscious of the Divine Will. But for the time being that is
\nimpossible because the number of those who are truly<\/span> conscious of the Divine Will is very small, and because
\nthey necessarily have no ambition. <\/span><\/p>\n

In fact, when the time comes for this realisation, it will take
\nplace quite naturally. <\/span><\/p>\n

The duty of each one is to prepare himself for it as completely as
\nhe can. <\/span><\/span><\/i><\/p>\n


\n\u00a0<\/span><\/i>18
\n February 1972<\/span><\/i> <\/span><\/i><\/span><\/p>\n

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

Some people criticise the fact that we have too many rules in our
\nphysical education and that<\/span><\/i><\/p>\n

we impose too much discipline on the children. <\/span><\/i><\/p>\n

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

There can be no physical education without discipline. The body
\nitself could not function without a strict discipline. Actually, the failure to
\nrecognise this fact is the principal cause of illness.<\/span><\/p>\n

Digestion, growth, blood-circulation, everything, everything is a
\ndiscipline. Thought, movement, gestures, everything is a discipline, and if
\nthere is no discipline people immediately fall ill.1<\/sup><\/span><\/p>\n

18 February
\n 1972<\/span><\/i><\/span><\/p>\n

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

The students, especially the adolescents, often complain that they
\nhave to do even the physical<\/span><\/i><\/p>\n

exercises that they do not like and do not find interesting. Would
\nyou reply to this, Mother? <\/span><\/i><\/span><\/i><\/p>\n

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

1<\/font><\/span><\/sup>Oral reply (this paragraph only. <\/font><\/span>
\n<\/span><\/p>\n

\nPage \u2013 383<\/span><\/p>\n

<\/p>\n
\n

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

We are not on earth to follow our own sweet will but to progress. <\/span><\/p>\n

Physical exercises are not done for fun or to satisfy one’s whims,
\nbut as a methodical discipline to develop and strengthen the body. <\/span><\/p>\n

True wisdom is to take pleasure in everything one does and that is
\npossible if one takes everything one does as a way to progress. Perfection is
\ndifficult to attain and there is always a great deal of progress to be made in
\norder to achieve it. <\/span><\/p>\n

to seek pleasure
\nis certainly the <\/font> <\/span>best way<\/span><\/font> to make yourself
\nmiserable. <\/font> <\/span><\/p>\n

If you truly want peace and happiness, your constant preoccupation
\nshould be: <\/span><\/p>\n

\u201cWhat progress must I make to be able to know and serve the
\nDivine?\u201d1<\/sup><\/span><\/p>\n

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

The comment following is oral. <\/span><\/p>\n

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

Show this to C. She ought not to have listened to what the
\nchildren say. She has been here a long time. She ought to know that. <\/span><\/p>\n

That [\u201cTo seek pleasure is certainly the best way to make yourself
\nmiserable\u201d] is an absolute truth. It affirms that if you want to satisfy your
\nlittle ego, you are sure to be unhappy. For sure! It is the best way to make
\nyourself miserable. To say: \u201cOh, it is boring; oh, I must do what I like; oh,
\nthat person is unkind to me; oh, life does not bring me what I want.\u201d Ouah!!!<\/span><\/p>\n

\u201cAm I what I ought to be? <\/span><\/p>\n

\u201cAm I doing what I ought to be doing? <\/span><\/p>\n

\u201cAm I progressing as much as I should?\u201d <\/span><\/p>\n

Then it becomes interesting. <\/span><\/p>\n

\u201cWhat should I learn in order to make my next progress? What
\ninfirmity must I cure? What shortcoming must I overcome? What weakness must I
\nget rid of?\u201d <\/span><\/p>\n

And then, naturally, the next moment: \u201cHow can I become capable of
\nunderstanding and serving the Divine?\u201d<\/span><\/p>\n

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

1<\/font><\/span><\/sup>Written question and reply. The comment following is oral.<\/font><\/span><\/p>\n

\nPage \u2013 384<\/span><\/p>\n

<\/p>\n
\n

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

I have written it down specially so that you can show it to C.
\n<\/span><\/p>\n

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

Yes, Mother, she knows, but she wanted to know how to explain to
\nthe children. <\/span><\/i><\/p>\n

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

Yes, that is all there is to say. <\/span><\/p>\n

19 February
\n 1972<\/span><\/i> <\/span><\/i><\/p>\n

\nPage \u2013 385<\/font><\/span><\/span><\/i><\/p>\n<\/div>\n<\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Correspondence\u00a0 (b)   The teacher should not be a book that is read aloud, the same for everyone, no matter what his nature and character….<\/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-4218","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\/4218","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=4218"}],"version-history":[{"count":1,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts\/4218\/revisions"}],"predecessor-version":[{"id":9737,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/posts\/4218\/revisions\/9737"}],"wp:attachment":[{"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/media?parent=4218"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/categories?post=4218"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/worksofthemotherandsriaurobindo.org\/index.php\/wp-json\/wp\/v2\/tags?post=4218"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}