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Implementation of the 200 points on education

September 1, 2004.


The implementation of these 200 points in classes from the first to the twelfth of the school can be taken up when we have educated teachers dedicated to the work trained in our methods. Up to that point one can use the experiences in the school to prepare this implementation scheme. The raw material for this scheme of implementation is the experience in the classroom. These 200 points contain the principles of this implementation apart from explaining the scope of our education after a fashion. By implementation, I mean fashioning the lessons at all levels to deliver the values we aim at. Each value can be best introduced at a certain level. Projects at that level will be considered. In the higher classes, these values are to be maintained and strengthened. I hope to consider at least a hundred projects, small and big, to be practised in the classroom, the school and outside in the society. When these projects reveal new educational content, they will be our gain. Some such will be,

  • As experience grows, we will see that our scale of values can be gently pushed to the lower classes.
  • What the outdoor projects accomplish can be accomplished in the school and finally in the class.
  • Many of these experiences, if not all, that are acquired outside in the society where the children are taken to can be finally integrated with the lessons in the class.
  • The computer is always a better teacher than the best teacher as far as facts, ideas and mental experiences are concerned.
  • To learn to use the computer with full advantage is in itself an education. We shall be attaining that state when our teachers are able to suggest better computer programmes for each value.
  • Teaching is done in a graded scale of facts, ideas, and values. To teach the values along with the facts will be the acme of our programme.
  • Deconditioning is of greater importance than learning.
  • The self-discovery of the teacher readily leads to the child's discovering the subject by himself.

What is implementation?

  • To convert personal information into impersonal knowledge.
  • To make the surface mind expand into the subliminal mind.
  • To secure the weight of social vital endorsement to personal mental enlightenment.
  • To give knowledge power.
  • Instead of the teacher giving the knowledge, making the child seek it with interest is implementation.
  • Implementation converts information into an attitude or strategy.
  • It makes the gross plane open into the subtle plane.
  • It converts an idea into a result, selfishness into self-giving.
  • One will understand implementation if he can understand the whole world in it.
  • To be able to see the various steps of the Process of Creation makes it possible to understand implementation.
  • Knowledge that sees that Self-giving begins in Selfishness - Selfishness is the physical self-giving - enables one to implement.
  • The military medical operation that attends on the wounded enemy soldiers knows they were wounded by their soldiers.
  • Knowledge moving from Time to the higher planes of Time is implementation.
  • Implementation is the resolution of contradictions into complements.
  • One cannot implement as long as he refuses to see the other is inside him.
  • Service is not to the ego in Man, but to the Self in him.
  • One who learns that the social idea of Service ministers to the social ego in oneself, by mistakenly building up the ego in the other.
  • Implementation is realising that social service is the ignorance of shallow vanity that is really incapable of true service.
  • Gandhiji's satyagraha stirred up the nation but he wanted to change the Muslim hearts by it. It issued out of not knowing the deep roots of human evil. Only Gandhiji could outgrow his ignorance. The age old poverty of those who discovered Truth, their selfishness in keeping it as a secret and the falsehood into which it has flowered are condensed into the method of Satyagraha. It is not non-violence, but it will lead to moral violence as Rajaji pointed out in 1942 and  as was proved by the betrayal spirit which broke the nation into two pieces.
  • Energy for horizontal expansion is not enough or will not serve for vertical expansion.
  • Implementation is growth. It is neither horizontal nor vertical, but is like a pyramid. It does not grow like a square or a rectangular block. It moves towards a peak along a sloping gradation. Growth in Nature begins with the horizontal dimension and rises at its centre shrinking the width of horizontal. In practice it means one grows with the society. An individual cannot grow to the end all by himself when the society does not. At best he can grow one step. Think how air travel, railway journey, postal system, computer or any modern convenience developed. Buses came to India before 1930 or still earlier. For every bus route of the 1930's now we have a hundred in place. It means a hundred more drivers, a hundred more conductors, a hundred more workshops and a hundred times more capital with a hundred more entrepreneurs are required. It takes not only more time for all these to come in but the people should also become travel-minded. Take this as a project and exhaust the study in detail, you will know what more is necessary for our view of education to be implemented. If we trace the growth of the bus transport of today from what it was in 1930, we will discover that every social factor has contributed to its achievement today. Education, rise in population, willingness to marry outside the village, urban migration, production of paper, writing materials, spread of newspaper, awakening of the masses to the opportunities, reading habit, schools springing up everywhere, women's education, television, radio and a hundred other things springing up on their own have indirectly contributed to the building of the national transport system as it is today. Take any country in the conditions India is in 2004 and trace it year by year in terms of the growth of infrastructure, awakening of social consciousness that make her (transport system) educational attainments of today, then one can know what one has to go through. For one school to achieve that all by itself without the society too moving along, this school should inwardly achieve what the society should externally accomplish. The pioneers of the school cannot have any illusions about it. In its absence it cannot be a reality. Even if it is achieved, the children will lose most of it in a few years.
  • To be a pioneering teacher one needs social vision - forward and backwards. Such a knowledge is not acquired by the intelligence or the intellect. It comes by the intelligence of imagination or imaginative experience. Those faculties are not born in a person without extensive and intensive reading supplemented by thinking. Thinking of that type gradually ripens into silent contemplation. An inner domain is created and grows. One who is exercised in mind about domestic needs is not meant for this adventure. Salary and facilities must be substantial for one to have that freedom. The best education needs the highest salary in the land.
  • Any latest development such as technology readily and quickly integrates with every other sector of society. Computer is integrating with all walks of life, particularly with education. No human ingenuity can replace this electronic marvel. Our school should at once get the latest computer lessons, in all its versions, without missing even one. Aversion to computer is attachment to individual expansiveness, a solid achievement in steady superstition. Trying to teach one lesson as well as an animated computer video is a greater achievement. Training teachers to do so will reveal that not only is it not possible but it is unwise too. It is like one who enjoys walking preferring to walk to Trichy from here. To be superstitious is pardonable but not worshipping superstition as an ideal.
  • Learning English is not education. English is a language. To take the medium for the goal is to mistake the dress for the person. We cannot mistake his behaviour for him. Implementation must define in the mind of the teacher as a Process. It is necessary to separate the chaff from the grain. Opinions have no place in a school that is trying to prevent the children from forming their opinion. To start with, it can only be a wider opinion that takes into account the other man's opinion also.
  • To know the theory of implementation is as necessary as the theory of education.

A City is a University:          

A city educates its citizens, as a village is incapable of doing. The people who are there, the visitors who arrive there for a short or long visit, the institutions that are there, the products and services available, make an educational impact on its inhabitants. They are educated in the measure they are inquisitive about knowing all about them. The subconscious benefit is minimal. At any age one can have a maximum benefit by a desire to know more about it or all about it. The school should devise projects to make the subconscious knowledge into a conscious observation. Benefits vary according to the age and sex.

An example: A project to take a class to various points of activity such as a shop, beach, an office, a function as much as a day can manage can be devised and interviews can be arranged by the school with the owner of the shop, the officer in charge of an office, or a participant in the function. The children can note down the information collected. A discussion back in the class based on those notes will apprise them of so much activity outside the town as well as inside, which they would otherwise not notice at all. It will stimulate their observation in future and possibly their thinking. It will introduce them to the national life or even local life in a fashion which will be met only when they grow up and particularly when they have an occasion for personal experience. "I have lived here for so many years, but have never known that such an activity exists. I would never have known it had I not had this opportunity" is what we often exclaim. This tour will open the mind of the child to such an experience.

  • It can give him original ideas for a career.
  • It can stimulate his capacities for thinking based on observation.
  • It can be a turning point in some of them in some essential ways. Had the teacher collected some such events, it will be useful for her to respond to the children especially when they come to that point. If not, the teacher can raise it.
  • A visit of this description 2 or 3 times in his school career is a powerful tool that may activate his thinking, imagination, judgement, creativity and so on. To devise projects that will open each such faculty is an endless activity of educational originality. A teacher's creativity is thus stimulated. His further reading will be enriched by such visits. This is only a beginning.
  • Under this head I wish to subdivide it into two, though all life can come under this. 1) That part of social experience which the rural side cannot give and 2) The subliminal part which is common to both but that which is being submerged in the city, that is, the natural meanness and evil of human nature which a city overcomes to a large extent. Under the first all the modern aspects of life such as offices, transport, utilities like power, water, comfortable living and so on will come.
  • As we will be laying the greatest emphasis on cleanliness, children in Pondicherry can visit the houses of French citizens where the houses are kept clean and also shops like Nilgiris. Subconsciously the cleanliness will be seen in direct relation to Prosperity. It is a factual observation. Such an observation can give a vital pleasure which will create an instinctive preference for cleanliness. That orderliness goes with cleanliness may not go unnoticed. The fact can be subconsciously seen, consciously pointed out and it can be an instruction, inspiration and indication. Spot lighting and high lighting are tools that can be resorted to. Here, to decide on the method, we have to decide on the level of practice of the theory  about how much is desirable or possible. As long as there is an urge to teach, to instruct, to show, to speak, the result will be of a low order. Their absence can result in indifference. The school has to teach the theory of teaching, see in practice the measure of its desirability or otherwise; and then each teacher has to find her own balance. To study the various impacts on children from the extreme positive to the extreme negative is a study by itself. Such a study will raise points of observation, learning, interest, the impact of facts on them and the touch of inspiration on the subconscious personality. Endless points can be seen. May be all of them noted down. ( Can the teacher write down what is seen?) The teacher explaining her own observation to other teachers will be an experience to the others and an enrichment to herself. What the child reports to parents and how they respond or react is entirely a fresh chapter. As the entire 2000 points can come under each point, we have to fix what is the limit for which point. These notes can only be extensively indicative and can never be exhaustive.
  • Here the teacher must appreciate better between facts, information, news, knowledge, ideas, principles or laws. He must know the corresponding parts in the child that receive each of them and the medium through which it is received and retained. It is easy to see physical facts are received by the newness the child feels and it is stored in his memory. The fact is received as an image, sound or impression -  by one of the senses.


Fact - Image of the senses - Observation of the new - Memory, is a chain that explains this sequence. A similar chain or tabular column is needed for each of the above items. Then facts can be divided as physical, vital and mental facts. Each can be received by one of the five senses. Observation arises out of vital interest, mental curiosity, physical sensation. Besides Memory, what stores is, buddhi, manas, conceptual mind, faculty of imagination, perceptive mass and so on. Facts are primary individual items. Information is a group of facts processed around a need or use, organised pattern of facts or facts organised. The child needs any information for a use. Information is thus a useful pattern of facts organised around a need. The child needs to know where water is when it is thirsty. In that sense the energy of need processes facts at its disposal in a fashion that will serve effectively, a need. Information too is stored in memory, but not in factual memory. Here we see that Memory by upgrading itself will merge with understanding. Parts of a whole take upon themselves one aspect of the whole. When a part rises in efficiency it moves towards the whole and ultimately merges with centre. In the process each part that was different from the other parts and antagonistic sheds its animosity and separateness and grows into cooperation and coordination before totally identifying with other parts and the whole. The theory of parts and the whole must be clear at this stage. One more point which we know well arises here - The sum of the parts does not make a whole, as the whole is more than the sum. There lies a mystery between the sum and the whole. The sum carries the consciousness of the parts in a greater measure or higher degree. The whole will not emerge without the consciousness of the whole arising, consenting to cement the parts of the sum into the parts of a whole. That is the consciousness of the whole which arises neither from the part nor the whole but from the creative centres of the parts and the whole. 'It is a moment of creation of the brains' that the artist spoke of to the wondering child who asked, "What do you mix with your colours?"

At the end of this chain of facts - information - news - knowledge  - ideas - principles or law,  is: principle or law.

A law is a principle according to which things move. It is seen at an initial stage as a fact. The next stage is processed facts, that is, information. Thus it progresses to finally become a law or a principle. A fact is perceived by the senses, observed by the sensation of the new and stored in the factual memory. Memory exists at several levels. Facts are remembered at the level of sensational memory. So, there exists a physical memory. Memory exists in all the eight planes. Sensational memory comes to play through the senses. Understanding also has a memory. It does not surface by sensation. A chain of twenty arguments will arise as reminders themselves in succession by the power of understanding. Understanding the first argument leads to the memory of the second and  so on. Memory methods advise us to visualise the fact. Visual memory can help you remember a whole book. Someone could remember seven whole books. Similarly each concept can remind the next concept. This can be called conceptual memory. There exists similarly, a memory of understanding. A law reveals itself to conceptual thinking. It is arrived at by the curiosity to know. Curiosity too exists at several levels. So, we can again construct a chain:

Principal (or law) - conceptual thinking - curiosity to know the concept - conceptual memory.

We see that such chains are many and possibly endless. In us, we can see the distinction between sensational memory, memory of understanding  and conceptual memory. It is possible to lengthen the list to ideational memory and memory of information. What we have known in ourselves we can identify in the child. A child is a universe in miniature. In the measure we know ourselves inside, we can discover the child or children. Then we can exclaim with Shakespeare, 'what a piece of work is man'. To know at what point which child responds to the environment, helps us help the child move fully. Beyond all these memories of the surface mind, lies the ever present subliminal memory that is universal. The exercise of these finer senses are better done by the individual, uninterfered by another. Flash cards are able to teach the child by a combination of the visual and auditory memory dispensing with the need for learning the alphabet. To this perception the child's knowledge is a sensitive possession which the teacher honours and utilises well. In the class the teacher is the immediate environment to the child. Such a teacher sees that the child learns best when he learns on his own. He need not be instructed. The change of attitude in the teacher - from teaching to let the child learn - automatically comes into place when she is aware of this fact of learning. Is the school willing to prepare teachers at this level? The 200 points in this list of educational ideas are split into about 2000 points, though this list is not exhaustive. It contains all the major essentials of teaching. Once the teacher arrives at the level of appropriate perception, it is easy to see that as we explain she follows. She follows because She sees. What is true of the teacher is true of anyone, here the child. It is important that the teacher and the child meet on this plane.

The job of the teacher is first to move to his plane of instantaneous perception. Memory is a primary faculty. Accomplishment can be said to be the end factor in one important chain. Please note that whether it is memory or accomplishment, once you are in that plane, you instantaneously learn or instantaneously accomplish. As the school is a conducive educational environment, a teacher can develop into a conducive natural instinctive environment. What we are doing here is to restore to man his lost senses. He once had twelve senses. With the mental development he has lost seven and now has only five. We are trying to restore those lost senses at the higher level of mind, what was lost at the vital physical level.  Obviously these are subtle senses which escape our material grasp. In that sense we are subtilising the senses of the student or pupil or child. A teacher who is subtle in his senses can accomplish this. Once the senses awake at the subtle plane, we see they are quicker. Quickness of grasp is intelligence. Intelligence is the faculty of knowing by reaching their domain and is slightly different from understanding which is knowing how it is constituted.

Language has different words such as intelligence, understanding, awareness, knowing, comprehension, intellectuality, memory, appreciation, sympathy and identification. Each word has come into the language through a different set of circumstances. There does exist a clear distinction between these words and all of them  are in some way related to understanding. One must know each of them as they developed. We find that it is there in the language by an unconscious development. We must make it conscious, clear, precise, defined, drawing the distinctions between two shades. It amounts to saying that the teacher must know each word in the language as it has originally developed, and know it consciously. For any meaningful exercise in making the city a university this endowment in the teacher is essential. And this is only a beginning.

  • The city gives a scope for learning. Without such a scope one cannot learn.
  • Whether the scope can benefit one is decided by the extent his personality is organised.
  • The school can help the child with greater facts, information, ideas, news, views, laws or principles, but the school can also give help to the child to organise his personality better. The latter is more important.
  • Such an organisation can be at any level of the above.
  • The scheme of implementation should consider each of these possibilities in detail.
  • Voracious reading, viewing videos, reading the encyclopedia and printed material(journals)  suitable to the age willl help them gather more facts. A four year child can read the Readers' Digest with relish if introduced to it properly.
  • Any level of education at the appropriate time should allow the child to rise to the next level. Fact gathering should lead the child to gathering information.
  • To continue to gather facts either by reading or any other method will be to expand horizontally.
  • Information will be interesting only when it has some use for us at some level.
  • Teaching the child to process data into information will generate in the child the right interest.
  • Topographical facts are processed into tourist information.
  • News is gathered by gossip because of their interest in gossip. Man has a centre of gossip in him. When there is a nobler centre, news appropriate to that centre can be gathered. The atmosphere of the school is its educational culture. It can raise a low centre of consciousness to a higher, nobler centre.
  • Facts can only be repeated. One cannot do anything with facts but repeat it. The child may see one fact in relation to another fact. To relate two or more facts is to think. The result is thought. For example: The child hears that Monday is a school day. These two facts together raises a thought in the child which is different from both the facts. 'Will there be school on Monday?' is a question that the child asks. It is a thought in the child's mind. That is the process of thought. Observing the various thoughts of the child, the teacher can know at what level of thought-formation the child's mind works. To deal with the child so that he is helped to form thoughts at a level he is now not able to is an area of the teachers' constructive work.
  • Thoughts are not ideas. An idea is what one has inferred from a few thoughts. The child buys pens. Some write well. Others do not. Some are costly. Others are cheap. Having observed the price variation, performance of the pens, the child concludes cheap pens do not write well. It is an idea. It is an ideational process. To help the child to form better ideas the teacher needs to know 1) Where the child is 2) Where he can go 3) How this child can do it 4) What he can do to the child. It becomes a project. Earlier, we spoke of projects which can raise the salary of the teachers. This is one such project.
  • The teacher should be constantly thinking, knowing all these from her point of view and from the point of view of the children. She must fashion her lessons accordingly. No teacher can handle more than one child, at the most she can handle three or four.
  • If a teacher trains herself like this, in one year she will have job openings elsewhere with a better pay. Such a training will make the teacher better than any school. Such a training will make the teacher a better employee. Suppose she is earning Rs.8000/- here, jobs at Rs.18,000/- will come her way. We must be broadminded enough to wish her well in her next higher job.

2.(1)   Personality is the centralising element in the being of the person which is open to or receptive to any new experience it can receive. Such an opening is greater in the city, character will react.

  • There is a centralising element in all activities. In the embodied being there are two parts, the being and becoming. We can say there is one more part - the being of the becoming. Becoming is nature, Swabhava, Prakriti. Prakriti is the field, Swabhava is the structure. It is in the grades of 1) Surface, inner subliminal and 2) Manners, behaviour, character and Personality. The centre of the being is the Spirit which is more evident in the subtle chakras. The centre of the being of the becoming is the Psychic in the various parts and the central Psychic is behind the heart centre.
  • The environment is a motion of life energy.
  • Life energy directly impinges on the life centre, that is the vital, indirectly impinges on the mind and imperceptibly on the soul.
  • Whatever receives the impact reacts, is impressed, or organises the impression according to its status.
  • A structure organises. An unformed awareness is impressed. A rigid unawareness reacts.
  • That happens at all levels of manners, behaviour, character and Personality.
  • At school the child responds to 1) the lesson and 2) the human environment.
  • The lesson gives the academic training. The environment shapes the Personality.
  • Teaching gives the training; the learning-self acquires the training.
  • Academic training is of the mind; environment trains the vital, at a higher level it trains the vital in the mind (2), which determines the action of the third, which is the organiser in us.
  • Knowing this much, the teacher must set about placing the lesson before the class according to her light.
  • An essential task will be to know what exists and how to manage them.
  • The capacity to relate the subject to the student, in the light of this knowledge so that the teacher's aim will be fulfilled is teaching.
  • To present that teaching as learning is our goal.
  • A sample lesson must be worked out according to this. 
  • How to raise the Personality of the child or how to create the Personality

The usual answer is 'it has to form itself'. Before answering this question we have to explain what intelligence is and how it has to be distinguished from intellect, understanding, comprehension, awareness and memory.

- Intelligence is the quickness to know.

- Intellect is to organise what intelligence has gathered.

- To know what something says is intelligence. To know what it means is   understanding. Comprehension is complete understanding.

- Awareness is the knowledge of some thing present. Intelligence is to know what it is.

- Memory retains what intelligence knows in a way that it can be recalled.

- Manners, behaviour, character and Personality have an intelligence of their own. We talk of intelligent manners, intelligent behaviour, intelligent character or intelligent Personality.

- As the attribute widens, the intensity of intelligence increases.

- Raising the Personality, building the character, teaching behaviour or manners are all the same in varying degrees.

- Manners are taught by instructions. Behaviour is trained by insisting on values and character is built on moral values. Personality is shaped by the level of accomplishment.

- Offer occasions that will break through character and build the Personality.

- For example: The teacher who is used to punishing changes the character and builds discipline in freedom. That effort creates Personality in her. The greater the freedom to the children, the greater is the Personality that the teacher will acquire. The method is the same for the teacher and the student. Offer assignments or projects where the students will have to break their character and create anew. New creation is done by building the Personality. To punish a child for her defects is to teach behaviour. To let the child learn good behaviour himself will build his personality. Each level includes the previous levels. Personality is the last level. Allowing students to transfer their knowledge from the subjects to practice, will facilitate the shaping of character. With the change from project to project, the Personality will be born and will shape itself.

Skill - capacity - talent - ability, is a chain that expresses various differing organisations of energy.

Skill reinforces good manners as manners is a skill.

Capacity is the essence of various skills. It is a kind of a whole with respect to skill that is a part. Reliable behaviour relies on capacity.

Talent is born when the force of capacity reinforces an individual skill.

It is men of character who are endowed with talents.

One who can shift his skills, capacities and talents from one area of activity to another is an able person. He is endowed with ability. He is one who is endowed with Personality.

In games we see such transfer of skills - basic skills - from one game to another. To encourage children to play several games and watch how far their skills  transfer, capacities shift and talents migrate from one game to another is to watch the child's physical personality taking shape.

- The vital personality is the one which handles people, situations, problems, events and so on. In the school life there arises various situations where children are to be handled, functions arranged, parents' questions answered, work accomplished, representation to EB sent , workmen managed and so on. As children grow up a few of these resonsibilities can be given to them to be manged. They can be trained by their participation or observation. Once children acquire skills or talents in one area, give them others so that the talents can be transfered there.

- Mental personality is mostly in the subjects. One good at one subject must be helped to transfer his skills to the other subjects.

- All these are partial. Personality is a whole that contains the physical, the vital and mental parts. Children can be taken to stores, offices, markets and public functions and trained there. Those who have received such training very well in one area, say mediation, can be asked to shift it to the area of management. Let us try to produce a whole person. Shifting from teaching to education to yoga is such a vertical shifting. In the school, we can confine ourselves to building a social personality at the horizontal level. Vertical growth is for those with higher aspiration.

2.(2)   Personality is the unformed, unstructured human energy that loves the challenge of life, is curious to know and has the urge to act.

Character is the formed, structured human energy that meets the challenges of work, is capable of knowing and is able to accomplish. A teacher who knows this difference between character and personality, readily knows it in the child. A child jumps up and answers. Another child has the urge and energy to do so but hesitates. The latter is ready for the formation of personality. That child which shies away from such an opportunity is not ready to shape his personality. Such moments arise all the time in the class and the school. Even if the opportunity is great to shape the personality, the child should not be forced as the teacher has noted it in herself earlier. She can know the measure in the child. Knowing differs from doing. It is intelligence that knows. It is attitude that does. The power of the attitudes issue from values. Value formation - having the restraint or the urge to teach the values - is what the teacher has to learn from the school. We can subdivide the values as personality value, character value, behavioural value, value of manners meaning the value that fosters personality, character, behaviour and manners. When a work that you do not know arises, there arises in you a tendency to do it in the old way. It is a value to preserve character. An attempt to learn afresh is a value of personality. An effort to appear right in the eyes of others is the value of manners. If you want to believe in it without acquiring the capacity to accomplish - character - it is behavioural value. There is no fixed rule. Wherever the child is, it must be taken one step ahead. The teacher will do it best, if he is centred in the being or being of the becoming as he will be in a superior plane. Without himself acquiring personality and trying to preserve it, he won't be effective in the class in building up manners, behaviour, character or personality. The teacher will discover all these values are equally easy or equally difficult. Nothing is more difficult than the other. Lessons in different classes are as difficult as in earlier classes. Here we see teaching Personality directly, is not different from teaching manners. Only that we adopt different strategies at different levels, like discipline for manners, education for behaviour, training for character and freedom for Personality. The class, then, will be a laboratory for the Science of Life.

2.(3)    Manners are what I put up for another person. They can be developed into behaviour by value. Behaviour is what I believe I should exhibit. It is changeable, not organised and it can be developed into character by commitment. Character is structured. Man can change his behaviour, not his character. Character means that the emotions have accepted an idea from the mind. They will not change after that Personality is beyond character. Man is a whole, but we see him only in parts, as we see ourselves in parts. Our vision is partial as it is focussed. Manners, behaviour, character and Personality can, in this sense, be understood to belong to Mind, Vital, Body and Being. The Being here can be considered the whole of these three, not in the philosophical sense of Purusha. I now consider only Nature and its being, and not the being which is opposed to becoming. The ascent and descent we know are separate entities for Being and Becoming. Of course, there is the Being of the Becoming beyond them. Our explanations are confined to Nature, called becoming. We consider here the mental, vital, physical part of Nature. This is a process of descent. Descent means the higher plane first receives and gives its benefit to the lower planes. Here, the mind receives and gives to the vital and the physical. That giving can be out of self-giving, through love. In that case it will be education or a flowering of the lower planes. The result will be a cultured behaviour or manners. Character too can be a result of culture. The mind can impose itself on the body and the vital. In that case, it will be an imposition that can mature into domination. Such a domination can be social, social inside the family - parental, male domination, religious or spiritual oppression, political superimposition. In education such an imposition or domination can lead to horizontal growth. If the domination becomes an inhibition it can strongly harm the child leading to indoctrination. Often it results in making stupid superstitions as the greatest ideals. All the great ideals that spread as fashions today are of this description. Also under a real idealist the followers fashion such a mental frame work for themselves, as the Buddhists began to worship the idol of the Buddha who championed the cause of giving up idol worship. At each level of acceptance, an appropriate strategy is  created. Often we see people valuing another culture or their own cultural expressions. They end up in such superstition. Education became degree;  intelligence - memory; knowledge became information; capacity - behaviour and so on.

2.(4)   Most people don't have behaviour. I am tempted to say most people don't have manners. It means people are very low, because they are very poor and illiterate. Where does manners come from? It comes from self-respect. People who are struggling for survival can naturally have no self respect. Only he who has self respect will respect others and realise the need for manners. The foundation of self-respect is economic security, better still social security. A slave abused does not retort. Even when he is beaten he does not retort. He knows protest will bring greater punishment. So, he will not protest. One needs physical ego to protest or even to feel a resentment. The physical, when it is unformed, is formed by violent handling. Protest, resistance are the first symptoms of having been formed. We see people angrily protesting and vulgarly abusing tyrannical masters behind their back. They will be those who have once had a status and now lost it. The rule for the completely unformed and those who have lost the formation are different when they want to progress. Teachers may have no behaviour. Children may have no behaviour. It is best not to appoint such teachers, admit such students. Once you do so, you have to start at a very early stage. The principle that anyone can learn during the same period is true when the school acquires an atmosphere of learning. It is not impossible to handle such teachers and such pupils. But to court such impossibilities can retard your accomplishment. They have the possibility of cancelling your work entirely. Sri Aurobindo talks of sending the Force to an Indian and a westerner. The westerner receives it and acts on that basis. The Indian is in a coma. He gets up, dances because of new energy and goes back to his coma. The unformed varies at different levels of manners, behaviour, character and personality. The unformed personality is, naturally, different from the unformed character. The unformed can be viewed from the physical, vital, mental, spiritual planes. These variations change from young age to old age. It varies with every variation. An unformed woman is different from an unformed man, a worker from an engineer. Variations Vary. India is country where we find everyone is unformed in every respect. But they all have a formed basis of Spiritual foundation.

2.(5)     If you don't have personality, you will try but you will accomplish only as much as your father has accomplished. Personality is a development of the whole. Talents and capacities are partial. Everyone who has accomplished has a personality. The class and caste system limits one's growth to what he was born. He is not free to attempt on his own. One of the reasons  the Europeans migrated to America was that there was freedom from that limitation. Physically the country was vast extending endlessly on every side. There was no social inhibition. Every leader, every industrialist, everyone who has excelled in any field was a nobody when he started as they were all penniless settlers. A city is a university. Also it offers endless opportunities for progress. Ship loads of people without anything dumped in New York very soon rise to own an apartment and become members of the middle class as they have something to do. And that thing makes him rich. Any industrial worker in three years can buy his own farm. England or Europe never had those openings. Even if openings are there only those with personality rise to the top. Others avail of the other levels of opportunities. Even the minimum in USA was greater than the maximum back in their land of birth. Opportunities open their maximum to the Personality, not to mere work or skill or even capacity and talent. In USA the atmosphere itself has such a physical personality. Our school can offer an educational atmosphere that has such a Personality. The student can be given a Personality. Suppose the teacher of Personality teaches in an atmosphere of Personality a subject that offer Personality, the result will be inconceivably good. Even the child that has no personality taught by a teacher with no Personality will still gain from Personality of the atmosphere or the Personality of the subject or a particular lesson. As the grade is energy - skill - capacity - talent - Personality, the child can certainly gain something. To plan lessons to release each of them in the child is a fascinating work. To take them in detail is engrossing.

Energy comes from interest.

Skill - - - - - - Training.

Capacity - - - - - - many skills.

Talent - - - - - - - Capacity saturating one skill.

Personality - - - - - ability to change the talents from one field to another.

- Interest in a subject like geography releases the energy to see videos, read the enclopedia, collect the names of places, know the length of the rivers, heights of the mountains.Interest can be created in any subject, any language, any work.

- Skills are endless to collect information, to draw maps, to remember the details of pioneers, to cut a circle with scissors and so on.

- The boy who has learnt a great many skills will naturally have some capacity which is general. It takes time for capacity to form and be discerned by the teacher.

- Now that capacity is there let the child concentrate on one thing - music, writing, vocabulary, athletics etc - and a talent for that thing will take shape.

- To plan to shift the talent in music to public speaking or the talent in speaking to cooking is no easy matter. It comes out of practice. The theory is Analyse the Capacity in Both threadbare and you will see common strands. Go to their essence. Work so that that essence in one is drawn upon as the essence of another. Such essences are caution, to know the limits etc ( the 20 items listed under point 4 in part 1). The method is not to insist on the work part, but to concentrate on the part of the essence (say caution), you will see this conscious endeavour transfers the talent in one to another. That way the personality is formed. When the Personality is fully formed and is in action, talents automatically shifts from one zone to another. The essences of the talents will gather beyond the work and be available to any other field.

2.(6) Only personality will let you go beyond your father's achievement. When skill, talent and the ability accomplish in a particular field, personality can accomplish in any field or all fields. If you put Rajaji or C.Subramaniam anywhere, he could accomplish.

            Sri Aurobindo says the yogi must be able to turn his hand to any field. This is based on his triple theme of individuality, commonalty, Essence. Stated otherwise it is result, process, status. Father's achievement gives you the method, not its essence. Evolution in Nature takes one step at a time. That is what we see in Greece, Rome, Europe, America. That step oscillates. It can go ahead in the vertical growth. Or it can expand horizontally. To expand horizontally Rome moved down from Mind. Greece attained. From the law established widely by Rome, Europe attempted to rise to Science. It is the wide vital reaching the wide Mind in all population. That was constricted by the class system. USA was 1) physically wide 2) rich in natural resources. Nature in seeking freedom from the narrow stifling of class distinction, first chose a place that is physically extensive and is saturated with oil, gas, coal, land, copper, gold. All the greatest USA has taken was primarily by this social freedom in the limitless social context and the reliance on one's own self because of circumstances. It developed into the indomitable will that matured into the determination to achieve in the biggest possible scale anything humanly possible. Before they started they ensured its success. It is the development of Mind in the Vital. Take care to see that  in all the 9 positions in the tabular column of 1 to 9, each has its own Personality as its acme, preceded by manners, behaviour and character. To be able to see the finite in the infinite and the infinite in the finite is an essential trait in this endeavour of moving up the scale from manners to Personality. There ends Nature. Beyond it is the Person who includes in Himself the Impersonal. Also take care at every step that the rules are followed to perfection.

2.(7)     There is no field in life in which there is no gradation. At any one moment, you are presented with all the gradations. How you respond determines your future course. It also depends on all the choices you make before you reach the goal. That which makes the choice is the personality in life and nature. In the soul, the psychic makes the choice. The psychic is the soul of nature.

            That the world is full of choices at every moment is a truth worth knowing as a fact of life.  That Nature achieves her goal through choices, is a valid statement. Sri Aurobindo speaks of a slow deliberate joy of Nature. Mother speaks of Nature enjoying the infinity before her. Mother says He deliberately puts obstacles in Her way. Nature's tendency is to develop any aspect she takes to the end. Her purpose will be best served by a zigzag path, not a development along a straight line. Sri Aurobindo in the introduction of The Synthesis of Yoga tells us that Nature goes forward and backward constantly. Still the tendency to unindimensional growth, however partial, is marked in Nature. So she moves along the path of processive, successive Time slowly. The everpresent choice in Nature is equally present in the Psychic, but the Psychic moves along the plane of simultaneous integrality of Time eternity and Timeless eternity instantaneously. This change from one plane of Time and another and from the slow movement to instantaneous miraculousness calls our attention, especially because both are through the tool of choice. Nature makes the choice of rigidity in the body, unconscious dynamism in life, ignorant choice of contradictions in mind, and the choice of status or movement in the Spirit. Only in the Supermind Supramental Nature makes the intelligent choice of the other soul's aspiration in oneself, thus raising the plane of Time to Simultaneous Time. "Let me choose in me what the other - my rival, my enemy - would be pleased with" is the Supramental choice. God wants me to cook my son, desires my wife, my life is a higher truth. To understand, appreciate and enjoy the other's desire to destroy me and initiate action to fulfil his wishes is the choice that will push us to Supermind. Only that in the mind it is destructive. In the Supermind such a choice is blissful as the pain of mind is not there. It is a choice that changes pain into bliss by such an understanding.

2.(8)     Making a choice helps build personality. Any choice that requires centuries in life requires a split second in spirit. What you spiritually, consciously choose will give you that split second growth. If you are spiritually unconscious, you will know at which level you are unconscious.

            Many of these points may still need to be theoretically expanded. For such ideas, we have to postpone the actual implementation just indicating how the implementation can be taken up. This statement speaks of consciousness that is unconscious. Even the theoretical explanation is quite lengthy. Man awaking from unconsciousness and dynamically following a social or physical ideal is conscious of his movement but is unconscious of the purpose of the movement. All of us are so. One who takes great pains to educate his son at home 200 years ago, as James Mill, was fully conscious of his direction. Was he aware that he was a pioneer in awakening the mental individuality in the collective? The above statement numbered 2.(8) is a kind of inverse variation of Mill's initiative. To know where the child is - consciously unconscious, unconsciously conscious - and to lead him on as he wishes to move or as we wish him to move is to help build the child's personality at that level. The child who consciously reaches for a book on waking is unconsciously working for mental awakening. Using the mental awakening to make the Spirit consciousness is the work. Its index is the quickening of events. Whenever work speeds up, the person is becoming conscious, is a safe index for guidance. To follow the index of speed is to be physically conscious. To be pleasant is to be vitally conscious. To be able to appreciate the truth of opposition is to be mentally conscious. To be spiritually conscious one must love all the movements and be static. That status to flower in movement without losing its status is the Supramental awakening. It is the marvel. The teacher needs all this theoretical knowledge as a practical expression, for him to help the kid in the right way. To plan lessons or projects based on this knowledge is to aim at our goal in the school. In one sense it is easy; in another sense it is not at all easy or conceivable for us humans.

2.(9)     How do we become conscious when we are unconscious?

            1) Know where you are 2) Move in that plane to the positive side 3) Acquire perfect skill and make it a talent.

            The spiritual evolution is from the unconscious to the conscious. Sri Aurobindo calls it Self-conscious, meaning one becomes conscious of the Self in him. Before one becomes Self-conscious, he must become self-conscious, that is, he must know he is an ego. Man is unself-conscious. It is the vital. The mental can be self-conscious which is the first step towards rationality. As reason itself is ego, we can call it Pure Reason. The self - ego - is of two sides, the positive and negative. Of course one has to move entirely to the positive side. Our teaching, our handling the children, our administration, the entire atmosphere of the school must be positive, for the child to have an urge to move to the positive side. We can move the child to be positive; but it is better he moves himself. Even then he is a social animal, having a social urge. It is not of his own choice. We can so do the lessons as to bring issues before his judgement with this choice. Whatever he chooses, the teacher can make him see what he has chosen and wait for him to move to the positive side. History offers ample scope for this. The boy reads what these men have done and what one should do in that context. Such contexts arise in the class and school. We must watch what the child does, make him watch himself ten times a day. As the teacher is one who has passed through this process, he knows how important this context is and how significant his choice is. In the measure the teacher has succeeded in his own life, he will be effective. When his own success is partial, he can still help the child to a great extent by his own sincerity. There is no compromise in it. It is true that an ill-equipped teacher can still by his sincerity raise the children entrusted to him. One who is not sincere has no place here as a teacher. Lack of capacity can be made good, not lack of sincerity. It belongs to the field of yoga.

2.(10)   Don't be attached to your talents.  Aspire to go to the next level.

            Kullachami symbolically said that to Sri Aurobindo. It is truth everywhere in life, society and yoga. It is a universal truth. In an indirect way this principle is at work when we move from memorisation to thinking. It has to be balanced with the other opposite principle that the essence of the past is essential for the future. Combining both we can say, give up forms for the essence to endure. Our practising this in the class is easy. So far so good. To make the boy see this is the best. Surely he can see how memorisation impedes thinking. Reasons can be so tuned. One who is talented in volley ball, will have the temptation to touch the foot ball in that ground. It can be dismissed as habit persisting. Only those who are proud of being a volley ball player will have a difficulty in overcoming the habit. Attachment creates anachronism. Memory keeps one bound to Time and thus to Mind and through that to ego. History takes us to the past, helps us live better in the Present and looks to the future with hope. Therefore we teach history. The real educational purpose of teaching history is to inform the child of the plane of Time. Geography is taught to introduce the dimension of Space. Details of history or geography are a burden on the Memory which is a burden on the Mind and Soul. The lawyer who was appearing for the US Government in a desegregation case quoted the Aesop's fable where the crow lost the substance and the shadow when he wanted to grab the other crow's piece also in the image in the water. The verdict came unanimously that segregation was to be abolished. The subtle knowledge that he is going to lose the substance and the shadow made the lawyer express it as an advice of goodwill. The urge to speak is the negative foreknowledge of what is to come to oneself. Our aim is to take the child into the causal plane - the Supramental plane of marvel. Of course, the children are already substantially enjoying the touch of that plane in terms of the atmosphere of the school. They will be getting material rewards at home, psychological rewards in the family which are inconceivable boons but neither the teacher nor the family is aware of it. To build on that gain, we must first know what we have so far achieved. This is to be aware of Mother's work in the school imperceptibly growing. Our endeavour is to make it perceptible.

2.(11)   Exhaust your energies at this level to go the next higher level.

            -- Organisation exhausts each level and saturates that.

            Organisation for the teacher exists at the levels of 1) her own personal organisation for teaching 2) the school's organisation which she expresses in the class 3) The child's organisation of his mind's listening or vital receptivity not to speak of the physical functions  and 4) what the parents impose on the child. It extends endlessly. Whatever the place, the teacher gets to know the organisation, uses it well to exhaustion and then to saturation. That will take him to the next higher level. The teacher can visit the kid's home and see his physical organisation. If it is not there, then the work is to create it by simple instructions. Suppose he has some good level of organisation, the teacher knows how to complete it at that level. Very simple things such as: before coming to school he carries his lunch, books, pen, shoes and so on and  these could be kept in order the previous day for the child to readily reach it the next morning. If the pencil is broken, it can be sharpened, the previous evening itself. It is to upgrade it. Look at the child which has this physical organisation perfect, you will ordinarily see that that child will have far greater listening. Listening is the beginning of mental organisation. It is made possible by his exhausting and saturating the previous level of organisation. If there is a child whose educational performance is excellent you will see his mental organisation and the physical organisation are saturated. An observation of the child will reveal that he often attempted original questions which are indications of original thinking. It is for the teacher to lead him on in his direction and in the lessons provide scope for thought provoking lessons for the child. Beyond this is the subtle and spiritual organisations. The teacher can see in some classes all the grades of the organisation. He has to lead the lower ones to higher grades of organisations. This serves two purposes. 1) Other children can be brought upto his level of mental organisation 2) He can be taken to the next level also. In his case the home is refractory and reactionary where he is beaten, sent to tuition classes. Therefore he will become a bundle of tangled psychological problems. He is a great opportunity for the school to study how parents create psychological problems by their intensity of Ignorance.

  • When energy is organised into skill, energy is exhausted.

Energy is an ocean and has many versions, each is a diminished version of the previous one as Universe is a small version of cosmos which itself is a limited version of Sachchidananda, beyond which lies the unmanifest. The Universe becomes earth for us which is shrunk to humanity and then to organised society of which the government is still a portion. Between us the lone individual of a family in a small place and the government, there is a gulf. Let us know energy has all these versions. In talking about skill we refer to the physical energy limited to the human physical in one individual. This extremely limited energy is itself an ocean to us. This energy organises itself into a physical skill of doing one thing such as the climbing of a tree, cooking of a meal or pronouncing words you learn anew. Whatever the skill - whistling, sharpening a knife, sowing, ploughing, reading etc - has a perfection. We learn so many skills, but no skill to perfection. Copying is a skill. Very few people can copy without errors or committing errors and erasing them out. Perfection does not commit an error to be effaced. Imagine a swimmer committing such an error. Learning a skill to perfection exhausts the energy available for that skill. Any further energy cannot be used to improve upon that skill. When the skill is saturated, energy is exhausted. It is beyond this point that the essence of the skill is available to slowly form the capacity behind it. Skill in basketball means  the ability to shoot the ball into the basket from anywhere around without missing. Think of the hundreds of skills we have. How many we have perfected as the heartbeat or digestion or walking. All perfected skills are now in the subconscious. No conscious skill can be perfect. When it becomes perfect it moves to the subconscious. A skill like writing when it moves to the subconscious, is operated subconsciously, though you can become conscious of it if you choose. As a matter of fact a perfected skill apart from moving to the subconscious to lodge there to be operated subconsciously thereafter, moves also to the subtle conscious plane.

  • The exhaustion becomes perfect when the skill rises to the perfect level of talents. What we mean as exhaustion is that stage which takes us to the next stage. Even in the definition of the next stage, stages vary. Skill is acquired as a child learns to write the letter A. That skill becomes greater and greater when the lines of the letter are straight and flowing. One writes the line straight in the beginning but the line flows as days pass. The time consumed and the felicity of writing have a parallel. The capital A is different from the small a and the various combinations of the letters A and a in the script are at further stages. All this cannot be called exhaustion until we pronounce that the handwriting is formed. We see the skill of writing the letter is constantly upgraded by the skill of writing the letter in a word and further in print or script. The skill of writing a passage completes the skill of learning to write a particular letter A or a. Capacity is the collection of essences from various skills, but talent is to reinforce a skill by the capacity so acquired. As the young plant is tender even in the stem, but the grown tree grows dead bark on its trunk, skill in the beginning is an undefined existence for a well grown tree. When the tree grows up the stem becomes the trunk, the skill is well defined in the capacity, talent and ability. By the inflow of greater nourishment the well grown tree's trunk acquires life to lose its dryness to some extent to become the smooth dense exterior of a teak or rosewood tree. The descending flood of the essence of capacity reinforces the skill that is formed at a primary level in a fashion that its unfilled empty pockets are now filled to saturation not by the energy of the skill, but by the superior energy of the capacity. Not even at this level does the skill exhaust itself or is saturated. That comes when the talent is fashioned and at each point of transition all the problems of transition - the tendencies of fissiparous movements - will arise. We shall not go beyond this level. At this level, preservation of the energy from these fissiparous tendencies makes for complete integration of the descent with the ascent which is complete transformation. The energy flow diagram thus becomes a very useful tool fashioned for the first time by us for our work. In a school we have a limited aim of producing a social product through education, not aiming higher. We can bring the child to the threshold of yoga. It is for him to enter that realm.
  • The perfection helps growth when the attachment and interest which made perfection possible becomes disinterested detachment.

Nothing succeeds like success. Also nothing pays dividends like attention. Attention matures into affection or degenerates into attachment. Attention is vital, attachment is physical. While vital attention helps teaching, physical attachment inhibits teaching for the simple reason vital is superior to the physical. The physical does not have the energy which vital has. Hence the difference. At the mental plane vitality and physicality can linger as mental attention or mental attachment giving rise to mental sensitivity. The descent is enabled by the instrument. At the same time the increasing role of the instrument inhibits. Detachment that is disinterested is the best atmosphere for the greatest possible result. Monarchy was physically dominating. The enlightened monarch enjoys vital adoration. Democracy removes the physical subjugation and reverses the vital adoration of the people as the vital seeking of the population by the leadership. The least interfering government is the most enlightened. Culture, patriotism, national values shape in the areas government has no role to play, not even offering encouragement in the shape of financial assistance. Schools should allow activities to shape where the authority of the management must be receding. Those are the areas where leadership takes shape, higher public manners are learnt by the students as the initiative there is uninhibited. Many areas like debating societies, picnics, sports and so on are now in vogue. Having the society in our view, we should create a miniature of every social activity in the school where kids exercise their management capacity to organise and accomplish. Cooperation societies that buy books, sports articles and distribute them can offer a field of experience for children in the area of purchase and distribution. The judicial system of the society can be brought in. A kitchen can come in, a garden where children experiment with organic and inorganic manure, a mini zoo where a few animals are kept will be a great attraction. It is not easy to manage such activities. The school can run a newspaper. Many are there in good schools. Our aim is to have all social activities and run them not as the society runs, but as a future society world run in greater Freedom. One degree of detachment, one will see, is utter ruin in practice. In our experience that should reveal the higher potentials of the student.

  • When the disinterested detachment acquires energy of movement, it is aspiration. Sri Aurobindo speaks of two mysteries in the world, birth and death. Birth is there because life is constantly growing. The mystery is why it should be growing. Where does the energy come for such a growth? The unsatisfying answer is 'aspiration' because it raises another question or questions: Who is aspiring, for what? He answered it saying Brahman is not only immutable, but it has the freedom to choose to be immutable. The freedom of the Brahman is so wide that we cannot deny Him the right to be mutable. Thus He answers the unanswered question about the original cause of creation. To know this is to be a better educationist. The teacher, particularly the school, is capable of releasing the aspiration in the child for education. I cannot think of a greater ideal for a school. We have limited our goal to producing a highly valuable social product which is a narrow aim compared to this vast goal, the ultimate goal in creation. Life is a field of ignorance. This aspiration is seen in ignorance as an unhealthy curiosity. The school can transform the unhealthy curiosity into a healthy one. The biographies of pioneers, crusaders, scientists, inventors, discoverers, explorers and others make the child think why these people  would risk everything to be pioneering. That is an awakening which can awaken a similar urge in him. It is the eternal seeking of the human soul to be the divine soul. It is the ultimate urge of creation. Our job is to constantly bring the child to the borders of such a territory and leave him there without any explanation. It is for him to awake. As there is a Silence behind Silence, there is an ultimate Aspiration behind the human aspiration. There is a Silence behind sound, there is a Silence behind activity, there is always something behind anything because our existence is infinite. The conception that God is infinite is a yogic realisation; the conception that life is infinite is a realisation of God in Life. By extension we arrive at the idea that the infinitesimal is really the infinite. When Shakespeare spoke of vanity of vanities, he gave utterance to this universal truth. He who knows that there is something in the world, in the creation to aspire for, is the Eternal Seeker. He is the Brahman in Man which explains Sarvam Brahman. Brahman (in Man) is seeking Brahman.
  • Aspiration in this sense makes progress possible.

Aspiration, ambition, desire, action, thinking, urges, motive are words that denote movement of energy. Action is physical, ambition and desire are vital, thinking is mental, aspiration is of the spirit in the vital, urge is of the substance in the mental, vital and physical, motive is of the being. Progress is the growth of Nature. Growth is the life breath of Nature or existence. Progress is positive growth, dissipation and destruction are negative growth. The teacher will do well to know what is the tip of growth for each child so that she may address it or minister to it. Such fostering must be within the framework of the school. She cannot look at a child from a wider spiritual point of view and support that movement. Aptitude tests identify in the child, preference for a particular subject so that his energies may be focused there. That is welcome from the point of view of teaching. In a school which aims at building the personality of the child, a teacher must be looking for the formation of the higher human faculties such as imagination, discernment, determination, conception etc. They are rare in the average run of humanity. To locate them when they exist, the teacher must know them, know of them if not possess them himself. A teacher whose memory is poor can still identify a sharp memory in a child. How can memory be fostered when spotted in a child? The teacher cannot do much about it unless she has studied memory. She can either undertake a study of memory in an extensive fashion or refer the child to the school management. Undertaking an extensive research of memory one will come upon an ocean of facts. They will be extremely interesting, not directly useful. To use the knowledge gained by this research, the teacher has to know the role memory has played in other faculties such as presence of mind, thoughtfulness, resourcefulness, alert action and so on. That may require extensive biographical knowledge. Even that knowledge may not be of use fully in helping the child use his memory power. One needs a knowledge of Human Personality which can be created in the school as a special cell or a broad participation. That will be the crown of the management because it is a subtle faculty. Referring to Mother's volumes for the entries on memory will help.

2.(12)   Progress that is not continuous is no progress. When you stop progressing, you start dying. Constant aspiration for continuous growth is the path of human life changing into divine life.          

Note: ‘Our school' as mentioned in this document refers to Primrose School, Pondicherry


story | by Dr. Radut