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+*** START OF THE PROJECT GUTENBERG EBOOK 11345 ***
+
+EDUCATION AS SERVICE
+
+
+
+BY
+
+J. KRISHNAMURTI
+
+(ALCYONE)
+
+
+
+THE RAJPUT PRESS
+
+CHICAGO
+
+1912
+
+
+
+
+EDUCATION AS SERVICE
+
+
+
+
+INTRODUCTION
+
+In long past lives the author of this little book had much to do with
+educational work, and he seems to have brought over with him an intense
+interest in education. During his short visits to Benares, he paid an
+alert attention to many of the details of the work carried on in the
+Central Hindu College, observing and asking questions, noting the good
+feeling between teachers and students, so different from his own school
+experiences in Southern India. He appears to have been brooding over
+the question, and has, in this booklet, held up the educational ideals
+which appear to him to be necessary for the improvement of the present
+system.
+
+The position of the teacher must be raised to that which it used to
+occupy in India, so that to sit in the teacher's chair will be a badge
+of social honour. His work must be seen as belonging to the great
+Teaching Department in the Government of our world, and his relation
+with his pupils must be a copy of the relation between a Master and His
+disciples. Love, protective and elevating on the one side, must be met
+with love, confiding and trustful on the other. This is, in truth, the
+old Hindu ideal, exaggerated as it may seem to be to-day and if it be
+possible, in any country to rebuild this ideal, it should be by an
+Indian for Indians. Hence there is, at the back of the author's mind, a
+dream of a future College and School, wherein this ideal may be
+materialised--a Theosophical College and School, because the ancient
+Indian ideals now draw their life from Theosophy which alone can shape
+the new vessels for the ancient elixir of life Punishment must
+disappear--not only the old brutality of the cane, but all the forms of
+coercion that make hypocrites instead of honourable and manly youths.
+The teacher must embody the ideal, and the boy be drawn, by admiration
+and love, to copy it. Those who know how swiftly the unspoiled child
+responds to a noble ideal will realise how potent may be the influence
+of a teacher, who stimulates by a high example and rules by the sceptre
+of love instead of by the rod of fear. Besides, the One Life is in
+teacher and taught, as Alcyone reminds us, and to that Life, which is
+Divine, all things are possible.
+
+Education must be shaped to meet the individual needs of the child, and
+not by a Government Procrustes' bed, to fit which some are dragged
+well-nigh asunder and others are chopped down. The capacities of the
+child, the line they fit him to pursue, these must guide his education.
+In all, the child's interest must be paramount; the true teacher exists
+to serve.
+
+The school must be a centre of good and joyous influences, radiating
+from it to the neighbourhood. Studies and games must all be turned to
+the building of character, to the making of the good citizen, the lover
+of his country.
+
+Thus dreams the boy, who is to become a teacher, of the possibilities
+the future may unfold. May he realise, in the strength of a noble
+Manhood, the pure visions of his youth, and embody a Power which shall
+make earth's deserts rejoice and blossom as the rose.
+
+ANNIE BESANT.
+
+
+
+
+TO THE SUPREME TEACHER
+
+AND TO THOSE WHO FOLLOW HIM
+
+
+
+
+FOREWORD
+
+Many of the suggestions made in this little book come from my own
+memories of early school life; and my own experience since of the
+methods used in Occult training has shown me how much happier boys'
+lives might be made than they usually are. I have myself experienced
+both the right way of teaching and the wrong way, and therefore I want
+to help others towards the right way. I write upon the subject because
+it is one which is very near to the heart of my Master, and much of what
+I say is but an imperfect echo of what I have heard from Him. Then
+again, during the last two years, I have seen much of the work done in
+the Central Hindu College at Benares by Mr. G.S. Arundale and his
+devoted band of helpers. I have seen teachers glad to spend their time
+and energies in continual service of those whom they regard as their
+younger brothers. I have also watched the boys, in their turn, showing a
+reverence and an affectionate gratitude to their teachers that I had
+never thought possible.
+
+Though many people may think the ideals put forward are entirely beyond
+the average teacher, and cannot be put into practice in ordinary
+schools, I can thus point at least to one institution in which I have
+seen many of the suggestions made in this book actually carried out. It
+may be that some of them _are_, at present, beyond most schools; but
+they will be recognised and practised as soon as teachers realise them
+as desirable, and have a proper understanding of the importance of their
+office.
+
+Most of the recommendations apply, I think, to all countries, and to all
+religions, and are intended to sound the note of our common
+brotherhood, irrespective of religion or caste, race or colour. If the
+unity of life and the oneness of its purpose could be clearly taught to
+the young in schools, how much brighter would be our hopes for the
+future! The mutual distrust of races and nations would disappear, if the
+children were trained in mutual love and sympathy as members of one
+great family of children all over the world, instead of being taught to
+glory only in their own traditions and to despise those of others. True
+patriotism is a beautiful quality in children, for it means
+unselfishness of purpose and enthusiasm for great ideals; but that is
+false patriotism which shows itself in contempt for other nations. There
+are, I am told, many organisations within the various nations of the
+world, intended to inspire the children with a love for their country
+and a desire to serve her, and that is surely good; but I wonder when
+there will be an international organisation to give the children of all
+nations common ideals also, and a knowledge of the real foundation of
+right action, the Brotherhood of Man.
+
+I desire to thank my dear mother, Mrs. Annie Besant, for the help she
+has given me while I have been writing this little book, and also my
+dear friend, Mr. G.S. Arundale--with whom I have often talked on the
+subject--for many useful suggestions.
+
+J. KRISHNAMURTI.
+
+
+
+
+CONTENTS
+
+THE TEACHER
+
+I. LOVE
+
+II. DISCRIMINATION
+
+III. DESIRELESSNESS
+
+IV. GOOD CONDUCT
+
+  1. Self-control as to the mind
+
+  2. Self-control in action
+
+  3. Tolerance
+
+  4. Cheerfulness
+
+  5. One-pointedness
+
+  6. Confidence
+
+
+
+
+THE TEACHER
+
+In _At the Feet of the Master_ I have written down the instructions
+given to me by my Master in preparing me to learn how best to be useful
+to those around me. All who have read the book will know how inspiring
+the Master's words are, and how they make each person who reads them
+long to train himself for the service of others. I know myself how much
+I have been helped by the loving care of those to whom I look for
+guidance, and I am eager to pass on to others the help I have obtained
+from them.
+
+It seems to me that the Master's instructions can be universally
+applied. They are useful not only to those who are definitely trying to
+tread the path which leads to Initiation, but also to all who, while
+still doing the ordinary work of the world, are anxious to do their duty
+earnestly and unselfishly. One of the noblest forms of work is that of
+the teacher; let us see what light is thrown upon it by the words of the
+Master.
+
+I will take the four Qualifications which have been given in _At the
+Feet of the Master_, and will try to show how they can be applied to the
+life of the teacher and of the students, and to the relations which
+should exist between them.
+
+The most important Qualification in education is Love, and I will take
+that first.
+
+It is sad that in modern days the office of a teacher has not been
+regarded as on a level with other learned professions. Any one has been
+thought good enough to be a teacher, and as a result little honour has
+been paid to him. Naturally, therefore, the cleverest boys are not
+drawn towards that profession. But really the office of the teacher is
+the most sacred and the most important to the nation, because it builds
+the characters of the boys and girls who will be its future citizens. In
+olden days this office was thought so holy that only priests were
+teachers and the school was a part of the temple. In India the trust in
+the teacher was so great that the parents gave over their sons
+completely to him for many years, and teacher and students lived
+together as a family. Because this happy relation should be brought
+back again, I put Love first among the Qualifications which a teacher
+ought to have. If India is to become again the great nation which we all
+hope to see, this old happy relation must be re-established.
+
+
+
+
+I. LOVE
+
+
+My Master taught me that Love will enable a man to acquire all other
+qualities and that "all the rest without it would never be sufficient."
+Therefore no person ought to be a teacher--ought to be allowed to be a
+teacher--unless he has shown in his daily life that Love is the
+strongest quality of his nature. It may be asked: How are we to find out
+whether a person possesses Love to a sufficient degree to make him
+worthy to be a teacher? Just as a boy shows his natural capacities at an
+early age for one profession or another, so a particularly strong
+love-nature would mark a boy out as specially fitted to be an
+instructor. Such boys should be definitely trained for the office of the
+teacher just as boys are trained for other professions.
+
+Boys who are preparing for all careers live a common life in the same
+school, and they can only become useful to the nation as men, if their
+school life is happy. A young child is naturally happy, and if that
+happiness is allowed to go on and grow in the school, and at home, then
+he will become a man who will make others happy. A teacher full of love
+and sympathy will attract the boys and make their school life a pleasant
+one. My Master once said that "children are very eager to learn and if a
+teacher cannot interest them and make them love their lessons, he is not
+fit to be a teacher and should choose another profession." He has said
+also: "Those who are mine love to teach and to serve. They long for an
+opportunity of service as a hungry man longs for food, and they are
+always watching for it. Their hearts are so full of the divine Love that
+it must be always overflowing in love for those around them. Only such
+are fit to be teachers--those to whom teaching is not only a holy and
+imperative duty, but also the greatest of pleasures."
+
+A sympathetic teacher draws out all the good qualities in his pupils,
+and his gentleness prevents them from being afraid of him. Each boy then
+shows himself just as he is, and the teacher is able to see the line
+best suited to him and to help him to follow it. To such a teacher a boy
+will come with all his difficulties, knowing that he will be met with
+sympathy and kindness, and, instead of hiding his weaknesses, he will
+be glad to tell everything to one of whose loving help he is sure. The
+good teacher remembers his own youth, and so can feel with the boy who
+comes to him. My Master said: "He who has forgotten his childhood and
+lost sympathy with the children is not a man who can teach them or help
+them."
+
+This love of the teacher for his pupil, protecting and helping him, will
+bring out love from the pupil in turn, and as he looks up to his teacher
+this love will take the form of reverence. Reverence, beginning in this
+way with the boy, will grow as he grows older, and will become the habit
+of seeing and reverencing greatness, and so perhaps in time may lead him
+to the Feet of the Master. The love of the boy to the teacher will make
+him docile and easy to guide, and so the question of punishment will
+never arise. Thus one great cause of fear which at present poisons all
+the relations between the teacher and his pupil will vanish. Those of us
+who have the happiness of being pupils of the true Masters know what
+this relation ought to be. We know the wonderful patience, gentleness
+and sympathy with which They always meet us, even when we may have made
+mistakes or have been weak.
+
+Yet there is much more difference between Them and us than between the
+ordinary teacher and his pupil. When the teacher has learned to look
+upon his office as dedicating him to the service of the nation, as the
+Master has dedicated Himself to the service of humanity, then he will
+become part of the great Teaching Department of the world, to which
+belongs my own beloved Master--the Department of which the supreme
+Teacher of Gods and men is the august Head.
+
+It may be said that many boys could not be managed in this way. The
+answer is that such boys have been already spoiled by bad treatment.
+Even so, they must be slowly improved by greater patience and constant
+love. This plan has already proved successful when tried.
+
+Living in this atmosphere of love during school hours, the boy will
+become a better son and a better brother at home, and will bring home
+with him a feeling of life and vigour, instead of coming home, as he
+generally does now, depressed and tired. When he, in turn, becomes the
+head of a household, he will fill it with the love in which he has been
+brought up, and so the happiness will go on spreading and increasing,
+generation after generation. Such a boy when he becomes a father, will
+not look on his son, as so many do now, from a purely selfish point of
+view, as though he were merely a piece of property--as though the son
+existed for the sake of the father. Some parents seem to regard their
+children only as a means of increasing the prosperity and reputation of
+the family by the professions which they may adopt or the marriages that
+they may make, without considering in the least the wishes of the
+children themselves. The wise father will consult his boy as a friend,
+will take pains to find out what his wishes are, and will help him with
+his greater experience to carry out those wishes wisely, remembering
+always that his son is an ego who has come to the father to give him the
+opportunity of making good karma by aiding the son in his progress. He
+will never forget that though his son's body may be young, the soul
+within is as old as his own, and must therefore be treated with respect
+as well as affection.
+
+Love both at home and in the school will naturally show itself in
+continual small acts of service, and these will form a habit out of
+which will grow the larger and more heroic acts of service which makes
+the greatness of a nation.
+
+The Master speaks much on cruelty as a sin against love, and
+distinguishes between intentional and unintentional cruelty. He says:
+"Intentional cruelty is purposely to give pain to another living being;
+and that is the greatest of all sins--the work of a devil rather than a
+man." The use of the cane must be classed under this, for He says of
+intentional cruelty: "Many schoolmasters do it habitually." We must also
+include all words and acts _intended_ to wound the feelings of the boy
+and to hurt his self-respect. In some countries corporal punishment is
+forbidden, but in most it is still the custom. But my Master said:
+"These people try to excuse their brutality by saying that it is the
+custom; but a crime does not cease to be a crime because many commit
+it. Karma takes no account of custom; and the karma of cruelty is the
+most terrible of all. In India at least there can be no excuse for such
+customs, for the duty of harmlessness is well known to all."
+
+The whole idea of what is called "punishment" is not only wrong but
+foolish. A teacher who tries to frighten his boys into doing what he
+wishes does not see that they only obey him while he is there, and that
+as soon as they are out of his sight they will pay no attention to his
+rules, or even take a pleasure in breaking them because they dislike
+him. But if he draws them to do what he wants because they love him and
+wish to please him, they will keep his rules even in his absence, and so
+make his work much easier. Instead of developing fear and dislike in the
+characters of the boys, the wise teacher will gain his ends by calling
+forth from them love and devotion; and so will strengthen all that is
+good in them, and help them on the road of evolution.
+
+Again, the idea of expulsion, of getting rid of a troublesome boy
+instead of trying to improve him, is wrong. Even when, for the sake of
+his companions, a boy has to be separated from them, the good of the boy
+himself must not be forgotten. In fact, all through, school discipline
+should be based on the good of the boys and not on the idea of saving
+trouble to the teacher. The loving teacher does not mind the trouble.
+
+Unintentional cruelty often comes from mere thoughtlessness, and the
+teacher should be very careful not to be cruel in words or actions from
+want of thought. Teachers often cause pain by hasty words uttered at a
+time when they have been disturbed by some outside annoyance, or are
+trying to attend to some important duty. The teacher may forget the
+incident or pass it over as trivial, but in many such cases a sensitive
+boy has been wounded, and he broods over the words and ends by imagining
+all sorts of foolish exaggerations. In this way many misunderstandings
+arise between teachers and boys, and though the boys must learn to be
+patient and generous, and to realise that the teacher is anxious to help
+all as much as he can, the teacher in his turn must always be on the
+alert to watch his words, and to allow nothing but gentleness to shine
+out from his speech and actions, however busy he may be.
+
+If the teacher is always gentle to the boys, who are younger and weaker
+than himself, it will be easy for him to teach them the important lesson
+of kindness to little children, animals, birds and other living
+creatures. The older boys, who themselves are gentle and tactful, should
+be encouraged to observe the condition of the animals they see in the
+streets, and if they see any act of cruelty, to beg the doer of it very
+politely and gently, to treat the animal more kindly. The boys should
+be taught that nothing which involves the hunting and killing of animals
+should be called sport. That word ought to be kept for manly games and
+exercises, and not used for the wounding and killing of animals. My
+Master says: "The fate of the cruel must fall also upon all who go out
+intentionally to kill God's creatures and call it sport."
+
+I do not think that teachers realise the harm and the suffering caused
+by gossip, which the Master calls a sin against love. Teachers should be
+very careful not to make difficulties for their boys by gossiping about
+them. No boy should ever be allowed to have a bad name in the school,
+and it should be the rule that no one may speak ill of any other member
+of the school whether teacher or boy.
+
+My Master points out that by talking about a person's faults, we not
+only strengthen those faults in him, but also fill our own minds with
+evil thoughts. There is only one way of really getting rid of our lower
+nature, and that is by strengthening the higher. And while it is the
+duty of the teacher to understand the weaknesses of those placed in his
+charge he must realise that he will destroy the lower nature only by
+surrounding the boy with his love, thus stimulating the higher and
+nobler qualities till there is no place left for the weaknesses. The
+more the teacher gossips about the faults of the boys, the more harm he
+does, and, except during a consultation with his fellow teachers as to
+the best methods of helping individual boys out of their weaknesses, he
+should never talk about a boy's defects.
+
+The boys must also be taught the cruelty of gossip among themselves. I
+know many a boy whose life at school has been made miserable because
+his companions have been thoughtless and unkind, and the teacher either
+has not noticed his unhappiness, or has not understood how to explain to
+the boys the nature of the harm they were doing. Boys frequently take
+hold of some peculiarity in speech or in dress, or of some mistake which
+has been made, and, not realising the pain they cause, carelessly
+torture their unfortunate schoolfellow with unkind allusions. In this
+case the mischief is due chiefly to ignorance, and if the teacher has
+influence over the boys, and gently explains to them what pain they are
+giving they will quickly stop.
+
+They must be taught, too, that nothing which causes suffering or
+annoyance to another can ever be the right thing to do, nor can it ever
+be amusing to any right-minded boy. Some children seem to find pleasure
+in teasing or annoying others, but that is only because they are
+ignorant. When they understand, they will never again be so unbrotherly.
+
+In every class-room these words of my Master should be put up in a
+prominent place: "Never speak ill of any one; refuse to listen when
+anyone else speaks ill of another, but gently say: 'Perhaps this is not
+true, and even if it is, it is kinder not to speak of it.'"
+
+There are crimes against love which are not recognised as crimes, and
+which are unfortunately very common. A teacher must use discretion in
+dealing with these, but should teach a doctrine of love so far as he is
+permitted, and may at least set a good example himself. Three of these
+are put by my Master under the head of cruelties caused by superstition.
+
+1. Animal sacrifice. Among civilised nations this is now found only in
+India, and is tending to disappear even there. Parents and teachers
+should tell their boys that no custom which is cruel is really part of
+any true religion. For we have seen that religion teaches unity, and
+therefore kindness and gentleness to everything that feels. God cannot
+therefore be served by cruelty and the killing of helpless creatures. If
+Indian boys learn this lesson of love in school they will, when they
+become men, put an end entirely to this cruel superstition.
+
+2. Much more widely spread is what my Master calls "the still more
+cruel superstition that man needs flesh for food." This is a matter that
+concerns the parent more than the teacher, but at least the teacher may
+gradually lead his boys to see the cruelty involved in killing animals
+for food. Then, even if the boy is obliged to eat meat at home, he will
+give it up when he is a man, and will give his own children a better
+opportunity than he himself had. If parents at home and teachers at
+school would train young children in the duty of loving and protecting
+all living creatures, the world would be much happier than it is at
+present.
+
+3. "The treatment which superstition has meted out to the depressed
+classes in our beloved India," says the Master, is a proof that "this
+evil quality can breed heartless cruelty even among those who know the
+duty of Brotherhood." To get rid of this form of cruelty every boy must
+be taught the great lesson of love, and much can be done for this in
+school as well as at home. The boy at school has many special
+opportunities of learning this lesson, and the teacher should point out
+the duty of showing courtesy and kindness to all who are in inferior
+positions, as well as to the poor whom he may meet outside. All who know
+the truth of reincarnation should realise that they are members of one
+great family, in which some are younger brethren and some elder. Boys
+must be taught to show gentleness and consideration to servants, and to
+all who are below them in social position; caste was not intended to
+promote pride and rudeness, and Manu teaches that servants should be
+treated as the children of the family.
+
+A great part of the teacher's work lies in the playground, and the
+teacher who does not play with his boys will never quite win their
+hearts. Indian boys as a rule do not play enough, and time should be
+given for games during the school day. Even the teachers who have not
+learned to play in their youth should come to the playground and show
+interest in the games, thus sharing in this part of the boy's education.
+
+In schools where there are boarding-houses the love of the teacher is
+especially necessary, for in them the boarding-house must take the
+place of the home, and a family feeling must be created there. Bright
+and affectionate teachers will be looked on as elder brothers, and
+difficulties which escape rules will be got rid of by love.
+
+In fact, all the many activities of school life should be made into
+channels through which affection can run between teacher and pupil, and
+the more channels there are the better it will be for both. As the boy
+grows older these channels will naturally become more numerous, and the
+love of the school will become the friendship of manhood. Thus love
+will have her perfect work.
+
+Love on the physical plane has many forms. We have the love of husband
+and wife, parents and children, brothers and sisters, the affection
+between relatives and friends. But all these are blended and enriched in
+the love of the Master to His disciple. The Master gives to His pupil
+the gentleness and protection of a mother, the strength of a father, the
+understanding of a brother or a sister, the encouragement of a relative
+or a friend, and He is one with His pupil and His pupil is a part of
+Him. Besides this, the Master knows His pupil's past, and His pupil's
+future, and guides him through the present from the past into the
+future. The pupil knows but little beyond the present, and he does not
+understand that great love which draws its inspiration from the memory
+of the past and shapes itself to mould the powers of the future. He may
+even sometimes doubt the wisdom of the love which guides itself
+according to a pattern which his eyes cannot see.
+
+That which I have said above may seem a very high ideal for the
+relation between a teacher and pupil down here. Yet the difference
+between them is less than the difference between a Master and His
+disciple. The lower relation should be a faint reflection of the higher,
+and at least the teacher may set the higher before himself as an ideal.
+Such an ideal will lift all his work into a higher world, and all school
+life will be made happier and better because the teacher has set it
+before him.
+
+
+
+
+II. DISCRIMINATION
+
+
+The next very necessary qualification for the teacher is Discrimination.
+My Master said that the most important knowledge was "the knowledge of
+God's plan for men, for God has a plan, and that plan is evolution."
+Each boy has his own place in evolution, and the teacher must try to see
+what that place is, and how he can best help the boy in that place. This
+is what the Hindus call Dharma, and it is the teacher's duty to find out
+the boy's dharma and to help him to fulfil it. In other words, the
+teaching given to the boy should be that which is suitable for him, and
+the teacher must use discrimination in choosing the teaching, and in his
+way of giving it. Under these conditions, the boy's progress would be
+following out the tendencies made in past lives, and would really be
+remembering the things he knew before. "The method of evolution," as a
+great Master said, "is a constant dipping down into matter under the law
+of readjustment," _i.e._ by reincarnation and karma. Unless the teacher
+knows these truths, he cannot work with evolution as he should do, and
+much of his time and of his pupil's time will be wasted. It is this
+ignorance which causes such small results to be seen, after many years
+at school, and which leaves the boy himself so ignorant of the great
+truths which he needs to guide his conduct in life.
+
+Discrimination is wanted in the choice of subjects and in the way in
+which they are taught. First in importance come religion and morals, and
+these must not only be taught as subjects but must be made both the
+foundation and the atmosphere of school life, for these are equally
+wanted by every boy, no matter what he is to do later in life. Religion
+teaches us that we are all part of One Self, and that we ought therefore
+help one another. My Master said that people "try to invent ways for
+themselves which they think will be pleasant for themselves, not
+understanding that all are one, and that therefore only what the One
+wills can ever be really pleasant for anyone." And He also said: "You
+can help your brother through that which you have in common with him,
+and that is the Divine life." To teach this is to teach religion, and
+to live it is to lead the religious life.
+
+At present the value of the set moral teaching is largely made useless
+by the arrangements of the school. The school day should always open
+with something of the nature of a religious service, striking the note
+of a common purpose and a common life, so that the boys, who are all
+coming from different homes and different ways of living may be tuned to
+unity in the school. It is a good plan to begin with a little music or
+singing so that the boys, who often come rushing in from hastily taken
+food, may quiet down and begin the school day in an orderly way. After
+this should come a prayer and a very short but beautiful address,
+placing an ideal before the boys.
+
+But if these ideals are to be useful, they must be practised all through
+the school day, so that the spirit of the religious period may run
+through the lessons and the games. For example, the duty of the strong
+to help the weak is taught in the religious hour, and yet for the rest
+of the day the strong are set to outstrip the weak, and are given
+valuable prizes for their success in doing so. These prizes make many
+boys jealous and discourage others, they stimulate the spirit of
+struggle. The Central Hindu College Brotherhood has for its motto: "The
+ideal reward is an increased power to love and to serve." If the prizes
+for good work and conduct and for helping others were positions of
+greater trust and power of helping, this motto would be carried out. In
+fact, in school honour should be given to character and helpfulness
+rather than to strength of mind and body; strength ought to be trained
+and developed, but not rewarded for merely outstripping the weak. Such
+a school life will send out into the world men who will think more of
+filling places of usefulness to the nation than of merely gaining money
+and power for themselves.
+
+An important part of moral teaching lies in the training of the boy in
+patriotism--love of country. The above plan of teaching the boy to be of
+service in the little family of the school, will naturally widen out
+into service in the large family of the nation. This will also influence
+the boy in his choice of a profession, for he will think of the nation
+as his family, and will try to fill a useful place in the national life.
+But great care must be taken in teaching patriotism not to let the boys
+slip into hatred of other nations, as so often happens. This is
+especially important in India, where both Indian and English teachers
+should try to make good feeling between the two races living side by
+side, so that they may join in common work for the one Empire.
+
+Discrimination may also be shown in the arrangement of lessons, the most
+difficult subjects being taken early in the day, as far as possible.
+For even with the best and most carefully arranged teaching a boy will
+be more tired at the end of the school day than at the beginning.
+
+Discrimination is also wanted in the method of teaching, and in the
+amount of time given to mental and physical education. The care of the
+body and its development are of the first importance, for without a
+healthy body all teaching is wasted. It should be remembered that the
+boy can go on, learning all his life, if he is wise enough to wish to do
+so; but it is only during the years of growth that he can build up a
+healthy physical body in which to spend that life. Therefore during
+those early years the healthy development of that physical body must be
+absolutely the first consideration, and anything that cannot be learned
+compatibly with that must for the time remain unlearned. The strain on
+the boy's mind--and particularly on those of very young boys--is far too
+great and lasts far too long; the lesson period should be broken up, and
+the teacher should be very careful to watch the boys and to see that
+they do not become tired. His wish to prevent this strain will make him
+think out new ways of teaching, which will make the lessons very
+interesting; for a boy who is interested does not easily become tired. I
+myself remember how tired we used to be when we reached home, far too
+tired to do anything but lie about. But the Indian boy is not allowed to
+rest even when he comes home, for he has then to begin home lessons,
+often with a tutor, when he ought to be at rest or play. These home
+lessons begin again in the morning, before he goes to school, and the
+result is that he looks on his lessons as a hardship instead of a
+pleasure. Much of this homework is done by a very bad light and the
+boy's eyes suffer much. All home lessons should be abolished; home work
+burns the candle at both ends, and makes the boy's life a slavery.
+School hours are quite long enough, and an intelligent teacher can
+impart in them quite as much as any boy ought to learn in one day. What
+cannot be taught within those hours should be postponed until the next
+day.
+
+We see the result of all this overstrain in the prevalence of
+eye-diseases in India. Western countries set us a good example in the
+physical training of their boys, who leave school strong and healthy. I
+have heard in England that in the poorer schools the children are often
+inspected by a doctor so that any eye-disease or other defect is found
+out at once before it becomes serious. I wonder how many boys in India
+are called stupid merely because they are suffering from some eye or ear
+trouble.
+
+Discrimination should also be shown in deciding the length of the waking
+and sleeping times. These vary, of course, with age and to some extent
+perhaps with temperament. No boy should have less than nine or ten hours
+of sleep; when growth ceases, eight hours would generally be enough. A
+boy grows most during his sleep, so that the time is not in the least
+wasted.
+
+Few people realise how much a boy is affected by his surroundings, by
+the things on which his eyes are continually resting. The emotions and
+the mind are largely trained through the eye, and bare walls, or, still
+worse, ugly pictures are distinctly harmful. It is true that beautiful
+surroundings sometimes cost a little more than ugly ones, but the money
+is well spent. In some things only trouble is needed in choosing, for an
+ugly picture costs as much as a pretty one. Perfect cleanliness is also
+absolutely necessary, and teachers should be constantly on the watch to
+see that it is maintained. The Master said about the body: "Keep it
+strictly clean always; even from the minutest speck of dirt." Both
+teachers and students should be very clean and neat in their dress, thus
+helping to preserve the general beauty of the school surroundings. In
+all these things careful discrimination is wanted.
+
+If a boy is weak in a particular subject, or is not attracted by some
+subject which he is obliged to learn, a discriminating teacher will
+sometimes help him by suggesting to him to teach it to one who knows
+less than he does. The wish to help the younger boy will make the elder
+eager to learn more, and that which was a toil becomes a pleasure. A
+clever teacher will think of many such ways of helping his boys.
+
+If discrimination has been shown, as suggested in a preceding
+paragraph, in choosing the best and most helpful boys for positions of
+trust, it will be easy to teach the younger boys to look up to and wish
+to please them. The wish to please a loved and admired elder is one of
+the strongest motives in a boy, and this should be used to encourage
+good conduct, instead of using punishment to drive boys away from what
+is bad. If the teacher can succeed in attracting this love and
+admiration to himself, he will remain a helper to his students long
+after they have become men. I have been told that the boys who were
+under Dr. Arnold at Rugby continued in after life to turn to him for
+advice in their troubles and perplexities.
+
+We may perhaps add that discrimination is a most important qualification
+for those whose duty it is to choose the teachers. High character and
+the love-nature of which we have already spoken are absolutely necessary
+if the above suggestions are to be carried out.
+
+
+
+
+III. DESIRELESSNESS
+
+
+The next qualification to be considered is Desirelessness.
+
+There are many difficulties in the way of the teacher when he tries to
+acquire desirelessness, and it also requires special consideration from
+the standpoint of the student.
+
+As has been said in _At the Feet of the Master_: "In the light of His
+holy Presence all desire dies, _but_ the desire to be like Him." It is
+also said in the Bhagavad Gita that all desire dies "when once the
+Supreme is seen." This is the ideal at which to aim, that the One Will
+shall take the place of changing desires. This Will is seen in our
+dharma, and in a true teacher, one whose dharma is teaching, his one
+desire will be to teach, and to teach well. In fact, unless this desire
+is felt, teaching is not his dharma, for the presence of this desire is
+inseparable from real capacity to teach.
+
+We have already said that little honour, unfortunately, is attached to
+the post of a teacher, and that a man often takes the position because
+he can get nothing else, instead of because he really wants to teach,
+and knows that he can teach. The result is that he thinks more about
+salary than anything else, and is always looking about for the chance of
+a higher salary. This becomes his chief desire. While the teacher is no
+doubt partly to blame for this, it is the system which is mostly in
+fault, for the teacher needs enough to support himself and his family,
+and this is a right and natural wish on his part. It is the duty of the
+nation to see that he is not placed in a position in which he is obliged
+to be always desiring increase of salary, or must take private tuition
+in order to earn enough to live. Only when this has been done will the
+teacher feel contented and happy in the position he occupies, and feel
+the dignity of his office as a teacher, whatever may be his position
+among other teachers--which is, I fear, now marked chiefly by the amount
+of his salary. Only the man who is really contented and happy can have
+his mind free to teach well.
+
+The teacher should not desire to gain credit for himself by forcing a
+boy along his own line, but should consider the special talent of each
+boy, and the way in which _he_ can gain most success. Too often the
+teacher, thinking only of his own subject, forgets that the boy has to
+learn many subjects. The one on which most stress should be laid is the
+one most suited to the boy's capacity. Unless the teachers co-operate
+with each other, the boy is too much pressed, for each teacher urges him
+on in his own subject, and gives him home-lessons in this. There are
+many teachers, but there is only one boy.
+
+Again, the boy's welfare must be put by the teacher before his own
+desire to obtain good results in an examination. Sometimes it is better
+for a boy to remain for another year in a class and master a subject
+thoroughly rather than to go up for an examination which is really too
+difficult for him. In such a case it is right to keep him back. But it
+is not right to keep him back merely for the sake of good results for
+the teacher. On the other hand, a teacher has sometimes to resist the
+parents who try to force the boy beyond his strength, and think more of
+his rising into a higher class than of his really knowing his subjects.
+
+Unless the teacher has desirelessness, his own desires may blind him to
+the aspirations and capacities of the boys in his care, and he will be
+frequently imposing his own wishes on them instead of helping them in
+their natural development. However much a teacher may be attracted
+towards any profession or any particular set of ideas, he must so
+develop desirelessness that while he creates in his pupils an enthusiasm
+for principles, he shall not cramp them within the limits of any
+particular application of the principles, or allow their generous
+impulses--unbalanced by experience--to grow into narrow fanaticism.
+Thus, he should teach the principles of citizenship, but not party
+politics. He should teach the value of all professions to a nation, if
+honourably filled, and not the superiority of one profession over
+another.
+
+
+
+
+IV. GOOD CONDUCT
+
+
+There are six points which are summed up by the Master as Good Conduct.
+These are:
+
+1. Self-control as to the mind.
+
+2. Self-control in action.
+
+3. Tolerance.
+
+4. Cheerfulness.
+
+5. One-pointedness.
+
+6. Confidence.
+
+We will take each of these in turn.
+
+1. _Self-control as to the mind_ is a most important qualification for a
+teacher, for it is principally through the mind that he guides and
+influences his boys. In the first place it means, as my Master has
+said, "control of temper, so that you may feel no anger or impatience."
+It is obvious that much harm will be done to boys if their teacher is
+often angry and impatient. It is true that this anger and impatience are
+often caused by the outer conditions of the teacher's life, but this
+does not prevent their bad effect on the boys. Such feelings, due
+generally to very small causes, re-act upon the minds of the students,
+and if the teacher is generally impatient and very often angry, he is
+building into the character of the boys germs of impatience and anger
+which may in after life destroy their own happiness, and embitter the
+lives of their relations and friends.
+
+We have to remember also that the boys themselves often come to school
+discontented and worried on account of troubles at home, and so both
+teachers and boys bring with them angry and impatient thoughts, which
+spread through the school, and make the lessons difficult and unpleasant
+when they should be easy and full of delight. The short religious
+service referred to in an early part of this little book should be
+attended by teachers as well as students, and should act as a kind of
+door to shut out such undesirable feelings. Then both teachers and
+students would devote their whole energies to the creation of a happy
+school, to which all should look forward in the morning, and which all
+should be sorry to leave at the end of the school day.
+
+The lack of control of temper, it must be remembered, often leads to
+injustice on the part of the teacher, and therefore to sullenness and
+want of confidence on the boy, and no boy can make real progress, or be
+in any real sense happy, unless he has complete confidence in the
+justice of his elders. Much of the strain of modern school life is due
+to this lack of confidence, and much time has to be wasted in breaking
+down barriers which would never have been set up if the teacher had been
+patient.
+
+Anger and impatience grow out of irritability. It is as necessary for
+the boy to understand his teacher as for the teacher to understand the
+boy, and hasty temper is an almost insuperable obstacle in the way of
+such understanding. "The teacher is angry to-day," "The teacher is
+irritable to-day," "The teacher is short-tempered to-day," are phrases
+too often on the lips of boys, and they produce a feeling of discomfort
+in the class-room that makes harmony and ease impossible. Boys learn to
+watch their teachers, and to guard themselves against their moods, and
+so distrust replaces confidence. The value of the teacher depends upon
+his power of inspiring confidence, and he loses this when he gives way
+to irritability. This is particularly important with young children,
+for they are eager to learn and eager to love, and only those who have
+no business to be teachers would dare to meet such eagerness by anger.
+It is of course true that younger boys are in many ways more difficult
+to teach than elder ones; for they have not yet learned how to make
+efforts, nor how to control and guide them when made. The teacher has
+therefore to help them much more than the elder boys who have learned
+largely to help themselves. The chief difficulty is to make the best use
+of the young energies by finding them continual and interesting
+employment; if the young enthusiasms are checked harshly instead of
+being guided sympathetically they will soon die out, and the boy will
+become dull and discontented.
+
+I have read that youth is full of enthusiasm and ideals, and that these
+gradually disappear with age, until a man is left with few or none. But
+it seems to me that enthusiasm, if real, should not die out, and leave
+cynicism behind, but rather should become stronger and more purposeful
+with age. The young children coming straight out of the heaven-world
+have brought with them a feeling of unity, and this feeling should be
+strengthened in them, so that it may last on through life. Anger and
+irritability belong only to the separated self, and they drive away the
+feeling of unity.
+
+Self-control also involves calmness, courage and steadiness. Whatever
+difficulties the teacher may have either at home or at school, he must
+learn to face them bravely and cheerfully, not only that he may avoid
+worry for himself, but also that he may set a good example to his boys,
+and so help them to become strong and brave. Difficulties are much
+increased by worrying over them, and by imagining them before they
+happen--doing what Mrs. Besant once called, "crossing bridges before we
+come to them." Unless the teacher is cheerful and courageous with his
+own difficulties, he will not be able to help the boys to meet _their_
+difficulties bravely. Most obstacles grow small before a contented mind,
+and boys who bring this to their work will find their studies much
+easier than if they came to them discontented and worried. Courage and
+steadiness lead to self-reliance, and one who is self-reliant can
+always be depended on to do his duty, even under difficult
+circumstances.
+
+Self-control as to the mind also means concentration on each piece of
+work as it has to be done. My Master says about the mind: "You must not
+let it wander. Whatever you are doing, fix your thought upon it, that it
+may be perfectly done." Much time is lost in school because the boys do
+not pay sufficient attention to their work; and unless the teacher is
+himself paying full attention to it the minds of the boys are sure to
+wander. Prayer and meditation are intended to teach control of the
+mind, but these are practised only once or twice a day. Unless the mind
+is controlled all day long by paying attention to everything we do, as
+the Master directs, we shall never gain real power over our minds, so
+that they may be perfect instruments.
+
+One of the most difficult parts of a teacher's duty is to turn quickly
+from one subject to another, as the boys come to him with their
+different questions and troubles. His mind must be so fully under his
+control that he can pay complete attention to the particular anxiety of
+each boy, taking up one after the other with the same care and interest,
+and without any impatience. If he does not pay this full attention he is
+sure to make mistakes in the advice which he gives, or to be unjust in
+his decisions, and out of such mistakes very serious troubles may arise.
+
+On this point my friend, Mr. G.S. Arundale, the well-known Principal of
+the Central Hindu College, writes: "At frequent intervals, of course,
+boys come with complaints, with petitions, and here I have to be very
+careful to concentrate my attention on each boy and on his particular
+need, for the request, or complaint, or trouble, is sometimes quite
+trivial and foolish, and yet it may be a great source of worry to the
+boy unless it is attended to; and even if the boy cannot be satisfied he
+can generally be sent away contented. One of the most difficult tasks
+for a teacher is to have sufficient control over his attention to be
+able continually to turn it from one subject to another without losing
+intensity, and to bear cheerfully the strain this effort involves. We
+often speak of something taxing a person's patience, but we really mean
+that it taxes a person's attention, for impatience is only the desire of
+the mind to attend to something more interesting than that which for the
+moment occupies it."
+
+Boys must be helped to concentrate their attention on what they are
+doing, for their minds are always wandering away from the subject in
+hand. The world outside them is so full of attractive objects new and
+interesting to them, that their attention runs away after each fresh
+thing that comes under their eyes. A child is constantly told to
+observe, and he takes pleasure in doing so; when he begins to reason he
+must for the time stop observing and concentrate his mind on the subject
+he is studying. This change is at first very difficult for him, and the
+teacher must help him to take up the new attitude. Sometimes attention
+wanders because the boy is tired, and then the teacher should try to put
+the subject in a new way. The boy does not generally cease to pay
+attention wilfully and deliberately, and the teacher must be patient
+with the restlessness so natural to youth. Let him at least always be
+sure that the want of attention is not the result of his own fault, of
+his own way of teaching.
+
+If the attention of the teachers and the boys is trained in this way,
+the whole school life will become fuller and brighter, and there will be
+no room for the many harmful thoughts which crowd into the uncontrolled
+mind. Even when rest is wanted by the mind, it need not be quite empty;
+in the words of the Master: "Keep good thoughts always in the background
+of it, ready to come forward the moment it is free."
+
+The Master goes on to explain how the mind may be used to help others,
+when it has been brought under control. "Think each day of some one whom
+you know to be in sorrow, or suffering, or in need of help, and pour out
+loving thoughts upon him." Teachers hardly understand the immense force
+they may use along this line. They can influence their boys by their
+thoughts even more than by their words and actions, and by sending out a
+stream of kind and loving thoughts over the class, the minds of all the
+boys will be made quieter and happier. Even without speaking a word
+they will improve the whole atmosphere.
+
+This good influence of thought should spread out from the school over
+the neighbourhood. As those who live among young people keep young
+themselves, and keep the ideals and pure aspirations of youth longer
+than those who live mainly among older people, so the presence of a
+school should be a source of joy and inspiration to the surrounding
+neighbourhood or district. Happy and harmonious thought-forms should
+radiate from it, lighting up the duller atmosphere outside, pouring
+streams of hope and strength into all within its sphere of influence.
+The poor should be happier, the sick more comfortable, the aged more
+respected, because of the school in their midst.
+
+If the teacher often speaks on these subjects to his boys, and from time
+to time places some clear thought before them, which they all think
+about together, much good may be done. For thought is a very real and
+powerful force, especially when many join together with some common
+thought in their minds. If any great disaster has happened, causing
+misery to numbers of people, the teacher might take advantage of the
+religious service to draw attention to the need, and ask the boys to
+join with him in sending thoughts of love and courage to the sufferers.
+
+The last point mentioned by the Master is pride: "Hold back your mind
+from pride," He says, "for pride comes only from ignorance." We must not
+confuse pride with the happiness felt when a piece of work is well done;
+pride grows out of the feeling of separateness: "_I_ have done better
+than others." Happiness in good work should grow out of the feeling of
+unity: "I am glad to have done this to help us all." Pride separates a
+person from others, and makes him think himself superior to those around
+him; but the pleasure in some piece of work well done is helpful and
+stimulating, and encourages the doer to take up some more difficult
+work. When we share with others any knowledge we have gained, we lose
+all feeling of pride, and the wish to help more, instead of the wish to
+excel others, becomes the motive for study.
+
+2. _Self-control in action_. The Master points out that while "there
+must be no laziness, but constant activity in good work ... it must be
+your _own_ duty that you do--not another man's, unless with his
+permission and by way of helping him." The teacher has, however, a
+special duty in this connection; for while he must offer to his boys
+every opportunity for development along their own lines, and must be
+careful not to check their growth or to force it in an unsuitable
+direction, he is bound to guide them very carefully, to watch them very
+closely, and, as Master has said, to tell them gently of their faults.
+The teacher is in charge of his boys while they are in school, and must,
+while they are there, take the place of their parents.
+
+His special lesson of self-control is to learn to adapt his own methods
+to the stage through which his boys are passing. While contenting
+himself with watching and encouraging them when their activity is
+running along right lines, he must be ready to step in--with as little
+disturbance as possible--to modify the activity if it becomes excessive,
+to stimulate it if it becomes dull, and to turn it into new channels if
+it has taken a wrong course. In any necessary interposition he should
+try to make the boys feel that he is helping them to find the way they
+have missed but really wished to go, rather than forcing them to go his
+way. Many boys have failed to develop the necessary strength of
+character, because the teacher, by constant interference, has imposed on
+them his own knowledge as to right action, instead of trying to awaken
+their judgment and intuition. The boys become accustomed to depend
+entirely on him, instead of learning gradually to walk alone.
+
+The teacher must be very careful not to allow outside interests to take
+him away from his duties in the school. Many teachers do not seem to
+realise that the school should occupy as much time as they can possibly
+give to it outside their home duties. They sometimes do the bare amount
+of work necessary, and then rush away to some other occupation which
+they find more interesting. No teacher can be really successful in his
+profession unless it is the thing he cares for most, unless he is eager
+to devote all the time he can to his boys, and feels that he is
+happiest when he is working with them or for them.
+
+We are always told that enthusiasm and devotion to their work mark the
+successful business man, the successful official, the successful
+statesman; they are equally necessary for the successful teacher. Anyone
+who desires to rise high in the profession of teaching must bring to his
+work, not only ability, but similar enthusiasm and devotion. Surely even
+more enthusiasm and devotion should be brought to the moulding of many
+hundreds of young lives than to the gaining of money or power. Every
+moment that the teacher is with his boys he can help them, for, as has
+always been taught in India, being near a good man helps one's
+evolution. Away from the school he should be thinking of them and
+planning for them, and this he cannot do if his whole mind, out of
+school, is taken up with other interests. On this, again, I may quote
+Mr. Arundale: "When I get up in the morning my first thought is what has
+to be done during the day generally and as regards my own work in
+particular. A rapid mental survey of the School and College enables me
+to see whether any student seems to stand out as needing particular
+help. I make a note of any such student in my note book, so that I may
+call him during the day. Then before College hours, before I take up any
+extraneous work, I look through my own lectures to see that I am ready
+for them. By this time students are continually dropping in with
+questions, with their hopes and aspirations, with difficulties and with
+troubles, some with slight ailments they want cured. I have a special
+little place in which to see those young men, so that the atmosphere
+may be pure and harmonious, and upon each one I endeavour to concentrate
+my whole attention, shutting everything else completely off, and I am
+not satisfied unless each boy leaves me with a smile upon his face."
+
+Unless a teacher works in this spirit, he does not understand how sacred
+and solemn a trust is placed in his hands. No teacher is worthy of the
+name who does not realise that he serves God most truly and his country
+most faithfully when he lives and works with his boys. His
+self-sacrificing life, lived amongst them, inspires them to perform
+their duties well, as they see him performing his, and thus they grow in
+reverence and patriotism. These boys are God's children entrusted to his
+care; they are the hope of the nation placed in his hands. How shall he
+answer to God and the nation, when the trust passes out of his hands, if
+he has not consecrated his whole time and thought to discharge it
+faithfully, but has allowed the boys to go out into the world with out
+love to God, and without the wish and power to serve their country?
+
+Boys, as well as teachers, must learn self-control in action. They must
+not so engage in other activities as to neglect their ordinary school
+duties. My Master says to those who wish to serve Him: "You must do
+ordinary work better than others, not worse." A boy's first duty in
+school is to learn well, and nothing should lead him to neglect his
+regular school work. Outside this--as it is best that his activities
+should be kept within the school--the wise teacher will provide within
+the school organisation all the activities in which his boys can
+usefully take part. If there should be any national organisation to
+which he thinks it useful that they should belong, he will himself
+organise a branch of it within the school and he himself and the other
+teachers will take part in it. For example the Boy-Scout movement and
+the Sons of India are both national organisations, but branches of them
+should be formed in the separate schools. Teachers should train their
+boys to realise that just as the home is the centre of activity for the
+child, so is the school the centre of activity for the youth. As the
+child draws his life and energy from the home, so the youth should draw
+his from the school. The most useful work should be done in connection
+with the school so that it may form part of the general education of the
+boy, and be in harmony with the rest of his growth. There should be in
+the school debating societies, in which the rules of debate are
+carefully observed, so that the boys may learn self-control in argument;
+dramatic clubs in which they may learn control of expression; athletic
+clubs in which control of mind and action are both acquired; literary
+societies for boys specially interested in certain studies; societies
+for helping the poorer students.
+
+It is also very important to give the boys an opportunity of
+understanding the conditions under which their country is growing, so
+that in the school they may practice patriotism apart from politics. It
+is very unfortunate that in India students are often taught by
+unscrupulous agitators that love of their country should be shown by
+hatred of other countries; the boys would never believe this, if their
+own school provided patriotic services for its boys, so as to give a
+proper outlet for the enthusiasm they rightly feel. They only seek an
+outlet away from the school because none is provided for them within it.
+
+Groups of students should be formed for various kinds of social service
+according to the capacities of the boys, and the needs of their
+surroundings: for the protection of animals, for rendering first aid to
+the injured, for the education of the depressed classes, for service in
+connection with national and religious festivals, and so on. Boys, for
+whom such forms of service are provided in their schools, will not want
+to carry them on separately.
+
+Boys have a special opportunity of practising self-control in action
+when they play games. The boys come from the more formal discipline of
+the class-room into conditions in which there is a sudden cessation of
+external authority; unless they have learned to replace this with
+self-control, we shall see in the play-ground brutality in the stronger
+followed by fear in the weaker. The playing fields have a special value
+in arousing the power of self-discipline, and if teachers are there who
+set the example of submitting to the authority of the captain, of
+showing gentleness and honour, and playing for the side rather than for
+themselves, they will much help the boys in gaining self-control.
+
+The boys also will see the teacher in a new light; he is no longer
+imposing his authority upon them as a teacher, but he is ruling himself
+from within and subordinating his own action to the rules of the game,
+and to the interests of those who are playing with him. The boy who
+enters the field with no other idea than that of enjoying himself as
+much as he can, even at the expense of his fellow-students, will learn
+from his teacher's example that he is happiest when playing for others,
+not for himself alone, and that he plays best when the object of the
+game is the honour of the school and not his own advantage. He also
+learns that the best player is the boy who practises his strokes
+carefully, and uses science to direct strength. Desiring to be a good
+player himself, he begins to train his body to do as he wishes, thus
+gaining self-control in action; through this self-control he learns the
+great lesson, that self-control increases happiness and leads to
+success.
+
+Another thing learned in the play-ground is control of temper, for a boy
+who loses his temper always plays badly. He learns not to be hasty and
+impatient, and to control his speech even when he is losing, and not to
+show vanity when he wins. Thus he is making a character, strong and
+well-balanced, which will be very useful to him when he comes to be a
+man. All this is really learned better in the play-ground than in the
+class-room.
+
+3. _Tolerance_. Most of my Master's directions under this head are
+intended mainly for disciples, but still their spirit may be applied to
+those who are living the ordinary life. Tolerance is a virtue which is
+very necessary in schools, especially when the scholars are of different
+faiths. "You must feel," says my Master, "perfect tolerance for all, and
+a hearty interest in the beliefs of those of another religion, just as
+much as in your own. For their religion is a path to the highest just
+as yours is. And to help all you must understand all." It is the duty of
+the teacher to be the first in setting an example along these lines.
+
+Many teachers, however, make the mistake of thinking that the views and
+rules to which they are themselves accustomed are universal principles
+which everybody ought to accept. They are therefore anxious to destroy
+the students' own convictions and customs, in order to replace them by
+others which they think better. This is especially the case in countries
+like India, where the boys are of many religions. Unless the teacher
+studies sympathetically the religions of his pupils, and understands
+that the faith of another is as dear to him as his own is to himself, he
+is likely to make his boys unbelievers in all religion. He should take
+special care to speak with reverence of the religions to which his boys
+belong, strengthening each in the great principles of his own creed, and
+showing the unity of all religions by apt illustrations taken from the
+various sacred books. Much can be done in this direction during the
+religious service which precedes the ordinary work of the day, if this
+be carried out on lines common to all; while each boy should be taught
+the doctrines of his own religion, it would be well if he were reminded
+once in the day of the unity of all religions, for, as the Master said,
+every "religion is a path to the highest."
+
+An example would thus be set in the school of members of different
+religions living happily side by side, and showing respect to each
+other's opinions. I feel that this is one of the special functions of
+the school in the life of the nation. At home the boy is always with
+those who hold the same opinions as himself, and he has no opportunity
+of coming into touch with other beliefs and other customs. At school he
+should have the opportunity of meeting other ways of believing, and the
+teacher should lead him to understand these, and to see the unity
+underneath them. The teacher must never make a boy discontented with his
+own faith by speaking contemptuously of it, or by distorting it through
+his own ignorance. Such conduct on his part leads a boy to despise all
+religion.
+
+Then again there are many different customs which belong to the
+different parts of the country. People often exaggerate these and look
+on them as essential parts of religion instead of only as marks of the
+part of the country in which they were born. Hence they look with
+contempt or disapproval on those whose customs differ from their own,
+and they keep themselves proudly separate. I do not know how far this is
+a difficulty in western countries, but in India I think that customs
+separate us much more than physical distance or religious differences.
+Each part of the country has its own peculiarities as to dress, as to
+the manner of taking food, as to the way of wearing the hair, school
+boys are apt at first to look down upon those of their schoolfellows
+whose appearance or habits differ from their own. Teachers should help
+boys to get over these trivial differences and to think instead of the
+one Motherland to which they all belong.
+
+We have already said that patriotism should be taught without race
+hatred, and we may add that understanding and loving other nations is
+part of the great virtue of tolerance. Boys are obliged to learn the
+history of their own and of other nations; and history, as it is taught,
+is full of wars and conquests. The teacher should point out how much
+terrible suffering has been caused by these, and that though, in spite
+of them, evolution has made its way and has even utilised them, far more
+can be gained by peace and good will than by hatred. If care is taken to
+train children to look on different ways of living with interest and
+sympathy instead of with distrust and dislike, they will grow up into
+men who will show to all nations respect and tolerance.
+
+4. _Cheerfulness_. No teacher who really loves his students can be
+anything but cheerful during school hours. No brave man will allow
+himself to be depressed, but depression is particularly harmful in a
+teacher, for he is daily in contact with many boys, and he spreads among
+them the condition of his own mind. If the teacher is depressed the boys
+cannot long be cheerful and happy; and unless they are cheerful and
+happy they cannot learn well. If teachers and boys associate
+cheerfulness with their school life, they will not only find the work
+easier than it would otherwise be, but they will turn to the school as
+to a place in which they can for the time live free from all cares and
+troubles.
+
+The teacher should train himself to turn away from all worrying and
+depressing thoughts the moment he enters the school gate, for his
+contribution to the school atmosphere, in which the boys must live and
+grow, must be cheerfulness and energy. The best way to get rid of
+depression is to occupy the mind with something bright and interesting,
+and this should not be difficult when he is going to his boys. Thoughts
+die when no attention is paid to them so it is better to turn away from
+depressing thoughts than to fight them. Cheerfulness literally increases
+life, while depression diminishes it, and by getting rid of depression
+the teacher increases his energy. It is often indeed very difficult for
+the teacher, who has the cares of family life upon him, to keep free
+from anxiety, but still he must try not to bring it into the school.
+
+Mr. Arundale tells me that he has made a habit of becoming cheerful the
+moment he enters the College gates, however worried he may have been
+beforehand, because, he writes: "I want my contribution to the school
+day to be happiness and interest, and by a daily process of making
+myself pretend to be cheerful when the College gates are entered, I have
+finally succeeded in becoming so. If, as I pass through the grounds to
+my office, I see any student looking dull and gloomy, I make a point of
+going up to him in order to exert my cheerfulness against his gloom, and
+the gloom soon passes away. Then comes the religious service, and when I
+take my seat upon the platform with the religious instructor, I try to
+ask the Master's blessing on all the dear young faces I see before me,
+and I look slowly around upon each member of the audience, trying to
+send out a continual stream of affection and sympathy."
+
+I have already said that boys watch their teachers' faces to see if they
+are in a good or a bad mood. If the teacher is always cheerful and
+loving, the boys will no longer watch him, for they will have learned to
+trust him, and all anxiety and strain will disappear. If the teacher
+displays constant cheerfulness, he sends out among his boys streams of
+energy and good will, new life pours into them, their attention is
+stimulated, and the sympathy of the teacher conquers the carelessness of
+the boy.
+
+Just as a boy learns control of action on the play-ground, so he may
+learn there this virtue of cheerfulness. To be cheerful in defeat makes
+the character strong, and the boy who can be cheerful and good-tempered
+in the face of the team which has just defeated him is well on the way
+to true manliness.
+
+5. _One-pointedness_. One-pointedness, the concentration of attention
+on each piece of work as it is being done, so that it may be done as
+well as possible, largely depends upon interest. Unless the teacher is
+interested in his work, and loves it beyond all other work, he will not
+be able to be really one-pointed. He must be so absorbed in his school
+duties that his mind is continually occupied in planning for his boys,
+and looks upon everything in the light of its possible application to
+his own particular work.
+
+One-pointedness means enthusiasm, but enthusiasm is impossible without
+ideals. So the teacher who desires to be one-pointed must be full of
+ideals to which he is eager to lead his school. These ideals will
+sharpen his attention, and make him able to concentrate it even upon
+quite trivial details. He will have the ideal school in his mind, and
+will always be trying to bring the real school nearer to it. To be
+one-pointed, therefore, the teacher must not be contented with things as
+they are, but must be continually on the alert to take advantage of
+every opportunity of improvement.
+
+The teacher's ideal will of course be modified as he learns more of his
+students' capacities and of the needs of the nation. In this way, as the
+years pass, the teacher may find himself far from the early ideals that
+at first gave him one-pointedness. Ideals will still guide him, but they
+will be more practical, and so his one-pointedness will be much keener
+and will produce larger results.
+
+The Master quotes two sayings which seem to me to show very clearly the
+lines along which one-pointedness should work: "Whatsoever thy hand
+findeth to do, do it with thy might"; and: "Whatsoever ye do, do it
+_heartily_, as to the Lord and not unto men." It must be done "as to the
+Lord." The Master says: "Every piece of work must be done
+religiously--done with the feeling that it is a sacred offering to be
+laid on the altar of the Lord. 'This do I, O Lord, in Thy name and for
+Thee.' Thinking this, can I offer to Him anything but my very best? Can
+I let _any_ piece of my work be done carelessly or inattentively, when I
+know that it is being done expressly for Him? Think how you would do
+your work if you knew that the Lord Himself were coming directly to see
+it; and then realise that He _does_ see it, for all is taking place
+within His consciousness. So will you do your duty 'as unto the Lord and
+not as unto men'."
+
+The work must be done, too, according to the teacher's knowledge of the
+principles of evolution, and not merely out of regard to small and
+fleeting interests. The teacher must therefore gradually learn his own
+place in evolution, so that he may become one-pointed as to himself;
+unless he practises one-pointedness with regard to his own ideal for
+himself, he will not be able to bring it to bear on his surroundings.
+He must try to be in miniature the ideal towards which he hopes to lead
+his boys, and the application of the ideal to himself will enable him to
+see in it details which otherwise would escape his notice, or which he
+might neglect as unimportant.
+
+The practical application, then, of one-pointedness lies in the
+endeavour to keep before the mind some dominant central ideal towards
+which the whole of the teachers' and boys' daily routine shall be
+directed, so that the small life may be vitalised by the larger, and
+all may become conscious parts of one great whole. The ideal of service,
+for instance, may be made so vivid that the whole of daily life shall be
+lived in the effort to serve.
+
+6. _Confidence_. First among the qualifications for the teacher has been
+placed Love, and it is fitting that this little book should end with
+another qualification of almost equal importance--Confidence. Unless the
+teacher has confidence in his power to attain his goal, he will not be
+able to inspire a similar confidence in his boys, and self-confidence is
+an indispensable attribute for success in all departments of human
+activity. The Master has beautifully explained why we have the right to
+be confident.
+
+"You must trust yourself. You say you know yourself too well? If you
+feel so, you do _not_ know yourself; you know only the weak outer husk,
+which has fallen often into the mire. But _you_--the real you--you are a
+spark of God's own fire, and God, Who is almighty, is in you, and
+because of that there is nothing that you cannot do if you will."
+
+The teacher must feel that he has the power to teach his boys and to
+train them for their future work in the world. This power is born of his
+love for them and his desire to help them, and is drawn from the one
+spiritual life of which all partake. It is because the teacher and his
+boys are one in essence, make one little flame in "God's own fire," that
+the teacher has the right to be confident that every effort to help,
+growing out of his own share in the one life, will reach and stimulate
+that same life in the boys.
+
+He will not always be able to see at once the effect he is producing.
+Indeed, the most important influence the teacher has shows itself in
+the growing characters of the boys. No success in examinations, in
+reports, in inspections can satisfy the real teacher as to the effect of
+his work. But when he feels that his own higher nature is strengthened
+and purified by his eagerness to serve his boys, when he has the joy of
+watching the divine life in them shining out in answer to that in
+himself, then his happiness is indeed great. Then he has the peace of
+knowing that he has awakened in his boys the knowledge of their own
+divinity, which, sooner or later, will bring them to perfection.
+
+The teacher is justified in feeling confident because the divine life
+is in him and his boys, and they turn to him for inspiration and
+strength. Let him but send out to them all that is highest in himself,
+and he may be quite sure that there will not be one boy who will not to
+some extent respond in his own higher Self, however little the response
+may be seen by the teacher.
+
+This constant interplay of the one life between teacher and students
+will draw them ever nearer to each other. They learn in the school to
+live together as elder and younger brothers of the one school family.
+By living a life of brotherhood within the small area of the school,
+they will be trained to live that life in the larger area of the nation.
+Then they will gradually learn that there is but one great brotherhood
+in all the world, one divine life in all. This life each separate member
+of the brotherhood is trying to express, consciously or unconsciously.
+The teacher is indeed happy who knows his own divinity; that knowledge
+of the divinity in man is the highest lesson it will ever be his
+privilege to teach.
+
+
+
+
+
+End of the Project Gutenberg EBook of Education as Service, by J. Krishnamurti
+
+*** END OF THE PROJECT GUTENBERG EBOOK 11345 ***
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+<div>*** START OF THE PROJECT GUTENBERG EBOOK 11345 ***</div>
+
+<br><br>
+
+<h1>EDUCATION AS SERVICE</h1>
+
+
+
+<h3>BY</h3>
+
+<h2>J. KRISHNAMURTI</h2>
+
+<center>(ALCYONE)</center>
+
+<br>
+
+<p>THE RAJPUT PRESS</p>
+<p>CHICAGO</p>
+<p>1912</p>
+
+
+
+<hr style="width: 65%;">
+<a name="EDUCATION_AS_SERVICE"></a><h2>EDUCATION AS SERVICE</h2>
+
+
+
+<hr style="width: 65%;">
+<a name="INTRODUCTION"></a><h2>INTRODUCTION</h2>
+
+<p>In long past lives the author of this little book had much to do with
+educational work, and he seems to have brought over with him an intense
+interest in education. During his short visits to Benares, he paid an
+alert attention to many of the details of the work carried on in the
+Central Hindu College, observing and asking questions, noting the good
+feeling between teachers and students, so different from his own school
+experiences in Southern India. He appears to have been brooding over
+the question, and has, in this booklet, held up the educational ideals
+which appear to him to be necessary for the improvement of the present
+system.</p>
+
+<p>The position of the teacher must be raised to that which it used to
+occupy in India, so that to sit in the teacher's chair will be a badge
+of social honour. His work must be seen as belonging to the great
+Teaching Department in the Government of our world, and his relation
+with his pupils must be a copy of the relation between a Master and His
+disciples. Love, protective and elevating on the one side, must be met
+with love, confiding and trustful on the other. This is, in truth, the
+old Hindu ideal, exaggerated as it may seem to be to-day and if it be
+possible, in any country to rebuild this ideal, it should be by an
+Indian for Indians. Hence there is, at the back of the author's mind, a
+dream of a future College and School, wherein this ideal may be
+materialised&mdash;a Theosophical College and School, because the ancient
+Indian ideals now draw their life from Theosophy which alone can shape
+the new vessels for the ancient elixir of life Punishment must
+disappear&mdash;not only the old brutality of the cane, but all the forms of
+coercion that make hypocrites instead of honourable and manly youths.
+The teacher must embody the ideal, and the boy be drawn, by admiration
+and love, to copy it. Those who know how swiftly the unspoiled child
+responds to a noble ideal will realise how potent may be the influence
+of a teacher, who stimulates by a high example and rules by the sceptre
+of love instead of by the rod of fear. Besides, the One Life is in
+teacher and taught, as Alcyone reminds us, and to that Life, which is
+Divine, all things are possible.</p>
+
+<p>Education must be shaped to meet the individual needs of the child, and
+not by a Government Procrustes' bed, to fit which some are dragged
+well-nigh asunder and others are chopped down. The capacities of the
+child, the line they fit him to pursue, these must guide his education.
+In all, the child's interest must be paramount; the true teacher exists
+to serve.</p>
+
+<p>The school must be a centre of good and joyous influences, radiating
+from it to the neighbourhood. Studies and games must all be turned to
+the building of character, to the making of the good citizen, the lover
+of his country.</p>
+
+<p>Thus dreams the boy, who is to become a teacher, of the possibilities
+the future may unfold. May he realise, in the strength of a noble
+Manhood, the pure visions of his youth, and embody a Power which shall
+make earth's deserts rejoice and blossom as the rose.</p>
+
+<p>ANNIE BESANT.</p>
+
+<br><br><br>
+<a name="TO_THE_SUPREME_TEACHER"></a><center>TO THE SUPREME TEACHER</center>
+
+<center>AND TO THOSE WHO FOLLOW HIM</center>
+
+
+
+<hr style="width: 65%;">
+<a name="FOREWORD"></a><h2>FOREWORD</h2>
+
+<p>Many of the suggestions made in this little book come from my own
+memories of early school life; and my own experience since of the
+methods used in Occult training has shown me how much happier boys'
+lives might be made than they usually are. I have myself experienced
+both the right way of teaching and the wrong way, and therefore I want
+to help others towards the right way. I write upon the subject because
+it is one which is very near to the heart of my Master, and much of what
+I say is but an imperfect echo of what I have heard from Him. Then
+again, during the last two years, I have seen much of the work done in
+the Central Hindu College at Benares by Mr. G.S. Arundale and his
+devoted band of helpers. I have seen teachers glad to spend their time
+and energies in continual service of those whom they regard as their
+younger brothers. I have also watched the boys, in their turn, showing a
+reverence and an affectionate gratitude to their teachers that I had
+never thought possible.</p>
+
+<p>Though many people may think the ideals put forward are entirely beyond
+the average teacher, and cannot be put into practice in ordinary
+schools, I can thus point at least to one institution in which I have
+seen many of the suggestions made in this book actually carried out. It
+may be that some of them <i>are</i>, at present, beyond most schools; but
+they will be recognised and practised as soon as teachers realise them
+as desirable, and have a proper understanding of the importance of their
+office.</p>
+
+<p>Most of the recommendations apply, I think, to all countries, and to all
+religions, and are intended to sound the note of our common
+brotherhood, irrespective of religion or caste, race or colour. If the
+unity of life and the oneness of its purpose could be clearly taught to
+the young in schools, how much brighter would be our hopes for the
+future! The mutual distrust of races and nations would disappear, if the
+children were trained in mutual love and sympathy as members of one
+great family of children all over the world, instead of being taught to
+glory only in their own traditions and to despise those of others. True
+patriotism is a beautiful quality in children, for it means
+unselfishness of purpose and enthusiasm for great ideals; but that is
+false patriotism which shows itself in contempt for other nations. There
+are, I am told, many organisations within the various nations of the
+world, intended to inspire the children with a love for their country
+and a desire to serve her, and that is surely good; but I wonder when
+there will be an international organisation to give the children of all
+nations common ideals also, and a knowledge of the real foundation of
+right action, the Brotherhood of Man.</p>
+
+<p>I desire to thank my dear mother, Mrs. Annie Besant, for the help she
+has given me while I have been writing this little book, and also my
+dear friend, Mr. G.S. Arundale&mdash;with whom I have often talked on the
+subject&mdash;for many useful suggestions.</p>
+
+<p>J. KRISHNAMURTI.</p>
+<br><br>
+
+
+
+<hr style="width: 65%;">
+
+<p class="toc"> <a name="CONTENTS"></a><h2>CONTENTS</h2>
+<p class="toc"> <a href="#INTRODUCTION">INTRODUCTION</a></p>
+<p class="toc"> <a href="#FOREWORD">FOREWORD</a></p>
+<p class="toc"> <a href="#CONTENTS">CONTENTS</a></p>
+<p class="toc"> <a href="#THE_TEACHER">THE TEACHER</a></p>
+<p class="toc"> <a href="#I_LOVE">I. LOVE</a></p>
+<p class="toc"> <a href="#II_DISCRIMINATION">II. DISCRIMINATION</a></p>
+<p class="toc"> <a href="#III_DESIRELESSNESS">III. DESIRELESSNESS</a></p>
+<p class="toc"> <a href="#IV_GOOD_CONDUCT">IV. GOOD CONDUCT</a></p>
+<div class="toc">
+<ol>
+<li><a href="#1">Self-control as to the mind</a></li>
+<li><a href="#2">Self-control in action</a></li>
+<li><a href="#3">Tolerance</a></li>
+<li><a href="#4">Cheerfulness</a></li>
+<li><a href="#5">One-pointedness</a></li>
+<li><a href="#6">Confidence</a></li>
+</ol>
+</div>
+
+<hr style="width: 65%;">
+<a name="THE_TEACHER"></a><h2>THE TEACHER</h2>
+
+<p>In <i>At the Feet of the Master</i> I have written down the instructions
+given to me by my Master in preparing me to learn how best to be useful
+to those around me. All who have read the book will know how inspiring
+the Master's words are, and how they make each person who reads them
+long to train himself for the service of others. I know myself how much
+I have been helped by the loving care of those to whom I look for
+guidance, and I am eager to pass on to others the help I have obtained
+from them.</p>
+
+<p>It seems to me that the Master's instructions can be universally
+applied. They are useful not only to those who are definitely trying to
+tread the path which leads to Initiation, but also to all who, while
+still doing the ordinary work of the world, are anxious to do their duty
+earnestly and unselfishly. One of the noblest forms of work is that of
+the teacher; let us see what light is thrown upon it by the words of the
+Master.</p>
+
+<p>I will take the four Qualifications which have been given in <i>At the
+Feet of the Master</i>, and will try to show how they can be applied to the
+life of the teacher and of the students, and to the relations which
+should exist between them.</p>
+
+<p>The most important Qualification in education is Love, and I will take
+that first.</p>
+
+<p>It is sad that in modern days the office of a teacher has not been
+regarded as on a level with other learned professions. Any one has been
+thought good enough to be a teacher, and as a result little honour has
+been paid to him. Naturally, therefore, the cleverest boys are not
+drawn towards that profession. But really the office of the teacher is
+the most sacred and the most important to the nation, because it builds
+the characters of the boys and girls who will be its future citizens. In
+olden days this office was thought so holy that only priests were
+teachers and the school was a part of the temple. In India the trust in
+the teacher was so great that the parents gave over their sons
+completely to him for many years, and teacher and students lived
+together as a family. Because this happy relation should be brought
+back again, I put Love first among the Qualifications which a teacher
+ought to have. If India is to become again the great nation which we all
+hope to see, this old happy relation must be re-established.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="I_LOVE"></a><h2>I. LOVE</h2>
+<br>
+
+<p>My Master taught me that Love will enable a man to acquire all other
+qualities and that &quot;all the rest without it would never be sufficient.&quot;
+Therefore no person ought to be a teacher&mdash;ought to be allowed to be a
+teacher&mdash;unless he has shown in his daily life that Love is the
+strongest quality of his nature. It may be asked: How are we to find out
+whether a person possesses Love to a sufficient degree to make him
+worthy to be a teacher? Just as a boy shows his natural capacities at an
+early age for one profession or another, so a particularly strong
+love-nature would mark a boy out as specially fitted to be an
+instructor. Such boys should be definitely trained for the office of the
+teacher just as boys are trained for other professions.</p>
+
+<p>Boys who are preparing for all careers live a common life in the same
+school, and they can only become useful to the nation as men, if their
+school life is happy. A young child is naturally happy, and if that
+happiness is allowed to go on and grow in the school, and at home, then
+he will become a man who will make others happy. A teacher full of love
+and sympathy will attract the boys and make their school life a pleasant
+one. My Master once said that &quot;children are very eager to learn and if a
+teacher cannot interest them and make them love their lessons, he is not
+fit to be a teacher and should choose another profession.&quot; He has said
+also: &quot;Those who are mine love to teach and to serve. They long for an
+opportunity of service as a hungry man longs for food, and they are
+always watching for it. Their hearts are so full of the divine Love that
+it must be always overflowing in love for those around them. Only such
+are fit to be teachers&mdash;those to whom teaching is not only a holy and
+imperative duty, but also the greatest of pleasures.&quot;</p>
+
+<p>A sympathetic teacher draws out all the good qualities in his pupils,
+and his gentleness prevents them from being afraid of him. Each boy then
+shows himself just as he is, and the teacher is able to see the line
+best suited to him and to help him to follow it. To such a teacher a boy
+will come with all his difficulties, knowing that he will be met with
+sympathy and kindness, and, instead of hiding his weaknesses, he will
+be glad to tell everything to one of whose loving help he is sure. The
+good teacher remembers his own youth, and so can feel with the boy who
+comes to him. My Master said: &quot;He who has forgotten his childhood and
+lost sympathy with the children is not a man who can teach them or help
+them.&quot;</p>
+
+<p>This love of the teacher for his pupil, protecting and helping him, will
+bring out love from the pupil in turn, and as he looks up to his teacher
+this love will take the form of reverence. Reverence, beginning in this
+way with the boy, will grow as he grows older, and will become the habit
+of seeing and reverencing greatness, and so perhaps in time may lead him
+to the Feet of the Master. The love of the boy to the teacher will make
+him docile and easy to guide, and so the question of punishment will
+never arise. Thus one great cause of fear which at present poisons all
+the relations between the teacher and his pupil will vanish. Those of us
+who have the happiness of being pupils of the true Masters know what
+this relation ought to be. We know the wonderful patience, gentleness
+and sympathy with which They always meet us, even when we may have made
+mistakes or have been weak.</p>
+
+<p>Yet there is much more difference between Them and us than between the
+ordinary teacher and his pupil. When the teacher has learned to look
+upon his office as dedicating him to the service of the nation, as the
+Master has dedicated Himself to the service of humanity, then he will
+become part of the great Teaching Department of the world, to which
+belongs my own beloved Master&mdash;the Department of which the supreme
+Teacher of Gods and men is the august Head.</p>
+
+<p>It may be said that many boys could not be managed in this way. The
+answer is that such boys have been already spoiled by bad treatment.
+Even so, they must be slowly improved by greater patience and constant
+love. This plan has already proved successful when tried.</p>
+
+<p>Living in this atmosphere of love during school hours, the boy will
+become a better son and a better brother at home, and will bring home
+with him a feeling of life and vigour, instead of coming home, as he
+generally does now, depressed and tired. When he, in turn, becomes the
+head of a household, he will fill it with the love in which he has been
+brought up, and so the happiness will go on spreading and increasing,
+generation after generation. Such a boy when he becomes a father, will
+not look on his son, as so many do now, from a purely selfish point of
+view, as though he were merely a piece of property&mdash;as though the son
+existed for the sake of the father. Some parents seem to regard their
+children only as a means of increasing the prosperity and reputation of
+the family by the professions which they may adopt or the marriages that
+they may make, without considering in the least the wishes of the
+children themselves. The wise father will consult his boy as a friend,
+will take pains to find out what his wishes are, and will help him with
+his greater experience to carry out those wishes wisely, remembering
+always that his son is an ego who has come to the father to give him the
+opportunity of making good karma by aiding the son in his progress. He
+will never forget that though his son's body may be young, the soul
+within is as old as his own, and must therefore be treated with respect
+as well as affection.</p>
+
+<p>Love both at home and in the school will naturally show itself in
+continual small acts of service, and these will form a habit out of
+which will grow the larger and more heroic acts of service which makes
+the greatness of a nation.</p>
+
+<p>The Master speaks much on cruelty as a sin against love, and
+distinguishes between intentional and unintentional cruelty. He says:
+&quot;Intentional cruelty is purposely to give pain to another living being;
+and that is the greatest of all sins&mdash;the work of a devil rather than a
+man.&quot; The use of the cane must be classed under this, for He says of
+intentional cruelty: &quot;Many schoolmasters do it habitually.&quot; We must also
+include all words and acts <i>intended</i> to wound the feelings of the boy
+and to hurt his self-respect. In some countries corporal punishment is
+forbidden, but in most it is still the custom. But my Master said:
+&quot;These people try to excuse their brutality by saying that it is the
+custom; but a crime does not cease to be a crime because many commit
+it. Karma takes no account of custom; and the karma of cruelty is the
+most terrible of all. In India at least there can be no excuse for such
+customs, for the duty of harmlessness is well known to all.&quot;</p>
+
+<p>The whole idea of what is called &quot;punishment&quot; is not only wrong but
+foolish. A teacher who tries to frighten his boys into doing what he
+wishes does not see that they only obey him while he is there, and that
+as soon as they are out of his sight they will pay no attention to his
+rules, or even take a pleasure in breaking them because they dislike
+him. But if he draws them to do what he wants because they love him and
+wish to please him, they will keep his rules even in his absence, and so
+make his work much easier. Instead of developing fear and dislike in the
+characters of the boys, the wise teacher will gain his ends by calling
+forth from them love and devotion; and so will strengthen all that is
+good in them, and help them on the road of evolution.</p>
+
+<p>Again, the idea of expulsion, of getting rid of a troublesome boy
+instead of trying to improve him, is wrong. Even when, for the sake of
+his companions, a boy has to be separated from them, the good of the boy
+himself must not be forgotten. In fact, all through, school discipline
+should be based on the good of the boys and not on the idea of saving
+trouble to the teacher. The loving teacher does not mind the trouble.</p>
+
+<p>Unintentional cruelty often comes from mere thoughtlessness, and the
+teacher should be very careful not to be cruel in words or actions from
+want of thought. Teachers often cause pain by hasty words uttered at a
+time when they have been disturbed by some outside annoyance, or are
+trying to attend to some important duty. The teacher may forget the
+incident or pass it over as trivial, but in many such cases a sensitive
+boy has been wounded, and he broods over the words and ends by imagining
+all sorts of foolish exaggerations. In this way many misunderstandings
+arise between teachers and boys, and though the boys must learn to be
+patient and generous, and to realise that the teacher is anxious to help
+all as much as he can, the teacher in his turn must always be on the
+alert to watch his words, and to allow nothing but gentleness to shine
+out from his speech and actions, however busy he may be.</p>
+
+<p>If the teacher is always gentle to the boys, who are younger and weaker
+than himself, it will be easy for him to teach them the important lesson
+of kindness to little children, animals, birds and other living
+creatures. The older boys, who themselves are gentle and tactful, should
+be encouraged to observe the condition of the animals they see in the
+streets, and if they see any act of cruelty, to beg the doer of it very
+politely and gently, to treat the animal more kindly. The boys should
+be taught that nothing which involves the hunting and killing of animals
+should be called sport. That word ought to be kept for manly games and
+exercises, and not used for the wounding and killing of animals. My
+Master says: &quot;The fate of the cruel must fall also upon all who go out
+intentionally to kill God's creatures and call it sport.&quot;</p>
+
+<p>I do not think that teachers realise the harm and the suffering caused
+by gossip, which the Master calls a sin against love. Teachers should be
+very careful not to make difficulties for their boys by gossiping about
+them. No boy should ever be allowed to have a bad name in the school,
+and it should be the rule that no one may speak ill of any other member
+of the school whether teacher or boy.</p>
+
+<p>My Master points out that by talking about a person's faults, we not
+only strengthen those faults in him, but also fill our own minds with
+evil thoughts. There is only one way of really getting rid of our lower
+nature, and that is by strengthening the higher. And while it is the
+duty of the teacher to understand the weaknesses of those placed in his
+charge he must realise that he will destroy the lower nature only by
+surrounding the boy with his love, thus stimulating the higher and
+nobler qualities till there is no place left for the weaknesses. The
+more the teacher gossips about the faults of the boys, the more harm he
+does, and, except during a consultation with his fellow teachers as to
+the best methods of helping individual boys out of their weaknesses, he
+should never talk about a boy's defects.</p>
+
+<p>The boys must also be taught the cruelty of gossip among themselves. I
+know many a boy whose life at school has been made miserable because
+his companions have been thoughtless and unkind, and the teacher either
+has not noticed his unhappiness, or has not understood how to explain to
+the boys the nature of the harm they were doing. Boys frequently take
+hold of some peculiarity in speech or in dress, or of some mistake which
+has been made, and, not realising the pain they cause, carelessly
+torture their unfortunate schoolfellow with unkind allusions. In this
+case the mischief is due chiefly to ignorance, and if the teacher has
+influence over the boys, and gently explains to them what pain they are
+giving they will quickly stop.</p>
+
+<p>They must be taught, too, that nothing which causes suffering or
+annoyance to another can ever be the right thing to do, nor can it ever
+be amusing to any right-minded boy. Some children seem to find pleasure
+in teasing or annoying others, but that is only because they are
+ignorant. When they understand, they will never again be so unbrotherly.</p>
+
+<p>In every class-room these words of my Master should be put up in a
+prominent place: &quot;Never speak ill of any one; refuse to listen when
+anyone else speaks ill of another, but gently say: 'Perhaps this is not
+true, and even if it is, it is kinder not to speak of it.'&quot;</p>
+
+<p>There are crimes against love which are not recognised as crimes, and
+which are unfortunately very common. A teacher must use discretion in
+dealing with these, but should teach a doctrine of love so far as he is
+permitted, and may at least set a good example himself. Three of these
+are put by my Master under the head of cruelties caused by superstition.</p>
+
+<p>1. Animal sacrifice. Among civilised nations this is now found only in
+India, and is tending to disappear even there. Parents and teachers
+should tell their boys that no custom which is cruel is really part of
+any true religion. For we have seen that religion teaches unity, and
+therefore kindness and gentleness to everything that feels. God cannot
+therefore be served by cruelty and the killing of helpless creatures. If
+Indian boys learn this lesson of love in school they will, when they
+become men, put an end entirely to this cruel superstition.</p>
+
+<p>2. Much more widely spread is what my Master calls &quot;the still more
+cruel superstition that man needs flesh for food.&quot; This is a matter that
+concerns the parent more than the teacher, but at least the teacher may
+gradually lead his boys to see the cruelty involved in killing animals
+for food. Then, even if the boy is obliged to eat meat at home, he will
+give it up when he is a man, and will give his own children a better
+opportunity than he himself had. If parents at home and teachers at
+school would train young children in the duty of loving and protecting
+all living creatures, the world would be much happier than it is at
+present.</p>
+
+<p>3. &quot;The treatment which superstition has meted out to the depressed
+classes in our beloved India,&quot; says the Master, is a proof that &quot;this
+evil quality can breed heartless cruelty even among those who know the
+duty of Brotherhood.&quot; To get rid of this form of cruelty every boy must
+be taught the great lesson of love, and much can be done for this in
+school as well as at home. The boy at school has many special
+opportunities of learning this lesson, and the teacher should point out
+the duty of showing courtesy and kindness to all who are in inferior
+positions, as well as to the poor whom he may meet outside. All who know
+the truth of reincarnation should realise that they are members of one
+great family, in which some are younger brethren and some elder. Boys
+must be taught to show gentleness and consideration to servants, and to
+all who are below them in social position; caste was not intended to
+promote pride and rudeness, and Manu teaches that servants should be
+treated as the children of the family.</p>
+
+<p>A great part of the teacher's work lies in the playground, and the
+teacher who does not play with his boys will never quite win their
+hearts. Indian boys as a rule do not play enough, and time should be
+given for games during the school day. Even the teachers who have not
+learned to play in their youth should come to the playground and show
+interest in the games, thus sharing in this part of the boy's education.</p>
+
+<p>In schools where there are boarding-houses the love of the teacher is
+especially necessary, for in them the boarding-house must take the
+place of the home, and a family feeling must be created there. Bright
+and affectionate teachers will be looked on as elder brothers, and
+difficulties which escape rules will be got rid of by love.</p>
+
+<p>In fact, all the many activities of school life should be made into
+channels through which affection can run between teacher and pupil, and
+the more channels there are the better it will be for both. As the boy
+grows older these channels will naturally become more numerous, and the
+love of the school will become the friendship of manhood. Thus love
+will have her perfect work.</p>
+
+<p>Love on the physical plane has many forms. We have the love of husband
+and wife, parents and children, brothers and sisters, the affection
+between relatives and friends. But all these are blended and enriched in
+the love of the Master to His disciple. The Master gives to His pupil
+the gentleness and protection of a mother, the strength of a father, the
+understanding of a brother or a sister, the encouragement of a relative
+or a friend, and He is one with His pupil and His pupil is a part of
+Him. Besides this, the Master knows His pupil's past, and His pupil's
+future, and guides him through the present from the past into the
+future. The pupil knows but little beyond the present, and he does not
+understand that great love which draws its inspiration from the memory
+of the past and shapes itself to mould the powers of the future. He may
+even sometimes doubt the wisdom of the love which guides itself
+according to a pattern which his eyes cannot see.</p>
+
+<p>That which I have said above may seem a very high ideal for the
+relation between a teacher and pupil down here. Yet the difference
+between them is less than the difference between a Master and His
+disciple. The lower relation should be a faint reflection of the higher,
+and at least the teacher may set the higher before himself as an ideal.
+Such an ideal will lift all his work into a higher world, and all school
+life will be made happier and better because the teacher has set it
+before him.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="II_DISCRIMINATION"></a><h2>II. DISCRIMINATION</h2>
+<br>
+
+<p>The next very necessary qualification for the teacher is Discrimination.
+My Master said that the most important knowledge was &quot;the knowledge of
+God's plan for men, for God has a plan, and that plan is evolution.&quot;
+Each boy has his own place in evolution, and the teacher must try to see
+what that place is, and how he can best help the boy in that place. This
+is what the Hindus call Dharma, and it is the teacher's duty to find out
+the boy's dharma and to help him to fulfil it. In other words, the
+teaching given to the boy should be that which is suitable for him, and
+the teacher must use discrimination in choosing the teaching, and in his
+way of giving it. Under these conditions, the boy's progress would be
+following out the tendencies made in past lives, and would really be
+remembering the things he knew before. &quot;The method of evolution,&quot; as a
+great Master said, &quot;is a constant dipping down into matter under the law
+of readjustment,&quot; <i>i.e.</i> by reincarnation and karma. Unless the teacher
+knows these truths, he cannot work with evolution as he should do, and
+much of his time and of his pupil's time will be wasted. It is this
+ignorance which causes such small results to be seen, after many years
+at school, and which leaves the boy himself so ignorant of the great
+truths which he needs to guide his conduct in life.</p>
+
+<p>Discrimination is wanted in the choice of subjects and in the way in
+which they are taught. First in importance come religion and morals, and
+these must not only be taught as subjects but must be made both the
+foundation and the atmosphere of school life, for these are equally
+wanted by every boy, no matter what he is to do later in life. Religion
+teaches us that we are all part of One Self, and that we ought therefore
+help one another. My Master said that people &quot;try to invent ways for
+themselves which they think will be pleasant for themselves, not
+understanding that all are one, and that therefore only what the One
+wills can ever be really pleasant for anyone.&quot; And He also said: &quot;You
+can help your brother through that which you have in common with him,
+and that is the Divine life.&quot; To teach this is to teach religion, and
+to live it is to lead the religious life.</p>
+
+<p>At present the value of the set moral teaching is largely made useless
+by the arrangements of the school. The school day should always open
+with something of the nature of a religious service, striking the note
+of a common purpose and a common life, so that the boys, who are all
+coming from different homes and different ways of living may be tuned to
+unity in the school. It is a good plan to begin with a little music or
+singing so that the boys, who often come rushing in from hastily taken
+food, may quiet down and begin the school day in an orderly way. After
+this should come a prayer and a very short but beautiful address,
+placing an ideal before the boys.</p>
+
+<p>But if these ideals are to be useful, they must be practised all through
+the school day, so that the spirit of the religious period may run
+through the lessons and the games. For example, the duty of the strong
+to help the weak is taught in the religious hour, and yet for the rest
+of the day the strong are set to outstrip the weak, and are given
+valuable prizes for their success in doing so. These prizes make many
+boys jealous and discourage others, they stimulate the spirit of
+struggle. The Central Hindu College Brotherhood has for its motto: &quot;The
+ideal reward is an increased power to love and to serve.&quot; If the prizes
+for good work and conduct and for helping others were positions of
+greater trust and power of helping, this motto would be carried out. In
+fact, in school honour should be given to character and helpfulness
+rather than to strength of mind and body; strength ought to be trained
+and developed, but not rewarded for merely outstripping the weak. Such
+a school life will send out into the world men who will think more of
+filling places of usefulness to the nation than of merely gaining money
+and power for themselves.</p>
+
+<p>An important part of moral teaching lies in the training of the boy in
+patriotism&mdash;love of country. The above plan of teaching the boy to be of
+service in the little family of the school, will naturally widen out
+into service in the large family of the nation. This will also influence
+the boy in his choice of a profession, for he will think of the nation
+as his family, and will try to fill a useful place in the national life.
+But great care must be taken in teaching patriotism not to let the boys
+slip into hatred of other nations, as so often happens. This is
+especially important in India, where both Indian and English teachers
+should try to make good feeling between the two races living side by
+side, so that they may join in common work for the one Empire.</p>
+
+<p>Discrimination may also be shown in the arrangement of lessons, the most
+difficult subjects being taken early in the day, as far as possible.
+For even with the best and most carefully arranged teaching a boy will
+be more tired at the end of the school day than at the beginning.</p>
+
+<p>Discrimination is also wanted in the method of teaching, and in the
+amount of time given to mental and physical education. The care of the
+body and its development are of the first importance, for without a
+healthy body all teaching is wasted. It should be remembered that the
+boy can go on, learning all his life, if he is wise enough to wish to do
+so; but it is only during the years of growth that he can build up a
+healthy physical body in which to spend that life. Therefore during
+those early years the healthy development of that physical body must be
+absolutely the first consideration, and anything that cannot be learned
+compatibly with that must for the time remain unlearned. The strain on
+the boy's mind&mdash;and particularly on those of very young boys&mdash;is far too
+great and lasts far too long; the lesson period should be broken up, and
+the teacher should be very careful to watch the boys and to see that
+they do not become tired. His wish to prevent this strain will make him
+think out new ways of teaching, which will make the lessons very
+interesting; for a boy who is interested does not easily become tired. I
+myself remember how tired we used to be when we reached home, far too
+tired to do anything but lie about. But the Indian boy is not allowed to
+rest even when he comes home, for he has then to begin home lessons,
+often with a tutor, when he ought to be at rest or play. These home
+lessons begin again in the morning, before he goes to school, and the
+result is that he looks on his lessons as a hardship instead of a
+pleasure. Much of this homework is done by a very bad light and the
+boy's eyes suffer much. All home lessons should be abolished; home work
+burns the candle at both ends, and makes the boy's life a slavery.
+School hours are quite long enough, and an intelligent teacher can
+impart in them quite as much as any boy ought to learn in one day. What
+cannot be taught within those hours should be postponed until the next
+day.</p>
+
+<p>We see the result of all this overstrain in the prevalence of
+eye-diseases in India. Western countries set us a good example in the
+physical training of their boys, who leave school strong and healthy. I
+have heard in England that in the poorer schools the children are often
+inspected by a doctor so that any eye-disease or other defect is found
+out at once before it becomes serious. I wonder how many boys in India
+are called stupid merely because they are suffering from some eye or ear
+trouble.</p>
+
+<p>Discrimination should also be shown in deciding the length of the waking
+and sleeping times. These vary, of course, with age and to some extent
+perhaps with temperament. No boy should have less than nine or ten hours
+of sleep; when growth ceases, eight hours would generally be enough. A
+boy grows most during his sleep, so that the time is not in the least
+wasted.</p>
+
+<p>Few people realise how much a boy is affected by his surroundings, by
+the things on which his eyes are continually resting. The emotions and
+the mind are largely trained through the eye, and bare walls, or, still
+worse, ugly pictures are distinctly harmful. It is true that beautiful
+surroundings sometimes cost a little more than ugly ones, but the money
+is well spent. In some things only trouble is needed in choosing, for an
+ugly picture costs as much as a pretty one. Perfect cleanliness is also
+absolutely necessary, and teachers should be constantly on the watch to
+see that it is maintained. The Master said about the body: &quot;Keep it
+strictly clean always; even from the minutest speck of dirt.&quot; Both
+teachers and students should be very clean and neat in their dress, thus
+helping to preserve the general beauty of the school surroundings. In
+all these things careful discrimination is wanted.</p>
+
+<p>If a boy is weak in a particular subject, or is not attracted by some
+subject which he is obliged to learn, a discriminating teacher will
+sometimes help him by suggesting to him to teach it to one who knows
+less than he does. The wish to help the younger boy will make the elder
+eager to learn more, and that which was a toil becomes a pleasure. A
+clever teacher will think of many such ways of helping his boys.</p>
+
+<p>If discrimination has been shown, as suggested in a preceding
+paragraph, in choosing the best and most helpful boys for positions of
+trust, it will be easy to teach the younger boys to look up to and wish
+to please them. The wish to please a loved and admired elder is one of
+the strongest motives in a boy, and this should be used to encourage
+good conduct, instead of using punishment to drive boys away from what
+is bad. If the teacher can succeed in attracting this love and
+admiration to himself, he will remain a helper to his students long
+after they have become men. I have been told that the boys who were
+under Dr. Arnold at Rugby continued in after life to turn to him for
+advice in their troubles and perplexities.</p>
+
+<p>We may perhaps add that discrimination is a most important qualification
+for those whose duty it is to choose the teachers. High character and
+the love-nature of which we have already spoken are absolutely necessary
+if the above suggestions are to be carried out.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="III_DESIRELESSNESS"></a><h2>III. DESIRELESSNESS</h2>
+<br>
+
+<p>The next qualification to be considered is Desirelessness.</p>
+
+<p>There are many difficulties in the way of the teacher when he tries to
+acquire desirelessness, and it also requires special consideration from
+the standpoint of the student.</p>
+
+<p>As has been said in <i>At the Feet of the Master</i>: &quot;In the light of His
+holy Presence all desire dies, <i>but</i> the desire to be like Him.&quot; It is
+also said in the Bhagavad Gita that all desire dies &quot;when once the
+Supreme is seen.&quot; This is the ideal at which to aim, that the One Will
+shall take the place of changing desires. This Will is seen in our
+dharma, and in a true teacher, one whose dharma is teaching, his one
+desire will be to teach, and to teach well. In fact, unless this desire
+is felt, teaching is not his dharma, for the presence of this desire is
+inseparable from real capacity to teach.</p>
+
+<p>We have already said that little honour, unfortunately, is attached to
+the post of a teacher, and that a man often takes the position because
+he can get nothing else, instead of because he really wants to teach,
+and knows that he can teach. The result is that he thinks more about
+salary than anything else, and is always looking about for the chance of
+a higher salary. This becomes his chief desire. While the teacher is no
+doubt partly to blame for this, it is the system which is mostly in
+fault, for the teacher needs enough to support himself and his family,
+and this is a right and natural wish on his part. It is the duty of the
+nation to see that he is not placed in a position in which he is obliged
+to be always desiring increase of salary, or must take private tuition
+in order to earn enough to live. Only when this has been done will the
+teacher feel contented and happy in the position he occupies, and feel
+the dignity of his office as a teacher, whatever may be his position
+among other teachers&mdash;which is, I fear, now marked chiefly by the amount
+of his salary. Only the man who is really contented and happy can have
+his mind free to teach well.</p>
+
+<p>The teacher should not desire to gain credit for himself by forcing a
+boy along his own line, but should consider the special talent of each
+boy, and the way in which <i>he</i> can gain most success. Too often the
+teacher, thinking only of his own subject, forgets that the boy has to
+learn many subjects. The one on which most stress should be laid is the
+one most suited to the boy's capacity. Unless the teachers co-operate
+with each other, the boy is too much pressed, for each teacher urges him
+on in his own subject, and gives him home-lessons in this. There are
+many teachers, but there is only one boy.</p>
+
+<p>Again, the boy's welfare must be put by the teacher before his own
+desire to obtain good results in an examination. Sometimes it is better
+for a boy to remain for another year in a class and master a subject
+thoroughly rather than to go up for an examination which is really too
+difficult for him. In such a case it is right to keep him back. But it
+is not right to keep him back merely for the sake of good results for
+the teacher. On the other hand, a teacher has sometimes to resist the
+parents who try to force the boy beyond his strength, and think more of
+his rising into a higher class than of his really knowing his subjects.</p>
+
+<p>Unless the teacher has desirelessness, his own desires may blind him to
+the aspirations and capacities of the boys in his care, and he will be
+frequently imposing his own wishes on them instead of helping them in
+their natural development. However much a teacher may be attracted
+towards any profession or any particular set of ideas, he must so
+develop desirelessness that while he creates in his pupils an enthusiasm
+for principles, he shall not cramp them within the limits of any
+particular application of the principles, or allow their generous
+impulses&mdash;unbalanced by experience&mdash;to grow into narrow fanaticism.
+Thus, he should teach the principles of citizenship, but not party
+politics. He should teach the value of all professions to a nation, if
+honourably filled, and not the superiority of one profession over
+another.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="IV_GOOD_CONDUCT"></a><h2>IV. GOOD CONDUCT</h2>
+<br>
+
+<p>There are six points which are summed up by the Master as Good Conduct.
+These are:</p>
+
+<ol>
+<li><a href="#1">Self-control as to the mind</a></li>
+<li><a href="#2">Self-control in action</a></li>
+<li><a href="#3">Tolerance</a></li>
+<li><a href="#4">Cheerfulness</a></li>
+<li><a href="#5">One-pointedness</a></li>
+<li><a href="#6">Confidence</a></li>
+</ol>
+
+<p>We will take each of these in turn.</p>
+<a name="1"></a>
+<p>1. <i>Self-control as to the mind</i> is a most important qualification for a
+teacher, for it is principally through the mind that he guides and
+influences his boys. In the first place it means, as my Master has
+said, &quot;control of temper, so that you may feel no anger or impatience.&quot;
+It is obvious that much harm will be done to boys if their teacher is
+often angry and impatient. It is true that this anger and impatience are
+often caused by the outer conditions of the teacher's life, but this
+does not prevent their bad effect on the boys. Such feelings, due
+generally to very small causes, re-act upon the minds of the students,
+and if the teacher is generally impatient and very often angry, he is
+building into the character of the boys germs of impatience and anger
+which may in after life destroy their own happiness, and embitter the
+lives of their relations and friends.</p>
+
+<p>We have to remember also that the boys themselves often come to school
+discontented and worried on account of troubles at home, and so both
+teachers and boys bring with them angry and impatient thoughts, which
+spread through the school, and make the lessons difficult and unpleasant
+when they should be easy and full of delight. The short religious
+service referred to in an early part of this little book should be
+attended by teachers as well as students, and should act as a kind of
+door to shut out such undesirable feelings. Then both teachers and
+students would devote their whole energies to the creation of a happy
+school, to which all should look forward in the morning, and which all
+should be sorry to leave at the end of the school day.</p>
+
+<p>The lack of control of temper, it must be remembered, often leads to
+injustice on the part of the teacher, and therefore to sullenness and
+want of confidence on the boy, and no boy can make real progress, or be
+in any real sense happy, unless he has complete confidence in the
+justice of his elders. Much of the strain of modern school life is due
+to this lack of confidence, and much time has to be wasted in breaking
+down barriers which would never have been set up if the teacher had been
+patient.</p>
+
+<p>Anger and impatience grow out of irritability. It is as necessary for
+the boy to understand his teacher as for the teacher to understand the
+boy, and hasty temper is an almost insuperable obstacle in the way of
+such understanding. &quot;The teacher is angry to-day,&quot; &quot;The teacher is
+irritable to-day,&quot; &quot;The teacher is short-tempered to-day,&quot; are phrases
+too often on the lips of boys, and they produce a feeling of discomfort
+in the class-room that makes harmony and ease impossible. Boys learn to
+watch their teachers, and to guard themselves against their moods, and
+so distrust replaces confidence. The value of the teacher depends upon
+his power of inspiring confidence, and he loses this when he gives way
+to irritability. This is particularly important with young children,
+for they are eager to learn and eager to love, and only those who have
+no business to be teachers would dare to meet such eagerness by anger.
+It is of course true that younger boys are in many ways more difficult
+to teach than elder ones; for they have not yet learned how to make
+efforts, nor how to control and guide them when made. The teacher has
+therefore to help them much more than the elder boys who have learned
+largely to help themselves. The chief difficulty is to make the best use
+of the young energies by finding them continual and interesting
+employment; if the young enthusiasms are checked harshly instead of
+being guided sympathetically they will soon die out, and the boy will
+become dull and discontented.</p>
+
+<p>I have read that youth is full of enthusiasm and ideals, and that these
+gradually disappear with age, until a man is left with few or none. But
+it seems to me that enthusiasm, if real, should not die out, and leave
+cynicism behind, but rather should become stronger and more purposeful
+with age. The young children coming straight out of the heaven-world
+have brought with them a feeling of unity, and this feeling should be
+strengthened in them, so that it may last on through life. Anger and
+irritability belong only to the separated self, and they drive away the
+feeling of unity.</p>
+
+<p>Self-control also involves calmness, courage and steadiness. Whatever
+difficulties the teacher may have either at home or at school, he must
+learn to face them bravely and cheerfully, not only that he may avoid
+worry for himself, but also that he may set a good example to his boys,
+and so help them to become strong and brave. Difficulties are much
+increased by worrying over them, and by imagining them before they
+happen&mdash;doing what Mrs. Besant once called, &quot;crossing bridges before we
+come to them.&quot; Unless the teacher is cheerful and courageous with his
+own difficulties, he will not be able to help the boys to meet <i>their</i>
+difficulties bravely. Most obstacles grow small before a contented mind,
+and boys who bring this to their work will find their studies much
+easier than if they came to them discontented and worried. Courage and
+steadiness lead to self-reliance, and one who is self-reliant can
+always be depended on to do his duty, even under difficult
+circumstances.</p>
+
+<p>Self-control as to the mind also means concentration on each piece of
+work as it has to be done. My Master says about the mind: &quot;You must not
+let it wander. Whatever you are doing, fix your thought upon it, that it
+may be perfectly done.&quot; Much time is lost in school because the boys do
+not pay sufficient attention to their work; and unless the teacher is
+himself paying full attention to it the minds of the boys are sure to
+wander. Prayer and meditation are intended to teach control of the
+mind, but these are practised only once or twice a day. Unless the mind
+is controlled all day long by paying attention to everything we do, as
+the Master directs, we shall never gain real power over our minds, so
+that they may be perfect instruments.</p>
+
+<p>One of the most difficult parts of a teacher's duty is to turn quickly
+from one subject to another, as the boys come to him with their
+different questions and troubles. His mind must be so fully under his
+control that he can pay complete attention to the particular anxiety of
+each boy, taking up one after the other with the same care and interest,
+and without any impatience. If he does not pay this full attention he is
+sure to make mistakes in the advice which he gives, or to be unjust in
+his decisions, and out of such mistakes very serious troubles may arise.</p>
+
+<p>On this point my friend, Mr. G. S. Arundale, the well-known Principal of
+the Central Hindu College, writes: &quot;At frequent intervals, of course,
+boys come with complaints, with petitions, and here I have to be very
+careful to concentrate my attention on each boy and on his particular
+need, for the request, or complaint, or trouble, is sometimes quite
+trivial and foolish, and yet it may be a great source of worry to the
+boy unless it is attended to; and even if the boy cannot be satisfied he
+can generally be sent away contented. One of the most difficult tasks
+for a teacher is to have sufficient control over his attention to be
+able continually to turn it from one subject to another without losing
+intensity, and to bear cheerfully the strain this effort involves. We
+often speak of something taxing a person's patience, but we really mean
+that it taxes a person's attention, for impatience is only the desire of
+the mind to attend to something more interesting than that which for the
+moment occupies it.&quot;</p>
+
+<p>Boys must be helped to concentrate their attention on what they are
+doing, for their minds are always wandering away from the subject in
+hand. The world outside them is so full of attractive objects new and
+interesting to them, that their attention runs away after each fresh
+thing that comes under their eyes. A child is constantly told to
+observe, and he takes pleasure in doing so; when he begins to reason he
+must for the time stop observing and concentrate his mind on the subject
+he is studying. This change is at first very difficult for him, and the
+teacher must help him to take up the new attitude. Sometimes attention
+wanders because the boy is tired, and then the teacher should try to put
+the subject in a new way. The boy does not generally cease to pay
+attention wilfully and deliberately, and the teacher must be patient
+with the restlessness so natural to youth. Let him at least always be
+sure that the want of attention is not the result of his own fault, of
+his own way of teaching.</p>
+
+<p>If the attention of the teachers and the boys is trained in this way,
+the whole school life will become fuller and brighter, and there will be
+no room for the many harmful thoughts which crowd into the uncontrolled
+mind. Even when rest is wanted by the mind, it need not be quite empty;
+in the words of the Master: &quot;Keep good thoughts always in the background
+of it, ready to come forward the moment it is free.&quot;</p>
+
+<p>The Master goes on to explain how the mind may be used to help others,
+when it has been brought under control. &quot;Think each day of some one whom
+you know to be in sorrow, or suffering, or in need of help, and pour out
+loving thoughts upon him.&quot; Teachers hardly understand the immense force
+they may use along this line. They can influence their boys by their
+thoughts even more than by their words and actions, and by sending out a
+stream of kind and loving thoughts over the class, the minds of all the
+boys will be made quieter and happier. Even without speaking a word
+they will improve the whole atmosphere.</p>
+
+<p>This good influence of thought should spread out from the school over
+the neighbourhood. As those who live among young people keep young
+themselves, and keep the ideals and pure aspirations of youth longer
+than those who live mainly among older people, so the presence of a
+school should be a source of joy and inspiration to the surrounding
+neighbourhood or district. Happy and harmonious thought-forms should
+radiate from it, lighting up the duller atmosphere outside, pouring
+streams of hope and strength into all within its sphere of influence.
+The poor should be happier, the sick more comfortable, the aged more
+respected, because of the school in their midst.</p>
+
+<p>If the teacher often speaks on these subjects to his boys, and from time
+to time places some clear thought before them, which they all think
+about together, much good may be done. For thought is a very real and
+powerful force, especially when many join together with some common
+thought in their minds. If any great disaster has happened, causing
+misery to numbers of people, the teacher might take advantage of the
+religious service to draw attention to the need, and ask the boys to
+join with him in sending thoughts of love and courage to the sufferers.</p>
+
+<p>The last point mentioned by the Master is pride: &quot;Hold back your mind
+from pride,&quot; He says, &quot;for pride comes only from ignorance.&quot; We must not
+confuse pride with the happiness felt when a piece of work is well done;
+pride grows out of the feeling of separateness: &quot;<i>I</i> have done better
+than others.&quot; Happiness in good work should grow out of the feeling of
+unity: &quot;I am glad to have done this to help us all.&quot; Pride separates a
+person from others, and makes him think himself superior to those around
+him; but the pleasure in some piece of work well done is helpful and
+stimulating, and encourages the doer to take up some more difficult
+work. When we share with others any knowledge we have gained, we lose
+all feeling of pride, and the wish to help more, instead of the wish to
+excel others, becomes the motive for study.</p>
+<a name="2"></a>
+<p>2. <i>Self-control in action</i>. The Master points out that while &quot;there
+must be no laziness, but constant activity in good work ... it must be
+your <i>own</i> duty that you do&mdash;not another man's, unless with his
+permission and by way of helping him.&quot; The teacher has, however, a
+special duty in this connection; for while he must offer to his boys
+every opportunity for development along their own lines, and must be
+careful not to check their growth or to force it in an unsuitable
+direction, he is bound to guide them very carefully, to watch them very
+closely, and, as Master has said, to tell them gently of their faults.
+The teacher is in charge of his boys while they are in school, and must,
+while they are there, take the place of their parents.</p>
+
+<p>His special lesson of self-control is to learn to adapt his own methods
+to the stage through which his boys are passing. While contenting
+himself with watching and encouraging them when their activity is
+running along right lines, he must be ready to step in&mdash;with as little
+disturbance as possible&mdash;to modify the activity if it becomes excessive,
+to stimulate it if it becomes dull, and to turn it into new channels if
+it has taken a wrong course. In any necessary interposition he should
+try to make the boys feel that he is helping them to find the way they
+have missed but really wished to go, rather than forcing them to go his
+way. Many boys have failed to develop the necessary strength of
+character, because the teacher, by constant interference, has imposed on
+them his own knowledge as to right action, instead of trying to awaken
+their judgment and intuition. The boys become accustomed to depend
+entirely on him, instead of learning gradually to walk alone.</p>
+
+<p>The teacher must be very careful not to allow outside interests to take
+him away from his duties in the school. Many teachers do not seem to
+realise that the school should occupy as much time as they can possibly
+give to it outside their home duties. They sometimes do the bare amount
+of work necessary, and then rush away to some other occupation which
+they find more interesting. No teacher can be really successful in his
+profession unless it is the thing he cares for most, unless he is eager
+to devote all the time he can to his boys, and feels that he is
+happiest when he is working with them or for them.</p>
+
+<p>We are always told that enthusiasm and devotion to their work mark the
+successful business man, the successful official, the successful
+statesman; they are equally necessary for the successful teacher. Anyone
+who desires to rise high in the profession of teaching must bring to his
+work, not only ability, but similar enthusiasm and devotion. Surely even
+more enthusiasm and devotion should be brought to the moulding of many
+hundreds of young lives than to the gaining of money or power. Every
+moment that the teacher is with his boys he can help them, for, as has
+always been taught in India, being near a good man helps one's
+evolution. Away from the school he should be thinking of them and
+planning for them, and this he cannot do if his whole mind, out of
+school, is taken up with other interests. On this, again, I may quote
+Mr. Arundale: &quot;When I get up in the morning my first thought is what has
+to be done during the day generally and as regards my own work in
+particular. A rapid mental survey of the School and College enables me
+to see whether any student seems to stand out as needing particular
+help. I make a note of any such student in my note book, so that I may
+call him during the day. Then before College hours, before I take up any
+extraneous work, I look through my own lectures to see that I am ready
+far them. By this time students are continually dropping in with
+questions, with their hopes and aspirations, with difficulties and with
+troubles, some with slight ailments they want cured. I have a special
+little place in which to see those young men, so that the atmosphere
+may be pure and harmonious, and upon each one I endeavour to concentrate
+my whole attention, shutting everything else completely off, and I am
+not satisfied unless each boy leaves me with a smile upon his face.&quot;</p>
+
+<p>Unless a teacher works in this spirit, he does not understand how sacred
+and solemn a trust is placed in his hands. No teacher is worthy of the
+name who does not realise that he serves God most truly and his country
+most faithfully when he lives and works with his boys. His
+self-sacrificing life, lived amongst them, inspires them to perform
+their duties well, as they see him performing his, and thus they grow in
+reverence and patriotism. These boys are God's children entrusted to his
+care; they are the hope of the nation placed in his hands. How shall he
+answer to God and the nation, when the trust passes out of his hands, if
+he has not consecrated his whole time and thought to discharge it
+faithfully, but has allowed the boys to go out into the world with out
+love to God, and without the wish and power to serve their country?</p>
+
+<p>Boys, as well as teachers, must learn self-control in action. They must
+not so engage in other activities as to neglect their ordinary school
+duties. My Master says to those who wish to serve Him: &quot;You must do
+ordinary work better than others, not worse.&quot; A boy's first duty in
+school is to learn well, and nothing should lead him to neglect his
+regular school work. Outside this&mdash;as it is best that his activities
+should be kept within the school&mdash;the wise teacher will provide within
+the school organisation all the activities in which his boys can
+usefully take part. If there should be any national organisation to
+which he thinks it useful that they should belong, he will himself
+organise a branch of it within the school and he himself and the other
+teachers will take part in it. For example the Boy-Scout movement and
+the Sons of India are both national organisations, but branches of them
+should be formed in the separate schools. Teachers should train their
+boys to realise that just as the home is the centre of activity for the
+child, so is the school the centre of activity for the youth. As the
+child draws his life and energy from the home, so the youth should draw
+his from the school. The most useful work should be done in connection
+with the school so that it may form part of the general education of the
+boy, and be in harmony with the rest of his growth. There should be in
+the school debating societies, in which the rules of debate are
+carefully observed, so that the boys may learn self-control in argument;
+dramatic clubs in which they may learn control of expression; athletic
+clubs in which control of mind and action are both acquired; literary
+societies for boys specially interested in certain studies; societies
+for helping the poorer students.</p>
+
+<p>It is also very important to give the boys an opportunity of
+understanding the conditions under which their country is growing, so
+that in the school they may practice patriotism apart from politics. It
+is very unfortunate that in India students are often taught by
+unscrupulous agitators that love of their country should be shown by
+hatred of other countries; the boys would never believe this, if their
+own school provided patriotic services for its boys, so as to give a
+proper outlet for the enthusiasm they rightly feel. They only seek an
+outlet away from the school because none is provided for them within it.</p>
+
+<p>Groups of students should be formed for various kinds of social service
+according to the capacities of the boys, and the needs of their
+surroundings: for the protection of animals, for rendering first aid to
+the injured, for the education of the depressed classes, for service in
+connection with national and religious festivals, and so on. Boys, for
+whom such forms of service are provided in their schools, will not want
+to carry them on separately.</p>
+
+<p>Boys have a special opportunity of practising self-control in action
+when they play games. The boys come from the more formal discipline of
+the class-room into conditions in which there is a sudden cessation of
+external authority; unless they have learned to replace this with
+self-control, we shall see in the play-ground brutality in the stronger
+followed by fear in the weaker. The playing fields have a special value
+in arousing the power of self-discipline, and if teachers are there who
+set the example of submitting to the authority of the captain, of
+showing gentleness and honour, and playing for the side rather than for
+themselves, they will much help the boys in gaining self-control.</p>
+
+<p>The boys also will see the teacher in a new light; he is no longer
+imposing his authority upon them as a teacher, but he is ruling himself
+from within and subordinating his own action to the rules of the game,
+and to the interests of those who are playing with him. The boy who
+enters the field with no other idea than that of enjoying himself as
+much as he can, even at the expense of his fellow-students, will learn
+from his teacher's example that he is happiest when playing for others,
+not for himself alone, and that he plays best when the object of the
+game is the honour of the school and not his own advantage. He also
+learns that the best player is the boy who practises his strokes
+carefully, and uses science to direct strength. Desiring to be a good
+player himself, he begins to train his body to do as he wishes, thus
+gaining self-control in action; through this self-control he learns the
+great lesson, that self-control increases happiness and leads to
+success.</p>
+
+<p>Another thing learned in the play-ground is control of temper, for a boy
+who loses his temper always plays badly. He learns not to be hasty and
+impatient, and to control his speech even when he is losing, and not to
+show vanity when he wins. Thus he is making a character, strong and
+well-balanced, which will be very useful to him when he comes to be a
+man. All this is really learned better in the play-ground than in the
+class-room.</p>
+<a name="3"></a>
+<p>3. <i>Tolerance</i>. Most of my Master's directions under this head are
+intended mainly for disciples, but still their spirit may be applied to
+those who are living the ordinary life. Tolerance is a virtue which is
+very necessary in schools, especially when the scholars are of different
+faiths. &quot;You must feel,&quot; says my Master, &quot;perfect tolerance for all, and
+a hearty interest in the beliefs of those of another religion, just as
+much as in your own. For their religion is a path to the highest just
+as yours is. And to help all you must understand all.&quot; It is the duty of
+the teacher to be the first in setting an example along these lines.</p>
+
+<p>Many teachers, however, make the mistake of thinking that the views and
+rules to which they are themselves accustomed are universal principles
+which everybody ought to accept. They are therefore anxious to destroy
+the students' own convictions and customs, in order to replace them by
+others which they think better. This is especially the case in countries
+like India, where the boys are of many religions. Unless the teacher
+studies sympathetically the religions of his pupils, and understands
+that the faith of another is as dear to him as his own is to himself, he
+is likely to make his boys unbelievers in all religion. He should take
+special care to speak with reverence of the religions to which his boys
+belong, strengthening each in the great principles of his own creed, and
+showing the unity of all religions by apt illustrations taken from the
+various sacred books. Much can be done in this direction during the
+religious service which precedes the ordinary work of the day, if this
+be carried out on lines common to all; while each boy should be taught
+the doctrines of his own religion, it would be well if he were reminded
+once in the day of the unity of all religions, for, as the Master said,
+every &quot;religion is a path to the highest.&quot;</p>
+
+<p>An example would thus be set in the school of members of different
+religions living happily side by side, and showing respect to each
+other's opinions. I feel that this is one of the special functions of
+the school in the life of the nation. At home the boy is always with
+those who hold the same opinions as himself, and he has no opportunity
+of coming into touch with other beliefs and other customs. At school he
+should have the opportunity of meeting other ways of believing, and the
+teacher should lead him to understand these, and to see the unity
+underneath them. The teacher must never make a boy discontented with his
+own faith by speaking contemptuously of it, or by distorting it through
+his own ignorance. Such conduct on his part leads a boy to despise all
+religion.</p>
+
+<p>Then again there are many different customs which belong to the
+different parts of the country. People often exaggerate these and look
+on them as essential parts of religion instead of only as marks of the
+part of the country in which they were born. Hence they look with
+contempt or disapproval on those whose customs differ from their own,
+and they keep themselves proudly separate. I do not know how far this is
+a difficulty in western countries, but in India I think that customs
+separate us much more than physical distance or religious differences.
+Each part of the country has its own peculiarities as to dress, as to
+the manner of taking food, as to the way of wearing the hair, school
+boys are apt at first to look down upon those of their schoolfellows
+whose appearance or habits differ from their own. Teachers should help
+boys to get over these trivial differences and to think instead of the
+one Motherland to which they all belong.</p>
+
+<p>We have already said that patriotism should be taught without race
+hatred, and we may add that understanding and loving other nations is
+part of the great virtue of tolerance. Boys are obliged to learn the
+history of their own and of other nations; and history, as it is taught,
+is full of wars and conquests. The teacher should point out how much
+terrible suffering has been caused by these, and that though, in spite
+of them, evolution has made its way and has even utilised them, far more
+can be gained by peace and good will than by hatred. If care is taken to
+train children to look on different ways of living with interest and
+sympathy instead of with distrust and dislike, they will grow up into
+men who will show to all nations respect and tolerance.</p>
+<a name="4"></a>
+<p>4. <i>Cheerfulness</i>. No teacher who really loves his students can be
+anything but cheerful during school hours. No brave man will allow
+himself to be depressed, but depression is particularly harmful in a
+teacher, for he is daily in contact with many boys, and he spreads among
+them the condition of his own mind. If the teacher is depressed the boys
+cannot long be cheerful and happy; and unless they are cheerful and
+happy they cannot learn well. If teachers and boys associate
+cheerfulness with their school life, they will not only find the work
+easier than it would otherwise be, but they will turn to the school as
+to a place in which they can for the time live free from all cares and
+troubles.</p>
+
+<p>The teacher should train himself to turn away from all worrying and
+depressing thoughts the moment he enters the school gate, for his
+contribution to the school atmosphere, in which the boys must live and
+grow, must be cheerfulness and energy. The best way to get rid of
+depression is to occupy the mind with something bright and interesting,
+and this should not be difficult when he is going to his boys. Thoughts
+die when no attention is paid to them so it is better to turn away from
+depressing thoughts than to fight them. Cheerfulness literally increases
+life, while depression diminishes it, and by getting rid of depression
+the teacher increases his energy. It is often indeed very difficult for
+the teacher, who has the cares of family life upon him, to keep free
+from anxiety, but still he must try not to bring it into the school.</p>
+
+<p>Mr. Arundale tells me that he has made a habit of becoming cheerful the
+moment he enters the College gates, however worried he may have been
+beforehand, because, he writes: &quot;I want my contribution to the school
+day to be happiness and interest, and by a daily process of making
+myself pretend to be cheerful when the College gates are entered, I have
+finally succeeded in becoming so. If, as I pass through the grounds to
+my office, I see any student looking dull and gloomy, I make a point of
+going up to him in order to exert my cheerfulness against his gloom, and
+the gloom soon passes away. Then comes the religious service, and when I
+take my seat upon the platform with the religious instructor, I try to
+ask the Master's blessing on all the dear young faces I see before me,
+and I look slowly around upon each member of the audience, trying to
+send out a continual stream of affection and sympathy.&quot;</p>
+
+<p>I have already said that boys watch their teachers' faces to see if they
+are in a good or a bad mood. If the teacher is always cheerful and
+loving, the boys will no longer watch him, for they will have learned to
+trust him, and all anxiety and strain will disappear. If the teacher
+displays constant cheerfulness, he sends out among his boys streams of
+energy and good will, new life pours into them, their attention is
+stimulated, and the sympathy of the teacher conquers the carelessness of
+the boy.</p>
+
+<p>Just as a boy learns control of action on the play-ground, so he may
+learn there this virtue of cheerfulness. To be cheerful in defeat makes
+the character strong, and the boy who can be cheerful and good-tempered
+in the face of the team which has just defeated him is well on the way
+to true manliness.</p>
+<a name="5"></a>
+<p>5. <i>One-pointedness</i>. One-pointedness, the concentration of attention
+on each piece of work as it is being done, so that it may be done as
+well as possible, largely depends upon interest. Unless the teacher is
+interested in his work, and loves it beyond all other work, he will not
+be able to be really one-pointed. He must be so absorbed in his school
+duties that his mind is continually occupied in planning for his boys,
+and looks upon everything in the light of its possible application to
+his own particular work.</p>
+
+<p>One-pointedness means enthusiasm, but enthusiasm is impossible without
+ideals. So the teacher who desires to be one-pointed must be full of
+ideals to which he is eager to lead his school. These ideals will
+sharpen his attention, and make him able to concentrate it even upon
+quite trivial details. He will have the ideal school in his mind, and
+will always be trying to bring the real school nearer to it. To be
+one-pointed, therefore, the teacher must not be contented with things as
+they are, but must be continually on the alert to take advantage of
+every opportunity of improvement.</p>
+
+<p>The teacher's ideal will of course be modified as he learns more of his
+students' capacities and of the needs of the nation. In this way, as the
+years pass, the teacher may find himself far from the early ideals that
+at first gave him one-pointedness. Ideals will still guide him, but they
+will be more practical, and so his one-pointedness will be much keener
+and will produce larger results.</p>
+
+<p>The Master quotes two sayings which seem to me to show very clearly the
+lines along which one-pointedness should work: &quot;Whatsoever thy hand
+findeth to do, do it with thy might&quot;; and: &quot;Whatsoever ye do, do it
+<i>heartily</i>, as to the Lord and not unto men.&quot; It must be done &quot;as to the
+Lord.&quot; The Master says: &quot;Every piece of work must be done
+religiously&mdash;done with the feeling that it is a sacred offering to be
+laid on the altar of the Lord. 'This do I, O Lord, in Thy name and for
+Thee.' Thinking this, can I offer to Him anything but my very best? Can
+I let <i>any</i> piece of my work be done carelessly or inattentively, when I
+know that it is being done expressly for Him? Think how you would do
+your work if you knew that the Lord Himself were coming directly to see
+it; and then realise that He <i>does</i> see it, for all is taking place
+within His consciousness. So will you do your duty 'as unto the Lord and
+not as unto men'.&quot;</p>
+
+<p>The work must be done, too, according to the teacher's knowledge of the
+principles of evolution, and not merely out of regard to small and
+fleeting interests. The teacher must therefore gradually learn his own
+place in evolution, so that he may become one-pointed as to himself;
+unless he practises one-pointedness with regard to his own ideal for
+himself, he will not be able to bring it to bear on his surroundings.
+He must try to be in miniature the ideal towards which he hopes to lead
+his boys, and the application of the ideal to himself will enable him to
+see in it details which otherwise would escape his notice, or which he
+might neglect as unimportant.</p>
+
+<p>The practical application, then, of one-pointedness lies in the
+endeavour to keep before the mind some dominant central ideal towards
+which the whole of the teachers' and boys' daily routine shall be
+directed, so that the small life may be vitalised by the larger, and
+all may become conscious parts of one great whole. The ideal of service,
+for instance, may be made so vivid that the whole of daily life shall be
+lived in the effort to serve.</p>
+
+<a name="6"></a>
+<p>6. <i>Confidence</i>. First among the qualifications for the teacher has been
+placed Love, and it is fitting that this little book should end with
+another qualification of almost equal importance&mdash;Confidence. Unless the
+teacher has confidence in his power to attain his goal, he will not be
+able to inspire a similar confidence in his boys, and self-confidence is
+an indispensable attribute for success in all departments of human
+activity. The Master has beautifully explained why we have the right to
+be confident.</p>
+
+<p>&quot;You must trust yourself. You say you know yourself too well? If you
+feel so, you do <i>not</i> know yourself; you know only the weak outer husk,
+which has fallen often into the mire. But <i>you</i>&mdash;the real you&mdash;you are a
+spark of God's own fire, and God, Who is almighty, is in you, and
+because of that there is nothing that you cannot do if you will.&quot;</p>
+
+<p>The teacher must feel that he has the power to teach his boys and to
+train them for their future work in the world. This power is born of his
+love for them and his desire to help them, and is drawn from the one
+spiritual life of which all partake. It is because the teacher and his
+boys are one in essence, make one little flame in &quot;God's own fire,&quot; that
+the teacher has the right to be confident that every effort to help,
+growing out of his own share in the one life, will reach and stimulate
+that same life in the boys.</p>
+
+<p>He will not always be able to see at once the effect he is producing.
+Indeed, the most important influence the teacher has shows itself in
+the growing characters of the boys. No success in examinations, in
+reports, in inspections can satisfy the real teacher as to the effect of
+his work. But when he feels that his own higher nature is strengthened
+and purified by his eagerness to serve his boys, when he has the joy of
+watching the divine life in them shining out in answer to that in
+himself, then his happiness is indeed great. Then he has the peace of
+knowing that he has awakened in his boys the knowledge of their own
+divinity, which, sooner or later, will bring them to perfection.</p>
+
+<p>The teacher is justified in feeling confident because the divine life
+is in him and his boys, and they turn to him for inspiration and
+strength. Let him but send out to them all that is highest in himself,
+and he may be quite sure that there will not be one boy who will not to
+some extent respond in his own higher Self, however little the response
+may be seen by the teacher.</p>
+
+<p>This constant interplay of the one life between teacher and students
+will draw them ever nearer to each other. They learn in the school to
+live together as elder and younger brothers of the one school family.
+By living a life of brotherhood within the small area of the school,
+they will be trained to live that life in the larger area of the nation.
+Then they will gradually learn that there is but one great brotherhood
+in all the world, one divine life in all. This life each separate member
+of the brotherhood is trying to express, consciously or unconsciously.
+The teacher is indeed happy who knows his own divinity; that knowledge
+of the divinity in man is the highest lesson it will ever be his
+privilege to teach.</p>
+
+<div>*** END OF THE PROJECT GUTENBERG EBOOK 11345 ***</div>
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+The Project Gutenberg EBook of Education as Service, by J. Krishnamurti
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
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+Title: Education as Service
+
+Author: J. Krishnamurti
+
+Release Date: February 27, 2004 [EBook #11345]
+
+Language: English
+
+Character set encoding: US-ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK EDUCATION AS SERVICE ***
+
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+
+
+Produced by Juliet Sutherland, and the Online Distributed Proofreading
+Team.
+
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+</pre>
+
+
+<br><br>
+
+<h1>EDUCATION AS SERVICE</h1>
+
+
+
+<h3>BY</h3>
+
+<h2>J. KRISHNAMURTI</h2>
+
+<center>(ALCYONE)</center>
+
+<br>
+
+<p>THE RAJPUT PRESS</p>
+<p>CHICAGO</p>
+<p>1912</p>
+
+
+
+<hr style="width: 65%;">
+<a name="EDUCATION_AS_SERVICE"></a><h2>EDUCATION AS SERVICE</h2>
+
+
+
+<hr style="width: 65%;">
+<a name="INTRODUCTION"></a><h2>INTRODUCTION</h2>
+
+<p>In long past lives the author of this little book had much to do with
+educational work, and he seems to have brought over with him an intense
+interest in education. During his short visits to Benares, he paid an
+alert attention to many of the details of the work carried on in the
+Central Hindu College, observing and asking questions, noting the good
+feeling between teachers and students, so different from his own school
+experiences in Southern India. He appears to have been brooding over
+the question, and has, in this booklet, held up the educational ideals
+which appear to him to be necessary for the improvement of the present
+system.</p>
+
+<p>The position of the teacher must be raised to that which it used to
+occupy in India, so that to sit in the teacher's chair will be a badge
+of social honour. His work must be seen as belonging to the great
+Teaching Department in the Government of our world, and his relation
+with his pupils must be a copy of the relation between a Master and His
+disciples. Love, protective and elevating on the one side, must be met
+with love, confiding and trustful on the other. This is, in truth, the
+old Hindu ideal, exaggerated as it may seem to be to-day and if it be
+possible, in any country to rebuild this ideal, it should be by an
+Indian for Indians. Hence there is, at the back of the author's mind, a
+dream of a future College and School, wherein this ideal may be
+materialised&mdash;a Theosophical College and School, because the ancient
+Indian ideals now draw their life from Theosophy which alone can shape
+the new vessels for the ancient elixir of life Punishment must
+disappear&mdash;not only the old brutality of the cane, but all the forms of
+coercion that make hypocrites instead of honourable and manly youths.
+The teacher must embody the ideal, and the boy be drawn, by admiration
+and love, to copy it. Those who know how swiftly the unspoiled child
+responds to a noble ideal will realise how potent may be the influence
+of a teacher, who stimulates by a high example and rules by the sceptre
+of love instead of by the rod of fear. Besides, the One Life is in
+teacher and taught, as Alcyone reminds us, and to that Life, which is
+Divine, all things are possible.</p>
+
+<p>Education must be shaped to meet the individual needs of the child, and
+not by a Government Procrustes' bed, to fit which some are dragged
+well-nigh asunder and others are chopped down. The capacities of the
+child, the line they fit him to pursue, these must guide his education.
+In all, the child's interest must be paramount; the true teacher exists
+to serve.</p>
+
+<p>The school must be a centre of good and joyous influences, radiating
+from it to the neighbourhood. Studies and games must all be turned to
+the building of character, to the making of the good citizen, the lover
+of his country.</p>
+
+<p>Thus dreams the boy, who is to become a teacher, of the possibilities
+the future may unfold. May he realise, in the strength of a noble
+Manhood, the pure visions of his youth, and embody a Power which shall
+make earth's deserts rejoice and blossom as the rose.</p>
+
+<p>ANNIE BESANT.</p>
+
+<br><br><br>
+<a name="TO_THE_SUPREME_TEACHER"></a><center>TO THE SUPREME TEACHER</center>
+
+<center>AND TO THOSE WHO FOLLOW HIM</center>
+
+
+
+<hr style="width: 65%;">
+<a name="FOREWORD"></a><h2>FOREWORD</h2>
+
+<p>Many of the suggestions made in this little book come from my own
+memories of early school life; and my own experience since of the
+methods used in Occult training has shown me how much happier boys'
+lives might be made than they usually are. I have myself experienced
+both the right way of teaching and the wrong way, and therefore I want
+to help others towards the right way. I write upon the subject because
+it is one which is very near to the heart of my Master, and much of what
+I say is but an imperfect echo of what I have heard from Him. Then
+again, during the last two years, I have seen much of the work done in
+the Central Hindu College at Benares by Mr. G.S. Arundale and his
+devoted band of helpers. I have seen teachers glad to spend their time
+and energies in continual service of those whom they regard as their
+younger brothers. I have also watched the boys, in their turn, showing a
+reverence and an affectionate gratitude to their teachers that I had
+never thought possible.</p>
+
+<p>Though many people may think the ideals put forward are entirely beyond
+the average teacher, and cannot be put into practice in ordinary
+schools, I can thus point at least to one institution in which I have
+seen many of the suggestions made in this book actually carried out. It
+may be that some of them <i>are</i>, at present, beyond most schools; but
+they will be recognised and practised as soon as teachers realise them
+as desirable, and have a proper understanding of the importance of their
+office.</p>
+
+<p>Most of the recommendations apply, I think, to all countries, and to all
+religions, and are intended to sound the note of our common
+brotherhood, irrespective of religion or caste, race or colour. If the
+unity of life and the oneness of its purpose could be clearly taught to
+the young in schools, how much brighter would be our hopes for the
+future! The mutual distrust of races and nations would disappear, if the
+children were trained in mutual love and sympathy as members of one
+great family of children all over the world, instead of being taught to
+glory only in their own traditions and to despise those of others. True
+patriotism is a beautiful quality in children, for it means
+unselfishness of purpose and enthusiasm for great ideals; but that is
+false patriotism which shows itself in contempt for other nations. There
+are, I am told, many organisations within the various nations of the
+world, intended to inspire the children with a love for their country
+and a desire to serve her, and that is surely good; but I wonder when
+there will be an international organisation to give the children of all
+nations common ideals also, and a knowledge of the real foundation of
+right action, the Brotherhood of Man.</p>
+
+<p>I desire to thank my dear mother, Mrs. Annie Besant, for the help she
+has given me while I have been writing this little book, and also my
+dear friend, Mr. G.S. Arundale&mdash;with whom I have often talked on the
+subject&mdash;for many useful suggestions.</p>
+
+<p>J. KRISHNAMURTI.</p>
+<br><br>
+
+
+
+<hr style="width: 65%;">
+
+<p class="toc"> <a name="CONTENTS"></a><h2>CONTENTS</h2>
+<p class="toc"> <a href="#INTRODUCTION">INTRODUCTION</a></p>
+<p class="toc"> <a href="#FOREWORD">FOREWORD</a></p>
+<p class="toc"> <a href="#CONTENTS">CONTENTS</a></p>
+<p class="toc"> <a href="#THE_TEACHER">THE TEACHER</a></p>
+<p class="toc"> <a href="#I_LOVE">I. LOVE</a></p>
+<p class="toc"> <a href="#II_DISCRIMINATION">II. DISCRIMINATION</a></p>
+<p class="toc"> <a href="#III_DESIRELESSNESS">III. DESIRELESSNESS</a></p>
+<p class="toc"> <a href="#IV_GOOD_CONDUCT">IV. GOOD CONDUCT</a></p>
+<div class="toc">
+<ol>
+<li><a href="#1">Self-control as to the mind</a></li>
+<li><a href="#2">Self-control in action</a></li>
+<li><a href="#3">Tolerance</a></li>
+<li><a href="#4">Cheerfulness</a></li>
+<li><a href="#5">One-pointedness</a></li>
+<li><a href="#6">Confidence</a></li>
+</ol>
+</div>
+
+<hr style="width: 65%;">
+<a name="THE_TEACHER"></a><h2>THE TEACHER</h2>
+
+<p>In <i>At the Feet of the Master</i> I have written down the instructions
+given to me by my Master in preparing me to learn how best to be useful
+to those around me. All who have read the book will know how inspiring
+the Master's words are, and how they make each person who reads them
+long to train himself for the service of others. I know myself how much
+I have been helped by the loving care of those to whom I look for
+guidance, and I am eager to pass on to others the help I have obtained
+from them.</p>
+
+<p>It seems to me that the Master's instructions can be universally
+applied. They are useful not only to those who are definitely trying to
+tread the path which leads to Initiation, but also to all who, while
+still doing the ordinary work of the world, are anxious to do their duty
+earnestly and unselfishly. One of the noblest forms of work is that of
+the teacher; let us see what light is thrown upon it by the words of the
+Master.</p>
+
+<p>I will take the four Qualifications which have been given in <i>At the
+Feet of the Master</i>, and will try to show how they can be applied to the
+life of the teacher and of the students, and to the relations which
+should exist between them.</p>
+
+<p>The most important Qualification in education is Love, and I will take
+that first.</p>
+
+<p>It is sad that in modern days the office of a teacher has not been
+regarded as on a level with other learned professions. Any one has been
+thought good enough to be a teacher, and as a result little honour has
+been paid to him. Naturally, therefore, the cleverest boys are not
+drawn towards that profession. But really the office of the teacher is
+the most sacred and the most important to the nation, because it builds
+the characters of the boys and girls who will be its future citizens. In
+olden days this office was thought so holy that only priests were
+teachers and the school was a part of the temple. In India the trust in
+the teacher was so great that the parents gave over their sons
+completely to him for many years, and teacher and students lived
+together as a family. Because this happy relation should be brought
+back again, I put Love first among the Qualifications which a teacher
+ought to have. If India is to become again the great nation which we all
+hope to see, this old happy relation must be re-established.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="I_LOVE"></a><h2>I. LOVE</h2>
+<br>
+
+<p>My Master taught me that Love will enable a man to acquire all other
+qualities and that &quot;all the rest without it would never be sufficient.&quot;
+Therefore no person ought to be a teacher&mdash;ought to be allowed to be a
+teacher&mdash;unless he has shown in his daily life that Love is the
+strongest quality of his nature. It may be asked: How are we to find out
+whether a person possesses Love to a sufficient degree to make him
+worthy to be a teacher? Just as a boy shows his natural capacities at an
+early age for one profession or another, so a particularly strong
+love-nature would mark a boy out as specially fitted to be an
+instructor. Such boys should be definitely trained for the office of the
+teacher just as boys are trained for other professions.</p>
+
+<p>Boys who are preparing for all careers live a common life in the same
+school, and they can only become useful to the nation as men, if their
+school life is happy. A young child is naturally happy, and if that
+happiness is allowed to go on and grow in the school, and at home, then
+he will become a man who will make others happy. A teacher full of love
+and sympathy will attract the boys and make their school life a pleasant
+one. My Master once said that &quot;children are very eager to learn and if a
+teacher cannot interest them and make them love their lessons, he is not
+fit to be a teacher and should choose another profession.&quot; He has said
+also: &quot;Those who are mine love to teach and to serve. They long for an
+opportunity of service as a hungry man longs for food, and they are
+always watching for it. Their hearts are so full of the divine Love that
+it must be always overflowing in love for those around them. Only such
+are fit to be teachers&mdash;those to whom teaching is not only a holy and
+imperative duty, but also the greatest of pleasures.&quot;</p>
+
+<p>A sympathetic teacher draws out all the good qualities in his pupils,
+and his gentleness prevents them from being afraid of him. Each boy then
+shows himself just as he is, and the teacher is able to see the line
+best suited to him and to help him to follow it. To such a teacher a boy
+will come with all his difficulties, knowing that he will be met with
+sympathy and kindness, and, instead of hiding his weaknesses, he will
+be glad to tell everything to one of whose loving help he is sure. The
+good teacher remembers his own youth, and so can feel with the boy who
+comes to him. My Master said: &quot;He who has forgotten his childhood and
+lost sympathy with the children is not a man who can teach them or help
+them.&quot;</p>
+
+<p>This love of the teacher for his pupil, protecting and helping him, will
+bring out love from the pupil in turn, and as he looks up to his teacher
+this love will take the form of reverence. Reverence, beginning in this
+way with the boy, will grow as he grows older, and will become the habit
+of seeing and reverencing greatness, and so perhaps in time may lead him
+to the Feet of the Master. The love of the boy to the teacher will make
+him docile and easy to guide, and so the question of punishment will
+never arise. Thus one great cause of fear which at present poisons all
+the relations between the teacher and his pupil will vanish. Those of us
+who have the happiness of being pupils of the true Masters know what
+this relation ought to be. We know the wonderful patience, gentleness
+and sympathy with which They always meet us, even when we may have made
+mistakes or have been weak.</p>
+
+<p>Yet there is much more difference between Them and us than between the
+ordinary teacher and his pupil. When the teacher has learned to look
+upon his office as dedicating him to the service of the nation, as the
+Master has dedicated Himself to the service of humanity, then he will
+become part of the great Teaching Department of the world, to which
+belongs my own beloved Master&mdash;the Department of which the supreme
+Teacher of Gods and men is the august Head.</p>
+
+<p>It may be said that many boys could not be managed in this way. The
+answer is that such boys have been already spoiled by bad treatment.
+Even so, they must be slowly improved by greater patience and constant
+love. This plan has already proved successful when tried.</p>
+
+<p>Living in this atmosphere of love during school hours, the boy will
+become a better son and a better brother at home, and will bring home
+with him a feeling of life and vigour, instead of coming home, as he
+generally does now, depressed and tired. When he, in turn, becomes the
+head of a household, he will fill it with the love in which he has been
+brought up, and so the happiness will go on spreading and increasing,
+generation after generation. Such a boy when he becomes a father, will
+not look on his son, as so many do now, from a purely selfish point of
+view, as though he were merely a piece of property&mdash;as though the son
+existed for the sake of the father. Some parents seem to regard their
+children only as a means of increasing the prosperity and reputation of
+the family by the professions which they may adopt or the marriages that
+they may make, without considering in the least the wishes of the
+children themselves. The wise father will consult his boy as a friend,
+will take pains to find out what his wishes are, and will help him with
+his greater experience to carry out those wishes wisely, remembering
+always that his son is an ego who has come to the father to give him the
+opportunity of making good karma by aiding the son in his progress. He
+will never forget that though his son's body may be young, the soul
+within is as old as his own, and must therefore be treated with respect
+as well as affection.</p>
+
+<p>Love both at home and in the school will naturally show itself in
+continual small acts of service, and these will form a habit out of
+which will grow the larger and more heroic acts of service which makes
+the greatness of a nation.</p>
+
+<p>The Master speaks much on cruelty as a sin against love, and
+distinguishes between intentional and unintentional cruelty. He says:
+&quot;Intentional cruelty is purposely to give pain to another living being;
+and that is the greatest of all sins&mdash;the work of a devil rather than a
+man.&quot; The use of the cane must be classed under this, for He says of
+intentional cruelty: &quot;Many schoolmasters do it habitually.&quot; We must also
+include all words and acts <i>intended</i> to wound the feelings of the boy
+and to hurt his self-respect. In some countries corporal punishment is
+forbidden, but in most it is still the custom. But my Master said:
+&quot;These people try to excuse their brutality by saying that it is the
+custom; but a crime does not cease to be a crime because many commit
+it. Karma takes no account of custom; and the karma of cruelty is the
+most terrible of all. In India at least there can be no excuse for such
+customs, for the duty of harmlessness is well known to all.&quot;</p>
+
+<p>The whole idea of what is called &quot;punishment&quot; is not only wrong but
+foolish. A teacher who tries to frighten his boys into doing what he
+wishes does not see that they only obey him while he is there, and that
+as soon as they are out of his sight they will pay no attention to his
+rules, or even take a pleasure in breaking them because they dislike
+him. But if he draws them to do what he wants because they love him and
+wish to please him, they will keep his rules even in his absence, and so
+make his work much easier. Instead of developing fear and dislike in the
+characters of the boys, the wise teacher will gain his ends by calling
+forth from them love and devotion; and so will strengthen all that is
+good in them, and help them on the road of evolution.</p>
+
+<p>Again, the idea of expulsion, of getting rid of a troublesome boy
+instead of trying to improve him, is wrong. Even when, for the sake of
+his companions, a boy has to be separated from them, the good of the boy
+himself must not be forgotten. In fact, all through, school discipline
+should be based on the good of the boys and not on the idea of saving
+trouble to the teacher. The loving teacher does not mind the trouble.</p>
+
+<p>Unintentional cruelty often comes from mere thoughtlessness, and the
+teacher should be very careful not to be cruel in words or actions from
+want of thought. Teachers often cause pain by hasty words uttered at a
+time when they have been disturbed by some outside annoyance, or are
+trying to attend to some important duty. The teacher may forget the
+incident or pass it over as trivial, but in many such cases a sensitive
+boy has been wounded, and he broods over the words and ends by imagining
+all sorts of foolish exaggerations. In this way many misunderstandings
+arise between teachers and boys, and though the boys must learn to be
+patient and generous, and to realise that the teacher is anxious to help
+all as much as he can, the teacher in his turn must always be on the
+alert to watch his words, and to allow nothing but gentleness to shine
+out from his speech and actions, however busy he may be.</p>
+
+<p>If the teacher is always gentle to the boys, who are younger and weaker
+than himself, it will be easy for him to teach them the important lesson
+of kindness to little children, animals, birds and other living
+creatures. The older boys, who themselves are gentle and tactful, should
+be encouraged to observe the condition of the animals they see in the
+streets, and if they see any act of cruelty, to beg the doer of it very
+politely and gently, to treat the animal more kindly. The boys should
+be taught that nothing which involves the hunting and killing of animals
+should be called sport. That word ought to be kept for manly games and
+exercises, and not used for the wounding and killing of animals. My
+Master says: &quot;The fate of the cruel must fall also upon all who go out
+intentionally to kill God's creatures and call it sport.&quot;</p>
+
+<p>I do not think that teachers realise the harm and the suffering caused
+by gossip, which the Master calls a sin against love. Teachers should be
+very careful not to make difficulties for their boys by gossiping about
+them. No boy should ever be allowed to have a bad name in the school,
+and it should be the rule that no one may speak ill of any other member
+of the school whether teacher or boy.</p>
+
+<p>My Master points out that by talking about a person's faults, we not
+only strengthen those faults in him, but also fill our own minds with
+evil thoughts. There is only one way of really getting rid of our lower
+nature, and that is by strengthening the higher. And while it is the
+duty of the teacher to understand the weaknesses of those placed in his
+charge he must realise that he will destroy the lower nature only by
+surrounding the boy with his love, thus stimulating the higher and
+nobler qualities till there is no place left for the weaknesses. The
+more the teacher gossips about the faults of the boys, the more harm he
+does, and, except during a consultation with his fellow teachers as to
+the best methods of helping individual boys out of their weaknesses, he
+should never talk about a boy's defects.</p>
+
+<p>The boys must also be taught the cruelty of gossip among themselves. I
+know many a boy whose life at school has been made miserable because
+his companions have been thoughtless and unkind, and the teacher either
+has not noticed his unhappiness, or has not understood how to explain to
+the boys the nature of the harm they were doing. Boys frequently take
+hold of some peculiarity in speech or in dress, or of some mistake which
+has been made, and, not realising the pain they cause, carelessly
+torture their unfortunate schoolfellow with unkind allusions. In this
+case the mischief is due chiefly to ignorance, and if the teacher has
+influence over the boys, and gently explains to them what pain they are
+giving they will quickly stop.</p>
+
+<p>They must be taught, too, that nothing which causes suffering or
+annoyance to another can ever be the right thing to do, nor can it ever
+be amusing to any right-minded boy. Some children seem to find pleasure
+in teasing or annoying others, but that is only because they are
+ignorant. When they understand, they will never again be so unbrotherly.</p>
+
+<p>In every class-room these words of my Master should be put up in a
+prominent place: &quot;Never speak ill of any one; refuse to listen when
+anyone else speaks ill of another, but gently say: 'Perhaps this is not
+true, and even if it is, it is kinder not to speak of it.'&quot;</p>
+
+<p>There are crimes against love which are not recognised as crimes, and
+which are unfortunately very common. A teacher must use discretion in
+dealing with these, but should teach a doctrine of love so far as he is
+permitted, and may at least set a good example himself. Three of these
+are put by my Master under the head of cruelties caused by superstition.</p>
+
+<p>1. Animal sacrifice. Among civilised nations this is now found only in
+India, and is tending to disappear even there. Parents and teachers
+should tell their boys that no custom which is cruel is really part of
+any true religion. For we have seen that religion teaches unity, and
+therefore kindness and gentleness to everything that feels. God cannot
+therefore be served by cruelty and the killing of helpless creatures. If
+Indian boys learn this lesson of love in school they will, when they
+become men, put an end entirely to this cruel superstition.</p>
+
+<p>2. Much more widely spread is what my Master calls &quot;the still more
+cruel superstition that man needs flesh for food.&quot; This is a matter that
+concerns the parent more than the teacher, but at least the teacher may
+gradually lead his boys to see the cruelty involved in killing animals
+for food. Then, even if the boy is obliged to eat meat at home, he will
+give it up when he is a man, and will give his own children a better
+opportunity than he himself had. If parents at home and teachers at
+school would train young children in the duty of loving and protecting
+all living creatures, the world would be much happier than it is at
+present.</p>
+
+<p>3. &quot;The treatment which superstition has meted out to the depressed
+classes in our beloved India,&quot; says the Master, is a proof that &quot;this
+evil quality can breed heartless cruelty even among those who know the
+duty of Brotherhood.&quot; To get rid of this form of cruelty every boy must
+be taught the great lesson of love, and much can be done for this in
+school as well as at home. The boy at school has many special
+opportunities of learning this lesson, and the teacher should point out
+the duty of showing courtesy and kindness to all who are in inferior
+positions, as well as to the poor whom he may meet outside. All who know
+the truth of reincarnation should realise that they are members of one
+great family, in which some are younger brethren and some elder. Boys
+must be taught to show gentleness and consideration to servants, and to
+all who are below them in social position; caste was not intended to
+promote pride and rudeness, and Manu teaches that servants should be
+treated as the children of the family.</p>
+
+<p>A great part of the teacher's work lies in the playground, and the
+teacher who does not play with his boys will never quite win their
+hearts. Indian boys as a rule do not play enough, and time should be
+given for games during the school day. Even the teachers who have not
+learned to play in their youth should come to the playground and show
+interest in the games, thus sharing in this part of the boy's education.</p>
+
+<p>In schools where there are boarding-houses the love of the teacher is
+especially necessary, for in them the boarding-house must take the
+place of the home, and a family feeling must be created there. Bright
+and affectionate teachers will be looked on as elder brothers, and
+difficulties which escape rules will be got rid of by love.</p>
+
+<p>In fact, all the many activities of school life should be made into
+channels through which affection can run between teacher and pupil, and
+the more channels there are the better it will be for both. As the boy
+grows older these channels will naturally become more numerous, and the
+love of the school will become the friendship of manhood. Thus love
+will have her perfect work.</p>
+
+<p>Love on the physical plane has many forms. We have the love of husband
+and wife, parents and children, brothers and sisters, the affection
+between relatives and friends. But all these are blended and enriched in
+the love of the Master to His disciple. The Master gives to His pupil
+the gentleness and protection of a mother, the strength of a father, the
+understanding of a brother or a sister, the encouragement of a relative
+or a friend, and He is one with His pupil and His pupil is a part of
+Him. Besides this, the Master knows His pupil's past, and His pupil's
+future, and guides him through the present from the past into the
+future. The pupil knows but little beyond the present, and he does not
+understand that great love which draws its inspiration from the memory
+of the past and shapes itself to mould the powers of the future. He may
+even sometimes doubt the wisdom of the love which guides itself
+according to a pattern which his eyes cannot see.</p>
+
+<p>That which I have said above may seem a very high ideal for the
+relation between a teacher and pupil down here. Yet the difference
+between them is less than the difference between a Master and His
+disciple. The lower relation should be a faint reflection of the higher,
+and at least the teacher may set the higher before himself as an ideal.
+Such an ideal will lift all his work into a higher world, and all school
+life will be made happier and better because the teacher has set it
+before him.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="II_DISCRIMINATION"></a><h2>II. DISCRIMINATION</h2>
+<br>
+
+<p>The next very necessary qualification for the teacher is Discrimination.
+My Master said that the most important knowledge was &quot;the knowledge of
+God's plan for men, for God has a plan, and that plan is evolution.&quot;
+Each boy has his own place in evolution, and the teacher must try to see
+what that place is, and how he can best help the boy in that place. This
+is what the Hindus call Dharma, and it is the teacher's duty to find out
+the boy's dharma and to help him to fulfil it. In other words, the
+teaching given to the boy should be that which is suitable for him, and
+the teacher must use discrimination in choosing the teaching, and in his
+way of giving it. Under these conditions, the boy's progress would be
+following out the tendencies made in past lives, and would really be
+remembering the things he knew before. &quot;The method of evolution,&quot; as a
+great Master said, &quot;is a constant dipping down into matter under the law
+of readjustment,&quot; <i>i.e.</i> by reincarnation and karma. Unless the teacher
+knows these truths, he cannot work with evolution as he should do, and
+much of his time and of his pupil's time will be wasted. It is this
+ignorance which causes such small results to be seen, after many years
+at school, and which leaves the boy himself so ignorant of the great
+truths which he needs to guide his conduct in life.</p>
+
+<p>Discrimination is wanted in the choice of subjects and in the way in
+which they are taught. First in importance come religion and morals, and
+these must not only be taught as subjects but must be made both the
+foundation and the atmosphere of school life, for these are equally
+wanted by every boy, no matter what he is to do later in life. Religion
+teaches us that we are all part of One Self, and that we ought therefore
+help one another. My Master said that people &quot;try to invent ways for
+themselves which they think will be pleasant for themselves, not
+understanding that all are one, and that therefore only what the One
+wills can ever be really pleasant for anyone.&quot; And He also said: &quot;You
+can help your brother through that which you have in common with him,
+and that is the Divine life.&quot; To teach this is to teach religion, and
+to live it is to lead the religious life.</p>
+
+<p>At present the value of the set moral teaching is largely made useless
+by the arrangements of the school. The school day should always open
+with something of the nature of a religious service, striking the note
+of a common purpose and a common life, so that the boys, who are all
+coming from different homes and different ways of living may be tuned to
+unity in the school. It is a good plan to begin with a little music or
+singing so that the boys, who often come rushing in from hastily taken
+food, may quiet down and begin the school day in an orderly way. After
+this should come a prayer and a very short but beautiful address,
+placing an ideal before the boys.</p>
+
+<p>But if these ideals are to be useful, they must be practised all through
+the school day, so that the spirit of the religious period may run
+through the lessons and the games. For example, the duty of the strong
+to help the weak is taught in the religious hour, and yet for the rest
+of the day the strong are set to outstrip the weak, and are given
+valuable prizes for their success in doing so. These prizes make many
+boys jealous and discourage others, they stimulate the spirit of
+struggle. The Central Hindu College Brotherhood has for its motto: &quot;The
+ideal reward is an increased power to love and to serve.&quot; If the prizes
+for good work and conduct and for helping others were positions of
+greater trust and power of helping, this motto would be carried out. In
+fact, in school honour should be given to character and helpfulness
+rather than to strength of mind and body; strength ought to be trained
+and developed, but not rewarded for merely outstripping the weak. Such
+a school life will send out into the world men who will think more of
+filling places of usefulness to the nation than of merely gaining money
+and power for themselves.</p>
+
+<p>An important part of moral teaching lies in the training of the boy in
+patriotism&mdash;love of country. The above plan of teaching the boy to be of
+service in the little family of the school, will naturally widen out
+into service in the large family of the nation. This will also influence
+the boy in his choice of a profession, for he will think of the nation
+as his family, and will try to fill a useful place in the national life.
+But great care must be taken in teaching patriotism not to let the boys
+slip into hatred of other nations, as so often happens. This is
+especially important in India, where both Indian and English teachers
+should try to make good feeling between the two races living side by
+side, so that they may join in common work for the one Empire.</p>
+
+<p>Discrimination may also be shown in the arrangement of lessons, the most
+difficult subjects being taken early in the day, as far as possible.
+For even with the best and most carefully arranged teaching a boy will
+be more tired at the end of the school day than at the beginning.</p>
+
+<p>Discrimination is also wanted in the method of teaching, and in the
+amount of time given to mental and physical education. The care of the
+body and its development are of the first importance, for without a
+healthy body all teaching is wasted. It should be remembered that the
+boy can go on, learning all his life, if he is wise enough to wish to do
+so; but it is only during the years of growth that he can build up a
+healthy physical body in which to spend that life. Therefore during
+those early years the healthy development of that physical body must be
+absolutely the first consideration, and anything that cannot be learned
+compatibly with that must for the time remain unlearned. The strain on
+the boy's mind&mdash;and particularly on those of very young boys&mdash;is far too
+great and lasts far too long; the lesson period should be broken up, and
+the teacher should be very careful to watch the boys and to see that
+they do not become tired. His wish to prevent this strain will make him
+think out new ways of teaching, which will make the lessons very
+interesting; for a boy who is interested does not easily become tired. I
+myself remember how tired we used to be when we reached home, far too
+tired to do anything but lie about. But the Indian boy is not allowed to
+rest even when he comes home, for he has then to begin home lessons,
+often with a tutor, when he ought to be at rest or play. These home
+lessons begin again in the morning, before he goes to school, and the
+result is that he looks on his lessons as a hardship instead of a
+pleasure. Much of this homework is done by a very bad light and the
+boy's eyes suffer much. All home lessons should be abolished; home work
+burns the candle at both ends, and makes the boy's life a slavery.
+School hours are quite long enough, and an intelligent teacher can
+impart in them quite as much as any boy ought to learn in one day. What
+cannot be taught within those hours should be postponed until the next
+day.</p>
+
+<p>We see the result of all this overstrain in the prevalence of
+eye-diseases in India. Western countries set us a good example in the
+physical training of their boys, who leave school strong and healthy. I
+have heard in England that in the poorer schools the children are often
+inspected by a doctor so that any eye-disease or other defect is found
+out at once before it becomes serious. I wonder how many boys in India
+are called stupid merely because they are suffering from some eye or ear
+trouble.</p>
+
+<p>Discrimination should also be shown in deciding the length of the waking
+and sleeping times. These vary, of course, with age and to some extent
+perhaps with temperament. No boy should have less than nine or ten hours
+of sleep; when growth ceases, eight hours would generally be enough. A
+boy grows most during his sleep, so that the time is not in the least
+wasted.</p>
+
+<p>Few people realise how much a boy is affected by his surroundings, by
+the things on which his eyes are continually resting. The emotions and
+the mind are largely trained through the eye, and bare walls, or, still
+worse, ugly pictures are distinctly harmful. It is true that beautiful
+surroundings sometimes cost a little more than ugly ones, but the money
+is well spent. In some things only trouble is needed in choosing, for an
+ugly picture costs as much as a pretty one. Perfect cleanliness is also
+absolutely necessary, and teachers should be constantly on the watch to
+see that it is maintained. The Master said about the body: &quot;Keep it
+strictly clean always; even from the minutest speck of dirt.&quot; Both
+teachers and students should be very clean and neat in their dress, thus
+helping to preserve the general beauty of the school surroundings. In
+all these things careful discrimination is wanted.</p>
+
+<p>If a boy is weak in a particular subject, or is not attracted by some
+subject which he is obliged to learn, a discriminating teacher will
+sometimes help him by suggesting to him to teach it to one who knows
+less than he does. The wish to help the younger boy will make the elder
+eager to learn more, and that which was a toil becomes a pleasure. A
+clever teacher will think of many such ways of helping his boys.</p>
+
+<p>If discrimination has been shown, as suggested in a preceding
+paragraph, in choosing the best and most helpful boys for positions of
+trust, it will be easy to teach the younger boys to look up to and wish
+to please them. The wish to please a loved and admired elder is one of
+the strongest motives in a boy, and this should be used to encourage
+good conduct, instead of using punishment to drive boys away from what
+is bad. If the teacher can succeed in attracting this love and
+admiration to himself, he will remain a helper to his students long
+after they have become men. I have been told that the boys who were
+under Dr. Arnold at Rugby continued in after life to turn to him for
+advice in their troubles and perplexities.</p>
+
+<p>We may perhaps add that discrimination is a most important qualification
+for those whose duty it is to choose the teachers. High character and
+the love-nature of which we have already spoken are absolutely necessary
+if the above suggestions are to be carried out.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="III_DESIRELESSNESS"></a><h2>III. DESIRELESSNESS</h2>
+<br>
+
+<p>The next qualification to be considered is Desirelessness.</p>
+
+<p>There are many difficulties in the way of the teacher when he tries to
+acquire desirelessness, and it also requires special consideration from
+the standpoint of the student.</p>
+
+<p>As has been said in <i>At the Feet of the Master</i>: &quot;In the light of His
+holy Presence all desire dies, <i>but</i> the desire to be like Him.&quot; It is
+also said in the Bhagavad Gita that all desire dies &quot;when once the
+Supreme is seen.&quot; This is the ideal at which to aim, that the One Will
+shall take the place of changing desires. This Will is seen in our
+dharma, and in a true teacher, one whose dharma is teaching, his one
+desire will be to teach, and to teach well. In fact, unless this desire
+is felt, teaching is not his dharma, for the presence of this desire is
+inseparable from real capacity to teach.</p>
+
+<p>We have already said that little honour, unfortunately, is attached to
+the post of a teacher, and that a man often takes the position because
+he can get nothing else, instead of because he really wants to teach,
+and knows that he can teach. The result is that he thinks more about
+salary than anything else, and is always looking about for the chance of
+a higher salary. This becomes his chief desire. While the teacher is no
+doubt partly to blame for this, it is the system which is mostly in
+fault, for the teacher needs enough to support himself and his family,
+and this is a right and natural wish on his part. It is the duty of the
+nation to see that he is not placed in a position in which he is obliged
+to be always desiring increase of salary, or must take private tuition
+in order to earn enough to live. Only when this has been done will the
+teacher feel contented and happy in the position he occupies, and feel
+the dignity of his office as a teacher, whatever may be his position
+among other teachers&mdash;which is, I fear, now marked chiefly by the amount
+of his salary. Only the man who is really contented and happy can have
+his mind free to teach well.</p>
+
+<p>The teacher should not desire to gain credit for himself by forcing a
+boy along his own line, but should consider the special talent of each
+boy, and the way in which <i>he</i> can gain most success. Too often the
+teacher, thinking only of his own subject, forgets that the boy has to
+learn many subjects. The one on which most stress should be laid is the
+one most suited to the boy's capacity. Unless the teachers co-operate
+with each other, the boy is too much pressed, for each teacher urges him
+on in his own subject, and gives him home-lessons in this. There are
+many teachers, but there is only one boy.</p>
+
+<p>Again, the boy's welfare must be put by the teacher before his own
+desire to obtain good results in an examination. Sometimes it is better
+for a boy to remain for another year in a class and master a subject
+thoroughly rather than to go up for an examination which is really too
+difficult for him. In such a case it is right to keep him back. But it
+is not right to keep him back merely for the sake of good results for
+the teacher. On the other hand, a teacher has sometimes to resist the
+parents who try to force the boy beyond his strength, and think more of
+his rising into a higher class than of his really knowing his subjects.</p>
+
+<p>Unless the teacher has desirelessness, his own desires may blind him to
+the aspirations and capacities of the boys in his care, and he will be
+frequently imposing his own wishes on them instead of helping them in
+their natural development. However much a teacher may be attracted
+towards any profession or any particular set of ideas, he must so
+develop desirelessness that while he creates in his pupils an enthusiasm
+for principles, he shall not cramp them within the limits of any
+particular application of the principles, or allow their generous
+impulses&mdash;unbalanced by experience&mdash;to grow into narrow fanaticism.
+Thus, he should teach the principles of citizenship, but not party
+politics. He should teach the value of all professions to a nation, if
+honourably filled, and not the superiority of one profession over
+another.</p>
+
+
+
+<hr style="width: 65%;">
+<a name="IV_GOOD_CONDUCT"></a><h2>IV. GOOD CONDUCT</h2>
+<br>
+
+<p>There are six points which are summed up by the Master as Good Conduct.
+These are:</p>
+
+<ol>
+<li><a href="#1">Self-control as to the mind</a></li>
+<li><a href="#2">Self-control in action</a></li>
+<li><a href="#3">Tolerance</a></li>
+<li><a href="#4">Cheerfulness</a></li>
+<li><a href="#5">One-pointedness</a></li>
+<li><a href="#6">Confidence</a></li>
+</ol>
+
+<p>We will take each of these in turn.</p>
+<a name="1"></a>
+<p>1. <i>Self-control as to the mind</i> is a most important qualification for a
+teacher, for it is principally through the mind that he guides and
+influences his boys. In the first place it means, as my Master has
+said, &quot;control of temper, so that you may feel no anger or impatience.&quot;
+It is obvious that much harm will be done to boys if their teacher is
+often angry and impatient. It is true that this anger and impatience are
+often caused by the outer conditions of the teacher's life, but this
+does not prevent their bad effect on the boys. Such feelings, due
+generally to very small causes, re-act upon the minds of the students,
+and if the teacher is generally impatient and very often angry, he is
+building into the character of the boys germs of impatience and anger
+which may in after life destroy their own happiness, and embitter the
+lives of their relations and friends.</p>
+
+<p>We have to remember also that the boys themselves often come to school
+discontented and worried on account of troubles at home, and so both
+teachers and boys bring with them angry and impatient thoughts, which
+spread through the school, and make the lessons difficult and unpleasant
+when they should be easy and full of delight. The short religious
+service referred to in an early part of this little book should be
+attended by teachers as well as students, and should act as a kind of
+door to shut out such undesirable feelings. Then both teachers and
+students would devote their whole energies to the creation of a happy
+school, to which all should look forward in the morning, and which all
+should be sorry to leave at the end of the school day.</p>
+
+<p>The lack of control of temper, it must be remembered, often leads to
+injustice on the part of the teacher, and therefore to sullenness and
+want of confidence on the boy, and no boy can make real progress, or be
+in any real sense happy, unless he has complete confidence in the
+justice of his elders. Much of the strain of modern school life is due
+to this lack of confidence, and much time has to be wasted in breaking
+down barriers which would never have been set up if the teacher had been
+patient.</p>
+
+<p>Anger and impatience grow out of irritability. It is as necessary for
+the boy to understand his teacher as for the teacher to understand the
+boy, and hasty temper is an almost insuperable obstacle in the way of
+such understanding. &quot;The teacher is angry to-day,&quot; &quot;The teacher is
+irritable to-day,&quot; &quot;The teacher is short-tempered to-day,&quot; are phrases
+too often on the lips of boys, and they produce a feeling of discomfort
+in the class-room that makes harmony and ease impossible. Boys learn to
+watch their teachers, and to guard themselves against their moods, and
+so distrust replaces confidence. The value of the teacher depends upon
+his power of inspiring confidence, and he loses this when he gives way
+to irritability. This is particularly important with young children,
+for they are eager to learn and eager to love, and only those who have
+no business to be teachers would dare to meet such eagerness by anger.
+It is of course true that younger boys are in many ways more difficult
+to teach than elder ones; for they have not yet learned how to make
+efforts, nor how to control and guide them when made. The teacher has
+therefore to help them much more than the elder boys who have learned
+largely to help themselves. The chief difficulty is to make the best use
+of the young energies by finding them continual and interesting
+employment; if the young enthusiasms are checked harshly instead of
+being guided sympathetically they will soon die out, and the boy will
+become dull and discontented.</p>
+
+<p>I have read that youth is full of enthusiasm and ideals, and that these
+gradually disappear with age, until a man is left with few or none. But
+it seems to me that enthusiasm, if real, should not die out, and leave
+cynicism behind, but rather should become stronger and more purposeful
+with age. The young children coming straight out of the heaven-world
+have brought with them a feeling of unity, and this feeling should be
+strengthened in them, so that it may last on through life. Anger and
+irritability belong only to the separated self, and they drive away the
+feeling of unity.</p>
+
+<p>Self-control also involves calmness, courage and steadiness. Whatever
+difficulties the teacher may have either at home or at school, he must
+learn to face them bravely and cheerfully, not only that he may avoid
+worry for himself, but also that he may set a good example to his boys,
+and so help them to become strong and brave. Difficulties are much
+increased by worrying over them, and by imagining them before they
+happen&mdash;doing what Mrs. Besant once called, &quot;crossing bridges before we
+come to them.&quot; Unless the teacher is cheerful and courageous with his
+own difficulties, he will not be able to help the boys to meet <i>their</i>
+difficulties bravely. Most obstacles grow small before a contented mind,
+and boys who bring this to their work will find their studies much
+easier than if they came to them discontented and worried. Courage and
+steadiness lead to self-reliance, and one who is self-reliant can
+always be depended on to do his duty, even under difficult
+circumstances.</p>
+
+<p>Self-control as to the mind also means concentration on each piece of
+work as it has to be done. My Master says about the mind: &quot;You must not
+let it wander. Whatever you are doing, fix your thought upon it, that it
+may be perfectly done.&quot; Much time is lost in school because the boys do
+not pay sufficient attention to their work; and unless the teacher is
+himself paying full attention to it the minds of the boys are sure to
+wander. Prayer and meditation are intended to teach control of the
+mind, but these are practised only once or twice a day. Unless the mind
+is controlled all day long by paying attention to everything we do, as
+the Master directs, we shall never gain real power over our minds, so
+that they may be perfect instruments.</p>
+
+<p>One of the most difficult parts of a teacher's duty is to turn quickly
+from one subject to another, as the boys come to him with their
+different questions and troubles. His mind must be so fully under his
+control that he can pay complete attention to the particular anxiety of
+each boy, taking up one after the other with the same care and interest,
+and without any impatience. If he does not pay this full attention he is
+sure to make mistakes in the advice which he gives, or to be unjust in
+his decisions, and out of such mistakes very serious troubles may arise.</p>
+
+<p>On this point my friend, Mr. G. S. Arundale, the well-known Principal of
+the Central Hindu College, writes: &quot;At frequent intervals, of course,
+boys come with complaints, with petitions, and here I have to be very
+careful to concentrate my attention on each boy and on his particular
+need, for the request, or complaint, or trouble, is sometimes quite
+trivial and foolish, and yet it may be a great source of worry to the
+boy unless it is attended to; and even if the boy cannot be satisfied he
+can generally be sent away contented. One of the most difficult tasks
+for a teacher is to have sufficient control over his attention to be
+able continually to turn it from one subject to another without losing
+intensity, and to bear cheerfully the strain this effort involves. We
+often speak of something taxing a person's patience, but we really mean
+that it taxes a person's attention, for impatience is only the desire of
+the mind to attend to something more interesting than that which for the
+moment occupies it.&quot;</p>
+
+<p>Boys must be helped to concentrate their attention on what they are
+doing, for their minds are always wandering away from the subject in
+hand. The world outside them is so full of attractive objects new and
+interesting to them, that their attention runs away after each fresh
+thing that comes under their eyes. A child is constantly told to
+observe, and he takes pleasure in doing so; when he begins to reason he
+must for the time stop observing and concentrate his mind on the subject
+he is studying. This change is at first very difficult for him, and the
+teacher must help him to take up the new attitude. Sometimes attention
+wanders because the boy is tired, and then the teacher should try to put
+the subject in a new way. The boy does not generally cease to pay
+attention wilfully and deliberately, and the teacher must be patient
+with the restlessness so natural to youth. Let him at least always be
+sure that the want of attention is not the result of his own fault, of
+his own way of teaching.</p>
+
+<p>If the attention of the teachers and the boys is trained in this way,
+the whole school life will become fuller and brighter, and there will be
+no room for the many harmful thoughts which crowd into the uncontrolled
+mind. Even when rest is wanted by the mind, it need not be quite empty;
+in the words of the Master: &quot;Keep good thoughts always in the background
+of it, ready to come forward the moment it is free.&quot;</p>
+
+<p>The Master goes on to explain how the mind may be used to help others,
+when it has been brought under control. &quot;Think each day of some one whom
+you know to be in sorrow, or suffering, or in need of help, and pour out
+loving thoughts upon him.&quot; Teachers hardly understand the immense force
+they may use along this line. They can influence their boys by their
+thoughts even more than by their words and actions, and by sending out a
+stream of kind and loving thoughts over the class, the minds of all the
+boys will be made quieter and happier. Even without speaking a word
+they will improve the whole atmosphere.</p>
+
+<p>This good influence of thought should spread out from the school over
+the neighbourhood. As those who live among young people keep young
+themselves, and keep the ideals and pure aspirations of youth longer
+than those who live mainly among older people, so the presence of a
+school should be a source of joy and inspiration to the surrounding
+neighbourhood or district. Happy and harmonious thought-forms should
+radiate from it, lighting up the duller atmosphere outside, pouring
+streams of hope and strength into all within its sphere of influence.
+The poor should be happier, the sick more comfortable, the aged more
+respected, because of the school in their midst.</p>
+
+<p>If the teacher often speaks on these subjects to his boys, and from time
+to time places some clear thought before them, which they all think
+about together, much good may be done. For thought is a very real and
+powerful force, especially when many join together with some common
+thought in their minds. If any great disaster has happened, causing
+misery to numbers of people, the teacher might take advantage of the
+religious service to draw attention to the need, and ask the boys to
+join with him in sending thoughts of love and courage to the sufferers.</p>
+
+<p>The last point mentioned by the Master is pride: &quot;Hold back your mind
+from pride,&quot; He says, &quot;for pride comes only from ignorance.&quot; We must not
+confuse pride with the happiness felt when a piece of work is well done;
+pride grows out of the feeling of separateness: &quot;<i>I</i> have done better
+than others.&quot; Happiness in good work should grow out of the feeling of
+unity: &quot;I am glad to have done this to help us all.&quot; Pride separates a
+person from others, and makes him think himself superior to those around
+him; but the pleasure in some piece of work well done is helpful and
+stimulating, and encourages the doer to take up some more difficult
+work. When we share with others any knowledge we have gained, we lose
+all feeling of pride, and the wish to help more, instead of the wish to
+excel others, becomes the motive for study.</p>
+<a name="2"></a>
+<p>2. <i>Self-control in action</i>. The Master points out that while &quot;there
+must be no laziness, but constant activity in good work ... it must be
+your <i>own</i> duty that you do&mdash;not another man's, unless with his
+permission and by way of helping him.&quot; The teacher has, however, a
+special duty in this connection; for while he must offer to his boys
+every opportunity for development along their own lines, and must be
+careful not to check their growth or to force it in an unsuitable
+direction, he is bound to guide them very carefully, to watch them very
+closely, and, as Master has said, to tell them gently of their faults.
+The teacher is in charge of his boys while they are in school, and must,
+while they are there, take the place of their parents.</p>
+
+<p>His special lesson of self-control is to learn to adapt his own methods
+to the stage through which his boys are passing. While contenting
+himself with watching and encouraging them when their activity is
+running along right lines, he must be ready to step in&mdash;with as little
+disturbance as possible&mdash;to modify the activity if it becomes excessive,
+to stimulate it if it becomes dull, and to turn it into new channels if
+it has taken a wrong course. In any necessary interposition he should
+try to make the boys feel that he is helping them to find the way they
+have missed but really wished to go, rather than forcing them to go his
+way. Many boys have failed to develop the necessary strength of
+character, because the teacher, by constant interference, has imposed on
+them his own knowledge as to right action, instead of trying to awaken
+their judgment and intuition. The boys become accustomed to depend
+entirely on him, instead of learning gradually to walk alone.</p>
+
+<p>The teacher must be very careful not to allow outside interests to take
+him away from his duties in the school. Many teachers do not seem to
+realise that the school should occupy as much time as they can possibly
+give to it outside their home duties. They sometimes do the bare amount
+of work necessary, and then rush away to some other occupation which
+they find more interesting. No teacher can be really successful in his
+profession unless it is the thing he cares for most, unless he is eager
+to devote all the time he can to his boys, and feels that he is
+happiest when he is working with them or for them.</p>
+
+<p>We are always told that enthusiasm and devotion to their work mark the
+successful business man, the successful official, the successful
+statesman; they are equally necessary for the successful teacher. Anyone
+who desires to rise high in the profession of teaching must bring to his
+work, not only ability, but similar enthusiasm and devotion. Surely even
+more enthusiasm and devotion should be brought to the moulding of many
+hundreds of young lives than to the gaining of money or power. Every
+moment that the teacher is with his boys he can help them, for, as has
+always been taught in India, being near a good man helps one's
+evolution. Away from the school he should be thinking of them and
+planning for them, and this he cannot do if his whole mind, out of
+school, is taken up with other interests. On this, again, I may quote
+Mr. Arundale: &quot;When I get up in the morning my first thought is what has
+to be done during the day generally and as regards my own work in
+particular. A rapid mental survey of the School and College enables me
+to see whether any student seems to stand out as needing particular
+help. I make a note of any such student in my note book, so that I may
+call him during the day. Then before College hours, before I take up any
+extraneous work, I look through my own lectures to see that I am ready
+far them. By this time students are continually dropping in with
+questions, with their hopes and aspirations, with difficulties and with
+troubles, some with slight ailments they want cured. I have a special
+little place in which to see those young men, so that the atmosphere
+may be pure and harmonious, and upon each one I endeavour to concentrate
+my whole attention, shutting everything else completely off, and I am
+not satisfied unless each boy leaves me with a smile upon his face.&quot;</p>
+
+<p>Unless a teacher works in this spirit, he does not understand how sacred
+and solemn a trust is placed in his hands. No teacher is worthy of the
+name who does not realise that he serves God most truly and his country
+most faithfully when he lives and works with his boys. His
+self-sacrificing life, lived amongst them, inspires them to perform
+their duties well, as they see him performing his, and thus they grow in
+reverence and patriotism. These boys are God's children entrusted to his
+care; they are the hope of the nation placed in his hands. How shall he
+answer to God and the nation, when the trust passes out of his hands, if
+he has not consecrated his whole time and thought to discharge it
+faithfully, but has allowed the boys to go out into the world with out
+love to God, and without the wish and power to serve their country?</p>
+
+<p>Boys, as well as teachers, must learn self-control in action. They must
+not so engage in other activities as to neglect their ordinary school
+duties. My Master says to those who wish to serve Him: &quot;You must do
+ordinary work better than others, not worse.&quot; A boy's first duty in
+school is to learn well, and nothing should lead him to neglect his
+regular school work. Outside this&mdash;as it is best that his activities
+should be kept within the school&mdash;the wise teacher will provide within
+the school organisation all the activities in which his boys can
+usefully take part. If there should be any national organisation to
+which he thinks it useful that they should belong, he will himself
+organise a branch of it within the school and he himself and the other
+teachers will take part in it. For example the Boy-Scout movement and
+the Sons of India are both national organisations, but branches of them
+should be formed in the separate schools. Teachers should train their
+boys to realise that just as the home is the centre of activity for the
+child, so is the school the centre of activity for the youth. As the
+child draws his life and energy from the home, so the youth should draw
+his from the school. The most useful work should be done in connection
+with the school so that it may form part of the general education of the
+boy, and be in harmony with the rest of his growth. There should be in
+the school debating societies, in which the rules of debate are
+carefully observed, so that the boys may learn self-control in argument;
+dramatic clubs in which they may learn control of expression; athletic
+clubs in which control of mind and action are both acquired; literary
+societies for boys specially interested in certain studies; societies
+for helping the poorer students.</p>
+
+<p>It is also very important to give the boys an opportunity of
+understanding the conditions under which their country is growing, so
+that in the school they may practice patriotism apart from politics. It
+is very unfortunate that in India students are often taught by
+unscrupulous agitators that love of their country should be shown by
+hatred of other countries; the boys would never believe this, if their
+own school provided patriotic services for its boys, so as to give a
+proper outlet for the enthusiasm they rightly feel. They only seek an
+outlet away from the school because none is provided for them within it.</p>
+
+<p>Groups of students should be formed for various kinds of social service
+according to the capacities of the boys, and the needs of their
+surroundings: for the protection of animals, for rendering first aid to
+the injured, for the education of the depressed classes, for service in
+connection with national and religious festivals, and so on. Boys, for
+whom such forms of service are provided in their schools, will not want
+to carry them on separately.</p>
+
+<p>Boys have a special opportunity of practising self-control in action
+when they play games. The boys come from the more formal discipline of
+the class-room into conditions in which there is a sudden cessation of
+external authority; unless they have learned to replace this with
+self-control, we shall see in the play-ground brutality in the stronger
+followed by fear in the weaker. The playing fields have a special value
+in arousing the power of self-discipline, and if teachers are there who
+set the example of submitting to the authority of the captain, of
+showing gentleness and honour, and playing for the side rather than for
+themselves, they will much help the boys in gaining self-control.</p>
+
+<p>The boys also will see the teacher in a new light; he is no longer
+imposing his authority upon them as a teacher, but he is ruling himself
+from within and subordinating his own action to the rules of the game,
+and to the interests of those who are playing with him. The boy who
+enters the field with no other idea than that of enjoying himself as
+much as he can, even at the expense of his fellow-students, will learn
+from his teacher's example that he is happiest when playing for others,
+not for himself alone, and that he plays best when the object of the
+game is the honour of the school and not his own advantage. He also
+learns that the best player is the boy who practises his strokes
+carefully, and uses science to direct strength. Desiring to be a good
+player himself, he begins to train his body to do as he wishes, thus
+gaining self-control in action; through this self-control he learns the
+great lesson, that self-control increases happiness and leads to
+success.</p>
+
+<p>Another thing learned in the play-ground is control of temper, for a boy
+who loses his temper always plays badly. He learns not to be hasty and
+impatient, and to control his speech even when he is losing, and not to
+show vanity when he wins. Thus he is making a character, strong and
+well-balanced, which will be very useful to him when he comes to be a
+man. All this is really learned better in the play-ground than in the
+class-room.</p>
+<a name="3"></a>
+<p>3. <i>Tolerance</i>. Most of my Master's directions under this head are
+intended mainly for disciples, but still their spirit may be applied to
+those who are living the ordinary life. Tolerance is a virtue which is
+very necessary in schools, especially when the scholars are of different
+faiths. &quot;You must feel,&quot; says my Master, &quot;perfect tolerance for all, and
+a hearty interest in the beliefs of those of another religion, just as
+much as in your own. For their religion is a path to the highest just
+as yours is. And to help all you must understand all.&quot; It is the duty of
+the teacher to be the first in setting an example along these lines.</p>
+
+<p>Many teachers, however, make the mistake of thinking that the views and
+rules to which they are themselves accustomed are universal principles
+which everybody ought to accept. They are therefore anxious to destroy
+the students' own convictions and customs, in order to replace them by
+others which they think better. This is especially the case in countries
+like India, where the boys are of many religions. Unless the teacher
+studies sympathetically the religions of his pupils, and understands
+that the faith of another is as dear to him as his own is to himself, he
+is likely to make his boys unbelievers in all religion. He should take
+special care to speak with reverence of the religions to which his boys
+belong, strengthening each in the great principles of his own creed, and
+showing the unity of all religions by apt illustrations taken from the
+various sacred books. Much can be done in this direction during the
+religious service which precedes the ordinary work of the day, if this
+be carried out on lines common to all; while each boy should be taught
+the doctrines of his own religion, it would be well if he were reminded
+once in the day of the unity of all religions, for, as the Master said,
+every &quot;religion is a path to the highest.&quot;</p>
+
+<p>An example would thus be set in the school of members of different
+religions living happily side by side, and showing respect to each
+other's opinions. I feel that this is one of the special functions of
+the school in the life of the nation. At home the boy is always with
+those who hold the same opinions as himself, and he has no opportunity
+of coming into touch with other beliefs and other customs. At school he
+should have the opportunity of meeting other ways of believing, and the
+teacher should lead him to understand these, and to see the unity
+underneath them. The teacher must never make a boy discontented with his
+own faith by speaking contemptuously of it, or by distorting it through
+his own ignorance. Such conduct on his part leads a boy to despise all
+religion.</p>
+
+<p>Then again there are many different customs which belong to the
+different parts of the country. People often exaggerate these and look
+on them as essential parts of religion instead of only as marks of the
+part of the country in which they were born. Hence they look with
+contempt or disapproval on those whose customs differ from their own,
+and they keep themselves proudly separate. I do not know how far this is
+a difficulty in western countries, but in India I think that customs
+separate us much more than physical distance or religious differences.
+Each part of the country has its own peculiarities as to dress, as to
+the manner of taking food, as to the way of wearing the hair, school
+boys are apt at first to look down upon those of their schoolfellows
+whose appearance or habits differ from their own. Teachers should help
+boys to get over these trivial differences and to think instead of the
+one Motherland to which they all belong.</p>
+
+<p>We have already said that patriotism should be taught without race
+hatred, and we may add that understanding and loving other nations is
+part of the great virtue of tolerance. Boys are obliged to learn the
+history of their own and of other nations; and history, as it is taught,
+is full of wars and conquests. The teacher should point out how much
+terrible suffering has been caused by these, and that though, in spite
+of them, evolution has made its way and has even utilised them, far more
+can be gained by peace and good will than by hatred. If care is taken to
+train children to look on different ways of living with interest and
+sympathy instead of with distrust and dislike, they will grow up into
+men who will show to all nations respect and tolerance.</p>
+<a name="4"></a>
+<p>4. <i>Cheerfulness</i>. No teacher who really loves his students can be
+anything but cheerful during school hours. No brave man will allow
+himself to be depressed, but depression is particularly harmful in a
+teacher, for he is daily in contact with many boys, and he spreads among
+them the condition of his own mind. If the teacher is depressed the boys
+cannot long be cheerful and happy; and unless they are cheerful and
+happy they cannot learn well. If teachers and boys associate
+cheerfulness with their school life, they will not only find the work
+easier than it would otherwise be, but they will turn to the school as
+to a place in which they can for the time live free from all cares and
+troubles.</p>
+
+<p>The teacher should train himself to turn away from all worrying and
+depressing thoughts the moment he enters the school gate, for his
+contribution to the school atmosphere, in which the boys must live and
+grow, must be cheerfulness and energy. The best way to get rid of
+depression is to occupy the mind with something bright and interesting,
+and this should not be difficult when he is going to his boys. Thoughts
+die when no attention is paid to them so it is better to turn away from
+depressing thoughts than to fight them. Cheerfulness literally increases
+life, while depression diminishes it, and by getting rid of depression
+the teacher increases his energy. It is often indeed very difficult for
+the teacher, who has the cares of family life upon him, to keep free
+from anxiety, but still he must try not to bring it into the school.</p>
+
+<p>Mr. Arundale tells me that he has made a habit of becoming cheerful the
+moment he enters the College gates, however worried he may have been
+beforehand, because, he writes: &quot;I want my contribution to the school
+day to be happiness and interest, and by a daily process of making
+myself pretend to be cheerful when the College gates are entered, I have
+finally succeeded in becoming so. If, as I pass through the grounds to
+my office, I see any student looking dull and gloomy, I make a point of
+going up to him in order to exert my cheerfulness against his gloom, and
+the gloom soon passes away. Then comes the religious service, and when I
+take my seat upon the platform with the religious instructor, I try to
+ask the Master's blessing on all the dear young faces I see before me,
+and I look slowly around upon each member of the audience, trying to
+send out a continual stream of affection and sympathy.&quot;</p>
+
+<p>I have already said that boys watch their teachers' faces to see if they
+are in a good or a bad mood. If the teacher is always cheerful and
+loving, the boys will no longer watch him, for they will have learned to
+trust him, and all anxiety and strain will disappear. If the teacher
+displays constant cheerfulness, he sends out among his boys streams of
+energy and good will, new life pours into them, their attention is
+stimulated, and the sympathy of the teacher conquers the carelessness of
+the boy.</p>
+
+<p>Just as a boy learns control of action on the play-ground, so he may
+learn there this virtue of cheerfulness. To be cheerful in defeat makes
+the character strong, and the boy who can be cheerful and good-tempered
+in the face of the team which has just defeated him is well on the way
+to true manliness.</p>
+<a name="5"></a>
+<p>5. <i>One-pointedness</i>. One-pointedness, the concentration of attention
+on each piece of work as it is being done, so that it may be done as
+well as possible, largely depends upon interest. Unless the teacher is
+interested in his work, and loves it beyond all other work, he will not
+be able to be really one-pointed. He must be so absorbed in his school
+duties that his mind is continually occupied in planning for his boys,
+and looks upon everything in the light of its possible application to
+his own particular work.</p>
+
+<p>One-pointedness means enthusiasm, but enthusiasm is impossible without
+ideals. So the teacher who desires to be one-pointed must be full of
+ideals to which he is eager to lead his school. These ideals will
+sharpen his attention, and make him able to concentrate it even upon
+quite trivial details. He will have the ideal school in his mind, and
+will always be trying to bring the real school nearer to it. To be
+one-pointed, therefore, the teacher must not be contented with things as
+they are, but must be continually on the alert to take advantage of
+every opportunity of improvement.</p>
+
+<p>The teacher's ideal will of course be modified as he learns more of his
+students' capacities and of the needs of the nation. In this way, as the
+years pass, the teacher may find himself far from the early ideals that
+at first gave him one-pointedness. Ideals will still guide him, but they
+will be more practical, and so his one-pointedness will be much keener
+and will produce larger results.</p>
+
+<p>The Master quotes two sayings which seem to me to show very clearly the
+lines along which one-pointedness should work: &quot;Whatsoever thy hand
+findeth to do, do it with thy might&quot;; and: &quot;Whatsoever ye do, do it
+<i>heartily</i>, as to the Lord and not unto men.&quot; It must be done &quot;as to the
+Lord.&quot; The Master says: &quot;Every piece of work must be done
+religiously&mdash;done with the feeling that it is a sacred offering to be
+laid on the altar of the Lord. 'This do I, O Lord, in Thy name and for
+Thee.' Thinking this, can I offer to Him anything but my very best? Can
+I let <i>any</i> piece of my work be done carelessly or inattentively, when I
+know that it is being done expressly for Him? Think how you would do
+your work if you knew that the Lord Himself were coming directly to see
+it; and then realise that He <i>does</i> see it, for all is taking place
+within His consciousness. So will you do your duty 'as unto the Lord and
+not as unto men'.&quot;</p>
+
+<p>The work must be done, too, according to the teacher's knowledge of the
+principles of evolution, and not merely out of regard to small and
+fleeting interests. The teacher must therefore gradually learn his own
+place in evolution, so that he may become one-pointed as to himself;
+unless he practises one-pointedness with regard to his own ideal for
+himself, he will not be able to bring it to bear on his surroundings.
+He must try to be in miniature the ideal towards which he hopes to lead
+his boys, and the application of the ideal to himself will enable him to
+see in it details which otherwise would escape his notice, or which he
+might neglect as unimportant.</p>
+
+<p>The practical application, then, of one-pointedness lies in the
+endeavour to keep before the mind some dominant central ideal towards
+which the whole of the teachers' and boys' daily routine shall be
+directed, so that the small life may be vitalised by the larger, and
+all may become conscious parts of one great whole. The ideal of service,
+for instance, may be made so vivid that the whole of daily life shall be
+lived in the effort to serve.</p>
+
+<a name="6"></a>
+<p>6. <i>Confidence</i>. First among the qualifications for the teacher has been
+placed Love, and it is fitting that this little book should end with
+another qualification of almost equal importance&mdash;Confidence. Unless the
+teacher has confidence in his power to attain his goal, he will not be
+able to inspire a similar confidence in his boys, and self-confidence is
+an indispensable attribute for success in all departments of human
+activity. The Master has beautifully explained why we have the right to
+be confident.</p>
+
+<p>&quot;You must trust yourself. You say you know yourself too well? If you
+feel so, you do <i>not</i> know yourself; you know only the weak outer husk,
+which has fallen often into the mire. But <i>you</i>&mdash;the real you&mdash;you are a
+spark of God's own fire, and God, Who is almighty, is in you, and
+because of that there is nothing that you cannot do if you will.&quot;</p>
+
+<p>The teacher must feel that he has the power to teach his boys and to
+train them for their future work in the world. This power is born of his
+love for them and his desire to help them, and is drawn from the one
+spiritual life of which all partake. It is because the teacher and his
+boys are one in essence, make one little flame in &quot;God's own fire,&quot; that
+the teacher has the right to be confident that every effort to help,
+growing out of his own share in the one life, will reach and stimulate
+that same life in the boys.</p>
+
+<p>He will not always be able to see at once the effect he is producing.
+Indeed, the most important influence the teacher has shows itself in
+the growing characters of the boys. No success in examinations, in
+reports, in inspections can satisfy the real teacher as to the effect of
+his work. But when he feels that his own higher nature is strengthened
+and purified by his eagerness to serve his boys, when he has the joy of
+watching the divine life in them shining out in answer to that in
+himself, then his happiness is indeed great. Then he has the peace of
+knowing that he has awakened in his boys the knowledge of their own
+divinity, which, sooner or later, will bring them to perfection.</p>
+
+<p>The teacher is justified in feeling confident because the divine life
+is in him and his boys, and they turn to him for inspiration and
+strength. Let him but send out to them all that is highest in himself,
+and he may be quite sure that there will not be one boy who will not to
+some extent respond in his own higher Self, however little the response
+may be seen by the teacher.</p>
+
+<p>This constant interplay of the one life between teacher and students
+will draw them ever nearer to each other. They learn in the school to
+live together as elder and younger brothers of the one school family.
+By living a life of brotherhood within the small area of the school,
+they will be trained to live that life in the larger area of the nation.
+Then they will gradually learn that there is but one great brotherhood
+in all the world, one divine life in all. This life each separate member
+of the brotherhood is trying to express, consciously or unconsciously.
+The teacher is indeed happy who knows his own divinity; that knowledge
+of the divinity in man is the highest lesson it will ever be his
+privilege to teach.</p>
+
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
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+The Project Gutenberg EBook of Education as Service, by J. Krishnamurti
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Education as Service
+
+Author: J. Krishnamurti
+
+Release Date: February 27, 2004 [EBook #11345]
+
+Language: English
+
+Character set encoding: US-ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK EDUCATION AS SERVICE ***
+
+
+
+
+Produced by Juliet Sutherland, and the Online Distributed Proofreading
+Team.
+
+
+
+
+
+EDUCATION AS SERVICE
+
+
+
+BY
+
+J. KRISHNAMURTI
+
+(ALCYONE)
+
+
+
+THE RAJPUT PRESS
+
+CHICAGO
+
+1912
+
+
+
+
+EDUCATION AS SERVICE
+
+
+
+
+INTRODUCTION
+
+In long past lives the author of this little book had much to do with
+educational work, and he seems to have brought over with him an intense
+interest in education. During his short visits to Benares, he paid an
+alert attention to many of the details of the work carried on in the
+Central Hindu College, observing and asking questions, noting the good
+feeling between teachers and students, so different from his own school
+experiences in Southern India. He appears to have been brooding over
+the question, and has, in this booklet, held up the educational ideals
+which appear to him to be necessary for the improvement of the present
+system.
+
+The position of the teacher must be raised to that which it used to
+occupy in India, so that to sit in the teacher's chair will be a badge
+of social honour. His work must be seen as belonging to the great
+Teaching Department in the Government of our world, and his relation
+with his pupils must be a copy of the relation between a Master and His
+disciples. Love, protective and elevating on the one side, must be met
+with love, confiding and trustful on the other. This is, in truth, the
+old Hindu ideal, exaggerated as it may seem to be to-day and if it be
+possible, in any country to rebuild this ideal, it should be by an
+Indian for Indians. Hence there is, at the back of the author's mind, a
+dream of a future College and School, wherein this ideal may be
+materialised--a Theosophical College and School, because the ancient
+Indian ideals now draw their life from Theosophy which alone can shape
+the new vessels for the ancient elixir of life Punishment must
+disappear--not only the old brutality of the cane, but all the forms of
+coercion that make hypocrites instead of honourable and manly youths.
+The teacher must embody the ideal, and the boy be drawn, by admiration
+and love, to copy it. Those who know how swiftly the unspoiled child
+responds to a noble ideal will realise how potent may be the influence
+of a teacher, who stimulates by a high example and rules by the sceptre
+of love instead of by the rod of fear. Besides, the One Life is in
+teacher and taught, as Alcyone reminds us, and to that Life, which is
+Divine, all things are possible.
+
+Education must be shaped to meet the individual needs of the child, and
+not by a Government Procrustes' bed, to fit which some are dragged
+well-nigh asunder and others are chopped down. The capacities of the
+child, the line they fit him to pursue, these must guide his education.
+In all, the child's interest must be paramount; the true teacher exists
+to serve.
+
+The school must be a centre of good and joyous influences, radiating
+from it to the neighbourhood. Studies and games must all be turned to
+the building of character, to the making of the good citizen, the lover
+of his country.
+
+Thus dreams the boy, who is to become a teacher, of the possibilities
+the future may unfold. May he realise, in the strength of a noble
+Manhood, the pure visions of his youth, and embody a Power which shall
+make earth's deserts rejoice and blossom as the rose.
+
+ANNIE BESANT.
+
+
+
+
+TO THE SUPREME TEACHER
+
+AND TO THOSE WHO FOLLOW HIM
+
+
+
+
+FOREWORD
+
+Many of the suggestions made in this little book come from my own
+memories of early school life; and my own experience since of the
+methods used in Occult training has shown me how much happier boys'
+lives might be made than they usually are. I have myself experienced
+both the right way of teaching and the wrong way, and therefore I want
+to help others towards the right way. I write upon the subject because
+it is one which is very near to the heart of my Master, and much of what
+I say is but an imperfect echo of what I have heard from Him. Then
+again, during the last two years, I have seen much of the work done in
+the Central Hindu College at Benares by Mr. G.S. Arundale and his
+devoted band of helpers. I have seen teachers glad to spend their time
+and energies in continual service of those whom they regard as their
+younger brothers. I have also watched the boys, in their turn, showing a
+reverence and an affectionate gratitude to their teachers that I had
+never thought possible.
+
+Though many people may think the ideals put forward are entirely beyond
+the average teacher, and cannot be put into practice in ordinary
+schools, I can thus point at least to one institution in which I have
+seen many of the suggestions made in this book actually carried out. It
+may be that some of them _are_, at present, beyond most schools; but
+they will be recognised and practised as soon as teachers realise them
+as desirable, and have a proper understanding of the importance of their
+office.
+
+Most of the recommendations apply, I think, to all countries, and to all
+religions, and are intended to sound the note of our common
+brotherhood, irrespective of religion or caste, race or colour. If the
+unity of life and the oneness of its purpose could be clearly taught to
+the young in schools, how much brighter would be our hopes for the
+future! The mutual distrust of races and nations would disappear, if the
+children were trained in mutual love and sympathy as members of one
+great family of children all over the world, instead of being taught to
+glory only in their own traditions and to despise those of others. True
+patriotism is a beautiful quality in children, for it means
+unselfishness of purpose and enthusiasm for great ideals; but that is
+false patriotism which shows itself in contempt for other nations. There
+are, I am told, many organisations within the various nations of the
+world, intended to inspire the children with a love for their country
+and a desire to serve her, and that is surely good; but I wonder when
+there will be an international organisation to give the children of all
+nations common ideals also, and a knowledge of the real foundation of
+right action, the Brotherhood of Man.
+
+I desire to thank my dear mother, Mrs. Annie Besant, for the help she
+has given me while I have been writing this little book, and also my
+dear friend, Mr. G.S. Arundale--with whom I have often talked on the
+subject--for many useful suggestions.
+
+J. KRISHNAMURTI.
+
+
+
+
+CONTENTS
+
+THE TEACHER
+
+I. LOVE
+
+II. DISCRIMINATION
+
+III. DESIRELESSNESS
+
+IV. GOOD CONDUCT
+
+  1. Self-control as to the mind
+
+  2. Self-control in action
+
+  3. Tolerance
+
+  4. Cheerfulness
+
+  5. One-pointedness
+
+  6. Confidence
+
+
+
+
+THE TEACHER
+
+In _At the Feet of the Master_ I have written down the instructions
+given to me by my Master in preparing me to learn how best to be useful
+to those around me. All who have read the book will know how inspiring
+the Master's words are, and how they make each person who reads them
+long to train himself for the service of others. I know myself how much
+I have been helped by the loving care of those to whom I look for
+guidance, and I am eager to pass on to others the help I have obtained
+from them.
+
+It seems to me that the Master's instructions can be universally
+applied. They are useful not only to those who are definitely trying to
+tread the path which leads to Initiation, but also to all who, while
+still doing the ordinary work of the world, are anxious to do their duty
+earnestly and unselfishly. One of the noblest forms of work is that of
+the teacher; let us see what light is thrown upon it by the words of the
+Master.
+
+I will take the four Qualifications which have been given in _At the
+Feet of the Master_, and will try to show how they can be applied to the
+life of the teacher and of the students, and to the relations which
+should exist between them.
+
+The most important Qualification in education is Love, and I will take
+that first.
+
+It is sad that in modern days the office of a teacher has not been
+regarded as on a level with other learned professions. Any one has been
+thought good enough to be a teacher, and as a result little honour has
+been paid to him. Naturally, therefore, the cleverest boys are not
+drawn towards that profession. But really the office of the teacher is
+the most sacred and the most important to the nation, because it builds
+the characters of the boys and girls who will be its future citizens. In
+olden days this office was thought so holy that only priests were
+teachers and the school was a part of the temple. In India the trust in
+the teacher was so great that the parents gave over their sons
+completely to him for many years, and teacher and students lived
+together as a family. Because this happy relation should be brought
+back again, I put Love first among the Qualifications which a teacher
+ought to have. If India is to become again the great nation which we all
+hope to see, this old happy relation must be re-established.
+
+
+
+
+I. LOVE
+
+
+My Master taught me that Love will enable a man to acquire all other
+qualities and that "all the rest without it would never be sufficient."
+Therefore no person ought to be a teacher--ought to be allowed to be a
+teacher--unless he has shown in his daily life that Love is the
+strongest quality of his nature. It may be asked: How are we to find out
+whether a person possesses Love to a sufficient degree to make him
+worthy to be a teacher? Just as a boy shows his natural capacities at an
+early age for one profession or another, so a particularly strong
+love-nature would mark a boy out as specially fitted to be an
+instructor. Such boys should be definitely trained for the office of the
+teacher just as boys are trained for other professions.
+
+Boys who are preparing for all careers live a common life in the same
+school, and they can only become useful to the nation as men, if their
+school life is happy. A young child is naturally happy, and if that
+happiness is allowed to go on and grow in the school, and at home, then
+he will become a man who will make others happy. A teacher full of love
+and sympathy will attract the boys and make their school life a pleasant
+one. My Master once said that "children are very eager to learn and if a
+teacher cannot interest them and make them love their lessons, he is not
+fit to be a teacher and should choose another profession." He has said
+also: "Those who are mine love to teach and to serve. They long for an
+opportunity of service as a hungry man longs for food, and they are
+always watching for it. Their hearts are so full of the divine Love that
+it must be always overflowing in love for those around them. Only such
+are fit to be teachers--those to whom teaching is not only a holy and
+imperative duty, but also the greatest of pleasures."
+
+A sympathetic teacher draws out all the good qualities in his pupils,
+and his gentleness prevents them from being afraid of him. Each boy then
+shows himself just as he is, and the teacher is able to see the line
+best suited to him and to help him to follow it. To such a teacher a boy
+will come with all his difficulties, knowing that he will be met with
+sympathy and kindness, and, instead of hiding his weaknesses, he will
+be glad to tell everything to one of whose loving help he is sure. The
+good teacher remembers his own youth, and so can feel with the boy who
+comes to him. My Master said: "He who has forgotten his childhood and
+lost sympathy with the children is not a man who can teach them or help
+them."
+
+This love of the teacher for his pupil, protecting and helping him, will
+bring out love from the pupil in turn, and as he looks up to his teacher
+this love will take the form of reverence. Reverence, beginning in this
+way with the boy, will grow as he grows older, and will become the habit
+of seeing and reverencing greatness, and so perhaps in time may lead him
+to the Feet of the Master. The love of the boy to the teacher will make
+him docile and easy to guide, and so the question of punishment will
+never arise. Thus one great cause of fear which at present poisons all
+the relations between the teacher and his pupil will vanish. Those of us
+who have the happiness of being pupils of the true Masters know what
+this relation ought to be. We know the wonderful patience, gentleness
+and sympathy with which They always meet us, even when we may have made
+mistakes or have been weak.
+
+Yet there is much more difference between Them and us than between the
+ordinary teacher and his pupil. When the teacher has learned to look
+upon his office as dedicating him to the service of the nation, as the
+Master has dedicated Himself to the service of humanity, then he will
+become part of the great Teaching Department of the world, to which
+belongs my own beloved Master--the Department of which the supreme
+Teacher of Gods and men is the august Head.
+
+It may be said that many boys could not be managed in this way. The
+answer is that such boys have been already spoiled by bad treatment.
+Even so, they must be slowly improved by greater patience and constant
+love. This plan has already proved successful when tried.
+
+Living in this atmosphere of love during school hours, the boy will
+become a better son and a better brother at home, and will bring home
+with him a feeling of life and vigour, instead of coming home, as he
+generally does now, depressed and tired. When he, in turn, becomes the
+head of a household, he will fill it with the love in which he has been
+brought up, and so the happiness will go on spreading and increasing,
+generation after generation. Such a boy when he becomes a father, will
+not look on his son, as so many do now, from a purely selfish point of
+view, as though he were merely a piece of property--as though the son
+existed for the sake of the father. Some parents seem to regard their
+children only as a means of increasing the prosperity and reputation of
+the family by the professions which they may adopt or the marriages that
+they may make, without considering in the least the wishes of the
+children themselves. The wise father will consult his boy as a friend,
+will take pains to find out what his wishes are, and will help him with
+his greater experience to carry out those wishes wisely, remembering
+always that his son is an ego who has come to the father to give him the
+opportunity of making good karma by aiding the son in his progress. He
+will never forget that though his son's body may be young, the soul
+within is as old as his own, and must therefore be treated with respect
+as well as affection.
+
+Love both at home and in the school will naturally show itself in
+continual small acts of service, and these will form a habit out of
+which will grow the larger and more heroic acts of service which makes
+the greatness of a nation.
+
+The Master speaks much on cruelty as a sin against love, and
+distinguishes between intentional and unintentional cruelty. He says:
+"Intentional cruelty is purposely to give pain to another living being;
+and that is the greatest of all sins--the work of a devil rather than a
+man." The use of the cane must be classed under this, for He says of
+intentional cruelty: "Many schoolmasters do it habitually." We must also
+include all words and acts _intended_ to wound the feelings of the boy
+and to hurt his self-respect. In some countries corporal punishment is
+forbidden, but in most it is still the custom. But my Master said:
+"These people try to excuse their brutality by saying that it is the
+custom; but a crime does not cease to be a crime because many commit
+it. Karma takes no account of custom; and the karma of cruelty is the
+most terrible of all. In India at least there can be no excuse for such
+customs, for the duty of harmlessness is well known to all."
+
+The whole idea of what is called "punishment" is not only wrong but
+foolish. A teacher who tries to frighten his boys into doing what he
+wishes does not see that they only obey him while he is there, and that
+as soon as they are out of his sight they will pay no attention to his
+rules, or even take a pleasure in breaking them because they dislike
+him. But if he draws them to do what he wants because they love him and
+wish to please him, they will keep his rules even in his absence, and so
+make his work much easier. Instead of developing fear and dislike in the
+characters of the boys, the wise teacher will gain his ends by calling
+forth from them love and devotion; and so will strengthen all that is
+good in them, and help them on the road of evolution.
+
+Again, the idea of expulsion, of getting rid of a troublesome boy
+instead of trying to improve him, is wrong. Even when, for the sake of
+his companions, a boy has to be separated from them, the good of the boy
+himself must not be forgotten. In fact, all through, school discipline
+should be based on the good of the boys and not on the idea of saving
+trouble to the teacher. The loving teacher does not mind the trouble.
+
+Unintentional cruelty often comes from mere thoughtlessness, and the
+teacher should be very careful not to be cruel in words or actions from
+want of thought. Teachers often cause pain by hasty words uttered at a
+time when they have been disturbed by some outside annoyance, or are
+trying to attend to some important duty. The teacher may forget the
+incident or pass it over as trivial, but in many such cases a sensitive
+boy has been wounded, and he broods over the words and ends by imagining
+all sorts of foolish exaggerations. In this way many misunderstandings
+arise between teachers and boys, and though the boys must learn to be
+patient and generous, and to realise that the teacher is anxious to help
+all as much as he can, the teacher in his turn must always be on the
+alert to watch his words, and to allow nothing but gentleness to shine
+out from his speech and actions, however busy he may be.
+
+If the teacher is always gentle to the boys, who are younger and weaker
+than himself, it will be easy for him to teach them the important lesson
+of kindness to little children, animals, birds and other living
+creatures. The older boys, who themselves are gentle and tactful, should
+be encouraged to observe the condition of the animals they see in the
+streets, and if they see any act of cruelty, to beg the doer of it very
+politely and gently, to treat the animal more kindly. The boys should
+be taught that nothing which involves the hunting and killing of animals
+should be called sport. That word ought to be kept for manly games and
+exercises, and not used for the wounding and killing of animals. My
+Master says: "The fate of the cruel must fall also upon all who go out
+intentionally to kill God's creatures and call it sport."
+
+I do not think that teachers realise the harm and the suffering caused
+by gossip, which the Master calls a sin against love. Teachers should be
+very careful not to make difficulties for their boys by gossiping about
+them. No boy should ever be allowed to have a bad name in the school,
+and it should be the rule that no one may speak ill of any other member
+of the school whether teacher or boy.
+
+My Master points out that by talking about a person's faults, we not
+only strengthen those faults in him, but also fill our own minds with
+evil thoughts. There is only one way of really getting rid of our lower
+nature, and that is by strengthening the higher. And while it is the
+duty of the teacher to understand the weaknesses of those placed in his
+charge he must realise that he will destroy the lower nature only by
+surrounding the boy with his love, thus stimulating the higher and
+nobler qualities till there is no place left for the weaknesses. The
+more the teacher gossips about the faults of the boys, the more harm he
+does, and, except during a consultation with his fellow teachers as to
+the best methods of helping individual boys out of their weaknesses, he
+should never talk about a boy's defects.
+
+The boys must also be taught the cruelty of gossip among themselves. I
+know many a boy whose life at school has been made miserable because
+his companions have been thoughtless and unkind, and the teacher either
+has not noticed his unhappiness, or has not understood how to explain to
+the boys the nature of the harm they were doing. Boys frequently take
+hold of some peculiarity in speech or in dress, or of some mistake which
+has been made, and, not realising the pain they cause, carelessly
+torture their unfortunate schoolfellow with unkind allusions. In this
+case the mischief is due chiefly to ignorance, and if the teacher has
+influence over the boys, and gently explains to them what pain they are
+giving they will quickly stop.
+
+They must be taught, too, that nothing which causes suffering or
+annoyance to another can ever be the right thing to do, nor can it ever
+be amusing to any right-minded boy. Some children seem to find pleasure
+in teasing or annoying others, but that is only because they are
+ignorant. When they understand, they will never again be so unbrotherly.
+
+In every class-room these words of my Master should be put up in a
+prominent place: "Never speak ill of any one; refuse to listen when
+anyone else speaks ill of another, but gently say: 'Perhaps this is not
+true, and even if it is, it is kinder not to speak of it.'"
+
+There are crimes against love which are not recognised as crimes, and
+which are unfortunately very common. A teacher must use discretion in
+dealing with these, but should teach a doctrine of love so far as he is
+permitted, and may at least set a good example himself. Three of these
+are put by my Master under the head of cruelties caused by superstition.
+
+1. Animal sacrifice. Among civilised nations this is now found only in
+India, and is tending to disappear even there. Parents and teachers
+should tell their boys that no custom which is cruel is really part of
+any true religion. For we have seen that religion teaches unity, and
+therefore kindness and gentleness to everything that feels. God cannot
+therefore be served by cruelty and the killing of helpless creatures. If
+Indian boys learn this lesson of love in school they will, when they
+become men, put an end entirely to this cruel superstition.
+
+2. Much more widely spread is what my Master calls "the still more
+cruel superstition that man needs flesh for food." This is a matter that
+concerns the parent more than the teacher, but at least the teacher may
+gradually lead his boys to see the cruelty involved in killing animals
+for food. Then, even if the boy is obliged to eat meat at home, he will
+give it up when he is a man, and will give his own children a better
+opportunity than he himself had. If parents at home and teachers at
+school would train young children in the duty of loving and protecting
+all living creatures, the world would be much happier than it is at
+present.
+
+3. "The treatment which superstition has meted out to the depressed
+classes in our beloved India," says the Master, is a proof that "this
+evil quality can breed heartless cruelty even among those who know the
+duty of Brotherhood." To get rid of this form of cruelty every boy must
+be taught the great lesson of love, and much can be done for this in
+school as well as at home. The boy at school has many special
+opportunities of learning this lesson, and the teacher should point out
+the duty of showing courtesy and kindness to all who are in inferior
+positions, as well as to the poor whom he may meet outside. All who know
+the truth of reincarnation should realise that they are members of one
+great family, in which some are younger brethren and some elder. Boys
+must be taught to show gentleness and consideration to servants, and to
+all who are below them in social position; caste was not intended to
+promote pride and rudeness, and Manu teaches that servants should be
+treated as the children of the family.
+
+A great part of the teacher's work lies in the playground, and the
+teacher who does not play with his boys will never quite win their
+hearts. Indian boys as a rule do not play enough, and time should be
+given for games during the school day. Even the teachers who have not
+learned to play in their youth should come to the playground and show
+interest in the games, thus sharing in this part of the boy's education.
+
+In schools where there are boarding-houses the love of the teacher is
+especially necessary, for in them the boarding-house must take the
+place of the home, and a family feeling must be created there. Bright
+and affectionate teachers will be looked on as elder brothers, and
+difficulties which escape rules will be got rid of by love.
+
+In fact, all the many activities of school life should be made into
+channels through which affection can run between teacher and pupil, and
+the more channels there are the better it will be for both. As the boy
+grows older these channels will naturally become more numerous, and the
+love of the school will become the friendship of manhood. Thus love
+will have her perfect work.
+
+Love on the physical plane has many forms. We have the love of husband
+and wife, parents and children, brothers and sisters, the affection
+between relatives and friends. But all these are blended and enriched in
+the love of the Master to His disciple. The Master gives to His pupil
+the gentleness and protection of a mother, the strength of a father, the
+understanding of a brother or a sister, the encouragement of a relative
+or a friend, and He is one with His pupil and His pupil is a part of
+Him. Besides this, the Master knows His pupil's past, and His pupil's
+future, and guides him through the present from the past into the
+future. The pupil knows but little beyond the present, and he does not
+understand that great love which draws its inspiration from the memory
+of the past and shapes itself to mould the powers of the future. He may
+even sometimes doubt the wisdom of the love which guides itself
+according to a pattern which his eyes cannot see.
+
+That which I have said above may seem a very high ideal for the
+relation between a teacher and pupil down here. Yet the difference
+between them is less than the difference between a Master and His
+disciple. The lower relation should be a faint reflection of the higher,
+and at least the teacher may set the higher before himself as an ideal.
+Such an ideal will lift all his work into a higher world, and all school
+life will be made happier and better because the teacher has set it
+before him.
+
+
+
+
+II. DISCRIMINATION
+
+
+The next very necessary qualification for the teacher is Discrimination.
+My Master said that the most important knowledge was "the knowledge of
+God's plan for men, for God has a plan, and that plan is evolution."
+Each boy has his own place in evolution, and the teacher must try to see
+what that place is, and how he can best help the boy in that place. This
+is what the Hindus call Dharma, and it is the teacher's duty to find out
+the boy's dharma and to help him to fulfil it. In other words, the
+teaching given to the boy should be that which is suitable for him, and
+the teacher must use discrimination in choosing the teaching, and in his
+way of giving it. Under these conditions, the boy's progress would be
+following out the tendencies made in past lives, and would really be
+remembering the things he knew before. "The method of evolution," as a
+great Master said, "is a constant dipping down into matter under the law
+of readjustment," _i.e._ by reincarnation and karma. Unless the teacher
+knows these truths, he cannot work with evolution as he should do, and
+much of his time and of his pupil's time will be wasted. It is this
+ignorance which causes such small results to be seen, after many years
+at school, and which leaves the boy himself so ignorant of the great
+truths which he needs to guide his conduct in life.
+
+Discrimination is wanted in the choice of subjects and in the way in
+which they are taught. First in importance come religion and morals, and
+these must not only be taught as subjects but must be made both the
+foundation and the atmosphere of school life, for these are equally
+wanted by every boy, no matter what he is to do later in life. Religion
+teaches us that we are all part of One Self, and that we ought therefore
+help one another. My Master said that people "try to invent ways for
+themselves which they think will be pleasant for themselves, not
+understanding that all are one, and that therefore only what the One
+wills can ever be really pleasant for anyone." And He also said: "You
+can help your brother through that which you have in common with him,
+and that is the Divine life." To teach this is to teach religion, and
+to live it is to lead the religious life.
+
+At present the value of the set moral teaching is largely made useless
+by the arrangements of the school. The school day should always open
+with something of the nature of a religious service, striking the note
+of a common purpose and a common life, so that the boys, who are all
+coming from different homes and different ways of living may be tuned to
+unity in the school. It is a good plan to begin with a little music or
+singing so that the boys, who often come rushing in from hastily taken
+food, may quiet down and begin the school day in an orderly way. After
+this should come a prayer and a very short but beautiful address,
+placing an ideal before the boys.
+
+But if these ideals are to be useful, they must be practised all through
+the school day, so that the spirit of the religious period may run
+through the lessons and the games. For example, the duty of the strong
+to help the weak is taught in the religious hour, and yet for the rest
+of the day the strong are set to outstrip the weak, and are given
+valuable prizes for their success in doing so. These prizes make many
+boys jealous and discourage others, they stimulate the spirit of
+struggle. The Central Hindu College Brotherhood has for its motto: "The
+ideal reward is an increased power to love and to serve." If the prizes
+for good work and conduct and for helping others were positions of
+greater trust and power of helping, this motto would be carried out. In
+fact, in school honour should be given to character and helpfulness
+rather than to strength of mind and body; strength ought to be trained
+and developed, but not rewarded for merely outstripping the weak. Such
+a school life will send out into the world men who will think more of
+filling places of usefulness to the nation than of merely gaining money
+and power for themselves.
+
+An important part of moral teaching lies in the training of the boy in
+patriotism--love of country. The above plan of teaching the boy to be of
+service in the little family of the school, will naturally widen out
+into service in the large family of the nation. This will also influence
+the boy in his choice of a profession, for he will think of the nation
+as his family, and will try to fill a useful place in the national life.
+But great care must be taken in teaching patriotism not to let the boys
+slip into hatred of other nations, as so often happens. This is
+especially important in India, where both Indian and English teachers
+should try to make good feeling between the two races living side by
+side, so that they may join in common work for the one Empire.
+
+Discrimination may also be shown in the arrangement of lessons, the most
+difficult subjects being taken early in the day, as far as possible.
+For even with the best and most carefully arranged teaching a boy will
+be more tired at the end of the school day than at the beginning.
+
+Discrimination is also wanted in the method of teaching, and in the
+amount of time given to mental and physical education. The care of the
+body and its development are of the first importance, for without a
+healthy body all teaching is wasted. It should be remembered that the
+boy can go on, learning all his life, if he is wise enough to wish to do
+so; but it is only during the years of growth that he can build up a
+healthy physical body in which to spend that life. Therefore during
+those early years the healthy development of that physical body must be
+absolutely the first consideration, and anything that cannot be learned
+compatibly with that must for the time remain unlearned. The strain on
+the boy's mind--and particularly on those of very young boys--is far too
+great and lasts far too long; the lesson period should be broken up, and
+the teacher should be very careful to watch the boys and to see that
+they do not become tired. His wish to prevent this strain will make him
+think out new ways of teaching, which will make the lessons very
+interesting; for a boy who is interested does not easily become tired. I
+myself remember how tired we used to be when we reached home, far too
+tired to do anything but lie about. But the Indian boy is not allowed to
+rest even when he comes home, for he has then to begin home lessons,
+often with a tutor, when he ought to be at rest or play. These home
+lessons begin again in the morning, before he goes to school, and the
+result is that he looks on his lessons as a hardship instead of a
+pleasure. Much of this homework is done by a very bad light and the
+boy's eyes suffer much. All home lessons should be abolished; home work
+burns the candle at both ends, and makes the boy's life a slavery.
+School hours are quite long enough, and an intelligent teacher can
+impart in them quite as much as any boy ought to learn in one day. What
+cannot be taught within those hours should be postponed until the next
+day.
+
+We see the result of all this overstrain in the prevalence of
+eye-diseases in India. Western countries set us a good example in the
+physical training of their boys, who leave school strong and healthy. I
+have heard in England that in the poorer schools the children are often
+inspected by a doctor so that any eye-disease or other defect is found
+out at once before it becomes serious. I wonder how many boys in India
+are called stupid merely because they are suffering from some eye or ear
+trouble.
+
+Discrimination should also be shown in deciding the length of the waking
+and sleeping times. These vary, of course, with age and to some extent
+perhaps with temperament. No boy should have less than nine or ten hours
+of sleep; when growth ceases, eight hours would generally be enough. A
+boy grows most during his sleep, so that the time is not in the least
+wasted.
+
+Few people realise how much a boy is affected by his surroundings, by
+the things on which his eyes are continually resting. The emotions and
+the mind are largely trained through the eye, and bare walls, or, still
+worse, ugly pictures are distinctly harmful. It is true that beautiful
+surroundings sometimes cost a little more than ugly ones, but the money
+is well spent. In some things only trouble is needed in choosing, for an
+ugly picture costs as much as a pretty one. Perfect cleanliness is also
+absolutely necessary, and teachers should be constantly on the watch to
+see that it is maintained. The Master said about the body: "Keep it
+strictly clean always; even from the minutest speck of dirt." Both
+teachers and students should be very clean and neat in their dress, thus
+helping to preserve the general beauty of the school surroundings. In
+all these things careful discrimination is wanted.
+
+If a boy is weak in a particular subject, or is not attracted by some
+subject which he is obliged to learn, a discriminating teacher will
+sometimes help him by suggesting to him to teach it to one who knows
+less than he does. The wish to help the younger boy will make the elder
+eager to learn more, and that which was a toil becomes a pleasure. A
+clever teacher will think of many such ways of helping his boys.
+
+If discrimination has been shown, as suggested in a preceding
+paragraph, in choosing the best and most helpful boys for positions of
+trust, it will be easy to teach the younger boys to look up to and wish
+to please them. The wish to please a loved and admired elder is one of
+the strongest motives in a boy, and this should be used to encourage
+good conduct, instead of using punishment to drive boys away from what
+is bad. If the teacher can succeed in attracting this love and
+admiration to himself, he will remain a helper to his students long
+after they have become men. I have been told that the boys who were
+under Dr. Arnold at Rugby continued in after life to turn to him for
+advice in their troubles and perplexities.
+
+We may perhaps add that discrimination is a most important qualification
+for those whose duty it is to choose the teachers. High character and
+the love-nature of which we have already spoken are absolutely necessary
+if the above suggestions are to be carried out.
+
+
+
+
+III. DESIRELESSNESS
+
+
+The next qualification to be considered is Desirelessness.
+
+There are many difficulties in the way of the teacher when he tries to
+acquire desirelessness, and it also requires special consideration from
+the standpoint of the student.
+
+As has been said in _At the Feet of the Master_: "In the light of His
+holy Presence all desire dies, _but_ the desire to be like Him." It is
+also said in the Bhagavad Gita that all desire dies "when once the
+Supreme is seen." This is the ideal at which to aim, that the One Will
+shall take the place of changing desires. This Will is seen in our
+dharma, and in a true teacher, one whose dharma is teaching, his one
+desire will be to teach, and to teach well. In fact, unless this desire
+is felt, teaching is not his dharma, for the presence of this desire is
+inseparable from real capacity to teach.
+
+We have already said that little honour, unfortunately, is attached to
+the post of a teacher, and that a man often takes the position because
+he can get nothing else, instead of because he really wants to teach,
+and knows that he can teach. The result is that he thinks more about
+salary than anything else, and is always looking about for the chance of
+a higher salary. This becomes his chief desire. While the teacher is no
+doubt partly to blame for this, it is the system which is mostly in
+fault, for the teacher needs enough to support himself and his family,
+and this is a right and natural wish on his part. It is the duty of the
+nation to see that he is not placed in a position in which he is obliged
+to be always desiring increase of salary, or must take private tuition
+in order to earn enough to live. Only when this has been done will the
+teacher feel contented and happy in the position he occupies, and feel
+the dignity of his office as a teacher, whatever may be his position
+among other teachers--which is, I fear, now marked chiefly by the amount
+of his salary. Only the man who is really contented and happy can have
+his mind free to teach well.
+
+The teacher should not desire to gain credit for himself by forcing a
+boy along his own line, but should consider the special talent of each
+boy, and the way in which _he_ can gain most success. Too often the
+teacher, thinking only of his own subject, forgets that the boy has to
+learn many subjects. The one on which most stress should be laid is the
+one most suited to the boy's capacity. Unless the teachers co-operate
+with each other, the boy is too much pressed, for each teacher urges him
+on in his own subject, and gives him home-lessons in this. There are
+many teachers, but there is only one boy.
+
+Again, the boy's welfare must be put by the teacher before his own
+desire to obtain good results in an examination. Sometimes it is better
+for a boy to remain for another year in a class and master a subject
+thoroughly rather than to go up for an examination which is really too
+difficult for him. In such a case it is right to keep him back. But it
+is not right to keep him back merely for the sake of good results for
+the teacher. On the other hand, a teacher has sometimes to resist the
+parents who try to force the boy beyond his strength, and think more of
+his rising into a higher class than of his really knowing his subjects.
+
+Unless the teacher has desirelessness, his own desires may blind him to
+the aspirations and capacities of the boys in his care, and he will be
+frequently imposing his own wishes on them instead of helping them in
+their natural development. However much a teacher may be attracted
+towards any profession or any particular set of ideas, he must so
+develop desirelessness that while he creates in his pupils an enthusiasm
+for principles, he shall not cramp them within the limits of any
+particular application of the principles, or allow their generous
+impulses--unbalanced by experience--to grow into narrow fanaticism.
+Thus, he should teach the principles of citizenship, but not party
+politics. He should teach the value of all professions to a nation, if
+honourably filled, and not the superiority of one profession over
+another.
+
+
+
+
+IV. GOOD CONDUCT
+
+
+There are six points which are summed up by the Master as Good Conduct.
+These are:
+
+1. Self-control as to the mind.
+
+2. Self-control in action.
+
+3. Tolerance.
+
+4. Cheerfulness.
+
+5. One-pointedness.
+
+6. Confidence.
+
+We will take each of these in turn.
+
+1. _Self-control as to the mind_ is a most important qualification for a
+teacher, for it is principally through the mind that he guides and
+influences his boys. In the first place it means, as my Master has
+said, "control of temper, so that you may feel no anger or impatience."
+It is obvious that much harm will be done to boys if their teacher is
+often angry and impatient. It is true that this anger and impatience are
+often caused by the outer conditions of the teacher's life, but this
+does not prevent their bad effect on the boys. Such feelings, due
+generally to very small causes, re-act upon the minds of the students,
+and if the teacher is generally impatient and very often angry, he is
+building into the character of the boys germs of impatience and anger
+which may in after life destroy their own happiness, and embitter the
+lives of their relations and friends.
+
+We have to remember also that the boys themselves often come to school
+discontented and worried on account of troubles at home, and so both
+teachers and boys bring with them angry and impatient thoughts, which
+spread through the school, and make the lessons difficult and unpleasant
+when they should be easy and full of delight. The short religious
+service referred to in an early part of this little book should be
+attended by teachers as well as students, and should act as a kind of
+door to shut out such undesirable feelings. Then both teachers and
+students would devote their whole energies to the creation of a happy
+school, to which all should look forward in the morning, and which all
+should be sorry to leave at the end of the school day.
+
+The lack of control of temper, it must be remembered, often leads to
+injustice on the part of the teacher, and therefore to sullenness and
+want of confidence on the boy, and no boy can make real progress, or be
+in any real sense happy, unless he has complete confidence in the
+justice of his elders. Much of the strain of modern school life is due
+to this lack of confidence, and much time has to be wasted in breaking
+down barriers which would never have been set up if the teacher had been
+patient.
+
+Anger and impatience grow out of irritability. It is as necessary for
+the boy to understand his teacher as for the teacher to understand the
+boy, and hasty temper is an almost insuperable obstacle in the way of
+such understanding. "The teacher is angry to-day," "The teacher is
+irritable to-day," "The teacher is short-tempered to-day," are phrases
+too often on the lips of boys, and they produce a feeling of discomfort
+in the class-room that makes harmony and ease impossible. Boys learn to
+watch their teachers, and to guard themselves against their moods, and
+so distrust replaces confidence. The value of the teacher depends upon
+his power of inspiring confidence, and he loses this when he gives way
+to irritability. This is particularly important with young children,
+for they are eager to learn and eager to love, and only those who have
+no business to be teachers would dare to meet such eagerness by anger.
+It is of course true that younger boys are in many ways more difficult
+to teach than elder ones; for they have not yet learned how to make
+efforts, nor how to control and guide them when made. The teacher has
+therefore to help them much more than the elder boys who have learned
+largely to help themselves. The chief difficulty is to make the best use
+of the young energies by finding them continual and interesting
+employment; if the young enthusiasms are checked harshly instead of
+being guided sympathetically they will soon die out, and the boy will
+become dull and discontented.
+
+I have read that youth is full of enthusiasm and ideals, and that these
+gradually disappear with age, until a man is left with few or none. But
+it seems to me that enthusiasm, if real, should not die out, and leave
+cynicism behind, but rather should become stronger and more purposeful
+with age. The young children coming straight out of the heaven-world
+have brought with them a feeling of unity, and this feeling should be
+strengthened in them, so that it may last on through life. Anger and
+irritability belong only to the separated self, and they drive away the
+feeling of unity.
+
+Self-control also involves calmness, courage and steadiness. Whatever
+difficulties the teacher may have either at home or at school, he must
+learn to face them bravely and cheerfully, not only that he may avoid
+worry for himself, but also that he may set a good example to his boys,
+and so help them to become strong and brave. Difficulties are much
+increased by worrying over them, and by imagining them before they
+happen--doing what Mrs. Besant once called, "crossing bridges before we
+come to them." Unless the teacher is cheerful and courageous with his
+own difficulties, he will not be able to help the boys to meet _their_
+difficulties bravely. Most obstacles grow small before a contented mind,
+and boys who bring this to their work will find their studies much
+easier than if they came to them discontented and worried. Courage and
+steadiness lead to self-reliance, and one who is self-reliant can
+always be depended on to do his duty, even under difficult
+circumstances.
+
+Self-control as to the mind also means concentration on each piece of
+work as it has to be done. My Master says about the mind: "You must not
+let it wander. Whatever you are doing, fix your thought upon it, that it
+may be perfectly done." Much time is lost in school because the boys do
+not pay sufficient attention to their work; and unless the teacher is
+himself paying full attention to it the minds of the boys are sure to
+wander. Prayer and meditation are intended to teach control of the
+mind, but these are practised only once or twice a day. Unless the mind
+is controlled all day long by paying attention to everything we do, as
+the Master directs, we shall never gain real power over our minds, so
+that they may be perfect instruments.
+
+One of the most difficult parts of a teacher's duty is to turn quickly
+from one subject to another, as the boys come to him with their
+different questions and troubles. His mind must be so fully under his
+control that he can pay complete attention to the particular anxiety of
+each boy, taking up one after the other with the same care and interest,
+and without any impatience. If he does not pay this full attention he is
+sure to make mistakes in the advice which he gives, or to be unjust in
+his decisions, and out of such mistakes very serious troubles may arise.
+
+On this point my friend, Mr. G.S. Arundale, the well-known Principal of
+the Central Hindu College, writes: "At frequent intervals, of course,
+boys come with complaints, with petitions, and here I have to be very
+careful to concentrate my attention on each boy and on his particular
+need, for the request, or complaint, or trouble, is sometimes quite
+trivial and foolish, and yet it may be a great source of worry to the
+boy unless it is attended to; and even if the boy cannot be satisfied he
+can generally be sent away contented. One of the most difficult tasks
+for a teacher is to have sufficient control over his attention to be
+able continually to turn it from one subject to another without losing
+intensity, and to bear cheerfully the strain this effort involves. We
+often speak of something taxing a person's patience, but we really mean
+that it taxes a person's attention, for impatience is only the desire of
+the mind to attend to something more interesting than that which for the
+moment occupies it."
+
+Boys must be helped to concentrate their attention on what they are
+doing, for their minds are always wandering away from the subject in
+hand. The world outside them is so full of attractive objects new and
+interesting to them, that their attention runs away after each fresh
+thing that comes under their eyes. A child is constantly told to
+observe, and he takes pleasure in doing so; when he begins to reason he
+must for the time stop observing and concentrate his mind on the subject
+he is studying. This change is at first very difficult for him, and the
+teacher must help him to take up the new attitude. Sometimes attention
+wanders because the boy is tired, and then the teacher should try to put
+the subject in a new way. The boy does not generally cease to pay
+attention wilfully and deliberately, and the teacher must be patient
+with the restlessness so natural to youth. Let him at least always be
+sure that the want of attention is not the result of his own fault, of
+his own way of teaching.
+
+If the attention of the teachers and the boys is trained in this way,
+the whole school life will become fuller and brighter, and there will be
+no room for the many harmful thoughts which crowd into the uncontrolled
+mind. Even when rest is wanted by the mind, it need not be quite empty;
+in the words of the Master: "Keep good thoughts always in the background
+of it, ready to come forward the moment it is free."
+
+The Master goes on to explain how the mind may be used to help others,
+when it has been brought under control. "Think each day of some one whom
+you know to be in sorrow, or suffering, or in need of help, and pour out
+loving thoughts upon him." Teachers hardly understand the immense force
+they may use along this line. They can influence their boys by their
+thoughts even more than by their words and actions, and by sending out a
+stream of kind and loving thoughts over the class, the minds of all the
+boys will be made quieter and happier. Even without speaking a word
+they will improve the whole atmosphere.
+
+This good influence of thought should spread out from the school over
+the neighbourhood. As those who live among young people keep young
+themselves, and keep the ideals and pure aspirations of youth longer
+than those who live mainly among older people, so the presence of a
+school should be a source of joy and inspiration to the surrounding
+neighbourhood or district. Happy and harmonious thought-forms should
+radiate from it, lighting up the duller atmosphere outside, pouring
+streams of hope and strength into all within its sphere of influence.
+The poor should be happier, the sick more comfortable, the aged more
+respected, because of the school in their midst.
+
+If the teacher often speaks on these subjects to his boys, and from time
+to time places some clear thought before them, which they all think
+about together, much good may be done. For thought is a very real and
+powerful force, especially when many join together with some common
+thought in their minds. If any great disaster has happened, causing
+misery to numbers of people, the teacher might take advantage of the
+religious service to draw attention to the need, and ask the boys to
+join with him in sending thoughts of love and courage to the sufferers.
+
+The last point mentioned by the Master is pride: "Hold back your mind
+from pride," He says, "for pride comes only from ignorance." We must not
+confuse pride with the happiness felt when a piece of work is well done;
+pride grows out of the feeling of separateness: "_I_ have done better
+than others." Happiness in good work should grow out of the feeling of
+unity: "I am glad to have done this to help us all." Pride separates a
+person from others, and makes him think himself superior to those around
+him; but the pleasure in some piece of work well done is helpful and
+stimulating, and encourages the doer to take up some more difficult
+work. When we share with others any knowledge we have gained, we lose
+all feeling of pride, and the wish to help more, instead of the wish to
+excel others, becomes the motive for study.
+
+2. _Self-control in action_. The Master points out that while "there
+must be no laziness, but constant activity in good work ... it must be
+your _own_ duty that you do--not another man's, unless with his
+permission and by way of helping him." The teacher has, however, a
+special duty in this connection; for while he must offer to his boys
+every opportunity for development along their own lines, and must be
+careful not to check their growth or to force it in an unsuitable
+direction, he is bound to guide them very carefully, to watch them very
+closely, and, as Master has said, to tell them gently of their faults.
+The teacher is in charge of his boys while they are in school, and must,
+while they are there, take the place of their parents.
+
+His special lesson of self-control is to learn to adapt his own methods
+to the stage through which his boys are passing. While contenting
+himself with watching and encouraging them when their activity is
+running along right lines, he must be ready to step in--with as little
+disturbance as possible--to modify the activity if it becomes excessive,
+to stimulate it if it becomes dull, and to turn it into new channels if
+it has taken a wrong course. In any necessary interposition he should
+try to make the boys feel that he is helping them to find the way they
+have missed but really wished to go, rather than forcing them to go his
+way. Many boys have failed to develop the necessary strength of
+character, because the teacher, by constant interference, has imposed on
+them his own knowledge as to right action, instead of trying to awaken
+their judgment and intuition. The boys become accustomed to depend
+entirely on him, instead of learning gradually to walk alone.
+
+The teacher must be very careful not to allow outside interests to take
+him away from his duties in the school. Many teachers do not seem to
+realise that the school should occupy as much time as they can possibly
+give to it outside their home duties. They sometimes do the bare amount
+of work necessary, and then rush away to some other occupation which
+they find more interesting. No teacher can be really successful in his
+profession unless it is the thing he cares for most, unless he is eager
+to devote all the time he can to his boys, and feels that he is
+happiest when he is working with them or for them.
+
+We are always told that enthusiasm and devotion to their work mark the
+successful business man, the successful official, the successful
+statesman; they are equally necessary for the successful teacher. Anyone
+who desires to rise high in the profession of teaching must bring to his
+work, not only ability, but similar enthusiasm and devotion. Surely even
+more enthusiasm and devotion should be brought to the moulding of many
+hundreds of young lives than to the gaining of money or power. Every
+moment that the teacher is with his boys he can help them, for, as has
+always been taught in India, being near a good man helps one's
+evolution. Away from the school he should be thinking of them and
+planning for them, and this he cannot do if his whole mind, out of
+school, is taken up with other interests. On this, again, I may quote
+Mr. Arundale: "When I get up in the morning my first thought is what has
+to be done during the day generally and as regards my own work in
+particular. A rapid mental survey of the School and College enables me
+to see whether any student seems to stand out as needing particular
+help. I make a note of any such student in my note book, so that I may
+call him during the day. Then before College hours, before I take up any
+extraneous work, I look through my own lectures to see that I am ready
+for them. By this time students are continually dropping in with
+questions, with their hopes and aspirations, with difficulties and with
+troubles, some with slight ailments they want cured. I have a special
+little place in which to see those young men, so that the atmosphere
+may be pure and harmonious, and upon each one I endeavour to concentrate
+my whole attention, shutting everything else completely off, and I am
+not satisfied unless each boy leaves me with a smile upon his face."
+
+Unless a teacher works in this spirit, he does not understand how sacred
+and solemn a trust is placed in his hands. No teacher is worthy of the
+name who does not realise that he serves God most truly and his country
+most faithfully when he lives and works with his boys. His
+self-sacrificing life, lived amongst them, inspires them to perform
+their duties well, as they see him performing his, and thus they grow in
+reverence and patriotism. These boys are God's children entrusted to his
+care; they are the hope of the nation placed in his hands. How shall he
+answer to God and the nation, when the trust passes out of his hands, if
+he has not consecrated his whole time and thought to discharge it
+faithfully, but has allowed the boys to go out into the world with out
+love to God, and without the wish and power to serve their country?
+
+Boys, as well as teachers, must learn self-control in action. They must
+not so engage in other activities as to neglect their ordinary school
+duties. My Master says to those who wish to serve Him: "You must do
+ordinary work better than others, not worse." A boy's first duty in
+school is to learn well, and nothing should lead him to neglect his
+regular school work. Outside this--as it is best that his activities
+should be kept within the school--the wise teacher will provide within
+the school organisation all the activities in which his boys can
+usefully take part. If there should be any national organisation to
+which he thinks it useful that they should belong, he will himself
+organise a branch of it within the school and he himself and the other
+teachers will take part in it. For example the Boy-Scout movement and
+the Sons of India are both national organisations, but branches of them
+should be formed in the separate schools. Teachers should train their
+boys to realise that just as the home is the centre of activity for the
+child, so is the school the centre of activity for the youth. As the
+child draws his life and energy from the home, so the youth should draw
+his from the school. The most useful work should be done in connection
+with the school so that it may form part of the general education of the
+boy, and be in harmony with the rest of his growth. There should be in
+the school debating societies, in which the rules of debate are
+carefully observed, so that the boys may learn self-control in argument;
+dramatic clubs in which they may learn control of expression; athletic
+clubs in which control of mind and action are both acquired; literary
+societies for boys specially interested in certain studies; societies
+for helping the poorer students.
+
+It is also very important to give the boys an opportunity of
+understanding the conditions under which their country is growing, so
+that in the school they may practice patriotism apart from politics. It
+is very unfortunate that in India students are often taught by
+unscrupulous agitators that love of their country should be shown by
+hatred of other countries; the boys would never believe this, if their
+own school provided patriotic services for its boys, so as to give a
+proper outlet for the enthusiasm they rightly feel. They only seek an
+outlet away from the school because none is provided for them within it.
+
+Groups of students should be formed for various kinds of social service
+according to the capacities of the boys, and the needs of their
+surroundings: for the protection of animals, for rendering first aid to
+the injured, for the education of the depressed classes, for service in
+connection with national and religious festivals, and so on. Boys, for
+whom such forms of service are provided in their schools, will not want
+to carry them on separately.
+
+Boys have a special opportunity of practising self-control in action
+when they play games. The boys come from the more formal discipline of
+the class-room into conditions in which there is a sudden cessation of
+external authority; unless they have learned to replace this with
+self-control, we shall see in the play-ground brutality in the stronger
+followed by fear in the weaker. The playing fields have a special value
+in arousing the power of self-discipline, and if teachers are there who
+set the example of submitting to the authority of the captain, of
+showing gentleness and honour, and playing for the side rather than for
+themselves, they will much help the boys in gaining self-control.
+
+The boys also will see the teacher in a new light; he is no longer
+imposing his authority upon them as a teacher, but he is ruling himself
+from within and subordinating his own action to the rules of the game,
+and to the interests of those who are playing with him. The boy who
+enters the field with no other idea than that of enjoying himself as
+much as he can, even at the expense of his fellow-students, will learn
+from his teacher's example that he is happiest when playing for others,
+not for himself alone, and that he plays best when the object of the
+game is the honour of the school and not his own advantage. He also
+learns that the best player is the boy who practises his strokes
+carefully, and uses science to direct strength. Desiring to be a good
+player himself, he begins to train his body to do as he wishes, thus
+gaining self-control in action; through this self-control he learns the
+great lesson, that self-control increases happiness and leads to
+success.
+
+Another thing learned in the play-ground is control of temper, for a boy
+who loses his temper always plays badly. He learns not to be hasty and
+impatient, and to control his speech even when he is losing, and not to
+show vanity when he wins. Thus he is making a character, strong and
+well-balanced, which will be very useful to him when he comes to be a
+man. All this is really learned better in the play-ground than in the
+class-room.
+
+3. _Tolerance_. Most of my Master's directions under this head are
+intended mainly for disciples, but still their spirit may be applied to
+those who are living the ordinary life. Tolerance is a virtue which is
+very necessary in schools, especially when the scholars are of different
+faiths. "You must feel," says my Master, "perfect tolerance for all, and
+a hearty interest in the beliefs of those of another religion, just as
+much as in your own. For their religion is a path to the highest just
+as yours is. And to help all you must understand all." It is the duty of
+the teacher to be the first in setting an example along these lines.
+
+Many teachers, however, make the mistake of thinking that the views and
+rules to which they are themselves accustomed are universal principles
+which everybody ought to accept. They are therefore anxious to destroy
+the students' own convictions and customs, in order to replace them by
+others which they think better. This is especially the case in countries
+like India, where the boys are of many religions. Unless the teacher
+studies sympathetically the religions of his pupils, and understands
+that the faith of another is as dear to him as his own is to himself, he
+is likely to make his boys unbelievers in all religion. He should take
+special care to speak with reverence of the religions to which his boys
+belong, strengthening each in the great principles of his own creed, and
+showing the unity of all religions by apt illustrations taken from the
+various sacred books. Much can be done in this direction during the
+religious service which precedes the ordinary work of the day, if this
+be carried out on lines common to all; while each boy should be taught
+the doctrines of his own religion, it would be well if he were reminded
+once in the day of the unity of all religions, for, as the Master said,
+every "religion is a path to the highest."
+
+An example would thus be set in the school of members of different
+religions living happily side by side, and showing respect to each
+other's opinions. I feel that this is one of the special functions of
+the school in the life of the nation. At home the boy is always with
+those who hold the same opinions as himself, and he has no opportunity
+of coming into touch with other beliefs and other customs. At school he
+should have the opportunity of meeting other ways of believing, and the
+teacher should lead him to understand these, and to see the unity
+underneath them. The teacher must never make a boy discontented with his
+own faith by speaking contemptuously of it, or by distorting it through
+his own ignorance. Such conduct on his part leads a boy to despise all
+religion.
+
+Then again there are many different customs which belong to the
+different parts of the country. People often exaggerate these and look
+on them as essential parts of religion instead of only as marks of the
+part of the country in which they were born. Hence they look with
+contempt or disapproval on those whose customs differ from their own,
+and they keep themselves proudly separate. I do not know how far this is
+a difficulty in western countries, but in India I think that customs
+separate us much more than physical distance or religious differences.
+Each part of the country has its own peculiarities as to dress, as to
+the manner of taking food, as to the way of wearing the hair, school
+boys are apt at first to look down upon those of their schoolfellows
+whose appearance or habits differ from their own. Teachers should help
+boys to get over these trivial differences and to think instead of the
+one Motherland to which they all belong.
+
+We have already said that patriotism should be taught without race
+hatred, and we may add that understanding and loving other nations is
+part of the great virtue of tolerance. Boys are obliged to learn the
+history of their own and of other nations; and history, as it is taught,
+is full of wars and conquests. The teacher should point out how much
+terrible suffering has been caused by these, and that though, in spite
+of them, evolution has made its way and has even utilised them, far more
+can be gained by peace and good will than by hatred. If care is taken to
+train children to look on different ways of living with interest and
+sympathy instead of with distrust and dislike, they will grow up into
+men who will show to all nations respect and tolerance.
+
+4. _Cheerfulness_. No teacher who really loves his students can be
+anything but cheerful during school hours. No brave man will allow
+himself to be depressed, but depression is particularly harmful in a
+teacher, for he is daily in contact with many boys, and he spreads among
+them the condition of his own mind. If the teacher is depressed the boys
+cannot long be cheerful and happy; and unless they are cheerful and
+happy they cannot learn well. If teachers and boys associate
+cheerfulness with their school life, they will not only find the work
+easier than it would otherwise be, but they will turn to the school as
+to a place in which they can for the time live free from all cares and
+troubles.
+
+The teacher should train himself to turn away from all worrying and
+depressing thoughts the moment he enters the school gate, for his
+contribution to the school atmosphere, in which the boys must live and
+grow, must be cheerfulness and energy. The best way to get rid of
+depression is to occupy the mind with something bright and interesting,
+and this should not be difficult when he is going to his boys. Thoughts
+die when no attention is paid to them so it is better to turn away from
+depressing thoughts than to fight them. Cheerfulness literally increases
+life, while depression diminishes it, and by getting rid of depression
+the teacher increases his energy. It is often indeed very difficult for
+the teacher, who has the cares of family life upon him, to keep free
+from anxiety, but still he must try not to bring it into the school.
+
+Mr. Arundale tells me that he has made a habit of becoming cheerful the
+moment he enters the College gates, however worried he may have been
+beforehand, because, he writes: "I want my contribution to the school
+day to be happiness and interest, and by a daily process of making
+myself pretend to be cheerful when the College gates are entered, I have
+finally succeeded in becoming so. If, as I pass through the grounds to
+my office, I see any student looking dull and gloomy, I make a point of
+going up to him in order to exert my cheerfulness against his gloom, and
+the gloom soon passes away. Then comes the religious service, and when I
+take my seat upon the platform with the religious instructor, I try to
+ask the Master's blessing on all the dear young faces I see before me,
+and I look slowly around upon each member of the audience, trying to
+send out a continual stream of affection and sympathy."
+
+I have already said that boys watch their teachers' faces to see if they
+are in a good or a bad mood. If the teacher is always cheerful and
+loving, the boys will no longer watch him, for they will have learned to
+trust him, and all anxiety and strain will disappear. If the teacher
+displays constant cheerfulness, he sends out among his boys streams of
+energy and good will, new life pours into them, their attention is
+stimulated, and the sympathy of the teacher conquers the carelessness of
+the boy.
+
+Just as a boy learns control of action on the play-ground, so he may
+learn there this virtue of cheerfulness. To be cheerful in defeat makes
+the character strong, and the boy who can be cheerful and good-tempered
+in the face of the team which has just defeated him is well on the way
+to true manliness.
+
+5. _One-pointedness_. One-pointedness, the concentration of attention
+on each piece of work as it is being done, so that it may be done as
+well as possible, largely depends upon interest. Unless the teacher is
+interested in his work, and loves it beyond all other work, he will not
+be able to be really one-pointed. He must be so absorbed in his school
+duties that his mind is continually occupied in planning for his boys,
+and looks upon everything in the light of its possible application to
+his own particular work.
+
+One-pointedness means enthusiasm, but enthusiasm is impossible without
+ideals. So the teacher who desires to be one-pointed must be full of
+ideals to which he is eager to lead his school. These ideals will
+sharpen his attention, and make him able to concentrate it even upon
+quite trivial details. He will have the ideal school in his mind, and
+will always be trying to bring the real school nearer to it. To be
+one-pointed, therefore, the teacher must not be contented with things as
+they are, but must be continually on the alert to take advantage of
+every opportunity of improvement.
+
+The teacher's ideal will of course be modified as he learns more of his
+students' capacities and of the needs of the nation. In this way, as the
+years pass, the teacher may find himself far from the early ideals that
+at first gave him one-pointedness. Ideals will still guide him, but they
+will be more practical, and so his one-pointedness will be much keener
+and will produce larger results.
+
+The Master quotes two sayings which seem to me to show very clearly the
+lines along which one-pointedness should work: "Whatsoever thy hand
+findeth to do, do it with thy might"; and: "Whatsoever ye do, do it
+_heartily_, as to the Lord and not unto men." It must be done "as to the
+Lord." The Master says: "Every piece of work must be done
+religiously--done with the feeling that it is a sacred offering to be
+laid on the altar of the Lord. 'This do I, O Lord, in Thy name and for
+Thee.' Thinking this, can I offer to Him anything but my very best? Can
+I let _any_ piece of my work be done carelessly or inattentively, when I
+know that it is being done expressly for Him? Think how you would do
+your work if you knew that the Lord Himself were coming directly to see
+it; and then realise that He _does_ see it, for all is taking place
+within His consciousness. So will you do your duty 'as unto the Lord and
+not as unto men'."
+
+The work must be done, too, according to the teacher's knowledge of the
+principles of evolution, and not merely out of regard to small and
+fleeting interests. The teacher must therefore gradually learn his own
+place in evolution, so that he may become one-pointed as to himself;
+unless he practises one-pointedness with regard to his own ideal for
+himself, he will not be able to bring it to bear on his surroundings.
+He must try to be in miniature the ideal towards which he hopes to lead
+his boys, and the application of the ideal to himself will enable him to
+see in it details which otherwise would escape his notice, or which he
+might neglect as unimportant.
+
+The practical application, then, of one-pointedness lies in the
+endeavour to keep before the mind some dominant central ideal towards
+which the whole of the teachers' and boys' daily routine shall be
+directed, so that the small life may be vitalised by the larger, and
+all may become conscious parts of one great whole. The ideal of service,
+for instance, may be made so vivid that the whole of daily life shall be
+lived in the effort to serve.
+
+6. _Confidence_. First among the qualifications for the teacher has been
+placed Love, and it is fitting that this little book should end with
+another qualification of almost equal importance--Confidence. Unless the
+teacher has confidence in his power to attain his goal, he will not be
+able to inspire a similar confidence in his boys, and self-confidence is
+an indispensable attribute for success in all departments of human
+activity. The Master has beautifully explained why we have the right to
+be confident.
+
+"You must trust yourself. You say you know yourself too well? If you
+feel so, you do _not_ know yourself; you know only the weak outer husk,
+which has fallen often into the mire. But _you_--the real you--you are a
+spark of God's own fire, and God, Who is almighty, is in you, and
+because of that there is nothing that you cannot do if you will."
+
+The teacher must feel that he has the power to teach his boys and to
+train them for their future work in the world. This power is born of his
+love for them and his desire to help them, and is drawn from the one
+spiritual life of which all partake. It is because the teacher and his
+boys are one in essence, make one little flame in "God's own fire," that
+the teacher has the right to be confident that every effort to help,
+growing out of his own share in the one life, will reach and stimulate
+that same life in the boys.
+
+He will not always be able to see at once the effect he is producing.
+Indeed, the most important influence the teacher has shows itself in
+the growing characters of the boys. No success in examinations, in
+reports, in inspections can satisfy the real teacher as to the effect of
+his work. But when he feels that his own higher nature is strengthened
+and purified by his eagerness to serve his boys, when he has the joy of
+watching the divine life in them shining out in answer to that in
+himself, then his happiness is indeed great. Then he has the peace of
+knowing that he has awakened in his boys the knowledge of their own
+divinity, which, sooner or later, will bring them to perfection.
+
+The teacher is justified in feeling confident because the divine life
+is in him and his boys, and they turn to him for inspiration and
+strength. Let him but send out to them all that is highest in himself,
+and he may be quite sure that there will not be one boy who will not to
+some extent respond in his own higher Self, however little the response
+may be seen by the teacher.
+
+This constant interplay of the one life between teacher and students
+will draw them ever nearer to each other. They learn in the school to
+live together as elder and younger brothers of the one school family.
+By living a life of brotherhood within the small area of the school,
+they will be trained to live that life in the larger area of the nation.
+Then they will gradually learn that there is but one great brotherhood
+in all the world, one divine life in all. This life each separate member
+of the brotherhood is trying to express, consciously or unconsciously.
+The teacher is indeed happy who knows his own divinity; that knowledge
+of the divinity in man is the highest lesson it will ever be his
+privilege to teach.
+
+
+
+
+
+End of the Project Gutenberg EBook of Education as Service, by J. Krishnamurti
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