My idea OF

educatiOn
Swami Vivekananda

Compiled by Dr. Kiran Walia

PublicationdePartment 5dehientallyroad KolKata700014

Published by SwamiBodhasarananda President,AdvaitaAshrama Mayavati,Champawat,Uttarakhand from its Publication Department, Kolkata Website:www.advaitaashrama.org email:mail@advaitaashrama.org AdvaitaAshrama,2008 FirstEdition,July,2008 FirstImpression,February2009 3M3C ISBN978-81-7505-305-2 Printed in India at TrioProcess Kolkata700014

ContentS
Section 1 : introduction 1. SwamiVivekananda TheEducationistParExcellence SwamiPrabhananda 2. SwamiVivekanandaonEducation SwamiYatiswarananda 9 34

Section 2 : tHouGHtS tHAt educAte FroM WitHin 1. PhilosophyofEducation 49 2. SocietyandEducation 54 3. TheTrueTeacher 62 4. TheTeacherandtheTaught 64 5. EducationoftheMasses 68 6. EducatingTheWomen 73 7. Language 80 8. TheMotherTongue 82 9. TheSanskritLanguage 84 10. HigherEducation 87 11. TechnicalEducation 91 12. PracticalExperience 92 13. Concentration 95 14. TheMind 100 15. PowerofKnowledge 103 16. MusicandArt 105 17. Character-Building 108 18. HarmonyofReligions 119 Appendix SwamiVivekanandaasseenbyWorldThinkers 125 3

PubliSherS note
wamiVivekananda,thegreatspiritualluminary,thinker, andpatriot-prophetofourtimes,hadmanydeepand insightfulideasoneducation.Astimepasses,hisfar-reachingvisionofeducationisinfluencinganincreasingnumberof thoughtfulpeopletheworldover.Recognizinghiscontribution,unescohasacknowledgedSwamiVivekanandaasone oftheeminenteducationistsoftheworld. Overtheyearsafewbookshavecomeoutpresentingthe Swamisthoughtsoneducation.Sometimeago,Dr.Kiran Walia,ReaderinEducation,NationalCouncilofEducational ResearchandTraining,selectedfromthesesourcessomeof theprincipalthoughtsoftheSwamioneducationandclassifiedthemintotopics.Wehavebuiltonthisthroughcareful editingasalsotheadditionofrelevantquotes,givingthe referencesfromThe Complete Works of Swami Vivekananda. Togivethereadersattheoutsetasynopticviewofthe SwamisthoughtsandtheSwamihimself,wehaveincluded twoadditionalwrite-ups.ThefirstisamonographbySwami Prabhananda,thepresentGeneralSecretaryandasenior monkoftheRamakrishnaOrder.Writtenatunescosbehest, itfocusesonSwamiVivekanandascontributiontoeducationalideas.ItwaspublishedinunescosProspects(Volume xxxiii,Number2,June2003)andisreproducedherewith thepermissionoftheauthor.ThesecondarticleisbySwami Yatiswarananda(18891966),whowasaVice-presidentofthe RamakrishnaMathandRamakrishnaMission. 4

P u bl ish ers no t e WearethankfultoProf.J.S.Rajputforwritingavaluable Prefacetothisbookandtheinterestheshowedinthisproject. Wehopethatthebookwillserveasahandbookforstudents, teachers,parents,andalleducationists,andinspirethemto imbibe,andalsoimpart,trueeducation. Kolkata Publisher 12June2008

PreFACe
ne rarely comes across divinely enlightened and blessedindividualswhopreciselyperceiveandpresent apropheticpictureofthefuture.Theyarecapableofenvisioningthepast,thepresent,andthefutureincontinuity. Theirideassurvivetheboundariesoftimeandspace.Swami VivekanandawasonesuchgiftofGodtohumanity.Hededicatedhimselftothewelfareoftheentirehumanity,andalso spreadthemessageoftheessentialunityofallfaithsand religions,andtheneedforspiritualpursuitsforachieving highergoalsofhumanlife. SwamiVivekanandapresentedthetrueIndiatothewhole world.TheconceptofVasudhaiva Kutumbakamtheworldis onefamilyistheonlybeaconlightforsurvival,growth,and realprogressforhumansociety,particularlyinthestrife-torn worldoftoday.ItwasperceivedinIndiainancienttimes byourlearnedsagesandsaintsandhasaneternalvalidity. SwamiVivekanandaexplainedandelaborateditintheglobal context.Whatasuperhumanarticulationandpresentationhe bestowedonallofus!Thewholeworldwasmesmerizedand begantolooktowardsIndia,toexploreandlearnaboutits pastglory.ThebasictenetsoftheIndiantraditionofcreation, generationanddisseminationofknowledgewereexpanded intunewiththerequirementsandneedsofthetimes.Atthe presentjunctureofhistory,whentheconceptofaglobalvillage isbeingdiscussedallaround,thereisagreaterneedtoacquire asubtleunderstandingofthethoughtsofSwamiVivekananda 6

Pr eface onlearningtolivetogetherandonuniversalbrotherhood. Widespreadawarenessofhisthoughtsandideasamongst teachersandwould-beteachersisparticularlyimportantas theyhavetheresponsibilityofeducatingtheyoung. SwamiVivekanandasideasonvariousaspectsofeducation aremorerelevantandareneededmoretodaythanprobably duringhisownlifetime.Onlyhehadthevisionandthe couragetoarticulate:Thetrueeducation,however,isnotyet conceivedofamongstus.EverytimeIrecallthisstatement tomyselforrepeatittoanaudienceofteachersandteacher educators, I find it more and more motivating, evolving, andexpanding.Itexhortseveryonetostrivehard,explore, discover,interpretandutilizealltheirtalentsforthebenefit ofyounglearners.Hisideaselevateeveryonewhoreadsand understandsthemeaningandtheimperatives.Theyarecapableoftransformingtheperceptionofteachers.Imagine theshapeofeducationonceeveryteacherstartsadoringthe inherentdivinityofeachchildinthetemplesoflearning. Overthelastdecade,Ihavevehementlypleadedtheneed forenhancedemphasisonvalueinculcation,nurturance,and development.Further,educationmustimparttheawareness andknowledgeofthebasicsofallthereligionsofthepeople ofIndia.Religionsarenottheonlysourceofvalues,but theyareamajorsourceofvalues.Thisaloneisthepositive andcorrectinterpretationofsecularisminthemultireligious societythatIndiais.LetmequoteSwamiVivekananda:If youattempttogetthesecularknowledgewithoutreligion, Itellyouplainly,vainisyourattemptinIndia;itwillnever haveaholdonthepeople. Onumpteenoccasions,Ifoundanswersintheworksof SwamiVivekanandatomyownqueriesandconcernsonvariousaspectsofeducation.Itgraduallybecameuppermostinmy mindthateveryteacherneedstobeawareofthethoughtsof 7

m y i de a of educ at ion SwamiVivekanandaoneducation.Isuggestedtomycolleague Dr.KiranWaliatoprocureapersonalcopyofthecollected worksofSwamiVivekanandaalongwithotherrelevantand usefulwritingsofothersonhimandabouthim.Theideawas toprepareaconciseyetcomprehensivepublicationmainly fortheuseofteachersandteachereducators.Ittooksome time.Severaleminentscholarshavegivenvaluablesuggestions whichhavedefinitelyenhancedthequalityofthecontents.The lateSwamiGokulanandaji,thethenHeadoftheRamakrishna MissionCentreinDelhi,suggestedthatthemanuscriptbe senttoSwamiSuhitanandaji,presentlyAssistantSecretary oftheRamakrishnaMathandRamakrishnaMissionatthe HeadquartersatBelurMathinWestBengal,andthelatter gaveseveralvaluablesuggestionsduringtheeditingstage.We believethattheinclusionofthecontributionsofSwamiYatiswaranandajiandSwamiPrabhanandajiatthebeginningwill beofgreathelptothereadersincomprehendingtheessence ofthethoughtsofSwamiVivekananda.Itgivesmeasenseof satisfactionthatmysuggestionhastakenshape.Iexpressmy gratitudetoallconcerned.Itismyfondhopethattheteaching communitywillnotonlyperusethroughthisbook,butalso studyandteachitsincerelytotheirstudentsforthebenefitof theyouthofIndia,onwhomSwamiVivekanandapinnedhis greathopesfortherejuvenationandre-buildingofaglorious India.Wemayrecallhispropheticutteranceinthiscontext: Letusallworkhard,mybrethren;thisisnotimeforsleep.On ourworkdependsthecomingoftheIndiaofthefuture.She isthere,ready,waiting.Sheisonlysleeping.Ariseandawake andseeherseatedonhereternalthrone,rejuvenated,more gloriousthansheeverwasthismotherlandofours. Professor J.S. rajput
Chairperson,NationalCouncilofTeacher Education(NCTE)(1994-1999)&Director,NationalCouncilof EducationalResearchandTraining(NCERT)(1999-2004)

Section 1 : introduction

SWAmi ViVeKAnAnDA the eDuCAtioniSt PAr exCellenCe Swami VivekanandaHis Life and Personality

regal,majesticfigureofcommandingpresence,vastlearninganddeepinsight,SwamiVivekanandawasbarely 30yearsoldwhenhecreatedastirattheWorldsParliament ofReligionsinChicagoin1893.Threeandahalfyearslater, whenhereturnedtoIndia,hishomeland,hewasasacolossusofstrength,courage,confidence,love,andmanlinessthe embodimentoftheidealoftheman-makingandcharacterbuildingeducationhepropagated. SwamiVivekanandawasbornNarendranathDattaon12 January1863inKolkata,inarespectablemiddle-classfamily. Hisfather,VishwanathDatta,wasanattorney,andalover ofartsandliterature.Althoughliberal-minded,Vishwanath wasskepticalaboutreligiouspractices.Ontheotherhand, Narendrasmother,BhuvaneshwariDevi,wasapious,kindheartedlady,devotedtotheHindutraditions.Theinfluence ofeachofhisparentsonNarendrawasdifferent,yettogether theyprovidedacongenialatmospherefortheprecociousboy togrowintoanenergeticyoungmanwithhighideals. Duringhisformativeyears,hedevelopedextraordinary mentalabilitieswhichsomepeopleeithermisunderstoodor ignored,butwhichothersappreciatedandrecognizedassigns ofanoutstandingindividual.Asachildhelikedtoplayat meditationandwouldeasilybecomeengrossed.Oncewhenhe 9

m y i de a of educ at ion wasseatedthusinmeditationalongwithsomeofhisfriends, thesuddenappearanceofacobraslitheringacrossthefloor droveallthechildrenoutoftheroomexceptNarendra,who remainedabsorbedinmeditation. Narendraspowerofconcentrationoffixinghismind ononethingwhiledetachingitfromeverythingelsewas remarkable.Inhislaterlifeheonceshotinsuccession,twelve eggshellsbobbingupanddownonthewaterofariver,althoughhehadneverfiredagunbefore!Nolessstrikingwas hisself-control.Heremainedcalmandunruffled,nomatter howdramaticthesituationhewasin. Eversincechildhood,Narendrahadgreatadmirationfor wanderingmonks,andhelikedtothinkthatonedayhe himselfwouldbecomeamonk.Buthisambitiononlybecame evidentduringhiscollegedaysattheScottishChurchCollege.Hebegantosearchoutscholarsandspiritualleaders inordertoquestionthem.Butnoneofthemcouldsatisfy him.ItwasfromProf.WilliamHastie,principalofhiscollegethatheheardforthefirsttimeofSriRamakrishna,the saintofDakshineswar.HismeetingwithSriRamakrishnain November1881provedtobeaturningpointinhislife.About thismeeting,Narendranathsaid: He[SriRamakrishna]lookedjustlikeanordinaryman,with nothingremarkableabouthim.HeusedthemostsimplelanguageandIthought,Canthismanbeagreatteacher?I creptneartohimandaskedhimthequestionwhichIhad beenaskingothersallmylife:DoyoubelieveinGod,Sir? Yes,hereplied.Canyouproveit,Sir?Yes.How?BecauseIseeHimjustasIseeyouhere,onlyinamuchintenser sense.Thatimpressedmeatonce.Ibegantogotothat man,dayafterday,andIactuallysawthatreligioncouldbe given.Onetouch,oneglance,canchangeawholelife.1 10

 t h e educ at ion is t Pa r e xcel l ence SriRamakrishnaslifewasoneofspiritualexperienceand achievement.Healsodiscoveredsometruthsofgreatsignificancetoallofustoday.AboutthisSriRamakrishnasaid: IhavepracticedallreligionsHinduism,Islam,ChristianityandIhavealsofollowedthepathsofthedifferent Hindusects.IhavefoundthatitisthesameGodtowards whomallaredirectingtheirsteps,thoughalongdifferent paths.2 SriRamakrishnacarefullyguidedNarendraandaband ofotheryoungdedicateddisciples,andtheMasterchose Narendraastheleaderofthegroup.AftertheMasterspassing away,theseyoungdevoteesgatheredtogetherinadilapidated houseinBaranagore,anorthernsuburbofKolkata,which becamethefirstcentreoftheRamakrishnaOrder.Witha totalrejectionofmaterialpossessionsandanunshakable commitmenttotheirMasterandhisteachings,theyendured unbelievableprivationsanddevotedthemselvestospiritual practices. TravellingthroughoutthelengthandbreadthofIndia, mostlyonfoot,Narendrawastryingtoworkoutapurpose forhislife.Whileontheroad,heoftenfacedstarvationand frequentlyfoundhimselfwithnowheretostay.ToNarendra, thiswasanopportunitytostudyIndiaanditsneedsatfirst hand.Heobservedthathiscountrypossessedapriceless spiritualheritage,buthadfailedtoreapitsbenefit.Theweak pointswerepoverty,caste,neglectofthemasses,oppression ofwomenandafaultysystemofeducation.HowwasIndia toberegenerated?Hecametotheconclusion: Wehavetogivebacktothenationitslostindividuality andraisethemasses.Again,theforcetoraisethemmust comefrominside.3 11

m y i de a of educ at ion NarendranathDattahadbythistimebeentransformed intoSwamiVivekananda,andhehadfoundhislifesmission. Takingabroadlookattheearlypartofhislifewecansee thattherewerefourinfluencesthatformedhispersonality andphilosophy: 1. IndiawasthenunderBritishruleandwasexperiencing anupheavalinitsculturallife.Britishrulehadbrought Indiaintotheworldcommunity,andEnglisheducation andmodernizationhadbroughtnewhope.Yet,reflecting ontheactualresultofallthis,Vivekanandasaid,Afew hundred,modernised,half-educated,anddenationalised menareallthatthereistoshowofmodernEnglishIndianothingelse.4Inhisyouth,NarendrabecamefascinatedwiththeEvolutionismofHerbertSpencer,and translatedSpencersbookonEducationintoBengalifor GurudasChattopadhyaya,hispublisher.5Itisalsosaid thatNarendraexchangedcorrespondencewithHerbert Spencerforsometime.6But,alongsidehisstudyofSpencerandotherWesternphilosophers,healsodelveddeep intoIndianSanskritscriptures. 2. SriRamakrishna,thesaintofDakshineswar,hadaprofoundinfluenceonhiscontemporarieswhowereconsideredthebuildersofmodernIndia.Hewaspractically illiterateandspokeinarusticdialect,yetthespiritual depth and power of his teachings impressed intellectualgiantssuchasFriederichMaxMuller.InSwami Vivekanandasestimation,hisMasterfullyharmonized theintellectual,emotional,ethical,andspiritualelements ofahumanbeingandwastherolemodelforthefuture. 3. SwamiVivekanandasfamilyalsoprovidedastrongmoral andculturalfoundationtohislife.Dueingreatpartto 12

 t h e educ at ion is t Pa r e xcel l ence hisupbringing,histasteswereeclecticandhisinterests wide.Infact,thedesireforknowledgethathehadacquiredinhisyouthpromptedhimlatertogatherasmuch ashecouldwhereverhewaswhetherinIndiaorinthe West. 4. Equally important, if not more so, was the Swamis knowledgeofIndiabasedonhisfirst-handexperiences acquiredduringhiswanderingsthroughoutthecountry. Hispilgrimagestransformedhim.Hebecameatruelover ofhumanityandbecameendowedwiththequalityof sarvabhutahite rath(beingdevotedtothewelfareofall beings).7 AtaboutthesametimethatVivekanandacompletedhis tourofIndia,hewasaskedtorepresentHinduismatthe WorldsParliamentofReligions,tobeheldthatyear(1893) inChicago.Vivekanandaalsofeltthatthismightgivehiman opportunitytodosomethingforhiscountry.Soheagreedto go.WhentheParliamentofReligionsconvenedinSeptember 1893,Vivekanandacreatedasensation.Whileotherdelegates spokeoftheirownfaithsandcreeds,Vivekanandaspokeof theGodofall,thesourceandessenceofeveryfaith.Hiscall forreligiousharmonyandacceptanceofallreligionsbrought himgreatacclaim.WhentheParliamentwasover,hewenton alecturetourintheMidwestandtheEastcoastoftheUnited States.Peopleinlargenumbers,particularlyintellectuals, cametohearhimspeakwhereverhewent,thusfulfillinghis Masterspredictionthathewouldsomedaybecomeaworld teacher. VivekanandastouroftheUnitedStatesalsohadarevitalizingeffectonIndia.Previously,thosewhohadgonetothe WestfromIndiawerefullofapologiesforthestateoftheir country.Hewasnot.Healwaysspokeabouthiscountrywith 13

m y i de a of educ at ion prideandrespect.Thus,hisworkintheWestinstilledselfrespectandself-confidenceintheIndianpsycheandhelped Indiainitssearchforidentity.Italsohelpedtoovercome thestereotypesanddeep-rootedprejudicesaboutIndiain Westernersminds. Aftergivinguphislecturetour,theSwamistartedgiving freeclassesonVedantaandYogainNewYork.Thisresulted inthefoundingoftheVedantaSocietythere.Inthesummer of1895hesailedforEnglandattheinvitationofE.T.Sturdy andHenriettaMuller.Hislecturestherewerequitesuccessful. InDecember1895VivekanandareturnedtotheUnitedStates, wherehecontinuedhisclassesinNewYorkandalsolectured inothercities,andthenreturnedtoEuropeagaininApril 1896.InMay1896,theSwamimetMaxMullerandhiswife atOxford.AttheendofDecember1896,Vivekanandasailed toIndiafromEurope. WhenthenewsbrokethatSwamiVivekanandawasreturningtoIndia,peoplealloverthecountrypreparedtogive himaheroswelcome.TheSwamiarrivedinSouthIndiain January1897accompaniedbythreeofhisWesterndisciples. Whereverhewent,addressesofwelcomewerepresentedand multitudesgatheredtoseehim.InVivekanandasresponse totheseaddresses,heindicatedthathehadaplaninmindto helpupliftthemasses.Infact,asearlyas24December1894, hehadwritteninaletter: Mywholeambitioninlifeistosetinmotionamachinery whichwillbringnobleideastothedoorofeverybody,and thenletmenandwomensettletheirownfate.8 On1May1897,afewmonthsafterhisreturntoKolkata, theSwamisethisplaninmotionwhenhefoundedtheRamakrishnaMission.Thiswasthebeginningofanorganized movementtohelpthesufferingmassesthrougheducational, 14

 t h e educ at ion is t Pa r e xcel l ence cultural, medical and relief work. Within a few weeks of thefoundingoftheRamakrishnaMission,oneofSwami Vivekanandasbrotherdisciples,SwamiAkhandananda,was passingthroughMurshidabadinBengalandwasstruckby thepitifulconditionofthepeoplethere,whoweresuffering fromafamine.Heimmediatelystartedreliefwork.Sincethen theRamakrishnaMissionhascontinuedtocometotheaidof thosesufferingfromnaturalorman-madecalamities. Itmaynotbeoutofplacetomentionthatinaspeech madein1993,FedericoMayor,Director-Generalofunesco, stated: Iamindeedstruckbythesimilarityoftheconstitutionof theRamakrishnaMissionwhichVivekanandaestablished asearlyas1897withthatofunescodrawnupin1945. Bothplacethehumanbeingatthecentreoftheirefforts aimedatdevelopment.Bothplacetoleranceatthetopof theagendaforbuildingpeaceanddemocracy.Bothrecognizethevarietyofhumanculturesandsocietiesasan essentialaspectofthecommonheritage.9 AbouttwoyearsafterVivekanandasreturntoIndia,the centre,whichhisbrotherdiscipleshadmanagedwhilehewas intheWest,wastransferredtoalargepieceoflandatBelur, acrosstheriverfromKolkata.Thisbecametheheadquarters oftheRamakrishnaMission.Vivekanandaemphasizedthat theaimofthemissionwasman-making,andhewanted iteventuallytodevelopauniversityaspartofitsmission. AboutthistimetheSwamireceivedaletterrequestinghim toheadtheResearchInstituteofSciencethatSirJamshedji Tatahadsetup,buthedeclinedtheofferasitconflictedwith hisspiritualinterests.10 InJune1899,hereturnedtoEuropewithoneofhisbrother disciplesandalsoSisterNivedita,anIrishdisciple.Aftera 15

m y i de a of educ at ion shortstayinLondon,VivekanandasailedforNewYork.Afew monthslaterheleftforCaliforniawhereaseriesoflectures andclassesledtothefoundingoftheVedantaSocietyinSan Francisco.HeeventuallyreturnedtoNewYork,butinJuly 1900wenttoParis,wherehestayedforthreemonths.During thistimeheparticipatedintheCongressoftheHistoryofReligionsheldinconnectionwiththeUniversalExposition. TheSwamireturnedtoKolkataon9December1900.For themostparthespenthislastdaysattheBelurcentre,traininghisyoungfollowersandguidingtheorganization.He expectedhisfollowerstobeexemplarsofanidealtypeof humanbeing,andheinspiredthembysaying: Tellmewhatyouhavedone.Couldntyougiveawayone lifeforthesakeofothers?LetthisbodygointheserviceofothersandthenIshallknowyouhavenotcome tomeinvain!11 On4July1902,hewasmorevigorousthanhehadbeenfor alongtime,andhebusiedhimselfwithvariousactivities.In theeveninghemeditatedandlefthisbody,ashehimselfhad predicted,inahighyogicstate.Hewasonly39yearsold.

EducationWhat It Means
SisterNiveditausedtosaythatthosewhoknewSwami Vivekanandaunderstoodthathewasonewhohadexperiencedinhisownlifeallthetruthsaboutwhichhespoke. Thisisequallyvalidwhenheaddressedthesubjectofeducation.Swamijiknewthateducationplaysavitalroleincuring theevilsinsociety,andiscriticalinshapingthefutureof humanity.AlthoughVivekanandadidnotwriteabookon education,hecontributedvaluablethoughtsonthesubject thatarerelevantandviabletoday.Inordertounderstandhis thoughts,weshouldfirstconsiderhisoft-quoteddefinitionof 16

 t h e educ at ion is t Pa r e xcel l ence education:Educationisthemanifestationoftheperfection alreadyinman.12 Vivekanandasdefinitionofeducationisoneofremarkableinsight.Firstofall,thewordmanifestationimpliesthat somethingalreadyexistsandiswaitingtobeexpressed.The mainfocusinlearningistomakethehiddenabilityofa learnermanifest.AsVivekanandasaid,whatamanlearns isreallywhathediscovers,bytakingthecoveroffhisown soul,whichisamineofinfiniteknowledge.13Accordingto theVedantaphilosophy,knowledgeisinherentinahuman being,likeasparkinapieceofflint,andallthatisneeded isthestrikeofsuggestiontobringitout.Manifestation indicatesspontaneousgrowth,providedtheimpediments,if any,areremoved. NextinimportanceintheSwamisdefinitionofeducation istheexpressionalreadyinman.Thisreferstoahumanbeingspotential,whichistherangeoftheabilitiesandtalents, knownorunknownthatheisbornwith.Potentialspeaksof thepossibilityofawakeningsomethingthatislyingdormant. IsraelScheffler,inhisbookOf Human Potential,considers threeaspectsofthis: (a)the capacitytoacquireaspecificcharacteristicortobecomesomeonewhopossessesit.Forinstance,wemight say,AmalhasthecapacitytobecomeaMaradona,the world-famoussoccerplayer; (b)the propensityisanattributewhichindicateswhataperson islikelytodowhentheopportunitycomesandfreedom ofchoiceisavailable.Itsuggestssomethingaboutapersonsmotivation.Forexample,RabindranathTagores propensity,expressedinhisGitanjali,indicateshisstrong aspirationtodiscoverthewonderbehindthiscreation; and 17 2

m y i de a of educ at ion (c)the capabilitymeansapersonsmotivationandefficiencyin workingtowardsanintendedoutcome.Itreferstosomethingmorethanapersonscapacitytoperform.Rather,it isapersonsstrengthandcapacitytogetridofobstacles tohislearningsuchaslackofmotivationorobstacles inhisenvironment. Thus,thesethreeconceptscapacity,propensityandcapabilityemphasizethreeaspectsofeducation,respectively: (a) Thatwhichmakeslearningpossible; (b) Thedevelopmentoflearning;and (c) Self-developmentorself-empowerment. Achildhasmanypotentialsofvariableworth,andthey maycreatementalconflictwithinhim.Therefore,hehasto learntochoosewhichheshouldtrytodevelop,andwhichhe shouldminimize,counter,orignore.Thenagain,ashischosen potentialsstarttounfold,theyshouldbesupervizedinorder toachievetheirharmoniousandpurposefuldevelopment. ThewordperfectionintheSwamisdefinitionofeducation isalsoverysignificant.Wecanseethateveryactconnected withlearning,training,etc.,ispartofaprocessdirectedtowardsanend.TheEnglishwordperfectimpliescompletion, orsomethingbeingmadewhole.TheGreekwordteleicsis translatedasperfect,andsuggeststheideaofattainingagoal oranend.Drawingonthesemeanings,onemayconcludethat perfectionineducationalparlanceisthegoalofactualizing thehighesthumanpotential.

The Goal of Education

Thegoalofeducationgeneralorultimateisessentially laiddownbysocietyandthereforevariesfromsocietyto society.Evenaseverysocietytriestokeeppacewiththecon18

 t h e educ at ion is t Pa r e xcel l ence temporaryworld,societieswithastableandoldertradition cherishsomehighergoalsofeverlastingvalue.Takinginto considerationthevastexperienceoftheIndiancivilization, Vivekanandasuseofthewordperfectionneedstobeviewed attwolevels: 1.Perfectioninthemetaphysicalsenseimpliestherealizationofthesoulsownever-perfectnature.TheVedanta philosophysaysthatahumanbeingisnotbornasinner,nor ishenecessarilyavictimofcircumstances.Themaincauseof hissufferingishisignoranceofhistruenature.Explaining theimplicationsofthis,Vivekanandaoncesaid: TheLightDivinewithinisobscuredinmostpeople.Itis likealampinacaskofiron,nogleamoflightcanshine through.Gradually,bypurityandunselfishness,wecan maketheobscuringmediumlessandlessdense,untilat lastitbecomestransparentasglass.14 2.Attheempiricallevel,theconceptofperfectionhas toaddressthevariousproblemshumanbeingsencounterin society.AsSwamiVivekanandasaid: Theeducationwhichdoesnothelpthecommonmassof peopletoequipthemselvesforthestruggleforlife,which doesnotbringoutstrengthofcharacter,aspiritofphilanthropy,andthecourageofalionisitworththename? Realeducationisthatwhichenablesonetostandonones ownlegs.15 Education,hesaid,mustprovidelife-building,man-making,character-makingassimilationofideas.16 Theidealof thistypeofeducationwouldbetoproduceanintegrated persononewhohaslearnedhowtoimprovehisintellect, purifyhisemotions,andstandfirmonmoralvirtuesand unselfishness. 19

m y i de a of educ at ion Therearetwolevelsofvaluesdesignatedbytheancient Indian scriptures, par vidy (spiritual values) and apar vidy(secularvalues).Thisdivisionismerelyforpractical convenience;otherwisevidy,orlearning,isacontinuum, leadingonetowardstheultimategoalwhichaccordingto Vivekanandaiscompletefreedomofthesoul. Vivekanandaalsoobservedthat,ifeducationistoservethe entirehumanbeing,inallhisorherdimensions,thepursuit ofknowledgewillbealifelongprocess.Evenanillustrious personlikeSriRamakrishnasaid,fromhisownexperience, AslongasIlive,solongdoIlearn.Attheempiricallevel, todaysknowledgeexplosioncankeeppeopleengagedfor theirentirelives.Therefore,educationmustbeconsidereda continuousandlifelongprocess.

Education and Social Justice

Sofar,ourdiscussionofVivekanandasideasoneducation hasbeenasimplisticanalysiscentringroundhisdefinitionof education.However,thisfailstodojusticetosomeofhisideas onrelatedissues,suchastherelationshipbetweeneducation andsociety,betweeneducationandtheteacher,betweenthe professedgoalsofeducationandthegoalsactuallyachieved, andsoforth.Itisapparent,therefore,thatVivekanandas deepconcernforsocialjusticehasnotbeensofarreflected inourdefinition. Tothisend,wecanprobefurtherintotheexpressions manifestationandalreadyinman,bearinginmindthe situation in India in those days. In explaining the term manifestation,theSwamiquotedpartofoneoftheyoga aphorismsofPatanjali(4.3)Tatah kshetrikavat(thereforethe obstructions)thatistosay,justasafarmerbreaksthebarrierstoacourseofwater,whichthereafterflowsbyitsownforce toirrigatehisfields,soalsoapersonsinherentpowerwill 20

 t h e educ at ion is t Pa r e xcel l ence spontaneouslymanifestitselfwhenexternalandinternalobstacles,ifany,areremovedatthepropertimebytheteachers ortheeducationsystem.Suchobstaclesareofvariouskinds. Externalobstaclesmightbeintheformofunfairdistribution ofeducationalresourcesandopportunities,inequalitiesin economicdevelopmentandsocio-politicalinstability;whereas internalobstaclesmighthavetodowiththedynamicsofthe educationsystem,suchastheteacher-studentrelationship,the studentscapacitytomakepersonaljudgementsortoadaptto changes,andthestudentsmentalorphysicalcapacities. Inordertotackletheseobstacles,theeducationsystem shouldtakeontworesponsibilities: (a) It should help a person build a healthy and dynamic frameofmindtoenablehimtomeetthechallengesof life;and (b)Itshouldtrytoprevent,throughpropertrainingofits presentstudents,anyfutureevilsinpeopleandsociety whicharelikelytofurthercomplicatetheproblemsof humanbeings. Atthesametime,however,theteachersandthedesigners ofeducationsystemsmustalwayskeepinmindtheVedantic ideathatwhatsoevergoodorbadimpressionsamindcarries, ahumanbeingisessentiallypureanddivine,andarepository ofimmensepossibilities. InVivekanandasview,educationalconcernsrelatedtoa personsinteractionwithsocietyshouldreceivedueattention. Thepurposeofsocietyistohelpsecurethewell-beingof humanbeings.Inreality,however,humanbeingsfrequently findthemselvesentrappedinasocietythatthreatenstheir freedom,afreedomessentialfortheireducationalgrowth.An idealsociety,accordingtoVivekananda,shouldprovidethe resourcesaswellastheopportunityforeachofitsmembersto 21

m y i de a of educ at ion develophisorherpotentialtothemaximum.Educationmust embracethewholesociety,withspecialattentiontothosewho aremostinneedofitandwho,foronereasonoranother,are unabletoavailthemselvesoftheexistingfacilities.

Training the Mind

Vivekanandaconcurredwithcontemporarythinkerswhen heassertedthatthemindthechiefinstrumentoflearning deservesmoreattentionthanithadearlierreceived.Training themindshouldbeastudentshighestpriority,andnotsimply theaccumulation,thememorizingandtherepeatingoffacts. Inthelongrun,stuffingonesmindwithinformation,technicalskillsanduselesstriviaonlycreatesmoreproblemsifones mindisnotnourishedandstrengthenedandmadehealthy. Yettrainingofthemindinallitsaspectsisconspicuously absentintodayseducation. Learningtoconcentratethemindwasthefocusinthe Swamisscheme.Hesaid: Tometheveryessenceofeducationisconcentrationof mind,notthecollectingoffacts.17 Indoinganythingsuchasthinking,workingwiththe hands,etc.thebetterthepowerofconcentrationthebetter theoutcomewillbe.Andthispowerofkeepingthemindon thetaskcanbeimproved.Trainingthemindtoconcentrate onaspecificsubjecthasseveralstages,theprimaryonebeinglearninghowtocollectthemindandpreventingitfrom runninghitherandthither.Thestudenttrainshismindtobe moreattentiveandmoremindful. Next,thestudentmustlearnhowtodetachhismindfrom distractionsthatimposethemselvesinspiteofhimself.Then, simultaneously,hemustdirectthemindtothedesiredsubject andfocusthefullforceofhismindonit.Togiveanexample: 22

 t h e educ at ion is t Pa r e xcel l ence aconvexlensgatherssunlightandfocusesitononepoint toburnapieceofpaper.Likewise,whenamindbecomes concentrated,itacquirestremendouspowerandisableto unlockthemysteriesofthesubjectitisfocusedupon. Similarly,theSwamialsowantedstudentstocultivatewillpower.Accordingtohim,will-powerisdevelopedwhenthe currentandexpressionofwillarebroughtundercontroland becomefruitful.18Will-powerisnecessarynotonlytoconduct thelearningprocess,butalsotostrengthenonescharacter.

Culture and EducationThe Teacher and the Pupil

Everysocietyhasitsouteraspectcalledcivilization,and alsoitsinneraspectcalledculture.Inbothoftheseachild ismouldedandeducatedsothatthebeliefsandpracticesof hisforefathersarecarriedonandnotforgotten.Nevertheless, asVivekanandasays: Itisculturethatwithstandsshocks,notasimplemassof knowledge.Knowledgeisonlyskin-deep,ascivilization is,andalittlescratchbringsouttheoldsavage.19 Asocietyisforeveraddingtoitslearningandculture.To thebrilliantmindofT.S.Eliot,educationwasbutamanifestationofculture.Hesaid,Thepurposeofeducation,itseems, istotransmitculture;socultureislikelytobelimitedtowhat canbetransmittedbyeducation.20 Similarly,Vivekanandaobservedthat,througheducation, achildbecomesculturedandhisbehaviourismouldedaccordingly,andheisthusguidedtowardshiseventualrolein society.Inthisprocess,severalagentssuchashisparents, peersandteachersassisthim.Butnowadays,asformaleducationhasbecomemoreandmoreinstitutionalized,teachers areexpectedtoplayamoresignificantrole.Ateacherneeds tohelpastudentlearnhowtothink,whattothink,howto 23

m y i de a of educ at ion discriminateandhowtoappreciatethings.Thisisnotjust amatterofintellectualmanipulation.Thiskindofteaching requiresmoralconvictionandthecouragetocontinuously pursueonesowncourseatallcosts.Theteachermustnot onlypossesstheknowledgeheistotransmittothestudent, buthemustalsoknowhowtotransmitit.Andinadditionto thecontentoftheteaching,whattheteachergivesortransfers,tobetrulyeffective,mustpossesssomeotherelements. Forinstance,theteachershouldsharewiththestudentsthe convictionthattheyarebothtrulyoneSpiritatthesame timecultivatinginthestudent,afeelingofdignityandself respect.21AsVivekanandasaid: Theonlytrueteacherishewhocanimmediatelycome downtothelevelofthestudent,andtransferhissoulto thestudentssoulandseethroughthestudentseyesand hearthroughhisearsandunderstandthroughhismind. Suchateachercanreallyteachandnoneelse.22 Inafavourableambiencesuchasthistheprocessofuncovering23theveilofignoranceworkssmoothly. Onthestudentsside,inordertofacilitatemanifestation ofhisinnatestrengthandknowledge,heshouldcultivatethe spiritofraddhthatis,faithinhimself,humility,submissionandvenerationfortheteacher.Thisisalsonecessaryto createafavourableenvironmentforlearning.TheTaittiriya Upanishad(1.11.2)givestheinstruction:chrya devo bhavalet theteacherbeyourdeva (i.e.apersonfittobeworshipped orhighlyhonoured).Theteacher-pupilrelationship,based onrespectandmutualtrust,isthecornerstoneoftheedifice ofVivekanandasschemeofeducation.TheUpanishadsalso advocatethis.Beforestartingthelesson,theteacherandthe pupilsweretopraytogethersothattheywouldmutuallybenefitandbestrengthenedbytheteaching/learningprocess. 24

 t h e educ at ion is t Pa r e xcel l ence

Character Education and Universal Values

Vivekanandasguru,SriRamakrishna,usedtosaythat mnushneedstobecomemn-hushthatis,amanneedstobecomeatrueman.Healoneisaman,hesaid,whosespiritual consciousnesshasbeenawakened.24FollowinghisMaster, Vivekanandaemphasizedthattheidealofalleducation,all training,shouldbethisman-making.Lamentingoverthe prevailingsystemofeducation,hesaid: wearealwaystryingtopolishuptheoutside.Whatuse inpolishinguptheoutsidewhenthereisnoinside?The endandaimofalltrainingistomakethemangrow.25 Inordertorectifythedefectsintheexistingsystem,mans limitedviewofhimself,onwhichtheexistingsystemofeducationisbased,needstobereconsidered.Ahumanbeingis notsimplyacompositeofbodyandmind.Heissomething more.AccordingtotheVedantaphilosophy,ahumanbeing hasfivesheaths,orcoverings:thephysicalsheath,thevital sheath,thementalsheath,theintellectualsheath,andthe blissfulsheath.Todayseducationcanatbesttouchthefirst foursheaths,butnotthelastone.Secularknowledge,skills, andmoralvaluesmaytakecareofthefirstfoursheaths,but spiritualknowledgeisessentialforthefifth.Moreover,it shouldbenotedthatthefifthsheathisthereservoirofbliss, knowledge,andstrength,andallthesheathsareactivated bythefifth. Thereisnodoubtthattodayseducationneglectstraining ofthemindinallitsaspects,butitalsoneglectsthespiritual sideofhumanbeings.Peoplesmindsarenotdirectedto higherpursuitsoflifewiththeresultthattheirhiddenpotentialsarenotrevealed.Onlywhenwisdom,peace,strength, unselfishness,lovingconcernforothersandothervirtues 25

m y i de a of educ at ion becomeevidentisapersontransformedfromasensuousbeing toatruehumanbeing. Atremendousexplosionofknowledgewithoutcommensuratewisdom,plusimmensepowernottemperedwithdiscrimination,hasmadeeducationtodayapotentialsourceof danger.Thisisaseriousproblemloominglargeonhumanitys horizon.AsVivekanandaobserved: Intellecthasbeenculturedwiththeresultthathundreds ofscienceshavebeendiscovered,andtheireffecthasbeen thatthefewhavemadeslavesofthemanythatisallthe goodthathasbeendone.Artificialwantshavebeencreated;andeverypoorman,whetherhehasmoneyornot, desirestohavethosewantssatisfied,andwhenhecannot, hestruggles,anddiesinthestruggle.26 In order to counterbalance this uneven development, Vivekanandastronglyrecommendedtheadoptionofaspiritualandethicalculture,andhelookeduponreligionas theinnermostcoreofeducation.27Butbyreligionhedid not mean any particular religion. Religion to him meant thetrueeternalprinciplesthatinspireeveryreligion.This is what touches the heart and has the potential to effect desirablechangesinonesmotivation.Italsogivesmental strength and broadness of outlook. Discussing the practical implications of morality, Swami Vivekananda once observed: Whatismeantbymorality?Makingthesubjectstrongby attuningittotheAbsolute,sothatfinitenatureceasesto havecontroloverus.28 Thus,inordertobeworthwhileandeffective,education mustberootedinreligionor,tobeprecise,inthescience ofspirituality,andevidentlynotindogma. 26

 t h e educ at ion is t Pa r e xcel l ence Character-buildingwasfundamentalinVivekanandas educationalscheme,asagainstcareer-orientation,whichoccupiescentre-stageintodayseducation.Apersoniswhathis thoughtshavemadehim.ExplainingthistheSwamisaid, Eachthoughtisalittlehammerblowonthelumpofiron whichourbodiesare,manufacturingoutofitwhatwewant ittobe.29ThatiswhyonefindsthatthefocusoftheSwamis educationalthoughtswasonassimilationofman-making, character-buildingideas. Everythingapersondoes,everythought,everymove, leavesanimpressiononthemind.Evenwhenitisnotoutwardlyapparent,itisstrongenoughtoworkbeneaththe surface.Apersonscharacterisdeterminedbythesumtotal oftheseimpressions.Whenalargenumberoftheseimpressionscometogether,theyformahabit.Thisthenbecomesa powerfulforce,forcharacterisbutrepeatedhabits.Thisis why,throughtheacquisitionandrepetitionofdesirablehabits, onescharactercanberemodelled. Thepeopleoneassociateswith,goodorbad,contribute muchtothedevelopmentofonescharacter.Infact,their impactisgreaterthanthatofdidacticteaching.Thatiswhy SwamiVivekanandasaid:Words,eventhoughts,contribute onlyone-thirdoftheinfluenceinmakinganimpression;the man,two-thirds.30Hethereforedesiredthattheteachers lifeandpersonalityshouldbelikeablazingfirewhichcould haveapositiveinfluenceonthepupilsinhiscare.Exposure toexemplaryrolemodels,particularlywhentheyareteachers,andalsotowholesomecurriculummaterialsthatimpart culturally-approvedvaluestotheyoung,iscriticaltocharacter education. Character-buildingeducationmightfocusonteaching whatisrightandwrong.Butsimultaneously,oralternatively, itshouldteachhowtodecidewhatisrightandwrong.It 27

m y i de a of educ at ion hasbeenrightlyarguedthatparticipationindiscussionsof moralityismoreinstructivethansimplyhearingaboutit.In anycase,teachersshouldbemoralexemplarsiftheclassroom andtheschoolaretoserveasarenasfortheteachingofethics. Thestudentsthenhavetheexperienceofbeingpartofagroup ofpeoplewhotakemoralvaluesseriously,andthishelpsthem imbibemoralvaluesspontaneously. Thepresenteducationsystemhasoveremphasizedthecultivationoftheintellectatthecostofthegeneralwell-being ofhumanity.Tocheckthisdangeroustrend,Vivekananda stronglyrecommendedall-rounddevelopmentofhumanbeings.Inoneofhislecturesheexpressedthedesirethatall menweresoconstitutedthatintheirmindsalltheseelements ofphilosophy,mysticism,emotion,andofworkwereequally presentinfull!Thatistheideal,myidealofaperfectman.31 AndtheSwamiexpectedthattheeducationsystemswould besuitablydesignedtoproducesuchwholesomehumanbeings.Interestingly,theunescoreportLearning to Bepublished in1972,whiledefiningtheaimofeducation,echoedthissame idea.Itreads:Thephysical,theintellectual,emotionaland ethicalintegrationoftheindividualintoacompletemanisa broaddefinitionofthefundamentalaimofeducation.32

The Education System and the Poor

So far we have discussed education primarily in the contextofthesocietythatalreadybenefitsfromeducation. Vivekananda,however,wasagenuinefriendofthepoorand theweak,particularlythehelplessmassesofIndia,andhe wasthefirstIndianleaderwhosoughtasolutiontotheir problemsthrougheducation.Hearguedthatanationwas advancedtotheextentthateducationandculturereached themasses.Unlesstherewasuniformcirculationofnational bloodalloverthebody,thenationcouldnotrise.Heinsisted 28

 t h e educ at ion is t Pa r e xcel l ence thatitwasthedutyoftheupperclasses,whohadreceived theireducationattheexpenseofthepoor,tocomeforward andupliftthepoorthrougheducationandothermeans.In fact,theSwamismissionwasforthepoor.Heoncesaid, Theremustbeequalchanceforallorifgreaterforsome andforsomelesstheweakershouldbegivenmorechance thanthestrong.33 Thetrendinrecentyearshasbeentoshifttheresponsibility foreducationfromthefamily,religiousinstitutions,private charitiesandsoforth,topublicauthorities,particularlythe State.Yet,inspiteofthisshifttotheState,educationhas hardlyreachedthemostunderprivileged.Astheyareoftenvictimsofmalnutrition,poorhygienicconditionsand overcrowdedhousing,theycanhardlytakeadvantageofany half-heartedopportunitythatisoffered. Vivekananda felt that alienation of any kind from the massesofsociety,whoaremostlypoorwhetheritbealienationthroughlearning,throughwealthorthroughforceof armsweakenstheleadershipofacounty.Therefore,fora sustainableregenerationofIndia,ifnotforanythingelse,top prioritymustbegiventoeducatingthemassesandrestoringtothemtheirlostindividuality.Theyshouldnotonly begiveneducationtomakethemself-reliant,butalsoideas, moraltrainingandanunderstandingoftheirownhistoricalsituationsothattheycanworkouttheirownsalvation. Furthermore,theymustbegivenculture,withoutwhichthere canbenohopefortheirlong-termprogress. TheSwamiwasparticularlyworriedaboutthedegradation ofwomeninIndia.Hewasemphaticthatwomenmustbe educated,forhebelievedthatitisthewomenwhomould thenextgeneration,andhence,thedestinyofthecountry. InVivekanandaseducationalschemeforIndia,theuplift of women and the masses received the highest priority, 29

m y i de a of educ at ion and his ideas approximated to Paulo Freires concept of Conscientization.34

Conclusion
Therehavebeenmanychangesinthefieldofeducation sinceSwamiVivekanandapassedawaymorethanonehundredyearsago,butnotasmanychangesasinotherareasof society.Onesuchnoticeablechangeineducationisthatitis nowengagedinpreparinghumanbeingsforanewtypeof society,anditistryingtocreateanewtypeofhumanbeingfor it.Interestingly,SwamiVivekanandahadenvisionedasociety withanewtypeofhumanbeinginwhomknowledge,action, work,andconcentrationwereharmoniouslyblended,andhe proposedanewtypeofeducationforachievingthis. Therighttoeducationforeveryone,guaranteedbytheConstitutionofIndia,wasVivekanandasdream,butitisstillafar cryfromitsgoal.Hisideaofcontinualorlifelongeducation, however,hasbeenadoptedinmanycountriesalready.Moreover,becauseoftheadoptionofcontinuouseducationinthese countries,ourideaofwhatconstitutessuccessandfailurehasaltered,raisingnewhopefortheweak,underprivilegedsectionof thesesocietiestheverypeoplewhoforvariousreasonscannot completetheireducationwhentheyareyoung.Vivekanandas cryfortheupliftofthedowntroddenmasses,particularlyofthe long-neglectedwomen,hasevokedafavourableresponsefrom differentquarters,butsocietiestailoreducationtomeettheir ownneeds,therebyoftenrobbingtheweakoftheirfreedomto determinetheirowndestiny.Unlessradicalchangesaremade inallsocietiesthepoorwillneverbeabletoraisethemselves. ThiswasamajorconcernoftheSwami. ThereisaremarkablesimilaritybetweenVivekanandas thoughtsandactionsacenturyagoandthepresentconcerns ofunesco. 30

 t h e educ at ion is t Pa r e xcel l ence Hiscommitmenttowardsuniversalvaluesandtolerance, hisactiveidentificationwithhumanityasawhole. Thestruggleinfavourofthepooranddestitute,toreduce povertyandtoeliminatediscriminationagainstwomen reachingtheunreached. Hisvisionofeducation,scienceandcultureastheessentialinstrumentsofhumandevelopment. Theideathateducationshouldbealifelongprocess. Andtheneedtomoveawayfromrotelearning.

Himselfavisionaryandanoriginalthinker,Vivekananda pointedoutinhisfirstpubliclectureinAsia,on15January 1897:Buteducationhasyettobeintheworld,andcivilizationcivilizationhasbegunnowhereyet.35Thisistrue.Ifwe considercivilizationtobethemanifestationofthedivinein humanbeings,asVivekanandaconceivedittobe,nosociety hasmademuchprogresssofar.Thisiswhywefindthatmildness,gentleness,forbearance,tolerance,sympathyandso forththesignsofahealthycivilizationhavenottakenroot inanysocietyonanappreciablescale,althoughweprematurely boastofaglobalvillage.Thelackofbasicnecessitiesamong theunderprivilegedallovertheworldisnolessstrikingthan thelackofmoralityamongtheeducatedprivilegedones.To squarelymeetthisgreatchallenge,Vivekanandaprescribed man-makingandcharacter-buildingeducation.36Forthis reason,ifnotforanythingelse,Vivekanandasthoughtson educationoughttobeseriouslyre-examinedtoday.

References and Notes

1. Complete Works of Swami Vivekananda, Advaita Ashrama, K olkata[hereafter,CW]4.179. 2. The Gospel of Sri Ramakrishna, SriRamakrishnaMath,Chennai [hereafter,Gospel]p.35.

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m y i de a of educ at ion
3. CW.6.255. 4. CW.8.476. 5. Datta,B.1993.Swami Vivekananda, Patriot-ProphetA Study. Kolkata:NababharatPublishers.pp.88,286. 6. Gambhirananda,Swami.1996.Yuganayak Vivekananda,3 volumes(inBengali),Kolkata:UdbodhanKaryalaya,Vol. I,p.74. 7. Bhagavad Gita,5.25. 8. CW.5.29. 9. SpeechbyFedericoMayor,Director-Generalofunesco,on theoccasionoftheExhibitionandSeminarinCommemorationoftheCentenaryofSwamiVivekanandasappearanceat theParliamentofReligions,Chicago,1893,givenatunesco Headquarters,8October1993. 10.Vivekananda inspired Sir Jamshedji Tata to set up this educationalschemewhentheyhadtravelledtogetherfrom YokohamatoChicagoontheSwamisfirstvisittotheWest, in1893. 11. RomainRolland,The Life of Vivekananda and the Universal Gospel,trans.E.F.Malcolm-Smith(Kolkata:AdvaitaAshrama, 1992),p.166. 12.CW.4.358. 13. CW.1.28. 14.CW.7.21. 15. CW.7.147-148. 16.CW.3.302. 17. CW.6.38. 18.CW.4.490. 19.CW.3.291. 20.G.H.Bantock,T. S. Eliot and Education.London:Faber& Faber,1970,p.86. 21.Srimad Bhgavatam,3.29.27. 22.CW.4.183.

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23.CW.1.28. 24.Gospel,851. 25.CW.2.15. 26.CW.1.414. 27.CW.3.182;5.231. 28.CW.2.137. 29.CW.7.20. 30.CW.2.14. 31. CW.2.388. 32.Edgar Faure et al., Learning to Be, Paris: unesco, 1972, p.156. 33.Letters of Swami Vivekananda,p.255. 34.PauloFreire(1921-1997)ofBrazil,oneofthebestknown educatorsofourtime,developedateachingsystembased onaneducationalprocessthatfocusesonthelearnersenvironment.AccordingtoFreire,thelearnermustbeawareof thehistoricalsituationinwhichheissituated,andhemust understandhowtheknowledgeheacquiresrelatestohimself andtothesocietyhelivesin.Freirelaidemphasisonbuilding criticalawarenesstoenableapersontoreadandwritenot words,buttruerealityi.e.tounderstandtruereality.Critical awarenessbuildingdoesnotstopatreflectionbutincludes actiononthatreflection.Vivekanandaalsobelievedthata personisthemakerofhisowndestinyandpropereducation canhelphimachievethis. 35.CW.3.114. 36.Inthisconnectionwecancitetheviewsofsomehistorians. WillandArielDurant,intheirThe Lessons of History,said, Evolutioninmenduringrecordedtimehasbeensocialrather thanbiological:ithasproceedednotbyheritablevariationsin thespecies,butmostlybyeconomic,political,intellectualand moralinnovationtransmittedtoindividualsandgenerations byimitation,customoreducation(WillDurantandAriel Durant,The Lessons of History,NewYork:Simon&Schuster, 1968,p.34).

33 3

SWAmi ViVeKAnAnDA on eDuCAtion

eareallawareoftheinadequacyofthepresent-day system of education. EducationistsEastern and Westernareengagedfordecades,indevisingbettermethods ofimpartingknowledgeandimprovingthemoraleofthe studentcommunity.Despitetheirbestefforts,weare,unfortunately,leftinthesamedeplorableconditionaswewere before,andmuchworse,asisgenerallyfelt,thereisagrowing degeneration. The reasons for the inadequacy and degeneration are quiteobvious,butoursavantsofeducationare,formatters ofpolicyandprinciple,notabletotackletheproblemsin theirentirety.

Education in Ancient India

Itisuniversallyrecognizedthatwehad,inancientIndia, auniquesystemofeducation,whichattractedstudentsfrom alloverthethenknownworld.Butunabletoappreciatethe wealthofIndianculture,theforeigneducationistsconsidered ituselessandevenunhealthy,andsotriedtoreplaceitby theirown.Butwewouldforgetittoourdetrimentthatthe architectsofthegloriouscultureofthisgreatlandweresaints andseers.Itistothemthatwehavetoturnforlightandguidanceintheapparentlydifficultendeavourofre-orientating thesystemofeducationinIndia. Itissingularlyfortunatethatonesuchsaint-seerofIndia, SwamiVivekananda,hasbestowedhisthoughtsonthisdif34

s Wa m i V i V eK a n a n da on educ at ion ficultproblemandhasofferedpracticalsolutions,which,if zealouslyapplied,willfacilitateestablishingasystemthatwill beaharmoniousblendingofthecultureofthislandwiththe scientificmethodsoftheWest. EveninthemidstofhiscyclonicactivitiestheSwamiclearly sawthedefectsofmoderneducationwhichisabundleof negations.Heobserved: Theeducationthatyouaregettingnowhassomegood points,butithasatremendousdisadvantagewhichisso greatthatthegoodthingsareallweigheddown.Inthe firstplaceitisnotaman-makingeducation,itismerely andentirelyanegativeeducation.Anegativeeducation, oranytrainingthatisbasedonnegation,isworsethan death.1 Buthiswasnotadestructivecriticism.Hefullyvisualized thehealthysystemthatisboundtoreplacethepresentoneif Indiahastosurviveatall.Sohesaid:Wemusthavelife-building,man-making,character-makingassimilationofideas.2 This,infact,isthesummum bonumofeducation,aneducationwhichshouldaimatthedevelopmentoftheentirepersonalityofman.TheSwamihascompletelycomprehended alltheaspectsofeducation,notneglectingitsmainpurpose ofimpartingknowledge.Sohehasclarified:Ifyouhave assimilatedfiveideasandmadethemyourlifeandcharacter, youhavemoreeducationthananymanwhohasgotbyheart awholelibrary.3

True Aim of Education

Theobjectoftheidealsystemofeducation,then,should notmerelybetheadvancementoftheoreticalknowledge butalsotheadvancementoflife,developmentofthehighest powersandcapacities,andtheunfoldmentofthenoblest 35

m y i de a of educ at ion potentialitiesofthestudent.Hemustbeenabledatthesame timetoapplyintelligentlytohisownlifealltheideasthathe haslearntandgatheredandthuspromotehisgrowthphysically,intellectually,morally,andspiritually. SwamiVivekanandahastackledtheprobleminitsentirety. Unlikethosewhotrytopaintanddecorateahopelesslydilapidatedbuildingintheirvaineffortstomakeitnew,this grandarchitecthassuggestedthatagloriousmansionshould bebuiltonafirmerfoundation.Thatiswhyheobserves: EveryimprovementinIndiarequiresfirstofallanupheaval inreligion.Beforefloodingthelandwithsocialisticor politicalideas,firstdelugethelandwithspiritualideas.If youattempttogetsecularknowledgewithoutreligion,I tellyouplainly,vainisyourattemptinIndia;itwillnever haveaholdonthepeople.4

The Role of Religion

Thequestionarisesastowhyreligionshouldbeassociated witheducationatall.Theanswerisobviousandmoresoin India. Theordinarymeansofimpartingeducationistodrive intothemindofthestudentamassofinformationforwhich hemaypossessnorealinterest.Thechildisordinarilyconsideredmoreorlessareceivingmachine.Butaccordingto theliteralmeaningofthetermeducation,heistobetreated inanaltogetherdifferentmanner.Heistoberegardedasa livingentitywithinnatecapacitiesandpotentialities,which aretobedrawnout. Whateveramanknows,observesSwamiVivekananda, should,instrictpsychologicallanguage,bewhathediscovers orunveils.Whatamanlearnsisreallywhathediscovers bytakingthecoveroffhissoul.5 36

s Wa m i V i V eK a n a n da on educ at ion Inordertoformulateanytruesystemofeducation,we mustfirstofallconsiderthenatureofthosewhomwewant toeducate.Hereaveryimportantquestionarises:Areour children mere bodiesa mere, combination of cellsand theirmind,anepiphenomenonaby-productofthehighly organizedbraincellsor,aretheyintegratedbody-minds?Or, aretheyspiritualentities,whichmoveanddominateminds andbodies? Itisevidentthatahumanbeingisnotamassofcells.Heis asoul.Weneednotdiscussherethesuperiorityorotherwise ofthedifferenttheoriesastothetruenatureofhumanpersonality.Butitisimpossibletoformulateanysystemofeducation withouthavingadefiniteconceptionofthenature,theinner potentialitiesofthebeingwewanttoeducateandtrain. Eachsoul,SwamiVivekanandadeclares,ispotentially divine,andthegoalistomanifestthisdivinewithin.6He definesreligionasthemanifestationofthedivinityalreadyin man.7Thisself-realizationispossibleonlythrougheducation whichisthemanifestationofperfectionalreadyinman.8The attainmentofperfectionbringsoutthedivinenature.Thegoal ofhumanexistenceistomanifesttheperfectionanddivinity ofthesoulbyremovingtheaccretionsandencrustationswhich havegrownroundwhatistakentobethepersonality.

Growth of the Personality

But,withreferencetotheeducationofthechild,weare notconcernedwiththisultimatenatureandgoal.Weare nowinterestedmainlyinthechildasahumanbeing,and inthecourseheistofollowfortheevolutionandgrowthof hispersonality.Itisenoughforourpresentpurposeifwe regardthestudentunderourcareasaself-consciousentity, dwellinginthephysicalbody,havingorgansofsense-perceptionandpossessingtheinner-organcalledthemind,with 37

m y i de a of educ at ion itsfacultiesofintellect,feelingandwill.Thesefacultiesare capableofbeingdevelopedtothemaximumtuneofperfection.Associatedwiththemind,theself-consciousentityor spiritbecomesapsychologicalbeing.Connectedwiththe physicalbody,thepsychologicalbeingbecomesanembodied beingahumanpersonality.Thustrueeducationmeansan all-roundculturephysical,intellectual,moral,andspiritual. Acompletesystemofeducationcannotdisregardanyofthese differentaspects.Itmusttakeintoaccountthedevelopment ofahealthybody,apropercontrolofsense-impulsesand instincts,theacquirementofknowledge,sublimationand properdirectionoffeelingandsentiment,developmentof thewillandthesenseofduty.Itmusthavetherightfulplace forsoul-culturewhichremovesmentaldarknessandrevives thegloryofthepureselfbyenablingonetoriseabovethe falsepersonalityfoundedonidentificationwiththeunreal andnourishedbyfalsedesiresandmorbidgratificationofthe senses.Thephysicalbodyistobesustainedbypropermaterial food,themindtobedevelopedthroughtheassimilationofthe righttypeofideas,andthesoul,tobenourishedbyearnest prayerandmeditation. Acompletesystemofeducation,ashasbeenstated,implies abalanceandharmonybetweentheproperlydevelopedbody, mind,andsoul.Physicalcultureiscomparativelysimpleand easy,whilethecultureofthemindisamoredifficultaffairas ithasgotitssub-consciousandconscious,itsintuitiveand intelligentprocesseswithregardtotheworkingofdifferent faculties.Themostdifficultofallisthecultureofthesoul, whichimpliestheawakeningoftheintuitivefacultyorthe soulsappreciationofitselfanddirectexperienceofthetrue Self,withoutpassingthroughthecomplex,tortuous,and insufficientmentalprocess.But,whateveritbe,itwillnot doforustoevadeaquestionwhichstaresusintheface.In 38

s Wa m i V i V eK a n a n da on educ at ion ourattemptatformulatingtherighttypeofeducation,we havetoregardlifeasanindivisiblewhole,andassuchwe havetoincludeinoursystemofeducationbothintellectual knowledgeandspiritualrealization.

Religion Ought to be the Basis

WhentheSwamiperceivedthatreligionshouldbethefirm foundationonwhichthegreatedificeofeducationwastobe built,hehadinmindnoparticularreligion,butauniversal religion.Sohesaid:Ilookuponreligionastheinnermost coreofeducation.Mind,Idonotmeanmyownoranybody elsesopinionaboutreligion.Thetrueeternalprincipleshave tobeheldbeforepeople.9 Inimpartingreligiouseducationtothestudent,stressisto belaidontheessentialsofonesfaith,viz.thenatureofthe soul,itsrelationtothesupremeSpiritanditsattitudetowards othersouls.Thisisthebasiccommonfactorconnectingallreligions.Itistobedistinguishedfromritualsandceremonials whichdifferwidelybuthelpthestudenttorealizetheeternal relationshipbetweenhiseternalsoulandeternalGod. Itisneedlesstosaythatonlyapureandalertmindhasthe acumentograspinstantaneouslytheinstructionssecular andspiritual.TheancientHinduswiththeirincomparable knowledgeofpracticalpsychologylaidproperstressonthe prerequisitesofanidealstudenthood.Theyhad,ofcourse, spiritualrealizationasthehighestgoaloflifeandmadeall secularknowledgesubservienttoit.Butthepaththeyprescribedfortheattainmentofknowledgeholdsequallygood forreceivingboththetypes,namely,secularandspiritual.

The Need for Brahmacharya

Theyheldthatthehighestgoaloflifecouldbeattained usuallybypassingthroughthevariousstagesoflife,oneafter 39

m y i de a of educ at ion another.Letusfocusourattentiononthefirstofthemwhichis verypertinentwiththeissuewithwhichwearedealingnow.It isbrahmacharya,theperiodofsense-controlincludingpractice ofcontinence,mentaldiscipline,andstudy.Abrahmachri,if hewantstotakethevowoflifelongcelibacyandfindshimself fitforit,mayremainasabrahmachriwithoutenteringthe familylifeatall.Or,hemaytaketothelifeofahermitor thatofamonk.Butnormallytheyouth,afterhefindshimself properlyequippedforthestrugglesoflifewithitsmanifold distractionsandtemptations,shouldenterthestageofthe householder.AccordingtotheHinduideal,marriageisa sacramentandthehouseholdisanshramaaplacenotfor sense-gratificationbutfortheperformanceofduties,worship, andservice. Duringtheperiodofstudentship,thefoundationoflifeis tobelaidproperly.Ifitfails,laterlifeisalsoboundtobea failure.Thatisthereasonwhygreatstressislaidonthelife ofbrahmacharya.Itwassoinancienttimesanditshouldbe sointhepresenttimealso. Speakingoftheapplicationoftheancientidealofthe studentlifetoourpresent-dayeducation,SwamiVivekananda observes:Theoldinstitutionoflivingwiththeguruandsuch systemsofimpartingeducationareneeded.Whatwewant areWesternsciencecoupledwithVedanta,brahmacharyaas guidingmotto,andraddhandalsofaithinoneself.10 The Bhgavatam enumerates the duties of the brahmachri: Thestudentmustpracticeself-controlandstudythescriptures,alongwithotherbranchesoflearning.Heshouldobservestrictcontinence,neverconsciouslydepartingfromit. HemustlearntoofferhisheartsworshiptotheDivineSelf inallbeingsandtoseetheOneGodresidinginall.11 40

s Wa m i V i V eK a n a n da on educ at ion Speakingofthepowerofcontinence,SriRamakrishna declares: Ifamanpracticesabsolutebrahmacharyafortwelveyears, themedh ndi(nerveofintelligence)willopen,i.e.his powerofunderstandingwillblossom.Hisunderstanding willbecomecapableofpenetratingandcomprehending thesubtlestideas.Withsuchanunderstandingmancan realizeGod.Godcanbeattainedonlythroughapurified understandingofthistype.12 Chastityinthought,word,anddeed,alwaysandinall conditions,constituteswhatiscalledbrahmacharya.Initthe energythatexpressesitselfassexualenergy,istransformed intospiritualenergy.AsSwamiVivekanandaobserves: Thehumanenergywhichisexpressedassex-energy,insexualthought,whencheckedandcontrolled,easilybecomes changedintoojas.Itisonlythechastemanandwomanwho canmakeojas,andstoreitinthebrain;thatiswhychastity hasalwaysbeenconsideredthehighestvirtue. Bytheobservanceofstrictbrahmacharya alllearningcan bemasteredinaveryshorttime;oneacquiresunfailing memoryofwhatonehearsorknowsbutonce.Thechaste brainhastremendousenergyandgiganticwill-power.13

Modern Medical Men Support the Indian Ideal

Thisviewisfullysupportedbytheconsideredopinionof someeminentWesternmedicalmen.Observesoneofthem: Itisamedicalaphysiologicalfactthatthebestbloodin thebodygoestoformtheelementsofreproductioninboth sexes.Inapureandorderlylife,thismatterisabsorbed.It goesbackintocirculation,readytoformthefinestbrain, 41

m y i de a of educ at ion nerve,andmusculartissue.Thislifeofman,carriedback anddiffusedthroughhissystem,makeshimmanly,strong, brave,andheroic.Ifwasteditleaveshimeffeminate,weak, andirresolute,intellectuallyandphysicallydebilitated,and preytosexualirritation,disorderedfunction,morbidsensation,disorderedmuscularmovement,awretchednervous system,epilepsy,insanity,anddeath.Thesuspendeduse ofthegenerativeorgansisattendedwithanotableincrease ofbodilyvigourandspirituallife.14 Inthewordsofmanymembersofthemedicalprofession ofNewYorkanditsvicinity:Chastity,apurecontinentlife, isconsonantwiththebestconditionsofphysical,mental, andmoralhealth. Dr. Alexis Carrell, in his work, Man the Unknown, observes: Itiswellknownthatsexualexcessesimpedeintellectualactivity.Inordertoreachitsfullpower,intelligenceseemsto requireboththepresenceofwell-developedsexualglands andthetemporaryrepressionofthesexualappetite.Freud hasrightlyemphasizedthecapitalimportanceofsexual impulsesintheactivitiesofconsciousness.Howeverhis observationsreferchieflytosickpeople.Hisconclusions shouldnotbegeneralizedtoincludenormalindividuals, especiallythosewhoareendowedwithastrongnervous systemandamasteryoverthemselves.Whiletheweak, thenervous,andtheunbalancedbecomemoreabnormalwhentheirsexualappetitesarerepressed,thestrong arerenderedstillstrongerbypractisingsuchaformof asceticism.15 Toquotethewordsoftwootherauthorities:Forayoung manuptothetimeofhismarriage,chastityismostsalutary, 42

s Wa m i V i V eK a n a n da on educ at ion notonlyinanethicalandaestheticalsense,butalsofrom hygienicstandpoint.

Mahatma Gandhis Views on Brahmacharya

ThegoalofbrahmacharyaistodwellinBrahmanorattain spiritualrealization.Themeanstoattainitisanall-round sense-controlandmanifestationofthegatheredenergyalong thelineofspiritualstrivingandlovingservice,bothofwhich leadthebrahmachritowardsthehighestillumination.Inour modernworld,MahatmaGandhiadvocatedthepracticeof brahmacharyaforthegoodoftheindividualandthefamily andsociety.Herepresentstheancientspiritofbrahmacharya whenheobserves: Merecontrolofanimalpassionhasbeenthoughttobetantamounttoobservingbrahmacharya.Ifeelthatthisconceptionisincompleteandwrong.Brahmacharyameanscontrol ofalltheorgansofsense.Hewhoattemptstocontrolonly oneorgan,andallowsalltheothersfreeplay,isboundto findhiseffortfutile.Tohearsuggestivestorieswiththe ears,toseesuggestivesightswiththeeyes,totastestimulatingfoodwiththetongue,totouchexcitingthingswith thehands,andthenatthesametimetoexpecttocontrol theonlyremainingorganislikeputtingoneshandsinthe fire,andexpectingtoescapebeingburnt.Ifwepractice simultaneousself-controlinalldirections,theattemptwill bescientificandpossibleofsuccess.16 Withadeepinsightgainedthroughhisownstrivingand personalexperience,heobserves: Mindisattherootofallsensuality.Manyaspirants afterbrahmacharyafailbecauseintheuseoftheirother sense-organstheywanttocarryonlikethosewhoarenot 43

m y i de a of educ at ion brahmachris.Theireffortis,therefore,identicalwiththe efforttoexperiencethebracingcoldofwinterinthescorchingsummermonths. Brahmacharya means control of the senses in thought, wordanddeed.Solongasthoughtisnotundercomplete controlofthewillbrahmacharyainitsfullnessisabsent. Curbingthemindisevenmoredifficultthancurbingthe wind.NeverthelesstheexistenceofGodwithinmakeseven controlofthemindpossible.17 Every boy, declares Swami Vivekananda, should be trainedtopracticeabsolutebrahmacharyaandthenraddh, faith,willcome.18.

Cultivation of raddh or Faith in Oneself

Thewordraddhmeansfaithinoneself,faithinDivine existenceandgrace,faithinthescripturesrevealedtothe sages,faithinonespotentialitiesandcapacityforself-realization.InhisinimitablewaytheSwamigivesanewdefinition ofthewordraddh: Theoldreligionsaidthathewasanatheistwhodidnot believeinGod.Thenewreligionsaysthatheisanatheist whodoesnotbelieveinhimself.Butitisnotselfishfaith. Itmeansfaithinall,becauseyouareall.Loveforyourself meansloveforall,foryouareall.Itisthegreatestfaith whichwillmaketheworldbetter.19 Asalreadypointedout,theSwamisidealofeducationis basedontherealizationthatman,inhisessentialnature,is AtmanpureSpirit.ThebodyofoursisaDevlaya,theabode oftheDivineBeing.Justasthesoulanimatesthebody,God dwellsastheSoulofallsouls.ItistheBrahma Mandira,the templeofBrahman,thesupremeSpirit. 44

s Wa m i V i V eK a n a n da on educ at ion Theindomitableenergyoftheyouthistobemanifested notonlyinhisstudiesandinattemptsatself-mastery,but alsoinlovingservicetohisfellow-beings.Theeducationof ayoungmanisnevercompletewithouthisdevelopingthis senseofservice.

References
1. The Complete Works of Swami Vivekananda,vol.3,8thedn.,p.301 (HenceforthCW.) 2. Ibid.,p.302. 3. Ibid.,p.302. 4. Ibid.,p.302. 5. CW.1.28.(10thedn) 6. Ibid.,p.124. 7. CW.4.358.(7thedn) 8. Ibid. 9. CW.5.231.(7thedn) 10.Ibid.,p.366. 11. Srimad Bhgavatam,trans.SwamiPrabhavananda,1stedn., p.176. 12.Sayings of Sri Ramakrishna,8thedn.,p.170. 13. CW.1.170.(10thedn) 14.Dr.Nicholls,Esoteric AnthropologyquotedinBhakti-Yogaby AshwiniKumarDatta,p.62. 15. Man the Unknown,8thedn.,p.140. 16.FromYervada Mandira,3rdedn.,pp.13-14. 17. My Experiments with Truth,4thedn.,pp.258-59. 18.CW.5.369.(7thedn) 19.CW.2.301.(9thedn)

45

Swami Vivekananda in Colombo, January, 1897

Swami Vivekananda as a Wandering Monk, Jaipur, 1891

Swami Vivekananda at Oakland, February, 1900

Section 2 : tHouGHtS tHAt educAte FroM WitHin

PhiloSoPhY oF eDuCAtion
Educationisthemanifestationoftheperfectionalreadyin man. (CW.4.358) Knowledgeisinherentinman.Noknowledgecomesfrom outside;itisallinside.Whatwesayamanknows,should, instrictpsychologicallanguage,bewhathediscoversor unveils;whatamanlearnsisreallywhathediscovers,by takingthecoveroffhisownsoul,whichisamineofinfinite knowledge. WesayNewtondiscoveredgravitation.Wasitsittinganywhereinacornerwaitingforhim?Itwasinhisownmind; thetimecameandhefounditout.Thefallingofanapple gavethesuggestiontoNewton,andhestudiedhisownmind. Herearrangedallthepreviouslinksofthoughtinhismind anddiscoveredanewlinkamongthem,whichwecallthelaw ofgravitation.Itwasnotintheapple,norinanythinginthe centreoftheearth. Allknowledge,therefore,secularorspiritual,isinthe humanmind.Inmanycasesitisnotdiscovered,butremains covered,andwhenthecoveringisbeingslowlytakenoff,we say,Wearelearning. (CW.1.28) Whatiseducation?Isitbook-learning?No.Isitdiverseknowledge?Noteventhat.Thetrainingbywhichthecurrentand expressionofwillarebroughtundercontrolandbecome 49 4

m y i de a of educ at ion fruitfuliscallededucation.Nowconsider,isthateducationas aresultofwhichthewill,beingcontinuouslychokedbyforce throughgenerations,iswell-nighkilledout;isthateducation underwhoseswayeventheoldideas,letalonethenewones, aredisappearingonebyone;isthateducationwhichisslowly makingmanamachine? (CW.4.490) Educationisnottheamountofinformationthatisputinto yourbrainandrunsriotthere,undigested,allyourlife.We musthavelife-building,man-making,character-makingassimilationofideas.Ifyouhaveassimilatedfiveideasandmade themyourlifeandcharacter,youhavemoreeducationthan anymanwhohasgotbyheartawholelibrary.Ifeducation isidenticalwithinformation,thelibrariesarethegreatest sagesintheworld,andencyclopaediasaretherishis. (CW.3.302) Negativethoughtsweakenmen.Doyounotfindthatwhere parentsareconstantlytaxingtheirsonstoreadandwrite, tellingthemtheywillneverlearnanything,andcallingthem foolsandsoforth,thelatterdoactuallyturnouttobesoin manycases?Ifyouspeakkindwordstoboysandencourage them,theyareboundtoimproveintime.Whatholdsgoodof children,alsoholdsgoodofchildrenintheregionofhigher thoughts.Ifyoucangivethempositiveideas,peoplewillgrow uptobemenandlearntostandontheirownlegs. (CW.7.170) Inlanguageandliterature,inpoetryandthearts,ineverythingwemustpointoutnotthemistakesthatpeopleare makingintheirthoughtsandactions,butthewayinwhich theywillgraduallybeabletodothesethingsbetter.Pointing outmistakes,woundsamansfeelings. (CW.7.170) 50

Ph i l o s oPh y of educ at ion Youcannotteachachildanymorethanyoucangrowaplant. Allyoucandoisonthenegativesideyoucanonlyhelp.Itis amanifestationfromwithin;itdevelopsitsownnatureyou canonlytakeawayobstructions. (CW.5.410) Theeducationthatyouaregettingnowhassomegoodpoints, butithasatremendousdisadvantagewhichissogreatthatthe goodthingsareallweigheddown.Inthefirstplaceitisnot aman-makingeducation,itismerelyandentirelyanegative education.Anegativeeducationoranytrainingthatisbased onnegationisworsethandeath. (CW.3.301) Wemusthaveaholdonthespiritualandseculareducation ofthenation.Youmustdreamit,youmusttalkit,you mustthinkit,andyoumustworkitout.Tillthenthereisno salvationfortherace. (CW.3.301) Wemusthavethewholeeducationofourcountry,spiritual andsecular,inourownhands,anditmustbeonnational lines,throughnationalmethodsasfaraspractical.Ofcourse thisisaverybigscheme,averybigplan.Idonotknow whetheritwilleverworkout.Butwemustbeginthework. (CW.3.302) Whatiscivilization?Itisthefeelingofthedivinewithin. (CW.8.228) Educationhasyettobeintheworld,andcivilizationcivilizationhasbegunnowhereyet. (CW.3.114) Thepresentsystemofeducationisallwrong.Themindis crammedwithfactsbeforeitknowshowtothink. (CW.8.280) 51

m y i de a of educ at ion ThoseofyouwhohavereadHerbertSpencerrememberwhat hecallsthemonasterysystemofeducationthatwastried inEuropeandwhichinsomepartsprovedasuccess;that is,thereisoneschoolmaster,whomthevillagekeeps.These primaryschoolsareveryrudimentary,becauseourmethods aresosimple.Eachboybringsalittlemat;andhispaper, tobeginwith,ispalmleaves.Palmleavesfirst,paperistoo costly.Eachboyspreadshislittlematandsitsuponit,brings outhisinkstandandhisbooksandbeginstowrite.Alittle arithmetic,someSanskritgrammar,alittleoflanguageand accountsthesearetaughtintheprimaryschool. (CW.8.68) ThemanatwhosefeetIsatallmylifeanditisonlyafew ideasofhisthatItrytoteachcould[hardly]writehisname atall.AllmylifeIhavenotseenanothermanlikethat,andI havetravelledallovertheworld.WhenIthinkofthatman, Ifeellikeafool,becauseIwanttoreadbooksandhenever did.Heneverwantedtolicktheplatesafterotherpeople hadeaten.Thatiswhyhewashisownbook.AllmylifeI amrepeatingwhatJacksaidandJohnsaid,andneversay anythingmyself. (CW.6.64) Booksareinfiniteinnumberandtimeisshort;thereforethe secretofknowledgeistotakewhatisessential.Takethatand trytoliveuptoit. (CW.1.236) ItisoneoftheevilsofyourWesterncivilizationthatyouare afterintellectualeducationalone,andtakenocareofthe heart.Itonlymakesmententimesmoreselfish,andthatwill beyourdestruction. (CW.1.412)

52

Ph i l o s oPh y of educ at ion Iwouldahundredtimesratherhavealittleheartandno brain,thanbeallbrainsandnoheart,hewhohasnoheart andonlybrainsdiesofdryness. (CW.2.145) Bringlighttotheignorant,andmorelighttotheeducated,for thevanitiesoftheeducationofourtimearetremendous! (CW.3.247) Firstofallcomesthegiftoffood;nextisthegiftoflearning, andthehighestofallisthegiftofknowledge. (CW.7.159) Thereisonlyonepurposeinthewholeoflifeeducation.Otherwisewhatistheuseofmenandwomen,landandwealth? (CW.8.431) Thereare[morethan]ahundredbookscomprisingtheUpanishads,someverysmallandsomebig,eachaseparatetreatise. TheUpanishadsdonotrevealthelifeofanyteacher,but simplyteachprinciples.Theyare[asitwere]shorthandnotes takendownofdiscussionin[learnedassemblies],generallyin thecourtsofkings.ThewordUpanishadmaymeansittings [orsittingnearateacher]. (CW.1.446) Eachnationisatype,physicallyandmentally.Eachisconstantlyreceivingideasfromothersonlytoworkthemoutinto itstype,thatis,alongthenationalline.Thetimehasnotcome forthedestructionoftypes.Alleducationfromanysourceis compatiblewiththeidealsineverycountry;onlytheymust benationalized,i.e.fallinlinewiththerestofthetype. (CW.8.523-24)

53

SoCietY AnD eDuCAtion

Well,youconsideramanaseducatedifonlyhecanpass someexaminationsanddelivergoodlectures.Theeducation whichdoesnothelpthecommonmassofpeopletoequip themselvesforthestruggleforlife,whichdoesnotbringout strengthofcharacter,aspiritofphilanthropyandthecourage ofalionisitworththename?Realeducationisthatwhich enablesonetostandononesownlegs.Theeducationthatyou arereceivingnowinschoolsandcollegesisonlymakingyou araceofdyspeptics.Youareworkinglikemachinesmerely, andlivingajelly-fishexistence. (CW.7.147-8) Gettingbyheartthethoughtsofothersinaforeignlanguage, andstuffingyourbrainwiththemandtakingsomeuniversity degrees,youconsideryourselfeducated!Fieuponyou!Is thiseducation?Whatisthegoalofyoureducation?Eithera clerkship,orbeingaroguishlawyer,oratthemostaDeputy Magistracy,whichisanotherformofclerkshipisntthatall? Whatgoodwillitdoyouorthecountryatlarge?Openyour eyesandseewhatapiteouscryforfoodisrisinginthelandof Bharata,proverbialforitswealth!Willyoureducationfulfill thiswant?Never. (CW.7.182) Wewantthateducationbywhichcharacterisformed,strength ofmindisincreased,theintellectisexpanded,andbywhich onecanstandononesownfeet. (CW.5.342) 54

s o ci e t y a n d educ at ion Thetrainingbywhichthecurrentandexpressionofwillare broughtundercontrolandbecomefruitful,iscallededucation. (CW.4.490) Itisman-makingeducationallroundthatwewant. (CW.3.224) Education,education,educationalone!Travellingthrough manycitiesofEuropeandobservinginthemthecomforts andeducationofeventhepoorpeople,therewasbroughtto mymindthestateofourownpoorpeople,andIusedtoshed tears.Whatmadethedifference?Educationwastheanswer Igot. (CW.4.483) Ononeside,newIndiaissaying,IfweonlyadoptWestern ideas,Westernlanguage,Westernfood,Westerndress,and Westernmanners,weshallbeasstrongandpowerfulasthe Westernnations;ontheother,oldIndiaissaying,Fools! Byimitation,othersideasneverbecomeonesown;nothing, unlessearned,isyourown.Doestheassinthelionsskin becomethelion? Ononeside,newIndiaissaying,WhattheWesternnationsdoissurelygood,otherwisehowdidtheybecomeso great?Ontheotherside,oldIndiaissaying,Theflashof lightningisintenselybright,butonlyforamoment;lookout, boys,itisdazzlingyoureyes.Beware! (CW.4.477) Wehavehadanegativeeducationallalongfromourboyhood.Wehaveonlylearntthatwearenobodies.Seldomare wegiventounderstandthatgreatmenwereeverborninour country.Nothingpositivehasbeentaughttous.Wedonot evenknowhowtouseourhandsandfeet!Wehavelearnt onlyweakness. (CW.5.332) 55

m y i de a of educ at ion Thefirstdutyistoeducatethepeople. (CW.3.216)

Ifyouaretoliveatall,youmustadjustyourselftothetimes. Ifwearetoliveatall,wemustbeascientificnation. (CW.6.113) Ourpartofthedutyliesinimpartingtrueeducationtoall menandwomeninsociety.Asanoutcomeofthateducation, theywillofthemselvesbeabletoknowwhatisgoodforthem andwhatisbad,andwillspontaneouslyeschewthelatter.It willnotbethennecessarytopulldownorsetupanythingin societybycoercion. (CW.6.493) Astoeducationandculture,italldependsupontheman. Thatistosay,wherethemenarehighlycultured,therethe womenare;wherethemenarenot,womenarenot. (CW.8.68) Educationforbothboysandgirlsisneglected,entirelyneglected.Thereareagreatmanythingsthatshouldbedone inthatland(India). (CW.8.70) Theonlyservicetobedoneforourlowerclassesistogive themeducation,todeveloptheirlostindividuality.Thatis thegreattaskbetweenourpeopleandprinces.Uptonow nothinghasbeendoneinthatdirection. (CW.4.362) Theonlywaytobringaboutthelevellingofcasteistoappropriatetheculture,theeducation,whichisthestrengthof thehighercastes.Thatdone,youhavewhatyouwant. (CW.3.291) 56

s o ci e t y a n d educ at ion Allthemembersofasocietyoughttohavethesameopportunityforobtainingwealth,education,orknowledge. (CW.5.146) Now,fromtheoldesttimes,youknow,theprimaryeducation, accordingtotheoldHinducustoms,belongstothevillage system.Allthelandfromtimeimmemorialwasnationalized belongedtotheGovernment.Thereneverisanyprivate rightinland.TherevenueinIndiacomesfromtheland, becauseeverymanholdssomuchlandfromtheGovernment. Thislandisheldincommonbyacommunity,itmaybefive, ten,twenty,orahundredfamilies.Theygovernthewholeof theland,payacertainamountofrevenuetotheGovernment, maintainaphysician,avillageschoolmaster,andsoon. (CW.8.68) ThewholedifferencebetweentheWestandtheEastisinthis: Theyarenations,wearenot,i.e.,civilization,educationhere isgeneral,itpenetratesintothemasses.Thehigherclassesin IndiaandAmericaarethesame,butthedistanceisinfinite betweenthelowerclassesofthetwocountries. (CW.8.306) Fromthedaywheneducationandcultureetcbegantospread graduallyfrompatricianstoplebeians,grewthedistinction betweenthemoderncivilizationasofWesterncountries,and theancientcivilizationasofIndia,Egypt,Rome,etc. (CW.4.482) Setyourselvestothetaskofspreadingeducationamongthe masses.Kindletheirknowledgewiththehelpofmodern science.Teachthemhistory,geography,science,literature, and along with these the profound truths of religion. In 57

m y i de a of educ at ion exchangeforthatteaching,thepovertyoftheteacherswill alsodisappear.Bymutualexchangebothpartieswillbecome friendlytoeachother. (CW.7.149) Educateourpeople,sothattheymaybeabletosolvetheir ownproblems.Untilthatisdone,alltheseidealreformswill remainidealsonly. (CW.5.215) IfeverIgetmoneyinmypossession,Ishallfirstspendthat intheserviceofman.Manisfirsttobesaved;hemustbe givenfood,education,andspirituality. (CW.6.451) YonderplotoflandonthesouthsideoftheMathwillbe thecenteroflearning,wheregrammar,philosophy,science, literature,rhetoric,therutis,Bhaktiscriptures,andEnglish willbetaught.Teachingwillbeimpartedhereirrespective ofcasteorcreed,andthosewhowillhaveobjectiontothis willnotbeadmitted. (CW.7.158) Theidealofalleducation,alltraining,shouldbethismanmaking.But,insteadofthat,wearealwaystryingtopolishup theoutside.Whatuseinpolishinguptheoutsidewhenthere isnoinside?Theendandaimofalltrainingistomakethe mangrow.Themanwhoinfluences,whothrowshismagic, asitwere,uponhisfellow-beings,isadynamoofpower,and whenthatmanisready,hecandoanythingandeverythinghe likes;thatpersonalityputuponanythingwillmakeitwork. (CW.2.15) Whydoesnotthenationmove?Firsteducatethenation,create yourlegislativebody,andthenthelawwillbeforthcoming. Firstcreatethepower,thesanctionfromwhichthelawwill spring.Thekingsaregone;whereisthenewsanction,thenew 58

s o ci e t y a n d educ at ion powerofthepeople?Bringitup.Therefore,evenforsocial reform,thefirstdutyistoeducatethepeople,andyouwill havetowaittillthattimecomes. (CW.3.216) Mostofthemonksareeducated.Thosethatarenotarealso havingseculareducation.Butaboveall,todogood,perfect unselfishnessisabsolutelynecessary. (CW.8.424) Wegetmostlythosewhohavealreadyeducatedthemselves. Whatisneededistrainingthemintoourmethodandbuilding upofcharacter.Thetrainingistomakethemobedientand fearless;andthemethodistohelpthepoorphysicallyfirst andthenworkuptohigherregionsofmentality. (CW.8.425) Arenotdrumsmadeinthecountry?Arenottrumpetsand kettle-drumsavailableinIndia?Maketheboyshearthedeeptonedsoundoftheseinstruments.Hearingfromboyhoodthe soundoftheseeffeminateformsofmusicandthelisteningto thekirtana,thecountryiswell-nighconvertedintoacountry ofwomen.Thedamaruandhornhavetobesounded;drums aretobebeatensoastoraisethedeepandmartialnotes. (CW.7.232-3) ItisoneoftheevilsofyourWesterncivilizationthatyouare afterintellectualeducationalone,andtakenocareofthe heart.Itonlymakesmententimesmoreselfish.When thereisconflictbetweentheheartandthebrain,lettheheart befollowed.Itistheheartwhichtakesonetothehighest plane,whichintellectcanneverreach;itgoesbeyondintellect, andreachestowhatiscalledinspiration. (CW.1.412-3) Alwayscultivatetheheart. 59 (CW.1.415)

m y i de a of educ at ion FromthehighestGodtothemeanestgrass,thesamepower ispresentinallwhethermanifestedornot.Weshallhaveto callforththatpowerbygoingfromdoortodoor. Alongwiththis,educationhastobeimparted.Thatis easytosay,buthowtoreduceitintopractice?Therearethousandsofunselfish,kind-heartedmeninourcountrywhohave renouncedeverything.Inthesamewayastheytravelabout andgivereligiousinstructionswithoutanyremuneration,so atleasthalfofthemcanbetrainedasteachersorbearersof sucheducationasweneedmost.Forthat,wewantfirstof allacentreinthecapitalofeachPresidency,fromwhenceto spreadslowlythroughoutthewholeofIndia.Twocentreshave recentlybeenstartedinMadrasandKolkata;thereishopeof moresoon.Then,thegreaterpartoftheeducationtothepoor shouldbegivenorally,timeisnotyetripeforschools.Graduallyinthesemaincentreswillbetaughtagriculture,industry, etc.,andworkshopswillbeestablishedforthefurtheranceof arts.TosellthemanufacturesofthoseworkshopsinEurope andAmerica,associationswillbestartedlikethosealready inexistence.Itwillbenecessarytostartcentresforwomen, exactlylikethoseformen. (CW.4.484-5) Inourbooksthereisthedoctrineofuniversalequality,butin workwemakegreatdistinctions.ItwasinIndiathatunselfish anddisinterestedworkofthemostexaltedtypewaspreached; butinpracticeweareawfullycruel,awfullyheartlessunable tothinkofanythingbesidesourownmass-of-fleshbodies. (CW.5.127) Aboutthepsychicalthingsthathavebeenthesubjectofdiscussion,Ihaveverylittletosayhere,forinthefirstplace,the questioniswhetherpsychicalsubjectsarecapableofscientific demonstration.Whatdoyoumeanbythisdemonstration? 60

s o ci e t y a n d educ at ion Firstofall,therewillbethesubjectiveandtheobjectiveside necessary.Takingchemistryandphysics,withwhichweare sofamiliar,andofwhichwehavereadsomuch,isittruethat everyoneinthisworldisabletounderstandthedemonstration evenofthecommonestsubjects?Takeanyboorandshow himoneofyourexperiments.Whatwillheunderstandof it?Nothing.Itrequiresagooddealofprevioustrainingto bebroughtuptothepointofunderstandinganexperiment. Beforethathecannotunderstanditatall.Thatisagreatdifficultyintheway.Ifscientificdemonstrationmeansbringing downcertainfactstoaplanewhichisuniversalforallhuman beings,whereallbeingscanunderstandit,Idenythatthere canbeanysuchscientificdemonstrationforanysubjectin theworld.Ifitwereso,allouruniversitiesandeducation wouldbeinvain.Whyareweeducatedifbybirthwecan understandeverythingscientific?Whysomuchstudy?Itis ofnousewhatsoever. (CW.4.192-3) Ourcharacterhasdisappeared.OurEnglisheducationhas destroyedeverythingandleftnothinginitsplace.Ourchildrenhavelosttheirpoliteness.Totalknicelyisdegrading. Tobereverentialtooneseldersisdegrading.Irreverence hasbeenthesignofliberty.Itishightimethatwegoback toouroldpoliteness.Thereformershavenothingtogivein placeofwhattheyhavetakenaway.Yetinspiteofthemost adversesurroundingofclimate,etc.,wehavebeenabletodo much,wehavetodomuchmore.Iamproudofmyrace,Ido notdespair,(and)Iamseeingdailyagloriousandwonderful futureinmymentalvisions.Takegreatestcareoftheseyoung onesonwhomourfuturedepends. (CW.9.546-7)

61

the true teACher

Inregardtotheteacher,wemustseethatheknowsthespirit ofthescriptures.ThewholeworldreadsBibles,Vedasand Korans;buttheyareallonlywords,syntax,etymology,philology,thedrybonesofreligion.Theteacherwhodealstoomuch inwordsandallowsthemindtobecarriedawaybytheforce ofwordslosesthespirit.Itistheknowledgeofthespiritofthe scripturesalonethatconstitutesthetruereligiousteacher. (CW.3.48-9) Thesecondconditionnecessaryintheteacherissinlessness. Thequestionisoftenasked,Whyshouldwelookintothe characterandpersonalityofateacher?Thisisnotright Thesinequanonofacquiring.truthforonesselforfor impartingtoothersisthepurityofheartandsoul.He mustbeperfectlypure,andthenalonecomesthevalueofhis words. (CW.3.50) Thefunctionoftheteacherisindeedanaffairofthetransferenceofsomething,andnotoneofmerestimulationofthe existingintellectualorotherfacultiesinthetaught.Something realandappreciableasaninfluencecomesfromtheteacher andgoestothetaught.Thereforetheteachermustbepure. (CW.3.50-1) Theonlytrueteacherishewhocanconverthimself,asitwere, intoathousandpersonsatamomentsnotice.Theonlytrue 62

t h e t ru e t e ach er teacherishewhocanimmediatelycomedowntothelevelof thestudent,andtransferhissoultothestudentssouland seethroughthestudentseyesandhearthroughhisearsand understandthroughhismind.Suchateachercanreallyteach andnoneelse.Allthesenegative,breaking-down,destructive teachersthatareintheworldcanneverdoanygood. (CW.4.183) Noonewaseverreallytaughtbyanother;eachofushasto teachhimself.Theexternalteacheroffersonlythesuggestionwhichrousestheinternalteachertoworktounderstand things. (CW.1.93) Myideaofeducationispersonalcontactwiththeteachergurugriha-vsa.Withoutthepersonallifeofateachertherewould benoeducation. (CW.5.224)

63

the teACher AnD the tAuGht

Oneshouldlivefromhisveryboyhoodwithonewhosecharacterislikeablazingfireandshouldhavebeforehimaliving exampleofthehighestteaching. (CW.5.369) TheoldsystemofeducationinIndiaisverydifferentfrom the modern system. The students had not to pay. It was thoughtthatknowledgeissosacredthatnomanoughttosell it.Knowledgemustbegivenfreelyandwithoutanyprice.The teachersusedtotakestudentswithoutcharge,andnotonlyso, mostofthemgavetheirstudentsfoodandclothes.Tosupport theseteachersthewealthyfamiliesmadegiftstothem andtheyintheirturnhadtomaintaintheirstudents. (CW.4.162-3) Therearecertainconditionsnecessaryinthetaught,andalso intheteacher.Theconditionsnecessaryinthetaughtare purity,arealthirstafterknowledge,andperseverance. (CW.4.24) Purityinthought,speech,andactisabsolutelynecessary. Astothethirstafterknowledge,itisanoldlawthatweallget whateverwewant.Noneofuscangetanythingotherthan whatwefixourheartsupon.Theremustbeacontinuous struggle,aconstantfight,anunremittinggrapplingwithour lowernature,tillthehigherwantisactuallyfeltandvictory 64

t h e t e ach er a n d t h e taugh t isachieved.Thestudentwhosetsoutwithsuchaspiritof perseverancewillsurelyfindsuccessandrealizationatlast. (CW.3.48) Withtheteacher,therefore,ourrelationshipisthesameas thatbetweenanancestorandhisdescendant.Withoutfaith, humility,submission,andvenerationinourheartstowards ourreligiousteacher,therecannotbeanygrowthofreligion inus.Inthosecountrieswhichhaveneglectedtokeepup thiskindofrelationthereligiousteacherhasbecomeamere lecturer,theteacherexpectinghisfivedollarsandtheperson taughtexpectinghisbraintobefilledwiththeteacherswords, andeachgoinghisownwayafterthismuchhasbeendone. (CW.3.52) Thetrueteacherisonewhocanthrowhiswholeforceintothe tendencyofthetaught.Withoutrealsympathywecannever teachwell. (CW.7.99) Yousee,noonecanteachanybody.Theteacherspoilseverythingbythinkingthatheisteaching.ThusVedantasays thatwithinmanisallknowledgeeveninaboyitissoand itrequiresonlyanawakening,andthatmuchistheworkof ateacher.Wehavetodoonlysomuchfortheboysthatthey maylearntoapplytheirownintellecttotheproperuseof theirhands,legs,ears,eyes,etc.andfinallyeverythingwill becomeeasy. (CW.5.366) Thebondbetweentheteacherandthetaughtispeculiarto India.Theteacherisnotaman,whocomesjusttoteachme, andIpayhimsomuch,andthereitends.InIndiaitisreally likeanadoption.Theteacherismorethanmyownfather,and Iamtrulyhischild,hissonineveryrespect.Iowehimobedi65 5

m y i de a of educ at ion enceandreverencefirst,beforemyownfathereven;because, theysay,thefathergavemethisbody,butheshowedmethe waytosalvation,heisgreaterthanfather.Andwecarrythis love,thisrespectforourteacherallourlives. (CW.8.78) Thedisciplemusthavefaithintheguru(teacher).IntheWest theteachersimplygivesintellectualknowledge;thatisall.The relationshipwiththeteacheristhegreatestinlife.Mydearest andnearestrelativeinlifeismyguru;next,mymother;then myfather.Myfirstreverenceistotheguru. (CW.8.112) Healoneteacheswhohassomethingtogive,forteachingis nottalking,teachingisnotimpartingdoctrines,itiscommunicating. (CW.4.177-8) Findthe(spiritual)teacher,servehimasachild,openyour hearttohisinfluence,seeinhimGodmanifested. (CW.4.28) Therearestillgreaterdangersinregardtothetransmitter, theguru(spiritualteacher).Therearemanywho,though immersedinignorance,yet,intheprideoftheirhearts,fancy theyknoweverything,andnotonlydonotstopthere,but offertotakeothersontheirshoulders;andthustheblind leadingtheblind,bothfallintotheditch.Theworldisfull ofthese.Everyonewantstobeateacher;everybeggarwants tomakeagiftofamilliondollars!Justasthesebeggarsare ridiculous,soaretheseteachers. (CW.3.47) Theoldinstitutionoflivingwiththeguruandsimilarsystemsofimpartingeducationareneeded.Whatwewantare 66

t h e t e ach er a n d t h e taugh t westernsciencecoupledwithVedanta,brahmacharyaasthe guidingmotto,andalsoraddhandfaithinonesownself. Anotherthingthatwewantistheabolitionofthatsystem whichaimsateducatingourboysinthesamemannerasthat ofthemanwhobatteredhisass,beingadvisedthatitcould therebybeturnedintoahorse. (CW.5.366) Youcannotmakeaplantgrowinsoilunsuitedtoit.Achild teachesitself.Butyoucanhelpittogoforwardinitsown way.Whatyoucandoisnotofthepositivenature,butof thenegative.Youcantakeawaytheobstacles,butknowledge comesoutofitsownnature.Loosenthesoilalittle,sothat itmaycomeouteasily.Putahedgeroundit;seethatitisnot killedbyanything,andthereyourworkstops.Youcannot doanythingelse.Therestisamanifestationfromwithinits ownnature.Sowiththeeducationofachild;achildeducates itself. (CW.4.55) Allteachingimpliesgivingandtaking,theteachergivesand thetaughtreceives,buttheonemusthavesomethingtogive, andtheothermustbeopentoreceive. (CW.4.178) Theteachingmustthereforebemodifiedaccordingtothe needsofthetaught.Fireamassofbird-shot,oneatleast willstrike;giveamanawholemuseumoftruths,hewillat oncetakewhatissuitedtohim.Pastliveshavemouldedour tendencies;givetothetaughtinaccordancewithhistendency. Intellectual,mystical,devotional,practicalmakeonethe basis,butteachtheotherswithit. (CW.7.98)

67

eDuCAtion oF the mASSeS

Thegreatnationalsinistheneglectofthemasses,andthat isoneofthecausesofourdownfall.Noamountofpolitics wouldbeofanyavailuntilthemassesinIndiaareoncemore welleducated,wellfed,andwellcaredfor. (CW.5.222-3) Anationisadvancedinproportionaseducationandintelligencespreadamongthemasses.ThechiefcauseofIndias ruinhasbeenthemonopolizingofthewholeeducationand intelligenceofthelandamongahandfulofmen.Ifweare toriseagain,weshallhavetodoitbyspreadingeducation amongthemasses. (CW.4.482) Theonlyservicetobedoneforourlowerclassesistogive themeducation,todeveloptheirlostindividuality.They aretobegivenideas;theireyesaretobeopenedtowhat isgoingonintheworldaroundthem;andthentheywill workouttheirownsalvation.Everynation,everyman,and everywomanmustworkouttheirownsalvation.Givethem ideasthatistheonlyhelptheyrequireandthentherestmust followastheeffect.Oursistoputthechemicalstogether,the crystallizationcomesinthelawofnature. (CW.4.362) Thegreatdifficultyinthewayofeducatingthepooristhis. SupposingevenyourHighness(MaharajaofMysore)opensa freeschoolineveryvillage,stillitwoulddonogood,forthe 68

educ at ion of t h e m a s se s povertyinIndiaissuch,thatthepoorboyswouldrathergo tohelptheirfathersinthefields,orotherwisetrytomakea living,thancometotheschool.Nowifthemountaindoesnot cometoMohammed,Mohammedmustgotothemountain. Ifthepoorboycannotcometoeducation,educationmust gotohim.Therearethousandsofsingle-minded,self-sacrificingsannysinsinourowncountry,goingfromvillageto village,teachingreligion.Ifsomeofthemcanbeorganized asteachersofsecularthingsalso,theywillgofromplaceto place,fromdoortodoor,notonlypreaching,butteaching also.Supposetwoofthesemengotoavillageintheevening withacamera,aglobe,somemaps,etc.Theycanteacha greatdealofastronomyandgeographytotheignorant.By tellingstoriesaboutdifferentnations,theycangivethepoor ahundredtimesmoreinformationthroughtheearthanthey cangetinalifetimethroughbooks. (CW.4.363) Engrossedinthestruggleforexistence,they(thelowerclasses) hadnottheopportunityfortheawakeningofknowledge. Theyhaveworkedsolonguniformlylikemachinesandthe clevereducatedsectionhavetakenthesubstantialpartofthe fruitsoftheirlabour.Buttimeshavechanged.Thelower classesaregraduallyawakeningtothisfactandmakinga unitedfrontagainstthisTheupperclasseswillnolongerbe abletorepressthelower,trytheyeversomuch.Thewell-being ofthehigherclassesnowliesinhelpingthelowertogettheir legitimaterights.Therefore,Isay,setyourselvestothetaskof spreadingeducationamongthemasses.Tellthemandmake themunderstand,Youareourbrothersapartandparcel ofourbodies,Iftheyreceivethissympathyfromyou,their enthusiasmforworkwillbeincreasedahundredfold. (CW.7.148-9)

69

m y i de a of educ at ion Ifthepoorcannotcometoeducation,educationmustreach themattheplough,inthefactory,everywhere.(CW.8.308) Howcantherebeanyprogressofthecountrywithoutthe spreadofeducation,thedawningofknowledge?Evenno realeffortorexertioninthecauseisvisibleamongthefew inyourcountrywhoarethepromiseofthefuture,youwho havereceivedtheblessingsofeducation.Butknowforcertain thatabsolutelynothingcanbedonetoimprovethestateof things,unlessthereisspreadofeducationfirstamongthe womenandthemasses. (CW.6.489) Mywholeambitioninlifeistosetinmotionamachinery whichwillbringnobleideastothedoorofeverybody,and thenletmenandwomensettletheirownfate.Letthemknow whatourforefathersaswellasothernationshavethoughton themostmomentousquestionsoflife.Letthemseespecially whatothersaredoingnow,andthendecide. (CW.5.29) Wemusthaveaholdonthespiritualandseculareducationof thenation.Youmustdreamit,youmusttalkit,youmust thinkit,andyoumustworkitout. (CW.3.301) Intelligencemustnotremainthemonopolyofthecultured few;itwillbedisseminatedfromhighertolowerclasses. Educationiscoming,andcompulsoryeducationwillfollow. (CW.5.199) Icallhimatraitorwho,havingbeeneducated,nursedin luxurybytheheartsbloodofthedowntroddenmillionsof toilingpoor,nevereventakesathoughtforthem. (CW.8.329-30)

70

educ at ion of t h e m a s se s Youmustgettogetheranumberofpoor,indigentfolk.Having doneallthis,showthempicturestoteachthemastronomy, geography,etc.,Trytohavetheireyesopenedastowhat hastakenplaceoristakingplaceindifferentcountries,what thisworldislikeand,soforth.Youhavegotlotsofpoorand ignorantfolkthere.Gototheircottages,fromdoortodoor, intheevening,atnoon,anytimeandopentheireyes.Books etc.,wontdogivethemoralteaching. (CW.6.289-90) Educateandraisethemasses,andthusaloneanationispossible.Ourreformersdonotseewherethewoundis,theywant tosavethenationbymarryingthewidows;doyouthinkthat anationissavedbythenumberofhusbandsitswidowsget? Therealnationwholiveincottagehaveforgottentheir manhood,theirindividuality.Troddenunderthefootofthe Hindu,Mussulman,orChristian,theyhavecometothink thattheyareborntobetroddenunderthefootofeverybody whohasmoneyenoughinhispocket.Theyaretobegiven backtheirlostindividuality.Theyaretobeeducated.How? Youhaveseenmybrethren.NowIcangethundredsofsuch, alloverIndia,unselfish,goodandeducated.Letthesemen gofromvillagetovillagebringingnotonlyreligiontothe doorofeveryonebutalsoeducation.SoIhaveanucleusof organizingthewidowsalsoasinstructorstoourwomen. (CW.8.307-8) Indiaistoberaised,thepooraretobefed,educationistobe spread,andtheevilofpriestcraftistoberemoved. (CW.4.368) Ifthereisinequalityinnature,stilltheremustbeequalchance forallorifgreaterforsomeandforsomelesstheweaker shouldbegivenmorechancethanthestrong.Inotherwords, 71

m y i de a of educ at ion abrahminisnotsomuchinneedofeducationasachandla. Ifthesonofabrahminneedsoneteacher,thatofachandla needsten.For,greaterhelpmustbegiventohimwhomnature hasnotendowedwithanacuteintellectfrombirth. (CW.6.319) There is some chance if you can impart education to the masses.Isthereagreaterstrengththanthatofknowledge? Canyougivethemeducation?Namemethecountrywhere richmeneverhelpedanybody!Inallcountriesitisthemiddle classesthatdoallgreatworks. (CW.6.325) Itisculturethatwithstandsshocks,notasimplemassofknowledge.Weallknowinmoderntimesofnations,whichhave massesofknowledge,butwhatofthem?Theyareliketigers; theyarelikesavages,becausecultureisnotthere.Knowledge isonlyskin-deep,ascivilizationis,andalittlescratchbrings outtheoldsavage.Suchthingshappen;thisisthedanger. Teachthemassesinthevernaculars,givethemideas;theywill getinformation,butsomethingmoreisnecessary;givethem culture.Untilyougivethemthat,therecanbenopermanence intheraisedconditionofthemasses. (CW.3.291) Allthemembersofasocietyoughttohavethesameopportunityforobtainingwealth,education,orknowledge.The secondquestionis:thosewhosaythatiftheignorantandthe poorbegivenliberty,i.e.fullrighttotheirbody,wealth,etc., andiftheirchildrenhavethesameopportunitytobettertheir conditionandacquireknowledgeasthoseoftherichandthe highlysituated,theywouldbecomeperversedotheysay thisforthegoodofsocietyorblindedbytheirselfishness? InEnglandtooIhaveheard,Whowillserveusifthelower classesgeteducation? (CW.5.146) 72

eDuCAtinG the Women

They[women]havemanyandgraveproblems,butnonethat arenottobesolvedbythatmagicwordeducation. (CW.5.231) Brahmachriisofeducationandcharactershouldtakeupthe taskofteaching. (CW.6.489) Invillagesandtownstheywillopencentresandstriveforthe spreadoffemaleeducation.Throughsuchdevoutpreachers ofcharactertherewillbetherealspreadoffemaleeducation inthecountry. (CW.7.217-8) HistoryandthePurnas,housekeepingandthearts,theduties ofhomelifeandprinciplesthatmakeforthedevelopmentof anidealcharacterhavetobetaught. (CW.6.489) Othermatterssuchassewing,culinaryart,rulesofdomestic work,andupbringingofchildren,willalsobetaughtwhile japa,worship,andmeditationshallformanindispensable partoftheteaching. (CW.7.217) Alongwithotherthingstheyshouldacquirethespiritof valourandheroism.Inthepresentdayithasbecomenecessaryforthemalsotolearnself-defence. (CW.5.342) 73

m y i de a of educ at ion Withsuchaneducationwomenwillsolvetheirownproblems. Theyhaveallthetimebeentrainedinhelplessness,servile dependenceonothersandsotheyaregoodonlytoweeptheir eyesoutattheslightestapproachofamishapordanger. (CW.5.342) Educateyourwomenfirstandleavethemtothemselves;then theywilltellyouwhatreformsarenecessaryforthem. (CW.6.115) Onedoesnotfindanyrealendeavourinyourcountrytoget thewomeneducated.You,themen,areeducatingyourselves todevelopyourmanhood,butwhatareyoudoingtoeducate andadvancethosewhoshareallyourhappinessandmisery, wholaydowntheirlivestoserveyouinyourhomes? (CW.6.488) Howmanyschoolshavebeenstartedonyourownnational lines?Butalas,suchasystemdoesnotobtainevenamong themenofyourcountry,whattospeakofwomen!Itisseen fromtheofficialstatisticsthatonlythreeorfourpercentof thepeopleinIndiaareeducated,andnotevenonepercent ofthewomen. (CW.6.488-9) Religion,arts,science,housekeeping,cooking,sewing,hygienethesimpleessentialpointsinthesesubjectsoughttobe taughttoourwomen.TheMahkliPalistoagreat extentmovingintherightdirection.Butonlyteachingrites ofworshipwontdo;theireducationmustbeaneye-openerin allmatters.Idealcharactersmustalwaysbepresentedbefore theviewofthegirlstoimbuethemwithadevotiontolofty principlesofselflessness.ThenobleexamplesofSit,Svitri, Damayanti,Lilvati,KhanaandMirshouldbebrought 74

educ at i ng t h e Wom en hometotheirminds,andtheyshouldbeinspiredtomould theirownlivesinthelightofthese. (CW.6.493-4) Inthesemoderndaysthereisagreaterimpetustowardshigher educationontheEuropeanlines,andthetrendofopinion isstrongtowardswomengettingthishighereducation.Of course,therearesomepeopleinIndiawhodonotwantit, butthosewhodowantitcarriedtheday.Itisastrangefact thatOxfordandCambridgeareclosedtowomentoday,soare HarvardandYale;butKolkataUniversityopeneditsdoors towomenmorethantwentyyearsago.Irememberthatthe yearIgraduated,severalgirlscameoutandgraduatedthe samestandard,thesamecourse,thesameineverythingas theboys;andtheydidverywellindeed. (CW.8.69) Ishouldverymuchlikeourwomentohaveyourintellectuality,butnotifitmustbeatthecostofpurity[statedinNew York].Iadmireyouforallthatyouknow,butIdisliketheway thatyoucoverwhatisbadwithrosesandcallitgood.Intellectualityisnotthehighestgood.Moralityandspirituality arethethingsforwhichwestrive. (CW.5.412) Ihaveitinmymindtotrainupsomebrahmachrinsand brahmachriis,theformerofwhomwilleventuallytakethe vowof sannysaandtrytocarrythelightofeducationamong themasses,fromvillagetovillage,throughoutthecountry, whilethelatterwilldothesameamongwomen.Butthewhole workmustbedoneinthestyleofourowncountry.Justas centreshavetobestartedformen,soalsocentreshavetobe startedforteachingwomen.Principlesthatmakeforthe developmentofanidealcharacterhavetobetaughtwiththe helpofmodernscience,andthewomenstudentsmustbe trainedupinethicalandspirituallife.Wemustseetotheir 75

m y i de a of educ at ion growingupasidealmatronsofhomeintime.Thechildren ofsuchmotherswillmakefurtherprogressinthevirtuesthat distinguishthemothers. (CW.6.489) To make a beginning in womens education: our Hindu womeneasilyunderstandwhatchastitymeans,becauseit istheirheritage.Now,firstofall,intensifythatidealwithin themaboveeverythingelse,sothattheymaydevelopastrong characterbytheforceofwhich,ineverystageoftheirlife, whethermarried,orsingleiftheyprefertoremainso,they willnotbeintheleastafraideventogiveuptheirlivesrather thanflinchaninchfromtheirchastity.Isitlittleheroismtobe abletosacrificeoneslifeforthesakeofonesideal,whatever thatidealmaybe? (CW.5.342-3) Womenmustbeputinapositiontosolvetheirownproblems intheirownway.Noonecanoroughttodothisforthem. AndourIndianwomenareascapableofdoingitasanyin theworld. (CW.5.229-30) Itisonlyinthehomesofeducatedandpiousmothersthat greatmenareborn.Andyouhavereducedyourwomento somethinglikemanufacturingmachines;alas,forheavens sake,isthistheoutcomeofyoureducation?Theupliftofthe women,theawakeningofthemassesmustcomefirst,and thenonlycananyrealgoodcomeaboutforthecountry,for India. (CW.6.489-90) Howfaristhebirthplaceofthisvenerablelady(referringto TapasviniMtjiofMahkliPal)!Shehasrenounced everythingofherworldlylife,andyethowdiligentinthe serviceofhumanity!Hadshenotbeenawoman,couldshe everhaveundertakentheteachingofwomeninthewayshe 76

educ at i ng t h e Wom en isdoing?WhatIsawherewasallgood,butthatsomemale householdersshouldbepitch-forkedasteachersisathing I cannot approve of. The duty of teaching in the school oughttodevolveineveryrespectoneducatedwidowsand brahmachriis. (CW.6.490-1) InIndiaalonethesightoffemininemodestyandreserve soothestheeye!Withsuchmaterialsofgreatpromise,you couldnot,alas,workouttheiruplift!Youdidnottrytoinfuse thelightofknowledgeintothem!Iftheygettherightsortof education,theymaywellturnouttobeidealwomeninthe world. (CW.6.491) Thesecelibatenunswillintimebetheteachersandpreachers oftheMath.Invillagesandtownstheywillopencentersand striveforthespreadoffemaleeducation.Throughsuchdevout preachersofcharactertherewillbetherealspreadoffemale educationinthecountry. (CW.7.217-8) Theymustbegiveneducationandlefttothemselves.After thattheywillactastheythinkbest.Evenaftermarriageand enteringtheworld,thegirls(so)educatedwillinspiretheir husbandswithnobleidealsandbethemothersofheroic sons. (CW.7.218) Iaskyouallsoearnestlytodolikewiseandopengirlsschools ineveryvillageandtrytoupliftthem.Ifthewomenareraised, thentheirchildrenwillbytheirnobleactionsglorifythename ofthecountrythenwillculture,knowledge,power,and devotionawakenintheland. (CW.7.220) Biligirihastwowidoweddaughters.Kindlyeducatethemand makespecialeffortsthatthroughthemmoresuchwidowed 77

m y i de a of educ at ion womengetathoroughgroundingintheirownreligionand learnalittleEnglishandSanskrit. (CW.8.397) Disciple:But,Sir,contraryresultsappeartohavecomeout ofthepresentfemaleeducation.Withjustasmatteringof education,theytakemerelytotheWesternmodesofliving. Swamiji:Inthebeginningafewmistakeslikethatare unavoidable.Whenanewideaispreachedinthecountry, some,failingtograspitproperly,gowronginthatway.But whatmattersittothewell-beingofsocietyatlarge?Well,those whoarepioneersofthelittlebitoffemaleeducationthatnow obtainsinthecountrywereundoubtedlyverygreat-hearted. Butthetruthisthatsomedefectorothermustcreepintothat learningorculturewhichisnotfoundedonareligiousbasis. Butnowfemaleeducationistobespreadwithreligionasits centre.Allothertrainingshouldbesecondarytoreligion. Religioustraining,theformationofcharacterandobservance ofthevowofcelibacytheseshouldbeattendedto.Inthe femaleeducationwhichhasobtaineduptillnowinIndia,it isreligionthathasbeenmadeasecondaryconcern,hence thosedefectsyouwerespeakingofhavecreptin.Butnoblame attachesthereforetothewomen. (CW.7.220-1) Ihaveneverseenwomenelsewhereasculturedandeducated astheyarehere[inAmerica].Well-educatedmentherearein ourcountry,butyouwillscarcelyfindanywherewomenlike thosehere.Itisindeedtrue,thattheGoddessHerselflivesin thehousesofvirtuousmenasLakshmi.Ihaveseenthousands ofwomenherewhoseheartsareaspureandstainlessassnow. Oh,howfreetheyare!Itistheywhocontrolsocialandcivic duties.Schoolsandcollegesarefullofwomen,andinour countrywomencannotbesafelyallowedtowalkinthestreets! Andhowpureandchastearetheyhere!Fewwomenare 78

educ at i ng t h e Wom en marriedbeforetwentyortwenty-fiveandtheyareasfreeasthe birdsintheair.Theygotomarket,school,andcollege,earn money,anddoallkindsofwork.Thosewhoarewell-to-do devotethemselvestodoinggoodtothepoor.Andwhatare wedoing?Weareveryregularinmarryingourgirlsateleven yearsofagelesttheyshouldbecomecorruptandimmoral. WhatdoesourManuenjoin?Daughtersshouldbesupported andeducatedwithasmuchcareandattentionasthesons.As sonsshouldbemarriedafterobservingbrahmacharyauptothe thirtiethyear,sodaughtersalsomustobservebrahmacharya andbeeducatedbytheirparents.Butwhatareweactually doing?Canyoubettertheconditionofyourwomen?Then therewillbehopeforyourwell-being.Otherwiseyouwill remainasbackwardasyouarenow. (CW.5.25-6)

79

lAnGuAGe
Wehaventevengotasinglebookwellsuitedforthelittle boys.Wemustcomposesomebookswithshortstories fromtheRmyaa,theMahbhrata,theUpanishads,etc., inveryeasyandsimplelanguage,andthesearetobegiven toourlittleboystoread. (CW.5.371) Thegreatnessofateacherconsistsinthesimplicityofhis language. (CW.5.106) Arise,awake,sleepnomore;withineachofyouthereisthe powertoremoveallwantsandallmiseries.Believethis,and thatpowerwillbemanifested.Teachthistoall,and,with that,spreadamongthemassesinplainlanguagethecentral truthsofscience,philosophy,history,andgeography.Ihavea plantoopenacentrewiththeunmarriedyouths;firstofallI shallteachthem,andthencarryontheworkthroughthem. (CW.6.454) Simplicityisthesecret.MyidealoflanguageismyMasters language,mostcolloquialandyetmostexpressive.Itmust expressthethoughtwhichisintendedtobeconveyed. (CW.5.259) TheBengalilanguagemustbemodellednotaftertheSanskrit, butratherafterthePli,whichhasastrongresemblance 80

l a nguage toit.IncoiningortranslatingtechnicaltermsinBengali, onemust,however,useallSanskritwordsforthem,andan attemptshouldbemadetocoinnewwords.Forthispurpose, ifacollectionismadefromaSanskritdictionaryofallthose technicalterms,thenitwillhelpgreatlytheconstitutionof theBengalilanguage. (CW.5.259)

81 6

the mother tonGue

You will understand the difficulty when I tell you that I havebeenstudyingthislanguage(Sanskrit)allmylife,and yeteverynewbookisnewtome.Howmuchmoredifficult woulditthenbeforpeoplewhoneverhadtimetostudythe languagethoroughly!Thereforetheideasmustbetaughtin thelanguageofthepeople. (CW.3.290) Everymaniscapableofreceivingknowledgeifitisimparted inhisownlanguage.Ateacherwhocannotconvinceothers shouldweeponaccountofhisowninabilitytoteachthe peopleintheirownlanguage,insteadofcursingthemand doomingthemtoliveinignoranceandsuperstition,setting upthepleathatthehigherknowledgeisnotforthem. (CW.5.263) Of course, scholarship is an excellent thing; but cannot scholarshipbedisplayedthroughanyothermediumthan alanguagethatisstiffandunintelligible,thatisunnatural andmerelyartificial?Istherenoroomforartinthespoken language? (CW.6.187) Thelanguageinwhichwenaturallyexpressourselves,in whichwecommunicateouranger,grief,orlove,etc.there cannotbeafitterlanguagethanthat.Wemuststicktothat idea,thatmannerofexpression,thatdictionandall.No 82

t h e mo t h er t ongu e artificiallanguagecaneverhavethatforce,andthatbrevity andexpressiveness,oradmitofbeinggivenanyturnyou please,asthatspokenlanguage.Languagemustbemade likepuresteelturnandtwistitanywayyoulike;itisagain thesameitcleavesarockintwainatonestroke,withoutits edgebeingturned.Ourlanguageisbecomingartificialby imitatingtheslowandpompousmovementandonlythatof Sanskrit.Andlanguageisthechiefmeansandindexofa nationsprogress. (CW.6.187-8) Inourcountry,owingtoalllearningbeinginSanskritfrom theancienttimes,therehasarisenanimmeasurablegulf betweenthelearnedandthecommonfolk.Allthegreatpersonages,fromBuddhadowntoChaitanyaandRamakrishna, whocameforthewell-beingoftheworld,taughtthecommon peopleinthelanguageofthepeoplethemselves. (CW.6.187) Whatistheuseofcreatinganunnaturallanguagetothe exclusionofthenaturalone?Doyounotthinkoutyourscholasticresearchesinthelanguagewhichyouareaccustomedto speakathome?Whythendoyouintroducesuchaqueerand unwieldythingwhenyouproceedtoputtheminblackand white?Thelanguageinwhichyouthinkoutphilosophyand scienceinyourmindandarguewithothersinpublicisnot thatthelanguageforwritingphilosophyandscience? (CW.6.187)

83

the SAnSKrit lAnGuAGe

Myideaisfirstofalltobringoutthegemsofspiritualitythat arestoredupinourbooksandinthepossessionofafewonly, hidden,asitwere,inmonasteriesandforeststobringthem out;tobringtheknowledgeoutofthem,notonlyfromthe handswhereitishidden,butfromthestillmoreinaccessible chest,thelanguageinwhichitispreserved,theincrustation ofcenturiesofSanskritwords.Inoneword,Iwanttomake thempopular.Iwanttobringouttheseideasandletthembe thecommonpropertyofall,ofeverymaninIndia,whether heknowstheSanskritlanguageornot.Thereforetheideas mustbetaughtinthelanguageofthepeople;atthesame time,Sanskriteducationmustgoonalongwithit,because theverysoundofSanskritwordsgivesaprestigeandapower andastrengthtotherace.TheattemptsofthegreatRmnuja andofChaitanyaandofKabirtoraisethelowerclassesof Indiashowthatmarvellousresultswereattainedduringthe lifetimeofthosegreatprophets;yetthelaterfailureshaveto beexplained,andcauseshownwhytheeffectoftheirteachingsstoppedalmostwithinacenturyofthepassingaway ofthesegreatMasters.Thesecretishere.Theyraisedthe lowerclasses;theyhadallthewishthattheseshouldcome up,buttheydidnotapplytheirenergiestothespreadingof theSanskritlanguageamongthemasses. (CW.3.290-1) 84

t h e s a nsK r i t l a nguage EventhegreatBuddhamadeonefalsestepwhenhestopped theSanskritlanguagefrombeingstudiedbythemasses. Hewantedrapidandimmediateresults,andtranslatedand preachedinthelanguageoftheday,Pli.Thatwasgrand; hespokeinthelanguageofthepeople,andthepeopleunderstoodhimItspreadtheideasquicklyandmadethem reachfarandwide.Butalongwiththat,Sanskritoughtto havespread.Knowledgecame,buttheprestigewasnotthere, culturewasnotthere.Untilyougivethemthat,there willbeanothercastecreated,havingtheadvantageofthe Sanskritlanguage,whichwillquicklygetabovetherestand rulethemallthesame. (CW.3.291) WhydoyounotbecomeSanskritscholars?Whydoyounot spendmillionstobringSanskriteducationtoallthecastes ofIndia? (CW.3.298) SanskritisthelanguageofGod. Sanskritisthedivinelanguage. SanskritandprestigegotogetherinIndia. (CW.3.513) (CW.3.513) (CW.3.299)

OnethingthatIamverysorrytonoticeinthesepartsisthe thoroughwantofSanskritandotherlearning.Thepeopleof thispartofthecountryhavefortheirreligionacertainbundle oflocalsuperstitionsabouteating,drinking,andbathing,and thatisaboutthewholeoftheirreligion. (CW.8.290) Inphilology,ourSanskritlanguageisnowuniversallyacknowledgedtobethefoundationofallEuropeanlanguages, which,infact,arenothingbutjargonizedSanskrit. (CW.2.512) 85

m y i de a of educ at ion Indiahasgiventoantiquitytheearliestscientificalphysicians, and,accordingtoSirWilliamHunter,shehasevencontributedtomodernmedicalsciencebythediscoveryofvarious chemicalsandbyteachingyouhowtoreformmisshapen earsandnoses.Evenmoreithasdoneinmathematics,for algebra,geometry,astronomy,andthetriumphofmodern sciencemixed mathematicswere all invented in India, justsomuchasthetennumerals,theverycornerstoneof allpresentcivilization,werediscoveredinIndia,andarein reality,Sanskritwords. (CW.2.511)

86

hiGher eDuCAtion
Ourpedagoguesaremakingparrotsofourboysandruiningtheirbrainsbycrammingalotofsubjectsintothem. Goodnessgracious!Whatafussandfuryaboutgraduating andafterafewdaysallcoolsdown!Andafterallthat,what isittheylearnbutthatwhatreligionandcustomswehave areallbad,andwhattheWesternershaveareallgood!At last,theycannotkeepthewolffromthedoor!Whatdoesit matterifthishighereducationremainsorgoes? (CW.5.366) Doeshighereducationmeanmerestudyofmaterialsciences andturningoutthingsofeverydayusebymachinery?Theuse ofhighereducationistofindouthowtosolvetheproblems oflife,andthisiswhatisengagingtheprofoundthoughtof themoderncivilizedworld,butitwassolvedinourcountry thousandsofyearsago. (CW.5.368) Thereisnoharminpreachingtheideaofelevatingthemasses bymeansofacentralcollege,andbringingeducationaswell asreligiontothedoorofthepoorbymeansofmissionaries trainedinthiscollege. (CW.5.30) ItisintendedtoextendtheoperationsoftheMath,byeducatingintheMathasmanyyoungmenasthefundscanafford, inbothWesternScienceandIndianSpirituality,sothatin 87

m y i de a of educ at ion additiontotheadvantagesofaUniversityeducation,they willacquireamanlydisciplinebylivingincontactwiththeir teachers. (CW.5.435) ThemassesinourcountryarelikethesleepingLeviathan.The educationimpartedbythepresentuniversitysystemreaches oneortwopercentofthemassesonly.Andeventhosewho getthatdonotsucceedintheirendeavoursofdoinganygood totheircountry.Butitisnottheirfault,poorfellows!Assoon astheycomeoutoftheircollege,theyfindthemselvesfathers ofseveralchildren. (CW.5.380) Thosewhoareremovedonestagehigherthanthese,having readafewpagesofEnglish,hangaboutthethresholdsof publicofficeswithpetitionsintheirhands.Inthecaseofa postoftwentyorthirtyrupeesfallingvacant,fivehundred B.A.sandM.A.swillapplyforit!And,dearme!Howcuriouslywordedthesepetitionsare!Ihavenothingtoeatat home,sir,mywifeandchildrenarestarving;Imosthumbly imploreyou,sir,togivemesomemeanstoprovideformyself andmyfamily,orweshalldieofstarvation!Evenwhen theyenterintoservice,theycastallself-respecttothewinds andservitudeinitsworstformiswhattheypractice.Such isthecondition,then,ofthemasses.Thehighly-educated, prominentmenamongyouformthemselvesintosocieties andclamouratthetopoftheirvoices:Alas!Indiaisgoing toruin,daybyday! (CW.5.354) Wehaveseenthatofbooks,ofeducationinoursenseofthe word,he[SriRamakrishna]hadnone,andsomuchthemore natural,somuchthemorehealthy,washismind,somuchthe purerhisthoughts,undilutedbydrinkinginthethoughtsof others.Becausehedidnotgototheuniversity,thereforehe 88

h igh er educ at ion thoughtforhimself.Becausewehavespenthalfofourlivesin theuniversitywearefilledwithacollectionofotherpeoples thoughts. (CW.4.167-8) TheoldSanskrituniversitiesaremainlycomposedofboys. Thegirlsveryrarelygouptothoseuniversities;butthereare afewexceptions. (CW.8.69) Istudiedhardfortwelveyearsandbecameagraduateof KolkataUniversity;nowIcanscarcelymake$5.00amonth inmycountry.Wouldyoubelieveit?Itisactuallyafact.So theseeducationalinstitutionsofforeignersaresimplytogeta lotofuseful,practicalslavesforalittlemoneytoturnouta hostofclerks,postmasters,telegraphoperators,andsoon. (CW.8.69-70) WemusthaveacollegeinMadrastoteachcomparativereligions,Sanskrit,thedifferentschoolsofVedanta,andsome Europeanlanguages;wemusthaveapress,andpapersprinted inEnglishandintheVernaculars.Whenthisisdone,thenI shallknowthatyouhaveaccomplishedsomething. (CW.5.67) ItwouldbewelltoopenaTheologicalCollegeinMadras,and thengraduallyextenditsscope,togiveathorougheducation toyoungmenintheVedasandthedifferentBhshyasand philosophies,includingaknowledgeoftheotherreligions oftheworld.AtthesametimeapaperinEnglishandthe vernacularshouldbestartedasanorganoftheCollege. (CW.4.371) Takeyouruniversities.Whathavetheydoneduringthefifty years[thiswastoldatMadrasin1897]oftheirexistence? 89

m y i de a of educ at ion Theyhavenotproducedoneoriginalman.Theyaremerely anexaminingbody.Theideaofthesacrificeforthecommon wealisnotyetdevelopedinournation. (CW.5.224) Q.Whatisthedefectinthepresentuniversitysystem? A.Itisalmostwhollyoneofdefects.Why,itisnothingbut aperfectmachineforturningoutclerks.Iwouldeventhank mystarsifthatwereall.Butno!Seehowmenarebecoming destituteofraddhandfaith.TheyassertthattheGitisonly aninterpolation,andthattheVedasarebutrusticsongs!They liketomastereverydetailconcerningthingsandnations outsideofIndia,butifyouaskthem,theydonotknoweven thenamesoftheirownforefathersuptotheseventhgeneration,nottospeakofthefourteenth! (CW.5.364-5) Thereshouldbeaninstitutiontotrainteacherswhomustgo aboutpreachingreligionandgivingseculareducationtoour people;theymustcarryboth. (CW.3.303)

90

teChniCAl eDuCAtion
Whatweneed,youknow,istostudy,independentofforeign control,differentbranchesoftheknowledgethatisourown, andwithittheEnglishlanguageandWesternscience;weneed technicaleducationandallelsethatmaydevelopindustries sothatmen,insteadofseekingforservice,mayearnenough toprovideforthemselves,andsavesomethingagainstarainy day. (CW.5.368-9) IfIcangetsomeunmarriedgraduates,Imaytrytosend themovertoJapanandmakearrangementsfortheirtechnical educationthere,sothatwhentheycomeback,theymayturn theirknowledgetothebestaccountforIndia.Whatagood thingthatwouldbe! (CW.5.372) Itwouldbebetterifthepeoplegotalittletechnicaleducation, sothattheymightfindworkandearntheirbread,insteadof dawdlingaboutandcryingforservice. (CW.5.367)

91

PrACtiCAl exPerienCe
Wemaytalkandreasonallourlives,butweshallnotunderstandawordoftruth,untilweexperienceitourselves.You cannothopetomakeamanasurgeonbysimplygivinghim afewbooks.Youcannotsatisfymycuriositytoseeacountry byshowingmeamap;Imusthaveactualexperience.Maps canonlycreatecuriosityinustogetmoreperfectknowledge. Beyondthat,theyhavenovaluewhatever. (CW.1.185) Wemayreadbooks,hearlectures,andtalkmiles,butexperienceistheoneteacher,theoneeye-opener.Itisbestasitis. Welearn,throughsmilesandtearswelearn. (CW.8.492-3) Experienceistheonlyteacherwehave. (CW.1.185)

Practiceisabsolutelynecessary.Youmaysitdownandlisten tomebythehoureveryday,butifyoudonotpractise,you willnotgetonestepfurther.Italldependsonpractice.We neverunderstandthesethingsuntilweexperiencethem.We willhavetoseeandfeelthemforourselves.Simplylistening toexplanationsandtheorieswillnotdo. (CW.1.139) Allourknowledgeisbaseduponexperience. (CW.1.125)

Itispracticefirst,andknowledgeafterwards. (CW.2.317) Lectureswontdoanygoodinthiscountry.Oureducated countrymenwouldhearthemand,atbest,wouldcheerand 92

Pr ac t ic a l e x Per i ence claptheirhands,saying,Welldone;thatisall.Thenthey wouldgohomeanddigest,aswesay,everythingtheyhad heard,withtheirmeal!Whatgoodwillhammeringdoona pieceofrustyoldiron?Itwillonlycrumbleintopieces.First, itshouldbemadered-hotandthenitcanbemouldedintoany shapebyhammering.Nothingwillavailinourcountrywithoutsettingaglowingandlivingexamplebeforethepeople. (CW.5.352) Ihavehearditsaidthatourmassesaredense,thattheydo notwantanyeducation,andthattheydonotcareforany information.Ihadatonetimeafoolishleaningtowardsthat opinionmyself,butIfindexperienceisafarmoreglorious teacherthananyamountofspeculation,oranyamountof bookswrittenbyglobe-trottersandhastyobservers.This experienceteachesmethattheyarenotdense,thattheyare notslow,thattheyareaseagerandthirstyforinformationas anyraceunderthesun. (CW.3.147) Youmustlearntomakethephysiqueverystrongandteach thesametoothers.Dontyoufindmeexercisingeverydaywith dumb-bellsevennow?Walkinthemorningsandevenings anddophysicallabour.Bodyandmindmustrunparallel. Itwontdotodependonothersineverything.Whenthe necessityofstrengtheningthephysiqueisbroughthometo people,theywillexertthemselvesoftheirownaccord.Itis tomakethemfeelthisneedthateducationisnecessaryatthe presentmoment. (CW.7.171-2) Themodernstudentisnotpractical.Heisquitehelpless. Whatourstudentswantisnotsomuchmuscularityofbody ashardihood.Theyarewantinginself-help.Theyarenot accustomedtousetheireyesandhands.Nohandicraftis 93

m y i de a of educ at ion taught.ThepresentsystemofEnglisheducationisentirely literary.Thestudentmustbemadetothinkforhimselfand workforhimself.Supposethereisafire.Heisthefirstto comeforwardandputoutthefirewhoisaccustomedtouse hiseyesandhands.Theeducationthatisgivenisone-sided, weakening,itiskillingbyinches.Thechildrenaremadeto cramtoomuchofuselessmatter,andareincarceratedin schoolroomsfiftyorseventyineach,fivehourstogether. Itisforgottenthatthefuturehealthofthemanisinthechild. Itisforgottenthatnaturecanneverbecheatedandthings cannotbepushedtooearly.Ingivingeducationtoachildthe lawofgrowthhastobeobeyed.Andwemustlearntowait. Nothingismoreimportantthanthatthechildmusthavea strongandhealthybody. (CW.9.546-7) Itwillnotdomerelytolistentogreatprinciples.Youmust applytheminthepracticalfield,turnthemintoconstant practice. (CW.7.117)

94

ConCentrAtion
Thereisonlyonemethodbywhichtoattainknowledge,that whichiscalledconcentration. (CW.1.130) Theveryessenceofeducationisconcentrationofmind. (CW.6.38) We have but one method of acquiring knowledge. From thelowestmantothehighestyogi,allhavetousethesame method;andthatmethodiswhatiscalledconcentration.The chemistwhoworksinhislaboratoryconcentratesallthepowersofhismind,bringsthemintoonefocus,andthrowsthem ontheelements;andtheelementsstandanalyzed,andthus hisknowledgecomes.Theastronomerhasalsoconcentrated thepowersofhismindandbroughtthemintoonefocus;and hethrowsthemontoobjectsthroughhistelescope;andstars andsystemsrollforwardandgiveuptheirsecretstohim.So itisineverycasewiththeprofessorinhischair,thestudent withhisbookwitheverymanwhoisworkingtoknow. Themorethispowerofconcentration,themoreknowledge isacquired. (CW.2.390-1) Themaindifferencebetweenmenandtheanimalsisthedifferenceintheirpowerofconcentration.Ananimalhas verylittlepowerofconcentration.Thosewhohavetrained animalsfindmuchdifficultyinthefactthattheanimalis constantlyforgettingwhatistoldhim.Hecannotconcentrate 95

m y i de a of educ at ion hismindlonguponanythingatatime.Hereinisthedifference betweenmanandtheanimalsThedifferenceintheirpower ofconcentrationalsoconstitutesthedifferencebetweenman andman.Comparethelowestwiththehighestman.The differenceisinthedegreeofconcentration. (CW.6.37) Allsuccessinanylineofworkistheresultofthis.Highachievementsinart,music,etc.,aretheresultsofconcentration. (CW.6.37) Thepowerofconcentrationistheonlykeytothetreasurehouseofknowledge.Inthepresentstateofourbodywe aresomuchdistracted,andthemindisfritteringawayits energiesuponahundredsortsofthings.AssoonasItryto calmmythoughtsandconcentratemyminduponanyone objectofknowledge,thousandsofundesiredimpulsesrush intothebrain,thousandsofthoughtsrushintothemindand disturbit.Howtocheckitandbringthemindundercontrol isthewholesubjectofstudyinRja-Yoga. (CW.2.391) Thepracticeofmeditationleadstomentalconcentration. (CW.6.486) Tometheveryessenceofeducationisconcentrationofmind, notthecollectingoffacts.IfIhadtodomyeducationover againandhadanyvoiceinthematter,Iwouldnotstudy factsatall.Iwoulddevelopthepowerofconcentrationand detachment,andthenwithaperfectinstrumentIcouldcollect factsatwill.Sidebyside,inthechild,shouldbedeveloped thepowerofconcentrationanddetachment. (CW.6.38-9) Educationisnotfillingthemindwithalotoffacts.Perfecting theinstrumentandgettingcompletemasteryofmyownmind 96

c oncen t r at ion [istheidealofeducation].IfIwanttoconcentratemymind uponapoint,itgoesthere,andthemomentIcall,itisfree [again]. (CW.1.510) Concentrationistheessenceofallknowledge;nothingcan bedonewithoutit.Ninetypercentofthoughtforceiswasted bytheordinaryhumanbeing,andthereforeheisconstantly committingblunders;thetrainedmanormindnevermakes amistake. (CW.6.123-4) Thepresentsystemofeducationisallwrong.Themindis crammedwithfactsbeforeitknowshowtothink.Controlof themindshouldbetaughtfirst.IfIhadmyeducationtoget overagainandhadanyvoiceinthematter,Iwouldlearnto mastermymindfirst,andthengatherfactsifIwantedthem. Ittakespeoplealongtimetolearnthingsbecausetheycant concentratetheirmindsatwill. (CW.8.280) Powercomestohimwhoobservesunbrokenbrahmacharya foraperiodoftwelveyears. (CW.5.358) Completecontinencegivesgreatintellectualandspiritual power. (CW.7.67) Controlleddesireleadstothehighestresult.Transformthe sexualenergyintospiritualenergy,butdonotemasculate, becausethatisthrowingawaythepower.Thestrongerthis force,themorecanbedonewithit.Onlyapowerfulcurrent ofwatercandohydraulicmining. (CW.7.69) Bytheobservanceofstrictbrahmacharya(continence)all learningcanbemasteredinaveryshorttimeonehasan unfailingmemoryofwhatonehearsorknowsbutonce.It 97 7

m y i de a of educ at ion isowingtothiswantofcontinencethateverythingisonthe brinkofruininourcountry. (CW.7.224) Thechastebrainhastremendousenergyandgiganticwillpower.Withoutchastitytherecanbenospiritualstrength. Continencegiveswonderfulcontrolovermankind.Thespiritualleadersofmenhavebeenverycontinent,andthisiswhat gavethempower. (CW.1.263) Chastityinthought,word,anddeed,always,andinallconditions,iswhatiscalledbrahmacharya. (CW.1.190) Unchasteimaginationisasbadasunchasteaction. (CW.7.69) Everyboyshouldbetrainedtopractiseabsolutebrahmacharya, andthen,andthenonly,faithraddhwillcome. (CW.5.369) Thebrahmachrinmustbesexuallypureinthought,word, anddeed. (CW.7.67) Noonecouldobtainintellectualgreatnessuntilhewasphysicallypure.Moralitygavestrength;theimmoralwerealways weak,andcouldneverraisethemselvesintellectually,much lessspiritually.Directly[as]immoralitybegantoenterthe nationallifeitsfoundationscommencedtorot.Asthelife bloodofeverynationwastobefoundintheschools,where boysandgirlswerereceivingtheireducation,itwasabsolutely essentialthattheyoungstudentsshouldbepure,andthis puritymustbetaughtthem. (CW.9.519)

98

c oncen t r at ion Theyogisclaimthatofalltheenergiesthatareinthehuman bodythehighestiswhattheycallojas.Nowthisojasisstored upinthebrain,andthemoreojasisinamanshead,themore powerfulheis,themoreintellectual,themorespiritually strong.Onemanmayspeakbeautifullanguageandbeautifulthoughts,buttheydonotimpresspeople;anotherman speaksneitherbeautifullanguagenorbeautifulthoughts,yet hiswordscharm.Everymovementofhisispowerful.Thatis thepowerofojas. Nowineverymanthereismoreorlessofthisojasstored up.Alltheforcesthatareworkinginthebodyintheirhighest becomeojas.Youmustrememberthatitisonlyaquestionof transformation.Theyogissaythatthatpartofthehuman energywhichisexpressedassexenergy,insexualthought, whencheckedandcontrolled,easilybecomeschangedinto ojas,Hetriestotakeupallhissexualenergyandconvert itintoojas.Itisonlythechastemanorwomanwhocanmake theojasriseandstoreitinthebrain;thatiswhychastityhas alwaysbeenconsideredthehighestvirtue.Amanfeelsthatif heisunchaste,spiritualitygoesaway,helosesmentalvigour andmoralstamina. (CW.1.169-70)

99

the minD
Allthesesenses,externalandinternal,mustbeunderthe disciplescontrol.Byhardpracticehehastoarriveatthestage wherehecanasserthismindagainstthesenses,againstthe commandsofnature.Heshouldbeabletosaytohismind, Youaremine;Iorderyou,donotseeorhearanything. Next,themindmustbemadetoquietdown.Itisrushing about.JustasIsitdowntomeditate,allthevilestsubjects intheworldcomeup.Thewholethingisnauseating.Why shouldthemindthinkthoughtsIdonotwantittothink?I amasitwereaslavetothemind. (CW.8.109-10) Thedisciplemusthavegreatpowerofendurance.Lifeseems comfortable;andyoufindthemindbehaveswellwheneverythingisgoingwellwithyou.Butifsomethinggoeswrong, yourmindlosesitsbalance.Thatisnotgood.Bearalleviland miserywithoutonemurmurofhurt,withoutonethoughtof unhappiness,resistance,remedyorretaliation.Thatistrue endurance. (CW.8.110) Allknowledgethattheworldhaseverreceivedcomesfromthe mind;theinfinitelibraryoftheuniverseisinyourownmind. Theexternalworldissimplythesuggestion,theoccasion, whichsetsyoutostudyyourownmind,buttheobjectofyour studyisalwaysyourownmind.Thefallingofanapplegave thesuggestiontoNewton,andhestudiedhisownmind.He rearrangedallthepreviouslinksofthoughtinhismindand 100

themind discoveredanewlinkamongthem,whichwecallthelawof gravitation.Itwasnotintheapplenorinanythinginthe centreoftheearth. (CW.1.28) Neverallowweaknesstoovertakeyourmind. (CW.7.234) Physicalweaknessisthecauseofatleastone-thirdofourmiseries.Wearelazy,wecannotwork;wecannotcombinewe speakofmanythingsparrot-likebutneverdothem;speaking andnotdoinghasbecomeahabitwithus.Whatisthecause ofthat?Physicalweakness.Thissortofweakbrainisnotable todoanything;wemuststrengthenit. (CW.3.241-2) Youhavetobuildthebodybygoodnutritiousfoodthen onlywillthemindbestrong.Themindisbutthesubtlepart ofthebody.Youmustretaingreatstrengthinyourmindand words.Iamlow,Iamlowrepeatingtheseideasinthemind, manbelittlesanddegradeshimself.Healonewhoisalways awaketotheideaoffreedom,becomesfree;hewhothinks heisbound,endureslifeafterlifeinthestateofbondage. Beahero.Alwayssay,Ihavenofear.Fearisdeath,fear issin,fearishell,fearisunrighteousness,feariswronglife. Allthenegativethoughtsandideasthatareinthisworldhave proceededfromthisevilspiritoffear.ThereforeIsay,Be fearless,befearless. (CW.7.135-6) Allknowledgedependsuponcalmnessofmind.(CW.7.72) Ifyouhavetothink,thinkgoodthoughts,greatthoughts. (CW.8.131) Itisourownmentalattitudewhichmakestheworldwhatit isforus.Ourthoughtsmakethingsbeautiful,ourthoughts 101

m y i de a of educ at ion makethingsugly.Thewholeworldisinourminds.Learnto seethingsintheproperlight. (CW.1.441) Doingisverygood,butthatcomesfromthinking.Fillthe brain,therefore,withhighthoughts,highestideals,place themdayandnightbeforeyou,andoutofthatwillcome greatwork. (CW.2.86) Wearewhatourthoughtshavemadeus;sotakecareofwhat youthink. (CW.7.14) Whatwethinkwebecome. (CW.8.19)

Likefireinapieceofflint,knowledgeexistsinthemind; suggestionisthefrictionwhichbringsitout. (CW.1.28) Allknowledge,therefore,secularorspiritual,isinthehuman mind.Inmanycasesitisnotdiscovered,butremainscovered, andwhenthecoveringisbeingslowlytakenoff,wesay,We arelearning,andtheadvanceofknowledgeismadebythe advanceofthisprocessofuncovering.Themanfromwhom thisveilisbeingliftedisthemoreknowingman,theman uponwhomitliesthickisignorant,andthemanfromwhom ithasentirelygoneisall-knowing,omniscient. (CW.1.28) Bookssuggesttheinnerlightandthemethodofbringingthat out,butwecanonlyunderstandthemwhenwehaveearned theknowledgeourselves.Whentheinnerlighthasflashedfor you,letthebooksgo,andlookonlywithin.Youhaveinyou allandathousandtimesmorethanisinallthebooks.Never losefaithinyourself,youcandoanythinginthisuniverse. Neverweaken,allpowerisyours. (CW.7.85)

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Pleasureisnotthegoalofman,butknowledge. (CW.1.27) Knowledgeisthegoalofalllife. Thereallifeofmanconsistsofknowledge. (CW.4.210) (CW.1.52)

Instinct,reason,andinspirationarethethreeinstrumentsof knowledge. (CW.2.389) Thegiftofknowledgeisthehighestgiftintheworld. (CW.7.256) Noactioncangiveyoufreedom;onlyknowledgecanmake youfree. (CW.7.54) Knowledgeisirresistible;themindcannottakeitorrejectit. Whenitcomesthemindhastoacceptit;soitisnotaworkof themind;only,itsexpressioncomesinthemind.(CW.7.54) Knowledgeitselfisthehighestrewardofknowledge. (CW.1.130) Knowledgealonecanmakeusperfect. (CW.7.38)

Frommychildhoodeveryonearoundmetaughtweakness;I havebeentoldeversinceIwasbornthatIwasaweakthing.It 103

m y i de a of educ at ion isverydifficultformenowtorealizemyownstrength,butby analysisandreasoningIgainknowledgeofmyownstrength, Irealiseit.Alltheknowledgethatwehaveinthisworld, wherediditcomefrom?Itwaswithinus.Whatknowledgeis outside?None.Knowledgewasnotinmatter;itwasinman allthetime.Nobodyevercreatedknowledge;manbringsit fromwithin. (CW.2.339)

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muSiC AnD Art

Inmusic,Indiagavetotheworldhersystemofnotation,with thesevencardinalnotesandthediatonicscale,allofwhich weenjoyedasearlyas350b.c.,whileitcametoEuropeonly intheeleventhcentury. (CW.2.511-2) Musicinwhichthenotesfolloweachotherinrapidsuccession holdsthemindreadily.Achildloveslivelymusic,becausethe rapidityofthenotesgivesthemindnochancetowander. (CW.6.37) Whenwehearbeautifulmusic,ourmindsbecomefastened uponit. (CW.6.37) ThereisscienceinDhrupad,Kheyal,etc.,butitisinKirtana, i.e.MthuraandVirahaandotherlikecompositionsthatthere isrealmusicforthereisfeeling.Feelingisthesoul,thesecret ofeverything.Thereismoremusicincommonpeoplessongs, andtheyshouldbecollectedtogether.ThescienceofDhrupad etc.,appliedtothemusicofKirtanawillproducetheperfect music. (CW.7.407) Inliterature,ourepicsandpoemsanddramasrankashigh asthoseofanylanguage;ourShaguntala[Shakuntala]was summarizedbyGermanysgreatestpoet,asheavenandearth united.IndiahasgiventotheworldthefablesofAesop,which werecopiedbyAesopfromanoldSanskritbook;ithasgiven 105

m y i de a of educ at ion theArabian Nights,yes,eventhestoryofCinderellaandthe BeanStalks. (CW.2.512) Inart,interestmustbecentredontheprincipaltheme.Drama isthemostdifficultofallarts.Inittwothingsaretobesatisfiedfirst,theears,andsecond,theeyes.Topaintascene,if onethingbepainted,itiseasyenough;buttopaintdifferent thingsandyettokeepupthecentralinterestisverydifficult. Anotherdifficultthingisstage-management,thatis,combiningdifferentthingsinsuchamannerastokeepthecentral interestintact. (CW.7.407) Trueartcanbecomparedtoalilywhichspringsfromthe ground,takesitsnourishmentfromtheground,isintouch withtheground,andyetisquitehighaboveit.Soartmust beintouchwithnatureandwhereverthattouchisgone,art degeneratesyetitmustbeabovenature. (CW.5.258) Artisrepresentingthebeautiful.Theremustbeartineverything.Thedifferencebetweenarchitectureandbuildingis thattheformerexpressesanidea,whilethelatterismerelya structurebuiltoneconomicalprinciples.Thevalueofmatter dependssolelyonitscapacitiesofexpressingideas. (CW.5.259) InIndia,musicwasdevelopedtothefullsevennotes,even tohalfandquarternotes,agesago.Indialedinmusic,also indramaandsculpture.Whateverisdonenowismerelyan attemptatimitation. (CW.4.196-7) Nowwillpeoplegraduallyunderstandthatalanguage,or art,ormusicthatexpressesnomeaningandislifeless,isof nogood.Nowtheywillunderstandthatthemorestrength 106

m usic a n d a rt isinfusedintothenationallife,themorewilllanguage,art, andmusic,etc.becomespontaneouslyinstinctwithideasand life. (CW.6.189) Glancingatahighlyfinishedpaintingwecannotunderstand whereitsbeautylies.Moreover,unlesstheeyeis,toacertain extent,trained,onecannotappreciatethesubtletouchesand blendings,theinnergeniusofaworkofart.Inpainting,by keepingintouchwithnature,youcanmakeitasartisticas youlike;thereisnoharmindoingthat,andtheresultwill benothingbutgood.Similarly,inmusic,youcandisplayany amountofskillbykeepingtoscience,anditwillbepleasing totheear.Unlesseachnoteisgivenfullplayineveryscale, allthescienceofmusicismarred. (CW.5.361-2) Whenonenotecomesuponanotherinquicksuccession,itnot onlyrobsmusicofallgrace,but,ontheotherhand,creates discordancerather.Again,thepoetryofmusiciscompletely destroyediftherebeinitsuchprofuseuseoflightandshort strainsjustforeffect.Tosingbykeepingtotheidea,meantto beconveyedbyasong,totallydisappearedfromourcountry. Nowadays,itseems,thetrueartisrevivingalittlewiththe improvementintheatres;but,ontheotherhand,allregardfor rgasandrginisisbeingmoreandmoreflungtothewinds. (CW.5.362-3)

107

ChArACter-builDinG
Itisnowadaysacommonpracticeinoursociety,tosignifyvirtuesormoralsasvalues.Thispracticeisbornofareluctance tousethetermsmoralsandvirtuessincetheycarryareligious connotation.ButSwamiVivekanandahadnosuchqualms andhedoesnotusethetermsvaluesorvalueeducation. Avoidingpedagogicterms,heusedwordsfamiliartothe commonman.Hegaveaclarioncalltocultivatethehighest moralandspiritualvirtueslikefaithinonesdivinenature (calledAtmanorSoulorSpiritindifferenttraditions),truth, purity,honesty,perseverance,courage,strength,love,sympathyforandservicetoall,modesty,humility,andpoliteness. TheSwamistronglyfeltthatreligionshouldformthecore ofeducation.Byreligionhemeantnotsomesectarianor dogmaticbeliefs,butspiritualitythekernelorcommonessenceofalldenominationalreligions.Sucheducationhesaid, wouldhelpanindividualtodevelopaperfectcharacter.Many ofhisthoughtsoncultivatingvirtueshavebeencompiledin thefollowingtwochapters.

1. Character: Its Importance and Making

Ifyoureallywanttojudgeofthecharacterofaman,look notathisgreatperformances.Everyfoolmaybecomeahero atonetimeoranother.Watchamandohismostcommon actions;thoseareindeedthethingswhichwilltellyouthe realcharacterofagreatman.Greatoccasionsrouseeventhe lowestofhumanbeingstosomekindofgreatness,buthe 108

ch a r ac t er-bu i l di ng aloneisthereallygreatmanwhosecharacterisgreatalways, thesamewhereverhebe. (CW.1.29) Men,men,thesearewanted:everythingelsewillbeready, butstrong,vigorous,believingyoungmen,sinceretothe backbone,arewanted.Ahundredsuchandtheworldbecomes revolutionized. (CW.3.223-4) Moneydoesnotpay,norname;famedoesnotpay,norlearning.Itislovethatpays;itischaracterthatcleavesitsway throughadamantinewallsofdifficulties. (CW.4.367) Bemoral.Bebrave.Beaheart-wholeman.Strictlymoral,brave untodesperation.Dontbotheryourheadwithreligioustheories.Cowardsonlysin,bravemennever,no,noteveninmind. TrytoloveanybodyandeverybodyNoreligionforyou,my children,butmoralityandbravery.Nocowardice,nosin,no crime,noweaknesstherestwillcomeofitself. (CW.5.3) Nothingelseisnecessarybuttheselove,sincerity,andpatience. (CW.4.367) TheroadtotheGoodistheroughestandsteepestinthe universe.Itisawonderthatsomanysucceed,nowonder thatsomanyfall.Characterhastobeestablishedthrougha thousandstumbles. (CW.8.383) Therefore,standup,bebold,bestrong.Takethewholeresponsibilityonyourownshoulders,andknowthatyouare thecreatorofyourowndestiny. (CW.2.225) Themiseriesoftheworldcannotbecuredbyphysicalhelp only.Untilmansnaturechanges,thesephysicalneedswill 109

m y i de a of educ at ion alwaysarise,andmiserieswillalwaysbefelt,andnoamount ofphysicalhelpwillcurethemcompletely.Theonlysolution ofthisproblemistomakemankindpure.Ignoranceisthe motherofalltheevilandallthemiserywesee.Letmenhave light,letthembepureandspirituallystrongandeducated, thenalonewillmiseryceaseintheworld,notbefore.Wemay converteveryhouseinthecountryintoacharityasylum,we mayfillthelandwithhospitals,butthemiseryofmanwill stillcontinuetoexistuntilmanscharacterchanges. (CW.1.53) Whowillgivetheworldlight?Sacrificeinthepasthasbeen thelaw,itwillbe,alas,foragestocome.Theearthsbravest andbestwillhavetosacrificethemselvesforthegoodofmany, forthewelfareofall.Buddhasbythehundredarenecessary witheternalloveandpity. (CW.7.501) Loveneverfails,myson;todayortomorroworagesafter, truthwillconquer.Loveshallwinthevictory.Doyoulove yourfellowmen?Ifso,youareirresistible.Itischaracter thatpayseverywhere. (CW.5.51) Yourcountryrequiresheroes;beheroes! (CW.5.51)

Thecharacterofanyman,itreallyisbuttheaggregateof tendencies,thesumtotalofthebentofhismind.Aspleasure andpainpassbeforehissoul,theyleaveuponitdifferent pictures,andtheresultofthesecombinedimpressionsiswhat iscalledamanscharacter. (CW.1.27) Everyworkthatwedo,everymovementofthebody,every thoughtthatwethink,leavessuchimpressionsonthemindstuff,andevenwhensuchimpressionsarenotobviouson 110

ch a r ac t er-bu i l di ng thesurface,theyaresufficientlystrongtoworkbeneaththe surface,subconsciously.Eachmanscharacterisdetermined bythesumtotaloftheseimpressions.Ifgoodimpressionsprevail,thecharacterbecomesgood,ifbad,itbecomesbad. (CW.1.54) Youmusthavestrictmorality.Deviateaninchfromthis,and youaregoneforever. (CW.7.447) Itissaid,Habitissecondnature,itisfirstnaturealso,and thewholenatureofman;everythingthatweareistheresult ofhabit.Thatgivesusconsolation,because,ifitisonlyhabit, wecanmakeandunmakeitatanytime.Theonlyremedy forbadhabitsiscounterhabits;allthebadhabitsthathave lefttheirimpressionsaretobecontrolledbygoodhabits. Goondoinggood,thinkingholythoughtscontinuously; thatistheonlywaytosuppressbaseimpressions.Neversay anymanishopeless,becauseheonlyrepresentsacharacter, abundleofhabits,whichcanbecheckedbynewandbetter ones.Characterisrepeatedhabits,andrepeatedhabitsalone canreformcharacter. (CW.1.207-8)

2. Some Principal Virtues of Character

a.faithinonesdiVineself b.truth,unselfishness,loVe,andserVice c.strength d.Patriotism a.faithinonesdiVineself Faith,faith,faithinourselves,faith,faithinGodthisisthe secretofgreatness. (CW.3.190) 111

m y i de a of educ at ion Allpoweriswithinyou;youcandoanythingandeverything. Believeinthat,donotbelievethatyouareweak.Allpower isthere.Standupandexpressthedivinitywithinyou. (CW.3.284) YearethechildrenofGod,thesharersofimmortalbliss,holy andperfectbeings.Yedivinitiesonearthsinners!Itisasin tocallamanso. (CW.1.11) Doyouknowhowmuchenergy,howmanypowers,howmany forcesarestilllurkingbehindthatframeofyours?What scientisthasknownallthatisinman?Millionsofyearshave passedsincemanfirstcamehere,andyetbutoneinfinitesimal partofhispowershasbeenmanifested.Therefore,youmust notsaythatyouareweak.Howdoyouknowwhatpossibilities liebehindthatdegradationonthesurface?Youknowbut littleofthatwhichiswithinyou.Forbehindyouistheocean ofinfinitepowerandblessedness. (CW.2.301-2) Thehistoryoftheworldisthehistoryofafewmenwhohad faithinthemselves.Thatfaithcallsoutthedivinitywithin. Youcandoanything.Youfailonlywhenyoudonotstrive sufficientlytomanifestinfinitepower.Assoonasamanora nationlosesfaith,deathcomes. (CW.8.228) Teachyourselves,teacheveryonehisrealnature,callupon thesleepingsoulandseehowitawakes.Powerwillcome, glorywillcome,goodnesswillcome,puritywillcome,and everythingthatisexcellentwillcomewhenthissleepingsoul isrousedtoself-consciousactivity. (CW.3.193) IfthefishermanthinksthatheistheSpirit,hewillbeabetter fisherman;ifthestudentthinksheistheSpirit,hewillbea 112

ch a r ac t er-bu i l di ng betterstudent.IfthelawyerthinksthatheistheSpirit,he willbeabetterlawyer. (CW.3.245) Allbeings,greatorsmall,areequallymanifestationsofGod; thedifferenceisonlyinthemanifestation. (CW.1.424) ThisraddhiswhatIwant,andwhatallofusherewant, thisfaithinourselves,andbeforeyouisthegreattasktoget thatfaith.Giveuptheawfuldiseasethatiscreepingintoour nationalblood,thatideaofridiculingeverything,thatloss ofseriousness.Givethatup.Bestrongandhavethisraddh, andeverythingelseisboundtofollow. (CW.3.320) Manistobecomedivinebyrealizingthedivine.(CW.1.16) Theidealoffaithinourselvesisofthegreatesthelptous. Iffaithinourselveshadbeenmoreextensivelytaughtand practiced,Iamsureaverylargeportionoftheevilsand miseriesthatwehavewouldhavevanished. (CW.2.301) b.truth,unselfishness,loVe,andserVice Truthcanbestatedinathousanddifferentways,yeteachone canbetrue. (CW.5.410) Truthispurity,truthisall-knowledge;truthmustbestrengthening,mustbeenlightening,mustbeinvigorating. (CW.3.225) Truthdoesnotpayhomagetoanysociety,ancientormodern. Societyhastopayhomagetotruthordie.Societiesshould bemouldedupontruth,andtruthhasnottoadjustitselfto society. (CW.2.84) 113 8

m y i de a of educ at ion Thatsocietyisthegreatest,wherethehighesttruthsbecome practical.Thatismyopinion;andifsocietyisnotfitforthe highesttruths,makeitso;andthesooner,thebetter. (CW.2.85) PractisethatboldnesswhichdaresknowtheTruth,which daresshowtheTruthinlife. (CW.2.85) Truth,purity,andunselfishnesswhereverthesearepresent, thereisnopowerbeloworabovethesuntocrushthepossessorthereof.Equippedwiththese,oneindividualisableto facethewholeuniverseinopposition. (CW.4.279) Everythingcanbesacrificedfortruth,buttruthcannotbe sacrificedforanything. (CW5.410) UnselfishnessisGod. (CW.1.87)

Unselfishnessismorepaying,onlypeoplehavenotthepatiencetopractiseit. (CW.1.32) Manthinksfoolishlythathecanmakehimselfhappy,and afteryearsofstrugglefindsoutatlastthattruehappiness consistsinkillingselfishnessandthatnoonecanmakehim happyexcepthimself. (CW.1.84) Theonlydefinitionthatcanbegivenofmoralityisthis:That whichisselfishisimmoral,andthatwhichisunselfishis moral. (CW.1.110) Thisunselfishnessisthetestofreligion.Hewhohasmoreof thisunselfishnessismorespiritualandnearertoiva. (CW.3.143) 114

ch a r ac t er-bu i l di ng Donotstandonahighpedestalandtakefivecentsinyour handandsay,Here,mypoorman,butbegratefulthatthe poormanisthere,sothatbymakingagifttohimyouare abletohelpyourself.Itisnotthereceiverthatisblessed,but itisthegiver.Bethankfulthatyouareallowedtoexercise yourpowerofbenevolenceandmercyintheworld,andthus becomepureandperfect. (CW.1.76) Hewhoseesivainthepoor,intheweak,andinthediseased, reallyworshipsiva;andifheseesivaonlyintheimage,his worshipisbutpreliminary.Hewhohasservedandhelpedone poormanseeingivainhim,withoutthinkingofhiscaste,or creed,orrace,oranything,withhimivaismorepleasedthan withthemanwhoseesHimonlyintemples. (CW.3.142) Lovingothersisvirtue;hatingothersissin. (CW.5.419)

WhereshouldyougotoseekforGodarenotallthepoor,the miserable,theweak,Gods?Whynotworshipthemfirst? (CW.5.51) c.strength This is the great fact: strength is life, weakness is death. Strengthisfelicity,lifeeternal,immortal;weaknessisconstant strainandmisery:weaknessisdeath. (CW.2.3) Theremedyforweaknessisnotbroodingoverweakness,but thinkingofstrength.Teachmenofthestrengththatisalready withinthem. (CW.2.300) Strengthandmanlinessarevirtue;weaknessandcowardice aresin.Independenceisvirtue;dependenceissin.Loving 115

m y i de a of educ at ion othersisvirtue;hatingothersissin.FaithinGodandinones ownSelfisvirtue;doubtissin. (CW.5.419) Onlycowardsandthosewhoareweakcommitsinandtell lies.Thebravearealwaysmoral.Trytobemoral,trytobe brave,trytobesympathizing. (CW.5.3) Thisistheonlysintosaythatyouareweak,orothersare weak. (CW.2.308) InfinitestrengthisreligionandGod.Avoidweaknessand slavery. (CW.7.13) d.Patriotism Whetheryoubelieveinspiritualityornot,forthesakeofthe nationallife,youhavetogetaholdonspiritualityandkeep toit.Thenstretchtheotherhandoutandgainallyoucan fromotherraces,buteverythingmustbesubordinatedtothat oneidealoflife;andoutofthatawonderful,glorious,future IndiawillcomeIamsureitiscomingagreaterIndiathan everwas. (CW.3.153-4) Ifthereisanylandonthisearth.wherehumanityhas attaineditshighesttowardsgentleness,towardsgenerosity, towardspurity,towardscalmness,aboveall,thelandofintrospectionandofspiritualityitisIndia. (CW.3.105) Hereinthisblessedland,thefoundation,thebackbone,the life-centreisreligionandreligionalone. (CW.3.148) InIndia,religiouslifeformsthecentre,thekeynoteofthe wholemusicofnationallife. (CW.3.220) 116

ch a r ac t er-bu i l di ng Oursacredmotherlandisalandofreligionandphilosophy thebirthplaceofspiritualgiantsthelandofrenunciation, whereandwherealone,fromthemostancienttothemost moderntimes,therehasbeenthehighestidealoflifeopen toman. (CW.3.137) Haveyougotthewilltosurmountmountain-highobstructions?Ifthewholeworldstandsagainstyouswordinhand, wouldyoustilldaretodowhatyouthinkisright?Have yougotthatsteadfastness?Ifyouhavethesethreethings, eachoneofyouwillworkmiracles. (CW.3.226-7) Ibelieveinpatriotism,andIalsohavemyownidealofpatriotism.Threethingsarenecessary.First,feelfromthe heart.Feel,therefore,mywould-bereformers,mywould-be patriots!Doyoufeel?Doyoufeelthatmillionsandmillionsof thedescendantsofgodsandofsageshavebecomenext-door neighbourstobrutes?Doyoufeelthatmillionsarestarving today,andmillionshavebeenstarvingforages?Doyoufeel thatignorancehascomeoverthelandasadarkcloud?Does itmakeyourestless?Doesitmakeyousleepless?Hasitgone into your blood, coursing through your veins, becoming consonantwithyourheartbeats?Hasitmadeyoualmost mad?Areyouseizedwiththatoneideaofthemiseryofruin, andhaveyouforgottenallaboutyourname,yourfame,your wives,yourchildren,yourproperty,evenyourownbodies? Haveyoudonethat?Thatisthefirststeptobecomeapatriot, theveryfirststep. (CW.3.225-6) Youmayfeel,then;butinsteadofspendingyourenergies infrothytalk,haveyoufoundanywayout,anypractical solution,somehelpinsteadofcondemnation,somesweet 117

m y i de a of educ at ion wordstosoothetheirmiseries,tobringthemoutofthisliving death? (CW.3.226) OIndia!Forgetnotforgetnotthatthelowerclasses,the ignorant,thepoor,theilliterate,thecobbler,thesweeper,are thyfleshandblood,thybrothers. (CW.4.479-80) Whenyouhavemenwhoarereadytosacrificetheireverything fortheircountry,sinceretothebackbonewhensuchmen arise,Indiawillbecomegreatineveryrespect.Itisthemen thatmakethecountry! (CW.5.210) Letusallworkhard,mybrethren;thisisnotimeforsleep.On ourworkdependsthecomingoftheIndiaofthefuture.She istherereadywaiting.Sheisonlysleeping.Ariseandawake andseeherseatedhereonhereternalthrone,rejuvenated, moregloriousthansheeverwasthismotherlandofours. (CW.3.154) Nonecanresistheranymore;neverisshegoingtosleepany more;nooutwardpowerscanholdherbackanymore;for theinfinitegiantisrisingtoherfeet. (CW.3.146)

118

hArmonY oF reliGionS
1.theessenceofreligion Ilookuponreligionastheinnermostcoreofeducation.Mind, Idonotmeanmyown,oranyoneelsesopinionaboutreligion.Ithinktheteachershouldtakethepupilsstarting-point inthisandenablethemtodevelopalongtheirownlineof leastresistance. (CW.5.231) Religionisnotinbooks,norintheories,norindogmas,nor intalking,noteveninreasoning.Itisbeingandbecoming. (CW.3.253) I do not believe in a God or religion which cannot wipe thewidowstearsorbringapieceofbreadtotheorphans mouth. (CW.5.50) Thetrueeternalprincipleshavetobeheldbeforethepeople. Firstofall,wehavetointroducetheworshipofthegreat saints.Thosegreat-souledoneswhohaverealisedtheeternal truthsaretobepresentedbeforethepeopleastheidealsto befollowed;SriRmachandra,SriKrishna,Mahvira,and SriRamakrishnaamongothers. (CW.5.387-8) Religionisthemanifestationofthedivinityalreadyinman. (CW.4.358) Religionisthemanifestationofthenaturalstrengththatis inman. (CW.8.185) 119

m y i de a of educ at ion Realizationisrealreligion,alltherestisonlypreparation. (CW.1.232) Theoldreligionssaidthathewasanatheistwhodidnot believeinGod.Thenewreligionsaysthatheistheatheist whodoesnotbelieveinhimself.Itmeansfaithinall,because youareall.Itisthegreatfaithwhichwillmaketheworld better. (CW.2.301) Everyreligionandeverycreedrecognizesmanasdivine. (CW.8.199) Eachsoulispotentiallydivine.Thegoalistomanifestthis divinitywithin,bycontrollingnature,externalandinternal. Dothiseitherbywork,orworship,orpsychiccontrol,or philosophybyoneormoreoralloftheseandbefree.This isthewholeofreligion.Doctrines,ordogmas,orrituals,or books,ortemples,orforms,arebutsecondarydetails. (CW.1.257) Confucius,Moses,andPythagoras;Buddha,Christ,Mohammed;Luther,Calvin,andtheSikhs;Theosophy,Spiritualism, andthelike;allthesemeanonlythepreachingoftheDivinein-man. (CW.8.229) Therearethreethingsinthemake-upofman.Thereisthe body,thereisthemind,andthereisthesoul. (CW.5.463-64) Aftersomuchausterity,Ihaveunderstoodthisasthereal truthGodispresentineveryjiva[individualsoul];there isnootherGodbesidesthat.Whoservesjiva,servesGod indeed. (CW.7.247) 120

h a r mon y of r el igions Bythestudyofdifferentreligionswefindthatinessence theyareone.Therearedifferencesinnon-essentials,but inessentialstheyareallone. (CW.1.317-8) Inthefirstplace,allreligionsadmitthat,apartfromthebody whichperishes,thereisacertainpartorsomethingwhichdoes notchangelikethebody,apartthatisimmutable,eternal, thatneverdies. (CW.1.318) Alongwiththisideaofthesoulwefindanothergroupofideas inregardtoitsperfection. (CW.1.319) Wefindthatallreligionsteachtheeternityofthesoul,as wellasthatitslustrehasbeendimmed,andthatitsprimitive purityistoberegainedbytheknowledgeofGod. (CW.1.322) Templesorchurches,booksorforms,aresimplythekindergartenofreligion,tomakethespiritualchildstrongenoughto takehighersteps.Religionisnotindoctrines,indogmas, norinintellectualargumentation;itisbeingandbecoming, itisrealization. (CW.2.43) Religionsoftheworldhavebecomelifelessmockeries.What theworldwantsischaracter.Theworldisinneedofthose whoselifeisoneburninglove,selfless.Thatlovewillmake everywordtelllikethunderbolt. (CW.7.501) Nowcomesthequestion:Canreligionreallyaccomplishanything?Itcan.Itbringstomaneternallife.Ithasmademan whatheis,andwillmakeofthishumananimalagod.Thatis whatreligioncando.Takereligionfromhumansocietyand whatwillremain?Nothingbutaforestofbrutes.(CW.3.4) 121

m y i de a of educ at ion Religionistheideawhichisraisingthebruteuntoman,and manuntoGod. (CW.5.409) Mychildren,thesecretofreligionliesnotintheoriesbutin practice.Tobegoodandtodogoodthatisthewholeof religion. (CW.6.245) 2.harmonyofreligions Allreligionsaretrue. (CW.6.117)

IlearntfrommyMaster[SriRamakrishna]thewonderful truththatthereligionsoftheworldarenotcontradictory orantagonistic.Theyarebutvariousphasesofoneeternal religion. (CW.4.180) SriRamakrishnaneverspokeaharshwordagainstanyone. Sobeautifullytolerantwashethateverysectthoughtthathe belongedtothem.Helovedeveryone.Tohimallreligions weretrue. (CW.7.24) His[SriRamakrishnas]wholelifewasspentinbreakingdown thebarriersofsectarianismanddogma. (CW.5.186) Ourwatchword,then,willbeacceptance,andnotexclusion. Iacceptallreligionsthatwereinthepast,andworship withthemall;IworshipGodwitheveryoneofthem,inwhateverformtheyworshipHim.Ishallgotothemosqueofthe Mohammedan;IshallentertheChristianschurchandkneel beforethecrucifix;IshallentertheBuddhistictemple,whereI shalltakerefugeinBuddhaandinhisLaw.Ishallgointothe forestandsitdowninmeditationwiththeHindu,whoistrying toseetheLightwhichenlightenstheheartofeveryone. 122

h a r mon y of r el igions NotonlyshallIdoallthese,butIshallkeepmyheartopen forallthatmaycomeinthefuture.IsGodsbookfinished? Orisitstillacontinuousrevelationgoingon?Itisamarvellousbookthesespiritualrevelationsoftheworld.TheBible, theVedas,theKoran,andallothersacredbooksarebutso manypages,andaninfinitenumberofpagesremainyettobe unfolded.Wetakeinallthathasbeeninthepast,enjoythe lightofthepresent,andopeneverywindowoftheheartfor allthatwillcomeinthefuture.Salutationtoalltheprophets ofthepast,toallthegreatonesofthepresent,andtoallthat aretocomeinthefuture! (CW.2.374) IftheParliamentofReligionshasshownanythingtotheworld itisthis:Ithasprovedtotheworldthatholiness,purityand charityarenottheexclusivepossessionsofanychurchinthe world,andthateverysystemhasproducedmenandwomen ofthemostexaltedcharacter.Inthefaceofthisevidence,if anybodydreamsoftheexclusivesurvivalofhisownreligion andthedestructionoftheothers,Ipityhimfromthebottom ofmyheart,andpointouttohimthatuponthebannerof everyreligionwillsoonbewritten,inspiteofresistance:Help andnotFight,AssimilationandnotDestruction,Harmony andPeaceandnotDissension. (CW.1.24) Idonotdeprecatetheexistenceofsectsintheworld.Would toGodthereweretwentymillionsmore,forthemorethere are,therewillbeagreaterfieldforselection.WhatIdoobjecttoistryingtofitonereligiontoeverycase.Thoughall religionsareessentiallythesame,theymusthavethevarieties offormproducedbydissimilarcircumstancesamongdifferentnations.Wemusteachhaveourownindividualreligion, individualsofarastheexternalsofitgo. (CW.1.325-6) 123

Swami Vivekananda in California, 1900

aPPendix

SWAmi ViVeKAnAnDA
AS Seen bY WorlD thinKerS RootedinthepastandfullofprideinIndiasprestige, VivekanandawasyetmoderninhisapproachtolifesproblemsandwasakindofbridgebetweenthepastofIndiaand herpresent.Hewasafinefigureofaman,imposing,full ofpoiseanddignity,sureofhimselfandhismission,andat thesametimefullofadynamicandfieryenergyandapassion topushIndiaforward. Jawaharlal Nehru Vivekanandawasasoulofpuissance,ifevertherewas one,averylionamongmen,butthedefiniteworkhehas leftbehindisquiteincommensuratewithourimpressionof hiscreativemightandenergy.Weperceivehisinfluencestill workinggigantically,weknownotwellhow,weknownot wellwhere,insomethingthatisnotyetformed,something leonine,grand,intuitive,upheaving,thathasenteredthesoul ofIndia,andwesay,Behold,Vivekanandastilllivesinthe soulofhisMother,andinthesoulsofherchildren. Sri Aurobindo IcannotwriteaboutVivekanandawithoutgoingintoraptures.Few,indeed,couldcomprehendorfathomhimeven amongstthosewhohadtheprivilegeofbecomingintimate withhim.Hispersonalitywasrich,profound,andcomplex, anditwasthispersonalityasdistinctfromhisteachings 125

m y i de a of educ at ion andwritingswhichaccountsforthewonderfulinfluencehe hasexertedonhiscountrymen.Recklessinhissacrifice, unceasinginhisactivity,boundlessinhislove,profoundand versatileinhiswisdom,exuberantinhisemotions,mercilessin hisattacks,butyetsimpleasachildhewasararepersonality inthisworldofours. ItisverydifficulttoexplaintheversatilegeniusofSwami Vivekananda.TheimpactSwamiVivekanandamadeonstudentsofourtimesbyhisworksandspeechesfaroutweighed thatmadebyanyotherleaderofthecountry.He,asitwere, expressedfullytheirhopesandaspirations. Subhas Chandra Bose Vivekanandanotonlymadeusconsciousofourstrength, healsopointedoutourdefectsanddrawbacks.Speaking ofthosewhoenjoyedtheluxuryofstudyingphilosophyand thescripturesinthesmugnessoftheirretiredlife,hesaid football-playingwasbetterthanthattypeofindulgence. Swamijimadeusseethetruththattattva-jnna,whichhad noplaceinoureverydayrelationshipwithourfellowbeings, andinouractivitieswasuselessandinane. Vinoba Bhave Hispre-eminentcharacteristicwaskingliness.Hewasa bornking,andnobodyevercamenearhimeitherinIndia orAmericawithoutpayinghomagetohismajesty.His strengthandbeauty,thegraceanddignityofhisbearing,the darklightofhiseyes,hisimposingappearance,andfromthe momenthebegantospeak,thesplendidmusicofhisrichdeep voiceenthralledthevastaudienceofAmericanAnglo-Saxons, previouslyprejudicedagainsthimonaccountofhiscolour. ThethoughtofthiswarriorprophetofIndialeftadeepmark upontheUnitedStates. 126

V i V eK a n a n da a s seen b y Wor l d t h i n K er s Itwasimpossibletoimaginehiminthesecondplace. Whereverhewenthewasthefirst.Everybodyrecognizedin himatsighttheleader,theanointedofGod,themanmarked withthestampofthepowertocommand. His words are great music, phrases in the style of Beethoven,stirringrhythmslikethemarchofHandelchoruses.Icannottouchthesesayingsofhis,scatteredastheyare throughthepagesofbooksatthirtyyearsdistance,without receivingathrillthroughmybodylikeanelectricshock.And whatshocks,whattransportsmusthavebeenproducedwhen inburningwordstheyissuedfromthelipsofthehero! Romain Rolland Readingandre-readingtheworksofVivekanandaeach timeIfindinthemsomethingnewthathelpsdeepertounderstandIndia,itsphilosophy,thewayoflifeandcustoms ofthepeopleinthepastandthepresent,theirdreamsofthe future.IthinkthatVivekanandasgreatestserviceisthe developmentinhisteachingoftheloftyidealsofhumanism whichincorporatethefinestfeaturesofIndianculture. Manyyearswillpass,manygenerationswillcomeandgo, Vivekanandaandhistimewillbecomethedistantpast,but neverwilltherefadethememoryofthemanwhoallhislife dreamedofabetterfutureforhispeople,whodidsomuch toawakenhiscompatriotsandmoveIndiaforward. E. P. Chelishev EvennowahundredyearsafterthebirthofNarendranath Datta,wholaterbecameSwamiVivekananda,itisverydifficulttoevaluatehisimportanceinthescaleofworldhistory. ItiscertainlyfargreaterthananyWesternhistorianormost Indianhistorianswouldhavesuggestedatthetimeofhis death.Thepassingoftheyearsandthemanystupendousand 127

m y i de a of educ at ion unexpectedeventswhichhaveoccurredsincethensuggests thatincenturiestocomehewillberememberedasoneofthe mainmouldersofthemodernworld,especiallyasfarasAsia isconcerned,andasoneofthemostsignificantfiguresinthe wholehistoryofIndianreligion,comparableinimportanceto suchgreatteachersasankaraandRmnuja,anddefinitely moreimportantthanthesaintsoflocalorregionalsignificancesuchasKabir,Chaitanya,andthemanyNyanmrs andlwarsofSouthIndia. A. L. Basham Astrikingfigure,cladinyellowandorange,shininglikethe sunofIndiainthemidstoftheheavyatmosphereofChicago, alionhead,piercingeyes,mobilelips,movementsswiftand fastsuchwasmyfirstimpressionofSwamiVivekananda, asImethiminoneoftheroomssetapartfortheuseofthe delegatestotheParliamentofReligions.Monk,theycalled him,notunwarrantably,butwarrior-monkwashe,andthe firstimpressionwasofthewarriorratherthanofthemonk,for hewasofftheplatform,andhisfigurewasinstinctwithpride ofcountry,prideofracetherepresentativeoftheoldestof livingreligions,surroundedbycuriousgazersofnearlythe youngest,andbynomeansinclinedtogivestep,asthoughthe hoaryfaithheembodiedwasinaughtinferiortothenoblest there.Enraptured,thehugemultitudehunguponhiswords; notasyllablemustbelost,notacadencemissed!Thatman aheathen!saidone,ashecameoutofthegreathall,andwe sendmissionariestohispeople!Itwouldbemorefittingthat theyshouldsendmissionariestous. Annie Besant

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